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The Regent School Abuja Parents’ Information Book © 2014 - 2015 Page 1

THE REGENT SCHOOL

ABUJA

The Regent School

PARENTS’ INFORMATION BOOK

2014 - 2015


A welcome introduction from The Headmaster

Dear Parents,

Welcome! I hope you find this Information Booklet useful. We have tried to cover most of the important

detail but you will appreciate we cannot cover everything. Should you have any queries, please do come in

to The School Office where your query will be dealt with efficiently and quickly.

The Regent School was founded in 2000 with the intention of providing a high-quality, British-style

education to the children of Nigerian and expatriate families living in the rapidly-growing capital city of

Nigeria. There were 23-pupils on roll on Opening Day.

Over the years, the School has established itself as the foremost provider of British-curriculum primary

education in Abuja and is well known and highly regarded in the city and throughout Nigeria. There are now

around 500 pupils in the Primary School and a further 400 or so in our Secondary School, which was

founded five years ago and now occupies its own campus just a short drive away from The Regent School.

Longer-established parents will know well our friendly, child-centred ethos, and we hope that new parents

will soon experience this for themselves. The warmth and friendliness of the school is often commented

upon by visitors: in fact, it may be amongst the reasons for which you chose us for your child or children.

Schools are living, breathing, developing organisations, and no Information Booklet, however

comprehensive, could ever encompass everything which every parent might want to know during the course

of their child’s time as a pupil here. I hope it will provide a core framework of information, and I encourage

you to ask any member of staff for further information on anything you are unsure about.

I am pleased that you have chosen The Regent School for your child or children, and, with my colleagues, I

look forward to working in partnership with you to ensure that your child receives the very best standard of

education and care that we can provide.

If you have any concerns or questions, please feel free to speak to me. I am in the School Entrance Foyer

every morning as the children come to School. At other times, an appointment can easily be made by

speaking with my PA, Miss Reine Dublin-Green

Yours sincerely

Michael Dickson

Headmaster




Administrative and Support Staff

Admin Office

Administration Manager Mrs Hauwa Roti

Headmaster’s PA and School Registrar Miss Reine Dublin-Green

Administrative Assistant Mrs Temitope Adebanjo

Assistant Admin Personnel Miss Bola Salako

Office Clerk Mr Silas Dare

Public Relations Manager Mrs Chiamaka Kalu – Uche

School Bursar Mr George Kyeremeh

School Clinic

School Nurse Nurse Chioma Ofeogbu

Security:

Head of Security Mr Edward Orim

Services

Facilities Manager Mr Haruna Musa

ICT Manager Mr Peters Salihu

Science Lab Technician Mr Momoh Yunusa

School Driver Mr Idris Yusuf

Headmaster’s Steward Mr Ambroise Hounsou

Cleaners Gardeners

Usman Abdul Sunday Agbe

Patrick Okor Maisamari Makina

Dorothy Ashiwel Kabiru Mohammed

Paul Apollos Solomon Micah

Peter Gyang Pam Paul Yashim

Joy Isaac

Thomas Odere

Sylvanus Paul

Tonga Saidu


SECTION 1 - INTRODUCTION TO THE REGENT SCHOOL

School Mission Statement and Aims.

Mission Statement:

“Nurturing and empowering our children to be confident and reliable guardians of their tomorrow “

Our AIMS:

Regent School Abuja Regent:

- To nurture and guide pupils to be Responsible, Respectful and Resilient by providing a wide range

of academic opportunities and challenges

School:

- To foster a cheerful and caring environment to allow each individual to develop their own self-worth

and appreciate the needs of others within the School and the wider community

Abuja:

- To provide life-long skills to ensure that All children can respond, cope and Adapt to the challenges

of a fast changing global world

1.1. Organisation and Facilities

The Regent School enjoys purpose-built accommodation, comprising some thirty-five air-conditioned

classrooms, two ICT suites and two imaginatively designed and well-stocked libraries. A large Science

Laboratory and a spacious Art Room were included in the last building programme. There is also a Music

Room with three practice rooms, French Room, Lecture Room and three auxiliary classrooms, one in each

Department. There is a large, European-style sports field, a multi-marked sports surface and a covered

outdoor stage. The school is very well-resourced; all necessary materials are ordered and flown in from UK

suppliers.

The School is divided into three Departments, each under the leadership of an expatriate Head of

Department, who, together with the Headmaster, The Senior Teacher, Head of Assessment, Recording and

Reporting and the Staff Professional Development Co-ordinator, form the Senior Management Team. The

Early Years Department comprises Playgroup, Nursery and Reception classes; Lower Primary is Years 1- 3,

whilst Upper Primary is Years 4 - 6. The School is three-form-entry throughout, with twenty-two pupils per

class. Each class has a Class Teacher and a Teaching Assistant. In Playgroup and Nursery classes there are

also Nannies. Art, French, ICT, Music and PE are taught by specialist teachers, from Year One upwards.

E-Learning

The Regent School thrives to keep abreast with the modern teaching methods of the 21st century by proving

high standards in teaching and learning.

Smartboards & IT facilities

The school has two state of the art Computing Laboratories with 24 modern

all-in-one computers each. Each computer is linked with a high speed internet

connection. There is a Smartboard in each Computing Laboratory.


Every classroom is equipped with a Smartboard. Our teaching staff experienced numerous extensive

training sessions both in-house and from external trainers and are now used to using the Smartboard in their

daily lessons.

MS Office

All staff also went through a two-week intensive

training course on different components of MS Office.

From time to time the staff also attend various online courses

organised by COBIS (Council of British International Schools)

www.EducationCity.com

The Regent School subscribes to an award winning UK based programme called EducationCity. We have

joined thousands of schools and families who trust and use this programme as our E-Learning portal. It has

transformed teaching and learning, and improved children’s learning with its interactive learning material.

The modules cover the updated National Curriculum subjects like English, Mathematics, Science, French

and Computing. It supports targeted learning and also provides online home access. According to the latest

survey in our school every child is happy and motivated to work EducationCity .

The academic staff are supported and strengthened by an administrative team who include an Administration

Manager, Public Relations Manager, Registrar and Head’s PA, Facilities Manager, Head of Security, Bursar,

Admin Assistant and Office Clerk. In addition there is a fully qualified School Nurse, two Librarians,

Computer Manager, a Science Lab Technician and a School Driver. The grounds and premises are cared for

by a fourteen-strong team of gardeners and cleaners. Round-the-clock security is provided by uniformed

security guards. The School has its own thirty-seat bus.

1.2. Curriculum, Professional Affiliations and Inspection Arrangements

Our curriculum is based upon the British National Curriculum, incorporating elements applicable to our

Nigerian setting. Each year, children take the annual SATs and Optional Tests prescribed by the UK

government and our performance in these tests is always strong. The School has Regular Membership of the

Council of International Schools (CIS) and is also a member of COBIS (Council of British International

Schools). In addition, we are members of the African International Schools Association and of AISEN, the

Association of International Schools and Educators in Nigeria.

Through our membership of COBIS, we will be embarking upon the process of being inspected by the UK

Independent Schools’ Inspectorate or an equivalent body in the very near future.

We are also subject to inspection by the Nigerian authorities, whose inspection reports are always very

favourable. Pupils are prepared for a wide range of secondary schools in Nigeria, including The Regent

Secondary School, and to major independent schools in the UK and elsewhere.

1.3 Nigerian Aspects of School Life

As most of our children are Nigerian, it is important that Nigerian elements are incorporated in what we do

wherever possible. A clear curriculum plan exists to ensure that this happens, and four years ago we

introduced a block of Nigerian-themed teaching units, which were taught on Club afternoons over a period

of several weeks in February and March. This is now an annual calendar fixture.

Plays, concerts and assemblies frequently have Nigerian content or a Nigerian theme, and the children are

taught to sing the Nigerian National Anthem and to recite the Pledge, both of which form part of our

assemblies at least once a week. Nigerian Independence Day is one of the highlights of our school year,


when everybody wears national dress, parents, staff and children join for a Parade in the morning and a day

of Nigerian-themed activities follows. Many staff (including expatriate staff) wear Nigerian national dress

on Fridays.

1.4. International Dimension

Some 85% of our pupils are Nigerian. The remaining 15% are of at least twenty-five or so other

nationalities, and their presence makes a valuable contribution to the life of our school. We value the strong

links we have with the diplomatic community in Abuja, and the opportunities these bring to take part in the

international life of the city.

Each year, the pupils have an “International Day” during which each class spends the whole day learning

about the country of one of their classmates, in particular through talks, pictures, artefacts and

demonstrations connected with the country. Plays, concerts and assemblies frequently have an international

theme.

Children are encouraged to welcome, befriend and respect newcomers to the School, regardless of race,

colour or creed, and multi-national friendships are a clear feature of everyday life in our school.

The Regent School regularly sends its teachers to international training opportunities and educational

conferences, and we enjoy and actively foster cordial relations with schools in countries outside Nigeria. In

recent years, as well as expatriate pupils who have returned to their home countries after some time in

Nigeria, Regent School pupils have proceeded to secondary schools in the United Kingdom, the United

States of America, Switzerland, Spain, France, South Africa, Bahrain, Pakistan, China and India amongst

others.

