Policies
View all of our school policies below.
Policy list
Admissions Policy
Boys and girls residing with their parents and legal guardians in the Newlands West area (starting at the corner of Inanda Road and Newlands West drive and bounded by Newlands West Drive, Castlehill Drive, Briardale Drive and Inanda Road to the aforementioned corner), and whose closest secondary school is New West Secondary School, will qualify for admission on the grounds of place of residence. Appropriate proof of residence will be required, e.g. electricity, water, rates or telephone accounts, Deed of Sale, etc. Pupils in Grade 7 in the three ‘feeder’ schools, viz. Briardale, Castle and Parkvale Primary Schools, who meet the above criteria will be given preference for admission into Grade 8.
Legal guardians who are not biological parents of an applicant will need to provide a court order as proof of guardianship.
Children of employees of the school will qualify for admission to the school.
Learners and their parents who reside out of the area may be required to attend an interview with the Principal or a designated member of the School Management for the purposes of admission. It is expected that there will be a limited number of spaces for out-of-area learners. Such applications will be considered by the Admissions Committee comprising of the Principal and designated staff members (Admissions Committee). Acceptance will generally be based on academic results, potential for overall contribution to extra-curricular and co-curricular programmes (sporting, cultural and those linked with academic learning areas), proximity of residence to New West Secondary School, and regularity of attendance at previous school.
Additional preference will be given to applicants who have siblings at New West Secondary School, as well children of past pupils, who are living within the designated area.
Grade 8: Admission in the calendar year in which the learner turns 14 – 15 years of age.
Grade 9: Admission in the calendar year in which the learner turns 15 – 16 years of age.
Grade 10: Admission in the calendar year in which the learner turns 16 – 17 years of age.
Grade 11: Admission in the calendar year in which the learner turns 17 – 18 years of age.
Grade 12: Admission into Grade 12 is not recommended and will be considered only
under exceptional circumstances.
Assessment Policy
Assessment is the process of collecting, analysing and interpreting information to assist teachers in making decisions about the progress of their students.
Assessment should provide evidence of student performance relative to learning outcomes and assessment standards as described in the National Curriculum Statement for grades R-12.
Classroom assessment should be both formal and informal, and should be used to provide feedback to students that supports and enhances their learning experience.
Formal assessment tasks must be designed to provide systematic evaluation of student performance and progress, and evidence which can be used to evaluate student performance relative to the assessment standards for each specific learning programme, learning area or subject.
For each learning programme, learning area or subject, the formal assessment tasks should include a range of appropriate activities. These may include examinations, tests, projects, oral presentations, written reports, demonstrations, performances, investigations, practical work, and creative writing.
Continuous assessment
Informal continuous assessment should form part of the daily classroom routine of teachers as a means to monitor student progress and to provide feedback to students. This informal monitoring should include homework checks, questioning, teacher observation of student work, discussion, brief informal oral or written tests etc.
Formal continuous assessment should take place on a regular basis and should be based on the prescriptions as laid down by the department of education for the learning area and grade. Each subject head is required to submit a subject assessment plan for the year which lists the following items for each grade:
the nature of formal continuous assessment tasks
the set date or completion date for each task
the mark allocation for each task
the proportion of marks that the task will contribute to the total final CASS mark
which assessment tasks will be included in the portfolio of every student
the teacher responsible for setting the assessment task
Examinations
Formal examinations will take place in the second and fourth terms each year. The second term examinations may be included as one of formal CASS tasks for a subject or learning area. Grade 12 students will write an additional examination in the third term.
Mid-year and final reports to parents will reflect the CASS mark, the examination mark and the final marks achieved by each student. All marks will be given as percentages.
On completion of examinations, students will be given an opportunity to review their scripts. After the mid-year examination these scripts will be used for remediation purposes and to improve the examination technique of students.
Learning area/subject portfolio: each learning area/subject head is required to keep a portfolio of all material related to the assessment of the subject for the year for each grade. The portfolio must include the following:
the assessment plan for the year for each grade
the formal CASS assessment tasks for each grade, including the rubric or marking memorandum used to assess the task (once completed)
a copy of the examination papers and marking memorandum for each grade (once completed)
the learning programmes, work schedules and lesson plans (once completed) for each grade
the subject averages, symbol and code distributions for each grade for the subject or learning area
the mark list for each grade listing, for each student, all marks included as part of the formal assessment as well as the average mark for each assessment task
a student portfolio guidelines document for each grade which
lists for students the documents and evidence that must be included in their portfolio for the subject
provides students with guidelines on how to manage their portfolio, including information on which evidence to store, how the material should be stored, and suitable ways of cataloguing their material
provides students with guidelines on selecting additional material for inclusion with their portfolio, and how this should be stored and catalogued.
