2014-15 Staff Handbook - Discovery College

2014-15Staff Handbook

Vision Statement.DC.February2009

Discovery College Policies & procedures


ESF English Schools Foundation Policies & procedures


EDB

Education Development

Bureau

Policies & procedures

Process for organising whole school events This applies to any space that is timetabled for classes and includes the gymnasium, dance studio, primary sports hall and LGF playground.

Is it a whole college event?

Is it scheduled on the college calendar as a CLT approved

and planned event?

No

Yes

Must occur in designated

assembly time or when no class is

scheduled

Confirm availability with PE or

Performing Arts staff at least 2

weeks ahead of time. Liaise with Business Manager on the availability

and requirements of the site team and Performing Arts

Technician on AV set up.

If venue available run event

Does it only occur in designated

assembly time or when no class is scheduled and

needs no additional set up or practice?

Logistics – 2 weeks out

Principal (or delegate) meeting held with key staff

involved and affected to identify appropriate times needed for event, set up and practice

Organisation – 3 weeks out

Principal (or delegate) meets with key staff involved to

determine roles, nature of event, set up time and supply

support etc.

Must occur in designated

assembly time or when no class is

scheduled

Yes

No

Yes No

Event held

Set up support

Liaise with Business Manager on the availability and

requirements of the Site Team and Performing Arts

Team/Technician on AV set up.

Human Resources Policy Document

Effective Date:

Whistleblowing Policy 24 June, 2009

Page 1 of 7 Whistleblowing Policy - 25Jun09 v1.1

Title : Whistleblowing Policy

Status : New Policy

Approval Date : 23 June, 2009

Date for Next Review : June, 2010

Originator : Keith Tucker, Director, Human Resources


Effective Date:



CONTENTS

1. Purpose

2. Scope

3. Definitions/ Abbreviations

4. Responsibilities

5. Procedure

6. Compliance

Originator: Human Resources, ESF Centre Originator: Reviewed by: Approved by : Keith Tucker Director, Human Resources

SMT

Functional Director/ Chief Executive

Date:

Date:

Date:


Effective Date:



REVISION STATUS TABLE

Reviewed Approved Revision No

Effective Date Summary of Revision

By Date By Date

A For review by SMT Keith Tucker

23Jun 2009

SMT 23Jun 2009

POLICY DOCUMENT ANNUAL REVIEW

This Policy document is subject to an Annual Review by ESF that is formally documented to ensure its continuing suitability, adequacy and effectiveness. Areas subject to review include, but are not limited to, follow-up action from previous reviews, policy conformity, review of complaints, status of corrective and preventive actions, and improvements for the forthcoming year. ESF reserves the right to amend this Policy by notice following such review in circumstances in which it considers such change to be necessary or appropriate.


Effective Date:



1. PURPOSE

The English Schools Foundation (ESF) aims to maintain high standards of integrity and transparency – being open and fair in its dealings. ESF does not tolerate wrongdoing in any form and relies on Staff Members reporting any wrongdoing to maintain this high standard. ESF realises that some Staff Members may fear recrimination from reporting wrongdoing, this Policy has been designed to allow Staff Members to report any issue of wrongdoing without fear of being victimised for having done so. 2. SCOPE This Policy applies to all Staff Members in all ESF and ESL entities, namely: -

1. Primary Schools; 2. Secondary Schools; 3. Private Independent Schools; 4. Kindergartens; 5. ESL Head Office; 6. ESF Centre.

Out of scope: This Policy does not provide for raising a grievance or filing a complaint, such issues should be raised with reference to the Grievance Policy and Complaints Policy respectively.

3 DEFINITIONS / ABBREVIATIONS

ESF - the English Schools Foundation ESL - ESF Educational Services Limited Senior Managers - Members of the Senior Management Team of ESF or the

management team of ESL Staff Member - Any employee of ESF and/or ESL Principal - Principal of an ESF School or ESL School or kindergarten School Council - School Council of the relevant ESF School Head of Department - Head of the relevant department within the school or ESF

office Chief Executive - Chief Executive Officer of ESF Board - Board of Governors of ESF Director HR - Director Human Resources of ESF Whistleblower - Staff Member reporting an issue of Wrongdoing


Effective Date:



4. RESPONSIBILITIES 4.1 Chief Executive

The Chief Executive is responsible for the thorough investigation of any issue of wrongdoing raised by a Staff Member.

4.2 Principals and Senior Managers.

Principals and Senior Managers are responsible for ensuring that the procedures outlined in this policy are followed appropriately and fairly with due regard for the values of mutual respect outlined in the ESF Professional Code. It is their aim to investigate any report of wrongdoing speedily and free from discrimination on any grounds as outlined in the Equal Employment Opportunities Policy. They are also responsible for ensuring that a Staff Member reporting an issue of wrongdoing is not victimised in any way for having done so.

4.3 Staff Members A Staff Member who has a major concern over any wrongdoing within ESF should report the wrongdoing to the appropriate person as outlined below in a professional manner with due regard to the values of mutual respect outlined in the ESF Professional Code free from discrimination on any grounds as outlined in the Equal Employment Opportunities Policy. Any Staff Member found to have reported an issue of wrongdoing under this Policy which is proved subsequently to be without substance and with the intent to harm another Staff Member or ESF may be subject to disciplinary action under the Disciplinary Policy.

4.4 Director Human Resources The Director HR is responsible for overseeing the implementation of the Policy and for providing guidance to the Chief Executive where required.

4.5 Board and School Councils Members of the Board and/or School Councils are responsible for the thorough investigation of any issue of wrongdoing raised by a Staff Member potentially implicating the Chief Executive.

5. PROCEDURE

Staff Members, who have concerns over any wrongdoing within ESF where the interests of others or of ESF may be at risk, should raise their concerns at an early stage rather than wait for concrete proof of wrongdoing.

5.1 Wrongdoing which should be reported under this Policy may take the form of: (a) a criminal offence (e.g. fraud, corruption or theft) has been/is likely to be

committed; (b) a miscarriage of justice has been/is likely to occur; (c) the health or safety of any individual has been/is likely to be endangered; (d) the environment has been/is likely to be damaged; (e) company funds are being used in an unauthorised manner;


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(f) sexual or physical abuse of any Staff Member or student is taking place; (g) discrimination is occurring to any Staff Member on any of the grounds outlined in

ESF’s Equal Employment Opportunities Policy (h) discrimination is occurring to any student on the grounds of sex, race, family

status or disability (i) any other form of improper action or conduct is taking place; (j) information relating to any of the above is being deliberately concealed or

attempts are being made to conceal the same. 5.2 Assurances

ESF will not tolerate the harassment or victimisation of a Whistleblower raising a genuine concern. Whistleblowers who raise concerns under this Policy will not be at risk of losing their jobs or suffering any form of retribution as a result, provided that: (a) the disclosure is made in good faith; (b) they reasonably believe that information, and any allegations contained in it, are

substantially true; (c) there is some means of largely verifying the information reported; and (d) they are not acting for personal gain. ESF recognises that Whistleblowers may wish to raise a concern in confidence under this Policy. ESF will not normally consider anonymous reports. The identity of a Whistleblower who asks for their identity to be protected in order to provide information in confidence will not be disclosed without their consent. In the event that the concern can not be resolved without revealing the Whistleblower’s identity (eg. evidence is needed in a court or law), ESF will discuss with the Whistleblower whether and how the situation can proceed.

5.3 How to Report As soon as a Staff Member becomes reasonably concerned about an issue, they should raise the issue with their line manager. If the line manager is the potential transgressor, the Staff Member should raise the issue with the Director HR or the Chief Executive as appropriate to the issue. If the Chief Executive is the potential transgressor, the Staff Member should raise the issue with an appropriate member of the Board or a relevant School Council if the Staff Member works within a school. Concerns may be raised verbally or in writing and in English or Chinese. Staff Members who wish to make a written report should outline: (a) the background and history of the concern (giving relevant dates), and (b) the reason why they are particularly concerned about the situation.

To make a verbal report a Whistleblower must contact their line manager or an appropriate alternate Senior Manager if the situation warrants such, to set a specific meeting time when the issue can be discussed completely without fear of being interrupted. Whistleblowing is a serious matter and for this reason verbal reports may not be made casually in open areas.


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5.4 Dealing with Reports If the Whistleblower has not provided a written report, the line manager receiving the information shall record the report in writing as soon as practicable to ensure that it properly reflects the concerns that have been raised by the Whistleblower. The Whistleblower must indicate during the discussion if the concern is to be treated in confidence and any limit of that confidence. They should also advise the line manager to whom they are reporting the matter, if they have a personal interest in the matter. The line manager and/or Senior Manager shall ensure that the Chief Executive receives adequate details of the Whistleblower’s concerns. The line manager receiving the report shall discuss with their Senior Manager, the Director HR or Chief Executive as appropriate, the course of action to be taken. The Whistleblower will be told who will handle the matter, how they may contact him/her and whether their further assistance may be needed.

Generally, within four weeks of a concern being raised, the line manager investigating the concern will write to the Whistleblower: (a) acknowledging that the concern has been reported (b) indicating how ESF proposes to deal with the matter (c) giving an estimate of how long it will take to provide a full response (d) saying whether any initial enquiries have been made (e) supplying information on support available to the Whistleblower; and (f) saying whether further investigations will take place and if not, why not.

5.5 Further Action

Where appropriate, the matters raised may: (a) be investigated by management, internal audit, or through the disciplinary

process (b) be referred to the police (c) be referred to the external auditor (d) form the subject of an independent inquiry.

5.6 Disclosures Subject to any legal constraints, the Whistleblower shall be informed of the final outcome of any investigation, unless advising the precise action taken would infringe upon a duty of confidence owed by ESF to another person.

6.0 COMPLIANCE Any matters concerning the implementation of this Policy in a particular school/organisation should be raised with the Principal or Senior Managers with a view to reaching a mutually workable solution. Any matters of non compliance should be raised with the Director, Human Resources, ESF Centre.

Use of Cameras procedures For all staff: 1. The cameras are lent under a teacher’s/staff member's name at all times. 2. If students are collecting cameras the teacher who wants the cameras need to call

(#1008), write a note or email before hand to tell the library staff who will be coming.

3. Advanced bookings can be made – bookings are made in blocks i.e. Block 1, 2, 3. 4. Bookings need to be by phone, email or note. Please do not reserve through the

OPAC as the current system does not inform the staff. 5. If you have booked the cameras for one block only, they need to be returned at the

end of the block. 6. The camera/s can be booked and taken on camps, excursions or conferences over a

weekend for school purposes if booked beforehand. 7. If you have not requested for an overnight loan, the camera/s need to be returned at

the end of each school day, at the end of classes Friday and at the end of classes at the end of each school term.

8. Cameras are not to be loaned over school holiday periods. 9. All data needs to be deleted/removed from the camera before returning. 10. Check all camera kits before returning – the contents list is on the camera bag. 11. If you have the cameras for an extended period of time – they need to be locked

away after each use. Do not leave them lying about for thieves to take. 12. Losses and malfunctions need to be reported to Head of Library as soon as possible.

Uniform Policy The purpose of the uniform is to: • develop a sense of pride and belonging amongst the student body • make our students readily identifiable in a public setting • provide a baseline of equality amongst the student body • provide a range of sun-smart responsible and functional clothing items

General • students are required to wear the Discovery College uniform which is outlined on the

college website at www.discovery.edu.hk > Information > Uniform • the polo shirt combined with school shorts/skorts/cargo pants is required for most school

days (see PE notes below) • long sleeve t-shirts are only to be worn underneath the polo shirt • ‘optional’ uniform items are designed for colder weather and/or sports trips outside of

the school • uniform shoes must be mostly black or mostly white. They can be any style that is

appropriate, comfortable and safe for walking to/from school and up/down stairs • for PE, students must have suitable sports shoes with non-marking soles • students can wear their PE shoes as day to day uniform shoes • shoes must be worn with short white socks • all uniform items are to be clearly labelled • children are expected to be clean and tidy in their dress at all times • no jewellery, except plain stud earrings, is to be worn (exemption based on religious

reasons is required to be applied for on a case by case basis) • hair must be of a natural colour • below shoulder length hair must be tied back • the school issue broad brimmed hat is required to be worn when outside • official school outings will require students to wear full and correct uniform (unless

otherwise stated e.g. camps) • alterations / additions to school uniform items will be approved by the school • the Discovery College PTA oversees sales of uniform from the onsite PTA shop • extreme hairstyles including unnatural hair colours are not permitted PE (physical education) • Year 1-6 students must wear PE gear to and from school on days when they have PE

classes • Year 7-8 students must bring their PE gear and change before and after their PE lessons Procedural guidelines • if your child does not have a correct uniform item available on any given day, parents

should send them dressed in an appropriate alternative item and communicate the reason to the learning advisor/class teacherif this situation extends beyond a day, parents should indicate the length of time in their communication with the learning advisor/class teacher

Ref : EMB(IPR)ADM 90/1/9 Government of the HKSAR Education and Manpower Bureau 10 April 2007

EDUCATION BUREAU CIRCULAR NO. 3/2007 (Formerly referred as EMB Circular No. 3/2007)

Tropical Cyclones and Heavy Persistent Rain

Arrangements for Kindergartens and Day Schools [Note: This circular should be read by -

(a) Supervisors and heads of all kindergartens and day schools - for action

(b) Heads of all Sections - for information]

SUMMARY

The purpose of this circular is to inform schools of the arrangements under the inclement weather conditions and the launch of a new webpage “Weather Information for Schools” on the website of the Hong Kong Observatory. Two identical seminars in April 2007 have been arranged to facilitate school personnel’s understanding of the detailed arrangements. This circular serves to supersede the Education and Manpower Bureau (EMB) Circular No. 3/2005 dated 14 April 2005 on the same subject. DETAILS

2. This circular concerns the safety of students and staff. All schools should comply with all the arrangements and advice accordingly. 3. These arrangements apply: (a) in the event of tropical cyclones and heavy persistent rain; and (b) upon change of weather conditions at the time of public

examinations.

4. Special attention is drawn to the different arrangements in case of tropical cyclones and heavy persistent rain. The development of tropical cyclones is progressive and the effects are more lasting. With the announcement of suspension of schools in case of tropical cyclones, schools should arrange students to return home under safe conditions. For heavy persistent rain, however, adverse situation could develop quickly and dissipate quickly. Therefore, schools should continue their lessons when red/black rainstorm signal is issued during lesson time and should not send students home immediately. (Please refer to paragraphs 5 and 7 below for detailed arrangements.) Tropical Cyclones 5. Schools should listen to radio or television announcements when tropical cyclones affect Hong Kong. The following general arrangements will apply and appropriate public announcements will be made:

Weather condition Action to be taken When Tropical Cyclone Warning Signal No. 1 is issued

� All schools, including kindergartens, are to operate as usual.

When Tropical Cyclone Warning Signal No. 3 is issued*

� All kindergartens, schools for physically handicapped children and schools for mentally handicapped children are to close.

� Other schools are to operate as usual unless advised otherwise.

When Tropical Cyclone Warning Signal Pre-No. 8 / No. 8 or above is issued*

� All schools are to close.

When Tropical Cyclone Warning Signal No. 8 or above is replaced by Signal No. 3

� All kindergartens, schools for physically handicapped children and schools for mentally handicapped children are to remain closed.

� Other schools are to resume with the next session unless road or other conditions remain adverse.

When Tropical Cyclone Warning Signal No. 3 is replaced by Signal No.1 or when all signals are cancelled

� All schools are to resume with the next session.

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* If students have already set out for school when the No. 3 signal is issued,

kindergartens, schools for physically handicapped children and schools for mentally handicapped children should activate the contingency plan to ensure that school premises will be open and staffed until proper arrangements are made for arriving students to return home at an appropriate time. The same applies to all schools if the Pre-No. 8 / No. 8 signal is issued when students have already set out for school.

Heavy Persistent Rain 6. Schools should listen to radio or television announcements regularly during rainstorms. For more detailed information regarding rainfall distribution, schools may visit the webpage of the Hong Kong Observatory at the following URL:

http://www.hko.gov.hk/wxinfo/rainfall/isohyete.shtml 7. In the event of rainstorms, the following general arrangements will apply and appropriate public announcements will be made:

Rainstorm Warning Signal Action to be taken AMBER � Unless the Education and Manpower Bureau

has made special announcement on closure of schools, all schools, including kindergartens, will operate as usual.

RED or BLACK

(i) Before 6:15 a.m. � AM and Whole-day schools will be closed all day.

(ii) 6:15 a.m. – 8:00 a.m.

� There will be no lessons for all AM and Whole-day schools.

� Schools should ensure that their premises are open until the end of the normal school hours and arrange staff to look after those students who have left home for school. They should also ensure that conditions are safe before allowing students to return home.

� Students who have not left for school should stay home.

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http://www.hko.gov.hk/wxinfo/rainfall/isohyete.shtml

Rainstorm Warning Signal Action to be taken (iii) 8:00 a.m. – 10:30 a.m. � AM and Whole-day schools should continue

the lessons until the end of the normal school hours and should ensure that conditions are safe before allowing students to return home.

(iv) 10:30 a.m. – 11:00 a.m. � PM schools will be closed. � AM and Whole-day schools should continue

the lessons until the end of the normal school hours and should ensure that conditions are safe before allowing students to return home.

(v) 11:00 a.m. – 1:00 p.m. � There will be no lessons for PM schools. � PM schools should ensure that their premises

are open until the end of the normal school hours and arrange staff to look after those students who have left home for school. They should also ensure that conditions are safe before allowing students to return home.

� Students of PM schools who have not yet left for school should stay home.

� AM and Whole-day schools should continue the lessons until the end of the normal school hours and should ensure that conditions are safe before allowing students to return home.

(vi) After 1:00 p.m. � All schools should continue the lessons until the end of the normal school hours and should ensure that conditions are safe before allowing students to return home.

Flooding in Northern New Territories 8. A “Special Announcement on Flooding in the northern New Territories” (SAFNNT) will be issued by the Hong Kong Observatory whenever heavy rain affects the northern New Territories and flooding is expected to occur or is occurring over the area. Once issued, it will be broadcast over radio and television. Heads of schools in the northern New Territories should assess their own vulnerability to flooding on the basis of past experience and with the advice from the Drainage Services Department where it is available, and decide whether their schools should be closed when a SAFNNT is issued. If necessary, schools may contact the Emergency Duty Team of the EMB to make announcements as detailed at paragraphs 10 and 14 below.

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Landslip 9. In addition, schools with slopes within or near the school boundary should pay particular attention to Landslip Warnings issued to alert the public of the high risk of landslips from persistent heavy rain. School heads should refer to the EMB Circular No. 25/98 dated 29 July 1998 on “Administrative Procedures for Safety of Schools in the Vicinity of Slopes” and take necessary precautionary measures. Emergency Duty Team 10. When Tropical Cyclone Warning Signal No. 3 or the AMBER rainstorm signal is issued on a school day, the EMB will activate an Emergency Duty Team in the headquarters to collect updated information on weather, road, slope, traffic and transport conditions from 5:45 a.m. It will arrange for radio and television announcements on closure of schools or cancellation of activities. The team will be ready to assist any school wishing to make an announcement. Schools using the service should fax the announcement (sample at the Appendix) to the Emergency Duty Team and then follow up by telephone.

Fax no.: 2575 7050 Telephone no.: 2892 6193-96 (4 lines)

11. Upon receipt of the announcement, the Emergency Duty Team will fax the announcement to the electronic media. However, it will be at the discretion of TV/radio stations whether to broadcast the announcement. Closure of Schools and Launching of New Webpage 12. If schools are in session and the weather is likely to deteriorate rapidly due to approaching typhoon or special circumstances, the EMB will announce over radio and television to advise immediate suspension of classes. (Please refer to paragraphs 5 and 7 above.) 13. In exceptional circumstances, the EMB may announce the closure of schools in only one or just a few districts. In that case, students whose schools are in that/those district(s) as well as students who are living in that/those districts should not go to school. School heads should therefore ensure that their staff, parents and students know the district at which their schools are located and the district in which they live. This should be checked at the beginning of each school year. School heads should re-assure parents that allowance will be given to the affected students for lateness or absence from school at their discretion on the day when inclement weather or flooding occurs.

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http://www.emb.gov.hk/index.aspx?nodeID=73&langno=1&is_submit=1&search_type=2&circular_subject=&circular_distribution=0A&circular_title=&circular_num=embc025%2F1998&cir_date1=&cir_date2=

14. For more information regarding the regional weather, schools may visit the webpage “Weather Information for Schools” on the website of the Hong Kong Observatory at the following URL: http://www.weather.gov.hk/school/main.shtml School heads may exercise their discretion on closure of schools should local weather, road, slope, traffic or transport conditions warrant the closure of a school and a general announcement has not been made by the EMB, or giving allowance to affected students for being late or absent from school due to inclement weather. If a school head decides to close the school, he should notify the School Development Section concerned as soon as possible. In such a case, the school head should also contact the Emergency Duty Team in the EMB headquarters to arrange for an announcement to be made. (For details, please refer to paragraph 10 above.) The announcement should, as far as possible, be made before students set out for school. Public Examinations 15. Closure of schools, particularly those used as centres for public examinations, as a result of tropical cyclones or heavy persistent rain does not necessarily imply the postponement of a public examination scheduled for that day. Heads of schools should listen to radio or television announcements made separately by the Hong Kong Examinations and Assessment Authority regarding arrangements of the public examinations. 16. Unless an announcement has been made that a public examination is cancelled or postponed, it should be assumed that the examination will continue to be held as scheduled. Schools to be used as examination centres should therefore remain open for examination purposes. Formulation of Contingency Plans 17. School heads are requested to ensure and take forward the following:

(a) Schools should draw up a contingency plan in advance to deal with closure of school or suspension of classes due to inclement weather. The contingency plan should be sufficiently comprehensive to cover all likely situations pertaining to the school during inclement weather and that the courses of action to be taken are practical and understood by all concerned. The contingency plan should therefore be worked out in consultation with teachers, parents, school bus operators and others involved so that they will co-operate fully to avoid misunderstanding or disputes. Moreover, school heads should

6

http://www.weather.gov.hk/school/main.shtml

take account of the safety of all parties concerned in drawing up the contingency plan.

(b) If EMB announces the closure of schools after some students have set out for school, school heads should activate the contingency plan to ensure that the school premises will be open, that some teachers living close by will be at school to look after the students arriving and that safe and proper arrangements are made for these students to return home at an appropriate time.

(c) If schools are in session when the EMB announces the immediate suspension of classes, school heads should also activate the contingency plan to ensure that their students are kept in school until safe and proper arrangements have been made for them to return home at an appropriate time. An announcement on closure of school or suspension of classes does not mean sending all students home immediately.

(d) Parents should be advised that they should exercise their discretion in deciding whether or not to send their children to school at the time of inclement weather. They should keep their children at home if they consider that local weather, road, slope, traffic or transport conditions at that time are still not completely normal.

(e) Alternative arrangements should be made regarding school tests or examinations for students who cannot return to school or arrive late because of inclement weather, road, slope, traffic or transport conditions. School heads should also re-assure parents that their children will not be penalised under such exceptional circumstances.

(f) School staff, students, parents and those involved should be fully informed of the above arrangements and the contingency plan by circular letters.

(g) Drivers and escorts of school buses and school private light buses should be provided with contact telephone numbers for communication in case of emergency during inclement weather.

Seminars

18. Two identical seminars on “'Tropical Cyclones and Heavy Persistent Rain Arrangements for Schools” have been scheduled on 13 April 2007 and 30 April 2007. Please refer to the Training Calendar available on the EMB website for details.

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Enquiries 19. For enquiries, please contact your respective School Development Officers or our Information and Public Relations officers at 2892 6198.

Mrs. Michelle WONG for Secretary for Education and Manpower

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Appendix

XXX Primary School xxx Sha Tau Kok Road, Fanling, New Territories

“Here is a special announcement by XXX Primary School: Due to deteriorating weather conditions, the Parents’ Day of XXX Primary School scheduled for today (5 July) will be postponed. Parents will be informed of the new date for the Parents’ Day later.” 5 July 2007

School Chop

Enquiries : XXX Chan, School Head Telephone : XXXXXXXX

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Teacher absence procedures Process for requesting supply coverage for school related leave. Planned coverage (professional development coverage etc) - Teacher responsibility

• Minimum of 1 weeks notice. • Copy and complete template for request (request for supply.doc found on

resources/college/staff handbook) • Email to AKG (Secondary) or VTO (Primary) • AKG/VTO will email confirmation of request to Ada or sign hard copy and pass on.

Sheet must be submitted by AKG/VTO. • Copy and complete coversheet for work to be completed (coversheet for supply.doc) • The supply teacher will most likely be one of our staff and not be a specialist in your

area – please plan accordingly. • Leave hardcopy of coversheet in NYG’s pigeonhole, or SCL desk. • Please leave class roll with your coversheet for supply teacher. • NYG/SCL will try and make photo rolls available for them as well.

Unplanned cover (illness/emergency etc)

• Call Ada the night before if possible OR before 6:45am on the day (93066005) • Email lesson plans to NYG/SCL & team leader before 8:00am on day of absence.

(coversheet for supply.doc) Internal supply responsibility (under allotted staff – see notes below)

• For planned absences you will know in advance and be able to liaise with the teacher concerned.

• For unplanned absences please check your email or pigeon holes before 8.15am for • A cover sheet will be posted on the staff notice board in the social staffroom with all

coverage for the day. Supply teacher responsibility (external)

• Secondary - Meet NYG in staffroom at 8:20am or mutually agreed time if working part day, to get summary of the day’s programme. Primary – if new meet with SCL in Primary Office (GF) or if you have worked for us before go straight to classroom.

• Secondary - Collect lesson plans from supply tray beside pigeonholes in staffroom (1F) Primary lesson plans will be in classrooms.

• Complete feedback on bottom of coversheet for each lesson. • Communicate any difficulties with individuals or classes asap after class • See Ada Chung (1F Office) to complete any paperwork

Requesting supply coverage for personal leave

• Email / discuss leave required with AKG/VTO for initial approval • Once initial approval secured, complete ESF Vacation / Leave Application Form

(available from Ada), get signed by AKG/VTO and then hand to MBH for final approval

• Notice required (as per form) o For leave of three days or more – two weeks notice required o For leave of two days or less, - two days notice required

• Please note, the more notice the better, given the paucity of supply teachers in DB • Once leave is approved, complete lesson plans as above. (coversheet for supply.doc)

Coverage for absences In the first instance the College will try to cover staff absence using staff that are under allotted. Where this is not possible coverage will be arranged from a list of supply teachers.

Staff allotments A staff member is considered to have a full allotment if they are teaching 16 out of 20, 80 minute blocks in one week and take a Learning Team (Secondary) or Class Meeting (Primary). Any time allowance provided counts in a teacher’s allotment. Unders & overs Any teacher who has a teaching allotment and time allowance that adds up to less than 16 blocks in one week is considered under-allotted and can expect to be available for supply. This can occur in any preparation period other than designated planning time. To balance supply needs with available coverage from under-allotted staff a spreadsheet with a rolling monthly tally will be used. If under-allotted periods are not used in one week they carry over into the following week and so on. Under-allotted staff need to be aware of this and use any available under-allotted time that has not been allocated to supply in one week to plan ahead on the chance that this time may be called on in the following weeks. We will try to avoid this wherever possible. In any month supply cannot exceed the number of periods under-allotted. Planning periods will not be used for supply.


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Support Staff Professional Development and

Training Policy 19 August, 2008

Page 1 of 12 6.3 Support Staff Prof Development and Training Policy - 8Oct09 v1.2

Title : Support Staff Professional Development and Training Policy

Status : Revision of guidelines dated August 2008

Approval Date : 18 August, 2009

Date for Next Review : August, 2010



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CONTENTS

1. Purpose

2. Scope


4. Responsibilities 5. Provisions

6. Procedures

7. Compliance Appendix I : Course Enrolment and Reimbursement Form

Appendix II: Re-Payment Terms / Staff Undertaking


SMT


Date:

Date:

Date:


Effective Date:







By Date By Date

A Dec 2005 For review by SMT Keith Tucker

31Aug 2008

SMT 31Aug 2008

B 31Aug 2008 Revision of application process Keith Tucker

18Aug2009

SMT 18Aug 2009




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1. PURPOSE

The English Schools Foundation (ESF) Support Staff Professional Development & Training Policy is intended to assist and stimulate continuous professional development in Support Staff Members at ESF. ESF, its schools and the Staff Member are the intended beneficiaries of this investment. It is recognized that some of these development needs may be best addressed through attendance at training programmes. Staff Members are expected to incorporate the learning experiences gained during professional development courses their work and learning on the jobs. The provisions of professional development and training outlined in this Policy are designed to improve Staff Members competence in their present position, prepare Staff Members for greater responsibility and contribute to the achievement of ESF’s strategic plan goals. This Policy outlines the provisions that should be made available in schools and ESF departments to support the funding of professional development activities.

2. SCOPE

This policy applies to Full-time Support Staff in all ESF and ESL entities, namely: 1. Primary Schools; 2. Secondary Schools; 3. Private Independent Schools *; 4. Kindergartens*; 5. ESL Head Office*; 6. ESF Centre.

* These organisations are covered by the Policy but not by the Budget. Out of scope: Part-time, Temporary Support Staff and EAs are not covered by this Policy. EA development is managed by the Education Team.

3. DEFINITIONS / ABBREVIATIONS


management team of ESL Staff Member - Any employee of ESF and/or ESL Support Staff - An inclusive description for all non-teaching roles in ESF,

including but not limited to; Support Staff in schools and ESF Centre, Education Assistants and Senior Managers.

Principal - Principal of an ESF School or ESL School or kindergarten Course/Programme - Professional development and training activities with

defined learning outcomes that relate to a specific role organised either by ESF Centre, the school and/or Staff


Effective Date:




Member and authorised by the Staff Member’s line manager and/or Director HR.

Higher Education courses/programmes

- Degree course or post-degree course results in a qualification offered by a recognized university or equivalent

Head of Department - Head of the relevant department within the school or ESF office

The Budget Support Staff Professional Development and Training Budget

Director HR - Director Human Resources of ESF HR Executive - Member of the HR Department responsible for HR issue

within the relevant school or office Part-time Support Staff

- Support Staff with working hours of less than 39 hours per week

Temporary Staff - Any Staff Member with a contract duration of one year or less, either hourly or monthly paid

EA - Education Assistant 4. RESPONSIBILITIES 4.1 Principals, Senior Managers and Line Managers

Principals, Senior Managers and line managers are responsible for the implementation of the policy. They are responsible for ensuring that Staff Members’ development is an integral part of Performance Management. They are also responsible for prioritising the use of the allocated Budget to Schools. Line managers are responsible for identifying development needs as part of the performance management process and recommending course attendance, where appropriate. They are also responsible for supporting the application for funding of such courses intended to support professional development.

4.2 Staff Members Eligible Support Staff must discuss their development needs with their Principal, Senior Manager or line manager and plan any request for their attendance and funding of a professional development course. After completing a course (or course module) a Staff Member is required to complete the online survey and provide feedback on the course. Depending on the nature of the course, a Staff Member may have to give a presentation to relevant ESF colleagues about the course and pass on knowledge to peers.

5. PROVISIONS

ESF encourages professional growth and training for Support Staff by linking professional development planning to performance management by providing paid time off work to attend courses and by funding course attendance


Effective Date:




5.1 Link to Performance Management Discussion and decisions on professional development activities are to be incorporated into the Staff Member’s performance management plan and development activities must be evaluated during the annual performance management review. The appropriateness of the Staff Member giving presentations to other ESF colleagues upon completion of the course should also be discussed and agreed during the performance management process and before applying for the course.

Refer to the Performance Management Policy for further information on the performance management process.

5.1.1 Course types and activities eligible for sponsorship

Eligible Staff Members may apply for the following activities and/or expenses to be sponsored or reimbursed by ESF in support of their professional development needs: (a) Professional courses, the content of which is directly linked and relevant to the

Staff Member’s position within ESF, such as: (i) Professional courses, seminars or workshops (Accountancy, HR etc), (ii) Professional local or overseas conference fees (iii) HK university courses and foreign university courses based in and providing

courses in HK , (iv) Language course seemed suitable to a Support Staff role at ESF (learning of

a foreign language per se does not qualify as a professional need), (v) IT courses

(b) Professional membership (must be related to certification or compliance of a Support Staff role within ESF)

(c) Professional qualification and certification programs (d) Graduate course work for credit (note: it is not the intent of the professional

development growth fund to cover the full cost of an advanced degree) (e) Mandatory books and/or online learning material and packages (e.g. text books

that are a mandatory part of a course). Book purchase is limited to text books for the program of study only. Other professional books/periodicals are not able to be purchased from the professional development budget.

(f) Travel, hotel or other expenses incurred in attending local or overseas’ conference / course.

The following activities or costs will not be sponsored or reimbursed: (a) Training programs not related to the Staff Member’s field of work (b) Online distance learning courses (c) Computer purchase.

5.2 Paid Study Leave A maximum of five working days paid study leave is granted each year (including examination days) for ESF funded courses. No paid study leave is granted for non ESF funded courses. Paid study leave can not be accumulated and carried over to the next year.

5.3 Funding / Budget for Courses

The Policy provides for three types of professional development for Support Staff, and, therefore, funding.


Effective Date:




(a) A school based allocation to be used for Support Staff training as identified and prioritised through the performance management process.

(b) Centrally funded training programmes and initiatives to meet priority needs identified for groups of Support Staff across the organisation.

(c) Higher Education courses and programmes specifically related to the professional skills of Support Staff roles. This provision is also centrally funded.

5.3.1 Specific budget allocations

(a) 60% of the Budget is directly allocated to ESF Schools/ESF Centre. The budget is allocated according to the Full-time equivalent Support Staff headcount of each school/department. (i) Courses may be independently organised by the schools/departments and if

specific to a Staff Member’s needs by the Staff Member themselves. (ii) Courses can also be organised by ESF Centre to meet needs of a group,

function or Staff Member. (b) 20% of the Budget is held at ESF Centre and courses for such budget are

organised direct by ESF Centre. (c) 20% of the Budget is allocated to HE courses/programmes to be used by

schools/departments and held at ESF Centre.

The total professional development growth budget and the basis for distribution are reviewed every school year. During each school year, ESF Centre will issue a list of available professional development courses to Support Staff. The Director HR reserves the right to review and reallocate the budget during any school year.

5.3.2 Supply budget for schools

Whenever a Staff Member attends ESF Centre funded professional development courses, schools/departments may need to arrange for and fund supply staff. No special budget is allocated to schools/departments under this Policy for such purposes.

6. PROCEDURES

Discussion and decisions about professional development activities should be incorporated into Staff Members’ performance management plans and progress against development activities must be evaluated during the annual performance management review. Where a course of study is agreed, a timeline for completing the course work and a full payment schedule must be submitted by the Staff Member to their line manager at the time of application. The Staff Member should advise his/her line manager about the course duration and full cost at the time of application. A completion certificate is to be submitted to the HR Department upon completion of the entire course/program and must be entered into the ENet Support Staff Member’s personnel file.


Effective Date:




6.1 Application

The Staff Member should download and complete the Course Enrolment and Reimbursement form (see Appendix I), which can be obtained from the intranet, School Administration Office / ESF Centre HR Department) and submit the completed form and attach course outline to the HR Department at ESF Centre at least two weeks before the course /programme commences. In signing the course enrolment form, the Staff Member is accepting the Re-payment Terms / Staff undertaking outlined in Appendix II. For Higher Education courses: submit a letter to the Principal/line manager for authorisation outlining why the course is relevant and how it benefits ESF and the Staff Member.

The Principal or line manager shall consider the application proposal and approve where appropriate by signing and sending the form and related documentation to the HR Department. Approved Higher Education course/programme applications must be forwarded to the Director HR for review and approval.

The Principal or line manager should clarify their expectations with the Staff Member, which will be aligned to the performance management discussion. If not approved, the Principal or line manager should explain the reason for the rejection and return the form to the Staff Member.

The HR Department shall assess the eligibility of applications for Higher Education courses/programmes to ensure that guidelines are met and are consistent with other Support Staff applications. Following approval by the Director HR, the HR Executive shall send a copy of the approved application to the Support Staff Member for their enrolment and tuition payment and will record the application in ENet.

The school/department based HR/ENet Administrator shall record the application in ENet for approved courses which are organised directly by the school and are funded out of the school held budget.

6.2 Payment of Course Fee

Upon receipt of the Principal’s or line manager’s approval: (a) courses organised by ESF Centre or a school are paid for directly by ESF Centre

or the school as appropriate, (b) courses organised by the Staff Member are paid for by the Staff Member and

reimbursed after successful completion of the course.

6.2.1 Once the course has been completed, the Staff Member may obtain reimbursement of course fees paid by them from the school’s allocated budget by submitting to the HR Department: (a) the approved Course Enrolment and Reimbursement Form, (b) the original receipt (if the course was not paid for directly by ESF), and (c) a copy of the completion/attendance certificate/transcript.

Incomplete applications may result in a delay in processing the payment. Only 50% of the fee can be reimbursed should the certificate be unavailable at the time of the


Effective Date:




claim. Once a completion certificate is submitted to the HR Department, full reimbursement will be made. Copies of course certificates / diplomas will be kept in ENet / Support Staff’s personnel file.

6.2.2 ESF Centre Finance Department shall reimburse the Staff Member upon receipt of the written request, the application form approved by the Director HR and the original receipts as above.

Reimbursement will be made to the Staff Member’s bank account within one month of receipt of all supporting documents including a copy of certificate awarded, payment receipt, and all other relevant forms.

6.3 Reimbursement Cap

For Higher Education courses/programmes, up to 50% of the total course fee will be reimbursed by ESF capped at HK$ 30,000 per course/programme. Staff Members can only apply once every three years for a Higher Education contribution. In the event that the applicant is taking other ESF funded course(s) in addition to a Higher Education degree course, the total funding per year per Staff Member is limited to HK$ 30,000. Support Staff can only apply once for financial support for the same or equivalent Higher Education course/programme regardless of the institution offering the course.

6.4 Staff Member’s responsibility towards ESF post course completion After completing a course (or course module) a Staff Member is required to complete the online survey and provide feedback on the course. Depending on the nature of the course, a Staff Member shall give a presentation to ESF colleagues about the course and pass on knowledge to peers (details of the presentation requirements shall be agreed with the Staff Member during the performance management process and when applying for the course).

6.5 Non Attendance / Non Completion

A Staff Member is responsible for attending and completing any course/programme funded by ESF. Failure to do so will result in the Staff Member reimbursing ESF for the funded course fee and any associated expenses.

7. COMPLIANCE

Any matters concerning the implementation of this Policy in a particular school/organisation should be raised with the Principal or Senior Managers with a view to reaching a mutually workable solution. Any matters of non compliance should be raised with the Director, Human Resources, ESF Centre.


Effective Date:




Appendix I

COURSE ENROLMENT AND REIMBURSEMENT FORM

Part A: To Be Completed By Enrolling Staff Member (one form for each course/claim) To: Human Resources Director From:

Position: School: ______

Re: Course sponsored by ESF I would like apply for ESF’s sponsorship to study a course that would enhance my skills and performance in my present position at work. (Please explain, max 50 words, why the course is relevant to your current work role in ESF). __________________________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________________________________________________________________________________________________ Details of the course are as follow: Course Name:

Institution:

Total course fee: HK$ ___

Course duration: __________________

Commencement date: End date: ____________

I confirm that I have read the attached terms of undertaking laid down by ESF. I agree to repay the sponsored fee for the course to ESF should I fail to complete the course or fail to serve the required period after completion of the course. Note: The original receipt confirming the payment should be attached to this claim. ________________________________ Signature ________________________________ Date


Effective Date:




Part B: To Be Completed By Principal/Business Manager/Budget Holder I can confirm that course is recommended for the Staff Member as mentioned above. The course should be sponsored (please tick appropriate box): □ FULL fee of HK$ □ PARTIAL fee of HK$ from our School’s allocated Budget, provided that the Staff Member completes the course and complies with the Policy. Name:

Position: School:

Signature: Date:

For ESF Centre Office Use: Undertaking from: To: Processed by: Date:


Effective Date:




Appendix II RE-PAYMENT TERMS / STAFF UNDERTAKING Support Staff who receive professional course/training sponsorship from the School/ESF Centre are required to repay the sponsored amount should they fail to complete the course or leave ESF of their own accord before the expiry of the required period following completion of the course, as outlined below:

Terms Of Undertaking Training Sponsorship (Support Staff) Course fee sponsored by ESF

Required period of service after completion of the course

Details of refund

Below HK$2,000 Nil Full refund if Staff Member fails to complete the course

Between HK$2,000 and HK$6,000

6 months a) Full refund if Staff Member fails to complete the course.

b) Full refund if Staff Member leaves within 6 months after completing the course.

More than HK$6,000

24 months (2 years) a) Full refund if Staff Member fails to complete the course.

b) Full refund if Staff Member leaves within the first 6 months of the undertaking period.

c) Staff Member who leaves ESF during the rest of the undertaking period will be required to refund the fee on a pro-rata basis. Example: For a sponsorship of HK$15,000, if the Staff Member leaves one year after completion of the course, the refund would be HK$7,500.


Effective Date:

Study Leave Policy

26 May 2009

Page 1 of 9

Study_Leave_(ESF)_-_25Jun09_v1.2

Title :

Study Leave

Status :

new policy

Approval Date : 26 May 2009

Date for Next Review : May 2010



Effective Date:

Study Leave Policy

26 May 2009

Page 2 of 9


CONTENTS

1. Purpose

2. Scope


4. Responsibilities

5. Procedure

6. Return to Work

7. Providing Misleading Information

8. Extension of Leave 9. Compliance

Appendix I: Short Term Leave of Absence Application Form Appendix II: Report to the School Council - Leave of Absence Requests Received in

Term


SMT


Date:

Date:

Date:


Effective Date:

Study Leave Policy

26 May 2009

Page 3 of 9





By Date By Date

A New Ppolicy Keith Tucker

25 May 2009

SMT 26May2009




Effective Date:

Study Leave Policy

26 May 2009

Page 4 of 9


1. PURPOSE

The English Schools Foundation (ESF) believes that training and professional development help develop key competencies which enable Staff Members to perform current or future jobs successfully. This Policy enables eligible Staff Members to take leave in order to attend courses relevant to their work with ESF. This Policy outlines the eligibility of Staff Members to Study Leave and explains the procedure to be followed in applying for such leave. 2. SCOPE This policy applies to Principals of ESF and ESL, and full-time Teaching Staff of ESF,

namely: 1. Primary Schools; 2. Secondary Schools; 3. Education Development Centre (EDC)

Out of Scope: This policy applies to neither Educational Assistants nor non-teaching staff.

. 3. DEFINITIONS / ABBREVIATIONS


management team of ESL Staff Member - Any employee of ESF and/or ESL Principal - Principal of an ESF School or ESL School or kindergarten Director HR - Director Human Resources of ESF HR Executive - Member of the HR Department responsible for HR issue within

the relevant school or office Teaching Staff - An inclusive description for all teachers; Full-time and Part-time. Full-time Teaching Staff

- Teaching Staff with a contract duration of more than one year and working hours meeting school timetable requirements

Part-time Teaching Staff

- Teaching Staff with a contract duration of more than one year and working hours of less than the school timetable requirement

Support Staff - An inclusive description for all non-teaching roles in ESF, including but not limited to; Support Staff in schools and ESF Centre, Education Assistants and Senior Managers.

Full-time Support Staff

- Support Staff with a contract duration of more than one year and working hours 39 hours or above per week

Part-time Support Staff

- Support Staff with a contract duration of more than one year working hours of less than 39 hours per week



Effective Date:

Study Leave Policy

26 May 2009

Page 5 of 9


4. RESPONSIBILITIES 4.1 Chief Executive and Principals

The Chief Executive and Principals are responsible for assessing the merit of granting Study Leave to eligible Staff Members, considering the required professional development needs of the Staff Member, and the development needs of the school and /or ESF.

4.2 Staff Members

Eligible Staff Members should apply to the Chief Executive (through their Principal in the case of Teaching Staff) for Study Leave using the Short Term Leave of Absence Application Form (Appendix I). To ensure effective management of schools, Staff Members should submit their applications no fewer than 6 months prior to the commencement date of the Study Leave if they apply for Study Leave for a period less than 12 months. If they apply for Study Leave for a period of 12 months, the application must be submitted two terms prior to the commencement date of Study Leave: Commencement Date of Study Leave Deadline for Submitting the Application 16 August The previous 2 January 1 January The previous 15 April Beginning of Third Term The previous 31 August They should observe the post-training service requirements set out in Section 5.3 of this Policy.

5. PROCEDURE

Eligible Staff Members should apply using the form (Appendix I) to their Principal who will seek the approval of the Chief Executive. Study Leave may be granted on full, part or no pay.

5.1 Eligibility

Study Leave is not an entitlement. To qualify for Study Leave, a Staff Member must: (i) be employed as a Principal or Full-time Teaching Staff; (ii) have completed 2 years of full-time service as a Principal or Teacher; (iii) submit a proposal setting out the purposes for which Study Leave is sought.

For example, to support scholarly, research, teaching activity, including development of innovative teaching approaches and methods.

5.2 Undertaking Whenever approval is granted for paid study leave of one term or more, the Staff

Member will be required to sign an undertaking which outlines the refund of monies, to the extent permissible under law, to ESF by the Staff Member if the post-leave service is not complete. Details regarding the undertaking can be referred to as in Staff Member’s Conditions of Service.

5.3 Post-Leave Service Requirement

A Staff Member granted paid or unpaid study leave is required to complete a period of service following the leave. The scale of the mandatory post-training service is determined based on the following rules:


Effective Date:

Study Leave Policy

26 May 2009

Page 6 of 9


Length of Study Leave Length of Post-Leave Service Required 1 year 3 years 2 terms 2 years 1 term 1 year

ESF may recover the amount of all or part of any fees or allowances paid or other expenditure incurred by ESF from the Staff Member; to the extent permissible under law if insufficient post-training service is completed.

5.4 Unpaid Study Leave If unpaid Study Leave is granted which extends to one year, all benefits will be ceased for the period of Study Leave, as described in the Section describing “Unpaid Leave” in Other Forms of Leave Policy.

5.5 Study Leave of ESL Teaching Staff

Teaching Staff of PIS and ESL may apply to Principals for Study Leave. However, the length of Study Leave will be granted according to the needs of Teaching Staff and the operations of the schools. Directors of ESL, acting on the recommendations of the Principals, may approve study leave on full, part or no pay.

6. RETURN TO WORK

Should a Staff Member wish to return to work earlier than a date previously specified, they must discuss with their Principal or Senior Manager in order to reach a mutual agreement. Notwithstanding, here is no guarantee that a Staff Member may return to work prior to the previous agreed end date of the Study Leave. If a Staff Member does not wish to return to work at the end of the Study Leave, they must give resignation notice in accordance with their Conditions of Service. If a Staff Member is not able to return to work at the end of the Study Leave due to illness, they should follow the normal procedure for reporting sickness.

7. PROVIDING MISLEADING INFORMATION

Staff Members should provide true and correct information for the application of any leave. Furnishing false information or making a false declaration, whether such information or statement be verbal or written, which may result in a Staff Member securing an advantage under this Policy shall be deemed to be misconduct. This may lead to dismissal under the relevant clause in the Conditions of Service of the Staff Member. Furthermore, all rights and advantages offered, based on misinformation, shall cease and monies falsely claimed shall be liable to recovery from the Staff Members’ emoluments or by any other means.


Effective Date:

Study Leave Policy

26 May 2009

Page 7 of 9


8. EXTENSION OF LEAVE

The Chief Executive (in the case of ESF), or the Directors of ESL (in the case of ESL) may approve the extension of this leave, on full, part or no pay.

9. COMPLIANCE



Effective Date:

Study Leave Policy

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Page 8 of 9


Appendix I Short Term Leave of Absence Application Form

Name of Applicant:

Staff No:

School/Department:

Date:

Purpose of the Request (Please accordingly) (See Note below): Adoption Leave Compassionate Leave Paternity Leave Sports Leave Interview Leave Sick Leave Study Leave Examination Leave Other (Please Specify)

Details of the Request:

Period Required: Commencement Date: End Date: Period Approved (Details): Paid Unpaid Commencement Date: End Date: Paid Unpaid Commencement Date End date Approved by: Name:

Title:

Signature:

Date:

Distribution List: Applicant/School File/Human Resources Department/Payroll Section Note: The eligibility of leave should depend on the type of contract which a Staff Member holds and

for clarity a Staff Member should always refer to relative ESF Policies when applying for the leave.


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Study Leave Policy

26 May 2009

Page 9 of 9


Appendix II

Report to the School Council

Leave of Absence Requests Received in Term Name of Applicant

Details of Requests Decision

Staff Dress Code At Discovery College we set a dress code for our students, which requires students to be in full uniform. We maintain very high standards of dress for our students by monitoring the wearing of both the school uniform (Years 1-11) and the Senior Student Dress Code (Years 12-13). As such, we expect the same very high standards of dress from our staff. As a guide we expect teachers to dress to a standard consistent with working professionals, the minimum being: Men - collared button-up long or short-sleeved shirt (tucked in or worn out), long trousers, tidy shoes (not gym shoes/sneakers). No polo shirts.

Women - professional dresses or separates with appropriate neckline (no cleavage) and length. Shoe string/spaghetti straps on dresses/tops are not appropriate. Flip flops are not acceptable footwear. In all cases jean/denim or tee-shirts would not be acceptable. It is understood, however, that there are some roles and activities in the school that would fit outside of the guidelines above e.g. PE staff, prolonged outdoor activities, facilities staff, etc. In line with Workplace Health and Safety requirements, students and staff working in the practical subject areas are required to wear clothing appropriate to their activities e.g. closed in shoes, etc.

Staff Parent of Students at DC/September 2014

Staff Parents of Students at Discovery College When a staff member is also a parent of a student there are protocols, which need to be followed by the staff member, other staff members and the student. This is to ensure that the student is able to receive an education without being disadvantaged or advantaged in any way and also to make sure that relationships between staff members are not affected. It also ensures that the student is able to be respected as an individual and can gain maturity by learning to solve her/his own problems. For other staff members: Maintain a professional relationship with staff parents as working colleagues.

x Discussion about the student with the parent is initiated as with any other parent. x Be sensitive when referring to the student in meetings. x Avoid approaching a staff member about a matter the student should have taken

responsibility for. x Make sure you never refer to the student’s situation, or their parent, in the

presence of other students. x Students of Staff are treated like other students e.g. avoid sending them on

errands more often than other students.

For parents: x Discussion about your child is to be initiated as for any other parent e.g. request for

an interview. x Information to your child should be limited to what he/she would hear as a student

during a school day e.g. avoid passing on information prematurely such as reports, upcoming events, awards, etc.

x Encourage your child, if she/he has a problem, to see their Class Teacher/Learning Advisor or Dean, or to use whatever channel any other student would use

x Don’t use meetings with staff to promote issues you may have as a parent. Use the channels available to parents.

x If you are asked your opinion ‘as a parent’, feel free to respond, but in general terms.

x Your child will be treated like any other student in the school, therefore, cannot expect to have privileges or advantages over other students, particularly when other DC students are present. Examples of this would include: � Using the lift � Being present in the staff room during the school day and at staff only

events. N.B. Staff children are welcome at Friday after school drinks with their parent/s.

� Access to playgrounds prior to 8am � Expecting that other staff e.g. library staff, would supervise your child

before or after school, or during school events x If your child comes into school with you in the morning, they should remain in your

classroom under your supervision until 8am. If they arrive while other students are lining up at the main entrance, they should remain there and enter with the rest of the student body

For students:

x Students will be treated like any other student in the school, therefore, cannot expect to have privileges or advantages over other students.

Staff Parent of Students at DC/September 2014

x Students cope in different ways with having a parent on the staff. The best approach during the course of the school day is to behave as if your parent is not at the school.

x If you forget something from home or need to bring a note from home; this should be dealt with like any other student whose parent is working elsewhere.

x You need to respect your parent’s work area, and follow the same procedures as other students, such as working in the library after school.

x Students whose parents have confidential material in their work area should not access that area. You need to keep away from all areas that other students do not access.

x You need to understand professional confidentiality i.e. you may see or hear things at home which are private to the parent’s profession, and should never pass those things on to anyone at school, staff or student.

The School: The school will always do whatever is possible to keep students in classes not taught by their parents, and will never give them their parent as a Classroom teacher/Learning Advisor.

DC Addendum to ESF Staff Acceptable Use Policy

Care of Electronic and Digital Equipment The following conditions apply to all staff when using and managing electronic and digital equipment (“units”) which belong to Discovery College or when using such units (owned by the College or otherwise) while at the College’s premises. It is expected that all equipment be treated as if it was your own and that you will provide suitable protection when equipment is being transported. Anywhere Do not:

• Plug/Insert cables, CD & disk drives, etc. by force – be gentle in usage. • Place in close proximity to your units, drinks, food, solvent or any material harmful to

such units. At Work Make sure that your units are either under your direct supervision or locked away in a secure place. Do not:

• Leave your units unattended when there is potential for others to access or remove them.

• Share your passwords with anyone. • Place your units near an external LG/F window. Exposure to view from the outside

may be enough to tempt a would-be thief. At Home Find one or two secure places to store your units so that they are inaccessible by small children and difficult to locate in the event of a burglary. Put your units away in one of these secure places as soon as you have finished using them. Ensure basic household security measures are followed at all times, such as locking doors and windows. Do not:

• Leave your units in view of outsiders even while using them. • Leave your units’ accessories lying around - they advertise the presence of such

units. • Leave your units in an unattended vehicle at any time, especially overnight.

Transit In Car: Avoid being seen when putting your units in a vehicle or taking it out. Lock your units in the boot/trunk (making sure they cannot move around) and camouflage them; if that is not possible, store them in a secure place in the car (e.g., on the floor under a seat) and camouflage them. On Public Transport and In Flight: Keep your units with you at all times. Carry them as hand luggage when going on an airplane.

DC Addendum to ESF Staff Acceptable Use Policy

Additional Details Reporting damage, theft or loss If any of your units are damaged, lost or stolen, it must be reported to the ICT Dept immediately. For theft or loss off-campus, it should be reported to the local police as well. The police report should include the serial number for each lost/stolen unit. A copy of the police report must be sent to the General Office within 3 days of the discovery of the loss. Failure to secure and submit a police report may result in personal liability for replacement cost. Installation of software on computers You can install licensed/free software in your computer as long as the software is not in conflict with the existing software. Installation of pirated or unlicensed software is strictly prohibited. Return of computers Please return your computers to the General Office when your employment with the College ceases or before you depart on an unpaid leave in excess of six months. I understand that a violation of the terms and conditions set out in the DC Addendum and ESF Staff Acceptable Use Policy will result in the restriction and /or termination of my use of the College’s electronic and digital equipment and/or accessories and may result in further disciplinary actions. Staff may be expected to pay insurance excess, replacement or repair costs. _______________________ _______________________ _________________ Name Signature Date On sign out indicate existing damage on the diagrams below:


Effective Date:

Paternity Leave Policy 27 May 2014

Page 1 of 9 4 04 Paternity Leave Policy - v 27 May 2015

Title : Paternity Leave Policy

Status : Revision of Policy


Date for Next Review : June 2016

Originator : Charles Caldwell, Director, Human Resources


Effective Date:



CONTENTS

1. Purpose

2. Scope


4. Responsibilities

5. Procedure

6. Funding


8. Extension Of Leave

9. Compliance

Appendix I: Short Term Leave of Absence Application Form Appendix II: Report to the School Council - Leave of Absence Requests Received in Term

Originator: Human Resources, ESF Centre Originator: Reviewed by: Approved by : Charles Caldwell Director, Human Resources

SMT


Date:

Date:

Date:


Effective Date:




Revision No


Reviewed Approved

By Date By Date

A For review by SMT Keith Tucker 19/05/09 SMT 19May09

B 25 Sep 2012 Support Staff eligibility for Paternity Leave Charles Caldwell

25/09/12 SMT 9/2012

C 16 April 2013 Remove the requirement of taking paternity leave in a consecutive period of 7 calendar days

Charles Caldwell

16/04/13 SMT 4/2013

D 27 May 2014 Provide flexibility for staff members to take paternity leave within one year of baby’s birth

Charles Caldwell

27/05/14 SMT 5/2014


This Policy document is subject to a bi-Annual Review by ESF that is formally documented to ensure its continuing suitability, adequacy and effectiveness. Areas subject to review include, but are not limited to, follow-up action from previous reviews, policy conformity, review of complaints, status of corrective and preventive actions, and improvements for the forthcoming year. ESF reserves the right to amend this Policy by notice following such review in circumstances in which it considers such change to be necessary or appropriate.


Effective Date:



1. PURPOSE

The English Schools Foundation (ESF) supports family friendly practices and practices that support good health and welfare of its employees.

This Policy outlines the eligibility of Staff Members to Paternity Leave and explains the procedure to be followed in applying for Paternity Leave.

There is no provision for Paternity leave under the Employment Ordinance. 2. SCOPE

This policy applies to Principals, Full-Time Teaching Staff, Full-Time Support Staff and Full-Time Educational Assistants in all ESF and ESL entities, namely: 1. Primary Schools; 2. Secondary Schools; 3. Private Independent School; 4. Kindergartens; 5. ESL Head Office; 6. ESF Centre. Out of Scope: This policy does not apply to Part-time Teaching Staff, Part-time Support Staff and Part-time Educational Assistants, and Staff Members on temporary contracts.


ESF - the English Schools Foundation ESL - ESF Educational Services Limited Chief Executive - Chief Executive Officer of ESF Senior Managers - Members of the Senior Management Team of ESF or the

management team of ESL Staff Member - Any employee of ESF and/or ESL Principal - Principal of an ESF School or ESL School or kindergarten Director HR - Director Human Resources of ESF Teaching Staff Full-Time Teaching Staff Part-time Teaching Staff

- - -

An inclusive description for all teachers; Full-time and Part-time. Teaching Staff with a contract duration of more than one year and working hours meeting school timetable requirements Teaching Staff with a contract duration of more than one year and working hours of less than the school timetable requirement


Effective Date:



Support Staff Full-time Support Staff Part-time Support Staff

- - -

An inclusive description for all non-teaching roles in ESF, including but not limited to; Support Staff in schools and ESF Centre, Education Assistants and Senior Managers. Support Staff with a contract duration of more than one year and working hours 39 hours or above per week Support Staff with a contract duration of more than one year working hours of less than 39 hours per week


4.1 RESPONSIBILITIES 4.1 Principals and Senior Managers

Principals and Senior Managers are responsible for approving Paternity Leave to eligible Staff Members as set out in this Policy.

4.2 Staff Members Staff Members are responsible for submitting their application to their Principal or Senior Manager as appropriate, and for providing true and correct information for the application of Paternity Leave.

5. PROCEDURE 5.1 Eligibility To qualify for Paternity Leave on full pay, an eligible Staff Member must:

(i) have completed forty weeks’ continuous service immediately before the baby is due or leading into the week in which they are notified that the child is to be placed in the case of adoption;

(ii) have or expect to have responsibility for the child’s upbringing; and (iii) be the biological father of the child or the mother’s husband or partner or in the

case of adoption be half of an adoptive couple who are adopting a child. In the case of adoption where both adoptive parents are Staff Members, only one

parent will be entitled to take Paternity Leave. The other parent will be entitled to Adoption Leave providing they meet the requirements in respect of such leave (See Adoption Leave Policy). Paternity Leave can not be taken in addition to Adoption Leave by one Staff Member in relation to the same child.

Staff Members who do not have sufficient service to qualify for Paternity Leave on

full pay, but who satisfy each of the other eligibility conditions, will be granted unpaid Paternity Leave.

5.2 Length of Paternity Leave Provided a Staff Member meets the eligibility conditions and complies with the notice

requirements below, they can take up to seven calendar day’s Paternity Leave from the date of the commencement of the leave.


Effective Date:



For the avoidance of doubt, any rest day, public holiday or term break that falls during Paternity Leave shall be counted as part of the Paternity Leave and shall not give rise to any entitlement to an additional or other rest day or holiday or to holiday pay in the case of a Staff Member who is paid Paternity Leave pay for that holiday. Where a Staff Member is on unpaid Paternity Leave they shall only be entitled to pay to the extent required by any relevant provision which may exist under the Employment Ordinance.

5.3 Commencement of Paternity Leave A Staff Member can choose to start their Paternity Leave:

(i) on the date of the child’s birth or on the date of the child’s placement in adoption cases, or

(ii) subject to compliance with the time limit below, on a chosen date after the child’s birth or on a chosen day after the date of the child’s placement in adoption cases.

Paternity Leave can commence on any day of the week, and must be completed within one year of the actual date of birth of the child or actual date of the child’s placement in adoption cases.

Only one period of leave will be available for each pregnancy or placement

irrespective of whether more than one child is born as the result of the same pregnancy or more than one child is placed for adoption as part of the same arrangement.

5.4 Notification Requirements A Staff Member is required to apply for Paternity Leave as follows:

(i) by the 15th week before the baby is expected or within five working days of being notified by the adoption agency/Social Welfare Department that they have been matched with a child for adoption;

(ii) provide the medical certificate of the expected date of confinement or in adoption cases, the placement letter issued by the approved adoption agency/Social Welfare Department confirming the expected placement date; and

(iii) indicate the date on which they want their Paternity Leave to start (see Section 5.3 above). This date can be changed if the date of birth or child’s placement in adoption cases is earlier or later than expected.

5.5 Benefits during Leave During Paternity Leave and subject to the Staff Member’s final date of employment as per their Conditions of Service: (i) the Staff Member’s contract of employment continues in force; (ii) all benefits (other than payment of salary and MPF/Provident Fund in the case

of unpaid Paternity Leave) which a Staff Member is receiving immediately before they begin Paternity Leave will continue.

In cases of unpaid Paternity Leave, the reduction in salary earned over the period of a contract will also impact any future gratuity.


Effective Date:



6. FUNDING

Paternity leave of Teaching Staff will be covered under the budget of central fund of ESF. Paternity leave of other staff groups will be covered under the budget of school fund.



8. EXTENSION OF LEAVE The Chief Executive (in the case of ESF), or the Directors of ESL (in the case of

ESL) may approve the extension of leave, on full, part or no pay. 9. COMPLIANCE



Effective Date:




Name of Applicant:

Staff No:

School/Department:

Date:

Purpose of the Request: (Please accordingly and read note below)

Adoption Leave Compassionate Leave Paternity Leave International Sports Event Leave Interview Leave Sick Leave Study Leave Examination Leave Other Unpaid Leave (please specify):

Details of the Request: (Please also attach required document e.g. medical certificate, placement letter etc.)

Period Required: Commencement Date: End Date:

Approved by: Name:

Title:

Signature:

Date:

Period approved according to Leave Policy and respective contractual entitlement (Details):

Paid Unpaid Commencement Date: _____________ End Date: _______________

Paid Unpaid Commencement Date: ___________ _ End date: _______________

Distribution List:

Applicant / School File / Human Resources Department / Payroll Section

Note: The eligibility of leave should depend on the type of contract which a Staff

Member holds and for clarity a Staff Member should always refer to relative ESF Policies when applying for the leave.


Effective Date:



Appendix II





Effective Date:

Sick Leave Policy 20 May, 2009

Page 1 of 10 Sick_Leave Policy -_26Jun09 v1.1

Title :

Sick Leave Policy

Status :

new policy

Approval Date : 19 May, 2009

Date for Next Review : May, 2010



Effective Date:



CONTENTS

1. Purpose

2. Scope


4. Responsibilities

5. Procedure

6. Abuse Of Sick Leave Privileges 7. Compliance

Appendix I: Sick Leave Record Form for ESF Centre Appendix II: ESL Sick Leave Application Form for ESL Kindergartens and Sports and

Language Section


SMT


Date:

Date:

Date:


Effective Date:






By Date By Date

A Original effective date

For review by SMT Keith Tucker

19May 2009

SMT


This Policy document is subject to an Annual Review by ESF that is formally documented to ensure its continuing suitability, adequacy and effectiveness. Areas subject to review include, but are not limited to, follow-up action from previous reviews, policy conformity, review of complaints, status of corrective and preventive actions, and improvements for the forthcoming year. ESF reserves the right to amend this policy by notice following such review in circumstances in which it considers such change to be necessary or appropriate.


Effective Date:



1. PURPOSE

Paid Sick Leave provides Staff Members with leave allowance for periods of actual illness or injury which requires Staff Members to be absent from work. It also protects other Staff Members from being exposed to contagious diseases. All Staff Members are expected to work if their health permits, or to remain at home or in a medical facility if it does not.

This policy outlines the eligibility of Staff Members to Sick Leave and explains the procedure to be followed in applying for Sick Leave. Staff Members are eligible to sickness allowance to a level that meets or in most cases exceeds the provisions in the Employment Ordinance. 2. SCOPE

This policy applies to Staff Members who are working under continuous employment contracts, as defined in the Hong Kong Employment Ordinance, in all ESF and ESL entities namely:- 1. Primary Schools; 2. Secondary Schools; 3. Private Independent School; 4. Kindergartens; 5. ESL Head Office; 6. ESF Centre. Out of scope: This Policy does not apply to Staff Members who work less than 18 hours per week.















Effective Date:



4. RESPONSIBILITIES 4.1 Chief Executive, Principals, Senior Managers and Line Managers

The Chief Executive, Principals, Senior Managers and line managers are responsible for approving Sick Leave as set out in this Policy. At their discretion, they may waive the requirement for a medical certificate where the Sick Leave does not exceed two consecutive working days.

4.2 School Administrators / HR Executives Based on the approved sick leave application, School Administrators are responsible for updating Sick Leave records on ENet for Sick Leave for periods less than 20 working days. For Sick Leave of 20 working days or more, HR Executives at ESF Centre are responsible for updating Staff member records on ENet. For ESF Centre and ESL Office, the updating of Sick Leave records will be undertaken by the HR Department.

4.3 Staff Members

Staff Members are required to notify their line manager by telephone in the first instance of any illness precluding them from attending school or work. If unable to personally notify their line manager, a Staff Member shall request another responsible party (eg spouse or friend) to notify their line manager on their behalf. Staff Members must also keep their manager informed of their condition if the absence continues for more than two days. Staff Members are required to provide their manager with an anticipated return date, and notify their managers of any variation, if possible. Sick Leave applications with medical certificates must be submitted to the Chief Executive, Principals, Senior Managers or Managers immediately upon resumption of duties.

5. PROCEDURE

Staff Members are entitled to paid Sick Leave. To the extent that the Employment Ordinance provides for a greater entitlement to sickness allowance than that stated in the following sections (Section 5.1 to 5.3 inclusive), the Staff Member shall be entitled to such greater benefit in accordance with the Employment Ordinance. Staff Members should fill in the Sick Leave Application Form (as per Appendix I) and submit the completed form with the medical certificate to their line manager for approval. The approved form should then pass to School Administrators / HR Executives for updating the records on ENet.

5.1 Rate of Accrual of Sick Leave for:

5.1.1 ESF Principals and ESF Full-Time and Part-Time Teaching Staff The above groups of Staff Members shall be granted, subject to the advice from a registered doctor, accumulated Sick Leave in any period of four years up to the identified periods:

Full Pay Half Pay less than 4 years' service 3 months (92 days) 3 months (92 days) service of 4 years or more 6 months (182.5 days) 6 months (182.5 days)


Effective Date:



5.1.2 ESL Principals, ESL Full-Time and Part-Time Teaching Staff, Kindergarten Full-Time and Part-Time Teaching Staff, Kindergarten Full-Time and Part-Time EAs, All Support Staff

During their employment, the above group of Staff Members accumulate paid Sick Leave eligibility at the Monthly Accumulation Rate for each complete month of service up to the Maximum Accumulation of 168 days Sick Leave days. Subject to the provisions of the Employment Ordinance, no period of unpaid leave shall be counted for the purpose of accumulation of Sick Leave. For the purpose of granting such Sick Leave, “Monthly Accumulation Rate” for both Full-Time and Part-time Staff Members means:-

(a) 2-1/3 days for each complete month of service in the first year, and (b) 4 days for each complete month of service in each subsequent year.

The Monthly Accumulation Rate of Sick Leave of Part-Time Staff Members shall not be proportioned according to their part-time work period. The above definition is subject to the provisions of the Employment Ordinance.

5.1.3 ESF Full-Time EAs, PIS Full-Time EAs, Temporary Teching Satff in ESF and PIS schools or Kindergartens The above groups of Staff Members are entitled to Sick Leave allowance according to the Employment Ordinance, that is; paid Sick Leave is granted which is calculated as 4/5 of the daily rate of their salary. The accumulation of Sick Leave will be 2 days in one month. During their employment, the above group of Staff Members accumulate paid Sick Leave at the Monthly Accumulation Rate for each complete month of service up to the Maximum Accumulation of 120 days Sick Leave days.

6. ABUSE OF SICK LEAVE PRIVILEGE

Malingering and abuse of Sick Leave by any Staff Member may be grounds for disciplinary action which may lead to termination of employment. Sick Leave shall be used only in appropriate situations as defined within this Policy.

7. INFLUENZA AND PANDEMIC DISEASES

Under certain circumstances and under guidance from ESF Centre, schools and office management will advise if it is necessary for Staff Members to stay away from their work place in the event of an outbreak of influenza or pandemic disease. Under these circumstances all Staff Members will be advised by Principals and Senior Managers of work requirements and leave status.

8. FUNDING

Sick leave of Teaching Staff for four weeks or more will be covered under the budget of central fund of ESF. Sick leave of other staff groups will be covered under the budget of school fund of ESF.


Effective Date:







11. COMPLIANCE



Effective Date:



Appendix I: Sick Leave Record Form


Effective Date:



Appendix II: ESL Sick Leave Application Form VACATION / SICK / UNPAID LEAVE APPLICATION FORM Please Note : Staff Members : Application for three days leave or more must be submitted to your Section Head for approval at least two weeks in advance; application for two days leave or less must be submitted at least two days in advance. Section Head : Please forward the approved application to the ESF Office for record and file. A copy of the leave application form will be returned to the applicant for confirmation.

================================================================ Staff Member: _________________________ Date: _______________________ Position: _____________________________ Location: ____________________ Type of Leave Applied Annual Leave for the period ______________ to _________________ (total ______ days) (Date) (Date)

Sick Leave for the period ______________ to ___________________ (total ______ days) (Date) (Date)

(Please attach medical certificate)

No Pay Leave for the period ______________ to _________________ (total ______ days) (Date) (Date) Other Adjustments

________________________________________________________

________________________________________________________

________________________________________________________

Signature of Applicant: ______________________ Date: _____________ ================================================================ APPROVAL: Signature of Section Head ___________________ Date: _____________


Effective Date:



Signature of Director ___________________ Date: _____________ OFFICE USE ONLY: Leave Record updated by ____________________ Date: _____________ Leave Balance 2008/2009 ____________________ days

DISCOVERY COLLEGE 38 Siena Avenue

Discovery Bay Lantau

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discovery.edu.hk

Reviewed 14 June 2012

Relationship Management Policy At Discovery College, the quality of relationships across our school community is a strong determinant of our overall success. The interrelationships between students, staff (teaching and non teaching) and parents must be open, honest and respectful and have the achievement of the student and the well-being of all parties at their core. All parties i.e. students, staff (teaching and non teaching) and parents must accept they have a role to play in the development and maintenance of these relationships. The quality of these relationships will be reflected in the outcomes for students.

All staff are responsible for managing behaviour for all students. Students must understand that all staff (EAs, support staff and teachers) have the right to question them about any behaviour / actions that are inappropriate. Restorative Practice Procedures We use Restorative Practice to restore relationships at Discovery College with the intention of resolving issues through a no blame approach. Restorative Practice means that for any situation requiring intervention of staff and/or student mediators we are working to ensure that all parties:

1. Acknowledge their role in the incident 2. Take responsibility for their actions 3. Understand the impact of their actions 4. Be part of the solution (where possible)

We will encourage this through the use of a consistent line of questioning, which may differ slightly for primary and secondary students (in language only): To the wrong doer We’re here to talk about… What happened? What were you thinking at the time? What have you thought about since? What do you think has been affected by what you did? In what way? What do you need to do to make things right? How can we make sure this doesn’t happen again? What can I do to help you? To the victim What did you think when it happened? What have you thought about since? How has it affected you? What’s been the worst of it? What’s needed to make things right? How can we make sure this doesn’t happen again? When stuck Was it the right or wrong thing to do? Was it fair or unfair? What exactly are you sorry for?



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You didn’t answer my question. Restorative Practice does not preclude the use of other consequences that may be, but are not restricted to: Verbal warnings Loss of privileges Meetings with teaching staff Verbal and/or written apologies Exclusion from participation in events Students sent home early Referral to appropriate support agencies Parent meetings Reflections – during / after school Parents informed Appointment with Student Counsellor Exclusion from school and/or Social Worker Bullying • Bullying is the abuse of a relationship. • Bullying is a type of behaviour that needs to be changed. • Bullying is ongoing, unwanted behaviour on the part of the victim. It can take a variety of forms - verbal, physical and cyber, therefore, Restorative Practice is appropriate in that we seek the same outcomes as for other behaviour



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SEN Policy.DC.Updated_June2012

Special Educational Needs (SEN) Policy Contents Page 1. Introduction

1.1. Definition of Essential Terms 2. Aims and Objectives 3. Identifying and Registering SEN Students

3.1. Admissions 3.2. LDT Testing and Screening Process 3.3. LDT Code of Practice 3.4. Levels of Adjustment (LOA) 3.5. SEN Register 3.6. Student Support Plans (SSPs) 3.7. Parent-funded Educational Assistants (PEAs) 3.8. Education Outside the Classroom (EOTC) and Field Trips 3.9. English as an Additional Language (EAL) students

4. Gifted and Talented Students 4.1. Definition 4.2. Identification 4.3. Support

5. Roles and Expectations 5.1. Learning Development (LD) Teachers 5.2. Classroom Teachers (Primary), Subject Teachers and Deans (Secondary) 5.3. Educational Assistants (including PEAs) 5.4. Deputy Head of College 5.5. Head of Primary/Head of Secondary 5.6. PYP/MYP/DP Coordinators 5.7. Parents

6. Grievances Appendix 1: Student Referral Appendix 2: LDT Student Referral Form

2 2 2 2 3 3 4 5 6 6 6 6 7 7 8 8 9 9 9 10 10 10 10

11 12

1. Introduction Discovery College provides for students with special educational needs in line with the requirements of The English Schools Foundation (ESF) SEN Policy (2007) and supports ESF SEN Guidance for implementing the SEN Policy (2008). It reflects international best practice in codes of practice for students with special educational needs, including the Salamanca Statement (UNESCO 1994). At Discovery College we recognise that all students are individuals in terms of their intellectual and physical abilities and their social and emotional needs. We are sensitive to our students’ needs and provide additional support for those learners whose needs are not being fully met for reasons of language, physical disability, or academic ability. These students may have exceptional academic abilities, a medical condition or difficulties in cognition, learning, communication, social interaction or sensory processing. We are committed to taking full account of our students’ individual differences and to cater for their needs within mainstream classes through an inclusive teaching and learning approach. This approach includes the use of strategies such as guided small group work, co-teaching, parallel teaching, frontloading and re-teaching. In some cases, short-term one-to-one support may be provided. As an authorised IB school we embrace inclusive practices where developing the learning of all students is the shared responsibility of the classroom teacher and specialist support teachers. In exceptional cases, when students would benefit from more intensive learning support, individuals may be withdrawn from class to participate in short-term personalised, targetted learning support programmes. The Learning Development (LD) teachers and LD Educational Assistants (EAs) work in collaboration with the classroom teachers and specialist teachers to develop our students’ learning in all areas. 1.1 Definition of Essential Terms Inclusion: an ongoing process that aims to increase access and engagement in learning for all students by identifying and removing barriers.



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Differentiation: the process of identifying, with each learner, the most effective strategies for achieving agreed goals. 2. Aims and Objectives The aims and objectives of the Learning Development Team (LDT) are:

x To provide clear procedures for identifying, monitoring and teaching students with SEN, in line with the ESF Code of Practice

x To carry out the above procedures in collaboration with parents, teachers, students and outside agencies x To enhance the teaching and learning experiences to ensure the needs of all students are met and that all

students have access to a broad and balanced curriculum x To promote positive self-esteem in students receiving support x To maintain detailed records of all SEN students x To provide training and information sessions for all staff in meeting the needs of SEN students at Discovery

College 3. Identifying and Registering SEN Students 3.1 Admissions All students applying to enter Discovery College will, at the time of admissions, be screened for the possibility of any special educational needs. The Learning Development Team will be consulted when concerns are noted. To be accepted for enrolment at Discovery College all students must meet admissions requirements. At Discovery College the majority of students have their needs met in the mainstream classes through an inclusive model of support. As the College does not receive any subvention for SEN students, it may be unable to provide the necessary support that may be required by students who have more severe learning disabilities. 3.2 LDT Testing and Screening Process The Learning Development Team will use classroom-based assessments as often as possible to monitor progress and level of intervention. These assessments will cover the areas of reading, writing and mathematics through the use of Benchmarking, Probe, e-asTTle, First Steps, and unit based assessments. Data from formal, standardised tests such as PIPS, INCAS, MidYIS, and ISA will also inform the register. In addition, LDT may use more specific tests to further guide intervention. These include: SNAP, DIBELS, NumPA, Lucid and YORK. Results from the latter tests will be shared with teachers but not parents, as they are not diagnostic tests, merely guiding tools for intervention. 3.3 LDT Code of Practice Students are referred to the LDT via the school’s referral process (see below). Primary

Secondary

Teacher refers student to LDT

LDT completes observations and tests.

Teacher and LDT meet to determine LOA and support programme.

Teacher and LDT meet regularly to review progress.

Teacher responds to needs through differentiation. Strategies documented in unit planners.

Evidence gathered from formative and summative assessment to judge effectiveness of strategies.

Teacher contacts parents to discuss. Dean and Learning Advisor notified.

Teacher completes referral form, passes to Dean and passes copies of student work to Dean.

Dean sets up Google Doc to gather information across all subjects.

Dean meets with LD teacher to evaluate evidence. Dean completes Referral Form. Parents informed.

LD teacher conducts observations, interviews and assessments to determine LOA placing.

LD teacher formulates suggested strategies and support. Teachers, Dean and parents informed.



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There is an established collaborative process between learning development teachers, primary classroom teachers and secondary subject teachers for determining the appropriate level of adjustment and interventions required for a particular student. This process has been established in accordance with the ESF SEN Guidelines. Level of adjustment (LOA) will determine the amount of intervention a student will receive. The roles and responsibilities of primary classroom teachers, secondary subject teachers and LD teachers will vary according to the student’s levels of adjustment. At Discovery College we cater for the learning needs of students in the levels of adjustment from level 0-2. However, we currently have a very small number of LOA3 students that we cater for to the maximum extent possible, given available resources. 3.4 Levels of Adjustment (LOA) LOA 0 LD teachers advise teachers on differentiated teaching and learning strategies that meet the needs of students at LOA 0. Teaching and learning strategies, accommodations and resources to be used are documented during the collaborative planning process. At this level, primary classroom teachers and secondary learning advisors are responsible for informing parents about the students’ particular learning or behavioural needs. LOA 1 At this level of adjustment, the initial identification and registration of a student’s educational needs are entered on the SEN register. Working in collaboration with the primary classroom teacher or the secondary subject teacher, the LD teacher will observe the referred student to determine their strengths and weaknesses and gather further evidence of the student’s learning or behavioural needs through assessments and conferencing. The LD teacher and classroom teacher will collaborate to set learning targets for the student. This process involves a cycle of monitoring and review. In some cases the student may move immediately to LOA 2. For secondary students with behavioural, social, and emotional difficulties, the Dean will coordinate the interventions in close collaboration with the LDT, Learning Advisor and Counsellor. For primary students, the LD teacher will work closely with the classroom teacher and Primary Leadership Team. At LOA 1, the primary classroom teacher and secondary subject teacher will work closely with the LD teacher to design a LOA 1 plan which outlines interventions, accommodations, teaching and learning strategies, and resources which can be used to support these students’ learning needs. These accommodations may include any of the following: adjusting environment, giving instructions, materials, organisation, response, evaluation and behavioural. These targets are reviewed each term. LOA1 students are supported within the classroom and may work with EAs or may be involved in small group work and parallel teaching with the LD teacher. The classroom teacher or learning advisor is responsible for informing parents about this support provision and sharing any targets or accommodations. LOA 2 At this stage the primary class teacher or secondary subject teacher and LD teacher has monitored and evaluated the differentiated teaching and learning strategies put into place at LOA 1. Where there is continued concern, the referral is reviewed and a recommendation is made to either monitor, maintain at LOA 1 or place the student at LOA 2 on the SEN register. For students at LOA 2, the learning development teacher takes lead responsibility for the following:

x Informing parents x Creating a student support plan (SSP) in collaboration with the student, the class teacher or subject teacher

and the parents x Collaborating with the teacher to establish teaching and learning strategies and develop a timetable of support x Coordinating the review process x Communicating important information to the student’s teachers and parents

For students who have been placed at LOA 2, advice and support may be sought from external agencies, such as an educational psychologist. Funding for external agencies is the responsibility of parents and the College requests that a copy of any reports be provided to the LDT and Head of Primary/Secondary. The sharing of this information will allow the LDT to provide more effective intervention. For reasons of confidentiality, access to the report is limited to staff working directly with the student and the College Leadership Team (CLT).



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LOA 2 students may be supported through working in small groups within the classroom or through parallel teaching or partnership teaching. Some short-term 1:1 support may be provided with either an EA or the LD teacher, depending on the student’s learning needs. In the PYP and MYP, the work of LOA 2 students may be assessed using modified versions of the assessment criteria. Please refer to the document Modifying and Adapting Assessments for details of this process. The LD teacher will be responsible for meeting with parents and having regular contact with them. The LD teacher will maintain a file with information about the student that will include a copy of their SSPs, assessments, copies of reports from educational psychologists and any other supporting evidence. Students with SSPs will have a file on the Gateway system that will allow teachers involved to access the information that can assist them in carrying out recommended interventions. The student’s progress will be monitored and reviewed regularly. If targets are being met, the LD teacher and classroom/subject teacher can either revise targets or change the student’s status to LOA1. However, if the targets are not being met, the teachers can revise targets and may contact the ESF SEN Advisor for further guidance. Under circumstances where a student is not progressing as expected Discovery College reserves the right to require parents to obtain an educational psychologist’s report to provide advice to support the learning process. LOA 3 This level of differentiation is intended for students who are not expected to attain year level outcomes without a high degree of individual and/or small group support and/or significant programme modification. LOA 3 Students may require:

x An adapted learning environment with specialised resources or equipment as listed on a documented plan to enable access to the curriculum

x Adjustments to the classroom environment to enable use of acoustic modification or amplification x Visual support such as text enlargement x Vocabulary of signs such as Makaton to enhance communication x Structured self management/social skills programs to teach familiar routines x A documented plan with planned adult interventions to develop self-regulation and ensure their own safety and

the safety of others (for students with behavioural, emotional, social difficulties) x Adaptations to key concepts, vocabulary and language. Use of frequent repetition and simplified language due

to student difficulties with simple conversations x A consistently modified curriculum adapted to meet their identified needs x Students are placed at LOA 3 using the following indicators: x External reports from an educational psychologist, speech and language therapist or occupational therapist

have been received and have made recommendations for an adapted curriculum x Their identified needs indicate a higher level of provision than is provided for in LOA 2 x They require accommodations additional to and different from other students in their year level x They have consistently not met or have repeated their targets in their SSP at LOA 2 level x They have demonstrated a significant and ongoing cause for concern with documentation of their progression

through the LOA x They have not made adequate progress at LOA 2 despite the SSP interventions x The LDT have contacted ESF for specialist advice yet progress is not satisfactory x Parents of students who are identified at a later stage as having individual needs at LOA 3 or above will be

counselled about options for appropriate educational provision for their child. 3.5 SEN Register A comprehensive register of all referred SEN students will be kept on Gateway in the School Documents folder. This register is updated at the end of each semester. In addition, every student has a file which contains a student record sheet and a referral form. It may also include samples of student work, e-mail records, review forms, target sheets, SSP’s, assessment results, observation notes and records of meetings with parents. LDT files are accessible to any teacher at Discovery College. Parents, EAs and external agencies can request access to the files but this will be noted within the student record sheet and signed by the relevant parties. 3.6 Student Support Plans (SSPs) Students on the SEN register at LOA 2 in Years 2 and above will have an SSP prepared for them by an LD teacher. The SSP will include the student’s reflections and should recognise the student’s strengths as well as targeting difficulties. It will state the student’s targets (as identified by the LD teacher and classroom teacher) and identify the strategies that can be used to achieve these. The SSP should be written in language that is meaningful to the student. Once a SSP has been developed, a regular cycle of monitoring and feedback then begins. The SSP is sent to the class teacher and the



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family. A copy is placed in the LDT file. A summarised document will be provided to specialist teachers and EAs who work with that particular student. This document will outline the most effective strategies and any other relevant information. Parents are also given the opportunity to set a target for their child and to participate in monitoring and encouraging their child to meet their learning targets. The parent/school partnership is valued at Discovery College and we recognise the crucial role that parents play in supporting their child’s individual learning needs. The SSPs will be reviewed on an ongoing basis. In order to facilitate communication between all staff involved with the student, the SSP will be available through Gateway. 3.7 Parent-funded Educational Assistants (PEAs) In cases where documented interventions have not been successful, the College reserves the right to recommend the employment of a Parent-funded Educational Assistant (PEA) to provide one-on-one classroom based and/or withdrawal support. This is done under the guidance of the LD teacher and classroom/subject teacher, with oversight from the Deputy Head of College. 3.8 Education Outside the Classroom (EOTC) and Field Trips When planning field trips, students that are known to have difficulty with particular situations or events are identified by the trip leader in consultation with the LDT. The Risk Assessment Form for the trip will identify behavioural triggers and signs of difficulty, and outline appropriate intervention strategies. 3.9 English as an Additional Language (EAL) students As Discovery College has students from a diverse range of language backgrounds, a number of our students have English as an additional language (EAL). LD teachers provide support to these students to develop their academic English. Primary class teachers and secondary subject teachers use a variety of appropriate teaching and learning strategies. Teachers are guided in understanding the difference between EAL students and students with learning difficulties. However, we do recognize that in some cases they can co-occur. Teachers are also guided, through LDT workshops, in strategies to support English language learning. In Primary, a referral form is used to raise concerns about EAL students in need of English language development. The classroom teachers are responsible for passing this referral on to the LDT. Where possible, teachers will provide evidence of the student’s listening, speaking, reading and writing development. This evidence will be used to monitor progress and inform future teaching and learning. In Secondary, EAL students are identified through the admissions process. LD teachers are advised of EAL students’ language development needs through the Secondary Admissions Googledoc. In collaboration with the classroom or subject teachers, the LDT provides additional support to EAL students within the classroom through interventions such as small group work and parallel or partnership teaching. Discovery College also aims to maintain students’ mother tongues. If possible, EAL students are placed in a class containing peers who speak the same mother tongue. Allowing students to interact with these peers in their mother tongue promotes understanding of the concepts taught as well as strengthening the English language development of the student. For further information please see the Discovery College Language Policy. 4. Gifted and Talented Students 4.1 Definition Discovery College has chosen Francoys Gagné’s (2003) Differentiated Model of Gifted and Talented as the basis of our approach due to its simplicity, clarity and alignment with our vision. Gagné’s (2003) Differentiated Model of Giftedness and Talent states:

x Gifted students are those whose potential is distinctly above average relative to their age peers, in any domain of human ability.

x Talented students exhibit distinctly above average achievement or performance relative to their age peers, in any domain of human ability.

These domains may include:



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x Cognitive – general intelligence, specific academic studies x Creative – creative thinking, visual and performing arts x Socioaffective – interpersonal and intrapersonal skills x Sensorimotor – physical ability

The concept of giftedness encompasses three major aspects:

x The students often have asynchronous development where intellectual, physical and social development may be occurring at dramatically different rates.

x It is multifaceted encompassing a wide range of abilities and cannot be measured according to a single dimension. Consequently a range of identification strategies and assessments are needed to cover these dimensions.

x Children may be identified as gifted at different stages of their school career. The development of giftedness is likely to be influenced by:

Intra-personal factors Environmental factors o Motivation o beliefs about giftedness and talent o self-management o Inter-personal relationships o self-esteem o events o self-efficacy o teacher expectations o poor health and disability o teaching practice o learning difficulties o learning activities o language proficiency

4.2 Identification In order to be part of the Gifted and Talented programme at Discovery College, students must be formally identified through a collaborative process involving parents, teachers and the Learning Development Team. All parties must give clear evidence of giftedness before a student is placed on the Gifted and Talented register. The LD teacher must compile evidence of giftedness including, but not limited to, objective observations of the student in relevant settings, diagnostic tests, 1:1 extension work, photos, and videos. It is the LD teacher’s responsibility to assist the classroom teacher in identifying appropriate evidence. Furthermore, the LD teacher is responsible for communicating the referral process to the parents, and assisting them with the completion of the parent checklist where parents may have queries. Teachers will be given a checklist, to complete and return to the LDT. This checklist requires teachers to gather evidence of giftedness inside school and the classroom. Additionally, teachers must submit examples of the student’s school work which reflects the student’s abilities. This can include, but is not limited to, assessments, diagnostic tests, written work, student performances, photos and video. If teacher checklists are found to be incomplete or substantially lacking in detail, teachers will be asked to revise their checklist, as such omissions may hinder the identification process. Parents will be provided with a checklist to complete and return to the LDT. This checklist is designed to gather evidence of giftedness in situations outside of school, where teachers are unable to observe the students. Parents are encouraged to submit additional examples of a student’s giftedness or talents, including photos, video or work completed outside of school. If parent checklists are found to be incomplete or substantially lacking in detail, parents may be asked to revise their checklist, as such omissions may hinder the identification process. Consensus must be found between the parent and teacher questionnaires before a student is placed on the Gifted and Talented register. In some instances Discovery College may require parents to have their child externally assessed by an Educational Psychologist in order to provide further evidence of giftedness. Such assessments are wholly funded by the parents. The results of Educational Psychologist reports, Weschler Intelligence Scale for Children (WISC) or other forms of standardised external testing does not guarantee acceptance of a student onto the Gifted and Talented register. Such assessments will be viewed alongside all other forms of evidence, which must indicate giftedness. 4.3 Support The level of support a student receives depends on their level of adjustment (LOA). Students at LOA 1 are supported by in-class differentiation, with guidance from the LDT. Students at LOA 2 or above may require more direct intervention from the LD teacher including small group or 1:1 sessions. They will also be supported by in-class differentiation. It should be noted that students at LOA 2 or above may have additional needs which require further support from the LDT. 5. Roles and Expectations



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The roles and expectations for teachers and other staff involved with SEN students will differ according to the student’s level of adjustment. 5.1 Learning Development (LD) Teachers The LD teachers will:

x Provide a framework of intervention that enables the LDT to work effectively with those students experiencing difficulty in learning at whatever stage of their schooling

x Ensure that the LD EAs are fully informed of the LDT’s role and practices in providing support for SEN students at Discovery College

x Play an active role in ensuring that all staff become familiar with the expectations and processes that are outlined in the policy document

x Identify students with special educational needs as early as possible through assessment and observation procedures

x Provide planned intervention that is based on the principles of an inclusive model. Intervention programmes will be designed in collaboration with classroom and subject teachers

x Track student progress through school based assessments and adjust interventions accordingly x Maintain the school’s SEN register x Develop student support plans for LOA 2 students. The SSPs will be developed in consultation with the

student, parents and teachers. They will outline the interventions and strategies that should be used with a particular student and be a record of the student’s short-term objectives and long term targets

x Establish a coherent partnership with class teachers and EAs whereby they are aware of their role in meeting student’s individual needs in the classroom

x Set priorities and timetables for supporting teaching and learning x Meet regularly with teachers to ensure:

o they are aware of students’ individual needs o to monitor progress o to plan for differentiated teaching and learning strategies

x Meet regularly with parents to: o ensure that they are aware of their child’s needs o provide support for helping at home o provide contacts for external services o communicate the interventions in place as well as changes in interventions

x Liaise with other schools and with external agencies. (e.g. educational psychologists, speech therapists and occupational therapists.)

x Organise and develop LDT resources x Participate in relevant external advisory groups x Facilitate positive relationships x Continue to develop professional knowledge in the areas of SEN, EAL and GT. This may include books, articles,

ESF workshops and external workshops. 5.2 Classroom Teachers (Primary), Subject Teachers and Deans (Secondary) Special Educational Needs are a whole school concern, with every teacher being responsible for every student in his or her class. The expectations of class teachers, subject teachers and learning advisors are:

x To be aware of the Code of Practice following referral procedures x To understand the learning needs of their students x To differentiate teaching materials and learning activities and to modify assessments if necessary x To ensure that any curriculum or assessment modifications are in line with IB guidelines and approved by the

PYP/MYP Coordinator. Modifications are not possible in the DP. x To liaise with parents of students with SEN, particularly at the LOA 0 and 1 levels x To liaise and consult about any causes of concern with the LDT x To develop and evaluate student support plans in conjunction with the LDT and in consultation with parents

where necessary. This includes setting targets x To be familiar with any targets and accommodations for assessments as recommended by the LDT and/or

external agencies x To collaboratively plan with the LD teacher at specified times during the term

5.3 Educational Assistants (including PEAs) With support and training the Educational Assistants should be able to:

x Develop an understanding of the specific needs of the students in the classes they work with x Provide support to students to help them become independent learners x Establish a supportive relationship with the students concerned



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x Encourage acceptance and integration of the student within the classroom x Develop students’ self esteem x Ensure that students are able to use equipment and materials x Maintain records of intervention and liaise with LD teachers x Devise complementary learning activities and prepare resources

5.4 Deputy Head of College The CLT member responsible for the line management of the learning development team shall:

x Liaise regularly with the LDT x Oversee the LDT’s administrative procedures x Have access to copies of documentation x Oversee the SEN Register x Oversee the successful running of the LDT x Oversee the LDT’s performance management x Support LD teachers in the pursuit of professional development opportunities that are in line with the College’s

policy x Examine evidence to determine if a student requires additional support provided by a Parent-funded EA.

5.5 Head of Primary/Head of Secondary The Head of Primary and Head of Secondary play an important role in overseeing the successful implementation of the SEN policy and inclusive practices. They are expected to:

x Be familiar with the Discovery College SEN policy and referral process x Provide opportunities for LD teachers to share information with other teachers x Be available to meet with the LDT for regular updates on students and referrals x Facilitate opportunities for the LDT to plan collaboratively with teachers

Note that the Head of Primary directly line manages the LDT in Primary. In Secondary, the LDT is line managed by the Deputy Head of College in consultation with the Head of Secondary. 5.6 PYP/MYP/DP Coordinators

x Meet with teachers during planning sessions to assist them in planning for differentiated teaching and learning within the PYP/MYP/DP planning framework

x Ensure teachers understand the IB philosophy regarding SEN and inclusive practices x Facilitate communication between the LDT and the IB x Identify appropriate and, where possible, organise participation in professional development opportunities

offered by the IB x Provide guidance to the LDT, subject teachers and parents in cases where assessment tasks are to be modified

for individual needs students (PYP and MYP only) x Maintain a record of cases where students have documented evidence (from external agencies) which

recommends accommodations be allowed for assessments (e.g. additional time provision or use of a computer) x Provide guidance to LDT, subject teachers and parents in cases where assessment tasks should be modified for

individual needs students (PYP and MYP only) x Liaise with the IB to ensure that provisions are made for students with Special Assessment Needs in external

examinations (DP only) 5.7 Parents Parental partnership in the learning process is central to its success at each of the levels of adjustment and in the successful implementation of the student support plans. The College’s SEN policy will be made available to parents. Procedures should be open, with copies of all documents being available to parents. It is also necessary to keep parents informed of their responsibilities in relation to the educational needs of their child. 6. Grievances Any grievances will be dealt with by CLT and the ESF SEN advisor.



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Staff professional relations essential agreement To build quality relationships based on trust and respect at Discovery College all staff agree to demonstrate though their actions that they will: Relationships

• Act honestly, conscientiously and in good faith at all times taking into account professional responsibilities, the welfare of colleagues and interests of the College

• Acknowledge and support the professional strengths, diversity, interests, attitudes and beliefs which colleagues bring to their work

• Collaborate to generate a culture of mutual development, continual reflection and renewal of

high quality practices

• Actively foster development of positive working and social relations

• Respect the privacy of individuals and use confidential information only for the purposes for which it was intended

• Respect work life balance

Communication

• Maintain positive, professional and respectful communication with regards to each other and the College at all times

• Consider tone and etiquette when emailing and communicate in person when an issue or

arises

• Ensure decision making processes are fair and transparent Conflict resolution

• Resolve concerns, issues or dissatisfaction by communicating directly, in the first instance, with the person/s directly involved. Where resolution has not been achieved then the support of a third party or appropriate member of CLT should be sought immediately

• Make every effort to use constructive methods to manage differences of opinion in the spirit

of collegiality

• Act without delay if there is good reason to believe that a colleague is in breach of this agreement, or knows something that may negatively impact on another or the College

This essential agreement outlines a set of behaviours we value and believe will build and improve respectful relationships and collaboration. It is not a conflict resolution process.


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Page 1 of 18 Recruitment_Policy_-_27Jul09 v1.4

Title : Recruitment Policy

Status : New Policy


Date for Next Review : July, 2010



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CONTENTS

1. Purpose

2. Scope


4. Responsibilities

5. Types of Positions

6. Types of Vacancies

7. Recruitment Procedure

8. Compliance

Appendix I: Job Description Template Appendix II: Job Description Sample (Business Manager)

Appendix III: Standard Assessment Form Appendix IV: Claimable Expenses for Interview Candidates


SMT


Date:

Date:

Date:


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By Date By Date

A 1 April 2009 New Policy Keith Tucker

8 Jun 2009

SMT 9 Jun 2009




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1. PURPOSE The English Schools Foundation (ESF) is committed to having fully competent Staff Members in all roles to ensure the educational and organisational objectives are achieved. Therefore, obtaining the best possible person-to-job fit will contribute significantly towards its effectiveness.

The Recruitment Policy outlines the resourcing and recruitment and selection processes required to fill all Staff Member roles in ESF. It is intended to assist Hiring Managers in recruitment decisions that are transparent, fair and compliant.

The Policy outlines the provisions that are made available to all Staff Members on the intranet to support such activities. All provisions in this Policy are designed to meet the provisions of the ESF Equal Employment Opportunity Policy. Recruitment and selection decisions at all times shall be based on the relevant and justifiable requirement of the role.

2. SCOPE This Policy applies to all Staff Members involved in recruitment exercises including

Principals, Senior Managers, Hiring Managers and School Administrators in all ESF and ESL entities, namely: - 1. Primary Schools; 2. Secondary Schools; 3. Private Independent Schools; 4. Kindergartens; 5. ESL Head Office; 6. ESF Centre.

3 DEFINITIONS / ABBREVIATIONS ESF - The English Schools Foundation

ESL - ESF Educational Services Limited Board - Board of Governors of ESF School Council - School Council of the relevant ESF School Chief Executive - Chief Executive of ESF Director HR - Director of Human Resources Senior Managers - Senior Management Team at ESF and the management

team at ESL Principal - Principal of the relevant ESF School or ESL school or

kindergarten Vice Principal - Vice Principal of an ESF school or ESL school or

kindergarten Line Manager - Manager of the relevant function within the school or ESF

office Head of Department - Head of the relevant department within the school or ESF

office HR Department - Human Resources Department of ESF Hiring Manager - The Staff Member who is responsible for managing the

recruitment, often the intended direct supervisor of the incumbent eventually recruited.


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School Administrators - Any Business Manager, Office Manager or other Staff Member in a school with the responsibility for hiring decisions

Staff Member - Any employee of ESF and/or ESL 4. RESPONSIBILITIES 4.1 The Board of Governors The Board shall have the responsibility for confirming the appointment of Senior

Managers and approving the appointment of ESF Principals to the Education Bureau in Hong Kong. The Board may delegate to the Chief Executive the power of confirmation of appointment.

Independent Board Members may be involved in the selection of Principals and Senior

Managers as members of selection committees. 4.2 The Staffing Sub Committee of the Board of Governors

On the recommendation of the Director HR, the Staffing Sub Committee shall approve the remuneration package for new Principals and Senior Managers

4.3 School Councils School Councils shall assist the Chief Executive or her delegated officer in the

recruitment of Principals to ESF schools. The School Councils or their appointment staff sub committees shall be advised on all matters relating to the recruitment of teachers or other Staff Members to a school. As appropriate, the Principal may invite members of the School Council to be members of selection committees.

4.4 Chief Executive

The Chief Executive is responsible for all staffing in ESF. The Chief Executive shall provide confirmation of appointment of each Principal and Senior Manager and seek the Board’s approval to seek approval for appointment from the Education Bureau.

4.5 Principals and Senior Managers Principals are responsible for staffing ESF schools. Principals and Senior Managers

shall initiate the recruitment of staff to meet the needs of their schools or departments. Principals shall advise the School Councils or staffing sub committees of all recruitment decisions. Principals and Senior Managers will liaise with the Director HR on all recruitment matters.

Principals and Senior Managers are responsible for keeping their staffing within the

approved headcount and budget limits. 4.6 Vice Principals and Line Managers Vice Principals and Line Managers will assist in the recruitment process as delegated

by Principals and Senior Managers. 4.7 HR Department

The HR Department’s Resourcing team is responsible for providing professional advice, guidance and administrative support to Hiring Managers during the recruitment process.


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Specifically, the Resourcing team shall directly support the recruitment of Principals, Vice Principals and teachers as part of the annual recruitment campaign, or as required. The HR team shall provide all employment contracts to successful candidates and assist in the orientation and induction of new Staff Members.

5. TYPES OF POSITIONS ESF generally recruits to the following types of positions. Contracts (Conditions of

Service) generally align to the type of Position. 5.1 Senior Managers and Other Management Positions (Full-time)

These positions comprise the Senior Management Team of ESF and other senior management positions at ESF such as Education Advisers. Generally these positions are offered as either two-year or three-year finite contracts.

5.2 Principal / Vice Principal (Full-time)

These positions comprise the Principals and Vice Principals of ESF’s schools and ESL’s Private Independent schools and kindergartens. Generally these positions are offered as two-year finite contracts.

5.3 Teacher (Full-time / Part-time / Temporary)

These positions include all teaching positions where full-time two-year finite contracts, part-time or temporary contracts are offered.

5.4 Support Staff (Full-time / Term-time / Part-time / Hourly-paid)

Support Staff positions include all non teaching ESF Staff Members (inclusive of Senior Managers, other management positions and Education Assistants). Support staff may be employed on a variety of contract types: continuous; finite; part-time; temporary; term-time; or hourly paid. The employment contract will outline the conditions of service to apply. Support staff may be employed by ESF for work either in schools, kindergartens or in ESF or ESL offices.

5.5 Supply Teacher / Invigilator (Hourly-paid)

A pool of supply teachers and invigilators is maintained by ESF Centre to be shared among all relevant ESF / ESL schools via the Supply Teacher System. Supply teachers and invigilators are recruited centrally by HR Department and paid on an hourly, daily or half daily rate. Schools should not recruit their own supply teachers or invigilators.

6. TYPES OF VACANCIES 6.1 New Positions

Principals and Senior Managers shall determine the need for new positions or changes to positions and request approval to fill the position before any recruitment activity commences. Any new position must be approved by the Chief Executive in her capacity as head of staff (see Section 4.4 above) and be accommodated within approved annual budgets for schools, ESF Centre departments, and ESL.


