Staff Development Policy
- Introduction
Staff development refers to all the policies, practices, and procedures used to develop the knowledge, skills, and competencies of staff to improve the effectiveness and efficiency of staff and, Ghana-Lebanon Islamic School Complex (GLIS) in general.
GLIS recognises that as an educational provider, the success of the school depends on all staff having the relevant skills, knowledge and competencies, and that, the school has a unique responsibility to support and encourage the development of its staff in building the capability of its workforce.
Consequently, the school aims to provide an outstanding and distinctive, intellectual, social and physical environment in which scholarship and learning may flourish, and in which all students and staff reach their full potential. This will require a strategic, professional approach to staff development to help the school attract and retain high-calibre staff with the skills and competencies necessary to deliver its objectives.
Appropriate guidelines on the implementation of this policy are subsequently provided.
- Purpose of the Staff Development Policy
The purpose of this policy is to highlight the commitment of GLIS to staff development and to indicate the roles that different parties play in the delivery of staff development. It will provide a framework that supports and encourages the development of all staff in line with the delivery of GLIS’s mission and vision.
- General principles
- GLIS is committed to the development of its staff through the preservation of an environment conducive to development.
- All staff have equitable access to staff development opportunities that are appropriate to their roles and in line with GLIS’s objectives.
- Participation in certain staff development activities will be mandatory as stipulated in the GLIS Revised Service Conditions and Code of Conduct for Staff.
- Funding and/or study leave for the purpose of staff development must in the first instance be approved by the Directors and forwarded to the Staff Development Committee for ratification.
- Head of Departments are expected to encourage and support all staff (regardless of status, job role, and work schedules) to take advantage of internal and external staff development opportunities relevant to their identified development needs.
- The school also recognises that, for its Staff Development Policy to be effective, staff must take responsibility for their own development and avail themselves of the development opportunities provided in order to keep their skills updated and ensure that they respond flexibly to change.
- Context of the Policy
The GLIS’s achievements are based largely on the contributions, commitment, and achievements of members of its staff working as individuals and in teams or groups.
Staff development includes any activity that contributes to the enhancement of the knowledge, skills, competences and working practices of GLIS personnel. These include, for instance, availability of courses, development programmes, structured staff development activities, attendance at meetings and conferences, development of educational materials, curriculum enhancement and active involvement with professional bodies.
Staff development is a key contributor to the success of individuals and, ultimately, to the success of GLIS as a whole. This is important for GLIS in maintaining and enhancing its national and international reputation in teaching and research, and in ensuring the maintenance of efficient, internal management systems.
- Scope of the Policy
The Staff Development Policy applies to all school staff, excluding National Service Personnel and short-term contract (part-time) staff. GLIS will aim to support individuals through a variety of means within the prevailing budgetary provision and prioritized needs. Formal and final endorsement of staff development, however, is granted by the Director and forwarded to the Board Chairman of GLIS. Staff development embraces all forms of development activity, including:
- Training leave for Bachelors, Master’s and PhD programmes
- Part-time studies towards acquiring a certificate/diploma/e-learning
- Participation in conferences, workshops, or seminars
- Active involvement with professional bodies
- Speaking or facilitator roles at seminars or related programmes.
- Staff Development Committee
The Staff Development Committee is, responsible for advising the Director on policies and procedures for staff development, and for reviewing their effective implementation. The Committee also facilitates personal and professional development to enable individuals to achieve their potential and contribute to the provision of excellent teaching and research in the school. It meets every term, as and when necessary.
Meetings
The Committee shall:
- Meet three times a year
- Submit reports on its deliberations to the Director.
iii. The Director will then table the report at the next Board meeting
Chairing the Committee
The Chair of the Committee shall be responsible to the Director.
Applications
Applications from individuals or departments must first be endorsed by the head of department, before onward submission to the Chair of the Staff Development Committee.
- Equality
There will be equality of access to staff development opportunities for all GLIS eligible staff. No member of staff will be treated less favourably on the grounds of sex, marital or parental status, race, tribe, national origin, disability, religion, or age.
- Who is eligible to apply?
- a) Training Leave
- Only academic or comparable staff in good standing is eligible to apply.
- Staff should have served GLIS for at least five years.
- Programme of study must be relevant to the staff’s current work.
- Staff must have an offer letter for the programme of study from the respective institution.
- b) Visit/Short-term Attachment
- Staff should be in good standing
- Staff should have served the school for at least five years.
