Governance

The International School of Warsaw is privately owned with seven shareholders and established in 2017. The Executive Director of ISW is responsible for the day-to-day management of the school, and reports to the Board of Governors.

 

The Board ensures the highest standards are met in all aspects of school life including academic performance, employment practices, quality of facilities and the promotion of general well-being within the ISW community. Decisions are academically driven whilst prioritizing the well-being of both students and staff.

 

ISW has a wide range of policies to ensure fair, consistent, clear standards and practices as well compliance with applicable laws and ethical norms in education:

Academic Honesty policy

Academic dishonesty is a serious violation of the trust upon which the success of our community depends. The ISW Academic Honesty Policy is both an articulation of the kinds of behaviors that violate this trust and the means by which that trust is safeguarded and restored.

Anti-Bullying policy

As a school we take bullying and its impact seriously. Pupils and parents should be assured that known incidents of bullying will be responded to. Bullying will not be tolerated. The school will seek ways to counter the effects of bullying that may occur within school or in the local community.

Assessment policy for Lower Primary Upwards

Nursery and Reception are subject to different assessment procedures managed by the Early Years Director. Assessment is a vital part of monitoring educational progress and is used to adapt lessons to match the needs of pupils and classes.

 

The following five principles underpin ISW’s quality assessment. It should:

 

  • be complementary to and supportive of learning;
  • be valid and reliable;
  • be fit for purpose and manageable;
  • support teachers’ professional judgement;
  • support accountability.

 

Teachers must do their best to build on their learning and focus on how students can improve their learning. The continuous process of dialogue and interaction between teachers, students and peers is an essential part of ISW’s assessment. It involves peer and self-assessment.

 

Assessment should:

 

  • be part of effective planning;
  • focus on how pupils learn;
  • be central to classroom practice;
  • be a key professional skill;
  • be sensitive and constructive;
  • foster motivation;
  • promote understanding of goals and criteria;
  • help learners know how to improve;
  • develop the capacity for self-assessment;
  • recognize all educational achievement.

 

Five key strategies support these ten principles in classroom practice:

 

  • Focus on learning by sharing learning intentions and success criteria with students.
  • Effective questioning encourages pupils to think about their learning.
  • Quality formative feedback allows teachers to identify pupils’ achievements, any gaps in their learning, and areas for further work (what
    learners have done well and what they should to do to perform better).
  • Scaffolding reflection gives pupils time to reflect on their learning, allowing them to think about what and how they are learning and to adapt their approaches, if necessary, to achieve their goals.
  • Teacher reflection on effectiveness of teaching and learning allows teachers to verify what their pupils have learned. This helps them decide what they may need to teach again in a different way, or how to focus future teaching plans.

Child Protection policy

The following principles form the basis for effective child protection activity and underpin this policy:

 

  • The child or young person’s welfare must always be paramount; this overrides all other considerations. Where a child or young person is disabled or has special needs these must be taken into consideration.
  • A proper balance must be struck between protecting children and respecting the rights and needs of parents and families; but where there is conflict, the child or young person’s interests must always come first.
  • Children have the right to be heard, to be listened to and to be taken seriously. Taking account of their age and understanding they should be consulted and involved in all matters and decisions which may affect their lives. Where a child or young person has a disability, specialist assistance should be sought to achieve this.
  • Parents/carers have a right to respect and should be consulted and involved in matters which affect their family.
  • Actions taken to protect the child or young person (including investigation) should not in themselves be abusive by causing the child or young person unnecessary distress or further harm.

Data Protection policy

The Data Protection Act 1998 establishes enforceable principles that must be adhered to at all times:

 

  1. Personal data shall be processed fairly and lawfully;
  2. Personal data shall be obtained only for one or more specified and lawful purposes;
  3. Personal data shall be adequate, relevant and not excessive;
  4. Personal data shall be accurate and where necessary, kept up to date;
  5. Personal data processed for any purpose shall not be kept for longer than is necessary for that
    purpose or those purposes;
  6. Personal data shall be processed in accordance with the rights of data;
  7. Subjects under the Data Protection Act 1998; Personal data shall be kept secure i.e. protected by an appropriate degree of security;
  8. Personal data shall not be transferred to a country or territory outside the European Economic Area, unless that country or territory ensures an adequate level of data protection.

