頂尖教育

What are the expected behaviours at Island School?

Conduct and relationships

• Everyone should always be courteous and polite to all school community members.
• Everyone should use appropriate and inclusive language.  
• Everyone should be treated with kindness and respect.

Unacceptable Behaviour

The following activities are forbidden and will lead to serious consequences:

• Bullying of any kind
• Excessive displays of affection
• Vandalism, including the writing of graffiti
• Substance misuse
• Gambling
• Truancy
• Theft
• Physical misconduct, such as fighting
• Substance misuse such as vaping, smoking, consuming alcohol or other illegal substances

Attendance

Students are expected to attend school every day, and 85% attendance is a condition for graduation from Island School. If there is a reason why a child is unable to attend school, parents notify the school via the ESF App. Tutors, Heads of Year/ House, and the Wellbeing Vice Principal closely monitor absences. Termly notifications are sent to students and parents with below 85% attendance, and appropriate support is implemented to help students improve their attendance.

Island School Attendance Policy

Arriving and leaving school

Students must arrive on campus by 7.55 am and are expected to be ready for registration or assembly at 8 am. Students are dismissed at 3 pm, though many remain on campus for extracurricular activities.  All students must leave campus by 4.30 pm unless they are part of an activity supervised by a staff member.

As part of Island School’s commitment to sustainability and our ongoing effort to reduce the local impact of our operations, we have implemented a mandatory no-private-car use policy.  This means that no private cars can be used for drop-off or pick-up of students on Borrett Road.

Students are not allowed to leave the school premises during the school day without permission. 

Occasionally, students must leave school early due to medical or personal appointments. To be dismissed, students must present the early sign-out form to the security guard, which needs to have been signed by their Tutor.

Lateness

Suppose a student is late to school on three or more occasions within two weeks without extenuating circumstances. In that case, a consequence should be arranged, in consultation with the Head of House/Year. This may involve staying on a Friday afternoon, or early sign-in (7:45 am) for one week. 

Between lessons students are expected to:

• Move purposefully and safely from one lesson to another.
• Not delay their journey with unnecessary actions..
• Place litter in the appropriate bins (general/recyclable waste).
• Walk sensibly and keep to the left in corridors and staircases. 
• Not shout or yell when walking around the school site. 
• Not lean out of windows or ledges. 
• Not play with balls unless in a designated area. 
• Not to buy food from the canteens in changeover times (Y12 and Y13 may buy food during free periods)

Use of Lifts

Students are not permitted to use the school lifts.  An exception will be given on a temporary or permanent basis if students need to use the lift, and students will be issued a lift pass by their Head of Year/ House or by the Nurse. If a student needs help from another student in carrying a bag, this will be indicated on the lift pass.  The Head of House/ Year or Nurse will be responsible for evaluating if this is necessary. 

During lessons, students are expected to: 

• Inform their teacher if they are unable to attend a lesson for any reason
• Arrive on time
• Sit in the seating plan the teacher has implemented.
• Bring the necessary equipment to each lesson. 
• Listen carefully to staff instructions. 
• Complete tasks to the best of their ability.
• Take responsibility for their learning.
• Not disturb the learning of others. 
• Treat everyone with respect.
• Leave the room quietly.
• Leave the room in an orderly manner.

Breaks/lunchtime

• Students are not allowed inside classrooms during breaks and lunchtimes unless they participate in a supervised activity. This rule may be changed in inclement weather.  
• Ball games are allowed in safe areas such as the Astroturf, Sports Hall and rooftop courts. Ball games should not be played in corridors in the courtyard. 
• There is a rota for use of the Astroturf and students are expected to stick to the rota.  
• Laboratories, workshops, and other specialist rooms, which contain expensive or dangerous equipment, should not be entered by students when a teacher is not present.
• Electronic equipment or teacher laptops left in the classrooms or teacher workspaces, such as offices, should not be touched under any circumstances, except when directed by a staff member.