- Senior and junior staff members are also eligible
- Attachment must be relevant to the staff member’s current work
- c) Conferences/Workshops/Seminars
- Must be an academic or comparable staff in good standing.
- Staff should have served the school for at least three years.
- Staff should have been invited as a speaker or to present a paper, or is a participant at the conference, workshop or seminar.
- The staff member’s teaching and work commitments should be adequately covered during his/her absence.
- Application Procedures
- Staff shall seek approval in writing from their headmaster/headmistress to pursue studies.
- Upon receiving a written approval from the headmaster/headmistress, information is submitted to the Director’s Office through the Staff Development Committee before enrolment.
- The Director’s Office, upon consultation with the Board Chairman, shall respond to the staff member in writing, indicating that the application is approved or declined, and stating reasons for the decision.
- If approved by the Board, the funding terms shall be discussed and agreed to.
- Upon agreement, the staff member shall proceed to carry out enrolment and payment of fees.
- Where a study leave of more than one year is granted, the member of staff concerned shall be required to submit an annual report on his work to the school
- Study leave may not be granted to a member of staff for a second time unless he or she has fulfilled all the obligations pertaining to a previously granted study leave.
- Bonding of Staff
Staff shall sign a bond with the school, with the following provisions:
- Staff who secure training opportunities on a full-time basis are required to apply for study leave before proceeding for studies.
- The staff member agrees to return to serve the school for a minimum of twice the length of the period of his/her absence for studies, provided the school has either paid his/her salary, or partially or fully funded his/her study.
- A member of staff on study leave who refuses to return to the service of the school, on stipulated terms, shall be liable to refund the whole amount spent on him/her during the period of study leave. Refund shall include salary, passages, allowances, Social Security contributions and any other financial responsibilities borne on his behalf by the school plus interest thereon based on the prevailing treasury bill rate.
- Study leave is deemed to have been granted on the signing of the bond form
- Staff who proceed for training without school Authority are deemed to have absconded and risk termination of service.
- Any abuse of this Policy is deemed gross misconduct and shall result in disciplinary action leading to summary dismissal as specified in the Staff Conditions of Service and Code of Conduct.
- Duration of training and funding
- a) Training Leave
- For / or 2 years for Masters programme
- 3 or 4 years for PhD programme
- 6 months extension would be given if the studies cannot be completed on time.
- With partial/full funding offered by the Board of Governors/GISER, the funding would cover tuition fees, and the rest is to be covered by the staff if it is partial.
- If the staff secures a scholarship from an outside Institution, then leave without pay is to be requested through the Staff Development Committee.
- Application for Extension of Study Leave
In very exceptional circumstances, where an employee on study leave cannot complete the course within the period of the study leave granted, he or she may apply for an extension of study leave. In order to do this, the employee concerned should ensure that at least three months’ notice is given, and the application should state the work that has been carried out so far, what remains to be completed and the time within which the remainder of the project is expected to be completed.
- Responsibilities towards Staff Development
It is recognised that there will be a shared responsibility for the development of staff at the school, and that there will be differences between departments as to how these responsibilities are fulfilled. The following have a role in staff development:
- Headmasters/Headmistresses
- Heads of Department
- Staff Development Committee
- Individuals
Role of Heads of School and Departments/Units
Heads of Department are responsible for:
- Demonstrating appropriate behaviour, especially commitment to excellence and continuous development
- Identifying needs for development of their staff arising from internal and external changes at departmental and school levels
- Ensuring training opportunities are supported in accordance with the school’s policy on equal opportunities
- Identifying, where appropriate, nominee(s) to undertake some aspects of these responsibilities
- Ensuring that all employees receive appropriate advice and support towards identifying their development needs through the appraisal process and by other means
- Ensuring that staff engage in development activities and, where appropriate, securing permission for them to attend such activities
- Embarking on strategies that will encourage and facilitate staff development.
Role of the Staff Development Committee
The Staff Development Committee is responsible for the following:
- Establishing centrally organised staff development activities
- Developing partnerships with relevant bodies and sections, both internal and external to the school
- Communicating information regarding staff development opportunities
- Delivering and offering guidance on local staff development initiatives in departments/and units
- Working with individuals to meet development needs
- Dealing with staff development policies and procedures
- Reporting on and monitoring staff development activity
- Assessing the quality of its provision
- Interviewing and assessing the nominated staff and liaising with the Director’s Office
Role of Individuals
When individuals are appointed to a new role, an assessment of their skills and the duties that they are to perform will lead, naturally, to the identification of their needs for training and staff development. In addition, development needs may be identified in a variety of other ways; e.g. by skills audit, by peer review and feedback, by appraisal, by feedback from others (including students), and by reflection on current practices.