Teacher portfolio: each teacher is required to keep a portfolio of all material related to her teaching and assessment for each class that she teaches. The portfolio must include the following:
the assessment plan for the year for each subject and grade that she teaches
the formal CASS assessment tasks for each subject and grade that she teaches, including the rubric or marking memorandum (once completed).
a copy of the examination papers and marking memorandum for each grade (once completed)
the work schedule(s) and lesson plan(s) (once completed) for each subject and grade that she teaches
the mark lists for each subject and grade that she teaches listing, for each student, all marks included as part of the formal assessment as well as the average mark for the class and the grade, for each assessment task.
the student portfolio guidelines document for each subject and grade that she teaches
Student portfolio: each student is required to keep a portfolio of evidence of his personal work for each subject as listed on the portfolio guidelines document for that subject. The material (evidence) must be stored and catalogued in the manner prescribed in the portfolio guidelines document provided by their subject teacher.
Students who miss an examination through ill-health are required to provide a doctor’s certificate confirming this.
Students who miss a standardised (CASS) test through ill health or other legitimate reasons will be expected to write the test on the day they return to school. Their mark may be adjusted at the teacher’s discretion.
Students who for legitimate reasons such as ill health miss tasks which form part of their CASS assessment should be given an opportunity to complete the tasks on the day that they return to school.
Students who fail to hand in assignments or who miss tasks through absence for reasons that are not legitimate may be kept after school to complete the task.
A student may be given 0 for a task only in instances of proven dishonesty or plagiarism.
On the advice of a competent professional such as a doctor, educational psychologist or psychometrist, a learner with temporary or permanent barriers to learning may be granted various concessions. The names of these learners will be listed on the noticeboard in the staffroom, together with the concession they are permitted.
Concessions may include:
additional time to complete tests and examinations
spelling dispensations
handwriting dispensations.
Cellphone Policy
While the school acknowledges that cell phones have become an important and useful means of communication, it is also aware of the fact that their use and abuse, particularly by children, pose social, ethical and safety consequences.
The school would prefer students not to have cell phones in their possession while they are at school or in school uniform for the following reasons:
Students who carry or use cell phones in public, particularly when travelling to and from school, have become the targets of criminals who accost them and rob them of their cell phones and other possessions. These attacks occur most frequently when students are seen using their cell phones, particularly if they are expensive and/or “latest models” of sought-after brands.
Theft of cell phones at school from bags and blazers is a persistent problem.
Students are careless with their cell phones and leave them lying around or in blazers and bags which are left unattended. Lost and mislaid cell phones are frequently claimed to be stolen when this is not the case.
Cell phones can be used to cheat in examinations and tests. For this reason, no cell phones are permitted in examination venues or in teaching venues when tests and examinations are written. This same policy applies to the externally set national examinations.
Cell phones are increasingly multi-functional, offering an array of features which are designed to attract and entertain users. The ready availability of these features means that students with cell phones tend to access and use these features in the classroom, becoming distracted from their work. Students with low levels of self-discipline, poor concentration and/or a poor work ethic are more likely to become distracted by these features.
Cell phones allow students unlimited access to salacious and age-inappropriate material.
Cell phones make students vulnerable to approaches by undesirable individuals or groups including criminals and paedophiles.
Cell phones may carry private and personal material, including photographs, video clips, voice messages and personal details which may become accessible by undesirable individuals and groups when cell phones are lost, borrowed or stolen.
The school will not take responsibility for the theft or loss of any cell phone brought to school, no matter what the circumstances. This includes the loss or theft of cell phones that may be handed in to teachers and/or coaches for safekeeping, as well as to cell phones which have been confiscated from students who use them in defiance of the school rules.
Students who, despite the school’s policy, insist on bringing a cell phone to school are required to ensure that it is:
turned off (not on “silent”) and is not visible while they are in the school building
is not on their person when they are writing any test and not in the examination venue when they are writing examinations.
The school will not, in principle, under any circumstances engage parents in discussions resulting from complaints parents have received from their children by cell phone during the school day.
Classroom Conduct Policy
Every student is expected to:
Arrive at class on time so that you are ready to start the lesson. Lateness is inconsiderate, because it disrupts the efforts of both your teacher and your fellow pupils.
Take out what you need for your lesson as soon as you get to your desk or table. Do not wait to be told to do so. This shows that you are mature, responsible and self-motivated.
Bring what is needed to the lesson, the books, stationery and writing implements you need, your homework done and, most importantly, be ready to learn and contribute to the lesson.
