School Guide

IPC Member School

A modern, all-rounded education for children age 5+

(Years 1-6)

We welcome children into a caring and fun environment where they are able to develop to their full potential.

We provide a broad and balanced curriculum that promotes a love of learning and encourages academic, creative, intellectual, physical and spiritual growth and

achievement. We are committed to cultivating a partnership of excellence with our school parents

and the wider community.

Flic en Flac Road, Cascavelle, MAURITIUS Tel: +230 452 9193 Fax: +230 452 9194

email: wipschool@gmail.com Website: www.wipschool.com

table of contents

About Our School Welcome 1 Regional background 2 Brief history of the school 2 Philosophy 3 School identity and traditions 4 Staff 7

General Information Communication tools: home/school interaction 8 School calendar 9 Official school, office and class hours 10 Absenteeism and permission to miss school 11 Personal accident and liability insurance 12 Welfare of our children 12 Emergency procedures 13 Cyclones and adverse weather conditions 13 Transport services 14 Field trips 15 Meals and snacks 15 Lost property 16 Permitted, prohibited and valuable items 16 Payment 17 What will your child need for school? 17 Nature items and objects of interest 17

Academics

Curriculum framework 18 Subjects 21 Daily routine 22 Home learning 22 Language policy 25 Classroom environment and management 25 Appraisal of teaching staff 25 Student assessment, reporting and parent-teacher conferencing 26 General progress meetings 28 Specialist assessment 28 Remedial support 28 School assessment and accreditation 30

Facilities Buildings 31 Grounds 33 Extracurricular activities 34

Parent Involvement

What do we expect of parents? 35 Parents‟ Committee 35 Parent information days, school talks and Exhibition Days 36 Parent-teacher meetings 36

table of contents

Behaviour Policy Philosophy 37 Acceptable and unacceptable behaviour 37 School systems for promoting positive behaviour 38 Rewards 38 Line of consequence and disciplinary action 39 Code of Conduct 40

Admission and Fees

Admission policy 41 Bursaries and scholarships 41 Admission procedure 42 Waiting list 42 Registration and enrolment 2015 43 Fees 43 Termination of enrolment 45

School Governance Legal entity 46 Shareholders 46 Governing body: Board of Directors 46 Day-to-day management of the school 47 School management structure 48

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Welcome Welcome to Westcoast International Primary School, an English-medium private school located on the scenic west coast of Mauritius. We recognise and support individual development needs, and provide a positive learning environment which is conducive to children's academic and social progress. Westcoast is able to accomplish this through a comprehensive and systematic approach to the way knowledge is delivered, received and assessed. The philosophy behind our methods is rooted in the creation of a low-stress, positive environment in which children are free to express themselves and their opinions, ideas, feelings and needs. We are proud to call this a “student-centred” environment. The International Primary Curriculum (IPC) plays a pivotal role in the way our children learn and receive knowledge. The IPC has provided us with the ability and techniques to consistently provide stimulating and effective lessons which capture the students‟ attention and hold their interest long after the lesson has ended. Delivering the IPC units has also proved that children can be inspired to take part in their own learning process. Our students truly enjoy this new approach of teaching themselves. It builds upon their self-confidence and value as individuals; and assures them of their own abilities, skills and talents. Mauritius is rich in tradition, customs and culture. At Westcoast we take pride in providing a positive, healthy environment that embraces and nurtures these elements of diversity. This approach is fundamental in building a positive character and self-esteem in children, while progressively developing a greater knowledge and respect for others and the world around them. It is our belief that learning institutions (schools) should be places where children can feel and experience a true desire to learn without pressure whilst developing a solid intellect and fine character. If this can be achieved, then the school has indeed fulfilled its obligation to produce students who will prosper and contribute as respectable members of the global community. Our teachers are carefully chosen to meet the specific challenges of delivering a world-class education utilising a state-of-the-art curriculum, modern teaching techniques, continual training and ongoing professional development. This ensures academic quality and, more importantly, that your child will find his/her school experience and lessons stimulating, challenging and enjoyable. When you visit our school you will see great teaching practices that accommodate each child‟s unique background, personality and learning style. We have built a truly wonderful school: a school we are proud of, and one your child will be equally proud of and happy to attend. This School Guide has been compiled for ease of access to general information and important procedures, policies, rules and regulations. Please review and familiarise yourself with the contents; and contact the school in case of any suggestions, comments or questions.

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Regional background Westcoast International Primary School is situated on the picturesque west coast of the Republic of Mauritius, a small island democracy in the Indian Ocean 2,000 km off the southeast coast of Africa. The island has a surface area of 2,040 km2 measuring approximately 67 km from north to south, and 47 km at its widest across. The 1.3 million-strong population has its roots in Africa, India, Europe and China, reflecting the island‟s colourful history. Mauritius is an internationally renowned luxury holiday destination and famous for its breath-taking beaches, scenes of natural beauty and agreeable weather. Whereas the island is markedly cooler inland, the west coast is relatively dry and hot with daytime temperatures averaging 35°C in the rainy summer months (November to March) and dropping to a pleasantly comfortable mid-20s during the cooler winter months from June to August. The official cyclone season lasts from mid-November to mid-May bringing with it heightened levels of humidity. Since the turn of the millennium, the demographics of the Black River region of Mauritius have changed enormously. The population has soared due to the influx of many expatriates as well as Mauritians seeking a permanent base in the region. Changes in property laws allowing foreign nationals to purchase property through the IRS (Integrated Resort Scheme) system and settling long-term in the country have also had a big impact. Tamarina (located just outside Tamarin) is one of the most first and most successful IRS developments to date. Many more residential developments in the area have either been completed, or are currently in the pipeline or under construction.

Brief history of the school Westcoast International Primary School was founded in 2009 to meet the demand for good-quality, modern, English-medium private education in the fast-growing western region of Mauritius. At the time, private primary schooling options in Black River were extremely limited. A number of parents in the area formed a pilot group to identify parental needs and aspirations for a local English-medium school of international standard. While the school was still in its planning stages, the founding members conducted meetings with the private sector to secure the necessary funds and land. These meetings resulted in the backing of a number of corporate investors who, to this day, are still firmly behind Westcoast. Crucially, at the time, Medine Property was looking to sponsor a private primary school as part of its Medine Masterplan 2005-2025 – a long-term residential, commercial and educational development strategy for the western landscape of Mauritius. Based on its business model and educational vision Westcoast was selected to provide Medine‟s primary school offering. Westcoast International Primary School was thus established and proudly opened its doors on 14 January 2009. From modest beginnings – nine children, three teachers and two administrators; and operating from a temporary villa in Tamarin – the school has been going from strength to strength. We moved to larger premises in sprawling grounds at Pierrefonds at the start of 2012. Construction of our final school, situated behind Cascavelle Shopping Village was completed in May 2014 and is currently occupied by over 250 students, and will grow to a maximum of 400 students over the next five years. The school offers world-class facilities in a spacious setting (four acres of land) and scenic environment.

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Philosophy Mission statement The school provides children with a modern education in a secure, caring and fun-loving environment. This enables them to reach their full social, academic, cultural and sporting potential within a supportive atmosphere. The school is set in an open, spacious and relaxed environment where children are stretched mentally, socially and physically without losing discipline, respect and care for themselves and others.

Aims and ideals Our founding aim is an international private primary school that is an integrated and united representation of the various cultural and linguistic groups residing within the Black River region of Mauritius. We aim to promote discipline, spiritual awareness and respect for cultural diversity – whilst remaining non-denominational – so children can develop awareness, tolerance and sensitivity towards others. Through the development of personal moral and ethical values, each child will possess a sense of responsibility for their own behaviour and the wellbeing of others. By developing the values of compassion and respect, the school aims to teach learners to be tolerant of customs and beliefs different to their own. Academic performance alone has shown to be a poor indicator of future happiness and success in life. The school embodies a holistic approach to a child‟s learning and development in accordance with the most important recent research findings. A cornerstone of this philosophy is providing children with the skills and tools for coping with life‟s many challenges in the 21st century. We believe in providing our children with a warm and caring environment in which each child, through an enriched and broad curriculum, will develop an imaginative and enquiring mind. Through this sense of enquiry, we hope to enable each learner to acquire the skills necessary for an ever-changing world. Through successful relationships and established programmes between school, home and the community, we aim to provide children with a global outlook whilst being aware of local socio-cultural and environmental concerns. Our children are environmentally conscious and sensitive to the importance of caring for our world, including the island they live on. Children are introduced to “green” awareness from an early age to establish a foundation for understanding the importance of a sustainable world. The teacher-student ratio is maintained to allow for the identification of the needs of each child, and an approach and pace of teaching tailored towards meeting these individual needs. We believe that our children, through these values, will be well prepared to graduate as global citizens of tomorrow.

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School identity and traditions School logo

Westcoast‟s logo embodies the school‟s concern for the environment, and the desire to inspire in our children an awareness of and respect for our surroundings. The logo incorporates an illustration of a child‟s smiling face peeking from behind a

leaf, showing the cheeky and playful mood of children at this age. The leaf depicts nature and, like a child, it needs to be cared for and nurtured. The waved line of the logo represents the sea which is a strong element around the west coast of the island. The turquoise colour symbolises the ocean and the sky of the west coast whilst the green illustrates the strong presence of nature in the Black River region. The grey neutralises and encompasses the surroundings. Brand guidelines The use or reproduction of our name and logos is strictly prohibited unless express prior written permission is obtained from the school, in which case we ask that due care be taken that any such usage respects the school‟s corporate identity. Please contact the school for further information. Assembly Assembly takes place each week and is focussed on each Milepost in turn. This is an opportunity for students to share their learning with their peers. Whole school assemblies take place at the beginning and end of each term and to celebrate special days.

Uniform and dress code Uniform is compulsory as it gives the children a sense of neatness, belonging, structure, discipline, seriousness towards school work and added personal security on and off the premises. - Children are expected to come to school neatly and dressed in the correct uniform at all

times (with the exception of dress-up days), including when travelling to and from school and when attending functions or events outside school. Please note that no departure in style, manufacturer or type of material is permissible.

- We aim to keep the cost of uniforms as low as possible. - The style of our uniform reflects the Mauritian climate and lifestyle as well as providing

protection from the sun. - Boys wear a white shirt with khaki shorts, whereas the girls wear a white blouse and

khaki skorts (skirt/shorts combination). All children are required to wear plain white socks. Footwear is plain-coloured sports shoes or other suitable closed shoes. Shoes deemed inappropriate such as sandals, flip-flops or shoes that inhibit school activities are not allowed.

- The sports kit consists of a khaki T-shirt and navy sports shorts. A navy tracksuit is optional for the cooler months. Students may also wear their house T-shirts for sports.

- To protect them from the harmful rays of the sun children are required to wear their khaki cap at all times, and without exception, when outdoors.

- School uniform is purchased through:

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School Shop Unlimited Uniforms Ltd Address: La Colline Commercial Centre, Candos, Quatre Bornes (Opposite to Victoria/Candos Hospital). Trading hours: Monday, Tuesday, Wednesday and Friday from 09h30 - 17h30, Thursday from 09h30 - 13h00 and Saturday from 10h00 - 17h30. (Shop is closed on Sundays and Public Holiday except for the month of January). Telephone: +230 425 7771 / +230 427 8046

- Westcoast encourages good hygiene and grooming habits to avoid health issues and maintain good standards of personal appearance.