Individual members of staff of the school are encouraged to take responsibility for their own professional and career development, guided by mentors and other colleagues as appropriate. All are invited to take advantage of departmental, and centrally-provided opportunities for staff development, according to the demands of their particular roles.
Individuals are also required to:
- Reflect at regular intervals upon their performance in their current jobs and future career aspirations, and identify their appropriate development needs
- Take full advantage of available opportunities
- Apply newly-developed knowledge and skills to their work and the development of their careers
- Maintain their personal development portfolio as evidence of their development and achievements.
- Quality Assurance
The Staff Development Committee will evaluate its provisions through verbal feedback, questionnaires, as well as key informant interviews and self-assessment, and will review practices within applicable sections in areas such as course administration and customer service. An annual report and statistics on the level and type of activities submitted to the Staff Development Committee will also be undertaken.
- Monitoring and Review of Policy
- All staff development activities will be routinely evaluated.
- GLIS is committed to the continuous improvement of its staff development provisions and the encouragement of feedback from staff.
- Those responsible for managing staff should, together with staff participating in development activities, evaluate the extent to which development undertaken has achieved the intended objectives, and, where necessary, formulate steps for improvement of staff members during their Performance Appraisal.
- Application of the policy will be monitored by Management, the Staff Development Committee and annual reports submitted to the Director for review.
- Quota
The Board can fund only one staff at a time, depending on availability of funds.
Discipline Policy
POLICY FOR THE PROMOTION OF GOOD BEHAVIOUR
This policy is in the context of the pastoral care programme, the approach being positive, encouraging, constructive and inclusive.
It is our view that effective learning and teaching can only take place in an atmosphere where standards of good behaviour are set as pre-requisites.
Good behaviour is that conduct which assists the school to fulfill its function, namely to allow each student to reach their potential. Poor behaviour is conduct which prevents a pupil’s / student’s development or disrupts the development process of other members of the school community.
It is therefore follows that good behaviour is that which:
- Conforms To Reasonable Expectation And The Requirements Of The School.
- Is Based Upon Mutual Respect For The Needs And Aspirations Of All In The School And Upon Care For Its Environment.
AIMS OF DISCIPLINE
Discipline is a system of rules for good behaviour which aims to create conditions for an orderly community in which:
- Effective learning can take place.
- Self-discipline, self-esteem, self-esteem, self-respect, self-control and good personal relationship can be developed.
- There is mutual respect among members.
Discipline should not be seen as punishment, but as being concerned with the training of children / students to behave in a socially acceptable fashion, while in the care of teachers and others in the education process. It may well be that a ‘consequence’ in the form of some sanction is part of this training, but generally discipline should aim to be positive. Such aims are best achieved in the framework of a relaxed atmosphere where enthusiasm and industry dominate and in which pupils / students are able to give of their best in the classroom and are encouraged and stimulated to fulfill their potential. This, in turn, demands a positive policy of encouraging good attitudes, reward and praise and setting a good example.
This will be achieved through the active participation and collaboration of:
- Teaching staff
- Auxiliary staff
- Parents
- Pupils / Students
- Board of Governors.
THE SCHOOL RULES
The school rules will be agreed with the whole school during an assembly in September each school year. Students will have the opportunity to suggest new rules and discuss the meaning and importance of them. The rules will be displayed in a central location as a visual reminder.
| BEHAVIOURS WE WISH TO ENCOURAGE | BEHAVIOURS WE WISH TO DISCOURAGE |
| · Good manners | · Shouting out |
| · Co-operation and team work | · Talking when others are talking |
| · Independence | · Unnecessary and inappropriate movement |
| · Respect | · Distractions |
| · Positive attitude | · Negative attitudes |
| · Pride in work | · Carelessness |
| · Listening | · Complaining |
| · Working effectively | · Dishonesty |
| · Good time management | · Demoralizing others |
| · honesty | · damaging others work or school property |
| · bullying | |
| · Aggression of any form | |
| · Use of bad language |
REWARDS – The Positive Side Of Discipline
In any disciplinary system, the emphasis must be on the positive approach of encouragement and praise, rather than on the negative one of criticism and punishment. In any case, criticism should always include advice on how to improve and should be constructive in its approach. It is our school policy to emphasize positive approaches to maintain and improve discipline. PRAISE SHOULD BE USED MORE OFTEN THAN REPRIMAND. Remember that the child’s efforts / behaviour will be praised or sanctioned and not the child personally.
