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2 Policies 2024 – 2025 Reviewed and edited: March 2025 Table of Contents Trip policy 3 Staff Ratios 4 Equal Opportunities Policy 5 Stakeholder & Visitor Conduct Policy 6 Private Tuition Policy 8 Use of Multimedia Policy 9 Student Mobile Phone Policy 10 Staff Social Media Policy 11 Uniform Policy 12 Swimming Policy 14 Planning, Preparation and Assessment (PPA) Policy 17 Safer Recruitment Policy 19 Special Educational Needs (SEN) Policy and Information Report 22 Anti-Bullying Policy 27 Respect Charter 31 Child protection and safeguarding Policy 32

3 Policies 2024 – 2025 Reviewed and edited: March 2025 Trip policy Vijay International School encourages school trips due to the vast benefits for students, both socially and academically. A small budget exists to help fund trips which form an essential part of the curriculum (such as for IGCSE coursework or Primary swimming lessons) and for students representing the school in athletic or academic competition. For any other trip, money must come from the department budget or fund raising. Parents should not be expected to fund any local trip but a voluntary contribution may be asked in order to fund any trip beyond Praslin. All finances must be agreed by the Head of Section and Headteacher before a letter is circulated to parents. Parents should not be expected to provide transport other than to collect and drop off their child at the beginning and end of the visit. The following procedure is set out to aid the smooth organisation and running of all trips: 1. Submit a trip proposal form which outlines the venue, date, time etc of the trip. These are available from the staff room. The Head of Section will determine if the trip forms an essential part of the curriculum and if not, whether department budget can be given to it. This must be done no later than 4 weeks before the trip. If agreed, the Head of Section will sign the form to be passed to the Headteacher. 2. The trip proposal form and parental consent letter must then pass to the Headteacher in order for finances to be agreed. 3. For local trips, a prior visit to the location MUST be carried out in order to determine suitability. The Head Teacher and / or Head of Section may request that a risk assessment be carried out. 4. A letter must be then issued to parents giving details of the trip and asking for parental consent if parental permission has not already been granted which is indicated on their file on the database. Where written permission has not already been granted (local trips), verbal consent is accepted. This should be done at least 1 week before the trip. Written consent from parents for non-local trips MUST be given. 5. The admin office must be notified of the trip and given a copy of the letter issued to parents. 6. A copy of the letter is pinned to the staff notice board for reference. 7. All staff on the trip must have a mobile phone and a contact list for all students must be provided by the trip organiser. A first aid kit should also be taken. The procedures for any residential visit would vary from those listed above and would be discussed on a case-by-case basis with the Head of Section and Head Teacher.

4 Policies 2024 – 2025 Reviewed and edited: March 2025 Staff Ratios Staffing ratios may vary depending on the risk assessment for each trip which will be agreed by the Head Teacher and/or Head of Sections. A general guide to staffing ratios are: Local Trips EC: 1 adult to every 5 students Years 1 - 3: 1 adult to every 6 students Years 4 - 6: 1 adult to every 15 students Year 7 onwards: 1 adult to every 20 students Note: for a day trip, there is a minimum requirement of 2 adults to be present even if the ratio of the class is less than this guidance. Other Trips (overnight or off island) Years 1 - 3: 1 adult to every 4 students Years 4 - 6: 1 adult to every 10 students Year 7 onwards: 1 adult to every 10 students

5 Policies 2024 – 2025 Reviewed and edited: March 2025 Equal Opportunities Policy All members of the school community are expected to comply with the Equal Opportunities Policy at all times. 1. Every member of the school community is entitled to certain rights. These include equality of access to facilities, resources and opportunities available within the school. 2. No person should be discriminated against on the grounds of gender, age, appearance, disability, sexual orientation or ethnicity. 3. All students have the right to study in a safe and non-threatening environment. Teasing or bullying of a student will not be tolerated. It is the responsibility of every member of the school community to maintain a happy environment, conducive to work and progress. 4. All students have the right to raise concerns about any aspect of school life. This can be done through the elected school council, or by talking to the class teacher or head of section. Serious matters will be referred to the Head of School. 5. No person should endanger the health and safety of either themselves or other members of the school community. Every person must ensure that the well-being of another must never, (either by design or carelessness) be compromised. All communication within the school, both in and outside lessons, should be conducted in a polite and civilized manner.

6 Policies 2024 – 2025 Reviewed and edited: March 2025 Stakeholder & Visitor Conduct Policy Expectations of parents, carers and visitors to the school At Vijay International School, Praslin, we actively encourage close links with parents/carers and the wider Praslin community. We know that students benefit when the relationship between home and school is a positive one and we welcome visitors to our school and encourage parents to communicate with us by phone or via email. If a parent or carer would like to meet with a member of staff face to face, then pre-arranged appointments can be arranged. The overriding principle of this policy is that all members of the school community have the right to work or be in school without fear of aggression or abuse from parents/carers or visitors to the school. The governing body also has a requirement to protect staff and students from such aggression. If a parent or carer has concerns, we will always listen to them and seek to address them as quickly and positively as possible. We will always act to ensure the school remains a safe place for students, staff and all other members of our community and therefore abusive, threatening or aggressive behaviour will not be tolerated. If such behaviour occurs, we will follow the procedures outlined in this policy. Types of behaviour that are considered unacceptable and/or serious which will not be tolerated in relation to members of staff, and other members of the community are: • Shouting/raising one’s voice, either in person or over the telephone. • Making unreasonable demands on staff time by refusing to leave school site until the problem is resolved and/or a named person is seen including the Principal. • Taking matters into one’s own hands and reacting towards staff or parents without allowing the school the time to investigate the incident. • Any kind of insult or personal attack as an attempt to demean, embarrass or undermine and is damaging to their self-esteem. • Any kind of threat. • Swearing, either in person or over the phone. • Physical intimidation, e.g. standing unnecessarily close to her/him. • The use of rude or aggressive hand gestures, including pointing, raising arms, shaking or holding a fist towards another person. • Emails which are sarcastic, combative or aggressive in tone and language. • Electronically recording meetings and conversations without the prior knowledge and consent of the other persons involved. • Any form of physical violence, such as pushing or hitting. • Publishing unacceptable information about the school or members of its staff in a variety of media such as in social media websites and newspapers, which is damaging to the school’s or staff members reputation. • Persistent emails, phone calls and/or letters which amount to harassment and intimidation, despite the school’s best efforts to address a situation.