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6.2 Routine Vacancies (replacement) Principals and Senior Managers shall fill vacancies that arise due to the movement, resignation or retirement of an existing position holder. The assumption in filling a routine vacancy is that the job description is unchanged and the vacancy has not arisen by way of redundancy (see Section 6.5 below).

6.3 Leave Cover

Principals and Senior Managers shall seek temporary contracts to provide leave cover in cases such as maternity leave or long-term sick leave.

Supply Teachers, Supply Educational Assistants and Invigilators are recruited throughout the year for substitution.

6.4 Annual Teacher Recruitment

Teachers who are under a two year finite contract are asked to indicate by 2 January of their second year whether they will renew their contract for a further two years. Principals shall provide formal notice to any teacher who shall not have a contract renewed by 30 November in the second academic year of a two year finite contract. Principals shall advise the HR Department and Resourcing Team of the positions to fill for each subsequent academic year by 3 January and the annual teacher recruitment process shall be undertaken to ensure that all positions are filled for the start of the subsequent academic year. External teacher recruitment normally takes place annually between January and April.

6.5 Redundant Positions Redundant positions by their nature can not be filled. 7. RECRUITMENT PROCEDURE

This section outlines the procedure to be followed in recruiting to an open position.

7.1 Role Definitions and Job Description 7.1.1 The Hiring Manager shall carefully consider the requirements of the job and define the

role by drafting a job description, as follows: (a) If it is an existing position, specify whether an exact replacement is required or if

the requirements need to be revised, and if so, detail the revisions. (b) If it is a newly established position, be clear on the exact requirements, draw up a

job description and consult the HR Department in relation to the appropriate salary and benchmark.

7.1.2 Once the Hiring Manager has outlined the requirements of the job, he shall discuss the

recruitment needs with the HR Department’s Resourcing team. Revisions may be required to the draft job description following this discussion.

7.1.3 The Hiring Manager must confirm to the HR Resourcing Team that the Principal or

Senior Manager has approved the budget and the hire for the required role before recruitment commences.


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7.2 Position Requisition 7.2.1 The Hiring Manager should complete and submit a Position Requisition Form (PRF)

online, using iRecruitment. The PRF shall confirm details of the position such as the job description, salary recommendation, closing date etc (subject to review and amendment by HR Department). Instructions on how to fill in the form are provided in the iRecruitment manual which is posted on the intranet. No vacancies can be processed without this authorisation. Hiring Managers may contact the HR Department for advice or assistance in completing the PRF.

7.2.2 The Hiring Manager shall then collate the information package appropriate for the position, make it available to the HR Department Resourcing Team, and place on the school website, if appropriate. The package shall include: (a) Information on the department and/or school and location; (b) Job description and if appropriate to the role, a person specification; (c) Brief selection timeline and procedure for selection. It is important that the information pack is clear, concise, complete and correct in order to present a professional image consistent with ESF branding. The marketing and communication team at ESF Centre shall advise on appropriateness of material.

7.3 Sourcing Upon receipt of an appropriately approved PRF, the HR Department Resourcing Team

shall plan and organise the recruitment initiative. In collaboration with the Hiring Manager, and considering the urgency to fill the role, the

HR Department will advertise the vacancy via the most relevant media so as to target the most suitable candidates. No less than five working days are required from the date of approval of the PRF to when the vacancy will be advertised.

The following options shall be explored (in order): (a) Internal advertisement within ESF by email circular (b) External advertisement on ESF/ESL and School websites (c) External advertisement with local online media (d) External advertisement with local press (e) External advertisement with international online media (f) External advertisement with international press (g) The use of a recruitment/contingency agency (h) The use of an executive search firm.

ESF encourages the internal movement of Staff Members as a means of developing and retaining them. Accordingly, internal advertisements shall normally be posted alongside external advertisements. In cases where Hiring Managers determine they have the right skills to do the job internally they may opt for internal recruitment only. As a minimum requirement in such cases the advertisement will be posted within the school or department. If the role is to be advertised across ESF it shall be placed on


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iRecruitment or Application Management System (stating clearly that it is an internal vacancy) and circulated through internal email. All advertisements should present a professional image of ESF and contain all relevant information on the job vacancy. Size and presentation should aim to be as cost-effective as possible. Advertisements for all Principal and Senior Manager posts shall be submitted to the Director HR for approval before being placed.

7.4 Application Process 7.4.1 Internal Transfers

A Staff Member who feels that they meet the job requirements outlined in an advertisement may apply for the vacancy after discussion with their line manager / Principal or Senior Manager (as appropriate). The Staff Member should apply through iRecruitment or the Application Management System (for annual teacher recruitment posts) on or before midnight of the closing date, Hong Kong time. Late applications will not be considered.

7.4.2 External Hires

Any person who meets the job requirements outlined in an advertisement may apply for a vacancy through iRecruitment or the Application Management System (for annual teacher recruitment posts) on or before midnight of the closing date, Hong Kong time. Late applications will not be considered.

7.4.3 Declarations on Applications Each application form shall require declarations from candidates (as appropriate):

(a) relating to the existence of any criminal record; and, (b) if the role requires contact with children/students, relating to any reason why a

candidate should not work with children. Such statements shall be considered to the extent they can be under the law for determining whether any candidate should be excluded from selection.

7.4.4 Documentation Applicants are required to submit copies of all academic certificates and transcripts, passport and / or Hong Kong Identity Card, and other relevant documents at the interview. All documents submitted by unsuccessful applicants shall be kept for no more than one year from the time of successful placement of a candidate, and then destroyed. All documents relating to a successful candidate shall become part of the Staff Member’s personnel file and retained electronically and/or in hard copy in accordance with the provisions of the Personal Data Handling (Data Privacy) Policy.

7.5 Interview and Selection The Hiring Manager shall determine an appropriate method of interview and selection

prior to these processes being undertaken. 7.5.1 Selection Panel


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A selection panel consisting no fewer than two appropriate Staff Members, or stakeholder Committee members from the following list, shall be set up by the Hiring Manager before the start of the selection process: (a) Hiring Manager (b) Representative(s) from the senior management at the hiring location (c) Representative(s) from the School Council or Staffing Sub Committee (if

appropriate) (d) A Representative(s) from the HR Department (as appropriate) (e) A member of staff from the relevant department at the hiring location (f) A member of staff from the relevant department from another school / ESF office

Members of the selection panel shall declare any conflict of interest relating to the selection (for example, relationships with any candidate, a vested interest in the role being filled). In cases where such a declaration is made the Hiring Manager shall consult with the Principal, Senior Manager, or Director HR. If a conflict of interest is evident the Hiring Manager shall find a replacement panelist. The HR Department at the hiring location will be responsible for the provision of administrative support to any selection panel. He may provide comment on the applications or applicants, make the panel aware of any declarations by the candidate or information germane to the selection, but will not have any voting rights. The selection panel may, at its discretion, seek expert advice from within or outside ESF on any candidate.

7.5.2 Selection Criteria The Hiring Manager in consultation with the Selection Panel shall determine the selection criteria to apply to all candidates prior to any interview being conducted. Selection criteria shall reflect the information contained in the job description, namely: (a) Relevant academic qualifications (b) Relevant work experience and achievements (both by job area and industry) (c) Relevant professional competence/skills (d) References (e) Compliance with ESF Retirement Policy

7.5.3 Short-listing for Interview

Short-listing shall take place as soon as possible after the closing date for application and no longer than four weeks of this date. In consultation with the Selection Panel, each Hiring Manager is responsible for the short-listing of candidates. Agreement on who shall be interviewed is reached by consensus at the short-listing meeting. The short-listing meeting will be chaired by the Hiring Manager. .Depending on the seniority of the role and pool of candidates, no fewer than two and no more than six candidates would normally be short-listed.

7.5.4 Interviewing and Assessment

The interview process may vary depending on the level of job being filled. The Hiring Manager shall determine both the interview questions and any tests or behaviourally relevant assessment tasks for candidates. Questions and tasks shall be determined in consultation with the selection panel. Once the questions and / or tests are agreed


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they are to be used for all candidates as a standard process to select the best possible candidate(s). Normally, any assessment instrument should be taken by all candidates prior to interview and results should be available to all members of the interview panel. The following means of interview shall be used (as appropriate): (a) Face- to- face interview when the candidate resides in Hong Kong or is requested

to travel to Hong Kong for such purpose (b) Face–to-face interview overseas where a panel travels for this purpose (for

example, with annual teacher recruitment) (c) Video conference over ISDN line (d) Video conference over the internet (e) Teleconference

Arrangements for all candidates should be established prior to interview to ensure that the means of interviewing does not disadvantage any one candidate. An assessment form must be completed by each interview panel member for each candidate. Whenever the vacancy is for a position that involves contact with children, the following question must be asked during the interview, ‘Is there any reasons why you should not be working with children?’ This applies to candidates for both teacher and support staff roles.

7.5.5 Selection Final selection meetings shall be convened immediately following the last interview. At this meeting, the Hiring Manager shall convene a discussion with the aim to reach a consensus view on the most suitable candidate to appoint. In cases such as teacher recruitment, where two or more Hiring Managers may seek the same candidate, the method of allocation of candidates shall be established prior to selection for specific schools. If appropriate to the selection, the more senior position shall have priority in allocating candidates. It may be considered appropriate among the Hiring Managers that a candidate be given the opportunity to decide on a school. Rules to resolve disputes should typically be agreed by Hiring Managers prior to selection. Where there are multiple hires to a role within a school or department (for example, two technicians, or two office administrators, roles should be offered on a suitability basis: places being offered to the most suitable candidate, followed by the next most suitable candidate and so on until all roles are filled with suitable candidates. The selection process shall be compliant with the Equal Employment Opportunity Policy. Specifically, that selection is based on merit and qualifications to do the job and not on gender, race or any other discriminatory basis.

7.5.6 Offers to successful candidates

The Hiring Manager shall make the verbal offer to the successful candidate(s) based on terms and conditions of employment that formed part of the PRF and as agreed by the Principal or Senior Manager in consultation with the Director HR.


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10 June, 2009


A review of the successful candidate’s background in relation to the salary, terms and conditions must be carried out by the HR Department if the successful candidate, is offered: (a) a Senior Manager role (b) a Principal position (c) a teaching position (d) a position that carries a different job title to that which appears on the original

PRF (e) a position that does not match exactly with the original job description Once the offer is accepted verbally, the Hiring Manager will inform the HR Department through iRecruitment. As part of this process, the candidate’s personal information will be transferred to ENet. The letter of appointment and contract will be mailed directly to the candidate within five working days of verbal acceptance of the offer. The candidate has two weeks to sign and return the contract. It is important to note that for contractual reasons letters of appointment and contracts shall only be sent to selected candidates from the HR Department. Internal candidates and unsuccessful short-listed candidates will be informed by the HR Department within one week following the successful candidate returning a signed contract. Other Applicants who have not been short-listed will not receive any notifications from ESF.

7.6 Reference Checks All offers of employment with ESF shall be provisional on reference checks being conducted confirming a candidates suitability for a role. Such checks shall be conducted to the extent possible under the law. The Hiring Manager is responsible for ensuring reference checks appropriate to the role are completed. Reference checks shall be made by phone to the most recent employer/organisation to confirm, as appropriate: (a) validation of employment with that organisation (b) reasons for leaving (c) suitability to work with children (d) suitability to handle money (e) any other information that may be relevant to the employment of the candidate in the identified role .

7.7 Non Selection If there is any doubt about the suitability of a candidate for a role, non selection is

often the most appropriate course of action. On other occasions, further interviews or assessments may be desirable. Assistance in such cases should be sought from the Director HR. At times, a suitable candidate may not be forthcoming for a role. In such cases, Hiring Managers, in consultation with their selection panel, may choose not to appoint. In such cases the Hiring Manager shall confer with their Principal, Senior Manager or Chief Executive to examine the ramifications of not appointing.


Effective Date:

Recruitment Policy

10 June, 2009


7.8 Recruitment Expenses Please refer to the relevant Policy (Local Expenses Policy or Overseas Travel and Expenses Policy) for information on reimbursable items related to recruitment for Hiring Managers and recruiters. Expenses relating to applicants are outlined in Appendix IV.

7.9 Orientation and Induction From the time a Staff Member signs a contract of employment, they should be engaged in a process to assist with their orientation to ESF, their school (as appropriate) and to working in Hong Kong (if appropriate). New teachers to ESF starting the academic year in August shall be invited to join an induction session which is held at the beginning of August. The induction session shall provide information relating to living and working in Hong Kong and working with ESF. New teachers joining at other times shall have their induction organised on a needs basis by the Principal or Senior Manager and assisted by the HR Department. Normally orientation and induction commences before employment and extends up to three months following employment. The Staff Member, line manager and HR Department play complementary roles in orientation and induction. Induction is generally regarded as complete when a Staff Member has a completed Performance Management Plan (see the Performance Management Policy) Schools shall conduct school based orientation for new teachers.

Other Staff Members will receive orientation arranged by their line manager at the start of their employment.

8. COMPLIANCE

Any matters concerning the implementation of this Policy in a particular school / organisation should be raised with the Principal or Senior Managers with a view to reaching a mutually workable solution. Any matters of non compliance should be raised with the Director, HR, ESF Centre.


Effective Date:

Recruitment Policy

10 June, 2009


Appendix I: Job Description Template

JOB FAMILY:

Role Name

Job Code

Role Summary

Main Accountabilities

Typical reporting relationship

Minimum typical education

Minimum typical experience

Abilities

Knowledge

Core Professional / Technical Competencies required

Core Soft / Transferable Competencies required

Development activities

To be negotiated as part of the performance management process

Relevant courses

Development / Training to support role competencies

To be negotiated as part of the performance management plan

Notes:

English Schools Foundation


Effective Date:

Recruitment Policy

10 June, 2009


Appendix II: Job Description Sample (Business Manager) JOB FAMILY: SUPPORT STAFF Role Name Business Manager

Job Code

Role Summary The Business Manager role exists in ESF and PI Secondary Schools to manage the finance, operations and organisation processes and to liaise with ESF Centre on same for ensure effective non-educational management of the school

Main Accountabilities Governance and Compliance - ensure compliance with relevant school policies and

procedures and resolve or escalates matters of non compliance, as appropriate

- maintain school’s policies and procedures - ensure compliance with relevant HK legislation as they apply

to the school Finance

- manage the school’s allocated budget and budgeting process, including non-teaching staff INSET budget

- manage school’s resources within delegated authority and budget

- manage the school assets and asset register - manage the procurement procedures for the purchase of

resources - develop and generate non-feebased income from

sponsorship, corporate and donor support Operational

- manage the school’s site and buildings including maintenance and security

- co-ordinate in the development of the school’s administrative systems and as appropriate, liaise with ESF Centre on same

- manage school lettings with both internal (ESL) and external providers

People Maintain Management

- maintain oversight of support staff functions including performance management and professional development

Relationship Management

- represent the school in managing non-educational, non-teaching accountabilities with internal (School Council and ESF) and external stakeholders

- manage admissions through close liaison with ESF Centre - liaise and manage external contractors

Typical reporting relationship

Principal Act as a member of the School Leadership Team


Effective Date:

Recruitment Policy

10 June, 2009


Minimum typical education

Degree with major in business management, accounting or equivalent Post-graduate degree in finance, business management

Minimum typical experience

10-15 years in organisational/financial management role

Abilities

- manage an allocated budget - multi-task across financial and operational matters - manage staff - liaise with internal and external stakeholders

Knowledge

Core Professional / Technical Competencies required

- HK legislation - School environment

Core Soft / Transferable Competencies required

- financial acumen - building strong (client) relationships - customer service - collaboration/teamwork - delegating responsibility/holding people accountable - planning and organizing work - result orientation - acts in the best interest of the school and ESF - judgement/decision making

Development activities

To be negotiated as part of the performance management process

Relevant courses

Development / Training to support role competencies

To be negotiated as part of the performance management plan

Notes:

English Schools Foundation Confidential


Effective Date:

Recruitment Policy

10 June, 2009


Appendix III: Standard Assessment Form

ESF Assessment Form

Candidate

Position(s)

Panel members

Date and Time

Location

Rating Scale O – Outstanding HC – Highly Competent C – Competent NS – Not suitable

Areas of questioning Notes Grades O,HC,C,NS

Recommendation Summary Overall Grade

Short list

Definite job offer

Possible job offer

No offer


Effective Date:

Recruitment Policy

10 June, 2009


Appendix IV Claimable Expenses for Interview Candidates ESF will reimburse interview candidates for expenses incurred upon the production of original receipts to the HR Department. The Finance Department will reimburse candidates by way of a cheque in Hong Kong Dollar made out to the candidate personally. 1 Interview Candidates from outside Hong Kong

(a) Round-trip flights between Hong Kong and the Interview Candidate’s nearest international airport (i) Flights should be booked to arrive 24 hours in advance of the first event or

appointment if the time difference between Hong Kong and their home location is 6 hours or over, or

(ii) Flights should be booked to arrive 6 hours in advance of the first event or appointment if the time difference between Hong Kong and their home location is under 6 hours.

(b) Transportation between HK International Airport and hotel (c) Transportation between interview venues and the hotel (d) When meals are not included in the interview programme, Interview Candidates

may claim for such expenses on a fair and reasonable basis (excluding alcoholic beverages), by submission of original receipts to the HR department.

(e) Hotel accommodation will be booked and paid for by ESF directly throughout the course of the interview programme (room rate only excluding other services on a request basis)

2 Interview Candidates from Hong Kong

(a) Transportation between interview venues and their Hong Kong address (b) A maximum of two trips can be claimed per interviewing day (c) Meals are sometimes included in the interview programme, these are arranged

and paid for by ESF directly. Meals that are outside of the programme are not covered by ESF.

3 Expenses Not Reimbursed

The following expenses will not be reimbursed by ESF: (a) Domestic transportation outside Hong Kong (b) Transportation within Hong Kong which is not directly related to the interview

programme

SALARY SCALES FOR NEW QUALIFIED TEACHING STAFF(1)

PointMain Scale

(HK$) With TLR1

(HK$) With TLR2

(HK$) With TLR3

(HK$) With TLR4

(HK$)

1 $33,405 $47,065 $43,660 $38,530 $36,8252 $33,405 $47,065 $43,660 $38,530 $36,8253 $34,745 $48,405 $45,000 $39,870 $38,1654 $36,135 $49,795 $46,390 $41,260 $39,5555 $37,615 $51,275 $47,870 $42,740 $41,0356 $39,155 $52,815 $49,410 $44,280 $42,5757 $40,800 $54,460 $51,055 $45,925 $44,2208 $42,515 $56,175 $52,770 $47,640 $45,9359 $44,300 $57,960 $54,555 $49,425 $47,72010 $46,160 $59,820 $56,415 $51,285 $49,58011 $48,100 $61,760 $58,355 $53,225 $51,52012 $50,185 $63,845 $60,440 $55,310 $53,60513 $52,805 $66,465 $63,060 $57,930 $56,22514 $55,555 $69,215 $65,810 $60,680 $58,97515 $58,460 $72,120 $68,715 $63,585 $61,880

Teaching and Learning Responsibility Allowance (TLR)Level Amount(HK$)

1 $13,6602 $10,2553 $5,1254 $3,420

Remarks:

NEW ESF/PIS Teachers' Salary Structure with effect from August 2013

!"#$%&'($)*+,$-..+'/($0)$*/1$0/-2&/3($4)'*'*5$6789:;$(2&))+($<3)=$>?5?(0$@A"BC

SALARY SCALES FOR QUALIFIED TEACHING STAFF

16 August 2013 or 1 September 2013 (Based on contract start date)

PointMain Scale

(HK$) With TLR1

(HK$) With TLR2

(HK$) With TLR3

(HK$) With TLR4

(HK$)

1 $33,405 $47,065 $43,660 $38,530 $36,8252 $35,155 $48,815 $45,410 $40,280 $38,5753 $36,990 $50,650 $47,245 $42,115 $40,4104 $38,920 $52,580 $49,175 $44,045 $42,3405 $40,945 $54,605 $51,200 $46,070 $44,3656 $43,085 $56,745 $53,340 $48,210 $46,5057 $45,330 $58,990 $55,585 $50,455 $48,7508 $47,700 $61,360 $57,955 $52,825 $51,1209 $50,185 $63,845 $60,440 $55,310 $53,60510 $52,805 $66,465 $63,060 $57,930 $56,22511 $55,555 $69,215 $65,810 $60,680 $58,97512 $58,460 $72,120 $68,715 $63,585 $61,880

Teaching and Learning Responsibility Allowance (TLR)Level Amount(HK$)

1 $13,6602 $10,2553 $5,1254 $3,420

ESF/PIS Teachers' Salary Structure with effect from

Finance Policy Document

Effective Date:

Guidelines on Promotional Activities with

Commercial Entities

23 November, 2009

Promotion Guidelines for Schools Page 1 of 3

Title :

Guidelines on Promotional Materials and Activities with Commercial Entities

Status : New Policy

Approval Date : 23 November, 2009

Date for Next Review : November, 2010

Originator : Andrew Sortwell, Education Director


Effective Date:


Commercial Entities

23 November, 2009


1. GUIDELINES From time to time, commercial organisations will approach schools to utilise student post to send promotional materials and goods home to schools. Perceptions are important and schools must be perceived to be transparent and free from conflict of interest in their dealings with any commercial organization especially when children are involved. It is important that schools pay due diligence to process, as some parents will not welcome the receipt of 'goods' upon account. Schools are advised to ensure that in any situation in which any promotional materials are to be sent home via students that parents receive advance notice and guidance from schools and due regard is given to the amount of material to be carried by the student. If the school is the nominated recipient for “cash”, clear records should be maintained. Examples of acceptable practice would include the sending home of school based photographs, details about a school video, 1 to 1 laptop information, occasional flyers. Where a school has a relationship with a provider e.g. sports coaches, it is perfectly acceptable for leaflets giving advance notice of similar activities to be sent home'. Schools and PTAs are reminded that parental addresses should not be provided to third parties for mailings either. 2. SCOPE These guidelines shall be used by all schools of ESF and ESL.

Originator: Education Team, ESF Centre Originator: Reviewed by: Approved by : Andrew Sortwell Education Director

SMT


Date:

Date:

Date:


Effective Date:


Commercial Entities

23 November, 2009





By Date By Date

A For review by SMT Andrew Sortwell

SMT



Primary Homework Procedures Home Tasks complement the dynamic learning that occurs in our classrooms at Discovery College. Learning is a life long process, which does not stop at the school gate; students make important learning gains from regular, positive interactions with the family. Home Tasks should be an enjoyable experience and not too time-consuming. Aims The aims of the Home Task Program are:

• To provide positive communication between the school and the home • To promote and understanding of the school program • To foster and develop independent, regular study habits

Guidelines Home Tasks will cater for all students’ needs. Year 1 and 2 Daily reading to parents, with parents and by parents, as well as real life numeracy activities related to numbers, counting and simple mental computation (adding and subtracting) should be part of family life. A consistent evening routine will adequately fulfil the above needs. There may be some times when there are ‘one-off’ tasks to complete or a series of tasks related to a unit of inquiry. As a guideline Monday to Thursday - 15 to 20 mins as a maximum. Years 3 - 6 Reading and literature are important aspects of our programme. Years 3 - 6 students are expected to spend time on private reading each night. Automatic maths mental computations and games should also be part of daily routines. As a guideline the times below are suggested times per night for specific Home tasks (four times a week). Year 3 15 minutes Year 4 20 minutes Year 5 30 minutes Year 6 40 minutes Each class will communicate via the diary when home tasks are given and how and when they are to be completed. This allows for flexibility across levels. There will be appropriate liaison between parents and teachers to ensure common understandings of the purpose, content and process for Home Tasks. This will be done through information nights, parent newsletters and parent/teacher discussions. Home Tasks may be set by teachers other than the classroom teacher e.g. Mandarin. Classroom teachers will take this into consideration when they are setting their home tasks. Parents’ roles Parents are asked to:

• Provide a quiet area for children to complete their home tasks

• Be involved in the reading at home program by listening to, reading with and reading to the children (in equal amounts). Remember the teaching of reading is done at school: reading at home needs to be an enjoyable experience.

• Check that the work recorded in the diary is completed. • Write a note in the diary or contact the teacher if there are any perceived problems • Ensure that the children are thorough and careful in completing home tasks • Discuss the task and guide the children but avoid the temptation of doing it for them • Leave the activity and make note of this in the child’s diary if there is an issue,

which cannot be resolved using the above measures so that the teacher can address it the next day.

Remember Home Tasks should be an enjoyable experience for the child.


Effective Date:

Positive Handling Policy 3 March, 2010

Page 1 of 20

3.9 Positive Handling Policy 3Mar10 v1.1 v1.1

Title : Positive Handling Policy

Status : Draft Revision of Restraints Policy

Approval Date : 2 March, 2010

Date for Next Review : March, 2011

Originator : Andrew Sortwell, Director, Education


Effective Date:


Page 2 of 20


CONTENTS

1. Purpose

2. Scope


4. Responsibilities

5. Reasonable Force

6. Risk Assessment

7. Training

8. Recording and Reporting

9. Compliance

Appendix I Guiding Principles Appendix II Deciding whether to intervene and use Reasonable Force Appendix III Level of Crisis Indicators and Positive Handling Responses Appendix IV Team Teach Information Appendix V De-Escalation Strategies Toolbox Appendix VI Debriefing Strategies Appendix VII Risk Assessment Proforma Appendix VIII Physical Intervention Record Form

Originator: Education Department, ESF Centre

Originator: Reviewed by: Approved by :

Andrew Sortwell Director, Education

SMT


Date: Date: Date:


Effective Date:


Page 3 of 20



Reviewed Approved Revision

No

Effective

Date Summary of Revision By Date By Date

A For review by SMT Andrew

Sortwell

1 Mar

2010

SMT 2 Mar

2010


This Policy document is subject to an Annual Review by ESF that is formally documented to

ensure its continuing suitability, adequacy and effectiveness. Areas subject to review

include, but are not limited to, follow-up action from previous reviews, policy conformity,

review of complaints, status of corrective and preventive actions, and improvements for the

forthcoming year. ESF reserves the right to amend this Policy by notice following such

review in circumstances in which it considers such change to be necessary or appropriate.


Effective Date:


Page 4 of 20


1. PURPOSE The English Schools Foundation (ESF) is concerned for the safety of the students whilst in its care, but accepts that there will be times when it is necessary for a Staff Member to use Positive Handling Techniques which includes a wide range of supportive strategies for managing challenging behaviour but include a small number of responses which may involve the use of force to control or restrain a student. The objective of this Policy is that if a Staff Member finds it necessary to control or restrain a student they are able to use Reasonable Force whilst:

• Ensuring the safety of the student or staff member • Preventing serious injury to the student (e.g. self-harm), other students or property;

and • Preventing serious breaches of school discipline.

This Policy should be made known to Staff Members, students (where appropriate) and parents. This policy document deals with restrictive physical interventions for all children including those with learning disabilities and/or autistic spectrum disorders. This Policy should be read in conjunction with the school’s Behaviour Policy, Exclusion Policy, Disciplinary Policy, Health and Safety Policy and Child Protection Policy. 2. SCOPE

This Policy applies to all Staff Members in all ESF and ESL.



management team of ESL Staff Member - Any employee of ESF and/or ESL Principal - Principal of an ESF School or ESL School or kindergarten Chief Executive - Chief Executive Officer of ESF Director HR - Director Human Resources of ESF Director Education - Director Education of ESF Reasonable Force - Physical intervention by a Staff Member SEN Adviser - SEN Adviser and Principal, Jockey Club Sarah Roe

School (JCSRS)


Effective Date:


Page 5 of 20


4. RESPONSIBILITIES

4.1 Principals and Senior Managers Principals and Senior Managers are responsible for the implementation of the Policy and the procedures outlined to ensure that reasonable steps are taken to ensure all Staff Members are aware of the guidelines contained in this Policy. Principals are also responsible for ensuring that all appropriate Staff Members are aware that they are authorised to use Reasonable Force when necessary and in line with this Policy and that all Staff Members using restraining techniques are trained by the agreed ESF Positive Handling provider “Team Teach” or ESF Team Team trainers

4.2 Staff Members Staff Members are responsible for following the guidelines outlined in this Policy. Whenever it is deemed necessary to use Reasonable Force, they are responsible for doing so whilst maintaining the safety and dignity of all parties concerned. All Staff Members must be aware that: • the use of Reasonable Force should, wherever possible, be avoided; • there are occasions when the use of force is appropriate; • when force is necessary, it must be used in ways that maintain the safety and

dignity of all parties concerned.

4.3 Director Education, SEN Adviser and Director HR The Director Education, SEN Adviser and Director HR are responsible for the communication of this Policy and monitoring its implementation. They are also responsible for providing advice and guidance to Principals regarding positive handling and for ensuring Staff Members are receiving the appropriate year on year training.

5. REASONABLE FORCE

5.1 Minimising the Need to Use Reasonable Force Although preventive measures will not always work, there are a number of guiding principles which schools and kindergartens should take to help reduce the likelihood of an escalating crisis situation arising where high risk positive handling responses including restraining may need to be exercised. See Guiding Principles (Appendix I) and Levels of Crisis Indicators and Positive Handling Responses (Appendix III) Schools owe a duty of care to their students. The duty of care requires that reasonable measures are taken to prevent harm. Therefore, the use of high handles that are beyond the reach of a student and the use locks or other security measures on outside doors to control visitor entry are permissible, if the student is supervised by an adult.


Effective Date:


Page 6 of 20


5.2 Deciding Whether to Intervene and Use Reasonable Force

Most incidents where Staff Members have to use Reasonable Force arise quickly and decisions have to be made in a short time with little opportunity for reflection or consultation with Senior Managers.

5.3 What Constitutes Reasonable Force

Reasonable Force is a force that is reasonable and proportionate.

Any response to extreme behaviour should be reasonable and proportionate. Staff Members should not react in anger. If they feel they are becoming angry they should consider withdrawing to allow someone else to deal with the situation. Where Staff Members act in good faith, and their actions are reasonable and proportionate, they will be fully supported.

When physical controls are considered Staff Members should think about the answers to the following questions: • How is this in the best interest of the student? • Why is less intrusive intervention not preferable? • Why do we have to act now? • Why am I the best person to be doing this? • Why is this absolutely necessary?

If the Staff Member can answer these questions it is more likely that a physical intervention will be judged to be reasonable and proportionate.

5.4 Inappropriate Use of Force

It is not reasonable to use force simply to enforce compliance in circumstances where there is no risk. Nor is it reasonable to use any more force than is necessary to achieve a reduction in risk. Under no circumstances should pain be deliberately inflicted or should students be deliberately subjected to undignified or humiliating treatment (this should not be confused with unavoidable discomfort associated with some approved techniques for disengaging from assaults such as bites and grabs.) Other than a one off emergency measure to protect health and safety, force should never be used to keep a student secluded.

5.5 Using Reasonable Force

Any physical intervention should employ the minimum Reasonable Force to prevent injury or serious damage to property, to avert an offence being committed and to prevent a student engaging in extreme behaviour prejudicial to the maintenance of good order and discipline at school or among any of its students.

Clear oral warnings should be given to the student(s) concerned. Any type of restraint that is likely to injure a student should not be used. Special training should be undertaken for Staff Members responsible for students with special needs/physical disabilities.


Effective Date:


Page 7 of 20


Wherever possible, only use Reasonable Force when another adult is present. Wherever possible, decisions should take into account known individual student needs, e.g. SEN, disability, medical condition. Records of incidents involving particular students sometimes show that there are set patterns to their behaviour which, if unchecked, will lead to it becoming dangerous or exceptionally disruptive. In these circumstances, it might be necessary to use restrictive physical interventions at an early stage. With students who are known to have set patterns, a risk assessment should identify which restrictive physical interventions are required.

6. RISK ASSESSMENT Informal risk assessments should be a routine part of life for Staff Members working with students who may exhibit extreme behaviour. Staff Members should think ahead to anticipate what might go wrong. If a proposed activity or course of action involves unacceptable risk the correct decision is to do something else. Factors which might influence a more immediate risk assessment, and therefore a decision about how to intervene, might include the state of health and fitness of the Staff Member, their physical stature, competence, confidence and relationship with the students concerned. Confidence and competence are often related to the level of Staff Member training. Other than in an emergency, Staff Members should only attempt physical controls when they are confident that such action will result in a reduction of risk.

Planned physical interventions should only be used as part of a holistic strategy when the risks of employing an intervention are judged to be lower than the risks of not doing so. When the use of a restrictive physical intervention is sanctioned, it is important that appropriate steps are taken to minimise the risks to students of a physical intervention: • being used unnecessarily, that is when other less intrusive methods could

achieve the desired outcome • causing injury • causing pain, distress or psychological trauma • becoming routine, rather than exceptional methods of management • increasing the risk of abuse • undermining the dignity of the Staff Member or students or otherwise humiliating

or degrading those involved • creating distrust and undermining personal relationships

The main risks to Staff Members include the following: • As a result of applying a physical intervention they suffer injury • As a result of applying a physical intervention they experience distress or

psychological trauma


Effective Date:


Page 8 of 20


• The legal justification for the use of a physical intervention is challenged in the courts

The main risks of not intervening include: • Staff Member may be in breach of their duty of care • Students, Staff Members or other people may be injured or abused • Serious damage to property may occur • The possibility of litigation in respect of these matters Wherever it is foreseeable the student might require a restrictive physical intervention, a risk assessment should be carried out which identifies the benefits and risks associated with the application of different intervention techniques with the person concerned (see Risk Assessment Proforma, Appendix VII). Where the use of self-harm prevention devices is indicated, Staff Members should be fully trained in their usage. This should always be recorded and incorporated with individual care plans or Positive Handling Plans for students and other documents that describe a broader strategy for responding to behavioural difficulties. Where incidents are foreseeable, students should only be exposed to restrictive physical intervention techniques which are described in their individual records/Positive Handling Plans following a risk assessment. Each school where appropriate should ensure they have the appropriate support

structures in place. Risk management is regarded as an integral part of behaviour

management planning. All students who have been identified as presenting a risk

should have a positive handling plan. The plan should detail any strategies which

have been found to be effective for that individual, along with any particular

responses which are not recommended.

7. Training

Teachers and anyone authorised by the Principal who may be expected to use Positive handling should be trained. ESF has adopted the Team Teach Model of training. Positive handling training is always provided by qualified instructors with rigorous guidelines.

The level of training recommended is related to the level of risk faced by a Staff Member. Our preferred approach is for whole Staff Member team training in the appropriate departments and schools. Office Staff Members may not require the same level of training in physical techniques as those working directly with the most challenging students, however all Staff Members benefit from the whole school training. The level of training is kept under review and may change in response to the needs of our students. Once trained, Staff Members should practice regularly under the guidance of Staff Members trained as in house instructors and bring any problems of concern to them.

ESF runs an ongoing programme of training for Staff Members, who should sign up for this training through the Gateway or by contacting Jacques Perche.


Effective Date:


Page 9 of 20


Further information on Team Teach is supplied in Appendix IV. Staff Members can also refer to Team Teach strategies of de-escalation and de-briefing in Appendix V and Appendix VI.

8. RECORDING AND REPORTING 8.1 Recording Incidents

Whenever reasonable force or physical intervention is used the incident must be recorded using the Physical Intervention Record Form (see Appendix VIII). All Staff Members involved in an incident should contribute to the record which should be completed within 24 hours The Principal should be informed ASAP so that they can: • Notify the student’s parents immediately • Initiate appropriate extra resourcing to allow the team involved time out • To ensure the health and safety of other students are assured SERIOUS INCIDENT REPORTS SHOULD NOT BE COMPLETED UNTIL THE INDIVIDUALS CONCERNED HAVE RECOVERED FROM THE IMMEDIATE EFFECTS OF THE INCIDENT. THEY SHOULD NOT BE RUSHED.

8.2 Post Incident Support

Contact the Head of Student Services at ESF Centre on (852) 3762 2513, if the student(s) or Staff Member(s) involved require counselling after the incident.

8.3 Complaints and Allegations

Any complaint or allegation of excessive or unreasonable force should be raised and resolved using the Complaints Policy and process.

8.4 Monitoring and Review Report

Incident forms should be kept in schools and an up to date summary should be prepared and presented to the School Council at a termly full council meeting. Incident records relating to students with special needs should be copied to the SEN Adviser, who may then wish to offer guidance and support.

9. COMPLIANCE

Any matters concerning the implementation of this Policy in a particular school/organisation should be raised with the Principal or Senior Managers with a view to reaching a mutually workable solution. Any matters of non compliance should be raised with the Director of Education and Director of HR at ESF Centre.


Effective Date:


Page 10 of 20


Appendix I Guiding Principles Positive Handling Policy is based on the following principles.

• All Staff Members and students have a right to be safe. • Staff Members and students have a right to work and learn without impediment. • That removal of students may be considered necessary where they are severely

impeding Staff Members’ and students’ right to work and learn. • That all means are employed to reduce risk of harm as a result of crisis behaviour. • That physical restraint or removal of students is usually considered an “end Strategy”

after other non- physical means have been attempted. • That physical restraint or removal of students may at times be a “first strategy” where

the safety of students or Staff Members is at risk. • That any physical restraint or removal is used for the least possible time with the

least possible force. • That the safety and dignity of the student being physically restrained or removed is a

paramount consideration. • That Staff Members trained in Team Teach procedures are those primarily involved

in any physical restraint or removal, except when the time taken to summon a Team Teach trained Staff Members member may jeopardise the safety of Staff Members or students.

• That all incidences of physical restraint or removal are recorded on the appropriate form (see Appendix VIII).

• That all incidences of physical restraint or removal are followed by supervised recovery times and debriefing.

• That individual positive handling plans are devised for students who have exhibited challenging or crisis behaviours. With the aim of reducing risk of repetition and providing optimal personalised reaction should incidences re-occur.

• That Staff Member awareness of Individual positive Behaviour plans is critical in providing an understanding of behaviour patterns.

• That the special needs of some students are a paramount consideration in any decision to physically restrain or remove.

• That Individual positive Handling Plans are devised in consultation with all stakeholders and with stakeholders signed agreement.

• That any physical restraint should be reasonable, proportionate and absolutely necessary.

• When Staff Members are involved in stressful crisis behaviour situations they should CHECK IN before CHECKING OUT to debrief with an understanding listener.


Effective Date:


Page 11 of 20


Appendix II Deciding whether to intervene and use Reasonable Force The key principles are that physical intervention should be: • In the best interest of the child • Reasonable and proportionate • Intended to reduce risk • The less intrusive and restrictive of those options available which are likely to be

effective. Judgments should be based on: • the seriousness of the incident e.g. the potential for or degree of injury and damage • the chances of achieving a desired result by other means • the relative risks of so doing It may be appropriate to employ restrictive physical intervention to prevent a significant risk of harm, for example: • to prevent a student running toward a busy road • to prevent a student self-injuring • to prevent a student injuring another person • to prevent a student committing an offence Examples of situations that may call for the use of Reasonable Force include: • a student physically attacks an adult or another student • students are fighting risking injury to themselves or others • a student is committing deliberate damage to property • a student is causing or at risk of causing injury or damage by accident, rough play or by

misuse of dangerous materials or object • a student is refusing to stay in school and tries to abscond at times other than usual

authorised time - only in situations where the student puts themselves at risk, eg a very young child.


Effective Date:


Page 12 of 20


Appendix III Level of Crisis Indicators and Positive Handling Responses

Physical & Behaviour Indicators Positive Handling Responses

Low

Risk

• Individual show signs of anxiety • Hiding face in hands or bent over / under

table • Pulling up collar or pulling down hat • Rocking or tapping • Withdrawing from group • Refusing to speak or dismissive • Refusing to co-operate • Adopting defensive postures • Body position & tension- arms crossed • Clenched jaws or fists • Jaw jutting & chest thrown out • Breathing- rapid, shallow , audible • Eye contact increased or decrease

• Read the body language • Read the behaviour • Intervene early • Communicate – “Talk and I’ll listen” • Use appropriate humour • Display CALM stance & body language • Talk low and slow and quietly • Offer reassurance – including positive

physical prompts • Assess the situation • Divert and distract by introducing

another activity or topic

Medium

Risk

• Individual begins to display higher tension • Belligerent and abusive • Making personal and offensive remarks • Talking louder – higher - quicker • Adopting aggressive postures • Changes in eye contact • Pacing around • Breaking minor rules • Low level destruction • Picking up objects which could be used as

weapons • Challenges – “I will not…you can’t make

me”

• Continue to use Level One de-escalation responses +

• State desired behaviours clearly • Set clear enforceable limits • Offer alternatives and options • Offer clear choices • Give a get out with dignity • Assess the situation and consider

making the environment safer and getting help

• Guide the elbows towards safety

High

Risk

• Shouting and screaming • Crying • Damaging property • Moving towards danger • Fiddling with electrics • Climbing trees, roofs or out of windows • Tapping or threatening to break glass • Moving towards weapons • Picking up objects which can be used as

weapons • Hurting self • Grabbing or threatening others • Hurting others (kicking – slapping –

punching)

• Continue to use all the Level 1 and 2 De-escalation responses +

• Make the environment safer • Moving furniture and removing weapon

objects • Guide assertively – hold or restrain if

absolutely necessary • Ensure face, voice and posture are

supportive not aggressive • Use “Help Protocol” to save face by

changing face


Effective Date:


Page 13 of 20


Appendix IV Team Teach information Team Teach offers a holistic teambuilding approach to enable individuals and organisations to develop a full range of effective and flexible supports and interventions for children and adults who exhibit challenging behaviour. It is not just about learning difficulties, although many organisations working with people who have severe learning difficulties have gravitated to the Team-Teach approach. It is not just about behaviour, although the majority of schools and services for children and young people with severe emotional and behavioural difficulties in the UK have moved towards the Team-Teach approach. It is about the way people relate to each other. Team-Teach offers a philosophical and psychological framework to promote positive attitudes and relationships between professionals, Staff Members and clients in schools, businesses, residential care settings and adult services. The proven de-escalation, diffusion and positive handling techniques are never taught in isolation. Team-Teach refuses to train any organisation that fails to meet its requirements in terms of attitude, ethos and values as evidenced by policies and procedures. Team-Teach emphasizes a spectrum of gradual and graded responses to reduce the probability of challenging behaviour escalating towards violence. The emphasis is always on preventative measures, diffusion and de-escalation, which should make up more than 95%of our responses. Where these approaches are insufficient there are risk-reducing physical interventions which form part of a holistic response. Research has shown that carers who are trained in physical techniques as part of a holistic approach are better at de-escalation than those trained in de-escalation skills alone (Phillips and Rudestam 1995). Interventions range from the least intrusive to the most restrictive. The least intrusive intervention is often a verbal or visual prompt. Even in fight situations it is always recommended that the first response is a clear instruction to stop. When physical intervention becomes necessary this should never be the end of the matter. The training covers de-escalation towards a structured and safe disengagement and also the repair, reflection and review process to follow. For Team-Teach the process of repair, recovery and learning begins when people are under control and able to accept directions. This can only happen after they have been given time to fully recover from the incident. Recovery is a process that cannot be rushed. Once the client is ready the first step is to find a quiet, comfortable place where people can talk and listen. It is only by communicating that people learn from these situations and reduce the probability of similar incidents recurring in the future. It is only by reviewing, questioning and changing our own habitual responses that we can assist others to learn more effective ways of managing their own behaviour.


Effective Date:


Page 14 of 20


Appendix V

De-Escalation Strategies Toolbox

• Changing Activity to distract • Changing setting to distract • Verbal reassurance • Knowing student’s interests – engaging in distracting conversation • Know student’s triggers and avoid where possible. • Voluntary time out • Using open body posture and hand position when engaging. • Use a non threatening side on stance. • Retaining personal space when engaging. • Changing to a new face to discuss a situation. • Offering choices to resolve conflict. • Remove the audience • Do something unusual • Remind about choices and consequences • Find something to praise • Remind of previous successes • Express honest feelings in a calm constructive manner. • Avoid “You” statements, blame or threat • Use help scripts

• “I am here to help” • “Talk and I will listen” • “Come and let’s sort this out” • “ John, I can see there is something wrong”


Effective Date:


Page 15 of 20


Appendix VI

Debriefing Strategies

I ESCAPE

Insulate - find a quiet private place which is safe and comfortable - perhaps take a

walk

Explore - what happened from the student’s point of view - no judgment - no blame

Share - what you saw and what you felt - explain why you took the actions you did -

apologies are OK

Connect - experiences to feelings and behaviour- discuss how feelings drive

behaviour for all of us

Alternatives - work together to develop a list of alternative ways of dealing with

difficult situations

Plan - try to develop limited choices so that the student can make the final decision.

Review the support and intervention plan to record what has been decided

Enter - back into normal routines and activities - allow settling time

Thinking about my behaviour

What did I do?

What is my side of the story?

What can I do to fix things?

How did I feel?

What will I do if I feel like that again?


Effective Date:


Page 16 of 20


Appendix VII - Risk Assessment Proforma

Name of Child;

Class Group:

Name of Teacher:

School:

Identification of Risk

Describe the foreseeable risk

Is the risk potential of actual?

List who is affected by the risk

Assessment of Risk

In which situations does the risk usually

occur?

How likely is it that the risk will arise?

Is the risk arises, who is likely to be injured

or hurt?

What kind of injuries or harm are likely to

occur?

How serious are the adverse outcomes?

Assessment completed by:

Signature: Date:


Effective Date:


Page 17 of 20


Risk Reduction Options

Measures Possible options Benefits Drawbacks

Proactive

interventions to

prevent risk

Early interventions to

manage risk

Reactive

interventions to

respond to adverse

outcomes

Agreed Behaviour Management Plan & School Risk Management Strategy

Focus of measures Measures to be employed Level of risk

Proactive interventions to

prevent risks


manage risks

Reactive interventions to

respond to adverse

outcomes

Agreed by:

Relationship to child: Date:


Effective Date:


Page 18 of 20


Communication of Behaviour Management Plan & School Risk Management Strategy

Plans and strategies shared with: Communications Method Date Actioned

Staff Training Issues

Identified training

needs

Training provided to meet needs Date training completed


Effective Date:


Page 19 of 20


Evaluation of Behaviour Management Plan & School Risk Management Strategy

Measures set out Effectiveness in

supporting the child

Impact on risk

Proactive interventions to

prevent risks


manage risks

Reactive interventions to

respond to adverse

outcomes

ACTIONS FOR THE FUTURE

Plans and strategies evaluated by:

Relationship to child: Date:


Effective Date:


Page 20 of 20


Appendix VIII - Physical Intervention Record Form

Details of student or students on whom Reasonable Force was used by a Staff Member

(name, class)

Date, time and location of incident

Names of Staff Members involved (directly or as witnesses)

Details of other students involved (directly or as witnesses), including whether any of the

students involved were vulnerable for SEN, disability, medical or social reasons.

Description of incident by the Staff Member involved, including any attempts to de-escalate

and warnings given that force might be used.

Reason for using force and description of force used.

Any injury suffered by Staff Member or students and any first aid and/or medical attention

required

Reasons for making a record of the incident

Follow up, including post-incident support and any disciplinary action against students

Any information about the incident shared with Staff Member not involved in it and external

agencies

When and how those with parental responsibility were informed about the incident and any

views they have expressed

Has any complaint been lodged (details should not be recorded here)?

Report compiled by: Report countersigned by:

Name and role: Name and role:

Signature: Signature:

Date: Date:

Planning Essential Agreement - PYP Recording the Planning Planning is demonstrated through:

• The PYP Planner • Language and numeracy plans • A weekly planning overview that shows coverage of the whole curriculum

Implementing the Planning Planning must:

• Differentiate for individual need of students • Provide learning engagements that are purposeful and relevant • Be linked to the Central Idea and/or objectives • Use a range of assessment strategies • Provide opportunities for reflection for students and teachers • Use collaborative learning opportunities • Promote and uses inquiry • Involve EAs and other adults/students • Integrate technology where appropriate • Allow for the use of a range of resources

What informs our planning?

• PYP MIH • National Strategy for Literacy and Numeracy • IBO Scope and Sequence documents.

Understandings

• These documents are a basic requirement of Discovery College • The documents will be working and dynamic so they could include amendments e.g.

hand written notes, samples, point for future reflection • The planning documents (excluding the PYP Planner) are generic to each year level • We intend to move towards a school-wide electronic template for planning


Effective Date:

Personal Data Handling Policy

(Data Privacy)

28 April, 2009

Page 1 of 9 Personal Data Handling Policy 26Jun09 v1.1

Title : Personal Data Handling Policy

(Data Privacy)

Status : Revision of Personal Data (Privacy) Policy dated 1 Sept 2005

Approval Date : 28 April, 2009

Date for Next Review : April, 2010



Effective Date:


(Data Privacy)

28 April, 2009


CONTENTS

1. Purpose

2. Scope


4. Responsibilities

5. Principles

6. Procedure

7. Compliance

Appendix I: Personal Information Collection Statements


SMT


Date:

Date:

Date:


Effective Date:


(Data Privacy)

28 April, 2009





By Date By Date

A 1 Sep2005 For review by SMT Keith Tucker

27Apr 2009

SMT 27Apr 2009




Effective Date:


(Data Privacy)

28 April, 2009


1. PURPOSE

The English Schools Foundation (ESF) shall meet fully, and where possible exceed, internationally recognised standards of personal privacy protection, in complying with the Personal Data (Privacy) Ordinance (effective in Hong Kong from December 1996). In doing so, we will ensure compliance by our staff with the strictest standards of security and confidentiality.

The Personal Data Handling Policy is formulated to protect the privacy of all Data Subjects and outlines internal codes of practice to ensure compliance with the conditions prescribed in the Personal Data (Privacy) Ordinance. 2. SCOPE This Policy applies to all Personal Data handled within ESF and ESL relating to all

individual stakeholders (prospective, past and present), namely: -

1. Staff Members; 2. students; 3. parents/guardians of students; 4. members of School Councils or other Governing bodies; and, 5. job applicants.

Out of scope: This Policy does not apply to data relating to companies or suppliers, nor does it cover guidance on the personal use of ESF data or resources, such guidance is provided in the Working at ESF Policies. This Policy does not cover monitoring of Staff Members or students; this is outlined in the Employee Monitoring Policy and Student Monitoring Policy respectively.

3 DEFINITIONS / ABBREVIATIONS ESF - English Schools Foundation ESF Office Staff - Staff Members employed at one of ESF offices and not

within a school environment. ESL - ESF Educational Services Limited Chief Executive - Chief Executive Officer of ESF Senior Managers - Members of the Senior Management Team of ESF or the

management team of ESL School Council - School Council of the relevant ESF School Principal - Principal of an ESF School or ESL School or

kindergarten. Director HR - Director Human Resources of ESF Staff Member - Any Employee of ESF and/or ESL Personal Data - Manager of HR responsible for Personal Data Privacy Officer privacy matters at ESF Centre Personal Data - Information about a person from which it is possible to

identify that person Data User - Any Staff Member of ESF or ESL who handles

Personal Data Data Subject - Any person who is the subject of Personal Data

collected


Effective Date:


(Data Privacy)

28 April, 2009


4. RESPONSIBILITIES 4.1 Data Users

Data Users are subject to the Personal Data (Privacy) Ordinance. They shall treat all Personal Data, in all recorded forms, as confidential. They shall also take all reasonable and practical steps to ensure adequate security controls are in place when using Personal Data according to the data protection principles. Data Users are responsible for complying with the data protection policies and practices outlined in this policy when disclosing Personal Data.

4.2 Data Subjects Data Subjects are responsible for ensuring that they keep Data Users updated with changes to their Personal Data.

4.3 Director HR and Personal Data Privacy Officer The Director HR, with assistance from the Personal Data Privacy Officer, is responsible for communicating, monitoring and implementing the policy across ESF and ESL. The Personal Data Privacy Officer is responsible for ensuring that a Personal Information Collection Statement inclusive of a Privacy Policy Statement is incorporated into all ESF’s data collection forms, whether hard copy, electronic or on-line.

5. PRINCIPLES

Personal Data collected, held and used by ESF may be recorded, kept and processed electronically on computer, through ENet and EAccess and/or in hard copy form.

Data Protection Principles All Personal Data, in whatever form it is recorded, shall be treated as confidential. All reasonable and practical steps shall be taken to ensure adequate security controls are in place for the use of Personal Data according to the following data protection principles: (a) In collecting personal information, the purpose shall be made clear: a

Personal Information Collection Statement (Appendix I) shall be printed on all data collection forms;

(b) Personal Data shall only be used for the purposes for which it was designed to be used at the time of collection, or for directly related purposes;

(c) Data Users shall make every attempt to keep Personal Data accurate and up-to-date;

(d) Personal Data kept on paper, tape or disks shall be stored in a secure location when not in use;

(e) no one inside or outside the organisation shall be allowed access to Personal Data without the consent of the Data Subject; and,

(f) subject to legal requirements affecting specific data, Personal Data which is no longer required for the purposes for which it was collected/used should be destroyed.


Effective Date:


(Data Privacy)

28 April, 2009


6. PROCEDURE 6.1 Requests for Data Access or Correction All Data Subjects have the right to:

(a) obtain a copy of their Personal Data held by ESF; (b) require the Data User to correct or update any Personal Data which is

inaccurate; and, (c) be informed of the kind of Personal Data held by ESF through obtaining a

copy of this Policy.

All requests for access to data or correction of data must be made in writing in either English or Chinese and be addressed to the Personal Data Privacy Officer.

Upon receipt of a written data access/correction request from a Data Subject, the

Personal Data Privacy Officer will comply with the request within 30 working days of receiving the request. The Personal Data Privacy Officer will reject any data access/correction request if: (a) the request is not made in writing; (b) the Data Subject cannot provide sufficient information to locate the requested

data; (c) the request involves data relating to staff planning; (d) the request involves a personal reference or data gathered during decision

making relative to various HR processes, e.g. recruitment, promotion, transfer, termination; and/or

(e) the request follows two or more similar requests made by the Data Subject or an authorised person on their behalf, that have previously been responded to by the Personal Data Privacy Officer.

If a data/access correction request is to be rejected, the Personal Data Privacy Officer shall give reasons in writing to the person making the request within 30 working days of receiving the written request.

The Personal Data Privacy Officer shall keep and maintain a log book of requests and refusals which will be kept for at least four years.

ESF shall levy an administration charge for the processing of any data access requested.

6.2 Hong Kong Identity Card (“HKID”) Numbers or HKID Copies

This Policy also applies certain restrictions on the collection, holding and use of HKID number or copies. Data User shall: (a) not collect HKID copies or numbers except:

• where required or specifically empowered to do so by a statutory provision; and,

• as a condition for allowing the holder of the HKID access to premises where the monitoring of the activities of the holder on the gaining of such access is not practicable;

(b) only use the HKID number or copy for the purpose for which it was collected;


Effective Date:


(Data Privacy)

28 April, 2009


(c) not collect a HKID number or copy except by means of the physical production of the HKID or copy of it in person by the individual, or by secure electronic means;

(d) take all reasonably practicable steps to erase the record of a HKID number or copy when its requirement to identify or to attribute Personal Data to the holder of the HKID has been fulfilled;

(e) take all reasonably practicable steps to ensure that a HKID number and the name of the holder are not displayed together publicly and not made visible or accessible together to any person;

(f) take all reasonably practicable steps to ensure that a HKID copy is not displayed publicly and not made visible or accessible to any person.

To ensure security, except where it is required or permitted by law, a Data User shall not keep a HKID copy unless it is marked clearly and permanently across the entire image of the HKID with the word “copy” or the Chinese equivalent. A HKID copy shall be kept under secure conditions with access restricted to Staff Members who need to carry out activities related to the permitted use of the copy.

6.3 Access to Personal Data of Others Staff Members and other ESF stakeholders, in addition to Data Users, may have access to personal information of others while engaged in any activities related to ESF. They shall make every effort to treat such information confidentially, thus protecting the privacy of the Personal Data, as if they were Data Users. Staff Members or other ESF stakeholders may not retrieve or read an e-mail that was not sent to them unless authorised by the Director HR/Principal or by the e-mail recipient.

6.4 Disclosing Personal Data

Personal Data shall not be disclosed to any external bodies or organisations unless the Data Subject has given permission for ESF to disclose such Personal Data or ESF is required to do so by law.

7. COMPLIANCE



Effective Date:


(Data Privacy)

28 April, 2009


Appendix I PERSONAL INFORMATION COLLECTION STATEMENTS Statement 1 – Job Application Forms Job applicants shall supply ESF with required Personal Data, for the purpose of assessing the suitability of the applicants for a role. Such information may also be used to negotiate with and make offers to selected candidates. If appropriate, information may also be used for subsequent employment related matters. Personal Data supplied by a job applicant will: (a) be treated in strict confidence; (b) be provided to the appropriate School or office location for administrative and

academic purposes; (c) not be disclosed to any external bodies or organisations unless permitted to do

so by the job applicant or required to do so by law; and, (d) be destroyed within six months following rejection of unsuccessful candidates. Failure by the job applicant, to provide the level of Personal Data requested by ESF, may result in ESF being unable to continue to process the job application. Job Applicants may submit a signed written request to the Personal Data Privacy Officer to access or correct Personal Data held by ESF. ESF may levy a charge for accessing the information. Statement 2 – Employment Related Forms To manage and maintain effective employment relationship between ESF and Staff Members, employment related forms shall be used. Staff Members shall supply ESF with required Personal Data to maintain the employment relationship. ESF will also compile further Personal Data about a Staff Member during the course of their employment. Personal Data about Staff Members will be used by ESF for employment-related and residual employment-related activities, such as, but not limited to: (a) recording remuneration and eligibility to benefits and payments; (b) assessing job transfers and training needs; (c) providing job references; (d) managing performance; (e) staff planning and promotion exercises; (f) medical checks, sick leave and other medical claims; and, (g) conducting disciplinary proceedings. Personal Data used to maintain the employment relationship will: (a) be treated in strict confidence; (b) be provided to the appropriate School or office location for administrative and

academic purposes; and, (c) not be disclosed to any external bodies or organisations unless permitted to do

so by the Staff Member or required to do so by law.


Effective Date:


(Data Privacy)

28 April, 2009


Staff Members may submit a signed written request to the Personal Data Privacy Officer to access or to correct Personal Data held by ESF. ESF may levy a charge for accessing the information. Statement 3 – Forms for Application for Admission to ESF Schools To assess the suitability of applicants for places in ESF Schools, to process applications for admission and for school administration after admission, it is necessary for applicants to supply ESF with certain Personal Data. Personal Data of students (prospective, current and past) and their parents/guardians, will: (e) be treated in strict confidence; (f) be provided to the appropriate School and ESF Central Office for administrative

and academic purposes; (g) not be disclosed to any external bodies or organisations unless permitted to do

so by the applicant, or their parents/guardians or required to do so by law; and, (h) in the case of an unsuccessful application, will be destroyed within 6 months

following rejection of the application. In schools where a Parent Teacher Association (PTA) exists, ESF shall provide relevant Personal Data to the appropriate PTA for inclusion in the PTA directory. If the applicant or their parents/guardians does not wish their Personal Data to be included in the PTA directory, they should advise the relevant school directly. Failure to provide such data may result in ESF being unable to continue to process the application. Applicants or their parents/guardians may submit a signed written request to the Principal of the relevant school to access or to correct Personal Data held by ESF.


Effective Date:

Performance Management Policy 10 June, 2009

Page 1 of 8 Performance Management Policy - 25Jun09 v1.2

Title : Performance Management Policy

Status : New Policy





Effective Date:



CONTENTS

1. Purpose

2. Scope


4. Responsibilities

5. Performance Elements

6. Performance Reviews

7. Final Review, Rating and Link to Pay

8. Compliance


SMT


Date:

Date:

Date:


Effective Date:






By Date By Date

A New Policy Keith Tucker

8 Jun 2009

SMT 9 Jun

2009




Effective Date:



1. PURPOSE

The English Schools Foundation (ESF) believes in the importance of proactively managing performance to ensure that all Staff Members have the competence to perform, are contributing effectively aligned to school and organisation goals and are developing professionally in their roles to the mutual benefit of each Staff Member and ESF. Effective performance management by line managers assists Staff Members in being rewarded and recognised for their contribution to ESF. If employed effectively it can ensure engagement and retention.

This Policy outlines the responsibility of staff and procedures to be adopted in performance management: it clarifies the roles of line managers and Staff Members in understanding and meeting performance standards.

The policy should be read in conjunction with the provisions in employment Conditions of Service for the different Staff Member groups and as appropriate with the Performance Improvement Plan Policy. 2. SCOPE This Policy applies to all Staff Members in all ESF and ESL entities, except for Hourly

paid and Supply Teaching Staff, namely: -

1. Primary Schools; 2. Secondary Schools; 3. Private Independent Schools; 4. Kindergartens; 5. ESL Head Office; 6. ESF Centre. Out of scope: This Policy does not apply to performance issues relating to independent or external consultants, or service level agreements. This Policy does not cover issues of misconduct as these are dealt with under disciplinary procedures (see the Disciplinary Policy), nor does it cover issues of termination of employment through infirmity or redundancy.


ESF - the English Schools Foundation ESL - ESF Educational Services Limited Senior Managers - Members of the Senior Management Team of ESF or

the management team of ESL Staff Member - Any employee of ESF and/or ESL Principal - Principal of an ESF School or ESL School or

kindergarten School Council - School Council of the relevant ESF School

Head of Department - Head of the relevant department within the school or

ESF office Chief Executive - Chief Executive Officer of ESF


Effective Date:



Board - Board of Governors of ESF Director HR - Director Human Resources of ESF Teaching Staff - An inclusive description for all teachers; Full-time, Part-

time and Supply. Support Staff - An inclusive description for all non-teaching roles in

ESF, including but not limited to; Support Staff in schools and ESF Centre, Education Assistants and Senior Managers.


APTESFS - Association of Professional Teachers in ESF Schools Staff Association Personal Friend

- The Staff Association of Support Staff in ESF An APTESFS or Staff Association colleagues or a personal friend of a Staff Member

PIP - Performance Improvement Plan

4. RESPONSIBILITIES 4.1 Chief Executive The Chief Executive is responsible for performance management in ESF. 4.2 School Council Chairmen

In collaboration with the Chief Executive’s appointed performance managers, School Council Chairmen contribute to the performance management of Principals of ESF schools.

4.3 Principals, Senior Managers and Line Managers Principals, Senior Managers and line managers are responsible for ensuring that the procedures outlined in this Policy are followed appropriately and fairly with due regard for the values of mutual respect outlined in the ESF Professional Code. They shall deal promptly, appropriately and fairly with any performance issue free from discrimination on any grounds as outlined in the Equal Employment Opportunities Policy. Principals and Senior Managers are also responsible for overseeing the annual performance management cycle and ensuring that all Staff Members have an active performance plan. Line Managers are responsible for having an active performance management plan for all Staff Members.

4.4 Staff Members

Staff Members are responsible for ensuring that procedures outlined in this Policy are followed appropriately to ensure their performance is at the standard determined by their line manager.

4.5 Director Education The Director Education, in collaboration with the Director HR, is responsible for the specific performance management procedures that apply to Principals, Vice Principals and teachers.


Effective Date:



4.6 Education Advisers The Primary and Secondary Education Advisers are responsible for the performance management of Principals and any other Staff Members as determined appropriate by the Chief Executive and Director, Education.

4.7 Director HR The Director HR is responsible for administering performance management within ESF. He is also responsible for providing advice to Principals, Senior Managers and line managers on performance management matters and for ensuring that the procedures set out in this Policy are adhered to.

4.8 HR Department

The HR Department is responsible for managing the timing of the annual performance review process and for providing advice and support to line managers and Staff Members who need assistance managing the process or improving the performance of Staff Members. The HR Department is also responsible for maintaining an active record of performance for all Staff Members.

5. PERFORMANCE ELEMENTS 5.1 Proforma

A proforma shall be available for recording annual performance reviews of all Staff Members. As a minimum, a proforma shall contain reference to the Staff Member’s role, current information on performance objectives or goals, competencies relevant to the role and development planning. There shall be provision for commentary and ratings of performance, as may be appropriate to the Staff Member group. There shall be provisions for summary comments by the line manager and a response on process by the Staff Member. Proforma are available from School offices and ESF Centre (HR Department).

5.2 Accountabilities Each Staff Member shall have a job description that outlines the responsibilities or accountabilities for their roles. At the start of each performance plan cycle, the line manager and Staff Member shall review the major accountabilities of the Staff Member’s role.

5.3 Performance Objectives

At the start of each performance plan cycle, the line manager and Staff Member shall determine appropriate performance objectives or goals for the Staff Member and agree on appropriate standards of performance. Performance Objectives must be SMART: Specific, Measurable, Actionable, Realistic and Time-Linked.

5.4 Competencies At the start of each performance plan cycle, the line manager and Staff Member shall also determine the competencies most relevant to the achievement of the performance goals and agree the appropriate level of competence for the Staff Member.


Effective Date:



5.5 Development Plan At the start of each performance plan cycle, the line manager shall discuss with each Staff Member the professional development that may be required to ensure performance is maintained, improved or changed, according to needs. The professional development plan shall be agreed between the line manager and each Staff Member.

5.6 Commentaries on Performance and Performance Ratings Performance management records shall contain qualitative commentary about achievement against performance objectives and as appropriate to their contract type, may include a rating scale for use against individual objectives as well as an overall rating.

5.7 Performance Improvement Plan (PIP) Process From time-to-time line managers may determine there is need to put in place a specific plan to manage what is considered to be poor performance. The purpose of a PIP is to improve performance. However, failure to achieve satisfactory performance while on a PIP shall lead to the termination of employment of the Staff Member. Refer to the Performance Improvement Plan Policy for details.

6. PERFORMANCE REVIEWS

All Staff Members employed for work from three months shall receive a performance review. Staff Members who join after the start of the academic or financial year shall have a performance plan established in the first two months of their employment.

Performance Reviews are conducted annually with an initial meeting, interim review and a final review:

6.1 Teaching Staff Teaching Staff performance is assessed on an academic year basis (ie. for each year ending approximately on 30 June). Initial meetings shall take place in the first term of the school year, mid-year or interim reviews shall occur mid year and final reviews shall be completed by the end of the school year.

6.2 Support Staff

Support Staff performance is assessed on a financial year basis (ie. for each year ending 31 August). Initial meetings shall take place before the end of September, interim reviews shall take place mid year and final reviews shall be completed by mid August. In cases where Support Staff are managed by teachers, Heads of Departments or Vice Principals (e.g. Technician roles and Education Assistants) schools shall determine if Support Staff final assessments are also completed by the end of the academic year.

7. FINAL REVIEW, RATING AND LINK TO PAY

Where appropriate to the contract type and Conditions of Service, Staff Members may have performance linked to pay. Where this is the case ESF shall inform Staff


Effective Date:



Members of how a final performance rating is linked to any annual review of salary (see Compensation Policy).

8. COMPLIANCE



Effective Date:

Performance Improvement Plan (PIP) Policy 10 June, 2009

Page 1 of 10

Performance Improvement Plan Policy – 25 June 09 v1.2

Title : Performance Improvement Plan (PIP) Policy

Status : New Policy





Effective Date:


Page 2 of 10


CONTENTS

1. Purpose

2. Scope


4. Responsibilities

5. Performance Improvement Plan (PIP) Process

6. Appeals

7. Compliance

Appendix I: Performance Improvement Plan Proforma


SMT


Date:

Date:

Date:


Effective Date:


Page 3 of 10





By Date By Date


8 Jun 2009

SMT 9 Jun

2009




Effective Date:


Page 4 of 10


1. PURPOSE

The English Schools Foundation (ESF) believes in the importance of proactively managing performance to ensure that all Staff Members have the competence to perform, are contributing effectively aligned to school and organisation goals and are developing professionally in their roles to the mutual benefit of each Staff Member and ESF. Effective performance management by line managers assists Staff Members in being rewarded and recognised for their contribution to ESF. If employed effectively it can ensure engagement and retention.

This Policy outlines the process to be adopted by line manager and their Staff Members where issues of poor performance need to be managed in a timely, fair and consistent manner. The policy should be read in conjunction with the Performance Management Policy and the provisions in employment Conditions of Service for the different Staff Member groups. 2. SCOPE This Policy applies to all Staff Members in all ESF and ESL entities, except for Hourly

paid and Supply Teaching Staff, namely: -

1. Primary Schools; 2. Secondary Schools; 3. Private Independent Schools; 4. Kindergartens; 5. ESL Head Office; 6. ESF Centre. Out of scope: This Policy does not apply to performance issues relating to independent or external consultants, or service level agreements. This Policy does not cover issues of misconduct as these are dealt with under disciplinary procedures (see the Disciplinary Policy), nor does it cover issues of termination of employment through infirmity or redundancy.


ESF - the English Schools Foundation ESL - ESF Educational Services Limited Senior Managers - Members of the Senior Management Team of ESF or


kindergarten School Council - School Council of the relevant ESF School

Head of Department - Head of the relevant department within the school or

ESF office Chief Executive - Chief Executive Officer of ESF


Effective Date:


Page 5 of 10


Board - Board of Governors of ESF Director HR - Director Human Resources of ESF Teaching Staff - An inclusive description for all teachers; Full-time, Part-

time and Supply. Support Staff - An inclusive description for all non-teaching roles in



Staff Association - The Staff Association in ESF Personal Friend - A Staff Association colleague or a personal friend of a

Staff Member PIP - Performance Improvement Plan

4. RESPONSIBILITIES 4.1 Chief Executive The Chief Executive is responsible for performance management in ESF. 4.2 School Council Chairmen

In collaboration with the Chief Executive’s appointed performance managers, School Council Chairmen contribute to the performance management of Principals of ESF schools.

4.3 Principals, Senior Managers and Line Managers Principals, Senior Managers and line managers are responsible for ensuring that the procedures outlined in this Policy are followed appropriately and fairly with due regard for the values of mutual respect outlined in the ESF Professional Code. They shall deal promptly, appropriately and fairly with any performance issue free from discrimination on any grounds as outlined in the Equal Employment Opportunities Policy. Line managers are responsible for ensuring that the appropriate Principal or Senior Manager is involved and/or informed at each stage in the process once a formal PIP process has been invoked. Principals are responsible for keeping their relevant School Council Chairman informed at all stages of the process once a formal PIP process has been invoked for a Staff Member in a school. Senior Managers are responsible for keeping the Chief Executive informed at all stages of the process once a formal PIP process has been invoked for a Staff Member in ESF Centre or in ESL.

4.4 Staff Members Staff Members are responsible for ensuring that procedures outlined in this Policy are followed appropriately and where their performance is below the standard expected, are responsible for responding appropriately to any suggestion or instruction made by their line managers, Principal or Senior Manager to lift their performance to the standard determined appropriate to their role by their line manager.


Effective Date:


Page 6 of 10


4.7 Director HR

The Director HR is responsible for administering performance management within ESF. He is also responsible for providing advice to Principals, Senior Managers and line managers on performance management matters and for ensuring that the procedures set out in this Policy are adhered to.

4.8 HR Department

The HR Department is responsible for providing advice and support to line managers and Staff Members who need assistance managing the process or improving the performance of Staff Members. The HR Department is also responsible for maintaining an active record of performance for all Staff Members.

5. PERFORMANCE IMPROVEMENT PLAN (PIP) PROCESS

From time-to-time line managers may determine there is need to put in place a specific plan to manage what is considered to be poor performance. The purpose of a PIP is to improve performance. However, failure to achieve satisfactory performance while on a PIP shall lead to the termination of employment of the Staff Member. A PIP may be employed at any time during a Staff Members employment, except during a Staff Member’s probationary period (if relevant).

5.1 The PIP process shall be employed in cases where appropriate management of poor performance and/or the unacceptable contribution of a Staff Member are evident. How Staff Members undertake their work is as equally important to what they contribute. A PIP shall be managed by the line manager with direct involvement of the Principal or Senior Manager, as appropriate. Principals or Senior Managers shall play an active part in any PIP. In all cases of a PIP being employed the Director HR shall be consulted prior to the PIP being put in place. The PIP process is designed so that line managers can manage poor performance effectively, considering the needs of the Staff Member while being compliant with the requirements of the Employment Ordinance. It is important that management distinguishes performance behaviour from misconduct. Allegations of misconduct shall be managed under the Disciplinary Policy.

5.2 Optimally, a PIP requires three months of close supervision and monitoring of a Staff Member’s performance and contribution, and will involve the preparation of specific objectives that encompass the accountabilities or responsibilities of the role. The PIP process involves a series of meetings between a line manager and Staff Member. At such meetings short term performance objectives are set and progress is reviewed. While on a PIP a Staff Member may bring a professional colleague or friend to all planned PIP meetings.

5.3 Regular meetings shall take place at intervals of not more than four term weeks or work weeks respectively for teachers and support staff. The objectives set at the PIP


Effective Date:


Page 7 of 10


meetings should be specific, measurable, actionable, realistic and time-linked, covering all aspects of the Staff Member’s role. For teaching staff, lesson observations by both the line manager and Principal shall form a part of the PIP. A record of all PIP meetings shall be maintained throughout the process. The affected Staff Member must be informed at the first PIP meeting that failure to reach a satisfactory standard of performance shall result in termination of employment.

5.4 In the event that the performance of a Staff Member is deemed to be falling below the standard required by the line manager, the line manager shall follow the process below as early as possible to ensure that the Staff Member is given a period of time to improve their performance to the required standard.

5.4.1 Stage 1 – The Initial PIP Meeting (a) The Staff Member shall be asked to attend an initial PIP meeting to discuss the

performance issue with their line manager and he will be reminded of this Policy and the PIP process.

(b) Normally the Principal or Senior Manager will be present at this meeting. If the Staff

Member wishes, he may be accompanied by a Personal Friend. The meeting shall be minuted and a PIP prepared (see Appendix I).

(c) During the meeting, the Staff Member will be informed of:

(i) the reason for the meeting (their poor performance or unsatisfactory contribution) and the exact performance issue;

(ii) how they are expected to improve their performance, and the standards of performance and behaviour required;

(iii) the objectives they will be set to ascertain whether their performance is improving;

(iv) the duration over which their performance will be monitored for such improvement;

(v) how the PIP process will be managed by way of subsequent meetings and, (vi) the next stage of the process if no improvement in performance is evident

during the given time. (d) At the conclusion of the meeting, line manager, Principal or Senior Manager shall

outline the Staff Member’s PIP and clarify any issues with the Staff Member. (e) Within five working days of the meeting, the line manager will produce a written

copy the PIP and send it to the Staff Member with a copy to their Principal or Senior Manager. A copy of the PIP shall be forwarded to the Director HR to be placed on the personnel file of the Staff Member.

(f) Records of PIPs shall be kept on the Staff Member’s personnel file.

5.4.2 Stage 2 – Subsequent PIP Meetings

(a) Further meetings shall be scheduled at regular intervals not exceeding four term weeks or work weeks. The purpose of subsequent meetings is to monitor performance against the PIP objectives, to discuss progress and to provide feedback to the Staff Member.


Effective Date:


Page 8 of 10


(b) Normally the Principal or Senior Manager will be present at this meeting. If the Staff Member wishes, they may be accompanied by a Personal Friend. The meeting shall be minuted and the PIP reviewed and updated as appropriate.

(c) During the meeting the Staff Member will be informed of: (i) the reason for the meeting (their continued poor performance) and a re-

affirmation of the performance issue; (ii) the details of the PIP and a reaffirmation of what is expected of them to

improve their performance; (iii) the ongoing objectives and any revised objectives (if appropriate) that will be

set; (iv) the remaining duration over which their performance will be monitored; and, (v) the next stage of the process if no improvement in performance is evident by

the end of the PIP period, that is, termination of employment.

(d) At the conclusion of the meeting, the line manager, Principal or Senior Manager shall outline the revised PIP and clarify any issues with the Staff Member. The Staff Member will be advised that a copy of the revised PIP will be placed on their personnel file in the ESF Office.

(e) Within five working days of the meeting, the line manager will produce a written

copy of the PIP and send it to the Staff Member with a copy to their Principal or Senior Manager. A copy of the PIP shall be forwarded to the Director HR to be placed on the personnel file of the Staff Member.

(f) Records of PIPs shall be kept on the Staff Member’s personnel file.

5.4.3 Stage 3 – The Final PIP Meeting

(a) The final PIP meeting shall follow the same procedure and protocol as the initial and subsequent meetings.

(b) The Principal or Senior Manager shall conduct the final PIP meeting.

(c) The purpose of the final PIP meeting is to provide feedback to the Staff Member on

their performance and to outline the subsequent course of action. If the Staff Member’s performance has reached the standards agreed to at the initial meeting and objectives have been achieved, the Staff Member shall be informed and their performance shall continue to be monitored under the performance management process appropriate to their role. If the Staff Member’s performance has not reached the required standards and remains unsatisfactory they shall be informed. They shall also be informed that their employment shall be terminated in accordance with the provisions of their contract (Conditions of Service).

(d) The Staff Member shall be reminded of their right to Appeal a decision to terminate

and be provided with a copy of Section 20 of the ESF Ordinance (CAP 1117).

(e) The Principal shall advise the Staff Member of their responsibilities during any notice period, and of the termination procedure.


Effective Date:


Page 9 of 10


6. APPEALS

6.1 A Staff Member is entitled to appeal against termination of employment. Where a Staff Member wishes to appeal against the termination of their employment they must inform the Chief Executive in writing within ten working days of the date of the termination being notified to them.

6.2 The Appeals process shall then be followed as outlined in the ESF Ordinance (Cap

1117, Section 20). 6.3 If the Staff Member is reinstated as a result of an appeal, all details of the termination

will be removed from the Staff Member’s personnel file and they will be informed accordingly.

6.4 The Appeal Committee may substitute a lesser penalty than termination. 6.5 Decisions of the Appeal Committee shall be final and binding on all parties.

7. COMPLIANCE

Any matters concerning the implementation of this Policy in a particular school/organisation should be raised with the Principal or Senior Managers with a view to reaching a mutually workable solution. Any matters of non compliance should be raised with the Director Human Resources, ESF Centre.


Effective Date:


Page 10 of 10


Appendix I Performance Improvement Plan Template


Effective Date:

Paternity Leave Policy 20 May, 2009

Page 1 of 9 Paternity_Leave__-_11Jun09 v1.2

Title : Paternity Leave Policy

Status : New Policy





Effective Date:



CONTENTS

1. Purpose

2. Scope


4. Responsibilities

5. Procedure

6. Funding



9. Compliance

Appendix I: Short Term Leave of Absence Application Form Appendix II: Report to the School Council - Leave of Absence Requests Received in Term


SMT


Date:

Date:

Date:


Effective Date:






By Date By Date


19May2009

SMT 19May2009




Effective Date:



1. PURPOSE


This Policy outlines the eligibility of Staff Members to Paternity Leave and explains the procedure to be followed in applying for Paternity Leave.

There is no provision for Paternity leave under the Employment Ordinance. 2. SCOPE

This policy applies to Staff Members, Principals and Full-Time Teaching Staff in all ESF and ESL entities, namely: 1. Primary Schools; 2. Secondary Schools; 3. Private Independent School; 4. Kindergartens; 5. ESL Head Office; 6. ESF Centre. Out of Scope: This policy does not apply to Support Staff and EAs.



management team of ESL Staff Member - Any employee of ESF and/or ESL Principal - Principal of an ESF School or ESL School or kindergarten Director HR - Director Human Resources of ESF Teaching Staff - An inclusive description for all teachers; Full-time and Part-time. Support Staff - An inclusive description for all non-teaching roles in ESF,



Effective Date:



4. RESPONSIBILITIES 4.1 Principals and Senior Managers

Principals and Senior Managers are responsible for approving Paternity Leave to eligible Staff Members as set out in this Policy.

4.2 Staff Members Staff Members are responsible for submitting their application to their Principal or Senior Manager as appropriate, and for providing true and correct information for the application of Paternity Leave.

5. PROCEDURE 5.1 Eligibility To qualify for Paternity Leave on full pay, an eligible Staff Member must:

(i) have completed forty weeks’ continuous service immediately before the baby is due or leading into the week in which they are notified that the child is to be placed in the case of adoption;

(ii) have or expect to have responsibility for the child’s upbringing; and (iii) be the biological father of the child or the mother’s husband or partner or in the

case of adoption be half of an adoptive couple who are adopting a child. In the case of adoption where both adoptive parents are Staff Members, only one

parent will be entitled to take Paternity Leave. The other parent will be entitled to Adoption Leave providing they meet the requirements in respect of such leave (See Adoption Leave Policy). Paternity Leave can not be taken in addition to Adoption Leave by one Staff Member in relation to the same child.

Staff Members who do not have sufficient service to qualify for Paternity Leave on

full pay, but who satisfy each of the other eligibility conditions, will be granted unpaid Paternity Leave.

5.2 Length of Paternity Leave Provided a Staff Member meets the eligibility conditions and complies with the notice

requirements below, they can take up to seven calendar day’s Paternity Leave in one continuous period from the date of the commencement of the leave. Paternity Leave may not be taken non-continuously.

For the avoidance of doubt, any rest day, public holiday or term break that falls

during Paternity Leave shall be counted as part of the Paternity Leave and shall not give rise to any entitlement to an additional or other rest day or holiday or to holiday pay in the case of a Staff Member who is paid Paternity Leave pay for that holiday. Where a Staff Member is on unpaid Paternity Leave they shall only be entitled to pay to the extent required by any relevant provision which may exist under the Employment Ordinance.


Effective Date:



5.3 Commencement of Paternity Leave A Staff Member can choose to start their Paternity Leave:

(i) on the date of the child’s birth or on the date of the child’s placement in adoption cases, or

(ii) subject to compliance with the time limit below, on a chosen date after the child’s birth or on a chosen day after the date of the child’s placement in adoption cases.

Paternity Leave can commence on any day of the week, and must be completed within 14 calendar days of the actual date of birth of the child or actual date of the child’s placement in adoption cases.

Only one period of leave will be available for each pregnancy or placement

irrespective of whether more than one child is born as the result of the same pregnancy or more than one child is placed for adoption as part of the same arrangement.

5.4 Notification Requirements A Staff Member is required to apply for Paternity Leave as follows:

(i) by the 15th week before the baby is expected or within five working days of being notified by the adoption agency/Social Welfare Department that they have been matched with a child for adoption;

(ii) provide the medical certificate of the expected date of confinement or in adoption cases, the placement letter issued by the approved adoption agency/Social Welfare Department confirming the expected placement date; and

(iii) indicate the date on which they want their Paternity Leave to start (see Section 5.3 above). This date can be changed if the date of birth or child’s placement in adoption cases is earlier or later than expected.

5.5 Benefits during Leave During Paternity Leave and subject to the Staff Member’s final date of employment as per their Conditions of Service: (i) the Staff Member’s contract of employment continues in force; (ii) all benefits (other than payment of salary and MPF/Provident Fund in the case

of unpaid Paternity Leave) which a Staff Member is receiving immediately before they begin Paternity Leave will continue.

In cases of unpaid Paternity Leave, the reduction in salary earned over the period of a contract will also impact any future gratuity.

6. FUNDING

The budget for leave under this Policy is covered under the “Short Term Absence “ budget which is delegated to schools in the case of Teaching Staff.


Effective Date:






ESL) may approve the extension of leave, on full, part or no pay. 9. COMPLIANCE



Effective Date:



Appendix I

Short Term Leave of Absence Application Form

Name of Applicant:

Staff No:

School/Department:

Date:




Title:

Signature:

Date:




Effective Date:



Appendix II




Parental Involvement The school is a shared environment, which includes community, parents and teachers working together to enhance the experiences and education of the children at Discovery College. Research has shown that students perform at a higher level if their parents are involved in their education. This includes sharing their learning through discussion and homework, participating in school events and being involved in the day-to-day programmes of the school. Parents are encouraged to share their skills, knowledge and experiences with the students of the College. This can be through regular school support or by attendance on school events and trips. Parent helpers can give support to the College by assisting in the classroom, developing resources or working in specific areas such as the library. Where parents assist class programmes, we ask that they commit to regular attendance. The College will provide appropriate training as required.

HR Policy 1.7 Outside Activities – Appendix I

Conflict of Interest Certificate All Board / School Council Members and Senior Staff must complete a Conflict of Interest Certificate upon initial appointment and annually in September of each school year.

Return the form, along with any appropriate declaration, to the Human Resources Department. If you wish to include a declaration under the “Exceptions” portion of the Certificate, we will advise you later of your exception status.

If you have any questions concerning this Certificate, please contact the Director HR.

Conflict of Interest Certificate I certify that neither I, nor, to my knowledge any member of my immediate family is engaged, or since the date of my last certificate has been engaged, directly or indirectly in any activity which creates a conflict of interest which is or may be adverse to the best interests of ESF or any of its subsidiaries except as noted below.

I further certify that I will immediately disclose any situation in the future that may possibly be interpreted as involving a conflict of interest.

Exception: (If none, indicate so, otherwise please describe in detail using the sample memo below. You may wish to disclose an activity even though in your opinion it does not create a conflict of interest. In such cases a statement to this effect should be made.)

Please check one of the following.

I have no conflict of interest

I have a conflict of interest:

Name:

Capacity:

Signature:

Date signed:

Department / School (if applicable):

Please send the completed form to Director HR, ESF

HR Policy 1.7 Outside activities – Appendix II

Annual Declaration of Outside Activities To: Director, Human Resources I declare, in compliance with Outside Activities Policy, that

I have obtained permission from Principal and Senior Managers for taking up tutoring Outside Activities

I have obtained permission from Director, Human Resources for taking up non-tutoring

Outside Activities Details of the Outside Activities, of which the permission is given, are as follows:-

I declare that there is no conflict of interest relating to the above Outside Activities. In case of any change to the details declared above, I undertake to inform ESF immediately and obtain the written approval from the Principal and Senior Manager (for tutoring Outside Activities), or Director, Human Resources (for non-tutoring Outside Activities), so that there shall be no conflict of interest with my existing employment. Signature : ________________________________ Name :

Date :

Outside Activities Policy 10Jun09 v1.2

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Open Door – ESF Employee Assistance Programme

St John’s Counselling Service

Frequently Asked Questions

Why is ESF launching Open Door?

Open Door is being launched by ESF to provide a confidential counselling service to

full time staff members. Open Door is intended to help staff members cope with

personal issues that might adversely impact their work performance, health, and well-

being by providing private and confidential access to support.

What are St. John’s Counselling Goals?

1. Open Door’s goal is to provide a safe, professional and caring environment for support

2. The ultimate goal is well-being, both in physical and mental health

3. Concurrent goals are twofold: improve the character strengths of the individual client and

reduce-remove the unpleasant moods and/or negative behaviors that impact health

Who are the Counsellors?

1. St. John’s counsellors are qualified at the bachelor, master and/or PhD academic level

2. Counselling can be provided in the following languages: Cantonese, English, French,

German, Hindi, Korean, Mandarin, or Spanish

3. St. John’s counsellors are qualified in family therapy, relationship counselling (pre-marital,

marital divorce mediation), art and play therapy, cognitive-behavioral therapy (CBT),

substance abuse mood – anxiety, stress management, anger – conflict, grief, parenting,

work/life balance, career development

4. Clients may request to change counsellors as St. John’s service is for the client and a client-

counsellor relationship is key to counselling success in almost all cases

When can I make appointments?

1. Open Door is available from 8 am to 8 pm Monday through Saturday

2. Each appointment lasts 50 minutes

3. Counselling sessions are by appointment only. St. John’s does not accept walk-ins

What are the contact details?

1. Email St John’s directly at [email protected] OR

2. Call St John’s directly at 2525 7207 or 2525 7208

3. Bring your ESF medical card along to verify your status

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What if I need to cancel my appointment?

1. Cancellations require 24-hour notice or a charge will still apply.

2. For a no-shows or late cancellations, a full session fee is charged (except for emergency –

special cases).

If St. John’s is associated with St. John’s Cathedral, is it Christian-based?

1. While St. John’s Counselling is connected with St. John’s Cathedral, the counselling service

is not religious based. However, if there is a request for a Christian counsellor St John’s can

accommodate such a request.

2. Positive Psychology is the counselling model used that is highly recognized globally for its

educational/solutions-focused approach in counselling.

Am I assured of confidentiality?

1. All inquiries and appointments are confidential

2. All matters discussed during counselling remain private and confidentiality from all third

parties (spouse, employer, friend)

3. Counsellors will discuss privacy and confidentiality when a counselling agreement begins

4. Name of individuals availing themselves of the Open Door program are not passed on to

ESF.

I have an emergency – is there Crisis Care?

1. In an emergency, individuals should seek emergency care services at the nearest hospital /

urgent care clinic

2. Calling 999 for ambulance and police support is also available

3. 2896 0000 Samaritans hotline for mental health support is available 24 hours a day

If I use Open Door, how often will I have a counselling session?

1. Each presenting issue requires its own standard of counselling frequency ranging from once

a week to once a month

2. If an issue requires more frequency, the counsellor and client can discuss continuing

Where is St. John’s located?

1. St. John’s has two offices in Central and is expecting to open a Kowloon office in the near

future:

a. Ivy House – (Child and Teen Centre at Suite 401-402, 18-20 Wyndham Street) and

b. On Hing Building – (For adult session at Suite 7D, 1-9 On Hing Terrace)

2. Requests can be made for home and work site appointments. Additional fees are required at

the staff member’s own expense.

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How many sessions can I attend and how is payment handled?

1. Effective 31 March 2014, all ESF & ESL full-time staff members who are entitled to ESF

medical benefits may receive up to six free counselling sessions in each academic year

(with the cut-off line each year as 1 September). For these initial six sessions, payment is

handled directly between St. John’s and ESF. Confidentiality is guaranteed and names of

clients are not passed to ESF.

2. If additional sessions are required, staff members may continue on a self-pay scheme at a

discounted rate

3. The discounted rate will be extended to family members and other ESF & ESL staff

members who are not included in the scheme

4. If additional sessions are required, payment can be made via cash (HK currency only), credit

card (VISA, MC, American Express), cheque (HK bank only) or by direct deposit and/or wire

transfer (please inquire about banking details at the time.)

Background

1. St. John’s Cathedral Counselling Service is the oldest and largest NGO – charity mental

health centre in Hong Kong

2. St. John’s has professional membership in the American School Counsellor Association,

British Association Counselling and Psychotherapy, National Association of Addiction

Treatment Providers and National Council for Social Studies

3. St. John’s is an internship/placement centre for local and overseas recognized university

bachelor, master and doctorate degree programs in counselling and psychology (HKU, City

University, Monash, Alliant)

St. John’s Referrals

1. John’s has access to over 200 different medical and allied health care professionals

(English and Cantonese speaking) in Hong Kong

2. Any referrals to associated health care providers are handled on a private and confidential

basis

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Open Door

Flowchart


Effective Date:

Outside Activities Policy 26 May, 2009

Page 1 of 9 Outside_Activities_Policy_-_10Jun09 v1.3

Title : Outside Activities Policy

Status :

Revision of original Policy on Employees Undertaking Paid Work Outside ESF and ESL or Engaging in Activities related to their work that may bring Financial Gain,





Effective Date:



CONTENTS

1. Purpose

2. Scope


4. Responsibilities

5. Principles

6. Procedure

7. Hong Kong Work Visas

8. Compliance

Appendix I: ESF Conflict of Interest Certificate Appendix II: Annual Declaration of Outside Activities


SMT


Date:

Date:

Date:


Effective Date:






By Date By Date


25 May 2009

SMT 26May2009




Effective Date:



1. PURPOSE

This Policy provides guidelines to Staff Members who wish to take up employment, service or work (whether paid or voluntary) other than their ordinary paid employment at their school or office. It ensures fair and transparent guidelines for ESF stakeholders.

By outlining such guidelines, this Policy aims to safeguard the quality of education for ESF students, to safeguard the welfare and professional integrity of Staff Members in the context of the many possible demands upon their skills and time; and to protect the reputation and ‘brand’ identity of ESF education. 2. SCOPE This Policy applies to all Staff Members in all ESF and ESL entities, namely: -


Out of Scope: This Policy does not cover ownership issues of Staff Member work products; this is covered in the Copyright Policy.

3 DEFINITIONS / ABBREVIATIONS ESF - the English Schools Foundation

ESL - ESF Educational Services Limited Senior Managers - Members of the Senior Management Team of ESF or the

management team of ESL Staff Member - Any employee of ESF and/or ESL Principal - Principal of an ESF School or ESL School or

kindergarten. Head of Department - Head of the relevant department within the school or ESF

office Chief Executive - Chief Executive Officer of ESF Director HR - Director Human Resources of ESF Outside Activity - any employment, service or work undertaken by a Staff

Member (whether paid or voluntary) other than their ordinary paid employment at ESF


Effective Date:




Principals and Senior Managers are responsible for considering any applications for permission to take up tutoring Outside Activities carefully, and review the potential impact on the reputation of ESF, the school or office prior to granting such permission.

4.2 Director HR The Director HR is responsible for considering any applications for permission to take up non-tutoring Outside Activities carefully, and review the potential impact on the reputation of ESF, the school or office prior to granting such permission.

4.3 Staff Members

Staff Members must consider the potential impact of any proposed Outside Activity on the reputation of ESF, the respective school or office as well as themselves, before making an application for permission to take up the Outside Activity. Staff Members must also declare and confirm Outside Activities on an annual basis.

5. PRINCIPLES 5.1 ESF is committed to providing the highest possible quality of education to students

within ESF educational system. A crucial factor in achieving this aim is commitment of the highly qualified and appropriately experienced Staff Members who are employed as leaders and teachers in schools and as managerial, technical and administrative support staff. Thus, it is necessary to ensure that ESF is seen to be fair, honest and impartial in its dealings with the members of the public. Any action that compromises ESF in its commitment to quality; professional integrity of Staff Members and any dealings that may impair the reputation of ESF is strongly prohibited.

5.2 It is essential that Staff Members employed in full-time professional, technical or

administrative roles should be fully committed to their work. Paid employment outside school or office hours may detract from the performance of Staff Members during working hours because they are tired or lack concentration or energy.

5.3 Staff Members who have an interest in an activity, enterprise or business with a

purpose related to the objects and powers of ESF, or who have a spouse, personal partner or a close family member in such a situation are open to accusations of conflict of interest or professional misconduct if they are perceived to have used their professional position for direct or indirect financial gain.

5.4 An activity, enterprise or business organised or supported by a Staff Member or a

close family member, spouse, personal partner or a close family member, may in some way be perceived to be endorsed or recommended by ESF. This impression could be given as a result of a known Staff Member directly participating in the activity, enterprise or business; by referring to ESF in promotional material including word of mouth; or by locating the activity, enterprise or business in ESF premises. These types of situations shall be avoided.


Effective Date:



6. PROCEDURE 6.1 Visa Requirements

Any Staff Member considering outside paid employment whose primary visa is sponsored by ESF must seek permission from ESF to obtain a “side-line” visa from the Immigration Department enabling them to work for another employer in Hong Kong. The Staff Member must apply and declare their possible Conflict of Interest before getting approval from the Principal, Senior Manager or Director, HR (see Appendix I).

6.2 Paid Employment Outside ESF 6.2.1 Staff Members who wish to undertake paid employment outside their ESF contract

must inform their Principal (for school staff) or relevant ESF Senior Manager (for Principals and ESF Centre Staff Members) about the nature of the employment and obtain their permissions in writing. A copy of the letter giving permission should be placed on record in the HR Department at ESF Centre.

6.2.2 Permission may be given where :

(a) the paid employment is of direct educational or professional benefit to ESF as a whole or to the school;

(b) the paid employment is of professional benefit to the individual concerned and relevant to his/her role within ESF or the school;

(c) the line manager is confident that the paid employment will not impair the individual’s performance in their normal role in ESF or the school; and

(d) the purpose of this Policy is not compromised. 6.2.3 Tutoring Particular care must be taken over paid work which involves the tutoring and

coaching of an individual student or a group of students. It is not acceptable for such work to be undertaken with students who are on the roll of the school where a teacher or other Staff Member is employed. Work with students attending other ESF schools may be permissible, but in no circumstances must teachers or other Staff Members canvass for work on behalf of colleagues employed at other schools.

All Staff Members who engage in Outside Activities in the form of Private Tutoring should take note of the following regulations: (a) Teachers should avoid potential conflicts of interest, by refraining from tutoring

students in their own classes or schools. (b) If ESF/ESL facilities are to be used as a venue for private tutoring, the Principal,

Business Manager, or Chief Financial Officer, ESF should be consulted. Permission to use the facility should be sought, and an appropriate fee will be charged for that use.

6.3 Activity, enterprise or business with a purpose related to the objects or powers

of ESF 6.3.1 Any Staff Member who has an interest in an activity, enterprise or business with a

purpose related to the objects or powers of ESF must inform the Principal (in the


Effective Date:



case of school staff) or the relevant ESF Senior Manager (for Principals and ESF Centre staff) about the nature of the activity, enterprise or business and sign a declaration of interest form, which will be available for public inspection. The declaration of interest must be made every year (See Appendix I).

6.3.2 An activity, enterprise or business in which a Staff Member (or spouse, personal

partner or close family member) has an interest must not claim or give the impression that it is recommended, approved or otherwise endorsed by ESF, unless, in exceptional circumstance, the written approval of the Chief Executive has been obtained.

6.3.3 An activity, enterprise or business in which a Staff Member (or his/her spouse,

personal partner or close family member) has an interest must pay a full commercial rent for any use it may make of ESF premises and make clear in its promotional material that its activities are not recommended, approved or endorsed by ESF, unless, in exceptional circumstances, the written approval of the Chief Executive has been obtained. Each school should maintain an up-to-date list of all the activities, enterprises or businesses which rent its premises, together with the name(s) of the person(s) responsible for paying the rent and the name of any Staff Member who has an interest in the activity, enterprise or business. The list should be available for public inspection.

6.4 Conflict of Interest arising while carrying out Outside Activity

In the event that Staff Members become aware of a potential conflict of interest, or perception of such conflict, while carrying out Outside Activities, they must immediately notify the Principal, Head of Department and/or Director HR. In the event that ESF/ESL determines that a conflict of interest arises or may arise, ESF/ESL will notify the Staff Members and they must immediately cease to carry out the Outside Activity.

6.5 Declaration Staff Members engaged in Outside Activities must declare and confirm such Outside

Activity on an annual basis (see Appendix II). Failure to comply with this policy may be construed as a serious act of misconduct which may render the staff member liable to disciplinary action.

7. EMPLOYMENT VISAS

Staff Members who hold employment visas sponsored by ESF to enable them to work in Hong Kong should note that the conditions of their visa require them to obtain the permission of both ESF and the Immigration Department to undertake work outside of ESF. Refer to the Joining ESF Policy for further information on visas.

8 COMPLIANCE



Effective Date:



Appendix I

ESF Conflict of Interest Certificate Revised: 1 Sep 2005 All Board/School Council Members and Senior Staff must complete a Conflict of Interest Certificate upon initial appointment and annually in September of each school year. Return the form, along with any appropriate declaration, to the Human Resources Department. If you wish to include a declaration under the “Exceptions” portion of the Certificate, we will advise you later of your exception status. If you have any questions concerning this Certificate, please contact the Director HR. Conflict of Interest Certificate I certify that neither I, nor, to my knowledge any member of my immediate family is engaged, or since the date of my last certificate has been engaged, directly or indirectly in any activity which creates a conflict of interest which is or may be adverse to the best interests of the Foundation or any of its subsidiaries except as noted below. I further certify that I will immediately disclose any situation in the future that may possibly be interpreted as involving a conflict of interest. Exception: (If none, indicate so, otherwise please describe in detail using the sample

memo below. You may wish to disclose an activity even though in your opinion it does not create a conflict of interest. In such cases a statement to this effect should be made.)

Please check one of the following.

□ I have no conflict of interest

□ I have a conflict of interest: _________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

Name:

Capacity:

Signature:

Department/School (if applicable):

Date Signed:

Please send the completed form to Director HR, ESF


Effective Date:



Appendix II

Annual Declaration of Outside Activities To : Director, Human Resources I declare, in compliance with Outside Activities Policy, that I have obtained permission from Principal and Senior Managers for taking up tutoring

Outside Activities I have obtained permission from Director, Human Resources for taking up non-tutoring

Outside Activities Details of the Outside Activities, of which the permission is given, are as follows :- I declare that there is no conflict of interest relating to the above Outside Activities. In case of any change to the details declared above, I undertake to inform ESF immediately and obtain the written approval from the Principal and Senior Manager (for tutoring Outside Activities), or Director, Human Resources (for non-tutoring Outside Activities), so that there shall be no conflict of interest with my existing employment.

Signature : ________________________________ Name : _________________________________ Date : _________________________________


Effective Date:

Other Forms of Leave Policy 8 February, 2010

Page 1 of 10 4.8 Other Forms of Leave Policy - 8Feb10 v1.4

Title :

Other Forms of Leave Policy

Status : New Policy

Approval Date : 8 February, 2010




Effective Date:



CONTENTS

1. Purpose

2. Scope


4. Responsibilities

5. Procedure

• Compensation ( time in lieu) Leave • Compassionate Leave • Jury Service • International Sports Events • Interview Leave • Unpaid Leave • Special (Extenuating Circumstances) Leave

6. Funding



9. Compliance


Term Originator: Human Resources, ESF Centre Originator: Reviewed by: Approved by : Keith Tucker Director, Human Resources

SMT


Date:

Date:

Date:


Effective Date:






By Date By Date


19May 2009

SMT 19May2009

8 Feb 2010 Review SMT 8 Feb 2010




Effective Date:



1. PURPOSE

The English School Foundation (ESF) believes that an appropriate work life balance is important for the health of all Staff Members and that from time to time, Staff Members may need to take leave for purposes other than those outlined in specific leave policies.

This Policy outlines the eligibility of Staff Members to various types of other leave, including leave taken on an unpaid basis and explains the procedure to be followed in applying for such leave. The provisions of leave under this Policy meet or exceed the requirements of the Employment Ordinance. 2. SCOPE

This policy applies to Staff Members who are working under continuous employment contracts, as defined in the Hong Kong Employment Ordinance, in all ESF and ESL entities, who wish to apply for the following types of leave: 1. Compensation (Time in Lieu) Leave 2. Compassionate Leave 3. Jury Service Leave 4. International Sports Event Leave 5. Interview Leave 6. Unpaid Leave 7. Special (Extenuating Circumstances) Leave Out of scope: This Policy does not apply to Staff Members who work less than 18 hours per week and Temporary Support Staff whose eligibility to leave will be outlined in their conditions of service.

3. DEFINITIONS / ABBREVIATIONS ESF - the English Schools Foundation ESL - ESF Educational Services Limited Chief Executive - Chief Executive Officer of ESF Senior Managers - Members of the Senior Management Team of ESF or


kindergarten Director HR - Director Human Resources of ESF Teaching Staff - An inclusive description for all teachers; Full-time,

Part-time and Supply. Full-time Teaching Staff - Teaching Staff with a contract duration of more than

one year and working hours meeting school timetable requirements

Part-time Teaching Staff - Teaching Staff with working hours of less than the school timetable requirement



Effective Date:



Full-time Support Staff - Support Staff with a contract duration of more than one year and working hours of 39 hours or above per week

Part-time Support Staff - Support Staff with working hours of less than 39 hours per week

Temporary Staff

- Any Staff Member with a contract duration of one year or less, either hourly or monthly paid

Time in Lieu - Periods of time (generally, in hours) for which a staff work is released from duties during normal working hours to compensation for overtime

4. RESPONSIBILITIES 4.1 Principals, Senior Managers and Line Managers

Principals, Senior Managers and line managers are responsible for the implementation of the Policy and for assessing the need for and approving or recommending approval (where appropriate) of the types of leave specified in this Policy.