Eating arrangements

• Students may drink water during lessons unless it is unsafe to do so. However, students are not allowed to eat or chew gum during lessons. Chewing gum is not permitted anywhere on the school premises. 
• Students are expected to refill water bottles between lessons and not to leave lessons to do this. 
• Students may eat in the canteen area and on picnic tables around the school.  Students must return their used cutlery and crockery to the canteen.  Students are not allowed to eat inside the classrooms. 
• ‘Energy’ drinks such as Red Bull or Monster Energy are prohibited in school.
• Students are not permitted to have food delivered to school during the school day.  If they are staying late on campus for an activity, they must have a staff member’s permission to order food to be delivered to school. 

Uniform 

• Students in Years 7-11 are expected to wear the correct school uniform as explained here.
• Years 12 and 13 are exempt from wearing the school uniform. However, students must maintain a clean, tidy, and smart-casual appearance.
• For PE, Years 12 and 13 must wear the Island School PE uniform. Students should ensure that what they wear allows them to engage in their learning fully and, that they can do so safely.  Some lessons require moving around, and clothing choices should enable students to do that comfortably.  In addition, some specialist areas of the school have health and safety requirements around dress code.  For example, in Science Labs, students must wear closed-toed shoes, and long hair should be tied back. 
• Students are allowed to wear jewellery to school, but it must not interfere with their learning, and they must be safe while engaging in activities in school.  For example, students may be asked to remove jewellery for PE lessons or when working in a laboratory. 
• Whilst wearing the school uniform outside of the school grounds, students represent the values of Island School to all members of the community and the public and should be conscious that they represent the school.

Personal belongings in school

• Every student has a lockable Island School locker, and they are encouraged to store their belongings inside their locker.  Island School lockers are the school's property, and staff can open lockers anytime. 
• Students are advised not to bring expensive items to school. The school cannot accept responsibility in cases of loss or theft of property. 
• Students are not allowed to bring the following to school: knives, toy guns or other dangerous items; skateboards; cigarettes; matches and lighters; alcohol; or hazardous or illegal substances.

Mobile phones and other personal devices

Balanced and Responsible Use of Digital Devices Policy

Laptops

• Students are expected to bring their laptops to school each day.
• Their laptops should be fully charged overnight for use in lessons.
• Students should close their laptops when instructed by their teacher to do so.
• During lesson times, students should only use their laptops to complete the tasks assigned to them for that lesson.
• Students should not use their laptops at break and lunchtime unless permitted in a designated learning space (Library and Senior Learning Hub).

Mobile Phones

A student is not required to have a smartphone and will not need one as part of learning activities. If students can use their smartphones as part of a learning activity, the teacher will ensure that students without smartphones are not disadvantaged.

It is recommended that students keep their phones in their lockers during the school day. Alternatively, they may be kept in their bags but should be switched off, unless used for educational purposes in agreement with the teacher.

Y7-11 Students:

• Phones should not be used between classes or at break and lunchtimes.

Y12 and Y13 Students:

• Phones may be used briefly between lessons and during break times for organisational purposes and essential communication. 
• Students should model responsible and balanced use of devices to other students, especially younger students.
• Phones should only be used when such use will not cause a risk to others.

Headphones

Island School is a community, and the ability to greet each other and to interact as we move around campus is an integral part of our school values. Therefore, students are not allowed to wear headphones while walking around campus. If a student has permission to do so as part of their support plan, they will have a headphone pass they can show to staff.

What happens if a student is misusing their phone or headphones?

A staff member will confiscate them, and the student may collect them from the General Office at the end of the school day. Students who persistently and inappropriately use phones or headphones will be asked to hand them in before registration every day.

How can parents/caregivers support?

• Ensure your child understands the school policy.
• Do not contact your child via mobile phone during the school day. If you need to share an urgent message with your child, please contact the General Office, who will help to share the message.

Respectful Relationships and Anti-bullying 

Every student at Island School has the entitlement to enjoy life at school, free from the sort of behaviour classed as bullying, and we support Island School students in having respectful relationships. 

We define bullying as wilful and persistent behaviour which results in someone being physically or emotionally hurt, threatened, frightened or humiliated.

All reported cases of bullying are taken seriously and dealt with appropriately, which may include suspension or expulsion in cases of severe or persistent bullying.