7 Policies 2024 – 2025 Reviewed and edited: March 2025 Recording of Incidents Staff should record any incidents where inappropriate behaviour has occurred in writing via email and sent to the Principal and should also be sent to the SLT line manager of that department to determine the most appropriate course of action. These will be recorded on a central reporting log. If a parent, carer or visitor behaves in an unacceptable way towards a member of the school staff, a member of the school’s senior leadership team will seek to resolve the situation through discussion and mediation. Such discussion will highlight how the behaviour of the parent/carer did not meet the school’s expectations, with reminders of the school’s policies provided, and a request will be made that future communications with the school are modified in the light of this. Note: There is an additional document on file with guidance on the procedures to follow in the event of any such incident occurring.

8 Policies 2024 – 2025 Reviewed and edited: March 2025 Private Tuition Policy This policy is designed to address the issue of staff being asked to undertake additional paid tuition outside school hours by parents. VISP will not expect staff to provide additional tuition out of school hours and outside the remit of staff contracts. Staff at VISP will not actively encourage a child to be tutored in a private capacity. This decision is at the discretion of parents alone. Staff should not be actively seeking to provide private tuition for students and if they feel there is the requirement for students to receive additional time/support then this should be discussed with their direct supervisors so the school can review its own provision. For all staff: Any staff member who is approached by a parent to offer 1 to 1 tuition / extra class / outside hours clubs may apply to do so through the Head teacher and their line manager. If agreed by both Head teacher and line manager, these could take place on site under a financial arrangement agreed by the school with parents paying the additional fees to the school and the staff member receiving agreed overtime in their monthly salary. VISP management may from time to time arrange additional classes outside of school hours and Seychellois or expatriate staff may be approached to deliver these lessons. There is no requirement for any staff member to teach these extra classes and overtime payments would be made to any staff who do so. For Seychellois staff: All Seychellois staff are allowed to do private tuition when requested by parents/carers, off school premises. This decision is at the discretion of parents alone. Staff will only be allowed to do so outside school hours and once they have met all their contractual obligations. Staff should inform their line manager before they commence tuition. Should there be any concerns regarding meeting of contractual obligations the member of SLT who was originally informed about the tuition sessions will discuss the concerns with the member of staff doing said tuition. Staff employed under a Gainful Occupancy Permit: Expatriate staff contracts are governed by the terms of the GOP and therefore they are prevented from engaging in private paid tuition unless done so through the school.

9 Policies 2024 – 2025 Reviewed and edited: March 2025 Use of Multimedia Policy VISP encourages the use of film, news and documentary footage to support learning in all stages of the school. Staff should be mindful that students on Praslin can be more sheltered than equivalent aged students elsewhere. Many are not as hardened to western media in the way that many UK students are for example. Therefore, please consult the BBFC website for the certification of any media shown. A film given a U certificate can be shown to all students. Media given a 12 or 15 certificate should only be shown to those students old enough to watch this. Any media given a PG certificate should get parental approval before being shown - please check parental permissions on the Student Database. Caution should be taken when showing news footage, particularly of disasters or conflicts.

10 Policies 2024 – 2025 Reviewed and edited: March 2025 Student Mobile Phone Policy The use of mobile phones is not permitted in school. Students are advised not to bring mobile phones in to school. If they do choose to bring a phone into school, it must: • Be turned off and placed in a bag at all times • Not be connected to a smart watch • Not be used in the toilets or changing rooms • Not be used to call parents without permission – calls to parents must be made at the school office. Photographs or video footage must not be taken of any other students or any teachers. If students are found to post any image or footage taken of students or staff without their consent, this will be taken seriously by the school and dealt with by following the Discipline Policy. Students are strongly advised to not post any images or footage of themselves wearing their school uniform. This is to protect the reputation of the school, but more importantly, for the safety and anonymity of the child. Phones used for educational use: There may be times that a teacher allows the use of a phone in a lesson for educational purposes. This is only with permission of the teacher and under close supervision. Students must remain responsible whilst on their phone at these times. Phones in school are brought in at the students own risk and the school will not be held responsible if they go missing or are damaged in school.