- Other regulations regarding appearance: o Hair – hairstyles are to be kept conservative. Long hair must be tied up and should

not fall in the eyes during class or Physical Education lessons. Hair accessories should be plain and in keeping with the colours of the school.

o Jewellery and make-up – Watches are allowed. For safety reasons, girls are only allowed to wear one pair of ear studs or small hoop-type earrings. The only other jewellery allowed are items worn for religious or cultural reasons. If a chain is worn it may not be visible. The school is not liable for any injury or loss caused by wearing jewellery. Nail varnish, make-up, body art and hair colouring are strictly prohibited.

School houses Westcoast has a school house system whereby students are divided into four groups. The four houses represent the colours of the Mauritian flag. This year we will rename the houses representing Mauritian birds: Fody House Dove House Weaver House Parakeet House Children are assigned to houses randomly (the various year groups are divided equally amongst the four houses, as are boys and girls), with the exception of siblings who are placed in the same house. The house system creates a healthy and well-balanced competitive environment, rewarding teamwork across all age groups as well as individual contribution. This gives the children a sense of belonging and instils in them the importance of group loyalty. The winning house receives a trophy at the end of the year. A Spirit Cup is also awarded to the most deserving house at the school‟s annual Sports Day.

Student body and teacher-student ratio - Westcoast is co-educational and makes provision for six year groups (Years 1-6), for

children ranging from age 5-11. Reception year is provided by pre-primary schools in the area.

- Class sizes are capped at 22 children per class. Years 1 and 2 benefit from an assistant to the class teacher to provide additional support in the crucial foundation years and with language streaming.

- Children are enrolled from many different cultures and nationalities. Westcoast represents a realistic cross-section of the local demographic thus enriching the children‟s cultural experience and broad-mindedness.

- The majority of our students are bi- or multi-lingual. An increasing number of Mauritian families send their children to English-medium schools as they aspire for their children to be truly bilingual in French and English, giving them access to a broader range of universities and ultimately enhancing their career prospects.

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Celebration, religion, nationalism and politics

Westcoast is a non-denominational school and whilst we respect, emphasise and celebrate the diverse culture of Mauritius with its many different languages, religious groups and traditions; we maintain political and religious neutrality. We concentrate on providing a good education and respect the religious freedom of all, thus leaving religious instruction to parents. The school is supportive of initiatives by parents providing religious education to children. For example, a group of parent volunteers currently makes use of the school‟s premises to offer Catechism classes once a week after school.

Birthdays Children enjoy birthdays and bringing cakes to school. If you wish to send a cake to be shared at school, kindly inform the class teacher one school day in advance. Birthday parties are to be held outside of school and/or school hours.

Green awareness Westcoast is fiercely proud of and unwavering in its founding principles that embody the spirit of environmental awareness and respect for others. Through learning and play our children are conditioned to be ambassadors for a sustainable planet Earth and to accept responsibility for their carbon footprint. When children are taught that their actions will either damage or help the environment, a higher level of consciousness is spread throughout the younger generation which has the potential to become a way of life. - Environmental awareness is incorporated in our curriculum and daily school life. - Two rainwater collection tanks with gauges are used to water the plants the students

grow in the Educational Courtyards. - In line with the school‟s vision around ecology and recycling, we aim to make our

playground as „green‟ as possible: o The different year groups are assigned responsibility on a week-long rotational basis

to ensure that litter is not strewn around the playground and, if need be, take charge of clearing away any rubbish.

o There are nine playground structures assembled from discarded tyres and locally sourced materials for children to play to their hearts‟ content. - Unless absolutely necessary the school does not make use of hard-copy (paper) communications but instead send emails. - Parents are often requested to send any recycled items to school

to be used for Art and other creative projects. This includes but is not limited to boxes (cereal, shoe, gift, etc.); rolls from toilet paper, paper towelling, food wrapping and gift wrapping; paper egg cartons; old magazines, newspapers, greeting cards and wrapping paper; fabric, yarn and ribbon scraps; buttons and beads; and spools.

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Staff All Westcoast International Primary School‟s teachers are experienced with many holding post graduate qualifications. Our teaching assistants are in-house trained, with many holding a diploma in primary teaching or early childhood qualification. Head of School Kay Scarlett Head of Education Shan Fayd‟Herbe School Administrator Accounts Administrator Receptionist

Catherine Closel Karen Thomas Sonia Dupavillon

Year 1A class teacher Leigh Reid Year 1A associate teacher Cathy Lincoln Year 1B class teacher Eloise Martin Year 1B associate teacher Selvina Gura Year 1C class teacher Sanchia Brandenburg Year 1C associate teacher Josie Gentil Year 2A class teacher Zahida Abdoolakhan Year 2A associate teacher Brinda Runghsawmee Year 2B class teacher Zeenat Peerbocus Year 2B associate teacher Lovena Moonesawmy Year 2C class teacher Jenny Gundowry-Magasin Year 2C associate teacher Michaela Veder Year 3A class teacher Vaneeta Vydelingum Year 3B class teacher Deborah Samouilhan Year 3 A/B associate teacher Hashmeeta Gobinsing Year 4A class teacher Tamrin de Robillard Year 4B class teacher Fabielle Merle Year 5A class teacher Iram Dossa Year 5B class teacher Mrs Kirsten Bigara Year 6A class teacher Jessen Vydelingum Year 6B class teacher Isabelle Jullienne French teachers Youvana Chellen

Audrey Clain Novanita Chellen Coralie Piat

Art teacher Yanice Olivier Sports teacher Caroline Mathieu Music teacher Rosy Mungly IT integration teacher Marjorie Philogene Learning Support Coordinator Marianne McIntyre Learning support assistant Tessa Perrier Bilingual language support (part time) Emily Bolton School Counsellor(part time) Pia Jelstrup Maintenance staff Ajay Babajee, Frederick Niole,

Deoraj Sooky Cleaning Staff Claudiane Bernard, Prisca Perrine,

Clivy Napanahani

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Communication tools: home/school interaction We believe that an effective communication system is central to a positive home/school relationship. Westcoast makes use of several modes of communication:

Email – The school sends the bulk of its correspondence electronically (including weekly

newsletters, academic programmes and home learning), so parents are requested to notify us of any changes to their email address without delay – also see “Contact Card” below. Please check your emails daily. Parents are welcome to correspond with the School Administrator (wipschool@gmail.com, the Accounts Administrator (finance.wips@gmail.com) and the Parents‟ Committee (pc.wips@gmail.com) via email. Unless highly confidential, message books should be used for correspondence with class teachers.

Message books – All children are assigned an A5-sized message book which is used for

correspondence with the class teacher, school administration and the Head of School. It can also be used for sending invoices, forms, payment, receipts and any other documentation that have to exchange hands between the school and parents. Please send and check the book daily, and sign to acknowledge that any new messages have been read.

Home learning folders – Each child is provided with a homework folder to keep

homework sheets, readers, revision books, text books and message books neat and tidy. Check the pouch daily and make sure that it comes back to school every day.

Telephone – If phoning the school, please call between 07:30 and 15:00 for assistance.

Telephonic requests to teachers should be made before school or at break times.

Website and Facebook – Westcoast endeavours to keep all members of our school

community as well as the general public informed of projects, activities and news on our website www.wipschool.com and Facebook page (“Westcoast International Primary School”). The school‟s academic calendar and official documentation are uploaded to the website for reference and convenience.

School newsletter – A weekly newsletter is emailed to parents by the Head of School.

This will contain news of past events and also inform of events coming in the future.

Contact Card – The school needs to ensure that it has the most up-to-date contact

information for each child. A Contact Card is sent home at the start of every school term to be completed and/or checked for any omissions, additions or amendments to parents‟ contact details.

Text messages – In case of extremely urgent or emergency communications the school

may use an SMS service. All parents will be listed for this service.

The school‟s emergency mobile number is 5936 9930.

Contacting the school Preferably all correspondence should be made by email to wipschool@gmail.com and via the message books. - If phoning the school, please call between 07:30 and 15:00 for assistance. - In case of emergency, parents are welcome to contact the school without delay. - Where possible, telephone calls to teachers should be made before school or at break

times. Parents may not ask staff for their personal telephone or mobile numbers. - Parents may not contact staff outside of school operating hours unless via email. - All concerns or problems are discussed with the Head of School or class teacher by

appointment. Parents should not hesitate to discuss any changes or difficulties at home with their child's teacher, as this helps us to better understand and support our children. Should any matter arise that may impact on a child‟s behaviour, or if they are consulting a therapist, parents should inform the school.

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- Should you require an official school record from your child‟s file, kindly notify the school at least three days in advance.

Notification of changes The school makes every effort to keep its database of students accurate and up-to-date. Parents must inform the school immediately – in writing – of any changes to their contact details or family circumstances, either by email or in the message book. It is imperative that the school is able to contact parents in case of illness or emergency. No responsibility will be taken if we were unable to contact parents due to of incorrect or incomplete information on the child‟s Contact Card.

School calendar Westcoast operates the Southern Hemisphere academic year that runs from January to November. The usual consequence for students transferring from the Northern Hemisphere is that they repeat a term which is useful for settling in. (For students transferring from Westcoast to the Northern Hemisphere forward planning is necessary to coordinate with the receiving school‟s academic year, and to make the transition as smooth and seamless as possible.) The school‟s academic calendar is prepared by school administration and approved by the Board of Directors during the third term for the following school year. We follow a three-term calendar. The first term runs from January to April, the second term from May to July and the final term from August to November. Each term lasts 11 to 13 weeks with a mid-term break in the second and third term. Half-term holidays are usually a week long and are given at the beginning of June and October. The first term‟s holidays usually last three weeks, with a four week-break following the second term, and seven weeks at the end of the school year. Westcoast is in line with the Mauritian government‟s requirements for school attendance. There are approximately 170 student learning days and 17 weeks of holiday per annum, taking into account Mauritian statutory public and religious holidays. Where possible, school holidays are coordinated with those of other schools in Mauritius. Please consult the current academic calendar (available from school administration or our website) for holidays, mid-term breaks and other important dates.

Public holidays 2016 New Year Wednesday 1 January New Year Thursday 2 January Chinese Spring Festival Saturday 28 January Abolition of Slavery Wednesday 1 February Thaipoosam Cavadee Thursday 9 February Maha Shivaratree Friday 24 February National Day Sunday 12 March Ugaadi Wednesday 29 March Labour Day Monday 1 May Eid-Ul-Fitr Mndday 26June Ganesh Chaturthi Saturday 26 August Divali Thursday 19 October All Saints Day Wednesday 1 November Arrival of Indentured Labourers Thursday 2 November Christmas Thursday 25 December depending on the visibility of the moon

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Official school, office and class hours School building open to students 07:30 – 15:00 School office hours 07:30 – 16:00 Lessons commence 08:00 Class hours 08:00 – 14:00 First break (children enjoy a snack) 09:40 – 10:00 Lunch break 11:40 – 12:20 End of school day 14:00 Extracurricular activities 14:05 – 15:00

Arrival / dismissal schedule Gates open at 07:30 and are locked again at 08.10. The gates are then controlled by a video entrance system. Gates open again at 14.05 for pick up. Parents are not permitted on the property after 08:00 or before 14:05 unless by prior appointment (see “Visiting the school” below). 07:30: Early drop-off of children. School building opens. 08:00: The school day begins at 08:00 sharp. 14:00: The bell rings. 14:05 all children are dismissed – parents collect from in front of the class, van drivers collect from in front of the library. Children that have not been collected are sent to the front office and teachers organise the children or must wait in an area designated by the teachers (unless they are staying behind for extracurricular activities, in which case pick-up is scheduled for 15:00).