In respectful relationships, we see: 

1. Fairness and honesty
2. Kind and inclusive behaviours 
3. Discussions where all contributions are valued 
4. Awareness of and sensitivity to others’ feelings 

With bullying, we see: 

1. The intention to cause distress or harm 
2. Repeated patterns of behaviour 
3. An imbalance of power 
4. A breakdown in the positive and respectful relationships expected at Island School

How the School Supports Respectful Relationships and Anti-bullying

• Students are taught about respectful relationships and anti-bullying as part of the Thrive Programme.
• Positive and respectful behaviours are recognised and rewarded in the tutor group, the House, and awards ceremonies.
• Students are encouraged to be upstanders and to take positive, proactive action if they witness disrespectful behaviour or bullying.
• Bullying is taken seriously and dealt with on a case-by-case basis. 
• Parents/caregivers will always be informed and included in ongoing discussions about bullying.
• Severe sanctions may be a consequence. However, we always aim to restore relationships and promote positive behaviour change and learning.

What happens if a student’s behaviour breaches this Code of Conduct?

We are committed to supporting students to demonstrate and value positive behaviours that adhere to the IS Code to exhibit positive behaviour and to value the importance of doing so. By exhibiting positive behaviour and adhering to the Island School Code, students communicate respect for our community and take responsibility for their behaviour.   

Sometimes students make mistakes, a normal part of the developmental process. We are a learning community, and any work to address misbehaviour will focus on reflection and growth. Island School is committed to restorative practices that strengthen relationships between individuals and improve social connections within the school community. Consequences for misbehaviour are an essential component of restorative practice.

All staff members are responsible for supporting students to behave positively and uphold the Island School Code. Parents/caregivers are key partners in helping students to act positively and adhere to the Island School Code.

Consistent implementation helps to create a predictable environment to support student well-being.  Although we have a consistent set of expectations, staff will consider the student's needs when issuing a consequence. 

Consequences

Consequences are decided on a case-by-case basis, and the incident's circumstances and the student's needs will be considered.  Consequences may include:

• Confiscating items such as headphones
• A detention at break, lunchtime or after school
• Removal of privileges such as access to the astroturf, early leave arrangements for Y12 and Y13, etc.

Detentions

Detentions are issued by members of staff in the school and serve several purposes, including:

• Deterring students from engaging in misconduct, promoting a more respectful and focused atmosphere.
• Instilling a sense of responsibility, encouraging students to take ownership of their behaviour and decisions.
• Providing a structured environment for students to complete assignments, catch up on missed work, or engage in reflective activities.
• Reinforcing school rules and expectations, signalling that adherence to these guidelines is essential for a positive school environment.
• Providing an opportunity for students to receive support regarding their behaviour, helping them develop better habits.

Why might a student have a detention?

These are issued when a student needs to catch up on missed work, make up for lost time or complete personalised tasks to reflect on their behaviour. The consequence might also involve service contributions to the school community and removing privileges. Consequences are designed to be productive and support the student's progress by completing tasks or reflecting on their behaviour. 

When do these take place?

Detentions may be issued during break/lunch or outside the school day. If a consequence is issued outside of the school day, parents will be informed in advance, and consideration will be given to ensuring students have appropriate travel arrangements. The child’s tutor and Head of House/ Year will also be informed. Students may be asked to stay at school for up to two hours.  If a consequence is issued during break/lunch, students must be given a reasonable time to eat and use the bathroom. 

Internal Suspensions

Students might also be issued with an internal rather than external suspension. This means that the suspension takes place on the school site. During an internal suspension, students will not attend their timetabled lessons. Instead, they will follow a specific schedule and complete various tasks, including reflection activities. Parents will be informed of the suspension in advance. 

The ESF Suspension and Exclusion Policy enforces consequences for more serious misconduct. 

Restorative Practices

Island School is committed to restorative approaches to supporting positive student behaviour.  Restorative practices help to:

• Develop empathy by understanding one’s impact on the community
• Strengthen community and civil society
• Provide an effective process for dealing with harm
• Encourage respectful communication and emotional expression, restore relationships, repair harm, and develop leadership
• Reduce crime, violence, and bullying and both frequency and severity of discipline issues

Parents and caregivers are expected to:

• Be informed about the behaviour and progress of their child. 
• Ensure their children attend school each day punctually, suitably dressed, fed, rested, equipped and ready to learn.
• Inform the school if their child is unhappy or struggling at school.  The tutor is the best person for parents to contact. 
• Ensure staff are aware of any individual needs or other personal factors which may result in their child displaying behaviour outside of the norm. 
• Be prepared to work collaboratively with staff to support their child.
• If requested, attend meetings with staff to discuss their child and adhere to the terms of any reasonable requests for parental support. 

