Application

/Application
Application 2018-07-20T16:48:23+00:00

Clever Kids Learning Hub – Private School

In order to start the 2019 enrollment process for your child, please book a meeting with the school principal using the contact form below.

Policies / Terms & Conditions

If you leave this form blank, we will endeavor to call you back with 24 hours via the telephone number specified in the contact form.

Please make sure that you have read and understand all the terms and conditions as well as our Policies before before the meeting to ensure you are up to date. If you do not understand (or wish to query) our terms or our policies, feel free to contact us using the form below or calling us direct.

Our school policies / Terms & Conditions

1. Policy Statement

This policy is authorised by the Principal and is addressed to all members of staff, to parents and prospective parents.

2. Policy Aims

The aims of this policy are:

    • to offer places to children in grade 1 – 9 on the basis that CKLH can cater for their emotional, academic and social needs.
    • to ensure that no child is disadvantaged because of reasons relating to ethnicity, religion, culture, family background, disability or home language.

3. Equal Treatment

We use English as our medium of instruction but welcome children from many different ethnic groups, background and creeds. Human rights and freedoms are respected but must be balanced with the lawful needs and rules of our Hub’s community and the rights and freedoms of others. All candidates for admission will be treated equally, irrespective of their, or their parents’ race, colour, language, religion, political or other opinion, national or social origin, association with a national minority, orientation, property, birth or other status.

4. Disability and Special Educational Needs

The Hub needs to be aware of any known disability or special educational need which may affect a child’s ability to take full advantage of the facilities provided at the Hub. Parents of a child who has any disability or special educational needs should provide the Hub with full written details before the child comes to visit for assessments. The Hub needs this information so that, in the case of any child with particular needs, we can assess those needs and consult with parents. CKLH will then decide if we are able to cater for these needs and if the child will cope with the academic standard of our curriculum.
Similarly, if special education needs or a disability become apparent after admission, the Hub will consult with parents about reasonable adjustments that may allow the child to continue at the Hub or provide alternative recommendations for schools that will better suit the child.
CKLH has a 6 month probation period for all children who join us, for the child to settle in and show progress, emotionally and academically. If after a 6 month period no progress has been made, a consultation with the child’s teacher, the Principal, the child’s parents and all the therapists and professionals involved with the child will be held to discuss further options.

5. Registrations

Our Admission’s process includes an interview with the child’s parents, a few days of the child visiting CKLH for assessments for us to ascertain that the child will cope with the standard of the Cambridge curriculum, alongside all reports from previous schools, therapists, psychologists and psychiatrists to be submitted before a place can be offered. We are very passionate about keeping our promise of catering for each child individually so this initial process is extremely important for CKLH and the child applying.
In order to then be considered for a place, the completed application form and the Development Levy must be paid. All payments and correspondence must be addressed to the Hub’s office.

6. Offers

An offer of a place is made by the Principal and is accepted when parents sign and return the application form and pay the Development Levy.
The standard terms and conditions supplied with the offer apply, together with any additional conditions set out in the offer letter and acceptance form.

7. Communication

The policy is a two-way process. We ensure that prospective parents are fully aware of the ethos and principles of The Hub thereby ensuring their support for these when they join us.

We do this through:

  • our prospectus which is available on request and is regularly updated.
  • The Principal, Teachers and the staff are able at any time to answer any questions you may have about The Hub.

Updated: 1 November 2017

Purpose and scope of assessment:

  • To collect, analyse and interpret information in order to report on the progress of the students at Clever Kids Learning Hub.
  • Assessment should provide evidence of student performance according to the Learning Outcomes and Assessment Standards set out by Cambridge Primary, Cambridge Secondary 1 and IGCSE’s.
  • Assessment should be used to provide feedback to the students in order to support their process of learning.
  • Assessment should include different forms of assessment such as tests and examinations, projects, oral presentations, performances, investigations, practical work and creative writing to accommodate different learning styles.

Principles/prerequisites of assessment:

  • The purpose of assessment must be explicit and must be an ongoing part of the learning process.
  • Assessment must be appropriate, valid, fair, authentic, manageable and time efficient.
  • Assessment results must be communicated clearly, accurately, timeously and meaningfully.
  • Assessment should be used to identify areas where students need support and intervention.
  • Assessment must cater for all levels of competency and take the student’s potential and ability into consideration.
  • Assessment must develop individual learning, independence, critical thinking and problem-solving skills.
  • Assessment must foster motivation and self-confidence.

Assessment guidelines for staff

  • At the start of each academic year, all class teachers must submit an annual formal programme of assessments, together with their own term planners.
  • Class teachers and Hub heads are responsible for monitoring and carefully managing the workload of students in coherence with the school’s calendar.
  • Students are not to write more than one major test per day.
  • Assessments must be pre- and post-moderated to ensure quality and accuracy of standards.
  • Students and parents are provided with regular feedback throughout the academic year.
  • Timeous notifying of parents in cases of under-performing is essential
  • Each teacher is required to keep recorded evidence of assessments in a neat

 Frequency of assessments

School Based Assessment

  • Informal School Based Assessment such as in class assignments, questioning, discussions etc to take place on a daily basis.
  • Formal School Based Assessment should take place on a regular basis and will be based on the prescriptions as laid down in the Subject Assessment Guidelines.

Examinations and testing:

  • No formal examinations for Grade 1 to 6.
  • Formal Examinations for Grade 7 – 9 will take place in July and November each year.
  • Grade 10 and 11 is considered the IGCSE course and takes place over a two year period. IGCSE exam sittings are normally in May and October. Our candidates will have the option to either write in the May of their Grade 11 year or in the October of their Grade 11 year.
  • In Grade 12 students will have the option to complete the Cambridge AS level course or the GED course.
  • All three courses, IGCSE, AS levels and GED will be presented online.
  • External examinations set by Cambridge is based on all the work to be examined in the final external IGCSE (Grade 10 & 11) examinations.
  • External Examination set by Cambridge is based on all the work to be examined in the final external AS level (Grade 12) examinations.
  • External Examination set by GED Online South Africa is based on all the work to be examined in the final external GED (Grade 12) examinations.

Ratio between school-based and end of year examinations for calculation of promotion mark:

Languages
Phase SBA Examination
Grade 1 – 9 70% 30%
Mathematics
Grade 1 – 9 70% 30%
Other subjects
Grade 1 – 9 70% 30%
Cambridge IGCSE 25% 75%
Cambridge AS levels 25% 75%
American GED 0% 100%

*Please note that IGCSE, AS levels and GED courses are all online courses hosted by Clever Kids Learning Hub but is presented by Cambridge and GED Online South Africa.

 Portfolios

 Teacher’s portfolio

  • The teacher’s portfolio is a compilation and recording of all the work done in class and records of examination papers and results
  • The portfolio must include the following:
    a) The assessment plan for the grade
    b) The formal assessment tasks and examinations for each grade, including the marking memoranda.

–  Evidence of moderation.
–  Learning Programmes and Work Schedules for each grade.
– A mark list for each Grade, listing each student, all marks included as part of the formal assessment, as well as the average mark for each assessment task.

 Student’s Portfolio

  • The purpose of a student’s portfolio is to be a collection of work which is able to show the student, teacher and moderators the way in which the student has progressed and achieved.
  • The portfolio moves with the student should she/he change schools.

Student Profiles

  • All students at Clever Kids Learning Hub have an up-to-date profile folder which contains copies of all their reports and confidential documents. These are stored alphabetically in lockable filing cabinets.
  • The school office requests profiles from schools when new students arrive.

 Reporting

Feedback throughout the academic year is provided as follows: The formal report:

  • Two formal reports are issued per year. One in Term and one in Term 4. (The formal report comprises of a combination of marks, levels and comments.)

 Parent/Teacher meetings:

  • One Parent/teacher meeting is scheduled in Term 1 and Term 3.
  • Interviews are conducted by appointment.
  • Interviews are approximately 10 – 15 minutes long. If more time is required, both parties can arrange a mutually convenient time.
  • Other reporting methods include telephone conversations, emails (in cases of under or non-performance), Letters of Commendation from the Head, Awards Assemblies and Prize-giving (to award students).
  • Regular staff meetings are held to discuss student’s’ progress and recommendations for additional assistance; referrals to educational professionals or other support systems are put into place.
  • When a subject is offered in more than one class/key, the same assessments should be included in calculating the report mark.

Levels and percentages for recording and reporting

Level Description of competence Percentage

  • Outstanding achievement 80-100
  • Meritorious achievement 70-79
  • Substantial achievement 60-69
  • Adequate achievement 50-59
  • Moderate achievement 40-49
  • Elementary achievement 30-39
  • Not achieved 0-29

 Policy on work missed through absence

  • Students who miss an assessment (for example, a test or an examination) through ill health are required to provide a doctor’s certificate confirming this.
  • Students who miss a test through ill-health or other legitimate reasons will be expected to write the test with the teacher at the soonest opportunity available as consulted with the teacher.
  • Students who miss an examination through ill-health or other legitimate reasons will be expected to reschedule the examination date with the Principal of that particular Hub.

 Awarding zero

  • A student may be given 0 for a task in instances of proven dishonesty or plagiarism.
  • Students who miss an assessment through absence for reasons that are not legitimate.
  • Failure to submit work within three days after the due date unless a doctor’s certificate can be produced.