Our international awareness and commitment are further underlined by our professional memberships,

which are of:

The Council of International Schools;

Council of British International Schools;

The Association of International Schools in Africa;

The Association of International School Educators in Nigeria.

We believe that these expressions of our commitment to fostering and upholding an international flavour in

our School add a valuable dimension to the lives of children growing up in the global community of the

twenty-first century.

1.5 School Ownership

The Regent School is privately owned by a Nigerian family.

1.6. Admission Objectives

Our aim is to provide a broad and balanced education across a wide range of abilities. What matters to us is

being able to meet a child’s needs and to help all children to make the most of their abilities and talents,

wherever they may lie. The concept of “Value-Added” is an important one here. We believe in helping

pupils to become balanced and interesting people, with the intellectual freedom to be creative, the

confidence to initiate and the resilience to cope with adversity.

Please refer to our Admissions Policy which is posted on our Website.


1.7. Annual Programme of Events

A busy programme of events takes place throughout the year, many of which are attended by parents.

Details are contained in the list of Key Dates for the year which parents receive for the year ahead just

before the end of the previous academic year; more detail is given in the termly calendars, sent to parents as

soon as possible after the start of each term.

1.8. Parent Teacher Association

We have an active Parent Teacher Association, which exists to support The Regent School in promoting a

happy and enjoyable learning community for pupils, their parents and staff through a range of activities. The

PTA Constitution sets out its aims as follows:

To support new families joining the school;

To arrange social events for parents and staff;

To raise funds to benefit pupils of the school;

In September each year there are nominations (and elections if necessary) for the committee, and the support

of parents is always most welcome. Interested parents should speak to any member of the PTA.

1.9.1 PTA Levy

A small annual levy is charged for each pupil in the school. This is paid into PTA funds but kept separate

from other PTA monies and used only to provide or support events or activities which are open to all parents

and/or which will benefit all children.

1.10. Term and Holiday Dates 2014 – 2015

Term and holiday dates for each year are generally set and circulated in May. The dates are

published on our Website.

1.11. Public Holidays

1st October (National Day) and 29

th May (Democracy Day) are always public holidays. From time to time,

certain other holidays are declared by the Federal Government. Sometimes, the declaration comes quite late

and so it is necessary to have a clear policy about this subject. Our school policy is that if the Federal

Government declares a Public Holiday, The Regent School will not open on that day. If the Federal

Government does not declare a holiday, The Regent School will open as usual unless we have notified you

in advance that we shall be closed.

1.12. Unexpected or Directed Closures

The Regent School will abide by all Federal Government directives for schools to close, for whatever

reason.

In addition, the School reserves the right to close at short notice in the event of a security emergency or any

other unexpected or unforeseen situation, whether within the school or owing to some external event or

situation. This is particularly the case if the safety or well-being of the children could be affected.


SECTION 2 – FUNDAMENTALS

2.1. Home / School Agreement

There is considerable research evidence to show that the children who do best at school are those whose

parents support their child and play an active part in his or her education. Therefore, when a child first starts

at The Regent School both you and the school sign an agreement form representing the respective

commitment in the partnership of educating your child, as below:

The School will:

Provide a secure and supportive learning environment for all children

Treat all children fairly and equally regardless of their background

Inform parents of any concerns or problems that affect their child’s work or behaviour

Set, mark and monitor homework for Primary Years pupils according to the school policy

Arrange Parent Evenings during which progress will be discussed

Provide an Annual Report (all pupils) and more regular written feedback (Primary Years)

Keep parents informed about school activities through the weekly newsletter

As Parents you will:

Ensure that your child attends school regularly and on time

Ensure your child has the correct school uniform and equipment each day

Check and sign your child’s School Diary each evening according to the school policies and

support your child in any way indicated by the teacher

Support your child’s learning including listening to your child read regularly

Support the school’s policies, teaching methods and guidelines for behaviour

Inform the Headmaster or Class Teacher about any concerns or problems that might affect your

child’s work or behaviour

Attend Parent Evenings and other discussion about your child’s progress

Inform the Class Teacher by writing in the School Diary if both parents are absent from home,

providing a named contact and emergency telephone number in case of difficulties

This summarises the commitment both you and the School have to the partnership of educating your child.

2.2. School Rules and the 3 R’s of The Regent School

The best form of discipline is self-discipline. The underlying principle of our school rules is to ensure that

all pupils are safe and happy within the school environment. We do not have a long list of ‘You must nots…’.

Our school code is summarised in the 3 R’s document, which all pupils receive at the start of the year. A

copy is kept in the front of their homework book and displayed in classrooms. They are regularly reminded

of it by their teachers in class and in assemblies. The 3 R’s code is as follows:

.

Respect, Routines and Responsibility!

The 3 R’s of The Regent School.

Respect:

In our school community everyone is treated with respect and valued for themselves.

This means that:


We treat each other as we would like to be treated.

We behave in a polite and considerate way.

We treat people well even if they look, act or think differently.

We play games that others can share.

We solve disagreements in a peaceful way.

We speak kindly to each other – we do not shout.

We respect each other’s privacy and property

We use appropriate language

Routines:

We understand that routines help our school to run smoothly and help us all to be safe, happy and

successful.

We listen to instructions and do our best to follow them.

We read notices carefully.

We always try to be on time.

We keep to ‘deadlines’.

Responsibilities:

We look after our school, our classroom and each other

We take care of equipment and use it safely.

We put our litter in the bins provided.

We always try to do our best.

We try to be in the right place at the right time.

We remember to bring the things we need for each day.

We think about how our words and actions affect others.

Pupils are expected to behave considerately towards each other and towards school property. We value good

manners and expect children to treat one another and all adults with respect. Class Teachers will discuss any

specific rules with their class during the first few days of term.

Children who deliberately or persistently exhibit unacceptable behaviour will be monitored by the Head of

Department using a behaviour report card, which will also be sent home each evening for parents to see.

Cases of persistent or serious misbehaviour will be referred to the Headmaster, possibly resulting in his

personal involvement and / or more serious sanctions.

2.3 School Fees:

These can be obtained in The School Office or from The Bursar’s Office

The School Bursar, Mr George Kyeremeh maintains the fee invoice records and is happy to deal with any

questions about bills directly. His office is located next door to the School Admin Office. He will be

available in his office each morning and afternoon at the start and end of school.

If your question is to do with delays in payment or difficult personal circumstances you should raise this

with The Headmaster directly, preferably in writing in the first instance. Details of our fee policy are printed

below.

2.3.1 Payment of School Fees

Payment of the first term’s fee bill must be made at the time of accepting a place. Fee bills for subsequent

terms are normally issued approximately 4 weeks before the end of the previous term and a bank teller’s slip


is included. The fees are quoted in USD ($) but a Naira equivalent is also available on request from the

Bursar. Fees are charged in USD to safeguard our commitments to educational resource purchases from

overseas and expatriate salary costs.

The school can issue an annual fee bill so that only one payment per year is necessary. A discount of 5% is

given for annual payment, providing that the annual fees are paid in full, and the bank teller brought to the

School before the deadline for the payment of first term fees. Please contact the Bursar if you would prefer

to pay in this way.

The date by which school fees must be paid is clearly stated and is approximately two weeks prior to the

start of term 1 and one week prior to the start of terms 2 and 3. For information the payment schedule for

each year is:

Term Fee bill issued Fees to be paid by Term commences

Term 1 The third week in June The last week in August First week in September

Term 2 The first week in December The last week in December The first week in January

Term 3 The last week in March The middle of April The last week in April

2.4 Entry Clearance Certificate

At the beginning of each new term, all children will have to present an Entry Clearance Certificate in order

to be allowed to proceed to classes. An Entry Clearance Certificate is issued by the Bursar once the fees for

the term are paid and the bank teller or other proof of payment brought to School.

2.5 Late Payment of School Fees

It is only when the receipted teller form has been received by the Bursar that we acknowledge receipt of

payment. A school receipt is issued when you return the receipted teller form to the school.

The fee bill must be paid by the due date stated. The appropriate dates are clearly printed on the fee

information for the year. If you are out of the country when fees are due you must make arrangements

for the payment to be made. Any child whose school fees remain unpaid on the due date may be removed

from the school lists and parents will need to make a fresh application (subject to the availability of a place)

and pay the registration fee and school development levy again.

If for any reason a parent knows they will be unable to pay the school fee bill by the due date a letter should

be sent to the Headmaster in good time explaining the circumstances and requesting an extension. This

cannot be done retrospectively after the fees are due. The Headmaster has the discretion to approve an

extension to the due date and may ask you to arrange an appointment to discuss the circumstances.

Unauthorised late payments will incur a surcharge of 10% per month or part of month.

2.6. Incidentals’ Deposit Account

We will invoice parents of new children the sum of N30,000 (Thirty Thousand Naira) on joining the

School. This amount should be paid into the School’s bank account, at the same time as the fees for the

term, and the bank teller brought to school. Incidental expenses will be deducted from your account as they

occur and a full account rendered at the end of the school year, when you will be invoiced only for the

amount necessary to bring your account back up to N20,000 (Twenty Thousand) for the following year. In

many cases, the balance remaining will be sufficient and no top-up payment will be needed for the second

year.


The Incidentals’ Deposit will be used for sums up to N3,000. Larger amounts will be administered

separately.