Parking and drop-off - Children can be dropped off between 07:30 and 07:50. - As the speed limit on the school grounds is 10km/h please drive slowly and with due

care. - Be considerate to others during peak times. - In order to keep the parking area free of excess traffic we request that parents have their

children ready to get out of the car quickly, deliver them safely to the school gate and then move along.

- Do not leave your car in the drop off zone. - Do no park cars in or make it difficult for other cars to manoeuvre. - Do not double-park. - The school observes a one-way system – please obey the entry and exit signs.

Punctuality - It is very important that children arrive at school before the bell rings to start the day on

time. It is disrespectful to be late for school. - All children arriving after 08:00 are instructed to report to the front office accompanied by

a parent or whosoever transported them to school before they are allowed to proceed to their classroom.

- Late arrivals are recorded in the child‟s message book. - Frequent tardiness may affect the child‟s progress as well as result in administrative

action. - Parents should make a concerted effort to collect their child(ren) on time as we do not

have the resources for after-school care.

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Late drop-off or early collection - Children have to attend class for the duration of the school day. - Parents may not collect children earlier or bring them later unless there is a valid reason

and permission has been granted by the Head of School. Email, telephone or write in the message book any such requests ahead of time, stating the reason, for the school‟s records. The class teacher will be informed accordingly.

Collection of children by others For security reasons, no children are allowed to leave the property with an unauthorised person at any time unless parents have made the necessary arrangements with the school. - Parents are to notify the school if someone else will be collecting their child. - If making use of a transport service; their name, contact details and the nature of the

arrangement must be recorded in the child‟s message book.

Visiting the school - Parents are not permitted on the property after 08:00 or before 14:00, unless by prior

arrangement. - Visitors are strongly advised to phone the school during normal business hours to secure

an appointment. - All visitors must sign the visitors‟ book at the front office. Visitors are allocated a badge

for ease of identification. - Students may not bring visiting friends or relatives to spend the day at school.

Visiting the classroom or class teacher Parents are not to go directly to the classroom area when at the school. Should a parent wish to talk to their child‟s teacher concerning progress or performance, they should visit or call the school office to request an appointment. A mutually convenient time (before 08:00 or after 14:00) will be arranged.

Absenteeism and permission to miss school

It is important that children maintain a school attendance routine. The school should be notified in advance should it be unavoidable that a child misses school. - All students have their attendance recorded daily. A summary of days attended / missed

is documented on the Report Card. Usually a student must have attended a full term in order to receive a completed Report Card (i.e. all competencies filled in).

- If a child is ill or going to be absent for the day, the school should be notified before 08:00 so that the class teacher is made aware. Remember to mention if your child has contracted an infectious disease.

- Also send a note upon his/her return to school stating the reason your child was absent. - Parents are discouraged to take holiday during the school term. It is disruptive to

children as they miss out on class work and continuity of learning. If you would like to take your child out of school during term time, permission has to be granted by the Head of School.

- It is parents‟ duty to ensure that their child catch up on any assignments, homework, work sheets and class work missed as a result of absence.

- In the event of prolonged absence (three days or longer), a medical certificate is required.

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Personal accident and liability insurance Although we do not like accidents to happen, they can occur at any time. All Westcoast students are covered by the school‟s personal accident insurance for expenses incurred in case of injury whether it be on the school grounds, on a field trip, travelling to and from school using their normal route, or participating in any other official school activity or event. Premiums are paid by the school and is in effect all year round. For further details of the cover, contact the school.

Welfare of our children Westcoast cares for the health and safety of all its children and staff. - First aid kits are kept at school and we have staff that are first aid-trained. - Parents are requested not to send their children to school if they are unwell. Not only is

this unfair to healthy children and staff, but it also prevents a vicious circle of infection and re-infection.

- No child may attend school if they have any of the following: flu, diarrhoea, vomiting, impetigo on the skin, fever, rash, unfamiliar spots, discharge, conjunctivitis, a severe cold or cough, head lice or any other infectious disease.

- Children should tell their class teacher if they are feeling unwell. - Any child with a temperature over 100º F / 38º C will be sent home for care. - Children that suffer from asthma must have their asthma pump at school. - It is imperative that parents make us aware of any allergies their child may have or

special precautions to take in the medical treatment of their child. - The school must be informed of any medical history or condition that may affect a child‟s

health, learning or behaviour. - It is parents‟ duty to ensure that their child‟s vaccinations are kept up-to-date. - We do periodic checks for head lice. If a child is found to have head lice, the school

reserves the right to send the child home. Head lice spread easily therefore children with an infestation may not attend school until treatment is completed. Parents are responsible for notifying the school and administer appropriate treatment if they discover that their child has head lice. Parents will be advised of any outbreaks, and treatment or preventative measures to be taken.

Accident and illness procedures Westcoast will always act in the best interest of a child‟s immediate health and wellbeing. - The school has accident procedures in place, and will notify parents without delay in the

event of serious injury or illness. If urgent medical attention is deemed appropriate and/or necessary, the school will act in accordance with parents‟ requests.

- If parents cannot be reached or contacted when an injury has occurred, the school will take appropriate measures to seek immediate medical attention from a medical practitioner or hospital. The school will continue to attempt to contact the parents to inform them of the situation.

- If parents have specific concerns or requests regarding medical situations, it is their responsibility to inform the school.

- Minor injuries will be treated by staff members that are first aid-trained. - If a child falls ill while at school we are not permitted to administer and dispense any

medicine unless permitted on the Parent/Guardian Approvals form, or by telephonic consent from the parent.

- If a child is extremely unwell we will contact the parent to arrange collection from school.

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- Children who are already ill and require medication need to stay home until they are well enough to return to school.

- If a child is on a course of antibiotics, they are not permitted to return to school until day three of the course.

- Parents are informed of minor injuries through their child‟s message book. - Serious injuries and accidents will be recorded on an accident form.

Chronic and other medication - Children who take medication on a regular or daily basis must have this recorded in their

Confidential Student Record form which is kept in their permanent record file. - Parents of children who have a specific illness requiring special treatment must submit

clear written and signed instructions stating the dosage and time of administration, otherwise the school will not dispense such medication.

- All medication must be brought to school by the parent, guardian, or other designated adult. No medicine may be put in a child‟s bag.

- All medication must be in the original bottle or container, and prescription medication must list the child's name on the pharmacy label.

It is imperative that we always have parents‟ correct contact details on hand in case of an emergency.

Emergency procedures The school has in place emergency evacuation and fire drill procedures that are regularly practiced with staff and students.

The school‟s emergency mobile number is 5936 9930.

Cyclones and adverse weather conditions School management will follow the directives issued by the local authorities (e.g. Ministry of Education) on cyclones, torrential rain and flooding. Parents are advised to listen to weather bulletins and consult the local media at all times and especially during the cyclone season from mid-November to mid-May.

Cyclone warnings Class I School as usual. Class II No school (even if warning is removed later in the day). If a Class II warning

is enforced at the beginning of the school day, parents should keep their children at home. In the event that a Class II warning is issued during school hours, classes will be dismissed without delay and parents have to collect their children. On a school day the Meteorological Service will, as far as possible, issue Class II warnings either at 04:10, 13:10 or 14:10.

Class III No school (even if warning is removed later in the day). Class IV No school.

Torrential rain notice - We will abide by government laws and notices in place. - School will resume as soon as the site is safe and usable. - Bulletins and information about resumption of school will also be available on the radio

and our website (if circumstances permit).

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School Van Safety and Etiquette

School buses transport the most treasured passengers of all: children. Children, in turn, are expected to observe proper school bus etiquette and rules to ensure a safe, orderly and punctual journey. Always stay out of the Danger Zone – the three-metre

area (five giant steps) around a school bus is called the Danger Zone. Never walk behind the van. Waiting for and boarding the school bus

Arrive at the agreed meeting point five minutes early or, if the van is collecting you from home, wait a few minutes ahead of time as close to the pick-up point as possible but remaining in a safe spot. Stay well clear of the street or the path of moving vehicles. Wait until the van has come to a complete standstill before moving forward to board.

Remember that tardiness has a knock-on effect and is inconsiderate towards other passengers as well as the school and parents / responsible parties still waiting for the bus.

If you have to cross the street in front of the bus, walk on the pavement or along the side of the road to a point outside the Danger Zone before you cross. Be sure that the van driver and assistant can see you, and that you can see them.

Being safe and orderly while on the school bus

Buckle up. Always follow the driver or helper‟s instructions – they

are in charge. Avoid carrying bulky bags or bringing unnecessary

luggage on to the van. Remain seated at all times while the bus is moving,

and face forward. Keep legs and feet in front of you and never stick

your arms or head out of the window. Keep all parts of the body inside the van where it is safe.

Keep objects to yourself. Place bags under the seat or on your lap

Inside the van, inappropriate behaviour like fighting, pushing, horseplay or throwing objects might distract the driver and cause an accident. Never throw anything out of the window.

Talk quietly. Everybody in the van, including the driver, has the right to a safe, orderly environment, so children need to use good manners and talk quietly only to those in their immediate vicinity, using acceptable language and gestures. Do not distract the driver by shouting or yelling.

Be courteous to the driver, assistant and other children, and remember to always greet and thank the driver and assistant.

Make sure to take all your personal belongings, including litter, with you.

Exiting the school bus

Wait until the van comes to a complete stop before leaving your seat to exit.

Stay out of the Danger Zone. Do not pick up anything that falls under the van. Tell

the driver or assistant if you drop anything.

Transport services Important: The school merely supplies a list of recommended service operators for parents‟ convenience; and is in no way affiliated with, or liable or responsible for transport arrangements. - Although the school does not provide

transport it can supply parents with a contact list of several private bus companies that offer transport services to and from key destinations on the island. More routes will be added as the school grows and demand dictates.

- It is parents‟ responsibility to ensure that the owner or driver of the transport service is reliable, punctual and fully aware of government safety regulations as well as the school‟s hours, driving rules and parking policy.

- Parents who choose to make use of privately-operated van services are required to sign the “Privately-Operated School Bus Indemnity Agreement”.

- All parents must record in their child‟s message book (“Confirmation of Transport Arrangements” form) the name of the transport person used; including their telephone number, and details of the arrangement (e.g. which days, mornings and/or afternoons).

- Please let the school now if you are aware of any other service operators to add to our list.

- Although not operated by the school, students are expected to behave impeccably when using school transport. The school will take firm action on any reports of misbehaviour.

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Field trips Field trips form an integral part of the curriculum and are organised on a regular basis throughout the school year. - The cost of these outings is not included in the school fees and will be charged on an ad-

hoc basis. All effort is made to keep costs to a minimum. - Parents are informed of field trips at least one week in advance and have to sign a

permission slip to allow their child to participate. No student is allowed to join a field trip without the necessary parental or guardian permission.

- If parent or guardian permission is not granted to attend a field trip, the child stays home and is marked absent for the day.

- Children are required to bring a small bag containing a packed lunch and something to drink.

