South Peninsula High School

Non Ministrari Sed Ministrare (Not to be served, but to serve)

POLICY ON SCHOOL EXCURSIONS AND OVERSEAS TOURS

1   PREAMBLE

Excursions and tours have educational value, and are considered to be important features in the school’s wider extra-curricular programme. Sports tours motivate players and stimulate improvement in our sport. Cultural tours enrich the curricular programme. Both types of tours have valuable social benefits and promote school spirit. In terms of the South African Schools Act of 1996, the governing body of a public school must determine the Tours and Excursion policy of that school.

2  CONSTITUTIONAL AND LEGISLATIVE FRAMEWORK

The following constitutional and legislative frameworks underpin these guidelines:

The Constitution of the Republic of South Africa, 1996;

The South African Schools Act, 1996 (Act 84 of 1996);

The Regulations on Safety Measures at Public Schools, Government Gazette No. 29376, dated 10 November 2006;

‘Guidelines For The Management Of School Excursions’, as published by the Western Cape Education Department: Directorate: Institutional Management and Governance Planning.

3   SCHOOL ACTIVITIES

For the purposes of these guidelines, school activities are classified into two categories:

Category 1 activities: parallel, but voluntary, enrichment activities;

Category 2 activities: tours, camps and excursions.

The rules, arrangements and expectations regarding excursions, or outings related to these activities, are as follows:

3.1 Category 1 activities: Co-curricular, but voluntary, enrichment activities

Schools offer a variety of co-curricular, but voluntary, activities aimed at enriching and/or extending the curriculum. These activities include, for example, attendance at a film show, a theatre production, a concert or choir, or visits to places of interest during which the knowledge gained by learners during lessons will be extended to matters beyond, though related to, the curriculum. The following procedures should apply to such activities:

 3.1.1  attendance at these activities is not compulsory, and learners who do not participate are    not academically disadvantaged as a result of their absence;

 3.1.2  the activities take place on or off the school premises, and after school hours;

 3.1.3 the school may levy a charge on those learners attending, in order to cover transport costs and entrance fees;

 3.1.4  if the activity unavoidably occurs at such time that attendance breaks into the academic programme, permission must be sought by the principal from the district director or his or her delegate, at least two weeks before the proposed activity takes place.

3.2   Category 2 activities: Tours, camps and excursions

3.2.1  These activities take place off the school premises and require participants to sleep over somewhere other than in their homes.

3.2.2  Costs will be borne by the parents of participating learners.

3.2.3  In respect of such an event, the following permissions are required:

          (a) in respect of any activity taking place outside of the borders of South Africa:

                  (i) initial provisional approval for the proposed activity must be obtained from the governing body in the form of a minuted decision of a quorate meeting of the governing body;

                   (ii) after governing body approval has been granted, the principal will approach the  Head of Department for permission to proceed;

                   (iii) such application must reach the District Director at least six (6) months before the proposed departure date;

(iv) based on the submission from the school, which will include sufficient detail (e.g. purpose of activity, full itinerary, accommodation and safety arrangements, for an informed decision to be made, the District Director will consider the application and then either reject the proposal or grant provisional permission to proceed. The District Director may require additional information if submitted information does not assist him or her to arrive at an appropriate decision;

                  (v)  the decision of the District Director must reach the principal within 30 days of the receipt thereof;  

        (vi)  if provisional permission is granted by the District Director, the school will   proceed to obtain approval from the parents of likely participants, at a formal meeting, where the proposed itinerary, programme and projected costs are clearly explained and enumerated;

         (vii) the proposal to proceed must be put to the meeting, discussed, voted upon and the decision minuted;

        (viii) if a decision to proceed is passed, the governing body must formally accept the decision of the parent meeting at a meeting of its own;                

(ix) the minutes of these two meetings must be sent to the District Director at least three (3) months before the proposed departure date, at which stage the department will either confirm or withdraw its permission to proceed.

         (b) For any activity which takes place within the borders of South Africa, but during which the participants are required to sleep over or away from their normal place of residence, the following will apply:

                  (i) the activity will be included on the school’s normal year plan or programme of activities.              

   (ii) these activities will be discussed and approved in advance by the governing body.              

  (iii) they will be submitted in writing to the district director or his or her delegate before the end of the school year preceding that in which the activities are due to take place.

                (iv)  he or she will consider the application and either grant or withhold permission for each activity, individually.                

(v)  the district director or his or her delegate will respond to the application before the start of the new school year.

3.2.6  As part of the preparations for any of the above Category 2 activities, the school will present relevant details of the activity, including costs, to the parents of likely or prospective participants, and obtain written permission from parents for their children to participate.

3.2.7  Such written permission will, where relevant, also include the details of any medical conditions, medicines, permission for accompanying adults to act in loco parentis in an emergency, contact numbers and other such details as the principal may deem necessary.

3.2.8  Where Category 2 activities within the borders of the country are added to the programme during the year, they will be formally approved by the governing body and permission will be requested from the district director or his or her delegate before the end of the school term prior to that in which the activities are to take place.3.2.9  The district director or his or her delegate will respond to the application before the start of the new term.

4   GENERAL PRINCIPLES

4.1  All school activities are organised in accordance with the relevant national and provincial legislative requirements.

4.2  A risk assessment must be conducted prior to all school excursions. This assessment must consider, among other things, the following:

4.2.1 financial affordability to learners;

4.2.2 relevance to the curriculum or subject;

4.2.3 safety, e.g. type of transport to be used, possible weather conditions and environmental risks, such as terrain, snakes, wild animals, water, etc.; 

4.2.4 health and age of educators and learners;

4.2.5 extent of supervision required and the planning thereof

4.3  Because excursions fall within the context of the definition of a school activity, the same standard of conduct that is required by the school’s code of conduct, as well as the obligation to report learner or educator misconduct or child abuse, applies equally and throughout any tour, camp or excursion, in the same manner as it would in the school context.