At the heart of supporting student’s well-being is the Island School House system. A student’s house is their family within the wider school community and provides students with a strong sense of belonging. Every student and member of staff is part of an Island School House:

Students face many issues as they grow up and the teenage years are known for being full of ups and downs. So it is only natural that our students may need some additional support.  Apart from approaching their tutors, or Head of Year/House, we also encourage students to use our counselling service as an additional support to help them address difficulties that may affect their social, emotional or intellectual well-being. This service is provided by Island School counsellors and government social workers. 

All adults at Island School are here to make sure the students are well supported and receive all the help they require. We regularly remind students of all the trusted adults who are available to listen and provide guidance during the school day. Seeing a counsellor provides a place to talk about any worries, decisions or concerns. Many students who seek help tell us that speaking with a counsellor gives them enormous relief as well as providing practical strategies to help them manage their situation.

At Island School, we embrace wellbeing as a core role in education to help students thrive and build resistance against adversity. Wellbeing is a holistic term that encompasses all aspects of a student's life, including their physical, social, cognitive and emotional state.

These four lenses that define wellbeing structure our Thrive programme with the Island School values embedded in the learning objectives. The Thrive programme is taught to students on a Thursday afternoon by tutors and is a compulsory part of an Island School education. 

Thrive Learning Objectives:

Physical wellbeing

Physical wellbeing teaches the students about their own growth and development to embrace responsibility for their own self care and to promote healthy lifestyle choices.

Social wellbeing

Social wellbeing helps build authentic relationships where students are encouraged to positively contribute to our community, society and life. To celebrate individuality and be mindful about themselves, others and the environment.

Cognitive wellbeing

Cognitive wellbeing embraces opportunities for students to pursue their interests, set goals and pursue excellence. To engage and support their development of essential lifelong skills.

Emotional wellbeing

Emotional wellbeing develops the students emotional intelligence by giving them the tools to protect themselves for a positive mental health. To understand, use and manage their own emotions in a positive way. Island Schools Thrive curriculum has been developed from comprehensive, evidence based research to ensure we deliver an extensive and inclusive programme. This includes the mandated Relationships and Sexuality Education Curriculum

(ESF) , the Mental Health Association (Australia) and the PHSE Curriculum (UK). Thrive is delivered by the tutor once a week and is an important part in building this pastoral relationship for the care and safety of our students.

Relationship and Comprehensive (Sexuality) Education Curriculum (RSE)

• The RSE is mandatory across all ESF schools and was developed with the objective of “giving young people the tools to safeguard their health and wellbeing”. The development of this programme is a result of ongoing work in protecting young people which has been established from UNESCO guidelines.

The Personal, Social, Health and Economic education

The PHSE curriculum topics comprises relationships, health and wellbeing and living in the wider world and is a school subject through which students develop the knowledge, skills and attributes they need to manage their lives, now and in the future. It helps children and young people to stay healthy and safe, while preparing them to make the most of life and work.

PSHE education also helps pupils to achieve their academic potential.

Please click here to view the Thrive Handbook.

Island School accepts students with a wide range of abilities, some of whom have special educational needs. Island School's Individual Needs & Learning Support Department aims to provide all students with equal access to the curriculum and every aspect of school life; and to support them so that they can achieve their full potential academically.   

A range of strategies are employed to ensure that the school meets the needs of these students. These include:

• In-class support from educational assistants 
• Social thinking sessions for those with marked difficulties with social communication
• Liaison between Individual Needs & Learning Support staff and other teaching staff 
• Supporting teachers to ensure best practices for universal design learning are in place in the classrooms.
• Special examination accommodations are in place for students who need these for internal or external assessments including SAT or AP examinations (such as extra time or use of a laptop) 
• The provision of advice and training to staff on a variety of learning needs/strategies.
• Meetings with parents to discuss intervention strategies, Individualised Education Plans (IEPs) and Support Plans where necessary.
• Although a limited resource, referrals can be made to the ESF Educational Psychologist when necessary