Policy on submission of work

The meeting of deadlines is an important life skill and students need to master the art of time management before embarking on higher education or entering the work place. The policy of Clever Kids Learning Hub is thus:

  • Students will be given assignment sheets detailing the requirements of the assignment and the due date.
  • No assignments are to be given to students for completion over a mid-term break or school holiday.
  • Students are to hand in their assignments directly to the teacher. Electronic submissions must be receipted. The return of the assignment electronically should also be receipted.
  • Should the student fail to hand in the work on time because of ill-health a doctor’s certificate is to be provided.
  • Should the student fail to hand in the work on time for reasons that are not legitimate there will be a penalty of 25% after the 1st day and 50% after the 2nd day deducted from the mark. Thereafter failure to submit the work will result in no marks awarded. (Weekends count as one day.)
  • The end of the day for submission purposes is the end of the academic school day which is 15:00.
  • Should the student know in advance that they will be absent when an item is due for submission, then, the work should be submitted in advance of the due date.
  • At least weekly, each teacher submits a list of late work offenders to the Principal of the Hub.
  • Parents MUST be contacted after three late work offences, but may be contacted at any point.
  • Students sent to the Principal after three late work offences.
  • A disciplinary hearing will be held after 5 late works.
  • Matrics will have no latitude at all. Late work will be reported to Parents immediately. They will see the Principal with the teacher.

Assessment accommodations for students with barriers to learning

  • Purpose of accommodations: To enable students with intrinsic learning difficulties and/or physical disabilities to show what they know and can do.
  • An Educational Psychologist can apply for accommodations with Cambridge or GED Online as early as Grade 8 but no later than September of the Grade 10 year.
  • Accommodations may include: additional time, spelling/handwriting dispensations/a reader/a scribe etc.
  • Accommodations must not give a candidate an advantage over other candidates. For further detail, refer to the Cambridge/Ged Policy and Procedures for accommodation.

 Plagiarism/academic integrity

Expectation of students:

  • A similar way of citing sources must be followed throughout the school.
  • Students must be familiar with procedures for reference, citing and providing bibliographies.
  • Students must also be aware of the consequences of their behaviour as are laid out in the Code of Conduct.
  • Students are required to sign and attach a Declaration of Authenticity for assessment pieces and portfolio work.

 Expectation of Teachers

  • Teachers must ensure that they provide adequate teaching in research skills.
  • An assignment sheet containing explicit requirements and directions is to be given to the learners.
  • Checkpoints must be provided to facilitate the research process, to assist students in time management and to provide opportunities to help students during the research process should help be required.
  • There should be additional help available should students be experiencing difficulty with note-taking, documenting or formatting procedures.
  • Clear guidelines are to be provided as to what assistance from human sources (e.g. peers or adults) is acceptable.

Clever Kids Learning Hub’s Vision Statement

Our vision is to provide play-based learning in an enriched and stimulating environment that caters for the individuality and uniqueness of each child.

Clever Kids Learning Hub’s Mission Statement

  • Our Hub believes that when we play we are happy and when we are happy we
  • To provide a safe and nurturing environment that is conducive to learning.
  • The Hub provides the space, activities and support to enable the child to be one of a
  • To create a unique approach that utilises global concepts, which will provide an authentic learning
  • This authenticity will instill confidence, respect and acceptance of themselves and those around
  • To prepare the next generation for the demands of the competitive world that awaits
  • To teach children to analyse, interpret and apply new information in such a way that shows initiative, critical thinking and innovation.
  • To grow in their understanding of the topics they have learnt and to apply this
  • The Hub adds a range of extra-mural activities to contribute to the holistic development of each
  • By ensuring that staff with a high degree of integrity are employed by The Hub.

INTRODUCTION

This Code of Conduct is intended as a guide and a help to all the Hub’s staff. It sets out standards of conduct which staff are expected to follow when within, or representing us. This code is not exhaustive but is written to assist staff and it is important that staff should take advice and guidance if necessary. The underlying purpose is to ensure that Clever Kids Learning Hub provides a high quality service to its pupils and parents in accordance with our Mission Statement and to promote public confidence in the integrity of the Hub.
It takes in the requirements of the law and attempts to define the required levels of professionalism to ensure the well-being of the Hub, its staff and its clients. It has been drafted to comply with School Policies and Procedures.
Staff are requested to read this Code carefully and consider the issues which it raises.
The Principal should also ensure that all staff are aware of the Code’s contents and are fully briefed on its implications.
Reference to this Code will be made in all contacts of employment, and copies will be given to all staff. In addition, the induction programme for all new staff will reinforce the principles of this Code.
Investigations of alleged breaches of this Code will be covered under the Hub’s
Disciplinary procedures and related codes of practice.

CODE OF CONDUCT

Staff’s off-duty hours are their personal concern, but they should avoid a position where duty and private interests conflict. This includes:
Staff members making online associations/friendships with current pupils via social networking sites such as Facebook.
Staff members using texting/email facilities on either their cell phone or PC/Mac to communicate with current pupils.
CKLH does not seek to preclude staff unreasonably from undertaking additional employment, but Staff are required to devote their full time, attention and abilities to their duties during working hours and to act in the best interests of the Hub at all times. Accordingly, they must not, without the consent of CKLH, undertake any employment or engagement which might interfere with the performance of their duties or conflict with the interests of the Hub. It follows that, regardless of whether you are employed on a full-time or fractional contract, you are required to notify CKLH and Principal of any employment or engagement which you intend to undertake whilst in the employment of the Hub. (Including any such employment or engagement which commenced before employment began with the Hub).

SPECIFIC ASPECTS

Discrimination: Staff must at all times observe the Hub’s Equal Opportunities Policies for staff and pupils and treat pupils and parents in accordance with those policies.
Health and Safety: Staff must take care of their personal hygiene, safety and welfare, and that of other persons who may be affected by their acts or omissions. All staff must comply with the requirements of the Hub’s Health and Safety policy and relevant legislation and regulations, and also ensure that pupils do likewise.
Fire: Staff must familiarise themselves with the fire precautions, procedures and drill routines. They must regard practice fire drills or building evacuations in a positive manner, and ensure they are perceived by pupils as an essential precaution to prevent risk of injury or fatality.
Business Practice: Staff must maintain an impeccable standard of integrity in all their professional relationships.
Media: Other than on matters of publicity, only the Principal is authorised to speak or send any communication on behalf of the Hub to members of the press or broadcast media. This decision is to avoid any embarrassment or unfair pressure on staff. This authorisation may be extended by the Principal to other staff members.
Copyright: Staff shall observe copyright laws on computer software and audiovisual.
POPI Act: It is the responsibility of all employees to ensure the Hub’s compliance with the POPI Act. Personal data must only be used to assist you to carry out your work; it must not be given to people who have no right to see it. All staff should maintain the security of all computerised databases of information on individuals, whether they are staff, pupils or members of the general public. Staff should refer any queries to the Principal.

GENERAL POINTS

Staff should display the highest possible standards of professional behaviour that is required in an educational establishment (see also Appendix 1 and Appendix 2)
Staff should seek to co-operate with their colleagues, providing support, help and guidance as required by them and their line manager, and enable effective communication throughout the Hub.
Staff should avoid words and deeds that might bring the Hub into disrepute or might undermine colleagues in the perception of others (staff / pupils / parents / community).
Staff should retain professional independent objectivity and not promote dogma or political bias to others in their working activities.
Staff should be aware of, and should follow Hub policies systems and procedures. They should normally communicate through the line management structure, and should ensure pupils do likewise.
Continuing professional development and support shall be provided by the Hub and, where appropriate and agreed, will be based on the objectives of the Hub Development Plan. Periodically, employees will be required to attend certain training activities.
Staff must obtain permission from the Principal before taking pupils off the school premises.
Staff must obtain permission from the Principal before arranging for any visitors to come into the school.
Staff must obtain permission from the Principal before incurring any expenditure on behalf of the School.
Staff should attend their place of work punctually in accordance with their conditions of service and at the times agreed with their line manager. Those unable to avoid being late must inform the Principal as soon as they can. If a member of staff is unable to attend their work they must notify the Principal themselves so that alternative cover arrangements may be made.

ADMINISTRATIVE DUTIES

Teaching staff shall maintain and properly complete a register for all classes. The attendance register should be completed daily.
Physical Contact with Pupils
Staff should never touch a child who has clearly indicated that he/she is, or would be, uncomfortable with such contact, unless it is necessary to protect the child, others or property from harm.
Physical punishment is illegal, as is any form of physical response to misbehaviour, unless it is by way of necessary restraint.
Staff, who have to administer first-aid to a pupil, should ensure wherever possible that this is done in the presence of other children or another adult. However, no member of staff should hesitate to provide first-aid in an emergency simply because another person is not present.
Any physical contact which would be likely to be misinterpreted by the pupil, parent or other casual observer should be avoided.
Following any incident where a member of staff feels that his/her actions have been, or may be, misconstrued, a written report of the incident should be submitted immediately to the Designated Teacher for Child Protection/Principal.
Staff should be particularly careful when supervising pupils in a residential setting, or in approved out of schools activities, where more informal relationships tend to be usual and where staff may be in proximity to pupils in circumstances very different from the normal school/work environment.