5   SPECIFIC REQUIREMENTS

5.1  Prior to any excursion taking place, the school governing body and the parents of the learners concerned must be informed in writing in advance of

5.1.1 the full details of the planned excursion, including the destination, purpose, costs involved, date and time of departure, transportation and eating arrangements, estimated time of return, and the excursion itinerary or programme; and

5.1.2 whether the excursion will include travelling through areas where there is a risk of disease or violence.

5.2  Signed indemnity and parental consent forms, granting permission for a learner to   participate   in Category 2 activities, must be obtained from the relevant parents.

5.3  Learners should not be refused participation based on the parent’s refusal to sign an indemnity form.

 5.4  If some parents do not allow their children to participate in a school excursion which occurs during school hours, the school must arrange an alternative educational programme, which could be normal classes at school.

6   DUTIES, RESPONSIBILITIES AND EXPECTATIONS OF EDUCATORS IN CHARGE OF SCHOOL EXCURSIONS

6.1 Principals are responsible for ensuring that the necessary permission is obtained, depending on the category of activity, and must, where relevant, complete the application form contemplated in Schedule 1 to the Regulations on Safety Measures at Public Schools, published in terms of the SASA, and submit it to the official designated in these guidelines.

6.2 For excursions or tours where permission is required from the Head of Department or district director or their delegate, the following must be included with the application:

6.2.1 a written description of the arrangements to ensure that learners and staff members not going on tour, for whatever reasons, will continue with their normal school duties and activities;

6.2.2 the excursion or tour programme, with details of proposed dates, routes, places to be visited, duration of the excursion or tour and arrangements for transport and accommodation;

6.2.3 a written statement indicating the number and grade(s) of learners that will be going on the excursion or tour, and the approximate number of male and/or female supervising staff accompanying the excursion or tour party;

6.2.4 a written indication of how lost teaching time will be made up, if not completely covered by the excursion or tour programme. 

6.3 The school must make every reasonable effort to ensure the safety of learners during the excursion or tour, including, but not limited to, the following:

6.3.1 the school must ensure that the learners are under the supervision of a responsible adult at all times, taking into account the gender composition of the learner group;

6.3.2 the educator: learner ratio is at least 1 educator or parent or other adult for every 20 primary school learners, or at least 1 educator, parent or other adult for every 30 secondary school learners;

6.3.3 the principal must take all reasonable measures to ensure that those allowed to accompany and supervise learners are suitable for the task.

6.4 Should any learner be on medication while participating in the excursion or tour, the following precautions must be taken:

6.4.1 parents of such learners must report to the school, in writing, the medical condition of their child before the excursion;

6.4.2 the principal must provide the supervising educator with a report on the medical conditions of such learners;

6.4.3 sufficient quantities of medication must be provided by parents for learners who require medication during school excursions;

6.4.4 certified copies of doctors’ prescriptions for those medications must be provided by the parents of the learners concerned;

6.5 If a learner is injured or falls ill during the course of an excursion, and requires medical treatment, the supervising educator must do the following:

6.5.1 contact the parent of the learner concerned to obtain written consent for such medical treatment;

6.5.2 determine whether or not to consent to such medical treatment, if he or she is unable to contact the parent of the learner.

7   SUPERVISION OF LEARNERS DURING AN EXCURSION

     Before the planned excursion is undertaken, principals must ensure that, in addition to the requirements stated in paragraph 7 above,

7.1 reasonable precautionary measures have been taken in relation to the safety of the participating learners, educators and parents, and that the supervision will be adequate in relation to the number of learners, their maturity, anticipated behaviour and the planned activities; 

7.2 in cases of extended excursions, supervising educators and accompanying educators recognise their duty to care for the safety and welfare of learners; 

7.3 the supervising educator and accompanying educators are made aware that they retain the ultimate responsibility for supervision, care and welfare of learners and cannot transfer the responsibility to parents, volunteers or employees of external organisations, such as hotel staff or bus drivers; 

7.4 in the case of overnight or extended excursions, supervisory and accommodation arrangements are such that no educator or parent is placed in a position where there is a potential for allegations of improper conduct to be made, or where the propriety of their behaviour can be questioned;

7.5 any excursions involving swimming, water-based activities or overnight stays are accompanied by an educator who possesses some qualification or training in cardio-pulmonary resuscitation and emergency care;

7.6 where possible, that the area or place of the proposed excursion is assessed beforehand to identify potential problems or dangers, and to determine the level of supervision necessary to avoid the risk of injury; and

7.7 unscheduled alternative activities by participating learners, which were not originally part of the programme and for which parental consent would normally have beennecessary, must not be permitted.

8   TRANSPORT AND TRANSPORT FILE

Arrangements and expectations regarding the transport of learners are subject to a set of regulations of their own. The following indicates the manner in which the regulations can be effectively applied by schools in respect of excursions, tours and normal day-today transport arranged by or for the school:

8.1 Every school which transports or arranges transport for its learners will keep a transport file.

8.2 This file must be inspected and signed by the district director or his or her delegate at least once every academic year, preferably during his or her first visit to the school each year. The school may elect to invite the district director or his or her delegate to the school for this purpose.

8.3 The file will contain the following:

8.3.1 In the case of a school which has its own vehicles which are driven by staff members:        

(a) a valid roadworthy certificate for every vehicle owned or used by the school to transport learners (The certificate to be renewed annually and replaced by the newly updated document.);

       (b) a copy of a valid professional driving permit for every person who is at any time allowed to drive a school vehicle transporting passengers (This must, likewise, be renewed annually and the latest version filed.);

       (c) proof that the vehicle is appropriately insured.

 8.3.2 In the case of a school which uses an outside transport service provider to transport learners, a certificate similar to Addendum A must be completed and signed annually by every transport service provider used by the school.

 8.3.3 Whenever a vehicle is used for transporting learners, the staff member in charge of arranging the transport or driving a vehicle transporting learners will carry out a cursory inspection of the vehicle to determine whether it appears to be in sound condition and suitable for transporting the number of learners in the group. This can be done by considering matters such as the following:

          (a) the general appearance of the vehicle

          (b) whether the windscreen wipers, head-, tail- and brake lights and hand-brake are in working order (Ask for a demonstration before allowing learners to get onto or into the vehicle)

          (c) whether the brakes of the vehicle are in sound working order (A brief demonstration can be arranged on or immediately outside the school premises.)

