Staff Handbook 2012 – 2013
Staff Handbook Last updated: 02/09/2012
CS/August 2012
CONTENTS
SCHOOL CALENDAR 2012 – 2013 ...... 6 ABOUT IST...... 7 PHILOSOPHY AND OBJECTIVES ...... 7 ACCREDITATING BODIES ...... 8
CIS/NEASC MISSION STATEMENT ...... 8 INTERNATIONAL BACCALAUREATE ORGANISATION (IB) ...... 8
IB MISSION STATEMENT ...... 8 IB LEARNER PROFILE ...... 8 INTERNATIONAL PRIMARY CURRICULUM (IPC) CORE VALUES ...... 10 SCHOOL GOVERNANCE ...... 10 BOARD OF DIRECTORS ...... 11 DELEGATIONS DE POUVOIR ...... 11 EUROCAMPUS ...... 11 POLICIES & PROCEDURES ...... 12 TEACHING AND LEARNING POLICY ...... 12 FACILITIES ...... 14 BUILDINGS, FURNITURE AND EQUIPMENT ...... 15
ROOM CARE EXPECTATIONS ...... 15 DISPLAYING STUDENT WORK (TO BE UPDATED ) ...... 15 FOOD IN CLASSROOMS ...... 19 USE OF FACILITIES ...... 19
USE OF FACILITIES FOR ECA ...... 19 LIBRARIES ...... 20
PRIMARY LIBRARY ...... 20 SECONDARY LIBRARY ...... 20 ICT PROVISION ...... 20 COMMUNICATION ...... 21
CONTACTING IST ...... 21 OFFICE HOURS ...... 21
COMMUNICATION BETWEEN SCHOOL AND PARENTS ...... 21 MEETINGS ...... 22
PARENT -TEACHER MEETINGS ...... 22 STAFF MEETINGS ...... 22 SCHOOL DAY ...... 22
PRIMARY ...... 22
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SECONDARY ...... 23 LUNCH -TIME ARRANGEMENTS ...... 24 CLOSURE OF THE SCHOOL ...... 24 DUTIES ...... 25
PRIMARY SCHOOL DUTY GUIDELINES ...... 25 PRIMARY SCHOOL DUTIES ...... 25 SECONDARY SCHOOL DUTIES ...... 27 HEALTH AND SAFETY ...... 28
FIRST AID / ILLNESS ...... 28 SECURITY ...... 29 VISITORS ...... 29 EMERGENCY PROCEDURES ...... 29
EVACUATION PROCEDURES : FIRE OR BOMB ALERT ...... 30 EMERGENCY SERVICES : ...... 35 CONFINEMENT PROCEDURES ...... 35 EXTRA-CURRICULAR ACTIVITIES ...... 38 GENERAL INFORMATION RELATING TO EMPLOYMENT ...... 39 APPOINTMENT OF NEW STAFF...... 39 STAFF INDUCTION POLICY (TO BE UPDATED) ...... 39
INTRODUCTION OF INDUCTION PROGRAMME FOR PRIMARY 2012 – 2013 ...... 42 STAFF HOURS ...... 44
FULL -TIME EMPLOYEES ...... 44 PART -TIME TEACHING STAFF ...... 44 SCHOOL LEADERSHIP GROUP (SLG) ...... 45 POSITIONS OF RESPONSIBILITY IN THE SECONDARY SCHOOL ...... 46 ADMINISTRATIVE / SUPPORT STAFF WORKING HOURS ...... 46 STAFF OFF SITE DURING NORMAL HOURS ...... 46 STAFF ON SITE OUTSIDE NORMAL HOURS ...... 46 END OF THE YEAR PROCEDURES ...... 47 SALARY SCALES ...... 48
PAYMENT OF SALARIES ...... 48 HEALTH SYSTEM ...... 49
NATIONAL HEALTH SYSTEM – SÉCURITÉ SOCIALE ...... 49 STAFF HEALTH INFORMATION SHEET ...... 50 LIFE ASSURANCE - PRÉVOYANCE ...... 50 CHILD BENEFIT ...... 50 TAX ...... 51
INCOME TAX - IMPOTS SUR LE REVENU ...... 51 RESIDENCE TAXES – TAXE D ’HABITATION & TAXE FONCIERE ...... 51 QUITUS FISCAL ...... 52 ABSENCE ...... 52 3 CS/02.09.12
SICK LEAVE ...... 52 PAID AND UNPAID LEAVE ...... 53 MATERNITY /P ATERNITY LEAVE ...... 53 ACCIDENTS AT WORK ...... 53 INDIVIDUAL SELF EVALUATION AND REVIEW (ISER) ...... 53
MONITORING IN THE PRIMARY SCHOOL ...... 54 APPRAISAL IN THE SECONDARY SCHOOL (TO BE REVIEWED ) ...... 57 STAFF TRAINING POLICY ...... 58 STAFF DRESS CODE ...... 60 THE COMITE D’ENTREPRISE ...... 60
CE MEMBERS DECEMBER 2011 - DECEMBER 2015 ...... 61 THE CHSCT ...... 61
CHSCT MEMBERS ...... 61 PARENT ORGANISATIONS ...... 62
PARENT DELEGATES ...... 62 FRIENDS OF IST ...... 62 OFF-SITE ACTIVITIES POLICY ...... 63 TEXTBOOKS AND SCHOOL SUPPLIES ...... 69 STAFFROOM ...... 69 BUDGETS ...... 70 ORDERS...... 70 PERSONAL EXPENSES ...... 71 ACRONYMS AND ABBREVIATIONS ...... 72 SCHOOL STAFF 2012-2013 ...... 74 APPENDICES: SAMPLES OF FORMS ...... 76
REQUEST FOR LEAVE OF ABSENCE ...... 76 REQUEST FOR PURCHASE ...... 77 PERSONAL EXPENSES FORM ...... 78 TRAINING REQUEST FORM ...... 79 TRAINING REPORT FORM ...... 80 OFF -SITE VISIT /A CTIVITY FORM ...... 81 USE OF FACILITIES FORM ...... 88 TERMS AND CONDITIONS OF SHARED USE OF FACILITIES ...... 90 USE OF FACILITIES FOR ECA FORM (S ECONDARY ) ...... 91 STAFF HEALTH INFORMATION SHEET ...... 92 HEALTH INFORMATION ...... 92
FRIENDS DONATION REQUEST FORM ...... 94
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INTRODUCTION
It is my pleasure to introduce you to a newly created Staff Handbook for the International School of Toulouse. The purpose of this handbook is to help new staff become familiar with the school’s philosophy, policies and procedures. It should also be used for reference by those who have been at IST for some time. Please read it carefully and send any comments to me: [email protected]
The Staff Handbook complements information in the Parent-Student Handbook and on the website which provide all members of the IST Community with information regarding daily life in the school. Please also refer to the Règlement Intérieur document which defines the general regulations for both IST and DST on the Eurocampus site. The most up-to-date version of this handbook and a copy of the Eurocampus Règlement Intérieur can be found in the Staff Area of Moodle.
I encourage you to contact the Heads of School, PSIM or me if you have any questions about the handbook or school matters in general.
Carolyn Steinson Principal
August 2012
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SCHOOL CALENDAR 2012 – 2013
Autumn Term 2012 Teachers return Monday 3 rd September Induction for Y1–13 (new starts) Wednesday 5 th September Term begins Y1 – Y13 Thursday 6 th September Term begins Foundation Stage Monday 10 th September Half Term Saturday 27 th October to Wednesday 7 th November (inclusive) Term ends Friday 21 st December 16h00 / 16h15
Spring Term 2013 Teachers return Monday 7 th January Term begins Monday 7 th January Half Term Saturday 23 rd February to Sunday 10 th March (inclusive) Term ends Friday 19 th April 16h00 / 16h15
Public Holiday Monday 1 st April – Easter Monday – IST closed
Summer Term 2013 Term begins Monday 6 th May Term ends Thursday 4 th July 16h00 / 16h15
School Closed Wednesday 8 th May (IST closed to all students except those taking exams) Public Holiday Thursday 9 th May (IST closed to all students except those taking exams) Public Holiday Friday 10 th May (IST closed to all students except those taking exams) Public Holiday Monday 20 th May (IST closed to all students except those taking exams)
NB: • External exams (IB, IGCSE etc.) may fall on a Public Holiday • There may be additional closures for staff training
These dates are subject to change. For the latest dates and the detailed calendar, please check the website.
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ABOUT IST The International School of Toulouse (IST) is a subsidiary of Airbus with the stated objective of helping to facilitate the “global mobility of its workforce”. Founded on 1 September 1999 it provides education for the children of Airbus employees living in and around Toulouse. As a private fee-paying day School, IST also offers education for children of non-Airbus employees whose parent(s) work in other companies or who have relocated to the area for other reasons and wish their children to have an international education taught in English. The Principal has overall responsibility for all daily operations at the School. Assisting her in this responsibility are the Head of Primary School and the Head of Secondary School. Together, the three make up the School Leadership Group (SLG).
PHILOSOPHY AND OBJECTIVES Our Purpose The International School of Toulouse was created to provide a high quality, cost effective international education in English for students from a variety of backgrounds which helps to facilitate the global mobility of families.
Our Philosophy The IST is a school where students of different abilities from a wide range of cultures and educational backgrounds work and learn co-operatively and effectively in an atmosphere of tolerance and respect. During their stay at the IST our concern is with their well-being, their academic, aesthetic, social and moral growth. We value all members of our community and believe that all our students should realise their full potential. We are therefore committed to creating challenging, stimulating and enjoyable learning opportunities within a safe, welcoming environment. We strive to ensure the personal development of all our students. We believe that cultural diversity is a positive strength and actively promote international awareness, including an understanding of home and host culture.
Our Practice Students are encouraged to become responsible, self-confident individuals, independent, lifelong learners and to acquire and apply transferable skills. As international citizens, they are taught to be tolerant, co-operative and welcoming, to respect themselves and others, and to be sensitive to the values and culture of the local community. They are prepared for their next stage of learning and to take their place in a global society. As valued partners in the educational process, parents are encouraged to participate formally and informally in the life of our school. Staff are valued and regularly undertake professional development. We are creative, flexible and adaptable, ready to take on new roles and responsibilities. We work as a team to develop and deliver, within a coherent whole-school framework, education programmes with international credibility. We work to adopt inter-disciplinary approaches to subject delivery, employ a range of methods and educational resources to help promote creativity, independence and flexibility in students. We deploy ICT appropriately to maximize student learning. Staff aspire to motivate and inspire our students, and to be positive role models for them. We seek to develop relationships with the local community and with other schools nationally and internationally. Students, parents and staff work together to contribute significantly to the success of the whole school.
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ACCREDITATING BODIES CIS/NEASC Mission Statement The Council of International Schools (CIS) is a non-profit membership organisation that provides services to elementary and secondary schools and higher education institutions around the world that have the following in common: • a desire to provide students with the knowledge, skills and abilities to pursue their lives as global citizens; and • a commitment to high quality education To achieve this goal, our schools must infuse international and intercultural perspective into their programmes so that students can move forward with the attitudes and understanding that will provide them with a solid base wherever their studies or work may take them. Elementary and secondary school members must further commit to undertaking an ongoing quality assurance process to enhance student learning.
IST is accredited by the Council of International Schools (CIS) and the New England Association of Schools and Colleges (NEASC). Full accreditation was awarded in June 2011 following the Team Visit in March 2011..
INTERNATIONAL BACCALAUREATE ORGANISATION (IB) IB Mission Statement The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging Programmes of international education and rigorous assessment. These Programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. (www.ibo.org)
IST has been an IB World School since January 2000 when it was authorized to offer the International Baccalaureate Diploma Programme.
IB Learner Profile The IB learner profile is the IB mission statement translated into a set of learning outcomes for the 21 st century. The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.
The learner profile provides a long-term vision of education. It is a set of ideals that can inspire, motivate and focus the work of schools and teachers, uniting them in a common purpose. (IB Learner Profile Booklet, March 2006)
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IB learners strive to be:
Inquirers: They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.
Knowledgeable: They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.
Thinkers: They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.
Communicators: They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.
Principled: They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.
Open-minded: They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.
Caring: They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.
Risk-takers: They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.
Balanced: They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.
Reflective: They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.
At IST the IB Learner Profile serves as a model for all, students and staff alike.
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INTERNATIONAL PRIMARY CURRICULUM (IPC) CORE VALUES Learning The principle of the IPC is to focus on a combination of academic, personal and international learning for children worldwide, combined with innovative and exciting ways to learn.
The IPC is designed to help children: • Learn the essential knowledge, skills and understanding of a broad range of curriculum subjects. • Engage with their learning so that they remain committed to learning throughout their school careers and their lives. • Develop the personal qualities they need to be good citizens and to respond to the changing contexts of their future lives. • Develop a sense of their own nationality and culture at the same time as developing a profound respect for the nationalities and cultures of others.
IPC Teaching The purpose of teaching is to help children learn. But teachers need help and support too. Teaching should be as enjoyable and rewarding for teachers as much as learning should be enjoyable and rewarding for children. That is why the IPC has been designed with teachers as well as children in mind. Rigorous and meaningful teaching frameworks and a wide range of resources support each IPC unit of work to enable teachers to plan more effectively the work they will be doing. As a result, this allows teachers to spend more time developing creative, personalised learning for their children.
SCHOOL GOVERNANCE The School is managed by a wholly owned subsidiary of Airbus, Airbus Mobility SAS. The School is a commercial entity, an SAS (Société par Actions Simplifiée) and, as such, subject to the rules and regulations governing such bodies according to French company law. The title of the company is Airbus Mobility SAS but the company operates under the title of The International School of Toulouse. Airbus nominates a President to run the company on its behalf; the President is also the Principal of the School. The Board of Directors comprises at least six and no more than seven members, all of whom must be employees of Airbus. The Principal reports to the Board but is a non-voting member. The Board may also call upon the expertise of an educational consultant who can give independent advice to the Board but acts as a non-voting member at meetings. The Board acts on behalf of the School’s owner, Airbus Invest, to ensure that the School constantly delivers a high quality educational service as a key factor in facilitating the mobility of the company’s employees, and that it does so within the financial limits applied by Airbus. Airbus believes that employee mobility is essential to its long term strategic goals. It understands that children’s education is a key factor in the mobility of its employees and has therefore committed funds to ensuring that high quality educational services are available to the children of its employees who are called upon to transfer to Toulouse.
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BOARD OF DIRECTORS
Kiran Rao Chairman Tom Anderson Axel Krein Bob McCartney Jesus Morales Jose Valderrabano
Gerry Percy Educational Advisor to the Board Carolyn Steinson IST Principal
DELEGATIONS DE POUVOIR To assist the Principal of IST who is the President of Airbus Mobility SAS with her role there is a delegations system in place with five subdivisions and sub-allocation of powers. The people holding these positions have specific roles and responsibilities linked to their posts. • Personnel & Student Information Manager • Facilities & Purchasing Manager • Network & IT Support Manager • Head of Primary • Head of Secondary
EUROCAMPUS The term Eurocampus is used not only to denote the physical resources used by IST and DST but also the initiative to create a truly European centre of excellence in international education in the partnership between IST, DST, the Lycée Victor Hugo and other local French partner schools.
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POLICIES & PROCEDURES All staff should familiarise themselves with the school’s policies and procedures. Some are included in this handbook, others can be found in the Staff area of Moodle.
TEACHING AND LEARNING POLICY This serves as the formal commitment to teaching and learning philosophy and practice within IST, agreed and adopted by the whole school community. It is a logical extension of the Philosophy and Objectives statement (WPA001) and will serve as the basis for Policies and Programmes of Study in the Primary and Secondary Schools as well as the Admissions Policy of the School. As a defining statement of our School’s identity, it will be available for all potential recruits to our School and will also help guide the School Leadership Group (SLG) in curriculum development, resourcing and training policy.
1. Definitions Within this document and those that follow, reference is frequently made to knowledge, skills and understanding within the teaching and learning process. These terms are defined below. Learning is the acquisition of knowledge or skills through study, experience or being taught. Teaching is the imparting of knowledge, the development of skills and the fostering of understanding. Knowledge is information gained by whatever means. Skill is the ability to do something well, with expertise or dexterity. Understanding is the power of abstract thought, the ability to conceptualise.