Stand when an adult enters the room. You do this to show respect for the adult concerned. Wait for either your teacher or the adult concerned to ask you to sit.
Greet your teacher at the start and end of each lesson.
Respect your teacher and your peers by not talking when your teacher is talking. If you want to contribute, raise your hand and wait for your teacher to invite you to contribute. Listen to your peers during classroom discussion, and wait your turn to make your contribution.
Do not pack away your books until the teacher has indicated that the lesson is over. This disrupts the lesson and is inconsiderate to your peers and your teacher
Respect the property of others and of the school. Do not deface desks, steal drawing pins, mess with chalk, fiddle with the overhead projector or borrow things without permission.
Keep your classroom neat and clean. Put litter and paper scraps in the litter bin, not in the desk or on the floor. No one likes to work in a dirty or untidy environment.
Take responsibility firstly for yourself and for your own behaviour. Encourage your peers to do the same.
Do what you can to make everyone feel happy and accepted in your class. Always be willing to widen your circle of friends to ensure that no one is left out.
With the permission of your teacher, help those who may be struggling.
Drug Policy
The aim of this policy is to encourage all students to abstain from using any drugs (other than those which are medically prescribed), including alcohol and tobacco. This document sets out the school’s policy on drugs, alcohol and tobacco use. Every student and his/her parents or guardians are required to sign it as acknowledgement that they have read and understood it, and that they have agreed to abide by this policy.
Take out what you need for your lesson as soon as you get to your desk or table. Do not wait to be told to do so. This shows that you are mature, responsible and self-motivated.
The school does not tolerate
• the use or possession of any illegal or prohibited substances
• the possession of drug-related equipment such as cigarette papers, pipes, etc.
• the use of anabolic steroids and other performance-enhancing substances
• the inappropriate use of solvents, inhalants and similar agents
• the consumption of alcohol and the smoking of tobacco.
Anybody found in possession of, or using, any of these substances either on school property, or when in school uniform, or when under the supervision of the school, or attending school-related functions, including sports outings and social events, will be subject to the following procedure:
• The student will first be interviewed by the school counsellor or senior member of staff to determine the nature and extent of the student’s involvement with drugs (casual experimentation, habitual use, drug dependence, dealing, etc.) and to determine the appropriate response.
• The student’s parents will be informed of the student’s involvement, and they will be required to attend a meeting at school to discuss the matter.
• If, on the basis of the interview, the school considers it necessary to refer the student to an agency for professional drug counselling or other treatment, the parents will be informed of this. The cost of such treatment shall be paid for by the student’s family. In instances where parents are unable to afford treatment, the student will be referred to appropriate state health facilities or agencies.
• Disciplinary action against the student may follow if, in the opinion of the school, this is warranted by the nature of the student’s involvement with drugs. The results of such disciplinary action may include the provision of support, including professional drug counselling, to a range of punishments which may include expulsion. In the case of illegal substances, the matter will be reported to the South African Police Service. Dealing in drugs or involving others in their use will normally result in a recommendation that the student be expelled from the school.
The school understands that addiction is a medical problem, and that certain drug use may need support and treatment rather than punishment. Any student who asks for, or is identified as needing, assistance in coping with drug use, will not be punished, but will be expected to attend appropriate counselling.
All approaches by any student to any of the school’s staff will be treated with the utmost confidentiality.
HIV Aids Policy
Infection with the Human Immune Deficiency Virus (HIV) and the subsequent development of Acquired Immuno-Deficiency Syndrome (AIDS) are health problems with broad social, cultural, economic, political, ethical, educational, and legal implications.
This school is part of the community, and therefore will be both directly and indirectly affected by this disease. The complexity of the disease makes it difficult to predict or anticipate all the possible policy implications related to decisions that may be necessary. The governing body therefore reserves the right to make appropriate changes to this policy in consultation with parents and other necessary bodies. This policy has been designed to protect both infected and non-infected people.
The following individuals could be infected or become infected, which will directly impact on the school: students, staff, family members, and members of the community
Admission to the school. No prospective student will be refused admission to the school on the basis of their HIV-status, but will be subject to the same selection procedures as non-infected students.
Reporting of HIV status. Parents and students are not required to declare the HIV-status of a student, but are encouraged to do so, so that support can be given to the student.
Confidentiality. The HIV-status of a student is confidential, and no staff member, student, parent or member of the governing body may be informed without the permission of the student. Any breach of this confidence will invoke disciplinary procedures.
Status at school:
HIV-positive students will be afforded the same privileges and be required to adhere to the same rules and regulations as the other students.
