2009-2010 - Hornbill School Website

‘Flying High’ 

Working Together to 

Build a Successful 

Future for All 

Hornbill 

, 

School 

British Forces Brunei, BFPO 11 

Tel (00 673) 3224101 ext 3214 

Fax (00 673) 3222133 

Foundation Site Tel/Fax: 3333225 

Email: office.hornbill@sceschools.com 

www.hornbillschool.com 

Headteacher: Mrs Kathy Wood MBE MEd 

Staff Information Booklet 

2009-2010 

Service Children’s Education is an Agency of the Ministry of Defence 

Chief Executive – Mrs Lynda Fisher M.Sc. M.Ed. Hons

An Introduction 

2 

Our school is more than a set of buildings, timetables, aims and schemes of work. Our school is 

us; all the people who are involved with Hornbill in any capacity. 

We are the Ambassadors of Hornbill for the pupils, our colleagues, our parents, the SGC and 

visitors to the school. It is only by working together that we can achieve a positive atmosphere 

and provide a quality and effective education for our children. 

Stromberg’s poem encapsulates this, 

“One day – lying alone in the lawn on my back 

with the drone of a distant train on some far off track, 

I saw before my eyes, 5,000 feet high or more, 

a sight which to this day, 

I must say I’ve seen nothing like before. 

The head goose – the leader of the V – 

suddenly veered out, leaving a vacancy 

which was promptly filled by the bird behind. 

The former leader then flew alongside, 

the formation continued growing wide – 

and he found a place at the back of the line. 

They never missed a beat.” 

“So that’s how I found out how the goose 

can fly from way up North to way down 

South and back again. 

But he cannot do it alone, you see it’s something 

he can only do in Community. 

These days it’s a popular notion, 

and people swell with emotion and pride 

to think of themselves on the eagle’s side, 

Solitary, 

Self-sufficient 

Strong 

But, we are what we are, that’s something 

we cannot choose. 

And though many would wish to be seen 

as the eagle I think God made us more like the goose.” 

Stromberg, 1982 

The following information will hopefully give you a “feel” of our school. We are all leaders in 

our own way. However, Hornbill will experience success as a result of teamwork, trust and 

good communication and it is vital, that we all work within the parameters and spirit of the 

procedures outlined in this handbook. 

On our own we can be great, but together we can be awesome!

3 

Mission Statement 

Hornbill School 


Working together to build a successful future for all 

Mission Statement 

Our multicultural School values and promotes a happy, safe and 

caring environment that is committed to helping all children 

experience success, whatever their background or abilities, and to 

ensure they achieve the highest standards in all they set out to do. 

The health, safety and well being of every child is our paramount 

concern

VALUES AND AIMS OF HORNBILL SCHOOL 

4 

Our unique multi-cultural school provides a happy, safe and friendly environment in 

which to learn, work and reach high standards. Pupils, parents and staff work in 

partnership to create and maintain an atmosphere where the following values and 

principles are encouraged and promoted at all times: 

Care, safety and well-being and Concern for each other and our school. 

Courtesy and respect given to everyone. 

Consideration of others in everything that we do. 

Co-operation: knowing the success of the individual and our school is based on us all 

learning to work together. 

Creativity, Innovation and Challenge, havin the Courage, Commitment and Confidence 

to make a difference. 

Celebration: to value the individual’s achievement as well as sharing the success of 

others. 

Citizenship: to appreciate the different values and cultural differences that make up 

our world. 

Partnership with parents and our children underpins all that we do. We believe that the 

partnership between home and school plays a vital role in ensuring that we provide the 

very best education, environment and example for all our children. 

We believe that all members of our community should be equally valued and have an 

equal responsibility and part to play in helping our children to develop into independent, 

responsible and caring individuals. We are committed to the further development of 

vibrant links with the community. 

We believe that children learn best when they are excited and engaged in their 

learning. A whole school approach to the celebration of individual and collective success 

and to maintaining good discipline and high expectations is promoted at all levels. 

We are committed to the continual development of all the staff, as we share together 

the responsibility for the further success of our school. 