2. Philosophy and Objectives Every member of the IST community subscribes to a Philosophy and Objectives document which includes the following seven statements relating to teaching and learning specific to our School:- • We teach children from a range of educational and cultural backgrounds. • We teach children with a range of abilities. • We teach in ways which encourage development of the whole person. • We teach collaboratively. • We incorporate e-learning creatively and appropriately into our teaching. • We offer a stimulating, challenging and enjoyable learning environment. • We prepare children for the next stage of their learning, including higher education and careers guidance.
3. The Structure of Teaching and Learning From these defining statements we can draw certain conclusions which form the structure of teaching and learning at the IST. • Every teacher at the IST is sensitive to the learning experience, styles and aspirations of our students and creates within the classroom and beyond effective learning opportunities which take into account our students’ different learning profiles. • Every teacher is aware that effective learning opportunities require the deployment of a range of teaching methodology, appropriate resources and measures.
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• Teaching and learning are driven by desired, defined and measurable outcomes, which are agreed by all staff and which are in fact the starting point of lesson planning and preparation. • It is understood that learning takes place mainly within formal contexts and therefore the School has recognisable and regular units in its teaching day, week and year. • Much of the formal teaching and learning will take place in traditional contexts such as the classroom or a specialised teaching area, but opportunities may also be created for formal learning beyond the School such as field studies, visits and residential trips. We believe that cultural diversity is a positive strength and actively promote international awareness and the host culture. We aim to enrich the curriculum which can be offered within the school environment through experiences which we believe can:- o raise achievement o raise levels of self-confidence and motivation o develop and support the curriculum offered across the school o develop social education and citizenship o promote health and fitness • It is also understood that learning takes place informally. Therefore teachers are aware of and make provision for opportunities for learning within a variety of contexts such as events and invited guests in the School, links with local, national and international organisations (including other schools) extra- curricular activities and pastoral structures, including recreation times. • Every teacher at the IST wishes to work with colleagues, to understand the broad principles and methodology of the individual disciplines and learning stages within our School. • Every teacher is aware of their students’ previous and next stage of learning and uses this awareness effectively to extend and develop learning. This will include dialogue and co-operation with all those responsible for students’ learning. • As a consequence, teachers are conscious of the developmental nature of learning, understand where their particular expertise lies within this process, and recognise and respect the expertise of others. • Teachers also understand the need for formal documentation of all educational processes to ensure constancy of purpose in our practice. As part of the process of continuous improvement, Teaching and Learning documentation including policy documentation, will be regularly and formally reviewed to ensure that it accurately reflects practice within our school. • Teachers understand the value of actively encouraging the participation of other partners in the learning process, including Parents and the Board of Directors. These partners are aware of and support the School in its Teaching and Learning Policy and Practice.
4. Emotional Literacy Teachers are aware of the affective element of learning. Therefore as individuals and as a whole team:- • they ensure that all students feel happy, confident, safe and valued in their learning environment • they foster respect, tolerance and consideration of others amongst their students • they foster social awareness in students, ensuring that students are conscious of, and understand, the social interactions happening around them • they ensure that students are emotionally stable and show good self-control • they ensure that students are well motivated and enthusiastic about their learning as a result of their innovative and exciting teaching methodology.
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5. Learning Environment Staff are aware that the physical environment also affects their student’s learning. Therefore as individuals and as a whole team:- • they respect all rules concerning health and safety; • they ensure that the areas for which they are responsible are well ordered and conducive to effective learning, including the provision of appropriate displays to support learning and to celebrate student’s work; • they ensure that the whole school community respects the buildings, grounds and property which form the physical structure of the school; • they ensure that all agreed procedures within the structure of the school day, week, term and year are understood, respected and followed by the whole community.
6. Policy and Programmes of Study • This overall teaching and learning statement is reflected in the policies and programmes of study across the Whole School. • The programmes of study seek commonality in terms of format and style, but differences are to be expected between documents which cover such a wide age range.
FACILITIES The International School of Toulouse is located on a four hectare site in the town of Colomiers on the western edge of Toulouse. The total surface area of the buildings is 10,400 m².
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The current facilities on site are as follows:
EC1 - IST administration and secondary school including teaching rooms which are fully networked for individual laptop computer use and equipped with interactive whiteboards, three science laboratories, a design technology workshop, an IB common room, a secondary library, a specialist theatre arts studio, and a main hall for plays, concerts, presentations, assemblies and examinations.
EC2 - IST primary school including general classrooms, specialist rooms for French, Student Support and Art, assembly hall, ICT suite and library. The DST kindergarten, primary school and administration and the Eurocampus canteen are also housed in EC2.
EC3 - Eurocampus sports hall, PE offices and changing rooms.
EC4 - IST Primary classrooms, staff kitchen and photocopying facilities, meeting rooms, toilets/showers and changing rooms.
EC5 - IST music block containing two music rooms, practice rooms, and a recording studio.
EC6 - IST secondary visual arts block containing a large art room for drawing, painting and three dimensional work and a separate ceramics room.
In addition there is an all-weather football pitch, a running track, long jump, outdoor basketball courts, playground areas and car parks for staff and parents.
BUILDINGS, FURNITURE AND EQUIPMENT Please notify the Facilities Manager immediately if you see anything broken or dangerous in the school.
Room care expectations In order to keep our school in good condition and to teach our students responsibility for their belongings, it is expected that each teacher and class will assume responsibility for the following:
• displaying materials only on surfaces meant for display purposes • picking up items left on the floor to facilitate cleaning • keeping an appearance of a neat and organised work space • tidying chairs and tables at the end of each school day • maintaining the configuration of furniture that complies with health & safety regulations
Displaying student work (to be updated) All teachers are encouraged to display students’ work in their classroom and in other areas around the School. It is important that we provide an exciting, learning-focused environment where display reflects the ethos of the School. An environment that mirrors respect and care makes learners feel cared for and respected by the place in
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which they learn. This positively impacts on how well students learn, how happy they are as they learn and the respect and care with which they treat their school; the same applies to staff. Care for the school environment and classrooms shows care for the students, and for teachers and other staff. This impression is quickly passed to parents and visitors to the school.
At IST we pride ourselves on displays that reflect the efforts and interests of every child in the classroom. Classroom environments give those who work in them, and those who visit them, messages about what is considered important. All inclusive displays nurture a sense of ownership and affirm that everyone has equal value in the group. Good classroom displays can also be used as teaching aids.
The following are guidelines to help create attractive and informative class displays: • displays should be labelled/have focused headings • displays can have a list of student generated questions for the other class members and visitors • displays can have a list of student goals • displays can include written information about the process of an activity/piece of work • displays can show a range of outcomes from as many learning areas as possible • displays should be a representation of all the students’ work • displays should be mounted on colourful card/paper or borders added • displays should be changed on a regular basis • if a display becomes ‘tatty’ or torn it should be taken down
Please remember to display work only on surfaces which are meant for display purposes and refrain from using blu-tac or any other adhesives directly on the walls.
Primary Display Policy At IST display is used as an opportunity to stimulate ideas and learning, to provide information, to provide children with support material for their learning and to celebrate the attainment and achievement of all children. The devil is in the detail so any little part of a display can let it down. Within the Primary School there are two areas to be considered for display: • Classroom - due to the amount of display space, classroom display should mainly focus on learning aids for example mindmaps, posters, thematic vocabulary lists and ESL supports. In general all classrooms should have a board to support Literacy, Numeracy and additional boards used to provide stimuli for topics etc. In addition all classrooms should have the Golden Rules displayed with photographic images of these rules enacted through role play. • Corridor and communal areas (Activity Room, ICT Suite, EC2 Hall, Library) – are ideal areas for displays of art and thematic topic work. Each half term Primary staff will agree the theme for the corridor and communal spaces and which teacher has responsibility for which board. French Teachers will also have responsibility for at least one communal board once per term.
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Display Purposes The purpose of display and presentation is too: • impart information to whoever is viewing the material • acknowledge the children’s’ efforts and celebrate their achievements • arouse curiosity and stimulate a response • set standards of quality and raise expectations • convey something of the ethos of the school to visitors • where possible displays should be interactive
Considerations before you start • Safety: be sure that what you put up will not cause a problem to anyone moving through the area at the time of or after you have completed the display. • Age: the age of the children whose work you are displaying may have a bearing on how the work is displayed. • Duration: how long is the display going to be up? If the display is very temporary then the way you fix it up may be different, i.e. a long-term display may be stapled or glued whereas a short term one may be blue- tacked. • Height: how high are you going to take the display? Too high and nobody will look at the top part, too low and the same may apply. • Consideration as to how work is displayed in high traffic areas. This may mean that work will need laminating to make it less easy to ruin. (Gloss laminating sheets reflect light, which can make it difficult for the person looking at it. It is therefore better to use matt ones.)
Covering the Boards • Fixing: staples are the most permanent, mapping pins allow you to move the elements about before fixing, blue-tack allows you to hide the fixing method. • Edges and corners: both should have special attention paid to them. They should be firmly fixed as it is these areas that become detached first and can make the display look sloppy. • Paper: colour contrasts work well. Avoid paper that fades. Bright colours are eye catching. Two colours work well, normally no more than three colours should be used. • Avoid, as far as is possible, the backing becoming bitty or a patchwork (measure the board and how much paper you have and need before you start). If the paper is too small try a different roll. If a join is unavoidable put it in as unobtrusive place as possible.
Borders • All boards should have a boarder, either standard plain colour or class or teacher generated • Consider the high traffic areas and choose maybe a corrugated border. • Double borders look great and can be a way of introducing the third colour. • Use clipart or art items to decorate a plain border.
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• Appropriate borders enhance the subject work really well i.e. a handwriting display may have a border that depicts pencils on it.
Mounting the work • Double mounted work looks best. On A4 work a one cm edge looks fine and is easy to accomplish using a cutter, use the guide lines on a cutter to achieve this. Larger pieces should have larger edging. A4 mounts can be purchased and are available. • Backing of individual pieces should reflect the subject as far as possible. • The balance of space and material is important. Try not to over crowd the board but equally a board with one or two pieces scattered across it looks simply desperate. • It is not necessary to have every piece of work lined up at right angles to the edge of the board. Angling or overlapping can make for an interesting effect. However, overlapping can simply look like an exercise in cramming as much as possible onto a board if care is not taken. • If you are setting the work to line up vertically and horizontally with the edge of the board and with each piece of work then all the lines need to be carefully prepared. Nothing snags the eye quite as quickly as a crookedly placed piece of work, unless of course it is placed at an angle deliberately. • NEVER cut a mount with scissors, unless using crazy scissors. • Don’t always think flat, 3D can be very effective even on a vertical board. • Work should be named. • Posters should be considered for mounting.
Labelling and Lettering • Try to make the lettering reflect the work being displayed, also be aware of the boards in the immediate vicinity. • Lettering can have a huge effect on a display, it pays to spend time on this. • Computer, stencil and freehand. Think about shadowing, reversal, mirroring etc. • Laminated letters are suitable for long duration displays e.g. School council board. • Trays and room signs are equally important these should be laminated and trimmed to equal sizes.
3D Display • Valuables! Check that the article being displayed will not come to harm or go missing. • Freestanding signs can be fixed in place with a piece of blue-tack or a roll of sellotape. • Change the height of the models using boxes. • Drapes can make a display look very different and interesting.
Above all be creative!
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Food in classrooms It is extremely important that all members of staff are aware of any significant medical conditions relating to certain students in school. A summary sheet is circulated to all members of staff indicating all relevant information, in particular those students who have allergies where exposure to the allergen can be fatal.
In order to minimise the risk, food should not be consumed in classrooms. Exceptionally, if there is a sound pedagogical reason for consuming food in a classroom during lesson times then the teacher concerned must re- check all pupil information to identify any medical issues, inform the Head of School and request consent for the activity to take place. At the end of any such activity all food items must be disposed of before the arrival of the next class in the room.
In the case of a wet break, staff on duty should be extra vigilant as students eat their snacks inside and dispose of any unwanted items in a bin.
USE OF FACILITIES Airbus Mobility SAS - The International School of Toulouse (IST) and the Deutsche Schule Toulouse (DST Kindergarten and DST Primary) have their respective areas but also share some common areas of the campus. In order to maximise the use of facilities in a congenial and cooperative manner it is important that all parties follow the procedure below. This procedure should also be used by any group of employees of IST and DST who wish to use the facilities outside normal school hours e.g. during the evening/weekend.
1. Complete the request form ‘Request for use of facilities’ at least one week in advance and submit to IST Principal/IST Head of School/DST Head of Administration. 2. The IST Head of School/DST Head of Administration will present the request at the weekly Monday meeting for approval by the Principal. In the case of a clash alternative solutions will be considered. 3. The Facilities Manager is responsible for communicating final approval. 4. The Facilities Manager will keep a record of all bookings. 5. The Facilities Manager will ensure that security and maintenance staff are informed.
Use of Facilities for ECA It is very important that the security guards know who is on site outside the normal school hours. Any member of staff who is running an extra-curricular activity or meeting with students for any other reason should ensure that they complete a ‘Use of Facilities for ECA’ form giving the names of students, member of staff in charge, location and times of the activity.
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LIBRARIES Primary Library The Primary School Library is situated in the building EC2 and shared with the DST. There is a seating area mostly suitable for the younger children and used for group stories and sharing books. In addition there is a range of seating integrated into the book shelves and comfy bean bags for the children. The Primary ICT room is next to the library and has an interconnecting door to facilitate research using the internet. In the library there are over 5,000 titles of fiction/non-fiction in English, French and other languages. There is also a range of audio books. The Primary Curriculum Leader for Literacy has responsibility for the Primary Library and is supported in this role by the Teaching Assistants. As the school is managed by a company ( SAS ), volunteers cannot work regularly within the School, as this is not allowed by the Code de Travail . All books are entered on the electronic library inventory, Junior Librarian. This is controlled by the team of Teaching Assistants with overall management by the Literacy Curriculum Leader. The system also has the facility to ‘block’ specific books from certain age groups if they are considered inappropriate. Members of staff who have particular requests for either fiction or non-fiction books should see the Primary Curriculum Leader for Literacy.
Secondary Library The main philosophy and objective of the Secondary Library is to promote reading throughout the school. The Secondary Library provision is for both fiction and non-fiction reading and there is an excellent stock of books including approximately 2500 fiction books, both adult and teen fiction in English and a section of French and Spanish fiction. There is also a DVD and audio book section. The Secondary School Librarian is available to give assistance during the library opening hours, before and after school and during break-times.
ICT PROVISION ICT is used extensively as a teaching and learning tool throughout the curriculum of the school. All buildings within the school are networked and all members of staff have access to the intranet and internet with the use of a school provided personal laptop. There are desktop computers in all classrooms. All teaching rooms in Primary and the majority of teaching rooms in Secondary have Interactive White Board (IWBs). In EC2 there is a Primary ICT suite with 26 work stations, an IWB and a teacher’s desktop computer. All Administrative personnel have access to the internet and intranet via their own desktop machine. SIMS is used as the Management Information System and SAGE as the finance package.
The Music Department also has a suite of computers linked to keyboards and a fully functioning recording studio.
There are several networked photocopiers at strategic points around the campus in EC1, EC2 and EC4.
A full-time Network and ICT Support Manager is supported by subcontracted technical staff.
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COMMUNICATION Contacting IST School address: International School of Toulouse 2, allee l’Herbaudière, Route de Pibrac, 31770, Colomiers, France
The School can be contacted by telephone on +33 (0)5 62 74 26 74 or fax on +33 (0)5 62 74 26 75
The School’s e-mail address is [email protected] . The school website is www.intst.eu
Staff email addresses are generic and follow the format surname_first name [email protected]
Principal: [email protected] Head of Primary: [email protected] Head of Secondary: [email protected]
All Staff: [email protected] Primary Staff: [email protected] Secondary Staff: [email protected]
Office Hours The Main Office is open during term-time on Monday, Tuesday, Thursday and Friday from 08h00 – 17h00 and on Wednesday from 08h00 to 12h30. The Main Office is closed during August and at Christmas (staff needing to contact the School during this time should do so by email via their Head of School).
Communication between School and Parents General communication from the School to parents is sent via e-mail. A copy of all communications with parents is also put on the website and hard copies of such communications are available from Reception. If you wish a letter to be sent out then you should email a draft to the Head of Primary/Secondary, copied to the Principal. The Principal will forward the letter to the PSIM who will email it to parents and upload it to the website. Communication between individual parents and members of staff is encouraged. This may be by meeting, phone, fax or e-mail communication. Parents and teachers can also communicate via the Primary Communication Folder / Secondary Student Planner. It is important that the Principal / Head of School / Year Group Coordinators are always informed of important communication between a teacher or tutor and parents.