Please note, this is a deposit, not a charge: it remains your money and the remaining balance in full, less any

outstanding charges, will always be returned on a child’s departure from The Regent School.

An additional benefit of this scheme, which we hope parents will understand, is that it will dramatically

reduce the number of cash payments coming into school and, therefore, the amount of cash which we can

suddenly find that we have on the premises. Clearly, this is important from a security point of view.

SECTION 3 - SCHOOL STRUCTURE

3.1. Day Structure

The teaching day commences at 8.00 a.m. with Registration and ends at either 1.00 p.m. (Early Years) or

2.00 p.m. (Primary Years), except on Fridays when school ends 1 hour earlier, i.e. at 12 noon for Early

Years children and at 1:00p.m. for Primary Years classes. The day is effectively divided into three teaching

sessions with breaks in the morning and at lunchtime totalling approximately 1 hour. Details of your child’s

timetable will be sent home at the start of the school year. At the start of each day there is either an assembly

or class time.

3.2.1. Early Years Department - Children aged 2+ - 5+ years

Playgroup, Nursery and Reception Classes

Our formal curriculum begins in the Nursery class, following the principles of The Foundation Stage of the

UK National Curriculum. The Playgroup class enables children to have an opportunity for structured play in

a pre-school setting, preparing them for the foundation stage curriculum. Further details of the Early Years

programme can be found in our Curriculum Policy. There are three classes per year group.

3.2.2. Lower Primary Department - Children aged 6+ - 8+ years

Years 1 - 3 Classes

This comprises the first three years of the National Curriculum: There are three classes per year group, in

Years 1, 2 and 3. Children will work with their Class Teacher on the full range of National Curriculum

subjects using modern teaching resource materials from UK. In these three years they will develop into

confident readers and be introduced to the homework programme. An increasing emphasis is placed on

Computing and a programme of skills teaching is in place. The children begin to meet specialist teachers for

Art, French, Computing, Music and PE.

3.2.3. Upper Primary Department - Children aged 8+ - 11+ years

Years 4 - 6 Classes

Under the daily guidance of their Class Teacher, pupils will increasingly be involved in the planning of their

learning. During Years 4 - 6 pupils follow a broad and balanced curriculum, including all the National

Curriculum subjects together with French. As children move up through the school they are increasingly

encouraged to work independently. Homework will be set regularly according to the homework policy and

timetable (see 7:5) and recorded in the school diary. It is a good idea for parents to take a daily interest in

these arrangements to help children settle to a routine and develop a homework ethic that will stand them in

good stead throughout the remainder of their schooling. There are three classes per year group.


3.2.4 Specialist Teachers.

From Year 1, children are taught by specialist teachers for Art, French, Computing, Music, PE and Science

Investigation Skills.

SECTION 4 – ADMINISTRATIVE MATTERS

4.1. School Office

The school office is open 7:30 am – 5.00 pm daily with reduced hours (9:00 a.m. - 2:00 p.m.) during holiday

periods. Urgent messages may be left with the Admin Office, whose staff will ensure they are delivered to

the correct person. If the matter is not urgent, please send a letter to your Child’s Teacher or the Office. All

visitors to the school (apart from at delivery and collection times) must sign in at the security desk, collect

and display a school visitor badge and then report to Reception. Children who leave the premises during the

day must be signed out at the Reception desk and this will only be allowed with one or other parent or with

the parent’s written authority.

4.2. School Address

Location address

Postal address

The Regent School

1 Euphrates Street

Aminu Kano Crescent

Maitama

Abuja

The Regent School

PMB 502

Garki

Abuja

Telephone: 07037793322 / 07055651431

For Office email: [email protected]

Public Relations Manager: [email protected]

Registrar and Headmaster’s PA: [email protected]

Headmaster: [email protected]

Website: www.regentschoolabuja.com

4.3. Registration

All children at school are legally required to be registered. Registration takes place at 8.00 a.m. Children

who are not in school for registration at 8.00 a.m. will be registered as late with the receptionist before going

to class. Late registrations will be entered into the Late Register book before the child may go to the class.

They will be recorded as ‘late’ for official registration purposes.

4.4. Late Arrivals

Parents are asked to note that the teaching day begins at 8:00 a.m. and it is therefore important that all

children are in school by this time every day. Children in Upper Primary have a two to three-minute walk to

their classrooms from the school entrance and their arrival time should take this into account.

mailto:[email protected]




http://www.regentschoolabuja.com/


Late cards are issued to children arriving after 8:00a.m and their lateness is recorded in the Attendance

Register.

Parents are very much discouraged from bringing or sending their children late to school as persistent late

arrivals disrupt the class and habitual lateness impedes a child’s learning.

There is a termly attendance and punctuality award in an effort to encourage good habits of full-time and

punctual attendance.

4.5. Absence

The School cannot do its job for children who are habitually absent. Permission for absence from school at

any time will only be given for exceptional and unavoidable reasons. In the first instance you should write to

the Head explaining the circumstances. The Headmaster may then grant authorised leave of absence.

Absence which is taken other than with the Headmaster’s consent will be recorded on the End of Year

Report as Unauthorised Absence.

School holiday dates are published well in advance and, despite the obvious attractions of off-peak holidays,

parents should avoid any holiday plans that entail their children missing school during term time. Children

cannot easily ‘catch-up’ on work missed and teachers will not be able to give individual help under these

circumstances.

4.5.1. Absence Due to Illness

If a pupil is absent as a result of an infectious disease the school should be informed as soon as this has been

diagnosed. When your child returns to school after any absence due to illness please send a note to your

child’s Class Teacher giving details of the cause of absence and confirming the dates the child was absent.

This is to ensure that the absence can be recorded as being due to illness, rather than as unauthorised

absence.

We ask for your help in ensuring that children are not sent to school if they are unwell and that they

recuperate at home for sufficient time after an illness. Children should not be sent back to school for at least

24 hours after sickness or their having been sent home. Teachers are always willing to try and help children

catch up on work if they are unfortunate enough to miss school through illness.

4.6. Birthday Celebrations

We are always pleased to help children celebrate a birthday when it falls during the school day. However,

we ask parents to note and observe the following requests.

1. Please discuss the details with the class teacher well in advance.

2. Birthday celebrations in school must be limited to a cake and/or soft drinks (no fizzy drinks), which

should be brought into school at the start of the day. Parents who wish to bring modest party packs

for the class may do so. These must be made up at home, please: teachers do not have time to

assemble party packs.

3. Parents (no photographers or extended family) may join the class briefly at the time the teacher

indicates for the sharing to take place.

4. Please kindly provide / lend everything which will be needed, including serviettes, paper plates etc.

5. It is not possible to allow the celebrant’s siblings to be collected up from around the School.

Whilst we recognise that children’s birthdays are important occasions, we also ask you to understand that, if

they “get out of hand”, they can interfere with the smooth-running of the class and with the children’s

learning. We respectfully and earnestly request your co-operation with the above to ensure that this does not

happen and to enable us to continue to allow the children to celebrate in the manner described above.


4.7. Lunch and Snacks

It is important that children have a proper breakfast before coming to school so that they are appropriately

prepared for the day. Children may bring a piece of fruit (or similar) to eat at morning break if they wish.

Lunch break takes place in the classrooms and children should bring a suitable snack and drink to eat at this

time. We encourage healthy eating and a balanced diet through our teaching programme and parents are

asked to support this by providing appropriate snacks at lunch time. Please also make every effort to provide

food that is easy for children to eat.

Food should be brought to school in a suitable container. Storage space in the classrooms is limited and the

bag should fit into the locker spaces provided. Please note we do not have facilities to refrigerate children’s

food. There are water fountains which dispense filtered drinking water. Many children bring their own

water, and this is perfectly acceptable.

For older pupils staying to after-school activities there is a very short break between the end of school and

the start of a club. We would suggest they bring a piece of fruit, sandwich or something similar to eat on the

playground at that time. Please do not arrange deliveries of hot food at this time: there is not enough time

for children to eat such food and, in certain circumstances, they can constitute a safety/security risk. For this

reason, such deliveries will always be turned away.

Any food required by a child for the day should be brought in with them at the start of school. In

exceptional circumstances, the Office will accept late food deliveries which are either made or

authorised by the parent: for security reasons, the Office will never accept deliveries of food for

children made by anyone else.

Please note that glass bottled drinks (no fizzy drinks) and sweets should not be brought into school.

4.8. Mobile Phones

The school is a mobile phone free zone during normal working hours. We would ask you kindly to switch

off your telephone if you are attending an appointment, school function or visiting a classroom.

Children of Primary School age who are driven to and from school do not need mobile phones at school and

these should not be brought.

4.9. The Internet and Social Networking Websites

Children in Year 4 and above are allowed to use the computers in the Computer Labs during lunch break, so

long as the Network Manager or the Computer Teacher is present. Appropriate filters are in place and the

Headmaster and other senior staff make periodic checks (the configuration of the room makes it easy to see

at a glance from anywhere in the room what is on all the screens anyway).

Pupils are not allowed to access social networking sites, such as Facebook etc., in School.

4.9.1. A Word to Parents about Social Networking Websites and Mobile Phones.

Children of Primary School age should not be using websites such as Facebook, the minimum age for which

is 13 years old. Below that age, they are not mature enough to use such sites responsibly. The School takes a

very serious view of any child who establishes a Facebook page and then uses it in inappropriate ways (e.g.

to insult or bully other pupils).