The Headteacher and staff, with Service Children’s Education and the School’s 

Governance Committee work together strategically and ensure accountability. They 

work to promote high standards of educational achievement in the school.

5 

At Hornbill School we aim to: 

Engage the hearts and minds of our children by offering every child access to a 

dynamic, enriched and inclusive curriculum which is inspiring and relevant to the needs 

of our diverse community. Such a curriculum includes all the requirements of the 

English National Curriculum and the essential elements of the Nepali National 

Curriculum for the Nepali children. 

Ensure learning and teaching is of a high quality and is planned and managed so that 

every child is supported and challenged. In this way all children are prepared with the 

essential tools for learning, giving them the appropriate foundations for future success 

in life. 

Work creatively, with both local and global communities, to ensure our school 

continues to be a learning place where children and staff develop the curriculum, 

continues to change and improve over time and resources are available flexibly and 

imaginatively. 

Provide equality of opportunity for all so that learning can be accessed by all children, 

whatever their background or abilities, within and beyond the classroom and school 

day.

6 

STORY OF THE SCHOOL 

Hornbill School is an exciting and expanding new school that caters for both Nepali 

children of Gurkha soldiers and children of serving British military and civilian MOD 

personnel. Hornbill School is a primary school with 464 children from 3 - 11 years of 

age and is situated at present on a split site with the Foundation Stage housed 8km 

away from the Main Site. Hornbill School Main Site is located in the building that 

previously housed the Gurkha School. Plans are in the final stages to enable the school 

to be adapted and extended so that both sites can be housed as one and 200 additional 

pupil places can be accommodated. The expected date for completion of our extended 

purpose built facilities is Feb 2011. The main site is pleasantly located in the centre of 

the main housing area, close to the recently refurbished swimming pool, medical centre 

and NAAFI. Children who are unable to walk to school travel on organised buses. 

The school follows the English National Curriculum for all children. The principal 

teaching is English, with variations for Nepali children to meet their own national 

requirements and preserve familiarity with their first language and culture. The 

school is administered and controlled by HQ Service Children Education (HQ SCE) in 

Wegberg, Germany, and maintains a higher than average academic performance. 

British teachers at the school are UK trained and employed as “UK-based civilians” 

within the Ministry of Defence. They are recruited from both SCE schools in other 

Commands and from civilian UK schools. The Nepali Specialist Teachers are degree 

qualified and are recruited directly from Nepal for employment in Brunei. WE also 

recruit teachers from other countries such as NZ, Australia and Canada through 

arrangements in place locally. Like all SCE schools, Hornbill School is subject to 

inspections from HMI OFSTED. Our most recent inspection was undertaken in March 

2009 and the report can be located on the Ofsted web site as well as our own. 

Prior to the opening of the new school in 2003, there were two schools serving the 

British Garrison in Seria. Seria Service Children’s School provided mainly for children 

of British military and civilian personnel. The Gurkha Children's English School 

provided education for children of Gurkha’s serving in Seria with the British Army. 

The school is at a dynamic and exciting stage in its development. The amalgamation of 

the two schools with distinct cultural needs has been a tremendous success. The 

school is now at a stage of rapid growth and change in terms of initiating and 

imbedding excellent practice throughout the school and because we are responding to 

changes in MOD legislation; namely Gurkha Married Accompanied Service (GMAS). 

We have recently improved the outdoor learning provision, landscaped the environment 

to encourage reflective and first hand learning and improved the administrative and 

staff areas of the school. The staff are talented and committed to the school 

improvement and keen to drive forward change with energy and enthusiasm. Parents, 

the Garrison and the SGC committee members are highly supportive and, again, 

committed to the success of the school at all levels. We also boast specialist sport 

facilities with extensive grounds. All children from the age of three make good use of 

the swimming facilities on both sites. Our Extended Learning Programme is a strength 

of the school as we organise and lead over 50 after school activities for our children. 

We work in a unique way, in a wonderful setting, celebrating the richness and 

diversity of cultures and language in order to build together a successful future 

for your child.