4.2 The Chief Executive, Principals and Senior Managers The Chief Executive, Principals and Senior Managers are responsible for assessing the need for and granting Staff Members the types of leave specified in this Policy.

4.3 Staff Members Staff Members are responsible for submitting their leave application to the Chief Executive, the Principal or the Senior Manager as appropriate.

5. PROCEDURE

Applications for leave under this Policy should be submitted using the Short Term Leave of Absence Application Form (see Appendix I attached), to the relevant approving manager as noted under each section below. Regardless of the type of leave or the approving Staff Member, Principals (in schools) and Senior Management Team Members (in ESF) must be appraised of approved leave.

5.1 Compensation (Time in Lieu) Leave

Time in Lieu may be approved by the Staff Member’s line manager.

From time to time it may be necessary for Staff Members to work beyond normal working hours to meet school operational requirements. Senior Managers or Principals shall ensure that overtime work is kept to the absolute minimum and at all times it is strictly controlled and properly supervised.

Overtime payment for overtime work is only granted to Workmen (refer to the Compensation Policy for details). If necessary and subject to the approval of the Senior Manager or Principal concerned, overtime work may be compensated by Time in Lieu. The granting of Time in Lieu for overtime worked during weekdays should be managed on a fair and reasonable basis within individual departments or


Effective Date:



schools, taking account of the situation and on a case-by-case basis. However, if a Staff Member is required specifically to work on a Sunday or Public Holiday then Time in Lieu shall be granted.

Senior Managers or Principals may choose to schedule a Staff Member’s use of Time in Lieu in order to manage overtime liability and should consider adjusting a Staff Member’s work schedule temporarily within a work week to avoid overtime liability or to meet operational needs.

Refer to the Compensation Policy for further information on Overtime.

5.2 Compassionate Leave The Chief Executive (in the case of ESF Centre Staff Members) or the Principal (in the case of a school), may approve Compassionate Leave. Staff Members shall be granted paid leave of up to five working days on compassionate grounds, in the event of the death or impending death of a parent, spouse, child, sibling, grandparent, grandchild, step-parent, step brother/sister, step child, parent-in-law and sister/brother-in-law. In exceptional circumstances the Chief Executive may approve Compassionate Leave on other grounds.

5.3 Jury Service Leave

Jury Service Leave may be approved by the Staff Member’s line manager. Leave with pay shall be granted to a Staff Member who is required to appear and serve as a juror in any court in Hong Kong for the period that his attendance is required.

The Staff Member is required to submit a written application for leave to attend jury service. The application shall include documentary evidence of the date of the jury service. Proof of attendance must be submitted following the completion of service.

If the jury service is not required by the court as requested, the Staff Member should return to work immediately.

5.4 International Sports Event Leave The Director HR may approve International Sports Event Leave. If a Staff Member is chosen by an accepted international body to represent either their country of origin or Hong Kong in an international sporting event, they may apply to ESF through their Principal or line manager for International Sports Event Leave. The HR Director shall grant leave of absence for team members or officials (e.g. manager or coach)- this excludes umpires or organizers of events. Leave of absence is not granted for charity events, veteran internationals or training camps. If endorsed by the Principal, the Director HR will consider such leave of absence subject to the following limits:


Effective Date:



(i) not more than five working days paid leave may be permitted in one academic year; and

(ii) not more than a further ten working days unpaid leave may be permitted in the same period.

5.5 Interview Leave

The Chief Executive, with the recommendation of the School Principal, may grant interview leave to an eligible Staff Member upon application. Teaching Staff on General Contracts or Overseas Finite Contracts who have tendered their resignation with sufficient notice shall be granted full-pay overseas interview leave for a period not exceeding five working days. This interview leave shall only be granted once per eligible Staff Member. Clear documentation of the interview has to be provided.

Teachers on his or her second Local Finite Contract onwards and have tendered their resignation with sufficient notice are granted fully paid leave for overseas interviews for a period not exceeding two working days. Any further interview leave will be granted on an unpaid basis. This interview leave shall only be granted once per eligible Staff Member. Clear documentation of the interview has to be provided.

School Principals should take into consideration the following current practices prior to making the decision: (i) Entitlements which are listed explicitly in the Conditions of Service and Policies

and Procedures. (ii) That a Staff Member should be encouraged to plan their leave to coincide with the

school holidays. (iii) Any request granted should cause the least disruption to the school. (iv) That a permanent teacher is in class. (v) Particular attention should be given to a request which is for the beginning of a

school term or last week of a school term. 5.6 Unpaid Leave

The Chief Executive, Senior Managers and Principals may approve Unpaid Leave at their discretion. If a Staff Member applies for Unpaid Leave for a period of one year or more, the School Council must be notified. All types of leave other than the leave listed above (5.1 to 5.5) and other leave specified in the Conditions of Service and in the respective Leave Policies of ESF is regarded as Unpaid Leave. Staff Members who take Unpaid Leave will not accrue Annual Leave during the Unpaid Leave period. For Unpaid Leave of less than one month, deduction to salary will be made based on unpaid working days only. Rest days will be paid according to the work schedule of the Staff Members. For Unpaid Leave that lasts for more than one month, deduction to salary will be made for the whole period including rest days and public holidays. For Unpaid Leave that extends to one year or more, all benefits will be ceased for the Unpaid Leave period including but not limited to:


Effective Date:



(i) Medical & Dental; (ii) Application for Loans; (iii) Education Allowance; (iv) Rent Reimbursement; (v) Gratuity; (vi) Life Insurance; and (vii) MPF (suspended as the Staff Member will be earning less than $5,000 per

month). 5.7 Special (Extenuating Circumstances) Leave

Acting on behalf of the Board of Governors, the Chief Executive may approve leave of absence for other matters on a paid or unpaid basis.

6. FUNDING The budget for leave (5.1 to 5.5) under this Policy is covered under the “Short Term Absence “ budget which is delegated to schools in the case of Teaching Staff.


Staff Members should provide true and correct information for the application of any leave. Furnishing false information or making a false declaration, whether such information or statement be verbal or written, which is false in any material particular and which the Staff Member knows or reasonably ought to know is false in such particular, to secure an advantage under this Policy shall be deemed to be misconduct and may lead to dismissal under the relevant clause in the Conditions of Service of the Staff Member. Furthermore, all rights and advantages offered because of such falsities shall cease and monies falsely claimed shall be liable to recovery from the Staff Members’ emoluments or by any other means.

8. EXTENSION OF LEAVE The Chief Executive (in the case of ESF), or the Directors of ESL (in the case of ESL) may

approve the extension of leave, on full, part or no pay. 9. COMPLIANCE



Effective Date:



Appendix I

Short Term Leave of Absence Application Form

Name of Applicant:

Staff No:

School/Department:

Date:




Title:

Signature:

Date:




Effective Date:



Appendix II




Off-site during school day

While there will be times when staff need to leave the school for various things, it is also important that we keep a record so that in the event of an emergency or evacuation, we can account for everyone.

Staff are expected to adhere to the following procedures when leaving the school during the school day:

• All staff members who leave the premises (not counting things such as sports in the park, school events, etc) must sign out and back in the log book, which is held at the guard station.

• Lunchtime absences do not need to be notified to CLT. • Absences outside of lunchtime must be notified to the Principal, DHoC, HoP, HoS,

or BM. • It is expected that teachers would not be absent during non-contact time set

aside for collaborative planning or times when they are on duty. • The "school day" is defined as 8am-3.30pm. • The log book is to be referred to during any emergency evacuations to ensure all

staff are accounted for. • When available, staff may use a College bicycle located at the G/F guard station. • Bicycles borrowed must be signed in and out in the log book. • Helmets provided must be worn at all times when cycling. • Bicycles must be left at the school overnight.

School Nurse/Medical Room The school nurse is an integral part of the school staff and community. Their role is to provide medical support to students in the school and promote health in the curriculum. Guidelines

• The school nurse provides medical emergency intervention and assistance with incidental injuries such as cuts and grazes.

• The school nurse does not provide medicine or diagnose illnesses. • Parents must inform staff if they have concerns regarding their child’s health. • The nurse will inform parents if they consider a child to be unwell after the child

comes to school. Attending the medical room

• If a child is slightly unwell in class, the teacher will send the child to the medical room accompanied by another child. The nurse will inform the teacher of their actions. If the child is seriously ill, the nurse can be called to the class.

• If the child is slightly unwell on the playground, the staff member on duty will send the child to the medical room accompanied by another child. The nurse will inform the teacher of their actions. If the child is seriously ill, the nurse can be called to the playground.

• The nurse will inform the parents of their actions. • All medical intervention will be recorded by the nurse in the medical log book.

Administering medicine

• Only the school nurse administers medicine within the school premises. • Parents need to place in writing, requests for the administration of medicine. Such

requests must be accompanied by doctor’s advice, and be given to the class teacher who will pass them on to the school nurse.

• All prescription medication must be administered as labelled medical documentation will be kept on the children’s file in the school office.

External intervention/hospitalisation

• When an accident occurs requiring medical intervention beyond the capability of the school nurse, the school will attempt to reunite parents and children as soon as possible. Parents will be informed immediately of the situation and will be advised regarding the next steps.

• Where a parent is unavailable or cannot be contacted, decisions on medical intervention will be based on the available knowledge and in the best interests of the child (where a parent holds strong views against medical intervention based on religion, s/he must inform the school in writing and agree with the school nurse on alternative arrangements. The parent must also sign a waiver of the school’s responsibility for not intervening medically as normally required).

Contacting parents

• If the child is unwell and needs to go home, the school will contact the parent; the school will not send a child home, unless a parent has been contacted first.

• It is the parents’ responsibility to update the school on their current contact information.


Effective Date:

Non Renewal of Contracts Procedure 17 June, 2009

Page 1 of 8 Non_Renewal_of_Contracts_Procedure_-_26Jun v1.1

Title : Non Renewal of Contracts Procedure

Status : Revision of Procedure





Effective Date:



CONTENTS

1. Purpose

2. Scope


4. Responsibilities

5. Provisions

6. Procedure for Non Renewal of Contracts

7. Resignation

8. Appeals

9. Compliance


SMT


Date:

Date:

Date:


Effective Date:






By Date By Date


16 Jun 2009

SMT




Effective Date:



1. PURPOSE

The English Schools Foundation (ESF) values the contribution of all Staff Members. Staff Members shall be treated with respect and dignity. All Staff Members are requested to abide by the Professional Code of Conduct and aspire to the stated values of the organisation.

Each year, Principals and Senior Managers must make decisions to renew or not renew Staff Member’s finite contracts. This document outlines the Procedure to be adopted in cases of non renewal.

The Procedure should be read in conjunction with the provisions in employment contracts (Conditions of Service) for the different Staff Member groups.

The non renewal of a contract shall be dealt with in a way that is free from discrimination on any grounds as outlined in the Equal Employment Opportunities Policy. At all times the matter will be handled sensitively in accordance with the Professional Code of Conduct and the Employment Ordinance. 2. SCOPE This Procedure applies to all Staff Members in all ESF and ESL entities, employed

under finite contracts of employment, namely Staff Members in

1. Primary Schools; 2. Secondary Schools; 3. Private Independent Schools; 4. Kindergartens; 5. ESL Head Office; 6. ESF Centre. Out of scope: This Procedure does not apply to Supply Teachers and temporary staff who are engaged for specified periods of time. It applies neither to Staff Members employed on continuous contracts nor to persons engaged under consulting agreements. This Procedure does not cover employment issues which may arise during the course of employment under a finite contract. These matters are dealt with under separate polices: for example, in the case of misconduct see the Disciplinary Policy and in the case of poor performance see the Performance Improvement Plan procedure. The procedure does not cover issues of termination of employment through infirmity or redundancy.



management team of ESL


Effective Date:



Staff Member - Any employee of ESF and/or ESL Principal - Principal of an ESF School or ESL School or kindergarten School Council - School Council of the relevant ESF School Head of Department - Head of the relevant department within the school or ESF

office Chief Executive - Chief Executive Officer of ESF Board - Board of Governors of ESF Director HR - Director Human Resources of ESF Teaching Staff - An inclusive description for all teachers; Full-time, Part-time

and Supply. Support Staff - An inclusive description for all non-teaching roles in ESF,



APTESFS - Association of Professional Teachers in ESF Schools Staff Association Personal Friend

- -

The Staff Association of Support Staff in ESF An APTESFS or Staff Association colleague or a personal friend of a Staff Member

4. RESPONSIBILITIES 4.1 Board of Governors

The Board of Governors is to be informed of all decisions to not renew contracts of teachers. They are also to be informed of decisions of the Chief Executive regarding contract renewal or non renewal of Principals and Senior Managers.

4.2 Chief Executive

The Chief Executive is responsible for staffing decisions within ESF as “the head of the employees of the Foundation” (ESF Ordinance, CAP 1117 Section 11.1).

4.3 School Council Chairmen

School Council Chairmen are to be briefed by Principals regarding any decision to not renew the contract of a Staff Member. School Council Chairmen, working collaboratively with the Chief Executive or her appointed officer, are involved in decisions to renew or not renew contracts of Principals.

4.4 Principals and Senior Managers Principals and Senior Managers are responsible for ensuring that the Procedures outlined in this document are followed appropriately and fairly with due regard for the values of mutual respect outlined in the ESF Professional Code. A Principal “shall be the principal academic and administrative officer of the school and head of the staff of the school” (ESF Ordinance, CAP 1117 Section 15.1). Accordingly, Principals are responsible for staffing schools and have responsibility for determining whether teachers shall have contracts renewed or not renewed. Senior Managers shall report to the Chief Executive on issues relating to the renewal or non renewal of Staff Member finite contracts at ESF Centre and in ESL.


Effective Date:



Principals are responsible for keeping their relevant School Council Chairman informed at all stages of the process should non renewal of a teacher contract be considered. Principals shall inform the Director HR at the start of any decision making cycle.

4.5 Staff Members Decisions of non renewal of a contract are not negotiable.

4.6 Director HR

The Director HR is responsible for administering the Procedure. He is also responsible for providing advice to Principals and Senior Managers on employing the Procedure and for ensuring that the Procedure is adhered to. The Director HR should be notified by a Principal or Senior Manager as soon as a decision is made to consider the possible non renewal of a Staff Member’s contract

4.7 HR Department

The HR Department is responsible for issuing new contracts or issuing formal notification to Staff Members in the event that a contract is not to be renewed.

5. PROVISIONS

ESF reserves the right to renew or not renew finite contracts of employment. Decisions to not renew contracts arise for a variety of reasons. At all times decisions shall be made considering the best interests of students, colleagues, schools or the goals of the organisation.

In the event of non renewal, due notice shall be served in accordance with the provisions outlined in a Staff Member’s Conditions of Service. ESF shall meet the employment obligations contained in such contracts.

6. PROCEDURE FOR NON RENEWAL OF CONTRACTS 6.1 Legal considerations

ESF may not renew contracts provided that a Staff Member is provided with all payments required by the contract and that such payments meet or exceed any statutory requirements in the Employment Ordinance. Notice periods shall be observed as outlined in employment contracts (Conditions of Service).

6.2 Decisions to Not Renew a Contract Decisions to not renew a contract may arise because of organisational needs, or the performance and/or contribution of a Staff Member. The Principal shall consider the staffing needs of the school and specifically the renewal of teacher contracts, as required.


Effective Date:



From time to time it may be necessary to revise staffing needs. If such changes are to be made through the non renewal of contracts, the process leading to non renewal must be transparent and fair to all potentially affected Staff Members. If selection is required, the Principal shall be responsible for implementing a selection process among affected Staff Members. For teachers, this process should be undertaken in September and October immediately before the 30 November notification date. Affected teachers whose contracts are being considered for non renewal should be made aware of the selection process, the timing and the consequences of not being successful in the selection process. All teachers shall be advised of the outcome by the Principal. As appropriate, the Principal should confer with other ESF school Principals regarding the possible transfer of a teacher. Any transfer arrangements should be organised before the notification of non renewal. Where a Staff Member’s behaviour, performance or contribution are not considered to be aligned to the school’s or ESF’s goals or are repeated cause for concern, a decision to not renew their contract may be made taking this information into account. Normally, such a decision would have resulted from consideration of the Staff Member’s contribution over a period of time. Discussions with potentially affected teachers should commence no later than mid-September immediately before a 30 November contract notification date. In other cases, notification should be made as required in the Conditions of Service.

6.3 Procedural Matters School Council Chairmen must be informed at all stages of the process leading to non renewal. The Director HR must be notified by 23 September of any possible cases of non renewal among teachers, and by 15 November of confirmed cases of non renewal as letters (both renewal and non renewal) must be sent to teachers before 30 November. In cases of non renewal for other Staff Members the Director HR must be notified two months before the renewal date of possible non renewal and two weeks before the renewal date for confirmed cases of non renewal. Principals and Senior Managers who issue non renewals should anticipate the possibility of managing the reaction within the school community or organisation. The School Council or Staffing sub committee, as appropriate, shall be informed of the non renewal decisions in the November or December School Council meetings.

7. RESIGNATION

A Staff Member may resign at any time. Staff Members who wish to resign rather than not have a contract renewed must do so before confirmation of the non renewal is issued. Staff Members wishing to resign should therefore inform their Principal or Senior Manager in advance of the 30 November (for Teaching Staff) or the contractual notification date (for other Staff Members).


Effective Date:



8. APPEALS

Decisions to not renew contracts are not negotiable. Decisions shall be final and binding on all parties.

9. COMPLIANCE

Any matters concerning the implementation of this Procedure in a particular school/organisation should be raised with the Principal or Senior Managers with a view to reaching a mutually workable solution. Any matters of non compliance should be raised with the Director, Human Resources, ESF Centre.


Effective Date:

Maternity Leave Policy 20 May, 2009

Page 1 of 8 Maternity Leave Policy -_26Jun09 v1.1

Title : Maternity Leave Policy

Status :

Revision of original policy 1 Sep 2005





Effective Date:



CONTENTS

1. Purpose

2. Scope


4. Responsibilities

5. Procedure

6. Funding



9. Compliance

Appendix I: Application for Maternity Leave


SMT


Date:

Date:

Date:


Effective Date:






By Date By Date


19May 2009

SMT




Effective Date:



1. PURPOSE


This Policy outlines the eligibility of female Staff Members to Maternity Leave and explains the procedure to be followed in applying for Maternity Leave.

The provision of leave under this Policy meets or exceeds the requirements of the Employment Ordinance. 2. SCOPE

This Policy applies to female Staff Members who are working under continuous employment contracts, as defined in the Hong Kong Employment Ordinance, in all ESF and ESL entities namely: -

1. Primary Schools; 2. Secondary Schools; 3. Private Independent School; 4. Kindergartens; 5. ESL Head Office; 6. ESF Centre. Out of scope: This Policy does not apply to Staff Members who work less than 18 hours per week.



management team of ESL Staff Member - Any employee of ESF and/or ESL Principal - Principal of an ESF School or ESL School or kindergarten Director HR - Director Human Resources of ESF Teaching Staff - An inclusive description for all teachers; Full-time and Part-time. Support Staff - An inclusive description for all non-teaching roles in ESF,



Effective Date:




Principals and Senior Managers are responsible for approving Maternity Leave as set out in this Policy.

4.2 Staff Members

Eligible female Staff Members are responsible for submitting applications to their Principal or Senior Manager, as appropriate, for Maternity Leave at the earliest opportunity to enable the early and smooth planning of maternity leave cover arrangements.

5. PROCEDURE 5.1 Eligibility

Female Staff Members who have completed forty calendar weeks’ continuous service immediately before the commencement of Maternity Leave may, on production of an acceptable medical certificate, be granted Maternity Leave on full pay for up to a maximum of 10 calendar weeks. Maternity Leave shall not be counted as Sick Leave.

With the agreement of the Chief Executive, Principal or Senior Manager, the Staff Member concerned may commence her Maternity Leave 2 to 4 weeks before her expected date of confinement. The ten weeks shall be a continuous period counted from the date of commencement of the leave.

The period of Maternity Leave granted is the same regardless of the number of births resulting from the pregnancy.

5.2 Commencement of Maternity Leave

Should the confinement occur before the scheduled Maternity Leave, the 10 weeks' Maternity Leave will be counted from the date of confinement. In this case, the Staff Member is required to notify the Chief Executive, Principal or Senior Manager of her date of confinement within 7 calendar days of the confinement. Should the confinement occur after the notified date of confinement, the Staff Member may, in addition to the 10 weeks of paid leave, take a further period of Maternity Leave equal to the number of days from the day after the expected date of confinement to the actual date of confinement. However, for Teaching Staff these days will be granted on an unpaid basis.

5.3 Unpaid Maternity Leave Staff Members who do not have sufficient service to qualify for paid Maternity Leave will be granted unpaid Maternity Leave for similar periods on production of a valid medical certificate.

5.4 Extension of Maternity Leave

The Chief Executive, Principal or Senior Manager may approve a further period of up to five calendar weeks’ unpaid leave of absence after paid Maternity Leave, should the Staff Member request it and the request is supported by a doctor’s certificate.


Effective Date:



5.5 Application for Maternity Leave A Staff Member who applies for Maternity Leave should inform the Chief Executive, Principal or Senior Manager of her pregnancy as soon as possible but no later than four months before her expected date of delivery. This will enable ESF to arrange for a temporary replacement during her Maternity Leave, if necessary.

The applicant should complete an application form (Appendix I) for Maternity Leave and return it to the Human Resources Department together with a doctor’s certificate confirming her expected date of delivery at least 4 months before the due date. After confinement, the Staff Member should inform the Chief Executive, Principal or Senior Manager of her actual date of delivery. She should also confirm whether it is her intention to apply for unpaid Maternity Leave. A doctor’s certificate is required to support an application for unpaid Maternity Leave.

5.6 Benefits during Leave

During Maternity Leave and subject to the Staff Member’s final date of employment as per their Conditions of Service: (i) the Staff Member’s contract of employment continues in force; (ii) all benefits (other than payment of salary and MPF/Provident Fund in the case

of unpaid Maternity Leave) which a Staff Member is receiving immediately before they begin Maternity Leave will continue.

In cases of unpaid Maternity Leave, the reduction in salary earned over the period of a contract will also impact any future gratuity.

6. FUNDING

The budget for leave under this Policy is covered under the “Short Term Absence “ budget which is delegated to schools in the case of Teaching Staff.



8. EXTENSION OF LEAVE The Chief Executive (in the case of ESF), or the Directors of ESL (in the case of ESL) may

approve the extension of leave, on full, part or no pay. 9. COMPLIANCE



Effective Date:



Appendix I

Application for Maternity Leave Revised: 1 Sep 2005

Please note: Applicant: Please complete this form and submit it to your Manager (Principal or

Senior Manager as appropriate) for approval. A copy of this form will be returned to you for confirmation.

Manager: Please return the approved form to the HR Department. A copy of this form will be returned to you for records.

Please refer to the Maternity Leave Policy.

Name of Applicant:

School/Department:

Contact No./Email Address:

Select One: � Teaching Staff � Support Staff Expected Date of Confinement: ___________________(Please attach medical note)

10 WEEKS’ MATERNITY LEAVE: Start date*: ____________________ End date: ______________________ (*must commence from 2 to 4 weeks before the expected date of confinement)

UNPAID LEAVE** (if requested): Start date: ___________________ End date: ______________________ (**a further period of up to five weeks unpaid leave will be granted upon presentation of a medical certificate)

Applicant’s signature: _______________ Manager signature: _______________ Date: ____________________ Date: ____________________


Effective Date:



ESF Confirmation of Maternity Leave

To :_____________________________ From : HR Manager Copied to: Manager - _____________ Payroll We refer to your application for Maternity Leave. We confirm that: your paid Maternity Leave starts from ___________and ends on ______________ ; and your unpaid leave starts from _____________ and ends on ______________ Signature ______________________________ Date _______________

Finance Department Issue No.: 4

Effective Date: 20 May 2014

Local Travel and Expenses Page: 1 of 5

4.3 Local Travel and Expenses Policy v5 Page 1 of 5

Title : Local Travel and Expenses

Status : Revision of original policy


Date for Next Review : April 2015

Originator : Kathy Wong, Senior Executive - Financial Control





CONTENTS

1. Purpose

2. Scope

3. Definitions

4. Procedures

5. Mileage Allowance Rates

6. Others

7. Compliance Originator: Finance Department, ESF Centre Originator: Reviewed by: Approved by : Kathy Wong Senior Executive - Financial Control

Vivian Cheung Chief Financial Officer

SMT

April 2014

April 2014

20 May 2014






Revision No


Reviewed Approved

By Date By Date

0 May 2009 Revision of original CFO Apr 09 SMT 30 Jun 09

1 Jan 2011 Revision of original CFO Dec 10 SMT 25 Jan 11

2 6 Sep 2011 Revision of original CFO Sep 11 SMT 6 Sep 12

3 9 Apr 2013 Revision of original CFO Apr 13 SMT 9 Apr 13

4 20 May 2014 Revision of original CFO Apr 14 SMT 20 May 14

POLICY DOCUMENT ANNUAL REVIEW This Policy document is subject to an Annual Review by ESF that is formally documented to ensure its continuing suitability, adequacy and effectiveness. Areas subject to review include, but are not limited to, follow-up action from previous reviews, policy conformity, review of complaints, status of corrective and preventive actions, and improvements for the forthcoming year. ESF reserves the right to amend this Policy by notice following such review in circumstances in which it considers such change to be necessary or appropriate.





1. PURPOSE

The English Schools Foundation (“ESF”) reimburses staff members for reasonable local travel and expenses costs incurred in the course of their work. The policy gives an outline of the process for local making travel and expense claim, including mileage allowance claims, when on official business. 2. SCOPE This policy applies to all staff of ESF and ESL. 3. DEFINITION / ABBREVIATIONS

N/A 4. PROCEDURES 4.1 Reimbursement Procedure

4.1.1 Staff travel expenses should be reclaimed using the ESF Proforma Travel

Expenses Claim Form. 4.1.2 The form must be completed in full; in particular there must be complete details of

all journeys and the reasons for them.

4.1.3 The claim must be signed by the claimant and then authorised by the budget holder or his/her delegate, who must be satisfied that the claim is legitimate and complete.

4.1.4 The payment will be made through autopay. The autopay will be operated twice

a month with transfer to staff bank accounts on every first and third Friday of the month. To be included in the scheduled payment, all approved items must be received by the Payment Section at least five working days prior to the payment date.

4.1.5 Separate approval should be completed where more than one budget holder

would authorise reimbursement. 4.1.6 The authorised signatory must always be senior to the claimant; for example a

claim by a department head must be authorised by the Chief Executive even if the department head is a budget holder. Claims by principals should be approved by school council chairs.

4.1.7 Every effort should be made to ensure that the claim is fully and correctly

completed with the necessary supporting documentation attached, as this will speed up the payment process before the claim form is passed to Payment Section.





4.2 Receipts Where a receipt can be ordinarily obtained for the travelling expenses incurred (for example but not limited to original taxi and parking receipts), no reimbursement will be allowed unless the claim is supported by such a receipt. 4.3 Eligible Expenses Local travel and expense claim including mileage allowance claims, when on official business. Parking fee at normal place of work is not reimbursable. 5. MILEAGE ALLOWANCE RATES 5.1 With effect from the date of Schedule 1, eligible staff using private motor vehicles for

official duties will receive a mileage allowance at the attached rates in schedule 1. 5.2 These rates follow the current government scale for mileage allowance. All journeys

taken on or after the effective date are subject to the new rates. 5.3 The rates will be updated from time to time. Staff should refer to staff notice(s) on

any changes. 6. OTHERS 6.1 Travel expenses claimed should exclude any element of travel to and from the normal

place of work. Such costs are the responsibility of the staff member. 6.2 Where a staff member is required to travel directly from home to a place of work other

than his/her normal place of work, the staff member may claim the cost difference if the actual travelling cost were greater than the normal travelling cost (the staff member, however, is not required to reimburse the school if the actual cost is less). The staff members’ normal cost is based on travel by usual means, either public transport or private vehicle.

7 COMPLIANCE This is an internal policy. There is no specific guideline or accounting standard governing this. Any matters concerning the implementation of this Policy in a particular school/organisation should be raised with the Principal or Senior Managers with a view to reaching a mutually workable solution. Any matters of non compliance should be raised with the Chief Financial Officer, ESF Centre. Schedule 1

Type of motor Vehicle Flat Rate per km Motor car $3.01 Motor Cycle and Scooter $1.12

*Extract from Government scale on the Programme “Payment of Salaries, pensions and Benefits”.


Effective Date:

Management of Infectious Diseases Policy

30 September, 2009

Page 1 of 9 3.8 Management of Infectious Diseases Policy - 30Sep09 v1.9

Title : Management of Infectious Diseases Policy

Status : Revision of Policy Statement on HIV and AIDs, and SARS Policy

Approval Date : 29 September, 2009

Date for Next Review : September, 2010



Effective Date:


30 September, 2009


CONTENTS

1. Purpose

2. Scope


4. Responsibilities

5. Context

6. Statement on HIV/AIDS

7. Highly Contagious Infectious Diseases

8. Disclosure and Legality

9. Further Information

10. Compliance


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By Date By Date


29Sep 2009

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Effective Date:


30 September, 2009


1. PURPOSE

As a responsible employer, the English Schools Foundation (ESF) is concerned for the safety of its Staff Members whilst at work and carrying out their normal work activities. ESF has a responsibility to minimise the risk to Staff Members, students and other stakeholders of contracting an infectious disease. ESF also has a duty of care to its Staff Members who are living with an infectious disease. ESF aims to ensure that they are treated with respect as outlined in ESF’s Professional Code; are free from discrimination as outlined in the Equal Employment Opportunities Policy; whilst maintaining a safe work environment free from the risk of transmitting the infectious disease. At all times this Policy must be read in conjunction with, and action taken must be guided by, the Hong Kong Government’s current advice on the infectious disease in question. 2. SCOPE This Policy applies to all Staff Members in all ESF and ESL entities, namely:

1. Primary Schools; 2. Secondary Schools; 3. Private Independent Schools; 4. Kindergartens; 5. ESL Head Office; 6. ESF Centre. Out of scope: This Policy does not provide details on business continuity or crisis management; these are outlined in the Business Continuity Plan – Schools, Business Continuity Plan – ESF Centre and Crisis Management Plan documents. Issues of alleged discrimination against a Staff Member who has an infectious disease are covered in the Equal Employment Opportunities Policy.



management team of ESL Staff Member - Any employee of ESF and/or ESL Principal - Principal of an ESF School or ESL School or kindergarten Chief Executive - Chief Executive Officer of ESF Director HR - Director Human Resources of ESF Head of Facilities - Head of Facilities of ESF AIDS - Acquired Immune Deficiency Syndrome HIV - Human Immunodeficiency Virus H5N1 - Avian Influenza H1N1 - Human Swine Influenza SARS - Severe Acute Respiratory Syndrome HBV - Hepatitis B Virus


Effective Date:


30 September, 2009



Principals and Senior Managers are responsible for the implementation of the Policy and the procedures outlined to ensure that reasonable steps are taken to prevent the transmission of infectious diseases.

4.2 Staff Members Staff Members are responsible for following the guidelines outlined in this Policy to minimise the risk of transmission of infectious diseases. Staff Members must inform their line manager if they have, or could have, contracted an infectious disease as outlined in this Policy. They should agree with their line manager how the provisions outlined in this Policy will best be communicated to prevent the spread of the infectious disease and to protect their colleagues and students.

4.3 Head of Facilities The Head of Facilities is responsible for ensuring that the procedures set out in this Policy as they relate to schools and office facilities are adhered to.

4.4 Director HR The Director HR is responsible for the communication of this Policy and monitoring its implementation. He is also responsible, to the extent possible, for safeguarding the privacy of a Staff Member or student who discloses that they have an infectious disease.

5. CONTEXT

An infectious disease is a disease caused by bacterial, viral, fungal, or protozoan infection. Though some infectious diseases are not contagious, others may be transmitted from animal to person (eg. H5N1) or from person to person (eg. H1N1, HIV or SARS). The approaches outlined in this Policy vary based on the type of disease and the aim of any approach to contain or manage: section 6 deals with the containment of Highly Infectious Contagious Diseases so that ESF can continue to operate; section 7 outlines the provisions to be made to enable a Staff Member infected with HIV/AIDS to continue to work. At all times in implementing this policy, Principals and Senior Managers must be guided by advice from the relevant HK Government authority.

Definitions used in this Policy as they relate to infectious diseases:

a) Incident An individual occurrence of the infectious disease.

b) Epidemic


Effective Date:


30 September, 2009


When the disease temporarily affects many people at the same time and spreads from person to person in a locality.

c) Pandemic

When the disease is prevalent and spreads from person to person throughout an entire country, continent or the world.

6. HIGHLY CONTAGIOUS INFECTIOUS DISEASES

ESF aims to contain highly contagious infectious diseases. In the event of an epidemic in Hong Kong, to enable effective schooling to continue, schools should follow the procedures for schools as advised by Head Student Support. To prevent Staff Members from being exposed to contagious diseases, any Staff Member who is ill with a contagious disease is expected to remain at home or in a medical facility (if required by the HK Government) until their health or medical practitioner permits them to return to work. ESF’s aims at all times to maintain a clean and hygienic work environment, and encourages Staff Members to maintain good personal hygiene and a healthy lifestyle. These measures are considered the best prevention against the spread of most highly contagious infectious diseases. When necessary and when triggered by Hong Kong Government Alert Responses, ESF will issue pandemic procedures advice for Staff Members and students to follow. For detailed information on procedures and actions in a pandemic, refer to the Crisis Management Plan (release pending as at 23 September 2009). Some examples of highly contagious infectious diseases are outlined in the following section:

6.1 Influenza Pandemics The Hong Kong Government’s Influenza Pandemic Preparedness Plan includes a three-level response system (Alert Response Level, Serious Response Level and Emergency Response Level). These levels are based on different risk-graded epidemiological scenarios relevant to Hong Kong, and each of them prescribes a given set of public health actions. They are designed to match the World Health Organisation (WHO) guidelines for pandemic influenza planning. The types of influenza experienced in Hong Kong in recent years are H5N1, H1N1, although these guidelines apply to all types of influenza.

a) Avian influenza (H5N1)

H5N1 is a type of influenza A that mainly infects birds but occasionally affects humans. H5N1 can be transmitted from birds to people, although transmission between humans is currently considered very inefficient. The initial symptoms of H5N1 are similar to those of other influenza viruses, including fever (usually 38°C or above), generalised muscle pain, cough and


Effective Date:


30 September, 2009


sore throat. However, it is more likely to result in high fever, chest infection, respiratory failure, multi-organ failure, and in some cases may be fatal.

b) Human Swine Influenza (H1N1) H1N1 is a type of influenza A that originally circulated among pig populations but may infect humans. It is not known how pig to human transmission occurs, but in the present international H1N1 outbreak (2009), efficient human-to-human transmission has occurred. The symptoms of H1N1 are usually similar to those of human seasonal influenza and include fever (usually 38°C or above), cough, sore throat, runny nose, muscle pain and headache. Some people infected with H1N1 may also have vomiting and diarrhoea. Human-to-human transmission of H1N1 is thought to occur in the same way that seasonal flu is spread among people, mainly through coughing or sneezing. People may also become infected by touching objects soiled with flu viruses and then touching their mouth, nose or eyes.

6.2 Severe Acute Respiratory Syndrome (SARS)

SARS is a viral infection of the respiratory tract caused by a coronavirus (SARS-CoV). The symptoms of SARS include fever (usually 38°C or above), chills, coughing, shortness of breath, tiredness, headache and generalised muscle ache. SARS is predominantly transmitted through respiratory droplets or contact with a patient's secretions.

6.3 Hepatitis B (HBV) Hepatitis B virus can be found in blood and body fluids of an infected person.

Common presentations include fever, loss of appetite, nausea, vomiting, abdominal pain, yellow colouring of the eyes, dark urine and clay coloured or light stools. Chronic carriers may subsequently develop chronic hepatitis, permanent liver damage or liver cancer. HBV can be transmitted; from mother to infant at or around the time of delivery, by blood contact or by sexual contact.

6.4 Others There are other potential highly contagious infectious diseases which may impact the

operation of ESF Schools and offices. Outbreaks of these diseases will be communicated in the media and through ESF Centre to Schools. Responses and specific actions will depend on the nature and degree of infection and advice from the HK Government and WHO.


Effective Date:


30 September, 2009


7. HIV/AIDS

HIV is the virus that causes AIDS. This virus may be passed from one person to another when infected blood, semen, or vaginal secretions come in contact with an uninfected person’s broken skin or mucous membranes. In addition, infected pregnant women can pass HIV to their baby during pregnancy or delivery, as well as through breast-feeding. People with HIV have what is called HIV infection. Some of these people will develop AIDS as a result of their HIV infection. AIDS is a disease that is acquired not hereditary but develops after birth from contact with a disease causing agent. AIDS is a syndrome whereby victims lose immunity to common germs and suffer from severe episodes of infections and/or extensive tumours and the condition may be fatal. A diagnosis of AIDS is made by a physician using specific clinical or laboratory standards. A person infected with HIV/AIDS may be free of clinical signs or symptoms for many months to years before the clinical symptoms of HIV infection appear. Sometimes people infected with HIV may progress to AIDS. ESF’s policy is consistent with that of the Hong Kong Government, which is non-segregation. Where the advice of medical and other professionals is that an affected Staff Member is able to continue their duties and the risk of transmitting the disease is low, the Staff Member should continue their work. ESF’s role with regard to HIV/AIDS is to inform and educate Staff Members and students about the disease and its prevention. The education programme shall cover the modes of transmission and methods of prevention, and shall be based on the assumption that all Staff Members could already be infected with HIV/AIDS.

8 DISCLOSURE AND LEGALITY

Where the type of disease contracted by a Staff Member is listed as a notifiable disease within the meaning of the Quarantine and Prevention of Disease Ordinance, the Staff Member’s medical practitioner has a statutory obligation to identify and report the Staff Member. HIV and AIDS are not infectious diseases within the meaning of the Quarantine and Prevention of Disease Ordinance and there is no statutory obligation for ESF to identify and report an HIV positive Staff Member. The identity of an HIV positive Staff Member should not be disclosed by ESF, except in cases where disclosure would be to the advantage of the Staff Member and then only with the consent of the Staff Member and strictly on a “need to know” basis.

9 FURTHER INFORMATION

Further information on particular pandemics or disease outbreaks can be found by visiting the following websites: Education Department www.edb.gov.hk


Effective Date:


30 September, 2009


ESF’s website www.esf.edu.hk Centre for Health Protection www.chp.gov.hk or call the Department of Health’s 24-hour Health Education Hotline at 2833 0111.

10 COMPLIANCE Any matters concerning the implementation of this Policy in a particular school/organisation should be raised with the Principal or Senior Managers with a view to reaching a mutually workable solution. Any matters of non compliance should be raised with the Director, Human Resources, ESF Centre.

1

HR Policy 3.4 Leaving ESF – Exit Questionnaire

EXIT QUESTIONNAIRE The purpose of this Exit Questionnaire is to help the ESF to identify reasons for employee turnover. We are examining employees’ reason for leaving as a means of addressing organizational change and improvements. The data provided will be treated as strictly confidential and only aggregated information will be disclosed. [Please tick an appropriate box as a response to each question. Unless specified, each question needs one response. Contravention to this point may lead to the invalidation of the questionnaire.]

Section A: Personal Particulars Type of post: Senior leader / Management

Teaching staff

Support staff

Gender: Male

Female

Years of service: Less than 2

2 to 5

6 to 10

11 to 15

16 and more

Age: 25 and below

26 to 35

36 to 45

46 to 55

56 and above

Marital status: Single

Married/ partners

Children: 0 - 2

3 – 4

5 and above

Education level: Secondary

Bachelor Post-graduate and above

Section B: Employment Experience in the Foundation Category Rating

Very satisfied Satisfied Dissatisfied Very

dissatisfied N/A

Nature of job

Salary level offered

Benefit programmes

Training & Develop.

Utilization of skills

Performance management

Opportunities / Career advancement

Overall

Strictly Confidential

2

Section C1: Major Reason for Leaving – Please mark a maximum of three. Career advancement

Change in family circumstances (e.g. family commitments, change of marital status, family reunion,

etc.)

Dissatisfied with work environment

Remuneration and benefits

Further studies

Health

Normal/ early retirement

New appointment from other organization

Relocation from Hong Kong Others, please specify:

If your leaving is due in part to “Dissatisfied with work environment” or “Remuneration and benefits”, kindly complete Section C2. If not, please go to Section D directly. Section C2: The following detail will enhance our understanding of specific reasons for leaving.

You may take one or more as appropriate in the selected column.

Dissatisfaction with work environment Remuneration and benefits Company policies Fellow employees

Quality of supervision

Type of work

Relocation

Work hours

Work pressure Others, please specify:

____________

Contractual terms Basic salary

Incentive allowance

Education allowance

Housing allowance/ cash allowance

Medical/ dental benefits

Passage

Pension ( P-fund or MPF)

Gratuity Others, please specify:

_________

3

Section D: Overall Comments If a suitable post is open for recruitment in the Foundation in future, would you consider to apply?

Yes Probably Yes Probably Not No N/A

Additional comments, if any:

Section E: Personal Data (Optional)

Name:

School:

Name of new employer:

New job compared with the present ESF position: Higher Similar Lower

Level of responsibility

Salary

Benefits

Thank you for completing this questionnaire.

Please either fax this back to the Human Resources Director’s confidential fax at 3018 0736 or

mail this to 25/F, Fortis Centre, 1063 King’s Road, Quarry Bay, Hong Kong (Attn: Dr. Keith Tucker)

Leaving ESF Policy – 26Jun09 v.1.1


Effective Date:

Leaving ESF Policy 17 June, 2009

Page 1 of 11

Leaving_ESF_-_26Jun09 v1.1

Title : Leaving ESF Policy

Status :

New Policy





Effective Date:


Page 2 of 11


CONTENTS

1. Purpose

2. Scope


4. Responsibilities

5. Procedures

6. Retirement

7. Exit Interview

8. Compliance

Appendix I: Terminating Employment with the English Schools Foundation Appendix II: Exit Questionnaire


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By Date By Date


16 Jun 2009

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1. PURPOSE

The English Schools Foundation (ESF) believes that it is important that Staff Members who are leaving ESF have access to accurate information relative to the cessation of their employment with ESF in Hong Kong, as may be required by the Inland Revenue Department or other Government Departments, and to ensure compliance with relevant Ordinances. This Policy also provides guidance to Staff Members relating to: • Serving sufficient notice • Clearing final tax payments • Terminating ESF Mandatory Provident Fund (MPF) membership • Terminating Medical and Dental membership • Payment of final salary, gratuity and allowances (if eligible) • Provision of Certificate of no criminal conviction 2. SCOPE

This Policy applies to Staff Members in all ESF and ESL entities, namely: -


3. DEFINITIONS / ABBREVIATIONS ESF - the English Schools Foundation ESL - ESF Educational Services Limited Senior Managers - Members of the Senior Management Team of ESF or the

management team of ESL Staff Member - Any employee of ESF and/or ESL Principal - Principal of an ESF School or ESL School or kindergarten Director HR - Director Human Resources of ESF HR Department - the HR Department of ESF Centre Teaching Staff - An inclusive description for all teachers; Full-time and Part-time. Support Staff - An inclusive description for all non-teaching roles in ESF,


MPF - The statutory Mandatory Provident Fund as stipulated in the Mandatory Provident Fund Ordinance


Effective Date:


Page 5 of 11


4. RESPONSIBILITIES 4.1 HR Department

The HR Department shall provide support and access to and relevant documentation to assist Staff Members in meeting all legal requirements when leaving ESF and/or permanently leaving Hong Kong. The HR Department will also provide information to assist Staff Members in remaining compliant with the various Hong Kong Ordinances.

4.2 Staff Members ESF is, by law, required to withhold sufficient funds to cover Staff Members’ final tax payments. Staff Members are responsible for contacting the Inland Revenue Department personally regarding final tax payments. When ESF has received a final “Letter of Release” from the Inland Revenue Department which states that a Staff Member has settled all outstanding payments of tax, these funds will be released to the Staff Member.

5. PROCEDURE

5.1 Serving Sufficient Notice

Staff Members must observe the stipulated notice period in their Conditions of Service: 5.1.1 Teaching Staff

Teaching Staff may resign by giving a two-term notice. Teaching Staff who wish to resign shall address the letter of resignation to the Chief Executive with a copy to the Principal of the school concerned. Three effective dates of resignation are indicated in the Conditions of Service that correlate with the school terms. Teaching Staff should refer to their Conditions of Service for details of notice periods and the effect of providing insufficient notice on the payment of gratuities.

5.1.2 Support Staff and Teachers and Coaches of ESL Language and Sport Section During any stated probationary period a shorter notice period will be required. In general, one month’s notice will be required for Support Staff who have passed the probationary period. For teachers and coaches of ESL Language and Sport Section, two months’ termination notice will be required.

5.1.3 Abandonment of Employment ESF shall recover from Staff Members payment equivalent to the salary for the specified notice period in cases when they abandon their employment without serving notice. For Teaching Staff, payment in lieu of three months’ notice is normally required. For other Staff Members, payment in lieu of one month’s notice or two months’ notice will be required depending on the Conditions of Service.

5.2 Clearing of final tax payment

Staff Members shall complete the “Terminating Employment with the English Schools Foundation” form (Appendix I) and return the form to HR Department. Information on the form is needed for ESF to prepare the tax return form which will be forwarded to the Hong Kong Inland Revenue Department and copied to Staff Members.


Effective Date:


Page 6 of 11


Staff Members who will leave Hong Kong If the Staff Member is intending to leave Hong Kong for more than one month, after receiving copies of the tax return, they should contact the Inland Revenue Department regarding the final payment of tax before they leave Hong Kong. After settling the final payment, a "Letter of Release" will be issued by the Inland Revenue Department to the Staff Member. This letter will be required to claim the accrued MPF benefits and the Staff Member may also be asked to produce it at the airport on their departure. Failure to do this could mean that ESF could be withholding Staff Members’ salary unnecessarily whilst awaiting a letter of release.

Staff Members who remain in Hong Kong The copies of the tax return should be retained by Staff Members to enable completion of their next income declaration to the Inland Revenue Department.

5.3 Termination of ESF Mandatory Provident Fund (MPF) membership

HR Department shall inform the trustee of the MPF Scheme regarding Staff Members’ termination of employment. Staff Members shall receive forms for the transfer or withdrawal of their MPF benefits. Staff Members are required to complete the forms and return them to the trustee in the last month of their employment. Staff Members who are on General Contracts are enrolled in the Provident Fund. Upon termination of employment, Staff Members shall receive the contribution as described in the Conditions of Service. The HR Department shall provide guidance to Staff Members in regard to the withdrawal of such funds.

5.4 Termination of Membership of Medical and Dental Schemes

The membership will cease at the end of Staff Members’ employment. Staff Members are required to return their membership card and that of their dependants to ESF. Staff Members who need extension of medical and dental coverage after leaving ESF may contact the insurance company for transferring the membership from corporate to individual. Details of which can be obtained from the HR Department.

5.5 Payment of final salary, gratuity and allowances (if eligible)

Staff Members shall be informed by the HR Department of the time when their final salary, gratuity and other allowances, if eligible according to the Conditions of Service, are paid into their bank accounts. Staff Members who are accommodated in ESF quarters must return the quarters to ESF in good conditions as outlined in the ESF Quarters Policy.


Effective Date:


Page 7 of 11


5.6 Provision of Certificate of No Criminal Conviction

If Staff Members are returning to their home country and are likely to seek employment as a teacher or other work that involves children, they may require a Certificate of No Criminal Conviction. It is recommended that they apply for this document in Hong Kong. The HR Department shall provide information to Staff Members for the application of the Certificate of No Criminal Conviction.

6. RETIREMENT

All Staff Members employed on finite contracts shall be required to retire from the employment of ESF no later than the end of the contract during which they reach the age of 60. Refer to the Extension of Employment Beyond Age 60 Policy for details on how employment may be extended. Other Staff Members shall be required to retire from the employment of the ESF no later than the last date of a financial year, i.e. 31st August, in which they reach the age of 60. Full-Time Staff Members who have reached the retirement age may apply for the extension of employment after retirement. The application will be subject to the production of a certificate from the ESF’s doctor testifying to the applicant’s continued ability to perform the inherent requirements of the job and upon the recommendation of the school council. The Board of Governors has the discretion to grant an extension of employment in accordance with the Extension of Employment Beyond Age 60 Policy.

7. EXIT QUESTIONNAIRE

Exit Questionnaires can play an important part in capturing information in an effort to understand why Staff Members choose to leave ESF. An Exit Questionnaire will be sent to Staff Members who are voluntarily leaving ESF. Exit Questionnaires are confidential and will be used by HR Department to identify trends as to why people are leaving and which may lead to changes in employment practices designed to improve the work environment and employee retention.

8. COMPLIANCE



Effective Date:


Page 8 of 11


Appendix I TO: HR DEPARTMENT FAX NO.: 2892-1609 ENGLISH SCHOOLS FOUNDATION 25/F FORTIS CENTRE 1063 KING’S ROAD QUARRY BAY HONG KONG TERMINATING EMPLOYMENT WITH THE ENGLISH SCHOOLS FOUNDATION I confirm that it is my intention to REMAIN IN / LEAVE (please delete as appropriate) Hong Kong after the termination of my employment with the English Schools Foundation. I plan to leave Hong Kong on (this date is required by the Inland Revenue Department if it is your intention to leave HK). (1) Please pay ALL monies owed to me after my departure in the following manner:

pay into my HK dollar salary account which I am currently using

send the cheques to me at the address shown below (2) Future of Forwarding Address

I can be contacted at the above address from (date) or via e-mail

(3) Other Remarks

NAME OF STAFF : SCHOOL : SIGNATURE : DATE :


Effective Date:


Page 9 of 11


Appendix II

EXIT QUESTIONNAIRE The purpose of this Exit Questionnaire is to help the ESF to identify reasons for employee turnover. We are examining employees’ reason for leaving as a means of addressing organizational change and improvements. The data provided will be treated as strictly confidential and only aggregated information will be disclosed. [Please tick an appropriate box as a response to each question. Unless specified, each question needs one response. Contravention to this point may lead to the invalidation of the questionnaire.]

Section A: Personal Particulars Type of post: Senior leader / Management

Teaching staff Support staff

Gender: Male Female

Years of service: Less than 2 2 to 5 6 to 10 11 to 15 16 and more

Age: 25 and below 26 to 35 36 to 45 46 to 55 56 and above

Marital status: Single Married/ partners

Children: 0 - 2 3 – 4 5 and above

Education level: Secondary Bachelor Post-graduate and above

Section B: Employment Experience in the Foundation Category Rating Very satisfied Satisfied Dissatisfied Very

dissatisfied N/A

Nature of job Salary level offered Benefit programmes Training & Develop. Utilization of skills Performance management

Opportunities / Career advancement

Overall

Strictly Confidential


Effective Date:


Page 10 of 11


Section C1: Major Reason for Leaving – Please mark a maximum of three. Career advancement Change in family circumstances (e.g. family commitments, change of marital status, family

reunion, etc.) Dissatisfied with work environment Remuneration and benefits Further studies Ill Health Normal/ early retirement New appointment from other organization Relocation from Hong Kong Others, please

specify:_______________________________________________________________ If your leaving is due in part to “Dissatisfied with work environment” or “Remuneration and benefits”, kindly complete Section C2. If not, please go to Section D directly. Section C2: The following detail will enhance our understanding of specific reasons for leaving. You may take one or more as appropriate in the selected column. Dissatisfaction with work environment Remuneration and benefits

Company policies Fellow employees Quality of supervision Type of work Relocation Work hours Work pressure Others, please

specify:___________________

Contractual terms Basic salary Incentive allowance Education allowance Housing allowance/ cash allowance Medical/ dental benefits Passage Pension (P-fund/ MPF*) Gratuity Others, please

specify:__________________ * Please delete as appropriate.


Effective Date:


Page 11 of 11


Section D: Overall Comments If a suitable post is open for recruitment in the Foundation in future, would you consider to apply? Yes Probably Yes Probably Not No N/A Additional comments, if any:

Section E: Personal Data (Optional) Name:

School:

Name of new employer: New job compared with the present ESF position: Higher Similar Lower Level of responsibility Salary Benefits

Should you have additional questions and/or requests, please do not hesitate to contact Sue Kwong, Senior Human Resources Executive

[email protected]

Thank you for completing this questionnaire.

Please send the completed questionnaire to the Director HR, English Schools Foundation, 25/F Fortis Centre, 1063 King’s Road, Quarry Bay, Hong Kong. Or by confidential fax number: 2892-1609



Hong Kong T +852 3969 1000 F +852 2987 8115

discovery.edu.hk


Learning Development Policy Contents Page 1. Introduction

1.1. Definition of Essential Terms 2. Aims and Objectives 3. Identifying and Registering SEN Students

3.1. Admissions 3.2. LDT Testing and Screening Process 3.3. LDT Code of Practice 3.4. Levels of Adjustment (LOA) 3.5. SEN Register 3.6. Student Support Plans (SSPs) 3.7. Parent-funded Educational Assistants (PEAs) 3.8. Education Outside the Classroom (EOTC) and Field Trips 3.9. English as an Additional Language (EAL) students

4. Gifted and Talented Students 4.1. Definition 4.2. Identification 4.3. Support

5. Roles and Expectations 5.1. Learning Development (LD) Teachers 5.2. Classroom Teachers (Primary), Subject Teachers and Deans (Secondary) 5.3. Educational Assistants (including PEAs) 5.4. Deputy Head of College 5.5. Head of Primary/Head of Secondary 5.6. PYP/MYP/DP Coordinators 5.7. Parents

6. Grievances Appendix 1: Student Referral Appendix 2: LDT Student Referral Form

2 2 2 2 3 3 4 5 6 6 6 6 7 7 8 8 9 9 9 10 10 10 10

11 12

1. Introduction Discovery College provides for students with special educational needs in line with the requirements of The English Schools Foundation (ESF) SEN Policy (2007) and supports ESF SEN Guidance for implementing the SEN Policy (2008). It reflects international best practice in codes of practice for students with special educational needs, including the Salamanca Statement (UNESCO 1994). At Discovery College we recognise that all students are individuals in terms of their intellectual and physical abilities and their social and emotional needs. We are sensitive to our students’ needs and provide additional support for those learners whose needs are not being fully met for reasons of language, physical disability, or academic ability. These students may have exceptional academic abilities, a medical condition or difficulties in cognition, learning, communication, social interaction or sensory processing. We are committed to taking full account of our students’ individual differences and to cater for their needs within mainstream classes through an inclusive teaching and learning approach. This approach includes the use of strategies such as guided small group work, co-teaching, parallel teaching, frontloading and re-teaching. In some cases, short-term one-to-one support may be provided. As an authorised IB school we embrace inclusive practices where developing the learning of all students is the shared responsibility of the classroom teacher and specialist support teachers. In exceptional cases, when students would benefit from more intensive learning support, individuals may be withdrawn from class



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to participate in short-term personalised, targetted learning support programmes. The Learning Development (LD) teachers and LD Educational Assistants (EAs) work in collaboration with the classroom teachers and specialist teachers to develop our students’ learning in all areas. 1.1 Definition of Essential Terms Inclusion: an ongoing process that aims to increase access and engagement in learning for all students by identifying and removing barriers. Differentiation: the process of identifying, with each learner, the most effective strategies for achieving agreed goals. 2. Aims and Objectives The aims and objectives of the Learning Development Team (LDT) are:

• To provide clear procedures for identifying, monitoring and teaching students with SEN, in line with the ESF Code of Practice

• To carry out the above procedures in collaboration with parents, teachers, students and outside agencies

• To enhance the teaching and learning experiences to ensure the needs of all students are met and that all students have access to a broad and balanced curriculum

• To promote positive self-esteem in students receiving support • To maintain detailed records of all SEN students • To provide training and information sessions for all staff in meeting the needs of SEN students at

Discovery College 3. Identifying and Registering SEN Students 3.1 Admissions All students applying to enter Discovery College will, at the time of admissions, be screened for the possibility of any special educational needs. The Learning Development Team will be consulted when concerns are noted. To be accepted for enrolment at Discovery College all students must meet admissions requirements. At Discovery College the majority of students have their needs met in the mainstream classes through an inclusive model of support. As the College does not receive any subvention for SEN students, it may be difficult to provide the necessary support that may be required by students who have more severe learning disabilities. 3.2 LDT Testing and Screening Process The Learning Development Team will use classroom-based assessments as often as possible to monitor progress and level of intervention. These assessments will cover the areas of reading, writing and mathematics through the use of Benchmarking, Probe, e-asTTle, First Steps, and unit based assessments. Data from formal, standardised tests such as PIPS, INCAS, MidYIS, and ISA will also inform the register. In addition, LDT may use more specific tests to further guide intervention. These include: SNAP, DIBELS, NumPA, Lucid and YORK. Results from the latter tests will be shared with teachers but not parents, as they are not diagnostic tests, merely guiding tools for intervention.



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3.3 LDT Code of Practice Students are referred to the LDT via the school’s referral process (see below). Primary

Secondary

There is an established collaborative process between learning development teachers, primary classroom teachers and secondary subject teachers for determining the appropriate level of adjustment and interventions required for a particular student. This process has been established in accordance with the ESF SEN Guidelines. Level of adjustment (LOA) will determine the amount of intervention a student will receive. The roles and responsibilities of primary classroom teachers, secondary subject teachers and LD teachers will vary according to the student’s levels of adjustment. At Discovery College we cater for the learning needs of students in the levels of adjustment from level 0-2. However, we currently have a very small number of LOA3 students that we cater for to the maximum extent possible, given available resources. 3.4 Levels of Adjustment (LOA) LOA 0 LD teachers advise teachers on differentiated teaching and learning strategies that meet the needs of students at LOA 0. Teaching and learning strategies, accommodations and resources to be used are documented during the collaborative planning process. At this level, primary classroom teachers and secondary learning advisors are responsible for informing parents about the students’ particular learning or behavioural needs.

Teacher refers student to LDT

LDT completes observations and tests.

Teacher and LDT meet to determine LOA and support programme.

Teacher and LDT meet regularly to review progress.

Teacher responds to needs through differentiation. Strategies documented in unit planners.

Evidence gathered from formative and summative assessment to judge effectiveness of strategies.

Teacher contacts parents to discuss. Dean and Learning Advisor notified.

Teacher completes referral form, passes to Dean and passes copies of student work to Dean.

Dean sets up Google Doc to gather information across all subjects.

Dean meets with LD teacher to evaluate evidence. Dean completes Referral Form. Parents informed.

LD teacher conducts observations, interviews and assessments to determine LOA placing.

LD teacher formulates suggested strategies and support. Teachers, Dean and parents informed.



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LOA 1 At this level of adjustment, the initial identification and registration of a student’s educational needs are entered on the SEN register. Working in collaboration with the primary classroom teacher or the secondary subject teacher, the LD teacher will observe the referred student to determine their strengths and weaknesses and gather further evidence of the student’s learning or behavioural needs through assessments and conferencing. The LD teacher and classroom teacher will collaborate to set learning targets for the student. This process involves a cycle of monitoring and review. In some cases the student may move immediately to LOA 2. For secondary students with behavioural, social, and emotional difficulties, the Dean will coordinate the interventions in close collaboration with the LDT, Learning Advisor and Counsellor. For primary students, the LD teacher will work closely with the classroom teacher and Primary Leadership Team. At LOA 1, the primary classroom teacher and secondary subject teacher will work closely with the LD teacher to design a LOA 1 plan which outlines interventions, accommodations, teaching and learning strategies, and resources which can be used to support these students’ learning needs. These accommodations may include any of the following: adjusting environment, giving instructions, materials, organisation, response, evaluation and behavioural. These targets are reviewed each term. LOA1 students are supported within the classroom and may work with EAs or may be involved in small group work and parallel teaching with the LD teacher. The classroom teacher or learning advisor is responsible for informing parents about this support provision and sharing any targets or accommodations. LOA 2 At this stage the primary class teacher or secondary subject teacher and LD teacher has monitored and evaluated the differentiated teaching and learning strategies put into place at LOA 1. Where there is continued concern, the referral is reviewed and a recommendation is made to either monitor, maintain at LOA 1 or place the student at LOA 2 on the SEN register. For students at LOA 2, the learning development teacher takes lead responsibility for the following:

• Informing parents • Creating a student support plan (SSP) in collaboration with the student, the class teacher or subject

teacher and the parents • Collaborating with the teacher to establish teaching and learning strategies and develop a timetable

of support • Coordinating the review process • Communicating important information to the student’s teachers and parents

For students who have been placed at LOA 2, advice and support may be sought from external agencies, such as an educational psychologist. Funding for external agencies is the responsibility of parents and the College requests that a copy of any reports be provided to the LDT and Head of Primary/Secondary. The sharing of this information will allow the LDT to provide more effective intervention. For reasons of confidentiality, access to the report is limited to staff working directly with the student and the College Leadership Team (CLT). LOA 2 students may be supported through working in small groups within the classroom or through parallel teaching or partnership teaching. Some short-term 1:1 support may be provided with either an EA or the LD teacher, depending on the student’s learning needs. In the PYP and MYP, the work of LOA 2 students may be assessed using modified versions of the assessment criteria. Please refer to the document Modifying and Adapting Assessments for details of this process. The LD teacher will be responsible for meeting with parents and having regular contact with them. The LD teacher will maintain a file with information about the student that will include a copy of their SSPs, assessments, copies of reports from educational psychologists and any other supporting evidence. Students with SSPs will have a file on the Gateway system that will allow teachers involved to access the information



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that can assist them in carrying out recommended interventions. The student’s progress will be monitored and reviewed regularly. If targets are being met, the LD teacher and classroom/subject teacher can either revise targets or change the student’s status to LOA1. However, if the targets are not being met, the teachers can revise targets and may contact the ESF SEN Advisor for further guidance. Under circumstances where a student is not progressing as expected Discovery College reserves the right to require parents to obtain an educational psychologist’s report to provide advice to support the learning process. LOA 3 This level of differentiation is intended for students who are not expected to attain year level outcomes without a high degree of individual and/or small group support and/or significant programme modification. LOA 3 Students may require:

• An adapted learning environment with specialised resources or equipment as listed on a documented plan to enable access to the curriculum

• Adjustments to the classroom environment to enable use of acoustic modification or amplification • Visual support such as text enlargement • Vocabulary of signs such as Makaton to enhance communication • Structured self management/social skills programs to teach familiar routines • A documented plan with planned adult interventions to develop self-regulation and ensure their own

safety and the safety of others (for students with behavioural, emotional, social difficulties) • Adaptations to key concepts, vocabulary and language. Use of frequent repetition and simplified

language due to student difficulties with simple conversations • A consistently modified curriculum adapted to meet their identified needs • Students are placed at LOA 3 using the following indicators: • External reports from an educational psychologist, speech and language therapist or occupational

therapist have been received and have made recommendations for an adapted curriculum • Their identified needs indicate a higher level of provision than is provided for in LOA 2 • They require accommodations additional to and different from other students in their year level • They have consistently not met or have repeated their targets in their SSP at LOA 2 level • They have demonstrated a significant and ongoing cause for concern with documentation of their

progression through the LOA • They have not made adequate progress at LOA 2 despite the SSP interventions • The LDT have contacted ESF for specialist advice yet progress is not satisfactory • Parents of students who are identified at a later stage as having individual needs at LOA 3 or above

will be counselled about options for appropriate educational provision for their child. 3.5 SEN Register A comprehensive register of all referred SEN students will be kept on Gateway in the School Documents folder. This register is updated at the end of each semester. In addition, every student has a file which contains a student record sheet and a referral form. It may also include samples of student work, e-mail records, review forms, target sheets, SSP’s, assessment results, observation notes and records of meetings with parents. LDT files are accessible to any teacher at Discovery College. Parents, EAs and external agencies can request access to the files but this will be noted within the student record sheet and signed by the relevant parties. 3.6 Student Support Plans (SSPs) Students on the SEN register at LOA 2 in Years 2 and above will have an SSP prepared for them by an LD teacher. The SSP will include the student’s reflections and should recognise the student’s strengths as well as targeting difficulties. It will state the student’s targets (as identified by the LD teacher and classroom teacher) and identify the strategies that can be used to achieve these. The SSP should be written in language that is meaningful to the student. Once a SSP has been developed, a regular cycle of monitoring and feedback then begins. The SSP is sent to the class teacher and the family. A copy is placed in the LDT



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file. A summarised document will be provided to specialist teachers and EAs who work with that particular student. This document will outline the most effective strategies and any other relevant information. Parents are also given the opportunity to set a target for their child and to participate in monitoring and encouraging their child to meet their learning targets. The parent/school partnership is valued at Discovery College and we recognise the crucial role that parents play in supporting their child’s individual learning needs. The SSPs will be reviewed on an ongoing basis. In order to facilitate communication between all staff involved with the student, the SSP will be available through Gateway. 3.7 Parent-funded Educational Assistants (PEAs) In cases where documented interventions have not been successful, the College reserves the right to recommend the employment of a Parent-funded Educational Assistant (PEA) to provide one-on-one classroom based and/or withdrawal support. This is done under the guidance of the LD teacher and classroom/subject teacher, with oversight from the Deputy Head of College. 3.8 Education Outside the Classroom (EOTC) and Field Trips When planning field trips, students that are known to have difficulty with particular situations or events are identified by the trip leader in consultation with the LDT. The Risk Assessment Form for the trip will identify behavioural triggers and signs of difficulty, and outline appropriate intervention strategies. 3.9 English as an Additional Language (EAL) students As Discovery College has students from a diverse range of language backgrounds, a number of our students have English as an additional language (EAL). LD teachers provide support to these students to develop their academic English. Primary class teachers and secondary subject teachers use a variety of appropriate teaching and learning strategies. Teachers are guided in understanding the difference between EAL students and students with learning difficulties. However, we do recognize that in some cases they can co-occur. Teachers are also guided, through LDT workshops, in strategies to support English language learning. In Primary, a referral form is used to raise concerns about EAL students in need of English language development. The classroom teachers are responsible for passing this referral on to the LDT. Where possible, teachers will provide evidence of the student’s listening, speaking, reading and writing development. This evidence will be used to monitor progress and inform future teaching and learning. In Secondary, EAL students are identified through the admissions process. LD teachers are advised of EAL students’ language development needs through the Secondary Admissions Googledoc. In collaboration with the classroom or subject teachers, the LDT provides additional support to EAL students within the classroom through interventions such as small group work and parallel or partnership teaching. Discovery College also aims to maintain students’ mother tongues. If possible, EAL students are placed in a class containing peers who speak the same mother tongue. Allowing students to interact with these peers in their mother tongue promotes understanding of the concepts taught as well as strengthening the English language development of the student. For further information please see the Discovery College Language Policy. 4. Gifted and Talented Students 4.1 Definition Discovery College has chosen Francoys Gagné’s (2003) Differentiated Model of Gifted and Talented as the basis of our approach due to its simplicity, clarity and alignment with our vision.



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Gagné’s (2003) Differentiated Model of Giftedness and Talent states: • Gifted students are those whose potential is distinctly above average relative to their age

peers, in any domain of human ability. • Talented students exhibit distinctly above average achievement or performance relative to

their age peers, in any domain of human ability. These domains may include:

• Cognitive – general intelligence, specific academic studies • Creative – creative thinking, visual and performing arts • Socioaffective – interpersonal and intrapersonal skills • Sensorimotor – physical ability

The concept of giftedness encompasses three major aspects:

• The students often have asynchronous development where intellectual, physical and social development may be occurring at dramatically different rates.

• It is multifaceted encompassing a wide range of abilities and cannot be measured according to a single dimension. Consequently a range of identification strategies and assessments are needed to cover these dimensions.

• Children may be identified as gifted at different stages of their school career. The development of giftedness is likely to be influenced by:

Intra-personal factors Environmental factors o Motivation o beliefs about giftedness and talent o self-management o Inter-personal relationships o self-esteem o events o self-efficacy o teacher expectations o poor health and disability o teaching practice o learning difficulties o learning activities o language proficiency

4.2 Identification In order to be part of the Gifted and Talented programme at Discovery College, students must be formally identified through a collaborative process involving parents, teachers and the Learning Development Team. All parties must give clear evidence of giftedness before a student is placed on the Gifted and Talented register. The LD teacher must compile evidence of giftedness including, but not limited to, objective observations of the student in relevant settings, diagnostic tests, 1:1 extension work, photos, and videos. It is the LD teacher’s responsibility to assist the classroom teacher in identifying appropriate evidence. Furthermore, the LD teacher is responsible for communicating the referral process to the parents, and assisting them with the completion of the parent checklist where parents may have queries. Teachers will be given a checklist, to complete and return to the LDT. This checklist requires teachers to gather evidence of giftedness inside school and the classroom. Additionally, teachers must submit examples of the student’s school work which reflects the student’s abilities. This can include, but is not limited to, assessments, diagnostic tests, written work, student performances, photos and video. If teacher checklists are found to be incomplete or substantially lacking in detail, teachers will be asked to revise their checklist, as such omissions may hinder the identification process. Parents will be provided with a checklist to complete and return to the LDT. This checklist is designed to gather evidence of giftedness in situations outside of school, where teachers are unable to observe the students. Parents are encouraged to submit additional examples of a student’s giftedness or talents, including photos, video or work completed outside of school. If parent checklists are found to be incomplete



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or substantially lacking in detail, parents may be asked to revise their checklist, as such omissions may hinder the identification process. Consensus must be found between the parent and teacher questionnaires before a student is placed on the Gifted and Talented register. In some instances Discovery College may require parents to have their child externally assessed by an Educational Psychologist in order to provide further evidence of giftedness. Such assessments are wholly funded by the parents. The results of Educational Psychologist reports, Weschler Intelligence Scale for Children (WISC) or other forms of standardised external testing does not guarantee acceptance of a student onto the Gifted and Talented register. Such assessments will be viewed alongside all other forms of evidence, which must indicate giftedness. 4.3 Support The level of support a student receives depends on their level of adjustment (LOA). Students at LOA 1 are supported by in-class differentiation, with guidance from the LDT. Students at LOA 2 or above may require more direct intervention from the LD teacher including small group or 1:1 sessions. They will also be supported by in-class differentiation. It should be noted that students at LOA 2 or above may have additional needs which require further support from the LDT. 5. Roles and Expectations The roles and expectations for teachers and other staff involved with SEN students will differ according to the student’s level of adjustment. 5.1 Learning Development (LD) Teachers The LD teachers will:

• Provide a framework of intervention that enables the LDT to work effectively with those students experiencing difficulty in learning at whatever stage of their schooling

• Ensure that the LD EAs are fully informed of the LDT’s role and practices in providing support for SEN students at Discovery College

• Play an active role in ensuring that all staff become familiar with the expectations and processes that are outlined in the policy document

• Identify students with special educational needs as early as possible through assessment and observation procedures

• Provide planned intervention that is based on the principles of an inclusive model. Intervention programmes will be designed in collaboration with classroom and subject teachers

• Track student progress through school based assessments and adjust interventions accordingly • Maintain the school’s SEN register • Develop student support plans for LOA 2 students. The SSPs will be developed in consultation with

the student, parents and teachers. They will outline the interventions and strategies that should be used with a particular student and be a record of the student’s short-term objectives and long term targets

• Establish a coherent partnership with class teachers and EAs whereby they are aware of their role in meeting student’s individual needs in the classroom

• Set priorities and timetables for supporting teaching and learning • Meet regularly with teachers to ensure:

o they are aware of students’ individual needs o to monitor progress o to plan for differentiated teaching and learning strategies

• Meet regularly with parents to: o ensure that they are aware of their child’s needs o provide support for helping at home o provide contacts for external services o communicate the interventions in place as well as changes in interventions

• Liaise with other schools and with external agencies. (e.g. educational psychologists, speech therapists and occupational therapists.)



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• Organise and develop LDT resources • Participate in relevant external advisory groups • Facilitate positive relationships • Continue to develop professional knowledge in the areas of SEN, EAL and GT. This may include

books, articles, ESF workshops and external workshops. 5.2 Classroom Teachers (Primary), Subject Teachers and Deans (Secondary) Special Educational Needs are a whole school concern, with every teacher being responsible for every student in his or her class. The expectations of class teachers, subject teachers and learning advisors are:

• To be aware of the Code of Practice following referral procedures • To understand the learning needs of their students • To differentiate teaching materials and learning activities and to modify assessments if necessary • To ensure that any curriculum or assessment modifications are in line with IB guidelines and

approved by the PYP/MYP Coordinator. Modifications are not possible in the DP. • To liaise with parents of students with SEN, particularly at the LOA 0 and 1 levels • To liaise and consult about any causes of concern with the LDT • To develop and evaluate student support plans in conjunction with the LDT and in consultation with

parents where necessary. This includes setting targets • To be familiar with any targets and accommodations for assessments as recommended by the LDT

and/or external agencies • To collaboratively plan with the LD teacher at specified times during the term

5.3 Educational Assistants (including PEAs) With support and training the Educational Assistants should be able to:

• Develop an understanding of the specific needs of the students in the classes they work with • Provide support to students to help them become independent learners • Establish a supportive relationship with the students concerned • Encourage acceptance and integration of the student within the classroom • Develop students’ self esteem • Ensure that students are able to use equipment and materials • Maintain records of intervention and liaise with LD teachers • Devise complementary learning activities and prepare resources

5.4 Deputy Head of College The CLT member responsible for the line management of the learning development team shall:

• Liaise regularly with the LDT • Oversee the LDT’s administrative procedures • Have access to copies of documentation • Oversee the SEN Register • Oversee the successful running of the LDT • Oversee the LDT’s performance management • Support LD teachers in the pursuit of professional development opportunities that are in line with

the College’s policy • Examine evidence to determine if a student requires additional support provided by a Parent-funded

EA. 5.5 Head of Primary/Head of Secondary The Head of Primary and Head of Secondary play an important role in overseeing the successful implementation of the SEN policy and inclusive practices. They are expected to:

• Be familiar with the Discovery College SEN policy and referral process • Provide opportunities for LD teachers to share information with other teachers • Be available to meet with the LDT for regular updates on students and referrals • Facilitate opportunities for the LDT to plan collaboratively with teachers



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Note that the Head of Primary directly line manages the LDT in Primary. In Secondary, the LDT is line managed by the Deputy Head of College in consultation with the Head of Secondary. 5.6 PYP/MYP/DP Coordinators

• Meet with teachers during planning sessions to assist them in planning for differentiated teaching and learning within the PYP/MYP/DP planning framework

• Ensure teachers understand the IB philosophy regarding SEN and inclusive practices • Facilitate communication between the LDT and the IB • Identify appropriate and, where possible, organise participation in professional development

opportunities offered by the IB • Provide guidance to the LDT, subject teachers and parents in cases where assessment tasks are to

be modified for individual needs students (PYP and MYP only) • Maintain a record of cases where students have documented evidence (from external agencies)

which recommends accommodations be allowed for assessments (e.g. additional time provision or use of a computer)

• Provide guidance to LDT, subject teachers and parents in cases where assessment tasks should be modified for individual needs students (PYP and MYP only)

• Liaise with the IB to ensure that provisions are made for students with Special Assessment Needs in external examinations (DP only)

5.7 Parents Parental partnership in the learning process is central to its success at each of the levels of adjustment and in the successful implementation of the student support plans. The College’s SEN policy will be made available to parents. Procedures should be open, with copies of all documents being available to parents. It is also necessary to keep parents informed of their responsibilities in relation to the educational needs of their child. 6. Grievances Any grievances will be dealt with by CLT and the ESF SEN advisor.



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Language Policy.DC.Updated_May2012

Language Policy 1. Statement of Philosophy

“Language stands at the centre of many interdependent cognitive, affective and social factors that shape learning” David Corson, Language Policy in Schools: A Resource for teachers and Administrators (1999)

At Discovery College, we use language as a medium of inquiry, providing opportunities to challenge, nurture and develop both first and second language speakers. Language does not operate in isolation but in the context of human experience and communication. Learning language is integral to the development of personal, cognitive, social and cultural identity as well as to making meaning of the world around us. Discovery College recognises that language is the foundation of all learning. Students learn language, learn through language, and learn about language. We believe that students bring to any learning situation their prior knowledge and engage with the curriculum through the activities and assessments experienced. Within the interrelated components of the curriculum, students make sense of these experiences and construct meaning. We understand that because our students come with many different language backgrounds, they will all progress at different paces. Discovery College values differentiated and varied instruction, which embraces multiple learning styles. All teaching integrates the skill areas of listening, speaking, reading, writing, viewing and presenting. We consider all Discovery College teachers to be language teachers and the language development of our students to be the shared responsibility of teachers, parents and students. Discovery College understands that the most conducive environment to language learning is a positive and encouraging one, wherein students have the opportunity to engage in authentic and meaningful learning experiences. All teaching and learning is driven by the idea that through language, we are encouraging intercultural awareness and new perspectives, a culture of curiosity, as well as an appreciation of the richness of our world’s diversity. We strongly believe that through this exploration of language, students develop as deeper, independent thinkers; as responsible, understanding citizens of the world; and as better communicators in our multilingual world. All students experience an enriched English-medium language programme. Discovery College’s curriculum is accessed through English, and it is also recognized that the Humanities, Technology, Mathematics, the Arts, Sciences and Physical Education all have important communicative aspects. These aspects help students render multiple understandings of the world. Mandarin, and in the secondary school, Spanish, are taught as our additional languages. In the DP, students have the option of pursuing a self-taught language with a view to mother-tongue maintenance and development, and to widen access to the Bilingual Diploma. 1.1 Essential Agreements for the Teaching of Language: All students: • Are taught language by all staff and have opportunities to read, write, view, investigate, inquire and present

across the curriculum. • Are taught literacy skills in context. • Are encouraged to develop a wide range of strategies to comprehend, interpret, evaluate, respond to, appreciate

and construct texts. • Are encouraged to use self-correcting strategies. • Have access to, and are taught through, a variety of technological and information resources. • Are encouraged to express themselves, orally and in writing, in a variety of media and situations. • Are encouraged to share and develop their work in a social context. • Are encouraged to see language as a tool for thinking, inquiring, reflecting and learning. • Are encouraged to maintain and value their mother tongue and to value that of other students. • Are given the opportunity to become proficient in more than one language. • Are exposed to a broad range of literature reflecting a variety of cultures and perspectives. • Are encouraged to develop a love of language and literature. • Receive constructive and specific feedback from teachers and peers. • Are exposed to modelling of rich language experiences.



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• Are given time to reflect on their learning and to apply techniques appropriately. 2. English as the language of instruction at Discovery College English is the primary language of instruction at Discovery College. Admissions requirements and assessments ensure that all students are able to access the curriculum in English. A range of procedures is used to assess English-language proficiency, including written and verbal language tests, observations, viewing of previous reports and interviews. 2.1 Primary Years Programme (PYP) In the PYP, language learning takes place in authentic contexts and is dynamic, challenging and relevant. Through the transdisciplinary units of inquiry and conceptual learning, students are encouraged to construct linguistic meaning using a range of strategies, make connections across content and make ongoing cultural discoveries. Through a literature-rich environment with numerous experiences in language learning the curriculum builds on students’ prior knowledge and understanding. 2.2 Middle Years Programme (MYP) Students’ study of language at Discovery College supports the MYP’s Fundamental Concepts of Holistic Learning, Intercultural Awareness and Communication. Through language students are able to access knowledge and see it as an interrelated whole. We encourage students to make links within and across discipline areas through the five Areas of Interaction and explicit reference to the Learner Profile. Our choices with regard to how we teach languages in the MYP encourage students to consider issues from multiple perspectives, and learn about their own and others' cultures and societies. As students mature and gain a greater awareness of themselves and the world in which they live, their language development is supported through an increasingly sophisticated engagement and appreciation of world literature. Language teaching in the MYP builds upon the competency and fluency of the PYP with rich language experiences of reading, writing, speaking, listening, viewing, and presenting through a range of media and information technologies. The overarching focus is language as a means of exploration, expression and communication. Clarity and accuracy of language as well as confidence of self-expression are fostered through Discovery College’s MYP. Reflective practices are modelled and encouraged. In all MYP discipline areas, communication is both an objective and an assessment criterion as it facilitates understanding and student self-reflection. The performance of students through the MYP’s Language A and B courses is regularly monitored to ensure that courses have appropriate rigour to develop students’ language skills and ensure that individual learning styles and paces are factored into the programme. This process of monitoring will also be used to recommend Diploma Programme language courses at the conclusion of the MYP. 2.3 Diploma Programme (DP) Subjects in Groups 3-6 and Theory of Knowledge (ToK) are taught through the medium of English. All students therefore use the English language as a means of gaining, communicating and evaluating knowledge and ideas, as well as a means of exploring multiple cultural perspectives. Through the language unit of the ToK course, students will become explicitly aware of these multiple functions of language. Virtually all students study English as their Group 1 subject, although it is possible to take a self-taught language in Group 1 and a language other than English in Group 2, hence obtaining the Bilingual Diploma. No matter the Group 1 language studied, students explore language usage in a variety of genres, and develop the skills of comprehension and expression, both written and oral. 3. Languages other than English As an international school situated in Hong Kong, we are committed to enabling students to achieve proficiency in Mandarin. Throughout their schooling, students will be provided with learning opportunities appropriate to their level of ability and background in learning Mandarin. It is important to note that Discovery College does not offer a bilingual Mandarin and English programme. In the PYP and MYP, students are placed in Mandarin classes according to their level of proficiency, from students with no previous history of learning Mandarin to students who may speak the language at home or have had significant experience in a Mandarin-medium school. These different courses lead to the study of Language A or B Mandarin at Standard and Higher Levels in the DP. We develop and support students who can operate in traditional and modern simplified written forms.



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While all students are encouraged to learn Mandarin, we recognise that some students are better served by learning Spanish. This may include students who have been learning Spanish previously and wish to continue, students who envisage returning to a location where Spanish is a more commonly-spoken language (e.g. Europe or the Americas), or students for whom Mandarin is extremely difficult and who find Spanish more accessible. Therefore, Spanish is offered in the MYP and DP as an alternative to Mandarin. 3.1 PYP Mandarin language learning at Discovery College is delivered using a co-teaching model including activities such as songs, games, labeling and other language rich activities. Where possible, connections are made with the concepts and ideas of the Programme of Inquiry (POI). Spanish is not offered in the PYP. 3.2 MYP In the MYP, language learning is facilitated through regular classes dedicated to language learning and language rich activities. Students are placed in MYP Language B classes according to their language ability in preparation for further study of Language B in the DP. All MYP Language B teachers work collaboratively to promote learning through language and literature, communication of ideas and areas of interaction. These initiatives directly support the fundamental concepts of the MYP and facilitate links between subject groups and strong links between the cultures and languages studied. 3.3 DP Students will follow the language course that is most suited to their present and future needs and that will provide them with an appropriate academic challenge. The degree to which students are already competent in the language, and the degree of proficiency they wish to attain by the end of the period of study, are the most important factors in identifying the appropriate placement point on the spectrum of language courses available. Generally speaking, students continue the Language B they have studied in the MYP into the DP. Students studying a second Language A in the MYP (usually Mandarin) will study Language A in the DP, hence qualifying for the Bilingual Diploma. MYP Language B students (Mandarin or Spanish) will study that Language B in the DP (at Higher or Standard Level as appropriate). On occasion, students may decide to switch language and study another from the beginning. In that case, Mandarin and Spanish are available as ab initio courses. New students entering the college in Year 12 from overseas with no previous exposure to Mandarin are encouraged to take Mandarin ab initio. 3.4 Mother Tongue Support Discovery College believes that mother tongue language development is crucial to maintaining cultural identity and emotional stability. While we do not offer bilingual programmes, we do recognise that strength in mother tongue supports students in learning other languages. International schools have a special responsibility to recognise and support each and every aspect of language development. With a significant proportion of students at Discovery College speaking a mother tongue other than Mandarin or English, we acknowledge the need to support these additional languages. Discovery College offers support for parent-led mother tongue groups where communities of speakers of the same language can gather together to foster the use of the mother tongue as a way of developing academic language proficiency as well as emotional and social proficiency. The focus is developing the listening and speaking abilities of the students to bridge the gap between ‘school’ language and ‘home’ language. Within the classroom students are encouraged to use their mother tongue as a tool for understanding and as a way of sharing their knowledge with others. In the DP, students have the option of studying their mother tongue as a self-taught option. The College, in collaboration with ESF Language Centre, facilitates contact with an appropriate tutor of that language, and a school-based mentor (usually an English teacher) is provided to ensure that the students remain on target for fulfilling the various aspects of the course. 3.5 English as an Additional Language (EAL) The term EAL is used to refer to students for whom English is an additional language. Students of all linguistic backgrounds are considered for admission to Discovery College. However, the admissions process seeks to determine whether learners are sufficiently proficient in English so that they can successfully access the curriculum in an English



Hong Kong T +852 3969 1000 F +852 2987 8115

discovery.edu.hk


medium learning environment. Upon admission, a language profile for incoming students is developed and a traffic light system is used to identify those students who may be in need of English language support. Across all three IB programmes we are committed to offering a differentiated system of inclusive support to our EAL students, which might sometimes include parallel teaching in small groups. Appropriate scaffolding across all areas of the curriculum is required in order for EAL learners to succeed in achieving their potential. In order to track and monitor students’ progress in addition to informing curriculum design and support levels in the MYP, in particular, a benchmarking system is used. As our learners embark on their DP courses, they will face the rigorous demand for cognitive academic language proficiency. In order to be successful language learners, our EAL students are encouraged to take responsibility for developing strategies that will extend their language learning. Reading extensively outside the classroom and developing a richer vocabulary in English is strongly encouraged. As students progress into higher year levels this becomes even more important as they will be expected to read a range of increasingly sophisticated texts in different content areas. 4. Special Educational Needs (SEN) In keeping with the philosophy of all three IB programmes, Discovery College has adopted an inclusive model of learning support. This means that students with individual needs are supported within mainstream classes and all students are given full access to the curriculum. Teachers respond to the diverse learning needs and styles of the students in their care through using a variety of differentiation strategies to deliver the programme. These strategies may include the use of learning technologies, simplifying texts, supplementing information, providing checklists, using alternative forms of assessment and making assessment arrangements. In cases where students’ barriers to learning preclude the development of age appropriate literacy skills and additional support is required, mainstream class teachers may refer the student to the Learning Development Team. The referral process at Discovery College is in line with the ESF Guidelines for Implementation of the ESF SEN Policy (2008). The College is committed to providing support to students at Levels of Adjustment (LOA) 1-2. (Please refer to SEN policy document for further details). Once referred to the Learning Development Team, students may be supported through parallel teaching, co-teaching, small group conferencing and if circumstances require, there may be some more intensively individual support provided for Level of Adjustment 2 (LOA2) students. It is expected that the college and parents work in partnership to help develop students’ literacy skills.


Effective Date:

Joining ESF Policy 16 June, 2009

Page 1 of 7 Joining_ESF_-_26Jun09_v1.1

Title : Joining ESF Policy

Status :

New policy





Effective Date:



CONTENTS

1. Purpose

2. Scope


4. Responsibilities

5. Procedures

6. Compliance


SMT


Date:

Date:

Date:


Effective Date:






By Date By Date


16June 2009

SMT




Effective Date:



1. PURPOSE

The English Schools Foundation (ESF) understands the importance of newly recruited Staff Members obtaining relevant information in a timely manner to enable them to comply with the regulations of Hong Kong (as required by the Immigration Ordinance, Education Ordinance, and other relevant Ordinances) so that they are able to work in Hong Kong. This Policy provides guidance to newly recruited Staff Members, particularly those from the overseas, for obtaining visas and other required information: • guidelines for foreign nationals to apply for the appropriate visa to stay or work in Hong

Kong legally • guidelines for teaching staff to apply for the teacher registration • Mandatory Provident Fund (MPF) • salary payment • taxation • banking 2. SCOPE

This Policy applies to all Staff Members in all ESF and ESL entities, namely: -



management team of ESL Staff Member - Any employee of ESF and/or ESL Principal - Principal of an ESF School or ESL School or kindergarten Board - Board of Governors of ESF Director HR - Director Human Resources of ESF HR Department - The Human Resources Department of ESF Teaching Staff - An inclusive description for all teachers; Full-time, Part-time

and Supply. Full-time Teaching Staff



- Teaching Staff with working hours of less than the school timetable requirement


Full-time Support - Support Staff with a contract duration of more than one


Effective Date:



Staff year and working hours of 39 hours or above per week Part-time Support Staff

- Support Staff with working hours of less than 39 hours per week


MPF - The statutory Mandatory Provident Fund as stipulated in the Mandatory Provident Fund Ordinance

4. RESPONSIBILITIES 4.1 HR Department

The HR Department will provide support and proforma and a reference noting ESF or ESL’s intention to employ a teacher to facilitate the application process of employment visa and teacher’s registration of newly recruited Staff Members to enable them to legally work in Hong Kong.

4.2 Staff Members It is a pre-requisite of their employment that Staff Members should obtain the necessary visas allowing them to work for ESF or ESL. Staff Members should ensure the validity of their visas throughout the duration of their employment with ESF or ESL.

5. PROCEDURES 5.1 Employment Visas

This Section applies to Staff Members who are not holders of permanent Hong Kong resident status. In general, ESF or ESL sponsors the employment visas of full-time Staff Members who are employed for one year or more. Staff Members working on Part-time, Temporary, or contract duration of less than one year, are qualified for employment only they have appropriate legal status to work in Hong Kong. Staff Members should provide an updated copy of their employment visa and dependants’ visas to the HR Department for record.

5.1.1 Applying for an Entry Visa

The HR Department will assist newly recruited Full-time Staff Members who are foreign nationals in applying for their first employment visas. They will also assist Staff Members with visa applications for their dependant(s). Staff Members holding employment visas sponsored by companies other than ESF or ESL and who will continue in the employment of the other company must obtain a sideline visa from the Immigration Department to enable them to work for ESF or ESL. Detailed information including application forms and required supporting documents for employment visas and dependant visas is available on the Hong Kong Immigration Department’s web site: http://www.immd.gov.hk/.


Effective Date:



The cost of applying for a first employment visa will be borne by ESF or ESL, the cost of applications relating to dependants is to be borne by the Staff Member.

5.1.2 Conditions of Visa Staff Members who hold employment visas sponsored by ESF or ESL should note that that the conditions of their visa require them to obtain the permission of ESF or ESL and the Immigration Department to undertake work outside of ESF or ESL. As ESF and ESL are separate legal entities, Staff Members sponsored by ESF are required to follow these rules to enable them to work for ESL and vice versa.

5.1.3 Extension of Visa HR Department shall provide documentation to Staff Members for the extension of employment visas. The extension application must be submitted to the Immigration Department by the Staff Member personally one month prior to the expiry of their visas. Staff Members who have plans to travel outside Hong Kong before the expiry of their visas are advised to submit the application before they leave Hong Kong. They should explain to the Immigration Department the reason for the early submission. The cost of applying for any subsequent employment visa extension will be borne by the Staff Member.

5.2 Applying for Teacher’s Registration or Teaching Permit for Teaching Staff 5.2.1 Hong Kong Council for Accreditation of Academic and Vocational Qualifications

(HKCAAVQ) Teaching Staff Members are required to obtain teacher’s registration or a teaching permit issued by the Hong Kong Education Bureau. A Staff Member holding non-local qualifications must obtain a qualification assessment from the Hong Kong Council for Accreditation of Academic and Vocational Qualifications (HKCAAVQ). Staff Members should provide all necessary academic records (e.g. transcripts, certificates, teaching practicum, etc.) which are requested by the HKCAAVQ for assessment. Information about the qualification assessment by HKCAAVQ can be obtained from its web site: http://www.hkcaa.edu.hk/en/main.asp.

5.2.2 Teaching Permit and Teachers’ Registration It is necessary for Teaching Staff to obtain a Teaching Permit or a Teachers’ Registration to be legally appointed to a teaching position in Hong Kong. ESF or ESL will provide assistance for Full-Time Teaching Staff to obtain these professional qualifications. However, for Temporary Teaching Staff, Part-Time Teaching Staff and Supply Teachers, they should obtain such professional qualifications by themselves to be qualified for employment. Staff Members should provide a copy of their teaching permit / teacher’s registration to the HR Department for record.


Effective Date:



5.3 Mandatory Provident Fund (MPF) Staff Members will be enrolled in ESF’s MPF Scheme. ESF/ESL and the Staff Members are required to make contributions to the Scheme, the amount of which will not exceed the minimum contribution as stipulated in the MPF Ordinance. There is a minimum contribution required by both the employer and the Staff Member.

5.4 Salary Payments

Salaries are paid monthly in arrears in Hong Kong currency directly into the Staff Member’s bank account. Staff Members who do not hold Hong Kong Bank accounts will be provided with the necessary supporting documentation to enable them to open a Hong Kong bank account.

5.5 Taxation The Hong Kong Tax year is from 1st April to 31st March of the following year. A person who works in Hong Kong is liable to pay the amount of tax due under the law. Salaries Tax is not deducted from a Staff Member’s salary by the employer. Therefore Staff Members are advised to save for their tax bills which become payable at the end of each tax year. Information about taxation in Hong Kong is available on the Hong Kong Inland Revenue Department’s web site: www.info.gov.hk/ird

6. COMPLIANCE


Information Technology Policy Document

Effective Date:

IT Security Policy 1 September, 2009

Page 1 of 9 IT_Security_Policy.doc

Title : IT Security Policy

Status : New Policy



Originator : Cranston Chan, Head of Information Technology


Effective Date:



CONTENTS

1. Purpose

2. Scope


4. Responsibilities

5. Guidelines

6. Compliance

Originator: Information Technology, ESF Centre Originator: Reviewed by: Approved by : Cranston Chan Head of Information Technology

SMT


Date:

Date:

Date:


Effective Date:




Revision No


Reviewed Approved

By Date By Date

A For review by SMT Cranston Chan

SMT




Effective Date:



1. PURPOSE

The English Schools Foundation (ESF) considers Information Technology (IT) an integral part of the teaching and learning processes. The network and computer systems are critical in supporting ESF Centre’s and schools’ day to day activities.

With the introduction of the integrated learning platform, data and information are more readily available. The integrity and reliability of the computer systems are critical to the normal operation of ESF and its schools. IT security is the responsibility of every Staff Member and student.

This Policy outlines the guidelines which all Users should abide by when using ESF IT equipment, in order to benefit from an appropriate IT system service level and an adequate level of protection of the data that is stored in the system.

2. SCOPE

This Policy applies to all those who make use of or have access to any information technology or network equipment and facilities belonging to ESF, namely:

1. Staff Members in any ESF or ESL entity 2. Temporary Staff Members in any ESF or ESL entity 3. Guests who have been given permission to use or access ESF IT network

equipment or facilities. Users should read this Policy in conjunction with other related policies as well as HKSAR Laws and Ordinance including; Acceptable Use of IT Policy, Working at ESF Schools Policy, Working at ESF Centre Policy, Personal Data Handling Policy, Copyright Policy, HKSAR Personal Data Privacy Ordinance (PDPO), HKSAR Copyright Law. Out of Scope : This policy does not apply to students. Schools may adapt this Policy for students. This Policy does not cover monitoring of Staff Members; this is outlined in the Employee Monitoring Policy.


ESF - the English Schools Foundation, including ESF Educational Services Limited



kindergarten. Head of IT - The Head of Information Technology, ESF Centre IT Administrator - IT personnel in schools in charge of the administration of

the IT systems and network. (in some schools it refers to Network Manager or IT Manager)


Effective Date:



Users - All users of any ESF owned information technology or network equipment and facilities, except students.


Principals and Senior Managers are responsible for the implementation of the Policy.

4.2 Users Users are responsible for complying with the IT security policies and practices outlined in this Policy. Users shall take all reasonable and practical steps to ensure the security of the IT equipment and the data stored in the IT systems.

4.3 Head of IT The Head of IT is responsible for the communicating, monitoring and implementing the policy across ESF.

5. GUIDELINES

Users shall abide by the guidelines below when using ESF IT equipment or facilities at or off ESF premises.

5.1 General

5.1.1 PCs and notebook computers must not be left unattended for long periods while

signed on. For example, during lunch, coffee breaks etc. Users must either logoff or

activate a password-controlled screensaver if they are leaving their PC. As a general

guideline, the screensaver should be set to activate after not more than 15 minutes of

inactivity.

5.1.2 IT equipment must not be removed from ESF premises unless approval has been

received from the Principal or Senior Manager. Extra care should be taken with IT

security in such cases to ensure adequate protection against unauthorised access.

All reasonable precautions must be taken to protect equipment against damage, loss

and theft. The equipment must not be left unattended in any public place. Damage,

loss or theft must be immediately reported to the Principal or Senior Manager.

5.2 Software

5.2.1 ESF will only use licensed software or software authorised to be used by the

software developer. ESF does not own this software or its related documentation,

and unless authorised by the software developer, does not have the right to

reproduce it except for backup purposes.

5.2.2 Users shall use the software only in accordance with the license agreements and will

not install unauthorised copies of commercial software.


Effective Date:



5.2.3 Users shall not download or upload unauthorised software over the internet.

Downloading of any executable files (.exe) or software form the Internet is forbidden

without authorisation from the appropriate IT Administrator.

5.2.4 All purchases of software should be carried out in accordance with the ESF

procurement procedure. Users should avoid paying for software themselves and

claim reimbursement from the school as the owner of the software may become

unclear.

5.2.5 ESF does not condone the unauthorised duplication or use of software. Users shall

not make, acquire, or use unauthorised copies of computer software.

5.2.6 ESF reserves the right to remove any files from IT systems including any information

it views as offensive or illegal. Users learning of any misuse of software or related

documentation within ESF shall notify the relevant Principal or Senior Manager.

5.2.7 Users should also adhere to ESF’s Copyright Policy.

5.3 Security of Data

5.3.1 Confidential data including personal data protected by the Personal Data Privacy

Ordinance (PDPO) should not be stored in removable storage including hard drive of

notebook, portable harddisk, thumb drive, DVD/VCD or other portable media.

5.3.2 Confidential data should not be stored in any electronic media that is not protected by

a firewall with restricted access.

5.3.3 PCs and notebooks for disposal must have the hard disk ‘wiped clean’ before they

are distributed outside ESF. The hard drives of PCs and notebooks should be

removed before they are taken for maintenance outside of ESF.

5.3.4 Data must be backed-up on a regular basis. This applies to data residing on network

drives, shared drives and the personal drives on desktops or notebooks. As a

general guideline, the data residing on the network should be backed-up by tape on a

daily basis.

5.4 Anti-virus, Firewall and Computer Viruses

5.4.1 Anti-virus software must be installed on all PCs and notebook computers that are

connected to ESF or school networks. They must be frequently updated to get the

latest virus signature.

5.4.2 Operating systems and applications must be frequently updated to get the latest

critical updates from vendors.


Effective Date:



5.4.3 Corruption of PC or notebook data or software by malicious software (e.g. a

computer virus or a worm) must be reported to the appropriate IT Administrator. The

PC or notebook must be immediately disconnected from the network.

5.4.4 Users are not permitted to disable or remove antivirus and / or firewall software under

any circumstances.

5.5 General network security 5.5.1 Internal network addresses, configurations and related system or network information

shall not be released to any third party without the approval of the IT Administrator. 5.5.2 All internal networks with connections to internet shall be properly protected. 5.5.3 Security measures such as secure virtual private network (VPN) shall be in place for

remote access to the IT systems. 5.5.4 Confidential / Restricted information shall be encrypted when transmitted over an un-

trusted communication network.

5.6 User identification and password

5.6.1 Each User is allocated an individual user name and password. Logon passwords

must not be written down or disclosed to another individual. The owner of a particular user name will be held responsible for all actions performed using this user name.

5.6.2 Line managers must notify IT of User changes, this includes Users joining or leaving

ESF and User movements that may affect their access rights. 5.6.3 The following is the general password requirement :-

- Is at least 6 characters - Does not contain the User’s account or full name - The system should have the capability of resetting the password on a periodic

basis and the period should not be more than 365 days. The new password should not be the same as the previous 10 passwords.

- The system should have the capability of revoking the password after not more than 10 attempts

5.7 Access to ESF information

5.7.1 Although it is not the general practice of ESF to monitor stored files, email messages

and Internet access for their general content, ESF reserves the right to do so for the protection of Users, for system performance, maintenance, auditing, security or investigative functions (including evidence of unlawful activity or breaches to ESF policy) and to protect itself from potential corporate liability.


Effective Date:



5.7.2 In general, only Staff Members will be granted access to the IT systems. Users who are authorised to use the systems are only permitted to access electronic information and data that are required to perform their duties.

5.7.3 If confidential information is lost, either through loss of a notebook computer, backup

media or other security breach, the User must report the incident to the relevant Principal or Senior Manager immediately.

5.8 Internet Security

5.8.1 All Users have a responsibility to use the Internet in a professional, ethical and lawful

manner. Internet access is a privilege, which can be revoked by ESF. 5.8.2 All access to the Internet from ESF networks will be via an approved channel that will

be secured by a firewall. 5.8.3 All software and files downloaded from the Internet shall be screened and verified

with anti-virus software. 5.8.4 Users are strongly advised not to use the same passwords for login to Internet

websites as they do internally for ESF systems. 5.8.5 ESF reserves the right to review, audit, intercept, access and disclose all access to

the Internet. This includes emails sent and received in addition to websites visited and files downloaded from the Internet.

5.9 Email Security

5.9.1 Users must exercise caution with any external attachments other than those received

from a trusted source, as these attachments may contain a computer virus. 5.9.2 Incoming emails shall be screened for computer viruses and malicious codes. 5.9.3 Emails from untrusted sources should not be opened or forwarded. 5.9.4 Users must ensure that documents attached to emails are not copyright protected. 5.9.5 If a User receives an email, which they deem to be inappropriate, offensive or illegal,

they must inform their immediate supervisor. Immediate reporting of incidents facilitates more successful identification of the source and other details.

5.9.6 Email transmission of classified information shall be transmitted only with the

permission of the appropriate Senior Manager. 6.0 COMPLIANCE

Any matters concerning the implementation of this Policy in a particular school/organisation should be raised with the Principal or Senior Manager with a view to reaching a mutually workable solution. Any matters of non compliance should be raised with the Head of Information Technology, ESF Centre.


Effective Date:



Failure to comply with this Policy may result in the Staff Member concerned facing disciplinary action, as outlined in the Disciplinary Policy, which may include dismissal.


Effective Date:

Inclement Weather Work Arrangements Policy

(Typhoon and Rainstorm)

28 April, 2009

Page 1 of 10 Inclement Weather Work Arrangements Policy - 26Jun09 v1.1

Title :

Inclement Weather Work Arrangements (Typhoon and Rainstorm) Policy

Status : Revision of original Staff Working Arrangements During Typhoons and Rainstorms Policy

Approval Date : 28 April 2009

Date for Next Review : April 2010



Effective Date:



28 April, 2009


CONTENTS

1. Purpose

2. Scope


4. Responsibilities

5. Procedure

6. Caveat

7. Compliance

Appendix I Summary of Typhoon and Rainstorm Arrangements for Schools and Offices

Appendix II Summary of Arrangements for ESL Extra-curricular Activities


SMT


Date:

Date:

Date:


Effective Date:



28 April, 2009





By Date By Date



28Apr2009

SMT 28Apr2009




Effective Date:



28 April, 2009


1. PURPOSE

Typhoons and Rainstorms normally occur during the summer months. Strong winds and heavy rains can cause serious damage to life and personal property. The over riding consideration is student and Staff Member safety in all instances of inclement and dangerous weather conditions. Staff Members should remain in the safer of; their school, their office or their home.