(d) the condition of the tyres

(e) the condition of the windows

(f) the operation of the entrance and exit doors

(g) the condition of the seating in the vehicle

 8.3.4 Every vehicle must be equipped with a fire extinguisher.

 8.3.5 If the excursion is for more than one day, the transport company or the owner of the vehicle(s) must provide (a) substitute driver(s) and a transport support system en route.

8.3.6 The principal, supervising educator or member of the school governing body must liaise with the driver or owner of a bus if an accident must be reported to the police, and must report the accident him- or herself within 48 hours if the driver or the owner fails to do so. 

8.3.7 Transport companies or owners must, in addition to the above, comply with the requirements for scholar transport set out in the Regulations for the Administrative Adjudication of Road Traffic Regulations, 2008, in particular Chapter 6, and any other notice which may, from time to time, be published in terms of such Regulations.

9    ELIGIBILITY TO PARTICIPATE

     It must be noted that participation in activities such as contemplated above is a privilege. As a consequence, the school will not allow learners to participate where any one or more of the following scenarios pertain:

9.1  being involved in any activity which leads to a withdrawal of privileges as described in Section 5.2 of the Code of Conduct and Uniform Policy; 

9.2  the school fees are not up to date or paid on a regular basis.

10   FUNDRAISING    

10.1  Where funds are raised to finance or part-finance an excursion, it is expected of all participants to be fully involved. If prospective participants in an excursion withdraw their participation subsequent to fundraising activities in which they have been involved, they are not entitled to any share of the funds raised.

10.2 If parents of prospective participants pay a deposit which the organisation needs to secure tickets, accommodation, etc., but subsequently withdraw their children, they will not be entitled to a refund.

10.3   Parents of learners who wish to raise funds on behalf of their children may do so, but only after receipt of a letter of authorisation from the school.

10.4   Educators in charge of organising excursions or trips must keep strict financial control, and must submit financial statements to the Finance Officer on a monthly basis. If no fundraising has taken place in a particular month, the Finance Officer is to be informed.

10.5  All fundraising activities must comply with all national and local laws and regulations.

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Parent Code of Conduct Policy

At CityKidz we are very fortunate to have supportive and friendly parents.

Our parents recognise that educating children is a process that involves a partnership between parents, class teachers and the school community. As a partnership, our parents understand the importance of a good working relationship to equip children with the necessary skills for adulthood. For these reasons we continue to welcome and encourage parents/carers to participate fully in the life of our school.

The positive contribution that parents can and do make to a school are vital if we want to remain an educational institution of note in the community. Without parental co-operation and commitment to a partnership of excellence within the school, the institution cannot flourish and continue to strive for excellence.

The purpose of this policy is to provide a reminder to all parents, caregivers and visitors to our school about expected conduct. This is so we can continue to flourish progress and achieve in an atmosphere of mutual understanding.

As well as following the guidance set out in our Code of Conduct for learners, we expect parents, carers and visitors to:

  • Respect the caring ethos and school pride of our school.
  • Be an example and friendly towards the learners and staff.
  • Support the school in all disciplinary actions.
  • Be willing to volunteer and assist.
  • See that learners are attired properly.
  • Understand that both teachers and parents need to work together for the benefit of their children
  • Encourage their children to be responsible and accountable at an age appropriate level.
  • Demonstrate that all members of the school community should be treated with respect and therefore set a good example in their own speech and behaviour.
  • Correct your own child’s behaviour especially in public where it could otherwise lead to conflict, aggressive behaviour or unsafe behaviour.
  • Approach the school to help resolve any issues of concern through the correct channels. (See flow chart - Appendix 2.)
  • Seek to clarify a child’s version of events with the school’s view first in order to bring about a peaceful solution to any issue.
  • Avoid using staff as threats to admonish children’s behaviour.

In order to support a peaceful and safe school environment the school cannot tolerate parents, caregivers and visitors exhibiting the following:

  • Disruptive behaviour which interferes or threatens to interfere with the operation of a teacher’s classroom, the administration staff, maintenance staff, office area or any other area on the school grounds.
  • Using loud/or offensive language, swearing, cursing, using profane language or displaying temper.
  • Threatening to do actual bodily harm to a member of school staff, stakeholder, visitor, fellow parent/carer or pupil regardless of whether or not the behaviour constitutes a criminal offence.
  • Damaging or destroying school property.
  • Abusive or threatening e-mails or text/voicemail/phone messages or other written communication. Defamatory, offensive or derogatory comments regarding the school or any of the pupils/parent/staff, at the school on Facebook or other social media sites.( Appendix 1)
  • Displaying any form of physical aggression towards another adult or child. This includes physical punishment against your own child on school premises.
  • Approaching someone else’s child in order to discuss or chastise them because of the actions of this child towards their own child. (Such an approach to a child may be seen to be an assault on that child and may have legal consequences.)
  • Smoking and consumption of alcohol or other drugs whilst on school property. (There is a designated smoking area.)
  • Any illegal substances or objects being brought on to school premises.

Should any of the above behaviour occur on school premises the school may feel it is necessary to contact the appropriate authorities and if necessary, even ban the offending adult from entering the school grounds.

With regard to your child/ren’s behaviour parents will be informed of serious misconduct through a letter or phone call and a meeting will be set up to discuss the issue. The behaviour Bank form will be sent home. Details of the misconduct will be made available. Parents are required to sign the acknowledgement slip on the form and make arrangements to resolve all issues.