ORGANISATION 

7 

The children are organised, where possible, into single age groups throughout the 

school with favourable pupil teacher ratios to allow for the special circumstances of 

combining two distinct curricula. Children who have passed their third birthday by 1 

September are admitted part time to our large FS1 setting, fourth birthday by 1 

September are admitted full time into Foundation Stage 2 at the beginning of the 

school year. 

The school has a total of 88 support staff many working flexible part-time hours. At 

present we have 26 full-time UK based teachers and 10 Nepali Specialist Teachers. All 

classes have a UK based teacher and each year team has a Nepali Specialist Teacher 

working alongside UK based colleagues. The Foundation Stage Site has a full time 

Assistant Headteacher who oversees the daily management and organisation of this 

particular group of children. 

Hornbill School 2007-2008

School Governance Committee (SGC) 

Maj Yam Bahadur Rana GM, 2 RGR, Chairperson 

Mrs Kathy Wood MBE MEd, Headteacher 

Maj Ed Bell, SO2 G1 Welfare/SSO 

Capt Raghubir Rai, Unit Representative 

Mr Rajesh Thapa, Deputy Headteacher 

Ms Mary Healy, FS1 Teacher 

Capt John Reid, Parent Representative 

Capt Saroj Rai, Parent Representative 

Sgt Indra Gurung, Parent Representative 

WO2 Mark Wilson, Parent Representative 

Sgt Shane Mclean, Parent Representative 

Sgt Scott Kelly, Parent Representative 

Mrs Kamala Gurung, Parent Representative 

Mrs Aruna Magar, Parent Representative 

Ms Teresa Mah, SSAFA Representative 

Mrs Liz Measom, Teachers’ Representative 

Mrs Kala Gurung, Support Staff Representative 

Capt Barry Igoe, SO3 Coord/ETS, Secretary 

8 

Hornbill School Staff 

Mrs Kathy Wood MBE - Headteacher 

Miss Nicola Percy - Deputy Headteacher (UK) 

Mr Rajesh Thapa - Deputy Headteacher (Nepal) 

Mr John Readman - Assistant Headteacher Phase 1 

Mr Craig Gill - Assistant Headteacher Phase 2 

Mrs Helen Cowlan - Assistant Headteacher Phase 3 

Phase 2 and 3 Class Teachers and Nepali Specialist Teachers (NSTs) 

Mrs Sarah Young 

Year 1 Cerise 

Miss Vicky Thrippleton 

Year 1 Indigo 

Miss Kelly Northey 

Year 1 Emerald 

Mr Gyanendra Banks 

Year 1 NST 

Mr Michael Crichton 

Year 2 Violet 

Mrs Lisa Bowden 

Year 2 Silver 

Mr Craig Gill 

Year 2 Ruby 

Miss Gill Cunningham 

Year 2 Cream 

Mr Govinda Gurung 

Year 2 NST 

Mrs Sue Banks 

Year 3 Lavender 

Mr Rod Smith 

Year 3 Amber 

Mrs Hira Gurung 

Year 3 NST 

Mr Adam Bennett 

Year 4 Jade 

Mr Andy Scott 

Year 4 Turquoise 

Mr Sarvagya Mani Pradhan 

Year 4 NST 

Mr Gavin Duggan/Mrs Helen Cowlan Year 5 Gold 

Mr Colin Mitchell 

Year 5 Lilac 

Mrs Sujata Dewan 

Year 5 NST 

Mrs Claire Cotter 

Year 6 Maroon

Mr Colin Hunter 

Mr Tikaram Thapa 

Mrs Liz Measom 

Mr Laurence Burgess 

Mrs Laura Hunter 

Year 6 Aqua 

Year 6 NST 

Inclusions and Music 

Part-time PE teacher 

9 

Phase 2 and 3 Learning Support Assistants 

Mrs Sheevana Beauman Mrs Sujata Rai Mrs Anita Gurung 

Mrs Durga Rai Mrs Reena Rai Mrs Farmila Rai 

Mrs Sunita Limbu Mrs Sam Barclay Mrs Sara Lama Pakhrin 

Mrs Seema Gurung Mrs Pramila Rai Mrs Roma Pariyar 

Mrs Kala Gurung Mrs Bimla Tamang Mrs Melanie Russell 

Mrs Radhika Chongbang Mrs Shashi Rai Mr Komal Shah 

Mrs Anjana Rai Mrs Carla Rocha Mr Tom Brady 

Mrs Rachel Handford Mrs Prerana Ghale 

Phase 1 (Foundation) Class Teachers and Nepali Specialist Teachers (NSTs) 