 

General Statement

 

The school is committed to maintaining the above principles at all times. Therefore the school will:

 

  • Inform individuals why the information is being collected when it is collected.
  • Inform individuals when their information is shared, and why and with whom it was shared.
  • Check the quality and the accuracy of the information it holds.
  • Ensure that information is not retained for longer than is necessary.
  • Ensure that when obsolete information is destroyed that it is done so appropriately and securely.
  • Ensure that clear and robust safeguards are in place to protect personal information from loss, theft and unauthorized disclosure, irrespective of the format in which it is recorded.
  • Share information with others only when it is legally appropriate to do so.
  • Set out procedures to ensure compliance with the duty to respond to requests for access to personal information, known as Subject Access Requests.
  • Ensure our staff are aware of and understand our policies and procedures.

Equality and Diversity policy

  • The International School of Warsaw is committed to valuing diversity by providing equality of opportunity and anti-discriminatory practice for all children and families. We also value our staff and are committed to good employment practice.
  • ISW seeks to ensure that no member of the school community, or any person through their contact with the school, will receive less favorable treatment on the grounds of a protected characteristic. These include: race, color, nationality, ethnic or national origin, religion or belief, gender, marital status, responsibility for children or other dependents, disability, sexual orientation, gender reassignment, age, trade union or political activities, socio-economic background, living situation, or spent convictions.
  • In this we include all members of the extended school community – pupils, staff, Governors, Parents / Carers and others from our local community. Partners, contractors and other visitors to the school are also expected to adhere to this policy.

Exclusions policy

This policy contains guidelines, which will be adapted as necessary, explaining the circumstances under which a student may be excluded from ISW (‘the school’), or required to leave permanently for misconduct or other reasons. The policy applies to all Students at the school but does not cover cases when a student has to leave because of ill-health, non-payment of fees, or withdrawal by his/her parents. This policy can be made available in large print or other accessible format if required.

 

The definitions in this clause apply in this policy.

 

  • Director: references to the Executive Director may include the Deputy Director/s.
  • Parent: includes one or both of the parents, a legal guardian or education guardian.
  • Exclusion: means a dismissal from the School following serious misconduct formally recorded.
  • Removal: means that a pupil has been required to leave, but without the stigma of exclusion.

 

Policy statement

The aims of this policy are:

 

  • to support the School’s behavior and discipline code
  • to ensure procedural fairness and natural justice
  • to promote co-operation between the School and parents when it is necessary for the School that a pupil should leave earlier than expected.

 

The main categories of misconduct which may result in exclusion or removal include but are not limited to:

 

  • persistent attitudes or behavior which are inconsistent with the School’s ethos
  • serious misconduct which affects the welfare of a member or members of the School community or which brings the School into disrepute (single or repeated episodes) on or off School premises
  • Behavior related to a disability: the School will make reasonable adjustments for managing behavior, which is related to a student’s disability. Where exclusion needs to be considered, the School will ensure that a disabled pupil is able to present their case fully where their disability might hinder this
  • Other circumstances: A pupil may be required to leave if, after all appropriate consultation, the Headmaster is satisfied that it is not in the best interests of the pupil, or of the School, that he/she remains at the School.

 

Procedure

The procedure followed by the School in cases where a sanction of exclusion or required removal may be imposed by the Director are summarized in the school’s exclusion policy.

 

The three stages of this procedure are as follows:

  • Investigation procedure
  • Disciplinary meeting with the Headmaster
  • Chairman of the board’s Review Hearing

Extended Health and Safety policy

ISW recognizes and accepts the responsibility of delivering teams in accordance with the best practice in health and safety and, the Executive Director has the responsibility of ensuring, as far as reasonably practicable, the health, safety and welfare at work of all employees. ISW aims to promote, actively, health and safety in schools. It is also recognized that incidents, accidents and occupational ill health result from a variety of circumstances and are not necessarily the fault of an  individual.

 

This commitment is extended to all people who may be affected by the education team’s activities, including students, team users, contractors and members of the public. The achievement of high standards of health and safety will be at the fore front of the team’s policy, strategy, planning and activity.

 

The Executive Director is the person ultimately responsible for health and safety management within the education team. In order to ensure that the team’s health and safety policy is  implemented, the Executive Director will:

 

  • Incorporate health and safety considerations plans, including targets for improving health and safety performance.
  • Set a positive example to staff by actions.
  • Promote good health and safety practice in schools and to ensure that all staff meet their responsibilities.
  • Hold individuals at all levels within the school accountable for their health and safety performance.
  • Ensure that adequate arrangements are made to consult with employees.
  • Ensure that all staff receives adequate training, instruction and supervision to enable them to effectively carry out their responsibilities.
  • Ensure that suitable resources are provided to implement health and safety measures within their department.
  • Seek guidance from relevant competent staff or external consultants to ensure compliance with health and safety standards.
  • Ensure that any contractors are adequately vetted, selected and monitored as regards their health and safety performance.
  • Ensure all staff members are suitably trained.
  • Advise and encourage the SLT members to meet the objectives of this policy statement – responsibility for health and safety has been delegated to them.
  • Ensure that all staff members are informed of the relevant changes in the legislation.
  • Audit annually the effectiveness of health and safety arrangements in ISW.