APPENDIX 1 PROFESSIONAL BEHAVIOUR

Professional behaviour is a generic term, but within this Code of Conduct includes such aspects as:

  1. acting in a fair, courteous and mature manner to pupils, colleagues and parents;
  2. co-operating and liaising with colleagues, as appropriate, to ensure pupils receive a coherent and comprehensive educational service;
  3. endeavouring to assist CKLH achieve its whole school objectives – in particular, by adopting a positive attitude to marketing and the achievement of quality and equality;
  4. respect for the Hub’s property;
  5. maintaining the image of the Hub through standards of dress, general courtesy, correct use of Hub stationery, etc.;
  6. taking responsibility for the behaviour and conduct of pupils in the classroom and sharing such responsibility elsewhere on the premises;
  7. being fit for work (i.e. not adversely influenced by drugs, etc.);
  8. being familiar with job requirements (e.g. proper preparation, use of suitable methods/systems, maintenance of appropriate/required records, etc.), including keeping up-to-date with developments relevant to the job.
  9. being familiar with communication channels and Hub procedures applicable to both pupils and staff;
  10. ensuring all assessments/exams/tests are conducted in a fair and proper (prescribed) manner, and that procedures are strictly followed with respect to confidentiality and security; respect for the rights and opinions of others. This list is not exhaustive but the examples are given as a summary.

APPENDIX 2 UNPROFESSIONAL BEHAVIOUR

The following are examples of behaviour which CKLH finds unacceptable. The list is not exhaustive and it is acknowledged that it will be necessary to exercise judgement in all cases and to be fair and reasonable in all the circumstances.

  1. Any form of physical/verbal violence towards pupils.
  2. Physical violence, actual or threatened towards other staff or visitors to the Hub.
  3. Sexual offences, sexual insults or sexual discrimination against pupils, other staff or visitors to the Hub.
  4. Racial offences, racial insults or racial discrimination against pupils, other staff or visitors to the Hub.
  5. Theft of Hub monies or property and of monies or property of colleagues or visitors to the Hub. Removal from The Hub premises of property which is not normally taken away without the express authority of the Principal or of the owner of the property may be regarded as gross misconduct.
  6. Deliberate falsification of documents.
  7. Acceptance of bribes or other corrupt financial practices.
  8. Wilful damage of The Hub’s property or of property belonging to other staff or visitors to the Hub.
  9. Wilful disregard of safety rules or policies affecting the safety of pupils, other staff or visitors to the Hub.
  10. Any wilful act which could result in actionable negligence for compensation against the Hub.
  11. Refusal to comply with reasonable instructions given by staff with a supervisory responsibility.
  12. Gross neglect of duties and responsibilities.
  13. Unauthorised absence from work. Being untruthful and/or engaging in deception in matters of importance within the Hub community.
  14. Deliberate breaches of confidentiality particularly on sensitive matters.
  15. Being incapable by reason of alcohol or drugs (not prescribed for a health problem) from fulfilling duties and responsibilities of employment.
  16. Conduct which substantially brings the name of the Hub into disrepute or which seriously undermines confidence in the employee.

The following are examples of behaviour which could lead to formal disciplinary warnings.

  1. Unsatisfactory timekeeping without permission or failure to notify the Principal when absent.
  2. Neglect of safety rules and procedures. Some offences of wilful neglect may be regarded as gross misconduct.
  3. Breaches of confidentiality. Deliberate breaches on sensitive matters maybe regarded as gross misconduct.
  4. Failure to comply with reasonable work related requirements or lack of care in fulfilling the duties of the post.
  5. Behaviour towards other employees, pupils, and visitors which gives justifiable offence. Certain behaviour giving rise to offence may be regarded as gross misconduct.
  6. Acting in a manner which could reasonably be regarded as rude, impolite, contemptuous or lacking appropriate professional demeanour. In certain circumstances such behaviour may be regarded as gross misconduct.
  7. Conduct which it is considered adversely affects either the reputation of CKLH or affects confidence in the employee. Certain conduct may be regarded as gross misconduct.

1. Introduction

  1. Circulation: this policy is addressed to the Senior Management Team; to all members of the teaching and pastoral staff, and to parents on request.
  2. Policy status: the policy has been approved by the Principal Clever Kids. Learning Hub (the “Hub”). It provides guidelines for handling concerns and complaints. The procedures set out below may be adapted as appropriate to meet the policy aims and circumstances of each case.
  3. Application: separate procedures apply in the event of a child protection issue or if the Head asks a child to leave and the parents seek a review of that decision.
  4. Parent/s / You: includes a current or prospective parent or legal guardian or education guardian and may at our discretion include a parent whose child has recently left the Nursery.
  5. Four stages: this policy describes a four stage procedure:
    • informal raising of a concern or difficulty notified orally or in writing to a member of staff;
    • a formal complaint in writing to the Head;
    • a renewed complaint in writing to the Principal reference to the Complaints Panel.

A concern about the safety of your child should be notified immediately to the person you believe is best placed to take urgent action and should be confirmed in writing to the Head.

2. Policy aim and statement

  1. Aim: The Hub actively seeks to maintain an open dialogue with parents.
    The aim of this policy is to ensure that a concern or complaint is managed sympathetically, efficiently and at the appropriate level, and resolved as soon as possible. Doing so is good practice, it is fair to those concerned and it helps to promote parents’ confidence in our ability to safeguard and promote welfare. We will try to resolve every concern or complaint in a positive way with the aim of putting right a matter which may have gone wrong and, where necessary, reviewing our systems and procedures in light of the circumstances. Every complaint will be investigated and the Hub will provide feedback on the outcome of the investigation within 28 days of the complaint being received.
  2. Policy statement: We need to know as soon as possible if there is any cause for dissatisfaction. We recognise that a difficulty which is not resolved quickly and fairly can soon become a cause of resentment, which would be damaging to relationships and also to our culture. Parents should never feel – or be made to feel – that a complaint will be taken amiss or will adversely affect a child or his/her opportunities at the Hub. The policy however distinguishes between a concern or difficulty which can be resolved informally and a formal complaint which will require investigation. A record of all complaints and their outcome will be kept by the Hub. Records will be kept for as long as is necessary and for not less than 3 years.

3. Management of complaints

  1. Complaints Officer: The Principal has appointed a senior member of staff (“Complaints Officer “) to be responsible for investigating and resolving complaints. If the Complaints Officer is unavailable or is the subject of the complaint, his/her duties will be carried out by the Principal or another senior member of staff. The main responsibilities of the Complaints Officer are to:
    • be the first point of contact while the matter remains unresolved and keep records;
    • co-ordinate the complaints procedures in the Hub;
    • maintain an on-going training programme for all Hub employees in relation to complaints, and ensure that all staff are aware of the need to maintain privacy and confidentiality;
    • monitor the keeping, confidentiality and storage of records in relation to complaints;
    • report regularly to the Principal with respect to complaints.
  2. Duty Officer: The Principal acts as Duty Officer at all times when the Hub is open. The Duty Officer has authority to take decisions relating to most matters of pastoral care and discipline.
  3. Complaints Form: Every concern or complaint notified to a member of staff will be noted, together with the action taken, on a standard form known as a Complaints Form.

4. Concerns and difficulties

  1. Concerns: We expect that most concerns, where a parent seeks intervention, reconsideration or some other action to be taken, can be resolved informally. Examples might include a dissatisfaction about some aspect of teaching or pastoral care, or about allocation of privileges or responsibilities, or about some other aspect of the Hub’s systems or equipment, or a billing error.
  2. Notification: Please raise the concern initially as follows:
    1. education issues – if the matter relates to the classroom, the curriculum or special educational needs, please speak or write to the Principal as appropriate.
    2. pastoral care – for concerns relating to matters outside the classroom, please speak or write to the Principal (see below).
    3. disciplinary matters – a problem over any disciplinary action taken or a sanction imposed should be raised first of all with the member of staff who imposed it, and, if not resolved, the Principal stated in writing to the Principal.
    4. Acknowledgement: We will acknowledge a written notification by e-mail or letter within twenty four hours of receipt during term time and
      as soon as practicable in the holidays.
    5. Unresolved concerns: A concern which has not been resolved by informal means within 15 working days should be notified in writing as a formal complaint which will be dealt with in accordance with Stage 2 below

5. Stage 2: Formal Complaint

  1. Notification: An unresolved concern under Stage 1, or a complaint which needs investigation, or a dissatisfaction with some aspect of the Hub’s policies, procedures, management or administration should be set out in writing with full details and sent with all relevant documents and your full contact details in an envelope addressed to the Principal or to the Complaints Officer. Your complaint will be acknowledged in writing within two working days during term time, indicating the action that is being taken and the likely time scale. A Complaints Form will be completed and sent to the Complaints Officer.
  2. Investigation: The Principal may ask a senior member of staff to act as the “investigator”. The investigator/s may request additional information from you and will probably wish to speak to you personally and to others who have knowledge of the circumstances. The outcome of the investigation will be reported to the Principal who will then notify you in writing of his decision and the reasons for it. Written records will be kept of all meetings and interviews held in relation to your complaint.

6. Stage 3: Reference to the Director

  1. Notification: If you are dissatisfied with the Principal’s decision under Stage 2, your complaint may be renewed in writing to the Director. Your letter to the Director should give full details of your complaint and enclose all relevant documents and your full contact details. Your letter will normally be acknowledged in writing within four working days.
  2. Action by the Director: The Director will arrange for your complaint to be investigated following procedures equivalent to those described in Stage 2 (above). When the Director is satisfied that she has established all the material facts and relevant policies, so far as is practicable, she will notify you in writing of her decision and the reasons for it.