HIV-positive students will be required to attend classes and other school activities as laid down by the rules and regulations of the school. Any non-attendance due to illness will be dealt with according to the school’s normal procedures in terms of its absence through illness policy.
The school will try to make every effort to ensure HIV-positive students are not prejudiced and/or victimised in any way.
With regard to contact sport, any person with an open wound prior to, or sustained during, a game will be asked to leave the sports field, and will be treated by the first aid team in terms of the school’s normal HIV-infection prevention protocol.
Testing:
Students wishing to determine their HIV-status will be assisted by ensuring the request and subsequent results remain confidential, and referring the student to an appropriate centre that will provide pre- and post-test counselling and confidentiality of the results.
Staff status
Staff who are employed by the department of education will be subject to the policy as laid down by the department.
Staff employed by the governing body will be subject to this policy.
Employment
No employee will be dismissed because of his/her HIV-status.
No employee eligible for promotion will forfeit promotion as a result of his/her HIV-status.
No employee will be removed from their normal place of work, or their normal duties or be isolated because of their HIV-status.
The school governing body will make every effort to ensure that no prejudice and/or victimisation will take place. If after all efforts have been made to avert this, prejudice and/or victimisation continues, the school governing body will act against those concerned where it has the legal authority to do so.
Testing:
The school governing body will not require prospective or current employees to be tested for HIV, either prior to employment or while employed.
Any employee wishing to undergo tests to establish their his/her HIV-status will be assisted by ensuring the request and subsequent results remain confidential, and referring the employee to an appropriate centre that will provide pre- and post-test counselling and ensure the confidential nature of the results.
Confidentiality:
If an employee discovers that he/she is HIV-positive, she/he will be under no obligation to inform the school governing body or the principal.
An employee may wish to advise the principal of his/her HIV-status so that support can be given to that employee.
Should an employee choose to inform the principal, the information will be treated as confidential and no other staff member and/or member of the school governing body, parents or community members will be informed without the employee’s permission.
Sick leave/incapacity:
An employee who is HIV-positive will be subject to the same sick leave benefits as an employee suffering from any other illness.
An employee with AIDS will be subject to the same sick leave benefits as those related to other chronic diseases.
Any employee who is no longer capable of performing his/her duties owing to prolonged absenteeism or physical incapacity, will be subject to the normal policy on incapacity.
A person with AIDS is requested [but not obliged] to inform the principal or a representative of the school governing body when he/she is unable to perform his/her duties adequately as a result of his/her incapacity.
The school recognises that the HIV-status of parents, other family members and related members of the community will have emotional and financial implications that may affect students and staff. While the school recognises the confidential nature of the disease, the effects this disease will have on students cannot be ignored and this policy was developed with this in mind.
Should a family discover that a member other than the student is HIV-positive, it is under no obligation to inform the school. If a family chooses to inform the school, this information will remain confidential unless the infected person chooses to disclose their HIV-status publicly. The school will try through its support structures to provide counselling and support for any student whose has family members who are HI-positive, or who have AIDS, while ensuring that confidentiality is maintained.
The school recognises that HIV is a disease that is transmitted by having sex with an infected person, from an infected mother to an unborn child, by transfusion of infected blood, or by infected blood and other body fluids, through needles, syringes and other instruments as well as through open wounds and mucous membranes. Teaching about HIV/ Aids, its manner of transmission and the consequences of infection will covered as part of the formal curriculum wherever appropriate and through the life orientation and co-curricular programme. Besides providing basic information on the disease, the school will also endeavour to assist students in developing the skills they need to make appropriate lifestyle choices, including decisions about sexual abstinence and the use of condoms.
Language Policy
According to the South Schools Act No. 84 of 1996, Section 6, the following stipulation will apply to New West Secondary School:
1. A learner in a public school shall have the right to instruction in the language of his/her choice where this is reasonably practicable.
2. The Governing Body of New West Secondary School, a public school, may determine the language policy of the school subject to:
The National Policy determined by the Minister under the National Education Policy Act;
The Provincial Policy determined by the member of the Executive Council,
provided that no form of racial discrimination may be practised in exercising its policy.
New West Secondary School will have only one language of instruction, namely ENGLISH. English will be used for teaching, learning and in testing (assessments). English has been chosen as the only language of instruction for the following reasons:
1. It is the language preference of the majority of the pupils and parents at this school.
2. Other schools in the vicinity also use English as the only medium of instruction.
3. Teachers at New West Secondary School are competent and qualified to teach in English.
4. It is reasonably practicable to teach in English only.
Pupils will have a choice between Afrikaans First Additional Language and IsiZulu First Additional Language as their second compulsory language. Assessments in these languages will be used for promotion of learners as per Departmental and National Senior Certificate (Matriculation) Examination requirements. Afrikaans (Second Language) is being offered because:
1. this school has competent and qualified teachers to teach the language;
2. pupils enrolled at the school from the primary schools have studied the language; and,
3. historically, Afrikaans was a compulsory second language until the promulgation of new education legislation.