11 Policies 2024 – 2025 Reviewed and edited: March 2025 Staff Social Media Policy As a member of staff at VISP, you are expected to act professionally on social media. Staff should not upload any content onto personal social media accounts that: ● Identifies pupils at the school. Staff should not post pictures of students on personal accounts. ● Shows students work where their name is visible or is identifiable to them (e.g. through their handwriting) ● Is confidential to the school or its staff ● Amounts to bullying ● Amounts to unlawful discrimination, harassment or victimisation ● Brings the school into disrepute ● Contains lewd, sexually explicit, threatening or similarly inappropriate or offensive comments, images or video clips ● Has the potential to cause damage or harm to the public image of the school or complains about the school. Staff should not post on personal social media accounts during school hours. Staff social media accounts must be private. Staff should be aware of both professional and social boundaries and should not therefore accept or invite ‘friend’ requests from pupils or ex-pupils under the age of 18 on their personal social media accounts. An exception to this should be made for family members. Staff should be aware that content uploaded to social media is not private. Even if you restrict it to ‘friends’, there is still capacity for it to be re-posted or distributed beyond the intended recipients. Therefore, staff using social media should conduct themselves with professionalism and respect.

12 Policies 2024 – 2025 Reviewed and edited: March 2025 Uniform Policy The purpose of a policy on school uniform is to provide for parents and students, a clear and common understanding of what is required in the wearing of a school uniform. Having a uniform in school can play a key role in: ● promoting the ethos of our school ● providing a sense of belonging and identity ● setting an appropriate tone for education ● safety at school Aims Students will: ● Wear their correct school uniform to school, every day. ● Wear only the jewellery that is permitted within this policy Parents are expected to: ● Support the school in the matter of correct uniform. VISP School/Staff will: ● Encourage students to wear the correct uniform at all times. ● Provide a uniform shop for key items of the school uniform. Uniform rules Sun hats are strongly encouraged across the whole school. Early Childhood section uniform: ● Green T-shirt ● Navy blue shorts or skirt (not denim) ● Sensible footwear that children can remove and put on by themselves (flip-flops/trainers are allowed) ● Y1 & Y2 require a house T-Shirt and sensible (not denim) shorts for PE and games. Junior section uniform: ● Pale blue polo shirt ● Navy blue shorts or skirt (not denim) of an appropriate length (when standing with arms by your side, the skirt/short length should be the length or longer than your fingers) ● Leggings may be worn underneath a skirt ● Sensible footwear (flip-flops/trainers are allowed) ● A house T-shirt, sensible sports shorts and trainers are required for PE and games.

13 Policies 2024 – 2025 Reviewed and edited: March 2025 Secondary section uniform: ● White polo shirt ● Navy blue shorts or skirt (not denim) of an appropriate length (when standing with arms by your side, the skirt/short length should be the length or longer than your fingers). ● Sensible footwear (flip-flops/trainers are allowed) ● A house T-Shirt and sensible sports shorts are required for PE and games. At times when there is no blue material on the island, black skirts can be worn temporarily with prior permission from the Head of Section. This is to be exchanged for blue as soon as it is available. Sixth Form: ● There is no uniform in Sixth Form the but students must dress according to a smart casual dress code, adhering to the same length of skirt/short policy as above. Hair and make-up ● False nails are not allowed. ● Students can accessorise their uniforms with a single necklace (if worn under their T shirt) and a single bracelet (this must be within reason and not be a safety risk or interfere with learning). ● Discrete, light make up is allowed in the secondary section but not in the primary or EC sections. ● Hair colour and style must be appropriate for school, for example, no pinks, green, blue hair. Jewellery ● In the EC and junior sections, a single necklace or pendant is permitted if worn inside their T shirt. ● One bracelet is permitted. ● Watches are permitted however SMART watches are not to be worn in school. ● No rings are allowed. ● Across EC, Primary and Secondary sections, students are allowed to wear a single pair of studs or ear hugging hoops in pierced ears. No dangly earrings are permitted (the earring must be confined to the earlobe). ● No piercings are allowed anywhere on the face (e.g. eyebrows, nose, lips, tongue etc). ● Jewellery must be removed for PE. Implementation In the event of a student arriving to school, not adhering to this policy, a teacher or any other staff member will provide a verbal reminder of our policy and present the student with a ‘Uniform Code’. Unpermitted jewellery will be asked to be removed. Persistent non-compliance of this policy will result in disciplinary procedures (see Whole School Approach to Discipline booklet). Exceptional Circumstances: The school recognises that occasionally, a student may come to school not in the full correct uniform. On these occasions parents should provide a note or speak to the class teacher.

14 Policies 2024 – 2025 Reviewed and edited: March 2025 Swimming Policy The purpose of this document is to set out the policies and provide guidance on Safe Practice in School Swimming and Water Safety. At VISP, we will provide swimming instruction in either Key Stage 1 and/or Key Stage 2 with the primary focus of building water confidence in our students. Swimming is a highly beneficial, potentially life-saving activity. It supports the acquisition and development of physical literacy, along with skills for health and enjoyment. Swimming is ‘Wet Physical Education’. As a threshold skill, it also gives access to many other water based recreational activities. Swimming is one of the few activities that people can enjoy all their lives either on their own, with family or friends of the same or different ages, whether just for fun or competitively. We owe it to our youngsters to give them the best chance to learn to swim as well and as early as possible. Nevertheless, it also carries the risks of death through drowning or injury by brain damage through near drowning. The teaching and learning of swimming and water safety therefore requires the utmost care on the part of all concerned. Our aim is to ensure that our students are ‘water safe’. Water safety and learning to swim are integral and best taught combined. By Year 6, we would like our students to be confident with: ● Floating. ● treading water while attracting attention (water safety). ● Knowledge of what to do in situations, rules of water play and safety. ● 25m Swim competently and have a knowledge of different strokes.