 

Homework policy

Homework is part of a continuous learning process and in the International School of Warsaw we regard homework as important for the following reasons:

 

  • It allows students the opportunity to revisit, revise and consolidate skills learned in class.
  • It can help students to make more rapid progress in learning.
  • It can involve parents and family in the student’s work, to their mutual benefit.
  • It gives studentsan opportunity for independent learning and study.
  • It forms a link with the methods of study crucial to success at secondary school and in later life.

 

It also enables the teacher:

 

  • To monitor studentprogress with a view to improving standards.
  • To provide studentsand parents with clear and relevant feedback.
  • To suggest strategies for improvement and goals to be achieved.
  • To seek extra resources to support those pupils in need of additional help or additional challenge.

 

Homework, along with schoolwork, teacher observation, projects, portfolios, diagnostic and standardized tests all lay the foundation for providing an overall picture of a student’s progress and development as they move through the school.

 

All students are assigned homework appropriate to their age and class level. Some of their tasks may be designed to consolidate the child’s classroom learning experiences, while other tasks will encourage the child to work independently and with initiative. Reading practice is a priority for all children.

 

The time required for homework varies by grade as follows:

 

  • Kindergarten: 10 minutes per day
  • Grade 1: 10 minutes per day
  • Grade 2: 20 minutes per day
  • Grade 3: 30 minutes per day
  • Grade 4: 40 minutes per day
  • Grade 5: 45 minutes per day
  • Grade 6: 50 minutes per day
  • Grade 7: 55 minutes per day
  • Grade 8: 60 minutes per day
  • Grade 9: 70 minutes per day
  • Grade 10: 75 minutes per day
  • Grade 11: 80 minutes per day
  • Grade 12: 90 minutes per day

 

These times are guidelines; some children may complete the work in less time. However, if your child is taking more than the guideline time, please confer with the teacher.

 

We ask parents to support our Homework policy by:

 

  • Providing space and time for their child to do their homework. Turn off the television and radio until the homework is finished.
  • Checking that the homework is completed.
  • Discussing interesting aspects of the work assigned.
  • Using the method suggested by the teacher for the learning of spellings.
  • Regularly checking memorizationof time-
  • Informing teachers of problems when they arise.

Language policy

  • Inspiring and challenging young minds

 

While English is the language of instruction, the language policy allows for students to inquire in the mother tongue and aspires to multilingualism. The school is committed to providing as much diversity of language instruction as possible.

 

  • As a caring and committed international community

 

The language policy validates the equal status of all languages. It endorses an awareness of the host country’s culture and language by teaching Polish at all acquisition levels throughout the school. The mother tongue programme in each section of the school reinforces literacy and cultural identity and reflects the multilingual society we live in. The modern foreign languages programme develops understanding and respect for other cultures.

 

  • Achieve excellence

 

The language policy recognizes the transfer of cognitive skills from the mother tongue to English and vice versa and the acquisition of additional languages. This process encourages the acquisition of higher order thinking skills and development of multiple perspectives. The policy also recognizes the importance of all teachers differentiating instruction for students at different levels of language acquisition.

 

  • Assume responsibility

 

The language policy supports the shared responsibility of all teachers, students and parents for all students’ language development. All teachers and students are encouraged to assume the responsibility to be language learners.

 

  • Pursue life-long learning

 

The language policy promotes life-long learning. Developing language learning skills gives students the capacity to solve problems, think critically and act creatively. Language empowers students to understand, interpret and respond to ideas, attitudes and feelings. Information literacy and technology also provide a gateway to life-long learning and a rich range of language learning opportunities.

Quality control policy

We have whole-school coordinators who specialize in certain key curriculum areas to develop policy, identify resources and opportunities, monitor pupil progress, and design special projects to promote areas of learning, integrate each area of learning with the whole programme and establish and oversee delivery of intervention measures as necessary.

