BUTE HOUSE PREPARATORY SCHOOL

 ADMISSION,  DISCIPLINE AND EXCLUSION POLICY

ADMISSIONS PROCEDURE

This policy applies equally to the Foundation Stage (Reception Class), Key Stage 1 and Key Stage 2 as taught at Bute House

The normal age for admission is either at four years or seven years and the first requirement for admission is registration on the appropriate form.

For Entry at 4 Years

Bute House takes up to 22 children into the Reception class, of whom about 10 are siblings.  The children are not assessed for the four year old entry, and selection is by ballot drawn by a Governor in the first week of October with the Head and Secretary in attendance. 

A waiting list of 10 children is also drawn at the same time and if a vacancy occurs in Reception, Years 1 or 2 and there are no siblings waiting, we go to that waiting list.

Completed registration forms may be sent to the school at any time from birth up to 30 September of the academic year (i.e. 1st September to 31st August) in which the child will be three years old. 

All four year old entry registrations will be held in their correct year groups and entered in the ballot at the appropriate time. All successful families and those on the waiting lists are invited to the school for a tour and to meet the Head or a senior member of staff.  Unsuccessful families are informed as soon as possible, their daughter’s name will automatically be transferred to the waiting list for entry at seven years.

Sibling Policy

Bute House has a sibling policy whereby the registered younger sister of a pupil is eligible for a place in Reception if the older sister joins before the relevant ballot is drawn.

If the ballot has already been drawn, the younger child has priority over the normal waiting list if a place becomes available in Years 1 and 2 following a morning spent in school to give her a very general assessment and to ensure that she will be happily placed within the year group.  Each registration carries a number and if there is more than one sibling on the waiting list we accept the sibling with the lowest registration number (as long as her morning in the classroom went well). 

For Entry at 7 Years

For entry at seven years, an assessment is held on two days in December preceding the September when admission is required.  Depending on birth month, the age of entry will be between 7 years and 7 years 11 months.  There is an assessment fee charged for this assessment.

Children who are entered for our 7+ assessment spend a morning with us in December.  During that morning they are assessed on maths, reading, oral comprehension, creative writing, handwriting, spelling and our non-verbal reasoning test and are also given a practical “challenge” to carry out in a small group of three or four, as well as time for observed free play at break.

The assessment is carried out in small groups of approximately 10 girls with similar months of birth, and at least three adults supervising, helping and observing each group.  During the assessment the girls are encouraged to ask for help if they need it as we are very aware that having come from a wide range of schools they will all have been taught in different ways and some of their strengths and weaknesses are more likely to be a reflection of this than of their potential.  We aim to give every child a happy morning and send her home feeling positive about the experience whatever the eventual outcome.

We are assessing ‘teachability’, response to teaching and their approach to new concepts and challenges as much as their ability or potential.  We are also looking at their social skills, practical skills, co-ordination, confidence, concentration, behaviour and ability to work as part of a team. We talk to the children a great deal and by helping them to feel relaxed we hope to find out more about them than we could just on paper.

When there are girls in the group who have French as their first language, we provide a French speaker to give them support where necessary. (We will also support other languages if we can do so, using available expertise)  Likewise any children with special needs are given support.   We ask parents to inform us in writing of any disability which needs any reasonable adjustments to be made to our normal procedures (in order for her to be able to take our assessment and allow us to see her at her best).  We are also happy to discuss a child’s specific, special requirements with the parents before the assessment.  (See Inclusion and Equal Opportunities Policies)   These factors are all taken into consideration during the final decision making.

Very full annotated records are kept in the form of scores and detailed notes on each child.  We wait until all the girls have been assessed before analysing the results. Based on our philosophy of child-centred education we are not only looking for girls who are well taught, who achieve well on the tests but also for girls with potential, an interest and enthusiasm for learning and a particular ‘spark’ which we feel we could ignite.

There is not a particular type of “Bute child”, she could be shy, dominant, introverted, extroverted… it doesn’t matter as long as we feel that Bute House would be the best place for her to achieve her maximum potential.