Policy on Discrimination, Racism and Sexual Harrassment
Racism, discrimination, and sexual harassment are based on the assumption by some groups and individuals that certain groups are better or more worthy than others as a result of perceived physical and inherited differences.
This school rejects this notion as false, and believes that racism, discrimination, and sexual harassment in any form is unethical and unacceptable. It also believes that racism, discrimination, and sexual harassment pervert understanding, and inhibit both the perpetrator and the victim from reaching their full potential.
The school is committed to working towards the elimination of racism, discrimination, and prejudice in its corporate conduct and in the conduct of all members of the school community, but most particularly its staff and students.
The school will not tolerate racism, sexism, slurs, discrimination, or harassment of any kind, and will rigorously investigate any allegations of this. Those found guilty will be dealt with in terms of the school’s disciplinary code and procedures and those of the department of education.
Anyone who feels that he or she is a victim of racial slurs, discrimination, or sexual harassment should report the matter to any member of staff or student leader. The staff member or student leader approached by the complainant must report the matter to the principal as a matter of urgency. Any report of such action must be treated as confidential, and the person reporting the incident may do so without fear of prejudice.
The matter will be investigated by the principal or his/her delegate, and the matter will be dealt with either informally or formally. The informal procedure will be used where the investigation shows that the racism, slur, discrimination or sexual harassment may have been unintentional, and that the perpetrator may not have been aware of the fact that his or her behaviour was offensive or unacceptable. In these circumstances, mediation and counselling will be used to resolve the problem. The formal procedure will be used where the investigation shows that the racism, slur, discrimination or sexual harassment was deliberate and intended. In these instances the matter will be dealt with in terms of the school’s code of conduct. In terms of this code, racial slurs, discrimination and harassment are considered to be serious misconduct as defined in the South African Schools Act, and those found guilty face possible suspension and expulsion.
Pupil Portfolio Policy
This policy applies to all students, in all grades, for all subjects and learning areas.
No exceptions will be made with respect to the submission of assignments and projects.
Students will not be permitted to choose to receive a 0 rather than hand in an assignment or project.
It is the student’s responsibility to maintain his or her portfolios.
Deadlines for the submission of work and test dates will be decided by subject teachers in consultation with their class. Once deadlines or dates have been assigned, they are fixed. Requests for change will be considered only in exceptional circumstances.
Students are required to hand in work on the due date to their teacher, in person. If a student is absent from school on the due date as a result of ill-health, arrangements must be made to have the work delivered to school on the due date.
Penalties will be imposed for work that is handed in after the due date. A penalty of 10% of the final mark will be deducted for each day after the due date that the work is overdue up to a maximum of three days (30%).
Students who have still not completed the work three days after the deadline will be required to stay after school for a number of hours (as determined by their teacher) to complete the work. Their mark assigned for the work will be reduced by 50%. Their parents will be informed in writing of the penalty and the reason for the penalty. A copy of this letter, signed by their parents, must be attached to the work, and filed in their portfolio.
Religious Policy
The Religious Policy of New West Secondary School is governed by Section 7 of the South African Schools Act No. 84 of 1996:
Subject to the Constitution and any applicable provincial law, religious observances may be conducted at a public school under rules issued by the governing body if such observances are conducted on an equitable basis and attendance at them by learners and members of staff is free and voluntary.
There will be no discrimination on religious grounds.
The religious views of all must be tolerated and respected.
There will be equal opportunity for all learners and educators to attend religious observances according to their faith.
Every assembly will commence with a universal prayer.
The curriculum makes provision for the teaching of the basic tenets of all religions.
Religious festivals and occasions will be observed by holding special assemblies or having speakers (preferably learners of the school) discuss the significance of such occasions at the school’s regular assembly.
Learners and staff of a particular religion will be allowed to celebrate a religious festival by remaining at home on the day of the occasion.
Where a large number of the learners and members of staff celebrate a particular occasion, an application will be made to the Regional Chief Director and/or Superintendent-General for school to be closed on that day, subject to Departmental rules and regulations governing such closure.
Muslim boys will be allowed to attend the daily congregational prayer at the mosque next to the school during the lunch break only, and the compulsory congregational prayer on Fridays from 12h20.
No learner will be disadvantaged or punished for missing tests or lessons due to attendance of religious observances.