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MEETINGS Parent-Teacher Meetings Primary A formal Parent-Teacher meeting is held in October and again in February or March. This is an opportunity to discuss progress in individual subjects and to flag areas of concern or particular development. Pupils are involved in the Target Setting process and Class Teachers have individual meetings with each child in their class to discuss how they feel they are progressing and the targets they think should be set in reading, writing and numeracy. Full, detailed written reports are issued in June. These record student achievement over the year and are based on the continuous assessment of the child’s progress over time. Although they include the results of formal tests, the evaluation of student performance is never based on the evidence of one source alone. On a daily/weekly basis, students also receive feedback on performance through marking of their work. Between reports or formal parent-teacher meetings, a meeting to discuss student progress may be arranged at any point in the year at the request of either parent or teacher. Messages should be sent via the correspondence book/book bag/email.
Secondary The aim of Parent-Teacher Meetings is to provide an opportunity for parents to meet with each of their child's subject teachers to discuss the progress they have made. The student is responsible for making appointments with each of the teachers, based around a convenient time period stipulated by the parents. In order for every parent to have the opportunity to meet with every teacher of their child meetings are arranged in 5 or 10 minute slots.
Staff Meetings Regular meetings are held throughout the year. Staff Briefing is usually held during Morning Break on Mondays in the EC2 Staffroom. Most other Primary, Secondary and Whole School meetings are held after the end of lessons on Tuesdays. Please refer to the ‘live’ detailed calendar on Moodle for times and dates.
SCHOOL DAY Primary Pupils may come onto the school grounds from 08h10 when the front gate opens. They wait in the area outside the main EC2 entrance where they are supervised by a member of staff. Foundation Stage pupils wait with their parent(s) in the cloakroom area until the class teacher opens the door to welcome them in at 08h30. Y1 –Y6 teachers are required to meet their children in the entrance area at 08h30 and accompany them to the classroom. The whistle will be blown at 08h30 each morning but children are not late until 08h40 when the first lesson starts. Lesson 1 begins at 08h40. In the event of wet or very cold weather the children will wait inside in the entrance hall until 08h30 when they will go up to class. Morning break is between 10h40 and 11h00 and lunch break from 12h00 to 13h05. There is also an afternoon break between 15h20 and 15h30. Wednesday morning school finishes at 12h30. At the end of the day children are brought out to the EC2 entrance area in front of the canteen and wait with the
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Class Teacher until parents collect them. Children should not leave their Class Teacher until they have been collected by their own parent or carer. Parents are asked to ensure that once collected children stay close by their parents and are not playing on the pitch or in the area beside the IST Secondary buildings. Children should not be playing with balls or other games under the sheltered entrance area. If due to exceptional circumstances parents cannot get to school on time they should contact the EC2 Reception desk. Children not collected wait with the class teacher until all the other children in the class are collected, and then are taken inside to the reception area where the Head of Primary is on duty until 16h15.
8h30 - 10h40 - 11h00 - 12h00 - 13:05 - 15h20 - 15h30 - 8h40 - 10h40 8h40 11h00 12h00 13h05 15:20 15h30 16h00
Monday Register Break Lunch Break
Tuesday Register Break Lunch Break
Lessons Wednesday Register Break end at 12h30
Thursday Register Break Lunch Break
Friday Register Break Lunch Break
Secondary On Mondays, Tuesdays, Thursdays and Fridays the Secondary School Day starts at 08h30 and finishes at 16h15. On Wednesdays the Secondary School Day starts at 08h30 and finishes at 12h00. Morning break is between 10h40 and 11h00. The lunch break is from 13h00 to 14h00 Afternoon break is between 15h00 and 15h15. Lessons are 1 hour long.
Beginning of Day arrangements • The Secondary School opens its gates at 08h10. • All students should come in to school through the main entrance to EC1. • Students should be in their registration rooms by 08h30. • Registration is from 08h30 until 08h40. • If a student arrives late they must sign the late entries book at the EC1 reception desk.
End of Day arrangements • All students should leave the school by the main EC1 entrance at the end of the school day (12h00 on Wednesdays; 16h15 on Mondays, Tuesdays, Thursdays and Fridays). • All students not attending an extra-curricular activity should have left the site within 10 minutes of the end of the school day with all they need for any studies they may be doing that evening or weekend.
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• If students are attending an after school club or another extracurricular activity they should report to the teacher organising the activity immediately at the end of the normal school day to be registered.
Monday Tuesday Wednesday Thursday Friday 08:30 - 08:40 Registration Registration Registration Registration Registration
08:40 - 09:40 P1 P1 P1 P1 P1
09:40 - 10:40 P2 P2 P2 P2 P2
10:40 - 11:00 Break Break Break Break Break
11:00 - 12:00 P3 P3 P3 P3 P3
12:00 - 13:00 P4 P4 P4 P4
13:00 - 14:00 Lunch Lunch Lunch Lunch
14:00 - 15:00 P5 P5 P5 P5
15:00 - 15:15 Break Break Break Break
15:15 - 16:15 P6 P6 P6 P6
Lunch-time arrangements All students from Foundation Stage to Year 11 eat in the School Canteen. Parents who do not wish their child to have a school meal are required to collect their child at the end of the morning session and return them to school in time for the start of afternoon school. Students in Years 12 & 13 may choose to bring a packed lunch and eat in the IB Common Room. On receipt of the completed medical form the school will contact any parents who have indicated that their child has a food allergy or intolerance and arrange for a further form to be completed. Before the start of the new school year an appointment is arranged between the canteen providers, the school doctor, parents and the Head of Primary/Secondary. Parents are required to bring the completed forms and the necessary documentation from their family doctor. Once the PAI is completed members of staff are informed of the children who require special arrangements in the canteen. Parents should also ensure that children are aware of their allergy or intolerance and to inform staff in they have any concern about what they are eating.
CLOSURE OF THE SCHOOL Should extreme weather conditions or any other event result in the closure of the school an announcement will be made on the homepage of the school’s website www.intst.eu as early as possible on the day in question. Please check the website before trying to contact the school.
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DUTIES A full-time teacher is expected to do about 100 minutes of duties per week but all members of staff should be aware that they have a ‘duty responsibility’ at all times. They should ensure that students follow school rules and intervene whenever necessary.
In case of a known absence through a course or trip primary staff should swap their duty with another member of staff and inform the Head of Primary. If a member of staff is absent through sickness then cover will be organised by the HoP. Secondary staff will have their duties covered through SIMS.
Primary School Duty Guidelines All members of staff are allocated a minimum of four designated duties per week.
Being on duty means arriving promptly for your duty, seeing and being seen and in particular within your assigned area. The children should be aware of staff patrolling around the school, and therefore no area of the school should remain unsupervised. Being on duty, means being vigilant and intervening before a ‘situation’ develops. Staff should not be sitting down or drinking tea/coffee whilst on duty. All staff should take their whistle when on duty .
Class Teachers should speak to their class on the first day of each term about the Playground Golden Rules and aspect of the guidelines that children need to follow. The member of staff on duty has a duty to ensure that all children playing in their assigned area are following these simple rules.
Primary School Duties • The gates open at 08h10 and a member of staff is on duty until 08h30 when the whistle is blown. • All Class Teachers meet their class in the entrance area. Those who are not in charge of a class must be in their classrooms at 08h25. • Morning break: 10h40 to 11h00 – On Tuesday, Wednesday and Friday Primary pupils may play on the pitch or playground and on Monday and Thursday all Primary pupils should play in the Primary Playground. Please see the information in the Health and Safety section regarding accidents during breaktimes. • Lunch A: 12h00 to 12h35– All pupils should be brought to the canteen by the teacher teaching them at the end of morning lessons (Note with the exception of PE staff when the Class Teacher / Teaching Assistant should collect children from the Sports Hall and bring them to the canteen). When the majority of pupils have finished eating one member of staff will escort children outside and will remain on the pitch until the Lunch B members of staff come on duty. For Foundation Stage pupils the member of staff will bring the children across to the FS dining room and serve the children with their lunch which is delivered by the canteen staff. Children will be helped with cutting of food etc. The members of staff will help pupils clear their plates and serve them their dessert. Once all the children have eaten they will be escorted back to the Foundation Stage Playground. Please note some members of staff are assigned duty at 12h00 in the Foundation
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Stage Playground as this is when the FS1 Pupils will come back from the canteen having had lunch at 11h30. • Lunch B: At 12h30 the member of staff on duty should be either in the Primary playground or on the Pitch. The members of staff on duty in the FS playground will meet the children in the FS Playground. Please note that this allows for a crossover of staff so that any information can be passed on and if necessary for staff to remain in the canteen if children are requiring a longer time to eat. • All staff are to be on duty promptly at the assigned time, to be aware of all the outside areas and if they see areas unsupervised to either send a child to inform the member of staff (see duty rota on primary entry door in the playground) or to inform the Head of Primary and to remain on duty until a member of staff comes to take over. • Afternoon break Primary in playground: 15h20 to 15h30 • At the end of the school day class teachers should bring their class down to the entrance area, take them to the agreed area and see that every child is collected by a parent. Any child not collected should be handed over to the member of staff on duty who will be waiting in the entrance area outside the Head of Primary’s office. The member of staff teaching a class at the end of the day is responsible for ensuring that all children are collected. • At the end of all break and lunch times all children should return to the playground and line up on the marked spots. They should return to class via the playground door.
As a general rule: • Children should be reminded of the Playground Rules and all children (IST and DST) should be following them. Any issues should be reported to the HOP. • no one should be lifting children • the students should ALWAYS wear hats when it is a sunny day and the rule of no hat no playing out of the shaded area followed
Balls of any description may be used on the Pitch only. Balls should not be used on the playground or in the entrance area of the school. During break-times children should use the toilets in the canteen entrance or the toilets in the Primary playground.
Wet play If it is raining and therefore wet play ALL CHILDREN remain inside and the “wet duty rota” comes into action. The DHOP will inform staff if it is a wet play and if in doubt staff should send a child to ask. At morning / afternoon break the member of staff on duty should go to their assigned areas and allow teachers time for a short break away from the classroom. The member of staff on duty should monitor two or three classrooms along the corridor. All pupils are to stay in their classroom and play quietly, read, or watch a video.
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Secondary School Duties Designated duties in the Secondary School are at the following times: Before school: 08:10-08:30 Morning Break: 10:40-11:00 Lunch 1: 13:00-13:30 Lunch 2: 13:30-14:00 Afternoon Break: 15:00-15:15 After School: 16:15-16:30
Duties before and after school are generally covered by the DHOS, HOS, HOP and the Principal.
Time Place Outside Cage / Field Morning Break EC1 S Corridor EC1 P Corridor Canteen Lunch 1 Field EC1 Corridors and playground Canteen Field Lunch 2 Playground EC1 S Corridor EC1 P Corridor Playground and Field Afternoon Break EC1 S Corridor EC1 P Corridor
Out – means outside (playground, pitch and cage) In – means both corridors (P & S) in EC1 Circulate – means you walk around the school (in and out) Canteen – means you are in the canteen at the start of lunch, monitoring the queue
Students are allowed in the following areas: • EC1 P and S corridors • Pitch (at lunchtime) • Cage • Playground
Students are not allowed around the front of the school. IB students are allowed use of the area in front of the IB common room.
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HEALTH AND SAFETY First Aid / Illness The School offers only immediate first aid assistance. In the case of illness, the teacher may send the child to Reception, where they will be cared for while their parents are contacted and arrive, or until the child is judged well enough to return to the classroom.
In the event of a student informing the class teacher/teacher on duty at lunch time that they are feeling unwell the class teacher will send the student with another student or Teaching Assistant to Reception.
The only circumstance in which the School can administer medication is if any student is showing signs of a fever. His/her temperature will be taken and if 38.5°C or more, then in line with advice from the School Doctor, Doliprane (in powder form at the appropriate dose for the age of child) will be administered. Parents will be contacted immediately, asked to collect their child and informed that Doliprane has been given.
In the event that a student needs to be sent home the member of staff dealing with the student will either telephone the parents or request the Receptionist to do this on their behalf. In the event that a student is sent home then an Illness / Injury Form will be completed by the Receptionist.
In the case of a minor head injury the First Aider should, in addition to providing first aid, ensure that the class teacher is informed and ask the Receptionist to inform parents. The class teacher should monitor the child every half hour, ensure that the Illness/Injury letter is sent home and remind parents to be vigilant and watch for signs like sleepiness.
If a student is injured during a lesson, providing they are able, they should be sent to the Receptionist accompanied by another student, if the teacher thinks it is necessary. The member of staff on duty at Reception will treat the injury. If a student is injured during a lesson and is not fit enough to go to the Reception then the teacher should remain with the injured student and send another student to quickly seek help from Reception.
Any member of staff dealing with blood or other bodily fluids must wear protective gloves, available in the First Aid Room.
Injury during Primary break/lunch-times In the case of injury at lunch or break times the member of staff on duty should be consulted and then if necessary a child sent for additional adult help. For minor injuries the member of staff on duty will provide first aid in the playground. A first aid kit and supply of accident report forms will be bought out on to the playground by a Y6 monitor for each break time. In all cases the member of staff dealing with an injury will check that the child did not hit his/her head and also check that there is no visible head injury. The EC2 Receptionist will then complete the record of the accident/injury in the School Accident/Injury Book. In the case of a serious accident the member of staff will complete an accident form and pass it to the Head of Primary. This will be available to the School Doctor on request.
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SECURITY Safety and security are high priorities at IST. Procedures, rules and regulations are in place in order to minimize the risks to students, staff, buildings and equipment. The school campus is monitored by security cameras.
There are security guards on duty at all times. At night, at weekends and during the holidays the guard is supported by a guard dog. The site is also under video surveillance. The school works with the fire brigade and police to ensure that all security procedures are in place.
Visitors All visitors must check in at the EC1 or EC2 Reception. The Receptionist will notify the appropriate member of staff that the visitor has arrived. Visitors should not generally proceed to any other area of the campus unaccompanied. Staff should report any stranger on campus to the security guards.
EMERGENCY PROCEDURES In our Philosophy and Objectives document we state that amongst other aspirations we wish to create a safe environment at the International School of Toulouse. In order to do so it is important that we all respect the safety procedures that have been developed to protect all members of the School community on our site. As a first step it is important that all staff of the IST take the time to read and understand these procedures. If you have any questions or comments, please address them to the Principal.
General description The International School of Toulouse is located on a four-hectare site called Eurocampus, which contains three main buildings, three “temporary buildings” and one technical building. These buildings have the following titles:-
EC1 Main Secondary School building and main reception EC2 Main Primary School building and Primary School reception (IST & DST) EC3 Sports Hall EC4 Staff block and meeting rooms EC5 Music block EC6 Art block T3 Technical building
Please take the time to familiarise yourself with the situation and layout of these buildings. Each of the main buildings is an “ERP3” – Etablissement recevant le public catégorie 3. Each of the “temporary buildings” is an “ERP5”- Etablissement recevant le public catégorie 5. ERP are establishments which house the general public and are subject to special health, safety and security regulations. “ERP3” can house up to 500 people and “ERP5” can house up to 200 people. Each building has a fire alarm. EC1 has automatic fire and smoke detectors ( DAI- Déclencheurs Automatiques d’Incendie ) as well as manual fire alarms ( DMI-Déclencheurs Manuels d’Incendie). All the other buildings have
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manual fire alarms ( DMI ). These fire alarms are housed in red boxes mounted on the wall, sometimes in classrooms, sometimes in the corridors. Please take the time to locate these DMI. A simple sustained pressure on the Perspex cover will set off the alarm. As each building is more than eight metres from the others, according to French regulations, in the case of a fire in one building it is not necessary to evacuate the other buildings which are considered to be at a sufficiently safe distance. As it is the practice at the IST to ensure that all members of the community are safe, the evacuation of one building may engender the evacuation of another. On the following pages you will find the procedures to adopt in the case of an evacuation of a building on the Eurocampus site and the procedures to adopt in the case of a confinement.
Evacuation Procedures: Fire or Bomb Alert If you detect a fire in a building you should only attempt to tackle it if you have received training in the appropriate use of fire extinguishers. If you have received such training, please ensure that you know where the fire extinguishers are located in the buildings of Eurocampus and what type they are.
To summon help or to raise the alarm press on the nearest DMI. The guard will come to the DMI which has set off the signal in the control panel and then the alarm will sound at which time you should exit the building and make your way to the assembly point.