15 Policies 2024 – 2025 Reviewed and edited: March 2025 Staffing Ratios (note: these ratios are for the swim teacher to child ratio. There must also be another adult on the pool deck to assist and supervise. Ideally this should be someone who knows the children and is able to support with safety, known medical needs and behaviours. If this adult is the pool lifeguard, conversations must take place about their role and expectations) Level Ratio Preschool Aquatics (Early Childhood) No less than 1 instructor for 6 swimmers (KS1). When teaching in deep water - 1:1 Primary Aquatics (KS1 & 2) Optimal ratio: No less than 1 instructor for 10 swimmers (KS2) Minimum requirement: up to 1:12 maximum Intermediate Swimmers ( basic skills and can swim 25m) Optimal ratio: 1:15 Minimum requirement up to 1:20 Swimmers with special educational needs (SEND) 1:1 upwards Consider each situation independently Staff must: ● be able to see students at all times, ● be given a clear role and understand the limits of their role, ● be confident on poolside, ● communicate effectively and appropriately with each other and the pool staff on safety issues, ● be suitably dressed for their role, ● ensure children are appropriately supervised when changing, ● ensure children are under control at all times, ● take head counts before, during and after sessions, ● one staff member must remain on poolside to provide an assisting role to the lead teacher, ● be aware of the additional needs or medical conditions of the pupils they are teaching so that correct measures/precautions can be put in place.

16 Policies 2024 – 2025 Reviewed and edited: March 2025 Swimming Policy Appendix 1: LEVELS (Taken from Red Cross and USLTS) Level 1 - Introduction to Water Skills - Age: 3+ ● For the beginner who is comfortable in the water. ● Swimmers learn basics of swimming: bobbing, going under water, supported front and back floating, supported rolling over from front to back and back to front, supported gliding , supported flutter kick, supported front crawl arms and jumping in. Level 2 - Fundamental Aquatic Skills - Age: 4+ ● Swimmers should already be able to float on front and back and put their head under water. ● Swimmers will work on: independent front and back floating, independent rolling over from front to back and back to front, independent front and back glides, front crawl arms and kicks, back crawl arms and kicks, retrieving underwater objects, and jumping into water over their head. Level 3 - Stroke Development - Age: 5-6+ ● Swimmers should already be comfortable swimming front stroke and swimming on their back. ● Swimmers will work on: gliding, freestyle with side breathing, backstroke, breast stroke and dolphin kicks, retrieving objects in deeper water, treading water, jumping into deep water and compact dives. Level 4 - Stroke Improvement - Ages: 7-8+ ● Swimmers should already be able to: swim front and back crawl 25 yards. ● Swimmers will work on: rotary breathing, freestyle, backstroke, elementary backstroke, scissors kick and sidestroke, whip kick and breaststroke, intro to turning at wall, treading water with modified scissors, and diving in kneeling position. Level 5 - Stroke Refinement - Ages: 9-10+ ● Swimmers should already be able to: swim freestyle, breaststroke and backstroke 25 m, scissors kick, whip kick, treading water, and dive. ● Swimmers will work on: alternate breathing, stride jump, refinement of: freestyle, backstroke, elementary backstroke, sidestroke, breaststroke, dolphin kick and butterfly, open turn on front and back, feet-first surface dive, and treading water. Level 6 - Swimming & Skill Proficiency - Age: 11+ ● Swimmers should already be able to: swim front and back crawl 50 m, elementary backstroke 25 yards, breaststroke 25 yards, butterfly 25 yards, sidestroke 10 yards, tread water for 3 minutes, and dive. ● Swimmers will work on: All six strokes, front and back crawl flip turn, breaststroke turn, breaststroke speed turn and pull out, butterfly turn, sidestroke turn, pike and tuck surface dive, pike and tuck dive from board, tread water for five minutes, and basic water rescue. Please note: Not all pools are deep enough to teach all of the diving segments of all levels – program modifications may be required to meet safety guidelines.

17 Policies 2024 – 2025 Reviewed and edited: March 2025 Planning, Preparation and Assessment (PPA) Policy PPA time is a minimum requirement of 10 per cent of a teacher’s timetabled week. It is a statutory entitlement for all teachers who work under the School Teachers’ Pay and Conditions Document to have this PPA time. Headteachers cannot direct teachers to use their PPA time in any particular way, however, teachers need to be in school for its duration. At VISP, we aim to offer over and above the minimum requirement to all teachers to compensate for the fact that we require flexibility from staff. We understand that staff are entering a new environment when coming to work here and by giving additional non-contact time, we try to compensate for time that may be needed to: • visit other classes, • attend mentor/coaching meetings, • do admin, where we may once have been used to faster technological systems, • support each other with our teaching requirements (as we don’t have team planning) • ensure our teaching can be the best it can be. Due to the absence of supply agencies on Praslin, Secondary and Sixth Form staff are given additional non-contact time above that of Primary to compensate for the fact that teachers will need to be used for cover when there are staff absences/shortages. EC & PRIMARY TIMETABLE The primary timetable runs from 8.05 – 2.00pm. The total contact time (minus breaks and lunch) is 25 hours. This equates to 2.5 hours of PPA time as a minimum. We aim to give teachers approximately 6-8 periods of non-contact time. SECONDARY TIMETABLE The secondary timetable runs from 7.55 – 2.20pm. The total contact time (minus breaks and lunch) is 27.5 hours. This equates to 2.75 hours of PPA time, approximately 4.5 periods for PPA as a minimum. We aim to give teachers 10 periods for non-contact time.