Similarly, although we do not permit them in school, we recognise that many children have their own

mobile phones which they use in out of school hours. Parents have a duty to ensure that these are


appropriately used: the school will involve itself in any situation in which a child alleges that he or she has

been the subject of bullying, harassment, intimidation or any other inappropriate communication sent by

another pupil from a mobile telephone.

4.10. Lost Property

Items of lost property are stored for a maximum of 4 weeks. Each week, named items will be returned to

their owners. Unnamed items will be disposed of at the end of each half term. The Admin Office keeps any

valuables that have been handed in.

Each year a considerable amount of lost property is disposed of because it has not been named. Please

ensure ALL your child’s possessions are clearly marked.

4.11. Bringing Children to School in the Mornings

The official time for opening the school gates is 7:40 a.m. each day. Most days we manage to be a minute or

two earlier. School Staff work in conjunction with our security guards and officers of the Federal Road

Safety Commission to manage traffic and ensure safety for all at this busy time of day. Around twenty adults

are involved in the operation each day! There are three ways to bring/send your child into school:

Park and Bring: Many parents, especially of younger children, prefer to leave their car outside the

school and bring their child into school themselves. Some come right into the school whilst others

bring their child as far as the gate/entrance foyer. In either circumstance please do not leave your

car parked in the drop and go zone.

Drive-Through Drop-Off: The car is driven into the school at the top gate and pauses briefly along

the pavement for children to leave the vehicle. Nannies are on duty here each morning to help

children leave their vehicles safely, remember their bags and so on. If you have a Driver and you also

leave the vehicle and ask him to wait for you outside the school, please ensure he does not wait in

the drop and go zone.

Drop and Go Zone: The drop and go zone is the area of pavement marked by blue plant tubs between

our front gate and the residents’ gate further along Aminu Kano Crescent. This creates a pedestrian-

only area for safe, traffic-free access into school from outside. Using this route, the pedestrian gate

into school is reached before the vehicle access and exit gates, so there is no traffic stream to cross.

If you use the Drop and Go Zone, please drive as far along it as you can before stopping and

instruct your Driver to do the same. The children can walk the extra few metres in complete

safety. Cars which stop as soon as they can create a safety hazard as cars forced to stop behind then

block up the junction and are forced to release their occupants into traffic instead of into the safety of

a secure pedestrian-only area. We assume that parents will comply with these measures, which are

for the safety of all our children. However . . .

Some of your Drivers can be remarkably obdurate about this, refusing to comply with the

system and even being abusive to our staff supervising morning drop-off: we will report to his

employer (i.e. you) a Driver who refuses to comply with our procedures and we will expect you

to discipline him and to ensure that he complies in future.

If everyone uses the system as set out above, we can get all the traffic through within twenty minutes of

opening the gates, and, much more importantly, all the children safely into school without mishap. Please do

not be one of the few, or allow your driver to be one of the few, who disregard the system for their own

convenience. The safety and security of the children is paramount and every member of The Regent School

community is expected to play his or her part in achieving it by using the systems the school devises in


support of this aim. Parents please remind each other, and everyone please instruct their drivers to follow the

system. Thank you all for helping us to make this work.

4.12. Collection of Pupils at the End of the Day

It is important that children are collected promptly at the end of the school day. Young children in particular

can be easily upset if they feel “abandoned” by their parent at this time. If you know that there will be a

problem please contact the office so that we can support your child appropriately.

Early Years parents should remain in the entrance area by the roundabout until the end of session bell rings

at 1 p.m. (12 noon on Friday) and then go to the classrooms to collect children. Primary Years parents

should remain in the entrance area by the roundabout. At 2 p.m. (1 p.m. on Friday) teachers bring the

children to the entrance area. These simple arrangements ensure that teaching activities are not disrupted at

the end of the day.

Please note, the Entrance Foyer itself (i.e. the covered “welcome” area) must be left free for children

at collection time in the afternoons, and adults collecting children must remain in the area by the

roundabout: this is so that children can be properly handed over and teachers enabled to see the

person to whom the child is going.

If it is raining at collection time, parents of Primary Years children will be advised to collect the children

from the classrooms, but should wait until this request is made before proceeding into the school.

Please note, if there is a thunderstorm, with lightning, at collection time, Upper Primary children and any

Lower Primary classes who are having a specialist lesson in the Upper Primary block will remain there until

the storm has abated. Teachers have clear instructions not to move children from one side of the

campus to the other when there is lightning and will not do so. Neither will they release your child into

the care of someone else who intends to do so.

Children must be collected promptly at the end of the school session. There is a late collection charge of

N500 each half hour or part thereof, starting 20 minutes after the close of session.

Parents are respectfully asked to remember that the school day does not finish for teachers when the children

go home, and late-collected children are an inconvenience to the programme of meetings, training etc. which

takes place after school has closed for the day.

4.13. Driver Behaviour

The Regent School has clear systems and routines for everything, including drop-off and pick-up

arrangements (with pick-ups made at the stipulated time). It is expected that your Driver (who is, after all,

your representative) will at all times drive safely on or around the school premises, be prompt in picking up

your children, and comply with the systems that are in place or any requests that are made to ensure the

smooth organisation of the school and the safety, security and well-being of the children.

Parents can expect the School to act firmly in situations where non-compliant or otherwise obstructive

Driver behaviour interferes with the smooth-running of the School or compromises the safety and / or

well-being of the children.


SECTION 5 – CHILDREN’S SECURITY AT THE REGENT SCHOOL

The School takes very seriously indeed its commitment to ensuring the safety and security of your children

throughout the school day, on the School premises, when arriving at and departing from the school premises

and when taking part in any organised trip away from the School.

5.1. General Security Measures

With the above in mind, the School:

1. Employs a security company to provide 24-hour guard-presence at both the front and the back gates.

2. Employs its own Head of Security to oversee this function and to provide security advice as

appropriate.

3. Has in place systems designed to “filter” visitors to the School, particularly those who arrive without

an appointment.

4. Has a network of security surveillance cameras, with a recording facility to monitor key points on the

campus.

5. Accords the very highest priority to the safety and security of the children whenever, wherever and

however they are in the care of the School or any of its staff.

5.2. Additional Security Measures

In Addition:

6. The school gates open each morning only when the Headmaster directs. This ensures that all

classrooms are staffed and ready to receive children before children are permitted to enter.

7. The Headmaster is present in the Entrance Foyer every morning without fail throughout the time the

children are arriving except in the rare event that he is away from School, in which case a senior

colleague will be asked to deputise.

8. The Drop and Go Zone is staffed throughout the morning drop-off time.

9. In the mornings, the front gate is one-way. Children can come in but none can go out again, unless

with their parent or if the parent’s clear authority has been received. Children, who arrive and then

wish to leave again, unless it is with a parent, are stopped until it can be established that this is with

the authority of the parent.

10. In the afternoons, Early Years children are collected from their classrooms. Lower Primary (Years 1

– 3) children are brought to the Entrance Foyer or for Upper Primary (Years 4 – 6) to the covered

tented area of the car park at the side of the school by their Class Teacher and the Teaching

Assistant. On Club days, when children have not been in Class groups, they come from their Clubs to

the Playground, where they line up in Classes before coming to the Foyer for dismissal by their own

teacher and teaching assistant. They and the teachers watch for the person who is coming to collect

them. Before leaving the Foyer, all children must tell their teacher that the appropriate person has

come; the teacher will verify this by looking and then release the child.


5.3. Your Child’s Security - How You Can Help:

Beginning of School Day:

1. Do not allow your Driver to leave your child(ren) at the gate before the gates open (7.40 a.m.) and

drive away, leaving the child(ren) unsupervised. The School is not responsible for children until

the gates open, and such irresponsible behaviour places them at serious risk.

2. Do not allow your car to be parked in the Drop and Go Zone which runs along the whole length of

our frontage with Aminu Kano Crescent, between the front gate and the residents’ gate. This area is

strictly for cars to come, drop and go. Cars left there, or parked there with a single occupant will

arouse suspicion and will be treated as such. They also add a confusing factor to an area which we

wish to keep as clear as possible so that we can maintain high visibility of the children in the drop

and go area.

End of School Day:

3. Ensure that all those who will collect your children from school are known to the School and that any

changes are advised to the Admin Office.

4. For extra reassurance, introduce new people to the Head of Security (always at the Front Gate during

all collection times) and the Headmaster.

5. Do not send any unauthorised person to collect your child.

6. Do not ask another parent to collect your child without informing the School.

7. Tell your child about any change in the person who will be collecting them from school. If at all

possible, make sure they have met the person.

8. Remind your child not to leave the school with anyone they do not know.

9. Please bear with us if we phone you for verification of a person or an arrangement. Thank you! (It is

surprising how many parents get cross when we do this! We suggest that parents let The School

Office know if there is any change in your contact numbers)

10. Ensure that you or those collecting your Primary Years children wait in the designated area in front

of the Entrance Foyer, not in the Entrance Foyer itself, which is for children and teachers only at

pick-up time.

During the School Day:

11. Please do not send any delivery of food for your child with anyone, even your house staff as we will

always turn these away.