What we expect from Parents

Visit to the school by Parents

  • Right of Admission reserved - South African Schools Act 84 of 1996 "No person shall without the permission of the Principal or HOD (Director of Education) enter into any Public school premises …”
  • Parents have the right to visit the school where their children have been admitted, but such visits may not disrupt any of the school activities. Please make an appointment to see the principal or teacher.
  • Parents must please report to the office when visiting the school.
  • Parents are required to make an appointment with the Principal of the school for a personal appointment and state the reason for the visit. Also state the other persons who may be involved during the visit.
  • If a meeting has been arranged you will need report to the office. Upon entering and leaving the school premises, all parents and visitors must first report to the office, all parents are requested to sign in or out. A visitor’s book will be kept for daily visits. Please collect a visitors badge before going to the classroom. For the safety of our children all visitors/parents will need to carry identification.
  • Parents can visit their child’s teacher if they have made an appointment before/after teaching time. If the teacher is available to see them during admin periods these meetings can be held. All meetings need to be recorded on the interview sheets.
  • Teachers are not available during teaching hours to receive telephone calls, unless it is an emergency. Please leave a message with the secretary if the teacher is unavailable.
  • Parents must exercise patience if they come to school unannounced.
  • Hand over their keys
  • Give a message to them
  • Hand over their lunch, medicine, clothing items, etc.
  •  All learners leaving early must be collected by their Parent/Caregiver and sign a register or complete the necessary forms.
  • Please do not collect your child from the classroom.

General issues

  • Send your child/ren to school ready to participate and learn.
  • Parents must inform the school about medical information e.g. illnesses and medical aid membership.
  • Requests for a learner to miss school must be submitted in writing to the Principal. Where possible, medical and dental appointments should be made out of school hours.
  • No learner will be allowed to leave the school premises during school hours. Learners who need to leave the school earlier (for whatever reason) a request must be put in writing to the Principal.
  • No teacher will send a child home without the written permission from the Principal.
  • Holidays must be planned to coincide with school vacations and NOT during the term.
  • Inform the school about change of address, telephone numbers of both parents (home and work).There must be at least TWO other contact numbers
  • Children must be dropped and fetched at the gate. Please collect your children promptly from school.
  • For the safety of your child we cannot allow children to “hang around” school. If you are unable to collect your child you will need to ensure they are under the supervision of the Kidz Zone Aftercare staff. A register will be taken and parents will be contacted if children are not collected on time. Your child will be sent to Kidz Zone Aftercare. The school will institute a fine on collection. (Based on Aftercare rates-refer to Kidz Zone Aftercare policy).
  • The school will not be held liable for any claim, losses, injuries and expenses suffered by parents or learners which were not caused by negligence of the school or the responsible teacher.
  • Parents are liable to pay school fees as determined by our Board of Directors.
  • Parents are expected to get involved in the education of their child/ren at school (e.g. assist with sport, attend meetings, assist the teacher in class with reading, etc.)
  • Homework books or workbooks must be signed when sent home.
  • Avail yourself for Parent / Teacher meetings to discuss your child’s progress at the end of every term.
  • Notices and newsletters are an essential method of communication between the school and home. All newsletters and circulars sent to the parents by the school must be treated as important and must be read by the parents. Ask your child to ensure that notices handed out at school are given to you. It is expected of you to get involved in your child’s learning process, check and sign homework books, message books and read all circulars. Follow up with your children. When reply slips are attached, these must be signed by the parents or guardian and returned promptly to the class teacher.
  • Parents must collect the end of Term Reports at school on the assigned days determined by the school if requested by the school. If reports are issued to learners they will sign a register to the effect.
  • Help with reading at home regularly. See to it that your child reads regularly.

Prepare your child for school, see to it that he / she:

  • has a good night’s sleep
  • has a good breakfast
  • has a packed lunch
  • has a neat uniform. Insist that he/she be dressed and groomed in a manner consistent with the school’s dress code.
  • has all stationery requirements
  • has all books neatly covered with the plastic covers provided.
  • has a place for study and ensure homework assignments are completed.
  • shows respect for all staff members and their fellow pupils.
  • understand that in a democratic society appropriate rules are required to maintain a safe, orderly environment.
  • knows the school rules as included in the Learner’s Code of Conduct and help him/her to understand them
  • is supported to deal effectively with peer pressure.
  • Always remember that children learn by example; “Do as I do not as I say!”

Any concerns you may have about the school must be made through the appropriate channels by speaking to the Class Teacher, Grade Leaders, the Head of Department, the Deputy Principal or the Principal, so they can be dealt with fairly, appropriately and effectively for all concerned. (If you are still not satisfied with any action taken the Principal will refer the matter to the Directors for mediation and resolution).

We trust that parents/caregivers will assist our school with the implementation of this policy and we thank you for your continuing support of the school .

CityKidz does have a Cell phone and Social Network Policy.

The use of Social Network Sites is becoming increasingly harmful to schools and the prolific posting on such sites can have serious repercussions.

Social media websites are being used increasingly to fuel campaigns and complaints against schools, Executive Staff, HOD’s, school staff, and in some cases other parents/pupils.

CityKidz considers the use of social media websites being used in this way as unacceptable and not in the best interests of the children or the whole school community. Any concerns you may have must be made through the appropriate channels by speaking to the Class Teacher, Grade Leaders, the Head of Department, the Deputy Principal or the Principal, so they can be dealt with fairly, appropriately and effectively for all concerned. (If you are still not satisfied with any action taken the Principal will refer the matter to the Directors for resolution and mediation).

In the event that any pupil or parent/caregiver of a child/ren being educated at CityKidz is found to be posting libellous or defamatory comments on Facebook or other social network sites, they will be reported to the appropriate 'report abuse' section of the network site.

All social network sites have clear rules about the content which can be posted on the site and they provide robust mechanisms to report contact or activity which breaches this. The school will also expect that any parent/carer or pupil removes such comments immediately.

In serious cases the school will also consider its legal options to deal with any such misuse of social networking and other sites. Additionally, and perhaps more importantly is the issue of cyber bullying and the use by one child or a parent to publicly humiliate another by inappropriate social network entry.

We will take and deal with this as a serious incident of school bullying.

Thankfully such incidents are extremely rare. We would expect that parents would make all persons responsible for making children aware of this policy

Please sign and return this slip to the school office to acknowledge that you have read and understand the above policy.

PROCEDURES AND DEALING WITH QUERIES AND GRIEVANCE

CityKidz maintains an open door policy for dealing with queries, matters of concern from parents, learners and teachers.All professional interaction incorporates appropriate principal of PROCEDURAL FAIRNESS.