7. Stage 4: Reference to the Complaints Panel

  1. Composition: We have constituted a Complaints Panel (“Panel”) who are independent of the governance, management and running of the Hub.
  2. Notification: To request a hearing before the Complaints Panel please write to the Principal within seven working days of the decision complained of. Your request will only be considered if you have completed the procedures at Stages 1-3. Please ensure that a copy of all relevant documents and your full contact details accompany your letter to the Principal. Please state in your letter the outcome that you desire and all the grounds of your complaint. Please also send the Principal a list of the documents which you believe to be in the Hub’s possession and wish the Panel to see. The Principal will acknowledge your request in writing within four working days.
  3. Convening the Panel: the Principal will convene the Complaints Panel as soon as reasonably practicable but the Panel will not normally sit during half terms or holidays. The Panel will consist normally of a minimum of three individuals who have no detailed prior knowledge of the circumstances of the complaint. One member of the Panel shall be an independent member who is not involved in the management and running of the Hub. You may ask the Principal to tell you who has been appointed to sit on the Panel.
  4. Notice of hearing: As soon as reasonably practicable, the Clerk will send you written notification of the date, time and place of the hearing together with brief details of the Panel members who will hear it.
  5. Attendance: You will be asked to attend the hearing and may be accompanied by one other person such as a relative, teacher, or friend. It is not necessary for that person to be legally qualified but if you do professional capacity, please notify the Nursery at least seven days before the hearing. Copies of additional documents you wish the Panel to consider should be sent to the Clerk at least three clear days prior to the hearing.
  6. Chair: The hearing will be chaired by one member of the Panel (chosen by themselves) and will be conducted in an informal manner.
  7. Hearing: All statements made at the hearing will be unsworn. All present will be entitled, should they wish, to write their own notes for reference purposes. The Chair may direct that the hearing is tape recorded to assist accurate recollection for purposes of the decision. The Panel will be under no obligation to retain tapes thereafter. The Clerk will be asked to take a handwritten minute of the proceedings in any event.
  8. Evidence: The Chair will conduct the hearing in such a way as to ensure that all those present have the opportunity of asking questions and making comments in an appropriate manner. The hearing is not a legal proceeding and the Panel shall be under no obligation to hear oral evidence from witnesses but may do so and/or may take written statements into account.
  9. Conduct: All those attending the hearing are expected to show courtesy, restraint and good manners or, after due warning, the hearing may be adjourned or terminated at the discretion of the Chairman. If terminated, the original decision will stand. Any person who is dissatisfied with any aspect of the way the hearing is conducted must say so before the proceedings go any further and his/her comment will be minuted.
  10. Adjournment: The Chair may at his/her discretion, adjourn the hearing for further investigation of any relevant issue.
  11. Decision: After due consideration of the matters discussed at the hearing, the Panel shall reach a Decision unless there is an agreed position. The Panel’s decision may be notified orally at the hearing or subsequently and shall be confirmed in writing to you within seven working days. Reasons for the Decision will be given. The Decision may include recommendations and will be sent to you, the Principal, the Director and, where relevant, any person about whom the complaint has been made.
  12. Private proceeding: A hearing before the Complaints Panel is a private proceeding. No notes or other records or oral statements about any matter discussed in or arising from the proceeding shall be made available directly or indirectly to the press or other media.
  13. Confidentiality: Correspondence, statements and records relating to individual complaints will be kept confidential except where disclosure is required under other legal authority. Parents are entitled to information from their children’s file except to the extent that data protection laws stipulate that it would be against the best interests of the child to do so.

1. Policy Statement

This policy aims to ensure that the behaviour of children in the care of Clever Kids Learning Hub is managed effectively and in a manner appropriate for their stage of development and particular individual needs. It is addressed to and must be adhered to by all members of staff.

2.  Principles

We expect everybody, adults, pupils, parents and anyone connected to Clever Kids Learning Hub to be kind, honest, considerate, trustworthy, courteous, responsible, co-operative, friendly and hardworking.

We should all respect others’ feelings and be ready to help; give praise and encouragement; be sympathetic to others’ needs; try our best; tell the truth; be reliable in carrying out our duties; be polite; show respect for property; be punctual and be ready for lessons.

As a pupil the children should show kindness and courtesy to all members of Clever Kids Learning Hub community; work to the best of their ability; ask for help when necessary; listen carefully and involve themselves fully in the life Clever Kids Learning Hub.

Teachers are expected to promote a happy environment for their pupils; ensure the safety of their pupils to the best of their ability; establish high expectations and maintain appropriate behaviour in their lessons; deliver the best possible lessons to their pupils through careful planning, assessment and relevant feedback; show courtesy at all times in their dealings with parents.

Parents should support Clever Kids Learning Hub in their tuition and discipline of the children; show courtesy at all times in their dealings with all members of staff; observe the given term dates; ensure their children are collected punctually.

3.  Behaviour Management

The Principal is responsible for all issues relating to the management of children’s behaviour.

4. Physical Intervention

Physical intervention should only ever be used to manage the behaviour of children in circumstances where it is necessary to prevent personal injury to the child, another child or adult or to prevent serious damage to property.

If physical intervention is used to manage a child’s behaviour in any of the circumstances listed in the above paragraph or in what would be regarded as exceptional circumstances, details will be recorded in writing and parents will be informed on the same day.

5.  Corporal Punishment

No staff at Clever Kids Learning Hub will threaten or use any form of punishment which could have an adverse impact on a child’s well-being.

No member of staff will threaten or give corporal punishment to any child in the care of Clever Kids Learning Hub.

Staff will ensure, so far as is reasonably practicable, that corporal punishment is not given to any child in the care of Clever Kids Learning Hub by:

  • Any person who cares for, or who is in regular contact with, children.
  • Any person living or working on the premises.

Policy Statement

It is the policy of Clever Kids Learning Hub (Pty) Ltd to support the principles of fair discipline and the consistent application of appropriate, corrective and progressive disciplinary measures where necessary.

The policy and procedures are documented and issued to ensure that corrective action and discipline are administered consistently, promptly and fairly.

The objectives of the Clever Kids Learning Hub Disciplinary Policy are to:

  • encourage learners to comply with the Hub’s rules and regulations
  • establish fair and reasonable social behavioural standards
  • explain the possible consequences of contravening the Hub’s rules and regulations
  • describe the procedures used during disciplinary action
  • give learners who are accused of misconduct, a fair opportunity to state their case before any disciplinary steps can be taken against them
  • rectify unacceptable conduct rather than take punitive action
  • establish, maintain and develop sound learner relations at the learning centre
  • implement procedures taking into account the principles of natural justice, substantive and procedural fairness.

Policy Stakeholders

This policy is applicable to all staff, students and parents/guardians.

It is the responsibility of the Principal to ensure that all members of the Hub community are aware of the content and implementation requirements of this policy.

It is the responsibility of the Principal to ensure that this policy is implemented properly.

It is the responsibility of   each Hub’s Management Team to develop further policies, rules and procedures to support this policy such as:

  • punishments given,
  • or actions to be taken when less serious offences are committed,
  • demerit systems that  can  be  used  to  evaluate  consistent less  serious offences in order to determine when consistent bad student behaviour becomes a serious offence.

It is the responsibility of the Hub’s Management Teams and all Teachers to ensure that all disciplinary action is taken within the guidelines of this policy.

It is the responsibility of the Hub’s Management Teams and all Teachers to ensure that this policy and all disciplinary procedures are implemented in an effective and equitable manner, in the interest and the well-being of all members of the Hub’s community.

  • It is the responsibility of the Principal to make copies of this policy available to students or parents/guardians wishing to view the policy.
  • it is the responsibility of students to:
    • Adhere to the standards of behaviour expected by Clever Kids Learning Hub.
    • Have a responsible and self-disciplined approach to learning all that is on offer at the Hub.
    • Accept disciplinary action against them in terms of  the Disciplinary Policy.
    • It is the responsibility of parents/guardians to support the Hub in the implementation of its Code of Conduct and the Disciplinary Policy.

Disciplinary Offences

The Code of Conduct and Disciplinary Policy differentiates between minor transgressions (Level 1 offences), serious misconduct (Level 2 offences) and very serious misconduct (Level 3 offences). Minor transgressions, serious conduct and very serious conduct are described in the Code of Conduct.

Every matter shall be dealt with on its own merits:

Minor transgressions (Level 1 offences):
These offences that may not lead to expulsion from the Hub when the offence is committed for the first time or second time. If a number of minor transgressions are committed at the same time, it is at the total discretion of the Hub to determine whether these should be treated as separate transgressions and therefore lead to the progression to the next level of disciplinary measures.