Ms Mary Healy 

FS1 Teacher and FS1 Team Leader 

Miss Coleen Laptiste FS1 Teacher 

Mrs Trish Hadfield FS1 Teacher 

Mrs Meera Rijal 

FS1 NST 

Miss Ann Bilsby 

FS2 Yellow Class and FS2 Team Leader 

Miss Rachel Baxter FS2 Rose Class 

Mr Bill Ashley 

FS2 Orange Class 

Mr Susheel R Shahi FS2/Y1 (Jan 10) NST 

Mrs Aparna Chettri FS2 NST 

Phase 1 Learning Support Assistants 

Mrs Bimala Rai Mrs Pabitra Gautam Mrs Milan Shahi 

Mrs Roma Limbu Mrs Jamuna Rai Mrs Khem Kala Gurung 

Mrs Durga Rai Mrs Joanne Liddell Mr Naran Gurung 

Phase 1 Supply Learning Support Assistants 

Mrs Clare riddell Mrs Kathryn Graham Mrs Heidi Veacock 

Mrs Charlotte McClelland Mrs Radha Nembang Limbu 

Phase 1 Keyworkers 

Mrs Radha Ninglekhu Mrs Ankita Joshi Mrs Sumitra Limbu Chongbang 

Mrs Kamala Limbu Labung Mrs Bimala Pun Mrs Vicky Felton 

Mrs Yogita Chib Mrs Clare Dawes-Smith Mrs Usha Gurung 

Mrs Laura Oakes Mrs Shakuntala Rai Mrs Clair Jones 

Mrs Sumitra Rai 

Mrs Sharmila Rai 

Supply Teachers 

Mr Garnet Wood

10 

Office Staff 

Mr Alisdair Hunter School Business Leader 

Mrs Deepika Thapa Secretary Phase 2 and 3 

Mrs Siobhan Cunningham Secretary Phase 1 

Mr Tom Brady 

Library and Assets Manager 

Mrs Frances Luntunatabua Library Assistant 

Mrs Julie Gill 

Senior Play Supervisor & Assessment Admin Support 

Mrs Indra Limbu Support Secretary Phase 2 & 3 

Mr Sujit Lama Admin Assistant Phase 1 

Mr Adrian Cowlan Data Support Assistant and Premises Support 

Mr Phil Cotter 

Personnel and Health & Safety 

ICT Administrator 

Mr Freddie Chan 

Mr Terry Banks 

Mr Steven Bowden 

Senior ICT Technical Support 

ICT Technical Support 

FS ICT Technical Support & New Build 

Site Caretakers 

Main School – Mrs Norzaleha bte Adbullah, Mr Johnny Ak Sami, 

Mrs Kerinah Ak Tuwat, Mrs Martini Bte Suawat 

Foundation Site – Madam Liew Nyet Ngoh, Madam Kong Seet Fen

Monitoring, Evaluating & Impact 

2010 - 2011 

12 

Term 1 

September to 2011 

to 

December 2011 

Term 1 

September 2010 

to 

December 2010 

Thinking 

Skills 

Art & 

Design 

Problem Solving 

Religious 

Education 

Design 

Technology 

History, 

Geography 

& 

ECO 

M. 

F. 

L. 

Values 

Term 3 

April 2011 

to 

July 2011 

Term 2 

January 2011 

to 

March 2011 

This curriculum model provides an outline of subject 

development based on a cyclical process over four terms. 

During this time Subject Leaders will: review policies, 

schemes of work, the SSET & SEF documents and organise, 

develop and embed initiatives. They will undertake monitoring 

of resources, learning & teaching, assessment and reviews. A 

report and presentation to the SGC will be included with clear 

evidence of impact and provision.