When you hear the alarm : • if you are a member of the non-teaching staff or if you are a teacher who is not in a lesson you should leave the building by the nearest exit (all fire exits have a green sign above the door with the illuminated words “sortie”) and make your way to the assembly point
• if you are in charge of students when the alarm sounds, you should ensure that the students in your care leave the building by the nearest exit in a quiet orderly manner, close the windows and doors of your room then accompany your class to the assembly point where they will line up in their tutor groups.
• if you are a tutor you should take up your position at the Assembly Point where you will receive your register from the Year Group Coordinator (YGC). Check that all your students are present. You must inform your YGC that all students in your group have been accounted for. Tutors should stay with their students and ensure that they await instructions in a quiet, orderly fashion.
• if you are not in charge of a class or are a non-teaching member of staff please assemble at the half-way line on the football pitch where you will be registered by the PSIM.
Visitors : It is likely that in the event of an alarm there will be visitors to the School. Visitors will be asked to assemble with non-teaching staff to be registered by the PSIM. Should they require assistance, please advise and help them to the assembly point.
The assembly point is at the end of the football pitch nearest the staff car park. The area is sign-posted with a green panel with white arrows on it. Please ensure that you know where the assembly point is located.
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The essential points during an evacuation of the building: 1. The buildings must be cleared in an orderly fashion as quickly as possible
2. The serre-files staff responsible for sweeping the building should ensure that nobody remains in the buildings.
3. Those taking registers must act as quickly as possible at the assembly point in order to provide information about the status of students, staff and visitors.
4. Under no circumstance should anyone attempt to re-enter any building until the all-clear has been given.
5. Everyone must wait for instructions in an orderly fashion, in silence.
Once the fire brigade has arrived and the nature and location of the fire has been ascertained, it may be possible to use one of the other main buildings to house the school community until further notice. This decision will be taken by the fire brigade.
Assembly Point Plan
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Specific Roles during an Evacuation Role of the EC2 Receptionist • The EC2 Receptionist gives all necessary material to the DST Head of Administration to take to the Assembly Point.
Role of the DST Head of Administration • The DST Head of Administration takes all necessary material to the Assembly Point and distributes the registers to the IST & DST Primary staff. • The DST Head of Administration receives the checked registers back from the staff and checks any missing students against the absence list and sign-out book. • The DST Head of Administration receives information from the EC2 serre-files that the building has been checked. • The DST Head of Administration informs the IST Principal of any person who is missing.
Role of the Primary Teaching Staff • The teacher/teaching assistant should go immediately to the Assembly Point, escorting children as necessary, and ensure his/her class lines up in the designated space in alphabetical order. • Silence should be maintained. • The register will be distributed by the DST Head of Administration. • The teacher/teaching assistant checks attendance and returns the register to the Head of Primary and reports any missing students. • The Head of Primary reports to the DST Head of Administration.
Role of the EC1 Receptionist • The Receptionist takes all necessary material to the Assembly Point and remains in a fixed position with the Head of Secondary, PSIM and Principal. • The Receptionist distributes the registers to the YGCs. • The Receptionist receives the checked registers back from the YGCs and checks any missing students against the Sign-Out Book. • The Receptionist receives information about staff from the Head of Secondary. • The Receptionist receives information about visitors from the PSIM. • The Receptionist informs the Security Guard and Principal of any person who is missing.
Role of the Secondary Tutor • The tutor should go immediately to the Assembly Point and ensure his/her tutor group lines up in the designated space in alphabetical order. • Silence should be maintained. • The tutor receives the register from the YGC and checks attendance. • The tutor returns the register to the YGC and reports any missing students.
Role of the Year Group Coordinator (YGC) • The YGC collects his allocation of registers from the Receptionist and distributes them to the tutors. 32 CS/02.09.12
• The YGC reports any missing tutors to the Head of Secondary who will nominate a substitute if necessary. • The YGC then waits for the Tutors to return the registers to him and notes any information about missing students. • When the YGC has all the registers returned he/she returns them to the Receptionist along with any information about missing students.
Role of the Head of Secondary (HoS) • The Head of Secondary checks the presence of all non-tutors. • The Head of Secondary receives information about the presence of tutors from the YGCs and nominates a member of staff to substitute a tutor if necessary • The Head of Secondary nominates a member of staff to go to EC3 and evacuate any students and staff • The Head of Secondary reports anyone missing to the receptionist.
Role of the Personnel & Student Information Manager (PSIM) • The PSIM checks the presence of all visitors and reports anyone missing to the receptionist. • The PSIM assumes the role of the Head of Secondary, as stated above, if he is absent. • The PSIM receives information from the EC1 serre-files that the EC1, EC4, EC5, EC6 & T3 buildings have been checked.
Role of the Sweepers (serre-files) The serre-files are responsible for sweeping the building, ensuring everybody leaves. When you hear the alarm, do not endanger your own life, but • Inspect all rooms in the designated area and ensure people are leaving the building • Close doors as you check rooms • Assist anyone in difficulty; note the location of any person who cannot leave and the reason why • Be the last person out from your area • Inform the PSIM / DST Head of Administration at the assembly point about: o the location of anybody remaining in the building o areas that have been checked
• If checking EC1, EC4, EC5, EC6 & T3 buildings - report to the PSIM at the Assembly Point • If checking EC2 & EC3 - report to the DST Head of Administration at the Assembly Point
------EC1 has three areas: the two corridors P and S and the Reception area. The S corridor runs from Reception towards EC4. The P corridor runs from Reception towards the Cage. EC2 first floor has two wings – IST and DST.
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Serre-file EC1 S Corridor + EC4 + Workshop T3 EC1 S corridor: labs, wc, classrooms, hall, IT maintenance offices, DT rooms, IB common room, library Workshop T3 EC4: rooms, wc
Serre-file EC1 P Corridor + EC6 EC1 P Corridor: classrooms, wc, offices EC6: all rooms, wc
Serre-file EC1 Reception area + Offices +Infirmary + EC5 Reception area: wc, offices, infirmary, reception area EC5: classrooms, wc, practice rooms
Serre-file EC2 Ground Floor IST IT room, library, DST IT room, staff rooms, adult wc, FS rooms & wc, KG rooms & wc
Serre-file EC2 1st Floor (R + 1) IST Primary hall, activity room, classrooms, wc
Serre-file EC2 1st Floor (R + 1) DST + EC3 Sports Hall DST wing: classrooms, garderie, kitchen, wc EC3 Sports Hall: changing rooms, wc, office, gym
Please note that an evacuation may be necessary at any time and it is possible that the designated serre-files and their substitutes may not be available.
The Principal, Head of Primary, Head of Secondary or the DST Head of Administration is authorised to nominate any member of staff to ‘sweep’ a section of the building (Primary Staff for EC2 and Secondary Staff for EC1).
All staff are therefore expected to familiarise themselves with the procedure and seek clarification from the SLG if necessary.
Bomb Alert The procedure for evacuation is the same as for fire. In such a case it may be necessary to evacuate the site (after advice from the fire brigade). If this is the case (and especially if inclement weather makes this necessary) then students, staff and visitors will exit the site via the staff car-park entrance, cross the road and enter the grounds of the Lycée International via the gate. The gymnasium of the Lycée will be used to house the IST community until it is safe to re-enter the Eurocampus site.
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Emergency Services: If you are required to or need to contact the emergency services phone:- 18 for the fire brigade 15 for the SAMU (medical assistance) The person replying to your call will guide you through the information they require. If you are phoning through the School switchboard, you will need first to press 0 for an outside line.
Confinement Procedures Emergency confinement procedures for the Eurocampus site involve keeping students, staff and visitors safely inside if there is an outside threat and an evacuation is not possible or advisable.
1. Types of risks • Natural • Technological/nuclear/chemical • Risks related to the transportation of dangerous substances
Colomiers is not located in a zone of seismic activity, nor is there any industry or storage in the immediate area which constitute a risk of pollution. According to the ‘Dossier départemental des risques majeures en Haute- Garonne’ there is no specific risk for Colomiers. However, nowhere is totally immune to danger and the site could be subject to an incident and thus the following procedures have been established.
2. How is the signal given? EITHER Alert given by the local authorities • Siren - sounded by the Colomiers commune (3 blasts, each lasting 1minute 41 seconds)
OR
Upon information received from an external source the Principal of IST will give the alarm • The Principal of IST informs the Head of Administration of DST • The Principal of IST and the Head of Administration of DST inform the serre-files for EC1 & EC2 respectively and distribute whistles • The serre-files alert the personnel on site by repeated blasts on whistles in the buildings and outside
3. Immediate action • All move to either EC1 or EC2
When the alarm sounds during lesson time: If you are in: EC1 Secondary students move to their tutor room. EC2 Students remain in class
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EC3 Students move to EC2 Hall (secondary) or EC2 classrooms (primary) EC4, EC5, EC6 Secondary students move to their tutor room in EC1
NB Any tutor group normally in the art room should go to the drama room Any tutor group normally in the music room should go to the secondary library Any Primary students in EC4, EC5 or EC6 move to EC1 hall.
All staff in EC1 who are not tutors should go to EC1 Reception
If alarm sounds during break/lunch time: Staff & students move to tutor rooms in EC1 (secondary) or EC2 (primary)
Visitors / Personnel without responsibility for children Visitors in EC1 go to the Secondary Library Visitors in EC2 go to the Primary Staffroom
• The Serre-files and administrative staff distribute the registers which should be checked immediately to account for all students, staff & visitors. • The Serre-files and administrative staff collect the registers and notify the Principal of IST /the Head of Administration of DST of anyone missing. The serre-files then position themselves inside the main entrance to the building, near reception EC1 / EC2. • The Principal of IST & the Head of Administration of DST liaise about missing persons • The receptionist in each building stays near the infirmary in order to care for any children who are injured, unwell or in need of assistance (eg asthmatics). • All windows and external doors should be closed and sealed. • Technical staff ensure that the air-conditioning and other such systems are switched off. • Canteen staff shut down kitchen extractor fans and other appliances.
4. Closure of the campus Nobody is permitted to enter or leave the campus until the ‘all-clear’ has been given, with the exception of emergency services.
5. Internal communication By walkie-talkies Channel 1 Security Guards Channel 5 IST Principal ↔ DST Head of Administration
A radio is kept in EC1 reception/first aid area. A radio is kept in EC2 in the DSVT Head of Administration’s office.
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By email Staff in classroom should ensure they are linked to the School’s email system and await further information and instructions. If the email system is not working then information will be relayed through the building via messengers drawn from staff who are not in charge of students.
NB Students should be prevented from using mobile phones and should be engaged in a quiet activity organised by the teacher.
6. Information about the evolution of the situation Radio stations: France INFO (105.5) France INTER (88.1; 103.5) SUD RADIO (101.4; 102)
Signal for the end of the alert: • External siren: 30 seconds • Continuous blow of whistle / Internal message circulated by email
7. Emergency First Aid Supplies (4 packs) Location EC1 Archives EC2 FS/KG Storage room B 054 DST Primary Storage room B 131 R+1 IST Primary Adult toilets R+1
Contents 10 x blankets Torch Cups Adhesive tape Note-pads J-cloths 2 x scissors Pens Water Transistor First aid kit
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EXTRA-CURRICULAR ACTIVITIES Instrumental music tuition is available for students from Y2 to Y13. A wide range of instruments are available and students are encouraged to join the Eurocampus orchestra and other ensembles once they reach an appropriate level of competence. Wednesday afternoons are usually left free and children are encouraged to join clubs and activities in their local community.
Primary Primary school extra-curricular activities take place after school on Monday and Thursday and provide children from Y2 - Y6 with a range of different opportunities over the course of the year. These activities include football, badminton, basketball, athletics, gymnastics, scrapbooking, craft, computer, puzzle club, dance, samba band, drawing and art. There is also a drama club run by Friends on a Tuesday evening, with a production for parents in April each year. In addition there is a choir and orchestra run during the school day. Children are offered the opportunity to sign up for one of the places in each club at the start of each new term. For some clubs a small charge is applicable to cover the cost of materials. In addition the Primary School has a variety of shared experiences with Deutsche Schule Toulouse (DST) including celebration of St Martin via a Lantern Festival in November, joint carol singing in December, variety of Easter activities and sports events in the summer. Primary staff are expected to offer one activity during one term per year.
Secondary Secondary school extra-curricular activities include science and maths clubs, art and design technology sessions, music clubs and drama activities related to particular performances. The up-to-date details of all Secondary School extra-curricular activities are on the school website under ‘Current Information’.
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GENERAL INFORMATION RELATING TO EMPLOYMENT All members of staff who are direct employees have employment contracts which are subject to French employment law as defined by the ‘Code du Travail’. There are two possible contracts. The first is a temporary contract (CDD) which can last no more than eighteen months and which has a trial period of one month. The second is an open contract (CDI) with a trial period of three months during which either side can end the contract at a day’s notice (as established by French employment law).
Members of staff are required to pass a medical (according to French employment law and organised by the French authorities).
Staff are represented by colleagues elected by secret ballot who represent ‘cadre’ and ‘non-cadre’ staff on the staff council - ‘Comité d’Entreprise’ (CE). The ‘Comité de Hygiène, Sécurité et des Conditions du Travail (CHSCT) deals with health and safety issues. This committee is elected by the CE.
All members of staff have the same staff benefits package. This includes full complementary health cover for the employee and his/her family, paid for by the School, and statutory professional pension contributions.
Appointment of New Staff Positions at the International School of Toulouse are generally advertised internally and externally. Upon application for a position at the International School of Toulouse potential candidates are sent information about the school, the community and details about the specific position advertised. Interested applicants are asked to submit a letter of application, full CV with photo, and email contact details for 3 referees. There are sometimes two rounds of interviews for external applicants. The first interview may be held abroad or be a phone/skype interview and the second interview is generally held at IST.
Staff Induction Policy (to be updated) Introduction and Aims All staff taking up a post at International School of Toulouse will be offered a programme of induction. The purpose of Induction is to support employees in their new posts and, to help them to become fully integrated into the school and local area as quickly and easily as possible. At the end of a new member of staff’s first year they will join in the ISER process The Induction process should: • ensure new staff feel valued and quickly become members of the staff team • ensure new staff have access to an individualised programme of support, both within school and within the community during their first year of working at IST • enable staff to be aware of and understand the school’s policies and procedures • facilitate their personal and professional development, building on knowledge, skills and achievements • enable newly appointed staff to develop their own careers and derive personal and school satisfaction from the contribution they make
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Procedures These procedures aim to make Induction a positive and supportive experience. Each new member of staff will be appointed an induction mentor and critical friend to support their successful integration to the staff of IST. The purpose of these members of staff is: • to assist the new member of staff in developing their knowledge, understanding and adoption of the school's policies and practice • to familiarise the new member of staff with the school and their new working and living environment • to help the new member of staff develop effective teaching practice at IST • to help the new member of staff settle into a life in France
School-based induction The induction programme will enable the beginning teacher to settle in to the school as quickly and smoothly as possible.
Before taking up a position all newly appointed members of staff should have: • if appropriate, the chance to visit Toulouse and be given support in finding accommodation and setting up personal facilities such as bank account, phone and electricity connections etc. • the chance to meet their new colleagues and in particular those they will be working closely with and those who will provide a supporting role • found out which class or classes they are taking and if possible met the children • been given initial details of their timetable and responsibilities • received information on the school's philosophy, practice, guidelines, schemes of work, etc • received information on how support and guidance are provided
Immediately after taking up a position, new staff should have: • been given their laptop and a user name and password for the computer system • a written policy statement on induction • received copies of the staff handbook, useful information about the organisation and management of the school, details of equipment and shared resources and access to curriculum documents available within the school • met the team they will be working with and received information about their class/tutor group • identified the senior member of staff who is responsible for them • arranged meetings with their induction tutor/mentor to discuss any immediate professional development needs • a planned induction programme
During the induction year staff should receive: • structured reflection time, support and feedback on performance from a Mentor • support and advice from a Critical Friend and other colleagues on whole school issues, planning and teaching • opportunities to observe colleagues as agreed between new member of staff and mentor
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• opportunities to be observed and receive feedback • professional development opportunities (school based, non school based or both) • guidance on such issues as parent consultation, report writing and assessment arrangements • opportunities to reflect on progress with senior staff • an individualised induction programme which helps the member of staff to develop the areas highlighted in their CV/professional portfolio and enables them to set targets and write action plans for following years
Selection of the Induction Mentor Throughout the period of induction a senior member of staff, known as the Induction Mentor, will support each new member of staff. The Mentor, will: • be a member of the Primary Leadership Team/Curriculum Leader/Year Group Coordinator • possess good communication skills • have respect and credibility within the school • be able to devote sufficient time and energy to the role. • be committed to quality in their own work and clear about the standards of performance. • have a commitment to learning and development, and be willing to learn themselves.