- Children should wear either full school uniform or their PE kit (depending on the nature of the field trip).

- For safety reasons, children are transported by a rented bus. - All field trips are fully chaperoned with at least two adults accompanying a class. - Teachers carry a first-aid box and will notify the school immediately if any problems arise

while on a field trip.

Meals and snacks Meal times promote healthy eating habits, and social grace and courtesy. Children are required to provide their own packed lunch and snack items from home. In lieu of a packed lunch, parents can choose to order balanced, nutritious meals from a third-party canteen service that delivers to the school. A monthly menu is emailed to all parents well in advance should they wish to make use of this service. We have a strict food policy as we would like to keep our children safe and healthy while attending school. The food and liquids that children consume at school have a direct bearing on their concentration in class. Parents‟ cooperation in this regard will be appreciated.

Lunch box rules - All items should be packed in suitable containers that are easy to open and close, and

clearly marked with the child‟s name. Please include an ice pack for added freshness. - Children have a short snack break at 10:15 and lunch at 11:55 after which they go out

and play, so parents should not over-pack their child‟s lunch and snack box. - We watch and assist where necessary at meal times but do not police or force children

to eat. - Although stated on a child‟s Enrolment Form, class teachers need to be alerted to any

specific food allergies, sensitivity, intolerance or special dietary requirements. - We do not have the facilities or manpower to warm individual food items for children. - Remember to pack a spoon or fork if required as we do not supply cutlery. - Sugar, colourants and preservatives should be kept to a minimum as they adversely

affect children‟s concentration in class. - Strictly no sweets, fizzy drinks, energy drinks or chewing gum are allowed – these will be

confiscated! - Lychees are not allowed for safety reasons as they pose a choking hazard. - We encourage children to drink water at school. A water fountain is available to top up

the contents of water bottles.

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- Readers or any school property damaged by leaking bottles or food spills have to replaced by parents.

Permitted and suggested foods raw vegetable slices | cereal bars | muffins | rice cakes | cheese | nuts | salad |

digestive or plain biscuits | pasta | sandwiches | pita snack breads | savoury biscuits |

dried fruit or “trail mix” | pure fruit juice | popcorn (salted) | fruit (whole or sliced) | bread

sticks | pretzels | cold meats or sausages | lightly salted crisps | wholewheat crackers |

iced tea | yoghurt | drinking yoghurt | raisins | rice | noodles

Lost property Children are responsible for their own belongings which should be clearly labelled with their name. - Do not allow or encourage children to bring

valuable items to school as we accept no responsibility for articles damaged, lost or misplaced at school, extracurricular activities and extra-murals (e.g. swimming or field trips).

- All unmarked items will be put into a box at the front office.

- At the end of each term the school donates any unclaimed items to a nominated charity.

Permitted, prohibited and valuable items

- We encourage constructive play during break time and provide children with equipment such as footballs and cricket bats.

- Mobile phones, electronic pocket games, game consoles, music devices, toys (including toy guns, swords or any other sharp objects), games, magazines, stickers, trading cards and any other material not related to school activities are forbidden at school. If found, any such items will be confiscated and returned at the end of the school day. Repeated contravention of this rule may result in disciplinary action and/or the item(s) being confiscated until the end of the term. At the end of the year all unclaimed confiscated items will be donated to good causes.

- If children need to contact their parents they are welcome to use the school phone. Parents may leave messages for their children with school administration.

- Please do not send children to school with money (unless requested by the school or class teacher) or any valuables, such as jewellery.

- Children are not allowed to engage in trading in school or on the playground (i.e. buying or selling items from/to one another) unless it is an activity approved by the school.

- The school will not be held responsible for any lost, damaged or broken items.

The school can in no way be held liable for damage to, or theft or loss of personal property.

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Payment

Bank details Account name: West Coast Primary School Ltd Bank: MCB Branch: Ruisseau Créole, Rivière Noire Account number: 380523329 Once payment has been effected, please fax a copy of the remittance advice or proof of payment to the school on 427 5494 or email finance.wips@gmail.com.

Cheque payments Where applicable, cheques should be used for payment if possible. Cheques are to be made payable to “West Coast Primary School Ltd”, marked “account payee only” (no cash cheques) and placed in a clearly marked envelope in the child‟s message book. Please note that cheques, cash or cash deposits are not permitted for payment of school fees.

What will your child need for school? - Small school rucksack or document carrier (for reasons of safety, wheeled bags or

cases are not allowed) - Small cooler bag with ice pack containing:

o mid-morning snack and packed lunch (lunch may be ordered from the school‟s

outside canteen facility – see “Meals and snacks” previously) o water bottle (plastic or metal – glass bottles are prohibited)

- Uniform, sportswear, white socks and plain-coloured sports shoes - For swimming classes in the summer months, a small waterproof bag containing the

following items: school swimming costume (one-piece for girls, swim shorts and rash shirts for boys), flip-flops, house swimming cap, towel, high-factor sun cream, and goggles (optional)

All items must be clearly labelled. A homework folder will be given out in the first week of school –make sure it comes to school every day and is kept neat and tidy. The school is responsible for purchasing all stationery items.

Nature items and objects of interest - Children are allowed to bring items of interest to display, e.g. rock specimens, birds‟

nests and shells; or anything related to their current IPC unit. - If children travel – whether locally or abroad – they are encouraged to bring back

postcards or other paraphernalia to school which contributes to their general knowledge and love of learning.

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Curriculum framework

Aims of the curriculum Our academic programme is firmly grounded in the principles of the school‟s mission statement. When Westcoast was founded we sought a curriculum and methodology of teaching focused on continuous assessment, rather than one solely based on tests. The curriculum also had to embrace the teaching of children in a way that is relevant to their lives today and in the future. The curriculum furthermore needed to ensure children acquired basic life skills and an all-rounded education – from sports to academics, to social to spiritual – without feeling the pressure of having to perform and achieve other than for themselves. In short, our ambition was for the curriculum to offer great learning, great teaching and great fun. The key to achieving these goals lies in the curriculum a school uses as well as the quality, dedication and training of the Head of School and teaching staff. We believe in the provision of a creative curriculum and learning environment that enables our children to succeed in many areas: - confident individuals

who are able to live safe, healthy and fulfilling lives - successful learners

who enjoy learning, make progress and achieving - responsible citizens

who make a positive contribution to society The IPC (International Primary Curriculum) was thus adopted as it: - is designed to stimulate the imagination and intellect through a variety of subjects, rather

than pure memory retention, and to present a universal view of the world; - acknowledges that children develop and learn in different ways and at different rates;

and - demonstrates how all areas of learning and development are important and

interconnected. We want children to enjoy their learning, develop enquiring minds, develop the personal qualities they need to be good citizens; and develop all the skills necessary to succeed in life.

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What is the IPC?

Quick facts - The IPC is endorsed by schools, authorities and

governments alike. - The IPC is used extensively at primary level having

gained the commitment of more than 1,500 schools in 85 countries in little over a decade.

- The IPC was originally developed by the Shell Oil Company for its schools overseas to ensure a consistent high standard of education for expatriate children.

- The curriculum was created to address the problem of transient students who had to grapple with large amounts of new material whenever they changed schools.

- The resulting topic-based curriculum is taught in pre-packaged formulated lesson plans so students can go from school to school and not miss a beat.

- It is a clear process of learning with specific learning goals that focuses on three standards: academic, personal development, and international-mindedness.

- All the core subjects are taught through thought-provoking topics (“units”).

For further information, visit www.internationalprimarycurriculum.com.

What are the advantages of IPC? The IPC has been designed to help children receive a 21st-century education in real classrooms. International understanding has become vital. The ability to work with and relate to different cultures is crucial to the modern-day job world, to our personal lives and our continuing hope for a peaceful and sustainable planet. The IPC‟s learning goals underline the importance that both teachers and children should enjoy what they do: - The IPC is an outcome-led, enquiry-based and future-oriented curriculum, and is

assessment- and evaluation-focused. - It is comprehensive, creative and challenging for children of all abilities and all learning

styles, with a clear process of learning and with specific learning goals for every subject. It encourages learning in groups as well as individual learning.

- Each unit of work has a theme that modern-day children find interesting and relevant. Units bring together social sciences and arts in a thematic approach so that children make links between subjects in an exciting and stimulating way.

- The IPC is designed to ensure rigorous learning but also helps teachers to make learning exciting, interactive and meaningful for children.

- The IPC focuses on a skills-based approach, developing adaptable and resilient globally-minded learners, prepared for the fast-changing and inter-connected world that that they will be living and working in as responsible adults.

- Taking into account up-to-date research on how children learn and how they can be encouraged to be life-long learners, the IPC helps children to develop: o sound values, attitudes and inter-personal skills needed for life-long, active

participation in the world; and o an international mindset alongside awareness of their own nationality.

The IPC is a thematic-based curriculum organised into units of work covering several curriculum areas. Each unit covers a particular topic area, for example, your child may study the unit “Food” for five weeks. The structure of the lessons involves children spending several days studying the scientific aspects of the curriculum rather than the „one-hour-a-week‟ method. It may be the case that a particular unit does not cover all curriculum areas, but this is intentional. As a whole, curriculum coverage is balanced throughout the mileposts. Children are continually assessed to check on progress and to identify any needs.

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- This global approach helps children to connect their learning to their current location as well as from the perspective of people in other countries. The process moves the child away from being only aware of the self, to developing an awareness of others thus learning not only about the differences but also, crucially, discovering the similarities between countries and cultures.

Parents often ask how the IPC compares with other curricula, notably the British system (“National Curriculum for England”). We have available a detailed guide that cross-references the two methods (either downloadable from our website, or else contact the school for a digital copy). The IPC has been found to translate well into secondary settings based on IGCSE, A-levels and the IB Diploma.

The IPC learning process Subject learning goals

Each unit starts with an „entry point‟, dubbed as the „wow‟ factor by the IPC, to get students interested in the new topic. At the end of the unit, the children are involved in an „exit point‟ activity which brings all the work done for the past several weeks to a close. Many IPC units require the parents to be the audience for entry and exit points. The personal learning goals of the IPC encourage children to be: - Enquiring - Adaptable - Resilient - Moral - Thoughtful - Cooperative - Respectful - Communicative These are universal qualities built into the curriculum which we are sure all parents would like their children to develop. These goals are in line with the values outlined in our Aims and Ideals statement.

International learning goals are aimed at providing each child with an international mindset to help them understand and celebrate each other‟s differences and similarities. An international element to each unit of work is incorporated within the curriculum. These learning goals, alongside the personal learning goals of respect and cooperation, promote international-mindedness within the classroom and beyond.

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Plotting our progress The school aims to keep parents updated of its IPC practices thus sharing how we are implementing the principles of the IPC and measuring these against accreditation criteria. It also provides the school with a clear goal, allowing staff to appraise what they are doing and ensuring consistency across the school towards focused teaching and learning.

Subjects The wide range of subjects we offer ensures a balanced curriculum and fosters life-long learning. The IPC learning goals cover subjects that one would expect to find in any curriculum: Science, Geography, History, ICT (Information & Communication Technology), Music, Art, Physical Education, Society/Community and Design Technology. Although subjects are taught based on the National Curriculum standards of Mauritius and the UK, the content within the IPC is truly global. The IPC deliberately does not cover the core subjects of Maths and Language: - Maths is a linear subject and as such concepts have to be taught in a linear way. - Given the world-wide spread of the IPC, languages are excluded from the curriculum.