In all instances queries will be resolved as timeously and effectively as possible. With regard to grievances or any other applicable cases, these issues will be investigated based on the guidelines set out in the relevant school policies.

Please take note of the recommended procedures that need to be followed as detailed in the pdf document policy document that you can download on this page.

About CityKidz

CityKidz was created as a social initiative by Afhco Holdings , and opened in January 2008.

Registration for 2023 is now Open

Please note that Registration for 2024  is now open. View our Admission Policy and download our Registration Admission Form .

Fees for 2024

  • Registration Fee R650-00 .
  • ANNUAL SCHOOL ADMINISTRATION LEVY FOR GRADE RR-3 – R1,425-00
  • ANNUAL SCHOOL ADMIN LEVY FOR GRADE 4-7– R1,080-00 . 
  • Pre-School (Grade RR- R) – Monthly payment R1,260-00 (11 months)
  • Primary School (Grade 1 – 6) – Monthly payment R1,520-00 (11 months)
  • Primary School (Grade 7) – Monthly payment R1,650-00 (11 months)
  • Aftercare Fees- R650-00 (11 months)

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School Policies

Bridge House School has several different policies to support our core principles.

The core principles that are important to our Bridge House Community are our 7 bridges that are guided by a range of comprehensive policies listed below.

11

WHY SUN VALLEY?

The valley voice, 21st century valley, our valley community.

Home / Why Sun Valley? / Policies

The entire elected Board read and approved the Policy Documentation.

  • General Policies and Practices
  • Access Policy
  • Admission Policy
  • Audio Visual Policy
  • Bullying and Cyberbullying Policy
  • Child Protection And Care Policy
  • Code of Conduct for Learners
  • Code of Conduct Parents and Visitors
  • Collection Of Fees Policy
  • Communication with parents Policy
  • Communicative Disease Policy
  • Complaints And Access To Heads Policy
  • Constitution of Governing Body Policy
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Media Alert: Basic Education Portfolio Committee to Start School Visits in Free State

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Parliament, Tuesday, 18 January 2022 –  The Portfolio Committee on Basic Education will tomorrow commence with its oversight visit to the Free State in order to assess the readiness to commence the academic year. The oversight visit started on Monday in North West. Details of the programme for tomorrow as follows: Date : 19 January 2022 09:30 - 19:00 Visit to Schools: Letsweleputswa Education District

14:00 – 15:30 Delegation shuttled to Hoerskool Sentraal (37 Gen. Conroy Street, Dan Pienaar, Bloemfontein) 16:00 – 18:00 Meeting: FSPED (including the Office of the MEC, HOD, Senior and District Officials), DBE, Portfolio Committee on Education (Provincial Legislature), SGB Associations, Organised Labour, SA Principals Association) (The Pavilion, Hoerskool Sentraal) ISSUED BY THE PARLIAMENTARY COMMUNICATION SERVICES  For media enquiries or interviews with the Chairperson, please contact: Name: Rajaa Azzakani (Ms) Tel: 021 403 8437 Cell: 081 703 9542 E-mail: [email protected]

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School visits in South Africa by Teacher Horizons

School Visits in South Africa

 we continue to share our valuable school visits in this week’s blog. our team at teacher horizons have a thorough understanding of what makes a school desirable from a teacher’s perspective. we travel to our schools and check in with the quality and environment of the place often so that we can share this wealth of information with you. we know how useful it is for teachers in making a decision about whether they would like to work there., jo has recently been visiting a couple of schools in south africa and has kindly shared her experiences with us., school name:   international school of cape town, country and city: cape town, south africa, curriculum/s: british, who visited: jo.

You can look back on some of our past school visits  here .

How did you get to the school? 

Flew from Papua New Guinea to Cape Town, had a night’s rest out near Hermanus, and drove 2 hours to get to the school through beautiful, mountainous, coastal scenery!

Where is it located?  How big was the school? What were the buildings and facilities like? 

Beautiful Cape Dutch style buildings (since 1949). The school is nestled in the foothills of Table Mountain in an affluent and country suburb of Cape Town. It is a new ECD site with a warm atmosphere.

Did you speak to any staff members? If so, how were they finding it? 

What was the best thing about the school in your opinion.

The setting and location are really great. Additionally, the principal is very friendly. As there are just 510 students, it has a homely and close-knit community feel.                                                                                     

  School name:   International School of Helderberg

How did you get to the school where is it located, how big was the school what were the buildings and facilities like, did you speak to any staff members if so, how were they finding it, were there any downsides that teachers should be aware of, have a read of our  happy teacher archives , for more happy teachers in europe and other locations., we have over 2000   schools  in over 160 countries, so it might take us a while to get around them all, but we endeavour to we visit new schools every month, so keep an eye out for more blogs like this one in the future..

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South African Inclusive Education Policy

  • Issues Addressed
  • Implementation
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White Paper 6, Special Education Needs: Building an Inclusive Education System (WP6) is a national policy document introduced in 2001 to establish a system where learners with disabilities are able to learn alongside their peers with appropriate supports. WP6 proposed a 20-year trajectory to implement inclusive education across South Africa.

  • Policy initiatives

WP6 outlines the following as key strategies and levers for establishing an inclusive education and training system:

  • Qualitative improvement of special schools for the learners that they serve and their phased conversion to resource centres. These resource centres should provide professional support to neighbourhood schools and be integrated into District‑Based Support Teams.
  • Overhauling the process of identifying, assessing and enrolling learners in special schools. Replacement of this process with one that acknowledges the central role played by educators, lecturers and parents.
  • Mobilisation of children and young people of school age with disabilities who are out-of-school.
  • Designation and phased conversion of approximately 500 out of 20,000 mainstream primary schools to full-service schools.
  • General orientation and introduction of management, governing bodies and professional staff within mainstream education to the inclusive model. Targeted early identification of the range of diverse learning needs and intervention in the Foundation Phase.
  • Establishing District-Based Support Teams to provide a co-ordinated professional support service. The service should draw on expertise in further and higher education and local communities and target special schools and specialised settings, designated full-service and other primary schools and educational institutions.
  • The launch of a national advocacy and information programme in support of the inclusion model. The programme should focus on the roles, responsibilities and rights of all learning institutions, parents and local communities. It should highlight the focal programmes and report on their progress.