The Role of the Mentor, The Mentor, will: • be an experienced member of staff • provide constructive advice on performance and developing role of the new member of staff at IST • be responsible for supporting the new employee through the induction programme. • help the employee to recognise and celebrate effective practice.
Selection of the Critical Friend Throughout the period of induction a peer from the existing staff, known as the Critical Friend, will support each new member of staff. The Critical Friend, will: • possess good communication skills. • be relatively experienced. • have respect and credibility within the school. • be able to devote sufficient time and energy to the role. • be committed to quality in their own work and clear about the standards of performance. • have a commitment to learning and development, and be willing to learn themselves.
The Role of the Critical Friend, The Critical Friend, will: • provide a sense of being supported (and reduce any sense of isolation). • provide information, support and counselling on professional issues. • help employee to recognise and celebrate effective practice. • provide problem-solving support.
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Additionally, all members of the Leadership Teams are happy to meet with new employees over any issues at their request.
Resources Appropriate time to support both the new employee and the Critical Friend, will be made available by the Head of School, consideration should be given to utilising Wednesday afternoons for this activity.
Equal Opportunities All new staff will have an equal opportunity to a programme of Induction.
Health & Safety All new staff must be aware of health & safety issues in relation to themselves and the pupils. Health & safety issues are described fully in the Staff Handbook. It is the responsibility of each adult to report health and safety issues to the appropriate person within the school without delay.
Professional Development It is the responsibility of Head of Primary to ensure that new staff are made aware of relevant training, and where to find this information.
Reference to other school policies • Primary ISER Policy / Secondary ISER and Monitoring and Evaluation Policies • Staff Training Policy • Recruitment Policy
Introduction of Induction programme for Primary 2012 – 2013 Meeting purpose Who When Intended Outcomes Initial Meeting to explain All new staff, Week 1 All staff are aware of the process and how it Induction Programme at Mentors and will work over the year. IST Critical All staff have an opportunity to share any Friends initial concerns Review of settling in Mentor and Week 2 Staff have settled into school, are aware of member of where documentation / resources are and staff have settled with their class/group etc.
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Curriculum Planning and Mentor and Week 4 Planning documentation is reviewed and documentation / Parent member of staff aware of what is required and are Consultation Meetings – as staff completing. relevant Staff are aware of the programme for parent consultation meetings and their responsibilities
Review of 1 st half term Mentor and Week 8 Staff have an opportunity to share how member of the first half term has gone and inform staff mentor about successes and difficulties. Mentor is available to facilitate solutions to any difficulties
Observation Mentor and Week 12 Teaching / work in school is observed member of staff
Feedback and discussion Mentor and Week 13 Staff receive positive feedback on their on observation member of work with children and a maximum of one staff target for development.
Review of the term Mentor and End of term 1 Staff have an opportunity to share how member of the first term has gone and inform mentor staff about successes and difficulties. Mentor is available to facilitate solutions to any difficulties
Assessment procedures Mentor and Start of term 2 Assessment and assessment member of documentation is reviewed and staff staff aware of what is required and what will be required regarding formal written reporting in the summer
Into ISER cycle Mentor and Start of term 3 See ISER Policy member of staff
Review of year and process All new staff, Term 3 End of first year is celebrated Mentors and Induction Process is reviewed and used to Critical inform the completion of the draft policy. Friends
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STAFF HOURS Full-time employees Although IST is a school we are subject to French employment law as a company. Therefore the terms and conditions are somewhat different from Education Nationale or teaching in the State system in the UK. Under French employment law a full-time employee is required to work 35 hours per week and has 5 weeks holiday per year. Teaching staff at IST currently benefit from a minimum of 14 weeks holiday per year and this compensates for the fluctuation in the number of weekly hours during term-time.
Part-time teaching staff Requirements of part-time teachers are in proportion to those of a full-time teacher and therefore, for the purposes of drawing up a part-time contract, these are defined as follows for a full-time teacher at IST:
Primary Monday 08: 25 – 16:1 0 (one hour for lunch) 6h 45m Tuesday 08: 25 – 17:30 (one hour for lunch) 8h 5m Wednesday 08: 25 – 16: 05 (one hour for lunch) 6h 40 m Thursday 08: 25 – 16:1 0 (one hour for lunch) 6h 45m Friday 08: 25 – 16:1 0 (one hour for lunch) 6h 45m 35 hours
Secondary Monday 08:30 – 16:15 (one hour for lunch) 6h 45m Tuesday 08:30 – 17:30 (one hour for lunch) 8h Wednesday 08:30 – 16:15 (one hour for lunch) 6h 45m Thursday 08:30 – 16:15 (one hour for lunch) 6h 45m Friday 08:30 – 16:15 (one hour for lunch) 6h 45m 35 hours
Within the 35 hours, 27 hours are generally designated as: • 23 hours contact time for teaching, PSHCE, supervised study etc. • 4 hours non-contact time for preparation, planning, assessment etc.
To note: Teaching staff are permitted to work off-site on Wednesday afternoons if they are not required but there are occasions when they are requested to be present and they should ensure they are available.
There may be other times outside these hours when teaching staff are asked to be on site, for example Parent Consultations Days, Parent Information Evenings, Training Days, Exam invigilation etc
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School Leadership Group (SLG) The School Leadership Group (SLG) comprises the Principal, Head of Primary and Head of Secondary. [The Principal has the right to appoint other members of staff to the SLG] In a leadership role at the International School of Toulouse it is expected that members of the SLG will fulfill their duties as required and not be subject to a strict observance of the hours designated below, which are meant as a guide.
Working Day When the school is in session (ie. during term-time) all members of the SLG are expected to be on site between 08:10 and 16:30 (Monday, Tuesday, Thursday, Friday) and between 08:10 and 12:45 on Wednesdays. A lunch break of 1 hour may be taken during these hours.
If a member of the SLG is absent or off-site on school business his/her duties are delegated to another member of staff.
Late Duty One member of the SLG is on duty from 16:15 until 17:30 on Mondays, Tuesdays, Thursdays and Fridays, and on Wednesdays between 12:30 and 16:00. At the end of the ‘Late Duty’ the person on duty should check with security guard that all IST children have left the site after the end of the school day.
Events outside the normal school day The normal school day is from 08:10 until 16:15. If there is an IST event on site which takes place outside these hours (eg. evening concert) a member of the SLG should be present. If a member of the SLG is unable to be present another member of staff is designated to be on duty.
School Holidays When the school is not in session (ie. during school holidays) members of the SLG are not required to be present on site unless specifically requested by the Principal. Members of the SLG have the use of a school laptop and are given remote access to the school intranet so that they can work from home or another location.
One member of the SLG will be nominated as the contact person during weekdays when the school is not in session. This person is ‘on call’ to respond to any situation. This information will be kept by the PSIM and security will be informed.
Holidays Members of the SLG are required to take part of their allocated holidays during the three (or more) weeks when the school is officially closed. This is usually one week during the Christmas holiday period and two weeks during the summer holiday period. Other holidays should be taken when the school is not in session.
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Positions of Responsibility in the Secondary School The following weekly allowances are usually given to staff in positions of responsibility in order that they can carry out their roles:
Role Allowance (hrs) IB Coordinator (IBC) 5 Year Group Coordinator (YGC) 5 Curriculum Leader – more than 2 staff in department 3 Curriculum Leader – 1 or 2 staff in department 2 SIMS 2 Careers 2 IB CAS advisor 1 Website 1 Teacher in charge of subject area 1
Administrative / Support Staff Working Hours Member of Staff Days Hours Art & DT Technical Assistant Monday to Friday 9h00-12h00, 13h00-16h15 Caretaker Monday to Friday 9h00-12h45, 13h45-17h00 Mon, Tues, Thurs & Fri 8h00-11h45, 12h45-16h45* (* 16h30 Friday) EC1 Receptionist Wednesday 8h00-12h15 IT Support & Network Mon, Tues, Thurs & Fri 8h15-11h45, 12h30-16h00 Manager Wednesday 8h15-12h35, 14h00-16h40 Mon, Tues, Thurs & Fri 8h00-12h45, 14h00-17h00 PSIM Wednesday 8h00-12h30 IT Technical Support Monday to Friday 8h00-12h30, 14h00-16h30 Laboratory technician Monday to Friday 8h30-11h45, 12h45-16h30 Facilities Manager Monday to Friday 8h30-11h45, 12h45-16h30
Staff off site during normal hours If you wish to leave the site during normal working hours please check with a member of the SLG.
Staff on site outside normal hours • All staff who choose to remain on site after 17h30 (Monday, Tuesday, Thursday, Friday) or after 14:00 (Wednesday) must signal their presence by signing the staff list at EC1 or EC2 reception and signing out when they leave. If you are here for Parent/Teacher Meetings you should register your attendance at reception. If you are here for a Wednesday afternoon club/activity your name should appear on the form submitted with the list of students. If you are required to be in school on a Wednesday afternoon for a meeting or professional development the Head of Primary/Secondary will take attendance and inform security and the PSIM. • Any staff who return to school for an evening event must sign in and out.
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• The staff car-park gate will be locked during weekends and holidays and at 19h00 on Mondays- Fridays. If you are on site after 19:00 you must move your car to the front of the school. You may move your car from the staff car-park to the parents’ car-park in front of EC2 between 17h00 and 19h00. • Staff may park in the parents’ car-park if attending an evening event. • Requests to be in school during the holidays must be authorised by the Principal. • The School is closed at weekends and on bank holidays with the exception of authorised activities such as Special Events, Conferences and Public Examinations
END OF THE YEAR PROCEDURES All members of staff are expected to ensure the following have been completed:
• Curriculum documentation updated • Student handover forms completed and handed to the next class teacher and HOP (Primary) • All school textbooks and equipment for your class(es) collected from students and a list of names of students who have lost books (and which books they are) submitted to the PSIM • All Library resources returned • All AV equipment including digital cameras, CD players etc put in safe storage or returned to the IT Support Centre • Record of Professional Development Activities during the year submitted to Head of School • Summer contact details submitted to the PSIM before the last day of classes in July.
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SALARY SCALES Gross annual salary effective as of 1st September 2012
Teachers Scale Euros 9 48 390 8 46 285 7 44 180 6 42 080 5 39 970 4 37 870 3 35 760 2 33 660 1 31 560
Responsibility allowances 4 points: 7 375 3 points: 5 535 2 points: 3 690 1 point: 1 845
Teaching Assistants Scale Euros 4 31 040 3 29 890 2 28 745 1 27 585
Payment of Salaries Salaries are paid directly into your bank account at the end of each month.
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HEALTH SYSTEM To the best of our knowledge the following information was correct at the time of writing. Please ensure that you refer to HUMANIS or your local CPAM and CAF offices for the latest information.
The School declares all employees to the appropriate French authorities at the beginning of their employment at the International School of Toulouse. It also undertakes to obtain a social security number for any member of staff who does not have one.
National Health System – Sécurité Sociale In France everyone who works should have a social security number. Fiscal contributions are paid to the state by both the employer and employee.
For all matters relating to health everyone has a local social security centre – caisse primaire d’assurance maladie (CPAM). In France, all basic health costs are reimbursed. In order to be fully reimbursed for medical expenses, most employees in France pay a monthly amount to a collective health care insurance ( la mutuelle ) in addition to the state contributions. In the case of IST employees, the school pays this additional amount on their behalf to an organisation called HUMANIS. The CPAM reimburses a percentage of the costs, and then the mutuelle reimburses the difference minus one euro.
Everyone must register with a specific doctor and sign the appropriate form - déclaration de choix de médecin traitant . This form needs to be signed off by yourself and the doctor of your choice and sent to your local CPAM . This doctor becoming your general practitioner will then refer you to a specialist if necessary. The only specialists that you can consult directly without referral and be reimbursed are: paediatricians, gynecologists, dentists and ophthalmologists.
When you are finally in the French social security system, you will be issued with a medical green card - carte vitale - which resembles a banker’s card with a microchip. This card holds medical details about yourself and the doctor will use it to add to your medical records, but you will still have to pay a General Practitioner or Specialist at the time of the consultation, and be reimbursed direct by the CPAM and mutuelle with no paperwork - feuille de soins - to complete. The card enables direct payment by CPAM and the mutuelle to Pharmacies and to certain Laboratories therefore avoiding the necessity for the individual to pay and to be reimbursed.
If you do not yet possess a carte vitale and/or you need to claim reimbursement, you should send the prescription and the feuille de soins to the CPAM . If you send your bank details - Relevé d’Identité Bancaire (RIB) - the first time you claim, refunds will subsequently be paid automatically into your bank account by CPAM and HUMANIS . All claims need to be sent first to the CPAM, and they will forward them to HUMANIS ; again on the first request for reimbursement you need to inform CPAM that HUMANIS is your mutuelle .
For each medical cost, a base rate has been set by the social security. These base rates determine the amount refunded. The CPAM will repay a pre-defined percentage of the base rate. The mutuelle will repay a higher pre-defined percentage of that base rate.
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Most generic medicines prescribed by the doctor are reimbursed. Dental and ophthalmic costs are only partly reimbursed.
A doctor’s consultation will be reimbursed in full minus one euro, with the CPAM reimbursing part of the amount and HUMANIS the rest. In certain circumstances, however, you will have to pay part of the amount yourself.
Example: At the dentist, a crown could cost 457.35€. The base rate for a crown is 107.48€. The CPAM pays 70% of 107.48€ i.e. 75.23€. HUMANIS reimburses 300% of the base rate, i.e. 107.48€ x 3 = 322.43€. So the total amount reimbursed is 75.23€ + 322.43€ = 397.66€. The difference is 59.69€ (457.35€ - 397.66€) which you would have to pay.
Each IST employee is covered by HUMANIS. It would be better for couples to have separate cards, where each card holder is the principal insured. An employee’s spouse and children can be put on the card. For those who have live-in partners, the HUMANIS would require a declaration - attestation sur l’honneur - stating the name of the partner. If you need to fill in a form to request a card or need help for the attestation please see the PSIM.
Staff health information sheet Members of staff are requested to complete a Staff Health Information Sheet. This has been designed to collect relevant information regarding your care within school and particularly to alert the authorities in case of an emergency and will be treated with the strictest confidentiality. It will be kept in your staff file, accessible only to the SLG and PSIM.
LIFE ASSURANCE - PRÉVOYANCE All IST employees have cover in the event of invalidity or death. For the latter, there is a form to fill in to state who should receive the money in the event of a death. These forms can be obtained from the PSIM.
CHILD BENEFIT Child benefit can be obtained for the second child and any thereafter from your local Caisse d’allocation familiale (CAF). There is a form to complete and you will need to fill in a form on a yearly basis concerning your revenue. If you leave France you need to write to the CAF to stop the payments as you cannot receive child benefit from two countries.
Useful websites: www.ameli.fr www.HUMANIS.fr www.caf.fr
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TAX To the best of our knowledge the following information was correct at the time of writing. Please ensure that you refer to your local tax centre for the latest information.
Income Tax - Impôts Sur Le Revenu Each year everyone should make a tax declaration which should include world income. The main tax form is no. 2042, tax return for foreign income is no. 2047 and there is also a form for foreign bank account declaration. It is illegal to not make a declaration, even if you believe you are tax exempt.
If you are married, the tax declaration form should be completed by the husband providing information about his wife where requested. Married couples and those who are ‘pacsed’ are obliged to make a joint declaration; there is no possibility for a married woman to elect to complete a separate declaration. However, if you are separated from your spouse or you no longer live with your spouse and you both have distinct independent sources of incomes, you should complete separate declarations as if you were single. People living together but who are not ‘pacsed’ need to make separate tax declarations.
Income tax is paid in arrears . The income tax declaration is filed in May. The amounts declared are the previous calendar year’s (January to December) earnings.
The first year that you declare earnings, you will receive the tax bill for full payment in September.
If you have paid tax before you will receive the first bill for payment in February (based on a third of the previous year’s tax bill – tiers provisionnel ), a second payment in May (another third - tiers provisionnel ) and the final payment in September. The September bill will be the total amount due, following calculation derived from the May submission, minus the two tiers provisionnel already paid.
The first time that you make a tax declaration, you can obtain a tax form from the Mairie , the Hôtel des Impôts (Tax centre) or via the web site www.impots.gouv.fr.
All payments must be made by the dates stipulated on the bills or you will be subject to a penalty of a 10% increase on your tax liability. There are easy to use internet sites to help you calculate the tax bill: www.impots.gouv.fr or www.france-info.com .