Praise
Praise can be given in many ways and, without any attempt to put this into a value order, might include the following:
- Use of body language, a quiet word or an encouraging smile.
- A written comment on pupil’s work or in a more detailed way picking out specific points or ideas that gives pleasure.
- Positive feedback to parents, verbally or in written form.
- A visit to a colleague or to the Principal for commendation, e.g. a written comment or sticker or merit mark.
- A public word of praise in front of the group, the class or the whole school.
- Public acknowledgement by presentation at assembly.
- Reward system in the class.
- Use of school report to comment favourably, not only on good work and academic achievement, but also on behaviour and on general attitudes.
Star Pupil / Student
A whole school Star Pupil / Student reward system will be used as a positive reinforcement to promote high standards of behaviour. Each week, the teachers will select a pupil from their class who has tried their best and obeyed the school rules. Pupil / student of the week will be awarded in assembly on a Monday. Each pupil / student will receive a token reward, and their photograph will be displayed on the pupil / student board. A record will be kept of the number of times each pupil / student wins the award. Pupil / student of the Year will be presented for each class at Prize Day.
Class Reward System
A merit system will be used to reward the classes that move quietly around the school, line up properly at break and lunch time and sit quietly in assembly. The class that wins this reward the most will be given a treat at the end of the year.
CLASSROOM DSICIPLINE
Good teaching practice and positive teacher /pupil relationships are contributors to good classroom discipline, enabling effective learning to take place and in order to achieve this goal the following strategies should be implemented:
- The encouragement of genuine involvement of all pupils / students in the classroom activities by recognizing their different abilities and talents and matching tasks to those children / students.
- The recognition and encouragement of students’ individuality and importance of self-esteem.
- Attempting to make lessons enjoyable and challenging with an approach which is sufficiently flexible to encourage student’s contributions; taking account of the student’s preferred learning style.
- The use of positive rather than negative language to communicate expectations and feedback to pupils.
- Giving regular praise and encouragement to students particularly to disruptive students as soon as acceptable behaviour is observed
- The establishment of a small number of classroom rules which are agreed with the children to encourage ownership.
- Whole staff agreement on the use of a reward chart to record positive behaviour.
- Negative behaviour within the sight or sound of an individual teacher should never be ignored. The pupil or pupils concerned should be spoken to and appropriate class teacher informed.
- Teachers are responsible for the supervision of their class at all times during the school day from 7:45am until 3:30pm. Each time the class is leaving the classroom, the teacher should be positioned near the door where behaviour in the classroom and corridor can best be observed.
- Teachers are responsible for the supervision of their class around the school.
- Each teacher should keep a record book in which the details of each occasion that the sanction of a student in her / his charge is required is recorded, other than occasions when the only sanction is a spoken word, the student’s name, the nature of the offence and the sanction allotted should be noted. A separate page or pages should be retained for each student so that his / her record over the year could be readily viewed. This book should be submitted to the Headmaster / Headmistress when a student is being referred for persistent breach of rules. The book will be required to show to parents, but only if they are requested to visit the school to discuss their child’s behaviour.
- From time to time, a teacher is responsible for a group of children other than those in her / his class. If a sanction is imposed on such an occasion, the teacher involved in the situation will be responsible for its imposition and checking, but he / she should also ensure that the class teacher is informed so that the incident can be entered in the class record.
- Teachers must reinforce school rules to support the whole school vision.
Discipline is a TEAM EFFORT and all staff must take responsibility for the children in their care. Specific responsibilities are listed in Appendix 1
Positive Playground Behaviour
GLIS recognizes the unique contribution playground activities make to the well-being of pupils/students in our school. Providing a safe and supportive environment, the playground offers pupils / students opportunities for play, creativity, fun and enjoyment. We attach great importance to ensuring that break and lunchtimes in our school offer pupils / students positive experiences that contribute to their social, physical and emotional well-being.
Through our playground activities, we aim to promote:
- Physical activity and increased levels of participation
- Citizenship
- Inclusion
- Co-operation, consideration, sharing, respect and fair play.
- Self-esteem and confidence
- Language and listening skills
We expect the same school rules and standards of behaviour to apply as during the rest of the school day.
Pupils / Students are encouraged to enjoy the outdoors, explore their environment and play imaginatively, alone or in groups. The playgrounds are divided into play zones to allow the pupils to play in a safe and enjoyable manner. Rotas are drawn up to ensure that all children have equal access to the play zones. A wide range of resources are provided to stimulate positive play.