14 

KS1 English (Y1) 

KS1 English (Y2) 

KS2 English (Y3,4) 

KS2 English (Y5,6) 

KS1 Big Write (Y1) 

KS1 Big Write (Y2) 

KS2 Big Write 

KS1 Maths (Y1) 

KS1 Maths (Y2) 

KS2 Maths (Y3,Y4) 

KS2 Maths (Y5,Y6) 

-A4 Yellow (½ lined one side, blank one side) 

20mm line spacing 

-A4 Yellow (lined one side blank one side) 






– A5 Pink (blank pages) 

– A5 Pink (one side blank, one side lined) 

– A4 pink (lined both sides) 8mm lined 

- A4 Blue 20 mm squares 




KS 1 + 2 Problem Solving – A4 Blue blank pages 

KS1 Science 

KS2 Science 

-A4 Orange (1/2 page blank) 

- A4 Orange (one side blank one side lined) 

KS1 RE / PW - A4 Green (1/2 page blank) - 

KS2 RE / PW - A4 Green (one side blank one side lined) 

KS2 Notebook 

KS1 Theme Books 

KS2 Theme Books 

KS1+2 Handwriting 

- A5 Brown blank pages 

- A4 Purple / Red (one side lined one side blank) 

20 pages, 10mm lines 

- A4 Purple / Red (one side lined one side blank) 

30 pages, 8mm lined 

- A5 Landscape with line guides.

15 

Telephone 

Should staff wish to make a call or book educational visits the telephone in the 

staffroom, office, and Foundation Site office can be used. If coaches need to be 

booked, please complete relevant request forms and pass to Deepika (Main Site) or 

Siobhan (Foundation Site) who will contact QOGLR for transport. 

Mobile Phones 

Mobile phones should NOT be used during teaching time or break/bus supervision. If 

you are needed in an emergency then contact should be made through the school 

secretary. 

Computers 

Email/internet access for personal use should not be carried out during teaching time. 

Staff should also familiarise themselves with the school’s ICT policy regarding use of 

computers/internet. 

Library books 

All library books are to be returned to the library at the end of each term and signed 

out at the beginning of the term. 

Keeping School Safe, Secure, Clean, Tidy, Quiet and Orderly 

All staff members are asked to pay attention to detail to help us keep our school 

secure, clean and tidy and save energy. The following areas need attention and your 

co-operation is most appreciated : 

• Safeguarding is prime concern 

• Read Health and Safety School Routine Procedures. 

• Cups with hot drinks are not to be left unattended around the building. 

• No hot drinks for any staff members whilst on duty in the playground and along 

the corridors. 

• Keeping school safe and secure is everyone’s responsibility. If you leave school 

after the caretakers then please ensure classrooms, staff-room and the main 

gate are securely locked. 

• Please ensure children use bins for rubbish and do not discard any loose rubbish 

around the site. Bins for the collection of different types of rubbish have been 

placed around the school and recycling should be encouraged. 

• Avoid the overuse of Blutac – stuck to walls it pulls off the paint. 

• Staff room particularly after break times – collective responsibility. Please 

keep it clean and tidy. Please remember to clear any food or snacks left or 

dropped. 

• Resource areas need to be left clean and tidy. 

• Lights, computers and projectors have to be TURNED OFF when out of the 

classroom. 

• The School Hall is a work area. Please leave it neat and tidy after use and 

remember to switch off all sound equipment. 

• Tables/worktops/books are to be left tidy when not in class. 

• Children are to use aprons and plastic covers for tables when engaged in messy 

work.

16 

• Paper and books are to be stored appropriately. 

• Personal belongings have to be stored in a safe and secure place. 

• No raised voices (only in emergency). 

• Whiteboards need to be left clean and presentable. 

• Pencils left sharp for beginning of next day. 

• Turn photocopier and interactive whiteboard projectors off at night. 

• Keep glass/windows clear as far as possible. 

• Avoid sticking down labels on new wood furniture surfaces. 

