The school has a wide range of policies and procedures which govern its safe and compliant operation. These are drawn from guidance and good practice established across the UK and reviewed on a periodic basis by the school and approved by the Board of Directors.
TASIS The American International School in England is accredited by the New England Association of Schools & Colleges and the European Council of International Schools. Read the most recent NEASC and CIS accreditation report here.
You may also read the Ofsted report on TASIS England, conducted by the Office for Standards in Education, the UK government's inspectorate.
We have compiled some of the most relevant policies here. Please take a moment to read the following.
All children, young people, and their families will be required to read and agree to the safeguarding policy and procedures before enrollment. It is important for families to be aware of the actions that TASIS England faculty and staff may take if there are any concerns for a child or a young person’s safety.
This Accessibility Plan is drawn up in compliance with current legislation and requirements as specified in Schedule 10, relating to Disability, of the Equality Act 2010. The proprietary Board of Directors are accountable for ensuring the implementation, review and reporting of progress of the Accessibility Plan over a prescribed period.
The Equality Act 2010 replaced all existing equality legislation, including the Disability Discrimination Act. The effect of this law is the same as in the past, meaning that “schools cannot unlawfully discriminate against pupils because of sex, race, disability, religion or belief and sexual orientation.
TASIS is an international school offering an American curriculum, including a wide range of Advanced Placement (AP) courses, and both the American High School and International Baccalaureate (IB) Program diplomas. Our students represent more than 50 nationalities and are enrolled in classes from Early Years through Grade 13. We have a flexible, rolling admissions policy and welcome applications for students aged 3 to 18 (Early Years through to Grade 12/Year 13) all year round. We understand that families with more than one child will want their students at the same school and we do our very best to accommodate this.
The aim of the anti-bullying policy is to ensure that students learn in a supportive, caring and safe environment without fear of being bullied. Bullying is anti-social behaviour and affects everyone; it is unacceptable and will not be tolerated. Only when all issues of bullying are addressed will students be able to fully benefit from the opportunities available at the school. Bullying is defined as deliberately hurtful behaviour, repeated over a period of time, where it is difficult for those being bullied to defend themselves. Bullying includes: (mainly repetitive) name-calling; taunting; mocking; making offensive comments; kicking; hitting; pushing; taking belongings; inappropriate text messaging and emailing; sending offensive or degrading images by phone or via the internet; producing offensive graffiti; gossiping; excluding people from groups; and spreading hurtful and untruthful rumours.
Raising standards in education and ensuring all pupils can fulfil their potential is an assumption widely understood but is often insufficiently stated – students are required to attend school regularly to benefit from their education. Missing out on lessons leaves children vulnerable to falling behind. Children with poor attendance tend to achieve less in both primary and secondary school.
It is the responsibility of the Head of School to ensure that attendance and punctuality are monitored regularly.
The primary aim of our school is to ensure that every member of the school community feels valued and respected, and that each person is treated fairly and well. We are a caring community, with values built on mutual trust and respect for all. The school's behaviour policy is therefore intended to support all members of our school community in living and working together in a mutually beneficial way. It aims to promote an environment in which everyone feels happy, safe and secure. The school has a number of rules, but our behaviour policy is not primarily concerned with rule enforcement. It is a means of promoting good relationships, so that people can work together with the common purpose of helping everyone to learn. The school expects every member of the school community to behave in a considerate way towards others. This policy aims to help children grow in a safe and secure environment, and to become positive, responsible and increasingly independent members of the school and the wider community.
Faculty and staff at TASIS England make the education and safety of the students their primary concern. They are accountable for achieving the highest possible standards in their work and conduct. It is our expectation that our faculty and staff act with honesty and integrity; have strong subject knowledge; keep their knowledge and skills up-to-date; are self-critical; forge positive professional relationships; and work with parents in the best interests of the students.
Boarders should always feel that they can take a problem or complaint to any adult charged with their care and receive a sympathetic hearing. Most difficulties can be sorted out in this informal manner. The following avenues of complaint are available:
- Speaking to the Head of Boarding, the Head of Upper School Student Life, the Medical Centre Manager or the Designated Safeguarding Lead;
- Speaking to a school counselor or any other responsible adult privately
- Speaking to the Head of School or Deputy Head of School privately.