Basic language structures have to be taught independently, leaving each IPC school to choose its own programme of language learning.

- Westcoast has adopted Les Loustiques as its FFL (French Foreign Language) curriculum and follows L‟Education Nationale for French mother tongue speakers.

- English and Maths are taught through a vigorous and effective combination of the objectives of the Cambridge Primary and the National Curriculum for England, the National Curriculum for Mauritius and other leading international curricula, including South Africa‟s National Curriculum. Although English is standalone from the IPC we integrate literacy as much as possible into the IPC unit.

The subject learning goals are broken down into three grades/age ranges: Milepost 1 : Westcoast Years 1 & 2 Milepost 2 : Westcoast Years 3 & 4 Milepost 3 : Westcoast Years 5 & 6

International Curriculum Continuum

Each Milepost, or IPC Stage, has a list of the skills, knowledge and understanding that a child should have acquired by a set age:

Student Age

Group

UK Key Stage

UK Year

USA Year

South Africa Year

France Year

Westcoast Year

IPC Stage

5 – 6 KS1

Year 1 Kindergarten Grade R GSM Year 1 Milepost 1

6 – 7 Year 2 G1 G-1 CP Year 2 MP1

7 – 8

KS2

Year 3 G2 G-2 CE1 Year 3 MP2

8 – 9 Year 4 G3 G-3 CE2 Year 4 MP2

9 – 10 Year 5 G4 G-4 CM1 Year 5 MP3

10 – 11 Year 6 G5 G-5 CM2 Year 6 MP3

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Daily routine Subjects taught at Westcoast are: - IPC – Art, Design Technology, Geography, History, ICT (Information & Communication

Technology), Music, Physical Education, Science, Society and International Studies. - Literacy – English and French - Mathematics The school has 6 lessons a day (30 a week): - Maths (“Numeracy”) is taught daily (at least five lessons weekly) - English is taught daily (at least five lessons a week) - French is taught at least four times per week - There are a minimum of seven IPC lessons a week - One Art class - One Music class - Two PE (Physical Education) classes * - One Information & Communication Technology class combined with Library * In the summer months, children attend swimming classes at a sport facility with a junior-size Olympic pool. These take place during school hours as part of PE.

Within an IPC unit there are specific learning targets with set tasks which are carried out by the class teachers in conjunction with the specialist teachers (French, Art, Music and PE).

Timetable MONDAY to FRIDAY 08:00 – 08:50 Lesson 08:50 – 09:40 Lesson 09:40 – 10:00 First break 10:00 – 10:50 Lesson 10:50 – 11:40 Lesson 11:40 – 12:20 Lunch break 12:20 – 13:10 Lesson 13:10 – 14:00 Lesson 14:05 – 15:00 Extracurricular activities

Home learning

Rational At WIPS we believe that an important and essential part of the educational process is the extension of learning into a setting outside the classroom. At WIPS we use the idea of home learning rather than „homework‟ to remind us that all activities should be engaging and support learning, rather than be perceived as „busy work‟ that has to be completed. WIPS‟ policy is not to over-burden or put unnecessary pressure on students, and home learning tasks should not prevent students participating in activities after school such as sports, music, clubs or other social activities, all of which complement the curriculum and support the learning goals developed in school. Teachers will only provide home learning tasks if deemed appropriate for further learning. When home learning is assigned, it will be at a volume or level of difficulty appropriate to the child‟s ability. This will help to ensure that (s)he can complete the assignment on their own and within a reasonable timeframe.

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The purpose of home learning Relevant and appropriate home learning will:

Develop initiative, responsibility, self‐direction and organisational skills.

Consolidate and reinforce knowledge, skills and understanding

Provide opportunities for independent work and/or study to extend school learning

Support the home/school relationship by providing opportunities for parents and children to enjoy learning experiences together

Allocation The amount of time allocated for home learning will vary at each IPC Milepost and/or according to the individual needs of the child. However, the following guidelines are recommended:

IPC Milepost 1 1 hour per week IPC Milepost 2 1.5 hours per week IPC Milepost 3 2 to 2.5 hours per week

Daily reading is recommended throughout the primary years and is in addition to the above times. This may vary from 5 to 10 minutes in Milepost 1 to 20 to 30 minutes in Milepost 3. Please see below. Home learning tasks will focus on literacy and mathematics with additional assignments that support learning through the IPC curriculum, such as the family learning tasks. The organisation of home learning tasks at each IPC Milepost will be at the discretion of the class teachers, but will be integral to the planned and prepared programme of learning.

The power of reading Research has shown that reading, more than any other learning engagement, boosts student academic success. At WIPS we promote daily reading at home. During Milepost 1, the focus is on English phonics and reading and in Mileposts 2 and 3, the students are encouraged to read in both English and French every day.

ICT for practice and extension The 21st century learner is surrounded by ICT in many formats and WIPS students need to become accustomed to using interactive websites for home learning. Parents are kindly requested to make sure that students have access to the internet.

Responsibilities Teacher: In order to facilitate a variety of family patterns, home learning will generally be set on a Monday for completion by the next Monday. Home learning will not be set for the next day. Some tasks, such as the family learning tasks, may be set over a longer period of time.

Assign appropriate home learning tasks, which consolidate and extend class

learning.

Ensure that students understand what is expected of them in terms of fulfilling their home learning tasks.

Follow up/mark assigned home learning tasks appropriately and provide students with feedback on their home learning. It should be noted that not all tasks will be corrected/ marked.

Communicate home learning expectations to parents and provide feedback on their child‟s learning.

Student:

Be mindful of assignments and seek further explanation if needed.

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Organise time to work on assignments and ensure they are completed on time.

Work to reflect high standards of quality and thoroughness when completing assignments.

Inform their parents of home learning assignments. Parent: While the student should assume the major responsibility for completing home learning assignments, parents are encouraged to take an active interest in the child’s learning by doing the following:

Monitor your child’s regular assignments, as well as long‐range assignments.

Provide a learning area that is quiet, comfortable, and free from disturbance.

Make allowance for your child’s individual learning pace.

Encourage the child to complete home learning on their own as much as possible and assist only as needed, or as required in the family learning task.

Provide access to resource materials such as the Internet, reference books, magazines, newspapers and dictionaries.

Arrange with the school to secure assignments during a period of excused absence. Teachers are not responsible for providing home learning for extended holidays or unexcused absences.

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Language policy Westcoast is an English-medium school and we aim to ensure a high standard of English as the core language. Other than in foreign language classes, English is the language of communication and instruction. English as a second language and French as a foreign language are taught to non-native speakers. A strong French department has been set up to work and fully integrate across functions and levels. Streaming within the French department recognises the needs of native and advanced French speakers through to beginners. A specific ideal of the school is for all children to leave the school comfortable in both languages.

Classroom environment and management Classroom management and teaching methods have a significant influence on children's behaviour. The classroom environment at Westcoast is welcoming and gives out a clear message to children about the extent to which they and their efforts are valued. The relationship between teacher and children, strategies for encouraging good behaviour, arrangement of furniture, access to resources and classroom displays all have a bearing on the way children behave: - Our classrooms are organised to develop independence and personal initiative. - Furniture is positioned to provide an environment conducive to on-task behaviour. - Materials and resources are laid out to aid accessibility, and reduce uncertainty and

disruption. - Displays help develop children‟s self-esteem through demonstrating the value of each

individual's contribution.

Our teaching methods encourage enthusiasm and active participation for all: - Lessons aim to develop the skills, knowledge and understanding which will enable the

children to work and play in cooperation with others. - Praise is used to encourage good behaviour as well as good work. - In order to avoid resentment, criticism is approached as a private matter between

teacher and child.

Appraisal of teaching staff All Westcoast‟s teachers are observed and appraised by different members of the Education Committee on a termly basis. They are assessed in the following areas: - planning and preparation; - classroom environment; - instructional practices; - professional responsibilities; and - self-evaluation. Teachers receive constructive feedback on their performance throughout the year and as soon as practicable after observation has taken place, or other evidence has come to light. Feedback highlights particular areas of strength as well as any areas that may need attention.

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The school encourages a culture – supported by the appraisal process – in which all teachers take responsibility for improving their teaching through appropriate and ongoing professional development. Personal professional development is linked to the development priorities of the school as a whole.

Student assessment, reporting and parent-teacher conferencing At Westcoast we believe that assessment is: - vital in facilitating effective teaching; - about making informed judgements about pupils‟ progress and achievements,

measured against the school‟s curriculum; and - an ongoing process not to be regarded as separate from teaching. Therefore assessment is based upon: - evidence of what pupils know, can do and understand; - ensuring pupils receive feedback to support their learning; and - an agreed system of recording findings in writing, alongside the retention of evidence. Different assessment strategies and tools (such as observation, anecdotal records, rubrics, exemplars, formal testing, descriptive reviews, conferencing and self/peer assessment) are used to cater for different learning styles.

Student portfolios are kept and maintained throughout the academic year. These files

contain a progressive collection of children‟s school work, and serve as evidence of continuous assessment along with other criteria to support the scores awarded. Portfolios are sent home at regular intervals during the term, presented to parents at the parent-teacher meetings and given to parents to keep at the end of the school year.

Report Cards are comprehensive and are issued twice a year, mid-year and end of year,

to give parents an accurate idea of their children‟s academic progress and level of behaviour. The purpose of the Report Card is to communicate a child‟s progress in acquiring skills, knowledge and understanding. We consider each student as an individual with their own unique background of experience, abilities, skills, knowledge and language proficiency. If parents have queries or concerns regarding any aspect of the report, they are given the opportunity to discuss these with the child‟s class teacher at the parent-teacher conference at the end of the term. Please note that reports will only be issued if school fees are paid in full; if not, the report will be held back until the account is settled.

Parent Teacher Conferences are held twice a year, at the end of the first and second

terms. Here you will have the chance to discuss any concerns about your child‟s learning with the class teacher.

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The Report Card has four main parts within the reporting structure:

Learning Areas

The learning areas assessed for achievement are English, Maths, and French.

Future Learning Targets

The achievement levels are accompanied by future learning targets that a child needs to achieve in order to better their level of achievement in a particular learning area.

IPC Units The IPC subject skills are assessed and reported as beginning, developing or mastering

Personal Learning Goals

The class teacher makes non-academic comments based on a child‟s personal and social development within the class and school.

Performance Descriptors for Learning Areas and Future Learning Targets

1 Below expectations

2 Needs reinforcement and support to meet

expectations

3 Meeting expectations

4 Working beyond

expectations

The student is showing very little progress

The student is beginning to show progress with teachers‟ assistance

The student has acquired the class learning targets

The student can apply acquired knowledge in various situations

Has limited strategies Is developing some strategies

Is using and applying strategies learnt

Applies learnt and personal strategies

Has a lot of difficulty responding to direction and guidance

Is beginning to respond to directed adjustments and guidance

Self-adjusts after input from teachers

Shows systematic self- adjustment

Shows very little initiative and no independence in learning

Is beginning to show independence in learning

Shows some independence in learning

Shows initiative and is independent in learning

Level Indicators for IPC Skills

Beginning „I‟m getting used to it‟

Developing „I‟m getting better‟

Mastering „I‟m really getting it‟

At this level, your child is beginning to practise the particular skill. Learning is still new and challenging and to be successful s/he will still require significant support and guidance from the teacher and/or peers

At this level, your child is becoming more confident and independent in their use of a particular skill, consolidating it further though practice. There still may be times when the teacher is required to provide further stimulation to enhance your child‟s learning.