In October 1996, a National Commission on Special Needs in Education and Training and the National Committee on Education Support Services were established to investigate and make recommendations on all aspects of special needs and support services in education and training in South Africa.

The central findings of the investigations by the Commissions were as follows:

  • Specialised education and support have predominantly been provided for a small percentage of learners with disabilities within ‘special’ schools and classes.
  • Where provided, specialised education and support were provided on a racial basis, with the best human, physical and material resources reserved for white learners.
  • Most learners with disability have either fallen outside the system or been ‘mainstreamed by default’.
  • The curriculum and education system as a whole have generally failed to respond to the diverse needs of the learner population, resulting in massive numbers of drop-outs, push-outs and failures.
  • While some attention has been given to the schooling phase with regard to ‘special needs and support’, the other levels or bands of education have been seriously neglected.

The joint report of the two bodies recommended that the education and training system should promote education for all. It should foster the development of inclusive and supportive centres of learning that would enable all learners to participate actively in the education process, so that they could develop and extend their potential and participate as equal members of society.

The report also suggested that the key strategies required to achieve this vision included:

  • transforming all aspects of the education system;
  • developing an integrated system of education;
  • infusing ‘special needs and support services’ throughout the system;
  • pursuing the holistic development of centres of learning to ensure a barrier-free physical environment and a supportive and inclusive psycho-social learning environment, developing a flexible curriculum to ensure access to all learners;
  • promoting the rights and responsibilities of parents, educators and learners;
  • providing effective development programmes for educators, support personnel and other relevant human resources;
  • fostering holistic and integrated support provision through intersectoral collaboration;
  • developing a community-based support system, which includes a preventative and developmental approach to support;
  • developing funding strategies that ensure redress for historically disadvantaged communities and institutions, sustainability and – ultimately – access to education for all learners.

Based on the recommendations in the joint report, the Department of Basic Education released a Consultative Paper (Department of Education, Consultative Paper No. 1 on Special Education: Building an Inclusive Education and Training System. 30 August 1999). The submissions and feedback from social partners and the wider public were collated and informed the writing of WP6.

WP6 outlines what inclusive education and training systems are and how South Africa intends to build them, providing a framework and key steps for implementation.

Various policies and guidelines have been developed in response to WP6 and its goals. These include:

  • Policy on Accommodations and Concessions
  • Guidelines for Full-Service and Special Schools and Special School Resource Centres
  • Guidelines for Responding to Learner Diversity in the Classroom through the National Curriculum Statement R-12
  • Policy on Quality Education and Support for Learners with Severe to Profound Intellectual Disability and the Turn-around Strategy for Special Schools
  • The Policy on Screening, Identification, Assessment and Support (SIAS).
  • Transformation of a segregated education system (mainstream and special education) into one integrated system which embraces equity and equality
  • Acceptance of equal rights for all learners
  • Transformation of the entire education system to effectively and efficiently respond to and support learners, parents and communities by removing barriers to learning and participation in the education system.

In 2019, South Africa is 18 years into the projected 20-year implementation plan for the WP6. Although progress has not been achieved as envisioned in 2001, some elements have been achieved to encourage inclusive education systems in South Africa.

In the ‘Report on the Implementation of Education White Paper 6 on Inclusive Education (2015)’, the Department of Basic Education acknowledged the high number of children with disabilities who were still out-of-school (estimated at approximately 590,000 in 2015). However, the report also listed the following achievements:

  • The establishment of a protocol with the Department of Social Development (DSD) and the South African Social Security Agency (SASSA) ensures that all children with an identity number and receiving a child support grant attend school.
  • The establishment of the Learner Unit Record Information and Tracking System (LURITS) to facilitate the tracking and monitoring of children within the school system.
  • The development and introduction of the new learning programme for children with profound disabilities: the National Curriculum Statement Grade R–5 for Learners with Severe Intellectual Disability. This is currently being incrementally introduced in 177 special schools.
  • 285 special schools are stronger by means of training and resource provision since 2001.
  • 80 special schools have been converted into resource centres.
  • The implementation of the Policy on Screening, Identification, Assessment and Support (SIAS), which provides a tool for assessment of all children, especially those within care centres, to find appropriate schools for placement.

The SIAS Policy was developed to respond to the needs of all learners, especially those who are vulnerable. It was developed over 10 years in consultation with a wide number of stakeholders, including organisations for people with disabilities. SIAS aims to provide a policy framework for identification, assessment and support for all learners who require additional support to realise their right to participation and inclusion in the education system. The policy includes directives on how to plan, budget and provide support at all education levels.

SIAS specifically aims:

  • to identify the barriers to learning experienced;
  • to identify the support needs that arise from these barriers;
  • to develop a support programme to address the impact of these barriers.

SIAS is structured to ensure that all educational staff understand the support needs of learners, to enable beneficial learning to take place. It provides a process for identifying learner needs at home and school and establishes the type and extent of support required at different levels. The policy is designed as a set of forms and identifies the roles and responsibilities of educators, managers, District-Based Support Teams and parents/caregivers.

To date, the progressive rollout of the SIAS Policy has reached 83,020 teachers from 23,840 schools. Across South Africa, 4,215 officials have been trained on the use of SIAS and the document is freely available online.

Stages of SIAS:

  • Initial screening guided by learner profile
  • Completed for all learners at admission and at the beginning of each phase.
  • Any areas marked with * indicate that the next stage should begin.
  • Identifying and addressing barriers to learning and development at school level
  • Parents/caregivers are an integral part of this stage, which is co-ordinated by the educator
  • An Individual Support Plan is formulated together and reviewed at least once per quarter
  • If the support is not sufficient, the educator makes a referral to the School-Based Support Team (SBST), which then completes the SNA 2 form. An action plan is put in place where the support is strengthened.
  • Identifying and addressing barriers to learning and development at district level
  • The SNA 3 form guides the District-Based Support Team (DBST) in designing a more in-depth action plan, which spells out the support package and includes planning, budgeting, resource and service provision (e.g. speech therapy), training and counselling for parents/caregivers and monitoring of the plan.