This procedure, which is part of the school’s admission pack, is made available to parents prior to their child being admitted to the school. This procedure is publicly available on the school’s website. A copy (which can be made available in large print or other accessible format if required) may be obtained from the School Office upon request. The students who are boarders are specifically made aware of this policy, and of how they or their parents may contact Ofsted/ISI regarding any complaints they may have about boarding welfare. Parents of children in the Early Years Foundation Stage may also make a complaint to Ofsted/ISI if they believe the School is not providing an appropriate provision for the children.
The safety, well-being and protection of our students are the paramount consideration in all decisions members of staff make about confidentiality. The appropriate sharing of information between school staff members is an essential element in ensuring our students' well-being and safety. This policy describes TASIS England approach to information sharing and the protocols we implement around student confidentiality.
True to our mission statement, TASIS “combines a challenging academic program with opportunities for artistic endeavour, physical activity, and service to others”. While instilling a sense of wonder and intellectual curiosity, the curriculum goes beyond the classroom including a dynamic visual and performing arts department. Students are encouraged to become involved with team sports or fitness options. The number and variety of extra-curricular activities provide a living education, as students are able to exercise leadership skills, develop athletic abilities, serve the surrounding community, and share in achieving common goals with classmates who call the world their home. Our teachers have high expectations, but equally foster a nurturing environment in order to promote pupils’ academic growth and to provide the support they need in order to make excellent progress in their studies. The educational journey at the School is organised into The Lower School (Kindergarten – Grade 4), The Middle School (Grade 5- 8) and The Upper School.
Our Data Protection Policy sets out our commitment to protecting personal data and how we implement that commitment with regards to the collection and use of personal data.
The Policy meets our legal obligations as laid down by the Data Protection Act 1998, ensuring that data is collected and used fairly and lawfully, processing personal data only in order to meet our operational needs or fulfil legal requirements.
TASIS England believes in fostering an environment in which students’ language profiles are actively supported by the school’s culture in order to promote intercultural and linguistic understanding.
We encourage teachers to undertake educationally valuable visits to sites within the United Kingdom and overseas, providing these do not unduly hinder the usual operation of the school and that the Health and Safety and welfare of students is paramount at all times. Before the school decides to arrange an educational visit, we consider educational objectives and how they are to be achieved.
The purpose of this Policy is to safeguard students and staff at TASIS England. It details the actions and behaviour required from students and members of staff in order to maintain a safe electronic environment and is based on current best practice drawn from a wide range of sources. In accordance with legislative requirements we have a whole school approach to e-safety.
Within our E-Safety Policy, we have clearly defined roles and responsibilities for online safety as part of the school’s wider safeguarding strategy and how this links with our main Safeguarding Children-Child Protection Policy (please refer to our Safeguarding Children-Child Protection Policy cited in related documents). Also see related documents to this E-safety Policy.
The Policy is publicly available on the school website and upon request a copy (which can be made available in large print or other accessible format if required) may be obtained from the School Office. All who work, volunteer or supply services to our school have an equal responsibility to understand and implement this policy and its procedures both within and outside of normal school hours including activities away from school.
TASIS is committed to improving Health and Safety management in all activities. To assist in the implementation of a suitable Health and Safety management system, TASIS engages the competent Health and Safety resource required under current regulations. Guidance entitled ‘Successful Health and Safety Management’ and ‘Leading Health and Safety at Work’ published by the Health and Safety Executive and the Institute of Directors will be used to develop our approach to managing risk.
Health Center: Policies and Procedures 2017-2018: Inclusive of First Aid & Administration of Medication
TASIS England has an Appointed Person who is Ann Sinclair with responsibility for the Health Center inclusive of first aid with reference to the School’s employees, students and any other persons on the premises. This includes all teaching and non-teaching staff, volunteers, children and visitors (including contractors). The appointed person must ensure that relevant risk assessments regarding the Health Center and first aid undertaken and that the appointments, training and resources for first aid arrangements are appropriate and in place.