At this stage, your child can confidently use a particular skill, independent of the teacher. The skill is becoming automatic ands/he is able to apply it in different contexts to further improve learning.

Academic alerts are used to notify parents when their child is not making satisfactory progress within a subject area, and that without immediate attention and improvement the child may fall below a satisfactory level and/or fail the subject in that particular term‟s grading period.

Standardised testing is not established in any form at Westcoast at present. Parents

who elect for their child to take the local CPE (Certificate of Primary Education) exams, must make the arrangements themselves.

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General progress meetings The school may approach parents for an appointment over and above the regular end-of-term meetings should a child‟s grades, performance or behaviour show signs of deterioration. To make the scheduled meeting productive a brief agenda of points to be discussed will be sent in advance, giving both parties adequate time for planning. No meeting will be set up without a brief idea of what is to be discussed. Such meetings should not be viewed as criticism; we have our children‟s welfare at heart and regard this as an opportunity for parents and teachers to find a solution to the benefit of the child. Feedback is invaluable to us so parents are encouraged to contact the class teacher at any time should they wish to raise a matter concerning their child.

Specialist assessment

- A school-readiness test, occupational therapist evaluation and other tests (e.g. hearing and eyesight) may be required as a pre-requisite for enrolment. The school reserves the right to terminate enrolment if it requests an assessment to be carried out and it is not done by the agreed date.

- At times we may request that a specialist assesses a child. Issues are only brought to parents‟ attention after careful observation over a reasonable period of time. In the interest of the child we must insist that parents respond as quickly as possible so that remedial intervention, if deemed necessary, can commence without delay. All referrals are done with the child's best interest in mind.

- The school is to be kept informed of steps taken to address the issue and reports are to be communicated to the school. The school also has to be informed of termination of therapy.

Learning support Westcoast values the contribution of all its children and is committed to an education that provides the best possible developmental outcome for every child; regardless of background, ability or needs. Since we focus on the optimisation of individual potential, the school endeavours to address and eradicate all barriers to learning and good behaviour. Please note that we are not a special needs school and do not have the expertise or staff complement to accommodate children with severe emotional, intellectual or physical disabilities. We embrace the challenge of developing our abilities to meet children‟s specific needs. Children progress at different rates and have different ways in which they achieve optimal learning. Our teachers take this into account when organising their lessons and teaching. The curriculum we have adopted – the International Primary Curriculum (IPC) – furthermore offers a unique learning structure with a superb range of rigorous yet flexible activities to accommodate the differing abilities and needs of all children within a class, across subject areas. There are a number of reasons why a child may lag behind in relation to their peers and/or the school‟s code of conduct. Some children do not have adequate academic or language grounding, thus creating gaps in their core subject knowledge and learning skills. Others may have switched schools, missed a substantial amount of work, or display any of a range of other issues which hinder their academic and personal development.

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Westcoast will leave no stone unturned to improve the academic performance, behaviour and emotional wellbeing of students through: - a classroom atmosphere where children‟s self-esteem can grow because they have the

confidence to risk making mistakes without fear; - the provision of specialised instruction and tutoring; - informal and formal diagnostic assessment; and - facilitating remedial intervention where necessary. Westcoast has a Learning Support Departmentr designed for children who have been identified with learning, communication, behavioural and emotional difficulties; or specific shortcomings in reading, writing, speech, maths and other academic areas which impair their ability to learn and progress to the standards set by the curriculum. Teachers are trained to develop a keen eye for observation so they can detect children in need of assistance. Children who make slower progress or have particular difficulties may be given extra tuition or different lessons to help them succeed. Where appropriate, we will also seek professional remedial assistance to address learning and/or behavioural concerns in a timely and efficient manner. The school currently collaborates with a number of outside professionals. All specialists associated with Westcoast‟s learning support program will be guaranteed experts in their field bringing with them remarkable qualifications, experience, professionalism and work ethic. All costs associated with an initial assessment by a specialist will be covered by the school, provided the correct procedure is followed –contact the school for further information. Follow-up and privately arranged sessions are the responsibility of the parent(s). Remedial sessions usually take place at the specialist‟s practice or place of work. Our overall objective is to provide children with learning and behavioural differences with a meaningful and respectful experience so as to nurture their self-confidence, dignity and sense of belonging. Always raise any questions or concerns with the child‟s class teacher in the first instance.

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School assessment and accreditation “To work towards IPC accreditation is part of the process of doing IPC well.” Westcoast has been an IPC Member School since 2009 and adheres to the high standards and principles of the association. As an IPC school we are required to set self-review targets on our path to full IPC accreditation. Working towards accreditation is an extensive, intricate and lengthy process. It requires a school to demonstrate a complete grasp of the principles of IPC, and excellence in delivery of the curriculum. Accreditation is obtained only when the IPC is integrated at all levels – including a school‟s administration, management and board. Our teacher training includes regular professional development courses, IPC trainers coming in from abroad and teachers travelling overseas for training.

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Completed in May 2014, our new school was designed to be green from an environmental as well as landscaping perspective. The architects‟ overriding aim was to create a comfortable work environment for the children without the need for hi-tech add-ons. This was achieved through integrated site design – a comprehensive approach to sustainable building and landscape design.

Floor Plan – Westcoast International Primary School. An extension containing 6 additional classrooms was opened in January 2017.

Buildings

Teaching Area ± 600m

2

Classrooms Years 1 to 2 x6 Classrooms Years 3 to 6 x8 French and support x4 Student toilets

Staff & Admin ± 266m

2

Head of School‟s office Admin office Head of Education‟s office Learning Support office Waiting area Staff room and kitchen Meeting room Staff toilets Sick bay Stationery room Archives room Guest toilets (including disabled)

School Facilities ± 827m

2

Theatre with outdoor stage Music room Library Computer room Art room Games & equipment room Changing rooms x2 Cleaners‟ area Servery / canteen Educational Courtyards x2

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Classrooms Classrooms are laid out age-appropriately and have a warm and characterful look.

Library - Our dedicated Library makes provision for formal group lessons as well as the free

discovery of books. - There is one Library period a week giving children the opportunity to change books. - Every year the Parents‟ Committee organises a book donation drive that coincides with

World Book Month, although book donations are welcomed throughout the year. These books benefit all our children. Please donate new books or books in good used condition appropriate for primary school-age children. Books may be in French or English, and fiction or non-fiction. Alternatively, class teachers may be asked for book title recommendations. Each book is awarded a house point.

Information & Communication Technology, Art, Music and Sport teaching forms part of the curriculum and is included in the school fees.

Information & Communication Technology All students have a computer lesson once a week and access to computers in each classroom..

Music Students have one Music lesson per week. They are taught music theory and are given the opportunity to play a variety of music instruments (ranging from guitar, keyboard and drums; to smaller instruments, like the tambourine and maracas).

Art Art is taught once a week by a specialist art teacher

Sports and PE (Physical Education) It is recommended that all children participate in sport for their own general wellbeing, and in particular: - to develop the values and competencies required for incorporating regular

physical activity into their lives; - to develop a love of exercise; - to learn good sportsmanship; and - to learn the ability to follow the rules of a game. The value of lifelong physical activity needs to be instilled in children from a young age. Ideally this process should start at home but often schools are relied upon to introduce and expose children to physical training. Through involvement in a well-taught Physical Education (PE) programme, students can achieve physical and personal benefits. Westcoast has a dedicated PE teacher as we realise, first and foremost, the importance of physical education in the overall development of a child‟s mind and body; and secondly, the unrealistic pressure placed on classroom teachers to successfully conduct a PE programme. PE is closely linked to other creative and learning experiences as well as skills acquisition. Our PE teaching is designed to promote the overall wellbeing of our children by addressing the physical, mental, social and emotional needs of primary school-age children. Our comprehensive programme provides a rich and varied experience and includes fitness,

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skills, knowledge and appreciation, movement, dance, recreation, health, games and different types of sport. In the summer months, children attend swimming classes at a sports facility with a junior Olympic-size pool. These take place during school hours as part of PE. Transport to and from the swimming pool is provided by the school. Westcoast‟s Sports Day and Swimming Gala are exciting highlights of the school year when each child represents their house in individual and group events. Please note that PE and swimming attendance are compulsory. PE is an IPC subject and thus forms part of the curriculum. In case of non-participation, the school requires a signed letter or note from the parent explaining the reason. A medical certificate may be requested by the school (if applicable).

Grounds Our school grounds are set in four acres of land surrounded by stunning natural scenery. Provision is made for numerous shaded recreational areas and sufficient playground equipment for children to play to their hearts‟ content. The sports field provides a well-balanced competitive environment and is suitable for soccer, rugby, cricket and athletics. The school will eventually have shared access to an adjacent

sports centre with a swimming pool and a sports court for tennis, netball, basketball, etc.

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Extracurricular activities Our children have a core entitlement to a full curriculum and wherever possible, we make this broad, interesting and relevant. However, there are areas of learning that are not within the scope of a usual school day but which we recognise as being beneficial to our children. Our extracurricular programme focuses on building leadership qualities, team spirit, self-awareness and cultural consciousness. Children are encouraged to discover their talents and interests through participation in at least one of the disciplines offered. By encouraging extracurricular activities, we intend to: - enable children to have fun and enjoy a broad range of activities; - enable children to extend their enjoyment of particular areas of learning or activity; - enable children to sample activities and pursuits that may help them choose leisure

activities for adult life; and - encourage children to develop cooperation and friendships across age groups. Extracurricular activities run on a Monday to Friday from 14:05 to 15:00. In conjunction with third-party service providers Westcoast offers an array of extracurricular activities throughout the year covering sport, culture and art.

Past and present activities include art, a wide range of art and craft activities, soccer, judo, archery, rhythmic gymnastics, gardening club, book club, cooking, drama, inline skating, board games and dancing. All these activities require a reasonable fee to cover the cost of the instructor and/or materials. School bus services may or may not operate following after-school activities – check with your provider.

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Comprehensive parent participation is valued and encouraged since it is vital to student achievement and school success. Effective partnerships between schools and families foster student learning and contribute to the general climate and development of the school. .

What do we expect of parents? - For IPC education to be most effective, parents need to show an understanding of its

philosophy of teaching, long-term goals and vision; and be fully cooperative of its methods.

- Parents need to be fully supportive of staff. We expect parents to respect teachers‟ role as educators, recognise that they are knowledgeable and understand that they have their child‟s best interests at heart.

- Parents should never undermine a teacher‟s authority or make negative comments in front of a child as this causes conflict within the child and damages his/her relationship of trust with their teacher. If a parent disagrees with a teacher, they are welcome to discuss the matter privately.

- Please communicate any concerns to your child‟s class teacher straight away so they can be addressed.

- We expect parents to support their child by showing an interest in what (s)he is doing at school.

- Parents need to be participative of school initiatives, for example fundraising projects, school talks and social events.