 What was the timescale?

The policy was approved in 2014 and WP6 projected a 20-year implementation plan.

The policy is a processing tool for early identification of individual school, learner and teacher support needs.

It ensures that all children of school age experiencing barriers to learning, including those with disabilities, have reasonable access to inclusive, quality, free, primary and secondary education on an equal basis with other young people in the communities in which they live.

It helps schools to work out and make provision for all additional support needs.

It assists the District-Based Support Team in determining support requirements for the school, circuit and district as a whole and enables them to plan and budget for their most effective delivery.

The biggest challenges were:

  • The DBSTs took a long time to respond to School-Based Support Teams’ requests for additional support.
  • Once a package of support was decided on, it was not possible to implement it immediately, so support provision needed to be carefully planned and organised.
  • The use of the forms by teachers to request support for a learner was a challenge.
  • Digitising the policy to be an accredited online training programme for teachers, officials and parents.
  • Including parents in the training in schools.

Department of Basic Education, 2001. Education White Paper 6: Special Needs Education: Building an Inclusive Education and Training System

Department of Basic Education, 2014. Policy on Screening, Identification, Assessment and Support

Department of Basic Education, 2016. Report on the Implementation of Education White Paper 6 on Inclusive Education: Overview for the period 2013–2015

The Right to Education for Children with Disabilities Alliance, 2017. Alternative report to the UN Committee on the Rights of Persons with Disabilities

Department of Basic Education: Millicent Boaduo, Chief Education Specialist

South African Disability Alliance: Sandra Klopper, National Director of Autism South Africa

South African Inclusive Education Policy

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SAHRC calls for immediate reforms of school uniform policies

The commission also recommended the abolishment of prescribed underwear for girls as well as removing any hair policies that differentiate between male and female pupils..

  • South African Human Rights Commission (SAHRC)

Picture: Barry Bateman/Eyewitness News

JOHANNESBURG - The South African Human Rights Commission (SAHRC) has called for immediate reforms of the country’s school uniform and appearance policies.

The commission has also recommended the abolishment of prescribed underwear for girls, as well as removing any hair policies that differentiate between male and female pupils.

The commission briefed the Basic Education portfolio committee today following its inquiry into school uniforms and the overregulating of appearances.

The SAHRC on Tuesday told Parliament that it noted an increase in reports of alleged overregulation of the school uniform and appearances of learners.

It then launched an investigation and held an inquiry in Gqeberha in the Eastern Cape before presenting its findings to the committee.

The commission's Eastern Cape Head Dr Eileen Carter said the complaints highlighted bias rooted in Eurocentric norms.

She said natural hairstyles should never be considered an offence.

"We are calling on the national department to immediately abolish any hair policies differentiating between male and female learners eliminating these discriminatory practices related to afros, braids or natural hairstyles chosen by specific learners," said Carter.

On school uniforms Carter said they found that in certain circumstances school uniform and appearance policies infringed on a learner’s right to dignity through the enforcing of binary uniform policies.

IMAGES

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  2. (PDF) Influence of macro-policy factors on decision-making to select

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  3. Education

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  4. Policy brief: Who should go back to school first in South Africa?

    school visit policy south africa

  5. Integrated School Health Policy South Africa

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  6. School Visitors Policy

    school visit policy south africa

COMMENTS

  1. Visitors to the School Policy

    THE POLICY APPLIES TO: All staff employed by the school. All external visitors entering the school site during the school day or for after school activities. All parents and volunteers. All pupils. All Education related personnel. Building & Maintenance and all other Independent contractors visiting the school premises.

  2. Policies

    Policy on HIV, STIs and TB for Learners, Educators, School Support Staff and Officials in all Primary and Secondary Schools in Basic Education Sector: August 2017: Download: National Policy on Whole School Evaluation : 01 July 2002: Download: National Policy Framework for Teacher Education and Development in South Africa : 26 April 2007: Download

  3. PDF 21. TOUR AND EXCURSION POLICY OUR VISION

    In terms of (SASA) South African school Act of 1996, the governing body of a public school must determine the tours and excursion policy of that school. II. Touring and hosting tours have educational value, and considered to be an important ... South Africa school Act: 1996 (Act no: 84 of 96) III. Limpopo School Education Act: 1995 (Act No:6 of 95)

  4. Rights and Responsibilities of Parents

    The school staff can successfully carryout their teaching responsibilities if they receive the support of the parents. As a parent you have the responsibility to: · assist with the discipline of your child; · monitor your child's educational progress; · ensure that s/he completes her/his homework; · ensure that s/he attends school;

  5. PDF National Education Policy Act: Policy: South African Standard for

    1. Constitution of the Republic of South Africa, 1996 2. National Education Policy Act, 1996 (Act No. 27 of 1996) 3. South African Schools Act, 1984 (Act No 84 of 1996) 4. Employment of Educators Act, 1998 (Act No. 76 of 1998) 5. South African Council for Educators Act, 2000 (Act No 31 of 2000) 6.

  6. PDF SCHOOL OUTINGS POLICY

    5.4 That expectations of behaviour for all school outings are clarified and that the conditions whereby a student may be refused permission to be included on a school outing are outlined. 6.Day School Outings within South Africa 6.1 Day outings may take place during the school day or may extend beyond

  7. Here are the updated rules for schools in South Africa

    The basic education department has gazetted new regulations ahead of the return of full-time classes on Monday (2 August). While all government schools reopened on 26 July as part of the country ...