As described within the National Minimum Standards for Boarding Schools s2.3. The Independent Listener is a person outside the staff and those responsible for the leadership and governance of the school, who boarders may contact directly about personal problems or concerns at school.
This policy specifies the terms of all people over 16 years of age living on the same premises as boarding students but who are not employed by the School. It outlines their responsibilities towards their accommodation, the students and the School.
The World Health Organization has defined Mental Health as “a state of well-being in which the individual realizes his or her own abilities, can cope with the normal stresses of life, can work productively and fruitfully and is able to make a contribution to his or her own community.”
Operation Encompass is a national police-led initiative designed to ensure that vital safeguarding information regarding domestic abuse and/or missing children is received by schools as soon as possible. By promptly notifying a child's school if Surrey Police are called out to a domestic incident in the home, or a child is reported as missing, the school can provide help and support as needed.
PSHEE and citizenship in our school encompasses all areas designed to promote children’s personal, social and health and economic development. It allows children to build the knowledge, skills and understanding they need to stay healthy and safe, develop worthwhile relationships, respect differences, improve independence and responsibility, make the most of their own abilities and those of others. It has strong links with Spiritual, Moral, Social, and Cultural Development.
TASIS The American School in England is committed to providing a secure environment for pupils, where students feel and are kept safe. All adults at TASIS The American School in England recognise that safeguarding is everyone’s responsibility irrespective of the role they undertake. Specific safeguarding issues include child sexual exploitation (CSE), bullying including cyber-bullying, faith abuse, radicalisation and teenage relationship abuse.
TASIS, The American School in England (School) is committed to providing the best possible care and education to its pupils and to safeguarding and promoting the welfare of children and young people. The School is also committed to providing a supportive and flexible working environment to all its members of staff. The School recognizes that, in order to achieve these aims, it is of fundamental importance to attract, recruit and retain staff of the highest caliber who share this commitment.
A risk assessment is a careful examination of what could cause harm to people in a specific environment or when undertaking a certain activity, so that identified hazards can be countered with precautions and/or actions to prevent harm.
This policy outlines the commitment of the staff, pupils and Directors of TASIS England to ensure that equality of opportunity is available to all members of the School community. For our School, this means not simply treating everybody the same but understanding and tackling the different barriers which could lead to unequal outcomes for different groups of students in School, whilst celebrating and valuing the achievements and strengths of all members of the school community.
Spiritual, Moral, Social and Cultural Development (SMSC) is crucial for student's and important for society as a whole. It is at the heart of education – assisting student's to grow and develop as individuals and effective participants in modern Britain.
SMSC promotes the aims and principles of the policies for, Religious Education, PSHE, Sex and Relationships Education, and Equal Opportunities. These policies all underpin the Curriculum model, putting the child at the center of all we do.
Statutory guidance setting out key principles to enable education establishments to implement their legal duty under the Education Act 1996 to make arrangements to identify, as far as it is possible to do so, children (students) missing education. Schools should be able to demonstrate that they have considered this guidance and implement required policies and protocols to cover issues of students missing education.
Raising concerns at work, often known as whistleblowing, is the act of reporting a concern about a risk, wrongdoing or illegality at work, in the public interest. We aim to promote effective and safe whistleblowing so that staff feel informed and confident to raise their concerns at an early stage.
The DFE guidance defines Relationships and Sex Education as “lifelong learning about physical, moral and emotional development. It is about the understanding of the importance of marriage and family life, stable and loving relationships, respect, love and care. It is also about the teaching of sex, sexuality and sexual health”. It is about the development of the student's knowledge and understanding of her or him as a sexual being, about what it means to be fully human, called to live in right relationships with self and others and being enabled to make moral decisions in conscience.
The DFE identifies three main elements: “attitudes and values, personal and social skills, and knowledge and understanding”. Effective school RSE programs help learners to develop the skills and knowledge appropriate to their age, understanding and development to enable them to make responsible decisions about their relationships, sexual health and well-being.
Please note: Our policies are updated on an ongoing basis and policies with earlier publish dates should be adhered to until they are updated.