18 Policies 2024 – 2025 Reviewed and edited: March 2025 LEADERSHIP TIMETABLE Head of Section roles are given an additional non-contact time: ‘Management Time’ of approximately 4 additional periods. USING STAFF FOR COVER Any cover required is carefully planned to be as fair as possible. In Primary, Keyworkers will be the first port of call for cover. If teachers are used for cover out of their PPA time, this will not be paid back unless it reduces the teacher’s PPA time to under the minimum requirement of 10%. In Secondary, any staff who are ‘under timetable’ will be the first to be used for cover (as stated in the Teacher’s Handbook), providing they are available for the periods that the cover is required. Cover is spread out amongst other staff with records kept ensuring as equal a spread as possible. Teachers in the Science Department are not used as a first port of call to protect their lab prep time in the absence of us being able to provide a lab technician. The subject/class teacher will be asked to provide cover for the lessons covered (staff are asked to have a bank of lessons ready in the event that they are too sick to provide cover). Longer term cover will likely require re-timetabling with planning and delivery by the cover teacher. For Sixth Form lessons, short term cover will be set as independent learning with work emailed by the subject teacher. Longer term cover will be timetabled for.

19 Policies 2024 – 2025 Reviewed and edited: March 2025 Safer Recruitment Policy Vijay International School Praslin is committed to ensuring the recruitment of all staff is conducted in a fair and effective manner. The school is committed to attracting, selecting and retaining employees who will successfully and positively contribute to the future development of the school. A motivated and committed workforce with appropriate knowledge, skills, experience and ability to do the job is critical to the school’s performance and fundamental to the delivery of a high-quality education. The policy is an essential element in creating and maintaining a safe environment for all pupils, staff and others within the school community and aims to ensure safe recruitment and selection of staff by attracting the best possible candidates to vacancies, deterring prospective candidates who are unsuitable from applying for vacancies, identifying and rejecting those candidates who are unsuitable to work with children and young people. Aims Vijay International School Praslin is a safe recruiter committed to maintaining a safe and enjoyable learning environment. In line with the school mission, those that are responsible for each stage of the recruitment process will demonstrate a professional approach by dealing honestly, efficiently and fairly with all internal and external applicants. Equal Opportunities Vijay International School Praslin is committed to providing equality of opportunity for all and ensuring that all stages of recruitment and selection are fair. Recruitment and selection procedures will be reviewed on a regular basis to ensure that applicants are not discriminated against on the grounds of race, nationality, gender, religion, age, disability, marital status or sexual orientation. VISP is committed to safeguarding and promoting the welfare of children, young people and adults. All applicants must be willing to undergo child protection screening, including checks with past employers. The successful candidate must provide a proof of identity, a Disclosure and Baring Service (DBS) check or if overseas, the national equivalent. Recruitment Principles These principles apply to the entire recruitment process, from advertisement to appointment: ● All posts will be advertised first in Seychelles using printed national media, for a period of a minimum of 3 days. In the event that there are no applicants the school will advertise online via TES or similar platform. ● Any advertisement will make clear the school’s commitment to safeguarding and promoting the welfare of children. ● All applicants will receive fair treatment ● Employees will be recruited on the knowledge, experience and skills needed for the job ● Selection will be carried out by a panel with at least two members ● Selection will be based on a minimum of completed application documents (CV, cover letter, photograph, professional references)

20 Policies 2024 – 2025 Reviewed and edited: March 2025 ● All applicants must declare any conflicts of interest regarding students or current staff members. No applicant will be considered if they are involved in a romantic or sexual relationship with a student. Teachers ● We accept applications from teacher candidates in Seychelles and overseas. However, Seychellois applicants will be considered and interviewed as a priority. Only if there are no suitable Seychellois applicants will we consider applicants from overseas. ● Applicants for teaching positions should hold a valid international teaching qualification (B.Ed or P.G.C.E.) with Qualified Teacher Status or an international equivalent with at least 2 years’ teaching experience in a UK or British International School. ● Prior experience working with IGCSE and A-Level programmes is essential for applicants wishing to work in the secondary section Teaching Assistants skills and attributes ● English language competency ● Experience of working with children is preferred ● Confident IT skills - or a willingness to learn how to email, print and use selected programmes such as Word Application Requirements ● An-up-to date CV which includes details of marital status and any dependents. ● Contact details of two professional referees, one of whom should be your current Head of School or employer. ● Successful candidates will be asked to provide identity verification, original copies of qualifications and an enhanced DBS (Disclosure and Barring Service) check or national equivalent. References ● The purpose of seeking references is to obtain objective and factual information to support the application. ● References will be obtained and scrutinised before a person’s appointment is confirmed and before s/he starts work. ● When written references have been obtained, references may be followed up by a telephone conversation with the referee to confirm the reference and that there are no disciplinary or safeguarding issues. ● All referees will be asked whether they believe the applicant is suitable for the job for which they are being considered. ● The school will only accept references obtained directly from the referee and will not accept open testimonials or letters of recommendations provided by the applicant. ● The school will compare all references with any information given on the CV. ● One of the references must be from the applicant's current or most recent employer and be either the Head Teacher or a senior leader at the school.