  8. PDF Guidelines Management of COVID in Schools

    OF COVID-19 FOR SCHOOLS AND SCHOOL COMMUNITIES (September 2020) 1 . ... (PHEIC) on 30 January 2020 and South Africa activated its Emergency Operations Centre (EOC) on 31 January 2020. South Africa's first case of COVID-19 was confirmed on 5 March 2020, by the

  9. PDF ADMISSION POLICY FOR ORDINARY PUBLIC SCHOOLS

    7. The admission policy of a public school is determined by the governing body of the school in terms of section 5(5) of the South African Schools Act, 1996 (No. 84 of 1996). The policy must be consistent with the Constitution of the Republic of South Africa, 1996 (No. 108 of 1996), the South African Schools Act, 1996 and applicable provincial law.

  10. PDF GENERAL NOTICE General notices • alGemene K No

    7. The admission policy of an ordinary public school is determined by the governing body of the school in terms of section 5(5) of the South African Schools Act, 1996. The admission policy of an ordinary public school must be consistent with the Constitution of the Republic of South Africa, 1996, the South

  11. Admission Policy

    Registration Fee R650-00. ANNUAL SCHOOL ADMIN LEVY FOR GRADE 4-7- R1,080-00 . ADMISSION POLICY 1. PREAMBLE The admission policy of CityKidz Pre & Primary School is consistent with the Constitution of the Republic of South Africa, the South African Schools' Act, 1996 and applicable provincial law.

  12. PDF ADMISSION POLICY

    This policy applies to all learners, educators, support staff, the management of this school and applicant learners to the school. 3. LEGISLATIVE FRAMEWORK 3.1 Constitution of South Africa, (Act No. 108 of 1996 as amended). 3.2 South African Schools Act, (Act No. 84 of 1996 as amended). 3.3 National Education Policy Act, 1996 (Act No. 27 of 1996).

  13. POLICY ON SCHOOL EXCURSIONS AND OVERSEAS TOURS

    The following procedures should apply to such activities: 3.1.1 attendance at these activities is not compulsory, and learners who do not participate are not academically disadvantaged as a result of their absence; 3.1.2 the activities take place on or off the school premises, and after school hours; 3.1.3 the school may levy a charge on those ...

  14. Parent's Code of Conduct

    Parent Code of Conduct Policy At CityKidz we are very fortunate to have supportive and friendly parents. Our parents recognise that educating children is a process that involves a partnership between parents, class teachers and the school community. As a partnership, our parents understand the importance of a good working relationship to equip children with the necessary skills for adulthood.

  15. Education in South Africa: a guide for expat parents

    South Africa has about 30,000 schools, with 26,000 of them receiving public funding. The majority of the 1,600 private schools in South Africa are located in Gauteng and the Western Cape. Most parents in South Africa must pay for their child's schooling. However, many lower-income families have these fees paid by the government.

  16. PDF POLICY ON HOME EDUCATION

    It is my pleasure to introduce the Policy on Home Education to all South African education officials, home education sites, schools, educators, learners, parents and education stakeholders. The Constitution of the Republic of South Africa, 1996 (Act 108 of 1999) provides for a Bill of Rights which is a cornerstone of democracy in South Africa.

  17. PDF SCHOOL POLICY

    excellent results and becoming the best in the Republic of South Africa MISSION ... 3. Parents who need assistance, may visit the office between 07:30 and 15:30 4. School Contact Details: 074 143 8439/ 8366/ 8410 ... All pending projects as agreed upon and penned down in the school policy hand book given to all parents should be pursued. A copy ...

  18. PDF SCHOOL VISITOR POLICY

    SCHOOL VISITOR POLICY 1. Introduction This guidance is intended to help schools manage visitors in a way that ensures the safety of children and adults on the school site. The responsibility for this lies with the Headteacher, senior leadership team and the Governing Body. 2. Guidance and Responsibilities

  19. SCHOOL POLICIES

    Bridge House School has several different policies to support our core principles. ... UBER / RIDE HAILING SERVICES POLICY. UNIFORM: COLLEGE UNIFORM POLICY. ... Phone: +27 (0)21 874 8100 Email: [email protected] Address: P.O.Box 444, Franschhoek, 7690, South Africa. INFORMATION. BOARDING; CALENDAR; DINING; EDUCATIONAL SUPPORT; TERM ...

  20. Policies

    General Policies and Practices Access, Policy Admission Policy... Home. Our Valley Community. Get Involved; Safety and Security; Service; Staff; 21st Century Valley. Academics. Digi-Learning; Field trips and camps; Grade Information. ... SCHOOL TERMS (2024) Term 1: 17 January - 20 March Term 2: 3 April - 14 June Term 3: 9 July - 20 September

  21. Media Alert: Basic Education Portfolio Committee to Start School Visits

    Parliament, Tuesday, 18 January 2022 - The Portfolio Committee on Basic Education will tomorrow commence with its oversight visit to the Free State in order to assess the readiness to commence the academic year. The oversight visit started on Monday in North West. Details of the programme for tomorrow as follows: Date: 19 January 2022

  22. Teacher Horizons School Visits in South Africa

    School Visits in South Africa. 22 Jun 2019. We continue to share our valuable school visits in this week's blog. Our team at Teacher Horizons have a thorough understanding of what makes a school desirable from a teacher's perspective. We travel to our schools and check in with the quality and environment of the place often so that we can ...

  23. South African Inclusive Education Policy

    In 2019, South Africa is 18 years into the projected 20-year implementation plan for the WP6. Although progress has not been achieved as envisioned in 2001, some elements have been achieved to encourage inclusive education systems in South Africa. In the 'Report on the Implementation of Education White Paper 6 on Inclusive Education (2015 ...

  24. Changes for school uniforms in South Africa

    The South African Human Rights Commission (SAHRC) undertook an assessment of critical issues surrounding various issues that impacted the rights and well-being of school learners across the ...

  25. An F.B.I. Informant, a Bombshell Claim, and an Impeachment Built on a

    For more audio journalism and storytelling, download New York Times Audio, a new iOS app available for news subscribers. Hosted by Michael Barbaro Featuring Michael S. Schmidt Produced by Rikki ...

  26. SAHRC calls for immediate reforms of school uniform policies

    JOHANNESBURG - The South African Human Rights Commission (SAHRC) has called for immediate reforms of the country's school uniform and appearance policies.