12. If your child forgets his or her lunch, please authorise its delivery by phoning the main office, or

kindly bring it yourself.

13. Please ensure that any arrangement for a birthday cake to be brought to school is discussed in

advance with the teacher. Cakes which arrive with anyone other than a parent and which are not

known about will be turned away.

14. Please do not ask us to provide contact details of children, their parents or teachers as we will always

decline such requests.


5.4 Security Upgrades

We remain on high alert at all times. The following additions have recently been made to our list of security

precautions:

1. Additional Security Guards in place at the front of the school during all drop-off and pick-up times.

2. Armed police presence outside main gate at all drop-off and pick-up times.

3. All vehicles entering the school campus will now require a Vehicle Security Pass.

4. Active 24-hour perimeter patrol system in place.

5. Vehicles parked around the perimeter wall are identified and security screened.

5.5. Suggestions for Further Security Enhancement Measures

The Headmaster takes a keen personal interest in all aspects of our School Security and is actively involved

in ensuring that the strict security standards we set ourselves are always met. He is always ready to listen to

observations and ideas for further improvement of our security measures and appreciates it when parents and

others come forward with comments and suggestions which would enhance security and further improve the

children’s safety.

SECTION 6 - COMMUNICATION

6.1. Personal Information Form

Each year you will be asked to complete a Personal Information Form for your child. This helps us to take

proper care of your child. It becomes part of the pastoral record for the Class Teacher and it is important that

the information is accurate and up to date. The accuracy of emergency contact numbers is particularly

important. Any changes in contact details should be sent to the office in writing to ensure our records are

correctly updated.

6.2. Daily Communication

Your child’s Class Teacher is usually the first point of contact for you with the school. Class Teachers have

a duty to all the children in their class at the start of the day and it would not normally be possible for them

to speak to you at length first thing in the morning or at the end of the day. If the matter is not urgent, please

send a note to the teacher who will then contact you or arrange an appointment at a mutually convenient

time. The School Diary can be used for this purpose and the Class Teacher will check it each day.

Regular contact with parents is a vital part of our partnership with you in the education of your children. The

Class Teacher is always willing to arrange an appointment to discuss any concerns about your child’s

progress or welfare at any time.

6.3. If you have a problem or concern …

From time to time you may have a problem or concern to do with your child’s education in the school. The

nature of children and their growing up means that such issues are not unusual. It is our wish to work with


you in partnership to help resolve these difficulties as they arise. It is usually best to raise an issue at an early

stage to remove any anxiety and prevent it developing into a bigger problem.

In most cases the best person to speak to is your child’s Class Teacher. They are aware of the daily routines

and potential problems. In some cases they may contact you direct to discuss something that has happened at

school. The Class Teacher will respond promptly to your concern and arrange an appointment if necessary

to discuss the issue with you. You can use the school diary to communicate with the class teacher.

For other queries, or if the matter is more significant, Miss Tracey Goodman is responsible for the overall

care of pupils in the Early Years, Mr Garry Hurn for those in Lower Primary and Mrs Carol Hurn for all

Upper Primary pupils. Please contact the office to arrange an appointment with any member of staff

whenever necessary. The Headmaster and the Public Relations Manager are always in the Entrance Foyer

from 7.40 - 8.00 a.m. each day, when parents are welcome to catch them for a quick word. The school office

can make an appointment at other times when appropriate.

6.4. Discussing Problems

We appreciate that for any parent anything to do with your own child is very special to you and very

important. Most of us are parents, too, so we understand that! We also appreciate it when you approach us

calmly and professionally if you have a problem or a concern. We will always do our very best to discuss

calmly and professionally any matter that needs to be aired, so we ask the same of you and of your

representatives. We will not accept behaviour which is in any way abusive or threatening, as this is not in

keeping with the atmosphere we wish within our school nor with setting an appropriate behavioural example

for the pupils.

6.5. Dates

The School makes every effort to publish the dates of all terms, holidays and school events as far in advance

as possible, and then to keep to those published dates. Occasionally, circumstances beyond our control may

mean that this is not possible.

6.5.1. Term and Holiday Dates

The dates of all terms, half-term holidays and school holidays are generally published in May each year for

the following academic year.

6.5.2. Key Dates for the Year

In July each year, we publish a list of all the Key Dates in the school’s calendar for the coming school year.

This would include the dates of major school events which parents might wish to attend, such as Sports

Days, School Plays and so on.

6.5.3. Calendar for the Term

Shortly after the beginning of each term, a detailed calendar of events for that term is sent to all parents.

6.6. Regent News

Each Friday the weekly newsletter is sent by e-mail to all parents. This contains details of events during the

week and news of our pupils’ achievements. Changes to the calendar and other messages for parents are also

included. This is a vital link in our communication with parents.

The weekly Regent News will also be made available in the secure Parents’ Area of the website.


6.7. A Plea from the Headmaster

We work hard to make sure you are kept informed. Please read your Regent News and all the other

communications we send to you. Thank you!

6.8. Parents’ Forum

Once each year, in February or March, we hold a Parents’ Forum. This is open to all current parents of the

school and is an occasion on which the School gives its parents a detailed summary of all that has been

achieved in the preceding year and provides an opportunity for parents to ask questions or to make

comments about areas of interest to them. Before the forum itself begins, there is usually an opportunity for

parents to visit the classrooms, see children’s work and displays of teaching resources and talk informally to

teachers.

SECTION 7 – CURRICULUM AND ACADEMIC MATTERS

7.1. Curriculum

At the heart of our curriculum is the belief that all pupils are entitled to a broadly-based education in a

stimulating learning environment. Children will be exposed to a wide variety of learning opportunities

during their time at The Regent School and they will be given every encouragement to develop their

interests and skills.

The importance of a sound start in basic language, reading, numeracy and awareness of the world around

them is central to our work in the early years. The English and Mathematics programme follows the UK

Primary Framework for English and Mathematics. We make use of the Nelson English and Scholastic

programmes, including Handwriting and Spelling schemes, and the Collins Primary Mathematics scheme.

Throughout the school the importance of curriculum continuity is emphasised. The curriculum summary

sheet is designed to give you an overview of each subject, showing the progression and continuity of work

from Year 1 to Year 6. Curriculum plans are regularly reviewed and updated and we publish them in this

way to help you understand the broader picture behind the specific skills and topics your child will be

experiencing during the year. Details of the Early Years curriculum are included in the booklet ‘Starting

School at The Regent School’ which is sent to all parents of pupils joining the Nursery or Reception classes.

7.2. Assessment Arrangements

Teachers regularly monitor pupils’ work using a range of assessments each year and reporting criteria. The

formal proof of this is the written report and parent evening consultations, which are held regularly

throughout the year. As pupils move through the school they face a variety of tests and exams. Assessments

in Reading, Writing, Mathematics and Science take place from Year 1 to Year 6 and enable us to measure

the year-to-year progress of pupils. In addition, we also use a range of standardised verbal and non-verbal

reasoning tests using CEM’s (Centre for Evaluation and Monitoring) online assessment called PIPS, INCAS

and ASPECTS.

During the course of the year your child will also have various tests in different subjects. These may be

formal written tests, regular spelling and table’s tests or end of unit assessment tests. The subject teachers

use on-going assessment to monitor the progress of individual children.

Towards the end of the school year, all children in Years 1 - 6 sit the SATs tests or Optional Tests, as

appropriate, of The English National Curriculum. The data from these tests is analysed, recorded and

distributed to the following year’s teacher, to assist that teacher with planning appropriate work and setting

realistic performance and progress targets for the children. Children’s progress through the year is monitored


against these targets and against UK norms, to ensure that all children are suitable challenged and remain on

track.

A summary of the present arrangements is given overleaf and this may change slightly each year:

Annual Assessment, Report and Parents Interviews Cycle

Month Assessment Report Parent Meetings

September Foundation Stage Profile

Computer Adaptive

Assessments

(Nursery – ASPECTS, Reception –PIPS on Entry Baseline

Year 1-6- INCAS)

Target Setting/Tracking in

class (Reading, Writing,

Maths & Science),using ‘My

SMART Targets’ booklet

All classes – Introduction

to the year and meet Class

Teachers during Parents

Information Meeting.