Pupils / students are encouraged to manage, with adult help only when necessary, their social situations positively and independently. They should feel safe and secure so as to feel that they can ask for help when needed. All staff need to cultivate a consistent approach to discipline in order for the pupils / students to feel safe.
Class points will be awarded for any positive behaviour that is observed and for lining up quietly and safely.
Auxiliary Staff – Supervisory Assistants
Auxiliary staff are responsible for the supervision of the children at lunch time. When a breach of the school rules takes place during the period when the supervisory assistants are on duty, this should be noted and the appropriate teachers informed as soon as is convenient after the end of the lunch break.
Other Auxiliary Staff Members
Any incidents involving the bad behaviour of Pupils / students should be reported to the head of the school at an appropriate time.
SANCTIONS IN DISCIPLINE
Even with good classroom practice, it will be necessary to have sanctions. These are necessary for two main reasons:
- To make the particular Pupil / student and others aware of the school/teacher disapproval of unacceptable behaviour;
- To protect the authority of teachers, should they be threatened.
- To enable students to understand that undesirable behaviour will have unpleasant consequences.
Sanctions should:
- Be constructive;
- Be applied with sensitivity and flexibility;
- Where possible be related to the misdemeanor;
- Generally be specific to the offender and not the whole group;
- Minor day-to-day incidents are dealt with by class teacher;
- Be administered fairly within each class and within whole school.
- Relate to the age of the Pupil / student
- Be consistent
Sanctions will include:
- A look of disapproval;
- Immediate checking of misbehavior;
- A minor penalty relevant to the offence e.g. an apology, tidy up;
- Serious acts of misconduct will be dealt with by the Director who will inform parents immediately if necessary or invite them into school to discuss concerns and a way forward
- Loss of privileges may result such as membership of school sports teams / after school activities. However, consideration has to be given to the impact on others leading or taking part in these activities and to the effect on general attitudes;
- Suspension and / or expulsion.
PARENTS AND DISCIPLINE
Standards of behaviour will vary from home to home and family to family, but conflict arises when the expectations of school are different from those at home. It is quite clear that a Pupil’s / student’s acceptance of any system of rules or behaviour is determined by the attitudes of home and local society. Therefore, parental acceptance of the school’s expectations and active co-operation with the staff is absolutely essential if an acceptable standard of discipline is to be achieved. Although parents are not in school with their children’, their influence is still greater than that of a class teacher.
Parents have a duty to ensure that their children do not cause injury or damage to others or to any property, and they, therefore, have an obligation to promote the general policy and rules of discipline as laid down by the school.
The co-operation of parents is sought in relation to maintaining high standards of Pupil / student attendance, punctuality, personal appearance, the wearing of school uniform, caring for learning materials, particularly those which belong to the school and which may be sent home and the supervision of homework.
Parents are asked to give their positive support to this policy, the sole purpose of which is to assist the staff to fulfill the school’s function of seeking to develop fully the potential of all Pupils / students. Bad behaviour prevents this, either when an individual prevents his / her own development by behaving badly or when unacceptable conduct disrupts the development process for other members of the school community. It therefore follows that ‘good behaviour’ as outlined above in the ‘Behaviour We Wish To Encourage’ and ‘School Rules’, is hat which conforms to these reasonable expectations and requirements of the school, and is based upon mutual respect for the needs and aspirations of all in the school and upon care for its environment.
- Try to ensure that your child arrives in school between 7:45am and 8:30am. Early arrivals cause supervision problems and late arrivals cause disruption to classes.
- Discuss schoolwork and homework with your child and see that the latter is attended to and signed each night by you (for primary and JHS students)
- Make the school aware of any problems your child may have with regard to schoolwork or personal relationships
- Give your child encouragement in all aspects of school life.