Service Delivery Policy
NWSS shall endeavour to :
1. Provide high quality, relevant education to all learners which will equip them with knowledge, skills, values and attitudes to meet the challenges of the 21 st century.
2. Transform NWSS into a 21 st century learning organisation focused on results, high performance, effective communication and quality service delivery.
3. Transform the school into a self-reliant and effective learning institution.
4. Develop the human resource capacity of NWSS to meet the highest standards of professionalism.
5. Provide and utilize resources to achieve redress and equity.
6. Eliminate fraud, corruption and mal-administration.
In our quest to provide quality service we uphold the core values of ISLAM
Honesty
Empathy
Integrity
Caring
Fairness and Respect
NWSS seeks to ensure the effective management of a comprehensive system of education in order to expand education opportunities for all the learners of the school. In this regard, learners can expect NWSS to:
provide effective teaching;
ensure effective and efficient management
ensure professional and ethical conduct by all our educators, support staff and managers;
progressively put adequate measures in place to ensure the safety and security of educators and learners;
expedite the roll-out of Information and computer technology in schools
improve access to gateway subjects, such as, Mathematics, Science and Technology
We undertake to consult our clients on the level and quality of services provided.
In this regard we;
Agree to consult organized formations of parents, educators and learners.
Hold parent meetings regularly
Interact with all stakeholders who have an interest in education.
We will endeavour to treat all our customers with courtesy and consideration at all times.
In this regard;
Learners and parents will be greeted in a friendly manner.
All staff will be identified by name-badges at all times.
Rude, impolite and discourteous attitudes and behaviour will not be tolerated.
Telephone calls will be answered promptly and politely
We do recognise that openness and transparency are the cornerstones of our democracy.
In this regard we undertake to keep you informed in respect of the following;
Details of our location and contact persons.
Details of our senior staff
Annual Academic results and Activities.
We shall endeavour to assess the impact of our services annually and ascertain whether we are achieving our specified objectives.
In this regard we will;
Evaluate the performance of our learners and provide a remedial/tuition programme
Conduct a client satisfaction survey
Appraise the quality of the services we render from time to time.
Staff commitment, energy and skills will be harnessed to improve service delivery and the quality of services rendered.
In this regard we will;
Recognise and reward learners who show loyalty, commitment and dedication.
Encourage innovation and new ideas to improve lesson delivery
We undertake to provide service of a high quality.
In this regard we aim to;
Attend to all queries promptly.
Answer the telephone promptly.
Process applications within 30 days.
Acknowledge written complaints within 5 days
Deal with written requests within 21 days.
We respect the right of parents and learners to complain if our services are poor or unsatisfactory.
In this regard;
You may write to the school..
We undertake to investigate and respond to your complaint within 14 days of receipt.
We will endeavour to apologise and take corrective measures if it is our fault.
We undertake to treat any information seriously.
When you telephone us, we will;
Answer calls as promptly as possible
Identify ourselves by name and section
Assist you in a polite and helpful manner
If you cannot be helped, you will be referred to the appropriate person/section within NWSS
Contact details:
Telephone number: 031-5782544
Fax number: 031-5786695
Sport Policy
We play sport for healthy recreation and enjoyment. Sport also has great educational value in that it not only promotes physical fitness, but also encourages teamwork and the development of self-control, co-operation, loyalty, unselfishness, determination and leadership. Sometimes pupils who begin their school careers as rather selfish and self-centred individuals gradually develop into far more balanced personalities as a result of participation in team games.
On the principle that sport is good for the individual and good for the school, every able-bodied pupil should play sport at school. It is also very much in the pupil’s interest to play for his or her school rather than for an outside club.
The pupils of our school thoroughly enjoy taking part in inter-school matches. Competition is an important part of sport, and there is nothing wrong with this – as long as such competition produces enjoyment and not ill-feeling. Inter-school matches are not worthwhile if they cause hostility and strained feelings between players or between schools.
Standards of sporting behaviour have been declining generally. Poor sportsmanship invariably spoils the game and creates bad feelings among players as well as spectators. We must try to ensure that the general lowering of standards of sportsmanship does not filter into the various sports offered at our school.
When we play our games, we play to win. However, sport is being spoilt today by the tendency to play to win “at all costs”. Thus dishonesty, over-robustness, displays of temper, intimidating and ridiculing the umpire, disputing the referee’s decision, fighting, gamesmanship and uncalled-for behaviour on the part of team supporters have all become an unfortunate part of the sporting scene. Some of our international and provincial sportsmen set a very poor example for young players by indulging in these practices.
This kind of bad sportsmanship must not be allowed to creep into our games. A sport disciplinary committee run by the sport council executive deals with misconduct incidents reported to them via the head of sport. There is a formal hearing, and punishment suitable to the offence is given.