21 Policies 2024 – 2025 Reviewed and edited: March 2025 ● If the current/most recent employment does/did not involve work with children, then the second reference should be from the employer with whom the applicant most recently worked with children. ● Neither referee should be a relative or someone known to the applicant solely as a friend. If the referee is a current or previous employer, they will also be asked to confirm the following: ● the applicant’s dates of employment, salary, job title / duties, reason for leaving, performance, attendance and disciplinary record; ● whether the applicant has ever been the subject of disciplinary procedures involving issues related to the safety and welfare of children (including any in which the disciplinary sanction has expired), except where the issues were deemed to have resulted from allegations which were found to be false, unsubstantiated, unfounded or malicious; and ● whether any allegations or concerns have been raised about the applicant that relate to the safety and welfare of children or young people or behaviour towards children or young people, except where the allegation or concerns were found to be false, unsubstantiated, unfounded or malicious. Interviews ● The selection process for people who will work with children will always include a face-to-face interview even if there is only one candidate. For overseas candidates this will usually be on Skype/video link. ● The recruitment panel will include at least one member of the school leadership team. ● All candidates will be interviewed by at least 2 members of staff, this may include a Board member. Scope of the Interview In addition to assessing and evaluating the applicant’s suitability for the particular post, the interviewers will also explore: ● the candidate’s attitude toward children and young people; ● his/her ability to support the school’s agenda for safeguarding and promoting the welfare of children; ● gaps in the candidate’s employment history; ● concerns or discrepancies arising from the information provided by the candidate and/or a referee; and, ● ask the candidate if they wish to declare anything in light of the requirement for a DBS check. Vijay International School Praslin is committed to safeguarding and promoting the welfare of children, young people and adults.

22 Policies 2024 – 2025 Reviewed and edited: March 2025 Special Educational Needs (SEN) Policy and Information Report Aims All children and young people are different. They all have different preferences, strengths and ways of learning. Some children and young people have Special Educational Needs and/or Disabilities (SEND). At Vijay International School Praslin, we firmly believe that regardless of differences; all children and young people are entitled to an appropriate education; one that is appropriate to their needs, promotes high standards and the fulfillment of potential. An education that should enable them to: ● Achieve their best ● Become confident individuals who live fulfilling lives ● Make a successful transition into adulthood, whether into employment, further or higher education or training and ● Make a positive contribution to our society Our SEN policy and information report aims to: ● Set out how our school will support and make provision for pupils with special educational needs (SEN) ● Explain the roles and responsibilities of everyone involved in providing for pupils with SEN Definitions A pupil has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them. They have a learning difficulty or disability if they have: ● A significantly greater difficulty in learning than the majority of others of the same age, or ● A disability which prevents or hinders them from making use of facilities of a kind generally provided for others of the same age in mainstream schools Special educational provision is educational or training provision that is additional to, or different from, that made generally for other children or young people of the same age by mainstream schools. Children must not be regarded as having a learning difficulty solely because the language or form of language of the home is different from the language in which they will be taught. This would be classed as EAL (English as an Additional Language). At VISP the SEN programme is overseen and managed by the SENCO (Special Educational Needs Coordinator). Each child identified with Special Educational Needs or English as an Additional Language (EAL) will be placed on a register and will have an Individual Provision Map (IPM) designed to support his/her progress. Parents are kept fully informed at each stage of the implementation of SEN support.

23 Policies 2024 – 2025 Reviewed and edited: March 2025 There are 4 broad areas of SEN: A child is considered gifted and talented if he/she has: ● An outstanding ability evident in more than one subject ● Potential which is distinctly above average in one or more of the following domains of ability: intellectual, creative, social and physical.

24 Policies 2024 – 2025 Reviewed and edited: March 2025 Roles and responsibilities The SENCO and Inclusion Team: Ms Kathryn Cooper SENCO Ms Sarah Marie Learning Support Keyworker Mrs Fell Learning Support Teacher All teachers and teaching assistants in school also offer support to pupils with SEN as well as the SEN Team. This is a combination of in-class support and interventions. Interventions that are run by classroom teaching assistants are under the guidance and advice of the SENCO and class teacher. The SENCO will: ● Work with the Head of Section/Principal to determine the strategic development of the SEN policy and provision in the school. ● Have day-to-day responsibility for the operation of this SEN policy and the co-ordination of specific provision made to support individual pupils with SEN. ● Provide professional guidance to colleagues and work with staff, parents, and other agencies to ensure that pupils with SEN receive appropriate support and high quality teaching. ● Advise on the graduated approach to providing SEN support. ● Ensure the school keeps the records of all pupils with SEN up to date. ● Oversee pastoral provision in school. The Principal will: ● Work with the SENCO to determine the strategic development of the SEN policy and provision in the school. ● Have overall responsibility for the provision and progress of learners with SEN and/or a disability.

25 Policies 2024 – 2025 Reviewed and edited: March 2025 The class teacher is responsible for: ● The progress and development of every pupil in their class ● Working closely with any teaching assistants or specialist staff to plan and assess the impact of support and interventions and how they can be linked to classroom teaching ● Working with the SENCO to review each pupil’s progress and development and decide on any changes to provision ● Identifying students who may require additional support and ensuring they have informed the SENCO ● Ensuring they follow this SEN policy The parent is responsible for ● participating in their child’s efforts to meet the targets ● giving support and encouragement to their child ● informing the class teacher and/or SENCO about any relevant information, including information about the child’s health, development and behaviour at home ● being involved in decision making, developing IPMs The child should be aware that they have been identified as having particular areas of need; targets must be shared with the child if they are expected to achieve them. It is the responsibility of all people involved in the development of any child with SEN to have high expectations and to remove all barriers to achievement and make any reasonable effort to help children on the special needs register to reach their potential. Provision for students with SEN/EAL 1. There will be opportunities for students with SEN and EAL to meet and discuss their development and any problems termly at either parents evening, by invitation, or as requested by the parent. 2. Parents will be invited to review meetings to discuss the progress of their child and raise any concerns. 3. Where possible, students will be supported in lessons through the use of adaptive teaching and student passports. This is in line with the school providing an inclusive curriculum. If needed, some students will be withdrawn from certain lessons either entirely or for a short amount of time in order to help build their proficiency in certain skills and work 1-to-1/in small groups with the SENCO or SEN teaching assistants.