At all times in managing work arrangements during inclement weather, ESF shall comply with advice issued by the Hong Kong Observatory in conjunction with the Education Bureau (EDB).

This Policy details the work arrangements of Staff Members during inclement weather. 2. SCOPE

This Policy applies to all Staff Members of ESF and ESL including:

• Primary Schools; • Secondary Schools; • Private Independent School; • Kindergartens; • ESL Head Office; • ESF Centre.

Out of Scope: This Policy does not apply to arrangements for students, which are covered by individual school policies. However, Staff Members working at a school should read this Policy in conjunction with the relevant school policy.



management team of ESL Staff Member - Any employee of ESF and/or ESL Principal - Principal of an ESF School or ESL School or kindergarten. Chief Executive - Chief Executive Officer of ESF Director HR - Director Human Resources of ESF


Effective Date:



28 April, 2009


4. RESPONSIBILITIES 4.1 Senior Managers

Senior Managers are responsible for deciding whether to close schools and offices or to release Staff Members early due to inclement weather conditions. The Head, Student Support Services will post specific arrangements and advice on ESF’s website (www.esf.edu.hk).

4.2 Principals

When the Typhoon No. 8 / Black Rainstorm is hoisted (and Typhoon No. 3 / Amber Rainstorm in the case of a kindergarten) and a session is in progress, the Principal shall use discretion in determining when to release Staff Members, which would be in conjunction with their decision on the safe release of students. All decisions will be taken to ensure the safety of both students and Staff Members, whilst also being mindful of individual circumstances, e.g. whether Staff Members may need to collect their own children from schools, the distance some Staff Members may have to travel to reach home, or the prevailing weather conditions at a specific school (eg. Localised flooding).

4.3 Staff Members

The over riding consideration in inclement and dangerous weather conditions is that students and Staff Members should remain safe either in school or in their homes. When Typhoon or Rainstorm Warnings are in force, it could be that on occasions Staff Members have to remain at home during working hours or in school after normal working hours to await more favourable weather conditions for travelling. Staff Members must inform their manager as soon as possible if they are unable to report for work when they would be expected to do so.

5. PROCEDURE

5.1 Typhoons

In general, the following arrangements will apply:

5.1.1 Hoisting of a No. 1 or No. 3 signal Regardless of the closure of some schools, Staff Members including full time Education Assistants work as normal. Hourly paid Staff Members of kindergartens or the Jockey Club Sarah Roe School, including hourly paid Education Assistants, are not expected to attend during a No. 3 Typhoon Signal.

5.1.3 Hoisting of a No. 8 signal or above (a) Before School/Office hours: All ESF schools and offices will close. However,

schools must make provisions for appropriate Staff Members to care for students who arrive at school until they are collected by a parent, carer or school buses as relevant.

(b) During School/Office hours: It may be that the speed of events overtakes matters

and Staff Members are in school when a No. 8 Typhoon Signal or higher is hoisted.


Effective Date:



28 April, 2009


In such circumstances, Staff Members could remain in School until it is considered safe to leave.

In the event of a typhoon approach during school hours and an announcement being made by the Hong Kong Observatory that a No. 8 Typhoon Signal will be hoisted within the next two hours, schools shall be closed following an instruction from the ESF /ESL Office based on the directive of the Education Bureau. Once schools are closed, Principals should implement their contingency plans for releasing students and begin a staggered release of Staff Members, giving priority to those who may face greater hardship in travelling e.g. those living in remote areas or outlying islands.

5.1.3 Lowering of a No. 8 signal

(a) For ESF Centre, ESL Office, EDC, and ESF or PIS Schools when the No. 8 Typhoon Signal is lowered to a Typhoon Signal No. 3, No.1 or no Signal before 12:00 noon: Staff Members should report to work within two hours, or according to their scheduled hours. If classes do not resume in Schools then Principals shall determine the staffing requirements of the school for the remainder of the day.

(b) For kindergartens and the Jockey Club Sarah Roe School when the No. 8 Typhoon

Signal is lowered to no Signal: (i) before 10:30am, then Staff Members are required to report to work within two

hours; (ii) between 10:30am and 2:00pm, only the Principal, Senior Administrator and

Caretaker need attend; 5.2 Rainstorms

In general, the following arrangements will apply:

5.2.1 Amber Rainstorm Warning If an Amber Rainstorm Warning is in force at a time before Staff Members leave home for school all Staff Members should report for duty as normal. Principals should however give due consideration to the local weather conditions and use discretion in cases where Staff Members have genuine difficulties in reporting for duty or arriving at work on time.

5.2.2 Rainstorm Warnings hoisted during school/work hours If an Amber, Red or Black Rainstorm signal is hoisted when a school is in session, Staff Members should continue to work at the school or in their office until the end of the normal working hours, and should only attempt to leave the school or their office when it is safe to do so, which will generally be when the warning is lowered to Amber or to no signal.

5.2.3 Red Rainstorm Warning in effect before school/work hours If a Red Rainstorm Warning is in force when Staff Members would normally leave home for school or their office: (a) Schools will remain closed. However, Staff Members (except Hourly paid Staff

Members, including hourly paid Education Assistants) should go to work as per their normal schedule unless local conditions make it unsafe to do so. Schools must


Effective Date:



28 April, 2009


make provisions for appropriate Staff Members to care for students who arrive at school until they are collected by a parent or carer.

(b) Offices will operate as normal and Staff Members should go to work unless local conditions make it unsafe to do so.

5.2.4 Black Rainstorm Warning in effect before school/work hours

If a Black Rainstorm Warning is in force when Staff Members would normally leave home for school or their office: (a) Schools will remain closed and Staff Members should remain at home. However,

schools must make provisions for appropriate Staff Members to care for students who arrive at school until they are collected by a parent, carer or school buses as relevant.

(b) Offices will remain closed and Staff Members should remain at home.

5.2.5 Lowering of Black Rainstorm Warning (a) For ESF Centre, ESL Office and EDC; when the Black Rainstorm Warning is

lowered to Red, Amber or no Warning before 12:00 noon, Staff Members should report to work within two hours, or according to their scheduled hours, and provided it is safe to do so.

(b) For ESF or PIS Schools; when the Black Rainstorm Warning is lowered to Amber or no Warning before 12:00 noon, Staff Members should report to work within two hours, or according to their scheduled hours. If classes do not resume in Schools then Principals shall determine the staffing requirements of the school for the remainder of the day.

(c) For kindergartens and the Jockey Club Sarah Roe School; when the Black Rainstorm Warning is lowered to no Warning: (i) before 10:30am, then all Staff Members should report to work immediately

provided it is safe to do so; (ii) between 10:30am and 2:00pm, only the Principal, Senior Administrator and

Caretaker should proceed to the kindergarten provided it is safe to do so. 6. CAVEAT

Prior to releasing Staff Members from their schools during inclement weather, Principals must ensure the required Staff Member to student ratio is met.

7. COMPLIANCE



Effective Date:



28 April, 2009


Appendix I – Summary of Typhoon and Rainstorm Arrangements for Schools and Offices

1. Warning/Signal in force before normal working/school hours

ESF/PIS Staff Kindergarten/ JCSR Staff Office Staff

Amber Rainstorm Warning

All Staff Members work as normal unless local conditions and public transport services make it difficult to do so.

Red Rainstorm Warning

All Staff Members (except hourly paid Staff Members) work as normal unless local conditions and public transport services make it difficult to do so.

Black Rainstorm Warning

All Staff Members remain at home except for essential Staff required to care for children who arrive at school.

All Staff Members remain at home.

Typhoon Signal No.1


Typhoon Signal No.3


All Staff Members (except hourly paid Staff Members) work as normal, despite school closure unless local conditions and public transport services make it difficult to do so.


Typhoon Signal

pre-8 or above

All Staff Members remain at home except for essential Staff required to care for children who arrive at school.

All Staff Members remain at home.

2. Warning/Signal issued during normal working/school hours


Amber or Red

Rainstorm Warning

All Staff Members continue to work as normal unless local conditions make it difficult to do so.


All Staff Members continue to work as normal and only leave after normal work/school hours when it is safe to do so.

Typhoon Signal No.1


Typhoon Signal No.3


Typhoon Signal

pre-8 or above

All Staff Members released in stages provided it is safe to do so except for essential Staff required to care for children until collected.

All Staff Members released in stages provided it is safe to do so.


Effective Date:



28 April, 2009


3. Warning/Signal in effect before normal hours and lowered to safe Warning/Signal during normal hours


Before 12:00 noon Before 10:30am Before 12:00 noon

Amber or Red

Rainstorm Warning



Staff Members return to work within 2hrs or as determined by Principal if school does not resume.

Staff Members return to work within 2 hrs provided it is safe to do so.

Typhoon Signal No.1


Typhoon Signal No.3


Typhoon Signal

pre-8 or above

Staff Members return to work within 2hrs or as determined by Principal if school does not resume.

Staff Members return to work within 2 hrs provided it is safe to do so.

4. Warning/Signal in effect at end of normal hours


Amber or Red

Rainstorm Warning

All Staff Members released from work/school as normal unless local conditions make it difficult to do so.


All Staff Members remain at work/school until it is safe to leave.

Typhoon Signal No.1


Typhoon Signal No.3


Typhoon Signal

pre-8 or above

All Staff Members released provided it is safe to do so except for essential Staff required to care for children until collected.

All Staff Members released provided it is safe to do so.


Effective Date:



28 April, 2009


Appendix II - Summary of Arrangements for ESL Extra-curricular Activities

ESL After School

Activities ESL Saturday

Activities 1-2-1 Lessons

Warning/Signal

issued

Before Activity Will continue as normal Will continue as normal Will continue as normal Amber Rainstorm Warning

During Activity Will continue as normal Will continue as normal Will continue as normal

In force at 12pm Classes cancelled

In force at 7am Morning Classes cancelled

Red Rainstorm Warning

In force at 11am Afternoon Classes cancelled

Lessons cancelled if signal in force 3hrs before start of lesson






Before Activity Will continue as normal Will continue as normal Will continue as normal Typhoon Signal No.1 During Activity Will continue as normal Will continue as normal Will continue as normal

Before Activity Will continue as normal Will continue as normal Will continue as normal Typhoon Signal No.3 During Activity Will continue as normal Will continue as normal Will continue as normal



Typhoon Signal pre-8 or above



House System Discovery College has five houses, each made up of vertical groupings of staff and students across all year levels. Siblings are placed in the same house. The five houses are based on the five elements of Chinese creation, namely: 流水 Liú Shuǐ House Water (blue) 青木 Qīng Mù House Wood (green) 金属 Jīn Shǔ House Metal (purple) 烈火 Liè Huǒ House Fire (red) �土 Rè Tǔ House Earth (yellow) The purpose of the house system is to:

• Provide an opportunity for students from ALL levels of the school to interact • Build new friendships • Encourage older students to mentor and care for younger students • Build school spirit • Create sense of identity and belonging • Promote participation (all students) and competition (Years 5-13) • Provide opportunities for student leadership and student voice • Provide a grouping through which we can deliver aspects of a pastoral programme


Effective Date:

Harassment Policy

18 March, 2009

Page 1 of 9 Harassment Policy - 26Jun09 v1.1

Title : Harassment Policy

Status : Revision of original Harassment Policy dated 1 September 2005

Approval Date : 17 March 2009

Date for Next Review : March 2010



Effective Date:

Harassment Policy

18 March, 2009


CONTENTS

1. Purpose

2. Scope


4. Responsibilities

5. Context

6. Procedure

7. Assault

8. Compliance

Appendix I: Examples of Harassment

Appendix II: Raising an Allegation of Harassment


SMT


Date:

Date:

Date:


Effective Date:

Harassment Policy

18 March, 2009





By Date By Date

A 1 Sep 2005 For review by SMT Keith Tucker

17 Mar

2009

SMT 17 Mar

2009




Effective Date:

Harassment Policy

18 March, 2009


1. PURPOSE

The English Schools Foundation (ESF) is committed to providing a working and learning environment in which the dignity of all individuals is respected with special regard to the values of mutual respect outlined in the ESF Professional Code. To this end, any kind of harassment is unacceptable. Stakeholders have the right to complain about harassment by Staff Members. Any complaints of harassment will be taken seriously and can be grounds for disciplinary action which may include dismissal, where harassment is found to have taken place.

This Policy outlines the procedure to be followed in alleged harassment situations in schools and offices within ESF. 2. SCOPE This Policy applies to all issues of potential harassment raised against a Staff

Member by any member of ESF, namely by: • a Staff Member; • a student or parent of a student; or • another non-Staff Member stakeholder.

Out of scope: This Policy does not provide for the resolution of alleged harassment brought against a non-Staff Member by a Staff Member eg. students or members of a School Council. Such issues should be dealt with through the Grievance Policy or the Student Behaviour Policy, as appropriate.

3. DEFINITIONS / ABBREVIATIONS ESF - English Schools Foundation

ESL - ESF Educational Services Limited Senior Managers - Senior Management Team at ESF and the

management team at ESL Principal - Principal of the relevant ESF School School Council - School Council of the relevant ESF School Head of Department - Head of the relevant department within the school

or ESF office Chief Executive - Chief Executive Officer of ESF Director HR - Director Human Resources of ESF APTESFS - Association of Professional Teachers in ESF

Schools Staff Association - The Staff Association of Support Staff in ESF Board - Board of Governors of ESF Complainant - Person raising the harassment issue Harasser - Staff Member accused of harassing the

Complainant


Effective Date:

Harassment Policy

18 March, 2009


4. RESPONSIBILITIES 4.1 Principals and Senior Managers.

All Staff Members with management responsibility should implement this policy and ensure that any allegation of harassment is promptly investigated. They should ensure that all complaints will be handled with sensitivity and discretion. They are also responsible for ensuring that a Complainant is not victimised in any way for having raised a harassment allegation.

4.2 Staff Members All Staff Members are responsible for upholding the policy in both letter and spirit so that Staff Members and other stakeholders do not suffer any form of harassment and that if they do, they are encouraged and supported in their complaint, with due regard to the rights of all the other parties involved. Staff Members who make harassment complaints for malicious or frivolous reasons may, however, be subject to disciplinary action.

4.3 Director HR

The Director HR is responsible for providing advice to the Staff Members, Principals, Senior Managers and line managers on harassment matters and may be present in meetings. He is also responsible for ensuring that the procedures set out in this Policy are adhered to.

5. CONTEXT 5.1 What Constitutes Harassment?

Harassment can take many forms and may be directed against anyone for any reason. Reference can be made to the Equal Employment Opportunities Policy which outlines a number of common factors which may form the basis of harassment. ESF will not tolerate harassment on the basis of any of these factors.

5.2 How might Harassment manifest itself? Harassment may involve action, behaviour, exclusion, comment or physical contact which is found objectionable or which causes offence and can result in the recipient feeling threatened, humiliated, intimidated, patronised, demoralised or less confident in him/herself. Staff Members become less effective in an environment they find unpleasant or hostile. It can affect their whole life at work and at home as well as affecting their well being and health. It is for the recipient to decide whether she/he finds the behaviour unacceptable.


Effective Date:

Harassment Policy

18 March, 2009


5.3 The Nature of Harassment To assist in determining the nature of harassment, examples are outlined in Appendix I. As a brief guide, some examples of unacceptable conduct include: • verbal abuse or insulting behaviour; • the use of humour to put another person or group of people down, for

example telling jokes that are sexist, racist or are about a person’s sexual orientation;

• unwanted physical contact ranging from touching to serious assault; • display or circulation of sexually suggestive or racially abusive

material; • bullying, coercive or menacing behaviour; • unwanted sexual advances, propositions, attention or innuendo; • ridicule or exclusion of a person for cultural, religious or personal

differences.

6. PROCEDURE 6.1 How to Raise a Complaint of Harassment

Depending on the nature of the harassment and the wishes of the Complainant, complaints may either be taken through informal or formal procedures. Complainants are encouraged to pursue their complaints as early as possible. Issues are more difficult to resolve where time has elapsed and relationships have deteriorated. Often, the Harasser may not be conscious that their behaviour is considered offensive and inappropriate. Some complaints may be of a sensitive or personal nature where the Complainant’s privacy must be respected.

6.2 Informal Procedure The recommended approach is that both the Harasser and Complainant meet. If the Complainant feels able to do so, they should first seek to raise the matter by direct approach to the Staff Member concerned, involving a full and frank discussion of the alleged harassment, the purpose being for the Complainant to explain their discomfort with the behaviour and for the alleged Harasser to agree to cease the behaviour. If the Complainant feels more comfortable, they may consider asking a personal friend or colleague to accompany them.

6.3 Formal Procedure

If an informal approach fails or if the Complainant feels unable to raise the issue directly with the alleged Harasser, then the issue should be discussed with an appropriate senior member of the school or department staff or a representative from the Human Resources Department (HR Help Desk 3762 2433). A guide to raising an allegation of harassment is outlined in Appendix II.

6.4 Further Action The issue will be investigated and resolved either; privately and confidentially

through the involvement of appropriate management staff; or, through the


Effective Date:

Harassment Policy

18 March, 2009


processes outlined in the Grievance Policy or Complaints Policy depending on the wishes of the Complainant and the nature of the complaint.

Depending on the result of the investigation, the Principal or Director HR

would proceed in one of the following ways:

(i) If the allegation is admitted or a prima facie case established, action may be taken against the Harasser under the Disciplinary Policy as it applies to misconduct.

(ii) If no prima facie case is established, or the allegation is unproven, a

confidential record of the complaint and the response will be made by the investigator and a copy circulated to the alleged Harasser and the Complainant. This would not be made accessible to any other person. The Principal or Director HR should recommend remedial action to help maintain and rebuild relationships.

Failure to deal with allegations of harassment may expose ESF to legal consequences.

6.5 Support for a Staff Member as Complainant or Harasser

Either party, if a Staff Member, may need advice and support, and should consider approaching any of the following:

• APTESFS or Staff Association, as appropriate; • HR Helpdesk (3762 2433); • Direct line manager; • A personal friend of colleague.

7. ASSAULT

If a Staff Member has been assaulted or attacked, they should seek help immediately. The Staff Member is strongly advised to report any attacks to the police. Any of the sources of support and advice listed in this policy can help Staff Members to report a physical attack. Each School also has a police liaison officer who can offer support and advice. For Staff Members’ own protection, and for that of others, it is important that any offender is dealt with. If Staff Members decide to go to the police, they will not have to go alone unless they so wish.

8. COMPLIANCE



Effective Date:

Harassment Policy

18 March, 2009


Appendix I EXAMPLES OF HARASSMENT The following are examples of harassment. The list is by no means exhaustive or comprehensive. Ageism Remarks about a person’s ability to learn, exclusion from social activities and derogatory comments on the grounds of the person’s age. Bullying Intimidating, threatening, demeaning or insulting behaviour that is normally, though not exclusively, based on power, position or knowledge. It can manifest itself as shouting, sarcasm, constant criticism and belittling or derogatory remarks, ignoring or patronising attitudes. It can also be the setting of impossible deadlines and workloads so the person fails, punishment by refusal to delegate, assigning of trivial tasks or removal of responsibilities without reason. Disability Comments made about a person’s disability, whether seen or unseen, have the impact of undermining their confidence and self-esteem. It includes unwelcome discussion about the impact a disability has on a person’s home life, offensive jokes, unnecessary assistance with duties or a prejudging of capabilities. At its extreme it can manifest as refusal to work alongside someone with a disability for no reason other than the disability. Racism Offensive remarks on the basis of a person’s colour, race, ethnicity or nationality. This includes incitements to commit hostile or offensive acts by one party to another. Manifestations include racist jokes, graffiti, images and insignia as well as taunts and references to a person’s culture or customs. Intrusive questioning about racial issues and origins is also unacceptable. Religious Examples include ridicule and religious jokes, embarrassing remarks or the persistent drawing attention to a person’s religious belief. Sexual This can be physical, verbal or non-verbal conduct of a sexual nature. It is for the recipient to determine what behaviour is acceptable and what they regard as offensive. It is the unwanted nature of the conduct which distinguishes sexual harassment from friendly behaviour which is welcome and mutual. It can be experienced by either gender and can occur between members of the same sex. Examples include unwanted contact, sexual innuendo and expletives, lewd references to a person’s dress, physical features or figure and display or electronic transmission of indecent material. It can also occur when threats of failure are made if sexual favours are not granted, or in stalking. Sexuality Many lesbians, gays and bisexuals find it hard to complain about such behaviour, as they do not wish to disclose their sexuality. Nevertheless, it does occur and is demeaning, intimidating and offensive. Examples include innuendo or gossip, failure to accept same sex partners where appropriate, threats to disclose a person’s sexuality or exclusion.


Effective Date:

Harassment Policy

18 March, 2009


Appendix II

RAISING AN ALLEGATION OF HARASSMENT A Complainant raising a harassment allegation should refer to the table below to determine the appropriate route.

Complainant Harasser (alleged) Manner of Resolving the Issue

Potential Escalation

Non-Staff Member

stakeholder (eg. parent of

student)

Staff Member

Privately & Confidentially as a complaint through

Harasser's line manager

Under the Complaints Policy

Disciplinary Action

Staff Member Staff Member

Privately & Confidentially as a grievance through Complainant's line

manager

Under the Grievance Policy

Disciplinary Action

Staff Member Non-Staff Member

stakeholder

Privately & Confidentially as a grievance through appropriate Senior

Manager

Under the Grievance Policy

Dependant upon nature of issue,

may include report to Police

Non-Staff Member

stakeholder

Non-Staff Member

stakeholder

Outside ESF jurisdiction

Outside ESF jurisdiction

Dependant upon nature of issue,

may include report to Police


Effective Date:

Grievance Policy

24 June, 2009

Page 1 of 9 Grievance Policy - 25Jun09 v1.2

Title :

Grievance Policy

Status : Revision of Grievance Policy dated 18 March 2009





Effective Date:

Grievance Policy

24 June, 2009


CONTENTS

1. Purpose

2. Scope


4. Responsibilities

5. Procedure

6. Compliance

Appendix I: Composition of Grievance Committee


SMT


Date:

Date:

Date:


Effective Date:

Grievance Policy

24 June, 2009





By Date By Date


17 Mar

2009

SMT 17 Mar

2009

B 18 March 2009

Revision of Formal Grievance Meeting Procedure

Keith Tucker

23 Jun 2009

SMT 23 Jun

2009




Effective Date:

Grievance Policy

24 June, 2009


1. PURPOSE

The English Schools Foundation (ESF) encourages an open working environment where issues can be discussed and resolved between individuals in a positive manner with special regard to the values of mutual respect outlined in the ESF Professional Code. However, there will be times when an issue can not be resolved between the individuals themselves and this policy sets out a formal procedure to assist with issue resolution.

Staff grievances can arise from a variety of sources. They can arise among Staff Members or with a Principal or Head of Department. They can be of a relatively simple nature or of fundamental importance. They can involve the members of the School Council or members of ESF’s offices. This Policy outlines the procedure to be followed in grievance situations in schools and offices within ESF. 2. SCOPE This Policy applies to all Staff Members in all ESF and ESL entities, namely: -

1. Primary Schools; 2. Secondary Schools; 3. Private Independent School; 4. Kindergartens; 5. ESL Head Office; 6. ESF Centre. Out of scope: This Policy does not provide for the resolution of issues brought forward by non-Staff Members (eg. parents or students) in ESF. Such issues should be dealt with through the Complaints Policy or Complaints Procedure for Schools as appropriate. This Policy does not deal with an appeal against a decision to terminate the employment of a Staff Member. As outlined in the ESF Ordinance (Chapter 1117 Section 20), this should be dealt with by the Appeals Panel.



management team of ESL Staff Member - Any employee of ESF and/or ESL Principal - Principal of the relevant ESF School School Council - School Council of the relevant ESF School Head of Department - Head of the relevant department within the school or ESF

office Chief Executive - Chief Executive of ESF Director HR - Director Human Resources of ESF APTESFS - Association of Professional Teachers in ESF Schools Staff Association - The Staff Association of Support Staff in ESF Board - Board of Governors of ESF Grievance Committee - Grievance Committee convened specifically for the

purpose of hearing a grievance.


Effective Date:

Grievance Policy

24 June, 2009



Principals and Senior Managers are responsible for ensuring that the procedures outlined in this policy are followed appropriately and fairly with due regard for the values of mutual respect outlined in the ESF Professional Code. It is their aim to settle any grievance speedily and as close as possible to the point of origin free from discrimination on any grounds as outlined in the Equal Employment Opportunities Policy. They are also responsible for ensuring that a Staff Member raising a grievance is not victimised in any way for having done so.

4.2 Staff Members A Staff Member raising a grievance is responsible for presenting their grievance in a professional manner with due regard to the values of mutual respect outlined in the ESF Professional Code free from discrimination on any grounds as outlined in the Equal Employment Opportunities Policy. Sometimes the resolution of an issue or grievance may involve some degree of compromise by one or both parties; this should be borne in mind by all parties during any issue resolution discussions. Any Staff Member found to have raised a grievance issue under this Policy which is proved subsequently to be without substance and with the intent to harm another Staff Member of ESF may be subject to disciplinary action under the Disciplinary Policy.

4.3 Grievance Committee

Members of a Grievance Committee are responsible for the fair and objective conduct of a formal grievance meeting, free from discrimination on any grounds as outlined in the Equal Employment Opportunities Policy. They are responsible for reaching a decision as to how the issue will be managed. Given the nature of grievances, such decisions may involve compromise by one or both parties. The Grievance Committee is the final arbiter of an outcome relating to a grievance. Refer to Appendix I for the composition of a Grievance Committee.

4.4 Director HR

The Director HR is responsible for providing advice to the Grievance Committee, Principals, Senior Managers and line managers on grievance matters and may be present in meetings. He is also responsible for ensuring that the procedures set out in this Policy are adhered to.

5. PROCEDURE 5.1 Informal Grievance Procedure

Every effort should be made to resolve the issue by the informal procedure as follows:


Effective Date:

Grievance Policy

24 June, 2009


(i) Where a Staff Member has a grievance which involves another Staff Member within

the school or their department they should first seek to resolve the matter by direct approach to the Staff Member concerned, involving a full and frank discussion of the problem. If this fails, then the problem should be discussed with their direct line manager or with an appropriate senior member of the school or department staff. If necessary they should take the matter to the Principal or Head of Department.

(ii) Where a Staff Member requests a personal interview with the Head of Department

or an appropriate Senior Manager or Principal, the interview should be granted as soon as possible, but no later than five working days of the request being made.

(iii) The Head of Department or other Senior Manager or Principal should seek to

resolve the problem personally or by mutual agreement in consultation with other Staff Members. This may include consulting the Chairman of the School Council, Chief Executive, representatives of APTESFS or the Director HR as appropriate.

(iv) Where a Staff Member has a grievance with a member of ESF office or with a

member of the School Council, which does not involve any other Staff Member within the School, a direct approach should be made to the Chief Executive or the Chairman of the School Council, as appropriate. If the grievance is with the Chief Executive or Chairman of the School Council then the approach should be made to the Director HR.

5.2 Formal Grievance Procedure

It is only if the above courses of action under the informal procedure have failed that the following formal procedure should apply: (i) The Staff Member concerned should submit a formal written notice of the grievance

to the Principal or relevant Head of Department copied to the Chief Executive. If the grievance is with the Principal, the notice should be submitted to the School Council Chairman.

(ii) If appropriate, the Principal or relevant department head may wish to assign an

appropriate independent Staff Member (eg. Education Advisor) to conduct an investigation into the issue.

(iii) The Principal or relevant department head should then make a formal written report

to the School Council Chairman and send a copy to the Chief Executive within five working days of receipt of formal written notice. If the grievance is with the Principal, the School Council Chairman should make the formal written report to the Chief Executive.

(iv) The Grievance Committee in consultation, where appropriate, with the Chief

Executive or an appropriate representative, should seek to settle the problem during a Formal Grievance Meeting; this may involve mediation, arbitration or both and will often result in some form of compromise.

(v) All relevant documents should be submitted to the Grievance Committee and they

should allow the parties concerned, if they so wish, to make submissions, each of


Effective Date:

Grievance Policy

24 June, 2009


them being accompanied, if they so wish, by a representative of APTESFS, a Staff Association colleague or a personal friend. The meeting for the purpose of hearing the grievance should be arranged within ten working days of receipt of formal written notice. The formal grievance procedure is an internal procedure to which neither party shall invite legal representation.

(vi) The Formal Grievance Meeting should proceed as follows:

i. The parties to the grievance procedure should be invited into the meeting and

presented with the procedure for their agreement.

ii. The Chairman of the Grievance Committee shall remind both parties of the purpose of the Formal Grievance Meeting; which is to find a resolution to the issue. They shall also be reminded of the values of mutual respect outlined in the ESF Professional Code and that the meeting should be conducted by all parties with this in mind.

iii. The Chairman shall outline the grievance procedure and ensure that the

process is understood by both parties and that they have been provided with a copy of the Grievance Policy.

iv. The Staff Member with the grievance should then present their issue.

v. The Grievance Committee members may question the Staff Member

presenting the grievance, in order to clarify any points raised.

vi. The person against whom the grievance is made should present their side of the issue.

vii. The Grievance Committee members may question the Staff Member


viii. The Principal or relevant department head who made the formal written report should be asked to present their report (including the results of an investigation where one was undertaken), and as appropriate providing clarification of points raised by either of the individual parties.

ix. The Grievance Committee members may question the Staff Member


x. If appropriate to the issue, the Chairman of the Grievance Committee may invite both parties to suggest how the issue may be resolved, reminding them of the importance of cooperation and respect and in light of the report by the Principal or relevant department head.

xi. The aim of the Grievance Committee at this stage is to mediate and build on

any appropriate and conciliatory suggestions made by the parties to arrive at a workable resolution supported by the Principal or relevant department head.


Effective Date:

Grievance Policy

24 June, 2009


xii. If no resolution is forthcoming from the discussions of the parties involved, then the Staff Member presenting the grievance should be invited to summarise the issue from their perspective.

xiii. The person against whom the grievance is made should then be invited to

summarise the issue from their perspective.

xiv. Both parties to the grievance should be asked to withdraw. They should be informed that they should either wait to be given the decision of the Grievance Committee orally, subsequently to be confirmed in writing, or they should be told that they will be informed of the decision in writing through the post within five working days.

xv. If during the deliberations of the Grievance Committee, it proves necessary to

conduct further investigation, eg. if there is suspicion of misconduct or lack of professional ethics by one of the parties, then both parties should be invited back into the meeting to be told that this is happening and when they can expect to be advised of the next step.

xvi. Finally, the decision should be presented to both parties at the same time

during the meeting or sent to them separately through the post. The decision shall not be presented to one party in the absence of the other.

xvii. The decision of the Grievance Committee on the grievance should be

regarded as final with no further right of appeal.

xviii. Any advice on procedure should be addressed to the Director, Human Resources, ESF Centre.

6. COMPLIANCE



Effective Date:

Grievance Policy

24 June, 2009


Appendix I

COMPOSITION OF GRIEVANCE COMMITTEE A Grievance Committee of two or three persons may be convened to consider grievances raised by a Staff Member. The members of a Grievance Committee will be drawn from a pool of representatives from the School Council or Senior Managers of ESF Head Office based on the nature of the case as follows:

Grievance Committee Members

The School Council Chairman

A Teacher or Support Staff member, as appropriate

An independent representative from the School Council

Grievance within any School

An Education Advisor from ESF Centre

Director/Head of Department

Principal of a Kindergarten

Chief Executive

Grievance within the ESF Office/ESL

Chief Operating Officer of ESL Director HR acts as advisor to either committee and may be present in meetings.

Fire Alarm is triggered

Teachers bring students to Evacuation Point

Teachers conduct headcount again and report to Team leader

All teachers & students stay at Evacuation Point

and wait for further instructions

System Engineer & ST to check Fire Panel on

location of fire activation

System Engineer to notify FM on location

of fire activation

System Engineer & Site Team to verify if

real fire or false alarm and notify FM

FM & ST to check toilets and BM to evacuate

disabled children

BM to standby at Evacuation Point, FM to update BM of the status

by walkie talkie

FM to update fire department and to notify BM when building is safe

for students to return

Security Guards to open rear gate entrance

Security to notify DB Mgt to open the Siena Park

Bollards for Fire Dept. on 3651 2345

Fire Marshall's instruct teachers and staff to return to the school

BM to notify staff fire Marshalls that the building

is safe

All Staff and Students to return to normal operations

Once FM confirms with Fire Department,

Engineer /Site Team to re-activate pumps

Office Executive conduct headcounts of all

support, cleaning staff, security and life guards

at Evacuation Point

All Security Guards to Evacuation Point and

report to Office Executive

Extra-Curricular Activities/Other Learning Extra-curricular activities are provided by external providers and ESF ESL (Education Services Ltd). They include sports coaching, clubs such as chess, performing arts activities and a range of other activities. Extra-curricular activities carry a fee as opposed to the co-curricular activities provided by staff of the College, and are advertised on the College web site. ESL is the College’s preferred provider for many extra-curricular activities, which include:

• Swimming • Language – English, Mandarin, French • Tennis • Soccer • Basketball • Kung Fu

Other extra-curricular activities include:

• Table tennis • Cricket • Gymnastics • ICT/maths club • Karate • Chess • Performing arts

Other learning includes:

• Year level camps, which range from Year 1 & 2 sleepovers to 5-day challenge-based camps and overseas excursions for senior classes.

• Education Outside the Classroom experiences to support the classroom programmes, including visits to museums, city infrastructure facilities, etc.

• The restoration and management of the mangrove swamp immediately in front of the school property

• Support of DB Green in replanting, beach clean-ups, and other local environmental projects

• College-wide sports days in athletics and swimming • Support and participation in HK sporting events, including swimming, golf, athletics,

cross country, badminton, football and rugby


Effective Date:

Extension of Employment Beyond Age 60 Policy 10 June, 2009

Page 1 of 7 Extension of Employment Beyond Age 60 Policy -26Jun09 v1.1

Title : Extension of Employment Beyond Age 60 Policy

Status : Revision of original policy 16 August 2007





Effective Date:



CONTENTS

1. Purpose

2. Scope


4. Responsibilities

5. Procedure

6. Compliance


SMT


Date:

Date:

Date:


Effective Date:






By Date By Date

A 16Aug07 For review by SMT Keith Tucker

9Jun

2009

SMT 10Jun 2009




Effective Date:



1. PURPOSE

Opportunities may exist for Staff Members to extend their employment with ESF beyond age 60. ESF will consider applications from suitable nominated Staff Members to apply for extension of employment beyond age 60 in their current capacity and in their current work location.

This Policy outlines the procedure to be followed in applying for the extension. 2. SCOPE This Policy applies to all Full-time Staff Members in all ESF and ESL entities, namely: -

1. Primary Schools; 2. Secondary Schools; 3. Private Independent Schools; 4. Kindergartens; 5. ESL Head Office; 6. ESF Centre. Out of scope: This Policy does not apply to Part-time Staff Members.



management team of ESL Staff Member - Any employee of ESF and/or ESL Principal - Principal of an ESF School or ESL School or kindergarten School Council - School Council of the relevant ESF School Head of Department - Head of the relevant department within the school or ESF

office Chief Executive - Chief Executive Officer of ESF Board - Board of Governors of ESF Director HR - Director Human Resources of ESF Teaching Staff - An inclusive description for all teachers; Full-time, Part-time

and Supply. Full-time Teaching Staff




Effective Date:



4. RESPONSIBILITIES 4.1 The Board

The Board shall be notified of the Extension of Employment of all School Council approved Staff Members and other Staff Members for whom an extension is recommended.

4.2 School Councils School Councils will consider and approve Principals’ recommendations regarding Staff

Members being employed beyond age 60. 4.3 Chief Executive

The Chief Executive shall seek ratification from the Board for any ESF Centre Staff Member being recommended for employment beyond age 60.

4.4 Principals and Senior Managers Principals and Senior Managers as part of their responsibility for staffing shall consider

applications for extension of employment from Staff Members in their school or department. Such decisions shall be made against the needs of the school or department. Principals shall gain approval from their School Councils.

4.5 Director, Human Resources The Director, Human Resources shall present requests for extension to the Board for

ratification. 5. PROCEDURE

Teaching Staff and other Staff Members on finite contracts who turn 60 during their contract should observe the notice period in their contract when applying to extend their employment beyond the age of 60, ie. requests for extension must be submitted and approved by the start of the notice period. Other Staff Members should apply to extend their employment beyond age 60 no later than three months before their 60th birthday.

5.1. Application Process Staff Members who wish to be considered for employment beyond age 60 in their current capacity and at their current location, will need to apply as follows:

5.1.1 School Based Positions (except Principal) School Based Positions shall apply to the Principal of the school that he is currently serving. A Staff Member in a teaching position up to Vice Principal level is required to apply by 2 January of the year the Staff Member is due to retire.

5.1.2 Principals and ESF Centre staff Principals and ESF Centre staff shall apply to the Chief Executive. Principals will

need to apply by 2 January of the year that they are due to retire. 5.2 Change of Work Location

Applications will not be considered for vacancies in work locations other than the Staff Member’s current location.


Effective Date:



5.3 Approval Process 5.3.1 School Based Position (except Principal)

(i) The School Council will decide on applications from Support Staff and Teaching Staff up to Vice Principal level.

(ii) The Principal will make a recommendation to the School Council based on the following:

(a) The availability of a position within the school that fits the school plan and is suitable for the Staff Member.

(b) The Performance Management Review of the Staff Member. (c) The Chief Executive’s representative must be present at the School Council

discussion. (iii) The School Council will decide on the offer of a new contract for a period

normally of two years. The School Council’s decision shall be final. (iv) The decision of the School Council shall be ratified by the Board.

5.3.2 ESF Centre Support Staff

(i) The Chief Executive will decide on applications from ESF Centre Staff Members. (ii) The relevant Senior Manager will make a recommendation to the Chief Executive

based on the following: (a) The availability of a position within the department that fits the department

plan and is suitable for the Staff Member. (b) The Performance Management Review of the Staff Member. (c) The Chief Executive’s representative must be present at the discussion.

(iii) The Chief Executive will decide on the offer of a new contract for a period to be agreed. The Chief Executive’s decision shall be final.

(iv) The decision shall be ratified by the Executive Committee. 5.3.3 Principal / Senior Manager Positions On the recommendation of the Chief Executive, the Board shall approve extensions

of employment for Principals and Senior Managers. 5.3.4 ESL Positions On the recommendation of the COO, the Directors shall approve extensions of

employment for ESL Staff Members. 5.4 Period of Extension Granted 5.4.1 In the case of Teaching Staff and Principals, extension would normally be for a

further two-year contract. 5.4.2 For all other Staff Members, the extension could be for one to three years by mutual

agreement. 5.4.3 Further extensions would follow the same rules up to maximum age of 65. This

means no Staff Member shall continue in employment after the end of the school year in which he reaches the age of 65.


Effective Date:



5.5 Compensation Package Staff Members who apply for employment after their existing contract runs its course

due to retirement, do so knowing that their current compensation package will be reviewed and will follow current guidelines for the recruitment of new staff. That is, any historical practice anomaly or currently uncompetitive practice will be discontinued. Any new compensation package offered will reflect current competitive practice for a Staff Member based on their experience and skill set.

5.6 Medical In all cases, extension of employment is subject to a medical report to be made to

ESF by its approved medical advisers. 6. COMPLIANCE



Effective Date:

Examination Leave Policy

26 May 2009

Page 1 of 8 Exam Leave Policy - 26Jun09 v1.1

Title :


Status :

New policy





Effective Date:


26 May 2009


CONTENTS

1. Purpose

2. Scope


4. Responsibilities

5. Procedure


7. Extension of Leave

8. Compliance


Term


SMT


Date:

Date:

Date:


Effective Date:


26 May 2009





By Date By Date


26 May 2009

SMT 26May2009




Effective Date:


26 May 2009


1. PURPOSE

The English Schools Foundation (ESF) believes that studying for and attaining further relevant professional qualifications may enable Staff Members to perform current or future jobs successfully. Staff Members attending professional development courses may need to sit examinations in order to attain professional qualifications and this Policy is designed to enable eligible Staff Members to take leave to sit examinations. This Policy outlines the eligibility of Staff Members to Examination Leave and explains the procedures to be followed in applying for such leave. 2. SCOPE This policy applies to Principals, Full-Time Teaching Staff, Full-Time Support Staff and

Full-Time Educational Assistants of ESF and ESL, namely: 1. Primary Schools; 2. Secondary Schools; 3. ESF Centre ; 4. ESL Office.

Out of Scope: This policy applies to neither Part-Time Teaching Staff nor Part-Time Support Staff.













4. RESPONSIBILITIES


Effective Date:


26 May 2009


4.1 Chief Executive, Principals and Senior Managers

The Chief Executive or Director HR, with the recommendation of the Principal or Senior Manager, may grant Examination Leave to an eligible Staff Members upon application.

4.2 Staff Members Eligible Staff Members shall submit their applications to their Principal or their Senior Manager no fewer than two weeks prior to any examination for which they plan to take leave using the Short Term Leave of Absence Application Form (Appendix I).

5. PROCEDURE

5.1 Eligibility

Examination Leave is not an entitlement. To qualify for Examination Leave, Staff Members should have such eligibility listed explicitly in their Conditions of Service. Particular attention should be given to avoid requests that are for the beginning of a school term or last week of a school term.

5.2 Principal and Full-Time Teaching Staff A Principal or a Full-time Teaching Staff Member undertaking an examination may apply to the Chief Executive (through their Principal in the case of Teaching Staff), to be granted full, part or no-pay Examination Leave not exceeding a week per set of examinations prior to the examination date. They may apply for Examination Leave by filling in the application form (Appendix I) and submit the completed form to the Principal or the Chief Executive, no fewer than 2 weeks before the examination. Proof of entry to that examination should be forwarded with the application. The Principal is required to submit a “Leave of Absence Report” (Appendix II) to the School Council for information at the end of each term.

5.3 Full-Time Support Staff and Full-Time Educational Assistants Full-Time Support Staff and Full-Time Educational Assistants may apply for Examination Leave by filling in the application form as in Appendix I. The completed form, together with supporting documents confirming the date of examination, should be submitted to their Principal (in the case of School), or their Senior Manager and the Director HR (in the case of ESF Centre and ESL Office) two weeks before the examination for approval. The approval for paid examination leave is as follows:

Whole Day Examination • One day Examination Leave shall be granted immediately before the examination

takes place • An additional day’s leave in order to attend the examination should it take place on

a working day.


Effective Date:


26 May 2009


Half Day Examination • A half day’s Examination Leave shall be granted immediately before the

examination takes place. • An additional day’s leave in order to attend the examination should it takes place

on a working day.




The Chief Executive (in the case of ESF), or the Directors of ESL (in the case of ESL) may approve the extension of Examination Leave, on full, part or no pay.

8. COMPLIANCE



Effective Date:


26 May 2009



Name of Applicant:

Staff No:

School/Department:

Date:




Title:

Signature:

Date:




Effective Date:


26 May 2009


Appendix II





Effective Date:

Equal Employment Opportunity Policy

18 March, 2009

Page 1 of 8 1 4 Equal Employment Opportunity Policy - 27Jul09 v1 2

Title :


Status : Revision of original policy Equal Employment Opportunity dated 1 Sep 2005





Effective Date:


18 March, 2009


CONTENTS

1. Purpose

2. Scope


4. Responsibilities

5. Procedure

6. Complaints

7. Compliance

Appendix I: Definitions of Grounds for Discrimination


SMT


Date:

Date:

Date:


Effective Date:


18 March, 2009





By Date By Date

A 18 Feb 2009 For review by SMT Keith Tucker

17 Mar

2009

SMT 17 Mar

2009




Effective Date:


18 March, 2009


1. PURPOSE

ESF is committed to be fair in the way it deals with all aspects of its employment practices and to a policy of equal opportunity which aims to ensure that no job applicant or Staff Member receives less favourable treatment because of discrimination on any of the factors identified below and in doing so ESF meets, and often exceeds, the requirements under the Sex Discrimination Ordinance, the Disability Discrimination Ordinance, the Family Status Discrimination Ordinance and the Race Discrimination Ordinance.

ESF does not permit discrimination of any kind against any person on the grounds of the following Factors (defined in Appendix I), where they do not impede the Staff Member’s ability to do their job properly:

• Sex; • Age; • Family status; • Belief; • Ethnicity / Race; • Affiliation; • Disability; or • Sexuality.

2. SCOPE This Policy applies to all Staff Members in all ESF and ESL entities, namely: -

1. Primary Schools; 2. Secondary Schools; 3. Private Independent School; 4. Kindergartens; 5. ESL Head Office; 6. ESF Centre.

This Policy also applies to persons engaged on a contractual basis and commissioned agents of ESF and ESL. Out of scope: This Policy does not cover alleged discrimination against students, parents or other non-Staff Member stakeholders within ESF. Equally, it does not cover situations where a Staff Member feels he/she is being harassed by someone on the basis of one of the Factors, this is dealt with under the Harassment Policy.


ESL - ESF Educational Services Limited Senior Manager - A member of the Senior Management Team of ESF or


kindergarten. Director HR - Director Human Resources of ESF


Effective Date:


18 March, 2009


Factor - The Equal Employment Opportunity criteria identified in section 1 of this policy.


Effective Date:


18 March, 2009


4. RESPONSIBILITIES 4.1 Management

The Human Resources Director and Human Resources Managers within the ESF Centre and Principals are responsible for communicating, implementing, monitoring and reviewing the effects of the Policy.

4.2 Staff Members Staff Members are responsible for upholding the Policy and thereby creating an environment free from discrimination.

5. PROCEDURE

The following procedures are examples of the employment situations covered by this Policy. The list is not exhaustive.

5.1 Recruitment

ESF is committed to ensure that all candidates who apply for employment will be considered equally and without discrimination on the grounds of any Factor. For example, where a candidate has a physical disability and it does not impede his or her ability to do the job, we will ensure that he/she is considered equally for the post for which he/she has applied. All interviewers will be made aware of this Policy, advertisements will acknowledge ESF as an Equal Employment Opportunity employer and procedures for selection must state criteria for selection relative to each specified role. Application forms and interview notes on all unsuccessful candidates should be kept for a minimum of twelve months. This information is important evidence in case of alleged discrimination.

5.2 Job Descriptions Job descriptions will be written with care, ensuring that they reflect job requirements, competencies and qualifications and without discrimination on the grounds of any Factor.

5.3 Performance Management A Staff Member’s individual performance will be managed based on the stated criteria without discrimination on the grounds of any Factor. Performance appraisal notes should be kept for a minimum of twelve months. This information is important evidence in case of alleged discrimination.

5.4 Promotion, Transfer and Training Selection criteria for promotion, internal transfer, further training and other opportunities will be based solely on the performance, competence and potential of the Staff Member relative to the requirement of specified roles and without discrimination on the grounds of any Factor.


Effective Date:


18 March, 2009


5.5 Remuneration

Remuneration decisions will be made based on the criteria stated in the Compensation Policy, without discrimination on the grounds of any Factor.

5.6 Termination of Employment Decisions to terminate the employment of a Staff Member will be made based on relevant criteria as identified in the employment contract and Conditions of Service without discrimination on the grounds of any Factor.

5.7 Advertisement and Recruitment Literature Advertisements and recruitment literature must guard against stereotyping. For example, in brochures with photographs, it is important to show mixed and representative people. Similarly, any advertisements should acknowledge ESF as an Equal Employment Opportunity employer.

5.8 Disciplinary, Grievance and other Procedures Any procedure conducted under the Disciplinary Policy, the Grievance Policy or other procedures designed to manage or deal with a Staff Member’s poor conduct or performance will be managed based on relevant criteria without discrimination on the grounds of any Factor. Notes related to these procedures should be kept for a minimum of twelve months. This information is important evidence in case of alleged discrimination.

6. COMPLAINTS

Any complaints of victimisation, vilification or discrimination will be thoroughly investigated. If any allegation is proven, it will be viewed as a serious offence against the stated policy of ESF, and may result in a grievance procedure, disciplinary action or legal action. Any person who wishes to make a complaint or who has a complaint brought against them relative to this policy should contact the Human Resources Department for guidance.

7. COMPLIANCE

Any matters concerning the implementation of this Policy in a particular school or ESF office should be raised with the Principal or appropriate Senior Manager with a view to reaching a mutually workable solution. Any matters of non compliance should be raised with the Director, Human Resources, ESF Centre.


Effective Date:


18 March, 2009


Appendix I DEFINITIONS OF GROUNDS FOR DISCRIMINATION

The following list defines the terminology used to identify various bases of discrimination, within ESF policies. The list of eight Factors is by no means exhaustive or comprehensive.

Sex Discrimination against someone based on their gender; male or female. Age Discrimination against someone based on their age, subject to ESF’s contractual retirement age practice. Family status Discrimination against someone based on their home situation; eg. whether they are; single, married (legally or de facto), divorced, pregnant, with dependants, without dependants, and so on, or based on the background of their family. Belief Discrimination against someone based on their declared religion, religious belief or general creed. Ethnicity / Race Discrimination against someone based on their country of origin, nationality, race, ethnic origin or colour. Affiliation Discrimination against someone based on their political or social affiliation. Disability Discrimination against someone based on their physical or mental disability, or medical condition. Sexuality Discrimination against someone based on their sexual orientation; heterosexual, homosexual or bisexual.


Effective Date:

Employee Monitoring Policy 21 April, 2009

Page 1 of 7 Employee Monitoring Policy - 10Jun09 v1.1

Title : Employee Monitoring Policy

Status : Revision of original policy Employee Monitoring Policy





Effective Date:



CONTENTS

1. Purpose

2. Scope


4. Responsibilities

5. Principles

6. Procedure

7. Compliance


SMT


Date:

Date:

Date:


Effective Date:






By Date By Date


20Apr09 SMT 21Apr09

POLICY DOCUMENT ANNUAL REVIEW This Policy document is subject to an Annual Review by ESF that is formally documented to ensure its continuing suitability, adequacy and effectiveness. Areas subject to review include, but are not limited to, follow-up action from previous reviews, policy conformity, review of complaints, status of corrective and preventive actions, and improvements for the forthcoming year. ESF reserves the right to amend this Policy by notice following such review in circumstances in which it considers such change to be necessary or appropriate.


Effective Date:



1. PURPOSE

In order to protect ESF Staff Members, students, property and reputation, it may be necessary for ESF to monitor the movement and activities of its Staff Members. Such monitoring may take the form of, but is not limited to, security access systems, log books and electronic surveillance.

This Policy sets out the internal code of practice to ensure that the conditions prescribed by the Personal Data (Privacy) Ordinance are met, should such monitoring be necessary.

ESF shall meet fully, and where possible exceed, internationally recognised standards of personal privacy protection, in compliance with the Personal Data (Privacy) Ordinance. In doing so, ESF will ensure compliance by its Staff Members with the strictest standards of security and confidentiality.

2. SCOPE This Policy applies to the monitoring in any form by ESF of Staff Members in all ESF

and ESL, namely:-


Out of scope: This Policy does not cover the monitoring by ESF or ESL of non-Staff Member stakeholders, nor does it cover the handling of Personal Data by ESF, this is covered by the Personal Data Handling (Data Privacy) Policy. This Policy does not cover the monitoring of performance of Staff Members or students.

3 DEFINITIONS / ABBREVIATIONS ESF - English Schools Foundation ESL - ESF Educational Services Limited Chief Executive - Chief Executive Officer of ESF Director HR - Director Human Resources of ESF Senior Managers - Members of the Senior Management Team of ESF or the

management team of ESL Personal Data - Officer in charge of person data privacy matters Privacy Officer Personal Data - Information about a person from which it is possible to

identify that person Principal - Principal of an ESF School or ESL School or

kindergarten. School Council - School Council of the relevant ESF School Staff Member - Any Employee of ESF and/or ESL


Effective Date:



4. RESPONSIBILITIES 4.1 Principal and Senior Managers

The Principal and Senior Managers are responsible for the implementation of the Policy and the provision of facilities and support as outlined in the following procedures.

4.2 Director HR and Personal Data Privacy Officer The Director HR, with the assistance of the Personal Data Privacy Officer, is responsible for communicating, monitoring and implementing the policy across ESF.

5. PRINCIPLES 5.1 Fair Employee Monitoring Principles

Employee monitoring must be lawful and fair to Staff Members. ESF shall be open and unequivocal about any employee monitoring practices, the Personal Data collected, the purpose of collection, and the use of Personal Data gathered in the course of employee monitoring. A fundamental principle in employee monitoring is that the practice does not intrude unnecessarily upon Staff Members’ dignity, privacy and autonomy. Privacy includes an expectation of respect for the Staff Member’s personal privacy, especially those behaviours, movements and communications that are clearly unrelated to performance at work.

5.2 Monitoring Records

Any monitoring records compiled about a Staff Member’s activities and behaviour at work would amount to the Personal Data of the Staff Member concerned. Such Personal Data shall be collected in a way that is fair in the circumstances and for a lawful purpose related to a work function or activity. Furthermore, the data shall be adequate to serve the purpose.

5.3 The Principle of Proportionality

Any intrusion into a Staff Member’s privacy at work shall be in proportion to the reasonable benefits of the monitoring, which, in turn, shall be related to the risks which the monitoring is intended to reduce.

6. PROCEDURE 6.1 Before undertaking any employee monitoring, ESF shall:

(i) identify the purpose for which the employee monitoring is proposed; (ii) identify the benefits, by showing that the monitoring serves a legitimate interest

that is employment-related and concerned with the inherent nature of the job for which the Staff Member is employed;

(iii) avoid intrusiveness; (iv) apply proportionality, by justifying that the level of monitoring is not greater than

that is reasonably required; and, (v) review options, by assessing whether comparable benefits could be achieved

by other readily available methods that are less intrusive upon the Staff Member’s privacy,

6.2 Communication Monitoring

Communication monitoring shall be limited to monitoring the log record of communications, rather than the content of communications, unless it is clear that


Effective Date:



information contained in log records fails to suffice in achieving the purpose(s) for which the monitoring is undertaken. Staff Members should ensure they are familiar with the terms of use of ESF email, telephones and internet as outlined in the Working at ESF Schools Policy or Working at ESF Centre Policy.

6.2.1 E-mail

Staff Members or other ESF stakeholders may not retrieve or read an e-mail that was not sent to them unless authorised by the Director HR/Principal or by the e-mail recipient. ESF reserves the right to access a Staff Member’s ESF email account during their unexpected or prolonged absence (e.g. due to sickness) to allow others to undertake the Staff Member’s normal role. In normal circumstances, where it is possible to contact the Staff Member concerned, this will be with her/his prior knowledge. Where ESF has reasonable grounds to suspect misuse of email in either scale of use, content or nature of messages, it reserves the right to monitor the destination, source and content of email to and from a particular address. ESF reserves the right to access and disclose the contents of all messages created, sent or received using its e-mail system.

6.2.2 Telephones Where ESF has reasonable grounds to suspect misuse of its telephones, it reserves the right to monitor the destination and length of out-going calls and the source and length of incoming calls.

6.2.3 Internet Where ESF has reasonable grounds to suspect misuse of its internet facility, it reserves the right to monitor the use of the internet from particular personal computers, workstations or accounts.

6.2.4 Recording of telephone calls and monitoring of use of telephone, email and the Internet No Staff Member shall take it upon themselves to monitor routinely another Staff Member’s use of the telephone, email, or the Internet via ESF’s networks. The only exception is where the accounts department is authorised to receive print-outs of telephone call details from particular extensions for charging purposes. Staff Members who suspect misuse of their telephone, email or internet access shall, in the first instance advise their Principal or the Director HR, who will investigate the situation and, if appropriate, may authorise employee monitoring in line with the Employee Monitoring Policy.


Effective Date:



6.3 ESF shall not subject Staff Members to monitoring practices that are continuous or universal in nature unless such monitoring takes place under the following circumstances:

(a) Continuous Monitoring

Where continuous monitoring serves a legitimate purpose that is employment-related and this is the only means of ensuring the security of ESF’s assets, the safety and welfare of students, Staff Members and stakeholders, the integrity of ESF's business, or the effective monitoring of exchanges of a sensitive business nature between Staff Members and non-Staff Members.

(b) Universal Monitoring Where ESF has prima facie evidence that leads to a suspicion of improper behaviour or serious wrongdoing and, on the basis of that evidence, it is not possible to attribute the improper behaviour or serious wrongdoing to a particular Staff Member or group of Staff Members.

6.4 ESF shall not monitor particular locations on a perpetual basis in such a way that

Staff Members are under continuous video monitoring, unless such monitoring takes place in circumstances where there is a paramount need to maintain high levels of security over sensitive information or protect property, or the safety and welfare of students, Staff Members and stakeholders.

6.5 ESF shall not engage in the practice of covert monitoring of Staff Members at work

except in circumstances where all of the following conditions are satisfied: (i) where specific criminal activity or serious wrongdoing is suspected or has been

identified by ESF; and (ii) where there the need to resort to covert monitoring to obtain evidence of that

criminal activity has been established; and (iii) where an explanation by ESF to Staff Members of the need to engage in covert

monitoring would likely prejudice the successful gathering of such evidence; and

(iv) where ESF has determined the length of time over which the covert monitoring shall be undertaken.

Covert monitoring shall be selectively applied only to Staff Members who, on the

evidence to hand, are suspected of serious wrongdoing. It should not be indiscriminately applied to all Staff Members.

6.6 If a Staff Member feels that Employee Monitoring is being applied inappropriately they may raise the issue as outlined under the Grievance Policy.

7. COMPLIANCE


Guidelines on

Outdoor Activities ��

Education Bureau 2008

Content� Page Introduction Chapter 1 Notes for Schools Heads and Teachers/Instructors 1 I. Notes for Heads of Schools 1 II. Notes for Teachers/Instructors 4 Chapter 2 General Measures for Activities on Land 8 I. Planning and Preparation 8 II. Points to Note during Activities 10 III. Measures to Deal with Emergencies 11 Chapter 3 Excursions 16 I. Planning and Preparation 16 II. Points to Note during Excursion 17 III. Measures to Deal with Emergencies 17 Chapter 4 Expeditions 18 I. Planning and Preparation 18 II. Points to Note during Expedition 19 III. Measures to Deal with Emergencies 19 Chapter 5 Camping 20 I. Planning and Preparation 20 II. Wild Camping Campsite 21 III. Points to Note during Camping 21 IV. Measures to Deal with Emergencies 22 Chapter 6 Orienteering 23 I. Planning and Preparation 23 II. Points to Note during Orienteering Activities 25 III. Measures to Deal with Emergencies 26 Chapter 7 Cycling 27 I. Planning and Preparation 27 II. Points to Note during Cycling 28 III. Measures to Deal with Emergencies 29 Chapter 8 Fieldwork 30 I. Planning and Preparation 30 II. Points to Note during Fieldwork Activities 33 III. Measures to Deal with Emergencies 38 Chapter 9 General Measures for Activities on Water 39 I. Planning and Preparation 39 II. Points to Note during Activities 42 III. Measures to Deal with Emergencies 43 Chapter 10 Windsurfing 45 I. Planning and Preparation 45

II. Points to Note during Windsurfing 46 III. Measures to Deal with Emergencies 47 Chapter 11 Canoeing 48 I. Planning and Preparation 48 II. Points to Note during Canoeing 49 III. Measures to Deal with Emergencies 50 Chapter 12 Rowing 51 I. Planning and Preparation 51 II. Points to Note during Rowing 52 III. Measures to Deal with Emergencies 53 Chapter 13 Sailing 54 I. Planning and Preparation 54 II. Points to Note during Sailing 55 III. Measures to Deal with Emergencies 56 Appendix I List of Related Professional Associations for Outdoor Activities 57 Appendix II List of Suggested Items for Emergency Equipment 59 Appendix III Parental Consent for Outdoor Activities (Sample) 61 Appendix IV School Outings in Rural Areas: Reporting Procedures to Police and

Departments Concerned

62

Appendix V Notification Form for School Outing in Rural Area 64 Appendix VI Sample Proforma for Recording Emergency 65 Appendix VII Sample Report Form on Accident During Outdoor Activities 66 Appendix VIII Staff/Student Ratios for Various Outdoor Activities 69 Appendix IX List of Common and Useful Guidelines, Circulars and Websites

for Outdoor Activities 71

Appendix X Manning Ratio for Outdoor Activities of Students of Special

Educational Needs 72

Appendix XI Temperature Record Sheet (Sample) 75 Appendix XII Outdoor Activities Risk Assessment Form (Sample) 76

Appendix XIII

Measures to Avoid Excessive Sun Exposure

78

Appendix XIV Guidelines on Conducting Outdoor Activities in Hot and Humid Conditions

79

Appendix XV Study Tours Outside the HKSAR 81

I. Planning and Preparation 81 II. Points to Note during Study Tour 83 III. Overall Considerations 86

Introduction

Outdoor activities, in this context, refer to activities on land and water planned and organised by the schools under the supervision of appointed teachers/instructors. These activities are usually conducted in natural environment and are exploratory, challenging and physically demanding in nature. Due to the similarity in nature of these activities with general sports activities, the “Guidelines on Outdoor Activities” (the Guidelines) are sometimes adopted by members of the education sector in organizing sports events. If athletic meets or ball games activities are organized, schools should refer to the related circulars and the safety guides issued by the Education Bureau (EDB). As for the aforesaid outdoor activities, schools should make reference to the principles and issues of concern outlined in the Guidelines.

Safety of students is the first and foremost concern in promoting outdoor activities. In this connection, various associations or organisations would therefore clearly lay down defined rules and regulations relating to the activities they are promoting. These rules and regulations may have slight differences, for example, in the standard attained by the participants in pre-activity test and emergency measures to be taken in response to changes in weather. If schools become the organisers of the activities, they should follow the principles set out in the Guidelines and work out proper and comprehensive plans of action, with regard to the nature of the activities and the physical fitness and skills of the students.

The current Guidelines cover 10 items of activities that are conducted in natural environment, which are exploratory, challenging and physically demanding in nature, and require the guidance and supervision of teachers/instructors. To facilitate easy reading and referencing, a separate chapter is designated to each activity. As for the frequently held activities, such as school picnics, teachers/ instructors may make reference to the principles outlined in Chapter Two, General Measures for Activities on Land, and take note of the “School Outings in Rural Areas: Reporting Procedures to Police and Departments Concerned” attached in Appendix IV. In consideration that study tours become more and more frequent, relevant guidelines are appended under “Study Tours Outside the HKSAR” at Appendix XV for easy reference too.

Guidelines on organising outdoor activities and responsibilities of the school heads and teachers/instructors are provided in Chapter One, Notes for School Heads and Teachers/Instructors. Principles regarding planning and organising activities on land and water, issues of concern and general measures to deal with emergencies are listed in Chapter Two, General Measures for Activities on Land, and Chapter Nine, General Measures for Activities on Water. The 10 activities covered in the Guidelines are grouped under two main

categories of land and water. School heads and teachers/instructors are advised to refer to these two chapters before going into the detailed arrangements and safety measures of the activity concerned.

Constraint by reality, the Guidelines are by no means exhaustive. Therefore, when encountering any problems in organizing outdoor activities, school heads and teachers/instructors should make objective and reasonable judgment, and devise possible solution by following the principles set out in the Guidelines and applying past experience and relevant professional knowledge. Schools should consult and seek advice from related professional associations if they have any enquiries. (A list of the relevant professional associations is provided in Appendix I for reference.)

Any questions related to the Guidelines may be directed to the Inspectors of the Extended Support Programmes Section at 2863 4790.

1

Chapter One

Notes for School Heads and Teachers/Instructors

Safety Code

To achieve the expected results of promotion of outdoor activities, the full cooperation and coordination of every staff member of the school are required. Different outdoor activities may have different sets of safety requirements and precautions that need to be attended to at the stage of planning and launching, while some common rules are applicable to all. The safety code that heads of schools and teachers/instructors should pay attention to when planning and launching various kinds of outdoor activities is summarized below:

I. Notes for Heads of Schools

1) Schools should ensure that the responsible teachers/instructors1

possess the relevant qualifications to conduct the activities. Teachers/Instructors should be encouraged to attend first aid training and refresh their training every three years so that there will be sufficient first aid trained candidates to serve as leaders of outdoor activities.

2) To facilitate organization and management, participants of an outdoor activity may be divided into groups. Group leaders, who can be teachers, senior form students or adults assigned by the school, should have relevant experience and knowledge.

3) It is the responsibility of the school to ensure that participants are physically fit and possess the necessary skills to participate in the activities. Parental consents of the participants should be obtained before the activities. Parents should assess the physical conditions of their children and communicate with schools before an outdoor activity is conducted to determine the suitability of their children to participate in the activity.

1 An instructor is a person who is qualified as a coach or trainer in a particular activity.

2

4) Schools must make sure that all participants including teachers/ instructors/ group leaders thoroughly understand their roles and responsibilities in the event of an emergency.

5) Teachers/Instructors should bring along first aid kits (a suggested list of items is in Appendix II) and personal communication devices (such as mobile phones, etc.) for casualty handling and communication in the event of an emergency.

6) When an accident occurs, schools should deal with it immediately and notify the parents of the injured student(s) or family members of the injured participant(s) as soon as possible. Call the Police immediately if necessary. Details of the accident should also be recorded. (See Appendix VII.)

7) When organizing outdoor activities, schools should observe the proper procedures and notify the Police and relevant government departments (see Appendix IV) and refer to relevant EDB Circulars for observance. (See Appendix IX.)

8) Instruct the responsible teachers/instructors who do not physically participate in the activities to take charge of management and supervision during the course of activities. They should:

a) be responsible for communicating and liaising with related parties in relation to the outdoor activities;

b) possess good knowledge of the details and logistic of organizing outdoor activities in school, such as information on the nature, time and venue of the activity, names of the teachers/instructors leading the activity and their contact telephone numbers, etc. They should also handle enquiries from outsiders or parents;

c) inform the Management or designated person(s) of the school according to the agreed contingency plan and, if

3

necessary, assist the school in contacting parents, collaborators or government departments in the event of an emergency;

d) be on the alert in the course of activity, pay attention to news report and weather conditions, and monitor the progress of the activity so that timely feedback of useful information can be given to the school and the teachers/instructors leading the activity; and

e) report to the police in case the teachers/instructors fail to inform the school of the completion of the activity as scheduled.

9) The school should make sure that all students, with or without disabilities, are given the same chance to participate in outdoor activities if circumstances permit. Moreover, the school should give those students with disabilities the assistance they need, for example, the teachers/instructors should be advised to prepare for the intellectual disability students special identification and S.O.S. cards during outdoor activities. (Schools with integrated education may refer to the suggested “Manning Ratio for Outdoor Activities of Students of Special Educational Needs” attached in Appendix X.)

10) Heads of schools should read carefully the EDB Circular on Block Insurance Policy (BIP) to familiarize with the policy specifications and coverage and follow the relevant guidelines and instructions accordingly. Moreover, schools should observe the followings:

a) All teachers/instructors or escorts are to be appointed by the school. The person(s) appointed, the content of the programme, the venue and time schedule of the activity must be approved by the school and recorded accordingly.

b) If there is any query concerning the coverage of the BIP

4

or if an accident occurs, the school should contact the insurance company at once.

II. Notes for Teachers/Instructors

1) At least one member of the activity group should have received first aid training if the activity is conducted in natural environment and is exploratory, challenging and physically demanding in nature. Teachers/Instructors are encouraged to attend first aid courses offered by the St. John Ambulance Association, the Hong Kong Red Cross Society or the Auxiliary Medical Service and to refresh their first aid training every three years.

2) It is advisable to keep abreast of the weather reports and forecasts.

3) Schools are advised to stop participants who are susceptible to effects of air quality (e.g. those with heart or respiratory illnesses) from taking part in the outdoor activities if the Air Pollution Index (API) is within the range of 101 and 200 in the area in which the activity takes place.

4) If the API in the area is within the range of 201 and 500, the outdoor activities should be suspended, cancelled or postponed.

5) All outdoor activities should be cancelled if a tropical cyclone warning signal is hoisted. If Typhoon Signal No. 1 is hoisted while the activity is taking place, the group should find the nearest shelter immediately. If circumstances permit, teachers/instructors should arrange participants to go home. If a higher signal is hoisted, the group should stay at the nearest shelter until the danger is over.

6) When a red/black rainstorm warning is issued, teachers/instructors should stop all outdoor activities immediately and direct all participants to take shelter in a safe place until it is safe for them to return home.

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7) When cold or very hot weather warning is issued, it is expected that cold or very hot conditions will persist. Teachers/Instructors should assess the situation and decide whether to postpone or cancel the activity. In cold weather, participants should be advised to put on warm clothing to prevent hypothermia. In very hot weather, participants should be asked to wear porous clothes and trousers and to avoid excessive sun exposure so as to minimize the risk of skin cancer. If the sun is strong, they should also be reminded to put on wide-brimmed hats, wear sunglasses with UV protection and sunscreen of SPF 15 or above to the exposed body parts. (For more information related to measures to avoid excessive sun exposure, please refer to Appendix XIII.)

8) Schools should request parents to check the body temperature of their children on the day of activity and record the details in the form prepared by schools. (See sample in Appendix XI.) Teachers/Instructors should then determine whether students are physically fit to participate in the activities. In the case of camping or the outdoor activity lasts for several days, teachers should check the students’ body temperature each day before the programme begins.

9) Teachers/Instructors should observe the performance and behaviour of the participants, and make sure they do not engage in activities beyond their physical and mental capabilities. They should also remind the participants to report any sickness so that appropriate arrangements can be made.

10) It is necessary to help the participants to develop a sense of responsibility and to make them understand their role in ensuring their own safety and that of their teammates.

11) Smoking or tampering with inflammable materials such as matches or cigarette lighters, etc is strictly forbidden while participating in outdoor activities.

12) Teachers/Instructors should ensure that participants taking part

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in outdoor activities are properly dressed. They should, for example, wear suitable clothing and footwear, tie back long hair, cut fingernails short and secure spectacles.

13) Teachers/Instructors should advise all participants to bring along their identity document, such as adult or juvenile identity cards for those aged 15 or above.

14) Teachers/Instructors should remind participants of outdoor activities to take proper measures against mosquito or insect bites to prevent diseases such as dengue fever. They should:

a) wear light-coloured long-sleeved clothes and trousers;

b) put on mosquito repellent and

c) avoid staying long in shades, bushes, hidden sites or areas beyond management.

(For more information related to dengue fever, please refer to the following Health Department website: http://www.chp.gov.hk/content.asp?lang=en&info_id=19&id=24&pid=9)

15) Teachers/Instructors should be aware of the potential hazards of the outdoor activities and the surrounding environment, and take appropriate precautions to ensure safety. Participants should be encouraged to report as soon as possible anything unusual or any problem they detect.

16) The following steps should be taken in case of accidents:

a) Apply first aid as and when necessary. Do not take action hastily if there is any doubt;

b) Do not move the injured unless it is absolutely necessary. Send the injured for medical treatment immediately if circumstances permit. Otherwise arrange a person to

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accompany the help-seeker to seek assistance;

c) Prepare a message for help with the following information: (See sample ‘ Proforma for Recording Emergency’ in Appendix VI).

i. location of the injured (record the name of place, the map grid or the distance marker(s) set up by the Agriculture, Fisheries and Conservation Department at every 500m distance along the hiking trails) ;

ii. time of the accident;

iii. condition of the injured;

iv. brief particulars of the injured;

v. brief particulars of the reporter; and

vi. number of other group members and their situation.

17) Person handling bleeding wounds should wear plastic gloves in order to avoid direct contact with blood.

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Chapter Two General Measures for Activities on Land

The guidelines outlined in this chapter provide schools with the principles of organizing and planning activities on land. These activities are conducted in natural environment and are mostly exploratory, challenging and physically demanding in nature, and have to be supervised by appointed teachers/instructors.

For outing activities frequently held by schools, teachers/instructors should refer to the guidelines set out in this chapter and take note of the “School Outings in Rural Areas: Reporting Procedures to Police and Departments Concerned” in Appendix IV.

I. Planning and Preparation

Prior to organizing outdoor activities on land, the school should first make a comprehensive and detailed plan taking into account factors like manpower, resources, budget, dates of event, relevant safety measures and risk assessment. (See sample ‘Risk Assessment Form’ in Appendix XII. ) The person(s) in charge of the activity should envisage the possible difficulties encountered and devise solutions to the problems. They should draw up feasible contingency measures, and an emergency contact list to handle unexpected changes. Increasing the participants’ sense of crisis, careful planning, meticulous preparation and compliance to various safety measures are the key to success in organizing outdoor activities.

The following paragraphs aim to remind teachers/instructors of matters requiring attention when making preparation for the activities. Owing to the difference in nature, types and requirement s for each activity, teachers/instructors should make necessary adjustment and selection according to the specific nature of each of the activity.

1) Have a clear idea of the qualifications required of a teacher/instructor in charge of the activity, and make reference to the recommended staff/student ratio. (See Appendix VIII and Appendix X.)

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2) Select carefully the venue/destination of the activity and take into account the ability, physical strength and skills of the participants so as to ensure that the demands of the programme are within their capability. Places with poor accessibility, and poor condition of food, hygiene and accommodation should not be chosen as venues of the activities. Moreover, avoid passing through dangerous areas such as quarries, firing ranges, military exercise areas and rugged cliffs or coasts.

3) Be alert to any changes in weather of the place where the activity is held, particularly in seasons of unstable weather. Find shelter when a thunderstorm or rainstorm warning is issued, and do not press ahead with the journey.

4) Draw up contingency plans (e.g. procedures to deal with delay or cancellation of the activity in response to changes in weather conditions or transportation, and to handle withdrawals of team members or accidents) before the activity begins, and inform the participants and their parents of the plans. The school should also set up an emergency contact system with the parents and the collaborators to facilitate communication with different parties.

5) Collect information relevant to the route of the journey. Such information includes addresses and telephone numbers of lodging places and emergency services, e.g. youth hostels, police stations, country park ranger stations, hospitals and first aid posts, etc. .

6) Carry out a pre-trip site visit as far as circumstances allow if there is doubt on the journey/venue or if the environment is new to the teachers/instructors. Collect the necessary information for the activity so as to ensure that the outdoor activity can be carried out in a safe environment.

7) Carry along emergency equipment, such as navigational aids, mobile phones, a first aid kit, an emergency kit, emergency rations as well as food and water for emergency use. (See the

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list of suggested items in Appendix II.)

8) Organize a briefing session before the activity for all the participants, teachers/instructors and representatives of the collaborators or accompanying members of the activity. They must thoroughly understand their responsibility and what action to take in the event of an emergency.

9) The school must obtain a letter of consent (see sample in Appendix III) from parents of the participating students, with details or the activity programme provided prior to the commencement of the activity. The school should also inform the parents as soon as possible of any substantial changes in the programme or arrangement of the activity. If the participant is not feeling well or shows symptoms of having contracted an infectious disease before the activity, the school or teacher/instructor should advise the participant to seriously consider his/her health condition and the safety of other group members, and persuade him/her not to insist on joining the activity.

10) The school should notify the Police or relevant government departments of the activity at least ten days before the event. The procedures listed in Appendix IV should be followed. (See sample notification form to the Police in Appendix V.)

II. Points to Note during Activities

1) The teacher/instructor should pay attention to the weather forecasts and news broadcasts. If there is any change in weather or other conditions, a contingency plan should be worked out as soon as possible.

2) The teacher/instructor should have full knowledge of the health condition of each participant in order to determine whether specific participant(s) should not be allowed to take part in the activities of the day. Timely and appropriate action should be taken according to the situation of individual cases.

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3) If the activities last for more than one day, the teacher/instructor should brief the participants of the programme or details of the activities before the activities begin each day. After a day’ s activities, a meeting or a sharing session should be held to discuss and review the performance of the participants, the arrangement and relevant safety measures, and to make preparations for the activities of the following day.

4) No participant should leave the group without the prior approval of the teacher/instructor. The group should proceed in a speed that can be followed by the slow walkers. A member should serve as the “rear-guard” to ensure no one is left behind.

5) It is advisable to do a head count at a regular interval to ensure that all members are present.

6) The participants should pay attention to food hygiene and should not eat any uncooked food or drink untreated water.

7) Each participant should wear a watch, and take note of the time of assembly and return for all activities. They should bring along appropriate clothing to protect them against exposure to sunlight in extreme hot weather and to keep warm in cold weather. They should also bring along mosquito repellent and sun block to help prevent mosquito or insect bites and sunburn.

III. Measures to Deal with Emergencies

The teacher/instructor or group leader should take up the role of a leader in an emergency. If the teacher/instructor in charge is injured, another teacher/instructor in the group should take up this role. All the participants should follow the instructions of the leader and the whole team should work together to overcome the difficulty.

1) In the case of getting lost

a) Keep calm and stay together;

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b) Conduct regular head count;

c) Locate the present position based on knowledge of the last known position;

d) Decide whether to go back, to go to an open space, or to stay where you are;

e) If it is decided to stay at the spot, try to make known your location as conspicuously as possible, such as sending out distress signs/signals with a torch or whistle. (For example, blow your whistle, flash your torch or wave other objects six times, and repeat it every one minute to attract the attention of the rescue party.)

f) Use mobile phone or walkie talkie to contact other persons.

2) In the case of a hill fire

Keep calm and do not run unless absolutely necessary as panic only makes you exhausted and hampers good judgment. Try to escape by taking the following steps:

a) Abandon highly inflammable articles and non-essential equipment;

b) Drink plenty of water and saturate your handkerchiefs and clothing;

c) Keep away from dense vegetation or undergrowth;

d) Head towards the opposite direction, or to the side, or rear of a fire;

e) Avoid moving uphill where there are steep slopes, and move downhill as far as possible;

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f) Beware of fallen power lines and burnt trees, and be alert to any change in wind directions.

If the flames have cut off the escape route, participants should:

a) cover the body with adequate clothing (NOT synthetic);

b) hold the breath as far as possible in dense smoke, and keep low as the air closest to the ground is cooler and fresher;

c) cover the body with a completely wet sleeping bag (if possible) or damp dirt, and cover the mouth and nose with a wet handkerchief or a piece of wet cloth;

d) jump into a reservoir or river if possible, and cover the face with a wet garment to keep out smoke and fumes;

e) roll on the ground or use other clothes (e.g. woollens) or blankets to smother it if the clothes catch fire;

f) find shelter in a drain, ditch, tunnel etc, and abandon all the inflammable items.

3) In the case of heavy rain

Heavy rain causes flooding and makes streams rise rapidly to form dangerous torrents. Sometimes, it even washes away bridges and footpaths. It is not advisable to cross a river on foot if the water level reaches the knee. Except in life-threatening situations, wading through a river in heavy rain should be avoided. When there is a need to cross a river, the best way to do it is to use a bridge.

If it is unavoidable to cross a river on foot, the following rules should strictly be followed:

a) The teacher /instructor in charge should check if each

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participant is ready and is tied to a rope with the help of teammates on the bank while crossing the river. A 30 metre hill walking rope of 9mm diameter is recommended;

b) Avoid jumping from boulder to boulder;

c) Do not cross if you can hear rocks rolling along underneath the water;

d) Take small steps to maintain a steady posture;

e) Each participant should face upstream while crossing the river and should be tied to a rope fastened to the bank to ensure safety;

f) Generally the safest crossing point is the place between the bends of a river as the flow of water at the outside bend of a river is more powerful and the water is deeper there.

4 ) In the event of heat cramp, heat exhaustion and heatstroke

a) Be aware of any symptoms showing that the participant is feeling unwell. For instance, heart beat rate indicates the level of body strain under exercise. Participants should be reminded to inform the teachers/instructors once they feel unwell;

b) Let the patient lie down in a shady area with plenty of fresh air. Loosen any tight clothing and bend up both of his/her legs;

c) If the patient is conscious, ask him/her to drink some water to make up for the water loss;

d) Lower the body temperature of the patient by putting a wet towel or fanning over him/her where necessary;

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e) Call for medical service as soon as possible if the condition is serious. Any patient who losses consciousness should be evacuated to hospital immediately.

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Chapter Three

EXCURSIONS

(Please go over Chapter One and Two before reading this chapter. )

An excursion refers to a short journey taken by a group of people together for pleasure.


1) An excursion must be under the supervision of at least two group leaders, of whom one should be a teacher/instructor. The size of an excursion group should be adjusted according to the duration of the journey and the conditions of the route, but there should not be more than 30 participants in a group.

2) An itinerary together with a route map and emergency escape route(s) should be worked out before the journey. Such information should be given to a designated teacher/instructor who will stand by in the school for emergency contact.

3) When planning the journey, the group should ensure that there is sufficient time to finish the whole or part of the journey before sunset.

4) A training session should be held for the participants at least one week prior to the commencement of the excursion. The training should cover knowledge and techniques of hiking, codes on environmental protection, emergency procedures and basic first aid, etc.

5) Each member should be reminded to bring along a windbreaker, a hat, a raincoat and some warm clothing. They should also wear comfortable, thick socks and sturdy shoes with rugged rubber soles that provide ankle protection and good grip.

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6) Each group should carry along navigational aids, mobile phones, a first aid kit, an emergency kit, emergency rations as well as adequate food and water. (See the list of suggested items in Appendix II.)

II. Points to Note during Excursion

1) Make sure that each participant is properly dressed and carry a knapsack of an optimal weight. (A teenager should not carry loads exceeding one-quarter of his/her body weight.) Participants who are inadequately equipped should not be allowed to go.

2) If there is a thunderstorm, keep away from ridges, summits and other high points. Sit on insulating clothing if possible, and avoid caves and dirt- filled crevices. Do not sit under trees or stay in small hollows. Choose an area away from walls and spires.

3) Look for firm footholds. Avoid loose stones.

4) Halt to take head count of the number of participants after passing obstacles or track diversions to ensure that the group members do not get separated.

III. Measures to deal with Emergencies

(Please refer to Chapter Two.)

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Chapter Four EXPEDITIONS

(Please go over Chapter One and Two before reading this chapter. )

An expedition refers to a land or sea journey or voyage specially designed to encourage a spirit of adventure and exploration.


1) An expedition activity must be under the supervision of two trained group leaders, of whom one should be a teacher/instructor, and the participants must have experience in similar activities or training in short excursions. The size of an expedition group should be adjusted according to the duration of the journey and the conditions of the route, but there should not be more than 10 participants in a group.

2) An itinerary together with a route map and emergenc y escape route(s) should be worked out before the journey. Such information should be given to a designated teacher/instructor who will stand by in the school for emergency contact.

3) When planning the journey, the group should ensure that there is sufficient time to finish the whole or part of the journey before sunset.

4) A training session should be held for the participants at least one week prior to the commencement of the expedition. The training should include knowledge and techniques of hiking, codes on environmental protection, emergency procedures and basic first aid, etc. Teachers/instructors should further remind the participants of the importance of safety precautions, team spirit and discipline.

5) Each member should be reminded to bring along a windbreaker, a hat, a raincoat and some warm clothing. They should also

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wear comfortable, thick socks and sturdy shoes with rugged rubber soles that provide ankle protection and good grip.

6) Each group should carry along navigational aids, mobile phones, a first aid kit, an emergency kit, emergency rations as well as adequate food and water. (See the list of suggested items in Appendix II.)

II. Points to Note during Expedition

1) Make sure that each participant is properly dressed and carries a knapsack of an optimal weight and balanced on both sides. (A teenager should not carry loads exceeding one-quarter of his/her body weight.) Participants who are inadequately equipped should not be allowed to go.


3) Look for firm footholds. Avoid loose stones.

4) Halt to take head counts after passing obstacles and track diversions to ensure that the group members do not get separated.



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Chapter Five CAMPING

(Please go over Chapter One and Two before reading this chapter.)


1) Camping activities must be under the supervision of at least two group leaders, of whom one should be a teacher/instructor.

2) For wild camping, a ratio of one leader to 10 participants is recommended. The ratio will very much depend on specific conditions, age and ability of the participants. For residential camping, a ratio of one leader to 30 participants is recommended.

3) Leaders of both sexes should be arranged to go with the participants if the camping activities include boys and girls.

4) When planning the route(s) and the camping site(s), the teachers/instructors should avoid dangerous areas such as quarries, firing ranges and military exercise areas.

5) Before departure for wide camping, the teachers/instructors should arrange some practices for participants on pitching and striking of tents and us ing of stoves. They should also test and check all the equipment to ensure the items operate safely.

6) The leaders should ensure that the equipment and clothing the participants bring along are suitable for the camping activity.

7) Special attention should be paid to the weather forecasts. Announcement should be made to cancel the activity immediately if a thunderstorm warning or a red/black rainstorm is issued, or a tropical cyclone signal is hoisted, or the Air Pollution Index exceeds 200 on the day that the activity is to be held.

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II. Wild Camping Campsite

1) Camping in country parks and special areas, other than designated campsites, is an offence, and therefore should not be chosen as a campsite. Moreover, prior permission should be obtained for putting up tents on private land.

2) The campsite chosen should be sheltered from strong wind and rain. It is advisable to select the campsite designated by the Agriculture, Fisheries and Conservation Department.

3) The site should be free from hazards such as flooding, dangerous slopes, falling rocks and dead trees.

4) Tents should be erected sufficiently apart to prevent rapid spread of fire in the campsite.

5) There should be conspicuous objects tied around the guy ropes to alert passers-by to the danger of tripping over. Moreover, participants are not allowed to run and play ball games in the campsite.

6) All cooking must be done outside the tents. Gas cylinders and fuel for cooking should also be stored outside the tents with clear markings on the containers.

7) No naked light should be used as lighting inside the tents.

III. Points to Note during Camping

1) When tropical cyclone signal No.1 or a higher signal is hoisted, the participants should return home immediately or find a nearby shelter and stay there until the condition is safe for going out.

2) When there is a thunderstorm, the teachers/instructors should direct all the participants to keep away from ridges, summits and other high points immediately. Sit on insulating clothing if

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possible, and avoid caves and dirt- filled crevices. Do not sit under trees or stay in small hollows. Choose an area away from walls and spires.

IV Measures to Deal with Emergencies


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Chapter Six ORIENTEERING


Orienteering is similar to a cross-country race, but it focuses on the use of maps and compasses by the participants to find their way to a designated control point after passage through specified areas and regions. In finding their way to the destination, the participants have to rely on their personal skills, physical capability and judgment to make the best choice on which route to take.


1) Orienteering activities must be led by at least two experienced teachers/instructors. Each should take charge of no more than 8 participants, and one of them must:

a) have obtained an Orienteering Teaching or Coaching Certificate issued by the relevant associations; or

b) have sufficient personal practice in orienteering activities and experience in organizing such ventures, be confident of being able to solve any problem that may arise in the course of the activity; have received orienteering training in the area designated for the activity, have knowledge in the use of maps and have received training in first aid.

2 ) After initial planning, the teachers/instructors should reconnoitre the site of the activity and its surround ing areas. Potential hazards should be marked on the maps.

3) Areas with potential hazards should be avoided when planning the course. The teachers/instructors should always remind the participants to pay attention to their own safety as well as that of their teammates.

4) Special attention should be paid to the weather forecasts. Announcement should be made to cancel the activity

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immediately if a thunderstorm warning or a red/black rainstorm is issued, or a tropical cyclone signal is hoisted, or the Air Pollution Index exceeds 200 on the day that the activity is to be held.

5) The participants should wear long-sleeved shirts and trousers to help prevent mosquito or insect bites and reduce the risk of grazes and bruises. Stout footwear with a good grip on sloping and slippery surfaces should be worn. Extra clothing to give adequate protection against the cold, wind and rain should also be carried.

6) Every participant must carry a whistle and a compass. They should know how to summon outside assistance in the case of injury or getting lost. However, the teachers/instructors must warn them against any playful use of whistles.

7) Each participant should wear a watch and be alert to the closing time of the activity. They should also bring along sufficient food and water for bodily replenishment.

8) The teachers/instructors should bring along the essential equipment such as a first aid kit, communication devices, torches and radio, etc.

9) Owing to the nature of the activity, teachers/instructors will have to remotely supervise the participants who are out of their sight or cry-out distance. It is therefore necessary to designate an appropriate area with clearly defined boundaries for the activity. These boundaries, such as streams and roads, should be marked on the maps and brought to the attention of the participants during the briefings.

10) Prior to the activity, the participants should be given clear instructions to remind them to:

a) be alert to any sudden change in weather conditions and be ready to abandon the course and retreat to a safe place

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in the event of severe weather, such as a thunderstorm and torrential rain.

b) be aware of the hazards, such as hill fires and landslides, which participants may encounter during the course of the activity, and abandon the activity and retreat to a safe place when necessary.

c) observe the established orienteering etiquette, which requires participants to assist others who are injured or in distress and, if necessary, to abandon the course and offer help.

11) Prior permission from the Agriculture, Fisheries and Conservation Department must be obtained for organizing orienteering activity in the country park. For activities which require access to private land, necessary right to access must be obtained.

II. Points to Note during Orienteering Activities

1) Be alert to the changes in weather conditions. If the weather becomes humid or extremely hot, the teachers/instructors should be ready to modify the plan accordingly. Moreover, the teachers/instructors should ensure that the activity would be finished before dark.

2) The teachers/instructors must ensure that the participants are well equipped and physically fit to accomplish the task of the day. Beginners should go in pairs.

3) A simple signaling system should be adopted to ensure that all participants understand the instructions and meaning.

4) An effective checking system should be adopted to facilitate the teachers/instructors to recognize, at the first instance, the locations of the participants and whether any of them is behind schedule.

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5) On completion of the course, the participants should report to the staff at the “finishing” point and hand in their control cards. This will help to give the teachers/instructors the necessary information of the progress of each participant. The teachers/instructors must also notify the participants in advance the closing time of the activity.

6) The teachers/instructors or the organizer should check the control cards collected at the “finishing” point against the stubs received at the “starting” point to ensure all participants reaching the destination within the scheduled time.

7) Sufficient staff should be deployed to patrol the activity area to monitor the progress of the participants and to prevent them from straying away from the routes. They should also bring along first aid kits and communication devices.

8) First aid stations should be set up at the “starting” point and “finishing” point, and at specific locations in the activity area.

9) Drink station(s) should be provided on longer courses or when the weather is hot.

10) The teachers/instructors should have a good knowledge of the basic search procedures. They should know how to demarcate the search areas and judge when and how to summon assistance from the Police and the Mountain Search and Rescue Company of Civil Aid Service.

11) Participants should be warned not to disturb or damage young plants, crops and vegetation in plantation nursery or fields.



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Chapter Seven CYCLING


Bicycles are a type of transport vehicles suitable for travelling on cycling trails or in cycling parks. When biking on the road, bicycle riders should, like other road users, comply with all the traffic regulations.

It is against the Law of Hong Kong (Section 54 of the Road Traffic Ordinance (Chapter 374)) to permit a child under 11 years of age to ride a bicycle on a road unaccompanied by an adult unless otherwise the road or the portion of the road has been set aside for bicycle use, with traffic signs permitting this.


1) Cycling activities must be supervised by teachers/instructors with relevant experience. Participants are advised to receive proper training prior to the cycling event. Each cycling trip must be led by at least two teachers/instructors, and the ratio of teachers/instructors to participants should be 1 to 5.

2) Teachers/Instructors who conduct a cycling activity (such as a cycling trip) should preferably have obtained a Cycling Proficiency Coaching Certificate awarded by relevant organizations.

3) In planning the activity, the teachers/instructors should:

a) take into account the experience and physical fitness of the participants;

b) advise the participants to wear suitable clothing for the activity;

c) take note of the weather conditions;

d) take heed of the dangerous bends, slopes, bridges and

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cross-roads along the route;

e) work out the itinerary and the route map beforehand, outlining the details of the journey, including the starting and finishing points and any related activities and inform the participants all the necessary details. Such information should be given to a designated teacher/instructor who will stand by in the school for emergency contact;

f) brief the participants before the trip of the various meeting points along the route, even if the whole journey takes place on a cycling trail;

g) check the tyres and brakes before setting off to ensure that the bicycle is in good condition.

4) Cycling activities should not be held in country parks unless permission has been obtained from the Director of Agriculture, Fisheries and Conservation, since bicycles are banned from all country parks.

II. Points to Note during Cycling

1) All participants should put on safety helmets.

2) All participants should be reminded at all times of the need to comply with road safety regulations and take care of the safety of both the passers-by and themselves.

3) Teachers/Instructors should have walkie-talkies or mobile phones with them for the purpose of communication.

4) Teachers/Instructors should bring along simple repairing kits for minor fix-up.

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Chapter Eight FIELDWORK



1) Fieldwork activities must be under the supervision of school teachers/instructors. Under normal circumstances, a ratio of one teacher/instructor to 30 participants is recommended.

2) Participants should be adequately trained, prepared and properly equipped before engaging in fieldwork activities. The nature of these activities needs to be matched with the age, ability and experience of the participants. They must also be finished in good time before sunset.

3) Teachers/Instructors should visit the field site before taking any participants to fieldwork. The potential hazards of the field site should be recorded and the participants should be timely reminded of the regard for safety.

4) Teachers/Instructors should plan the time required for the trip according to the speed of the slowest participant, including stopping for rest. The walk should not be made too long. (An experienced adult walker can sustain a pace of about 4-6 km/hr covering 15-25 km a day over very gentle terrain. Inexperienced walkers and children however may have to slow down their pace by half. If the route involves uphill and downhill, shorten the walk by 3 km per 300 m climb or descent.)

5) Avoid steep slopes. A sudden change of gradient is a warning of danger. It is difficult to walk or conduct activities on slopes or footpaths steeper than 30 degrees.

6) Check in advance the time and height of high and low tides when it is necessary to walk or conduct fieldwork along the coast. Avoid conducting fieldwork on exposed shores with

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strong waves.

7) Avoid having fieldwork in gorges. If the route passes through a valley, make sure no part is impassable.

8) All participants should be made aware of the potential hazards of the field site and the necessary safety precautions during briefings on the fieldwork or upon arrival at the site. They should also be reminded to keep away from dangerous areas such as cliffs and disused mines. The regard for the safety of oneself and others, as well as the need for keeping calm in encountering danger should be emphasized.

9) Schools should work out emergency measures and procedures. All participants, including teachers/instructors, should understand their responsibilities and the actions to take in the event of an emergency.

10) Details of the field trip with a route map should be worked out before the trip. Such information should be given to a designated teacher/instructor who will stand by in the school for emergency contact.

11) When carrying out fieldwork activities, participants may need to spread over a wide area and hence direct supervision by teachers/instructors might not be possible. In these cases, teachers/instructors should arrange in advance for the participants to work in groups of at least 3 members. A group leader should be appointed, and each participant should be made aware of the appropriate actions to take in time of emergency.

12) Teachers/Instructors should pay attention to weather forecasts/reports before and during the field trip and retrieve such information through television, radio, newspapers and over the telephone. Each group, if so divided, should carry a radio for the same purpose. A cautious approach should be taken in interpreting weather forecasts.

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13) A field trip must be cancelled if:

a) a tropical cyclone warning signal is hoisted;

b) a red or black rainstorm warning is issued;

c) a thunderstorm forecast/warning is issued;

d) the Air Pollution Index or forecast is within the range of 201 and 500.

14) Students who are not physically fit or who are exempted from Physical Education lessons could also be exempted from an outdoor study trip or a field trip. Participants with heart or respiratory illnesses should be advised to refrain from participating in the fieldwork activities if the Air Pollution Index or forecast is within the range of 101 and 200.

15) The clothing and footwear of the participants should be suitable for the fieldwork and the time of the year. Participants should also carry with them windbreakers, raincoats and extra warm clothing.

16) The group should carry an updated map of suitable scale showing clearly the area where the participants conduct their fieldwork and the route leading to the field site. The group should also carry a compass, a whistle, a torch, a pocket radio, a mobile phone, a first aid kit, adequate food and water as well as emergency rations. (The suggested list of items is in Appendix II.) Teachers/Instructors should check whether the first aid kit contains all the necessary items before the trip and make replenishment if there is any deficiency or shortfall. All group members and participants should be notified where it is kept during the trip.

17) Plastic-ware should be used as far as possible. If it is necessary to carry glassware such as test tubes, beakers, bottles and petri dishes, they should be handled with care and should not be left

3 3

on the ground, where such items could become a potential hazard.

II. Points to Note during Fieldwork Activities

1) Teachers/Instructors should take vigilant supervision of the participants to ensure that they take responsibility for their tasks and behave properly.

2) Constant supervision of the participants is required at all times at field sites. Regular head counts should be carried out before, during and after a field trip, and if necessary, before moving from one site to another.

3) Participants should be informed of the keeper of the first aid kit or where it is kept.

4) Before participants proceed to work in groups, teachers/instructors should remind them not to wander off the group or climb alone.

5) Flash floods may occur during and after heavy rainfall. Participants should leave the stream channel as soon as possible when it rains, and never work in the streams after a heavy rainfall. A sudden rise of the water level or an increase in the turbulence and turbidity of a stream flow may be a sign of an approaching flood. When it happens, all participants should leave the vicinity of the stream channel immediately.

6) If a storm is imminent, participants should take shelter quickly and wait till the conditions improve.


3 4

8) Do not leave behind anything that may lead to a hill fire.

9) When conducting fieldwork in polluted areas, the following feasible precautions should be taken:

a) Food and drinks, if needed, should be consumed before fieldwork.

b) It is advisable for participants with recent cuts and abrasions to take up the duty of recording data.

c) Rubber gloves should be worn when collecting samples or measuring.

d) Wellingtons should be worn in polluted water.

e) Cuts and abrasions should be covered with waterproof dressings or bandages.

f) Wash hands upon leaving the field.

10) The group should keep to the established footpaths and avoid making new shortcuts, as snakes and venomous insects may hide among bushes and grass. Moreover, new paths formed from tramping often bring soil erosion, which is a problem easily gets out of control.

11) Participants should be reminded not to collect specimens of protected or endangered species. Over collection of specimens should also be avoided.

12) Safety Precautions for Fieldwork on Biological Study

Terrestrial Habitats

a) Wear long-sleeved shirts and jeans or trousers to avoid being scratched by the spines and thorns of plants; and prevent various infectious diseases transmitted by

3 5

mosquito, tick and mite.

b) Keep to cleared footpaths where possible.

c) Examine the surrounding area carefully before going into bushy areas to observe or collect specimens.

d) Examine rocks or logs before sitting on them. Do not lift stones or other objects by hands. Always use a stick to turn them over. Do not reach into holes.

e) Quite a number of plants in the wild are poisonous. Teachers/Instructors should warn participants not to taste fruits, seeds or leaves of wild plants, nor to touch those plants which are known to contain substances that induce allergy or dermatitis on skin contact. Examples are Rhus chinensis (sumac), Rhus hypoleuca (sumac), Rhus succedanea (wax tree) and Euphorbia antiquorum (fleshy spurge).

f) When collecting animals or plants that bear spines or thorns, one should exercise extreme care to prevent injuring oneself. Gloves should be worn.

g) Avoid collecting plants known to contain poisonous or irritating sap.

h) Plants and seeds collected from the field should be free from pests or diseases to minimize the chance of infection to other plants.

i) Participants should be warned not to irritate wild animals since quite a number of them are venomous or are carriers of fatal diseases.

j) Specimens of dead vertebrates in the field should not be collected or closely examined because of the risk of contracting infectious diseases.

3 6

k) When doing experiments on soil analysis, participants should exercise extreme care to prevent bites from organisms hidden in the soil.

Shore Habitats

a) Each participant should wear shoes or boots with adequate tread.

b) A throw line must be carried at all times.

c) Teachers/Instructors should always bear in mind the time of high and low tides, and make sure to leave the site before high tide.

d) Avoid working on exposed shores with strong wave action. Participants should be reminded not to attempt rock climbing, caving, swimming or diving.

e) As the surface of rocky shores is uneven and often covered with slippery algae, participants should always be on the alert and secure their footing before proceeding forward. They should also be reminded of the danger of jumping from rock to rock.

f) The surface of mangrove and sandy beaches may be slippery and the substratum loose and soft. It would be a safe measure to test the footing and ensure that it is stable before proceeding forward.

Freshwater Habitats

a) Each participant should wear shoes or boots with adequate tread.

b) A throw line must be carried at all times.

c) Except for very shallow ponds and ditches, fieldwork in

3 7

freshwater habitats should be regarded as potentially dangerous since water currents, submerged objects and muddy swamps all pose hazards.

d) Participants should work in stream areas where the nature of the substratum is secure and the water is no more than knee-deep.

e) Be alert when stepping into streams. Always beware of potholes and underwater obstacles.

13) Safety Precautions for Fieldwork on Geographical Study

a) To avoid being scratched by the spines and thorns of plants, participants should put on long-sleeved shirts and jeans or trousers.

b) When working in shore areas, each participant should wear shoes or boots with adequate tread.

c) A throw line must be carried at all times when working in water.

d) Keep to footpaths as far as possible. Cross a river where there is a bridge. Otherwise cross the river where it divides into tributaries or where the river is shallow and the flow is slow.

e) Do not go into a river or lake unless the riverbed is visible and the water is no more than knee-deep.

f) Extreme care should be taken when stepping into streams. Always beware of potholes and underwater obstacles.

g) A sudden rise of the water level or an increase in the turbulence and turbidity of a stream flow may be a sign of an approaching flood. When this happens, the

3 8

participants should leave the vicinity of the stream channel immediately.

h) As the surface of rocky shores is uneven and often covered with slippery algae, participants should always be on the alert and secure their footing before proceeding forward. They should also be reminded of the danger of jumping from rock to rock.

i) Examine the surrounding area carefully before going into bushy areas to observe and collect specimens.

j) Quite a number of plants in the wild are poisonous. Teachers/Instructors should warn participants not to taste fruits, seeds or leaves of wild plants, nor to touch those plants which are known to contain substances that induce allergy or dermatitis on skin contact. Examples are Rhus chinensis (sumac), Rhus hypoleuca (sumac), Rhus succedanea (wax tree) and Euphorbia antiquorum (fleshy spurge).

k) Participants should be warned not to irritate wild animals since quite a number of them are venomous or are carriers of fatal diseases.

l) When doing experiments on soil analysis, participants should exercise extreme care to prevent bites from organisms hidden in the soil.



3 9

Chapter Nine General Measures for Activities on Water

The guidelines outlined in this chapter provide schools with the principles of organizing and planning activities on water. These activities are conducted in natural environment and are mostly exploratory, challenging and physically demanding in nature and have to be supervised by appointed teachers/instructors.


Prior to organizing water activities, the school should first make a comprehensive and detailed plan taking into account factors like manpower, resources, budget, dates of event, relevant safety measures and risk assessment. (See sample ‘Risk Assessment Form’ in Appendix XII. ) The person(s) in charge of the activity should envisage the possible difficulties encountered and devise solutions to the problems. They should draw up feasible contingency measures, and an emergency contact list to handle unexpected changes. Increasing the participants’ sense of crisis, careful planning, meticulous preparation and compliance to various safety measures are the key to success in organizing outdoor activities.

Moreover, the teachers/instructors should be familiar with the environment of the water area where the activity is held. They should take note of the currents, tides, wind directions and any of potential hazards in the water areas. They should also pay attention to the weather conditions so as to decide what safety measures are to be adopted during the activity.

Should there be a change in the weather conditions or physical environment, the teachers/instructors should give full attention to the safety of participants and make a prompt decision as to whether it is necessary to change the programme or format of the training, or to postpone or cancel the activity.