• Maintenance – If something is broken, needs attention the report in black book 

in office 

• Play duty responsibilities 

• Security of School Keys – Front door and classrooms 

Timing of the School Day and Registration Activities 

Hornbill School Main Site (Phase 2 & 3) 

Teachers supervising from : 0730 hours 

First session commences : 0745 hours 

1 st break : 0930 – 0950 hours 

2 nd break : 1140 – 1200 hours 

School day finishes for KS1 and KS2 : 1330 hours 

Teacher supervising until : 1340 hours 

Hornbill School Foundation Stage 2 (Phase 1) 

First session commences : 0815 hours 

1 st break : 1000 – 1020 hours 

1020 – 1040 hours (Thursdays) 

School day finishes : 1330 hours 

Hornbill School Foundation Stage 1 (Phase 1) 

First session commences at : 0815 hours 

School day finishes : 1115 hours 

Programme of meetings 

Mondays : 0735 hours Staff briefing 

1415 hours Staff meeting held at Main Site 

Wednesdays : 1230 hours Senior Leadership Team Meeting 

(Fortnightly) 

Fridays : 0735 hours Staff briefing

17 

Hornbill School Academic Calendar 2010 – 2011 

Mo Tu We Th Fr 

Sa Su 


Sa Su 


Sa Su 


Sa Su 

1 

1 2 3 4 5 

1 2 3 

1 2 3 4 5 6 7 

2 3 4 5 6 7 8 

6 7 8 9 10 11 12 

4 5 6 7 8 9 10 

8 9 10 11 12 13 14 

9 10 11 12 13 14 15 

16 17 18 19 20 21 22 

23 24 25 26 27 28 29 

30 31 

13 14 15 16 17 18 19 

20 21 22 23 24 25 26 

27 28 29 30 

11 12 13 14 15 16 17 

18 19 20 21 22 23 24 

25 26 27 28 29 30 31 

15 16 17 18 19 20 21 

22 23 24 25 26 27 28 

29 30 

December 2010 January 2011 February 2011 March 2011 


Sa Su 


Sa Su 


Sa Su 


Sa Su 

1 2 3 4 5 

1 2 

1 2 3 4 5 6 

1 2 3 4 5 6 

6 7 8 9 10 11 12 

3 4 5 6 7 8 9 

7 8 9 10 11 12 13 

7 8 9 10 11 12 13 

13 14 15 16 17 18 19 

10 11 12 13 14 15 16 

14 15 16 17 18 19 20 

14 15 16 17 18 19 20 

20 21 22 23 24 25 26 

17 18 19 20 21 22 23 

21 22 23 24 25 26 27 

21 22 23 24 25 26 27 

27 28 29 30 31 

24 25 26 27 28 29 30 

31 

28 

28 29 30 31 

April 2011 May 2011 June 2011 July 2011 


Sa Su 

Mo Tu We Th Fr Sa Su 


Sa Su 


Sa Su 

1 2 3 

1 

1 2 3 4 5 

1 2 3 

4 5 6 7 8 9 10 

2 3 4 5 6 7 8 

6 7 8 9 10 11 12 

4 5 6 7 8 9 10 

11 12 13 14 15 16 17 

9 10 11 12 13 14 15 

13 14 15 16 17 18 19 

11 12 13 14 15 16 17 

18 19 20 21 22 23 24 

16 17 18 19 20 21 22 

20 21 22 23 24 25 26 

18 19 20 21 22 23 24 

25 26 27 28 29 30 

23 24 25 26 27 28 29 

30 31 

27 28 29 30 

25 26 27 28 29 30 31 

School Days 

HORNBILL SCHOOL ACADEMIC YEAR 2010/11 

TERM 1 - 2010 

INSET: Monday 30 th August and Monday 8 th November 

First day of Autumn Term 

Half Term 

Last day of Autumn Term 

Tuesday 31 st August 

Monday 18 th October – Friday 22 nd October 

Wednesday 15 th December 

TERM 2 - 2011 

INSET: Tuesday 4 th January and Thursday 3 rd February 

First day of Spring Term 

Long Weekend Break 

Last day of Spring Term 

Wednesday 5 th January 

Friday 4 th February 

Friday 18 th March 

TERM 3 – 2011 

INSET: Friday 22 nd April and Monday 25 th April 

First day of Summer Term 

Half Term 

Last day of Summer Term 

Wednesday 4 th April 

Monday 30 th May – Friday 3 rd June 

Friday 15 th July

Teaching and support staff in school are required to dress smartly. We do not require 

teaching staff to wear suits to work, but there are a few guidelines that you need to 

follow: 