26 Policies 2024 – 2025 Reviewed and edited: March 2025 The Referral Process This is the process by which children who we think will benefit from the support of the SEN programme are identified and supported: 1. If a staff member or parent feels that a child has SEN or EAL needs, then the teacher concerned or notified needs to record their concerns in writing via email. This needs to be shared with the SENCO and Head of Section so a monitoring profile can be recorded. Ongoing concerns and strategies you are implementing need to be recorded on this ongoing log. 2. A discussion with the teacher and then observation of the child will take place by the SENCO. 3. Parents are then invited into school for an initial meeting to discuss these concerns and gain a better insight into their child’s needs. 4. A meeting with the child will then take place and the child will be placed on the register if appropriate. 5. If the child’s needs warrant it, an external or internal assessment will be recommended. 6. Following a meeting with the child, a student passport will be created and strategies will be included to help aid the support of the child at school. 7. One-to-one or group support will be timetabled where necessary. 8. There will be a review of the student passport and support at least twice a year and parents will be given the opportunity to discuss their child’s needs and progress throughout the year. Parents are encouraged to contact the class teacher and/or SENCO at any point if they have any concerns or would like to provide further information. A weekly drop-in session is available for parents to discuss their concerns with the SENCO. Intervention As well as supporting our students with a range of cognition and learning intervention, we also focus on supporting their communication & interaction as well as their social, emotional and mental health. We believe in developing the whole child and developing life-long skills to promote independence. Learning Support is a safe space for students in secondary to emotionally regulate or work independently if the classroom space becomes too overwhelming. Further information may be obtained from Ms Cooper kcooper@visp-sey.com

27 Policies 2024 – 2025 Reviewed and edited: March 2025 Anti-Bullying Policy Bullying (peer on peer abuse) affects not only bullies and victims, but everyone, including those children who observe and pupils more susceptible to peer pressure. Bullying is not an inevitable or necessary part of school life and it rarely resolves itself. Certain jokes, insults, intimidating/ threatening behaviour, written abuse and violence can be found in our society. No one person or group, whether staff or student, should have to accept such behaviour. At VISP, we strive to create a bullying-free environment that will allow a child to be able to fully benefit from the opportunities available at the School. A Definition of Bullying: Bullying is the repetitive, intentional hurting of one person or group by another person or group, where the relationship involves an imbalance of power. It can happen face to face or online. Bullying includes actions such as making threats, spreading rumours, attacking someone physically or verbally, provoking someone and excluding someone from a group on purpose. This policy is aimed at ensuring all staff and parents know how our school deals with instances of bullying behaviour amongst our children and what steps they can take to prevent it or deal with it effectively if it occurs. All students at Vijay International School have the right to learn in a supportive, caring and safe environment without the fear of being bullied. We have a ‘zero tolerance’ approach to bullying. All institutions, both large and small, contain some students with the potential for peer on peer abuse. If a school is well-disciplined and organised, it can minimise the occurrence of bullying. Bullying is a form of anti-social behaviour. It is wrong and will not be tolerated. What is bullying? Bullying is any behaviour which is deliberately intended to hurt, threaten or frighten another person or group of people. Bullying is when these behaviours are repeated and persistent. Bullying behaviour can be: • Physical: aggressive: hitting, kicking, taking or damaging belongings, using threats to gain possession of property. • Verbal: name calling, nasty teasing, laughing at someone or spreading rumours. It may be directed towards gender, ethnic origin, physical/social disability or personality etc. The use of ‘nicknames’ may also constitute bullying. • Language: profanities in any language are not acceptable; this is especially true when such language is used in front of someone who does not understand that language. • Indirect: deliberately leaving someone out or ignoring someone, excluding them from discussions/activities, a ‘look’ which can be unkind, intimidating, making someone feel bad for academic/extra-curricular contributions. • Cyber-bullying: sending a malicious or hurtful message by social media, e-mail, or other forms of cyber platform or texting on a mobile phone.

28 Policies 2024 – 2025 Reviewed and edited: March 2025 As a student what can you do if you are being bullied? Don’t suffer in silence. (Remember that your silence is the bully's greatest weapon). • Tell yourself that you do not deserve to be bullied, and that it is WRONG! • Talk to a responsible adult or student leader (class teacher/tutor, safeguarding lead, student leader) • Be proud of who you are. It is good to be individual. • Try not to show that you are upset. It is hard, but a bully thrives on someone's fear. • Try to stay calm and look as confident as you can - look the bully in the eye and tell him/her to stop. Get away from the situation as quickly as possible and go straight to a member of staff and explain what has happened. • If this happens after school inform a member of staff the next day. Disengage with the bully or social media by not responding. If possible, keep the hurtful messages that you have been sent, they might be used as evidence and help to stop the bully. • If you know someone is being bullied: TAKE ACTION! • Watching and doing nothing looks as if you are on the side of the bully. It makes the victim feel unhappy and on his/her own. • Stand up to the bully or speak up against them to convince others in the class. • If you feel you cannot get involved, tell an adult IMMEDIATELY. Teachers have ways of dealing with the bully without getting you into trouble. • Do not feel that you must be, or pretend to be, friends with a bully. As a parent: • Always take an active role in your child's education. Enquire how their day has gone, who they have spent their time with, how lunch time was spent etc. • If you feel your child may be a victim of bullying behaviour, inform the school IMMEDIATELY with as much information as possible. Your complaint will be taken seriously, and appropriate action will follow. • It is important that you advise your child not to fight back. It can make matters worse. • Tell your own son/daughter there is nothing wrong with him/her. It is not his or her fault that they are being bullied. • Make sure your child is fully aware of the school policy concerning bullying, and that they should not be afraid to ask for help. As a school we: • Expect pupils to treat everyone with RESPECT. • Consider bullying a serious offence and take every possible action to eradicate it. • Organise the school environment to minimise opportunities for bullying. • Use any opportunity to discuss aspects of bullying, and the appropriate way to behave towards each other. • Deal quickly, firmly and fairly with any complaints, involving parents where necessary. • Staff should not use teaching materials or equipment which gives a bad or negative view of any group because of their ethnic origin, sex, etc.