 

  • Literacy coordinator
  • Numeracy coordinator
  • Internationalism coordinator
  • Pupil pastoral care coordinator
  • Common Corecoordinatorr
  • Special Educational Needs coordinator
  • Language development coordinator

 

External testing

 

  • We use the ISA (International Schools’ Assessment) test – reputable, international, external testing service where we can compare child progress with similar schools internationally.
  • Membership of International Schools’ Associations.

 

Staff training

 

  • All teaching staff are mandated to engage in continuing professional development. Each teacher has an annual review with the Executive Directorto establish developmental needs and a programme of study.
  • The school organizesin-service training at least three times per year.

 

Employment safeguards

 

  • We use a standardized recruitment process.
  • All applicants fill in a standard application form.
  • All applicants are interviewed in person or by Skype.
  • All applicants must provide police clearance or equivalent.
  • All applicants must read our policy documents prior to completing the application form.
  • All teaching staff must hold qualifications in pedagogy.
  • All employees go through induction training.
  • All employees are subject to a period of three months probation followed by a review with the Executive Director.

 

Complaints policy

 

In any institution misunderstandings and mistakes occur. In the interests of all stakeholders The International School of Warsaw has established a procedure to deal with complaints as follows:

 

  • There is a permanent Complaints, Feedback and Suggestions Committee consisting of the Directors, one member of auxiliary staff and two members of teaching staff. These staff members are appointed by the Executive Director.
  • All complaints should be submitted to the Chair of the committee (who should not be a director) in writing.
  • The committee will have a secretary who will takes minutes of each meeting and inform interested parties of the outcome of discussion of issues raised. Whilst the minutes of the committee meetings will be confidential, each matter raised must be responded to and a decision of any action to be taken must be communicated, together with a summary of reasons.
  • The committee will meet within one calendar month of any complaint being received and not less than once per year.

School Special Educational Needs Policy

We endeavour to make every effort to achieve maximum inclusion of all pupils whilst meeting pupils’ individual needs. This policy builds on our School Inclusion Policy, which recognizes the entitlement of all students to a balanced, broadly based curriculum. Our SEN policy reinforces the need for quality first teaching that is fully inclusive. The Governing Body will ensure that appropriate provision will be made for all students with special needs.

 

Aims and Objectives of this Policy:

 

  • To reach high levels of achievement for all
  • To be an inclusive school
  • To ensure the identification of all pupils requiring SEN provision as early as possible in their school career
  • To meet individual needs through a wide range of provision
  • To attain high levels of satisfaction and participation from students, parent and carers
  • To share a common vision and understanding with all stakeholders
  • To give transparent resourcing to SEN
  • To provide curriculum access for all
  • To work towards inclusion in partnership with other agencies and schools
  • To achieve a level of staff expertise to meet student needs

 

We recognize that many students will have special needs at some time during their school life. In implementing this policy, we believe pupils will be helped to overcome their difficulties.

 

Other SEN Policies

 

No student will be refused admission to school on the basis of his or her special educational need. In line with the SEN and Disability Act we will not discriminate against disabled children and we will take all reasonable steps to provide effective educational provision. (Please see school’s Admissions Policy).All school staff have a responsibility for students with SEN in their class, to ensure quality teaching with differentiation and personalization to meet needs. Staff are aware of their responsibilities towards pupils with SEN, whether or not pupils have insurance or state subsidy. A positive and sensitive attitude is shown towards all students by adults in school. Staff responsibilities are identified in individual job descriptions. Teaching Assistants play a major role in the support of pupils with SEN. The rationale for the deployment of TAs is students centered.In order to meet the learning needs of all students, teachers differentiate work. They work to meet individual learning needs and to mark work and plan homework effectively. Where students are identified as having special educational needs, the school provides for these additional needs in a variety of ways. The provision for students is related specifically to their needs. A provision map records a graduated response to individuals. The range of provision may include:

 

  • In class support for small groups with an additional teacher or Teaching Assistant (TA). Small group withdrawal.
  • Individual class support / individual withdrawal.
  • Further differentiation of resources.
  • Study buddies/cross age tutors.
  • Homework/learning support club.
  • Action Plan target tutorials.
  • Interventions.
  • Provision of alternative learning materials/ special equipment.
  • Group support.
  • Provision of additional adult time in devising interventions and monitoring their effectiveness.
  • Staff development/training to undertake more effective strategies.
  • Access to Specialist Teaching and Educational Psychology Service Steps or other support services for advice on strategies, equipment, or staff training.

 

Do you have any questions? Contact us.





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