Principles and practices to be adhered to when playing matches
• Keep a sense of proportion. It is only a game — not a major confrontation. It is not the end of the world if the match ends in defeat for us. We should try to play a good game and to enjoy it, but we should certainly not adopt the attitude that we must “win at all costs”.
• Give of your very best. Practise hard and play hard. Do not give in if the tide turns against you in a match — rather accept it as a challenge to “come back”.
• Make yourself familiar with the rules and stick to them. Do not try to gain unfair advantage by breaking rules deliberately in the hope that you will get away with it — this is downright dishonest.
• Accept the referee’s decision without question or hesitation. Do not show disagreements, irritation or disgust. Even the best referees make mistakes or are sometimes unsighted. The referee is really doing you and the school a favour by controlling the match.
• Exercise self-control. A sportsman, in the true sense of the word, does not lose his or her temper or indulge in fighting and over-robust play. He or she plays the ball and not the other person. Some players and spectators are obsessed with a “physical” approach, rather than with skilful, imaginative play. Do not retaliate when you think your opponent is guilty of foul play. Absorb the dirty play, let it motivate you to play harder, and become more focused on victory! Leave it to the referee to take action — do not take the law into your own hands. Speak with your captain, if necessary. (S)he can approach the referee with any legitimate complaints.
• There is only one captain in a team. Do not put her or him in a difficult or embarrassing situation by issuing orders yourself. Undermining a captain’s authority will lessen the team’s chances of success. Do not “moan” at players who make mistakes. Encouragement produces better results than blame, and helps to build up team spirit and produce an enjoyable game.
• Avoid gamesmanship. Do not try to gain unfair advantage by using tactics that are not in keeping with the true spirit of the game, e.g. repeated, concentrated appeals in cricket, time-wasting in order to avoid being defeated, kicking or hitting the ball away when a penalty is awarded.
• Do not indulge in displays of temperament. There should be no throwing down of the bat or racquet, nor shaking of the head in disbelief at the umpire’s decision.
• A true sportsman does not look for excuses for his or her team’s defeats, e.g. blaming the pitch or the refereeing.
• Show courtesy and friendliness towards visiting players. See that they know where their change rooms are and on which field they are playing. After the match show them that you are good losers or modest winners. Thank referees, first aiders, coaches, those serving refreshments or providing transport.
• Ensure that you are properly dressed for your sport. Treat equipment with care– you are paying for it! Leave the change rooms as you would like to find them.
• We appeal strongly to parents to support us in maintaining this code.
• Encourage our players, but also show appreciation for good play by our opponents. Never jeer at the opponents or make disparaging comments.
• Do not run up and down the touchline or move onto the field of play. This is physically dangerous to you and the player. In addition, the actions of an over-enthusiastic, partisan spectator can inflame the feelings of the players to the point where they lose self-control.
• Do not become involved in arguments with supporters of the opposing school.
• A steady stream of advice to the players from the sidelines can be unsettling and confusing. “Coaching” is not allowed.
• Criticism of the referee or umpire is not only unsporting, but it also spoils the whole atmosphere of the game and unsettles the players. Abuse of the referee is totally unacceptable.
• Exercise self-control and maintain a sense of proportion. If your team is losing, it is not a major tragedy!
• Pupils sign up at the start of the season, and are committed for the full duration of the season.
• Pupils may not miss a practice unless excused by the teacher responsible. Normally this should take the form of a note from the parent, which should be handed to the teacher before the practice and as early as possible on the day concerned — not later than first break.
• Missing a match or coming late for a match is a serious offence. Every player should have the means of communicating with his or her staff coach or team captain in case an emergency arises: exchange phone numbers!
• In the case of rain, every pupil must turn out for a match unless it is certain that the match has been cancelled. For practices, sports clothes must be brought to school even when it is raining in the morning.
• Strict attention must be paid to clean, correct dress.
Tour Policy
Touring and hosting tours have educational value, and are considered to be an important feature in the school’s wider extra-curricular programme. Sports tours motivate players and stimulate improvement in our sport. Cultural tours enrich the curricular programme. Both types of tours have valuable social benefits and promote school spirit.
Staff leadership of a tour is of the utmost importance. A tour can be considered only if experienced and competent staff are available to lead it. A proposal about the staff to lead a tour should first be discussed with the principal. As a rule, two members of staff should accompany a tour. For large groups, a minimum of one teacher per 30 students, excluding the tour leader, is desirable.
Staff leaders are required to be familiar with the policy document “Guidelines for staff in charge of a tour”.