Residence taxes – taxe d’habitation & taxe foncière There are two taxes on residences:
Taxe d’habitation is payable on property that is occupied on 1 st January by the tenant if a rented property or by the owner. The amount depends on the size and location of the property and the family situation. The bill is sent in October.
Taxe foncière is payable by the owner of the property.
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Quitus fiscal When leaving France all personnel should go to their tax centre – centre d’impôts – and they will work out how much tax is due before you leave, so that you can clear the tax owing and they will give you a quitus fiscal.
ABSENCE To the best of our knowledge the following information was correct at the time of writing. Please ensure that you refer to your local CPAM office for the latest information.
Sick Leave For any absence from school owing to illness, staff should inform the school by telephone by 8h00 at the latest on the day of absence giving the reason and possible length of absence.
If a French doctor signs you off work, you are contractually obliged to submit the top 2 copies of the medical certificate concerning your inability to work to your local CPAM (Social Security Centre) within 48 hours . The third copy must be submitted within 48 hours to your employer. If the doctor prolongs the sick leave, the same procedure must be followed. The Social Services inspectors may then visit you at home during your sick leave. Failure to follow this procedure may result in sanctions.
Employees continue to be paid normally during the first 3 days of the arrêt de travail . In most firms it is up to the employee to reclaim the amount of salary lost during this period. However, as an employee benefit at IST, the employer continues to pay the employee throughout their sick leave. Sick leave is reimbursed by the French Social Security system from the fourth day of the arrêt de travail . The company will then process the claim for reimbursement of the salary, which it can only do if CPAM has received notification of your illness within the stipulated 48 hours.
During sick leave the employee should stay at home. With your doctor’s agreement you can leave home between the hours of 10h00 to 12h00 and from 16h00 to 18h00, (this is time allowed for consulting a doctor etc). If you are inspected and absent from home then CPAM will stop all indemnities; this would mean that IST could not make a claim to the Social Security. Under no circumstances should you come in to work or request colleagues to send work home .
The school can only organise cover once the medical certificate indicating the period of sick leave has been received. The indemnities received from the CPAM (Social Security) finance the cost of employing a supply teacher to cover the sick employee.
If you leave work during the school day, you must inform a member of the SLG and sign out at Reception.
If your child is unwell then you are entitled to up to 3 paid days leave per year to care for a sick child and up to 5 days if you have three children or your child is less than 1 year of age. If you are absent for a sick child you need a Doctor’s note to say that you are required to stay at home with your child as of day one.
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Paid and Unpaid Leave A ‘Request for Leave of Absence’ form should be completed as early as possible. Please note that the request for a leave of absence is not confirmed until it has been signed by the Principal.
The process is as follows: complete a form and pass to the relevant Head of School. It will then be passed on to the Principal and the PSIM. The PSIM will inform you if your request has been granted and whether your absence will be paid or unpaid.
As a guide, leave of absence will be granted for the following absences – the number of days allowed, paid or unpaid, will be at the discretion of the Principal: • Serious illness of close relative • Death of close relative • Wedding of close relative • Graduation or other milestone ceremony of close relative • Moving house • Interviews for other posts • Professional development • Periods of examinations for improvement of member of staff’s qualifications • Visiting other Schools, accompanying students on educational visits, undertaking in-service training • Accreditation visit • Domestic emergencies • Strike days Wherever possible, doctors and other appointments should be made outside school hours. This process should be followed for all absences including training and trips.
Maternity/Paternity Leave Your doctor will give you a due date. Maternity leave usually starts 6 weeks before that and finishes 10 weeks after the birth. Paternity leave entitlement: 3 days for the birth, 11 consecutive days for paternity within 4 months of the birth. Dates to be agreed a month in advance.
ACCIDENTS AT WORK If you have an accident at work you should inform the Principal or member of SLG in charge immediately to establish whether you should leave the premises and consult your own doctor. After a consultation you will then need to follow the same procedure as above, sending the appropriate papers to the CPAM within the first 48 hours. The school will complete the paperwork required from the employer.
INDIVIDUAL SELF EVALUATION AND REVIEW (ISER) All teaching staff have an annual ISER: in the Primary School the Head of Primary meets with teachers and the Deputy Head of Primary meets with the teaching assistants; in the Secondary School the Head of 53 CS/02.09.12
Secondary meets with all curriculum leaders who have met with the secondary staff in their departments. There is also individual self-evaluation and review (ISER) that is carried out with peers in the secondary school. Appraisal is not related to pay awards.
Monitoring in the Primary School Our Philosophy As stated in the IST Philosophy and Objectives and the Teaching and Learning Policy the school aims to be a place where staff work as a team to develop and deliver, within a coherent whole-school framework, education programmes with international credibility. We work to adopt inter-disciplinary approaches to subject delivery, employ a range of methods and educational resources to help promote creativity, independence and flexibility in students.
Introduction and Aims Within the Primary School of IST Improvement through Monitoring and Evaluation is seen as a process which enables us to maintain an accurate and shared view of the School’s work. Staff work together to ensure that the process is • focused • purposeful • rigorous • manageable • participative • valid • measured against expected outcomes
We use the information gained to develop and improve the quality of the education we provide and through this the standards achieved by all our students. Each year the Primary School Development Plan will focus on priorities identified through monitoring. This policy describes the range of monitoring and evaluation practices that will takes place on a regular basis.
Through the Monitoring and Evaluation of provision within the Primary School we aim to maintain and develop good practice based on valid and secure foundations which review teaching and learning, curriculum, standards, student support provision and the effectiveness of leadership and management in the Primary School. We aim to: • ensure that students progress, develop and attain the best possible standards • ensure that students have a positive attitude to their work and that their behaviour is of the highest standard • ensure that the school provides a positive and pleasant learning environment • ensure the best possible standards of teaching and learning • celebrate our strengths and support the dissemination of good practice • contribute to achieving consistency of implementation of agreed policies • ensure that our future actions are targeted to address any identified weaknesses
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• respect and enhance the professionalism, skills and professional development of members of staff • contribute significantly to the creation of an atmosphere of ongoing and continuous professional debate in the school • be open and explicit, with purposes, procedures, timings and arrangements for feedback which are all identified in advance. • inform the cycle of school development planning • allocate resources in the most effective way
Definition Monitoring is the process of gathering information about actual practice and performance. It enables Teams and individuals to understand the impact of their practice on teaching and learning and to highlight aspects of pupil progress or professional practice that needs development or improvement. It is a process that can be carried out by Head of Primary, Deputy Head of Primary, Curriculum Leaders and in specific circumstances peers.
Evaluation is about making judgements on the information found from the monitoring from planning through to implementation. Its purpose is to ensure improvements. It is a process in order to raise standards in teaching and learning and should be seen as a process to support professional development, for example, a lesson observation is a snapshot of the teaching and learning in an individual class but the subsequent feedback provides individual and whole school areas for development based on that snapshot.
Monitoring and Evaluation takes place in order to make informed judgements about planned change and the implementation of new strategies in order to move each area of teaching, learning and school life forward. All Monitoring is undertaken against specific criteria that have been previously shared with all staff thereby allowing those members of staff being monitored to be prepared for the observation or other form of monitoring.
Purpose and Process Within the Primary School at IST we believe it is important to establish our own valid measures of practice, achievement and progress within a climate of continual improvement that includes, the development of a culture of professional accountability, testing, target setting, management and peer observation and feedback and where possible external validation of our performance.
The whole School participates in monitoring in varying degrees and at different times so that the process is effective. All staff share the responsibility for ensuring the success of the identified priorities within the Primary School Development Plan.
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The process includes • identification of clear manageable objectives • agreement of appropriate personnel to carry out the tasks • the establishment and communication of expected outcomes/strategies to gather information / format and content of observation report • where appropriate lessons to be graded on a scale of 1 – 3 (good / satisfactory / unsatisfactory) • the setting of realistic timescales • the distribution of information gathered to those involved and to the Principal • evaluation of the outcomes and action to be taken • development/implementation of Action Plans for either maintenance or improvement
Any feedback will provide a maximum of two areas for development which will be identified in each round of monitoring and follow-up/support provided as appropriate. During the monitoring process strategies for development will be identified and then appropriate support provided for their implementation. In cases where a teacher needs support, the school will endeavour to meet the need and teachers should feel confident in asking for help.
Monitoring Strategies The strategies used for monitoring are contained in Appendix A and include observations of teaching and learning, monitoring of Teachers’ planning, analysis of data on student attainment and formal assessments, students’ work and talking to students, analysis of information collected from parents and students e.g. parental student support questionnaire.
Evaluation Strategies Although individuals or groups are identified as responsible for overseeing certain areas of the process, monitoring and evaluation is seen as a collaborative process for the good of the Primary School and ultimately and most importantly for the children. Furthermore it will ensure that the Primary School is aware of its strengths and areas for improvement and consistently acts upon them.
Reporting on the evaluation will take a variety of forms including: • Individual written and verbal feedback following monitoring of classroom practice, student work sampling or assessment and attainment results • Whole school written feedback on strengths and areas of development following monitoring of classroom practice, student work sampling or assessment and attainment results – copy to be provided for Principal and if appropriate the Board • Individual feedback on student attainment and identification of targets for individual student attainment • Termly reports to the Principal on progress in implementing all of the action plans in the school improvement plan • The presentation once a year to the Board by the Head and Deputy Head of Primary on strengths and areas for development. • The production of written Annual progress reports against Primary Development Plan Targets by both Head of Primary and Curriculum Leader
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• Identification of priorities for Development Planning by Primary Leadership Team and Curriculum Coordinators • Identification of areas for Development following Parent Delegate / Parental Questionnaires etc.
Appraisal in the Secondary School (to be reviewed) Objectives • To give each member of staff the opportunity to carry out an Individual Self Evaluation and Review (ISER) • To carry out a formal appraisal of each member of staff by their line manager • The Head of Secondary to meet with Year Group Coordinators in order to assess the potential of each student including a review of the results of external benchmarking tests • To analyse the examination results with individual Year Group Coordinators and Curriculum Leaders • To assess, review and plan the work of the Curriculum Leaders and Year Group Coordinators via their development plans • To put necessary strategies in place resulting from any of the findings in the previous objectives
All of the objectives will be carried out in the cycle of one academic year, beginning in September.
Implementing each objective
Objective 1 • This is fully outlined in the ISER Policy
Objective 2 • Each teacher will be observed in at least one full lesson in each academic year by his/her line manager • The Head of Secondary will observe each Curriculum Leader • The Head of Secondary may invite the Principal to help with this task • Each Curriculum Leader will observe all teachers in his/her department • Year Group Coordinators will observe each of their tutors at least once in an academic year for a full PSHCE session. • The focus will be on teaching, learning and classroom management • Feedback and discussion will take place as soon as possible after the lesson but no later than one week following the observation • Common Lesson Observation and Feedback sheets will be used for these purposes, provided by the Head of Secondary • Follow up, if necessary, will be agreed by the teacher and line manager • Hard copies of all documents will be given to and kept by the Head of Secondary
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Objective 3 • The Head of Secondary will meet with each of the Year Group Coordinators when the results of the MidYIS, Yellis and ALIS tests are available • Decide the best way to communicate the data to the teachers, students and parents where appropriate • Advise on necessary actions that may need to take place
Objective 4 • The Head of Secondary will meet with the IB Coordinator and the Year Group Coordinator for Year 11 as soon as possible after publication of the examination results to discuss and analyse before publishing them • Early in September each Curriculum Leader will present to the Head of Secondary an analysis and explanation of the examination results in their subject
Objective 5 • Curriculum Leaders and Year Group Coordinators will write and/or update their Development Plans and present them individually to the Head of Secondary soon after October half-term
Objective 6 • During the appraisal and monitoring process strategies for improvement will be put in place • Student mentoring, team teaching, sharing of ideas in groups through the regular meetings cycle and curriculum enhancement through cross-curricular activities and extra-curricular activities are just some examples of strategies that have already been adopted • In cases where a teacher needs support with a particular student or group of students the school will endeavour to meet the need and teachers should feel confident about asking for help
In the rare event of teacher incompetence or unprofessional conduct this will be dealt with separately by the Head of Primary/Secondary and the Principal, strictly adhering to the French law as set out in the Code du Travail.
STAFF TRAINING POLICY With reference to the IST Philosophy and Objectives statement, the School is committed to developing and supporting a team of motivated, flexible and highly competent staff. The training organised by the School is designed to achieve this end. This document serves as the basis for all training organised by the School. It will be revised regularly to ensure that it accurately reflects practice at the IST.
The purpose of training: • To ensure that staff have the appropriate knowledge and skills for the tasks they are expected to undertake • To help staff develop competencies which facilitate career progression either within the School or in other establishments • To help ensure that the quality of all work undertaken at the School is of an acceptable standard
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• To ensure that the School constantly reviews practice in all aspects of its work • To constantly broaden the skills base of the School • To ensure the School’s ability to respond speedily and appropriately to changing needs and requirements
Training programme • Training needs will be defined by the School Leadership Group (SLG) in accordance with the School Development Plan • Training may be for Whole School purposes • Training may be specific to Primary School or Secondary School needs • Training may be for a specific area of the curriculum or a specific activity within the School • Training may be cross-curricular or cross School • Individual training needs may be defined as an outcome of the annual ISER • Training may emerge out of individual requests via a line manager. • Training will be organised in a fair, coherent and open manner which respects the needs of all members of staff and the needs of the School • All training is subject to the scrutiny and comment of the Comité d’Entreprise (CE)
Resourcing Training • A training budget will be established each year within the Operating Plan which will ensure appropriate funding for the training requirements as defined in the training programme above • Within each School year, sufficient time will be built into the timetable and the calendar to enable Whole School and individual School training to take place effectively • The training budget will fund the payment, travel, accommodation and subsistence costs of consultants requested to train staff in School • The training budget will fund costs such as course fees, travel, accommodation and subsistence of staff attending training courses and programmes beyond the School once such courses and programmes have been judged appropriate and cost-effective by the SLG • The training budget will allow for the purchase of books, materials, software and on-line services when considered appropriate by the SLG • IST staff will cover the lessons of teachers absent for training. After agreement with the Principal, supply staff can be used to cover the absence of a staff member on training. In such a case costs will be assigned to the appropriate School as training costs
Organising Training • Training for individuals or groups can only take place at times which cause the minimum disruption to normal School life • Staff will be expected to attend all training organised for them either as individuals, groups or as participants in School or Whole School initiatives • Staff will be informed in good time of the dates and times within the School year chosen for School and Whole School training • Training can be organised only after the signed agreement of the appropriate line manager, Head of School and the Principal
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• Requests for training can only be made via the Training Request Form • Once permission has been given the appropriate requests for subscription, travel, accommodation and subsistence etc can be made to the Facilities Manager using a Request For Purchase form • Teachers will be expected to prepare work for classes during their absence for training • Travel, accommodation and subsistence should always be organised to create the least possible absence from School and at the least cost • Staff may not extend their absence during School time nor may they incur costs to the School except those directly resulting from the training they attend • Staff returning from individual training will be expected to complete the Training Report Form. Once completed a copy should be filed in their individual ISER file, a copy handed to their Line Manager and to their Head of School no more than one week after the training • All training organised must be on the basis of the most cost-effective method for achieving the objective of the training
STAFF DRESS CODE Members of staff are expected to dress in a manner which reflects the dignity of their profession, setting a good example to students. They should be suitably attired and present an appropriate image to the community.
THE COMITE D’ENTREPRISE Staff representatives (délégués) must be elected by colleagues when a company has the equivalent of between 10 and 49 full-time employees and a CE is created when a company has the equivalent of 50 full- time employees. Members of the CE are elected by secret ballot and represent ‘cadre’ and ‘non-cadre’ staff.
Role of the CE • The CE represents employees in all issues of employee relations, if requested. • The CE is informed and consulted about changes in staffing and working conditions. • The CE helps to enrich the social well-being of their colleagues. • The CE is a democratically elected group representing the whole staff. It is not a union, nor is it a staff-room committee. • Elected members have support and protection but they also have legal obligations and may be called upon to liaise with French authorities.
Organisation and meetings • The President of Airbus Mobility SAS is the President of the CE. The Secretary and Treasurer are elected. • Meetings are held once per month but other meetings may be called if necessary. Meetings are generally held in French. The official minutes are in French but an English translation is provided.
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• 1% of salary bill is devoted to CE ≈ 24k euros. The CE accounts are subject to audit (different from company accounts). Part of this is used for legal/financial advice and part used for social activities.