Minor transgressions, including but not limited to the following:

  • gum chewing
  • throwing objects (spit balls, paper aeroplanes) where no injuries are involved;
  • refusal to participate in classroom activities;
  • failure to bring appropriate materials to the classroom;
  • talking without teacher’s permission;
  • sleeping in class;
  • disrespect towards peers and staff;
  • tasks incomplete or not done;
  • excessive displays of affection;
  • repeated bad behaviour in class (When the teacher has exhausted
  • methods to change the student’s behaviour (which may include a file note and a demerit), the teacher may send the student to the Principal who will take further action.
  • using  profanity,  vulgar  language  or  obscene  gestures  whatever  the circumstances;
  • failing to comply with lawful directives issued by the Hub’s personnel and management, policies and rules and regulations;
  • undermining deliberately or otherwise the stated goals of the Hub;
  • discourtesy and disrespect towards facilitators, peers and administrative staff and visitors;
  • littering;
  • selling or swopping of personal items at CKLH without the permission of the teacher, i.e. computer games, clothing, toys etc.

Consequences

The following actions will be taken against the student:

  • time out
  • appropriate punishment by the Principal
  • counselling
  • corrective action by child

Serious Misconduct (Level 2 offence)
Serious misconduct is offences that generally warrant on the first offence counselling and/or a final warning and parental contact.

Non-inclusive list of Level 2 offences

  • throwing dangerous objects that can cause injury;
  • bullying; (please refer to the Anti-bullying policy)
  • fighting or displaying unacceptable aggressive behaviour at the Hub;
  • disrupting classes;
  • abusive, aggressive behaviour or language toward facilitators, other students or visitors;
  • repeated offences of a level 1 offence;
  • leaving the premises without permission;
  • bringing the name of Clever Kids Learning Hub into disrepute.

Consequences

The following actions will be taken against the student:

  • recorded verbal warning
  • parental call and verbal warning
  • essay, project or assignment
  • community service

Very serious misconduct (Level 3 offence)
Very Serious Misconduct will result in a disciplinary investigation that could lead to expulsion or suspension or an alternative sanction being imposed even if it is the first time such an offence is committed. On the second offence a disciplinary investigation may take place that could lead to expulsion or suspension or an alternative sanction being imposed.

Non-inclusive list of Level 3 offences

  • cheating or copying another student’s work;
  • committing a violation of the laws of the state
  • possession, dealing or trading in dangerous drugs or being under the influence of drugs;
  • possession, dealing or trading of alcohol or being under the influence of alcohol;
  • Possession of weapons at the Hub;
  • Bullying;
  • Assault;
  • Rape;
  • Vandalism;
  • Theft;
  • Sexual abuse;
  • Repeat of Level 2 offence;
  • Possession of pornographic material on the premises of the Hub;
  • Bringing the good name of Clever Kids Learning Hub into disrepute;
  • Hacking or other internet violations;
  • Forging signatures;
  • Sexual activity;
  • Verbal or physical abuse.

Consequences

All the above offences must be reported to the Principal immediately.

  1. In the case of: possession, dealing or trading in dangerous drugs or being under the influence of drugs or/and
  2. possession, dealing or trading of alcohol or being under the influence of alcohol.

The Hub reserves the right to ask the student to submit to a non-invasive breathalyser test (without parental permission) which may be then corroborated or discounted by a blood or urine test within an hour of the first test and with the permission of the student’s parents. In the case of:

  1. possession, dealing or trading in dangerous drugs or being under the influence of drugs;
  2. possession, dealing or trading of alcohol or being under the influence of alcohol;
  3. possession of weapons at the Hub;
  4. possession of pornographic material on the premises of the Hub and any other offence where suspicion exists, the Hub reserves the right to search the student or possessions of a student. Searches will only take place on instruction of the Principal.

After an investigation by the Principal, a formal hearing maybe requested after which the Principal may take one or more of the following actions:

  1. Community service
  2. Final written warning
  3. Essay, project or assignment
  4. Suspension
  5. Counselling
  6. Expulsion
  7. Corrective action by pupil

Any Level 3 offence may lead to expulsion from the Hub.

Disciplinary Measures

Various forms of informal and formal disciplinary measures may be initiated by the Hub. The severity of the action taken by the Hub will depend on the circumstances, the seriousness of the offence and any relevant mitigating or aggravating factors.

The disciplinary measure or sanction applied in response to misconduct by a student will therefore generally require the facilitator, Principal or Director to exercise judgement in deciding on the appropriate and fair action to be taken. Disciplinary measures that may be taken by the Hub, in order of severity, include:

  • Informal action: Reprimand by the facilitator or person in charge.
  • Formal action (may include the following, but does not exclude other actions)
  • A disciplinary intervention
  • Parental   contact   and/or   an   interview   with     parent(s)/guardian/ representative
  • Counselling
  • Verbal warning
  • Written warning
  • Final written warning
  • Suspension

Suspended expulsion (only after the conducting of a disciplinary hearing). Expulsion (only after the conducting of a disciplinary hearing).

Discipline must, wherever feasible and effective, be applied progressively. Repeated committing of a similar or related offence may result in more severe action being taken; particularly where a clear pattern or trend is indicated by the learner’s continued misconduct.

A serious first incident may however justify a severe sanction. To ensure that no doubt exists about disciplinary measures that have been taken, all such measures, whether reprimands, warnings and other disciplinary steps must be recorded as part of the learner’s record at the Hub. The procedures below describe the disciplinary processes that will be followed by the Hub when more formal disciplinary measures are considered appropriate:

VERBAL WARNING
A verbal warning may be issued in the event of any minor transgression (Level 1 offence) which is not considered to be serious and can be issued by any facilitator.

WRITTEN WARNING
A written warning may be issued in the event of any minor transgression which is not considered to be serious and can be issued by any facilitator. The purpose of such warnings is to endeavour to improve the performance or incorrect behaviour of a student. A first written warning is considered to be the first formal notification to alert the parents/guardians. This warning serves to inform the student of future disciplinary action that can and will be taken against him/her in the event of him/her committing the same or a similar offence again. Other written warnings may follow if the student’s behaviour is not corrected.

FINAL WRITTEN WARNING
A final written warning is considered the last step in endeavouring to improve the behaviour of a learner before any further minor transgressions will lead to a  formal  disciplinary  hearing  at  which  a  student  may  be  suspended  or expelled or an alternative sanction may be imposed.

SUSPENSION PENDING THE OUTCOME OF A HEARING
If a student commits an offence that results in a disciplinary hearing being held, the student may temporarily be suspended from attending the learning centre until the hearing has been concluded.
The Principal / Director will only suspend a student if it is his/her opinion that the student poses a threat to the safety of the other students and/or staff members at the Hub.

SUSPENSION AFTER A HEARING IS CONCLUDED
The Hub may suspend a student if he/she is found guilty at a disciplinary hearing. The Chairman of the hearing may use his/her discretion to determine the duration of the suspension period. The duration of the suspension period may not be longer than 5 school days.

SUSPENDED EXPULSION
A student may be expelled, but the expulsion is delayed /postponed. If the student does not break the Hub rules during that period, and fulfils the particular conditions of the probation, the expulsion will lapse. If the student does not break the Hubs rules and/or fulfils the particular conditions and the expulsion lapses it must be recorded in the student’s record.

EXPULSION WITH NOTICE OR IMMEDIATE EXPULSION
Parents/guardians must be informed at the hearing if the chosen sanction is expulsion or if the parents/guardians are not present at the hearing they must receive  a  written  letter  stating  that  the  student  was  found  guilty  at  a disciplinary hearing and that the sanction is expulsion. The parents/guardians must be informed of the appeal procedures that they may follow. A student may  be  expelled,  but  if  it  is  deemed  necessary  to  allow  the  student  to complete a particular part of his/her academic year or exam, attendance may be allowed with conditions imposed until the year/exam is completed. Immediate expulsion may be appropriate in certain cases.

Criminal Conduct and Reporting of Sexual Offences

  • Special  caution  must  be  taken  should  a  student  be  suspected  of committing a criminal offence (including, but not limited to a sexual offence).
  • A sexual offence is defined in the Criminal Law (Sexual Offence and Related Matters) Amendment Act 32 of 2007, in chapters 2, 3, 4 and sections 55 and 71(1),(2), and (6)
  • A copy of the act must be kept by the Principal and any person who suspects that a person may have committed a sexual offence may be allowed access to the Act.
  • Should a member of staff become aware that a student has committed a sexual offence, he/she must report the incident, in person, to the Principal immediately who in turn must report the incident to a police official immediately.
  • A written record of the incident and the steps that were taken to inform a police official must be kept.
  • Any disciplinary procedures instituted by the Hub will not be affected by the possibility of later criminal proceedings that may be initiated by the State/other persons.
  • The learning centre reserves the right to conduct a disciplinary hearing without waiting for the outcome of any criminal proceedings.
  • Any decision reached after a disciplinary hearing will not be affected by the outcome of any criminal proceedings and will not be viewed as ‘double punishment’ if the learner is also found guilty by a court.

Disciplinary Hearing Procedures

Investigation of possible serious misconduct

  • Where it is alleged that the conduct of a student may constitute serious misconduct or very serious misconduct, the matter must be brought to the attention of the Principal who must –
    • inform  the  student  and  the  parents/guardians  of  the  student  of  the decision to suspend; and
    • inform the student and the parents/guardians of the student of the date of the disciplinary hearing to be held.