October Teacher Assessments &

Pupil Tracking using Excel

Grid/Itracker

Y1-6:

Subject Grades/Settling

in Report

(before half term)

All Primary Classes:

Parents Interviews with

Class Teachers

(before half term)

December Year 6 Mock Test



Maths & Science) using ‘My

SMART Targets’ booklet

Teacher Assessments and

pupil tracking

Update EYFS Profile

All Primary including

EYFS:

First Full School Report

(Before Christmas break)

January All Primary Classes:


Class Teachers

March Year 6 MOCK SATS

April Teacher Assessments &


Grid/Itracker



Maths & Science), using

‘My SMART Targets’

booklet

Update EYFS Profile

Y1-6:Subject grades

Reports (Before Easter

Break)

EYFS Reports

(Before Easter Break)



Class Teachers

May

End of Year Optional Tests

Years 2-5 (Before Half

term)

Year 1 Big Writing/Maths

Assessment

Computer Adaptive

Assessments (Nursery –


ASPECTS, Reception –PIPS Follow-up/

June KS2 Y6 Statutory (SATS)

Year 6 PIPS Creative

Writing Assessment

Teacher Assessments &


Grid/Itracker



Maths & Science), using

‘My SMART Targets’

booklet

Update EYFS Profile

All Class including EYFS

Annual Summative Report

July End of Year Hand Over Meeting

Teachers need to handover:

• Completed Tracking

Sheets (Excel

Grid/Itracker

Graph/Profile)

• Pupil Profile folders

• Teacher Assessment/Pupil

Tracking Folders

• Annotated Individual Pupil

Transition form

• My SMART Targets’

booklet

• Reading Record Folders

• SEN IEPs if any



Class Teachers to review

progress


7.3 Termly Curriculum Summaries

The Regent School Abuja Nigeria

Annual Assessment, Report & Parents Interviews Cycle

September / Term 1

(Autumn) Teachers to complete the following

activities:

• Generate the EYFS Profile

• Computer Adaptive Assessments

(Nursery – ASPECTS/ Reception –PIPS on Entry Baseline/ Year 1-6 INCAS)

• Target Setting/Tracking in class

(Reading, Writing, Maths & Science

Levels), using My SMART Targets

booklet.

• Teacher Assessments & Pupil

Tracking – reading, Writing, Maths &

Science using Excel Grid/Itracker

• Year 6 Mock Test

Information fed

to: • Board

• Headmaster

• Heads of

Departments/SMT • Head of AN

• English

Coordinator

• Maths

Coordinator

• Gifted & Able

Coordinator • Teachers

Report

Full School

Report issued

All

Primary/EYFS

classes

Report:

Subject

Grade /

Settling in

issued -

Year 1-6 only

January / Term 2

(Spring)

All Primary

/EYFS Parents

Interviews

• Teacher Assessments &

Pupil Tracking - Reading,

Writing, Maths &

Science using Excel

Grid/Itracker

• Target Setting in class

• (Reading, Writing, Maths

& Science Levels), using

My SMART Targets

booklet

• Update EYFS Profile

• Year 6 Mock SATS Report:

Subject/

Grade issued -

All

Primary/EYFS

classes

Information fed to • Board

• Headmaster

• Heads of

Departments

Management/

SMT

• SENCO

• English

Coordinator

• Maths

Coordinator

• Gifted & Able

Coordinator

• Teachers

April /Term 3

(Summer) • Computer Adaptive

Assessments (Nursery – ASPECTS / Reception –PIPS Follow-up)

• Teacher Assessments & Pupil

Tracking – Reading, Writing,

Maths & Science using Excel

Grid/Itracker

• Target Setting in class

• (Reading, Writing, Maths &

Science Levels), using My

SMART Targets booklet

• Update EYFS Profile

Report:

Annual Summative

issued -

All Primary

classes

Summative Assessment

April / Term 3 (Summer):

• Year 6 (End of KS2 SATS)

• Year 6 PIPS Creative Writing

Assessment

• Year 6 Computer Adaptive

Science Assessment

• End of Year Optional Tests

Years 2-5 (Before Half term)

• Year 1 Big Writing/Maths

Assessment

Reading Continuous

Assessment through Guided

Reading Mental Maths

Continuous

Assessment through weekly

Mental Maths tests Spelling

Continuous

Assessment through weekly

Spelling tests

End of Year Hand Over Meeting: Teachers need to handover:

• Completed Tracking Sheets (Excel Grid/Itracker Graph/Profile)

• Pupil Profile Folders • Teacher Assessment/Pupil

Tracking Folders • Annotated Individual Pupil

Transition form • My SMART Targets’ booklet • Reading Record Folders • AN & G&T IEPs (if any)

All Primary

/EYFS Parents

Interviews

All Primary

/EYFS Parents

Interviews

All Primary Parents

Interviews

All classes – Introduction to the year

and meet Class Teachers during Parents Information Meeting.



Each term, a curriculum summary will be sent to parents outlining the topics to be covered in the coming

term. We plan to continue with the above system during the coming year, but the overview curriculum

summary for all Primary Years for the year is reproduced here, as in the past.

7.4 September Curriculum Information Evenings

An introductory evening for parents normally takes place at the start of each year for you to meet your

child’s teacher and learn about the curriculum in that year group. Parent consultation evenings also take

place three in the year, giving you an opportunity to discuss your child’s progress with the Class Teacher.

Other curriculum information evenings will also be organised from time to time to help keep parents

informed about the work being done in school.

5. Homework

Homework is an integral part of the learning process. Appropriate work is set for Years 3-6 according to the

following timetable which may be amended by the class teacher as necessary, in line with the timetable of

lessons for the class. Years 1 and 2 receive homework as necessary, increasing in frequency during these

two years. In addition spelling lists, tables and regular reading practice should take place as directed by the

teacher in all primary year groups.

Year group Monday Tuesday Wednesday Thursday Friday

6

(2 x 45 or

3 x 30 mins)

English

Maths

Maths

English

Science

English

Maths

Science

English

Humanities

English

Maths

French

5

(2 x 30 mins)

Maths

English

Science

French

English

Humanities

English

Maths

Science

Humanities

4

(30 - 45 mins)

English or

Maths

English or

Maths

English or

Maths

English or

Maths

Science and

Humanities

3

(20 - 30 mins)

English or

Maths

English or

Maths

English or

Maths

English or

Maths

Science and

Humanities

Children record the homework in their school diary and should enter the time taken upon completion. We

ask parents to check the school diary each night and sign it when the work has been completed. If a child has

made a concentrated effort on a piece of work and not finished within a reasonable time, please stop the

homework and make a comment in the child’s book to that effect. The teacher will initial the comment to

indicate that it has been noted. This feedback is important to help teachers plan and differentiate the work set

to pupils. No child should spend significantly longer than the allotted time on a homework task unless, of

course, they are enjoying it so much that they don’t want to stop!

Class Teachers will monitor school diaries each day and sign them once a week. Any important messages

for parents will be noted in the school diary in the space provided.

Children need to develop a good work habit for homework. If this is achieved at the early stage in Years 3

and 4 it will help them throughout their education. A quiet place to work and a table or desktop will make

this easier. For some children a ‘cut-out’ time before starting homework, for example doing an activity or

perhaps an after-school club, can be beneficial. In some cases to get the work done as soon as they get home

helps. There are a number of different learning and studying styles and it is important to try and help your

child recognise their own style, which may become clearer as they get older.


7.6. Reading

Reading is a key skill that provides children with access to the whole curriculum. The teaching of reading is

an important part of our programme, both in the initial stages and also to develop higher level skills for older

readers. At the heart of the teaching should be an intention to develop a life-long love of reading rather than

simply a race through a published reading scheme.

In Reception and Primary Years, every class has a daily reading time to foster amongst the children a clear

appreciation of the importance of reading, an enjoyment of reading for its own sake and resulting in a very

significant uplift in the overall reading ability of the children right across the board. Recently, Guided

Reading with groups of children has augmented this approach.

In addition, our School Libraries are open at break times and Great Readers Clubs operate for children in

Years 3 – 6, to encourage and promote higher-level reading.

One of the most important things you can do as a parent for your Primary-aged children is to listen to them

read, and to share their books with them, as often as you can. People talk about “the reading habit”, and it is

true: caught at a young age, it stays with you for life.

7.6.1. Reading - a Parents’ Guide

A. OFF TO A GOOD START

Children should:

experience a wide variety of literature

begin to understand that print carries meaning

begin to recognise familiar words readily

recognise the link between sounds and letters

begin to use the alphabet in early dictionary skills

experiment with different forms of writing

read their own written work

Teachers will:

guide the child's choice of books

read aloud to children

encourage enjoyment and an enthusiastic response to books

discuss the meaning of the story and encourage prediction

hear the child read regularly

help the child to look at the text carefully and point to the words

help the child to recognise sound patterns and familiar words

develop structured phonic skills

encourage the child to use these skills in writing

assess and record progress

Parents can:

share and enjoy books with their children

visit their local library

encourage their child to read to them

make sure that they themselves are seen reading and enjoying books

help their child to be aware of print in everyday surroundings

play board games and do puzzles with their children


encourage writing in different forms – e.g. shopping lists and letters

read a bedtime story regularly and make it a special time

give plenty of praise and encouragement

B. MOVING ON - Years 2, 3 and 4

Children should:

read for sustained periods of time

read an increasingly wide range of texts in varying forms (fiction, poetry, non-fiction)

maintain appropriate expression when reading aloud

talk about their reading

continue to build on their knowledge of phonics to use in both reading and writing

use ideas from their reading in their own writing

Teachers will:

continue to guide and encourage the child's choice of books in varying styles and ensure the child

begins to discuss what is read critically

keep attention on meaning but continue to monitor progress in phonic knowledge and the reading of

unknown words

systematically teach the rules of spelling, punctuation and sentence construction, particularly through

writing

encourage the use of dictionaries and other reference books

expect the child to write confidently in a variety of styles

continue to assess and record progress

Parents can:

read and discuss books with their children

let the children see that books and reading are valued in the family

encourage children to collect 'favourite' books and stories

suggest reasons for writing - ‘thank you’letters', etc.

be tolerant when a child wants to read or re-read a book for younger readers

accept the comforting familiarity of a well-loved tale, especially at the end of a tiring day.