- We are always obliged when parents share their own particular skills to assist the school. - Establish a code of acceptable behaviour at home and instil in your child good manners

and decorum. - Parents should set clear and loving boundaries for their child. - Provide intellectual stimulation at home, so children can develop a curiosity and a

broader interest in life. - Restrict access to screens (TV, computer and game consoles) – screen time should be

used for creating, not consuming - Read to children every day, and encourage them to read. - Ensure that children are in bed by 20:00 or early enough to cope the next day at school. - Check that homework is done and that school bags are ready for the next day. - Have children at school on time and collect them on time. - Do not collect children from school early unless in case of an emergency. - Where possible, do not take holiday during term time. - We expect parents to take their children for additional help from therapists if this is

recommended.

Parents‟ Committee (PC) We maintain a positive working relationship with parents and value the contribution they make to their children‟s education through regular involvement. We encourage parents to become members of the PC or

else make every effort to participate in its functions and activities. The PC is open to all parents of Westcoast and ideally consists of one parent representative from each year group and/or classroom, but not exceeding nine members regardless of the size of the school.

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The objectives of Westcoast‟s PC are to foster communication among members of the school community, to provide volunteers for school-approved programmes, to promote enthusiasm and bonding through social functions, to organise fundraising projects for specific purposes, and to assist in improving the school where shortcomings are identified. The PC is not involved in school policy decisions as this remains the directive of the Board of Directors and the Head of School. The school does, however, welcome any suggestions as parental opinion and feedback are strongly considered in its decision-making process. We limit fundraising to one big event per annum and a couple of smaller fundraisers over the course of the year. Should a parent be interested in joining and/or offering their services and skills, please email the PC on pc.wips@gmail.com.

Parent information days, school talks and Exhibition Days - Parents are strongly encouraged to attend information days as they provide insight into

the running of the school. - Talks arranged by the school (usually once a term) cover a wide range of topics relevant

to children and education. - Exhibition Days are a good opportunity for parents to meet teachers and other parents,

and to witness their child‟s work first-hand. These are considered formal feedback points on the reporting calendar.

Parent-teacher meetings We encourage parents to meet with their child(ren)‟s class teacher to touch base on progress. Any feedback about children or the school is invaluable to us. If a meeting is requested (over and above the regular parent-teacher conferences on our year planner) with either the Head of School or class teacher, a brief agenda or points to be discussed will be sent in advance. This gives both parties adequate time for planning to make the scheduled meeting productive. If the school approaches a parent for an appointment, this should not be viewed as criticism. We have our children‟s welfare at heart and regard such meetings as an opportunity for parents and teachers to find a mutually beneficial solution. Kindly note: Parents are requested to raise any matter of concern with their child‟s class teacher or the Head of School in the first instance. The school should always be given a fair chance to either address a problem or arrive at a mutually acceptable solution, rather than allowing parents to resort to gossip which could sow discontent amongst happy parents. This sort of negative behaviour is taken seriously and may be cause for notice of termination. The school chooses to work with parents to build a safe haven for our children, and frowns upon conduct that is detrimental to the image and fabric of the school

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Philosophy All students are expected to behave, both on and off the school grounds, in a manner that reflects our Code of Conduct thus contributing to the positive ethos of the school. We work towards standards of behaviour based on the basic principles of honesty, respect, consideration, responsibility and safety. It follows that acceptable standards of behaviour will reflect these principles. - School plays a central – whilst not exclusive – role in children‟s social and moral growth,

just as it does in their academic development. Parents are expected to establish a code of acceptable behaviour at home and instil in their child good manners and decorum.

- We appreciate that children bring to school a wide variety of behaviour patterns based on differing home values, attitudes and parenting skills. Parents who take the time, however, to understand the school‟s philosophy regarding behaviour, and who try to incorporate similar methods at home, have been found to have greater success in instilling a sense of security and self-discipline in their children.

- Every effort will be made to be understanding and sympathetic, especially taking into account the age and stage of development of the child.

- Should a child‟s behaviour be deemed inappropriate, dangerous, disruptive or causing difficulty in the classroom or on the playground, the Head of School and the parents will work together to find a solution.

- Whilst they will be kept informed of progress concerning their child‟s behaviour, parents are requested to entrust behaviour management to the school and refrain from undue interference.

- Under no circumstances is a parent allowed to confront another child regarding behaviour at school. Parents are to contact either their child‟s class teacher or the Head of School if they have any grievance involving their child or another child. The school will deal with any such matters appropriately, and will give parents feedback on the course of action.

- At Westcoast we believe that corporal punishment and ridicule are demeaning to children, and as such will not be used in any form.

Acceptable and unacceptable behaviour

Acceptable behaviour Unacceptable behaviour

expectations and goals consequences

rewards reminder and redirection

„time out‟ and reflection behaviour management exclusion (fixed-term or

permanent)

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Classroom and playground rules are drawn from the school‟s emphasis on respect, responsibility and safety. It is the duty of everyone associated with the school to: - make positive choices about their behaviour; - take responsibility for their own actions; - promote the development of positive self-esteem and wellbeing; - promote care for each other, members of the community, property and the environment; - work as hard as they can; - speak to others in an appropriate manner; - support everyone‟s right to learn without disruption; - support everyone‟s right to be safe; and - support everyone‟s right to be treated with respect. Expectations are formulated in a positive way. Consequences are clearly defined and are consistent with expectations. In order to make consequences work, teachers are required to develop a positive classroom climate based on cooperation, respect and a clear understanding of rights and responsibilities.

School systems for promoting positive behaviour - The Code of Conduct is clearly displayed around the school. Rules are referred to as

“acceptable” and “unacceptable” behaviour. - Children and parents are required to read, understand and sign – in duplicate – the Code

of Conduct Contract. One copy is filed at school, and the other is to be kept at home. This is a binding contract and will be enforced.

- Teachers and other adults adopt a positive and empathetic manner when interacting with one another and with the children, resulting in the consistent reinforcement of acceptable behaviour.

- Assembly and class circle time are used to frequently revisit and teach the rules. Periodically, certain behaviours may be targeted across the whole school (for example, coming into assembly in an orderly manner, speaking to people with respect, being kind to others, and displaying behaviour that help us to learn).

- Playground friends and play leaders support and reward positive behaviour on the playground.

- This year classes will use an on-line behaviour management programme called Class Dojo.

Rewards Our emphasis on rewards is designed to give positive encouragement and reinforce good behaviour, rather than focus on failure. - Verbal praise is the most frequent reward given for positive behaviour. - For particularly noteworthy behaviour, children are given specific and impromptu

recognition during Assembly. Their names are put on a star for display on the special “Westcoast Galaxy” board. Each behaviour star earns a point for the child‟s school house.

- Class teachers set up their own reward system for achievement and positive behaviour in the classroom. The award system of each individual class ties into the school system as a whole. Children can set specific targets within this system (whether for individuals or the entire class).

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- Parents are routinely informed of their children‟s positive behaviour through informal conversation and notes in the message book.

Line of consequence and disciplinary action

For children who choose to defy the rules, a line of consequence (reminder and redirection – „time out‟ and reflection – behaviour management – exclusion) is in place. This line of consequence is designed both to reinforce the school rules and to teach children how to follow them. All teachers and teaching assistants have the right to impose consequences (other than exclusion). - Reminder and redirection – Simple reminders and prompts are used to emphasise

cooperative behaviour. - „Time out‟ and reflection – Children are sent to spend on-the-spot „time out‟ – whether

in the classroom or on the playground – in close proximity to a teacher on duty, or in the Head of School‟s office, for a period not exceeding 15 minutes. They are made aware that their behaviour is unsafe, inappropriate or uncooperative. The teacher or Head of School counsels on and enters into a discussion about alternative strategies or behaviour. Children are given the opportunity to reflect on the behaviour that prompted their „time out‟. The child‟s written or illustrated (depending on their age) reflection is logged in his/her file. Children are expected to demonstrate a thorough understanding of the consequences of their behavioural actions and show genuine remorse. Parents are informed through a note in the message book, signed by the Head of School.

- Behaviour management – is implemented by the Head of School, in consultation with the Education Committee, based on the gravity, repetition or escalation of bad behaviour; or on detection of a pattern of behaviour that is cause for concern. Parents are called in to discuss the situation. Resulting from the meeting, a Behaviour Management Plan (BMP) is formulated for follow-up. The school may opt to involve a child psychologist and/or other specialists. Persistent incidents of seriously disruptive behaviour are reported by the Head of School to the Board of Directors.

- Exclusion – in exceptional circumstances and only as a last resort, the Head of School and the Education Committee will consider the use of exclusion from school as a consequence. The school will hold a reintegration meeting with the child and their parent(s) if and when the child returns to school. The purpose of the reintegration meeting is to support the child in order to avoid further exclusions. The school will provide classwork for the child up to the time of reintegration.

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Code of Conduct

admission and fees

41

Admission policy We welcome children throughout the academic year and from many different countries. - A child is generally admitted to Year 1 in the year in which (s)he turns six and is

expected to have mastered basic pre-school skills, including: o displaying personal, social and emotional independence; o understanding and carrying out instructions; o certain physical skills (moving with control and coordination, moving in different ways,

throwing and catching a ball); o demonstrating proper pencil grip; o grasping scissor control, pasting within a frame, threading objects and colouring

within a given space; o Numeracy – recognising and naming colours, recognising and naming basic two-

dimensional shapes, counting and recognising numbers 1-20, writing numbers 1-10, displaying pattern, sorting and matching skills; and

o Literacy – speaking confidently and clearly, writing own name, exploring vocabulary, recognising initial sounds and letters in words, learning to write and recognise familiar words.

- Admission is at the discretion of the school. An appointment for interview may be arranged.

- A School Readiness Evaluation, occupational therapist evaluation and/or other tests (e.g. hearing and eyesight) may be required as a pre-requisite for enrolment.

- Admission preference is given to children of shareholders and siblings of students already enrolled at the school but only confirmed once enrolment fees are paid in full.

- Admission for older children (i.e. Year 2 and upwards) is only determined upon completion of an assessment.

- Half-Day Orientation / Admission: The school is open exclusively to new Year 1 students and their families on the first day of the new academic year. Parents stay for an introductory talk about the school and general housekeeping whilst new students receive orientation until 12:00. All students, new and existing, begin school on the second day as per the normal schedule. Please refer to the current school calendar for applicable dates.

- Any child enrolled at the school will remain enrolled until such time as either the parents give the required notice, or the school terminates enrolment (see “Termination of enrolment”). Three months‟ notice is applicable when wishing to terminate.

Bursaries and scholarships On the Head of School's recommendation a foundation scholarship may be awarded to a less advantaged child from Black River. It will guarantee a place in the school as well as cover the enrolment fee and look to assist in other financial areas as deemed necessary.

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Admission procedure

Step 1 Complete Registration form and pay registration fee

Step 2 Make appointment for placement evaluation

(if applicable)

Step 4 Pay enrolment fee and refundable deposit by due date and submit proof of payment to the school

Step 5 Receive further school and class information

Attend Admission Day

Once a child‟s placement evaluation has been reviewed by the Head of School, and all documentation has been received and processed, the school will notify the family within three working days of its decision to grant or deny enrolment. If the application is denied, parents are invited to meet with the Head of School to discuss the reasons for the decision. No further action will be required. Parents should bear in mind that registration and enrolment fees are non-refundable.

Waiting list - Please note that in case of exceptional demand, the school has to create a waiting list. - The enrolment fee must be paid by the due date or else a child‟s place will be forfeited in

favour of the next name on the registration list. - Parents applying from overseas are strongly advised to await confirmation of their child‟s

admission before finalising their plans to move to Mauritius.