The following paragraphs aim to remind teachers/instructors of matters requiring attention when making preparation for the water activities. Owing to the difference in nature, types and requirements for

4 0

each activity, teachers/instructors should make adjustment and selection according to the specific nature of each of the activity.

1) Have a clear idea of the qualifications required of a teacher/instructor in charge of the activity, and make reference to the recommended staff/student ratio. (See Appendix VIII and Appendix X.)

2) Select carefully the venue/destination of the activity and take into account the ability, physical strength and skills of the participants so as to ensure that all of them are well experienced and physically fit to cope with the weather and water conditions at sea. Moreover, dangerous waters or coasts should be avoided.

3) Be alert to any changes in weather of the place where the activity is held, particularly in seasons of unstable weather. All water activities must be stopped when a strong monsoon signal (Black Ball), thunderstorm or rainstorm warning, or tropical cyclone warning signal no.1 or a higher signal is issued. If the activity has started before these signals are issued, all participants should leave the area where the activity is held or return to the respective base, or immediately head for the nearest place of safety.

4) Draw up contingency plans (e.g. procedures to deal with delay or cancellation of the activity in response to changes in weather conditions or transportation, and to handle withdrawals of team members or accidents) before the activity begins, and inform the participants and their parents of the plans. The school should also set up an emergency contact system with the parents and the collaborators to facilitate communication with different parties.

5) Collect information relevant to the route of the journey. Such information includes addresses and telephone numbers of lodging places and emergency services, e.g. youth hostels, water sports centres, police stations, Country and Marine Parks

4 1

Authority, hospitals and first aid posts, etc.

6) Carry out a pre-trip site visit as far as circumstances allow in case there is doubt on the journey/venue or when there is a need to grasp further information about the conditions of tides, currents and wind directions in the water areas. This is to obtain accurate information on various aspects of the activity so as to ensure that the water activity can be carried out in a safe environment.

7) Organize a briefing session before the trip for all the participants, teachers/instructors and representatives of collaborators or accompanying members. They must thoroughly understand their responsibility and what action to take in the event of an emergency.

8) The school must obtain a letter of consent (see sample in Appendix III) from the parents of the participating students, with details or the activity programme provided prior to the commencement of the activity. The school should also inform the parents as far as possible of any substantial changes in the programme or arrangement of the activity. If the participant is not feeling well or shows symptoms of having contracted an infectious disease before setting off, the school or teachers/instructors should advise the participant to seriously consider his/her health condition and the safety of other group members, and persuade him/her not to insist on joining the activity.

9) The teachers/instructors should check all the equipment including life jackets, canoes and paddles, rowing boats and oars, surfing board, etc. before the activity, and to make sure they are up to safety standards and suitable for use.

10) The teachers/instructors should consider the location of particular water activity to be held and carry along appropriate emergency equipment such as a first aid kit, a repair kit, a whistle, spare paddles, an exposure bag and a towline, and other

4 2

equipment to be considered appropriate for respective water activities.

11) The school should notify the Marine Police of the water activity or relevant government departments at least ten days before the event. The procedures listed in Appendix IV should be followed. (See sample notification form to the Police in Appendix V.)

II. Points to Note during Activities

1) The teacher/instructor should pay attention to the weather forecasts and news broadcasts. If there is any change in weather or other conditions, a contingency plan should be worked out as soon as possible.

2) The teacher/instructor should have full knowledge of the health condition of each participant in order to determine whether specific participant(s) should not be allowed to take part in the activities of the day. Timely and appropriate action should be taken having regard to the situation of individual cases.

3) If the water activities last for more than one day, the teacher/instructor should brief the participants of the programme or details of the activities before the activities begin each day. After a day’ s activities, a meeting or a sharing session should be held to discuss and review the performance of the participants, the arrangement and relevant safety measures, and to make preparations for the activities of the following day.

4) It is advisable to do a head count at a regular interval to ensure that all participants are present.

5) A simple signaling system should be adopted to ensure that all participants understand and know how to send signals.

6) Water activities should not be conducted in waters of heavy traffic. Regulations for the prevention of collisions at sea

4 3

should be strictly observed.

7) Do not stay out after dark, and avoid being too far away from the shore when it is windy. Moreover, the water activity should not be so physically demanding as to tire out the participants.

8) No participant should leave the group without the prior approval of the teachers/instructors.

9) The participants should bring along a suitable timer for training/activities and take note of the time of assembly and return for all activities.

10) The participants should also bring along appropriate clothing to protect them against direct exposure to sunlight in summer and to keep their body warm in winter. They should bring along mosquito repellent and sun block to help prevent mosquito or insect bites and sunburn when necessary.

11) The participants should make sure they have sufficient rest and drink sufficient water so as to maintain physical fitness to engage in all the activities.


The teacher/instructor or group leader should take the role of a leader in an emergency. If the teacher/instructor in charge is injured, another teacher/instructor in the group should take up this role. All the participants should follow the instructions of the leader and the whole team should work together to overcome the difficulty.

1) Capsizing a) Follow appropriate procedures in dealing with capsizing;

b) Do not abandon the boat unless it is drifting towards a dangerous obstacle;

c) Drift along with the direction of the winds or water currents if the wind and tides are too strong and severe until you

4 4

reach land safely.

2) In the case of an accident a) Call for help or offer assistance if you can; b) Throw a rope, a buoy, or a spare tyre to keep the victim

afloat; or c) Wade out and reach for him/her with a long stick; or d) Go out in a boat and pull the victim in over the stern

(don’ t pull him/her at the side, as this may overturn the boat); or

e) Let the victim hold on to the stern while you tow him/her ashore.

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Chapter Ten WINDSURFING

(Please go over Chapter One and Nine before reading this chapter.)


1) Windsurfing should be carried out under the direct supervision of a person who has obtained a Bronze Medallion Award in Life Saving and holds a valid windsurfing coaching/instructor certificate issued by related association(s). (Please refer to Appendix 1.)

2) A teacher/instructor should supervise no more than 5 participants. (If participants are students of primary schools, the ratio of teachers/instructors to participants should be 1 to 4.)

3) A participant should pass the following water test before taking part in windsurfing:

Swim 50 metres with light clothing on.

4) The teacher/instructor should check that all windsurfing boards and other necessary equipment are up to safety standard before use.

5) Each windsurfing board should be inherently buoyant or equipped with separate buoyancy.

6) The teacher/instructor should make sure that all participants have worn the approved floating aids at all times during windsurfing.

7) The teacher/instructor should teach and remind all participants to comply with relevant safety rules in windsurfing and conduct drills related to rescue procedures.

8) The participants should be reminded of not sailing alone and

4 6

overstating their windsurfing skill or experience.

9) Before windsurfing, the teachers/instructors should remind the participants to wear long-sleeved clothes and heel-toe-covered rubber shoes. They should also wear thick clothing in winter and sun-proof clothing in summer.

10) The teacher/instructor should take note of the Air Pollution Index of the activity area. If it reaches the range of 201 to 500, the teacher/instructor judging on prevailing conditions should decide whether to suspend, cancel or delay the activity.

11) It is advisable to have an assistant capable of performing rescue at deep sea during windsurfing.

12) A first aid kit, a whistle, an exposure bag and a towline should be carried during expedition. For expeditions of offshore windsurfing, participants should be reminded to bring along smoke signal devices.

II. Points to Note during Windsurfing

1) On an expedition, the slowest windsurfing board should go first while the last should be steered by a responsible and experienced windsurfer. The teacher/instructor should decide where to position his/her board judging on the wind directions, currents and fleet arrangement. The team should always keep together in a pre-determined fleet arrangement, and there should at least be three boards in a team.

2) The participants should fit a safety leash between the rig and the board before setting out. They should inform their teacher/instructor and stop the expedition immediately if they are not feeling well.

3) The teacher/instructor should ensure the team does not enter any firing range and also keep away from other motor boats. The participants should be reminded to steer away from

4 7

swimmers and scuba divers.

4) Beginners should never sail in an offshore wind. It is advisable to sail close to shore if the wind is too strong.

5) Do not overload the windsurfing board.

6) The activity should be cancelled immediately if a red flag or a shark warning flag is hoisted at any beach nearby.


(Please refer to Chapter Nine.)

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Chapter Eleven CANOEING



1) Canoeing should be carried out under the direct supervision of a person who has obtained a Bronze Medallion Award in Life Saving and holds a valid canoeing coaching/instructor certificate issued by related association(s). (Please refer to Appendix I.)

2) A teacher/instructor should supervise no more than 8 participants. (If the age of the participants is between 8 to 13, a teacher/instructor should supervise no more than 6 participants.)

3) A participant should pass the following water tests before taking part in canoeing:

a) Swim 50 metres with light clothing on;

b) Tread water for one minute; and

c) Surface dive and swim underwater for a distance of 5 metres.

4) The teacher/instructor should check that all canoes, life jackets, paddles and other necessary equipment are up to safety standard before use.

5) Each canoe should be inherently buoyant or equipped with separate buoyancy capable of supporting the participants and the craft on water in the event of capsizing.

6) The teacher/instructor should make sure that the approved life jackets (i.e. those conforming to Euro Norm 393/395/396 or other safety standards by other countries) are worn at all times during canoeing.

4 9

7) Easily removable spray covers may be used for the cockpit if waves are likely to be encountered. However, they may not be appropriate for the beginners.

8) The teacher/instructor should teach and remind all participants to comply with relevant safety rules in canoeing and conduct drills related to capsizing and rescue procedures.

9) The participants should be reminded of not canoeing alone and overstating their canoeing skill or experience.

10) Appropriate clothing and heel-toe-covered rubber shoes should be worn. Slippers or heavy clothing and shoes are not recommended.

11) The teacher/instructor should take note of the Air Pollution Index of the activity area. If it reaches the range of 201 to 500, the ocach/instructor judging on prevailing conditions should decide whether to suspend, cancel or delay the activity.

12) It is advisable to have an assistant capable of performing rescue at deep sea during canoeing.

II. Points to Note during Canoeing

1) On an expedition, the slowest canoe should go first while the last should be steered by a responsible and experienced person. The teacher/instructor should decide where to position his/her canoe judging on the wind directions, currents and fleet arrangement. The team should always keep together in a pre-determined fleet arrangement, and there should at least be three canoes in a team.

2) The teacher/instructor should ensure the canoes do not enter any firing range and also keep away from other motor boats. The participants should also be reminded to steer away from swimmers and scuba divers.

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3) During hot seasons, the teacher/instructor should adopt appropriate measures to protect the participants against heatstroke.

4) The activity should be cancelled immediately if a red flag or a shark warning flag is hoisted at any beach nearby.

5) The teacher/instructor should arrange safety vessels to escort the team during canoeing.



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Chapter Twelve ROWING



1 ) Rowing should be carried out under the direct supervision of a person who has obtained a Bronze Medallion Award in Life Saving and holds a valid rowing coaching/instructor certificate issued by related association(s). (Please refer to Appendix I. )

2) A teacher/instructor should supervise no more than 8 rowers or 4 boats.

3) A participants should pass the following water test before taking part in rowing:

Swim 50 metres with light clothing on.

4) The teacher/instructor should check that all boats, boat accessories such as oars, bow ball, and other necessary equipment are up to safety standard before use. Sea trip equipment and first-aid kit should be available at every sea trip outing. The equipment includes life jackets, waterproof torch, map, manual pump, throw lines, G.P.S. or compass, and tool box. Waterproof bags can be used for better protection of equipment from water.

5) Referring to FISA guideline, boats should meet the fo llowing minimum flotation requirements: When full of water a boat with the crew seated in the rowing position should float in such a way that the top of the seat is a maximum of 5 cm (2 inches) below the static waterline. Older boats not designed to meet this requirement may use inflatable buoyancy bags, foam blocks or other materials.

6) The teacher/instructor should bring along the approved life

5 2

jacket/buoyancy aids (i.e. those conforming to EN 393) in boats going out to sea or on very wide stretches of water.

7) The teacher/instructor should teach and remind all participants to comply with relevant safety rules in rowing and conduct drills related to capsizing and rescue procedures with a suitable, fully equipped safety launch.

8) The participants should be reminded of not rowing alone and overstating their rowing skill or experience.

9) Appropriate clothing and non-slippery wearing should be worn. Slippers or heavy footwear are not recommended.


11) It is advisable to have an assistant capable of performing rescue during rowing.

II. Points to Note during Rowing

1) On an expedition, the slowest boat should go first while the last should be steered by a responsible and experienced person. The teacher/instructor should decide where to position his/her boat judging on the wind directions, currents and fleet arrangement. The team should always keep together in a pre-determined fleet arrangement.

2) The teacher/instructor should ensure the boats do not enter any firing range and also keep away from other motor boats. The participants should also be reminded to steer away from swimmers and scuba divers.

3) During hot seasons, the teacher/instructor should adopt appropriate measures to protect the participants against

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heatstroke.

4) The activity should be cancelled immediately if a red flag or a shark warning flag is hoisted at the rowing center or any beach nearby.

5) The teacher/instructor should make sure that arrangement has been made for safety vessels to escort the team during sea trips.

6) The teacher/instructor should make sure the participants in compliance with the river traffic safety guideline issued by related association during rowing at the Shing Mun River.



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Chapter Thirteen SAILING



1) Sailing should be carried out under the direct supervision of a person who has obtained a Bronze Medallion Award in Life Saving and holds a valid sailing coaching/instructor certificate issued by related association(s). (Please refer to Appendix I.)

2) A teacher/instructor should supervise no more than 6 participants.

3) A participant should pass the following water tests before taking part in sailing:

a) Swim 50 metres with light clothing on;

b) Tread water for one minute; and

c) Surface dive and swim underwater for a distance of 5 metres.

4) The teacher/instructor should check that all sailing boats, life jackets and other necessary equipment are up to safety standard before use.

5) Each sailing boat should be inherently buoyant or equipped with separate buoyancy capable of supporting the crew and the boat on water in the event of capsizing.

6) The teacher/instructor should make sure that the approved life jackets are worn at all times during the journey.

7) The teacher/instructor should teach and remind all participants to comply with relevant safety rules in sailing and conduct drills

5 5

related to capsizing and rescue procedures.

8) The teacher/instructor should remind the participants of not sailing alone and overstating their sailing skill or experience.

9) The participants should wear appropriate clothing and heel-toe-covered rubber shoes. Warm clothing is necessary to keep out the frigid wind while waterproof jackets are useful in keeping the body dry.

10) The teacher/instructor should remind the participants to bring hand gloves with them to protect their hands when pulling the ropes.


12) It is advisable to have an assistant capable of performing rescue at deep sea when sailing in an open sea.

II. Points to Note during Sailing

1) On an expedition, the slowest boat should go first while the last should be steered by a responsible and experienced person. The teacher/instructor should decide where to position his/her boat judging on the wind directions, currents and fleet arrangement. The team should always keep together in a pre-determined fleet arrangement, and there should at least be three boats in a team.

2) The teacher/instructor should ensure the boats do not enter any firing range and also keep away from other motor boats. The participants should also be reminded to steer away from swimmers and scuba divers.

3) The activity should be cancelled immediately if a red flag or a

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shark warning flag is hoisted at any beach nearby.

4) When sailing in the open sea, the teacher/instructor should take note of all the changes that may occur including the weather and sea conditions and the physical condition of the participants. If the conditions are unfavourable to sailing, the teacher/instructor should arrange to return immediately.

5) Beginners should never sail in an offshore wind.

6) At sea, the sailing boat may sway as a result of the wind directions, current flow or matter of steering technique. Beginners should be reminded to stay alert and maintain balance in boats as far as possible. They should, for example, hold onto the ropes or other fixtures on boats and walk carefully on the deck with their bodies leaning slightly forward to lower their center of gravity so as to maintain balance. Participants should also take care not to bump into the mast.

7) Do not overload the sailing boat.

8) The teacher/instructor should arrange safety vessels to escort the team during the journey.



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Appendix I

List of Related Professional Associations for Outdoor Activities

Professional Associations

Telephone/

Fax

Website Address

Hong Kong Cycling Association

2 5 0 4 8 1 7 6 /

2 8 3 4 3 7 1 5

http://www.cycling.org.hk/ Room 1015, Sports House, 1 Stadium Path, So Kon Po, Causeway Bay, Hong Kong

Orienteering Association of Hong Kong

2 5 0 4 8 1 1 2 /

2 5 7 7 5 5 9 5

http://www.oahk.org.hk/ Room 1014, Sports House, 1 Stadium Path, So Kon Po, Causeway Bay, Hong Kong

Hong Kong Mountaineering Union

2 5 0 4 8 1 2 4 /

2 5 7 6 6 5 3 2

http://www.hkmu.org.hk/ Room 1013, Sports House, 1 Stadium Path, So Kon Po, Causeway Bay, Hong Kong

Hong Kong Canoe Union

2 5 0 4 8 1 8 6 /

2 8 3 8 9 0 3 7

http://www.hkcucanoe.com.hk/ Room 2014, Sports House, 1 Stadium Path, So Kon Po, Causeway Bay, Hong Kong

Hong Kong Sailing Federation

2 5 0 4 8 1 5 9 /

2 5 0 4 0 6 8 1

http://www.sailing.org.hk/ Room 1009, Sports House, 1 Stadium Path, So Kon Po, Causeway Bay, Hong Kong

Hong Kong China Rowing Association

2 6 9 9 7 2 7 1 /

2 6 0 1 4 4 7 7

http://www.rowing.org.hk/ Sha Tin Rowing Centre, 27 Yuen Wo Road, Shatin, N. T.

Windsurfing Association of Hong Kong

2 5 0 4 8 2 5 5 /

2 5 7 7 7 5 2 9

http://www.windsurfing.org.hk/ Room 1001, Sports House, 1 Stadium Path, So Kon Po, Causeway Bay, Hong Kong

The Hong Kong Award for Young People

2 7 2 8 3 2 4 3 /

2 7 2 5 1 5 7 7

http://www.ayp.org.hk/ 301-309, Lai Kwai House., Lai Kok Estate, Cheung Sha Wan, Kowloon

Civil Aid Service 2 8 0 5 6 0 2 0 /

2 5 7 6 3 0 2 1

http://www.cas.gov.hk/ 8 To Wah Road, Yau Ma Tei, Kowloon, Hong Kong

Auxiliary Medical Service

2762 2033/

2 7 1 5 0 2 4 5

http://www.ams.gov.hk/ 81, Princess Margaret Road, Homantin, Kowloon

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Hong Kong St. John Ambulance

2 5 3 0 8 0 2 0 /

2 9 7 6 0 4 5 7

http://www.stjohn.org.hk/ St. John Tower, 2 Macdonnell Road, Hong Kong

Hong Kong Red Cross 2 8 0 2 0 0 2 1 /

2 1 3 5 5 1 5 5

http://www.redcross.org.hk/ Hong Hong Red Cross Headquarters, G06, 33 Harcourt Road, Wanchai, Hong Kong

Hong Kong Life Saving Society

2 5 1 1 8 3 6 3 /

2 5 0 7 5 2 3 9

http://www.hklss.org.hk/ 21/F, Texaco Building, 258 Hennessy Road, Wanchai, Hong Kong

Scout Association of Hong Kong

2 9 5 7 6 3 7 1 /

2 3 0 2 1 4 0 6

http://www.scout.org.hk/ Room 1012, 10/F, Hong Kong Scout Centre, Scout Path, Austin Road, Kowloon

The Hong Kong Girl Guides Association

2 3 3 2 5 5 2 3 /

2 7 8 2 6 4 6 6

http://www.hkgga.org.hk/ 8 Gascoigne Road, Kowloon

Outward Bound Hong Kong

2 7 9 2 4 3 3 3 /

2 7 9 2 9 8 7 7

http://www.outwardboundhk.org/ Tai Mong Tsai Sai Kung, N.T.

Hong Kong Phab Association

2 5 5 1 4 1 6 1 /

2 8 7 5 1 4 0 1

http://www.hkphab.org.hk/ 75 Pokfulam Reservoir Road, Hong Kong

Hong Kong Equestrian Federation Limited

2 4 6 4 2 8 0 0 /

2 4 6 0 9 4 9 9

http://www.hkef.org/ c/o Hong Kong Jockey Club Shatin Race Course 6/F Central Complex Shatin, New Territories

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Appendix II List of Suggested Items for Emergency Equipment

I. Navigational aids

Updated map(s) in plastic bags, compass, map markers (oil-based), global positioning system.

II. First aid kit

First aid items Auxiliary tools 1. Bandages of various sizes, triangular

bandages 1. Disposable plastic gloves

2. Elastic tensor bandage 2. Forceps 3. Sterile gauze 3. Scissors 4. Adhesive dressings of various sizes 4. Safety pins 5. Sterile eye pads 5. Thermometer 6. Adhesive tapes 6. Fan 7. Cold pack 8. Cotton wool, cotton sticks, towel 9. Antiseptics 10. Alcohol 70%

III. Emergency kit

Torch, whistle, mirror, radio, mobile phone, pocket knife, exposure bag, emergency blanket, emergency rations (valid), lighter or matches, spare shoe laces, pen, form for recording message in event of an emergency (to be provided by school). For activities on water, a repair kit, spare paddles and a towline, etc. should always readily be available.

IV. Emergency rations

Chocolate, cereal bars, glucose candies, dried fruit.

6 0

V. Food and water

Drinking water per person: one litre in winter and two litres in summer; electrolyte drinks.

6 1

Appendix III

Parental Consent for Outdoor Activities (Sample) X X X Primary /Secondary School

Date: Dear Parent/Guardian, (Name of Activity)

Our school is going to organize the above activity at (Location) on from to *. (Date) (Time) Your child has been selected to participate/ applied for participation in the said activity. Please return the following reply slip before for our record and action.

Yours sincerely,

( )

Principal/Headmaster/Headmistress *Note: The programme of the activity is attached for parent’s perusal.

Reply Slip Date: Dear Principal/Headmaster/Headmistress, (Name of Activity)

I *give/do not give permission for my *son/daughter/ward of class to take part in the school activity as stipulated in your letter dated . (Signature of Parent/Guardian*)

(Name of Parent/Guardian*)

* Delete where appropriate (Emergency Telephone Number)

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Appendix IV

School Outings in Rural Areas:

Reporting Procedures to Police and Departments Concerned

To facilitate the Police to assist school authorities to ensure safety of their students in outing places in rural areas, including all Country Parks and Outlying Islands, Heads of schools should observe the reporting procedures set out below. 1 For each outing in the rural area, school authorities should:

(a) send a fax to the Divisional Commander of the Police Division in which the outing will take place, with details of the outing at least 10 days in advance using the proforma at Appendix V of the Guidelines (For enquiries on the contact point of the appropriate police division, schools may seek advice from the School Liaison Officer of the local police district);

(b) notify the respective Divisional Commander by fax should any changes to the above details be made at a later date;

(c) advise all participants to carry some forms of identity documents. Participants over the age of 15 must carry their proof of identity including, inter-alia, Hong Kong Identity Card or Junior Identity Card; and

(d) set up a monitoring system of their own, demanding a responsible person to report to the police when the outing leader has not been able to report completion of the outing to the school within the scheduled time.

2. In case of a mass outing, e.g. a school picnic to a country park involving 500 students or more, school authorities should also inform the Agriculture, Fisheries and Conservation Department of the destination so that advice could be given as to whether the venue is suitable for mass gathering on that particular day. Schools may inform the Agriculture, Fisheries and Conservation Department by letter at 5/F, Cheung Sha Wan Government Offices, 303 Cheung Sha Wan Road, Kowloon, or by fax at 2317 0482. 3. In the event of any emergency which requires police, fire, ambulance or

6 3

other rescue services, the outing leader(s) or any participant should call 999 direct to report the emergency. This person should keep himself calm at all times. He should carefully note down all relevant particulars pertaining to the emergency. This person, in addition to providing personal details of self and organization, should be able to describe the nature of the emergency (e.g. fallen down and injured, suffering from heat stroke), the condition of the victim(s)/injured (e.g. broken bones, unconscious), the brief particulars of the victim(s)/injured (name, sex, age) and the exact location of the victim(s)/injured. This latter detail is particularly important if the location of victim(s)/injured is not accessible by road, in which case a grid reference (six figure KK reference) should be provided, if possible, together with a description of where the victim(s)/injured is/are located, e.g. on flat ground, on a hill slope. If a grid reference cannot be provided, details of the nearest road, town, village and landmark should be given. A sample proforma for recording particulars of an emergency event is given at Appendix VI of the Guidelines for reference. 4. Please contact the respective Senior School Development Officers for general enquiries on the procedures.

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Appendix V

Notification Form for School Outing in Rural Area 在郊區舉行的戶外活動通知書

(District)(區域) To : 受文者：

(Police Station Divisional Commander) (警署分區指揮官) From :

發文者： (School Name) (學校名稱)

Details of school outing are as follows : 本校舉行戶外活動的詳情，細列如下：

Nature of outing 活動性質

Date 日期

Time 時間

From 由

To 至

(Scheduled time of return) (預計回程時間)

Locality 地點

Route w 路線

From 由

To 至

Total number of participants 參加者總數

Age range of all participants 所有參加者的年齡範圍

Name and mobile telephone number (if any) of the leader(s) of the outing 領隊姓名及流動電話號碼(如有)

Name and telephone number of the responsible person * who is not participating 並非參與活動的負責人*姓名及電話號碼：

( ) Head of School 校長

Note : w A map detailing the route and suitable grid reference is attached. 註：隨本通知書夾附有關上述活動的詳細路線圖（設有地圖座標）一份。

* A responsible person should have ready access to details of next of kin of the participants, e.g. telephone number/address.

負責人須備存學生近親的資料，例如電話號碼／地址。

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Appendix VI

Sample Proforma for Recording Emergency 緊急事件紀錄樣本

Name of School: 學校名稱:

1.

Date 日期

2. Time 時間

3. Nature of Emergency 緊急事件的性質

4. Condition of victim(s)/Injured 受害者/傷者的情況

5. Brief Particulars of victim(s)/Injured 受害者/傷者的簡單資料 (a) Name(s) 姓名

(b) Sex 性別

(c) Age 年齡

(d) Next-of-kin Phone No.: 近親的聯絡電話

(a)

(b)

(c) (d)

6. Location of victim(s)/Injured 受害者/傷者所在位置 e.g.如： Flat Ground 平地 Hill Slope 山坡 Grid Reference 地圖座標 Road 道路 Landmark 地界標誌

7. Other Particulars 其他資料

Name of Recorder 記錄者姓名

:

Post in School 職位

:

Signature 簽署

:

Date 日期

:

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Appendix VII

Sample Report Form on Accident During Outdoor Activities 1. Occurrence of accident Date __________ Time ___________ Place ___________________________________________ (record the name of the place,

the map grid or distance marker(s) set up by the Agriculture, Fisheries and Conservation Department at every 500 metres distance along the hiking trails.)

2. Particulars of the injured (i) Name __________________ Sex ________ Age ________ Class __________ (ii) Name __________________ Sex ________ Age ________ Class __________ 3. Activity engaged in at the time of the accident _____________________________________________________________________ 4. Location and engagement of the teacher(s)/instructor(s) at the time of the accident _____________________________________________________________________

_____________________________________________________________________ 5. Description of the accident _____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________ 6. Description of the injury(ies) _____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

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_____________________________________________________________________ 7. Action taken (including application of first aid) _____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

8. Agencies contacted for help/rescue (Please tick in the appropriate box)

Notification time and informant Arrival time Ambulance Police Other (please specify)

Action taken by the above party after arrival _____________________________________________________________________

_____________________________________________________________________ 9. Parent(s)/next of kin notified * Yes No (* Please tick in the appropriate box) Notification time Arrival time _______________________________ ___________________________________ Name __________________________ Relationship ________________________ Action taken by parent (s)/next of kin _____________________________________________________________________ _____________________________________________________________________ 10. Remarks _____________________________________________________________ _____________________________________________________________________

6 8

11. Reporting person(s) (i) ____________________ ______________________ ____________________ (Name in Block Letters) (Post) (Signature) (ii)____________________ ______________________ ____________________ (Name in Block Letters) (Post) (Signature) Date __________________

6 9

Appendix VIII

Staff/Student Ratios for Various Outdoor Activities

The table below gives the proposed staff/student ratios of various outdoor activities. In organizing these activities, schools should ensure sufficient manpower is available to take up the supervision and management duties. Schools should also take into consideration of other factors such as the nature of the activity, the area and the geographical environment, the capability and age of the participants, etc. and make appropriate arrangement for the manpower involved. For those activities not mentioned in the Guidelines, schools may refer to the staff/student ratios of similar activities and make objective and reasonable judgment based on past experience in organizing such activities. In case of queries, schools may seek advice and assistance from relevant professional organizations.

Activity Staff/Student Ratio Remarks

1. Excursion 1:30 Excursions must be under the supervision of at least 2 group leaders, of whom one should be a teacher / instructor.

2. Expedition 1:10 Expeditions must be under the supervision of at least 2 trained group leaders, of whom one should be a teacher/instructor, while participants must have experience in similar activities or training in short excursions.

3. Camping 3.1 Wild camping

1:10 Wild camping must be under the supervision of at least 2 group leaders, of whom one should be a teacher/instructor.

3.2 Residential camping

1:30 Residential camping must be under the supervision of at least 2 group leaders, of whom one should be a teacher/instructor.

4. Orienteering 1:8 All orienteering activities must be under the supervision of at least 2 experienced teachers/ instructors.

5. Cycling trip 1:5 Cycling trip must be under the supervision of at least 2 teachers/instructors.

6. Fieldwork 1:30 Fieldwork must be under the supervision of teachers/ instructors. If the activity needs to be conducted in groups, each group should have at least 3 students.

7 0

7. Windsurfing 1 qualified person: 5

participants (1:4 for primary students)

Before taking part in windsurfing, a participant should pass the following water test:

Swim 50 metres with light clothing on. 8. Canoeing 1 qualified person: 8

participants (1:6 for participants of age 8 to 13)

Before taking part in canoeing, a participant should pass the following water tests: a) Swim 50 metres with light clothing on; b) Tread water for 1 minute; and

c) Surface dive and swim underwater for 5 metres.

9. Rowing 1 qualified person: 8 rowers or 4 boats

Before taking part in rowing, a participant should pass the following water test: Swim 50 metres with light clothing on.

10. Sailing 1 qualified person: 6 participants

Before taking part in sailing, a participant should pass the following water tests: a) Swim 50 metres with light clothing on; b) Tread water for 1 minute; and

c) Surface dive and swim underwater for 5 metres.

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Appendix IX

List of Common and Useful Guidelines, Circulars and Websites for Outdoor Activities

I Guidelines

1 Guidelines on Extra-curricular Activities in Schools http://www.edb.gov.hk/FileManager/EN/Content_100/e_eca.pdf

2 Guidelines on Study Tours outside the HKSAR http://www.edb.gov.hk/FileManager/EN/Content_100/e_st.pdf

I I Circulars �

1 Block Insurance Policy for Public Liability, Employees’ Compensation and Group Personal Accident

2 Insurance in Schools (for schools under the Direct Subsidy Scheme and private schools)

3 Tropical Cyclones and Heavy Persistent Rain - Arrangements for Kindergartens and Day Schools

4 Air Pollution Index

5 Guidance Notes for the Arrangement of School Visits to Historic Monuments and Archaeological Sites in Hong Kong

6 Outdoor Education Camp

I I I Websites

1 Hong Kong Observatory http://www.hko.gov.hk/

2 Agriculture, Fisheries and Conservation Department http://www.afcd.gov.hk/

3 Department of Health http://www.dh.gov.hk/ 4 Hong Kong Police Force http://www.police.gov.hk/

5 Civil Aid Service http://www.cas.gov.hk

＃ The circulars are available at the EDB website (http://www.edb.gov.hk/). To read a circular, click “Circulars” at the main menu on the left of the Homepage and input keywords to search the circular.

7 2

Appendix X

M a n n i n g R a t i o f o r O u t d o o r A c t i v i t i e s o f S t u d e n t s o f S p e c i a l E d u c a t i o n a l N e e d s

有特殊教育需要學童參加戶外活動的

教職員 /照顧者與學生比例

S t u d e n t s w i t h s i n g l e d i s a b i l i t y / S E N 單一殘疾 /特殊教育需要學童

( b y S c h o o l C a t e g o r y ) (以學校類別劃分 )

M a n n i n g R a t i o

人手比例

V I 視障 1 : 4 V I + I D 視障兼智障 1 : 4

H I 聽障 1 : 8 S S D 群育學校 1 : 8 M iI D 輕度智障 1 : 1 0 M o I D 中度智障 1 : 5 S I D 嚴重智障 1 : 2

S t u d e n t s o n m a n u a l w h e e l c h a i r 坐手動輪椅學童 1 : 1 S t u d e n t s o n e l e c t r i c w h e e l c h a i r 坐電動輪椅學童 1 : 2 P D

肢體傷殘 S t u d e n t s o n c a l i p e r s / c r u t c h e s 持腳托 /拐杖學童 1 : 3

S t u d e n t s w h o a r e f r e e o f a i d s 不需輔助儀器協助

的學童 1 : 5 S t u d e n t s o f p s y c h i a t r i c u n i t 精神科病房學童 1 : 1 H o s p i t a l

S c h o o l 醫院學校

S t u d e n t s o f n o n- p s y c h i a t r i c u n i t 非精神科病房學

童 1 : 2

N e e d s o f S t u d e n t s 學童需要 Students with multiple disabilities / SEN

多重殘疾 /特殊教育需要學童 S c h o o l

C a t e g o r y 學校類別

C o m b i n a t i o n s o f d i s a b i l i t i e s / S E N

殘疾 /特殊教育需要組合

M o b i l i t y /

O r i e n t a t io n

S u p p o r t 行動 / 定向支援

B e h a v i o ur a l

Management

行為處理

P e r s o na l

C a r e 個人照顧

M a n n i n g

R a t i o 人手比

例

L o w v i s i o n 低視力 ¸ ¸ 1 : 4 V I 視障 T o t a l b l i n d n e s s 完全失明 ¸ ¸ ¸ 1 : 2

V I + I D 視障兼智障

L o w v i s i o n + i n t e l l e c t u a l d i s a b i l i t y 低視力 + 智障

¸ ¸ 1 :2

7 3

T o t a l b l i n d n e s s + i n t e l l e c t u a l d i s a b i l i t y 完

全失明 +智障

¸

¸

¸

1 :1

L o w v i s i o n + i n t e l l e c t u a l d i s a b i l i t y / P D 低視力 +智障 / 肢體傷殘

¸ ¸ ¸ 1 : 1

T o t a l b l i n d n e s s + i n t e l l e c t u a l d i s a b i l i t y / P D 完全失明 +智障 /肢體傷殘

¸ ¸ ¸ 1 : 1

HI

聽障 A d d i t i o n a l d i s a b i l i t y 額外殘疾 ¸ ¸ ¸ 1 : 4






M o b i l i t y /


S u p p o r t 行動 / 定

向支援


Management

行為處理

P e r s o na l


M a n n i n g

R a t i o 人手比例

S e v e r e p r o b l e m : o u t p a t i e n t o f p s y c h i a t r i c p r o b l e m 嚴重問題 :精神科門診病人

¸

1 : 8

S S D 群育學校

M o d e r a t e b u t f r e q u e n t 情況中度但問題頻密

¸

1 : 8

MiID

輕度智障

M i ld i n t e l l e c t u a l d i s a b i l i t y + a u t i s t i c s p e c t r u m d i s o r d e r s ( A S D ) 輕度智障 +自閉 ¸

1 :4

M o d e r a t e i n t e l l e c t u a l d i s a b i l i t y + a u t i s t i c s p e c t r u m d i s o r d e r s ( A S D ) 中度智障 +自閉 ¸

1 :3

M o d e r a t e i n t e l l e c t u a l d i s a b i l i t y + V I / b e h a v i o u r a l p r o b l e m 中度智障 +視障 / 行為問

題 ¸

1 : 3

M o I D 中度智障

M o d e r a t e i n t e l l e c t u a l d i s a b i l i t y + P D 中度智障

+ 肢體傷殘 ¸

1 : 3

7 4

S e v e r e i n t e l l e c t u a l d i s a b i l i t y + w h e e l c h a i r / V I / P D 嚴重智

障 +輪椅 / 視障 / 肢體傷

殘 ¸

1 : 1

S e v e r e i n t e l l e c t u a l d i s a b i l i t y + b e h a v i o u r p r o b l e m / a u t i s t i c s p e c t r u m d i s o r d e r s ( A S D ) 嚴重智障

+ 行為問題 / 自閉 ¸

1 : 1

S I D 嚴重智障

S e v e r e i n t e l l e c t u a l d i s a b i l i t y + P D / V I 嚴重智

障 +肢體傷殘 /視障 ¸

1 : 1






M o b i l i t y /


S u p p o r t 行動 / 定向支援


Management

行為處理

P e r s o na l


M a n n i n g

R a t i o 人手比例

W h e e l- c h a i r + i n t e l l e c t u a l d i s a b i l i t y / V I / H I 輪椅 + 智

障 /視障 /聽障 ¸ ¸

1 : 1

C a l i p e r / c r u t c h + i n t e l l e c t u a l d i s a b i l i t y / V I / H I 腳托 /拐杖 + 智障 /視障 /聽障 ¸ ¸

1 :2

P D 肢體傷殘

F r e e o f a i d + i n t e l l e c t u a l d i s a b i l i t y / V I / H I 不需輔助儀器協助 + 智障 / 視障 / 聽障 ¸ ¸

1 :3

P s y c h i a t r i c : a u t i s t i c s p e c t r u m d i s o r d e r s ( A S D ) , p s y c h o s i s 精神科 :自閉，器質性精神病 ¸ ¸ ¸

1 : 1

H o m e b a s e d t e a c h i n g p r o g r a m : 家居教學計劃 : ¸ ¸ ¸

1 : 1

H o s p i t a l S c h .

醫院學校

N o n - p s y c h i a t r i c p a t i e n t 非精神科病人 ¸ ¸

1 : 2

7 5

Appendix XI

Temperature Record Sheet (Sample)

1. Parents/Guardians should take their children’ s temperature on the day of outdoor activities. Children should not attend the outdoor activities if they have fever. (Different reference values for normal body temperature may be adopted for different measuring methods and instruments. Always refer to inserts and instructions that come with the thermometer.) They should consult a doctor promptly, apply to school for sick leave and take rest at home.

2. Parents/Guardians should record their children’ s temperature, sign on the record sheet and ask their children to return it to their teacher for checking.

Name of student : Class : Class no. : Month :

D a t e T i m e f o r t a k i n g t e m p e r a t u r e T e m p e r a t u r e Signature of Parent/Guardian

A . M . / P . M . ℉ / ℃ A . M . / P . M . ℉ / ℃

A . M . / P . M . ℉ / ℃ A . M . / P . M . ℉ / ℃ A . M . / P . M . ℉ / ℃ A . M . / P . M . ℉ / ℃ A . M . / P . M . ℉ / ℃ A . M . / P . M . ℉ / ℃ A . M . / P . M . ℉ / ℃ A . M . / P . M . ℉ / ℃ A . M . / P . M . ℉ / ℃ A . M . / P . M . ℉ / ℃ A . M . / P . M . ℉ / ℃ A . M . / P . M . ℉ / ℃ A . M . / P . M . ℉ / ℃ A . M . / P . M . ℉ / ℃ A . M . / P . M . ℉ / ℃ A . M . / P . M . ℉ / ℃ A . M . / P . M . ℉ / ℃ A . M . / P . M . ℉ / ℃ A . M . / P . M . ℉ / ℃ A . M . / P . M . ℉ / ℃ A . M . / P . M . ℉ / ℃ A . M . / P . M . ℉ / ℃ A . M . / P . M . ℉ / ℃ A . M . / P . M . ℉ / ℃

7 6

Appendix XII

O u t d o o r A c t i v i t i e s R i s k A s s e s s m e n t F o r m ( S a m p l e )

X X X P r i m a r y / S e c o n d a r y S c h o o l N a m e o f A c t i v i t y

D a t e

T i m e

L o c a t i o n

N o . o f P a r t i c i p a n t s

I n s t r u c t o r / T e a c h e r : S t u d e n t : W o r k i n g s t a f f : O t h e r : ( P l e a s e s p e c i f y : )

R i s k A n a l y s i s

R i s k F a c t o r s

P o s s i b l e H a z a r d s / R i s k s

H a z a r d s / R i s k s C o n t r o l M e a s u r e s a n d P r e c a u t i o n s

P r o f e s s i o n a l K n o w l e d g e / E x p e r i e n c e S a f e t y A w a r e n e s s P r o f e s s i o n a l A t t i t u d e P r o f e s s i o n a l S k i l l s / Q u a l i f i c a t i o n F i t n e s s C o m m u n i c a t i o n b e t w e e n I n s t r u c t o r / T e a c h e r , P a r t i c i p a n t a n d W o r k i n g S t a f f

I n s t r u c t o r / T e a c h e r

O t h e r s

P a s t K n o w l e d g e a n d E x p e r i e n c e S a f e t y A w a r e n e s s

A t t i t u d e o f P a r t i c i p a t i o n A b i l i t i e s t o C o p e F i t n e s s / A g e

P e o p l e

P a r t i c i p a n t

O t h e r s

7 7

W o r k i n g S t a f f

T h i r d P e r s o n

L o c a t i o n o f A c t i v i t y / G e o g r a p h i c a l E n v i r o n m e n t / B o a rd & L o d g i n g C o n d i t i o n s C l i m a t e / N a t u r a l D i s a s t e r

E n v i r o n m e n t

O t h e r s

Q u a l i t y Q u a n t i t y S u i t a b i l i t y

D e g r e e o f D i f f i c u l t y / C h a l l e n g e

E q u i p m e n t

O t h e r s

I n l i n e w i t h G o v e r n m e n t G u i d e l i n e s / C i r c u l a r M e m o r a n d u m ( C M ) N a m e o f G u i d e l i n e s / C M :

G u i d e l i n e s

I n l i n e w i t h G u i d e l i n e s / S t a n d a r d i s s u e d b y P r o f e s s i o n a l O r g a n i s a t i o n N a m e o f P r o f e s s i o n a l O r g a n i s a t i o n :

P r e - t r i p

Y e s ® N o ® O b s e r v a t i o n R e s u l t s :

R e c o m m e n d t o / N o t t o O r g a n i s e t h e A c t i v i t y

R e c o m m e n d e d ® R e m a r k s :

N o t R e c o m m e n d e d ® R e m a r k s :

D a t e o f A s s e s s m e n t

P r e p a r e d b y :

This proforma is formulated by making reference to Dr. TSANG Wing-hong's presentation on "Risk Assessment and Management Plan for Activities" on the 24th Anniversary Conference of the Hong Kong Extra-curricular Activities Masters' Association dated 20 June 2007.

7 8

Appendix XIII

Measures to Avoid Excessive Sun Exposure

If the sunlight is intense, teachers/Instructors should recommend participants conducting outdoor activities to take the following measures to avoid excessive sun exposure:

1) wear protective clothing, such as long-sleeved shirts, pants, a wide-brimmed hat and should wear sunglasses with Ultraviolet (UV) protection;

2) generously apply sunscreen to all exposed skin using a Sun Protection Factor (SPF) 15 or above and PA++ or above that provides broad-spectrum protection from both UVA and UVB;

3) apply enough quantity of sunscreen about 30 minutes before sun exposure for adequate protection;

4) re-apply sunscreen every 2 hours when staying outdoor for a long time, or after one has got wet or sweated. However, sunscreen should never be used to prolong the duration of excessive sun exposure (because even undertaking indoor tanning is not suggested); and

5) seek shade when appropriate and avoid prolonged outdoor activities between 11am to 3 pm when the UV rays are most damaging.

Details on skin cancer can be downloaded from the website of The Hong Kong Anti-Cancer Society at: http://www.hkacs.org.hk/content/know_cancer_content.php?faqid=8 (In Chinese only)

Useful information related to ultraviolet radiation is also provided by the Health Department in the following website: http://www.chp.gov.hk/content.asp?lang=en&info_id=3575&id=25&pid=9

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Appendix XIV

G u i d e l i n e s o n C o n d u c t i n g O u t d o o r A c t i v i t i e s i n H o t a n d H u m i d C o n d i t i o n s

If a person engages in a strenuous outdoor activity in hot and humid weather for an extended period of time, he may suffer heat cramp, heat exhaustion and heatstroke or, in the most severe case, may even die because of failure to dissipate body heat effectively. People who seldom exercise, who are physically less fit, or in convalescence, or who are not used to functioning in a hot and humid environment, are most vulnerable to heat injuries. The teachers/instructors should note the following points:

1) During hot and humid seasons, check the temperature and humidity to see if adjustments for outdoor activities are needed;

2) Arrange the activity in a progressive way to enable the participants to get accustomed to the hot and humid weather gradually;

3) Wear light- coloured and loose-fitting porous clothes and wide-brim hat to avoid direct sunlight;

4) Arrange frequent rests and ask participants to drink water regularly to make up for water loss when engaging in vigorous and prolonged outdoor activities in hot and humid weather;

5) Be aware of any symptoms showing that the participant is feeling unwell. For instance, heart beat rate indicates the level of body strain under exercise. Participants should be reminded to inform the teachers/instructors once they feel unwell;

6) Let the patient lie down in a shady area with plenty of fresh air. Loosen any tight clothing and bend up both of his/her legs;

7) If the patient is conscious, ask him/her to drink some water to make up for the loss of water;

8) Lower the body temperature of the patient by putting a wet towel or fanning over him/her where necessary; and

9) Call for medical service as soon as possible if the condition is serious. Any patient who

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losses consciousness should be evacuated to hospital immediately.

Useful information related to prevention of heat stroke is also provided by the Health Department in the following website: http://www.chp.gov.hk/content.asp?lang=en&info_id=3574&id=25&pid=9

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Appendix XV

STUDY TOURS OUTSIDE THE HKSAR

This refers to activities designed and organized by schools in which students, under the care of the escorts appointed by schools, are arranged to make visits, exchange programmes, studies or services conducted outside the Hong Kong Special Administrative Region.

I Planning and Preparation

1) All escorts in the study tour should have experience in leading students to take part in outdoor activities or overseas visits, with at least one of them being a teacher of the school.

2) It is advisable that at least one of the escorts or participants has received training in first aid.

3) Each study tour should be led by at least two escorts, with each escort2 taking care of no more than 10 students.

4) The capability of the participants3 to take part meaningfully in the activity must be taken into consideration when deciding the destination, itinerary and duration of the tour.

5) Other factors including climate, accessibility, language, condition of hygiene, accommodation and food of the place of visit should also be taken into account.

6) Places with potential hazards, such as political unrest, lax security, epidemic disease outbreaks, threats of earthquake or frequent occurrence of typhoon and flood, should be avoided.

7) Schools should draw up contingency plans in advance (e.g. procedures for handling delay or cancellation of the tour in response to changes in weather conditions, political environment or transportation, and to handle

2 Escort(s) refer to school teacher(s)/staff and adult(s) appointed by the school, such as parents and alumni. They

should have a good knowledge of the nature of the activity and of the problems that likely to arise, and should undertake to take care of and supervise the students in the course of the tour.

3 Participants include all members in the study tour.

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withdrawals or accidents in the course of the tour, etc) and inform the students and their parents of the plans. Schools should also set up an emergency contact system with the parents and the collaborators/ host organizations to facilitate communication with these parties.

8) Information relevant to the itinerary, such as the addresses and telephone numbers of the lodging places, location of the local police stations, hospitals, clinics or first-aid units as well as the emergency call numbers en route, should be collected. Such information should be given to the parents and the responsible person in the school before the trip for emergency needs.

9) Schools should organize a briefing session before the trip to inform the students, parents and the accompanying members of the details of the tour, duties of every party and rules and regulations to be followed by the students and parents as required by the schools. Students should be reminded of the need to follow the escorts’ instructions and observe all the safety regulations throughout the trip.

10) Pre-tour training should be provided as far as possible, which should consider the following areas:

(i) orientation;

(ii) team-spirit;

(iii) discipline;

(iv) manners and behaviour;

(v) safety measures – protection against mosquito bites, fire precaution and escape, proper use of electrical appliances, food hygiene, road safety, protection of personal belongings, and what to do in case of getting lost or injury, etc.;

(vi) immigration (customs) procedures;

(vii) luggage – clothing, medicine, money, etc.;

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(viii) social customs and taboo of the place of visit;

(ix) points to note for travelling abroad;

(x) contingency plan

11) It is preferable to arrange two students or more to live in a room when allocating accommodation. This will facilitate provision of support to fellow members. Once the arrangement for accommodation is finalized, no student should be allowed to make any change without a proper reason so as to avoid causing confusion.

12) The school should study and comply with, as appropriate, travellers’ health advice as detailed in the website of the Department of Health (http://www.dh.gov.hk/) regarding various health risks and advice as well as vaccinations.

13) The school should obtain a letter of consent and a health certificate from the parents of each student and also take note of the health condition of the students. If a participant is not feeling well before the trip, the school or the escort should persuade the participant to seriously consider his/her health condition and consult a doctor. The participant should not insist on joining the tour. If a participant shows symptoms of having contracted an infectious disease, it will be in the interest of the safety of the other group members that he/she should refrain from joining the tour.

14) The school should examine the travel documents of the participants as soon as possible and, if necessary, check their certificates of immunization. If their travel documents are not valid or the vaccination they have taken does not meet the requirements laid down by the place of visit, the school should remind the participants to get the necessary documents or health certificates as soon as possible.

1 5 ) Each participant of the study tour should prepare suitable travel and medical insurance.

II. Points to Note during the Study Tour

1) The escort should pay attention to the weather forecasts and news

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broadcasts of the place of visit. If there is any change in weather or other conditions, a contingency plan should be worked out as soon as possible.

2) The escort should have full knowledge of the health condition of each participant in order to determine whether specific participant(s) should not be allowed to take part in the activities of the day. He/she should take timely and appropriate action having regard to the circumstances of individual cases. The escort should also arrange for any sick member to see the doctor immediately and to take effective preventive measures according to the doctor’ s advice. If necessary, the escort should inform the parents and the school of the students’ health conditions as soon as possible.

3) The escort should bring along with him/her the necessary safety equipment for the tour, for example, a first aid box, communications equipment (mobile phones), torches, etc.

4) Students should be divided into small teams. Each team is put under the care of an escort.

5) The overriding concern is the safety of the participants of the tour. Activities should preferably be conducted in one large group or in small teams. Lone ventures should be avoided as far as possible. Escorts should advise the participants to bring along with them copies of their travel documents for identification purpose where necessary. Moreover, if the participants discover anything suspicious/ unusual during the visit, they should report it to their escort as soon as possible.

6) The participants should be fully briefed on the itinerary or details of the programme before the activities begin each day. After a day’s activities, a meeting or a sharing session should be conducted to review the performance of the participants, the arrangement and the relevant safety measures, and to make preparations for the activities of the following day.

7) When travelling by any means of transport (including aeroplane, vessel, train or motor vehicle), participants should stay alert, obey the relevant safety regulations and acquaint themselves with the emergency escape routes or exits.

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8) The escort should monitor the speed of the vehicle in which they are travelling to ensure it is within safety limits. He/she should remind the driver or the reception personnel of the importance of road safety when necessary. Moreover, the escort should be aware that the driver gets sufficient rest or works according to duty roster to avoid prolonged driving without breaks. It is not advisable to press ahead with the journey when the weather is bad or when the schedule is tight.

9) After checking in a local hotel, the students should first find out where the “fire escape” is. They should also acquaint themselves with the exit direction, the escape route and the place of assembly in case of emergency.

10) The escort should carry with him/her information such as the full list of the group members and their respective hotel room number to facilitate assembly and checking of participants. The escort should also inform the participants of his/her room and telephone numbers to facilitate communication.

11) The escort should always remind the participants to take proper care of their travel documents and other personal belongings.

12) The participants should put the room key, a torch and other important items in a convenient position before going to sleep, so that they can get them at the first instance even in darkness.

13) The participants should pay attention to food hygiene and should not eat uncooked food and drink untreated water. They should not patronize unhygienic stall or restaurant.

14) The participants should wash their own clothing regularly and maintain good personal hygiene. They should avoid staying long in places which are crowded or have a high level of air pollution. If necessary, they should wear masks to reduce the risk of being infected by bacteria and viruses.

15) Each participant should carry a watch and take note of the time of assembly and return for all activities. They should arrive at the fixed assembly point punctually as instructed.

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16) The participants should bring along with them long-sleeved shirts and long trousers, mosquito repellent and sun block, etc. to help prevent mosquito or insect bite and sunburn.

17) If a student needs to leave the tour temporarily, he/she must seek prior approval from the school through his/her parents. While he/she is away from the tour, the student must be accompanied by an appointed adult. The student must also inform the escort and other members of the tour where he/she wants to go, when he/she will return and how to contact him/her.

18) The participants must make sure they have sufficient rest so as to maintain physical fitness to engage in all the activities throughout the journey.

19) The escort must report regularly to the responsible person of the school in Hong Kong regarding the well being of the tour members and the progress of the activities in accordance with the agreed reporting mechanism. This is to keep the school informed of the latest movement of the tour, which will facilitate handling of inquiries from the parents.

2 0 ) Participants’ absolute safety should be accorded the highest priority and in no way be compromised. If there are happenings of certain incidents that warrant the involvement of local official authorities such as police, the escorts should act accordingly without any delay.

III. Overall Considerations

1) In devising safety measures, the school should refer to the above guidelines and make necessary adjustments, having regard to the nature of the tour, the ability/condition of the participants and the environment of the place of visit. This is to strike a balance between the objectives of the activity and the principle of safety.

2) The school should make sure that all students, with or without disabilities, are given the same chance to participate in these study tours if the circumstances warrant. Moreover, the school should give those students with disabilities the assistance they required, for example, to prepare for them special “identification and S.O.S. cards” and to arrange the escort to

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keep their photographs and copies of their travel documents just in case they are needed.

3) The school should read carefully the EDB circular memorandum on the details and policy specifications of the Block Insurance Policy and follow the relevant guidelines and instructions strictly. Moreover, the school is requested to observe the following:

a) All escorts are to be appointed by the school. The person appointed, as well as the programme, place and schedule of the visit must be approved by the school and recorded accordingly.

b) If there is any query concerning the coverage of the Policy or if an accident occurs, the school should contact the insurance company at once.


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Page 1 of 12 Disciplinary Policy - 26Jun09 v1.1

Title : Disciplinary Policy

Status : Revision of Disciplinary Procedure: Teaching and Senior Staff, September 2005





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CONTENTS

1. Purpose

2. Scope


4. Responsibilities

5. Informal and Formal Warning Procedure

6. Serious Misconduct

7. Disciplinary Hearing

8. Appeals

9. Unlawful Acts

10. General Provisions

11. Compliance

Appendix I: The procedure to be followed for a formal Disciplinary Hearing Appendix II: Composition of a Disciplinary Committee


SMT


Date:

Date:

Date:


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By Date By Date

A Sep05 For review by SMT Keith Tucker

27Apr09 SMT 28Apr09




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1. PURPOSE

The English Schools Foundation (ESF) strives for a fair working environment where the misconduct of a Staff Member is dealt with promptly, consistently and fairly upholding the values of mutual respect, trust and accountability outlined in the ESF Professional Code. The Policy is intended to help promote fairness and order in the relationships between the governing bodies and Staff Members of ESF. ESF may, if the Chief Executive considers reasonably appropriate or necessary, deviate from the procedures set out in this Policy and no Staff Member shall have a claim against ESF due to such deviation. 2. SCOPE

This Policy should be used in all cases of misconduct by a Staff Member; such misconduct may range from minor issues such as habitual lateness to serious misconduct which may require the involvement of the police. It applies to all Staff Members in all ESF and ESL entities, namely: -


Out of scope: This Policy does not apply to: 1. Decisions relating to the renewal or non-renewal of contracts. 2. Decisions, including decisions potentially leading to termination, based on

redundancy, infirmity or poor performance.


ESF - the English Schools Foundation ESL - ESF Educational Services Limited Senior Managers - Senior Management Team at ESF and the management

team at ESL ESF Office Staff - Staff Members employed at one of ESF offices and not

within a school environment. Chief Executive - Chief Executive of ESF Chairman - Chairman of the Disciplinary Committee Disciplinary - Disciplinary Committee convened specifically for the Committee purpose of a formal disciplinary hearing. Appeals Panel - Appeals Panel convened specifically for the purpose of

hearing an appeal by a Staff Member against dismissal as provided under the ESF Ordinance (Cap 1117 Section 20)

APTESFS - Association of Professional Teachers in ESF Schools


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Staff Association - Staff Association of Support Staff in ESF Board - Board of Governors of ESF Personal Friend - Personal friend or professional colleague who may be a

member of APTESFS or Staff Association, as appropriate

4. RESPONSIBILITIES 4.1 Principals, Senior Managers and Line Managers.

Principals, Senior Managers and line managers are responsible for ensuring that the procedures outlined in this Policy are followed appropriately and fairly with due regard for the values of mutual respect outlined in the ESF Professional Code. They shall deal promptly, appropriately and fairly with any disciplinary issue free from discrimination on any grounds as outlined in the Equal Employment Opportunities Policy. Principals are responsible for keeping their relevant School Council Chairman informed at all stages of the process once the formal disciplinary procedure has been invoked. Line managers are responsible for ensuring that the appropriate Principal or Senior Manager is involved and informed at each stage in the process once the formal disciplinary procedure has been invoked. From time to time it may be necessary for Principals and Senior Managers as part of their managerial responsibility to encourage a Staff Member to seek appropriate external professional help (eg. from a medical, financial, social or other advisor).

4.2 Disciplinary Committee Members of a Disciplinary Committee are responsible for the fair and objective conduct of a formal disciplinary hearing free from inappropriate discrimination on any grounds as outlined in the Equal Employment Opportunities Policy.

4.3 Appeals Panel

The members of an Appeals Panel are responsible for the fair and objective conduct of an appeal hearing free from discrimination on any grounds as outlined in the Equal Employment Opportunities Policy.

4.4 Staff Members

Staff Members whose conduct is the subject of disciplinary action are responsible for responding appropriately to any attempt to resolve the issues and uphold the values of accountability, trust and mutual respect as outlined in the ESF Professional Code. They are also responsible for understanding the procedures outlined in this Policy.

4.5 Director HR

The Director HR is responsible for providing advice to Principals, Senior Managers and line managers on disciplinary matters and may be present in meetings. He is also responsible for ensuring that the procedures set out in this Policy are adhered to.


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5. INFORMAL AND FORMAL WARNING PROCEDURE 5.1 Informal Procedure

There will be occasions when it is appropriate for a Staff Member’s conduct to be discussed with them as part of normal supervisory arrangements and without recourse to the formal procedures. If the informal procedure does not improve the conduct then the formal procedure shall be invoked.

5.2 Formal Disciplinary Procedure

Generally the stages should be sequential. However, it is for the Staff Member’s direct manager, the Principal or Senior Manager to determine if, given the nature of the misconduct, it is appropriate to invoke a higher stage of warning without progressing through the earlier stages. See point 6 for cases of serious misconduct. At the time any formal disciplinary procedure begins, the Principal or Senior Manager involved must remind the Staff Member of the procedures outlined in this Policy, and issue them with a copy of this Policy.

5.2.1 Stage 1 – Oral Warning 1. Cases involving oral warnings will be considered by the Staff Member’s direct

manager. The Principal or Staff Member’s direct line manager shall investigate the alleged misconduct.

2. The Staff Member will be asked to attend an oral warning meeting to discuss the

alleged misconduct with their manager and will be reminded of this Policy and its procedures. If the Staff Member wishes, they may be accompanied by a Personal Friend.

3. During the oral warning meeting, the Staff Member will be informed of:

(a) the results of the investigation and hence the nature of the misconduct; and (b) the stage reached in the procedure.

4. At the conclusion of the meeting, the manager must inform the Staff Member of the

outcome. If the case of misconduct is confirmed the manager will issue an oral warning and a note to this effect will be placed on the Staff Member’s personnel file. The Staff Member should be told how their conduct should be modified. If the case is not confirmed no record should be made.

5. Within five working days of the meeting, the manager will send a note to the Director

HR to be placed on the personnel file of the Staff Member to record the fact that an oral warning has been issued. HR shall confirm to the Staff Member by email that they have been issued with an oral warning and the date on which it was issued.

6. Where a Staff Member’s conduct is satisfactory for a period of twelve months

following an oral warning such warning shall be removed from their personnel file.


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5.2.2 Stage 2 – Written Warning If a Staff Member’s conduct continues to give cause for concern following an oral warning, a written warning may be issued. 1. A written warning will normally be issued by the Staff Member’s direct manager, or

Principal or Senior Manager based on the nature of the misconduct. An appropriate manager shall investigate the alleged misconduct.

2. The Staff Member will be asked to attend a written warning meeting to discuss the

misconduct with their manager, the Principal or the Senior Manager (or appropriate manager) and will be reminded of this Policy and its procedures. If the Staff Member wishes they may be accompanied by a Personal Friend.

3. During the meeting the Staff Member will be informed of:

(a) the results of the investigation and hence the nature of the misconduct; (b) any warning(s) which may have been previously issued; and (c) the stage reached in the procedure.

4. If it is decided to proceed with disciplinary action at the conclusion of the meeting, a

written warning will be issued immediately by the manager, Principal or Senior Manager to the Staff Member, and will state:

(a) the nature of the misconduct; (b) the stage reached in the procedure, including any warning(s) which may

have been previously issued; and, (c) the conduct expected in future.

The Staff Member will be advised that a copy of the written warning will be placed on their personnel file in the ESF Office.

5. Within five working days of the meeting, the manager, Principal or Senior Manager

will send a copy of the written warning to the Director HR to be placed on the personnel file of the Staff Member.

6. Where a Staff Member’s conduct is satisfactory for a period of twelve months following a written warning such warning shall be removed from their personnel file.

5.2.3 Stage 3 – Final Warning

If a Staff Member’s conduct does not improve following stages 1 and 2, despite being given instructions on improving their conduct over a specific period of time, or in cases of serious misconduct, a final warning may be issued. 1. Final warnings may only be issued by a Principal or an appropriate Senior Manager

in either case in consultation with the Director HR. The Director HR will determine who conducts the investigation into the alleged misconduct.

2. Where action at this stage is proposed the Staff Member will be asked to attend a

final warning meeting with the Principal or Senior Manager (and the Director HR if deemed appropriate). The Staff Member shall be reminded of this Policy and its procedures. If the Staff Member wishes, they may be accompanied by a Personal Friend.


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3. During the meeting the Staff Member will be informed of:

(a) the results of the investigation and hence the nature of the misconduct; (b) any warning which may have been previously issued; (c) the stage reached in the procedure; and, (d) that the next stage will be a disciplinary hearing which may result in

dismissal. 4. At the conclusion of the final warning meeting the Principal or Senior Manager shall

inform the Staff Member of the outcome and issue a final warning. This warning will be issued immediately in the presence of the person accompanying the Staff Member and will state:

(a) the nature of the misconduct; (b) the stage reached in the procedure; (c) the conduct expected in future and the period over which appropriate

conduct must be evident; (d) that the next stage will be disciplinary hearing which may result in dismissal;

and, (e) the appeal rights, the time limit thereon, and how any appeal should be

made. 5. Within five working days of the final warning meeting, the Principal or Senior

Manager will send a copy of the final warning to the Director HR to be placed on the personnel file of the Staff Member.

6. SERIOUS MISCONDUCT

A case is considered to be one of serious misconduct if the Staff Member: (a) willfully disobeys a lawful and reasonable order; (b) misconducts himself/herself, such conduct being inconsistent with the due

and faithful discharge of his/her duties; (c) is guilty of fraud or dishonesty; or (d) is habitually neglectful in his/her duties.

In the event of an allegation of serious misconduct being made against a Staff Member there shall be an investigation of the allegation, undertaken on behalf of the Chief Executive. As part of this investigation, the Staff Member concerned may be interviewed and witnesses may also be interviewed. The Staff Member will be advised of their right to be accompanied by a Personal Friend and shall be reminded of this Policy and its procedures. Where the Staff Member waives this right the fact will be required in the form of a signed declaration. The disciplinary procedure is an internal procedure. As such it is generally considered inappropriate for legal representation to be present. During the course of the investigation the Staff Member may be suspended by the Chief Executive who will inform the Chairman of the Disciplinary Committee and the Principal or Head of Department as appropriate. Any suspension will be on full pay.


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Where a Staff Member has been suspended during an investigation and it is decided not to proceed with the case, the Chief Executive shall inform the Chairman of the Disciplinary Committee and the Principal or Head of Department as appropriate, of the decision to lift the suspension. Following the investigation, if the case is to be pursued this can be either at the final warning stage (5.2.3) or the disciplinary hearing stage (7).

7. DISCIPLINARY HEARING Following unsatisfactory conduct subsequent to the provision of a final warning or in cases of serious misconduct, there shall be a formal disciplinary hearing before a Disciplinary Committee in accordance with the procedure set out in Appendix I.

7.1 The Staff Member shall be informed in writing, a minimum of five working days before the hearing, of:

(a) the nature of the misconduct; (b) the stage reached in the procedure; (c) the date, time and place for the formal disciplinary hearing; (d) their right to:

(i) produce written statements, (any written statements shall be circulated to all parties no less than two working days in advance of the formal disciplinary hearing);

(ii) ask questions of the author of any written statement so produced; (iii) state their case in person and/or through a representative; (iv) produce witnesses; and, (v) be accompanied by a Personal Friend who shall not, unless the

Chief Executive considers it necessary in the interests of fairness, be a qualified solicitor or barrister, and that

(e) a possible outcome of the disciplinary hearing is dismissal. 7.2 Where the Disciplinary Committee determines the Staff Member should be dismissed

they shall make such a recommendation to the Board for dismissal. ESF will effect the dismissal as recommended by the Board.

7.3 The Staff Member shall be informed in writing within five working days of the formal

disciplinary hearing of: (a) of the Disciplinary Committee’s recommendation to dismiss; and, (b) the right of appeal to the Board.

8. APPEALS

8.1 A Staff Member is entitled to appeal against dismissal. Where a Staff Member wishes to appeal against dismissal they must inform the Chief Executive in writing within ten working days of the date of the dismissal being notified to them at the disciplinary hearing.

8.2 The Appeals process will then follow as outlined in the ESF Ordinance (Cap 1117

Section 20).


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8.3 If the Staff Member is reinstated as a result of an appeal, all details of the dismissal will be removed from the Staff Member’s personnel file and they will be informed accordingly.

8.4 The Appeal Committee may substitute a lesser penalty than dismissal. 8.5 Decisions of the Appeal Committee shall be final and binding on all parties.

9 UNLAWFUL ACTS ESF reserves the right to summarily dismiss a Staff Member, who, in the opinion of the Chief Executive, misconducts himself/herself in such a manner as to be obviously and grossly prejudicial or potentially prejudicial to the interests of ESF. This may occur without reference to any Disciplinary Hearing.

10 GENERAL PROVISIONS

Following the satisfactory conduct of a Staff Member for the time specified at various stages of the procedures, all reference to disciplinary action shall be removed from the Staff Member’s personnel file, and shall not be mentioned in any reference letters provided on the Staff Member once removed.

11 COMPLIANCE Any matters concerning the implementation of this Policy in a particular school/organisation should be raised with the Principal or Senior Managers with a view to reaching a mutually workable solution. Any matters of non compliance should be raised with the Director, Human Resources, ESF Centre.


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Appendix I PROCEDURE FOR FORMAL DISCIPLINARY HEARINGS The formal disciplinary hearing will be before a Disciplinary Committee (the composition of which is outlined in Appendix II). Subject to the following, the Chairman of the Disciplinary Committee shall have sole discretion to determine the procedures and form of the hearing. (i) The parties to the formal disciplinary hearing shall be invited into the meeting and the

Chairman shall outline the procedure. (ii) The Chief Executive or representative shall present the case against the Staff Member

and, in so doing, may call witnesses. (iii) The Staff Member shall be given the opportunity to ask questions of the Chief Executive

or representative, and to question any witnesses. (iv) The Disciplinary Committee shall be permitted to question the Chief Executive or

representative and any witnesses. (v) The Staff Member or their representative shall present their side of the case and to

introduce witnesses, as appropriate. (vi) The Chief Executive or representative shall be permitted to ask questions of the Staff

Member and their witnesses. (vii) The Disciplinary Committee shall question the Staff Member and witnesses. (viii) The Chief Executive or representative shall summarise their case. (ix) The Staff Member or their representative shall summarise their case. (x) Both parties to the formal disciplinary hearing shall be asked to withdraw. They shall be

informed to wait for the decision of the Disciplinary Committee orally, subsequently to be confirmed in writing.

(xi) If it proves necessary during the deliberations to recall either party to clarify a point, both

parties should be invited back into the meeting. (xii) The decision shall be presented to both parties at the same time within the formal

disciplinary hearing or sent to them separately through the post. (xiii) Where the decision of the Disciplinary Committee is to recommend to the Board that the

Staff Member should be dismissed, the Staff Member should be informed of the right to appeal to the Appeal Committee.


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Appendix II

COMPOSITION OF A DISCIPLINARY COMMITTEE The Disciplinary Panel, from which the Disciplinary Committee is drawn, is a pool of qualified stakeholders who are available for disciplinary hearings from any ESF, ESL or PI School.

A quorum of 80% is required to convene a Disciplinary Committee at school level. The Disciplinary Committee shall be formed from the members of the Disciplinary Panel appropriate to the case in question. “Independent” in the context of the process of establishing a Committee from a Panel means independent of the school in question.

Staff Member accused of misconduct

Composition of Disciplinary Panel

Composition of Disciplinary Committee

Independent Chairman (2) 1 Independent Chairman

School Council Representatives (3)

1 independent School Council Representative

Teachers (3)

Support Staff (3) 1 independent representative, as

appropriate

Parents (3) 1 independent parent

Relevant Principal (unless he/she is directly involved in the case)

OR

From a school

All Principals 1 School Council member from affected school in the event that the Principal is

directly involved.

Independent Members of

the Board of Governors (2) 1 Independent Member of the Board of

Governors Director Education

Heads of Departments From an ESF/ESL office

SMT members

2 relevant representatives

Director HR acts as advisor to either committee and may be present in meetings. A Disciplinary Committee shall be convened as necessary to consider misconduct of a Staff Member at final warning stage or in the case of serious misconduct. The Disciplinary Committee shall be convened by the independent Chairman chosen, by the Chief Executive, from among School Council Chairmen. The Chairman of the Disciplinary Committee shall hold the post for a period of two years and must be an active School Council Chairman. The members of a Disciplinary Committee will be chosen based on the Staff Member and the nature of the misconduct, not the School in question.

D i g i t a l T e c h n o l o g i e s Digital technologies include all devices used to create, manipulate, transmit, store images, words, numbers, moving images and sounds. This includes, but is not limited to, laptop computers, desktop computers, digital still and video cameras, mp3 recorders and players, scanners, printers, mobile phones, PDAs, memory devices, network infrastructure and the Internet. Key understandings Discovery College seeks to use digital technologies in powerful ways to enhance learning and teaching. Discovery College sees digital technology as a natural tool in the learning process that supports and enhances the curriculum. We seek to allow students to use digital technologies as a creative tool to investigate, design, manipulate, programme, control, develop, create, publish, present, evaluate and reflect on learning to a variety of audiences both face-to-face and online. Laptop and computer access • students in Year 1-5 will access laptop and desktop computers provided by the College when required • students in Year 6 and above will use one to one computing and are required to buy a laptop computer and

associated software in line with the current model being supported in the College. Current laptop model information can be found on the College website.

• all teaching staff are provided with a laptop computer and are required to use this for investigation, reflection, evaluation, lesson planning, developing resources, presenting and organising ideas, administration, reporting, communication with other staff, parents and students

• students may be asked to help develop and sign essential agreements about when and how laptops are used that are year level specific

Acceptable Use Agreement Discovery College values the use of technology and encourages its use in creative ways to support student learning in a safe and secure learning environment. To ensure this occurs, the College community needs to be clear as to what is not acceptable. This agreement was developed with the help of the Communications sub-committee of the Student Council. These rules apply to any electronic device including laptops, mobile phones, MP3 players, gaming devices, digital cameras etc. Learning ALWAYS takes priority. No trespassing • Do not touch another person’s laptop/device unless invited by the owner • Do not play with, use, or change another person’s user account • Do not access another person’s files or resources • Only access areas of the network you have been given permission for No fooling around • Do not load any game, video or music file on your machine that is not rated Category ‘I’ or ‘G’ (suitable for all

audiences) • Do not play games at school, unless sanctioned and agreed to by the College • Do not access inappropriate websites (obscene, violent etc) on your laptop while at school • Do not chat online or play music/videos unless given permission by your teacher • Leave mobile phones turned off or in silent mode in your bags or lockers unless their use is sanctioned by a

teacher for a learning activity • Do not post or send any message/picture/sound/video that is obscene, rude, harassing or insulting to another • Do not attack, threaten or intimidate another student • Do not take pictures or post pictures of others without asking their permission

No hogging • Do not take up bandwidth by downloading movies, music, pictures, or by playing online games not directly

connected to your learning • Do not store music, movies, pictures or files on the school network not connected to your learning • Do not waste e-resources or material resources (e.g. network space, internet bandwidth, printing) No stealing • Do not download any illegal materials (e.g. cracked software, pirated music or movies, or any copyrighted

materials) or bring such materials in to school • Do not plagiarise i.e. present anybody else’s work as your own No spamming, hacking or hawking • Do not forward or send any content not directly associated with your learning (e.g. advertisements, games,

pictures) • Do not deliberately or negligently spread viruses, malware, or spyware • Do not attempt to access any areas of the school network, or other peoples devices you do not have

permission to visit • Do not run a business or seek to make profit using the school network Guidelines • Discovery College will monitor user data and internet access and check the contents of any electronic device

brought onto the College premises or on any official College event • curriculum use of the network and computer resources takes precedence over non-curriculum use including

games not related to classwork

• this statement covers (but is not limited to) the use of electronic devices owned by the College and by students that are brought onto College premises, or on excursions, camps or other official school functions

including computers, laptops, storage devices, digital video and music players, cameras, other recording devices, mobile phones and organisers

• Discovery College reserves the right to ensure all student laptops have sufficient space to support learning activities. This may include the college deleting non-essential games, music and video files.

Laptop Audits The school audits four laptops everyday from the one to one laptop users in Year 6 – 10. This is either done randomly or as a result of teacher request. If breaches to the above Acceptable Use Agreement are found, depending on the age level, either the PYP or MYP administration is informed, and the sanctions below are applied. Sanctions Sanctions for violations stated above may include the following measures: • confiscation of the device for a defined period • withdrawal of privileges including on-line access for breaches of on-line policy • withdrawal of the right to bring or use electronic devices to the College or to College activities • community work for the College outside school hours • payment for cost of repairs For serious breaches of rules: • suspension or expulsion • law enforcement agencies may be involved Year 6 Laptop Programme Introduction – Clickeratti Kids In order to develop a strong understanding of the key expectations in the Acceptable Use Agreement, students in Year 6 participate in a year long inquiry class led by the Digital Literacy Coordinator. The aim of this inquiry is to help

the Year 6 students transition into Year 7 and MYP with a sound understanding of appropriate, independent use of their new laptops and also to develop a digital portfolio format they can continue to use in subsequent years. Clickeratti Kids specifically inquires into what it looks like to be a digital citizen in today’s learning environment, utilising their new laptops and other mobile technologies in a positive manner. Elements that are explored in depth are; online safety and security, communication methods, the DC Acceptable Use Agreement, design and layout features for good digital portfolios, skills needed to create their own digital portfolio based on inquiry findings. Digital Citizenship Education DC provides infused learning opportunities related to online safety and security when using digital technologies. Key resources that are used to highlight elements of digital citizenship include use of “Hector’s World’ www.hectorsworld.com with students Yrs 3 – 6, which is an online learning environment that aims to educate through use of child orientated interests and tools. At MYP level developing positive digital citizenship involves ‘just in time’ education; for example, a project requiring music for a presentation can also involve a session of investigating issues surrounding pirating music, video etc. The school is committed to strengthen the partnership between home and school by offering presentations and workshops related to online safety and security. The aim is to form positive digital citizenship expectations that are consistent between home and school, with parents and school keeping each other informed about current positive and negative online trends to be aware of.


Effective Date:

Conflict of Interest

21 April, 2009

Page 1 of 8 Conflict of Interest Policy 10Jun09 v1.2

Title : Conflict of Interest

Status : Revision of original policy Conflict of Interest





Effective Date:


21 April, 2009


CONTENTS

1. Purpose

2. Scope


4. Responsibilities

5. Procedure

6. Compliance

Appendix I: Examples of Conflict of Interest Situations Appendix II: Declaration of Interest Form


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By Date By Date


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Effective Date:


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1. PURPOSE

The English Schools Foundation (ESF) aims to maintain its high standard of integrity and of being transparent, open and fair in its dealings.

This Policy outlines the importance of identifying and managing any potential conflict of interest for all Staff Members in discharging their official duties. It sets out rules and principles for appropriate conduct under certain circumstances. Examples of potential conflicts of interest are provided in Appendix I.

This Policy aims to prevent Staff Members from using their position with ESF or ESL for purposes that are, or give the appearance of being, motivated by a desire for personal gain for themselves or others, such as those with whom they have family, business or other ties, Staff Members should read this Policy in conjunction with the Outside Activities Policy and the Acceptance of Advantage by Staff Members (Prevention of Bribery) Policy. 2. SCOPE This Policy applies to all Staff Members in all ESF and ESL entities, namely: -


Out of scope: This Policy does not apply to Members of the Board, the Nominating Committee, Standing and Advisory Committees, School Councils and Appeals Panels who are covered by the Code of Conduct (section 27) in the ESF Ordinance (Cap 1117). This Policy does not apply to external contractors who are required to complete a “Declaration of Conflict of Interest” form during the tender or quotation process.


ESL - ESF Educational Services Limited Senior Managers - Senior Management Team at ESF and the management

team at ESL Staff Member - Any employee of ESF and/or ESL Principal - Principal of the relevant ESF School School Council - School Council of the relevant ESF School Head of Department - Head of the relevant department within the school or ESF

office Chief Executive - Chief Executive of ESF Director HR - Director of Human Resources Board - Board of Governors of ESF


Effective Date:


21 April, 2009


4. RESPONSIBILITIES 4.1 Staff Members

Staff Members are responsible for identifying and declaring any existing or potential conflict of interest. They are expected to be vigilant at all times against any actual or potential conflict of interest situation that may arise or has arisen between their official duties and their private interests. Staff Members are expected to be honest, impartial and objective in carrying out their duties, exercising due diligence and maintaining high standards of integrity.

4.2 Principal and Senior Managers

Principals and Senior Managers are responsible for ensuring conflicts of interest are managed appropriately. In case of doubt, Staff Members should seek the advice from their Head of Department or the Director HR.

4.3 Where the circumstances are not prescribed in Appendix I, it is the responsibly of the

Staff Member to judge in accordance with the principles set out in this Policy how best to act in accordance with the Policy. In case of doubt, Staff Members should seek the advice of Head of Department or the Director HR.

5. PROCEDURE 5.1 Staff Members shall make a conscious effort to avoid or declare, as appropriate, any

conflict of interest which may arise or has arisen. 5.2 Staff Members shall declare any conflict of interest that might influence, or appear to

influence, their judgement in the performance of their duties. Such duties may include but are not limited to recruitment, duty assignment, promotion, performance appraisal, selection of Staff Members for training courses and study leave, etc, refer to Appendix I for more detail. All Staff Members are advised to :

5.2.1 Refrain from handling official matters or decision making or taking part in decision

making in matters which may conflict with their private interests;

5.2.2 Refrain from acquiring any investment or financial interest which may lead to conflict of interest with their official duties;

5.2.3 Decline to provide assistance, advice or information on official matters to their relatives,

friends, or any clubs/organisations of which they are members, when this may result in the recipients having an unfair advantage over other persons/organisations; and

5.2.4 Familiarise themselves with the rules and guidelines on conflict of interest, and act

accordingly.


Effective Date:


21 April, 2009


5.3 A declaration of conflict or perceived conflict of interest should be made in writing, on

the standard form (Appendix II), or recorded in the notes of a meeting as appropriate. Such declarations should be made and records duly kept as follows:

(a) Declaration from Staff Members of a school shall declare to the Principal; (b) Declaration from a Principal shall report to the School Council Chairman with

notification to the Director HR or the Chief Executive; (c) Declaration from other non-school Staff Members shall report to the relevant

Senior Manager; (d) Senior Managers shall report to the Chief Executive; and (e) Declaration from the Chief Executive shall report to the Chairman of the Board.

5.4 When a conflict of interest is identified the Principal or Senior Manager shall decide

whether the Staff Member disclosing an interest shall be required to abstain from the work/dealings.

6. COMPLIANCE

Any matters concerning the implementation of this Policy in a particular school/organisation should be raised with the Principal or appropriate Senior Managers with a view to reaching a mutually workable solution. Any matters of non compliance should be raised with the Director HR, ESF Centre.


Effective Date:


21 April, 2009


Appendix I – Examples of Conflict of Interest Situations The following is not intended as a comprehensive list of every type of conflict and/or behaviour expected of Staff Members.

Examples of conflict of interest situations1:

• A Staff Member taking part in the evaluation and selection of textbooks, reference books or learning materials which are written or edited by his spouse, family, relatives or personal friends, or published by a company in which he or any such person has a financial interest.

• A Staff Member taking part in the evaluation and selection of a supplier/contractor from a number of bidders one of which is operated by his spouse, family, relatives or personal friends, or in which he or any such person has a financial interest .

Common examples are:

• selection of a textbook supplier

• selection of school uniform supplier

• selection of an exercise book supplier

• selection of a supplier of computer systems

• selection of a contractor for renovation projects

• selection of a school bus operator

• selection of a tuck shop operator

• A Staff Member accepting frequent or lavish entertainment from a supplier/contractor who has business dealings with the school or organisation.

• A Staff Member accepting sponsored travel, accommodation and related services whether local or overseas from a supplier/contractor who has business dealings with the school or organisation.

• A Staff Member selecting candidates for admission to a school interviewing or deciding on a candidate who is the son or daughter of his relative or personal friend.

• A Staff Member serving as a member of a Board to consider the recruitment, posting or promotion of staff, one the candidates being his family member, relative or personal friend.

• A Staff Member making nominations or selecting staff for training courses or study trips, one of the nominees/candidates being his family member, relative or personal friend.

• A Staff Member referring his pupils to attend private tutorial schools in which he, his family, relatives or personal friends have a financial interest.

1 Extracted from the “School Administration Guide” - Education Bureau, The Government of the Hong Kong Special Administrative Region


Effective Date:


21 April, 2009


Appendix II

Declaration of Interest Form

Part A: Declaration to be completed by declaring Staff Member

I have carefully read and understand the Conflict of Interest Policy and would like to make a declaration as below:-

I declare that I have the following potential/existing conflict of interest that may arise during the discharge of my official duties:-

The persons/companies/organisations with whom/which I have official work dealings and/or personal interest:

Brief description of my duties which involved the persons/companies mentioned above:

The financial interest involved (please specify the nature and value):

_________________________________________________________________________

Declarant : Post ___ Name _____ _______

Signature ___ Date ____________

School/Office: _________________________________________________

Part B: To be completed by Principal*/Director*/CEO*/Chairperson of ESF Board of

Governors* The information declared in Part A is noted. It has been decided that:-

Request the Staff Member to refrain from performing or intending to perform the work described in Part A, which may give rise to a conflict of interest. The Staff Member may continue to participate in the work/dealings as described in Part A, provided that there is no change in the information declared above. Other :______________________________________________________________

_______________________________________________________________

Reviewed & Approved by: Post _____ ___ Name ____

Signature _______ Date ______

School/Office : ________________________________________

* Delete as appropriate

HR Policy 1.6 Conflict of Interest – Appendix II

Declaration of Interest Form

Part A: Declaration to be completed by declaring Staff Member

I have carefully read and understand the Conflict of Interest Policy and would like to make a declaration as below:-

I declare that I have the following potential / existing conflict of Interest that may arise during the discharge of my official duties:-

The personal / companies / organisations with whom / which I have official work dealings and / or personal interest:

Brief description of my duties which involved the persons / companies mentioned above:

The financial interest involved (please specify the nature and value):

Declarant: Post:

Name:

Signature: ____________________________ Date:

School / Office:

Part B: To be completed by Principal* / Director* / CEO* / Chairperson of ESF Board of Governors* / COO*

The information declared in Part A is noted. It has been decided that:-

Request the Staff Member to refrain from performing or intending to perform the work described in Part A, which may give rise to a conflict of interest.

The Staff Member may continue to participate in the work / dealings as described in Part A, provided that there is no change in the information declared above.

Other:

Reviewed & Approved by: Post:

Name:

Signature: ____________________________ Date:

School / Office:

* Delete as appropriate Conflict of Interest Policy 10Jun09 v1.2


Effective Date:

Complaints Policy

18 March, 2009

Page 1 of 6 Complaints Policy - final 18Jun09 v1.1

Title : Complaints Policy

Status : Revision of original Complaints Policy dated 1 September 2005





Effective Date:

Complaints Policy

18 March, 2009


CONTENTS

1. Purpose

2. Scope


4. Responsibilities

5. Procedure

6. Compliance


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Complaints Policy

18 March, 2009





By Date By Date


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Complaints Policy

18 March, 2009


1. PURPOSE

The English Schools Foundation (ESF) encourages an open environment where issues can be discussed and resolved between individuals in a positive manner with special regard to the ESF values. However, there will be times when an issue can not be resolved between the parties. This policy sets out a formal procedure to assist with issue resolution.

Complaints can arise from a variety of sources. They can arise among students individually or as a group, parents or members of the ESF community. They can be of relatively simple nature or of fundamental importance; they may involve matters of teaching and learning or general complaints about ESF and School services. They can involve the members of the School Council or members of ESF offices.

A separate policy (the Complaints Procedure for Schools) exists to manage complaints at the school level. Complaints not covered by the Complaints Procedure for Schools are managed under this Complaints Policy. 2. SCOPE This Policy applies to complaints made about a Staff Member, a non-Staff Member

stakeholder or about ESF services, brought by a non-Staff Member stakeholder, namely: -

1. An ESF student or their parent; 2. A member of the local community. Out of scope: This Policy does not provide for the resolution of minor complaints or issues raised at school level by ESF students or their parents which shall be dealt with under the Complaints Procedure for Schools. This Policy does not provide for the resolution of issues brought forward by Staff Members. Such issues shall be dealt with through the Grievance Policy. This Policy does not deal with an appeal against the decision to expel a student from a school. As outlined in the ESF Ordinance, such matters shall be dealt with by an Appeals Panel which is convened by the Chairman of ESF at the request of the relevant parent. See Appeals Policy.



management team of ESL Staff Member - Any employee of ESF and/or ESL Stakeholder - Any party with a direct interest of association (contractual or

otherwise) with ESF Principal - Principal of an ESF School or ESL School or kindergarten School Council - School Council of the relevant ESF School


Effective Date:

Complaints Policy

18 March, 2009


Student Council - Student Council of the relevant ESF School PTA - Parent Teacher Association of the relevant ESF School Head of Department - Head of the relevant department within the school or ESF

office Chief Executive - Chief Executive Officer of ESF Board - Board of Governors of ESF Director HR - Director Human Resources of ESF APTESFS - Association of Professional Teachers in ESF Schools The Complainant - The person raising the complaint


Principals and Senior Managers are responsible for ensuring that the procedures outlined in this policy are followed appropriately and fairly with due regard to for the values of mutual respect outlined in the ESF Professional Code. They are responsible for settling any complaint speedily and as close as possible to the point of origin.

4.2 Complainants Complainants should give due consideration to the needs of other parties when considering raising a complaint. They are responsible for presenting their complaint constructively with due regard for the values of mutual respect outlined in the ESF Professional Code. Sometimes the resolution of a complaint may involve some degree of compromise by one or both parties; this should be borne in mind by all parties during any issue resolution.

5. PROCEDURE 5.1 Informal Complaint Procedure

Every effort should be made to resolve the complaint, between the parties concerned directly using the informal procedure as follows: (i) If the complaint involves an issue with a school, the Complainant should first refer to

the Complaints Procedure for Schools and follow the procedures outlined. (ii) If the complaint falls outside the school, the Complainant should first seek to resolve

the matter by discussing their dissatisfaction directly with the other party, to see if an appropriate resolution is possible.

(iii) If this fails, then issue should be discussed with the appropriate Senior Manager.

(iv) The Senior Manager should seek to resolve the issue personally or by mutual

agreement in consultation with both parties and where appropriate, other stakeholders.


Effective Date:

Complaints Policy

18 March, 2009


5.2 Formal Complaint Procedure Should a Complainant believe that an issue has not been satisfactorily resolved, or because of the nature of the complaint, he/she feels unable to use an informal procedure, a formal procedure shall be invoked. A formal written complaint may be made to the Principal or appropriate Senior Manager. (i) The Principal or Senior Manager is responsible for responding to the formal

complaint. They will acknowledge receipt of the complaint within five working days of receiving it, clarifying the nature of the complaint, and set out a timetable for dealing with the complaint (normally within fifteen working days). Where appropriate, the Complainant would be invited to a meeting to discuss the issue.

(ii) If the complaint relates to serious staff incompetence or inappropriate behaviour, the

Principal will inform the Director HR who shall proceed with a formal disciplinary investigation. The investigation shall include interviews with the Complainant, the Staff Members(s) and any witnesses. The process would then follow that outlined in the Disciplinary Policy or the Performance Management Policy as appropriate.

(iii) If the matter is not deemed to be a disciplinary issue the Principal or Senior

Manager in consultation with the Director HR or Senior Manager, as appropriate, shall seek to settle the problem. All relevant documents should be provided to all parties concerned to ensure all relevant information is taken into consideration by the Principal or Senior Manager in determining how the issue is best resolved.

(iv) If the Complainant is not satisfied with the resolution of the issue, they may appeal

to the Chief Executive who will carry out an investigation of the process previously followed. If the process is found to be thorough and to have considered all the evidence, then the outcome will not be changed.

(v) If the complaint relates to the Chief Executive then the Complainant should address

the complaint to the Chairman of the Board. 5.3 Record Keeping

The Principal or Senior Manager shall keep a record of all complaints received and how they were resolved.

5.4 Protecting the Reputation of ESF Should a complaint be considered serious in nature, such that, if made public it may negatively affect the reputation of ESF and its Schools, the Chief Executive should be informed.

6. COMPLIANCE



Effective Date:

Compensation Policy 26 May, 2009

Page 1 of 12 Compensation Policy 26Jun09 v1.1

Title :

Compensation Policy

Status : New Policy dated 19 May 2009





Effective Date:



CONTENTS

1. Purpose

2. Scope


4. Compensation Philosophy

5. Responsibilities

6. Salary Structures

7. Benchmarking

8. Salary Review Processes

9. Compensation Components

10. Procedures

11. Compliance Originator: Human Resources, ESF Centre Originator: Reviewed by: Approved by : Keith Tucker Director, Human Resources

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Heather Du Quesnay Chief Executive Officer

Date:

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By Date By Date

A 20 May 2009 New Policy Keith Tucker

25 May 09

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1. PURPOSE The English Schools Foundation (ESF) is committed to paying Staff Members equitably and competitively to ensure the attraction and retention of all Staff Members. This policy outlines the principles that apply when setting compensation levels for all Staff Members. 2. SCOPE This Policy applies to all Staff Members in ESF and ESL entities, namely: -



ESF - The English Schools Foundation ESL - ESF Educational Services Limited Senior Managers - Members of the Senior Management Team of ESF or

the management team of ESL Head of Department - Head of department within a school or ESF office Staff Member - Any employee of ESF and/or ESL Principal - Principal of an ESF School or ESL School or

kindergarten Teaching Staff - An inclusive description for all teachers; Full-time and

Part-time. Full-time Teaching Staff - Teaching Staff with a contract duration of more than one

year and working hours meeting school timetable requirements

Part-time Teaching Staff - Teaching Staff with a contract duration of more than one year and with working hours of less than the school timetable requirement


Full-time Support Staff - Support Staff with a contract duration of more than one year and working hours of 39 hours or above per week

Part-time Support Staff - Support Staff with a contract duration of more than one year and working hours of less than 39 hours per week

Temporary Staff - Any Staff Member with a contract duration one year or less, either hourly or monthly paid

Workmen - Staff Members employed in the role of Amah, Caretaker, Cleaner, Groundsman, Gardener and Lifeguard.


Effective Date:



4. COMPENSATION PHILOSOPHY

Compensation is a core component of ESF’s total rewards package. ESF pays for the same skill set and competence, fairly and equitably, regardless of where a role is required or situated across ESF. Attracting, retaining and engaging human resources talent by paying competitively is important to the organisation’s success. While pay is not the only factor affecting a Staff Member’s willingness to engage in work, it is a fundamental maintenance factor. It is ESF’s policy to develop and maintain salary scales and ranges that are sensitive both to Hong Kong’s economy and the market for any job. ESF shall regularly review salaries and consider changes based on performance (where appropriate), cost of living, the market and affordability to the organisation.

5. RESPONSIBILITIES 5.1 Remuneration Committee

The Remuneration Committee is responsible for reviewing and, as appropriate, endorsing all compensation plan proposals following their development. Following such endorsement, and if regarded as appropriate, any proposal then passes to the Board of Governors for consideration and approval.

5.2 Board of Governors

The Board of Governors is responsible for approving any compensation plan proposals endorsed by the Remuneration Committee.

5.3 Director HR

The Director HR is responsible for ensuring that all compensation plan proposals are reviewed, monitored and updated. Specifically, he is responsible for the passage of any compensation plan proposal through the Remuneration Committee and Board approval processes.

5.4 Manager, HR (Remuneration and Benefits)

Manager, HR (Remuneration and Benefits) is responsible for participating in salary surveys, collecting data for analysis, recommending adjustments to the salary structure and drafting proposals for the Director HR and publishing new structures as needed. Manager HR (Remuneration and Benefits) is also responsible for the consistent application of the Policy and for evaluating and benchmarking new or changed roles.

5.5 Principals, Senior Managers and Heads of Department

Principals, Senior Managers and Head of Department are responsible for complying with the Policy and seeking advice from the HR Department on salaries and appropriate benchmarking for new Staff Members. Additionally, Principals are responsible for ensuring compliance with the Policy at school level and determining eligibility to Teaching and Learning Responsibility Awards.

5.6 Staff Members Staff Members are responsible for providing accurate information on their compensation in any previous role and with previous employers. They are also responsible for updating any personal banking or other details necessary for effecting payment of compensation.


Effective Date:



6. SALARY STRUCTURES

ESF uses a number of different salary structures, as outlined below: 6.1 Salary Scales and Ranges

Salary scales identify the minimum and maximum salary for a specific job based on the incremental steps applied that identify the minimum to the maximum salaries based on a Staff Member’s qualifications and/or experience. Salary ranges identify the minimum, midpoint and maximum salary for specific jobs, An individual’s salary shall be positioned within the range based on their qualifications, experience and a market comparison.

6.2 Applicable Structures

Principals Principals are paid within an established salary range. The range shall be reviewed on an annual basis as part of the annual remuneration review to ensure competitiveness, market changes and considering affordability.

Vice Principals Vice Principals are paid within established salary ranges namely

VP1, VP2 and Deputy Principals in ESL Kindergartens. The ranges reflect the scope and complexity of roles and responsibilities and are aligned to the size of ESF schools and Kindergartens.

Teachers Teachers are paid on an established salary scale. Full-time and

part-time Teaching Staff are eligible for a step increase after completing one school year, until they reach the maximum.

Support Staff Full-time and part-time Support Staff are paid against a benchmark

salary for their role, within a salary range. The roles are aligned internally to reflect relative size, complexity, responsibility and seniority.

Education Assistant Full-time Education Assistants in ESF are paid a fixed monthly

salary. Full-time Education Assistants in ESL Kindergartens are paid on a scale reflecting qualifications and experience. All part-time Education Assistants are paid on an hourly basis.

6.3 Salary Adjustments

Salaries shall be adjusted within an established salary scale or salary range. Information on current salary scales and salary ranges may be obtained through the HR Department. Benchmarked salaries may be obtained through the Manager, HR (Remuneration and Benefits).

7. BENCHMARKING

ESF uses various sources to benchmark salary scales, salary ranges and individual salaries against appropriate data as follows:


Effective Date:



7.1 Teaching Staff Salaries for Teaching Staff (including Principals and Vice Principals) are reviewed competitively in Hong Kong and monitored against appropriate salaries in the other primary countries from which ESF recruits: namely the United Kingdom and Australia. ESF participates in an HR network with several international schools in Hong Kong. Regular meetings are held to review and compare the compensation components of Teaching Staff to ensure ESF’s market competitiveness. ESF shall from time to time, engage third parties to conduct salary surveys domestically and internationally.

7.2 Support Staff All Support Staff roles are benchmarked in Hong Kong. ESF shall participate in compensation surveys in Hong Kong to ensure current market information is available for roles where commercial and/or public sector comparisons are possible.

Benchmarking shall be conducted both externally and internally.

There are three possible sources for external benchmarking of salaries: (a) Compensation surveys in which ESF shall participate; (b) Reference to Salary Scales of Common Posts in NGOs (c) Compensation studies with appropriate international comparator schools in Hong

Kong. Internal benchmarking shall also be maintained to ensure parity for like roles across schools and the organisation.

7.3 Determining a Salary for Support Staff Support Staff roles are assigned a spot salary based on relevant benchmarking while

ensuring internal points for roles within a job family. A mechanism to ensure internal relativity across roles shall be maintained. The HR Department works in consultation with Principals or Senior Managers to benchmark Support Staff roles.

7.3.1 Replacement positions

If the replacement position is proposed within six month of it becoming vacant, the Principal or line manager should send the job description together with the résumé of the replacement candidate to the HR Department responsible for their school or organisation for confirmation of the salary, and grading for the purpose of internal parity. If the replacement position is proposed after more than six months of it becoming vacant or an increase to the seniority of the role is proposed, the Principal or line manager shall send the job description together with the résumé of the candidate to the HR Department who shall evaluate the role and propose an appropriate salary grade and range.

7.3.2 New positions

The Principal or line manager should send the job description and the résumé of the candidate to the HR Department who shall evaluate the role and propose an appropriate salary grade and range.


Effective Date:



The Principal or line manager may make an offer of employment to the candidate following approval by the HR Department of the grading and salary of the position.

7.3.3 Internal Transfers

If a Staff Member is transferred to a different job either within or outside of the department or school, but at the same salary grade (ie. a lateral transfer) there shall be no change in salary. If a Staff Member is appointed to a different job within or outside of the department or school, and the job is on a different salary grade (ie. a promoted transfer), the Staff Member’s salary will be adjusted according to the new salary scale, but shall not generally increase by more than 15%. Details of internal transfers may be found in the Recruitment Policy.

7.4 Provision of Benefits ESF shall maintain an internal mechanism to ensure the consistent and equitable provision of benefits to Staff Members. Market practice, compliance and affordability to ESF shall determine the extent to which benefits are provided. Refer to the Benefits Policy for further details.

8. SALARY REVIEW PROCESSES

Spot salaries, salary scales and salary ranges for specific roles can be obtained from the HR Department. ESF sets and reviews salaries for Staff Members as outlined below:

8.1 Teaching Staff 8.1.1 Initial Assessment

On first appointment, a teachers’ salary is assessed based on established criteria such as academic qualifications and post-qualification teaching experience. Specific criteria are set for ESF teachers, PIS teachers, Kindergarten Teachers and ESL Language Teachers. The HR Department will make this assessment based on verifiable information provided by the Teaching Staff Member and shall place them at the appropriate level of the salary scale.

8.1.2 Annual Review Teaching Staff salary scales are reviewed annually, and may be adjusted by step increases up to the maximum of the salary scale. Principals and Vice Principals ranges are reviewed annually and may be adjusted to reflect the market and cost of living. Principals and Vice Principals salaries may be adjusted using a matrix that takes account of both performance and position against the midpoint of the range.

8.2 Support Staff 8.2.1 Initial Assessment

Prior to first appointment, a Support Staff Member’s role will be evaluated and benchmarked by HR Department in consultation with Principals or Senior Managers


Effective Date:



(as appropriate) to determine an appropriate salary range. Once a candidate is selected a salary will be determined considering the following: (i) assessment of the candidate’s qualification and prior related work experience; (ii) market benchmark; (iii) last/current and expected salaries of the candidate; (iv) current salaries of incumbents occupying identical or similar jobs; and (v) salaries of the predecessor, immediate supervisor and subordinates, if any.

8.2.2 Annual Review

Support Staff pay structures are reviewed annually prior to implementation in September each year. Individual salaries may be adjusted using a matrix that takes account of both the Staff Member’s performance rating and position against a market midpoint. The approved average increase in salary shall be applied to the matrix and overall increases to salary shall not exceed the approved average increase.

8.2.3 Support Staff on “Old Contracts” Support Staff who were employed before 19 January 2000 on a continuous contract “Old Contracts”, and did not accept the grading structure implemented in 2007, are not eligible for an annual salary review. However, those who have not reached the top of their respective job salary scales shall be eligible for a step increase until such time as they reach the top. The job salary scales used are based on the Government Master Pay Scales.

8.2.4 Promotion

A promotion increase shall be granted when a Support Staff Member is promoted to a job with more responsibility and/or higher salary grade. Generally the promotion increase will be granted with effect from the date the Staff Member’s assumes his or her new job. Promotions shall generally provide a salary increase of between 10% and 20% of the Staff Member’s salary.

9. COMPENSATION COMPONENTS

Compensation comprises those remuneration factors that are paid in cash or have a cash equivalence. The compensation components that make up any Staff Member’s remuneration may vary by role.

9.1 Base salary Full-time and Part-time Staff Member pay shall be by way of a base monthly salary. The salary shall be paid monthly, in arrears.

9.2 Mandatory Provident Fund (MPF)

In compliance with the Mandatory Provident Fund Schemes Ordinance, ESF shall provide Staff Members employed for a continuous period of not less than 60 days with membership of the MPF scheme. Details of the scheme, eligibility and exemptions can be found on the intranet under the path:\Department\HR\Document and Form\Useful Information


Effective Date:



9.3 TLR (Teaching and Learning Responsibility) TLR applies to Teaching Staff Primary, Secondary and Private Independent Schools only. Full-time and Part-time Teaching Staff who take up additional responsibilities may be granted a TLR at the discretion of their Principal. Within guidelines established by ESF, Principals are responsible for determining and granting the number of awards at any school and the level of any TLR. No more than 50% of teachers at any one school shall receive a TLR award.

9.4 Gross salary

Gross salary includes both base salary and any TLR which extends to one year in duration. Gross salary is used in determining the sum of the gratuity payment.

9.5 Gratuities

Gratuities are paid to Teaching Staff who complete specified contract periods. Teaching Staff and Staff Member’s eligibility to a gratuity and the arrangements relating to payment and forfeiture are outlined in their Conditions of Service.

9.5.1 The gratuity shall be an amount equivalent to a specified percentage of the gross

salary earned in the period. The percentage is indicated on the cover sheet of the Conditions of Service.

9.5.2 All gratuities payable shall be paid at the end of the contract. The gratuity is paid in

Hong Kong dollars directly into the Staff Member’s bank account. Before payment of the gratuity, deductions may be made to cover MPF contributions and any outstanding sums due to ESF to the extent that such deductions can be legally deducted.

9.5.3 For Teaching Staff, the portion of the gratuity relating to the contract up to the end of

June immediately preceding the end of the contract shall be paid with the June salary. The remaining portion relating to the gross salary paid during July and August shall be paid with the August salary.