C. READING BETWEEN THE LINES - Years 5 and 6

Children should:

read for more sustained periods of time

read a wider and more challenging range of books for their own interest, for pleasure and for

information

begin to identify their preferences and give reasons for their likes and dislikes

take part in discussions about their individual reading and about books they have shared

identify key features, themes and characters in the texts they read, increasingly using inference and

deduction (reading between the lines)

adopt a regular reading pattern

keep a reading journal

Teachers will:

read regularly with individuals, with groups and with the whole class


encourage discussion of books read

encourage pupils to extend the range of their individual reading

make quality time available for reading within the class schedule

ensure that pupils are taught to evaluate the texts they read

create opportunities for pupils to read for different purposes and teach appropriate strategies i.e.

skimming to gain an overall impression, scanning to locate information and detailed reading to

obtain specific information

continue to monitor individuals' progress

Parents can:

demonstrate an enthusiastic, personal response to books and reading

help their child to create regular, quality reading 'space' in an increasingly busy schedule

share in their child's reading through discussion: which part of the story did you like best?

......what do you think will happen next? ...... why do you think ….? how do you know ….? What is

your opinion of ….?

encourage visits to any available libraries, bookshops, etc.

7.7. Reports

A very comprehensive programme for reporting to parents is followed in the school, including formal

written reports and parent interview evenings. Section 7.2 contains further details of the reporting and

assessment programme.

Children in Early Years receive full written reports in December and June, with a shorter-format report in

March.

Full written reports, including subject grades, are issued for all children in Primary Years in December and

June. In addition, for pupils in Years 1 – 6, subject grades are issued to parents on a further two occasions

during the year, in late October and again in March. These grades reflect classroom effort and achievement.

Effort grades A, B and C and achievement grades 1, 2 and 3 indicate that your child has achieved an

acceptable standard in relation to the targets and objectives set by the teacher. They indicate that your child

is performing within the expected levels of achievement for the age group.

In addition to the effort and achievement grades, each subject has a number of specific attainment targets

which are detailed on the subject reports. For each attainment target the child is graded on a 1 – 4 scale:

1: Well above expected standard for this attainment target.

2: Good standard achieved in this attainment target.

3: Attainment target achieved but only with assistance.

4: Very weak for this attainment target

The attainment target grade definitions are printed as a footnote on the bottom of each page of the report.

7.8 Parent Interviews

Reports are always closely followed by Parent Interviews. We always set aside sufficient time from our

programme (two afternoons on each occasion) to meet you on an individual basis to discuss your child’s

work, progress and any other relevant matters.


A number of parents attend very regularly, and we appreciate that very much. Others either do not make

appointments or make appointments and then fail to come. I cannot over-stress the importance of these

opportunities and I urge all parents to do their utmost to attend. We can do a large part of the job

without your support and involvement, but we cannot do it all, and we will undoubtedly do a much better

job if you are actively involved. There is substantial research evidence to support the contention that the

children who do best in their educational careers are those who are supported by parents who are active

participants in the educational process.

In the Home School Agreement, which you sign when you accept a place for your child (See Section 2.1),

we agree to provide these opportunities and you agree to attend them!

7.9. Learning Support at The Regent School

The school wishes to support every child to achieve to their highest ability and have a positive feeling about

their learning experience. If a child struggles due to a specific learning difficulty we will employ a number

of different methods to help.

Children with minor learning difficulties will be given support by their teacher, integrated into the lessons as

part of the individual attention given by all of our teachers during the process of daily work. At times it may

be appropriate for a child to receive specific additional support from a teacher outside the classroom,

perhaps in a small group.

If your child is found to have learning needs which we cannot successfully meet, we may, after having

thoroughly discussed your child’s progress with you, recommend that you find an alternative school for your

child. Unfortunately we do not have the facilities to support children with significant learning difficulties.

We are always happy to provide professional referral statements to assist with any Educational Psychologist

assessments in the UK, USA or South Africa. Unfortunately, as far as we know, such support services are

not yet available in Nigeria.

7.10. Tuition of Regent School Pupils outside School by Regent School Teachers

Parents are respectfully asked to understand that it is not allowed for any Regent School teacher to teach

a Regent School pupil by private arrangement outside School. The reason for this is that we feel that

such arrangements can create a conflict of interests which we believe is professionally unhelpful to the work

of the School. Parents are requested not to approach Regent School staff to make such arrangements and are

asked to understand that the consequences for any teacher found to be engaging in this activity are very

serious.

7.11. Pupils leaving The Regent School

Due to the nature of life in Abuja, many children are unlikely to have their entire primary education here.

We would always wish to help children who need to move to another school because parents are being

transferred to a new location.

To gain places at the better schools, which are often over-subscribed, it is usually necessary to make an

early approach even if your departure date is some way off. The Headmaster has many contacts with other

schools, both in Nigeria and in the UK, as well as in certain other countries, and is always willing to help

with advice and support.

7.11.1. Confidential Pupil References

Many schools, particularly the more significant overseas schools, will sensibly ask for a Headmaster’s

confidential report before offering a place. In such cases we would expect the school to e-mail or write to us


direct or provide the parents with a reference request form, which we will return direct to the school in

confidence.

It is most irregular for confidential references to be given to a parent to deliver to a prospective school, and

The Regent School does not provide originals or copies of confidential references to parents under any

circumstances.

The School is frequently asked by parents to provide back-copies of School Reports for admission to other

schools. The work involved in providing this service is very considerable, which is why we take the view

that, once a report has been issued, it becomes the parent’s responsibility to file it safely so that the parent

can produce copies at a later date if necessary. The office will not normally entertain such requests.

7.11.2. Senior Schools and Entrance Exams

Pupils from The Regent School move on to a wide variety of secondary schools, both private schools here in

Nigeria and various boarding schools abroad. Each school will have its own entrance arrangements and it is

the responsibility of parents to ensure that the appropriate application forms have been submitted on time.

During Years 5 and 6 parents are asked to indicate their likely choice of schools for secondary education. At

this stage an appointment is offered for parents to discuss these options. In most cases the options may well

be limited by geography or funds available. The costs of private secondary schooling are not inconsiderable,

especially boarding options in the UK. Please note that the school does not offer support for Year 5 pupils to

take entrance exams early for Secondary Schools in Nigeria, as we believe that Year 6 is an important

concluding year to the Primary education phase. Children sitting the entrance examination for The Regent

Secondary School must be of Year 6 age, i.e. have their 11th

birthday at some time during the school year in

which they wish to write the entrance examination.

Recently, the FCT authorities have underlined their commitment to the Primary phase of education being a

six-year programme and have stated categorically that secondary schools should not admit children who

have not completed the Primary Six (UK Year 6) year. Therefore, The Regent School will no longer sign on

behalf of any Year 5 pupil any document which we believe could result in that child being admitted from

our Year 5 to Year 7 in another school.

7.11.3. Invigilation of Overseas School Entrance Exams at The Regent School

Unless the circumstances are very exceptional, it would normally be expected that children sitting entrance

examinations to secondary schools in Nigeria would travel to the school in question to sit the examination.

We are happy to arrange for invigilation of overseas senior school entrance exams to take place at The

Regent School if this is of any assistance and, of course, if it is agreeable to the overseas school in question.

Early contact with the school concerned should be made exploring this option and then arrangements agreed

with The Headmaster of The Regent School well in advance to avoid any misunderstandings. Any costs

associated with these exams, including for invigilation, courier services or postage will be the responsibility

of the parents. It is good practice to arrange for an external invigilator, and this will always be done in these

circumstances. The cost will largely depend on the length and complexity of the exams to be taken, but is

currently N5,000 per hour of invigilation, all of which is passed on to the invigilator.

7.12. Key Stage 2 (end-of-Year 6) SATs Tests

All pupils will sit the UK SAT’s exams as the logical conclusion to the programmes of study in English,

Mathematics and Science* taught at The Regent School. There is no charge for these exams and papers are

marked by specialists in the UK. The results are recognised by schools following a British-style secondary

curriculum anywhere in the world.


* The UK government has now abolished the KS 2 Science SATs test. The Regent School continues to set a KS 2 Science paper,

usually an online test available only through specialist educational suppliers so as to protect the integrity of the test. For the time

being, the UK government will continue to provide KS2 SATs tests each year in English and Maths.

7.13. Rewards Policy

The underlying theme of our reward system is a desire to help children to develop a sense of pride in their

work and contributions to school life.

We praise and reward children for good behaviour in a variety of ways:

Teachers congratulate children

A range of incentive ‘stamps’ are used in children’s books and on other work

Starting in Year One, teachers give children House Points for good work, for sustained effort and for

positive behaviour

Each week, House Point totals are collated and a bar chart showing the winning House for the week

is prepared and published in Regent News and on the House Notice Board

Pupils who have achieved 25, 50, 75, 100 or more House Points receive a certificate and a star badge

in the school assembly

Children who need support with their behaviour will be closely monitored by the Head of Department

working with the class teacher. A weekly behaviour report card may be used.

7.13.1. The House System

Each pupil is allocated to a House on entry to the school. They form the basis for competitive events, and

House Points for each House are also totalled at the end of the year. The House System is an aspect of

school life much enjoyed by the children and the award of House Points, badges and certificates encourages

all pupils to try their best.