France is a «pays de droit» and all relations between citizens are enshrined in law as defined in the «codes» for example, the civil code, commercial code, criminal code, employment code (code du travail). The Code de Travail is the text which defines the relationships and obligations between employer and employee. There are different regulations for different sectors of the economy, different national agreements «conventions collectives», and there is a difference between the public and private sectors. The International School of Toulouse is a company. As a school it is not part of the French Educational System (Education Nationale) and it is subject to French law as a company.
CE Members December 2011 - December 2015 President: Carolyn Steinson
Cadres Titulaire: Adeline Braud
Suppléant: Oliver Bowles
Non-cadres Titulaire: Simon Gregg (Secretary) Titulaire: Lionel Perez (Treasurer)
Suppléant: Nuria Cogollos Alonso
THE CHSCT The CHSCT (Comité d’Hygiène de Sécurité et des Conditions de Travail) is a representative body which brings together staff members and a president. This is a specialized structure for the discussion of issues related to health, safety, working conditions and environment.
CHSCT Members President: Carolyn Steinson
Members: Adeline Braud Colin Cuthbert Fred Fantin (Secretary) Tess Perrussel Matthew Podbury Emmanuel Renou
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PARENT ORGANISATIONS Parent Delegates The Parent Delegate Group is an elected body that has a direct communication with the School and the Board of Directors. The group divides into Primary and Secondary and holds regular meetings with the Heads of Primary and Secondary. Joint meetings between the Delegates and the Board of Directors take place twice a year.
Within the Primary and Secondary Schools there are Parent Delegates representing each year group. The Delegates meet with the Head of Primary/Secondary each half term and these meetings are an important means of identifying issues of concern to parents, celebrating successes and offering the school constructive feedback. A letter about Parent Delegates and nomination forms is sent out at the beginning of the academic year.
For 2011 – 2012 the Primary Parent Delegates are: Year 6 - Lisa Stevenson Year 5 – Liz Jones Year 4 – Fiona Heard Year 3 –Vanessa Holdaway Year 2 – Marina Valderrabano Year 1 –Sally Mercer Hembury FS2 – Claire Thomas FS0/1 M Marie–Laure Groud .
For 2011 – 2012 the Secondary Parent Delegates are: Year7 - Jillian Green & Jackie Page Year 8 - Eleonore Large & Kate Goddard Year 9 - Lorna Mansell & Sarah Le Brocq Year 10 - Melanie Robson & Mary Freer Year 11 - Ernestine Varga & Jane Griffiths Year 12 - Fran Walker & Anne Mason Year 13 - Lisa Wardle & Todd Newman
Friends of IST Parents automatically become members of The Friends Parents Association when they join the School. Any parents who want to become involved in enhancing the life of the School can do so through this Association. Friends organise a range of social and fund-raising activities. They help organise refreshments during school functions or events and raise money for good causes. Any member of staff may request funding from Friends by submitting a ‘Donation Request Form’ to the Principal. Money raised by Friends has helped support outings for children and social events for the student community via discos or parties. The Friends have also used the funding raised to help local charities, raising the profile of the school in the local community. Friends arrange coffee mornings throughout the school year and all parents and staff are welcome.
Officers for 2012-2013: President: Niki Adie Treasurer: Joanne Robinson Secretary: Alison Wiltshire/Lisa Luxford
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OFF-SITE ACTIVITIES POLICY Philosophy The International School of Toulouse is a school where students of different abilities from a wide range of cultures and educational backgrounds work and learn co-operatively and effectively in an atmosphere of tolerance and respect. During their stay at IST our concern is with their well-being, their academic, aesthetic, social and moral growth. We value all members of our community and believe that all our students should realise their full potential. We are therefore committed to creating challenging, stimulating and enjoyable learning opportunities within a safe, welcoming environment. We strive to ensure the personal development of all our students.
Students are encouraged to become responsible, self-confident individuals, independent, life-long learners and to acquire and apply transferable skills. As international citizens, they are taught to be tolerant, co-operative and welcoming, to respect themselves and others, and to be sensitive to the values and culture of the local community. They are prepared for their next stage of learning and to take their place in a global society.
We work to adopt inter-disciplinary approaches to subject delivery, employ a range of methods and educational resources to help promote creativity, independence and flexibility in students. Staff aspire to motivate and inspire our students, and to be positive role models for them. We seek to develop relationships with the local community and with other schools nationally and internationally.
Introduction and Aims Much of the formal teaching and learning takes place in traditional contexts such as the classroom or a specialist teaching area, but opportunities are also created for formal learning beyond the school, such as visits and trips. We believe that cultural diversity is a positive strength and actively promote international awareness and the host culture. We aim to enrich the formal curriculum through both off-site and school based activities and experiences which we believe can • raise achievement. • raise levels of self-confidence and motivation. • develop a greater understanding in order to support the curriculum offered across the school. • develop social education and citizenship. • promote health and fitness.
Definition Any activity which requires a child to leave the school site is classified as an ‘off-site activity’ and must be undertaken in accordance with this policy. e.g. a walk in the locality a traffic survey swimming lessons theatre, museum, farm visits residential visits sports events/fixtures
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day or part day visits to specialist attractions field trips
The purposes of this policy • To ensure that every off-site activity has a specific stated objective. • To provide staff who arrange and/or lead off-site activities with clear procedures to follow in order that the activity is safe and successful. • To reassure parents that the school will take all reasonable care for the safety and well-being of students throughout the activity.
Responsibility The Principal has overall responsibility for the Health and Safety of students and adults participating in off- site activities. The role of the Teacher-in-Charge of the activity and the accompanying adults is to discharge that responsibility on behalf of the Principal. However the Teacher-in-charge retains the responsibility of ensuring the safety of students whilst on the visit. The Teacher-in-Charge is responsible for planning and carrying out a risk assessment for off-site activities in accordance with this policy and for reporting back after the activity has taken place. The Head of School is responsible for assessing the planned arrangements, for recording and reporting all off-site activities and for ensuring the Principal provides final approval for the visit to take place, in advance of the visit. The Principal is responsible for satisfying herself that routine activities are carried out in accordance with this policy and for assessing proposals for less routine activities, including all residential visits.
Off-Site Activities: Selected venues must: • form part of an agreed programme within the curriculum and have relevance to current curriculum studies. • add value and demonstrate considerable learning gain over time spent in school. • offer appropriate levels of educational/cultural opportunity and challenge. • have been visited by the Teacher-in-Charge or a colleague within one year prior to the proposed visit/activity. For residential visits this may be replaced by the use of a reputable and or known company or teaching colleague. • be able to be reached within reasonable constraints of time, travel arrangements and costs. • contribute to an overall balance in the type of activities or visits offered. • not require a level of adult staff supervision that would put an undue pressure on staff/students remaining in school.
School will retain records of venues previously visited.
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Planning and Approval of Off Site Visits / Activities The Off Site Visit / Activity Form has been developed to guide teachers through the procedures necessary to meet the requirements of this policy. The following procedures should be observed. • Completion of Off-Site Activity/Visit Form pages 1 and 2 including gathering quotes re costs. The Facilities Manager to be requested to obtain quotes and return to the teacher in charge of visit. Ensure that the header box is completed to ensure activity name is on each page. • Provisional permission agreed by the School Management (Signature from Head of School and Principal obtained on page 2 of the Off Site Visit / Activity Form. • Completion of the rest of Off Site Visit / Activity Form to include completion of risk assessments, confirmation of bookings re transport and entry where applicable, completion of associated RFP’s and copy of letter to parents. (Note an RFP must be completed for any expenditure which the Head of School will sign and pass on to the Facilities Manager, once the visit has been approved). • Administration – letter to parents, signed consent forms, insurance, school organisation re: cover or duty, liaison with the Personnel and Student Information Manager regarding collection of monies and insurance. • Submission of fully completed Off-Site Activity/Visit Form for final approval by Head of School and Principal. • Complete the post visit evaluation form and return to Head of School for filing in Off Site Activities Record folder
Provisional Approval The Head of School and Principal will give provisional approval for routine off-site activities after assessing the initial proposal arrangements.
Final Approval Final approval will be given by the Head of School and Principal before the visit takes place and only once all the necessary documentation has been received. This step must be reached at least 3 weeks before the off-site activity takes place.
Evaluation Following the visit a brief evaluation will be completed and filed with the completed planning forms and risk assessments for future reference.
Planning and Approval of Residential Visits • The Residential Visit Form has been developed to guide teachers through the procedures necessary to meet the requirements of this policy. The following procedures should be observed. • Completion of Residential Visit Form pages 1 and 2 including gathering quotes re costs. The Facilities Manager to be requested to obtain quotes and return to the teacher in charge of visit. Ensure that the header box is completed to ensure activity name is on each page. • Provisional permission agreed by the School Management (Signature from Head of School and Principal obtained on page 2 of the Off-Site Activity / Visit Form. • Letter to Parents indicating the trip, dates and times, cost and asking for a commitment. • Completion of the rest of Residential Visit Form to include completion of risk assessments, confirmation of bookings re transport and entry where applicable, completion of associated RFP’s 65 CS/02.09.12
and copy of letter to parents. (Note an RFP must be completed for any expenditure which the Head of School will sign and pass on to the Facilities Manager, once the visit has been approved). • Administration – letter to parents, signed consent forms, insurance, school organisation re: cover or duty, liaison with the Personnel and Student Information Manager regarding collection of monies and insurance. • Submission of fully completed Off-Site Activity/Visit Form for final approval by Head of School and Principal. • Complete the post visit evaluation form and return to Head of School for filing in Off Site Activities Record folder
Provisional Approval The Head of School and Principal will give provisional approval for routine off-site activities after assessing the initial proposal arrangements.
Final Approval Final approval will be given by the Head of School and Principal before the visit takes place and only once all the necessary documentation has been received. This step must be reached at least 3 weeks before the off-site activity takes place.
Evaluation Following the visit a brief evaluation will be completed and filed with the completed planning forms and risk assessments for future reference.
Costs The School will consider the costs of visits in terms of good value for money and the need to make reasonable financial demands on parents, over the course of the year. The cost for a child for a visit will be the total expenses shared equally by the number of students eligible to participate. Parents will be asked to make a contribution of this amount and informed of the necessity to do so.
Staffing The Teacher-in-Charge will be sufficiently experienced / qualified / informed to lead the activity. A qualified first-aider will accompany activities subject to availability and risk assessment. The minimum adult student ratio may be acceptable, e.g. for coach travel to a venue with its own staff.
Adult Student ratio Recommended ratio Minimum requirement Foundation Stage 1 1:2 1:4 Foundation Stage 2 1:4 or better 1:6 KS1 1:6 or better 1:8 KS2 1:8 or better 1:8 Secondary 1:10 or better 1:10
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Provisos Whenever possible the Teacher-in-Charge will not supervise a group. Never less than 3 adults with any party of 15 or more students. With the exception of Foundation Stage and KS1 children at least half of the total of accompanying adults should be members of the school staff.
Non-Teaching Staff With the agreement of the Head of School Teaching Support Staff and other Staff may be recruited e.g. other Teaching Assistants, Specialist Teaching Staff.
Other Adult Volunteers Assisting adults can be recruited from: Parents/Grandparents/Carers
Information for adults accompanying students on a visit / activity Care throughout the activity All adults will receive a “Supervisor’s Pack” in advance of the activity. This will include:- • A copy of the Guidelines for supervising students on off-site visits/activities. • Brief information re the purpose of the activity. • A copy of the completed risk assessments. • All relevant information relating to the venue and the timetable for the day. • Precise details for what to do if lost and where to assemble for the return journey. • Copies of worksheets/hints for supporting students. • Full details of children’s groupings and designated supervisors. • Details of any child with Special Needs and how to respond to these in an emergency. • Name(s) of First Aider(s) or First Aid arrangements.
The Teacher-in-Charge will also carry:- • A mobile phone or coins/phone cards. • School and any other necessary contact numbers and will delegate who will carry:- • First Aid appropriate to the nature of the visit. • Any medication (together with written parental consent and instruction).
Transport Coach Travel: Only coaches fitted with seat belts will be used and they will be worn throughout the journey. Every passenger will have a seat.
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Public Transport Travel: The following adult student ratios will be required. Foundation Stage 1 1:2 KS1 1:4 KS2 1:6 Secondary 1:10
Foundation Stage students will make limited use of public transport. For trains the party will be distributed to use different doors but always 2 groups together to enable one adult to be first on/off and the other last on/off. Supervising adults will endeavor to negotiate seats, shared if necessary, for all children who, once seated, must then remain seated throughout the journey.
Road Crossing in a Group: When crossing a road 2 members of staff will ensure that either the road is clear in both directions or that traffic has stopped in both directions before instructing the children to cross in the most expedient formation for the situation. This could be in a crocodile, in a sideways line kerb to kerb or in small groups. The decided arrangement will be made clear to supervisors and students before the procedure commences.
Risk Assessment: The Teacher-in-Charge of the visit will undertake risk assessments for all off-site activities and build into the arrangements appropriate preventative and protective measures which may include:- • The selection of personnel with specific competences. • The provision of training and/or information. • Arrangements for First Aid. • Appropriate briefing of students regarding standards of behaviour required and instructions to observe. Teacher-in-Charge will ensure that all accompanying adults have read all risk assessments and confirmed in writing that they have been read and understood. Generic Risk Assessments can be found on the school website and should be updated for each specific off site visit.
Special Risks: All requirements relating to qualifications of staff will be met. All advice relating to health and safety will be followed.
Letters to Parents/Carers advising of Non-Residential Off-Site Activities: Must include the following information:- • Date of visit • Expected times of departure and return • Venue • Means of transport (including reference to seating, if applicable). • Teacher in Charge and total number of supervising adults. 68 CS/02.09.12
• Purpose of visit and proposed activities. • Requirements - food/drink / clothing • Costs • Deadline for application/consent • Details for emergency contact during the visit.
Consent form – The teacher in charge of the trip should ensure that all children have up to date insurance. Note no student will be permitted to leave school on an off-site activity or visit without up to date insurance.
TEXTBOOKS AND SCHOOL SUPPLIES Textbooks and other teaching materials are supplied by the School. All basic textbooks belong to the School and will be loaned to the student during the School year. Textbooks are to be kept clean and handled carefully. Students will be required to pay for books that are lost or damaged.
All members of staff are required to keep a record of textbooks and equipment that is loaned to each student and must inform the PSIM if these are not returned in good condition at the end of the year. Families will be billed for any lost or damaged books.
Curriculum Leaders are required to keep an up-to-date inventory of textbooks, supplies and equipment.
STAFFROOM The staff room and kitchen areas are for the convenience of staff only. Students and parents are generally not allowed in these areas. Staff should not use kettles or similar appliances in classrooms for safety reasons and because they overload the circuits causing power failures.
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BUDGETS To involve colleagues in the process of planning and ordering the most appropriate materials for their department or section, certain budgets are devolved for the calendar year.
The process is as follows: Budget submissions will be made by budget holders using the standard budget form for the following financial year (January-December) under the following categories:
i. Resources ii. Training iii. Trips
The Principal and School Heads will consider all submissions and award budgets accordingly and confirmed budget limits will be provided for all Budget Holders by the following January.
ORDERS All orders should be submitted using a Request For Purchase (RFP) form. The template can be found in the Staff area on Moodle under Standard Forms / Financial.