9.6 Bonuses

Bonuses may be paid to eligible senior Support Staff in roles where Senior Managers determine that such reward is warranted. Bonuses shall be written into the employment contract (Conditions of Service), set against specific and measurable performance objectives, form part of a Staff Members total cash compensation and be eligible for payment annually.

9.7 Cash Allowance in lieu of housing allowance Cash allowances in lieu of housing allowances are provided to eligible Teaching Staff.

Where two Teaching Staff are married to each other, they will be provided with one cash allowance per couple in lieu of housing allowance in accordance with Section 56A of the Sex Discrimination Ordinance (SDO). This provision is commonly referred to as the Double Benefit Rule. Teaching Staff may apply to receive a cash allowance in lieu of a housing allowance. To be eligible for such an allowance, the Staff Member shall be required to satisfy ESF that a housing allowance is not provided by their spouse’s employer or from any other source; nor is the cost of providing such benefits considered to be included in, or compensated by their spouse’s total emoluments. Cash allowance eligibility relates to a Teaching Staff Member’s substantive post. In the event that a Teaching Staff Member


Effective Date:



is temporarily promoted, or seconded, their eligibility to cash allowance will remain at the rate of their substantive post.

9.8 ESF Quarters For details regarding ESF quarters, application and allocation processes, refer to the ESF Quarters Policy.

9.9 Rental Reimbursement

Staff Members who rent accommodation for their own use, who are not tenants of ESF may apply for the rental reimbursement scheme, whereby a portion of their cash compensation is designated as “reimbursement of rent”. Details of the rental reimbursement scheme may be obtained from the HR Department.

9.10 Overtime

The provision of overtime applies to Support Staff only. 9.10.1 Time in Lieu

Support Staff (excluding Workmen, see 9.2.2 below) may be called upon to work outside their normal working hours. In the event that this occurs and they are required to work for more than two hours beyond their normal working hours on a Sunday or public holiday, they may be compensated by way of time in lieu on a fair and reasonable basis. Details of these arrangements are outlined in the Leave Policy.

9.10.2 Overtime Payment

Workmen may apply to receive overtime payment if it is necessary for them to work for more than thirty nine hours per week including weekdays or week-ends. The minimum overtime payment is one hour. Caretakers provided with quarters may not claim overtime payment during weekdays but may claim a maximum of two hours overtime payment if it is necessary for them to work during weekends, subject to a an overall minimum of 39 hours work per week. Exceptions may be made if Caretakers are required to support school events over weekends (e.g. for school fairs). Such exception must normally be approved by the Principal in advance. In the event that it is necessary for a Workman to work on a public holiday then time in lieu will be arranged.

9.10.3 Management of Overtime

Principals and Senior Managers are responsible for managing Support Staff workload and the need for overtime work, for the provision of time in lieu and for authorising overtime payment for Workmen.

10. PROCEDURES 10.1 Salary Payment Date 10.1.1 Monthly Paid Staff Members

Monthly paid Staff Members are paid on the 20th of each month unless the date falls on public holiday; in which case payment will be made on the next working day.


Effective Date:



10.1.2 Hourly Paid Staff Members Hourly Paid Staff Members (eg. EAs, Lunchtime Supervisors, Supply Teachers, etc)

are paid on a fixed hourly rate.

Hourly Paid Staff Members must complete a timesheet on a monthly basis using the online iTimesheet system. The platform allows the creation, modification, approval or rejection of the iTimesheet enabling the calculation of a monthly payment. No payment shall be made for any absence from work for any reason. Hourly part-time Staff Members are paid on the 20th of each month unless the date falls on public holiday; in which case payment will be made on the next working day.

11. COMPLIANCE


Draft letter/group

email / notice to parents (refer to note 1)

Submit to HOP/HOS

for Approval

Make Changes

Accordingly

Proofread and

Approve

Has approval been granted?

Check text, print

letter/notice on school letterhead

Forward to HOP/HOS & Teachers

Forward to Principal (Overnight trips only)

Forward to PAs & Reception

Forward to Finance

Distribute letter/group email/notice to students and parents

Primary EAs to check contents returned from

parents and put money into

pouches created by Primary PA Are

Contents complete?

Return to Student

PRIMARY Send payment and name list

to Finance

Forward cheques to

Finance (NO CASH)

Process Payments

Return reply slips to class or

appropriate person

Follow Up with Student

Check off student names

from list as returned /paid

Fina

nce

Rece

ptio

n Ac

tiviti

es

Coor

dina

tor

HO

P/H

OS

Teac

hing

Sta

ff

Process for Sending Letters, Group Email and Notices to Parents

NO

YES

NO

YES SECONDARY

Put envelope in plastic folder and

forward to reception.

Forward to Nurse

Create name list in Google

Doc for Secondary

Secondary trip organisers to

advise Reception to

create student name list

Resp

onsi

bilit

ies

Organise buses if required

Send emails or update

Google docs about who has or has not paid

Trip organisers to check emails

and Google docs re payment

status

Notes Ti

min

g

• All notices home regarding excursions must be submitted for approval no less than 6 weeks before the date of the excursion.

• All monies must be collected prior to the event/activity. • No permission slip and or monies (ePayment) by due date on letter, students will not be permitted to attend

activity.

(1)

Inc

lude

in L

ette

r /

Not

ice

• Reason for letter/notice • Who is letter/notice for (include list) • Cost and payment method • Reminder of keeping sufficient in Epayment account • Deadline • Who the letter should be returned to (i.e. classroom teacher) • Reply Slip

(2)

Inst

ruct

ions

for

Han

dlin

g M

oney

• Any contracts or activities involving outside providers must be approved by Business Manager. • All payments should be paid by cheque or ePayment. • All cheques should be payable to Discovery College. • The cheque and reply slip must be returned to the school in a sealed envelope with the student’s name, class and activities clearly

labeled on the back of the cheque. • Primary Once payment is received, the EAs should pass on the name list and payment to Finance Department. • Secondary Secondary teachers will forward the sealed envelopes to front office. Receptionist will pass on payment to finance and return reply slip to appropriate person for record-keeping.

Education Policy Document

Effective Date:

ESF Child Protection Policy June 22, 2009

Page 1 of 22

Title :

ESF CHILD PROTECTION POLICY

Status : Revision of original policy

Approval Date : June 22, 2009


!


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CONTENTS

1. Purpose

2. Scope


4. Responsibilities

5. Procedure

6. Compliance

Appendix I: Further reference Appendix ll: Procedural Flowchart Appendix lll: Child Protection Report Form Appendix lV: Checklist for identifying possible child abuse Appendix V: Staff Guide to Dealing with Reports of Abuse Appendix Vl: List of Social Work Officers of the Family and Child Protective Services Units

of the Social Welfare Department

!!!!Originator: Education, ESF Centre

!Originator: Reviewed by: Approved by : Jonathan Straker Head of Student Support

Andrew Sortwell

SMT

Date:

Date:

Date: June 22, 2009


Effective Date:


Page 3 of 22




By Date By Date


For review by SMT Andrew Sortwell

June 22,

2009

SMT June 22,

2009



!!!!!!!!!!!!!!!!


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1. PURPOSE We believe that it is every child’s right to live in conditions which promote the optimum development of their intellectual, physical, emotional and moral well being. Everyone in our school communities has a responsibility to ensure that children are supported and protected in order to achieve their optimum development. Issues relating to child protection are important in all international contexts, irrespective of socio economic backgrounds. Consequently, all schools need to be aware and to have the frameworks to respond to the needs of each child. Given that this area is a complex one and potentially provokes strong feelings in those involved, it is essential that we have in place clear guidelines and procedures. These provide a framework for the appropriate response for each case. 2. SCOPE This policy applies to all schools of ESF and ESL including:

! Primary Schools ! Secondary Schools ! Private Independent Schools ! Kindergartens


ESF the English Schools Foundation ESL ESF Educational Services Limited SWD Social Welfare Department of the Hong Kong Government SWO Social Welfare Officer of the SWD FCPSU Family and Child Protection Services Unit of the SWD CAIU Child Abuse Investigation Unit CPSIT Child Protection Special Investigation Team CPO Child Protection Officer (a member of school teaching staff

with this role designation) Principal Principal of an ESF school or ESL school or kindergarten Staff Member Any employee of ESF and/or ESL Director HR Director Human Resources of ESF Director of Education Director of Education of ESF Head of Student Support Head of Student Support of ESF HOS Head of Section in an ESF school HOY Head of Year in an ESF school


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4. RESPONSIBILITIES 4.1 Principals

Principals are responsible for ensuring that the procedures outlined in this policy are followed appropriately and fairly in the interests of each student and with due regard to the Hong Kong legal framework and SWD guidelines and procedures.

4.2 Child Protection Officer

The Child Protection Officer co-ordinates the implementation of the policy, manages any liaison with the statutory agencies and supports staff training needs.

4.3 Staff Members

All staff must be aware of and implement the policy. Staff have a responsibility to pass on information in cases of abuse or suspicions of abuse.

5. PROCEDURE 5.1 The Principle of Child Protection

The protection of the child is a core concern of schools. The promotion of the optimum development of the child is the aim that underlies all of this work. The English Schools Foundation is part of the Hong Kong community and there are guidelines and laws to which we need to adhere. Similarly there are procedures and arrangements within the Social Welfare Department and its specialist teams that also apply to the Foundation. To ensure the protection of the children in our care we must address the following:

! All forms of child abuse: physical, sexual and psychological abuse, and neglect ! Disruptive, anti-social and aberrant behaviour including bullying (policy developed by

schools) and cybersafety (ESF e-safety policy under development) ! Eating disorders ! Drug abuse - legal, prescribed and illegal drugs (see separate ESF policy) ! Bereavement

In addition, schools need to implement proactive educational programmes that deal with physical, social and emotional issues. Confidentiality needs to be maintained as far as possible. Within those agencies involved there should be very clear and open access to information. All of us will only have a partial picture of a child and its situation. It can often be the case


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that only when different agencies bring their concerns together that a full picture emerges. There needs to be sensitive recognition that we live in a multi-cultural community that has a variety of child rearing practices. Most of these may well be more or less acceptable to a western, liberal approach. Nevertheless we need to develop an appropriate sensitivity as well as adherence to the laws of Hong Kong.

!5.2 ESF Policy

!5.2.1 General Background

The aim of a policy for child protection is to enable staff to feel more confident and clear about the part they play in the protection of children. The policy also helps ESF and its schools to project an image which supports the rights of all children to be protected, rather than just responding to specific cases of abuse. Child Rights can be broadly grouped as follows:

! provision, i.e. the right to possess, receive or have access to certain resources to services;

! protection, i.e. the right to be shielded from harmful acts or practices; ! participation, i.e. the right to be heard on decisions affecting his or her life.

More specifically, children are entitled to love, food, shelter, care and the chance to maximise their potential. The implementation of legislation around the world and the local provisions in Hong Kong have further focused our attention on the responsibility of all adults to uphold the rights of children and to work together to protect them and promote their welfare as the paramount consideration.

A commitment to these rights by all those connected with ESF and its schools, such as school council members, principals, staff, education officers, teaching staff, non-teaching staff and parents is essential.

5.2.2 The School Policy

There must be good communication and co-ordination within each school for a child protection policy to be effective. Staff need to be aware of what constitutes abuse and be familiar with procedures and guidelines.

The school is part of a wider system involving other agencies such as the Social Welfare Department, doctors and police, so close and positive liaison is essential and should be based on trust and understanding of each other’s roles. The school is not isolated nor should it place itself in a position of isolation. Understanding and communication between agencies, problematic as it can be at times, is crucial for satisfactory child protection practice to be achieved.


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Child protection is a complex issue but there are five key areas to be considered:

! Monitoring suspicion ! Dealing with clear indications of possible abuse ! Coping with known victims ! Dealing with parents and community ! Curriculum development

5.2.3 Core Statements

The implementation of the Hong Kong provisions as identified in the SWD document entitled ‘Procedural Guide for Handling Child Abuse Cases’ (see Appendix l for details) has further focused attention on the responsibility of all adults to uphold the rights of children and to work together to protect them and promote their welfare in every way. Our schools fully accept this responsibility. These principles have implications, in particular for those who have regular contact with children in their professional lives. All staff in each school are committed to meeting these responsibilities. This will be achieved through school policies on positive behaviour, equal opportunities, dealing with bullying and a curriculum for personal, social and health education. Where there are concerns about a child it is essential that a school follows the agreed procedures and works together with other agencies as necessary to provide for the child’s needs. For each school, a member of staff is designated as the school’s Child Protection Officer. The Child Protection Officer has special responsibility for co-ordinating all matters regarding child protection in the school.

5.3 Recognising Child Abuse

!5.3.1 Child abuse is broadly defined as any act of commission or omission that endangers or

impairs the physical / psychological health and development of an individual under the age of 18 committed by individuals, singly or collectively, who by their characteristics (e.g. age, status, knowledge, organizational form) are in a position of differential power that renders a child vulnerable.

Such acts are not viewed as limited to a child-parent/guardian situation but include anyone who is entrusted with the care and control of a child e.g. child-minders, relatives, teachers, etc. Abuse may also be perpetrated by someone who is not known to the child.

In determining whether a case should be defined as a child abuse case, the Child Protection Officer in consultation with the Principal where necessary should make assessment based on individual case merits, taking into consideration various factors (e.g. the child’s age, the


Effective Date:


Page 8 of 22

act, the consequences of the act on the child, etc.) and not only focussing on the frequency and nature of the incident that has occurred.

There are four main areas of child abuse: neglect, physical abuse, sexual abuse and psychological abuse. It should be recognised that signs of abuse may also be a symptom of another problem.

5.3.2 Neglect is where parents/guardians, through a severe or a repeated pattern of lacking of attention, fail to meet the basic and essential needs of their children, such as food, clothing, and medical care. Leaving children alone and unsupervised is another example of neglect. Parents refusing or failing to give love and affection to their child(ren) is a case of emotional neglect.

5.3.3 Physical Abuse is any non-accidental injury (NAI) where adults physically hurt, injure or kill a child. This can involve hitting, shaking, squeezing, burning and biting. It also includes giving a child poisonous substances, inappropriate drugs or alcohol and attempted suffocation or drowning.

5.3.4 Sexual Abuse is the involvement of dependent, developmentally immature children and adolescents in sexual activities which are unlawful, or to which they are unable to give informed consent or which violate the social taboos of family roles. This covers the complete range of actions which result in children being used for the sexual gratification of others including contact and non-contact behaviours, e.g. touching genitalia, intercourse, involvement with pornography, indecent exposure, etc.

5.3.5 Psychological Abuse is the emotional ill treatment or rejection of a child where constant

lack of love and affection, threats, verbal attacks, taunting, shouting, scapegoating etc. can lead to a child’s loss of confidence and self-esteem. It can also include harassment or indifference on the basis of race, culture, gender or disability.

5.4 Managing Child Protection in School

5.4.1 Monitoring System for Cases of Suspicion

Staff often express concern about the dangers of either under or over-reacting to suspicions of possible child abuse. Information about common signs and symptoms is useful, but it is equally important to be prepared to share concerns with colleagues. The ESF Child Protection Policy provides a formalised system within schools for monitoring concerns about children. Each school is required to appoint a Child Protection Officer as the focal point for information. The Child Protection Officer co-ordinates the implementation of the policy, manages any liaison with the statutory agencies and supports staff training needs. Section 5.8 describes the full extent of the role. A Child Protection Report form (see Appendix lll) is provided for completion by staff in order to highlight any concerns, feelings or behaviours that cause staff anxieties. These will be


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Page 9 of 22

collated in a factual manner which can be periodically reviewed. The factual nature of the recording also enables discussion about the causes of concern to take place satisfactorily between teachers and parents. On the basis of recorded evidence which may, for example, reveal recurring patterns of behaviour, decisions can be made in a clear and professional manner. Also valuable evidence on clear and accurate records can be made available should staff become involved in child protection conferences or court proceedings.

5.4.2 Dealing with Disclosure Staff have a responsibility to pass on information about abuse. As well as being clear about what practical steps they have to take, staff need support and guidance in dealing with the child who discloses. The procedure also applies in incidences in which the alleged perpetrator is a member of staff. In these instances, the HR Director will be informed.

5.4.3 Coping with Known Victims Coping with known victims of abuse can give rise to high levels of anxiety. Teachers often underestimate their abilities in this field and negate their skills and experience because of the emotional impact of child abuse. It is important to maintain a comprehensive view of the child as a person with problems, and not to focus exclusively on the behavioural or learning difficulties that can make the child so hard to deal with or sometimes even to like. Clear communication between staff, and family and other agencies will help in understanding the child’s situation and lead to developing strategies to support the child and promote positive changes in the child’s behaviour. The ESF policy provides clear guidelines that support and enable staff to be clear about the approach to the child who has had traumatic experiences. A positive school ethos with policies on bullying, e-safety, equal opportunities drugs education, bereavement, eating disorders and sex education will encourage all children to develop their confidence and self esteem and will particularly support any child who has been abused.

5.4.4 Parents and The Community

Parents of non-abused children will feel more confident about the school’s ability to deal with the problems if they know that a constructive policy is operating within the school. Good liaison with parents will ensure that they understand the role and duties of school staff in promoting child protection.

5.4.5 Curriculum Development Each school has developed a Personal and Social Education programme within its curriculum that can help in highlighting issues of child protection giving students skills to seek help and support. Prerequisites for curriculum development will raise teacher awareness of child protection issues, combined with school policies such as positive behaviour, equal opportunities and the prevention of bullying.


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A sensitively designed programme which includes a healthy respect for confidentiality will aim to enable all children to share their feelings and develop positive attitudes and values in a safe and supportive environment.

5.4.6 Support for Staff All staff must be aware of and implement the ESF Child Protection Policy. New staff need to be made aware of current procedure through induction and staff training. Being informed enables all staff to understand their responsibilities towards child protection. It is important for a system of support to be established for Principals, Child Protection Officers and all members of staff who become involved with abuse cases.

Support from other agencies may be useful, in particular from the Hong Kong Government Social Welfare Department (SWD) as well as counselling services and voluntary agencies. Child Protection Officers should be involved in any current professional development that might be relevant to their role.

5.5 Procedures to follow in case of suspicion!!5.5.1 If a member of staff notices symptoms which give cause for anxiety then they should

discuss these concerns as soon as possible with the Child Protection Officer. A decision with the Principal will then be made as to how the situation will be monitored and who will be included in this process. If the Principal or the Child Protection Officer feels unsure whether a referral to the Social Welfare Department would be more appropriate at this stage and wishes to discuss the situation, they should contact the school’s SWD social worker, or telephone Head of Student Support. The Social Work Officer at the Family and Child Protective Services Unit (FCPSU) of the SWD will provide advice, including for cases where there are doubts as to whether to make a formal report or not, during office hours. For reports on suspected child abuse cases received after office hours, the SWD Outreaching Team (after office hours) through contact by the SWD hotline (Tel. No.: 2343 2255) should respond to the report.

5.5.2 Confidentiality All child protection monitoring records must be kept centrally by the Child Protection Officer. Access to these records within the school must be restricted and recorded. On no account must these records be kept with the child’s general records and no records, letters or information supplied by other agencies may be shown to the parents by the school without express permission.


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5.6 Procedure in The Event of A Disclosure Or Clear Indications That A Child Has Been Abused

5.6.1 Action by Teacher or Educational Assistant

1. As soon as the child has spoken to the adult, or strong indications that the child has been abused in some way have been observed, then the Child Protection Officer should be informed.

2. Record, in as much detail as you can remember, what the child has told you, in

her/his own words, as well as any expressions, behaviour, background circumstances, etc. Avoid personal opinions and comments or changing the child’s language.

5.6.2 Actions by Child Protection Officer

1. The Child Protection Officer will provide guidance and ensure the correct procedures are followed (see Appendix ll).

2. In cases of suspected child sexual abuse or serious physical abuse a referral

should be made directly to the FCPSU who will work with the Child Protection Special Investigation Team (see the Social Welfare Department’s “Procedures for Handling Child Abuse Cases” 2007 Revision). In referring to FCPSU the Child Protection Officer should have the following information to hand.

a. The immediate cause for concern and any immediate danger b. The child’s full name, date of birth, address, I.D. number and disability or

special needs of the child c. The child’s whereabouts d. Name and HKIC No. of parents/carers and details of other members of the

household e.g. siblings. e. Name of the family doctor f. Name of school g. Name, post and phone number of contact person h. Name of other witnesses and other agencies i. Any other relevant information you may have It is important to remember that submitted documentation may form part of the evidence should a case develop into court proceedings.

3. It may be helpful to explain to the duty officer what expectations there are of the Team, e.g. that they will ring back within a certain time span, keep you informed, etc.

4. A copy of the referral information should also be sent to the Head of Student Support. Do Not contact the parents at this stage. Agree with the FCPSU how this will be handled and by whom. Confidentiality in these matters must be considered at all times. It may be important to avoid the risk of an abuser being alerted prematurely before the child is adequately protected or when police evidence could be destroyed.


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In cases where there is also serious injury the child should be taken, preferably with parents(s) or with parental consent, to the nearest Accident & Emergency Department. If parental consent cannot be obtained then FCPSU should be contacted for further advice.

5.7 Monitoring and Recording Concerns 5.7.1 The purpose of monitoring

The introduction of a formalised framework for monitoring suspected cases of child abuse will have the effect of:

• clarifying the nature and extent of the concerns • providing a clear record of the facts which contribute to the development of

concerns • helping to identify patterns of behaviour • providing a means of reducing staff anxieties • enabling subsequent referrals to Social Welfare Department to be made clearly

and professionally

The monitoring system must be clearly understood by all staff. They should be aware of how the system operates and when it will be used. If concerns about a child arise, the decision whether to refer to FCPSU or to monitor within the school should be made by the Principal and the designated Child Protection Officer, having consulted with the party who raised the concern. The question as to whether or not to refer to FCPSU should be reviewed whenever an addition is made to the monitoring record; the action should be recorded.

It is likely that the school will most often use the monitoring system as a means of information gathering prior to the involvement of the FCPSU. However, the school may also be asked to monitor, or to continue to monitor, a child either as part of an ongoing investigation or when an investigation has taken place and there are still concerns about a child.

5.7.2 What To Record Consideration should be given to any or all of the following:-

1. Patterns of Attendance: Unexplained absences or those that follow a pattern. 2. Nature And Quantity of Contact with Parents/Domestic Helpers: Uninvolved or

over-involved parents; reactions to adults coming to collect the child. 3. Body Language and Behaviour: Changing behaviour associated with a particular

time or day; marked changes in behaviour or attitude over time; eating disorders or changes in eating patterns, complaints about feeling unwell, difficulties in walking or sitting; sexualised behaviour, symptoms of drug/solvent abuse. Mood changes at the end of a day and reactions to adults coming to collect the child.

4. Language: Either explicit or ambiguous. 5. Play: Acting out abuse in play situations or drama; exhibiting extreme aggression or

withdrawal.


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6. Drawing And Writing: Pictures or people with detailed genitalia; suspicious incidents in diaries or news; detailed stories of abuse in “imaginative” writing.

7. Medicals and PE: Reluctance to undress; bruising; torn clothing; bloodstains; smell of semen.

8. Indications or Neglect: Inappropriate clothing; poor personal hygiene; strong attention or affection seeking; underweight or small for age.

9. Injuries to The Child: Bruises; lacerations and weals; burns and scalds; injuries or medical problems that do not receive medical attention.

10. Record any special needs of the child. This list is by no means exhaustive, and what is appropriate to record will vary in each individual case, and according to the age and maturity of the child.

5.7.3 How To Record

Use the Child Protection Report form (Appendix lll) to record concerns. 1. The Record Must Only Contain Facts. These records may be open to disclosure to

parents and it is therefore essential that they only contain factual material. It is important not to interpret what is seen or heard, simply to record. This will also help to reduce teachers’ natural anxieties about committing such sensitive matters to paper.

2. Day, Date, Time and Place should be included. This will make it possible to discern any patterns of behaviour more easily.

3. Background Information should be included in order to put the incident in context. The events leading up to and surrounding an incident can be as important as the incident itself. Examples of such relevant information would include such things as details of the setting, triggering factors, and details of school routine that might have a bearing on the observed behaviour.

4. Any Record of the Child’s Words Should Be Verbatim and not the teacher’s interpretation of the child’s words. This would include the child’s words for the parts of the body, rather than the adult ones that the teacher would use. Where a teacher tries to clarify what a child is trying to say, the record should include details of the teacher’s questions. It may be appropriate to have photographic evidence of some specific injuries.

These records must be regarded as confidential, and consideration be given as to who within the school needs to know of their content. It will rarely be appropriate for all staff to be made fully aware of the details of the concerns.

Careful consideration should be given to the amount of information to be shared. The co-ordination of these records by the Child Protection Officer will ensure that concerns expressed by other staff will be fed into the system. The monitoring records will need to be stored securely, in a central place, separate from general school records. Arrangements for the transfer of such documents between Kindergarten, Primary and Secondary Schools, need to be considered very carefully with full liaison with involved professionals. It may be necessary to bring those involved together in order to get a wide contribution to what can be a difficult decision. The agreed outcome should be recorded in the file.


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5.8 The Role of the Child Protection Officer

!1. To refer cases to the Family and Child Protective Services Unit (FCPSU) of the

SWD, where appropriate, after consultation with the Principal and the person who raised the concern.

2. To be a point of contact and support for staff in cases of suspicion or disclosure.

3. To familiarise themselves with the ESF Procedures.

4. To co-ordinate information and develop communication between the school and other agencies.

5. To ensure that there is support within the school for children who have been abused.

6. To keep up to date with relevant information, legislation and developments regarding child protection.

7. To ensure that the issue of child protection is given due emphasis.

8. To co-ordinate aspects of personal safety curriculum development.

9. To contact Head of Student Support if in doubt about procedure.

Child Protection Officers should be the focal point in the school for all staff. However, this should not mean that they carry the total responsibility and recognition should be given of their possible need for practical and emotional support.

6. COMPLIANCE

Child Protection is the responsibility of all adults and should be a part of the whole school approach. ! It is not a teacher’s job to diagnose abuse; a teacher’s role is just to observe that something may be wrong, ask about it, listen, be available and make time to talk. Clear indications or disclosure of abuse must be reported to the FCPSU without delay, using the correct procedures as stated in the guidelines. The Child Protection Officer or Principal must not deal with such cases themselves. Any matters concerning the implementation of this Policy in a particular school/organisation should be raised with the Child Protection Officer or Principal. Any matters concerning non-compliance should be raised with the Head of Student Support, ESF Centre.


Effective Date:


Page 15 of 22

!APPENDIX l Further Reference Procedural Guide for Handling Child Abuse Cases, Revised 2007; Social Welfare Department. Guide available online at: http://www.swd.gov.hk/en/index/site_pubsvc/page_family/sub_fcwprocedure/id_childabuse1998


Effective Date:


Page 16 of 22

CPO, where appropriate, calls case conference. Members of the group may include: Principal, School Counsellor, Form Tutor School Nurse, relevant HOS* and HOY*

(*indicates always included)

Option One: Monitor

Option Two: Parental Involvement

Option Three: Referral

Concerns and agreed course of action recorded. Kept in locked cabinet – not on student’s file

Protection of child paramount

Relevant staff, nurse etc to monitor. HOY provides

detailed regular reports to CPO

Records kept

Monitoring ceases or Option Two/Three

taken up

Parents interviewed by CPO/HOS as relevant

Contract with parents agreed

Monitor contract and provide school support for

student OR

Proceed with Option Three (Referral)

Advice from ESF sought by CPO

Check of support agencies that can aid after referral occurs

Contact social worker/FCPSU on whether to involve SWD or Child

Protection Special Investigation Team (CPSIT)

Inform Principal and ESF of actions

Support student

Inform relevant staff of process

Staff member notices a cause for concern based upon “Indicators of Abuse” Action: (1) see Child Protection Officer (2) write up concerns – send in sealed envelope to CPO

OR Student discloses to staff member – staff member writes report, sends in sealed envelope to CPO.

Report back FCPSU/CPSIT action

APPENDIX Il Procedural Flowchart


Effective Date:


Page 17 of 22

APPENDIX IIl Child Protection Report Form This report should be completed IMMEDIATELY following any incident which raises any concern about possible child abuse. It should be completed by any member of staff who has reason to be suspicious about or concerned about the well-being of a child. Care must be taken to report this information accurately and confidentially. This form must be passed the same day in a sealed envelope to the Child Protection Officer for dealing with all issues concerning student protection at ………………… School. Name of person completing report: ……………………………………………………………………………… Position in relation to the student (ie teacher, form tutor, counsellor): ………………………………………. Student involved: ……………………………………………………………… Form: …..……………………… Date: …………………….……………… Day of the week: …………………………… Time: ……………….. Adults/students present: …………………………………………………………………………………………..

DETAILS OF YOUR CONCERN Record here EXACTLY (it is very important that you do not embellish details) what you saw or heard including actually site of injury (eg upper right arm, size/colour of bruising etc) or an exact record - as far as possible - of anything said to you by the child. Record any relevant comments made by yourself. Avoid asking any more questions than are necessary to clarify any uncertainties. Please attach an additional sheet of paper if necessary. Signed: ………………………………………………………………………….

Reported to Child Protection Officer at …………………..(time) on …….……………………………….(date) Action taken/No further action ………………………………………………………………………………………............................. ………………………………………………………………………………………………………………….. Signed …………………….…………….(Child Protection Officer)


Effective Date:

Admissions Policy August, 2009

Page 18 of 22

APPENDIX IV Checklist for identifying possible child abuse The presence of any one or a combination of these indicators is not in itself any proof of child abuse. However, the presence of these indicators should alert us to the possibility of child abuse. Signs or symptoms which may possibly indicate neglect:

o Hunger o Tiredness or listlessness o Child dirty or unkempt o Consistently poorly or inappropriately clad for the weather o Poor school attendance or often late for school o Poor concentration o Affection demanding or attention seeking behaviour o Untreated illnesses/injuries o Severe rash or skin diseases o Stealing or scavenging compulsively o Failure to achieve developmental milestones, e.g. growth, weight o Failure to develop intellectually or socially

Signs or symptoms which may indicate physical abuse:

o Patterns of bruising; inconsistent account of how bruising or injuries occurred o Finger, hand and nail marks, black eyes o Bite marks o Round burn marks, burns and scalds o Lacerations, abrasions, weals o Fractures o Bald patches o Symptoms of drug or alcohol intoxication or poisoning o Unaccountable covering of limbs, even in hot weather o Fear of going home or parents being contacted o Fear of medical help o Fear of changing for PE o Inexplicable fear of adults or over-compliance o Violence or aggression towards others including bullying

Signs or symptoms which may indicate psychological (emotional) abuse:

o Over-reaction to mistakes, continual self deprecation o Delayed physical/mental/emotional development o Sudden speech disorders, elective mutism/deafness o Inappropriate emotional responses, fantasies o Disruptive behaviour or conduct problems o Marked deterioration in academic performance o Rocking, banging head, regression o Self mutilation, drug or solvent abuse o Suicidal thoughts o Fear of parents being contacted


Effective Date:


Page 19 of 22

o Running away, compulsive stealing o Masturbation o Appetite disorders – anorexia, bulimia o Soiling, smearing faeces, enuresis

Signs or symptoms which may indicate sexual abuse:

o Sexually explicit play or behaviour or age inappropriate behaviour o Anal or vaginal discharge, soreness or scratching o Truancy, lateness, reluctance to go home o Inability to concentrate, tiredness o Refusal to communicate, elective mute o Thrush or other infections o Persistent complaints of stomach disorders or pains o Eating disorders, e.g. anorexia nervosa and bulimia o Attention seeking behaviour, self mutilation, substance abuse o Aggressive behaviour including sexual harassment or molestation o Unusually compliant o Regressive behaviour o Enuresis, soiling o Frequent or open masturbation, touching others inappropriately o Excessive reaction to being touched o Depression, withdrawal, isolation from peer group o Reluctance to undress for PE or swimming o Bruises, scratches, etc., in genital area o Lack of trust in a familiar or particular adult

Child abuse cases are applicable to children and juveniles under the age of 18.


Effective Date:


Page 20 of 22

APPENDIX V Staff Guide to Dealing with Reports of Abuse When a child is telling you about a case of abuse, it is important that you should remember to: (1) Stay calm. (2) Reassure the child - tell them they are doing the right thing and that you are pleased

they are confiding in an adult. Praise them for having the courage to come forward. (3) Tell the child that the information they are giving you will be taken seriously and looked

into by school and outside agencies if necessary. (4) Explain to the child that it is necessary, in order to help them, that you will have to tell

certain other parties but assure them that this will not be general knowledge within the school community.

(5) Tell the child whom you will be confiding to next and why. Assure them that (in the case of abuse by a parent) their parents will not be informed until there has been discussion.

(6) Show that you believe the child and ensure that you tell them this (7) Tell them that it is not their fault. (8) Encourage the child to talk - listen to them rather than ask leading questions. (9) Check that you have a full understanding of what the child has told you before the end

of the discussion. (10) Be aware that the child may retract all that they have told you either in the initial

interview or later - it is important that you still report it. (11) Find out if the child has told anyone else, either in or outside of school, this information. (12) Make a detailed report on the relevant sheet of all the information, use the child’s

language, and pass to the Child Protection Officer/Principal immediately. Include questions asked but do not include own opinion or comments. It is important that this is recorded in as much detail as possible so that the child does not have to repeat the details of abuse unnecessarily.

When a child is telling you about a case of abuse, it is important that you refrain from: " Transmitting anger, shock or embarrassment. " Promising confidentiality. Assure the child that you will make every attempt to help

them but let them know that you may have to tell other people about the incidents in order to help (Note (12) above.

" Asking leading questions or pressing for information. " Telling the child that what has happened to them is “dirty, naughty or bad” in any way,

though reference might be made to the teacher’s role in helping it to be stopped. " Commenting on the offender and their morality - it may be someone the child loves. " Talking to anyone but the Child Protection Officer/Principal about what the child has told

you. " Acting without the knowledge and agreement of the Child Protection Officer/Principal.


Effective Date:


Page 21 of 22

APPENDIX Vl

LIST OF SOCIAL WORK OFFICERS OF

FAMILY AND CHILD PROTECTIVE SERVICES UNITS (SWO/FCPSU) (as at February 2008)

CAIU Region

Service Boundary

Contact Person SWO/FCPSU

Office Tel No. Mobile Phone No.

Hong Kong Island

Central, Western, Southern, Outlying Islands (excluding Lantau Island and Peng Chau)

Intake Worker / SWO/FCPSU(CW/S/I)

2231 5858 9460 4013

Eastern, Wanchai, Causeway Bay, Quarry Bay, North Point, Siu Sai Wan, Chai Wan

Intake Worker / SWO/FCPSU(E/W)

2231 5859 9610 4825

Kowloon East

Wong Tai Sin, Tsz Wan Shan, Sai Kung, Tseung Kwan O, Lok Fu, San Po Kong, Choi Hung

Intake Worker / SWO/FCPSU(WTS/SK)

3188 3569 9309 5460

Kwun Tong, Ngau Tau Kok, Sau Mau Ping, Lam Tin, Yau Tong, Lei Yue Mun, Shun Lee

Intake Worker / SWO/FCPSU(KT)

2707 7680 9460 8434

Kowloon West

Kowloon City, Tsim Sha Tsui, Mongkok, Yaumatei

Intake Worker / SWO/FCPSU(KC/YTM)

3583 3254 6293 1181

Shamshuipo, Shek Kip Mei, Cheung Sha Wan, Mei Foo

Intake Worker / SWO/FCPSU(SSP)

2247 5373 9461 8537

Sheung Shui, Fanling, Ta Kwu Ling, Sha Tau Kok, Tai Po, Border

Intake Worker / SWO/FCPSU(TP/N)

2158 6696 9462 3010

Siu Lam, Tuen Mun Intake Worker / SWO/FCPSU(TM)

2618 5710 9460 4046

New Territories (North)

Yuen Long, Tin Shui Wai, Hung Shui Kiu, Lau Fau Shan

Intake Worker / SWO/FCPSU(YL)

2445 4224 9036 3417

New Territories

Shatin, Ma On Shan Intake Worker / SWO/FCPSU(ST)

2158 6680 9460 5390


Effective Date:


Page 22 of 22

Tsuen Wan, Kwai Chung, Tsing Yi

Intake Worker / SWO/FCPSU(TW/KwT)

2940 7350 9387 2010

(South)

Lantau Island (including Tung Chung), Peng Chau

Intake Worker / SWO/FCPSU(CW/S/I)

2231 5858 9460 4013


Effective Date:

Breastfeeding Friendly Policy

(Expressing Breast Milk)

7 May, 2008

Page 1 of 6 Breastfeeding Friendly Policy -19Jun09 v1.1

Title : Breastfeeding Friendly Workplace


Status : Revision of original policy dated 31 July, 2007





Effective Date:



7 May, 2008


CONTENTS

1. Purpose

2. Scope


4. Responsibilities

5. Procedure

6. Compliance


SMT


Date:

Date:

Date:


Effective Date:



7 May, 2008





By Date By Date

A 20 Sept 07 For review by SMT Keith Tucker

6 May

2008

SMT 6 May

2008




Effective Date:



7 May, 2008


1. PURPOSE

The English Schools Foundation (ESF) supports family friendly practices and practices that support good health and welfare of its Staff Members. ESF recognises that breast milk is the optimal food for growth and development of infants and encourages Staff Members and management to have a positive, accepting attitude towards working women and breastfeeding. ESF promotes and supports breastfeeding and, therefore, encourages mothers wishing to express breast milk when they return to work.

This policy outlines the provisions that should be made available in schools and other workplaces to support such activities. 2. SCOPE This policy applies to all ESF and ESL entities, namely: -


Out of scope: For health and safety reasons this policy does not provide for babies to be brought into the workplace or schools for the purpose of breastfeeding.



management team of ESL Staff Member - Any employee of ESF and/or ESL Principal - Principal of an ESF School or ESL School or kindergarten HR Department - The Human Resources Department of ESF


Effective Date:



7 May, 2008


4. RESPONSIBILITIES 4.1 Principals, Senior Managers and Line Manager

Principals, Senior Managers and line managers are responsible for the implementation of the policy and the provision of facilities and support as outlined in the following procedures. Line managers and supervisors must provide support and respect to a mother who advises of her desire to express milk.

4.2 Staff Members Mothers of new infants returning to school or the office following maternity leave who wish to express milk for their infants must inform the Principal and their line manager/supervisor of their intention to express milk during working hours and agree on how the provision outlined below will best be effected within the confines of the existing workplace.

4.3 HR Department

The HR Department will support schools/the organisation with access to the Policy and appropriate educational materials that may be available.

5. PROCEDURE 5.1 Breast milk expression breaks

Flexibility is provided for Staff Members to take breaks to express breast milk during the workday. Such breaks should be negotiated between the Staff Member and her line manager/supervisor. The negotiations should be on the basis of best intent and consider the needs of the school/organisation and the needs of the mother. Up to two break times may be needed during the day, and these may coincide with lunch (in which case some concession may be made) and other breaks or be taken so as not to inconvenience teaching/work activities. In situations where a mother is expected to work off-site and/or outside normal working hours (e.g. day excursions, overnight trips, external meetings) the Staff Member should work with management to ensure milk expression breaks are possible.

5.2 Duration It is not expected that a mother would need to express milk for more than one year in order to continue breast feeding.

5.3 Suitable location Within the confines of the workplace, the Staff Member should have access to a private room with a power-point, lockable door and comfortable chair. Access should be available to a wash basin and ideally a storage area for the breast pump. A refrigerator should also be made available for the storage of milk (see 5.4). If available and appropriate, a Staff Member may use their private office area.


Effective Date:



7 May, 2008


In the interim, a spare room or first aid room may need to be used for this purpose on a temporary basis.

5.4 Storage of milk Staff Members may use their own cooler packs to store expressed milk or milk may be stored in a designated refrigerator or freezer. Staff Members should provide their own containers. Hygiene is the responsibility of the Staff Member.

6. COMPLIANCE



Effective Date:

Benefits Policy

19 May, 2009

Page 1 of 10 Benefit Policy - 26Jun09 v1.1

Title : Benefits Policy

Status : New Policy dated 19 May 2009





Effective Date:

Benefits Policy

19 May, 2009


CONTENTS

1. Purpose

2. Scope


4. Responsibilities

5. Provisions

6. Procedure

7. Compliance

Appendix I Summary of Self-Insured Scheme Benefits


SMT

Heather Du Quesnay Chief Executive Officer

Date:

Date:

Date:


Effective Date:

Benefits Policy

19 May, 2009





By Date By Date

A 20 May 2009 New Policy Keith Tucker

19May 2009

SMT 19May 2009




Effective Date:

Benefits Policy

19 May, 2009


1. PURPOSE ESF is committed to the welfare of all Staff Members. Providing appropriate benefits to eligible Staff Members is one means of supporting this commitment.

This Policy outlines the range of benefits provided to eligible Staff Members in schools and other ESF departments. A Staff Member’s eligibility to receive specific benefits is identified in their Conditions of Service.

2. SCOPE This Policy applies to all full-time Staff Members in ESF and ESL entities, namely: -


Additionally, the benefits offered under the life insurance scheme as outlined below, are extended to eligible part-time Staff Members.


ESF - The English Schools Foundation ESL - ESF Educational Services Limited PIS - Private Independent Schools: Discovery College and

Renaissance College Senior Managers - Members of the Senior Management Team of ESF or the

management team of ESL Director HR - Director Human Resources of ESF HR Executive - Member of the HR Department responsible for HR issues

within the relevant school or office Staff Member - Any employee of ESF and/or ESL Principal - Principal of an ESF School or ESL School or kindergarten Teaching Staff - An inclusive description for all teachers; Full-time and Part-

time. Full-time Teaching Staff



- Teaching Staff with a contract duration of more than one year and with working hours of less than the school timetable requirement

Support Staff - An inclusive description for all non-teaching roles in ESF, including but not limited to; Support Staff in schools and ESF


Effective Date:

Benefits Policy

19 May, 2009


Centre, Education Assistants and Senior Managers. Full-time Support Staff - Support Staff with a contract duration of more than one year

and working hours of 39 hours or above per week Part-time Support Staff - Support Staff with a contract duration of more than one year

and with working hours of less than 39 hours per week Temporary Staff - Any Staff Member with a contract duration of one year or less,

either hourly or monthly paid Insurance Provider - The relevant insurance provider contracted by ESF to provide

the benefits outlined 4. RESPONSIBILITIES 4.1 Remuneration Committee

The Remuneration Committee is responsible for reviewing and, as appropriate endorsing all benefits proposals following their development. Following such endorsement, and if regarded as appropriate any proposal then passes to the Board of Governors for consideration and approval.

4.2 Board of Governors

The Board of Governors is responsible for approving any benefits proposals. 4.3 Director HR

The Director HR is responsible for ensuring that all benefits plans are reviewed, monitored and updated and that all plans involving third party providers are current. Specifically, he is responsible for the passage of any required plan renewals through the Remuneration Committee and gaining approval by the Board of Governors.

4.4 HR Department The HR Department is responsible for the implementation of this policy including the communication to all Staff Members of plan eligibility, membership details, benefits levels, and plan administration. The HR Department is also responsible for the escalation of any issues arising from Staff Members’ participation in any plan to the HR Manager, Remuneration and Benefits, the plan administrator or the appointed insurance broker, as appropriate.

4.5 Staff Members Staff Members are responsible for providing accurate and updated information about their own personal details and health status and that of eligible dependants to ESF and any third-party Insurance Provider contracted by ESF. This is required, generally, for participating in any plan, and in making claims.


Effective Date:

Benefits Policy

19 May, 2009


5. PROVISIONS 5.1 Medical Insurance Scheme 5.1.1 Cover provided by the Insurance Provider

ESF maintains a medical insurance scheme to provide basic medical insurance cover with benefits designed to meet the vast majority of Staff Members’ inpatient and outpatient needs. For details of basic coverage, limits, claim and reimbursement procedures Staff Members shall refer to the Health Insurance Scheme booklet. These booklets are provided to all new plan participants and are also available on ESF’s intranet under the path:\Department\HR\Document and Form\Health Insurance Scheme. The specific coverage limits and other details may vary from time to time in line with the designated medical Insurance Provider and the insurer’s plan rules.

The current medical insurance scheme allows Staff Members to visit network doctors; a list is available on the ESF intranet. If Staff Members visit a non-network doctor in Hong Kong, they will be required to pay first and claim up to the stated limit detailed in the scheme booklet.

5.1.2 Top up scheme for hospitalisation (Top Up Scheme) Eligible Staff Members with concerns over the potential cost of planned major hospitalisation and inpatient care may purchase additional coverage through the Insurance Provider by way of a Top Up Scheme. This feature is only available with ESF’s current medical Insurance Provider. The additional premium for participation in the Top Up Scheme is borne by the Staff Member.

5.1.3 Self-insured Scheme ESF provides a Self-insured Scheme to cover the cost of long-term/extra medication and x-ray and laboratory tests not covered by the Medical Insurance Scheme (see Appendix I for details and eligibility). Pre Existing Critical Illness/Life-threatening Cases If under the Self-insured Scheme a case involves a critical illness and is life-threatening (see definition below), ESF may assist the Staff Member financially. To determine eligibility for such assistance a panel shall review each case. The panel shall consist of the Chief Executive, Director Education and Director HR.

The definitions of Critical/serious illnesses and/or life-threatening cases are based on wording used by the medical profession and insurers. ESF will consult with its appointed Insurance Providers should any condition require clarification as to its eligibility. Critical illness generally includes major illnesses which are life-threatening or likely to lead to a loss of an independent existence. Examples include: • Major cancers • Heart attack/stroke • Kidney failure


Effective Date:

Benefits Policy

19 May, 2009


• Liver failure • End stage lung disease

5.2 Dental Insurance Scheme

For details of basic coverage, limits, claim and reimbursement procedures under the ESF approved dental insurance scheme please refer to the Health Insurance Scheme booklet. This document is provided to new Staff Members and is available on ESF’s intranet, together with claim forms, under the path:\Department\HR\Document and Form\Health Insurance Scheme.

5.2.1 Preferential rates for dental treatment Staff Members may visit any registered Dental Practitioner in Hong Kong. ESF has an

agreement with a dental service group with clinics in different locations in Hong Kong. When Staff Members and their eligible dependants present their medical card, they can enjoy preferential rates. For details, please refer to the intranet under the path:\Department\HR\Document and Form\Health Insurance Scheme.

5.3 Group Life Insurance Scheme (GLIS) The ESF approved Insurance Provider is responsible for the determination of claims under the GLIS.

5.3.1 Eligibility

All Full-time and Part-time Staff Members below age 65 are eligible to participate in the GLIS from their date of employment.

5.3.2 Termination of Benefits Benefits under the GLIS will terminate upon the first of the following events: (a) the anniversary date of the policy following the Staff Member’s 65th birthday; or (b) the termination of the Staff Member’s employment with ESF; or (c) the termination of the Group Life Insurance policy.

5.3.3 Coverage

The GLIS offers 24-hour worldwide coverage, a summary of the levels of coverage and benefits is outlined in the intranet under path:\Department\HR\Useful Information.

5.3.4 Claiming The Staff Member’s spouse or dependants should contact the HR Department in the event of a claim being made under the GLIS.

5.4 Passage Allowance

Passage Allowance only applies to Full- time Teaching Staff.

On initial appointment only, a Staff Member recruited from overseas shall be provided with a fixed cash allowance to assist in relocation to Hong Kong from their country of normal domicile. The amount will be deposited directly into the Staff Member’s bank


Effective Date:

Benefits Policy

19 May, 2009


account in Hong Kong along with their first month’s salary. Details as per Condition of Service. This allowance may be extended to senior Support Staff Members on an exception basis where recruitment to the post is from overseas and is detailed in their Conditions of Service.

5.5 Education Allowance Education Allowance only applies to Full-time Teaching Staff including Principals, Vice Principals in ESF and PIS.

Full-time Teaching Staff Members may apply to receive a school fee remission for their dependent children who attend schools managed by ESF. The amount of the remission and the number and ages of dependent children to which the remission applies is specified in the Staff Member’s Conditions of Service. The Teaching Staff Member will be required to satisfy ESF that an Education Allowance or equivalent is not provided by their spouse’s employer or from any other source; nor is the cost of providing such a benefit considered to be included in, or compensated by their spouse’s total emoluments. This allowance may be extended to Support Staff Members on an exception basis where the provision is detailed in their Conditions of Service.

5.6 Other Allowances Any other allowance for which a Staff Member may be eligible will be detailed in their Conditions of Service

5.7 Professional Body Membership Fee Professional Body Membership Fee reimbursement applies to senior Support Staff only. Senior Support Staff who are required to hold membership of a professional body to

retain their professional designation which is directly related to their role at ESF (eg. CPA designation for senior members of the Finance Department), or where membership of the professional body is deemed important for their role at ESF, may claim reimbursement of one professional membership fee per year up to a maximum of HK$3,000.

Staff Members should approach the Director HR for approval before claiming

reimbursement of such expenses. In exceptional circumstances, the Director HR may approve the reimbursement of fees above the maximum.


Effective Date:

Benefits Policy

19 May, 2009


6. PROCEDURE 6.1 Medical card

Eligible Staff Members shall receive a medical card from the Insurance Provider. The card serves as a credit facility when seeking treatment at one of the network clinics. It also provides a credit facility for inpatient treatment to all 12 private hospitals in Hong Kong. If a Staff Member does not present the card at reception or admission, they shall be required to pay for the services rendered at the time of treatment and then claim reimbursement to the benefits level available under the medical insurance scheme. Details on the usage of the medical card and the claim procedure are outlined in the medical booklet (see 5.1.1 above). The Insurance Provider for both medical and dental insurance schemes provide a manned hotline service for general enquiries. Details are outlined in the Medical Handbook.

6.2 Other Allowances Applications by Full-time Teaching Staff to a passage allowance, an education

allowance or any other allowance as per their Conditions of Service, should be made through the HR Department at ESF Centre, who will provide the appropriate application form upon request.

7. COMPLIANCE



Effective Date:

Benefits Policy

19 May, 2009


Appendix I Summary of Self-insured Scheme Benefits

The medical insurance scheme has two separate limits for each of the following situations (currently each of HK$7,500 and subject to review each new school year) to cover the following:

(i) The cost of long-term/extra medication

A prescription for more than basic medication by a Network General Practitioner or a Network Specialist will be classified as long-term/extra medication. The medication may be obtained at a Network Clinic or an external pharmacy. In either case, the Staff Member would be required to pay for the medication and then claim reimbursement. Amounts in excess of the HK$7,500 limit will be covered by ESF subject to an annual deductible per Staff Member of HK$1,000. For example, if a Staff Member pays HK$10,000 per year for long-term medication prescribed by a Network doctor, the first HK$7,500 will be covered by the medical scheme. ESF will reimburse the Staff Member HK$1,500.

Illustration Total expenditure: HK$ 10,000 Less Medical Insurance Scheme Annual Limit: (HK$ 7,500) Shortfall: HK$ 2,500 Less Deductible: (HK$ 1,000) Balance absorbed by ESF HK$ 1,500

(ii) X-Ray and Laboratory Tests

In cases of critical illnesses involving prolonged or expensive testing that are referred by a Network doctor, ESF will meet the cost subject to an annual deduction of HK$1,000 per Staff Member.

A Staff Member submits a claim to the Insurance Provider, who in turn informs the Staff Member if the claim exceeds HK$7,500. Upon receipt of a Claim Reject Letter from the Insurance Provider, the Staff Member should approach the HR Executive who is responsible for individual school/organisation.

ATTENDANCE

(a) Schools should keep all parents fully informed of the school hours, time-table

arrangements and days during which students do not need to attend school.

(b) Schools have the fundamental role to uphold students' right to education. Schools

should develop school attendance and related policies that promote good student

attendance, positive student behaviour, harmonious teacher-student relationship, a caring

school atmosphere and close partnership between the school and home.

(c) There should be clear procedures for notifying the parent if a student is required

to stay behind after normal school hours.

(d) In case of poor weather/road/slope/traffic/transport conditions, alternative

arrangements for tests or examinations should be made for students who cannot come to

school or who arrive late. Students who arrive late should also be handled sensibly and

flexibly.

(e) A holistic early intervention approach should be in place. School heads should

involve class teacher, guidance and discipline personnel to devise and co-ordinate various

measures and strategies to handle suspected dropout cases. Whenever there is truancy,

unexplained absence or irregular attendance, schools should make early intervention

through concerted efforts of staff members.

(f) The attendance of students should be carefully recorded in attendance registers.

R90 of the ER stipulates that a separate attendance register in a form approved by PS(Ed)

shall be kept for each class. School should note the following:

As the attendance register is an important official document, its completion should

not normally be delegated to students.

The attendance for each class shall be recorded as soon as possible, preferably

within one hour of the commencement of each school session.

The school head shall keep a daily summary showing the attendance of each class.

(g) The school hours shall be as approved by PS(Ed). Whole-day schools shall

normally meet twice a day for morning and afternoon sessions. Schools shall keep their

respective REOs informed of any changes in the hours of school work or time-table

arrangements.

(h) Any student who has been absent must produce satisfactory evidence from the

parent or guardian stating the reason(s) for absence. Frequent absence for trivial reasons

must not be permitted. Depending on the duration of the absence, medical certificates

may be required in the case of absence resulting from sickness. Students who wish to be

absent for any reason of which they are aware in advance should obtain the prior

permission of their class teacher.

(i) Any student who has been suffering from an infectious disease or contagious

disease must produce a medical certificate of freedom from infection before returning to

school. For more information on infectious disease, please refer to Section 3.5.3

(j) If any student should fall sick or be hurt at school, the parent or guardian should

be informed immediately. The school should make arrangements to send the student

concerned to a clinic or hospital for treatment. Please refer to EDBC43/2002 (63

KB)for the charge for accident and emergency service at public hospitals.

(k) To uphold students' right to education, schools should comply strictly with the

requirements of reporting studens' non-attendance and dropouts to EDB, regardless of

their age and class level, as stipulated in Appendix II of EDBC011/2006. (193 KB)

(l) It is of utmost importance that school heads should report the case without delay

to EDB on the 7th day of the student's continuous absence without exception.

(m) To ensure timely intervention, schools should report students' non-attendance and

dropouts to the EDB within the stipulated timeframe. The earlier the intervention, the

greater is the likelihood of a dropout resuming school. Or otherwise, the longer the

students are out of school, the more difficult it will be for them to re-integrate into school,

and the higher the risk of becoming a social burden in the longer term.

(n) It is incumbent upon public-funded schools to accept school dropouts who are

ready for schooling again, as long as the school is found to be suitable and there are

vacancies. Schools have the obligation to re-admit their own dropouts unless the students

or their parents decline the offer. Schools admitting or re-admitting dropouts should

allow these students to attend class immediately rather then to defer to the next school

term or exclude the re-admitted students from attending lessons. Experience reveals that

remedial services for these student dropouts would be more effective if such services

were taken forward within the school context.

Assessment and Reporting Guidelines Introduction The purpose of assessment at Discovery College is to improve student learning, to provide information on student learning and to contribute to the efficacy of learning programmes. Assessment is the ongoing process of gathering evidence for and of learning. This evidence will be used to give recognition and timely feedback to the learners and all other stakeholders. Assessment will reflect best practice that supports the learner and the teacher in the promotion of student achievement. Guidelines 1. Assessment practices will reflect the IB perspectives on effective assessment and will

be defined in separate policies for the PYP & MYP. 2. Planning for assessment will be done as an integral part of the planning process. 3. All assessment practices and procedures will recognise the differences in gender,

culture, background, and experience that students bring to their learning. 4. Assessment strategies will be formative, diagnostic and summative and may include;

• Performance assessments, • Self and peer assessments, • Open ended tasks, • Group work, • Written tests.

5. Assessment tools will include; • Samples of work (portfolios), • Rubrics, • Checklists.

6. The school assessment calendar will be used to guide key assessments and their timelines.

7. Language and Mathematics will be assessed using the objectives listed in the ESF Scope and Sequence documents for Language and Mathematics. Units of Inquiry will be assessed against the planned summative and formative assessment tasks identified in each unit.

8. Students will be assessed on all the components of the PYP and MYP. 9. Students will have clear criteria that are known and understood in advance of any

assessment. Learning outcomes will be communicated and exemplars, indicating expectations, provided where possible.

10. From time to time some students will take part in external baseline and diagnostic testing (e.g. InCAS). Teachers should use the information gained to inform learning and teaching practice.



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Secondary Assessment Policy Contents

Page 1. Introduction

1.1. Definitions 1.2. Purpose of Assessment 1.3. Indicators of Effective Assessment 1.4. Types of Assessment Tool

2. Managing Assessment Tasks 2.1. Notification of Assessment Tasks 2.2. Instructions for Assessment Tasks 2.3. Drafts for Written Tasks 2.4. Submission of Assessment Tasks 2.5. Extensions to Deadlines 2.6. Absence 2.7. Resubmission of Assessment Tasks 2.8. Consequences for Late Submission and Non-submission of Assessment Tasks 2.9. Non-serious attempts 2.10. Academic Honesty

3. Grading and Feedback 3.1. Criteria and Rubrics 3.2. Modified Criteria (MYP Years 1-4 only) 3.3. Deciding on a Grade 3.4. DP Examinations – Markschemes and Grade Boundaries 3.5. Group Work 3.6. Standardisation and Internal Moderation 3.7. External Moderation and Marking 3.8. Formative Feedback 3.9. Recording Grades

4. Reporting 4.1. Reporting Periods (Semesters) 4.2. Course Outlines 4.3. Subject-specific Criteria Grades 4.4. Overall Achievement Grades 4.5. Interim Achievement Grades 4.6. AtL/Effort Profile 4.7. Student Reflection and Goal-setting 4.8. 3-way Conferences 4.9. Reporting Timeline Appendix 1: Assessment Coversheet & Notification Form Appendix 2: Request for extension/resubmission of assessment task form Appendix 3: Responsibility Reminder Appendix 4: Letter of Academic Concern Appendix 5: Authenticity Declaration Appendix 6: A Guide to Accommodations, Adaptations And Modifications in the MYP

2 2 2 3 4 4 4 5 5 5 6 6 7 7 9 9 9 10 10 10 11 11 11

12 12 12 13 13 14 14 14 15

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1. Introduction 1.1 Definitions Summative Assessment The culminating assessment for a unit, term or course of study,

designed to provide a report on the student’s level of achievement against specific objectives.

Formative Assessment Ongoing assessment aimed at providing information to guide teaching and improve student performance.

Objectives The specific knowledge, understanding, skills and attitudes taught, so that students can achieve a subject’s aims.

Assessment Rubric A set of descriptors used to assess a student’s performance in a task. The descriptors are hierarchical and are associated with a numerical grade.

Criterion-referenced Assessment

Assessment based on deciding on levels of achievement against previously agreed criteria.

Norm-referenced Assessment

Assessment based on comparing student performance against the performance of other students.

Level of Achievement / Grade

Level of student success in reaching the subject’s objectives. The IB expresses this as a number value linked to a written statement.

DING! Online learning environment where learning and teaching resources, including relevant assessment information, is stored and available to students, teachers and parents. Students and parents can access this through student logins.

1.2 Purpose of Assessment Discovery College believes that assessment, both formative and summative, is an integral part of teaching and learning. The main purposes of assessment are to: • encourage appropriate student learning • judge student progress towards achieving curriculum objectives • inform and enhance teaching practice • provide meaningful and timely feedback to students, parents and external institutions • inform curriculum and assessment review 1.3 Indicators of Effective Assessment In general, effective assessment at Discovery College will: • affirm student success and progress • promote positive attitudes towards student learning • promote student responsibility – working to deadlines, timely submission of work, and acting on

feedback • take into account a variety of learning styles • be differentiated to account for the diverse backgrounds and needs of learners • reflect the international-mindedness of the programme and avoid cultural bias • make appropriate allowance for students working in their second language • provide a wide variety of different assessment opportunities • be relevant and motivating to students • be both formative (to assist students in building understanding, skills and knowledge) and summative

(to assess students’ acquired understanding, skills and knowledge) • be criterion-referenced (measured against established objectives) rather than norm-referenced

(measured against other students) • be ongoing and reflective • allow students to evaluate their progress and set targets for improvement • be internally moderated to ensure consistency



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In the MYP in particular, effective assessment will: • support the MYP’s fundamental concepts of Communication, Holistic Learning and Intercultural

Awareness • link to appropriate Areas of Interaction • allow students to respond meaningfully to the MYP Unit Question • provide opportunities for self-reflection (and self-assessment) in support of the Approaches to Learning

(ATL) Area of Interaction • be based on the application of the official MYP criteria in the final year of the programme • perhaps involve modified versions of the criteria in the first four years of the programme

In the DP in particular, effective assessment will: • be based upon and lead towards the types of assessment that will be used for the final formal

assessment of the course • be based upon the application of official DP criteria to a piece of work, or the application of an

examination markscheme and grade boundaries 1.4 Types of Assessment Tool Assessment should be ongoing and should make use of a variety of tools, including but not limited to: • Multiple choice tests • Written examinations • Essays • Timed essays • Verbal responses • Presentations • Project-style work including individual and group work projects • Posters • Experimental investigations • Directed laboratory work • Class discussions • Group-work participation • Debates • Compositions • Performances • Peer assessment • Self assessment • The creation of solutions to problems • The creation of short films • The creation of podcasts • Reflective writing A range and balance of assessment activities is expected, as no one style of assessment will properly cover all the objectives of a subject or appeal to the preferred learning styles of all students. 2 Managing Assessment Tasks 2.1 Notification and Deadlines Students should be given appropriate notification of all assessments. While this will vary from task to task, in general the notification period for an in-class task should be at least one week, and the notification period for the deadline of a hand-in task should be at least two weeks. When setting deadlines, teachers should consult the assessment calendar on Ding! and choose dates that spread out the workload of students as much as possible. Once set, teachers should avoid changing



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deadlines unless absolutely necessary. Teachers should ensure that sufficient time will be available, either lesson time or homework time, for students to complete the task within the given timeframe. 2.2 Instructions for Assessment Tasks For all assessment tasks, the following information should be given: • Indication of task content and conceptual understanding required • Form of the task, e.g. examination, essay, report, Powerpoint, podcast, sound file, etc. • Criteria to be assessed • An assessment rubric with task-specific clarifications as appropriate • Duration of the task • Milestones/drafts allowed for the task where appropriate • Final due date of the task • How the task should be submitted (e.g. hard copy, e-mail, www.turnitin.com, etc.) All written instructions should be posted on DING! In the MYP, the Assessment Coversheet & Notification Form (see Appendix 1) can be used. 2.3 Drafts for Written Tasks For extended pieces of work, it is often good practice to set a timeline for milestones that need to be achieved, such as completing research, writing a plan, writing a full draft, etc. It is also good practice to give appropriate formative feedback on some or all of these milestones. However, for summative assessment tasks (i.e. tasks that will be graded), it is important that the final work produced be solely that of the student. In the MYP, some tasks that are submitted for moderation have clear guidelines around teacher support that can be provided (for example, Language B writing tasks). These guidelines need to be strictly implemented. In the DP, for tasks that contribute to the final formal assessment of the course, there are very clear guidelines around the level of support that can be provided. In general, only one draft can be commented on by the teacher. “Where the end result of the activity is a relatively formal piece of written work, teachers are generally permitted to discuss the topic and approach with the student and give restricted advice on a first draft. Any subsequent amendment or editing must be by the student, so that the final work submitted for internal assessment is the student’s own.” (DP Assessment: Principles and Practice, p. 31) An example of guidance given in a subject guide (subject guides have similar guidance): “As part of the learning process, teachers can give advice to students on a first draft of the task. This advice should be in terms of the way in which the work could be improved, but this first draft must not be annotated or edited by the teacher. After making general comments on the first draft, teachers should not provide any further assistance.” (DP Language and Literature Guide, p. 30) 2.4 Submission of Assessment Tasks It is an expectation of Discovery College that all assessment tasks be handed in by all students on or before the agreed deadline. Students are advised to save their work and create at least one additional backup (e.g. hard drive, computer network) as they progress through assessment tasks to prevent losing an entire piece of work at the last minute.



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When oral presentations are to be assessed over a period of time (i.e. more than one lesson), students may be required to submit a copy of the presentation or notes on the day the oral presentations are to commence. 2.5 Extensions to Deadlines In Years 7-9, where the building of positive attitudes towards assessment for learning is of greatest priority, teachers should feel to use their discretion to provide additional time to submit work, especially if they feel students are working to their full capacity and the learning outcomes would be maximised by providing additional time. Teachers should feel free to exercise reasonable judgement when accepting late work, especially in cases where a student has demonstrated a high degree of commitment to the task, with demonstrable learning outcomes. If teachers are in any doubt of the value of allowing an extension, they should consult their HoD. In Years 10-13, where students are expected to have developed responsibility and self-management skills, extensions will only be granted for good reason, such as illness or injury of a student or family member, or difficult personal circumstances. Requests for extension should be made as far in advance as possible, with a minimum of 48 hours notice. Students should complete the Request for Extension/Resubmission of Assessment Task Form, which is available on Ding! and in Appendix 2. Students need to then submit this form to the relevant teacher who will advise the student of the outcome of their application. Heads of Department should keep a record of these forms for reference. In all Years, students who are on the SEN register should be given extensions to deadlines as appropriate (in consultation with the LDT), to allow them to achieve to their potential. In the DP, there will be occasions when it will not be possible to grant extensions as external deadlines are set by the IB. 2.6 Absence If a student is absent on the day of an in-class assessment task, or the day a hand-in task is due, the student must provide written evidence of illness or misadventure. Documentation (a signed letter from a parent and/or a medical certificate in the case of absences 3 days or greater) must be presented to the subject teacher upon the student’s return to school. If appropriate, arrangements will be made for an alternative time to complete the task. Please note that: • It is the responsibility of the student who has been absent to find out what work has been missed,

including assessment tasks, using Ding! for example. • Parents and students with prior knowledge of absence must notify the school in writing and the student

must consult with their subject teachers in order to discuss and put into place alternative arrangements for task completion.

• Students are expected to attend school during school time. Parents who wish to take their children out of school for any reason must inform the Head of Secondary. It is the responsibility of the student to complete the work missed, including assessment tasks.

• Students leaving school early, such as for a holiday, will not receive any consideration for missed tasks. • Unless the circumstances are exceptional, students will not be granted extensions or the opportunity to

re-sit assessments because of family holidays. In the DP, there will be occasions when students will not be able to submit work late, even if unavoidably absent, as external deadlines are set by the IB. 2.7 Resubmission of Assessment Tasks In Years 7-9, where the building of positive attitudes towards assessment for learning is of greatest priority, teachers should use their discretion to allow resubmission, especially if they feel students are working to



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their full capacity and the learning outcomes would be maximised by allowing this opportunity. Teachers should feel free to exercise reasonable judgement when allowing resubmission, especially in cases where a student has demonstrated a high degree of commitment to the task, with demonstrable learning outcomes. If teachers are in any doubt of the value of allowing resubmission, they should consult their HoD. In Years 10-11, students who wish to resubmit a piece of work should first discuss this with their teacher. If it is felt that resubmission would benefit the student’s learning, then the student is required to apply for this in writing by completing the Request for Extension/Resubmission of Assessment Task Form which is available on DING! and in Appendix 2. Students need to then submit this form to the relevant teacher who will consult the HoD and then advise the student of the outcome of the application. Heads of Department should keep a record of these forms for reference. In the DP, resubmission of summative assessment tasks will not normally be possible. Resubmission will only be allowed, in exceptional circumstances, with the approval of the DP Coordinator. 2.8 Consequences for Late Submission and Non-submission of Assessment Tasks If a student fails to submit an assessment task by the agreed deadline, the subject teacher will send parents a Responsibility Reminder (see Appendix 3) and inform them of the expectation that the work is to be submitted by a new deadline, which should not exceed 3 days. If the task is submitted by the new date, the students will receive feedback and grades will count towards the subject grade for that reporting period. There may, however, be an impact on levels awarded for the AtL/Effort Profile for the reporting period. If the task is not submitted by the new deadline, the subject teacher will send home a Letter of Academic Concern (see Appendix 4). The subject teacher will provide a time for the student to complete the task, at lunchtime, before school, after school or during a scheduled lesson. The work produced by the student during that time will be taken in and assessed according to the criteria. If, by the end of the reporting period, the student has still not submitted a particular piece of work, a grade of “non-applicable” (N/A) should be recorded for that task, as there is no evidence on which to make a judgement of achievement. There may also be a serious impact on levels awarded for the AtL/Effort Profile for the reporting period. Note that the achievement level of “zero” (0) should only be awarded when a student has submitted a piece of work but it does not meet even the lowest level of achievement in the assessment criterion. Persistent late submission or non-submission of assessment tasks is a serious behavioural/disciplinary issue and will be dealt with by the Dean and Secondary Leadership Team (SLT). Sanctions could include internal and external suspension, and ultimately parents could be requested to withdraw their child from the school. Students in Years 11-13 who do not submit assessments would be in danger of not being eligible for the MYP Certificate or the IB Diploma. 2.9 Non-serious Attempts Students must make every effort to seriously engage with all assessment tasks. Non-serious attempts include, but are not limited to, responses which: • mock the task • are intentionally offensive • are deliberately frivolous • show a demonstrable lack of commitment If a student submits a non-serious attempt, the teacher should follow the same procedure as for a late submission, described in section 2.8 above.



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2.10 Academic Honesty This section should be read in conjunction with the Discovery College Academic Honesty Policy. It is an expectation of Discovery College that students will follow the principles of academic honesty, to the best of their ability, at all times. However, we recognise that many the skills required to follow these principles, for example citing sources and writing a bibliography, need to be explicitly taught. Students submitting hand-in pieces of work that represent their own research and efforts may be required to complete and attach an Authenticity Declaration, found on DING! and in Appendix 5. The authenticity declaration is the student’s affirmation that: • the work they have completed is their own. • they have not allowed other students to unduly copy their work. The authenticity declaration should be used to encourage students to take responsibility to correctly reference their work and to act with integrity with their own, and others, work. For guidance in the handling of instances of academic dishonesty, refer to the Discovery College Academic Honesty Policy. Teachers have a responsibility to ensure that submitted work is the genuine work of the student. This is of particular importance for work that will be sent to the IB, for MYP moderation or for DP marking or moderation. All such work should be put through www.turnitin.com to be checked for plagiarism. In the DP, teachers should also follow the guidance given in subject guides. An extract from the ToK guide that would apply across all subjects is given below. “Teachers must ensure that essays are the student’s own work. If there is doubt, authenticity should be checked by a discussion with the student about the content of the essay submitted and scrutiny of one or more of the following: • the student’s initial proposal and outline • the first draft of the essay • the student’s references and bibliography for the essay, where appropriate • the style of the writing, which may reveal obvious discrepancies It should be made clear to students that they will be required to sign a written declaration when submitting the essay, to confirm that it is their own work. In addition, students must be made aware that their teachers will also be required to verify the claim made in the declaration.” (ToK Guide, p. 46) Teachers should not feel it necessary to have all summative tasks done during class time to avoid the risk of academic dishonesty. Taking away valuable teaching time from all students to avoid the risk of cheating by a very small number of students is neither necessary nor desirable. “Because of fears that people other than the student may contribute significantly to the work carried out, some assessment systems have either excluded internal assessment completely, or required that internally assessed tasks are carried out only under supervised classroom conditions. The IBO’s view is that this represents an overreaction. For internally supervised but externally marked work, both the teacher and the student are required to sign a declaration of authenticity. Teachers must also sign a declaration that internally assessed work is the student’s own. If evidence is subsequently found that the work is not genuinely the student’s, then a judgment of malpractice becomes a possibility (IBO, 2003b). Plagiarism, particularly via the Internet, is obviously a major concern, and strong measures are taken to discourage, identify and penalize plagiarized work.” (DP Assessment: Principles and Practice, p. 25)



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3. Grading and Feedback 3.1 Assessment Criteria All assessment tasks in the MYP, and many in the DP, use assessment criteria. These criteria contain descriptors used to assess a student’s performance in a task. The descriptors are hierarchical and are associated with a numerical grade. Assessment criteria: • support learning by providing clear guidance • provide transparency to the process for students, their families and teachers • provide clear, measurable evidence of learning • link generic descriptors and their command terms, e.g. analyse, evaluate, describe etc., to task-specific

clarifications There is great value in teachers and students co-constructing task-specific clarifications. As an exercise this empowers students by familiarising them with the expectations of the task, teaches them how to read the expectations of the task, set goals and plan according to task requirements, and demystifies the workings of assessment criteria. The use of assessment criteria should not be used exclusively with summative assessment tasks. There is much value in using criteria in formative assessment, encouraging students to see assessment as part of the process of continuous, ongoing learning, as well as helping students not to associate criteria exclusively with high-stakes summative assessment. 3.2 Modified Criteria (MYP Years 1-3 only) For the purposes of internal assessment in Years 7-9 only, assessment criteria may be adapted to be developmentally appropriate for the age of students. In Years 10-11, the final assessment criteria, as described in subject guides, must be used. Assessment tasks in the MYP may be modified for SEN students. For further information, please see Appendix 6: A Guide to Accommodations, Adaptations And Modifications in the MYP. 3.3 Deciding on a grade When using assessment criteria, the “best-fit” approach should be used. The following guidance is taken from the MYP Sciences Guide, but would apply across all subjects in the MYP and DP, whenever assessment criteria are used. “The descriptors for each criterion are hierarchical. When assessing a student’s work, teachers should read the descriptors (starting with level 0) until they reach a descriptor that describes an achievement level that the work being assessed has not attained. The work is therefore best described by the preceding descriptor. Where it is not clearly evident which level descriptor should apply, teachers must use their judgment to select the descriptor that best matches the student’s work overall. The “best‑fit” approach allows teachers to select the achievement level that best describes the piece of work being assessed. If the work is a strong example of achievement in a band, the teacher should give it the higher achievement level in the band. If the work is a weak example of achievement in that band, the teacher should give it the lower achievement level in the band.” (MYP Sciences Guide, p. 25) 3.4 DP Examinations – Markschemes and Grade Boundaries Examinations in the DP generally use standardised markschemes and grade boundaries which are published in subject reports. The grade boundaries are carefully selected to represent performance that fits the grade descriptors for each subject. This approach can therefore still be described as criterion-referenced, because the performance of each student is measured against grade descriptors rather than the performance of



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other students. DP subject reports and grade descriptors can be found on the relevant subject page of the Online Curriculum Centre (OCC), found at www.online.ibo.org (DC school code: 5747). 3.5 Group Work Working in groups is quite obviously a valuable educational experience. It is perfectly appropriate, on occasion, to use work produced by a group for summative assessment. The instructions for such tasks should make clear that there should be an equal contribution from each group member. When awarding grades, teachers should judge the performance of each individual student separately, although students may be awarded the same grades if they have contributed equally. The following guidance is taken from the ToK Guide, but could be applied to any situation where group work is assessed. “Participants in a group presentation should be marked individually, although all may be given the same marks if they have contributed equally. In a group presentation, not every student need speak for the same amount of time, but all students are expected to make a contribution and to participate actively.” (ToK Guide, p. 48) Sometimes some aspects of a task will be carried out in groups, for example collecting data for a science experiment. This is perfectly acceptable, even for work that will be used for internal assessment in the DP. However, any piece of written work, for example a practical report, should be done individually by each student in the group with no collaboration taking place after the data have been collected by the group. “Sometimes, group activities are permitted as a basis for internally assessed work, but where written work is to be submitted this must always be the individual work of each student.” (DP Assessment: Principles and Practice, p. 31) 3.6 Standardisation and internal moderation Teachers in subject groups must work together, on a regular basis, to continually develop a common understanding of assessment criteria and examination markschemes, and to strive for consistency of marking. This will involve both standardisation and internal moderation. Standardisation is when teachers discuss how to interpret and apply assessment criteria to a particular task, or a markscheme to a particular examination question. Teachers may provisionally mark a few examples before standardisation, to see how students have responded to the task or question. Teachers agree on a common interpretation before commencing final marking. Internal moderation is when two or more teachers teaching the same subject at the same level, compare marking after completing a class set. Each teacher selects a small sample (e.g. strong, average, weak) and these are re-marked by the other teachers. In cases of disagreement, teachers discuss and reach a consensus. If consensus is not reached, teachers may consult a more experienced teacher, for example in another school, or the MYP/DP Coordinator. A teacher may need to revisit the marks awarded to students, if the marks awarded are judged to be too lenient or harsh. Internal moderation is a requirement for tasks that will be submitted to the IB, for either the MYP or the DP. 3.7 External Moderation and Marking Tasks submitted for moderation at the end of the MYP, and some assessment tasks in the DP, are internally marked by teachers and then moderated by an external moderator. Depending on the judgement of the external moderator, the final grades of the students may be adjusted up or down. A moderator’s report is provided. It is essential that, year-on-year, teachers review their standards of marking based on this feedback, and make adjustments as necessary. For the purposes of internal reporting at Discovery College, the original marks of the teachers will be used.



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In the DP, some tasks are externally marked, e.g. the ToK Essay. Teachers should mark these tasks for internal reporting purposes, and for the purposes of establishing a predicted grade. All teachers should, year-on-year, compare their marking to the judgements of the external examiner and make adjustments accordingly. 3.8 Formative Feedback Students should receive meaningful feedback on all tasks. Feedback can take numerous forms including but not limited to: • Annotated written work • Verbal feedback to the class or individual • Written and/or verbal feedback linked to assessment criteria • Peer and self assessment When linked to assessment criteria, feedback should refer closely to the skills, objectives and content described in the assessment task’s notification and rubric. It should explicitly outline the areas the student could improve upon, as well as affirm the aspects of learning which are successful. Feedback should be timely and be sufficiently individual to allow students to see which areas of their work they need to address in order to improve further. Where appropriate, students should also complete self-reflections on assessment tasks. The written feedback can be provided in a variety of formats, including but not limited to: • Annotated hard copy of task and/or assessment criteria • Soft copy of task and/or assessment criteria, with comments using track changes or similar • E-mailed comments • Comments on a website, e.g. Googlesite, www.turnitin.com, digital portfolio • Student notes based on verbal feedback Parents should have access to the feedback, either directly or through the student. When hard copies of assessment tasks are sent home for parent review, it is recommended that parents sign and the students return to their teachers for record keeping purposes. 3.9 Recording Grades Teachers must maintain a markbook that records all summative grades awarded. This markbook should be kept securely and backed up on the school server. Heads of Department should have access to all teachers’ markbooks. Departments may like to establish a common markbook, perhaps online, in which all grades awarded by all teachers would be stored. 4. Reporting 4.1 Reporting Periods (Semesters) There are two reporting periods (semesters) in the year. Each semester is independent - the achievement grades at the end of that semester are based on assessment tasks during that semester only. Grades do not “carry over” into the next semester. The semester system is used because many Universities, particularly those in North America, require transcripts from Years 10-13, with two achievement grades from each Year. 4.2 Course Outlines The report for each subject would start with a description of work covered and assessment tasks done during the reporting period, specifying which strands of each criterion have been assessed. 4.3 Subject-specific Criteria Grades All subjects have subject-specific criteria. In the MYP, these are specified in the subject guides. In the DP, these need to be formulated by departments, but will generally mirror the different final assessment components of that subject. Some DP subjects may not have any subject-specific criteria and will have overall achievement grades only.



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In the MYP, each criterion should be formally assessed at least once, and preferably more than once, in each semester. In the DP, each criterion should be assessed at least twice, and preferably more than twice, in each semester. In the DP, some criteria will not be assessed in every reporting period, as tasks assessing particular criteria may only done at a particular part of the course. At the end of each semester, teachers need to determine the most appropriate achievement level for each criterion. Teachers will analyse the achievement levels of students over the course of the semester, paying particular attention to: • Patterns in the data, such as an increasing level of performance. • Anomalous or unexpected achievement levels. • Other influencing factors, such as the level of support given to particular students, or mitigating

circumstances such as illness. For example, a student working consistently at, say, level 4 will, in all probability, be awarded level 4 in the final assessment. If the student worked at level 4 and returned one performance of level 5, the teacher would need to decide whether level 5 truly reflected the level at which the student was performing at the end of the semester. If the teacher did not believe that level 5 was a true reflection of the student’s performance at the end of the semester, level 4 would be awarded. In another example, a student might have demonstrated an erratic performance over the semester, achieving a range of different levels for different tasks, for example, achieving 1, 8, 3, 4, 7 and 2 within a series of six assessment tasks. In this case, the teacher would look carefully at the individual student’s situation with regard to each assessment task. Were there any mitigating circumstances at the time of any of the tasks that would render the level(s) invalid? Does the student have special needs that were not catered for in particular tasks? Did the student have an inappropriate level of support (too much or too little) for any of the tasks? Ultimately, teachers will use the evidence provided in the student work to use a best-fit approach to make a final decision. They will then use a whole number to best describe the level achieved by the student. It should not simply be a numerical average of levels achieved. If there is insufficient evidence on which to make a judgement of achievement in a particular criterion, because insufficient assessment tasks have been submitted, the grade recorded should be “non-applicable” (N/A). Note that the achievement level of “zero” (0) should only be awarded when a student has submitted the required assessment tasks, but has not met even the lowest level of achievement in any of them. 4.4 Overall Achievement Grades At the end of each semester, teachers need to determine an overall achievement grade for each subject. In the MYP, the grades for the subject-specific criteria are added together and the grade boundaries applied. These grade boundaries are published in the MYP Coordinators Handbook and will be made available by the MYP Coordinator. In the DP, the method of determining the overall achievement grade will vary from subject to subject, but will match the relative weightings of the different assessment components of the course. In both the MYP and DP, the overall achievement grade will be on the 1-7 scale, and the grade gained should be consistent with the overall grade descriptors, published by the IB, given below. Grade Descriptor

1 Minimal achievement in terms of the objectives.

2 Very limited achievement against all the objectives. The student has difficulty in understanding the required knowledge and skills and is unable to apply them fully in normal situations, even



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with support.

3 Limited achievement against most of the objectives, or clear difficulties in some areas. The student demonstrates a limited understanding of the required knowledge and skills and is only able to apply them fully in normal situations with support.

4 A good general understanding of the required knowledge and skills, and the ability to apply them effectively in normal situations. There is occasional evidence of the skills of analysis, synthesis and evaluation.

5 A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a variety of situations. The student generally shows evidence of analysis, synthesis and evaluation where appropriate and occasionally demonstrates originality and insight.

6 A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a wide variety of situations. Consistent evidence of analysis, synthesis and evaluation is shown where appropriate. The student generally demonstrates originality and insight.

7 A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them almost faultlessly in a wide variety of situations. Consistent evidence of analysis, synthesis and evaluation is shown where appropriate. The student consistently demonstrates originality and insight and always produces work of high quality.

DP subjects also have their own overall grade descriptors that can be used instead or as well as the general descriptors above. 4.5 Interim Achievement Grades In Years 10-13, halfway through each semester, teachers will give an interim achievement grade on the 1-7 scale, based on the evidence available up to that point. If all criteria have been assessed, this could be done using the same procedure as for final semester grades. If not all criteria have been assessed, this could be done by using an adjusted set of overall grade boundaries, or by judging achievement based on the overall descriptors above. These interim grades are required for tracking the progress of students and identifying struggling students early in the process so that appropriate intervention can be made. The interim grades are indicative only and would not appear on transcripts. Years 7-9 are more formative in nature and therefore it is more difficult and less meaningful to give an overall interim grade based on the work done in half a semester. 4.6 AtL/Effort Profile In mid-semester reports, students will receive a judgement of their performance in the following areas: • Organisation • Social Skills • Effort In semester reports, students will receive a judgement on effort only. 4.7 Student Reflection and Goal-setting In semester reports, students will write a reflection on their performance so far, highlighting areas of strength and weakness. They will then formulate goals for the rest of the semester and identify strategies they will use to achieve these goals.



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4.8 3-way Conferences Shortly after each mid-semester report is issued, 3-way conferences will take place. This is an opportunity for students and parents to discuss progress with the teacher and receive targetted verbal feedback. 4.9 Reporting Timeline

Year Level Semester 1 (August – January) Semester 2 (January – June)

Years 7 - 9

Mid semester: Course Outline

ATL/Effort Profile Individual Subject Criteria

Student Reflection and Goal-setting 3-way Conference

End of Semester:

Course Outline Individual Subject Criteria Overall Achievement (1-7)

Effort Profile


ATL/Effort Profile Individual Subject Criteria Student Reflection

and Goal-setting 3-way Conference

End of Semester:


Effort Profile

Years 10 - 12


ATL/Effort Profile Interim Achievement Grade (1-7)


End of Semester:


Effort Profile




End of Semester:


Effort Profile

Year 13




End of Semester:


Effort Profile

As Y13 finish in April, they will receive an end of semester report in April. In place of a mid-semester report, they will receive trial exam

grades (1-7)

End of Semester: Course Outline

Individual Subject Criteria Overall Achievement (1-7)

Effort Profile

Assessment procedures - PYP Purpose of Assessment Introduction The purpose of assessment at Discovery College is to improve student learning, to provide information on student learning and to contribute to the efficacy of learning programmes. Assessment is the ongoing process of gathering evidence for and of learning. This evidence will be used to give recognition and timely feedback to the learners and all other stake holders. Assessment will reflect best practice that supports the learner and the teacher in the promotion of student achievement PYP At Discovery College we believe assessment is integral to all teaching and learning. It is central to the PYP goal of thoughtfully and effectively guiding students through the five essential elements of learning:

• the acquisition of knowledge • the understanding of concepts • the mastering of skills • the development of attitudes • the decisions to take action

Discovery College’s approach to assessment recognises the importance of assessing the process of inquiry as well as the products of inquiry. The main aim of assessment in the PYP at Discovery College is to provide feedback on the learning process and the development of the five essential elements to inform further learning. Students and teachers are actively engaged in assessing the students’ progress as part of the development of their wider critical thinking and self assessment skills. The assessment component in the school’s curriculum can itself be subdivided into three closely related areas.

• Assessing – how we discover what the students know and have learned • Recording – how we choose to collect and analyse data • Reporting – how we choose to communicate information

Assessing The assessment of the students’ development and learning is an essential component of the curriculum, and helps to inform continued development, learning and teaching. Students are observed in a variety of situations and a wide range of assessment strategies are implemented. At Discovery College the classroom employs a range of formative and summative assessments, which demonstrate student achievements. Summative assessment: aims to give teachers and students a clear insight into students’ understanding. Summative assessment is the culmination of the teaching and learning process, and gives the students opportunities to demonstrate what has been learned. It can assess several elements simultaneously: it informs and leads to improvement in student learning and the teaching process; it measures understanding of the central idea, and prompts students towards action. Formative assessment: provides information that is used in order to plan the next stage in learning. It is interwoven with learning, and helps teachers and students to find out what the students already know and can do. Formative assessment and teaching are directly linked and function purposefully together.

Formative assessment aims to promote learning by giving regular and frequent feedback throughout the learning process. This process helps learners to improve knowledge and understanding, to foster self-motivation and enthusiasm for learning, to engage in thoughtful reflection, to develop the capacity for self-assessment, and to recognize the criteria for success. There is evidence that increased use of formative assessment particularly helps those students who are low achievers to make significant improvements in their understanding. Assessment in the classroom includes:

• collecting evidence of students’ understanding and thinking • documenting learning processes of groups and individuals • engaging students in reflecting on their learning • students assessing work produced by themselves and by others • developing clear rubrics • identifying exemplary student work • keeping records of test/task results

Recording The Discovery College community use a range of methods and approaches to gather information about a students learning. They record this information using a variety of tools. Assessment

strategies and tools

Assessment tools

Rubrics

Exemplars

Checklists

Anecdotal records

Continuums

Assessment strategies

Observations

Performance Assessments

Process-focussed

Assessments

Selected

responses

Open-ended

tasks

Teachers use a range of methods to document the evidence of student learning and understanding. This at times includes video, audio, photographs and graphic representations. Teachers also have

written records of standard conversations, comments, explanations and hypotheses as well as annotated pieces of students’ work that form part of a student portfolio. Reporting Reporting on assessment at Discovery College includes communicating what students know, understand and can do. Reporting involves parents, students and teachers as partners and is honest, comprehensive and understandable to all parties. Reporting to parents, students and teachers occurs through:

• Parent Information Evenings • Conferences (parent- student-teacher) (student-teacher) and (Student Led) • The Portfolio • Gateway ARR – ongoing assessment online • The Exhibition

Parent Information Evening Parents gain information about the school from the Head of Primary and classroom teachers regarding the curriculum and classroom routines via this important evening that is held at the beginning of Term 1. ‘You tell us’ interview (previously Barriers to Learning) This is an optional interview where the teachers gain information in regards to their students through this interview and a parent survey. Teachers also have the opportunity to share with parents how their child is settling in to class routines. This interview can be requested by teacher or parent and is optional. Portfolio The Portfolio is an important part of the school’s reporting program. It provides a record of student effort and achievement in all areas of school curriculum and life as well as a dynamic means of three-way communication between parents, students and teachers. Each student has his/her own Portfolio, which is taken home three times a year and shared with their parents at the Three-way and Student-led conference. Gateway – ongoing online assessment (See policy for further information) Assessment information is reported at the completion of each of the following: Program of Inquiry units Mathematics English (Mathematics and English reports may form part of the trandisciplinary unit of inquiry) One report per Semester will be completed for each of the following curriculum areas Visual Arts Chinese Drama Music Physical Education Transdisciplinary Skills Teacher Comments

A teacher comment will be posted on Gateway for parents to access at the completion of each transdisciplinary unit of inquiry and mathematics unit. This summary will include references to the IB Learner Profile, the transdiciplinary skills and the essential elements of the PYP. Student Led Conferences Student Led Conferences are formal reporting sessions to parents, led by the students themselves. The teacher’s role in this process is to guide and prepare the students. The emphasis is on the discussion between a child and his/her parent. The focus of the Student Led Conference is on students’ progress – academic and social. Student Led Conferences are designed to give students ownership of the assessment of their learning, so they can become more actively involved and committed. These conferences make students accountable for their learning and encourage student/parent communication. Other benefits are that students learn to evaluate their own progress and build critical thinking skills, self confidence and self esteem. Parents become an active participant in their child’s learning and skills, and have an opportunity to help their child set positive goals. Students are trained to become confident participants and conference leaders. The development of their training will naturally be progressive as students move through the year levels. Clearly we would have different expectations about how a Year 1 student would report as distinct from a Year 6 student. Our aim is to build skill development beginning in Year 1 and moving through the year levels. Parents will be supported and guided with checklists and suggested questions so that they are informed about their child’s learning in the most effective way possible. Three Way Conferences Three Way Conferences are formal reporting sessions with both parents and students and are led by the teacher and the students. The Exhibition Students in the final year of the PYP carry out an extended, collaborative inquiry approach – the PYP Exhibition. At Discovery College this takes place towards the end of the school year. One of the purposes of the PYP Exhibition is to provide a forum for student driven reporting. Other key purposes include the following:

• For students to engage and report on an in-depth, collaborative inquiry • To provide students with an opportunity to demonstrate independence and

responsibility for their learning • To provide students with an opportunity to explore multiple perspectives of their topics • For students to synthesize and apply their learning of previous years, and to reflect on their

journey through the PYP • To provide an authentic process of assessing student understanding • To demonstrate how students can take action as a result of their learning • To unite the students, teachers, parents and other members of the school community

in a collaborative experience that incorporates the essential elements of the PYP • To celebrate the transition of learners from PYP to MYP education

Standardised Achievement Tests Standardised assessments are used as a part of the whole school assessment policy in an effort to gain as much information as possible about the student as a learner and about the programme. The types of assessment used in the school are many and varied and like the “jigsaw” analogy the information gained goes towards making up the whole picture.

Standardised assessments are specifically used for the following reasons:

• To inform teaching. • To provide information which shows growth over time

• To provide comparison with a peer group • To inform decisions about programs • To allow Learning Development Team to determine those students whose basic skills fall

outside the normal range expected for students of that particular age. This information is used alongside other assessment information to determine those students who will access support from the Learning Support Department. (see Learning Support policy)

• To form part of the process of reporting to parents

The database of standardized assessment data is available to teachers on the server. Teachers have information that helps them to form groups, plan the program and be aware of those with special needs. See Appendix 2 for details of standardized assessment tasks.

Discovery College Assessment Essential Agreement Parent/Teacher Communication All teachers are responsible for informing parents about the PYP and their program of inquiry units for the year using the following forms of communication:

• Parent Information Nights at the beginning of the year • Class Newsletters and emails • The College website • Inserts in the school newsletter • Inviting parents to view the learning of their children formally (mini-‘exhibition’, SLC or

celebration of learning events) or informally (when parents visit classes or student learning is sent home to share)

• Student portfolios • Three-Way Conferences • Student Led Conferences • Open days • The PYP coordinator will provide regular information about the PYP using a range of

communication strategies, eg newsletter articles, parent workshops etc

Assessment • Assessment and Online Learning Objectives should be planned at the start of the unit and

should demonstrate clear links between the assessment tasks and all components of the planner, ie central idea and lines of inquiry, key concepts, teacher and student questions, learning activities.

• Assessment strategies and tools should be varied and can include pre and post assessment tasks and formative and summative assessments.

• Assessments should include peer and self-assessment where appropriate. • Students should be involved in the development of some of the assessment activities and tools

(eg rubrics). When students are not involved in the development of assessment activities they need to be informed of assessment criteria

• Assessment will inform and direct future learning • Assessment at the college is working towards addressing all five of the essential elements

(knowledge, concepts, skills, attitudes and action) and the learner profile • Teachers will be familiar with and put in place the assessment policy of the school

Online Ongoing Reporting

• All staff need to be familiar with the ARR ongoing online assessment policy and practices. • Learning objectives should be planned at the start of the unit and should demonstrate clear

links between the assessment tasks and all components of the planner, ie central idea and lines of inquiry, key concepts, teacher and student questions and learning engagements.

• Teacher comments should be written to inform and direct future learning. • Where possible teacher comments should include learner profile and PYP attitudes language. • The online ongoing assessment is working towards addressing all five of the essential elements

(knowledge, concepts, skills, attitudes and action) and the learner profile. • Parents need to be informed when a new assessment criteria goes live. This can be

communicated with a sticker in the diary or an email. • Teacher’s need to forward the comments to their editing buddy as soon as completed and the

comments need to be returned within three days. • Collaborative teams discuss and decide when learning objectives and comments need to go

live for each unit • ICT team member to be invited to year level planning sessions to help with learning objectives

and criteria.

3-Way Conferences Preparation

• Have parents’ names recorded to refer to • Have evidence/work samples to share with parents - work samples (digital and hardcopy) and

portfolios • In your teams collaboratively discuss information that will be shared and how action will be

recorded • Complete a social survey (optional) • Read student file in case professional reports need to be referred to (Drop files) • Confer with Learning Development Team prior to interviews (If needed) • Teacher/ Buddy and Peer practice before three -way conference • Prepare student prompt sheets (Single subject and classroom) • Organise online booking system at least two weeks in advance • Dates need to be published in the school newsletter and on the school calendar well in

advance During the Conference

• Always begin and end with a positive comment about the child • Ask how parents and students are feeling about how the child is progressing • Give parents a strategy to take away to deal with a specific issue or problem (if there is an

issue) • Refer parents to web pages for resources/ strategies/ communication (teachers could

demonstrate on IWB during conference) • PYP coordinator to organise a reflection sheet

Follow-up • Record information/action for follow up during the interview • Reiterate with parents at the end of the interview those actions that you will be following up

on and the action the parent will now need to take • If an interview is going to take longer than the allocated time offer to meet again to continue

the interview at another time in the near future • If follow up is needed with CLT please refer students or parents

The Student • Students should be involved in choosing what is shared with parents • Where possible students should report to parents addressing all five of the essential elements

(knowledge, skills, concepts, attitudes and action) Student Led Conferences

• Students should be involved in choosing what is shared with parents • Students should report to parents addressing all five of the essential elements (knowledge,

skills, concepts, attitudes and action) • Teachers should meet and greet parents and roam around the room throughout the

conference • Classroom teachers and Specialists should meet together to plan what is being shared. • All year levels should be consistent in their approach to the SLC • Notices informing parents need to be distributed at least 2 weeks before the conference takes

place • Booking system will be open at least a week before the conferences • SLC dates need to be published in the school newsletter and calendar early in Term 2

Portfolios

• PYP Coordinator to write a cover letter for portfolios (purpose etc) • EA to meet with ICT tech to make covers • Each student has their own portfolio which is taken home three times a year at the end of

each term and will be shared with their family and/or care-givers • Each student will share their learning portfolio at the three way and student led conferences

• Portfolios provide information about the content of the unit (CI and Lines of Inquiry including maths and language stand alone) and at least one work samples from each unit

• Each term the following work samples are included in the portfolio: Language A and B and Mathematics work samples POI Transdisciplinary Unit of Inquiry work sample.

• Twice a year the following work samples are included in the portfolio: Visual Art Drama PE Music

• A week before portfolios are sent home the single subject teachers need to give the cover page and work sample to the class teacher

• Portfolios should include a range of assessment strategies and tools and can include pre and post assessment tasks and formative and summative assessments.

• Assessment samples could include peer and self-assessments where appropriate. • Students should be involved in the selection and development of some of the work samples

and assessment samples. • All work samples need to be teacher acknowledged in some way and should be dated

Appendix 1 Reporting at Discovery College 2009/10 The following table gives parents a guide to Reporting at Discovery College over the period of the school year.

Term 1 Term 2 Term 3

Year 1 Three-way Conferences Report Portfolios

Portfolios Student-led Conferences Ongoing online report

Portfolios Ongoing online report






Portfolios Ongoing online report InCAS results









Portfolios InCAS results Exhibition Ongoing online report

Appendix 2 School Data Collection

YEAR LEVEL

TERM WEEK ASSESSMENT Assessed by REASSESS

1 1/2 Dibels - Phonemic Awareness

LDT As needed

1 3 PIPS Class Teach Term 3

3 EAL (Possibly listening and speaking continuum PYP)

LDT Each year for EAL

1 4 PM/ Alpha - assess Running Records Class teach Term 2 and 3

1 3 pieces of writing (FSiW) Class teach Term 2 and 3

Year 1

2 Possibly modified ‘Early Numeracy’ Interview

Class teacher LDT

?

1 Sounds of Spelling (Joy Alcock) Phonemic Awareness for identified at risk students

LDT Term 2,3 and as referred

1 PM/ Alpha - assess Running Records Class Teacher Term 2 and 3

1 Words Their Way Class teacher Term 3

1 2 PIPS Class teacher

1 Numpa (at risk Numeracy) LDT As needed

Year 2

1 3 pieces of writing (FSiW) Class Teacher 1 per term

1 PM Running Records and then PROBE

Class teach As needed

1 InCAS or ISA (Read, Writing and Maths)

Class teach


1 Words Their Way Class teacher Term 1, 3

1 SNAP Profile (Special needs assess profile)

LDT As referred

Year 3

1 3 pieces of writing (FSiW) Class teacher 1 per term

1 PROBE (at teacher’s and LDT discretion)

Class Teacher As needed

1 Words their way Class teacher Term 1, 3


1 ISA (Read, Writing and Maths) Class teacher

2 York (Reading diagnostic test for referred students)

LDT As needed

Year 4



Class Teacher As needed


1 ISA (Read, Writing and Maths) Class teacher


Year 5

2 York (Reading diagnostic test for referred students)

LDT As needed

Data collected in Data Base on server, student drop files and buff files


1 SNAP Profile LDT As needed


Class Teacher


1 INCAS OR ISA (Read, Writing and Maths)

Class teacher


2 York (Reading for identified students)

LDT As needed


1 Lucid (Literacy Reasoning) LDT As needed

Year 6

1 SNAP Profile LDT As needed

Appendix 3 Glossary

Assessment strategies

Observations

All students are observed often and regularly, with the teacher taking a focus varying from wide angle (for example, focusing on the whole class) to close up (for example, focusing on one student or one activity), and from nonparticipant (observing from without) to participant (observing from within).

Performance assessments

The assessment of goal-directed tasks with established criteria. They provide authentic and significant challenges and problems. In these tasks, there are numerous approaches to the problem and rarely only one correct response. They are usually multimodal and require the use of many skills. Audio, video and narrative records are often useful for this kind of assessment.

Process-focused assessments

Students are observed often and regularly, and the observations are recorded by noting the typical as well as non-typical behaviours, collecting multiple observations to enhance reliability, and synthesizing evidence from different contexts to increase validity. A system of note taking and record keeping is created that minimizes writing and recording time. Checklists, inventories and narrative descriptions (such as learning logs) are common methods of collecting observations.

Selected responses Single occasion, one-dimensional exercises. Tests and quizzes are the most familiar examples of this form of assessment.

Open-ended tasks Situations in which students are presented with a stimulus and asked to communicate an original response. The answer might be a brief written answer, a drawing, a diagram or a solution. The work, with the assessment criteria attached, could be included in a portfolio.

Assessment tools

Rubrics An established set of criteria for rating students in all areas. The descriptors tell the assessor what characteristics or signs to look for in students’ work and then how to rate that work on a predetermined scale. Rubrics can be developed by students as well as by teachers.

Exemplars

Samples of students’ work that serve as concrete standards against which other samples are judged. Generally there is one benchmark for each achievement level in a scoring rubric. Each school is encouraged to set benchmarks that are appropriate and usable within their particular school context.

Checklists

These are lists of information, data, attributes or elements that should be present. A mark scheme is a type of checklist.

Anecdotal records

Anecdotal records are brief written notes based on observations of students. “Learning stories” are focused, extended observations that can be analysed later. These records need to be systematically compiled and organized.

Continuums

These are visual representations of developmental stages of learning. They show a progression of achievement or identify where a student is in a process.


Effective Date:

Annual Leave Policy

20 May, 2009

Page 1 of 11 Annual_Leave_Policy-_26Jun09_v1.1

Title :

Annual Leave Policy

Status : Revision of Vacation Days policy





Effective Date:

Annual Leave Policy

20 May, 2009


CONTENTS

1. Purpose

2. Scope


4. Responsibilities

5. Leave Entitlement

6. Leave upon Termination of Employment

7. Compliance

Appendix I: Support Staff Annual Leave Entitlement Appendix II: ESF Employee's Annual Leave Application Form Appendix III: ESL Employee's Annual Leave Application Form


SMT


Date:

Date:

Date:


Effective Date:

Annual Leave Policy

20 May, 2009





By Date By Date



19May2009

SMT




Effective Date:

Annual Leave Policy

20 May, 2009


1. PURPOSE

The English School Foundation (ESF) believes that an appropriate work life balance is important for the health of all Staff Members. It helps Staff Members work at an optimal level. ESF provides annual leave to all Staff Members to promote work life balance. This Policy outlines the eligibility of Staff Members to annual leave and explains the procedures to be followed in applying for annual leave. The provision of annual leave meets or in most cases exceeds the requirements of the Employment Ordinance. 2. SCOPE

This Policy applies to Staff Members who are working under continuous employment contracts, as defined in the Hong Kong Employment Ordinance, in all ESF entities namely: -

1. Primary Schools; 2. Secondary Schools; 3. ESF Centre. Out of scope: This Policy does not apply to Hourly-paid Staff or Staff Members working less than 18 hours per week, and temporary Support Staff whose annual leave eligibility will be outlined in their conditions of service.















Effective Date:

Annual Leave Policy

20 May, 2009


4. RESPONSIBILITIES 4.1 Principals, Senior Managers and Line Managers

Principals, Senior Managers and line managers are responsible for the implementation of the Policy. They should ensure that all their subordinates take their full annual leave entitlement during the year in which it is due.