The Houses, each of which has a colour, are:

House Colour

Limpopo

Yellow

Niger Green

Nile Blue

Zambezi Red

Younger siblings are placed in the same house as their older brother(s) and sister(s). This avoids house

rivalries at home and engenders a certain family loyalty to a House, which adds to the spirit of the system.

7.14. Prefects

In Year 6 some pupils will have the opportunity to develop their leadership skills as part of our Prefect

Team. They undertake a range of supportive tasks around the school during the year, including welcoming

parents and other guests at school events. We also appoint House Prefects / Captains for the four Houses.

7.15. Extra-Curricular Activities (Clubs)

Our programme of Clubs offers around fifty activities each week in a programme designed to give children

the opportunity to try a range of different activities. Clubs run on Monday and Wednesday afternoons after

school (check the Calendar for exact dates), finishing at 3.30 p.m. Children are eligible to join Clubs from

the beginning of Year One. There are two Club sessions in a school year, each of twelve weeks’ duration.


The first runs from late September to around the end of January and the second from March until June. The

programme is entirely voluntary: children can take a Club once a week, twice a week or not at all. They can

participate for the first Club session but not for the second, and so on. The only stipulation is that once they

join a Club they are expected to remain in it for the full twelve weeks.

However, we recognise that for younger children this does not always work, so children in Years 1 and 2 do

a carousel of Clubs, whereby during the twelve weeks they do six different activities, each for two weeks;

the activities are chosen to provide a cross-section of disciplines within the twelve-week period. In this way,

they can sample a wide range of Clubs, which will help them to decide the activities they enjoy and will lead

to more successful club choices when they join the older children’s system in Year 3.

Clubs are very popular and the majority of children stay for them at least once a week.

SECTION 8 – GENERAL MATTERS

8.1. Medical

The information on the medical form is to help ensure we can give the appropriate help to your child should

the need arise.

The School has a full-time qualified paediatric nurse and a well-equipped, centrally-located Clinic. We will

always attempt to contact parents in the event of a child falling ill during the course of the school day. In the

case of an injury or accident, first aid will be administered as appropriate. Accidents are recorded by the

member of staff on duty and all instances of head injury or suspected broken bones are reported to parents.

Should a child need to go to hospital you will be contacted using the telephone numbers supplied. It is

therefore very important that we have accurate records of telephone numbers for home, work and an

emergency daytime contact number of someone known to your child.

We ask for your help in ensuring that children are not sent to school if they are unwell and that they

recuperate at home for sufficient time after an illness. No child should be sent back to school after sickness

for at least 24 hours. If your child is unwell, it is far better that they stay tucked up in bed at home rather

than coming to school and spreading infection.

In the normal course of events, teaching staff are not able to take responsibility for administering medicine

to pupils. All medicines brought to School must be placed in the care of the School Nurse.

Children who use Ventolin inhalers for asthma should carry them around school for use as necessary. They

should be labelled with the child’s name. Class Teachers will look after inhalers for younger children, if

necessary.

8.2 Parking

There are no parking places available inside the school boundary. The school gates are open for bringing

children into the School from 7.40 - 8.00 a.m. At all other times no visitor cars are allowed inside the school

boundary.

The only exception to this is when a child is hurt or taken ill at school in such a way as to impair mobility,

on which occasion the Guards will be instructed to admit a parental vehicle to assist with the collection of

the child, or to admit a parent or visitor who has limited mobility.


8.3 Gifts to Staff

Everyone likes to be thanked for a job well done. Letters or cards of appreciation are always well-received.

Under the terms of the Conditions of Service, staff are not permitted to receive any gift direct from an

individual parent. (Employees and members of their families shall not accept gift(s) of any sort (cash, kind)

from parents, or fellow employees or anybody in consideration of service rendered or to be rendered within

The School outside his normal schedule of duties.)

Parents of a class group may however present a small gift (seasonal, end of year, etc.) on behalf of the whole

class if they would like to do so. In exceptional circumstances the Headmaster may approve a gift from one

parent direct to a member of staff. This should be discussed with the Headmaster in the first instance.

SECTION 9 - UNIFORM AND EQUIPMENT

9.1. Uniform

The school uniform is relatively simple and is an important part of the school’s sense of identity. Our

uniform colours are navy blue and white and official items of uniform, incorporating the school logo, are

available from the uniform store in school, via the school office. Children are not allowed to wear uniform

that is of a different style to that used and supplied in the school. Parents are advised to always buy uniform

from the school shop. The full uniform list is reproduced at the end of this section. It is particularly

important for pupils to remember to bring their PE kit into school on the appropriate days.

It is important that pupils reflect the values of the school in their appearance and should be a credit to both

their parents and the school. We ask for parental cooperation in ensuring that children comply with these

simple rules and guidelines, learning to take a pride in their appearance and membership of the school

community.

Please ensure that all items brought to school are clearly labelled with your child’s name. Each term,

many items of lost uniform remain unclaimed and cannot be returned to their owners as they are not named.

9.2. Hair and general appearance (all pupils)

Pupils’ hair should look neat and tidy and be appropriately cut in a conventional style.

For boys this means a short tidy style. Styles such as Mohican are not allowed.

Girls with longer hair should wear it tied back with a school ‘scrunchy’ or hair band. Beads (small

only) should be the school colours, blue or white. The use of hair ‘extensions’ is not allowed at The

Regent School.

No hair gel, ‘steps’ or exotic styles are acceptable.

No pupil should wear nail varnish or have a ‘henna’ tattoo whilst at school

Under vests (if needed) must be plain white – no coloured vests or those with a logo or pattern are

allowed. PE vests may not be worn for this purpose.

9.3. Jewellery and valuables (all pupils)

In general, children should not bring valuable items or jewellery into school.

Wristwatches: Only for children in Year 2 and above. A simple (preferably analogue) wristwatch can

be worn which may also help in mathematics with the telling of time. No other watches should be

worn to school, especially those with games or alarms.


For health and safety reasons we advise that girls should not have pierced ears in school. Girls who

do have pierced ears may wear simple plain silver or gold ear studs. No other jewellery, including

looped or dangling earrings, necklaces or bracelets may be worn. This is a strict school policy,

introduced for safety reasons, and absolutely no exceptions are made.

Any child wearing jewellery (other than permitted above) to school will be asked to remove it by the

teacher and place it in their own bag. No responsibility will be accepted by the school for such

items if they subsequently cannot be found.

Children should not bring any toys into school unless specifically requested to do so by the teacher

via a note in the School diary.

Mobile phones should not be brought into school by any pupil.

The school cannot accept any responsibility for valuable items brought into school in contravention

of these rules.

9.4 Equipment required by pupils

Year 2 and above:

A standard stationery set comprising good quality HB pencils; ruler; rubber; set of colouring pencils; pencil

sharpener; small glue stick - all contained in a normal sized pencil case.

Upper School (Years 4- 6):

A basic geometry kit for mathematics.

Children are introduced to ink pens in Year 3 and advice about suitable pens will be given at the appropriate

time. A cheap recommended pen is a blue retractable roller ball pen e.g. Pilot G-2 07, or any equivalent

roller ball pen. Please note children are not allowed to use biros at school.

A small plain school bag to carry the above and the lunch snack is needed in Primary Years classes. Storage

spaces are very limited and bags should be able to fit in the locker space provided.


THE REGENT SCHOOL UNIFORM LIST

EARLY YEARS Supplier Shoes Sensible style they can put on themselves with Velcro fasteners if not slip-ons.

No laced shoes should be worn.

Any

Plimsolls Black slip on or Velcro fastenings

Any

General clothing Practical clothing for play activities e.g. T-shirt and shorts - not fancy party dresses!

Any

Hair band/scrunchy/beads Navy blue or white only Any

PRIMARY UNIFORM - Years 1 - 6

ITEM Description Supplier Shorts (Boys) Navy blue School

Skirt (Girls) Navy blue pleated School

Shirt (Boys) White short-sleeved with school crest School

Blouse (Girls) White short-sleeved with school crest School

Optional - Vest (Boys & girls) Plain white only – no colour, logo or pattern. Any

Jumper (Boys) Navy v-neck with School Crest (only when weather is cold!) School

Cardigan (Girls) Navy buttoned with School Crest (only when weather is cold!) School

Socks (Boys) Plain navy blue or black ankle socks Any

Socks (Girls) White ankle socks Any

Shoes (Boys) Black polished leather with Velcro or laces Or Navy blue or black shoe-style sandals

Any

Shoes (Girls) Black polished leather with Velcro, buckles or laces (not patent leather) Or Navy blue or black shoe-style sandals

Any

Hair band/scrunchy/beads Navy blue or white only - (small beads only) Any

Art overall e.g. old shirt Any

Book Bag Navy blue School

PE Clothing

ITEM Description Supplier

Shirt House coloured T-shirt School

Shorts Navy blue School

Socks Plain white Any

Trainers for outdoor games Trainers should be robust as many PE lessons are held outside. Any

Plimsolls Black slip-on style Any

PE Bag Navy blue School

Documents

THE REGENT SCHOOL ABUJAregentschoolabuja.com/primary/wp-content/uploads/2016/07/Parent... · Secondary School, and to major independent schools in the UK and elsewhere. 1.3 Nigerian