18 

☺ We work in an environment of mixed cultures, and staff in school must be aware 

that baring too much flesh is often not the norm for the people we may work with, 

and can be a little embarrassing for others. 

• Strappy tops are not appropriate for wearing to work. T-shirts, shirts and 

tops which have shoulder width straps are far more suitable 

• Tops which have a deep V-neck, or particularly open front are also not 

acceptable 

☺ Ladies/Men 

• Ladies can wear skirts/trousers or Saree/Salwar Kameez, but skirts should 

be at least knee length 

• Men should wear trousers, although smart, tailored shorts are also 

acceptable 

• Men should wear a collared shirt/t-shirt 

• Jeans are not appropriate 

• We model the behaviour we expect from our children, and teaching staff 

are encouraged to change into and, particularly out of appropriate sports 

wear when teaching PE 

• We take children swimming regularly and staff who may need to enter the 

pool should have a suitable swimming costume – bikinis are not appropriate. 

☺ The climate in which we work is very hot. New staff members are encouraged to 

wear clothes made of lightweight fabrics! 

Transport Request Forms 

If you need to request transport, please complete the transport request form and 

hand it back to the office secretary at least 72 hours before the event. 

Risk Assessments 

Risk Assessment forms MUST be filled in for all visits taking children out of the 

school premises and submitted to the Health & Safety trainer support or School 

Business Leader at least 48 hours before the visit takes place. Please note that trips 

will be cancelled if Risk Assessments are not submitted within the time stated above. 

Illness 

If you are ill, please telephone your Team Leader as soon as possible, preferably the 

evening before, but certainly by 7.00am via the telephone. If you are unable to reach 

your Team Leader then please contact Deputy Head Teacher. They in turn will notify 

the School Business Leader. 

All staff need to be familiarise yourself with procedures for reporting absence from 

work via the SBL. It is your responsibility to notify PPPA of the start date of your 

absence and the end date. This is done by completing form PPPA001 and faxing it to 

them on 01225 828391, e-mailing it to peopleservices@pppa.mod.uk or by posting it to 

PPPA Cheadle Hulme, PO Box 38, Cheadle Hulme SK8 7NU

Leave 

It is vital that the Garrison know if you are going on leave, (this includes leaving Brunei 

for a weekend) and how you can be contacted during this time, in case of any 

emergencies. When half terms and end of term holidays approach, we collect necessary 

details in school. However, if you are going away for a weekend, it is vital that you sign 

out at the Guard Room at the entrance to Medicina Lines. You must ensure you 

complete the leave form details and return to the office secretary before you leave 

Brunei for any sustained period of time. 

19 

Some countries you plan to visit during the school holidays may have Special Security 

Regulations that apply to them. (China and Cambodia are examples that are on this list). 

This may not mean that you cannot visit it, just that you are likely to need to gain 

clearance to visit. 

How do I know which countries have Special Security Regulations? (CSSRA) 

Belarus China Federal republic of Yugoslavia Russia 

Ukraine Cuba Socialist Republic of Vietnam Hong Kong 

If you are unsure, you should contact the Garrison Admin Office for clarification. 

How do I apply for travel to these places? 

Application forms for applying to travel to CSSRA are also available from the Admin 

Office. Once completed, these forms need to be submitted to HQ LAND. who then 

carry out their necessary checks and inform the Chief Clerk at the Garrison Admin 

Office if personnel are permitted to travel, and any advice you may need to know prior 

to your visit. 

Once you have gained clearance you should go to the Chief Clerks office to read any 

relevant security information. 