Primary School • The Head of Primary will complete the RFP and place it in the folder in Management / Finance. • The Principal authorises the purchase and places the RFP in the folder in Management / Finance / Authorised Orders. • The Purchasing Officer places the order and duly completes the sections of the RFP as the ordering process progresses. • All RFPs will remain in this folder until the end of the financial year
Secondary School • Copy the template and complete the RFP ensuring all information is current and accurate Please ensure that the reference numbers and prices are up-to-date and any catalogues you consult are current. If the information is incorrect and the order cannot be placed the RFP will be returned. • Send the RFP to your Curriculum Leader for signature. • The Curriculum Leader authorises the purchase and places the RFP in the folder in Management / Secondary / Orders • The Head of Secondary enters an order code, authorises the purchase and places the RFP in the folder in Management / Finance. • The Principal authorises the purchase and places the RFP in the folder in Management / Finance / Authorised Orders. • The Purchasing Officer places the order and duly completes the sections of the RFP as the ordering process progresses. • All RFPs will remain in this folder until the end of the financial year
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To note: • All orders must be made using the latest version of the RFP as posted on Moodle. • ICT requests should be made through the eLearning committee and in consultation with the Network & IT Support Manager. • When working out the figure for each category please take into consideration the additional expense for shipping costs, exchange rates etc. As an estimate you can assume a 25% increase on the value of the order to cover any orders outside France. Please note that although this appears as an automatic calculation on the RFP for all orders it does not apply to orders within France. • Internal order codes (which are different from the accounting budget codes) will use the following format: Primary: 2012_P001 Secondary: 2012_S_Dept_DATE(reversed) eg. 2012_S_Fr_2012.01.28 • All RFPs can be viewed throughout the process although the access to the various folders for editing will be restricted. • Orders will generally be checked by the HOP/HOS/Principal on Thursdays. • Orders will be made by the Purchasing Officer once or twice per month. • Enquiries regarding orders and budgets must be made to the Purchasing Officer. Members of staff should not consult the School Accountant directly. • All orders will be dispatched directly to departments as soon as they arrive. • Orders are not processed during the months of May-August and November-December inclusive. • Allocated funds cannot be carried forward from one year to the next. • Any orders from the current budget must be made so that both the goods and the invoice arrive in time for payment before the end of December . • Every department/school should have an inventory of resources – please ensure this is kept up-to- date as new resources come in and redundant ones are written off.
PERSONAL EXPENSES The Personal Expenses form is available as an Excel sheet on Moodle. It should be completed electronically but then printed out since a paper version with signatures is required for Airbus accounting purposes. Please note that this form should be used for exceptional purchases to the value of no more than fifty euros . Every Personal Expenses Form must be accompanied by an RFP and signed by the budget holder and Principal.
Unauthorised purchases will not be reimbursed .
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ACRONYMS AND ABBREVIATIONS
Acronym Abbreviation Meaning AGIRC Association Générale des Institutions de Retraite des Cadres ARRCO Association pour le Régime de Retraite Complémentaire des salariés CAF Caisse d'Allocations Familiales CARSAT Caisse d'Assurance Retraite et de la Santé au Travail CE Com ité d'Entreprise CHSCT Comité d'Hygiène, de Sécurité et des Conditions de Travail CIS Council of International Schools CL Curriculum Leader CP Congé payé CPAM Caisse Primaire D'Assurance Maladie DHOP Deputy Head of Primary DHOS Deputy Head of Secondary DAI Déclencheurs Automatiques d’Incendie DMI Déclencheurs Manuels d’Incendie DST Deutsche Schuleverein Toulouse DT Design Technology EAL English as an Additional Language EC Eurocampus ECA Extra -Curricular Activities ECIS European Council of International Schools ELC E-Learning Committee ESL English as a Second Language FT Full Time FTE Full Time Equivalent G & T Gifted and T alented GCSE General Certificate of Secondary Education HOP Head of Primary HOS Head of Secondary IB International Baccalaureate ICT Information & Communications Technology IGCSE International General Certificate of Secondary Education IPC International Primary Curriculum ISER Individual Sel f Evalu ation & Review IST International School of Toulouse IWB Interactive Whiteboard LOTE Languages Other Than English NEASC New England Association of Schools and Colleges OP Operating plan PAI Projet d'Acceuil Individualisé 72 CS/02.09.12
PD Parent Delegate P & O Philosophy & Objectives PT Part Time PTM Parent Teacher Meeting PSIM Personnel & Student Information Manager Sécu Sécurité sociale SEN Special Educational Needs SIMS School Information Management System SLG School Leadership Group SS Student Support SSC Student Support Coordinator TL Team Leader VLE Virtual Learning Environment YGC Year Group Coordinator
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SCHOOL STAFF 2012-2013
School Leadership Group (SLG) Mrs Carolyn Steinson Principal / President Airbus Mobility SAS Mrs Sue Bain Head of Primary School Mr Nick Fretwell Head of Secondary School
Administration Mrs Tess Perrussel Personnel and Student Information Manager Ms Dominique Soriano Facilities Manager / Exam Secretary / Purchasing Mr Fred Fantin Network and IT Support Manager Mr Alan Busby Caretaker Mrs Melanie Flamand-Klein EC1 Receptionist and Administration Mrs Gabi Bollin EC2 Receptionist and Administration
Primary School Staff Mrs Sue Bain Head of Primary School Ms Alison Hobden Deputy Head of Primary School, Year 1H Class Teacher Ms Julia Kington Student Support Teacher Mrs Isobel Patrick Y6 Class Teacher (PT), Primary CL for Mathematics Mr Simon Gregg Y5 Class Teacher, MP3 Team Leader, Primary CL for ICT Mrs Cathy Barry MP3 Teaching Assistant (PT) Mr Phillip Patrick Y4 Class Teacher, MP2 Team Leader, Primary CL for IPC Mrs Julie Baldwin Y3 Class Teacher, Primary CL for Art Mrs Carol Cooke MP2 Teaching Assistant Miss Estelle Ash Year 2 Class Teacher, MP1 Team Leader, Primary CL for Literacy Mrs Anne Grant Year 1G Class Teacher, Primary CL for Science Mrs Piera Graham MP1 Teaching Assistant Ms Stephanie Ryan Year 1H Teaching Assistant Mrs Julie Hall Dolphins Class Teacher, Foundation Stage Team Leader Mr Nicholas Charalambous Sea Horses Class Teacher Mrs Annaig Hérve Whales Class Teacher Ms Petra Kos Whales Teaching Assistant Mrs Joanne Maher Dolphins Teaching Assistant Mrs Karen Barber Sea Horses Teaching Assistant Miss Patricia Burgaud French Teacher, Team & Primary CL for French Miss Cathy Couteau French Teacher Miss Joanne Alcock Teaching Assistant (French dept; PGCE training) Mr Matthew Davidson Music Teacher, Primary CL for Music Mr Lionel Perez PE Teacher, CL for PE Mrs Florence Tomas PE Teacher (PT)
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Secondary School Staff Mr Nick Fretwell Head of Secondary School, English, History and TOK Teacher Mr Billy Mc Inally Deputy Head of Secondary, CL for Design Technology Mr Gareth Hunt Y7-9 Tutor Coordinator, Science and Geography Teacher Mr Richard Wade Y10-11 Tutor Coordinator, Mathematics Teacher Mr George Fearnehough Y12-13 Tutor Coordinator, IB Coordinator Curriculum Responsibility for Theatre, English & Drama Teacher
Mr Oliver Bowles Mathematics Teacher, Careers Coordinator Ms Adeline Braud French Teacher Mr Jerome Cavalli CL for French Ms Nuria Cogollos Alonso CL for Spanish Mr Colin Cuthbert Science (Physics) Teacher, Responsibility for Physics Mr David Faure CL for Science, Science (Biology) and TOK Teacher Mrs Beate Förderer German Teacher Mr Richard Jones CL for ICT Mrs Felicitas Kirr German Teacher Mrs Frances Marsden Art and Design Teacher Ms Sheena Moore CL for English and Drama Mr James Noble CL for Mathematics Mr James Palmer CL for Music Mr Lionel Perez CL for Sport Mr Matthew Podbury CL for Geography Mr Emmanuel Renou French Teacher, CAS Coordinator Mrs Irene Subero Spanish Teacher Mr Russel Tarr CL for History Mrs Florence Tomas PE Teacher (PT) Mrs Susan Mancey Secondary Student Support Coordinator, English Teacher Mrs Evelyn Westwood Librarian & English Teacher Ms Emma Whitby Science (Chemistry) Teacher, Responsibility for Chemistry Ms Kate Wightman English Teacher (PT) Mrs Karen Wilkins CL for Art & Design
Mr Thomas Albiston Art & DT Technical Assistant Mr Jean Marc Soinard Laboratory Technician
Instrumental Music Staff Ms Masako Ishimura Mrs Elisabeth Tielmann-Wahl Mr Jean Claude Veronique
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APPENDICES: Samples of Forms (Forms for completion can be found on the School Website
Request for Leave of Absence
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Request for Purchase
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Personal Expenses Form
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Training Request Form
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Training Report Form Training Report Form
Member of staff attending Training
Details of Training Title of Training Course and Provider Place Dates Evaluation of training course – including possible impact on teaching / future training needs
Signature of Teacher attending training
Date
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Off-Site Visit/Activity Form
Off-Site Visit / Activity Form
Please complete this form in as much detail as possible.
General Visit Details
Off-site activity / visit
Name of ‘Teacher in Charge’
Date of visit
Time of departure Time of return
Actual cost of visit Transport (Include total cost and copy of ‘devis’ and completed RFP) Entry to visit - cost (Include total cost of entry for students and any accompanying adults and complete RFP) Cost per child (This should be total of above divided by number of students going)
Student Group
Year Group(s) of students
Total Number of Students Number of Male Students Number of Female Students
Staffing Number of accompanying adults
Adult / student ratio
Names of accompanying / supervising adults
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Educational reason for the off site visit / activity
Brief outline of the planned visit / activities
Signature of Teacher in Charge
Date
Signature of Provisional approval - Head of Signature of Provisional approval - Principal School
Date Date
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Visit / Activity not approved and reasons:
Signature – Head of School / Principal
Date
List of all students (Tess Perrussel to tick and initial to confirm that students insurance is up to date.) Year Group ……. Insurance Year Group ……. Insurance
Medical and Special Educational Needs Do any of the accompanying adults / supervising staff have medical or special educational needs which may affect their or others’ safety on this trip?
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Do any of the students have medical or special educational needs which may affect their or others’ safety on this trip?
If the answer is YES to either of the questions in this section briefly outline here and a separate risk assessment for these students / adults must be attached.
First aid provision First aid provision may include taking a first aid kit with the group, having a qualified first aider with the group or knowing of first aid/medical services at the location being visited What first aid provision is being made for this off site visit / activity?
Transport Means of transport to be used
Details of the transport companies being used (Name and contact details – The appropriate quote should be attached)
Activities Outline the activities being undertaken on this visit. Timings Activities
Risk assessment with control measures checklist The following risk assessments with control measures are attached to this form
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Insurance Are the activities to be undertaken on this visit / activity covered by the standard levels of insurance held by the school and students?
If the answer to the above question is ‘No’, detail the insurance needed and the action being taken
Signature of Teacher in Charge Date A completed printed copy of this document signed by the teacher in charge, all completed risk assessments and control measures, copy of letter to parents and any other documents related to the visit or activity must be submitted to the Head of School at least three weeks before the visit .
Off-Site Visit / Activity Form – signature of accompanying / supervising adults
You are signing that you have read and understood the ‘ Information and guidance for supervising; students during off site visits / activities’ and the attached risk assessments and control measures
General Visit Details
Off-site activity / visit
Name of ‘Teacher in Charge’
Date of visit
Name Signature Date
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Off-Site Visit / Activity - Final Approval
General Visit Details
Off-site activity / visit
Name of ‘Teacher in Charge’
Date of visit
Signature of approval - Head of School
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Date
Signature of approval - Principal
Date
Final visit / activity not approved and reasons:
Signature – Head of School / Principal
Date
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Use of facilities form
Local/ Facility N° de salle Bâtiment/ Building Room number
Espace dedans/dehors (merci de spécifier) Inside/Outside area (please specify)
Date(s) demandée(s)/ Date(s) requested
C’est une demande simple / hebdomadaire / mensuelle / trimestrielle (svp donner des détails) This is a request for a single / weekly / monthly / termly booking (please give specific details
Jour/ Day (indiquer svp/please indicate) Lundi Mardi Mercredi Jeudi Vendredi Samedi Dimanche Monday Tuesday Wednesday Thursday Friday Saturday Sunday
Horaire requis de/ from à/ to Time requested
Horaire de l’évènement de/ from à/ to Time of event
L’activité pratiquée/ Nature of the activity
Personne en charge/ Person in charge of the activity
N° téléphone du contact/ Contact telephone number
Adresse courriel/ Email
Nombres de personnes attendues / Number of people involved in activity Enfants en Enfants en secondaire Adultes primaire Children Children Secondary Age Adults Primary Age
Demande spéciale de mobilier ou équipement/ Special request for furniture or equipment Chaises/Chair (combien/numbe Tables/Table (combien/number s r) s )
Equipement/Equipment Autres services (préciser svp) Other services (please
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Terms and Conditions of Shared Use of Facilities
Après avoir reçu l’autorisation de l’utilisation du local, la personne qui a fait la demande va respecter les termes After having received permission to use the facility, the requesting entity will comply with the following terms and conditions.
1. Vous êtes tenu de laisser le local bien rangé et propre. Toutes les ordures devront être emportées ou mises dans les containers appropriés You are expected to leave the facilities in a clean and tidy condition. All rubbish must be removed or disposed of in the correct containers.
2. En aucun cas Airbus Mobility SAS - l’Ecole Internationale de Toulouse sera responsable pour la perte d’objets personnels, équipement etc. Any loss of your personal items, equipment etc. will not be the responsibility of Airbus Mobility SAS - International School of Toulouse.
3. N’importe quel dégât matériel doit être signalé au gardien de sécurité et par écrit au Manager du site Any damage to facilities must be reported to the security guard and in writing to the Facilities Manager.
Je, soussigné(e) (nom en majuscule) serai entièrement responsable à veiller que le local soit utilisé correctement et en accord avec les termes d’utilisation communes des locaux. [translation : I, _ (name, please PRINT) shall be responsible for seeing that the facility is utilized properly and in accordance with the above Terms and Conditions
Signé/ signature
à/ at Date:
Approbation/ authorisation
Carolyn Steinson, Airbus Mobility SAS
à/ at Date:
Veuillez prendre note que le Campus n’est pas disponible pendant les Vacances scolaires d’IST Please note that the Campus is not available during the IST school holidays.
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Use of facilities for ECA form (Secondary)
Please complete this form for any extra-curricular activity outside normal school hours (eg. clubs, extra practice sessions) and send to the security guard in Reception (cc to the Principal).
Please note: All IST students must report to Reception at the end of the activity to be checked out. All non-IST students must sign in and out at Reception.
Nature of the activity Person in charge of the activity Date
Building Room number Date Inside/Outside area
This activity occurs once / weekly / monthly / termly (please give specific details below)
Day Monday Tuesday Wednesday Thursday Friday
Time from to
LIST OF INDIVIDUALS (Please print names clearly)
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Staff Health Information Sheet
This Health Information Sheet has been designed to collect relevant information regarding your care within school and particularly to alert the authorities in case of an emergency and will be treated with the strictest confidentiality. It will be kept in your staff file, accessible only to the SLG and PSIM.
Name : Address: Social security number:
Date of birth: Sex: Male / Female:
Name of doctor: Doctor’s Telephone:
Health information
Please list any medical issues (such as asthma, allergies, diabetes etc) that necessitate regular or intermittent medication we should be aware of: Condition: Medication
Steps to be taken in case of an emergency
Condition: Medication
Steps to be taken in case of an emergency
Have you had any previous health problems/serious accidents that we should be aware of:
Do you wear glasses/contact lenses: please specify
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Authorisation and Discharge of Responsibility
I, the undersigned, hereby declare that the information provided on this sheet is true and authorize the school to take all necessary measures to safeguard my health, i.e.
• Call the doctor and/or arrange transport to hospital (Hôpital de Purpan) by ambulance, according to the emergency and seriousness of the condition.
• Allow any laboratory examinations, x-rays or surgery which are required in an acute emergency
The school will notify my next of kin as soon as possible of any of these decisions.
Details of next of kin (this information is also kept on SIMS):
1. Name: Relationship to me:
Telephone number: Email address:
2. Name: Relationship to me:
Telephone number: Email address:
Signature: Date:
N.B. It is your responsibility to update this information if there is a change in circumstances.
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Friends donation request form IST FRIENDS DONATION REQUEST FORM
Date......
I...... (teacher of.../parent of )...... would like to ask the Friends to give a donation for …………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………….. Purpose and to be used by ...... Detailed information (incl. costs) and where to be purchased ...... N.B. The above information must represent the best value for money/ purpose for which it is intended, and comparative quotes must have been considered prior to this request.
This request has the approval of the Principal, and is unable to be funded by the school budget. (Date and signature)…………………………………………………………………………………………………………………………….
Received by Friends member...... on ...... Discussed at Friends meeting on ...... Agreed / Not agreed because...... Sent to School Office to be ordered on...... Money given to School Office to be given to...... Invoice received on...... Paid on......
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International School of Toulouse 2 allée de l’Herbaudière, Route de Pibrac, 31770 Colomiers, France
Telephone: +33 (0)5 62 74 26 74 Fax: +33 (0)5 62 74 26 75
Email: [email protected]
Website: www.intst.eu
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