In the case of entry at 7+, if the candidate is the sister of a child already in the school, she has to pass the assessment on her own merit.

From the original group of about 150+ girls who come to the assessment we then invite back about 50 for interview. Girls bring an item of which they are proud and a book. They have a short interview with a senior member of staff and are asked certain questions standard to all as well as questions relating to their object and book. Clear notes are kept on each interview and a standard form filled in. If they have not already seen the school parents are taken around with the child and they are then encouraged to share their thoughts and aspirations for their daughter and ask questions, (this is not a part of the child’s assessment). About 38 places and some waiting list places are then offered.

Due to the very large numbers involved the School is unfortunately not able to show all prospective parents round.  However, all parents whose daughters are drawn in the ballot or who are called back for interview after the 7+ assessment are given a tour of the school and an opportunity of a full discussion with the Head or a Senior member of staff. 

An introductory afternoon meeting to explain the ballot procedure and the ethos and aims of the school is arranged during the Summer Term for parents intending to register for 4 year old entry. There is also a similar meeting during the Autumn Term for parents of 7+ entrants.  An Open Day at the end of the Summer Term is held for all prospective parents of girls in that year’s ballot or 7+ age group when children, parents, staff and Governors are available to answer questions.  Interested parents are advised to telephone the school in May or June to ascertain the date.

For Entry into the Upper School 

This is always by assessment and interview and the process is similar to that for 7+. Siblings are not given priority for these occasional places.

DISABILITY

Admission to the school depends upon at 4+, a ballot and at 7+ an assessment that the prospective pupil meets the criteria required to maintain the educational and general standards for all its pupils commensurate with the ethos to which the school aspires. 

The school must also feel reasonably sure that it will be able to educate and develop the prospective pupil to the best of her potential and in line with the general standards achieved by the pupil’s peers, so that there is every chance that the pupil will have a complete, happy and successful primary school career, and emerge a confident, well-educated and well-rounded 11 year old ready for transfer to a suitable senior school.  [These criteria must continue to be met throughout the pupil’s time at the school.]

The school’s policy is to apply these criteria to all pupils and potential pupils regardless of any disability of which it is aware, subject to its obligation to make reasonable adjustments not to put any disabled pupil or potential pupil at a substantial disadvantage compared to any pupil who is not disadvantaged because of her disability.

The school asks parents to complete a form in respect of a prospective pupil at the time of application.  In assessing any pupil or prospective pupil the school may take such advice and require such assessments as it regards as appropriate.  Subject to this, the school will be sensitive to any requests for confidentiality. [The school believes that there is great enhancement of school education and life by this inclusive policy but with equal importance being given to ensuring that no pupil’s education is impaired.]

One of the obvious problems which the school has is its lay-out but there is one lift available which gives access at the west side of all three levels.  Another is the system of having fixed classrooms for each subject.  This requires pupils to go from classroom to classroom, often up steps or stairs.

Therefore any pupil with impaired mobility is going to be put at a disadvantage by these problems.  We will discuss thoroughly with parents and their medical advisers the adjustments that can reasonably be made for the child if he/she becomes a pupil at the school.

POLICY ON PUPIL DISCIPLINE AND EXCLUSION

(including rewards and sanctions)

This policy applies equally to the Foundation Stage (Reception Class), Key Stage 1 and Key Stage 2 as taught at Bute House

Statement of general principles

The governors expect the school to be a place where all individuals are respected and their individuality valued, where pupils are encouraged to achieve, where self-discipline is promoted, good behaviour is the norm and the school’s aims are clearly understood and applied by all concerned.

The school’s policies reflect the highest moral standards, and show in particular that Bute House will not tolerate bullying or other anti-social behaviour.  