Notice to student and parent of disciplinary hearing

  • The Principal must notify the student as well as the parents/guardians of the student, in writing, that disciplinary proceedings will be instituted against the student. The notice must be given to the student, and a copy thereof to the parents/guardians of the student via email and/or by hand.
  • The notice must-
    • provide at least three school days’ notice of the disciplinary hearing;
    • inform the student and the parents/guardians of the student that disciplinary proceedings will be instituted against the student;
    • contain sufficient particulars of the date, time, place and the nature of the alleged serious misconduct or very serious misconduct to enable the student to identify the incident and to respond thereto at the disciplinary hearing;
    • contain the date, time and venue of the disciplinary hearing;
    • advise the student of his or her right to: be accompanied at the hearing by his/her parents/guardians; request access to documents or information to be produced in evidence; and ask questions, cross-examine, lead evidence, call witnesses and produce documentary evidence to clarify issues pertaining to the allegation/s.
    • There is no time limit on how long after an offence was committed, the school may implement a hearing but in general the hearing should be committed  within  a  reasonable  period  from  when  the  Hub  became aware of the offence.

Use of Intermediaries during the disciplinary hearing

  • The chairman of the hearing may appoint an intermediary or such other measures/procedures that he/she deems suitable, if the chairman is of the opinion that the disciplinary proceedings would expose a witness under the age of 18 years to undue mental stress or suffering if he or she testifies at such proceedings.
  • Parents of a witness may request the use of an intermediary. The chairman may use his discretion to appoint an intermediary or not.
  • The  witness  will  give  his/her  evidence  through  the  intermediary/the other procedure chosen.
  • If an intermediary is appointed an examination, cross-examination or re- examination of the witness must not take place in any manner other than through that intermediary.
  • The intermediary may convey the general purport of any question to the relevant witness.
  • The chairman must arrange a place where the relevant witness must give his or her evidence.
  • The place must be informally arranged to put the witness at ease and any person whose presence may upset that witness must not be in the sight and hearing of that witness.
  • The chairman and any person whose presence is necessary at the hearing will hear the witness and intermediary through the medium of any electronic or other devices.

Conducting the disciplinary hearing

The following procedural guidelines must be adhered to during a hearing:

  • The hearing must be conducted by a chairman (herein after referred to as the chairman) may be the Principal, the Director and/or an independent person with sufficient knowledge and experience.
  • The chairman may appoint two other persons to assist him/her in the hearing.
  • The chairman must decide on a balance of probabilities if the learner is guilty or not guilty of the alleged misconduct/transgression.
  • The chairman of the hearing may take an inquisitorial role during the proceedings to ensure that a fair hearing is held and that all issues are discussed/canvassed properly.
  • The chairman must take care with the proceedings to ensure that the disciplinary procedure is properly recorded. This may include an audio taping or the use of a scribe.
  • A member of staff/another person may be appointed to take detailed minutes during the hearing or the proceedings may be recorded, but confidentiality will be maintained.
  • A disciplinary hearing is an internal matter and as a result no legal representation will be permitted, however, the student is entitled to be represented by a parent/guardian of his/her choice.
  • At the hearing the student/representative has the right to give evidence to –
    • state his/her case;
    • call witnesses;
    • put questions to any person called as a witness in support of a charge; and
    • inspect documents submitted in evidence.
  • If the student or his/her parents/guardians fail to attend the disciplinary hearing without just cause, the disciplinary hearing may be postponed. A student will be allowed one postponement of such nature, thereafter if the learner or his/her parents/guardians fail to attend the disciplinary hearing without just cause, the disciplinary hearing will proceed in their absence.
  • The chairperson must, upon the commencement of the disciplinary hearing, explain the reasons for the disciplinary hearing, request the charge/charges to be read, and ask the student to plead to the charge
  • If the student pleads guilty the student/parents must explain the reasons why they are pleading guilty.
  • The chairperson must ensure that the student knows and understands what he or she is pleading guilty to and the chairperson must then decide if the student is guilty or not guilty.
  • If the chairperson finds the student guilty he/she must-
    • ask the student, or parents/guardians of the student whether anybody wishes to make representations before a suitable sanction is imposed;
    • the student may submit mitigating circumstances and call witnesses;
    • any  aggravating  circumstances  and  the  student’s  disciplinary  school record may be put before the chairman;
    • the chairman may request that all parties leave the hearing venue while the chairman decides on a suitable sanction. The chairman must then recall the parties and inform them of the chosen sanction.
  • If the chairperson finds the learner not guilty he/she must then follow the procedures set out below for a plea of not guilty.
  • If the learner pleads not guilty the learner/parents must explain the reasons why they are pleading not guilty, the chairperson must –
    • request the investigation report to be read and/or evidence adduced in support of the charge, including the calling of the complainant and witnesses and/or inspecting any documentation;
    • give the student or parents/guardians of the student the opportunity to put questions to the complainant and witnesses with the purpose of inter alia contesting evidence that was led;
    • give the student or parents/guardians of the student the opportunity to state reasons why he/she is not guilty of the alleged misconduct;
    • thereafter afford the student an opportunity to call witnesses;
    • allow the chairman to ask questions to obtain clarity;
    • the chairman may request that all parties leave the hearing venue while the chairman decides whether the student is guilty or not guilty;
  • If the chairman finds the student not guilty he/she must then recall the parties and inform them of the finding of not guilty.
  • If the chairman finds the student guilty he/she must-
    • ask the learner, or parents/guardians of the student whether anybody wishes to make representations before a suitable sanction is imposed;
    • the student may submit mitigating circumstances and call witnesses;
      any aggravating circumstances and the student’s disciplinary school record may be put before the chairman;
    • the chairman may request that all parties leave the hearing venue while the chairman decides on a suitable sanction. The chairman must then recall the parties and inform them of the chosen sanction.
    • If the chairperson finds the learner not guilty he/she must then follow the procedures set out below for a plea of not guilty.
    • If the learner pleads not guilty the learner/parents must explain the reasons why they are pleading not guilty, the chairperson must—
      • request the investigation report to be read and/or evidence adduced in support of the charge, including the calling of the complainant and witnesses and/or inspecting any documentation;
      • give the student or parents/guardians of the student the opportunity to put questions to the complainant and witnesses with the purpose of inter alia contesting evidence that was led;
      • give the student or parents/guardians of the student the opportunity to state reasons why he/she is not guilty of the alleged misconduct;
      • thereafter afford the student an opportunity to call witnesses; (e) allow the chairman to ask questions to obtain clarity;
    • If the chairman finds the student not guilty he/she must then recall the parties and inform them of the finding of not guilty.
    • If the chairman finds the student guilty he/she must-
      • ask the learner, or parents/guardians of the student whether anybody wishes to make representations before a suitable sanction is imposed;
      • the student may submit mitigating circumstances and call witnesses;
      • any aggravating  circumstances  and  the  student’s  disciplinary  school record may be put before the chairman;
      • the chairman may request that all parties leave the hearing venue while the chairman decides on a suitable sanction. The chairman must then recall the parties and inform them of the chosen sanction.
    • The chairman may, if he/she deems it necessary, be given two days to decide on an appropriate sanction. The chairman must then inform the parents/guardians of the student and the student in writing of the imposed sanction.

Collective Disciplinary Action

The above-described disciplinary procedure is principally designed to deal with instances of misconduct by individual student. Alleged misconduct by a group of students, usually acting in concert with one another, or where the offences are of a similar nature or objective, is considered as being collective misconduct. Generally, collective misconduct is more effectively dealt with on a collective basis. The following procedures must be followed:

  • An investigation into the alleged misconduct is conducted with all of the students concerned.
  • A single disciplinary hearing can then be conducted with the students concerned, with their parents/guardians present.
  • The same procedures as provided for in individual cases are followed in a collective situation. In a collective disciplinary hearing however, individual students must still be provided [during or immediately after the hearing process] with the opportunity of demonstrating that their own circumstances may be different to that of other students or the group involved, and of showing why they should be treated differently.
  • In certain cases however, it might be considered appropriate by the Hub to conduct separate investigations or hearings with individual students. The Hub reserves its right to exercise its option to conduct individual or collective procedures. Any  differences  in  verdict,  or  penalties  imposed,  between different students involved in the same incident /offence, will be justified if the Hub is called upon to do so.

Appeal

  • The student and/or the student’s parents/guardians have the right to appeal against any finding of guilty of a disciplinary hearing and/or sanction imposed by the learning centre.
    The appeal must be given to the Franchise owner or academic manager who must then give the appeal to the Franchisor. Franchisor will decide on the outcome of the appeal. The appeal process applies to both individuals and to collective disciplinary matters. The learning centre reserves the right to initiate separate or collective appeal processes to deal with any of the appeals that are lodged.
  • Typical grounds for such an appeal may include inter alia:
    • the disciplinary procedure was not followed properly; and/or
    • the decision on guilt was not considered correct or fair; and/or (c) the sanction imposed was not considered inappropriate, and/or (d) mitigating factors were not properly considered; and/or
    • the Chairperson was considered to be biased, did not apply his/her mind, or supposedly made a subjective decision; and/or
    • the student was not in a position to properly present his/her case; and/or
    • The student and/or the learner’s parents/guardians wishing to appeal must motivate his/her appeal in writing, and set out his/her grounds for appeal.
  • The request for appeal must be submitted to the Hub within 5 working days of  a  decision  having  been  communicated  to  the  parents/ guardians.
  • If the student has  been  suspended,  pending  the  completion  of  the hearing process, the submission of an appeal will not affect the suspension which will remain in effect until the appeal process has also been concluded. In the case of any other formal disciplinary action being imposed, the implementation of such action will be delayed pending the appeal process.
  • The student’s basic right to an appeal against disciplinary action does not ordinarily mean that all the matters raised at the disciplinary hearing will be “re-heard”. The appeal procedure is generally limited to only assessing the decision made on the merits of the matter, the finding of guilty, and/or the sanction, and is based on the grounds and motivations lodged in the appeal.
  • appeal will be decided by the Director and his/her decision must be communicated to the student and/or the student’s parents/guardians in writing within 3 working days of receiving the appeal.