29 Policies 2024 – 2025 Reviewed and edited: March 2025 • Encourage pupils to discuss how they get on with other people and to form positive attitudes towards other people. This includes a review of what friendship really is. • Will address bullying as part of the PSHE curriculum and in assemblies as appropriate. • Provide annual training for all staff on safeguarding which includes awareness of signs of abuse in any context. • Expect Staff to report suspected bullying to the Safeguarding Lead and other staff as appropriate (e.g.Tutor, Head of Section). Signs and Symptoms A child may indicate by signs or behaviour that he or she is being bullied. Adults should be aware of these possible signs and that they should investigate if a child • is frightened of walking to or from school • begs to be driven to school • changes their usual routine • is unwilling to go to school (school phobic) • begins to truant • becomes withdrawn anxious, or lacking in confidence • starts to stammer • attempts or threatens suicide or runs away • cries themselves to sleep at night or has nightmares • feels ill in the morning • begins to do make less effort with schoolwork than previously • comes home with clothes torn or books damaged • has possessions which are damaged or “go missing" • asks for money or starts stealing money • has unexplained cuts or bruises • becomes aggressive, disruptive or unreasonable • is bullying other children or siblings • stops eating • is frightened to say what's wrong • gives improbable excuses for any of the above • is afraid to use the internet or mobile phone • is nervous and jumpy when a cyber message is received • lack of eye contact • becoming short tempered • change in attitude to people at home. These signs and behaviours could indicate other social, emotional and/or mental health problems, but bullying should be considered a possibility and should be investigated.

30 Policies 2024 – 2025 Reviewed and edited: March 2025 Action to be taken when bullying is suspected: • Talk to the suspected victim, the suspected bully and any witnesses. If any degree of bullying is identified, individuals should be isolated and written statements should be taken from all parties. • Members of staff, which may include Teachers, Tutors, Head of Section and Principal, discuss whether further action is necessary. • Further action – helping the victim: o Offer them an immediate opportunity to talk about the experience with their Tutor, Head of Section or another teacher, of anyone on the staff they choose. o Offer strategies and tools to the victim. o Inform the victims' parents/guardians about the actions put in place. o Offer continuing support when they feel they need it. Take one or more of the disciplinary steps described below to prevent more bullying: o further action – disciplining and helping the bully to reform o confront the bully with his/her actions and the consequences they have on other students and the school. o talk about what happened, discover why they became involved. o Use restorative justice practices to seek to address the needs of those who have been harmed, while encouraging those who have caused harm to take responsibility. o inform the bullies' parents/guardians, making clear the actions and disciplinary steps that the school is taking. o continue to work with the bullies to get rid of prejudiced attitudes as far as possible. o involve Learning Support or refer to NCC if appropriate DISCIPLINARY STEPS Discipline will usually be carried out in line with the behaviour policy and every attempt will be made to understand the situation fully and to help the students understand the situation fully and prevent any further occurrences. This may involve mediation and a framework to restore positive relationships whenever possible. However, it is important to deal with each incident on a case by case basis and depending on the severity of the incident, escalate the process if necessary. Further sanctions to help the perpetrator understand the severity of their actions may also include: • Official warning to stop offending. • Inform the bullies' parents/guardians. • Exclusion from socialising with their peers at social times (detention). • Exclusion from after-school clubs and activities and possibly from school excursions. • Internal suspension for a fixed period • External suspension for a fixed period • Permanent exclusion (expulsion).

31 Policies 2024 – 2025 Reviewed and edited: March 2025 Respect Charter The school’s position is very clear. We celebrate and we do not discriminate. We are fair and we care. We have systems in place to reward positive behaviour, as well as warning systems in place for those who engage in behaviour that challenges the ethos of our community. Our place is a safe place to be - every student, parent and staff member deserves the right to feel safe whilst in our community. Any persons who cause offence by going against the ethos of this charter, will face a consequence as detailed in our Anti- bullying and Discipline policy documents. If anyone hears or sees anything that goes against this charter, they should speak to a trusted member of staff.

32 Policies 2024 – 2025 Reviewed and edited: March 2025 Child protection and safeguarding Policy For this policy, there is a separate document due to the length Child protection and safeguarding Designated Safeguarding Lead: Kathryn Cooper Lesley Thompson Contact: kcooper@visp-sey.com lthompspon@visp-sey.com Deputy Designated Safeguarding Leads: EC - Kyla van der Heijden Primary - Martin Thompson KS3 - Adam Victor KS4 - Cara Scattergood KS5 - Rob Fell Contacts: kvdheijden@ visp-sey.com mthomspon@visp-sey.com avictor@visp-sey.com cscattergood@visp-sey.com rfell@visp-sey.com Nominated Governor for Safeguarding: Emilia Vidot Contact: emilavidot@gmail.com National Council for Children: 4283900