Step 3 Complete and submit Enrolment Pack

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Registration and enrolment 2016/17 - A one-off, non-refundable registration fee is required to secure a child‟s position on the

enrolment list. - Registration followed by successful enrolment will secure a child's place in the school.

Enrolment is secured once the Enrolment Form along with all required documentation and proof of payment have been received and approved, and all other admission criteria have been met.

- Please note that, once paid, enrolment and/or registration fees are non-refundable. - Please request an Enrolment Pack from the School Administrator and ensure that

all requested documentation is attached to the Enrolment Form to avoid any delays or rejection of the application. Enrolment Form – signed by both parents, or guardian Confidential Student Record – signed School Regulations – initialled Parent / Guardian Approvals – signed Vaccination Details with a copy of the child‟s immunisation card or similar (note that

immunisation against tuberculosis, diphtheria, tetanus, pertussis, polio, haemophilus influenza type B, measles, mumps and rubella are compulsory for admission to the school) – signed

Termination of Enrolment Agreement – signed School Fee Payment Contract – signed Standing Order Instruction (for monthly payment of school fees) – correctly filled in,

signed and returned to school Privately-Operated School Bus Indemnity Agreement (if applicable) – signed Image Consent Policy and Form – signed Code of Conduct Contract – signed in duplicate Copy of child‟s birth certificate and/or passport Copy of parent / guardian‟s ID card and/or passport (for Mauritian nationals only) 2x passport-size photos of the child with name printed on reverse 1x passport-size photo of parent(s) and/or guardian(s) with name(s) printed on

reverse If applicable, transfer cards and most recent reports and/or assessments from

previous school(s) attended must be produced before admission may be granted Proof of enrolment fee payment Refundable deposit equal to three months‟ school fees

Fees

Terms and conditions - Parents are required to pay school fees as laid down by the school‟s Board of Directors.

Our school fees are comparable to those of other private primary schools in the region. - Monthly fees are payable over 12 months (January to December) - School fees are payable in advance strictly via standing order for monthly payment, or

electronic bank transfer for termly and annual payment. No cheques, cash or cash deposits are permitted.

- For monthly payment of school fees, the Standing Order Instruction form is to be correctly filled in and signed.

- No extension or delay in payment will be acknowledged unless discussed and agreed with the Head of School. In the event of payment being more than a week late, the school shall have the right to deny the child entry to the school. Parents shall still be

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44

liable for all fees until such time the outstanding amount is settled and the child returns to school, or a full term‟s fees should the child not return.

- In the event that any payment made by cheque or debit order is returned unpaid, the parents will bear all costs incurred by the school as well as settle outstanding payment within one week. Any debt recovery costs and legal fees incurred as a result of non-payment of school fees shall be for the account of the parents. For any further details, call or email the school.

- School reports will be withheld if accounts are not settled in full by the time reports are released at the end of term.

- No refund of school and enrolment fees will be given in case of student expulsion. - Regardless of the period of attendance, the enrolment fee is non-refundable. - For children attending as of 2015, a refundable deposit equal to three months‟ school

fees is payable by 30 September prior to the year the child is due to start attendance. - We require one full term's notice (in writing), or equivalent fee, on termination of a child‟s

enrolment at the school. Should an account not be settled in full as at the last day of a child‟s enrolment at Westcoast International Primary School, student records and transfer documents will not be released to the next school (see “Termination of enrolment” below). Any outstanding fees will be offset against the refundable deposit.

- Our current fee structure is outlined below. It is also published on our website or can be obtained from the School Administrator.

Fee structure 2017 Registration fee * Rs 3,000 Enrolment fee * Mauritian nationals *** - Rs 35,000

Expatriates - Rs 50,000 Monthly fees ** Mauritian nationals *** - Rs 9800

Expatriates - Rs 13,800 * Registration and enrolment fees are one-off and non-refundable. ** School fees are inclusive of text books and use of equipment but exclusive of annual stationery and swimming fees which are payable at the start of the school year. *** Mauritian nationals include any children with at least one parent holding a Mauritian passport.

Discounts School fee payment in advance benefits from a discount: - Annual payment: 7% discount - Termly payment: 1% discount per term Sibling enrolment discount: - As of the school‟s 2014 intake, a discount of 10% (second child) and 20% (third and

subsequent children) applies to enrolment fees only.

Payment - School fees are to be paid in advance by the start of each month, term or year

(depending on your choice of instalment). We work on an 11-month basis. No fees are invoiced for December. o Monthly payment: due on or before the third day of the month o Termly payment: due on or before 3 January (four months‟ fees), 3 May (four

months‟ fees) and 3 September (three months‟ fees) o Annual payment: due on or before 31 January

- For reconciliation purposes, please put down the child‟s name as the beneficiary when transferring funds or setting up a standing order, and fax or email proof of payment to the school. Cash lodgements are not permitted.

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Method of payment The enrolment fee and refundable deposit may be paid by either cheque or bank transfer (no cash or cash deposits permitted). Payment of school fees are to be made by standing order (monthly) or bank transfer (termly or annual) only – strictly no cheques, cash or cash deposits. A Standing Order Instruction form is included in the Enrolment Pack, or else can be requested from the School Administrator. Account name: West Coast Primary School Ltd Bank: MCB Branch: Ruisseau Créole, Rivière Noire Account number: 380523329

Termination of enrolment

Termination by the parent(s) - We require one full term's notice (in writing), or equivalent fee, on termination of a child‟s

enrolment at the school. This also applies to students who will be leaving for secondary schools with a September start date. If the correct notice period is not given, parents will be held liable for a full term‟s school fees.

- Unless unforeseen circumstances apply, parents are urged not to change schools during the academic year as this can be very disruptive to a child.

- The departing student must complete an out-processing form to insure that all financial obligations have been satisfied and that all school materials and property (including textbooks) have been returned. The school will not authorise the release of student records and transfer documents in case of any outstanding fees or school property. Any outstanding fees will be offset against the refundable deposit (applicable to students joining the school as of 2015).

- Regardless of the period of attendance, the enrolment fee is non-refundable.

Termination by the school - Unless prior arrangements have been made, the school reserves the right to terminate a

child's enrolment if school fees have not been paid in full by the tenth of the month. - A history of non-payment of school fees, or a negative payment track record, will also be

grounds for the school to terminate a child‟s enrolment. - Children may be asked to leave without notice if they were enrolled on false pretences,

or if their behaviour is found to be consistently unacceptable or disruptive to the other children. At no time will one child's inappropriate or negative behaviour be tolerated if it interferes with or hinders the progress and development of the group as a whole (refer to the section “Behaviour Policy”.

- Children need to be at school on a regular basis to benefit from their learning. Children that are frequently absent without notification and/or sufficient reason will be asked to leave.

- If the school recommends remedial assistance or professional support and the recommendations are not taken seriously or no attempt is made to follow up, parents will be requested to remove their child from the school at a pre-determined date. Parents will be held liable for the balance of fees until termination.

- If parents are found to undermine the good name of our school and/or spread gossip without grounds or consulting the class teacher or Head of School in the first instance, their child will also be asked to leave.

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The ownership, funding and financial structure of Westcoast reflects the commitment of its founding members, shareholders, parents, staff and the community at large to the future of our students. Within this structure, all levels of stakeholders have input in the ongoing operations of the school.

Legal entity Westcoast International Primary School is owned and operated by West Coast Primary School Ltd, a public company limited by shares and incorporated since 05/09/2008 (Business Registration No C083404) with the Companies Division, Ministry of Finance and Economic Development of Mauritius, for the purpose of offering an English-medium international primary education. Westcoast is an independent school and is entirely self-financing. Profits are used to improve the school‟s facilities, equipment and the professional development of teaching staff, all to the benefit of our students. The school is a member of the International Primary Curriculum (IPC) and currently working towards full accreditation.

Shareholders Shareholders enjoy certain rights and benefits depending on the share class (family member, full member, ordinary member or corporate member) they own. Rights and benefits include an immediate and/or guaranteed space in the school, free enrolment and discounted school fees. Westcoast‟s shareholding subscription is currently fully taken up and thus closed. Occasionally a share may come back on the market for sale. Please notify the school if you would like to be notified if this is the case. The school may consider a new share issue in the future. Annual and exceptional shareholder meetings are held to (including but not limited to): - elect Board members and operating offers; - discuss and amend the constitution of the company; - discuss the shareholders‟ agreement; - appoint auditors; and - vote on decisions affecting strategic direction.

Governing body: Board of Directors The school is governed by a Board of Directors as elected by the shareholders. A dynamic Board of Directors is vital to the school‟s success as it represents, protects and furthers the interests and objectives of the school‟s founding members, shareholders, students, staff and the community at large. The Board of Directors is the ultimate authority and makes important decisions that directly affect school life. It acts as custodian, with responsibility for the overall strategic direction, continued development and long-term viability of the school, and in particular:

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- monitoring the performance of the school; - ensuring the quality of educational provision; and - managing the school‟s finances and assets. Working closely with the Head of School, with input from the Parents‟ Committee, Education Committee and shareholders, the Board establishes the school‟s policies and delegates the day-to-day management, administration and policy implementation to the Head of School. The Head of School regularly reports to the Board of Directors on all aspects of the school‟s operations and management. Caring about the school and its community is a list o to join the Board of Directors. The Board meets regularly, at least three times a year. It consists of up to seven members serving on one or more of the sub-committees, and comprises Mauritian citizens as well as expatriates with a background in the business, professional and educational world. The Parents‟ Committee and parents are not directly involved in school policy decisions as this remains the directive of the Board of Directors and the Head of School. The Board does, however, welcome any suggestions and feedback via the Parents‟ Committee as parental opinion is strongly considered in its decision-making process.

Day-to-day management of the school The Board appoints a Head of School who is responsible for the day-to-day operations of the school. The academic management of the school is delegated to the Head of Education and teacher co-ordinators for the various year groups, and overseen by the Education Committee.

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School management structure

Shareholders

Board of Directors Mr Jocelyn de Chasteauneuf (Chairman)

Mrs Dorothy Bissoonauth Mrs Cristina Fernandes Mrs Nicola Dann Mr Justin Pearson-Taylor Mrs Julia de Chasteauneuf Mr Daniel d‟Arifat

Sub-Committees - Education - Finance - Administration & Marketing

- Buildings & Grounds - Information Technology

Education Committee

Head of School Mrs. Kay Scarlett

Administration Finance

Admissions Maintenance Educational

Responsibilty

Parents‟ Committee

Head of Education Mrs. Shan Fayd‟Herbe

Coordinators Class teachers

Specialist subject teachers

Westcoast International Primary School

School Guide January 2017

This School Guide has been compiled for ease of access to general information and important procedures, policies, rules and regulations. Please review and familiarise

yourself with the contents, and contact the school in case of any suggestions, comments or questions.

Note:

Throughout the guide the term “parent(s)” refers to the parent, guardian or responsible party of the child.

This School Guide supersedes all previous copies. Information correct at time of publication but due to the fast-growing nature of the school, we would advise consulting our website for the most up-to-date version of

this document.

The school‟s emergency mobile number is 5936 9930.

Flic en Flac Road, Cascavelle, MAURITIUS Tel: +230 452 9193 Fax: +230 452 9194

email: wipschool@gmail.com Website: www.wipschool.com