4.2 Staff Members Staff Members should submit their leave applications through iLeave, if available, or by completion of an annual leave application form, if not. Staff Members are advised to apply for their leave at least one week before the first date of their intended leave to enable the management to arrange work schedules.

5. PROCEDURE

Staff Members are entitled to all Hong Kong statutory and public holidays in accordance with the Employment Ordinance and the General Holiday Ordinance. Temporary teaching staff in their first three months’ of employment are entitled to statutory and public holidays on unpaid basis.

5.1 Teaching Staff Teaching Staff are not able to carry forward any leave days from one Common Leave Year to another as they are deemed to have taken all of their annual leave during the school holidays. Teaching Staff may not take annual leave during term time. No approval procedures are necessary for Principals, Vice Principals, Full-Time and Part-Time Teaching Staff unless they need to apply for special leave outside of school holidays and term breaks. In this case they should apply to the Principal (in the case of Teaching Staff), or the Director Education (in the case of Principals) using the Short Term Leave of Absence Application Form.

5.1.1 Principals and Vice Principals

School holidays and term breaks are deemed to be annual leave for Principals and Vice Principals, subject to their over-riding responsibility to ensure that their duties regarding the smooth running of the school during the school holidays and term breaks are undertaken, as outlined in their Conditions of Service. Any holiday shall be treated as being taken from the statutory entitlement first.

5.1.2 Full-Time and Part-Time Teaching Staff School holidays and term breaks are deemed to be annual leave for Full-time and Part-time Teaching Staff, who should use their annual leave during these periods. Any holiday shall be treated as being taken from the statutory entitlement first. Full-time and Part-time Teaching Staff are expected to start work at the beginning of the new school year at least one day prior to the official start of the school year, and in addition to any CPD days which may be organised ahead of the school year.

5.2 Educational Assistants (Full Time)


Effective Date:

Annual Leave Policy

20 May, 2009


Full Time Educational Assistants are entitled to school holidays. Time off whilst on school holidays shall be applied against any statutory entitlements to annual leave.

5.3 Support Staff excluding EAs Support Staff are entitled to paid annual leave according to their seniority and grade as per Appendix I. The Common Leave Year of ESF is from 1st September to 31st August the following year.

5.3.1 Annual Leave Entitlement Upon appointment or at the beginning of each Common Leave Year, Support Staff will

be credited in advance with their annual leave entitlement for the following year, pro-rated if they join part way through a Common Leave Year. See Appendix I for details of Support Staff Annual Leave Entitlement.

Support Staff who work part-time or are entitled to unpaid summer term break will be credited with pro-rated annual leave entitlement in proportion to the part-time fraction of their employment. For term-time Support Staff who only work during school terms, their annual leave entitlement is pro-rated appropriately.

In addition to the eligibility to gazetted public holidays are permitted as casual leave with the proviso that, should it be necessary for a Support Staff Member to be on duty on a public holiday, another day's casual leave shall be given as time in lieu.

5.3.2 Annual Leave Application Support Staff should apply to their line managers for approval using the iLeave system if available or the annual leave application form if iLeave is not available prior to taking annual leave. The maximum length of continuous annual leave that will normally be approved is eight calendar weeks. The needs of ESF require that most of this should fall within a major school holiday, subject to the over-riding necessity of maintaining the services of ESF and school offices.

5.3.3 End of Year Annual Leave Balance

Annual leave not taken by the end of the Common Leave Year may only be carried forward to the following Common Leave Year if approved by the Director HR for work-related reasons; such as work on a special project with a deadline to meet. Any leave carried forward must be used within the first three months of the following Common Leave Year. (i) Support Staff who joined ESF on or after 10 November 2008 may not carry forward

more than five days annual leave to the next leave year. (ii) Support Staff who joined ESF prior to 10 November 2008 may currently hold up to

one year’s untaken annual leave. However in the interests of a healthy work-life balance, Staff Members holding large carried forward leave balances will be required to reduce the balance to five days over a reasonable period of time. Details of their individual annual leave balance reduction plan should be worked out with the HR Department.

5.3.4 Term-time Support Staff


Effective Date:

Annual Leave Policy

20 May, 2009


Term-time Support Staff who take full school holidays as annual leave in an academic year (around 22 school holidays per year), may have taken leave in excess of their leave entitlement. The excess leave shall be managed at school level and Term-time Support Staff may be required to work during term breaks (including summer holiday) to make up for the excess leave. If such arrangements cannot be made, the excess leave will be designated as unpaid leave.

5.3.5 Annual Leave on a sick day, Typhoon No 8, Black Rainstorm or Other School/Office Closure If a Staff Member is sick, or if there is closure of school or office due to Typhoon No. 8, Black Rainstorm or health issues (in the case of school) during the approved period of annual leave, the sick days or day-off will be counted as part of the annual leave.

6.0 LEAVE UPON TERMINATION OF EMPLOYMENT

Annual leave entitlement of a Staff Member who resigns will be pro-rated to their resignation date. The Staff Member will receive pay in lieu of any untaken leave days or, if they have taken more than their pro-rated entitlement, will be required to pay to ESF in lieu of the excess leave taken.

7 FUNDING

No specific funding related to annual leave. 8 PROVIDING MISLEADING INFORMATION


9 EXTENSION OF LEAVE


10 COMPLIANCE



Effective Date:

Annual Leave Policy

20 May, 2009


Appendix I Support Staff Annual Leave Entitlement

Salary Scale

Years of service Annual leave

entitlement (Full Time Supporting

Staff)

Annual leave entitlement (Term Time Supporting

Staff)

Less than 10 years 15 working days 12.5 working days

Staff Members below Grade 4 of the Support Staff Pay Scale.

10 years and above 21 working days 17.5 working days

Less than 10 years 21 working days 17.5 working days

Staff Members on Grade 4 of the ESF Support Staff Pay Scale or above. 10 years and above 28 working days 23.5 working

days


Effective Date:

Annual Leave Policy

20 May, 2009


Appendix II ESF Employee's Annual Leave Application Form


Effective Date:

Annual Leave Policy

20 May, 2009

ESL Leave Form1 September 2008

Appendix III ESL Employee's Annual Leave Application Form VACATION / LEAVE APPLICATION FORM

Please Note : Staff Members : Application for three days leave or more must be submitted to your Section Head for approval at least two weeks in advance; application for two days leave or less must be submitted at least two days in advance. Section Head : Please forward the approved application to the ESF Office for record and file. A copy of the leave application form will be returned to the applicant for confirmation.

================================================================ Staff Member: _________________________ Date: _______________________ Position: _____________________________ Location: ____________________ Type of Leave Applied Annual Leave for the period ______________ to _________________ (total ______ days) (Date) (Date)

Sick Leave for the period ______________ to ___________________ (total ______ days) (Date) (Date)

(Please attach medical certificate)

No Pay Leave for the period ______________ to _________________ (total ______ days) (Date) (Date) Other Adjustments

________________________________________________________

________________________________________________________

________________________________________________________

Signature of Applicant: ______________________ Date: _____________ ================================================================ APPROVAL:


Effective Date:

Annual Leave Policy

20 May, 2009

ESL Leave Form1 September 2008

Signature of Section Head ___________________ Date: _____________ Signature of Director ___________________ Date: _____________ OFFICE USE ONLY: Leave Record updated by ____________________ Date: _____________ Leave Balance 2008/2009 ____________________ days

HR Policy Annual Leave – Appendix II Annual Leave Application Form (For staff not using iLeave) Annual Leave Entitlement: Staff Name:

days Leave Entitlement Change: Effective: Joined Date:

From

days to

days

Application Day Leave applied for (-) Leave cancelled / leave entitled (+) Leave Record Updated by HR /school office

Period No. of Days Period No. of Days

Approved by (signature)

Date Balance

Annual Leave Policy – 26 Jun 09 v1.1


Effective Date:

Adoption Leave Policy 20 May, 2009

Page 1 of 7 Adoption_Leave_-_11Jun09 v1.1

Title : Adoption Leave Policy

Status :

New Policy





Effective Date:



CONTENTS

1. Purpose

2. Scope


4. Responsibilities

5. Procedure

6. Return to Work

7. Funding



10. Compliance

Appendix I: Short Term Leave of Absence Application Form


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Date:

Date:

Date:


Effective Date:






By Date By Date


19May 2009

SMT




Effective Date:



1. PURPOSE

The English Schools Foundation (ESF) supports family friendly practices and practices that support good health and welfare of its employees. This Policy outlines the eligibility of Staff Members to Adoption Leave and explains the procedure to be followed in applying for Adoption Leave. There is no provision for Adoption Leave under the Employment Ordinance. 2. SCOPE

This policy applies to the Staff Members, Principals and Full-Time Teaching Staff in all ESF and ESL entities, namely: 1. Primary Schools; 2. Secondary Schools; 3. Private Independent School; 4. Kindergartens; 5. ESL Head Office; 6. ESF Centre. Out of Scope: This policy does not apply to Part-time Teachers, Support Staff and EAs.

3. DEFINITIONS / ABBREVIATIONS ESF - the English Schools Foundation ESL - ESF Educational Services Limited Chief Executive - Chief Executive Officer of ESF Senior Managers - Members of the Senior Management Team of ESF or


kindergarten Director HR - Director Human Resources of ESF Teaching Staff - An inclusive description for all teachers; Full-time and

Part-time. Support Staff - An inclusive description for all non-teaching roles in



Effective Date:




Principals and Senior Managers are responsible for approving Adoption Leave to eligible Staff Members as set out in this Policy.

4.2 Staff Members Staff Members are responsible for submitting their application to their Principal or Senior Manager as appropriate, and for providing true and correct information for the application of Adoption Leave.

5. PROCEDURE

5.1 Eligibility To qualify for Adoption Leave on full pay, a Staff Member must:

(i) be newly matched with a child under the age of eighteen years for adoption by an approved adoption agency or Social Welfare Department;

(ii) have notified the adoption agency or Social Welfare Department that they agree that the child should be placed with them;

(iii) have completed forty weeks’ continuous service immediately prior to the week in which they are notified that the child is to be placed with them;

(iv) provide the placement letter issued by the approved adoption agency or Social Welfare Department.

Adoption Leave does not apply to step-family adoptions or adoptions by a child’s existing foster carer where there is no placement. In the event of both adoptive parents being Staff Members, only one parent will be entitled to take Adoption Leave. The other parent will be entitled to Paternity Leave providing they meet the requirements in respect of such leave (See Paternity Leave Policy for details). Staff Members who do not have sufficient service to qualify for Adoption Leave on full pay, but who satisfy each of the other eligibility conditions, will be granted unpaid Adoption Leave. This policy also applies where a child is adopted from overseas, although the detailed operation of the policy may differ slightly due to practical considerations.

5.2 Length of Adoption Leave Provided a Staff Member meets the eligibility conditions and complies with the notice requirements below, they can take up to eight calendar weeks’ Adoption Leave. The eight weeks shall be a continuous period counted from the date of the commencement of the leave. For the avoidance of doubt, any rest day, holiday or term break that fall during Adoption Leave shall be counted as part of the Adoption Leave and shall not give rise to any eligibility to an additional or other rest day or holiday or to holiday pay in the case of a Staff Member who is paid Adoption Leave pay for that holiday. Where a Staff Member


Effective Date:



is on unpaid Adoption Leave they shall only be entitled to pay to the extent required by any relevant provision which may exist under the Employment Ordinance.

5.3 Commencement of Adoption Leave A Staff Member can choose to commence the Adoption Leave:

(i) on the date of the child’s placement (whether this is earlier or later than expected) or

(ii) on a fixed date, which can be up to seven calendar days before the expected date of placement.

Adoption Leave can commence on any day of the week.

Only one period of Adoption Leave will be available irrespective of whether more

than one child is placed for adoption as part of the same arrangement. 5.4 Notification Requirements A Staff Member is required to notify their Principal or Senior Manager as appropriate,

of their intention to take Adoption Leave within five working days of being notified by the adoption agency or Social Welfare Department that they have been matched with a child for adoption with the following information: (i) the date of the notification issued by the adoption agency or Social Welfare

Department; (ii) the date the child is expected to be placed with the Staff Member; and (iii) the date on which they wish the Adoption Leave to start (see Section 5.3

above). If for any reason the date on which they proposed to commence the Adoption Leave

changes, they must give at least four calendar weeks’ notice of the change, or as soon as it is reasonably practicable.

5.5 Benefits during Leave During Adoption Leave and subject to the Staff Member’s final date of employment as per their Conditions of Service: (i) the Staff Member’s contract of employment continues in force; (ii) all benefits (other than payment of salary and MPF/Provident Fund in the case

of unpaid Adoption Leave) which a Staff Member is receiving immediately before they begin Adoption Leave will continue.

In cases of unpaid Adoption Leave, the reduction in salary earned over the period of a contract will also impact any future gratuity.

6. RETURN TO WORK

Should a Staff Member wish to return to work earlier than a date previously specified, they must discuss with their Principal or Senior Manager in order to reach a mutual agreement. There is no guarantee that a Staff Member can return to work prior to the previous agreed end date of the Adoption Leave.


Effective Date:



If a Staff Member does not wish to return to work at the end of the Adoption Leave, they must give resignation notice in accordance with their Conditions of Service. If a Staff Member is not able to return to work at the end of the Adoption Leave due to illness, they should follow the normal procedure for reporting sickness.

7. FUNDING The budget for leave under this Policy is covered under the “Short Term Absence“ budget which is delegated to schools in the case of Teaching Staff.




ESL) may approve the extension of leave, on full, part or no pay.

10. COMPLIANCE


HR Policy 1.8 Acceptance of Advantage by Staff Member – Appendix II

Request for Permission to Accept an Advantage��

Name of Applicant:

Capacity:

��: �� School:

Date of Application:

��: ��

Details of the Advantage��

Details of offeror (name, address,

contact No.) ��

(��, ��, ��)

Occasion of the offer

��

Nature and estimated value of the

gift/advantage ��

Approved by:

�� (signature) �� (Name in Print) Title:

�� Prevention of Bribery Policy 10Jun09 v1.3


Effective Date:

Acceptance of Advantage by Staff Members

Policy (Prevention of Bribery Policy) 10 June, 2009

Page 1 of 9 Prevention_of_Bribery_Policy_-_10Jun09 v1.3

Title :

Acceptance of Advantage by Staff Members Policy

(Prevention of Bribery Policy)

Status : Revision of original policy on the Acceptance of Advantage by Employees





Effective Date:




CONTENTS

1. Purpose

2. Scope


4. Responsibilities

5. Principles

6. Compliance

Appendix I: An extract copy of the Section 9 of the Prevention of Bribery Ordinance Appendix II: Request for Permission to Accept an Advantage Form


SMT


Date:

Date:

Date:


Effective Date:







By Date By Date


25May2009

SMT




Effective Date:




1. PURPOSE

The English Schools Foundation (ESF) believes that honesty, integrity and fairplay are important principles in conducting its affairs. Therefore, all Staff Members should ensure that ESF’s reputation is not tarnished by dishonesty, disloyalty or corruption.

In official dealings, Staff Members may be offered advantages and this Policy outlines how they should respond. The Policy reflects advice given to ESF by the Independent Commission Against Corruption (Corruption Prevention Department) and complies with the Prevention of Bribery Ordinance. The Policy includes advice on Staff Members accepting copies of books, stationery and equipment for inspection or evaluation. 2. SCOPE This Policy applies to all Staff Members in all ESF and ESL entities, namely: -


3. DEFINITIONS / ABBREVIATIONS ESF - the English Schools Foundation



kindergarten. Chief Executive - Chief Executive Officer of ESF Director HR - Director Human Resources of ESF


Effective Date:





Principals and Senior Managers are responsible for considering any applications for permission to accept an advantage carefully, and review the potential impact on the Staff Member’s objectivity prior to granting such permission.

4.2 Chief Executive The Chief Executive is responsible for considering any applications from Principals or Senior Managers for permission to accept an advantage, and review the potential impact on the Staff Member’s objectivity prior to granting such permission.

4.3 Staff Members

Staff Members must consider the potential impact of accepting the advantage on their objectivity before making an application for permission to accept the advantage. Staff Members must familiarise themselves with this Policy as well as the Conflict of Interest Policy.

5. PRINCIPLES

5.1 The Prevention of Bribery Ordinance

Any Staff Member soliciting or accepting an advantage in connection with his/her work without the permission of ESF commits an offence under Section 9 of the Prevention of Bribery Ordinance. The term “advantage” as defined in the Ordinance includes gift, loan, fee, reward, office, employment, contract, service and favour (An extract copy of the Section 9 of the Prevention of Bribery Ordinance is attached as Appendix 1).

5.2 Soliciting Advantages

ESF strictly prohibits Staff Members from seeking any advantage from publishers, suppliers, contractors, pupils, parents, or any person in connection with ESF’s affairs.

5.3 Accepting Advantages

If the acceptance of an advantage could affect a Staff Member’s objectivity or induce them to act against ESF’s interests, the Staff Member must decline to accept an advantage. Similarly, if acceptance could lead to questions or complaints of bias or impropriety, the offer should be declined.

5.3.1 Where any of the following advantages are voluntarily given, without any corrupt

motive, general permission is given for the Staff Member to accept:

(a) small gifts by an individual pupil or parent, provided the value of the gift does not generally exceed HK$300;

(b) larger gifts given collectively by pupils or parents provided the value of the gift does not generally exceed HK$3000;

(c) copies of books and other curricular materials, stationery and equipment for inspection or evaluation, provided the value of the gift does not generally exceed HK$500. In this case, a report should be filed by the recipient, via the Principal, to the Director, Education for record;


Effective Date:




(d) discounts on goods including books, stationery and equipment, and services by

shops, bookstores, educational and other suppliers on account of being a Staff Member, provided the discount does not generally exceed 30%; and

(e) small gifts or souvenir items of a nominal value below HK$100 by suppliers or contractors.

5.3.2 Where a Staff Member wishes to accept any advantage not listed above he/she

must, before or as soon as possible after acceptance, seek the written permission of the Principal or in the case of ESF Centre Staff Members, the Chief Executive. The Staff Member should provide details of the advantage including the background of the offer or, the occasion of the offer, the nature and the estimated value of the advantage. Permission for a Principal to accept an advantage must be given by the Chief Executive. A copy of the request form is available in Appendix II.

5.3.3 Each school should keep a register of such gifts and all records of permission to

receive gifts. 5.4 Advantages Unrelated to ESF Duties

There is no restriction on the acceptance of advantages in the Staff Members’ private capacity, unconnected with their school duties, i.e. from a person who has no connection with the school. In case of doubt, the Staff Member should seek advice from the Principal or Chief Executive.

5.5 Prohibited Advantages

Advantages offered in connection with the following activities must not be accepted as permission will not be given:

(a) the appointment or promotion of school Staff Members; (b) the admission or promotion of pupils (other than fees approved by the Board of

Governors); (c) the conduct of any test or examination (except for approved official payments); (d) nominations for courses of training, study-trips, scholarships or other academic

awards involving either teachers or pupils; (e) donations to Staff Member rather than to the school; (f) rebates or commissions by a supplier or contractor to Staff Member rather than to

the school; (g) payments for the use of school premises or facilities to an Staff Member rather

than to the school; (h) holidays for school Staff Members sponsored by vendors and suppliers to the

school, including textbook publishers or booksellers; (i) fees for private tuition of pupils of the same school; and (j) payments by teachers on sick leave to other teachers to attend to their classes.

5.6 Entertainment

Entertainment is not an advantage under the Prevention of Bribery Ordinance. However, Staff Members are asked to avoid excessively lavish or frequent entertainment from persons with whom ESF has official dealings (e.g. suppliers or contractors) which could bring disrepute to the school or lead to embarrassment or a sense of obligation in the discharge of their duties and responsibilities. Food and


Effective Date:




drink offered as part of entertainment, other than that consumed, must not be accepted and taken away from the function. The Entertainment Policy outlines the limits and procedures to be undertaken when claiming for expenses.

5.7 Conflict of Interest Any Staff Member who has an interest in an activity, enterprise or business with a purpose related to the objects and powers of ESF, or who has a spouse, personal partner or a close family member in such a situation is open to accusations of conflict of interest or professional misconduct if they are perceived to have used their professional position for direct or indirect financial gain and must declare details of their interest to the Chief Executive. Further details are outlined in the Conflict of Interest Policy and Outside Activities Policy.

5.8 Outside Employment Staff Members who wish to take on paid outside work outside official hours, including those on a part-time basis, must seek permission to do so. Further details are outlined in the Outside Activities Policy.

5.9 Contravention of These Rules Any breach of ESF’s Policy will result in internal disciplinary action (see Disciplinary Policy) and may, in some circumstances, lead to prosecution under the Prevention of Bribery Ordinance.

6. COMPLIANCE



Effective Date:




Appendix I An extract copy of the Section 9 of the Prevention of Bribery Ordinance Chapter: 201 Title: PREVENTION OF BRIBERY ORDINANCE Gazette Number: Section: 9 Heading: Corrupt transactions with agents Version Date: 30/06/1997 (1) Any agent who, without lawful authority or reasonable excuse, solicits or accepts any advantage as an inducement to or reward for or otherwise on account of his- (a) doing or forbearing to do, or having done or forborne to do, any act in relation to his principal's affairs or business; or (b) showing or forbearing to show, or having shown or forborne to show, favour or disfavour to any person in relation to his principal's affairs or business, shall be guilty of an offence. (2) Any person who, without lawful authority or reasonable excuse, offers any advantage to any agent as an inducement to or reward for or otherwise on account of the agent's- (a) doing or forbearing to do, or having done or forborne to do, any act in relation to his principal's affairs or business; or (b) showing or forbearing to show, or having shown or forborne to show, favour or disfavour to any person in relation to his principal's affairs or business, shall be guilty of an offence. (3) Any agent who, with intent to deceive his principal, uses any receipt, account or other document- (a) in respect of which the principal is interested; and (b) which contains any statement which is false or erroneous or defective in any material particular; and (c) which to his knowledge is intended to mislead the principal shall be guilty of an offence. (4) If an agent solicits or accepts an advantage with the permission of his principal, being permission which complies with subsection (5), neither he nor the person who offered the advantage shall be guilty of an offence under subsection (1) or (2). (Replaced 28 of 1980 s. 4) (5) For the purposes of subsection (4) permission shall- (a) be given before the advantage is offered, solicited or accepted; or (b) in any case where an advantage has been offered or accepted without prior permission, be applied for and given as soon as reasonably possible after such offer or acceptance, and for such permission to be effective for the purposes of subsection (4), the principal shall, before giving such permission, have regard to the circumstances in which it is sought. (Added 28 of 1980 s. 4)


Effective Date:




Appendix II


Effective Date:

Acceptable Use of IT Policy 1 September, 2009

Page 1 of 6 Acceptable_Use_of_ICT_Policy.doc

Title : Acceptable Use of IT Policy

Status : New Policy



Originator : Cranston Chan, Head of Information Technology


Effective Date:



CONTENTS

1. Purpose

2. Scope


4. Responsibilities

5. Provisions

6. Compliance

Originator: Information Technology, ESF Centre Originator: Reviewed by: Approved by : Cranston Chan Head of Information Technology

SMT


Date:

Date:

Date:


Effective Date:




Revision No


Reviewed Approved

By Date By Date

A For review by SMT Cranston Chan

SMT




Effective Date:



1. PURPOSE

The English Schools Foundation (ESF) considers Information Technology (IT) an integral part of the teaching and learning processes. The network and computer systems are critical in supporting the schools’ day to day activities. With the introduction of the integrated learning platform, data and information are more readily available. The integrity and reliability of the computer systems are critical to the normal operation of ESF and its schools. This Policy outlines the guidelines which all Users should abide by when using ESF’s network environment, including accessing to the internet and other computing resources.

2. SCOPE

This Policy applies to all those who make use of or have access to any information technology or network equipment and facilities belonging to ESF, namely:

1. Staff Members in any ESF or ESL entity 2. Temporary Staff Members in any ESF or ESL entity 3. Guests who have been given permission to use or access ESF IT network

equipment or facilities. Users should read this Policy in conjunction with other related policies as well as HKSAR Laws and Ordinance including; IT Security Policy, Working at ESF Schools Policy, Working at ESF Centre Policy, Personal Data Handling Policy, Copyright Policy, HKSAR Personal Data Privacy Ordinance (PDPO), HKSAR Copyright Law. Out of Scope : This Policy does not cover monitoring of Staff Members; this is outlined in the Employee Monitoring Policy.This policy does not apply to students, who should refer to the separate acceptable use policy for students.


ESF - the English Schools Foundation. including ESF Educational Services Limited



kindergarten. Head of IT - The Head of Information Technology, ESF Centre Users - All users of any ESF owned information technology or

network equipment and facilities, except students.


Effective Date:




Principals and Senior Managers are responsible for the implementation of the Policy.

4.2 Users Users are responsible for complying with the acceptable use policies and practices outlined in this Policy.

4.3 Head of IT The Head of IT is responsible for communicating, monitoring and implementing the Policy across ESF.

5. PROVISIONS

ESF will purchase or lease IT equipment or facilities for use by Users. These include hardware, software, network, documentation and various outsourced services. The equipment and facilities is provided to Users for them to use to assist with carrying out their daily activities for ESF. By accessing ESF’s network and computing resources, each User is responsible for their appropriate behaviour and use. By implied consent, the User will comply with all applicable ESF or School policies and guidelines as well as the relevant laws in the HKSAR. Anyone who is using the equipment provided by ESF is responsible for its proper care and shall treat the equipment as if it was owned by themselves. Any loss or damage of the equipment must be reported to the Principal or Senior Manager. ESF reserves the right to claim the repair or replacement fee from the User.

5.1 Use of Computing Facilities

This Policy does not aim to provide an exhaustive list of acceptable usage behaviour. In general, the use of all network and computing facilities provided should be consistent with the missions and goals of ESF and individual schools. The facilities are provided to improve or enhance the working, teaching and learning experience of the Users and students. All Users should respect the use of the facilities by other Users and comply with the applicable laws of HKSAR (including but not limited to the Copyright law and the Personal Data Privacy Ordinance) and the relevant policies set by ESF and the schools. Each User should also access the computing and network facilities with their assigned unique identification. ESF does not prohibit Staff Members from using the internet or email for non-work related reasons, however, Staff Members should adhere to the Working at ESF Centre Policy or Working at ESF Schools Policy with respect to such use.


Effective Date:



Users should not use the facilities in an illegal or unethical manner. The following behaviour (which is not exhaustive) is unacceptable use of computing and network resources :- i) Introducing or propagating virus, spyware or other malicious software into the

computer systems and network ii) Intentionally interfering with the normal functioning of the computing systems and

network and deliberately perform acts that waste computer resources or unfairly monopolise resources to the exclusion of others. These acts include, but are not limited to actions that create unnecessary loads on network traffic associated with non-business-related uses of the Internet

iii) Attaching any unauthorised device onto the network iv) Intentionally compromising the security of the computer systems and information

stored inside the systems, including revealing their own personal identity and password to another third party

v) Using rude, vulgar, insulting or offensive language in electronic communication vi) Accessing, storing, displaying, generating and transmitting electronic materials,

whether in text, pictures or any other form, that are obscene, pornographic, defamatory or otherwise inappropriate

vii) Using computing resources for private business or commercial activities or illegal activities like hacking into other computing systems

viii) Hacking into the computer systems or carry out any unauthorised modification to the network, software, firmware or system parameters.

5.2 Personal Data and Software

ESF will not be liable for any loss or damage to any personal data stored in ESF equipment or facilities. All software running on PC or servers should have proper software licenses. No unauthorised software may be used in ESF, this includes pirated software, software without proper license or software from unknown sources. Use of software that enables the sharing of files on machines (such as foxy or BT) is strictly prohibited. All Users should observe ESF’s IT Security Policy.

6.0 COMPLIANCE

Any matters concerning the implementation of this Policy in a particular school/organisation should be raised with the Principal or Senior Managers with a view to reaching a mutually workable solution. Any matters of non compliance should be raised with the Head of Information Technology, ESF Centre. Failure to comply with this Policy may result in the Staff Member concerned facing disciplinary action, as outlined in the Disciplinary Policy, which may include dismissal.

Academic and Non-Academic Performance Indicators for Students Primary (Years 1-6) Academic Year 1 - The Performance Indicators in Primary Schools (PIPS) Year 3-6 - Interactive Computerised Assessment (InCAS), International Schools Assessment (ISA) English component and online diagnostic testing using Assessment Tools for Teaching and Learning (e-aSTTLE) School based formative and summative assessment against PYP standards and Competencies including formal reports Student portfolios involving teacher, peer and self assessment Student led conferences with parents 3 way conferences with parents, teachers and students Non-academic IB Learner profile School Awards and Prizes ESF Awards and Prizes Local/National Awards (sporting, cultural and academic) Secondary (7-13) Academic Year 7 to 9 - International Schools Assessment (ISA) Year 7 & 9 - Middle Years Information System (MidYIS) Year 11 – Year Eleven Information System (Yellis) Al years – Assessment Tools for Teaching and Learning (e-asTTLE) online diagnostic tool. School based formative and summative assessment against MYP standards and Competencies including formal reports Student portfolios involving teacher, peer and self assessment Student led conferences with parents 3 way conferences with parents, teachers and students Non-academic IB Learner profile School Awards and Prizes ESF Awards and Prizes Local/National/International Awards (sporting, cultural and academic)



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Academic Honesty Policy This document is to be read and implemented in conjunction with the Secondary Assessment Policy. At Discovery College we are committed to academic honesty and will continually strive to ensure that students, their families and staff understand what responsibilities this commitment embraces. The purpose of this policy is to outline what academic honesty means and the secondary school’s procedural responses to instances of academic dishonesty. The spirit of this policy is wholly aligned with the secondary school's commitment to restorative practices. As such, teachers should use their discretion when implementing this policy and reserve its use for significant infringements. Minor instances should be regarded as 'teachable moments' and teachers should feel free to exercise their professional judgment in dealing with minor and/or unintentional instances of academic honesty infringements. 1. What we believe At Discovery College we believe that honesty is a virtue and that all members of the College community have an obligation to treat the work and ideas of others with integrity. Towards this end the College commits itself to educating its community on what academic honesty is, how to be academically honest and how to take responsibility for the representation of their own, and others’, ideas. A. We believe that all students:

x should be honest in presenting all their school work x should not cheat x should seek inspiration from the ideas of other people and understand that it is acceptable to use

the ideas of others, they just need to be acknowledged x should understand that their teachers value their ideas and want them to present their ideas using

their own language and voice x should know that you must say ‘no’ to others who want to copy their work x should know that working in groups can be a wonderful learning experience, and what they present

to your teacher is their own work, expressed in their own words x should understand the benefits of properly conducted research and respect for the creative efforts of

others x should be given the opportunity to understand what academic honesty is and how to uphold the

College’s academic honesty expectations

B. We believe that all teachers: x should model good practice in academic honesty x should provide clear guidelines for learning tasks x should promote the benefits of properly conducted research and respect for the creative efforts of

others x should design learning tasks that require thinking skills, and are not able to be completed by simply

copying or falsifying information x should ensure that all their students understand a task’s requirements x should follow through with appropriate consequences when academic honesty is not respected x should use anti-plagiarism tools as teaching instruments in raising awareness of academic honesty x should make clear what the expectations are regarding academic honesty, such as in-text references

and bibliographies x should scaffold larger tasks, with opportunities to submit interim work or with milestone checks, to

help students maintain their own ‘voice’ in completing these tasks 2. Definitions of terminology used to describe academic honesty

x Academic honesty: Behaving and working honestly in researching and presenting schoolwork. This includes respecting the ownership of the ideas and material of other people, and behaving appropriately when sitting exams (IBO 2003 and 2009).



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x Plagiarism: The representation of other’s thoughts or work, as the student’s own in order to gain an unfair advantage. This includes using others work without citation or sourcing (IBO 2003 and 2009).

x Collusion is allowing one’s work to be copied or submitted for assessment by another (IBO 2009:3). There are times when students will collaborate with other students to complete their work. However, the final work must be independently produced, despite the fact it may be based on the same or similar data and/or research as another student (IBO 2009:4).

x Duplication is defined as the presentation of the same work for different assessment components or course requirements (IBO 2003:2).

x Cheating gaining an unfair advantage, including: a. Falsifying a record, data etc b. Use of mobile phones to text outsider, camera facility c. Using notes in a test d. Using a mobile to download information e. Commissioning another person to do the work f. Stealing papers, or downloading free papers from the internet g. Using an electronic language translators to ‘launder’ language h. Having a parent or tutor do assignments/assessments i. Submitting work, which has been submitted by yourself or another student for a previous of

different assessment task, or for a task at a different school j. Submitting work for one subject which had been submitted for another subject

x Intellectual property includes patents, registered designs, trademarks, moral rights and copyright. The law protects many forms of intellectual and creative expression (IBO 2003:2).!

!3. Processes and procedures In dealing with any issues regarding academic honesty, regardless of the type of intervention used, the intention will always be to bring about a behavioural change in the student. If a teacher suspects a student has deliberately committed an act of academic dishonesty, the flow chart below describes the procedures to be followed. When as assessment task has been submitted that is the authentic work of the student, feedback should be given and a grade awarded as normal. 4. Blatant acts of academic dishonesty The College reserves the right to deal with any student found to have been engaged in a blatant and/or serious act of academic dishonesty by using the consequences usually reserved for 3rd or 4th infringements. 5. Examples of conventions for citing and acknowledging original authorship Students can access academic honesty tools, such as referencing tools from the Discovery College Library Online Resources site at: http://www.netvibes.com/discoverycollegelibrary#Academic_Honesty. Teachers and students can also use PaperRater to access an immediate analysis of their work for plagiarism detection, spelling and grammar checks; style and word choice analysis, and other features at: http://www.PaperRater.com/ All teachers have access to www.turnitin.com and use it as a matter of course for assessments that will be submitted to the IB for marking or moderation. 7. References Discovery College Library Online Resources. (2010). Academic Honesty. Available: http://www.netvibes.com/discoverycollegelibrary#Academic_Honesty. Last accessed 27 April 2010. International Baccalaureate (2003). Academic honesty: guidance for schools. Geneva: International Baccalaureate Organisation. p1-21. International Baccalaureate (2006). Ethical Practice. Geneva: International Baccalaureate Organisation. p1 .



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International Baccalaureate. (2009). Academic Honesty. Available: http://occ.ibo.org/ibis/documents/general/specific_interest/malpractice/g_0_malpr_sup_0907_1_e.pdf. Last accessed 22 March 2010. International School Ho Chi Minh City (unknown). Academic Honesty in the Middle School at the International School Ho Chi Minh City (Internal Policy). Ho Chi Minh City: International School Ho Chi Minh City. p1-4. International School Moshi (unknown). International School Moshi Secondary School Academic Honesty Policy . Moshi: International School Moshi. p1-4. Mankato Area Public Schools (Year unknown). Cheating and how to avoid it. Mankato Area: Mankato Area Public Schools. p1-4. Moore, R and Davies L. (2009). Plagiarism in the Internet Age. Educational Leadership. 66 (6), p64-67.



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6. Flow chart for dealing with infringement of academic honesty policy Note: The number of infringements recorded as above applies to the time a student spends in Discovery College, not an academic Year or semester. They also apply across all subjects, not each individual subject.

4th Infringement: Consequences for a 4th (and further) infringement will be at the discretion of the College Leadership Team. These may include: x Exclusion from the MYP

Certificate x Withdrawal from the IB

Diploma x Being asked to leave

the school

Suspected case to be answered

Teacher suspects case of academic dishonesty

Teacher investigates: 1. Define the breach:

collusion, cheating etc 2. Determine student intent 3. Inform student – provide

student with opportunity to respond

Case closed.

Teacher informs the Learning Advisor, Head of Department, Dean and MYPC / DPC.

1st Infringement: x Record of infringement

kept on student file x Sanction letter

addressed to student (cc’ed to parents, LA, Dean and MYPC / DPC) sent home

x Interview with MYPC / DPC

x Resubmission of task, grade awarded as normal

2nd Infringement: x Record of infringement


addressed to parents (student, LA, Dean and MYPC / DPC cc’ed) sent home

x Interview with MYPC / DPC and parents

x Resubmission of task, grade awarded as normal!

3rd Infringement: x Record of infringement


addressed to parents (student, LA, Dean, MYPC / DPC and HoS cc’ed)

x Interview with MYPC / DPC, HoS and parents

x Resubmission of task, grade awarded as normal

No case to be answered

Discovery CollegeStyle Guide 2013-2014

Grow. Discover. Dream.

2 ʜ Discovery College Style Guide

Introduction

This booklet contains guidelines on design, logo and colour use, as well as preferred communication elements within and outside of the College.

Any member of the staff developing print or online materials that represent the College should follow the style guidelines outlined here. This guide a quick reference and is not intended to be comprehensive. ,I�\RX�KDYH�D�VLJQL¿FDQW�FRPPXQLFDWLRQV�SURMHFW��SOHDVH�FRQWDFW�WKH�Discovery College communications staff for assistance.

Contents

Name 3Vision Statement 3Spelling 4Font 4Logo 4Colours 5College Templates 5Photographs 5Numbers, Dates and Time 5Tone of Voice 6Capitalisation 6Punctuation and structure 6Email 7

Discovery College Style Guide �ʜ 3

Name

The name of the organisation is ‘Discovery College’. This is how it should be referred to in signage and most text. The organisation should be initially referred to as Discovery College (DC) in a written document and DC subsequently. In casual use with staff or VWXGHQWV��'&�FDQ�EH�XVHG�LQ�WKH�¿UVW�LQVWDQFH�

When referring to the organisation, the term ‘College’ is used (not school), and must begin with a capital ‘C’.

This handbook sets out many of the College’s policies and procedures.

ESFDiscovery College is part of the English Schools Foundation (ESF). ESF has its own GLVWLQFW�VW\OH�JXLGH��ZKLFK�FDQ�EH�REWDLQHG�IURP�WKH�'&�FRPPXQLFDWLRQV�RI¿FH�LI�QHHGHG�for frequent reference to ESF or ESF schools. A few common uses are noted here:

When mentioning ‘ESF schools’, the word ‘schools’ is not part of the name and therefore not capitalised. The same is true for ESF kindergartens, ESF primary schools and ESF secondary schools.

+RZHYHU��µ3ULYDWH�,QGHSHQGHQW�6FKRROV¶�LV�D�VSHFL¿F�QDPH�DQG�FDSLWDO�OHWWHUV�DUH�XVHG��The same approach should be used for ESF Centre.

Primary and Secondary‘Primary’ and ‘Secondary’ - in the sense of phases - should be capitalised to distinguish them from the more general sense.

The Primary language curriculum will be reviewed.

The primary concern is the budget.

Our Vision Statement

This statement is always communicated in the following format, either in its short version or full.

Short version: Grow. Discover. Dream.

OR

Full version:Grow. Be passionate about being the best you can be.Discover. Find wonder in the world around us.Dream. Dare to make a difference for yourself, humanity and our planet.


Spelling

The spelling convention for all Discovery College communications is UK English, as this is the dominant convention in Hong Kong. Please ensure that your language settings within all of your software, particularly MS Word is ‘English (UK)’.

Word endings would commonly be ‘-ise’ rather than ‘-ize’, i.e. capitalise not capitalize.

‘Learned’ not ‘learnt’ should be used. Similarly, use ‘while’, not ‘whilst’ and ‘among’ rather than ‘amongst’.

Fund-raising should be used, not fundraising.Use email, not e-mail.

Font

7KH�RI¿FLDO�IRQW�IRU�'LVFRYHU\�&ROOHJH�LV�µ7DKRPD¶��3OHDVH�XVH�LW�LQ�DOO�\RXU�communications, both internal and external, including emails.

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'R�QRW�MXVWLI\�WH[W�ZKHQ�XVLQJ�06�:RUG�XQOHVV�LW�LV�QHFHVVDU\�IRU�OD\�RXW�SXUSRVHV��-XVWL¿HG�WH[W�GRHV�DSSHDU�QHDWHU��EXW�SURGXFHV�µULYHUV¶�RU�PHDQGHULQJ�VSDFHV�WKDW�run through the text. This can be distracting over an extended piece of text. It is also problematic to edit.

Logo

Please use the bilingual DC logo wherever possible.

Do not stretch the logo or elongate it from its original shape. The proportion and spacing of the logo should not be altered in any way. Do not place it in a cluttered or busy background. A clear space around the DC logo will ensure it has the maximum YLVLELOLW\�DQG�LPSDFW�RQ�HYHU\�FRPPXQLFDWLRQ��'LJLWDO�ORJR�¿OHV�LQ�(36�DQG�-3*�IRUPDW�are available on Server 3 > College > Resources > Logo.

Logos for ESF, ESL and IB World School are also stored here, as are specialty DC logos IRU�WKH�/LEUDU\�DQG�WKH�37$��<RX�FDQ�DOVR�¿QG�D�'&�45�FRGH�KHUH�

Please note that logos placed here are for the use of the College. Please do not delete photos from this folder.


Colours

7KH�RI¿FLDO�FRORXU�RI�'LVFRYHU\�&ROOHJH�LV�Pantone 29CMYK C 100, M 60, Y 0, K 30RGB R 48, G 77, B 137Web #304d89

College Templates

Branded templates of various document formats (Word Document Letterhead, PowerPoint, keynote, etc.) can be downloaded from Server3 > Resources > College > Templates. Please use these wherever possible.

Photographs

Photos are vital for communications within and outside of the College. Photos must be minimum 300 dpi (usually 2 MB or more) to be of professional print quality or larger if to be used in a poster. Anything smaller is generally only suitable for web use.

Please share photos you take of College or Year Group events in the appropriate year/activity folder in Server3 > Resources > College > Photo Media Gallery.Please note that photos placed here are for the use of the College. Please do not delete photos from this folder.

Numbers, dates and times

Numbers from one to nine should be written as words. Use numerals for numbers greater than nine. Try to avoid numerals at the start of a sentence.

��,�ZDQW�¿YH�FRSLHV� I want 35 copies.

In Chinese, numbers from one to ten should be written as Chinese words. Use Arabic numerals for numbers starting from eleven. In tables and charts, use Arabic numerals when possible.

Dates should be written in the following format (day, month, year):

6 June 2013 6th June 2013 June 6, 2013Times are written as: 8.00am 8:00 a.m.

10.45pm 3:30pm

The ESF Logo colour (red) is:Pantone 1955CCMYK C 0, M 100, Y 60, K 35RGB R 137, G 0, B 51Web #890033


Tone of voice

Our tone is clear, direct and approachable. Avoid wordy and/or excessive formality; be friendly, not familiar. Write as if your audience was a well-respected mentor.

Capitalization

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Mark Beach is Principal of Discovery College. We need to recruit three principals.

Teachers and educational assistants should not be capitalised, but Year 5 Team Leader and Head of Science should, as there is only one.

7KH�VWDQGDUG�IRU�(6)�LV�WR�FDSLWDOLVH�WKH�³<´�LQ�<HDU�ZKHQ�UHIHUULQJ�WR�D�VSHFL¿F�\HDU�group, i.e. Year 5 or Year 2. The same is true for term numbers: Term 1, Term 2.

6XEMHFW�QDPHV�VXFK�DV�6FLHQFH��0DWKHPDWLFV��'HVLJQ��7HFKQRORJ\�VKRXOG�EH�capitalised, as should Learning Team.

Houses (as in College Houses) takes a capital ‘H’.

Title case and hyphens are used for Three-Way Conferences and Student-Led Conferences.

3-way conferences student led conferences

The phrase ‘unit of inquiry’ is lower case, but titles of units of work are written in title case with single quotation marks.

We completed a unit on ‘Forces’ in Term 2.

The terms pre-authorisation and authorisation are not capitalised.

If in doubt, it is better not to capitalise.

Punctuation and Structure

A single space should be used between sentences.

Mrs, Mr, Dr and other similar titles do not use a full stop.

Bulleted lists have no punctuation and begin with sentences that are not capitalised.


To emphasise part of the text, use italics or bold. Underlining should be used sparingly and all capitals are best avoided.

8VH�LWDOLFV�ZKHQ�FLWLQJ�WKH�WLWOH�RI�D�SXEOLFDWLRQ��QHZVSDSHU��PDJD]LQH��¿OP�RU�DUWZRUN��

Hitchcock’s The Birds�LV�D�WKULOOLQJ�¿OP�� This was reported by the South China Morning Post.

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The weather was terrible yesterday; an Amber Rain Alert was issued.

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All students will need to bring paper, pencils and erasers to class.

Email

All email signatures should be in this format:

Mark Beach | Principal | DISCOVERY COLLEGE | T 3969 1000 | M 9193 1466 | discovery.edu.hk

You may substitute the mobile number for the College fax number: F 2987 8115Font: TahomaSize: 10ptColour: Black and blue for DISCOVERY COLLEGE The physical address of the school isn’t required in the email signature, nor is your email address.

Email etiquette:�� keep emails short and to the point�� reply promptly�� GLVFXVV�RQO\�RQH�VXEMHFW�SHU�PHVVDJH��PDNH�WKH�VXEMHFW�KHDGHU�PHDQLQJIXO�� avoid “copying in” as a means of coercion. If you are not getting a reply for your

emails, try a different communications strategy such as calling the person directly�� if you need to forward emails, you should tell the original author that you’re

forwarding their email �� never reply in anger - take 10 minutes to cool down before committing to a

response�� always use correct spelling, punctuation and grammar�� double check your message before you click send

Education Team Policy Document

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Cyber-Safety

Page 1 of 6

Title : Cyber-Safety

Status : Current

Approval Date :

Date for Next Review :

Originator : Paul White

Originator: Reviewed by: Approved by : Paul White Learning Technology Adviser

Andrew Sortwell, Director of Education

Date:

Date: July 2009

Date:


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Cyber-Safety

Page 2 of 6




By Date By Date

A




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Cyber-Safety

Page 3 of 6

CONTEXT

The digital world is an increasingly important part of the lives of ESF students, both in their 21st century learning experiences at school and also in their home and private lives. This digital world is rapidly changing, with new tools and social networks appearing all the time. It is vitally important that students are prepared to cope with this world and the changes it brings. An analogy that is often used to help explain the approach we should take to cyber-safety, is teaching a child to swim. We know that water is dangerous, but we don’t ban children from water. Instead we create a secure environment where children can learn in safety.

BACKGROUND This policy was developed based upon the best practices currently employed in ESF schools; a review of what is being done in other schools around the world and the advice being offered by agencies such as the British Educational Communications and Technology Agency (Becta) and the Australian Communications and Media Authority. During the development procedure for this document, key groups of teachers and parents have provided feedback. A FRAMEWORK FOR CYBER-SAFETY

“Safeguarding Children Online” Becta 2009


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Cyber-Safety

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POLICIES AND PRACTICE Key questions for Schools: Does the school have a set of robust policies and practices? Do they have an acceptable use policy (AUP)? Is everyone aware of it? Do schools anti-bullying policies include references to cyber-bullying? Are there effective sanctions for breaching the policy in place? Have schools appointed an e-safety co-ordinator? Listed below is an Acceptable Use Policy (AUP) Template which has been given to schools. It has been formulated using accepted best practice: It has been written in the language of the intended users, i.e. students. It is It does not talk about specifics, but general types of behaviours. AUPs that try to name every specific unacceptable practice will always be out of date. It is short, as anything more than a single page is unlikely to be read. It specifies sanctions for breaching the policy and is signed by both student and parent. As a template it may be adapted slightly to meet the individual needs of each school. INFRASTRUCTURE Key questions for Schools: Is the school network safe and secure? Does the school use an internet service provider (ISP) that provides filtering for schools? Does the school use any additional filtering/monitoring products? All ESF schools use ISPs that provide internet filtering for schools and additional specific sites are blocked on the firewall. Internet activity can be monitored and spot checks are done. Students know that have no right to privacy when they are on the school network. Responsible behaviour is far more likely when students know that their online actions are monitored. EDUCATION AND TRAINING Key questions for Schools: Where and how do children receive e-safety education? How are staff – including support staff – trained? Is there a single point of contact in the school? Does the leadership team and school governors have adequate awareness of the issue of e-safety? There are ongoing training opportunities for Teachers and Education Assistants, to ensure that staff are up to date with developments in this area and that they have the best range of teaching resources available to them. It is important that schools ensure that staff have access to this training. Regular workshops are also made available to parents. It is the responsibility of schools to ensure that Digital Citizenship is built into the curriculum for students.


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Cyber-Safety

Page 5 of 6

Acceptable Use Policy (AUP) Template

Access to the school network is only granted to those who have a signed copy of this document on record.

These rules apply to any electrical devices • No Trespassing

• Do not touch another person’s laptop unless invited by the owner • Do not play with, use, or change another person’s user account • Do not access another person’s files or resources

• No Fooling Around • Do not play games at school, other than during social time in specifically

designated spaces • Do not access inappropriate websites or inappropriate material on your laptop

while at school • Do not chat unless given permission by your teacher • Do not attack, threaten or intimidate another student

• No Hogging • Do not take up bandwidth by downloading movies, music, pictures, or by

playing online games not directly connected to your learning • Do not store music, movies, pictures or files on the school network not

connected to your learning • Do not waste e-resources or material resources (e.g. network space; internet

bandwidth; printing) • No Stealing

• Do not download any illegal materials (e.g. cracked software, pirated music or movies, or any copyrighted materials) or bring such materials in to school

• Do not plagiarise i.e. present anybody else’s work as your own • No Spamming

• Do not forward or send any content not directly associated with your learning (e.g. advertisements, games, pictures)

• No Hacking • Do not deliberately or negligently spread viruses, malware, or spyware • Do not attempt to access any areas of the school network you do not have

permission to visit • No Hawking

• Do not run a business or seek to make profit using the school network


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Cyber-Safety

Page 6 of 6

Sanctions Computer Network activity is monitored and sanctions for breaches of the AUP are listed below:

• Withdrawal of privileges, including on-line access • Payment for cost of repairs

For serious breaches of rules: • Suspension or expulsion • Law enforcement agencies may be involved

Agreement – “I accept the above policy”

Name of Student: ____________________________________ Student Signature: ___________________________________ Date: ________________ Name of Parent/Guardian: ______________________________ Parent/Guardian Signature: _____________________________ Date: ________________


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ESF DRUG ABUSE POLICY

Page 1 of 22 ESF Drug Abuse Policy

Title :


Status : Current Policy

Approval Date :

Date for Next Review : 2010

Originator : Jonathan Straker


Effective Date:



CONTENTS

1. Purpose

2. Scope


4. Responsibilities

5. Procedure

6. Compliance

Appendix I: Further reference Appendix ll: General checklist for identifying possible drug abuse

Appendix lll: Drug abuse - concern report form Appendix IV: Screening centres and support agencies Appendix V: Addenda to EDB School Administration Guide

Originator: Jonathan Straker, Education Team, ESF Centre Originator: Reviewed by: Approved by : Jonathan Straker, Head of Student Support

SMT

Date: September 2009

Date:

Date:


Effective Date:






By Date By Date

A For review by SMT

SMT




Effective Date:



1. PURPOSE We believe in the promotion of a healthy environment and responsible lifestyles for all members of the schools' communities. In this context, we recognise the need for clear guidelines and procedures to deal with issues of drug use and abuse that may affect members of our student body. We believe in the importance of effective education programmes in the prevention of drug abuse and appropriate intervention where drug abuse may have occurred. We welcome moves by the Hong Kong Government to develop voluntary drug testing schemes in partnership with schools and look forward to opportunities for involvement in the process. 2. SCOPE This policy applies to all schools of ESF and ESL including:

Primary Schools Secondary Schools Private Independent Schools Kindergartens

The policy should be operated in conjunction with the ESF Exclusions Policy and the ESF Child Protection Policy.


ESF the English Schools Foundation ESL ESF Educational Services Limited Principal Principal of an ESF school or ESL school Pastoral Head School senior manager in charge of student welfare Staff Member Any employee of ESF and/or ESL Form Tutor Staff Member with direct responsibility for pastoral care

of individual student Head of Student Support Head of Student Support of ESF


Principals are responsible for ensuring that the procedures outlined in this policy are followed appropriately and fairly in the interests of each student and with due regard to the Hong Kong legal framework.

4.2 Pastoral Head


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The Pastoral Head co-ordinates the implementation of the policy, manages any liaison with the statutory agencies and supports staff training needs.

4.3 Staff Members

All staff must be aware of and implement the policy. Staff have a responsibility to pass on information in cases of known drug abuse or suspicions of drug abuse.

5. PROCEDURE 5.1 Aims

• To provide a framework to facilitate consistency of policy and practice in managing drug abuse issues across ESF schools.

• To encourage the involvement of the whole school community in implementing a common drug abuse policy.

• To provide clear and consistent guidelines for managing drug abuse related incidents and issues.

5.2 Student Entitlement

Students are entitled to:

• a safe and drug free environment • have access to and an understanding of the ESF substance abuse policy • an appropriate health and drug education programme • a supportive and caring system for dealing with drug related problems

5.3 Confidentiality

Confidentiality should be based upon the sharing of knowledge and assumes trust in each others' professionalism.

1. Parents should be contacted at an early stage and it is hoped that parents

would contact the school if they have any concerns. 2. Form Tutors should always be kept informed and fully involved in the process. 3. Where suspicions arise, teaching staff should be asked to monitor the

behaviour of the student but do not always need to be made fully aware of the individual circumstances of the student. (Appendix II is a general check-list of common signs and symptoms of drug abuse. Appendix III is a pro-forma to record specific concerns.)

4. Information should be passed on through the appropriate line management channels to the Principal.

5. When a student has been positively identified as being involved in drug abuse, all subject teachers are kept fully informed and are part of the monitoring procedure. Other key personnel, such as the School Nurse, should also be informed and involved.


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6. If a student is withdrawn/suspended or excluded from school, relevant staff are informed of the situation by the Principal.

7. When a student is suspended or excluded from school, it is desirable that the student's form group discuss the issue in an appropriate way with the Form Tutor and/or the Pastoral Head. It may be appropriate for the Pastoral Head to discuss the issue with the whole year group.

5.3 Testing

Drug testing forms a fundamental part of schools' procedure.

5.3.1 General points

1. A decision to test is taken through consultation between the Pastoral Head, his/her line manager and the Principal.

2. Parents should be informed by the school once the decision to test has been made.

3. Costs associated with testing should be borne by parents. 4. If testing is done in school, the school nurse should ensure that correct testing

equipment is in place. 5. Schools must regularly remind parents of all school policies, including the

drug abuse policy and seek their written agreement to these. It is recommended that this should be done on admission and annually thereafter.

5.3.2 Procedure

1. The decision to test is taken through consultation. 2. Parents are informed by the Pastoral Head that the school would like to

proceed with a drugs test. The student is then informed. In the case where parents cannot be contacted, the school could continue with the testing process.

3. i) If testing is done in school, the Pastoral Head accompanies the student to the School Nurse, who oversees the collection of the urine sample and the sample is taken to a pathological laboratory by a secure method of delivery. ii) If testing is not done in school, the Pastoral Head makes arrangements for the secure collection of the sample at the chosen pathological laboratory or hospital. It is important that adequate safeguards are taken to ensure that the sample is taken in a secure way. It is therefore preferable for testing to take place in school.

4. After the results are received, the Pastoral Head should inform the student and discuss possible support strategies (see section 5.6).

5.4 Search Rights

The school should aim to preserve the student's right to privacy; the student should not feel their rights are being infringed. Therefore the situation needs to be managed sensitively. (See Appendix V.)

5.4.1 What constitutes reasonable suspicion? a. Types of Behaviour:


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• Association with those known to be at risk • Seen to be involved in specific behaviour with money being exchanged • Has been under observation for some time and classic symptoms of

misuse have been recorded (see Appendix III). b. Information Received:

• Has been named by other parties as being at risk or in possession of drugs

5.4.2 Who has search rights?

The Pastoral Head determines if it is necessary to search the student and/or the student’s belongings. The line manager and parents should be consulted, beforehand if possible, and kept informed of proceedings.

5.4.3 Conduct of the search

• The search should be conducted quietly in a private room in the presence of a witness.

• It is never appropriate to do a manual body search (ie pockets) • If the student is not willing to empty bags or pockets, the Pastoral Head will

contact the Principal and parents. 5.5 Procedures in case of Possession

Procedure will vary depending on whether the student is trafficking drugs or not. Trafficking is defined as giving, but not necessarily selling, drugs to others. It can be established by the amount of drugs on the person, by the confession of the student themselves or the allegations of others.

5.5.1 If a student is found in possession of a quantity of suspicious substances:

1. The Principal is informed and from thereon is responsible for the safe keeping of the substance(s).

2. The Pastoral Head endeavours to establish whether the drugs found are for trafficking.

3. The Principal makes a decision as to whether the police are informed. 4. Parents are informed of the situation and asked to come into school. 5. The Principal, Pastoral Head and parents discuss the situation and the

Principal decides on a course of action.

5.5.2 If the school is convinced that trafficking is not involved: The following actions could be taken (dependent upon the previous drug history of the student): 1. A drug test is taken. 2. The student is suspended from school for a negotiated period of time. 3. The pattern of drug use for that student is established. 4. A drug counselling and rehabilitation programme is organised by the Pastoral

Head. This may involve outside agencies recommended by the school (see Appendix IIII).

5. Further action is outlined in section 5.6.


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Regardless of what action is taken, parents will be informed at an early stage. 5.5.3 If the school establishes that trafficking is involved:

1. Parents will be informed immediately. 2. The Principal will inform the police and ask parents to withdraw the student

from school in accordance with the ESF Exclusions Policy. 3. The school will offer the student support as outlined in 5.5.2.4 and

5.5.2.5 above. 4. The school will not refer the student to another ESF school.

5.6 Support and Aftercare 5.6.1 When a drug test proves positive, the following action should be taken:

1. The pattern of drug abuse is established with the student. 2. An interview is arranged with parents and an agreement made as to further

action. 3. The Principal, in consultation with Pastoral Head, will decide whether it is

appropriate for the student to remain in school or to be suspended for a period of time.

4. An appropriate contract is negotiated between the student, school and parents which should include the following:

• Counselling from an expert recommended by the school • Follow up testing • Classroom monitoring • Medical Examination • In-school counselling • Sharing of information between all members of the student’s

pastoral support team, respecting confidentiality. • Appropriate support to ensure continued academic progress • A time scale for review ( 4 - 6 weeks )

5. At review the contract may be extended or changed. It may be appropriate at this point to ask the parents to withdraw the student from school. Principals should give due consideration to the voluntary transfer process detailed in the ESF Exclusions Policy. Parents will be given information about help agencies and counselling regarding other schools.

6. Communication with other schools: i. There must be full disclosure of information between Pastoral

Heads, if a student is referred to another ESF school. This should be in the form of a letter or phone call outlining the reasons for transfer

ii. If a student goes to a non ESF school and references are required, recent problems should be alluded to sensitively. An opportunity to discuss the student verbally should be offered

5.6.2 When a drug test proves negative:

1. Parents are invited to discuss the situation and the concerns that the Pastoral Head has for the student.


Effective Date:



2. The following strategies are negotiated and agreed upon: i. Ongoing monitoring by classroom teachers ii. Regular counselling in or outside school iii. Medical examination iv. Further testing

3. A review is carried out by the Pastoral Head after 6 weeks. Parents and student are invited to evaluate the situation.

5.7 Related matters

Consumption of alcohol and smoking by students is not permitted: • on school premises at any time • during the school day • on school trips • at graduation balls or school social functions • to and from school

6. COMPLIANCE

Any matters concerning the implementation of this Policy in a particular school/organisation should be raised with the Principal. Any matters concerning non-compliance should be raised with the Head of Student Support, ESF Centre.


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APPENDIX l Further reference Dangerous Drugs Ordinance; Cap 134 of the statute laws of Hong Kong. Available online at: http://www.legislation.gov.hk/blis_export.nsf/CurAllEngDocAgent?OpenAgent&Chapter=134 School Administration Guide, Revised March 2009; Education Bureau. Available online at: http://www.edb.gov.hk/index.aspx?nodeid=681&langnoe1


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APPENDIX ll General checklist for identifying possible drug abuse (Also refer to Appendix IV of the ESF Child Protection Policy: Checklist for identifying possible child abuse). Behaviour Patterns � No appetite, sudden physical changes, losing/ gaining weight within a short period of time � Personal hygiene pattern changed � Antisocial behaviour Emotional and Psychological State � Emotionally unstable, aggressive, agitated, or depressed � Always putting blame on others � Marked changes in psychological state (easily nervous, restless) Family systems � Abrupt changes in family functioning School � Abrupt changes in school functioning, e.g. falling school grade or conduct, missing classes or school days � Low concentration in class and in study � Bringing a lot of money to school/work place � Asking for money from classmates Leisure and Recreation � Abrupt changes in hobbies or interests � No interests, or inert � Secretive communication with friends � Unexplained cash, new items or clothing � Always asking for money, or even stealing money/items from home/friends � Going to some high-risks spots, e.g. disco, rave parties, or games centres Presence of signs of drug use � Strange equipment: pills, medicine bottle, needle, tin foil, spoons, straw � Wearing sun-glasses inappropriately to hide dilated or constricted pupil � Wearing long sleeves inappropriately to hide needle mark � Strange smell from body, always scratching � Seriously decayed teeth


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APPENDIX III Drug abuse – concern report form This report form should be completed by any member of staff who has reason to be suspicious that a student is exhibiting common signs and symptoms of drug abuse. Name of person completing report: ……………………………………………………………… Position in relation to the student (ie teacher, form tutor, counsellor) ……………………… Student involved: …………………………………………. Form Tutor: ……………………….. Date Educational Symptoms Skipping classes Lateness to school or class General loss of interest/motivation Lower grades (not necessarily a radical drop) Dropping out of extracurricular activities Social Symptoms Change in behaviour (radical or otherwise) Change in friends Constant lying Disappearance of small items, clothing, money Suddenly into the borrowing of money Emotional outbursts Hostile attitude Unexplained appearance of money Secretive phone conversations Always going nowhere special Not sharing the identity of friends with parents Avoidance of anyone who might be confrontational Trivializing the effects of substance abuse Psychological Symptoms Depression or hyperactivity Talkativeness Mood swings Anxiety Confusion Hallucinations Lack of ambition and drive Apathetic attitude Loss of or increase in appetite Physical Symptoms Loss of coordination Eye changes Slurred speech Loss of memory Trembling Need marks


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Dreamy or blank expression Unexplained appearance of drug substances and/or paraphernalia

Disappearance of drugs from a medicine cabinet Overall changes in physical appearance Page 1 of 2

ADDITIONAL NOTES (DATED) Dates Actions to Follow Notes (if required)

Continue to monitor Recommend Drug Testing Inform Principal Contact Parents Form Tutor Initials ____ Pastoral Head Initials ____

Dates Actions to Follow Notes (if required)



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Dates Actions to Follow Notes (if required)


Page 2 of 2 (Additional copies of this page may be added.)


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APPENDIX IVi Screening centres Pathological laboratories offering drug testing facilities

HK Island PathLab Medical Laboratory Ltd 2861 1308 (4 branches) iRAD Medical 2525 4723 (2 branches) Queen Mary Hospital 2855 3067 Kowloon and New Territories Chan and Hou Medical Laboratories 2605 5015 (2 branches) Kowloon Hospital 2762 6263 Prince of Wales Hospital 2632 2584


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APPENDIX IVii Support agencies Organisation Narcotics Division, Security Bureau Address Queensway Government Offices, High Block, 30/F., 66

Queensway, Hong Kong Services provided • Preventing drug education programmes for schools

• Publications for the reference of teachers and parents Areas served Territory-wide Tel & Fax Anti-drug Abuse Hotline : 2366 8822 Fax: 2810 1790 Website http://www.nd.gov.hk Remarks Government Bureau Organistion Life Education Activity Programme Address 3/F Chung On Hall, 15 Stubbs Road, Hong Kong Services provided • Drug education programmes for primary and secondary

schools • Display board, mobile classrooms, parent programme

Areas served Territory-wide Tel & Fax Tel : 2530 0018 Fax : 2524 8878 Website http://www.leap.org.hk Remarks Fee-charging Organisation Community Drug Advisory Council Address G/F., 12 Borrett Road, Hong Kong Services provided • Preventive drug education programmes for primary and

secondary schools • Consultation service for schools on drug issues • Production of resources • Drug information resource library

Areas served Territory-wide Tel & Fax Tel : 2521 2880 Fax : 2525 1317 Website http://www.cdac.org.hk Remarks Free of charge Organisation Kely Support Group Address 2/F., East Wing, 12 Borrett Road, Hong Kong Services provided • Drug education programmes for international schools

including ESF Areas served Territory-wide Tel & Fax Tel : 2521 6890 Hotline: 9039 7472 (Cantonese) 9032 9096

(English) Fax : 2521 6853 Website http://www.kely.org Remarks Free of charge Organisation Barnabas Charitable Service Association Ltd Address Wing A & B, G/F, Lee Wah House, Lee On Estate, Ma On Shan,

NT Services provided • Drug education programmes for primary schools Areas served New Territories (Excluding Sai Kung and Tseung Kwan O) Tel & Fax Tel : 2640 1683 Fax : 2640 0391 Website http://www.barnabas.com.hk


Effective Date:



Remarks Free of charge Organistion PS33, Hong Kong Christian Service Address G/F., 33 Granville Road, Tsimshatsui, Kowloon Services provided • Drug education programmes for secondary schools

• Anti-drug education talks for teachers and social workers • Counselling and rehabilitation services for drug abusers

Areas served Kowloon West: Kowloon City, Shamshuipo, Yau Tsim Mong Tel & Fax Tel : 2368 8269 Fax : 2739 6966 Website http://www.hkcs.org Remarks Free of charge Organisation Cheer Lutheran Centre, Hong Kong Lutheran Social Service Address G/F., Shin Kwan House, Fu Shin Estate, Tai Po, N.T. Services provided • Drug education programmes for secondary schools


Areas served N.T. East: Tai Po, North Tel & Fax Tel : 2660 0400 Fax : 2662 0444 Website http://www.cheerevergreen-lutheran.org.hk Remarks Free of charge Organisation Caritas HUGS Centre Address No. 1, G/F., Mei Tai House, Fu Tai Estate, Tuen Mun, N.T. Services provided • Drug education programmes for secondary schools


Areas served N.T. West: Tsuen Wan, Kwai Tsing, Tuen Mun Tel & Fax Tel : 2453 7030 Fax : 2453 7031 Website http://www.hugs.org.hk Remarks Free of charge Organisation Hong Kong Jockey Club Drug InfoCentre Address Roof Floor, Low Block, Queensway Government Offices, 66

Queensway, Hong Kong Services provided • Guided tour services

• Preventing drug education programmes for schools • Providing drug education reference materials

Areas served Territory-wide Tel & Fax Tel : 2867 2831 Website http://www.nd.gov.hk Remarks Free admission Organisation Social Service Department, Society for Aid and

Rehabilitation of Drug Abusers Address 3/F., Duke of Windsor Social Service Building, 15 Hennessy

Road, Wanchai, Hong Kong Services provided • Preventing drug education programmes for schools

• Anti-drug education talks for teachers and social workers Areas served Territory-wide Tel & Fax Tel : 2527 7726 Hotline: 2574 3300 Fax: 2865 5455 Website http://www.sarda.org.hk


Effective Date:



Remarks Free of charge

Organisation Cross Centre, Tung Wah Group of Hospitals Address 9/F.,TWGHs Fong Shu Chuen Social Service Bldg., No. 6 Po

Man Street, Shaukeiwan, Hong Kong Services provided • Drug education programmes for secondary schools


Areas served Hong Kong Island: Central & Western, Easter & Wanchai, Southern & Island

Tel & Fax Tel : 2884 0282 Fax : 2884 3262 Website http://crosscentre.tungwahcsd.org Remarks Free of charge Organistion Evergreen Lutheran Centre, Hong Kong, Lutheran Social

Service Address No. 2 Horse Shoe Lane, Kwun Tong, Kowloon Services provided • Drug education programmes for secondary schools


Areas served Kowloon East: Wong Tai Sin, Sai Kung, Tseung Kwan O, Kwun Tong

Tel & Fax Tel : 2712 0097 Fax : 2712 9906 Website http://www.cheerevergreen-lutheran.org.hk Remarks Free of charge Organisation Caritas Lok Heep Club Address Hong Kong Centre: 12/F., Southorn Centre, 130 Hennessy

Road, Wanchai, Hong Kong Kowloon Centre: Unit 1-4, G/F., Yiu Tung House, Tung Tau Estate, Kowloon

Services provided • Drug education programmes for schools Areas served Territory-wide Tel & Fax Hong Kong Centre: Tel : 2893 8060 Fax : 2574 1726

Kowloon Centre: Tel: 2382 0267 Fax: 2383 0983 Website http://family.caritas.org.hk Remarks Fee negotiable for education activities Organisation Community Education Services, The Society of

Rehabilitation and Crime Prevention, Hong Kong Address G/F.,Chuk Yuen Community Centre, Chuk Yuen (South) Estate,

Kowloon Services provided • Primary school drug education programmes commissioned by

Narcotics Division Areas served Hong Kong Island, Kowloon Islands, Sai Kung and Tseung Kwan

O Tel & Fax Tel : 2726 0611 Fax : 2327 7909 Website http://www.sracp.org.hk Remarks Free of charge

Other anti-drug education activities and anti-drug talks for


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teachers and social workers can be arranged on a fee charging basis.

Organisation Hong Kong Sheng Kung Hui Welfare Council Neo-Horizon

Address G/F., Chung Kwan House, Chung On Estate, Ma On Shan, Shatin

Services provided • Drug education programmes for secondary schools • Anti-drug education talks for teachers and social workers • Counselling and rehabilitation services for drug abusers

Areas served NT East: Sha Tin, Tai Wai, Ma On Shan Tel & Fax Tel : 8202 1313 Fax : 2633 6630 Website http://www.elchk.org.hk/service Remarks Free of charge Organisation Chinese YMCA of Hong Kong – K & T Youth Outreaching

Social Work Team Address Unit 107 – 110, G/F., On Wu House, Cheung On Estate, Tsing

Yi, N.T. Services provided • Drug education programmes for primary and secondary

schools • Anti-drug education talks for teachers and social workers • Counselling and rehabilitation services for drug abusers

Areas served Kwai Chung & Tsing Yi, Tsuen Wan Tel & Fax Tel : 2434 0288 Fax : 2435 6347 Website http://www.ymca.org.hk/kto Remarks Fee negotiable for education activities Organisation Hong Kong Children & Youth Services – Tai Po District

Youth Outreaching Social Work Team Address G24, G/F, Heng Yue House, Fu Heng Estate, Tai Po, N.T. Services provided • Drug education programmes for primary and secondary


Areas served Territory-wide Tel & Fax Tel : 2667 7780 Fax : 2667 7149 Website http://cys.org.hk Remarks Free of charge Organisation Hong Kong Young Women’s Christian Association – Jockey

Club Lok Wah Integrated Social Service Centre Address G/F & 2-4/F, Lok Wah Estate Community Centre, Lok Wah

Estate, Kwun Tong, Kowloon Services provided • Drug education programmes for primary and secondary


Areas served Kwung Tong Tel & Fax Tel : 2750 2521 Fax : 2751 9099 Website http://itlw.ywca.org.hk


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Remarks Fee negotiable for education activities Organisation The Evangelical Lutheran Church of Hong Kong – North

District Youth Outreaching Social Work Team Address G/F Choi Wah House, No 119-121 Choi Yuen Estate, Sheung

Shui, N.T. Services provided • Drug education programmes for secondary schools


Areas served Secondary Schools in North District Tel & Fax Tel : 2671 5113 Fax : 2679 0167 Website http://www.elchk.org.hk Remarks Fee negotiable for education activities Organistion The Neighbourhood Advice-Action Council – Jockey Club

Tai Po (North) Children & Youth Integrated Services Centre Address 1/F., Neighbourhood Centre, Fu Heng Estate, Tai Po, N.T. Services provided • Drug education programmes for primary and secondary


Areas served Tai Po District only Tel & Fax Tel : 2662 1666 Fax 2662 1763 Website http://www.naac.org.hk/cyd.htm Remarks Fee negotiable for education activities


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APPENDIX V Addenda to EDB School Administration Guide (for aided schools) General Principles for Searching Students and Their Belongings at School a) The authority of a teacher is a delegated authority, therefore it should not exceed the power that a parent possesses, e.g. parents do not have the power to abuse their children physically or mentally, therefore, no such power can be delegated to the teachers; b) The delegated power should be the power that a reasonable parent would delegate to a teacher and is reasonable in the circumstances, e.g. parents have the power to bring their child to leave Hong Kong but no reasonable parent would delegate such a power to the teacher and such power is also unreasonable in the circumstance; c) If the principal or the teacher is in doubt, they should obtain explicit parental consent; d) Any action taken for the maintenance of discipline should be reasonable and appropriate; e) Under all circumstances, school discipline should be administered in a manner consistent with the child’s human dignity and in conformity with the present laws, including those laws on the right to privacy; and f) The school should inform students and parents clearly their disciplinary rules prior to admission and at the beginning of each school year. Principles and Procedures for Searching a Student’s Belongings a) The extent and manner in conducting the search should be proportional to the circumstances by taking into account the age of the child and the seriousness of the matter; b) The human dignity of that student should be protected and any embarrassment caused should be avoided as far as possible; c) When a teacher searches the belongings of a student, the student should be informed of the reasons for the search unless it is impossible or impracticable; d) The search should be conducted in the presence of that student and should be witnessed by a third party; e) If a teacher discovers any evidence during the search which may lead to a criminal prosecution, e.g. drug, the teacher should call the police immediately. It is because teachers do not have the power to conduct crime investigation, and the evidence discovered may be tendered as evidence in court, therefore, such evidence should be handled with care; otherwise, it may be inadmissible in court. Furthermore, whether criminal prosecution should be instituted is a matter for the police and the Department of Justice to determine; and f) It is also advisable for a teacher to obtain co-operation from the student. Principles and Procedures for Searching a Student’s Body a) Such search should only be conducted by a teacher of the same sex; b) The student should be informed of the reasons of the search and such search should be witnessed by a third party; c) The extent and manner in conducting the search should be proportional to the circumstances by taking into account the age of the child and the seriousness of the matter; d) The human dignity and feeling of a student should be protected and respected; e) If a teacher discovers any evidence during the search which may lead to a criminal prosecution, e.g. drug, the teacher should call the police immediately. It is because teachers do not have the power to conduct crime investigation and the evidence discovered may be


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tendered as evidence in court, such evidence should be handled with care; otherwise, it may be inadmissible in court. Furthermore, whether criminal prosecution should be instituted is a matter for the police and the Department of Justice to determine; and f) It is also advisable for a teacher to obtain co-operation from the student and under no circumstances should a teacher force a student to be searched. Otherwise, the teacher may be sued for assault.

Education Department Policy Document

Effective Date:

Prohibition of Corporal Punishment Planned date, 2009

Page 1 of 3 Prohibition of Corporal Punishment

Title : Prohibition of Corporal Punishment

Status : Current

Approval Date :

Date for Next Review : December 2009

Originator :

Originator: Originator: Reviewed by: Approved by :

Education Team

Andrew Sortwell

Date:

Date: February 2008

Date: February 2008


Effective Date:






By Date By Date

A SMT




Effective Date:



Prohibition of Corporal Punishment in Schools The purpose of this schools’ circular/administrative memorandum is to draw the attention of Principals and school staff the fact that the use of corporal punishment in schools in Hong Kong is prohibited. Within the ESF, corporal punishment is defined as any form of physical punishment. Physical contact with pupils should be avoided except in situations where it is necessary for their own safety. Principals are requested to bring the contents of this memorandum to the attention of all staff on an annual basis. Obviously, with the appointment of new staff, it would be opportune to do this early in each academic year. Please also ensure that any staff appointed during the course of the school year have the contents of this memorandum drawn to their attention. Principals are required to inform the Chief Executive of any allegations of the use of corporal punishment. The legal aspects of this memo are explained in detail in the Hong Kong Education Department circular of 9th October 1991 which was forwarded to all ESF schools.


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Typhoons and Rainstorms Policy

Page 1 of 6

Title : Typhoons and Rainstorms Policy (for Schools)

Status : Current

Approval Date :


Originator : Chris Forse, Head of Parent and Student Services


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CONTENTS

1. Rainstorm and Typhoon Warnings

2. Heavy Persistent Rain

3. External Examinations Originator: Chris Forse, ESF Centre Originator: Reviewed by: Approved by : Chris Forse, Head of Parent and Student Services

Jonathan Straker, Head of Student Support

SMT

Date:

Date: March 18, 2010

Date:


Effective Date:


Page 3 of 6




By Date By Date

A For review by SMT

SMT




Effective Date:


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1. RAINSTORM AND TYPHOON WARNINGS The rainy season lasts from April to September. Parents are advised to note the following arrangements, which apply in all cases except where students are taking external examinations (see EXTERNAL EXAMINATIONS below). TYPHOONS Before school hours: Parents should use radio or television (or consult the EDB or ESF websites) to receive announcements on the closure of schools. If Typhoon Signal Pre-8 or Signal 8 or above is raised prior to school hours, all schools will close. Kindergartens and the Jockey Club Sarah Roe School (JCSRS) will close if a Signal 3 is hoisted. The pre-8 signal indicates that the observatory expects to raise the 8 signal within two hours, giving school and families the opportunity to be prepared. If a signal is raised while students are travelling to school, the school is responsible for receiving the students and holding them until arrangements can be made for them to return home at an appropriate time. In school hours: With the government announcement of the closure of schools, all schools are to close. In that situation principals will ensure that safe and adequate arrangements can be made for students to return home. If that is impossible the school will inform affected parents that their children will remain in school until it is safe to release them or until a parent or designated responsible adult picks them up. Students will not be sent home on school buses once a Signal 8 or above has been hoisted. Lowering of signals: When a typhoon signal is lowered to no. 3 (or no. 1 for kindergartens and JCSRS) or all signals are cancelled, all schools will open on the next school day. 2. HEAVY PERSISTENT RAIN


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The Amber, Red, Black Warnings are independent of other warnings e.g. landslip or typhoon warnings.

RAINSTORM WARNING SYSTEM ACTION TO BE TAKEN AMBER All schools and kindergartens operate as usual RED OR BLACK (i) Before the start of school All schools will close for the whole day. If the

warning is raised at the time your child sets off for school (s)he should stay at home.

(ii) After students have set off for school, but before the commencement of school

Schools will accept those students who arrive, and retain them until it is safe to allow them to proceed home.

(iii) When classes are in session Schools continue until the end of normal hours and

students are retained until conditions are safe for them to return home.

Schools will not allow students to return home, including on a school bus when a Red or Black Warning is issued. In these circumstances children may only be released to a parent or designated responsible adult if requested by a parent to do so. Schools will not request parents to come to school to collect their children in dangerous conditions. If school buses can be arranged when the relevant signals are lowered, then they should run. If not, the school must advise parents (or designated responsible adult) to collect their children from school. Each school will have a contingency plan to cover inclement weather conditions and shall advise parents so that procedures are fully understood by all concerned. Schools that lie in areas prone to flooding or landslips will monitor conditions and take the necessary precautionary measures. When in doubt, parents should consult the school website for clarification on arrangements in inclement weather. When relevant observatory signals are lowered, the emergency notices will be removed from websites, indicating a business as usual situation. 3. EXTERNAL EXAMINATIONS It should not be assumed that the above procedures will hold for those taking external examinations e.g. GCSE, A Level or International Baccalaureate Diploma. Parents will be advised about contingency plans for extreme weather by the schools in their communications to parents on examination arrangements. Parents are advised to keep these arrangements easily available should such conditions arise. All schools will


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follow common procedures for each session of such examinations.


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Working at ESF Schools Policy 23 November, 2010

Page 1 of 11

3.2 Working at ESF Schools Policy – 23Nov10 v2.1

Title : Working at ESF Schools Policy

Status : Revised Policy

Approval Date : 23 November, 2010




Effective Date:


Page 2 of 11


CONTENTS

1. Purpose

2. Scope


4. Responsibilities

5. Procedures

6. Compliance


SMT


Date:

Date:

Date:


Effective Date:


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By Date By Date


6 June 2009

SMT

B Add smoking, alcohol and drug provisions Keith Tucker

16Nov 2010

SMT 23Nov 2010




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1. PURPOSE

The English Schools Foundation (ESF) makes every effort to promote a workplace which is conducive to Staff Members’ health and safety, professional development and job enrichment, as well as to enhance organisational effectiveness and efficiency. To achieve these, it is expected that Staff Members understand and observe the following guidelines:

• Conditions of Service • Working hours • Work beyond office hours • Operation of School Offices during School Holiday Periods • School Calendar • Healthy Working Environment • Dress code • Use of telephones, email and internet This policy is in compliance with the Smoking (Public Health) Ordinance (Cap. 371) and the Dangerous Drugs Ordinance (Cap 134). This policy also aims to provide information to Staff Members regarding access cards, salary payment methods, ENet and EAccess. 2. SCOPE

This Policy applies to all Staff Members in all ESF and ESL schools. 3. DEFINITIONS / ABBREVIATIONS


management team of ESL Staff Member - Any employee of ESF or ESL Director HR - Director Human Resources of ESF Principal - Principal of an ESF School or ESL School or kindergarten HR Department - the HR Department of ESF Centre Teaching Staff - An inclusive description for all teachers; Full-time and Part-time. Support Staff - An inclusive description for all non-teaching roles in ESF,


Alcohol - An inclusive description for any alcoholic beverage, malt beverage, fortified wine, or other intoxicating liquor.

Dangerous Drug - An inclusive description for any drug as defined in the Dangerous Drugs Ordinance (Cap 134) including narcotic drugs, hallucinogenic drugs, amphetamines, barbiturates, marijuana, anabolic steroids, or any other controlled substance including analogues and look-alike drugs.

Improper use of Toxic Substance

- Use or possession of any glue, cement, aerosol paint, or other substance with the intent of inducing intoxication or excitement of the central nervous system.


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Use - To sell, buy, manufacture, distribute, dispense, possess, use, or be under the influence of alcohol and/or controlled substances, whether or not for the purpose of receiving remuneration or consideration

Possess - To have on one’s person, in one’s effects, in an area subject to one’s control, or held by someone else on one’s behalf.

ESF location - Any ESF school or office building or on any ESF school or office premises (excluding ESF-owned private residences); in any ESF-owned vehicle or in any other ESF-approved vehicle used to transport students to and from school or school activities; off school property at any school-sponsored or school-approved activity, event, or function, such as a field trip or athletic event; or while a Staff Member is supervising students on behalf of the school district or otherwise engaged in school district business.


Principals are responsible for the implementation of the Policy. 4.2 Staff Members

Staff Members should observe the requirements of work conditions as outlined in this policy. They should inform the school office, immediately in writing, of any changes in personal circumstances that may affect their conditions of service.

4.3 HR Department

The HR Department is responsible for reporting to Staff Members any changes or variation to work conditions.

5. PROCEDURE 5.1 Conditions of Service

Staff Member employment is guided by the individual Staff Member’s Conditions of Service. Conditions of Service vary for different types of positions, but at a minimum contain information regarding: (a) Position (b) Contract Duration (c) Salary Payments and MPF Obligations (d) Benefits Eligibility (e) Leave of Absence (f) Notice Period (g) Retirement (h) Termination of Employment (i) Outside Employment (j) Protection of ESF’s Interests (k) Conflict of Interest (l) Grievance against Application of Conditions of Service (m) Governing Law


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5.2 Working Hours

Teaching Staff All Teaching Staff are required to perform such professional duties in such hours according to the time tables assigned to them reasonably from time to time by the principal of the school to which they are appointed. Support Staff All Support Staff are normally required to work a minimum of 39 hours per week (excluding lunch breaks). Part-time and hourly Staff (including Educational Assistants) are required to work such hours according to the work schedules assigned to them reasonably from time to time by their line managers. Discretion around the normal start and finish times and lunch break is granted to Principals to allow for work needs and for efficient operations.

5.3 Work beyond school operating hours Teaching Staff All Teaching Staff are required to fulfill a number of reasonable duties outside normal school operating hours and no overtime allowance will be paid. Support Staff If necessary, all Support Staff are expected to contribute to working beyond normally required hours to meet organization work needs. Overtime pay is not applicable to Staff Members except workmen as outlined in the Compensation Policy. However, Staff Members may apply for time in lieu, if eligible, as outlined in the Other Forms of Leave Policy.

5.4 Operation of School Offices during School Holiday Periods

Principals are responsible for organising appropriate staffing to ensure seamless operation during school holiday periods by planning Support Staff leave well in advance so that it is possible to have some office staff available and in school throughout the holiday period. There is a need for all school offices to be operational during school holiday periods to ensure that applications or enquiries from students or parents are dealt with and that building works can continue efficiently. Additionally Teaching Staff will be in contact over the holiday period so that they can prepare classrooms and facilities. The office should only remain unmanned with the permission of the Director HR under exceptional circumstances.

5.5 School Calendar All Staff Members shall observe all requirements as outlined in the school calendar.

5.6 Healthy Working Environment Aligned with the ESF Professional Code, Staff Members are expected to support ESF’s aim of providing a safe and healthy work environment by keeping all ESF locations smoke-, alcohol- and drug-free.

5.6.1 Smoke-free Environment It is an offence under the Smoking (Public Health) Ordinance (Cap. 371) for any person to smoke or carry a lighted cigarette, cigar or pipe in a designated no smoking area. All


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child care centres, schools and educational establishments are designated no smoking areas. All ESF locations (indoor and outdoor); schools, offices, sports grounds, car parks, play grounds, vehicles etc. are designated no smoking areas and no-one may smoke in these areas at any time. Additionally, Staff Members are expected to behave as role models to students and as such may not smoke when they are supervising students on behalf of ESF. Appropriate action will be taken against anyone found smoking at or within an ESF location, which for Staff Members may involve disciplinary action.

5.6.2 Use and Possession of Dangerous Drugs

It is an offence under the Dangerous Drugs Ordinance (Cap 134) for any person to have in his/her possession, smoke, inhale, ingest, inject or traffic a dangerous drug (as defined in Cap 134). The use or possession by any person of a dangerous drug, or improper use of toxic substance, without a registered doctor’s prescription is prohibited by ESF. Any Staff Member found using or in possession of any amount of dangerous drug, or improperly using a toxic substance, will be subject to disciplinary action which may result in summary dismissal and may include a report to the Police. Appropriate action will be taken against any other person (eg. parent, visitor, student) found using or in possession of a dangerous drug or improperly using a toxic substance at an ESF location, which may include a report to the Police.

5.6.3 Alcohol Consumption

The consumption of alcohol by anyone at ESF Schools, during normal school operating hours is prohibited. Any alcohol held on ESF premises must be in a student-free area and kept under lock and key. Additionally, alcohol may not be consumed: • by a Staff Member before or during school operating hours, whether at an ESF

location or not, such that the consumption may affect their ability to perform their duties;

• by a Staff Member irresponsibly (e.g. to excess) at an ESF location or in the presence of a student; or

• by a Staff Member or other adult whilst responsible for the care of students including at ESF-organised or sponsored trips or events, whether at an ESF location or not (eg. including on a field trip).

Exceptionally (e.g. festive celebration), with the prior consent of the Chief Executive or Principal, it may be acceptable for Staff Members to consume alcohol during school operating hours, where parents, other adults and students may be present. An appropriate number and level of seniority of Staff Member should be designated as the non-drinker to ensure the safety of ESF students and ESF property in their care. At some times (e.g. school fairs) after normal school operating hours, where parents, other adults and students may be present, a minimum of one Staff Member should be designated as the non-drinker to ensure the safety of ESF students and ESF property in their care.


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At all times Staff Members are expected to behave as role models and drink responsibly if in the presence of any student.

5.7 Dress Code

Staff Members are expected to present a clean and professional appearance which conforms to the school dress code when at school and when they represent the school.

5.8 Use of telephones, email and internet Telephone, email and internet facilities are provided to Staff Members to allow them to undertake their work duties and support the business of ESF or ESL. It is important to use these facilities appropriately to safeguard the interests of both the Staff Members and ESF or ESL. There are occasions when Staff Members might make private use of their telephone to send or receive calls, use a computer to send and receive personal email and use their Internet access for private use. In circumstances described below, such private use may be considered as legitimate, but it does not mean that such use is a formal benefit, nor does give Staff Members a right to such access. A number of jobs in ESF or ESL do not require access to these facilities and hence they are not provided.

5.8.1 Telephones It is recognised that there will be occasions when Staff Members need to make short, personal telephone calls using ESF or ESL telephones, both fixed lines and mobiles, in order to deal with occasional and urgent domestic crises. Other personal calls should be made by use of personal mobile phones. Where possible, these non-urgent calls should be made during scheduled breaks or when they do not interfere with work requirements. Equally, it is legitimate to receive personal calls about domestic crises and arrangements, and occasional, short, non-urgent calls can be received providing they do not adversely affect work requirements. For further information on reimbursement of mobile phones or PDA costs refer to the Mobile Phone Policy. The use of ESF or ESL telephones for either private or business purposes, which are in any way excessive (i.e. outside of the limits defined above), defamatory, obscene or otherwise inappropriate, will be treated as misconduct under the Disciplinary Policy. In serious cases this could be regarded as serious misconduct and may lead to dismissal. Where ESF or ESL has grounds to suspect possible misuse of its telephones, it reserves the right to monitor the destination and length of out-going calls and the source and length of incoming calls. This would not normally involve the surveillance of calls but in certain circumstances, where there are reasonable grounds to suspect serious misconduct, ESF or ESL reserves the right to record calls (for further information refer to the Employee Monitoring Policy).

5.8.2 Email As with telephone usage, it is recognised that Staff Members may use email for personal means in certain circumstances. Email should be treated like any other form of written communication and, as such, what is normally regarded as


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Page 9 of 11


unacceptable in a letter or memorandum is equally unacceptable in email communication. It is legitimate for Staff Members to make use of email within the normal working day for personal reasons to send messages that are in no sense obscene or defamatory or otherwise inappropriate, but such use should not interfere, either by timing or extent, with the performance of the Staff Members’ duties. Staff Members should bear in mind that emails received on or sent from ESF email accounts are the property of ESF. Staff Members should be careful that before they open any attachment to a personal email they receive, they are confident that the content is not infected with any virus or is in no sense obscene or defamatory. Equally, if Staff Members receive an obscene or defamatory email, whether unwittingly or otherwise and from whatever source, they should not intentionally forward the email to any other address, except for investigation purposes as instructed by the Manager, Information Technology. The use of email for either personal or business purposes to send or forward messages or attachments which are in any way defamatory, obscene or otherwise inappropriate will be treated as misconduct under the appropriate disciplinary procedure. In serious cases this could be regarded as serious misconduct and may lead to dismissal. Where ESF or ESL has reasonable grounds to suspect misuse of email in either scale of use, content or nature of messages, it reserves the right to monitor the destination, source and content of email to and from a particular address (for further information refer to the Employee Monitoring Policy). ESF or ESL also reserves the right to access Staff Members’ ESF email accounts in cases of unexpected or prolonged absence (e.g. due to sickness) to allow the organization to continue to undertake the Staff Members’ normal role. In normal circumstances, where it is possible to contact the Staff Member concerned, access will be with the Staff Member’s prior knowledge.

5.8.3 Use of the Internet Internet access is provided to enable for research and easy retrieval of information relevant to Staff Members carrying out their professional roles. As with email usage Staff Members may make occasional use of the Internet in its various forms for personal purposes as long as it is not used to view or distribute improper material such as text, messages or images which are derogatory, defamatory or obscene. It is recognised that there may be occasions where it is sensible for Staff Members to make occasional use of the internet for personal reasons, rather than having to spend considerably more time out of the office (e.g. making bank transactions or the booking of a holiday). As long as personal use does not interfere, either by its timing, extent, or intent with the performance of the Staff Members’ duties. Unauthorised use of the Internet will be treated as misconduct under the Disciplinary Procedure. In serious cases, it could be treated as serious misconduct and may lead to dismissal. ESF reserves the right to monitor the use of the Internet from personal computers or accounts where it suspects misuse of the facility (for further information refer to the Employee Monitoring Policy).


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5.9 Access Card

Staff Members of some ESF and ESL schools are issued with access cards enabling entry to the school premises. Such cards are to be worn or carried at all times during work. Access cards are the property of ESF or ESL. Upon resignation, Staff Members are required to return their card prior to leaving.

5.10 Salary Payment Methods

Salaries are paid monthly in arrears in Hong Kong currency directly into the Staff Members’ bank account. Normally, the pay date is 20th of every month, or the following date if 20th is a Sunday, Public or Statutory Holiday. The salary payment schedule is available from the Finance Department at ESF Centre.

5.11 ENet and EAccess (Human Resources and Payroll Information System) 5.11.1 Employee Net (“ENet”) is an HR and Payroll Information System and contains all Staff

Members’ salary, benefit and personnel information. ENet also serves as an online personnel file with document management function. The HR Department creates an ENet profile for Staff Members when they join ESF or ESL and attaches related documents to the Staff Member profile. Principals (in schools) and Senior Managers (at ESF Centre and ESL) as well as administrative staff have defined access rights to Staff Members’ ENet profiles. Access rights to the ENet core module is restricted and only the Principal and the Senior Manager at the administration site have access to full staff salary and benefits data. The full staff profile normally contains the following data: (a) Name & Hong Kong Identity Card Number (b) Phone, EMail & Address (c) Emergency Contact details (d) Job Details / Salary / Benefits (e) Job History at ESF and ESL (f) Past Employment (g) Professional / Academic Qualifications (h) Document Management (contract copy, HKID copy, etc)

5.11.2 Employee Access (“EAccess”) is ENet’s web based module which allows Staff

Members to view their own personal details. It contains five main functions: EAccess: Allows Staff Members to view personal and dependants’ information,

salary and benefits details, printing of a salary slip and a tax return form, self changing of emergency contact details

iLeave: Allows online application for annual leave iRecruitment: Allows job application and processing online for Teachers and Support

Staff iTraining: Allows training application and approval online, selection of ESF Centre

organised courses online for Support Staff iAppraisal: Access to performance management proforma online The goal of the ENet and EAccess implementation is to move away from hard copy paper processing and filing. Online personnel files shall contain documents such as


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Page 11 of 11


contracts, academic qualifications and passport copies. The systems will facilitate and provide much more effective and efficient workflows with its online application and approval functions which will allow Staff Members to spend less time with administrative tasks and focus on more important work.

6. COMPLIANCE



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Exclusions Policy

Page 1 of 12 Exclusions Policy

Title : Exclusions Policy

Status : Current

Approval Date :

Date for Next Review : December 2010

Originator :


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Exclusions Policy


CONTENTS

1. Exclusion Stages in the process of exclusion Stage 1: Investigation Stage 2: Intention to Exclude/Parents’ Right to Reply

Stage 3: Communication and Recommendation Stage 4: Decision to Exclude Stage 5: Appeal

2. Voluntary Transfer

3. Suspensions

4. Suspension of Fees

5. Special Needs

Appendix 1 - Guidelines in Support of the ESF’s Exclusions Policy Appendix 2 - Sample Letter Advising of School Council Hearings on Recommendation to Exclude Appendix 3 - Sample Letter from Chairman of School Council Informing of the Decision to Exclude Appendix 4 - Sample Letter Following Appeal Originator: Originator: Reviewed by: Approved by :

Andrew Sortwell

Date:

Date: April 2008

Date:


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Exclusions Policy





By Date By Date

A




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Exclusions Policy


Exclusion is defined as the removal of a student from a school’s roll. A suspension is a temporary exclusion. It is anticipated that ESF schools have behaviour and sanctions policies. These should be overt and accessible to the school. 1. EXCLUSION ESF schools should only exclude children in the following conditions:

1. in response to serious breach of the school’s behaviour policies; 2. if allowing the student to remain in school would seriously harm the education and

welfare of the student or others in the school.

A decision to exclude is a serious one. It will usually be a final step in a process for dealing with disciplinary offences that could be described as persistent and defiant misbehaviour, following a wide range of other strategies, which have been tried without success. Exclusion will be used as a last resort. There will be exceptional circumstances when the seriousness of a single offence would make an exclusion justifiable. In some circumstances, the school may find it necessary to inform the police. This policy does not apply to exclusion for non payment of fees which will be dealt with separately. Stages in the process of exclusion A decision to recommend exclusion should not be taken in haste unless there is an immediate threat to the safety of others or the student concerned. Before recommending exclusion the principal should go through the following stages: Stage 1: Investigation

• first check if there are any special needs considerations as this will affect the process (see the section on Special Needs below).

• ensure a thorough investigation has taken place; • consider all available evidence and relevant legal obligations e.g. Equal

Opportunities; • allow the student to give his/her version of events; • consult others but not anyone who has a role in reviewing the recommendation so as

to avoid conflict of interest; • base the recommendation on the ‘balance of probabilities’ that the student did

behave in the manner supposed; • ensure that all documentary and other evidence is collected, and a record of the

investigation documented, so as to be available for perusal by parents and School Council.


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Stage 2: Intention to Exclude/Parents’ Right to Reply When the principal is satisfied that there are grounds for recommending an exclusion (s)he should inform parents of his/her intention to recommend exclusion. The parents must then be allowed the right to reply to this notice of intention. A meeting of parents and principal should be arranged as soon as possible. That meeting should be witnessed by a third party. Full notes of this meeting should be agreed by both parties. At this stage parents should be reminded of the subsequent stages and the exclusion policy. Stage 3: Communication of Recommendation After hearing the parent’s right of reply the principal may then decide to either:

• reverse her/his decision • conditionally reverse the recommendation i.e. impose conditions on the student’s

continued presence • recommend to the school council that the student be excluded.

The principal’s recommendations should be recorded and a copy provided to parents and council. Stage 4: Decision to Exclude If the principal recommends exclusion (s)he should:

• immediately suspend the pupil for up to five days pending the convening of the school council;

• within five days, convene a School Council sub-committee to review the case. The sub-committee should include chairperson and at least three other members including a parent and a community representative.

• at the extraordinary council meeting the principal and parents successively give their case. The parents then withdraw;

• Council will then deliberate and decide whether to uphold or reverse the recommendation;

• the decision to uphold or reverse should be communicated immediately.

Stage 5: Appeal Should parents wish to appeal the decision they may do so to the Chief Executive of the Foundation within five working days of the school council’s decision being made. An Appeals Panel will be established in accordance with the English Schools Foundation Ordinance.


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Exclusions Policy


(1) An Appeals Panel shall comprise the following members –

(a) a Chairman and 2 other members nominated by the Board of Governors from among the independent members of the Board; and

(b) one member nominated by the Board of Governors from among the parent members of the Board.

(2) An Appeals Panel may determine its own procedure in performing its functions under

this section. It will:

• hear the case presented by the principal or chair of council • hear the case of the parents • inspect documentation and check for due process

The panel should be convened within 15 days of the decision to exclude and report within a subsequent seven days. If the decision is to reverse the exclusion, the child should be restored to school as quickly as is feasible. Any decision of the Foundation appealed against under this section shall have effect in accordance with the terms of the decision of the Appeals Panel disposing of the appeal. Checks and Balances It is important for transparency and fairness that those participating in each stage of this process: principal, council members adjudicating and appeal panel, should not be involved in advising during the work of the other stages. It is recommended that the appeals panel be cognisant of appeals procedures in other administrations and are aware of their procedures to assure fairness 2. VOLUNTARY TRANSFER In most cases involving exclusion parents will agree to voluntarily transfer their child to another school. Transferring students to other schools under probationary conditions is a legitimate alternative to exclusion from the Foundation for serious offences. Principals may raise this possibility with parents during the right of reply interview, but should not make a commitment to do so. It can be considered as an alternative to the recommendation to exclude made by the principal to the school council. It is not a substitute for adherence to the exclusion process. When an agreement has been made to voluntarily withdraw a child, the school council should be notified, and all documentary support materials made available to the chairperson on request. The Foundation Office should also be informed, and they should keep records of such transfers between schools. These are important safeguards for the transparency of the process. It is assumed that in the absence of any agreement by principals of other ESF schools to accept a child, a decision by a school to exclude is a decision to exclude from the entire Foundation and will reflect the seriousness of the case in question. Agreement of Principals on the Voluntary Transfer Process


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Exclusions Policy


The voluntary transfer process implies an agreement among the school principals to treat cases similarly. This system can only work effectively if there are reciprocal understandings on obligations to accept students from other ESF schools. Principals should use their professional discretion on what is the best school for the student bearing in mind the documentary and other evidence, the student’s address, his/her personal needs and the safety of other students. In the absence of an agreement to accept a child by other principals, and in the failure of parents to find a school outside the ESF, Stage 3 will then be undertaken. 3. SUSPENSIONS Principals have discretion to apply their behaviour and sanctions policies up to the point where suspensions of up to five days are thought appropriate. The chair of school council should be advised of such suspensions. Suspensions of up to five days will also be used in the process of exclusion, the five day period coinciding with the time it takes to convene the extraordinary school council meeting. It is acknowledged that there may be cases in which a student is suspended for longer than five days. This may be on occasions in which there is a pending action by police or courts, or to allow a student to meet the requirements of a drugs-related suspension, or because a student is involved in external examinations and requires some access to the school. A suspension could be extended but ideally the student should be restored to school as soon as possible. The process in such cases should be the same as for a exclusion but should recognise that there will be different obligations for the school during the suspension period.

• During the suspension period, schools should provide some assistance to the child in terms of homework, exam preparation and so on but off-site.

• The school may also wish to involve outside agencies e.g. social welfare department in support of the child during the suspension period.

• The school should also set up processes to facilitate the child’s return to school.

The same should hold, where relevant, for children suspended pending the full appeals process for a permanent exclusion. 4. SUSPENSION OF FEES Fees will be suspended from the first day of the calendar month after the beginning of Stage 4 of the exclusion process. In cases where exclusions are reversed, fees will be reinstituted on the first day of the calendar month in which the child returned to school. 5. SPECIAL NEEDS Exclusion because of inability to provide for special needs and disabilities runs counter to the Disabilities Discrimination Ordinance. It is recognised, however, that where the presence of a child poses a threat to the health and safety of others and of the student him/herself, then exclusion can be considered.


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It is acknowledged that some students with special needs have lower behaviour thresholds and may more easily become involved in disruptive behaviour. This must be taken into account when principals evaluate the case for exclusion. Schools may not counsel parents to withdraw their child because he/she has special needs unless the child or others are in danger on health or safety grounds. For students in LSCs and JCSRS who are involved in the exclusion process because of behaviours listed above, principals should make every effort to find an alternative school (within or outside the Foundation) rather than proceed to Stage 4 of the above procedures. Principals should seek advice from either the Special Needs Adviser or the Human Resources Director.