The  conclusion  of the  Hub  appeal  procedure  is the  final  step  in the Hub’s   disciplinary   process   and   marks  the   exhaustion   of   internal disciplinary measures.

1. Policy Statement

This policy was written with regard to the DCSF publication, ‘Bullying, Don’t Suffer in Silence’.

2. Definition

Bullying can be defined as, “a deliberate act done to cause distress….It can be an unresolved single frightening incident or a series of such incidents.” It is difficult for victims to defend themselves against bullying.
Bullying can be:
Physical: hitting, kicking, taking belongings
Verbal: name calling, insulting, offensive remarks, threats
Indirect: spreading rumours, exclusion, ostracising
It may be directed at an individual or it may arise out of the victim’s ethnicity, nationality, colour, sexual orientation or some form of disability and thus affect a wider group.

3. Aims

At Clever Kids Learning Hub our aim is that staff, children and parents work together to create a happy, caring learning environment. We will not tolerate bullying and have a whole Hub approach to ensuring safety, security, openness and confidence.

4. Objectives

  • To communicate effectively to all members of the Hub’s community our stance on bullying;
  • To communicate effectively to all members of the Hub’s community our policy and procedures;
  • To promote an open atmosphere in which victims and witnesses know that it is right “to tell”
  • To work with staff so that they can identify different sorts of bullying and know how to deal with cases sensitively and effectively
  • To work with children in a range of ways to equip them with skills and knowledge to counter and deal with bullying

5. Strategies

Staff:

  • Discuss The Hub’s definition of bullying at least annually to ensure common understanding
  • Train all staff, including non-teaching staff, to recognise types of bullying and signs of possible victims
  • CSF pack ‘Bullying, Don’t Suffer in Silence’
  • All staff are to follow these 5 key points:
    1. Never ignore suspected bullying.
    2. Do not make premature assumptions.
    3. Listen carefully to all accounts – several pupils saying the same thing does not necessarily mean they are telling the truth.
    4. Adopt a problem-solving approach which moves pupils on from self justification.
    5. Follow up repeatedly, checking that bullying has not resumed.

Pupils:

  • The Anti-bullying Policy is re-introduced to all pupils at the beginning of each academic year.
  • Teachers should be aware of the opportunities within the curriculum to create an anti- bullying ethos and to develop self-esteem and peer power.
  • Children will learn through a combination of direct discussion about bullying and indirect strategies in teaching and other aspects of the Hub.

Parents:
Any concerns raised by parents will be sympathetically heard and investigated.

6. Monitoring and Evaluation

  • The Hub will undertake an audit of ‘hot spots’ in the Hub, the grounds and in off-site facilities to identify areas and times where children feel vulnerable or at risk.
  • All reported cases of bullying will be recorded and the Headteacher will:
    (a) keep records confidential and secure
    (b) allow access to the records only to the Principal.

7. Procedures

  • share understanding of different types of bullying
  • consider children’s reactions to bullying

8. Staff responsibilities:

  • Group teachers are to present and discuss the policy with their group at least annually.
  • Emphasise the message ‘It is right to tell.’
  • Teachers will promote ‘Be Kind’.
  • If you witness or suspect a case of bullying: Keep dated notes, Talk discreetly to the suspected victim and encourage a dialogue, If bullying is involved, follow procedure No 6, If none is admitted but you are still suspicious, monitor, suggest that the form tutor uses Circle Time to explore/support.
  • If a case of bullying is brought to your attention:
    Listen sympathetically and take it seriously but do not make assumptions,
    Do not promise unconditional confidentiality; you may have to tell others in order to ensure the well-being of the victim,
    Make notes and talk to the Anti-bullying Co-ordinator.
    Agree who will take the next steps/further action. (see No 9, Strategies
  • In the case of bullying, the Headteacher will:
    Ensure that the parents of all children involved are informed Record details of the incident(s) and action taken Identify the nature of the incident(s) and implement appropriate strategies.
  • These could include:
    (a) mediation by an adult (See p.29 Bullying, Don’t Suffer in Silence)
    (b) assertiveness training for the victim
    (c) group meetings to analyse problems and develop solutions cooperatively
    (d) meetings with parents to ensure complementary and effective measures to support children and solve problem
    (e) following the cycle set out below

9. Strategies for dealing with bullying:

The emphasis is always on a caring, listening approach as bullies are often victims too – that is why they bully.

  • Discussions at length with the victim. This will require patience and understanding. Remember – Listen, believe, act.
  • Identify the bully/bullies. Obtain witnesses if possible. Advise the group Facilitator, the anti-bullying co-ordinator and the Principal in each case.
  • Discussions with the bully. Discuss with them the details and ask them to tell the truth about the situation/incident. Make it clear that bullying is not acceptable at The Hub.
  • If they own up then follow the procedure outlined below and in the Code of Conduct.
  • If they do not own up, investigate further. If it is clear that they are lying, continue with the procedure. Children usually own up if presented with all the facts.
  • Hold separate discussions with the parents of victim and bully.
  • Tell the victim that he/she must report any further instances of bullying. Tell the bully that the victim has been given this instruction. This helps to prevent recurrence.
  • Through on-going discussions, help the bully to face and understand the consequences of his/her actions, take responsibility and move on. Continue monitoring the situation.
  • Records of bullying incidents will be maintained and scrutinised by the Principal to check on the effectiveness of this policy and to identify and rectify or eliminate common “hot-spots” of time, place or opportunity.

Whistle blowing encourages and enables employees and volunteers to raise serious concerns within the organisation of Clever Kids Learning Hub rather than overlooking a problem or “blowing the whistle outside”. The Hub is committed to the highest possible standards of openness and accountability. In line with that commitment we expect employees, and others that we deal with, who have serious concerns about any aspect of our work to come forward and voice their concerns.

By using this policy we aim to:

  • Provide avenues for relevant parties to raise concerns in confidence and receive feedback on any action taken.
  • Ensure that they receive a response to their concerns and that if they are aware of how to pursue them if they are not satisfied.
  • Reassure them that they will be protected from possible reprisals or victimisation if they have a reasonable belief that they have made a disclosure in good faith.

The Hub recognise that the decision to report a concern can be a difficult one to make. If what is being said is true, there should be nothing to fear because the relevant party will be doing their duty to their employer and those that The Hub provides a service for. All concerns will be treated in confidence and every effort will be made not to reveal the identity of the whistle blower if they so wish. At the appropriate time, however, they may need to come forward as a witness.

The Hub is committed to good practice and high standards and wants to be supportive of employees. The Hub will not tolerate any harassment or victimisation (including informal pressures) and will take appropriate action to protect their staff when they raise a concern. Any investigation into allegations of potential malpractice will not influence or be influenced by any disciplinary or redundancy procedures that already affect the staff.

This policy encourages the staff however to put their name to the concern whenever possible.
Please note that:

  • Staff / volunteers must disclose the information in good faith.
  • Staff / volunteers must believe it to be substantially
  • Staff / volunteers must not act maliciously or make false
  • Staff / volunteers must not seek any personal gain.

1. Policy Statement

  1. This policy has been authorised by the Principal of Clever Kids Learning Hub (“the Hub”), is addressed to all members of staff and volunteers and will be discussed with parents before their child joins the Hub. It applies wherever staff or volunteers are working with children even where this is away from the Hub, for example at an activity centre or on an educational visit.
  2. Every child should feel safe and protected from any form of abuse which, in this policy, means any kind of neglect, non-accidental physical injury, sexual exploitation or emotional ill-treatment.
  3. Clever Kids Learning Hub is committed to safeguarding and promoting the welfare of children and expects all staff and volunteers to share this commitment. Clever Kids Learning Hub will take all reasonable measures to:
    • ensure that we practise safer recruitment in checking the suitability of staff and volunteers (including staff employed by another organisation) to work with children and young people in accordance with regulations and guidance from the Children’s Act 38 of 2005;
    • protect each child from any form of abuse, whether from an adult or another child;
    • be alert to signs of abuse both in the Hub and from outside;
    • deal appropriately with every suspicion or complaint of abuse;
    • design and operate procedures which promote this policy;
    • design and operate procedures, which, so far as possible, ensure that facilitators and others who are innocent are not prejudiced by false allegations;
    • support children who have been abused in accordance with his/her agreed child protection plan;
    • be alert to the medical needs of children with medical conditions;
    • operate robust and sensible health & safety procedures;
    • take all practicable steps to ensure that the Hub premises are as secure as circumstances permit;
    • consider and develop procedures to deal with any other safeguarding issues which may be specific to individual children in our Hub or in our local area.
  4. Every complaint or suspicion of abuse from within or outside the Hub will be investigated in accordance with the guidelines set out in Section 15 of the Child Care Amendment Act: “any person who has anything to do with caring for children – for example teachers, social workers, and doctors – and who suspects that a child has been abused, must report this to the provincial Department of Social Development. The Prevention of Family Violence Act.
    No 133 of 1993 (Section 4) says that suspected child abuse must be reported to a police officer or a child welfare officer or social worker.”