APPENDIX 1
RIGHTS AND RESPONSIBILITIES
PUPIL / STUDENT
| RIGHTS | RESPONSIBILITIES |
| · To feel safe and secure | · To adhere to the school rules. |
| · To be respected and treated fairly | · To respect all members of the school community |
| · To receive an education relevant to their individual needs. | · To follow teacher direction and complete tasks to the best of their ability |
| · To be listened to and valued as an individual. | · To listen to and value others. |
| · To enjoy their childhood. | · To interact with peers to make their childhood happy. |
PARENTS
| RIGHTS | RESPONSIBILITIES |
| · To have their child educated. | · To support the school. |
| · To have any concerns addressed. | · To follow school procedures with regard to grievances. |
| · To have their child treated as an individual and with respect. | · To realize that all have that right. |
| · To be kept informed about progress and school policies | · To attend meeting and have regard for school polices. |
| · To be welcomed into the school. | · To co-operate with all staff. |
TEACHERS
| RIGHTS | RESPONSIBILITIES |
| · To be shown respect (by pupils and parents) | · To treat pupils and other staff and parents with respect. |
| · To have order necessary to carry out effective teaching. | · To be well prepared (and resourced) to teach well. |
| · To feel safe in working environment | · To involve pupils in drawing up classroom rules. |
| · To have good working conditions | · To ensure pupils are well supervised. |
| · To ensure parents know the procedure for addressing problems with the teacher. | |
| · To provide a comfortable working environment (within resource limits). |
AUXILIARY STAFF
| RIGHTS | RESPONSIBILITIES |
| · To respect – to be valued. | · To show respect. |
| · To show ownership of the school behaviour policy. | · To know / adhere to policy. |
| · To a safe working environment | · To ensure pupils’ safety. |
| · To support from senior management | · To communicate any difficulties to management. |
| · To increased recognition of the value of their role. | · To supervise effectively |
APPENDIX 2
REASONS FOR SUSPENSION
- Substance Abuse:
Possessing, using or dealing in illegal drugs or solvents on school premises.
- Alcohol Abuse:
Possessing, drinking or selling alcohol on school premises.
- Bullying of Pupil / Student:
All forms whether physical, verbal, threats or other.
- Verbal Abuse of Pupil / Student:
Of a personal nature including swearing, threatening behaviour and sexually explicit language.
- Physical Attack on Pupil / Student:
With or without a weapon.
- Disruptive Behaviour in Class:
Persistent or one-off incidents, which occupy teacher time and / or distract other pupils/students.
- Persistent infringement of School Rules:
Smoking, non-co-operation with sanctions, etc.
- Significant Damage to, or Misuse of Property:
Belonging to school, staff or other pupils/students in our outside school.
- Stealing:
From school, pupils/students, staff in school or outside school while in uniform.
- Verbal Abuse of Staff:
Of a personal nature including swearing, threatening behaviour and sexually explicit language.
- Physical Attack on Staff:
With or without a weapon
GLIS POLICY IN RESPECT OF PAYMENT OF SCHOOL FEES AND ADMISSION FEES
- When an offer of admission is made, the total admission fees for the academic term must be fully or partly paid on the same day the offer of admission is made.
- Fees must be paid in cash at the school’s accounts office, or through a mobile money transfer to a mobile money number that shall be provided to parents and guardians for the purpose or a:.
- Direct payment to Zenith Bank Account No.: 6010916119 and bring the pay – in – slip to the school.
- Debit / credit and payment at school using bank POS systems.
- Parents are advised to endeavor to make all payments of fees themselves and to avoid giving money to students for the purpose. The school shall not accept liability for any missing school fees entrusted to students by parents.
- Students promotion to the next class shall depend on two principal considerations:
- Excellent/very good/good academic performance from the available academic records.
- The ability of parents to pay the necessary fees. No student shall be recommended for promotion to the next class if he or she has any outstanding balance of school fees yet to be settled.
- For continuing students, at least, half of the term’s fees must be paid on the day school reopens, and the other half must be paid off at least four weeks before the End of Term examinations commence. All students who still owe fees four weeks before the end of term’s exams shall be asked to stay at home until the fees are fully paid. Defaulting students will be sent home three weeks before end-of-term exams.
- The amount payable on the bill is shown as “amount payable”.
- We do not accept payment of fees by personal cheques
- Parents and guardians are advised to collect the receipts for every payment they will make.
- Introduction of Fees Card:
- Payment of fees would be recorded in the fees Card. Therefore, students would be given receipt (copy) and their fees card anytime payment is done.
- A master would be assigned at the gate to inspect or check payment of fees with the card. Defaulters will not be allowed to enter the school premises.
- Personal Cheques:
- Payment of fees by personal cheques would not be accepted as payment until and unless the cheque deposited and cleared by the school’s bank.
- Payment by personal cheque must be made earlier before deadline set, else it would not be accepted.
- Mobile Money:
- Parents or guardians must call to alert the authorities of mobile payment, give details and demand receipt from their wards.
- Parents, when making payments via mobile money must endeavor to add the charges, else it will be deducted from the amount sent.
- The school would not be held responsible for any negligence when making payment via mobile money.