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APPENDIX 1 Guidelines in Support of the ESF’s Exclusions Policy

KEEPING DOCUMENTARY RECORDS It is recommended that in order to establish a clear documentary record of behavioural transgressions, punishments, warnings, telephone calls and interviews, the school follows these procedures: 1. The relevant teacher i/c of discipline/pastoral care etc should take action when evidence of persistent poor behaviour is recognised. The students should be spoken to and appropriate actions or warnings made. A letter should be written to the parents expressing concern and the nature of any actions or warnings given. The parent has the right to an interview and the school should invite this if the nature of the misbehaviour warrants it. The letter should be kept in the student’s file. 2. In cases of serious or persistent misbehaviour phone calls or interview regarding a student’s behaviour should either be logged with a brief note in the student’s file or followed up by a letter confirming the contents of the call/interview, with any actions taken. These documents must be kept on the student’s file. Any case of misbehaviour serious enough to warrant a communication to parents is worthy of a written note in the student’s file. Teachers should exercise their discretion when it comes to advising parents of misbehaviour. One-off incidents or mild offences may not be considered worthy of recording. 3. If schools’ existing punishment systems are graduated e.g. from private detentions, to after-school and on to suspensions, it is assumed that a student’s file will hold appropriate reference to the offences and the graduated punishments. Secondary schools are likely to already have robust systems of documentation because they are likely to have more cases to deal with. DISCIPLINARY POLICIES As part of the new Exclusion Policy schools are to make their discipline policies overt and transparent, so that parents have a reasonable expectation of what the sanctions will be in different situations. Staff, students and parents should know who in the school is responsible for dealing with behavioural misdemeanors. SEEKING ADVICE AND SUPPORT Teachers and management are encouraged to seek expert advice if patterns of behaviour are cause for concern. Advice on availability of counseling or psychological help can be provided by referring to the ESF contracted psychologist. Should there be other issues e.g. Equal Opportunities or Special Needs you should contact the Special Needs Adviser. When communicating decisions it is recommend you apply the following formats:


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Appendix 2

Sample Letter Advising of School Council Hearings on Recommendation to Exclude

Dear (parent’s names),

I regret to inform you that I will be recommending to the (School) School Council that (child’s name) be excluded from (school name). I attach a record of our meeting of (date) which explains the reasons for this regrettable decision.

The decision on whether to exclude (child’s name) is for the School Council to make and a committee of the Council, comprising (names of the panel), will be meeting on (date, time) at (venue).

Until that date (child’s name) will be suspended from school.

At the Council committee meeting you will be allowed to state the case for (child’s name) to remain in the school. I will state the case for the recommended exclusion.

All written records pertaining to this case will be available to the Council.

When the Council committee has heard both your case and mine, it will retire to make its final decision which will be communicated to you at the end of the meeting.

The decision to recommend exclusion has not been taken lightly, and we have conducted a thorough examination of (name)’s disciplinary record (and/or the incident concerned), and have allowed both (child’s name) and you the right to be heard. It is regretted that I feel that the recommendation for exclusion has been necessary.

Please do not hesitate to contact me if you have any questions about this procedure.

Yours sincerely

[Name] Principal


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Appendix 3

Sample Letter from Chairman of School Council Informing of the Decision to Exclude

Dear [Parent's Name]

I regret to inform you of the (School) School Council’s decision to exclude (Child's Name) from (Date). This means that (Child's Name) will not be allowed back to (School Name). Alternative arrangements for (Child's Name)'s education will need to be made.

I realise that this exclusion may well be upsetting for you and your family, but the decision to exclude (Child's Name) has not been taken lightly. (Child's Name) has been excluded permanently because (Reason for Exclusion — also include any other relevant previous history here).

There is an appeals procedure. You may, if you wish, write to the Chief Executive of the English Schools Foundation, appealing this decision. This should be done within five days of the issue of this letter. The Chief Executive will then set up the appeals committee and advise you as to its procedures and the date and venue of the appeal meeting. You may, if you wish, be accompanied to the appeal meeting by a friend (or an interpreter).

(Name of child)’s school records including records pertaining to incidents that led to the decision to exclude (child’s name) will be available to the appeals committee.

Please do not hesitate to contact me if you are uncertain about the above situation.

Yours sincerely,

Chair(man/woman) (School) School Council


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Appendix 4 Sample Letter Following Appeal

Dear [parent's name]

Following the hearing of your appeal by the Appeal Panel constituted by ESF on [date] at [location] against the decision of [the school council of [name] School to exclude [child's name], I am writing to advise you of the panel's decision.

After careful consideration of your representations both oral and written and those of the [School] and of others if applicable, for example any victim] and in the light of the available evidence, the panel has decided:

Either

(i) To uphold the exclusion

or

(ii) To direct [pupil's name]'s reinstatement in [name of school] with effect from [date and time]. [Pupil's name] should report to [name of school staff member] at that time.

[Give reasons in as much detail as possible for the panel's decision]

The panel's decision is binding on you, the [School Council of [name] School] and the English Schools Foundation

A copy of this letter will be added to [pupil's name]'s school record for future reference.

Yours sincerely,

[name] position

Purchasing & Payment Procedure Teachers’ Quick Reference By the Finance Department

Discovery College Purchasing & Payment Procedure

Table of Content Purchasing & Payment Procedure Purchasing Procedure ……………………………………………………………...p.3 Capex Purchasing Procedure …………………………………………………….p.4 Professional Development/Training Requisition Procedure…………….p.5 Claims Procedure …………………………………………………………………….p.6 Payment Procedure with Original Documents……………...................p.7 Travel Expense and Overseas Travel Expenses Reimbursement…….p.8 Cash Advance for Local and Overseas Camps……………………………..p.9 Cut-off Date and Payment Cycle……………………………………………..…p.10

Local and Overseas Service Providers…………………………………………p.11 Use of School Credit Card………………………………………………………….p.12 Appendix 1: Form Locations in Server……………………………………….p.13 Appendix 2: Spending Limit on Overseas Travel………………………….p.14

Purchasing

1. To source what you need to buy, i.e., to contact a few vendor(s) asking for a quote. For

different amounts of purchase, the number of quotations required by the school is different:

Below HK$300 no quotation required

HK$301 – HK$5,000 one (1) written quotation

HK$5,001 – HK$50,000 two (2) written quotations

HK$50,001 – HK$100,000 three (3) written quotations

Over HK$100,000 3 tenderers required

2. Evaluate the quotation(s) and select the most competitive supplier.

3. Fill out the Purchase Requisition Form as shown in Form 1 and obtain approvals from the

budget holder and budget approval by having them sign on the form.

4. Bring the completed and signed purchase requisition form with the relevant number of

quotation(s) to the Finance Department for processing.

5. For amounts of HK$300 or below, it is acceptable to buy the item directly after approval from

the epartment Head is obtained and to claim through petty cash for reimbursement (for

details, please refer to payment section).

NOTE 1: A completed Purchase Requisition Form is compulsory irrespective of the dollar value or

the nature of the requisition.

NOTE 2: To purchase from the vendor who has signed bulk contract with the ESF Centre no

additional quotation is required.


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Purchasing of a CAPEX item

1. A CAPEX item is a fixed asset costing HK$3,000 or more per unit, e.g. a metal shelf, cabinet,

machinery for D&T Department, computer, TV, table, etc.

2. To request for a CAPEX item for your department, the number of quotations required is the

same as the regular purchase mentioned on page 1.

3. A Capital Asset Requisition Form is required by the ESF centre and thus has to be completed

see (Form 2) in addition to the regular Purchase Requisition Form.

4. The signature of the department’s budget holder is still needed on the Purchase Requisition

Form even though this purchase will NOT be charged to the department’s budget.

5. Bring the Two (2) completed and signed forms with the relevant number of quotation(s) to

the Business Manager or Principal for approval. The Business Manager or Principal must give

pre-approval for all Capex items.


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Professional Development/Training Requisition (Local & Overseas)

1. For overseas training workshops/conferences, air tickets and hotel accommodations should

be booked through the ESF Centre’s authorized travel agency by completing the Air

Travel/Overseas Hotel/Visa – Payment Approval form (Form 3). An independent Purchase

Requisition Form is needed on top of the PD form for the workshop.

For overseas trips paid by students, this Air Travel/Overseas Hotel/Visa – Payment Approval

Form is not needed. Just complete the Purchase Requisition Form for the air ticket and hotel

bookings.

2. If a teacher wants to book through a travel agent other than the authorized one, he/she

needs to get one or two additional quotations depending on the amount so that the

comparison with that from the authorized travel agent can be made.

3. If a teacher wants to go to an overseas training trip paid by the EDC, please fill out the same

Air Travel/Overseas Hotel/Visa Payment Form, get it approved by EDC, and then return the

approved form to the finance department for record and future claim purposes.

4. Support staffs are required to complete the course enrolment and reimbursement form (Form

4) and submit to the Business Manager or Principal for approval.


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Payment of a Purchase Order

1. Petty Cash Claim

a. Any claim under HK$300 will be treated under this section.

b. Any claim under HK$300 will be reimbursed by cash.

c. For any purchase even if it is less than HK$300, the Purchase Requisition Form has to

be filled out an approved by the Budget Approver as confirmed by his/her signature

on the form. No purchase without the Budget Approver’s approval and signature on

the PR form will be reimbursed irrespective of the amount being claimed.

d. Fill out the Petty Cash Claim Form (Form 5), attach it with the original receipt, and

the signed Purchase Requisition form, then bring them to the Finance Department for

payment processing.

e. The Finance Department will let you know when the cash is available.

2. General Expense Claim (Reimbursed by Direct Credit)

a. Any claim more than HK$300 can only be reimbursed by direct credit.

b. For purchase more than HK$300, you are not encouraged to settle the invoice out

of your personal advance.

c. After approval, for order amount > HK$300 and if you have no choice but to pay for

the items on your own, you will only be reimbursed by direct credit. No cash will be

paid.

d. Fill out the General Expense Claim Form (Form 6), attach it with original receipt,

and/or credit card statement, and then bring them to the Finance Department for

payment processing.

NOTE 1: NO reimbursement is allowed for any purchase or order without prior approval

by relevant department head and budget approver.

NOTE 2: Absolutely NO reimbursement is allowed for MISSING receipt. All claims should

be submitted to the Finance Department within ONE month of the date of purchase.

NOTE 3: For any claim in foreign currency, it will be reimbursed in HK$ based on the

bank’s exchange rate ONLY IF a bank statement/bank receipt is provided. Otherwise, the

ESF’s exchange rate will be applied.


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3. Payment by Original Invoice

The school will settle the outstanding invoice with the supplier duly to match the payee of the

cheque with the invoice for better control purposes.

x When the goods are delivered to you, please check as much as possible on the spot

while the delivery person waits.

x It is your responsibility to make sure that the goods delivered are correct and in good

condition.

x Once you receive the original invoice and delivery note/packing list, no matter

whether they are included in the package with the goods or are sent to you by mail

separately, please check and bring them to the Finance Department immediately to

arrange payment.

x For air ticket, hotel and travel insurance payment:

If it’s a training trip, the Air Travel/Overseas Hotel/Visa – Payment Approval form

must be provided together with original invoice and Purchase Requisition Form. If it’s

a trip with students, just an original invoice and Purchase Requisition Form are fine.

Note 1: NO invoice settlement is processed for any order without prior approval.

Note 2: ORIGINAL INVOICE with the name of supplier is a “must” for arranging payment

for any purchase order. No photocopy/faxed copy will be accepted.

Note 3: In the event of an invoice being printed out of an email sent from a supplier, the

email correspondence between the staff and the supplier must be printed out and

attached to the invoice.

Note 4: On top of ORIGINAL INVOICE, DELIVERY NOTE/PACKING LIST must be provided

to arrange payment for any CAPEX purchase order.


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4. Travel Expense Reimbursement (Local Transportation)

x If it is ≤ HK$300.-, fill out the petty cash Travel Expense Claim Form (Form 7), attach

it with original taxi and/or parking receipts, and bring them to the Finance

Department for approval. You will be reimbursed by cash.

x If it is > HK$300.-, fill out the Travel Expense Claim Form (Form 8), attach it with

original taxi and/or parking receipts, and bring them to the Finance Department for

approval. You will be reimbursed by direct credit.

5. Overseas Travel Expense Reimbursement

x This applies to such expenses as hotel, taxi fare, food etc. (Please see Table on

spending limit in Appendix 2)

x You will be reimbursed in HK$ by direct credit.

x Complete the Overseas Travel Expense Reimbursement Form (Form 9) with

appropriate approvals, and return it to the Finance Department with official receipts

attached.

x For the overseas trip approved by the EDC, same procedures apply except that the

reimbursement will be settled by the ESF Centre directly.

x A teacher, who is in charge of a trip with students and/or parents, should not be

collecting any cash from parents on site. All out-of-pocket expenses should be paid in

advance through the school’s account.

x A teacher in charge of a trip (local or overseas) paid by the students should provide

the Finance Department with a copy of the “Letter to the Parents”.

x A teacher should not sign any agreement or contract on behalf of the school without

getting prior consent from the Business and Administration Manager.

x All invoices should ONLY be issued by the school’s Finance Department for control

purposes. A teacher should not issue any invoice on behalf of the school without prior

consent from the Finance Department.

x The Finance Department will issue cheques according to the payment cycle listed in

the payment schedule described in the next session.

Note 1: Absolutely NO reimbursement is allowed for MISSING receipt.

Note 2: For any claim in foreign currency, it will be reimbursed in HK$ based on the bank’s

exchange rate ONLY IF a bank statement/bank receipt is provided. Otherwise, the ESF’

exchange rate will be applied.


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Cash Advance for Local and Overseas Camps

Discovery College prefers all expenses be paid through invoicing. However, we recognise that staff

may need cash advances in certain circumstances.

Cash advances are to be processed through the Finance Department and are subject to the normal

accounts payment cut-off rules (See p.10). Requests for cash advances must be based on a

reasonable estimate of the anticipated expenses.

Staff must keep in mind that cash advances should be requested only when the goods and/or

services are over $1000 in value and all other methods for obtaining such goods and/or services have

been exhausted.

Cash Advance Procedure

1. Obtain verbal approval from the Head of Primary/Secondary before requesting a cash

advance.

2. Prepare a budget with all anticipated expense details for the trip/event.

3. Complete the Cash Advance Requisition Form with the approving signatures of the Head of

Primary/Secondary and Prinicipal.

4. Submit parent’s letter, trip agenda, budget and completed Cash Advance Requisition Form

(Form 10) to the Finance Department.

A cheque will be raised and made payable to the name of the requisitioner for the approved amount.

Finance Department will notify the requisitioner when the cheque is ready to be picked up.

Clearing Cash Advances

1. Complete the Expenses on the School Activities Form (Form 11). The advance requisitioner

must provide detailed expense records substantiating the amount used of the advance with

the original invoices/receipts for each expense item.

2. Obtain signatures from the Head of School and Principal on the form.

3. Submit the form, receipts and any unused cash to the Finance Department within 7 days

after the trip/event.


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Cut off-Date and Payment Schedule

Every supplier has trading and payment terms which indicate payment is expected to be made in

full by a certain date. Please pay attention to the following cheque run days of the Finance

Department and ensure invoices are settled before the payment due day.

We are scheduled to make two cheque payment runs on the 15th and 30th of each month. If any

of these dates fall on a public holiday, payment day will be deemed the next working day. All

paperwork must be submitted to the Finance Department to execute payment before the

following cut-off dates.

Cut-off Date every month on the 25th to meet Payment Date 15th of the following month

Cut-off Date every month on the 7th to meet Payment Date 30th of the following month


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Local and Overseas Service Providers

When you need to engage the service from a consultant, agent, freelance artist, entertainer,

speaker, writer, etc., you will need to collect the following information from the service providers:

For Local Companies:

x Name of the business

x Copy of business registration

x Business and postal address

x Amount of payment

For Local Individuals:

x Name as shown in his/her HKID card

x Copy of HKID card

x Residential and postal address

x Amount of payment

For Non-resident Individuals or Companies that provide services in Hong Kong:

x Service Agreement (stating period of consultancy) and Original Invoice

x Full name of the consultant/company

x Address and Telephone number in Hong Kong and overseas

x Copy of passport, date of arrival and departure (if contracted with a person)

x Tax registration number (if contracted with a company)

x Breakdown of payments for reimbursements and daily allowances with original supporting

documents and receipts

x All consultants should arrange their own insurance cover

Non- residents from overseas must obtain a valid work visa in order to provide services in Hong

Kong, the following information is needed for the visa application process:

x Application form (ID 990A) from Immigration Department

x One recent photo of the applicant

x Photocopy of proof of academic qualification and relevant work experience

x Resume / Company Background

x Job description of the position to be filled by the applicant

Please note that you will need to allow 4 to 6 weeks for the visa application process to

complete.


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Use of School Credit Card

1. This is an alternative method of payment and does not replace the necessary approval

process. Purchasing procedures must be followed within the School.

2. The credit card should not leave the school premises; safe custody of the card is the

responsibility of the person named on the card.

3. Credit limit of the card is HK$50,000

4. The intended use of the card is facilitate purchases of a non-recurrent nature.

Examples are:

x On line purchases from overseas

x Bookings of hotels/accommodations that require a credit card number. The individual

traveler will be expected to pay with their own credit card on arrival. The school credit

card is for holding bookings only.

x One-off items of small cash value

5. The card is not intended for regular or repetitive transactions, nor for entertainment or non

school related expenses.

6. For each credit card transaction, approvals must be obtained by having the Business Manager

or Principal signed on the Purchase Requisition Form.

Should you have any query regarding this quick reference, please contact the Finance

Department.


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Appendix 1

Form Locations in School Server Form 1. Purchase Requisition Form Server3>resources>College>Forms>Procurement_forms>PRF Purchase Requisition

Form 2. Capex Asset Requisition Form Server3>resources>College>Forms>Procurement_forms>Fix Asset Approval Form

Form 3. Air Travel/Overseas Hotel/Visa – Payment Approval Server3>resources>College>Forms>Air Travel Overseas Hotel Visa Payment Approval Form (ESL)

Form 4. Course Enrollment & Reimbursement Form Server3>resources>College>Forms>expense_claims>Support Staff - Course Enrolment

reimbursement form

Form 5. Petty Cash Claim Form Server3>resources>College>Forms> expense_claims >Petty cash expense claim

Form 6. General Expense Claim Form Server3>resources>College>Forms> expense_claims >General expense claim (over $300)

Form 7. Petty Cash – Travel Expenses Claim Form Server3>resources>College>Forms> expense_claims >Petty cash travel expense claim

Form 8. Travel Expenses Claim Form Server3>resources>College>Forms> expense_claims >Travel expense claim (over $300)

Form 9. Overseas Travel Expense Reimbursement Form Server3>resources>College>Forms> expense_claims >Overseas Travel Expenses Form

Form 10. Cash Advance Requisition Form Server3>resources>College>Forms> expense_claims >Cash Advance Requisition Form

Form 11. Expense on School Activities Form Server3>resources>College>Forms> expense_claims >Expense on School Activities Form

Appendix 2

REIMBURSEMENT OF EXPENSES FOR STAFF TRAVELLING OVERSEAS UK Australia China Dubai India Malaysia Philippines Singapore Thailand USA London Others

(Aberdeen) Sydney Others

(Melbourne) Beijing Shanghai Delhi KL Manila Bangkok San

Francisco

GBP GBP AUD AUD RMB RMB AED INRs RMY PHP S$ BHT US$ Hotel room per night 3* or 4* hotel (incl. breakfast

162 132 271 257 943 943 887 15,375 314 6,203 383 5,466 205

Food / Incidentals Lunch 18 14 31 25 125 125 50 675 46 495 30 530 24 Dinner 30 20 52 38 275 275 150 1,500 102 1,650 70 1,000 38 Incidental expenses (laundry, telephone calls, internet connection, faxes, local travel, drinks, etc)

12 11 22 22 75 75 45 575 47 455 25 370 18

Total (Food/Incidentals) 60 45 105 85 475 475 245 2,750 195 2,600 125 1,900 80 Notes 1. These are maximum amounts allowable. 2. A taxi from home to airport and return is claimable. Where possible, staff should use Airport Express. 3. While every attempt will be made to prepay accommodation with the school credit card there will be cases where staff will need to use their own and seek reimbursement. 4. All receipts, not just credit card statements are required for reimbursement.

THE ESF PROFESSIONAL CODE The ESF Professional Code describes the mutual obligations to each other of ESF as an organisation and the leaders, managers, teachers and support staff, whose expertise and commitment lie at the heart of the service it gives to students and parents. It is intended to be illustrative rather than comprehensive and to be aspirational in its tone. ESF wishes to be the school employer of choice in Hong Kong and the Asia Pacific Region. We want all our staff to be in tune with our vision and mission, to gain personally and professionally from working within ESF and to be proud of their role as members of the ESF community. The Professional Code is organised around the ESF Values, which were discussed and agreed in 2005 and have been revised in 2007. The first part of each section describes the policies and strategies of the organisation ‘ESF’, the second part sets out how each individual employee will behave towards each other and the organisation in the light of that value. It is important to remember that all ESF Centre and School colleagues will aspire to this Code. 1. Being Passionate about Learning and Teaching ESF will :

• provide opportunities for teachers to research, reflect on, study and discuss the process of teaching and to further their own professional learning;

• encourage innovation and the development of new ideas; • implement and refine a process of performance management to give people regular

feedback on their work and help them continuously to develop; • within budget constraints provide financial support to allow appropriate staff to attend

international conferences and keep up to date with educational developments; • encourage and enable the Education Advisers and school leaders to advise and guide

teachers and other staff in the development of their careers. As leaders, managers, teachers and support staff, we will :

• always work for the best of all our students; • be prepared to experiment and be creative in our approaches; • take professional responsibility for facilitating student learning; • seek out best educational practice to use in our classrooms; • work collaboratively to promote strong educational teams; • differentiate as appropriate to meet individual needs; • treat everyone as an individual with individual needs; • ensure resources (including our time) are prioritised for learning and teaching; • support and facilitate each other’s professional development; • reflect on and talk about learning and teaching.

2. Having high expectations for every student

ESF will : • operate a rigorous approach to the assessment of needs and attainment so that every

student’s progress can be monitored; • keep under regular review its policies for all students with particular attention to those

with special educational needs and for the gifted and talented; • publish annually clear and transparent information about the attainment of students and

their progression routes beyond school.

2

As leaders, managers, teachers and support staff, we will : • set challenging targets for individual students; • review students’ work regularly and provide constructive feedback; • assist students to evaluate their own work to encourage them to become independent

learners; • encourage students to take personal responsibility and exercise leadership; • encourage students to participate in a rich range of extra-curricular activities.

3. Empowering the people we work with ESF will :

• promote a culture of recognition and appreciation within its work communities; • encourage people to take on leadership roles to promote cross ESF-developments; • deal promptly with complaints, both informally and through the Grievance Procedure; • develop family friendly working policies (building on the existing policies for maternity,

paternity and adoption leave).

As leaders, managers, teachers and support staff, we will : • take the initiative to offer coaching and mentoring to help others to improve their

performance; • encourage and promote greater flexibility in managing workloads; • provide constructive feedback and comments to each other.

4. Discovering and building talent

ESF will : • recruit, by transparent processes, teachers, leaders and support staff of the highest

quality; • provide remuneration and benefits at a level to attract and retain such people; • encourage appropriate promotion and job moves within ESF; • provide opportunities for people to take on informal leadership roles.

As leaders, managers, teachers and support staff, we will : • create an environment where exploration and enquiry are encouraged; • accept that there are different ways of doing things; • look for opportunities to develop our own talents and skills; • acknowledge and praise where it is appropriate.

5. Respecting the needs and rights of others

ESF will : • keep under regular review its policies for Equal Opportunities, Grievance and

Harassment and monitor their implementation; • ensure all its policies conform with Hong Kong and international law; • encourage all staff to take responsibility for supporting this Code; • promote the health and safety of all staff and promote safe working practices; • expect its staff to dress appropriately and behave professionally at work; • introduce more flexible, family-friendly styles of working wherever possible.

As leaders, managers, teachers and support staff, we will :

• recognise the impact our actions and behaviours have on others and change them as necessary;

• be sensitive to demands placed on others both inside and outside the work place; • challenge disrespectful or inappropriate behaviour;

3

• respect other points of view even if we don’t agree with them; • be mindful of our responsibility to act as ambassadors of ESF.

6. Fostering cultural understanding

ESF will : • foster understanding, respect and sympathy for cultural diversity throughout the

organisation; • give teachers and students the opportunity to spend time in other countries and cultures; • through its language policy, encourage teachers and students both to nurture their

mother tongue and to develop a knowledge of and facility in at least one other language; • make all major publications available in English and Chinese, and ensure a translation

service is available for oral communication wherever possible.

As leaders, managers, teachers and support staff, we will : • respect other cultures; • challenge racism; • encourage understanding of the diverse cultures within the ESF community; • celebrate internationalism and diversity; • actively value minority groups.

7. Building trust through demonstrating integrity

ESF will : • make decision-making transparent; • implement and monitor rigorously its policy on conflict of interest to ensure that

decisions are impartial; • ensure that decisions, once made, are followed through; • put in place a policy for dealing with complaints and monitor its implementation; • use its disciplinary and competency procedures fairly and rigorously to deal with poor

performance; • deal firmly with dishonesty and fraud, following ICAC recommended best practice; • respond in a timely way to enquiries and requests for information.


• be open, transparent and honest; • act in the best interests of the organization; • work collaboratively while recognising differences; • share our experiences, both successes and failures; • question or challenge with respect and sensitivity; • take responsibility and be accountable for our actions.

8. Being accountable for what we do and the resources we use ESF will :

• develop and publish measures of performance for all major activities; • develop investment strategies to keep the future of ESF and the quality of education

secure; • seek best value for money through rigorous procurement strategies; • monitor costs and promote efficiency.

As leaders, managers, teachers and support staff, we will : • give information in a timely manner; • actively invite feedback from all stakeholders;

4

• seek ways to evaluate our individual performance; • use data to ask good questions, analyse performance and plan improvement strategies.

9. Taking care of our environment to help ensure the future of our world ESF will :

• promote environmental understanding and responsibility through its policies and strategies;

• take steps to minimise the negative impact of its activities on the environment; • re-cycle materials and minimise waste.


• be economical and efficient in our use of resources; • try to reduce the impact of our individual activities on the environment; • actively promote conservation and the use of renewable resources.

10. Continually improving our practice

ESF will : • encourage the development of a learning culture throughout the organisation; • put performance management, training and development at the heart of our corporate

strategies; • promote peer review and self-evaluation strategies which encourage constructive

feedback among colleagues; • develop an honest dialogue with stakeholders and customers.

As leaders, managers, teachers and support staff, we will : • review and evaluate our actions and performance; • take personal responsibility for our professional learning and development; • set ourselves challenging targets; • seek feedback and guidance on our performance; • seek out best practice models in order to learn from them; • look for better ways of doing things and keep up with appropriate research; • actively promote peer review.

HDUQ/mt-25Feb08

Communication Systems @ DCTaking a closer look....emailing

Gateway

Mail

DC Mail

Teacher to Teacher Teacher to StudentStudent to Teacher

iCal

Adding to calendar from emailCreating own email groups

Reminders

AddressBook



Hong Kong T +852 3969 1000 F +852 2987 8115

discovery.edu.hk

Discovery College Calendars Organisational Information Discovery College Description: A calendar accessible by all. Contains organisational information needed by parents, staff and students. Examples: all term dates, holidays, whole school events and events that involve significant cohorts e.g. 3 way conferences, information evenings, House events and assemblies, etc.

1. Available to all parents, students and staff. Accessible by TV screens, Website and subscription.

2. Permissions allow editing by Principal or Deputy Head of College. 3. Submissions through CLT.

Discovery College Staff Description: A calendar accessible by staff only. Contains organisational information needed by all staff. This calendar should not replicate any events on the Discovery College calendar. Examples: whole college meetings, authorisation visits, house meetings etc.

1. Available only to staff by subscription. 2. Permissions allow editing by Principal or Deputy Head of College. 3. Submissions through CLT.

DC Primary Description: A calendar accessible by all primary teaching staff and other staff by subscription only. Contains organisational information needed by primary staff. This calendar should not replicate any events on the Discovery College or Discovery College Staff calendars. Examples: Primary team meetings, planning, sector assemblies, assessment schedules, staff out for PD etc.

1. Available only to staff by subscription. 2. Permissions allow editing by PA to HOP, HOP, PYP Coordinator and VP primary. 3. Submissions through PLT.

DC Secondary Description: A calendar accessible by all secondary teaching staff and other staff by subscription only. Contains organisational information needed by secondary staff. This calendar should not replicate any events on the Discovery College or Discovery College Staff calendars. Examples: Primary team meetings, planning, assessment schedules, sector assemblies, staff out for PD etc.

1. Available only to staff by subscription. 2. Permissions allow editing by PA to HOS, HOS, MYP Coordinator and VP Secondary. 3. Submissions through SLT.

DC Secondary Day Numbers Description: A calendar available to all staff and students. Contains only day numbers for the 10 day secondary cycle.

1. Available to all by subscription or download from the College website. 2. Permissions allow editing by VP Secondary and Deputy Head of College.



Hong Kong T +852 3969 1000 F +852 2987 8115

discovery.edu.hk

Use of Email Guidelines Email etiquette

• Keep emails short and to the point. • Reply promptly. • Discuss only one subject per message - make the subject header meaningful. • If you need to discuss more than one subject, send multiple emails. • Avoid “copying in” as a means of coercion. If you are not getting a reply for your emails, try • a different communications strategy such as calling the person direct. • If you need to forward emails, you ‘should’ tell the original author that you’re forwarding • their email. • Never reply in anger - take 10 minutes to cool down before committing to a response • Always use correct spelling and punctuation. • Check your message before you click “send”.

Tone of voice

• Our tone is clear, direct and approachable. Avoid wordy and/or excessive formality; be friendly, not familiar.

• Write as if your audience was a well-respected mentor. Signatures

• All emails signatures should be in this format only: (try to copy and paste directly into your email programme).

• You may substitute the mobile number for the College fax number: F 2987 8115 • Font: Tahoma • Size: 10pts • Colour: Black (with blue for DISCOVERY COLLEGE) • The physical address of the school isn’t required in the email signature.

Joe Smith | Teacher | DISCOVERY COLLEGE | T 3969 1000 | M 9245 1234 | discovery.edu.hk

ADDING/EDITING)CALENDARS)IN)ICAL)

Calendars)set)up)and)maintained)by)the)school:!)Discovery*College*(public*calendar),*DC*Staff*(all*staff),*DC*Primary*(primary*teachers,*EAs*

and*LT),*DC*Primary*Office*(primary*LT),*DC*Secondary*(secondary*teachers,*support*staff*and*LT)*!Personal!calendars!can!be!set!and!shared!as!necessary,!but!these!will!be!deleted!if/when!account!is!terminated.!*Access:*online*via*DC*Google*Apps*(DCMail)*account*or*sync*via*iCal*application.**I. Adding)Shared)(Private))Calendars)in)iCal:)

1. Add*your*DCMail*account*to*iCal:**! iCal*G>*Preferences*G>*Accounts*! click*“+”*button*at*the*bottom*to*add*account*! select*“CalDAV”*as*account*type*! enter*your*full)DCMail)email)address*as*username*and*

your*DCMail)email)password*as*password*! enter*www.google.com/calendar/dav/your.email@dc

.edu.hk/user*as*server*address*(replace*[email protected]*with*your*actual*DCMail*email*address)*

! click*“Create”*button,*then*quit)and)reKlaunch)iCal*(to*make*sure*the*new*account*is*properly*refreshed)*

2. Select*calendars*to*display*in*iCal:**! iCal*G>*Preferences*G>*Accounts*! select*account*in*the*list*on*the*left*and*click*on*

“Delegation”*tab;*any*calendars*that*have*been*shared*with*you*(both*readGonly*and*editable)*will*be*displayed*here.**

! select*calendars*you*want*to*be*able*to*view/manage*in*iCal*by*clicking*on*check*boxes*next*to*them*

! close*the*iCal*preferences*dialog***II. Adding)Public)Calendars)in)iCal:")

1. iCal*G*>*Calendar*G>*Subscribe*2. enter/paste*public*calendar*url*and*

click*“Subscribe”***If)you)do)not)see)a)particular)school)calendar)in)your)DCMail)account/iCal,)please)contact)ICT)via)helpdesk.)

These calendars are ‘local’ calendars

available on this computer only

Your account’s

calendar(s)

Calendars shared with your account



Hong Kong T +852 3969 1000 F +852 2987 8115

discovery.edu.hk

Digital Technologies Responsible Use Agreement Discovery College values the use of technology and encourages its use in creative ways to support student learning in safe and secure real world and online environments. To ensure this occurs, the College community needs to be clear as to what is regarded as responsible use. This agreement was developed with the help of Primary/Secondary administrators, teachers and representatives from the 2010/11 student council. These rules apply to any device including; iPads, iPods, laptops, mobile & smart phones, MP3 players, gaming devices, digital cameras etc. Year 10+ I will keep myself safe…

• I will be protective of my personal information, security and privacy and cultivate a positive online presence, e.g. password protection, social network sharing, and personal data.

• I value my online reputation and those of others so I will be mindful of the content I post online about my friends and myself.

• I will inform a trusted adult of any inappropriate contact after blocking or taking appropriate immediate action.

I will think first…

• I recognise that information in all mediums has different ratings for different ages and I need to be mindful of what is really appropriate for me.

• I value the reliability, authority and purpose of information and know how to recognise the validity of information.

• I value my computer working at its’ greatest efficiency therefore I will be mindful of what, and the amount, I download or install on it.

I will be a good digital citizen…

• I value personal relationships and emotional well being of others so I will refrain from harming another person through defamation, bullying, harassing, embarrassment, discrimination and exclusion.

• I have integrity so I will use technology ethically and responsibly. • I agree to respect other peoples’ work by not presenting it as my own. • I will be upstanding in times when others are suffering negative online experiences such as

cyberbullying. I will keep a healthy balance…

• I value having a balance in my life and will be mindful of the healthy use of technology. • I value the trust of my parents, therefore I will gain and maintain their trust by

demonstrating appropriate access to digital media. Year 6 - 9 I will keep myself safe…

• I will get the permission of a trusted adult before giving out any personal information about myself like; my age, last name, address or phone number.

• I will seek a trusted adults permission before I meet someone in person that I’ve only met online.

• I will not put myself at risk by taking and posting or sending photos of a sexual or inappropriate nature.

• I will set privacy controls and discuss with trusted adults when I want to create a social networking profile.

• I will block and report to a trusted adult, inappropriate messages that I receive from others.



Hong Kong T +852 3969 1000 F +852 2987 8115

discovery.edu.hk

• I will tell a trusted adult if anything happens online that makes me feel uncomfortable and/or harassed.

• I will not share my passwords with anyone other than a trusted adult. I will think first…

• I understand that not all TV shows, movies, games, music and websites are right for me. I will talk to a trusted adult and come up with rules that are suitable for me.

• I will follow rules about ratings, in whatever environment I may in at the time (school, home, country).

• I agree to not download anything illegal, inappropriate or that will damage my reputation. • I know that not everything I read or see is true, and I will think about whether a source is

credible. • I agree not to download anything or fill out surveys without a trusted adults permission. • I will not put anything online that I don't mind everyone now and in the future seeing. • I will save playing games and social online talk to times outside of my learning time, and

away from school. • I will respect other people’s property.

I will be a good digital citizen…

• I agree not to bully anyone online or on my mobile/smart phone by taking and sending pictures or sharing videos, spreading gossip, setting up fake profiles or saying cruel/inappropriate things about people.

• I agree to respect the creative work of others by not; using cracked software, pirated music or movies and using copyrighted materials.

• I agree to respect other peoples’ work by not presenting it as my own. • I will let my friends, family and teachers control their own digital footprints by not posting

videos, photos or information about them, without seeking their permission first. I will keep a healthy balance…

• Even though I love technology, there are other things in my life that I’m interested in. So I will set time limits that are healthy and realistic and then I will follow them.

• I understand that adults value my safety above everything else, so I will try to help them understand why technology is so important to me.

Year 1-5 I will keep myself safe…

• I will not share my password with anyone other than a trusted adult. • I will not give out any personal information, including my birthday, last name, address,

school, picture or phone number. • I will not upload or download photos or videos, or fill out surveys, without a trusted adults’

permission. • I will not meet someone in person who I’ve met online without my parents’ permission. • I will tell a trusted adult if anything happens online that makes me feel upset, sad or not

safe. I will think first…

• I will make smart decisions about what I watch, play and send, and will ask a trusted adult if I’m not sure what’s appropriate.

• I will follow the rules my family and school has about ratings. • I will respect other people’s property.



Hong Kong T +852 3969 1000 F +852 2987 8115

discovery.edu.hk

I will be a good digital citizen… • I will not bully anyone online or on my mobile phone by sending pictures, sharing videos,

spreading gossip, setting up fake profiles or saying cruel things about people. • I agree not to use technology to cheat in games or on schoolwork. • I agree to tell a trusted adult if I see something that is inappropriate online or on my phone. • I will respect other people's privacy and creativity.

I will keep a healthy balance…

• I understand adults set time limits for online use that make sense for me so that I keep a balanced lifestyle, and then I will follow them.

Guidelines

1. Discovery College will monitor user data and internet access and check the contents of any electronic device brought onto the College premises or on any official College event.

2. Curriculum use of the network and computer resources takes precedence over non-curriculum use including games not related to classwork.

3. This agreement covers (but is not limited to) the use of electronic devices owned by the College and by students that are brought onto College premises, or on excursions, camps or other official school functions including computers, laptops, storage devices, digital video and music players, cameras, other recording devices, mobile phones and organisers. Discovery College reserves the right to ensure all student laptops have sufficient space to support learning activities. This may include the college deleting non-essential games, music and video files.

Laptop Audits The school audits four laptops everyday from the one to one laptop users in Year 6 – 11. This is either done randomly or as a result of teacher request. If breaches to the above Responsible Use Agreement are found, depending on the age level, either the PYP or MYP administration is informed, and the sanctions below are applied. Sanctions Sanctions for violations stated above may include the following measures:

• Confiscation of the device for a defined period • Withdrawal of privileges including on-line access for breaches of on-line policy • Withdrawal of the right to bring or use electronic devices to the College or to College

activities • Community work for the College outside school hours • Payment for cost of repairs.

For serious breaches of rules:

• Suspension or expulsion • Law enforcement agencies may be involved.

Fvv ff

Lower Ground Floor & Adjacent Grassed Area Play Area, Sports Hall, Entry Courtyard and Granite Courtyard Duty Areas August 2013

Water Play Sand Pits

BB Hoops

Lower Ground Floor

Basketball Court

Year 1-4 (5-6) optional

Granite Courtyard

Sports Hall

Adventure Playground

Grassed Area – The concrete drain marks out of bounds

Entry Courtyard (ground Floor)

Wooden Steps

Yr 1-2 Shared area

Ground Floor & Level 1 Café Duty Area August 2013

Café Ground Floor

Café First Floor

Ground Floor

Level 1

Second & Third Floor Duty Areas: Gymnasium, L2 Café Courtyard, Library and L2 Deck August 2013

L2 Deck Level 2

Gymnasium

L2 Café Courtyard

L2 Library

Level 3

L3 Library

L2 change rooms

1.

Bus, Siena Park, and Outside Duty Areas August 2013

Siena Club

Riding Only

Walking Only (riders must dismount)

Riding & Walking Park

Bus

Lunch Duty Area

Bike Area & Park

Lunch Duty Area

Gifted and Talented Procedures These procedures sit under the Learning Development Policy Definition & explanation Giftedness refers to a student's outstanding potential and ability in one or more domains, (e.g. intellectual, creative, socio-affective and sensori-motor). Talent refers to outstanding performance in one or more fields of human activity. Talent emerges from ability as a consequence of the student's learning experience (Francoys Gagné, 1991) This definition was chosen because of its simplicity, clarity and alignment to our vision. Transforming gifts into talents

Collaborative identification At Discovery College the identification of gifted and talented students requires a three-way collaboration - agreement between parents, teachers and the learning development team. Initial indicators may come from any one of the three parties. The Learning Development Team will then seek evidence and correlation from the other two parties and in some instances this may involve asking parents to obtain an outside assessment. It is expected that for the vast majority of students classroom differentiation will meet their needs.

If all three parties provide suitable evidence and are in agreement a plan will be put in place to provide a programme that supplements the differentiation possible within normal classroom activities. This plan will take into account available resources within the College and what the parents may be able to supplement. Nature of programmes As a general principle programmes will be designed to be inclusive in line with the philosophy of the College. This will mean they will occur in the classroom and be based on variations on parts of programmes that other students in the class are working on. These variations may involve greater breadth or depth depending on the needs identified. Identified students will actively be involved in choices around how programmes are changed. The Learning Development Team will collaborate with the classroom teachers to allow differentiation strategies to be incorporated across other units where the Learning Development Team member cannot be present. These programmes, if necessary, may be supplemented with mentoring/additional activities inside and outside of school where there is no additional resource requirements. If parents are able support additional resources and it is seen to benefit the student by all parties involved these may also be considered.

Review Regular review meetings will occur at a frequency of at least six monthly intervals from identification. Where progress is meeting the needs of the student the programme will may continue to operate in an inclusive manner. If review determines that the student’s needs are not being met the following actions may be taken in rare circumstances:

• College requires the parent provide an up to date educational psychologist report to allow better program design.

• Consider program elements that are not inclusive for a proportion of the time. This may involve working with older age groups and/or mentoring other students etc if this is deemed suitable.

• In very rare circumstances where it can clearly be shown that social and emotional development is also significantly advanced (educational-psychologists report and recommendation required) alternative provision options may be discussed.



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discovery.edu.hk

Co-Curricular Activities Policy Co-curricular activities enhance and build on children’s experiences and learning within the school. The activities offered will link to at least one area of our vision statement - Grow. Discover. Dream. In achieving this they will support students becoming the best they can be, finding wonder in the world around us and making a difference for themselves or others by offering experiences that may not be able to occur within the taught curriculum. We encourage all students become involved in some form of regular activity outside of school hours for their general health and well-being either within this program or through outside groups or providers. Staff offer co-curricular activities, unpaid, in the areas of their passion and expertise. All efforts are made to keep costs to an absolute minimum, however, we do ask for a small fee to cover basic costs such as (but not limited to) materials specific to the activity, consumables and equipment wear and tear. If items are needed over and above the basic fee, this will be stipulated on the enrolment form. All enrolments are completed through Gateway http://dc.tg.esf.edu.hk Guidelines

• Co-curricular activities should cater to as many students as possible • Activities offered should link to at least one area of our vision • Most co-curricular activities will be led by a staff member, student and/or parent • Activities will be communicated to parents at least two weeks before they start • All external providers will be pre-approved through an appropriate vetting process to

ensure the safety of our children • We expect all students to be involved in at least ONE co-curricular activity during the

year • Transport arrangements to and from activities outside Discovery Bay may require

parent assistance



Hong Kong T +852 3969 1000 F +852 2987 8115

discovery.edu.hk

CPD Policy and Guidelines Introduction Professional development is about growth, renewal and the continuing development of professional people, which in turn has an impact on what happens in classrooms and schools generally. The support, professionally and personally, of staff members is absolutely pivotal to an effective school. Discovery College recognises that its staff are its most valuable resource and provides for their ongoing growth. In doing this, the College aims to sustain and improve the quality of its learning and teaching. Areas for development include:

• Curriculum Development - teaching subjects and strategies • Personal Development - growth in areas of interest • Management Development - the Leadership Team • School Development - whole school foci

Objectives of CPD

• Improve teaching and learning • Meet the needs of staff, College and direction of leading pedagogy • Aligned with Annual Plan, College, faculty/team and individual PD/PM goals • To encourage staff to share what they have learnt with others

How Discovery College supports staff CPD

• Strategic conferences • IB workshops • ESF CPD • Whole-college, sector and department PD • Individual PD aligned to school action plans and individual PM goals

Considerations

• Staff invited/accepted to present • Visiting team members/workshop leaders • CIS/WASC • Fairness • Process for deciding on staff to attend • Support staff • Links to Annual Plan • Induction for new staff (teaching/support) • Levels of responsibility (sector/CPD Committee)

The Application process Applications must:

• Link to College Action Plan or PM goals (school-wide, team or individual) • Speak with CPD coordinator (primary/secondary) • Completed a cover form if applicable • Include costing for hotel (wherever possible single room), flights (economy class, minimise

disruption to classes) and registration • Have the approval of CPD coordinator

Processing of applications:

• Reviewed by the CPD committee (Primary- PLT, Secondary CPD Committee) • Be given approval by CPD committee • Copies of forms kept on record by IB coordinators



Hong Kong T +852 3969 1000 F +852 2987 8115

discovery.edu.hk

Funding:

• Will be supplied for professional development related to existing work positions • Funding may be supplied for anticipated positions in exceptional circumstances • DC teaching staff may apply for a maximum of 5,000 HKD subsidy for tertiary courses which

demonstrably aid school development or performance management targets. Reimbursement:

• All receipts must be supplied for reimbursement (refer to Purchasing and Payment Procedures)

Guidelines: IB Workshops/Training

1. High priority – no previous IB workshop training. Last IB workshop/conference 3 or more years ago. Attendance at IB workshop is mandated by the IB (e.g. Programme WS for adminstrators). NO previous teaching experience with the IB programmes.

2. Moderate priority – has attended IB workshop within last 3 years. At least 2 years teaching IB related IB programme.

3. Low priority – has attended 2 or more IB workshops in the last 2 years. 3 or more years experience teaching related IB programme.

IB Workshop Leader/Visiting Team Training

1. All staff should, where possible, attend training courses during school holidays 2. Discovery College will cover the cost of supply, when necessary 3. Other costs must be covered by staff and/or IB (air fares, accommodation, etc).

Facilitating Workshops and/or Visits for the IB

1. All staff are encouraged to, in the first instance, conduct workshops and visits during school holidays.

2. The College will support the following: a. 4 school days per contract b. For new staff, workshops or visits are not to be conducted in the first 6 months of the

contract Other

• There may be occasions when staff are invited to support the IB and/or CIS e.g. curriculum development, programme review, accreditation visits, etc. These will be considered on a case-by-case basis by CLT.

PD allocation for staff who have resigned or not accepting new contract Funding for staff professional development provides benefit for the teacher as well as the College, with the ultimate aim of improved outcomes for the students at Discovery College. With so many demands on what is a limited resource, not all PD requests can be accommodated. In order to maximise the funding to support the college moving forward, staff who have resigned prior to or before the end of their contract i.e. between January and August, are entitled to one day’s release and costs up to HK$1,000 post 01 January of the year they are leaving DC.



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discovery.edu.hk

If a staff member is approved for PD, including running workshops/visits during this time, and subsequently resigns, they need to be aware that they may forfeit their PD, or may be asked to pay the difference between the total cost and the entitlement above (release plus $1,000).

Page 1

Duty Notes 2014-15 – version 08/14 General Remember that you are always on duty when travelling around the College and the same expectations of behavior should be expected and reinforced at all times. Walking only on staircases, landings and walkways. It is expected that staff will intervene where students do not follow this expectation. In areas where students are expected to wear hats (LGF and Grassed area, Siena Park etc) staff should too (or use an umbrella) to model the behaviour we expect from them. For secondary students the College is laptop free during breaks except in designated study areas and in the library. There is no laptop usage by students in cafeteria except Year 12 and 13 students who are in non-contact blocks during the school day. Please remain in your duty area until your replacement has arrived – if they are overdue send a student to the office to ask them to find the person. Be positively assertive when students are not doing the right thing:

1. Question them to see if they know what the rule is. Explain with reasons if required.

2. If it is serious a consequence should be immediate. Explain that they are doing the wrong

thing and what the next step is if they continue/do it again. This could be a RR, set consequence, or name to the VP Primary or Secondary Leadership Team (SLT) for follow-up. It may be appropriate to record their name on your notepad.

3. If they do it again follow through with the consequence. 4. If you need help send a child to the front office or staff room requesting that a staff member

come to your area. Eating Areas All cafeteria purchased food must be eaten in the Cafeteria or on the 2F open-air deck. Secondary students who bring lunches from home can eat these in the cafeteria (space-permitting), on the Lower Ground floor wooden steps or the second floor seaside deck. If you see students taking food on plates/utensils from the cafeteria to other areas please send them back. Also note that it is part of the role of all duty teachers to make sure that you work with students to ensure any rubbish is removed by the end of the session. Entrance Please welcome students and parents. The area includes the roadway at the front of the school front the park to the bike racks. Please check that students are wearing helmets and take name for repeat offenders to be followed up by MBN, Primary and Secondary Leadership Team (SLT).

Page 2

Lower Ground Floor Playground - Hats expected for primary and secondary Please circulate constantly. Because the nature and location the water play, sand play and play equipment need special attention. Students are not allowed past the fence at the end of the sand and water play area nor the entrances to the stairwells. As with all outside areas a sun hat must be worn. As you circulate indicate to students how long until they have to go back to class with the objective that you are asking them all to move to class at least 5 minutes before the break ends. If it rains please ensure that students stay under cover. Lower Ground Floor Grassed Area - Hats expected for primary and secondary Students who play on the grassed area must not go past the concrete drains on the RHS nor go beyond the big rock and the two lamp posts on the LHS. As with all outside areas a sun hat must be worn. Students should be asked to stay away from vegetation. Ball games are allowed. Support staff / security will open and close the gates and check the area for snakes and dog droppings but please be vigilant while on duty. Cafeteria Secondary Recess Level 1 Only – Circulate constantly and ensure that all students clean up their trays, food etc. Ask students to clean up 10 minutes before the end of recess with the objective of all students being out of the canteen 5 minutes before recess ends. There should be no trays/rubbish left on tables at the end of recess. Lunch – One (Primary) – Ground floor only. Please circulate to ensure that students clean up after themselves. 1-3s who have set lunches do not need to do this. The only secondary students who should be in will have co- curricular activities – they should not be bringing friends. Secondary students are allowed to enter the upper level at 1.05 Lunch – One (Secondary) - Please circulate to ensure that students clean up after themselves. Lunch – Two (Secondary) – As you circulate indicate to students to start eating faster 15 minutes before the end of lunch and to start cleaning up 10 minutes before the end of lunch the objective that you are asking them all to move to class at least 5 minutes before the break ends. There should be no trays/rubbish left on tables at the end of lunch. Morning Bus Stop Supervision Be in place by 8.05am at the Siena bus stop. Help site staff with the DC Buses and ensure that the No 9 bus students are orderly and do not go through the garden beds. Watch for students who are riding unsafely down Siena Ave and talk to them and take names if they do so – give these names to MBN (Primary) or Secondary Leadership Team (SLT). Watch for students crossing the road unsafely from the C9 bus stop across from the Siena Club. Afternoon Bus Duty Find the bus you are responsible for in the area immediately outside the Y1-2 area. As students arrive get them to sit down in two lines starting from the signs on the wall. Help the bus mothers mark the roll. Each student should know their number. One way is to mark them off as they sit down starting from front to back by asking their number and then confirming their name off the roll. When all students are present walk with them to the appropriate bus.

Page 3

Afternoon Bus Stop Supervision Be in place on the corner of Siena Ave as soon as possible after finishing class at 3.15 (you should be in place with as the first students arrive). Monitor students catching C4 and C9 bused and make sure that once they decide on the bus they stick with it and do not cross the road to catch the other. Check that students cross the road safely. Entry Courtyard (GF) and Granite Courtyard (LGF) The Granite Courtyard (LGF) is out of bounds at both primary and secondary recess and lunch one and lunch three due to music lessons. The guards should set up barricades to assist. Please circulate constantly. No ball games are allowed in the entry courtyard due to the risk of the balls dropping onto the play areas below. Students are not to play or enter the areas connecting the Granite courtyard and the LGF play area, nor the entrances to the stairwells. L2 Café Deck Recess - Circulate constantly and ensure that all students clean up rubbish and food and to put it in the appropriate recycling bins or pack back into lunchboxes to take home. Ask students to clean up 10 minutes before the end of recess with the objective of all students being out of the out of the area at least 5 minutes before recess ends. There should be no rubbish left in the area at the end of recess. Gym should not be open unless another staff member is present at this time. Lunch 1 (primary) - Circulate constantly and ensure that primary students clean up rubbish and food and to put it in the appropriate recycling bins or pack back into lunchboxes to take home. At the end of your duty encourage primary students to go to one of the other areas to make room for secondary students in Lunch Two. No rubbish should be in the area when you leave. Lunch 2 (Primary) and Lunch 1 (Secondary) - Circulate constantly and ensure that all students clean up rubbish and food and to put it in the appropriate recycling bins or pack back into lunchboxes to take home. No rubbish should be in the area when you leave. Please check Gym change room area periodically. Lunch 2 (Secondary) - Please circulate. No ball games are allowed in the Café Deck area but students are welcome to read, or play appropriate table games. As you circulate indicate to students how long until they have to go back to class with the objective that you are asking them all to move to class at least 5 minutes before the break ends. Please check GYM change room area periodically. Gymnasium Gymnasium duty must be done from within the gym or from the viewing platform above. Students must be in non-marking sports shoes and appropriate attire if they are playing games in the Gym. Expectation on behaviors and treatment of equipment and facilities should be high. Be proactive, help start and/or organise games. No food or drinks are allowed in the Gym. Climbing Wall 10 students allowed in at one time and progress along the wall and out the far door.

Page 4

Siena Park – Hats expected for primary and secondary Only the grassed area immediately adjacent to the school is available. Hats must be worn. This means a school hat for primary and any hat that provides protection over the face for secondary. Staff on duty need to collect the activity tub from the front office and return this at the end of the duty. Staff are encouraged to advertise and promote activities in this area. Students may go out of this area to collect balls but must immediately return. Please circulate. As you circulate indicate to students how long until they have to go back to class with the objective that you are asking them all to move to class at least 5 minutes before the break ends. No food allowed in park. Students may bring water. Pool – Currently not in general use at break times The pool will be dutied every day on a rotation based on the PE program over the two week cycle. Claire and Jason should be able to coordinate with Annette that the days they teach straight after lunch in primary are balanced over the 10 days by extra time taken in blocks not taught before lunch. The three staff involved will need to ensure that the duty is covered each day and to promote the program in the bulletin and amongst students. One day will be for secondary and one day will be for Yr 4-6. Both pool attendants will also be on duty. Library Please circulate constantly. Check to ensure students are behaving appropriately - no eating, drinking, loud behaviour or running. Laptop use in the library only for school work – laptops should be collected from students who are not doing school work and given to the ICT department for auditing. No more than two people per desktop computer. Primary students are to stay downstairs unless they have specific permission to go up stairs. A bell is rung 5 mins before the end of lunch time to get the students moving. Primary Sports Hall Only students of designated year levels for the day may enter. Check the roster for details. Site staff will have set up table tennis tables, students may also play table football. Please make sure that students are orderly and take turns. Please take names of any students who misbehave and send them out. Give names to DEY (Primary) or Secondary Leadership Team (SLT). Please make sure that the room is tidy and bats and palls are packed away before the end of the duty. Level 2 Deck Please circulate constantly - use the lift to travel between the floors. Level 2 is a passive area and active games are not suitable due to the risk of tripping and balls dropping onto the play areas below. Only secondary students are allowed in these areas. Please try to make at least two inspections of the change room areas next to the gymnasium during your duty.



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MONEY COLLECTION PROCESS e.g. camps, field trips, swimming, etc. Role of PA to Head of Primary/Head of Secondary:

1. Inform Finance Office and front office re. details of money being collected (i.e. dates, classes, amounts and copy of the relevant letter).

2. Prepare the money pouches.

3. Communicate process with Teacher/EA/Learning Advisor. Role of EA/Class Teacher/Learning Advisor:

1. Mark off all returned reply/permission slips and money on the sheet attached.

2. Place reply slips and money in zip bag (if relevant).

3. Check that the amount given is accurate and cheques written correctly. For primary notify parents through diary if amounts or cheque written incorrectly (do not send incorrect amounts or incorrect cheques to the office).

4. Send zip bag to the main office each day where money will be removed. No money is to be

kept in classrooms.

5. Zip bags to be returned to Class Teacher/Learning Advisors prior to the next day. EAs to collect in the morning.

6. Once all amounts have been received, teacher to sign the bottom of the check off list and

give to PA to Head of Primary/Head of Secondary. This is then passed on to the Business Manager.

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Title : Policy and Procedures for Managing Fieldwork and Outdoor, Off-site Activities

Status : Active

Approval Date : June 2011


December 2013

Originator : Managing Fieldwork and Outdoor, Off-site Activities Working Group

Originator: Reviewed by: Approved by : Managing Fieldwork and Outdoor, Off-site Activities Working Group

Chris Durbin, Jonathan Straker and Review Group

Date:

Date:

Date: June 2011


Reviewed Approved Revision No Effective Date Summary of Revision

By Date By Date

1 January 2011 Minor revisions AS 01/09

2 June 2011 Major revision

Rationalising into policy, procedures, guidelines and support documents with new forms as part of the procedures. Changes are based on annual review meetings as well as consultation with those who have used the policy.

CD/JS 05/11

POLICY DOCUMENT ANNUAL REVIEW This policy document is subject to an annual review by ESF that is formally documented to ensure its continuing suitability, adequacy and effectiveness. Areas subject to review include, but are not limited to, follow-up action from previous reviews, policy conformity, review of complaints, status of corrective and preventive actions, and improvements for the forthcoming year. ESF reserves the right to amend this policy by notice following such review in circumstances in which it considers such change to be necessary or appropriate.

Table of Contents Section Heading Page number

Appendix Heading Page number


Procedures for Managing Fieldwork and Outdoor, Off-site Activities

43

1. Purpose and Introduction

1.1 The purpose of this policy is to govern the management of fieldwork and outdoor, off-site activities. The document represents the Foundation’s policy and procedures rather than guidance. This policy is to support and protect students, teachers and other adult helpers engaged in these activities. ESF recognises that extra-curricular and co-curricular activities as well as curricular fieldwork tasks are an integral part of an education at an ESF school. ESF is committed to sustaining and developing these activities and through this policy give confidence to all those involved.

1.2 These procedures were initially written in 2005 with the view to achieving higher standards and greater consistency of practice across ESF schools. In achieving this, we have influenced the standards across providers of outdoor education in Hong Kong and many other international schools have improved their procedures based on this piece of work. Vigilance remains necessary and in annual reviews of risks, new and improved risk management has resulted.

1.3 The purpose of this review is to further embed the standards of risk management whilst sustaining the richness of the adventures and fieldwork that is undertaken with students. These procedures have been reviewed by people with a variety of expertise and experience with the view to building on the dedication and diligence of school leaders and teachers over the last six years.

1.4 The objectives of this reviewed document are to develop procedures that: • are clearer and sectioned appropriately; • are built into the Gateway to enable schools to manage the process more effectively; • embed monitoring arrangements at school and Foundation levels; • include knowledge gained from the annual review procedure for accidents/near accidents; • improve dovetailing with other, related procedures; • include common risk assessment procedures; and • incorporate additions where schools have enhanced the methodology of the original policy.

1.5 A further pool of expertise has been created through the further development of these procedures. This group, though its membership is fluid according to need, will act as an advisory committee for the annual review of the procedures with the Director of Education [or a representative], the Head of Student Support and the oversight of the training and development programme, with the Head of Continuous Professional Development (CPD). The members of the current group are:

Name Contact Location Email Chris Durbin ESF Centre [email protected] Jonathan Straker ESF Centre [email protected] Nick Cotton Renaissance College [email protected] Paul Chillingworth Island School [email protected] John Ainsworth Bradbury School [email protected] Su Cowland South Island School [email protected] Paul Hamblin Kennedy School [email protected] Lucy Clarke Emergency Care Training [HK] [email protected] Geoff Lofthouse Sha Tin College [email protected] James Fisher KGV School [email protected] Annette Chapman South Island School [email protected] Steve Fennelly Bradbury School [email protected]

2. Scope

2.1 The procedures covered here aim to include activities at all ESF schools, PIS Schools and ESF

Kindergartens, irrespective of the age of the student. These now include all journeys off-site. 2.2 This document does not cover Health and Safety in Physical Education and Sports [reference

Health and Safety in Physical Education and Extra-curricular Sporting Activities a New Policy for December 2011] however this document now covers the travelling to and from any events



43

offsite. Provision is made for permission for visits to other ESF schools and very low risk and short duration trips.

3. Definitions

3.1 The procedures to be followed depend on the risks involved in the visit. Defining the risk,

through a consistent approach to risk assessment, is therefore very important. The purpose of this section is to: • define the factors influencing risk; • understand the levels of risk on a trip; and • allow decision makers to decide which set of procedures to follow.

3.2 Factors in risk management 3.2.1 Risk assessment is about ensuring that clear thinking about health and safety takes place.

Thinking and systematic recording are required procedures, and in doing these, risks will be reduced.

3.2.2 Documentation and referral processes allow teachers to demonstrate that they have acted responsibly to anticipate risks. In preparing for risk, documentation supports teachers, and illustrates that teachers have shown appropriate and relevant care of all ESF students.

3.2.3 Risk assessment and management is about weighing up the balance of probability. It is about analysing and bringing together three broad areas that influence risk: A. the nature of the activities and equipment; B. the environment in which they are set; C. the capacity of the student and accompanying adults to conduct the activities in the

environment. This is illustrated in Fig 3.1

Figure 3.1 Factors in assessing risks

The activities and equipment

Adventurous nature

Equipment used

Contact with animals

Unsupervised work

Physical challenge

ASSESSING

RISK

The people

Medical conditions

Physical capability

Training and experience

Behaviour

The environment

Climate

Terrain

Water

Health and health care availability

Communications

Access



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3.3 Assessing the level of risk 3.3.1 The continuum and the examples within Figure 3.2 are illustrative. The figure is designed to

support trip leaders and school leaders in making judgement about the level of risk associated with an activity.

Figure 3.2 Illustrative examples of Risk LOW HIGH Significantly low risks e.g. Medium risks, e.g. Significantly high risk, e.g. School visits to indoor venues such as art galleries, theatres conferences, cross school events

Adventurous activities including skiing, climbing using ropes, walking in mountainous terrain and cycling;

Fieldwork in parks, gardens Fieldwork and semi-rural environments (city or village study); Fieldwork in busy urban areas with older students

Fieldwork involving rugged terrain; Fieldwork involving remote environments where the proximity to medical aid is likely to be difficult; Fieldwork in busy urban areas with younger students;

Activity involving still and shallow water below knee depth;

Any activity involving deep, moving bodies of water above knee depth including canoeing, scuba diving, swimming in the sea or rivers, fieldwork, raft-building;

Activities involving observing caged animals with no physical contact;

Activities involving close contact with animals, such as horse-riding;

Community service in indoor venues in Hong Kong;

General work experience supervised by the placement;

All overnight camps due to students being away from home;

All overseas trips due to students away from usual medical care;

3.3.2 In considering approval of trips, all trip and school leaders should consider the following

questions [also repeated in Appendix A4]. If any of the questions below are answered in the affirmative then the activity is deemed to be higher risk and therefore in need of careful planning to minimise risks. 1) Is the activity outside Hong Kong? [The need to prepare for students away from their usual medical care in Hong Kong should they

become ill or injured] 2) Does it involve any students with high risk medical and behaviour conditions? [see

Sections 9] [The need to consider the activity in relation to fitness and health of the students]

3) Does it involve deep and/or fast moving water above knee height of students? [The need to be preventative in avoiding overly dangerous water hazards and knowing about

the uncertainties of natural water bodies, in particular, as well as taking precautions and preparing for rescue]

4) Does it involve adventurous activity and/or rugged terrain? [The need to prepare for broken limbs and immobility of participants]



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5) Is the activity in a remote environment away from easy communications? [The need to prepare communication strategies in incidents of emergency] 6) Does it involve close physical contact with animals? [The need to minimise transmission of diseases and/or risks involving horse riding] 7) Does it involve unsupervised activity away from staff? [The need to prepare students to act responsibly and safely when out of direct supervision] 8) Does it involve an overnight stay? [Teachers are in loco parentis 24 hours per day] 9) Does it involve prolonged exposure to extreme environmental conditions? [The need to monitor and prepare for exposure to extreme weather conditions] 10) Does it involve an area where there is common incidence of communicable

diseases? [The need to check travel health advisory for the destination as well as prepare for incidents of

water or insect borne diseases and where hygiene makes students more vulnerable to vomiting and diarrhoea – leaders are required to reference website for travel health advisory www.dh.gov.hk and follow this advice]

3.4 Definition of activities that must never be considered 3.4.1 Some inherently dangerous activities should not be undertaken on school visits from ESF

schools. These include those where there is an inherent and high level risk of injury, and risk to the safety of students, and that despite the potential availability of qualified instruction and experience of students, ESF has taken a view that these activities are not worth the risk. They are usually activities that are excluded in travel insurance. • travel to a country where there is a ‘black flag’ assigned by the Hong Kong government or a

country with a war zone, political unrest or military activity and where insurance is invalid; • travel to a country with epidemics or high likelihood of severe natural hazards; • activities involving flying and parachutes including parachuting, paragliding and

parascending; • bungee jumping; • diving below 30 metres and cave diving; • motor racing, quad-biking and go-carting; • shooting of firearms; • rock climbing without ropes; • cycling without helmets; • skateboarding without helmets; • white-water rafting above Grade 3 rapids; and • skiing on high risk skiing routes for advanced skiers as well as off-piste skiing.

3.4.2 This is not an exhaustive list and schools can add to the list as appropriate. If in any doubt about the safety of an activity the party leader should refer it to the Principal or his/her delegated authority for visits. If the Principal or delegated authority is in any doubt, it should be referred to ESF Centre.

3.4.3 Party leaders should be vigilant around unsupervised periods and ensure that students are briefed not to undertake adventurous activities of the nature above.

3.4.4 The list will be reviewed annually as part of the annual monitoring of these procedures.

3.5 Definitions of supervision related to the age of students 3.5.1 Risk is different for different age groups of students. High risk activities should not be

unsupervised unless there is a specific educational justification for doing so, for example to fulfil the requirements of AYP gold, silver and bronze awards, and parents have given written consent.

Figure 3.3 Overview of unsupervised work for low and medium risk activity [minutes]



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Age group Kindergartens and Years 1-3

Years 4-6 Years 7,8,9 Years 10,11 Years 12,13

Unsupervised work permitted

No Yes Yes Yes Yes

Maximum time (minutes) without contact between teacher and student

None 20-40 for low risk activity

50-90 for low risk activity 30-50 for medium risk activity

50-90 for low and 30-50 for medium risk activity

80-100 for low and medium risk activity

Telephone contact is considered supervision

No No No Yes [low risk only]

Yes

Minimum group size

N/A 4 4 4 2 – low risk activity 4- medium risk activity

3.5.2 Students in Year 3 and below should not be unsupervised by an adult at any time. For younger

students, “unsupervised” is defined as out of sight of the adults who are therefore unable to respond immediately.

3.5.3 Students in Years 4, 5, and 6 are able to conduct unsupervised purposeful work in groups of at least four students for short periods of time to conduct low risk activities. The party leader must have taken into account the behavioural record of the students, and act appropriately for individual students to offset risks to those students. This should be no longer than 20 - 40 minutes and accompanying adults should have a strategy for being located quickly should the need arise. Clear expectations of students should be established beforehand. If there is educational justification for a longer period of unsupervised activity, a strategy for checking on the students should be agreed by all parties beforehand so that no student is out of contact for more than the allocated time. One strategy for younger children has been for each child to have a phone number for the school on a wristband for example.

3.5.4 Students in Years 7 8, 9,10 and 11 are able to be unsupervised by adults in groups of 4 or more for no more than 50-90 minutes in low risk situations. The party leader must have taken into account the behavioural record of the students. Telephone supervision is only suitable for Years 10 and 11 in low risk situations. The educational justification should be expressed in writing in the risk assessment. Clear strategies for two-way communication need to be in place and at least two methods of communication should be established, for example i) known fixed check-in points with staff and (ii) use of mobile phones. In medium risk situations an educational justification will be needed for unsupervised work. A clear rationale for doing so must be given in the risk assessment and the maximum time away from supervision should be 30-50 minutes Accompanying adults should have a strategy for being located quickly should the need arise. Clear expectations of students should be established beforehand.

3.5.5 Students in Years 12 and 13 should be treated appropriately for their age group. Unsupervised work can be conducted with a minimum of two students in low-risk situations and four students in medium-risk activity. No student should be unsupervised for more than 80-100 minutes in either low or medium risk situations; however, the use of telephones is appropriate for interim supervision to allow a period of 160-200 minutes to conduct in-depth work. The educational justification should be expressed in writing in the risk assessment. Clear strategies for two way communication need to be in place and at least two methods of communication should be established, for example (i) known, fixed check-in points with staff and (ii) the use of mobile phones. Clear expectations of students should be established prior to the visit and again just prior to the unsupervised activity.



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3.5.6 There are cases when students may be engaged in Community Service Activities that they have initiated themselves. Schools will need to seek permission of the School Council for allowing these activities when they are abroad. Should a school wish to allow a student to conduct a trip independently as a member of the school community, they must be in term 3 of year 12 or in year 13. There should be a minimum of two students to any one location. The school should support the student in conducting a risk assessment and only when this planning and risk assessment is complete should the school consider it. Permission from parents must be sought and evidence of insurance should be provided by the student or parent, responsibility for emergencies must lie with the parents although the school should support the parents and the students in defining the communication plan and should be given a copy of that plan. A school leadership team must consider the proposal and determine if the school supports the proposal.

3.6 Role definitions and descriptions

The Role of the Principal and the Principal’s Delegated Authority

In the school policy, the Principal is responsible for the approval of school trips.

The Principal is able to delegate the authority to one or more senior leaders with extensive experience of running school trips, while still being ultimately responsible

School Risk Management Advisory Panel

There will be an advisory panel of expertise in managing school trips, including a minimum of the Principal or their delegated authority and two experienced trip leaders. Schools can consider other appropriate adults that may be experienced, such as a parent or school council representative who has appropriate expertise. Should a school wish to seek external help, appropriate consultancy could be involved.

Party Leader[s] The party leader is the person responsible for the trip and the activities within it. S/he is accountable to the Principal or the Principal’s delegated authority and is responsible for health and safety on school trips.

For all trips, there should be a single designated party leader, or in some circumstances no more than two co-leaders, acting as the Principal’s delegated authority while on the trip.

The party leader or co-leaders have overall responsibility for health and safety and determining the nature of the risks involved.

A co or assistant leader is essential for high risk trips to support the party leader and to act as a critical friend. Roles should be clearly designated. A co-leader should lead on the curriculum content in order that the party leader may concentrate on health and safety issues.

A party leader on a high risk trip cannot be a person who has not led a trip before. Staff new to ESF and Hong Kong act as assistant leaders in their first year and not as leaders on high-risk trips in Hong Kong.

Accompanying Member of Staff

This is defined as a person employed by ESF, or who is well-known to the school as a responsible adult. This includes support staff and ESF registered supply teachers who have been used by the school on a frequent basis.

If a member of the school’s senior leadership/management team is



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present on the trip, the responsibility remains with the party leader. The SLT/SMT member should be seen in a supporting role to monitor the effectiveness of the trip as a whole, including the health and safety of the activities, and support in the case of incident management.

Accompanying Parent or Other Adult

This person must be over 18 (i.e. a parent, former student, school council member, spouse of member of staff), and well-known by the school to be responsible. The school must be able to demonstrate this with evidence if required. A accompanying adult may be permitted to lead a small sub-group within a party.

Accompanying Student Helper

Older students [year 12 and above] used to accompany younger students do not count in the staffing ratio. They should be known to be responsible (for example, if a secondary student from an ESF school accompanied a primary school activity, a short reference should be given).

Student The participants of the trip should all be ESF enrolled students with full school records.

In occasional circumstances, students other than those enrolled as ESF students will be allowed to join the trip at the discretion of the Principal or the Principal’s delegated authority. There should be educational justification and appropriate insurance arrangements need to be in place.

Expert Tutor The expert tutor is an adult other than a teacher or ESF assistant who offers tuition for students in their specialist area.

This may be a member of ESF staff but they also need to demonstrate that they are appropriately qualified.

4. Assessing Risk and Control Measures

4.1 Be clear about purpose with staff 4.1.1 All ESF staff engaged in trips should be briefed on the purpose of risk assessment. This is to

ensure that all adults accompanying students in off-campus activities are aware of both the risks involved in the activities and the steps that have been taken to reduce their likelihood and impact. Identification of a risk to the group should be seen as a positive process, allowing measures to be taken to maintain the highest possible levels of group safety. The risk assessment process is designed to identify risks and identify control measures to reduce their likelihood. Staff should not expect it to eliminate risk entirely. In cases where a potential but rare risk is identified, then a communication and response plan is necessary.

4.1.2 Level of risk assessment procedure will be determined at initial approval stage Appendix A3.1

4.2 Procedures and forms 4.2.1 In assessing risk, party leaders should complete a Risk Assessment Form - Appendix B1. This

should be submitted to the Principal’s delegated authority in advance of the trip. As such, it should be completed as thoroughly as possible and then checked by the Principal’s delegated authority.

4.2.2 The numerical coding is a guide to the impact of the risks that relates to the: • Likelihood - the probability of the outcome occurring • Outcome - the consequence to the trip as a result of the risk occurring

This allows trip leaders to consider control measures for the most likely eventualities.



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4.2.3 In assessing the risk of activities, the Principal’s delegated authority should check that the following has been assessed and control measures considered: • nature of the activities and equipment, including the method of travel; • nature of the environment in which they are set as defined in section 2; and • capacity of the people, both students and accompanying staff to conduct these activities in

the environment. 4.2.4 While it is possible to create a bank of completed Risk Assessment Forms for activities that are

frequently repeated, it is essential that these are not permitted to be submitted without direct adaptation for the off-site activity in question. The Risk Assessment process allows for generic risks to be identified for activities, but specific risks should be assessed for each individual activity. Discussion of risks is the point, and creating dialogue around the process makes for safer and better planned and managed trips.

4.2.5 The risk assessment process is not complete until it has been communicated to, and discussed with, all participating adults.

4.2.6 Where appropriate, it is recommended that students are included in the Risk Assessment process.

4.3 Training in risk assessment 4.3.1 Training is provided by ESF. Each school is recommended to create a team of trained and

experienced staff who can oversee the process in the school and provide advice to staff as required. Trip leaders should seek assistance from trained staff in school.

5. Supervision and Activity Management

5.1 Ratios of students to staff and other adults 5.1.1 The ratio of adults to students will depend upon the nature of the outdoor activity undertaken

and the age and experience of students. 5.1.2 For all trips, the minimum number of accompanying adults is two, with the exception of trips to

other schools and or sports facilities in regular use by the school and low-risk trips with Years 9 and above.

5.1.3 For a residential or camping trip, where a group is mixed gender, then both male and female leaders must accompany the group. Very occasionally, a trip may be permitted to have only one teacher as long as there are other adults of the opposite gender to the teacher present, and through the risk management process, school leaders have to be satisfied that students are safe and well cared for.

5.1.4 Senior students, even those who have reached the age of 18, cannot be counted in the overall staffing ratio, but do not count as participating students either.

5.1.5 Educational assistants, support staff and parent helpers may only be included in the staffing ratio if they have been briefed and trained for the venture by the trip leader. All parent helpers used should be selected by the school, based on the school’s knowledge of the parent.

5.1.6 Qualified instructors who are paid employees of the outside providing company can be counted in the staffing ratio provided that: • at all times the staffing ratios are adhered to; • the school knows them well and has done appropriate checks with references; and • these staff take a full pastoral role in the trip and are on-call 24 hours;

If they are instructors for specialist activities only, then appropriate supervision ratios at other times in the trip need to be adhered to.

5.1.7 If an outside providing company is supplying members of staff for the main body of the trip and who are in a 24 hour pastoral role, but cannot due to expense and practicality accompany students in transit, then staffing ratios for the journey can be moderated for this lower risk part of the trip. This is at the discretion of the Principal, and with the proviso that the appropriate risk assessment with an emergency plan has been completed. If in doubt, consultation and permission can be sought from ESF Centre.



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5.1.8 For SEN students, staffing ratios will depend upon the individual needs of the students and may require 1:1 supervision.

5.1.9 The following minimum ratios apply: Activity Minimum Staffing Ratio Sailing and Windsurfing 1:6 and 1:5 Skiing 1:12 AYP/Wild Camping/Orienteering 1:8 Canoeing/Rowing 1:8 [1:6 for aged 8-13] Trekking overseas 1:8 Cycling 1:5 Class trips for kindergarten children anywhere 1:6 Class trips for Year 1 & 2 students anywhere 1:10 Fieldtrips in country parks and rural areas in HK 1:12 Residential trips abroad 1:12 Class trips in urban areas 1:15 Residential camps in HK 1:15

6. Training and Qualifications of Supervisory Adults Whilst it is recognised that past experience in leading trips is very desirable, it is important to emphasise that experience alone is not sufficient. Staff, internal or external must be suitably qualified to lead the ventures they undertake.

6.1 Party leaders, co-leaders and leaders of activities 6.1.1 The minimum requirement of leaders will be:

• First aid training within the last two years by an ESF recommended or appointed trainer and training in risk assessment management appropriate to the activity.

• Where it exists, a qualification issued by the relevant supervisory body in Hong Kong. Examples of these are:

6.1.2 Schools should check qualifications, and keep on file copies of qualifications of leaders and

those leading activities; 6.1.3 Where a leader is unclear about the requirements or wishes to lead an activity not mentioned

here they should ask the Principal or his/her delegated authority to contact ESF Centre. Likewise if they feel they possess appropriate alternative qualifications, they should gain approval from ESF Centre.

6.2 Accompanying staff 6.2.1 The nature of training for accompanying staff will vary according to the activity:

Activity Minimum Staff Qualification AYP/Wild Camping First Aid + schools’ operating authority accreditation to Bronze level Class trips in urban areas No additional training necessary

Activity Qualification Orienteering Teaching certificate of the Orienteering Association of HK Sailing/Windsurfing Bronze Medallion + proficiency test as Helmsman (EDB) AYP Instructor/Assessor registered with SOA to Gold/Silver level Canoeing/Kayaking Appropriate Instructor Qualification from a recognised body Rock Climbing Appropriate Instructor Qualification from a recognised body Fieldtrips in Country Park ESF Standard First Aid Trekking abroad Wilderness First Aid or equivalent



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Residential camps in HK At least 2 staff to be First Aid trained Fieldtrips in country parks and rural areas in HK

At least 2 staff to be First Aid trained

Cycling At least 2 staff to be First Aid trained Trekking overseas All staff to be First Aid trained Residential trips abroad e.g. music, drama, art

First Aid for at least one member of staff

6.3 Accompanying student helpers 6.3.1 Older students [year 12 and above] used to accompany younger students do not count in the

staffing ratio. This means that they are not counted either as an adult or as child in the staffing ratio.

6.3.2 They should be known to be responsible (for example, if a secondary student from a ESF school accompanied a primary school activity, a short reference should be given).

6.3.3 Where prefects are used to help staff camps there should be a training program for these students prior to the camp where role expectations are explained.

6.3.4 Prefects should always be supervised by teaching staff"

6.4 Use of resident specialist instructors for high risk activities 6.4.1 Employment of qualified specialist instructors to teach activities is recommended. Resident

instructors employed by an external agency should have the necessary qualifications and experience, verified by the school.

6.4.2 Where a residential campsite or an NGO are sub-vented and subject to government regulations then there is no need to seek further verification. Examples of such instructors are employees of the Leisure and Cultural Services Department (LCSD).

6.4.3 A member of the school’s teaching staff, who is first aid trained, should always be present at high risk activities in a supervisory and monitoring capacity.

6.5 Use of external agencies 6.5.1 Where external agencies are being used to deliver an activity, the suitability of the agency must

be assessed using Appendix G1. This asks for verification of the qualifications of the instructors, their experience in the field and for details of their insurance. Schools must also adhere to the safety standards of the external provider.

6.5.2 No overseas provider should ever be used without a recognised certification or a licensing number.

6.5.3 Reconnaissance is essential for all medium and high risk trips and wherever possible conducted in person by the trip leader. In exceptional circumstances, for example trips involving long distance air travel, schools are able to determine, as part of the approval and risk management process, whether an external agency can provide this reconnaissance and the risk management process on their behalf. This exception cannot apply to agencies that any ESF school is using for the first time. If another ESF school has used that same external agency, then risk assessments and documentation can be passed between schools. It is the responsibility of the receiving school to verify whether the quality of the risk management measures is sufficient.

6.5.4 The Extra-curricular Tutors and Coaches Policy relates specifically to the employment of external coaches and these regulations are pertinent here.

6.5.5 ESF Centre will collate and maintain a list of organisations that are approved for use.

7. Equipment and First Aid

7.1 Equipment 7.1.1 The equipment required will depend upon the nature of the activity undertaken. Ultimately the

process of risk assessment should inform equipment selection.



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7.1.2 For High Risk trips: • school owned equipment should be checked well in advance for defects and hazards and

rectified; • student owned equipment should be checked in advance of the trip; and • a final check of equipment should be conducted just prior to departure.

7.2 First aid kits and medicines 7.2.1 The content of a first aid kit will be determined by the type of activities involved, the number of

students (and their age), proximity to hospitals and the expertise of staff. 7.2.2 It is important that all staff carrying a first aid kit are familiar with its contents and have used

them in training. First aid training should be renewed every 3 years. The purchase of standard kits from Emergency Care Training is highly recommended.

7.2.3 Appendix C5 provides an annually updated list of recommended items for a first aid kit. 7.2.4 More adventurous activities will require further specialist items. For example, items such as

pocket masks, oral /nasal airways, and pulse oximetry could be considered for remote activities, provided members of staff are trained in their use.

7.2.5 Seeking advice on what items to take on such trips should be undertaken as part of the preparation. This advice can be from a student’s own parent, a school health professional, a qualified doctor or the agency’s staff and medical adviser.

7.2.6 Kits may be provided by external agencies such as skiing and trekking companies. Lead staff should check with these agencies what they have and should always ask to check them at the beginning of the trip. ESF staff should take an appropriate kit of their own as back up.

7.2.7 Staff should use the list of medical conditions provided by parents and ensure that they fully understand the implications of any stated medical condition and obtain expert advice if necessary.

7.2.8 Medicines for these specific medical conditions can be administered by the student, with the help of the teacher, with the permission of the parents and an appropriate qualified medical practitioner.

7.2.9 Teachers should always collect medicines from students in year 9 and below unless there is good reason for not doing so. These should be stored appropriately.

7.2.10 Provision is made for teachers to administer routine medicines for minor symptoms of fever, nausea and vomiting. If a trip leader wishes to gain permission in advance of the trip, they must list the medicines that they will administer and parents must sign and indicate if there is any known reason for not taking these medicines. Prior to administering the medicines, teachers should ensure the student is hydrated and use water or oral rehydration before medicines. Permission from a parent should be sought by text message or email. These permissions should be stored and not deleted.

7.2.11 For major medical incidents, teachers should act in the best interest of the student, in accordance with their first aid training. They should seek qualified medical help as soon as possible. If in wilderness areas abroad, party leaders should have a contact number for emergency medical care. If extreme circumstances, there may be the need to use emergency numbers to take medical advice over the telephone if necessary. [For example the company SOS provides this emergency service].

7.2.12 Any treatment or medication administered to a student should be logged using Appendix C1. This should be reported to parents immediately at the end of the trip, with any medical advice or reports.

7.3 Communication equipment 7.3.1 On all trips in Hong Kong, every member of staff should have a mobile phone with the number

left with key contacts in school. 7.3.2 On longer ventures, it is important to reserve one phone for emergency use only, to avoid the

situation where batteries have depleted. Where possible, taking phones with different providers is desirable in order to widen the possible coverage. In the New Territories, coverage is patchy



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and sometimes one phone provider will have coverage, whilst another does not. A China Sim Card can also enhance coverage in remote parts of the New Territories.

7.3.3 In Hong Kong, where an activity is localised within a radius of 3km, it is possible for staff to stay in contact by walkie talkies, provided a direct line of sight is achievable. This might prove useful for supervising groups doing fieldwork in the same area but not directly within sight of the teacher. Some AYP groups use them quite successfully.

7.3.4 On overseas trips, staff should have mobile coverage wherever it exists. On trips overseas, where mobile coverage is not available, such as when trekking in some areas, satellite phones should be used. These are expensive but essential in these circumstances and their cost should be factored into the cost of the trip. Staff may wish to consider their use in more hazardous trips in Hong Kong where mobile phone coverage is not available.

7.3.5 In the case of emergency, dialling 112 rather than 999 will provide access to all mobile networks.

8. Insurance

8.1.1 All schools should familiarise themselves with the ESF Public Liability Insurance Policy, which

is available from the Procurement Department of ESF Centre. The documents can be found on the Gateway under Documents, Foundation-wide, Finance, Procurement, General Insurance then Group Travel Insurance Plan.

8.1.2 Public liability insurance is worldwide when engaged on ESF business and covers the supervision of students on overseas visits.

8.1.3 Travel insurance including medical insurance is required for overseas trips and all residential trips in Hong Kong. ESF provides an approved provider for travel insurance; details are available from the Procurement Department of ESF Centre. This travel insurance should be used unless there is a health and safety reason for using another provider. The premium may be included in trip fees and remains the responsibility of the school.

8.1.4 Any major accidents, of a serious or potentially serious medical nature should be reported to the insurance company through the incident report Appendix C2.

9. Inclusion, Suitability, Behaviour and Medical Conditions

9.1 Inclusion 9.1.1 ESF schools have an inclusive philosophy and schools should consider carefully when offering

opportunities to students whether these opportunities can be made available to students regardless of their physical abilities and medical conditions. Appropriate accommodations will need to be made.

9.1.2 The only justification for denying opportunities to students should be the health and safety of the student themselves and the risk to other students. Where a range of trips are available to a class, a year group or the whole school, schools should ensure that there is at least one, but preferably a choice of trips, on offer for all students.

9.2 Suitability of the trip for students 9.2.1 As part of the risk assessment an evaluation of the suitability of trips for students should be

undertaken. All students are considered for medical, physical and behavioural suitability. Before consenting to take a student on a trip the following three questions should be asked of all students:

Question Answer 1 Has the student the physical capabilities

to safely take part in all the proposed activities?

Where only one or two of the proposed activities on a trip are outside the physical capabilities of the student, alternative activities should be planned and staffed. However, where a student will be overly challenged by several of the planned activities the student should be advised not to go on the trip and



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to seek alternative experiences where possible. This is important in enabling a student to have a positive and enriching experience whilst at the same time ensuring both the safety of the individual and the group

2 Does the student have any of the medical conditions stated in the moderate or high risk areas of the next section 9.4.2 on ‘Risk stratification of students for participation in exercise’?

If ‘yes’ then thorough consultation should be made with the parents and doctor of the student before accepting a student on to a trip. In the event of such a student being deemed fit to go on an overseas trip, the trip leader should be given the support of trained medical personnel.

3 Has there been any previous behaviour which suggests that taking the student on the trip will be a liability to other students and staff?

If ‘yes’ then thorough consultation should be made with the appropriate staff before accepting a student on to a trip. For students who have breached schools’ codes of conduct on any previous trip, partaking of further overseas trips is at the Principal’s discretion. This information should be available from feedback forms from previous visits.

9.3 Behaviour on school trips 9.3.1 Schools’ codes of conduct apply on trips and therefore the schools’ rewards and sanctions

policy applies. If there are extra rules required as a result of the nature of the trip, these should be part of the briefing process to students. Sanctions are at the discretion of the school, the following table defines categories of behavioural incidents that may occur on trips. Trip leaders should seek support from the Principal or his/her delegated authority if in any doubt about the seriousness of the incident.

1 Serious incident that puts the health and

safety of themselves or other students at risk, anything illegal, both in Hong Kong, or in the country of the trip.

The student may be excluded from the rest of the trip. Parents may be required to collect their son or daughter from the trip location and bring them home early. There will be no refunds for a student returning early; indeed parents may be required to pay more for any incurred expenditure as a result of the incident.

2 Major incident which jeopardises the well-being of the trip personnel and/or damages the reputation of the school.

The student may be excluded from a major part of the trip. This will be reported to parents on return and recorded for future reference. There will be no refunds of the particular activity within the cost of the trip.

3 Minor infringement of ‘codes of conduct’ Appropriate sanctions in line with school policy

9.3.2 All serious incidents should be reported to school immediately. Parents should also be notified within 24 hours. Trip leaders should keep records of serious and major incidents on trips and the usual school records should be kept. Schools should notify parents that inappropriate behaviour has taken place that might jeopardise future opportunities for trips.

9.4 Obtaining medical details for students and all accompanying adults; risk stratification of

students 9.4.1 As part of the preparation process, medical information should be sought from parents. Parents

should be asked whether students have any of the conditions below so that a risk stratification exercise can be undertaken. Certain activities may present a greater risk to students with pre-existing medical conditions. The following table lists conditions that involve risk. The medical information form Appendix C3 or 4 defines a minimum of further information to be sought:

9.4.2

Condition/Risk Factor Information to be sought Asthma Severity & frequency of attacks, management of medication, date

of last attack, whether hospitalization was required Allergies What causes the allergy, signs & symptoms of reaction, whether

anaphylactic shock can occur and what treatment is necessary. Rare Blood Type Whether students have a rare blood type such as rhesus negative

and the implications for blood transfusion in an emergency.



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Diabetes Extent and management of the condition. Obesity Extent and management of the condition. Epilepsy Severity & frequency of attacks, management of medication, date

of last attack, whether hospitalisation was required. Others such as a history of abnormal heart beat, fainting, heat illness or sudden death in family.

Extent and management of the condition.

9.4.3 Risk Stratification – definitions and suggested management

Low risk No more than 1 risk factor listed above in 9.4.1 Medical clearance not necessary. Moderate risk 2 to 3 risk factors listed in 9.4.1 Medical examination and exercise

testing recommended; students must be signed off by a doctor as fit to participate in the activity.

High risk 4 or more factors listed in 9.4.1 or any of the following: Febrile illness/Convulsions Dizziness or loss of consciousness during exercise Heart Conditions Uncontrolled hypertension, asthma or diabetes mellitus Unusual fatigue, shortness of breath or chest pain with usual activities Anaphylaxis

Medical examination and exercise testing recommended; students must be signed off by a doctor as fit to participate in the activity.

10 Hazards in Hong Kong

10.1 Climate 10.1.1 The Hong Kong climate can prove unpredictable at most times of the year. With hot, humid

summer months, typhoons, winter monsoons, air pollution and rainstorms it can be difficult to find a suitable time slot for outdoor activities. Students are vulnerable to heatstroke especially from April to October. November to March is the cooler period for camping, but the weather can still prove hazardous if weather conditions are not fully assessed. Temperatures can fall rapidly (up to 20 degrees in 24 hours) as the winter monsoon strengthens. Wet and windy weather create the conditions for hypothermia if students are not suitably dressed. Dry conditions bring a greater risk of fire danger and air pollution is ever-present. With improving phone reception, it should prove possible to monitor weather conditions more closely in the field.

10.1.2 All schools should check any hazardous weather and assess whether the trip should go ahead or be cancelled, or be adjusted to accommodate the weather. Schools should have a procedure to monitor the weather during the trip.

10.1.3 The following rules apply to outdoor activities in Hong Kong. The signals referred to are those issued by the Hong Kong Observatory www.hko.gov.hk

Signal Raised Before Venture During Venture Typhoon Signal 3 or above Do not proceed Return home* Typhoon Signal 1 Consider postponing Monitor closely Amber, Red or Black Rainstorm Do not proceed Seek suitable shelter/return to school &

then to home* Thunderstorm Warning Proceed once signal has been

lowered but monitor closely Return to school and then to home*

Fire Danger Warning Red Proceed but monitor closely Monitor conditions closely, including routes in/out of site

Fire Danger Yellow Proceed but monitor closely Monitor closely Air Pollution Index (API) > 100 Do not proceed Monitor closely paying careful attention to

asthmatics API > 150 Do not proceed Return home*



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Hot Weather Warning Do not proceed Consider returning home or curtailing outdoor activities. Limit exposure to very short periods of time.

Cold Weather Warning Ensure students are adequately equipped with warm clothing.

Consider returning home if students are not properly equipped.

*unless it is not safe or practicable to do so

10.1.4 The hot weather warning is only raised when temperatures are forecast to be above 32ºC. When the humidity remains high, sustained exposure to the elements at temperatures below 32ºC is still undesirable. The heat index in the table below should be used to decide whether to go ahead with a planned venture. The greater the index, the greater the risk of heat exhaustion during prolonged exposure.

Temp oC (as measured by Hong Kong Observatory) RH % 28 29 30 31 32 33 34 35 36 50 28.4 29.7 31.0 32.6 34.4 36.3 38.4 40.7 43.1 60 29.4 31.0 32.8 34.8 37.1 39.5 42.2 45.1 48.1 70 30.7 32.7 35.0 37.6 40.4 43.5 46.8 50.3 54.2 80 32.1 34.7 37.7 40.9 44.4 48.1 52.2 56.5 61.2 90 33.7 37.1 40.7 44.7 49.0 53.5 58.4 63.7 69.2 100 35.6 39.7 44.2 49.0 54.2 59.7 65.5 71.7 78.2

Take Care – drink water and isotonic drinks regularly Extreme Caution – Heat cramp and exhaustion possible – keep well hydrated Danger – Heat Exhaustion likely with prolonged exposure – limit exposure to short periods Extreme Danger – Do not proceed – Heat Stroke a real possibility

10.2 Biological hazards in Hong Kong – animals

10.2.1 Snakes: Common venomous snakes in Hong Kong include banded krait (pictured right), many-banded krait, king cobra, cobra, bamboo pit viper. They are more active in spring, summer and autumn. There are also large non-poisonous snakes which are unlikely to attack but have been known to attack pets.

10.2.2 Bee Stings: Encounters with bees, hornets or wasps are not unusual in the countryside, especially in the summer & autumn months. Take caution when walking through bushes and ferns. Do not shake trees and do not disturb combs to avoid being attacked and stung by their swarm.

10.2.3 Spiders: The giant wood spider (Nephila maculata) is commonly to be seen hanging from large webs in late summer and autumn. It can grow to about the size of a hand and is distinguished by the yellow markings on its torso and legs. Its bite is fairly poisonous and will hurt because of the size of the fangs. However, it is fairly docile.

10.2.4 Wild Animal Attack: Strictly speaking, there is no dangerous wild animal in the wilderness in Hong Kong. Most of the so called "wild animals", which sometimes become hazardous to hikers, are in fact domestic animals, usually dogs, which ran wild after being abandoned by their owners. Monkeys and wild boars are the only true wild animals which are more commonly seen in Hong Kong's wilderness. Wild Boars are on the increase. Be careful not to get between a mother and its young and beware of large males. Be patient if one appears on the path and doesn’t move, retreat to a safe distance. They usually move away into the undergrowth.

10.2.5 Wild Monkeys: Most of them are the native Rhesus macaque of Southern China. These monkeys are found gathering around the popular picnic areas or along hiking trails near reservoirs in the central New Territories and Lion Rock and more recently in Sai Kung



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Country Park, near Chek Keng. Some are known to be really aggressive, attacking young children or even adults for food. Monkeys should not be fed.

10.2.6 Wild Cattle: They are peaceful animals in general and will not attack human under normal situations. However, cows may become furious when they think that their young are under attack.

10.3 Biological hazards in Hong Kong – dangerous plants

10.3.1 Thorns, berries, and Some common plants in the wilderness in Hong Kong are harmful to humans, and should be handled with care. Here are four examples:

1. Wax Tree (Rhus succedanea

L.) , which causes skin allergy; 2. Prickly Ash (Zanthoxylum

avicennaee Lam. DC.), which causes scratches and skin allergies;

3. and poisonous wild fruits such as those of Poisonous Tomato (Solanum surattense Burm.f.)

4. Mountain Orange (Melodinus Suaveolens Champ. ex Benth.), which can be fatal if eaten.

10.4 Biological hazards - mosquito-borne diseases 10.4.1 Dengue Fever and Japanese Encephalitis are mosquito-borne diseases that

occasionally occur in Hong Kong but are also possible in other parts of Asia and tropical countries. Trip leaders and school leaders should be vigilant and check with the health authority to see if a planned trip is to any area of Hong Kong where these diseases have been notified.

10.4.2 In visits to rural areas it is important to minimise exposure to mosquitoes wherever they occur. This can be done by encouraging students to wear long-sleeved clothes and long trousers and to use insect repellent over the exposed parts of the body.

10.4.3 Special attention should be paid to the activities conducted 2 hours after sunrise and several hours before sunset or areas where mosquito Aedes albopictus are found. When camping, keep tents shut and ensure that mosquito nets are fully functional.

10.4.4 Teachers should remind students to report symptoms such as high fever, severe headache, muscle and joint pain within three to five days after the trip.

10.5 Landscape hazards - eroded, steep, and seasonally overgrown paths.

10.5.1 When hiking in Hong Kong, the condition of paths encountered can be unpredictable. The condition of a path can be gauged by consulting the countryside series maps, but paths can become quickly overgrown in the hot, wet summers. Students need to be made aware of how to make sensible decisions about whether to take a particular path and what alternative routes are available to them. They should avoid planning routes that take steep descents which can often be badly eroded.



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10.5.2 Where students are planning routes independently, these should always be verified by a teacher as being safe and appropriate. Whilst it is not feasible on an activity such as AYP to check all paths that students will be walking, a good working knowledge of the area is necessary.

10.5.3 There are certain areas in Hong Kong that are considered dangerous for conducting expeditions with students and should only be used with extreme care. Examples of these are given below, although this list is not exhaustive. Further information on the current condition of paths, including path closures is available from www.hkwalkers.net/pathinfo/announcement_eng.php

AREA COMMENT GRID REF.

Tiu Shau Ngam Descents NW to Ma On Shan town – precipitous KK 165813 Sharp Peak Badly eroded KK 299821 Tai Mun Shan (Mosquito Hill)

Precipitous drop off N

KK 288812

Luk Wu Gorge Waterfall path - Precipitous KK 275801 *Castle Peak Firing Range Area

Badly eroded and precipitous

Map 5

Lau Fa Tung Lo Fu Tau

Hills W of Discovery Bay badly eroded

HE 088695

Pok To Yan Path S to Wong Lung Hang – precipitous HE 035670 * Unsuitable for use

10.6 Landscape hazards - hill fires 10.6.1 Hill fires are a hazard during the drier months, particularly when the red fire danger

warning is raised and around the Cheung Yeung festival. Often you will hear or smell the fire before you see it. Panic is the greatest danger and, provided everyone stays calm, there should be plenty of time to take evasive action.

10.6.2 In the event of a fire, head in the opposite direction to the fire, moving downhill wherever possible. Avoid steep slopes and dense undergrowth. In the event that the fire is very close, abandon all non-essential equipment and inflammable material. To assist breathing, cover the mouth with a wet cloth and keep low.

11 Briefing and Training of Students

11.1 Equipment 11.1.1 Having students correctly equipped is essential to the safety of the expedition. Students

should be given an equipment list within one month of the trip and even earlier if it involves the purchase of expensive specialist equipment. In addition, teachers, accompanying adults, students (and parents) should be briefed about the type of equipment and its importance to the safety of the trip.

11.1.2 For most trips in Hong Kong during most of the year, the following should be regarded as essential: • Hat • Sun cream • Adequate water/fluids food (see 11.1.4) • Appropriate footwear (usually robust trainers will suffice) and socks • Mosquito repellent • Appropriate clothing to protect from sun, rain and cold weather. • Head torch (if walking after dark is a possibility)

11.1.3 More substantial or extended trips, such as AYP will require a more extensive kit list.



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11.1.4 It is not recommended that students drink (large amounts of) distilled water. It can wash essential minerals from the body over a long period of time and is slightly acidic, irritating the stomach. A better choice is mineral or spring water, containing magnesium and calcium. During sustained activity and sports, isotonic drinks should be considered in addition to water, but not as a replacement, as they help to replenish the electrolytes sodium and potassium. Try to avoid those with excessive amounts of fructose. During the planning stage of a journey, thought should be given to providing ample opportunities to hydrate.

11.2 Training

11.2.1 Training/briefing sessions must be held well in advance of the trip. The number and scope of the sessions will depend upon the nature of the activity.

11.2.2 For all trips to rural areas the briefing should include equipment, walking techniques, expected behaviour, country code and emergency procedures.

11.2.3 More substantial adventures would require specialist training such as map reading and camp craft. Students should have knowledge of how to perform Basic First Aid and how to get help in an emergency.

11.2.4 11.2.5 Students should be educated about the need to inform staff as to their well-being and

that of their friends on a regular basis, using the buddy system. In this way, staff can act proactively in anticipating illness and medical problems.

12 Incident and Communication Management

12.1 General Communication 12.1.1 Schools and trip leaders must have an accessible means for rapid communication to

parents. A contact tree and also the ESF wide SMS system are both useful, in the event of a member of staff needing to communicate to parents.

12.1.2 Schools have made use of trip blogs to keep parents informed during the trip.

12.2 Emergency 12.2.1 In the event of an emergency, the plan set out in Appendix D1 should be followed

including informing ESF Centre and the insurance company at an appropriate stage in the process.

12.3 12.3.1 In the case of a critical incident the procedures outlined in the ESF Critical Incident

Policy should be followed.

12.4 Communication in an emergency 12.4.1 Schools and trip leaders are required to have a communication plan for emergencies.

Schools and trip leaders should have an accessible list of all trip members and emergency contact details of parents at all times.

12.4.2 The first point of contact after the emergency services will be the Principal or the Principal’s delegated authority, probably a senior leader in school on duty. The Principal or senior leader on duty will contact ESF Centre via the Head of Student Support or if not available a member of the senior management of ESF.

12.4.3 All parents should have a contact number at school for emergencies that happen in families in the event of needing to get in touch with their children.

13 Compliance, Monitoring and Evaluation

13.1 Compliance is concerned with answering the question “Are the procedures being followed?” Evaluation is concerned with the impact of the procedures on the quality of



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fieldwork and outdoor activities as well as an on-going appraisal of the procedures so that they might be continually improved. In order to monitor compliance with procedures and to improve procedures, there should to be systems in place at school level and at ESF level.

13.1.1 At school level: The Principal is responsible for compliance, monitoring and evaluation and for nominating a senior leader as his or her delegated authority for:

• collating the calendar of activities, residential and non-residential; • in larger schools, setting up a small advisory group to support the Principal and his or her

delegated authority. Appropriate expertise from the school council, teaching or support staff should be used to assess proposed trips, monitor risk management procedures, debate issues, act as advisors to trip leaders;

• liaising with each group leader to ‘sign off’ the Trip Planning Checklist, to ensure that preparatory procedures have been followed and validating the level of risk in the risk assessment;

• monitoring the record of serious accidents/near serious accidents Appendix H1 and keeping it available in school; a member of the school leadership team to meet termly with activity leaders to evaluate the effects of the procedures;

• ensuring that trip leaders complete an evaluation on the lower part of Appendix B1 of each activity within 7 days of the completion of the activity;

• acting as the point of contact with ESF and the Head of Student Support at ESF Centre; • completing the annual return of serious accidents/near serious accidents to the Head of

Student Support Appendix H2; and • attending the annual review of serious accidents/near serious accidents and procedures.

13.1.2 At foundation level: The Director of Education is responsible for compliance, monitoring and evaluation and/or for nominating a senior leader as delegated authority to work alongside the Head of Head of Student Support to:

• monitor the record of accidents/near accidents by collating Appendices H1 and H2; • meet annually with Principals, or their delegated authorities, to discuss improvement to

the procedures as well as to make recommendations on the basis of schools own monitoring;

• liaise with the expert Advisory Group, to suggest improvements to procedures. 13.1.3 External compliance

This policy complies with Education Bureau Guidelines: Guidelines on Study Tours outside Hong Kong www.edb.gov.hk/FileManager/EN/Content_100/e_st.pdf Guidelines on Outdoor Activities www.edb.gov.hk/FileManager/EN/Content_100/e_outdoor_2010_v3.pdf This has further advice on trips that may be useful.

13.1.4 Compliance with this policy Any matters concerning the implementation of this Policy in a particular school/organisation should be raised with the Principal or Senior Managers with a view to reaching a mutually workable solution. Any matters of non-compliance should be raised with the Director of Education at ESF Centre.