Useful Contacts

Various organisations can help in child abuse cases:

  • Rapcan: Child abuse prevention: tel 021 712 2330, fax 021 712 2365
  • Childline South Africa: 24-hour toll-free helpline – 0800 055 555
  • Childline Western Cape: tel 021 762 8198/021 461 1114
  • LifeLine/Childline Western Cape Lifeline Western Cape: tel 021 461 / 1113
  • Southern Africa: 24-hour crisis intervention service (Directory of Life Line centres and programmes
  • Rape Crisis Cape Town: Tel 021 447 14672
  • Department of Social Development, Kraaifontein
    Mrs Rebe / Mr Gezwind
    1st Floor, Cape Gate Décor Centre C/o Okavango Road & Belami Drive, Brackenfell
    021 – 900 4500 / 021 – 001 1140

2. The Designated Person

  1. Each Hub has appointed a senior member of staff with the necessary status and authority (Designated Person) to have lead responsibility for matters relating to safeguarding children. Each Hub has also appointed a senior member of staff with the necessary status and authority to act as a Deputy for matters relating to safeguarding children (Deputy Designated Person). The main responsibilities of the Designated Person are:
    • to be the first point of contact for parents, children, teaching and non-teaching staff and external agencies in all matters of safeguarding children;
    • to co-ordinate the safeguarding children procedures in the Hub;
    • to maintain an ongoing training programme for all Hub employees;
    • to monitor the keeping, confidentiality and storage of records in relation to safeguarding children;
    • to liaise with the safeguarding children officer appointed by the Department of Social Development.
  2. The Designated Person for each of the Hubs are as follows: Clever Kids Learning Hub, Durbanville: Lieze Puren. She will:
    • advise and act upon all suspicion, belief and evidence of abuse reported to her;
    • keep the Principal informed of all actions unless the Principal is the subject of a complaint. In this situation, the Designated Person should consult with the Social Worker appointed by the Department of Social Development.
    • liaise with the Department of Social Development and other agencies on behalf of the Hub.
  3. If the Designated Person is unavailable or is herself the subject of a complaint, her duties will be carried out by the Deputy Designated Person, who has received appropriate training
  4. The Designated Person has undertaken safeguarding children training and training in inter- agency working and will attend refresher training at two yearly intervals.

3. Signs of abuse

  1. Possible signs of abuse include (but are not limited to):
    • the child says s/he has been abused or asks a question which gives rise to that inference;
    • there is no reasonable or consistent explanation for a child’s injury; the injury is unusual in kind or location; there have been a number of injuries; there is a pattern to the injuries;
    • the child’s behaviour stands out from the group as either being extreme model behaviour or extremely challenging behaviour; or there is a sudden change in the child’s behaviour;
    • the child’s development is delayed;
    • the child loses or gains weight;
    • the child appears neglected, e.g. dirty, hungry, inadequately clothed;
    • the child is reluctant to go home, or has been openly rejected by his/her parents or carers.

4. Duty of employees and volunteers

  1. Every employee, as well as every volunteer who assists the Hub, is under a general legal duty:
    • to protect children from abuse;
    • to be aware of the Hub’s safeguarding children procedures and to follow them;
    • to know how to access and implement the procedures, independently if necessary;
    • to keep a sufficient record of any significant complaint, conversation or event;
    • to report any matters of concern to the Designated Person;
    • to undertake appropriate training including refresher training at three-yearly intervals.

5. Procedures

  1. Initial complaint: A member of staff suspecting or hearing a complaint of abuse:
    • must listen carefully to the child and/or parent and keep an open mind.
    • Staff should not take a decision as to whether or not the abuse has taken place;
    • must not ask leading questions, that is, a question which suggests its own answer;
    • must reassure the child and/or parent but not give a guarantee of absolute confidentiality. The member of staff should explain that they need to pass the information to the Designated Person who will ensure that the correct action is taken;
    • must keep a sufficient written record of the conversation. The record should include the date, time and place of the conversation and the essence of what was said and done by whom and in whose presence. The record should be signed by the person making it and should use names, not initials. The record must be kept securely and handed to the Designated Person.
  2. Preserving evidence: All evidence, (for example, scribbled notes, cell phones containing text messages, clothing, computers), must be safeguarded and preserved.
  3. Reporting: All suspicion or complaints of abuse must be reported to the Designated Person, or if the complaint involves the Designated Person, to the Manager or other Deputy.
  4. Action by the Designated Person: The action to be taken will take into account:
    • the guidelines set out by Section 15 of the Child Care Amendment Act;
    • the nature and seriousness of the suspicion or complaint. A complaint involving a serious criminal offence will always be referred to the Department of Social Development or the police without further investigation within the Hub;
    • the wishes of the child’s parents, provided they have no interest which is in conflict with the child’s best interests and that they are properly informed. It may be necessary, after all appropriate consultation, to override parental wishes in some circumstances. If the Designated Person is concerned that disclosing information to parents would put a child at risk, he or she will take further advice from the relevant professionals before making a decision to disclose;
    • duties of confidentiality, so far as applicable;
    • if there is room for doubt as to whether a referral should be made, the Designated Person may consult with other appropriate professionals on a no names basis without identifying the family. However, as soon as sufficient concern exists that a child may be at risk of significant harm, a referral will be made without delay. If the initial referral is made by telephone, the Designated Person will confirm the referral in writing to the Department of Social Development within 24 hours. If no response or acknowledgment is received within three working days, the Designated Person will contact Child Line, Western Cape.
  5. External agencies: Whether or not the Hub decides to refer a particular complaint to the Department of Social Development or the police, the parents will be informed in writing of their right to make their own complaint or referral to the Child Protection Unit of the police and will be provided with contact names, addresses and telephone numbers, as appropriate.
  6. Allegations against staff: Clever Kids Learning Hub has procedures for dealing with allegations against staff (and volunteers who work with children) that aim to strike a balance between the need to protect children from abuse and the need to protect staff and volunteers from false or unfounded allegations.
    These procedures fare as follows:

    • All allegations or suspicions against staff will be taken seriously and considered as requiring a child protection response/enquiry
    • Any allegation or suspicion of child abuse made against any staff member will be reported and referred to children’s social care and the police.
    • Once the referral is made to children’s social care, the allegation will be investigated by the Department of Social Development who will consider the available information, decide whether an investigation is indicated and work out the details, who will be involved and arrangements for interviewing:
      1. The child
      2. Parent/ guardian
      3. Person to whom the allegation was made
      4. Any witnesses
    • Where an allegation or complaint is made against the Principal, the Designated Person will report to and consult with the Director who will follow the procedures outlined above.
    • Detailed guidance is given to staff to ensure that their behaviour and actions do not place children or themselves at risk of harm or of allegations of harm to a child. This guidance is contained in the Staff Handbook.
  7. Allegations against children: If a child is accused or suspected of causing harm to another child or children, the matter should be investigated thoroughly and carefully. It may be necessary to ask the parent to keep this child away from the Hub during the investigation. Staff will work together with parents to seek a positive outcome following the investigation.
  8. Suspected harm from outside the Hub: A member of staff who suspects that a pupil is suffering harm from outside the kindergarten should seek information from the child with tact and sympathy using “open” and not leading questions. A sufficient record should be made of the conversation and if the member of staff continues to be concerned he or she should refer the matter to the Designated Officer.
  9. Confidentiality: All information about safeguarding and welfare issues will be shared only on a “need to know” basis. However, where the safety and welfare of a child is in question, all staff must ensure that all relevant information is provided to the Designated Person without delay. The Designated Person will then decide, taking advice if necessary, whether such information needs to be disclosed to any other person.

6. Monitoring

  1. The Designated Person will monitor the operation of this policy and its procedures and make an annual report to the Principal.
  2. The Principal will ensure that any deficiencies or weaknesses in regard to safeguarding children arrangements are remedied without delay.

Aim:

  1. To encourage each child to have a desire to discover, learn and gain independence whilst being considerate and aware of others within a group.
  2. To develop the potential of each child.
  3. To help our children become articulate, inventive, inquisitive, purposeful and caring members of the community.
  4. To provide quality learning experiences for all the children. Learning which is structured, balanced, relevant to the child and related to the real world.
  5. To allow the children to succeed through an understanding and stimulating environment.
  6. To work in partnership with parents to provide a space for children which encourages them to develop their full potential academically, socially and emotionally.
  7. Above all to give the children a happy and positive space that supports their curriculum and provides equal learning and development opportunities for all the children within Clever Kids Learning Hub.

Clever Kids Learning Hub uses the Love2Learn Curriculum to accomplish the aims stated above for all students up to Grade 9.

The Love2Learn Curriculum covers Grade R to Grade 9. For Grade 10 and Grade 11 the Cambridge IGCSE online programme is used. In Grade 12 our students have the option to complete either the Cambridge AS Level course or the American GED (General Education Diploma). Both these courses are presented online and recognised by USAF, previously known as HESA.

Want to know more?  Request a call back from us

Contact Info

1 Basson St, Durbanville, Cape Town, 7550

Phone: 021 975 4295

Web: cleverkids.school

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