Sport tours are undertaken by first teams. Under-age teams are, generally speaking, not permitted to go on tour. Invitations to tournaments will be considered on an ad hoc basis by the senior management team.
A basic principle is that parents of tour members are responsible for meeting the costs of their child.
Staff supervising the tour are not required to meet any costs. Their expenses must be provided for in the tour budget.
Provision will be made to assist students whose families are unable to contribute their full cost.
Mini tours (weekend or overnight) relatively close to the school, and recreational expeditions such as river trips, hikes, etc., should be self supporting, and are not subsidised from the tour bursary fund.
Expenses in hosting tours are met from the tour bursary fund.
A major school fund raising effort may be held from time to time to provide revenue for the tour bursary fund.
Profits from the sport tuckshops goes to the tour bursary fund.
A particular tour group may embark on fund raising projects, subject to the approval of the principal. The following shall apply:
a service should, if possible, be rendered, e.g. cake sale, car wash
a disco may be held only with the express permission of the principal and only on condition that all policies relating to school discos are adhered to. The cost of any damage incurred will be deducted from the tour fund, and additional fines may be imposed, which will be used to support the tour bursary fund.
care must be taken not to deflect sources of financial support from existing school programmes, e.g. advertisers in the magazine
any initiative by parents must first be approved by the principal;
please consult the policy document “Tour fund-raising” for more information
Sponsorships may be sought subject to the above.
Such monies must be made payable to the school account.
Any sponsorships in kind (togbags, T shirts) must first be approved by the principal with reference to design, wording, etc. Tasteful advertising is acceptable.
Sponsorships should be acknowledged in the school magazine and in the tour brochure
Any excess money raised via a sponsorship will be credited to the tour bursary fund and earmarked for future use in a tour for the same sport/activity.
It has become necessary to launch all tours in concept by way of a parents’ meeting, at which full plans are disclosed, and the full financial implications discussed. The principal must be informed of this meeting, so that he/she or his/her delegate are present at the meeting. Parents must be asked to vote on the tour, and on whether they are able to commit themselves to the fund raising. Without the support of such a meeting, tours cannot be undertaken by the school.
Representative sports team touring squads for tours must be selected on merit. Costing and funding the tour must make provision for those families who are unable to pay the full or even partial costs of the tour. Some support may be provided by the tour bursary fund.
Any request must first be discussed with the teacher in charge of that sport, then with the head of sport, who will clear it, if recommended, with the principal.
Clarity must first be obtained about the arrangements of the visitors’ programme (other matches, leisure activities and entertainment) so that it is clear what the school’s hosting families will be asked to take responsibility for.
Clarity must be obtained about accommodation for visiting staff. Unless the principal approves otherwise, visiting schools are expected to pay for the accommodation of any staff over and above the quota of two adults per team.
It may be necessary, before accepting a tour, to consult parents of players (or other pupils) to ensure that adequate accommodation is available.
The principal must be given details of our fixtures against the visitors, tea arrangements and any formalities that are appropriate and which may involve him/her.
Teachers in charge of the tour party, and if possible the pupils should be introduced to the principal.
Arrangements should be made if possible for refreshments for the tourists, our own players, staff and parent spectators.
A specific written briefing and guidelines should be given to our parent hosts, and relevant details explained to visiting staff, so that they know what we expect from the visitors. Please issue the policy document “Our expectations with respect to hosting” to visitors and our host families.
The teacher in charge of sport, and thereafter the head of sport, should be approached.
For a non-sport tour, the teacher should approach a member of the senior management team directly.
The principal’s provisional approval should then be obtained. He will obtain authorisation from the governing body, who are ultimately responsible for any tour.
Criteria used in considering a sports tour include the enthusiasm of the coach, availability of an experienced, suitable staff tour leader and a teacher assistant-leader, the strength and suitability of the team, and the financial implications, especially for parents.
Thereafter a detailed proposal must be prepared and presented to the principal via the head of sport. This should include such details as dates, possible itinerary, travel / transport, proposed staff in charge, and a budget with reasons.
The bursar (in charge of school finance) can advise on budget compilation. Once a tour has been authorised, she has the responsibility of supervising the financial aspects, i.e. budget, payment of monies, and the compilation and checking of statements after the tour.
Once a sport tour has been approved, the head of sport must be kept informed of arrangements, and drafts of written communications to pupils or parents must be checked by him or her.
Guidelines for staff in charge of tours appear in a separate document and must be used in planning and undertaking the tour.
A set of copies of all documents must be given to the head of sport for the office tour file, and a similar set should be kept in the file for the sport or activity.
Tour parties may not miss school days, so do not plan early departures. This contravenes education department policy and our own school ethos.