The Head of Pastoral Care with the children, will review a positive and constructive code of conduct that aims to:

• promote self-discipline and a proper regard and consideration for self, others and property
• encourage good behaviour and respect for others, and prevent all forms of bullying among pupils
• ensure pupils’ standards of behaviour are acceptable
• reminds girls to be inclusive, tolerant and friendly towards all other members of the school community, recognising all their responsibilities

Rewards and Sanctions

Numerous systems operate simultaneously to ensure pupils’ good behaviour and conduct. Please see Bute House’s Behaviour Policy for more detail .

Rewards across the Whole School

• The Gold Book
• Chips in the Jar

Additional Rewards in Lower School

• Golden Tickets

• Golden Time

• Weekly Well Done Assemblies

• Lunchtime incentives

Additional Rewards in KS2

• Credit / Debit System

Sanctions used at Bute House

Sanctions are applied when rewards have failed, or where it is necessary in the circumstances to show appropriate disapproval. As far as possible, the sanction applied should be as constructive as possible. Pupils are encouraged to make reparation whenever possible and then staff ensures the girls appreciate that the matter is closed and will not be referred to again.

• The Green Book

Staff can enter children’s names in The Green Book if they have been particularly badly behaved. Three entries in the Green Book will lead to the child having to go and see the Head

• In Lower School  - Golden Time Minutes lost (see above)
• In Upper School  - Debits awarded. Any child who behaves badly or is unkind (although not seriously enough for the Green Book)  or does unsatisfactory work will get a cross on their debits chart in their diary. There is a space for a comment to explain what the child has done.

Where pupils do not respond to preventative strategies to combat bullying or other unacceptable behaviour, tougher action will be taken. Parents will be kept fully informed and will be involved in this process

Additional Sanctions might include:

Removal from the group (in class)

Withdrawal of break and lunchtime privileges

Withholding participation in any school trip or sports events that are not an essential part of the curriculum

It also includes the possibility of fixed term or permanent exclusion from school.

Exclusion would only be considered in a case of extreme and continuing bad behaviour eg bullying, sexual harassment , theft, fighting, racist abuse, persistent disruptive behaviour etc. This could have occurred at school, on the school grounds or while on a school trip or residential visit. Any exclusion for even a short period must be discussed and agreed by the Chairman of Governors, other Governors and the Head.

Ensuring theses Guidelines are Implemented

The Head's role is to determine the detail of the standard of behaviour acceptable to the school. The Head has the day-to-day responsibility for maintaining discipline in the school, which will include monitoring the code of conduct, sanctions, rewards and the provision for enforcing them.

The Senior Management Team and all staff are expected to encourage good behaviour and respect for others as detailed above, to keep parents informed and to apply all rewards and sanctions fairly and consistently.

All staff will set high standards of behaviour, respect and consideration, always encouraging good work habits and behaviour from the moment a child enters the school.  This transcends all elements of staff performance, including personal presentation. All staff are expected to promote self-discipline amongst pupils and to deal appropriately with any unacceptable behaviour.

The working of the school’s policies and procedures will be discussed regularly at staff meetings. Staff will also be involved in discussions with pupils in form/tutor group time.

Staff will also be called upon from time to time to identify problems that may be behind any bad behaviour, and to suggest possible courses of action.

All rewards and sanctions must be applied fairly and consistently and in accordance with the school’s equal opportunities policy.

Involvement of Pupils

Staff should be aware that Article 12 of the UN Convention on the Rights of the Child allows children who are capable of forming views the right to express those views. The government’s Circular 10/99 also suggests that pupils can help to reinforce behaviour policies by contributing to them. One of Bute House’s most fundamental principles is, and has always been, the democracy of the pupil voice in school decision-making and debate.

The School Council will be involved in reviewing the school’s anti-bullying policies and procedures and in the school’s programmes to reinforce self-discipline and positive work and behaviour patterns. Discussions in Form/tutor group time will inform the deliberations of the School Council.

The Head of Pastoral Care is responsible for ensuring that all policies are known and adhered to by all adult members of the school community. (S)he will liaise specifically with the Head of Learning Enrichment to ensure that the needs of all pupils are properly taken into account, and that their participation in the consultation process is maximised.

Reviewed September 2004, Sept 2005, September 2007. September 2009