Please remember that you need to allow time for these applications to be made 

prior to your departure. 8 Weeks is the recommended period for these 

applications to be made. Orders state that CSSRA applications which are 

submitted with less than 8 weeks notice, without extenuating circumstances, will 

be denied. 

Compassionate Leave 

Compassionate cases are initially dealt with locally and due to the urgency of the case 

there is minimal form completion. The best course of action in any compassionate case 

would be to inform the Headteacher or (Deputy Headteachers in the absence of the 

Headteacher) and have your Next of Kin refer to the Compassionate card given to you 

on during your induction who will then contact the relevant authorities and make 

necessary arrangements immediately.

20 

Registration Procedures 

Main Site 

0745-0750 hours All children need to be settled, working on a registration 

activity and REGISTRATION UNDERTAKEN PROMPTLY 

Please ensure totals are filled in appropriately 

0800 hours All registers to be sent to the office for central storage before 

assembly time 0800 hours. 

Foundation Site 

0815-0820 hours All children need to be settled, working on a registration activity 

and REGISTRATION UNDERTAKEN PROMPTLY 

Please ensure totals are filled in appropriately 

0830 hours All registers to be sent to the office for central storage 

Should children arrive late please send them to the office immediately for their 

attendance to be recorded and monitored by the school secretaries on a weekly basis 

and Headteacher on a half-termly basis. Administrative staff will provide regular 

information for teachers on attendance statistics. 

Send all money to the office as soon as registration is completed. Please distribute 

any receipts returned from the office to the named children. Small envelopes are 

available for any loose money to be made secure. 

ALL STAFF MEMBERS NEED TO MAKE THEMSELVES FAMILIAR WITH THE 

ATTENDANCE GUIDELINES AND PROCEDURES FOR STAFF MEMBERS.

21 

HEALTH & SAFETY – ALL STAFF NEED TO BE FAMILIAR WITH HEALTH 

AND SAFETY POLICY AND HORNBILL SCHOOL’S HEALTH AND SAFETY CODE 

OF PRACTICE. 

The following are extracts from the above documents. 

Hornbill School Fire Safety Orders 

Action on the Outbreak of Fire 

If you discover a fire 

1) Shout for assistance 

2) Operate the fire alarm. They are located in the following areas : 

Main site 

Foundation site 

Outside Office corridor (Qty 1) Main entrance (Qty 1) 

Reception (Qty 1) Green Class corridor (Qty 1) 

Staff Room (Qty 1) Green Class (Qty 1) 

Room 6 (Qty 1) Staff Room (Qty 1) 

Room 7 (Qty 1) Purple Class corridor (Qty 1) 

Room 8 (Qty 1) Purple Class (Qty 3) 

Room 9 (Qty 1) Food Technology Room (Qty 1) 

Room 10 (Qty 1) Red Class corridor (Qty 1) 

Room 14 (Qty 1) Red Class (Qty 2) 

Room 15 (Qty 1) Blue Class corridor (Qty 1) 

Room 19 (Qty 1) Blue Class (Qty 2) 

Room 20 (Qty 1) Blue Class Quiet Room (Qty 1) 

Room 22 (Qty 1) 





Hall (Qty 2) 

Hall Rooms (Qty 2) 

New Block (Qty 3) 

3) Inform the Headteacher and reception after sounding the alarm, so that the 

fire brigade can be informed of the source of the fire. 

4) Follow the procedure outlined below. 

Action that must be taken with the children: 

1. Calmly evacuate the building immediately by the nearest exit, taking with you 

any child in your care. 

2. 

3. Before leaving the classroom, try to close all the doors and windows if you are 

able to do so safely. Ensure the door you leave through is closed behind you. 

The Class Teachers will lead the class while the LSA will stay at the end of the 

line to ensure no child is left behind.

Do not stop to collect personal belongings 

22 

Proceed immediately to the fire assembly point, which is on the far school field, 

behind the large playground equipment at Main site and beyond the Slash pool 

at FS. 

Your Team Leader or Class Teacher will advise you when you start at Hornbill 

the route you must take if you are in your classroom or other shared classroom 

when the alarm sounds. 

4. Once on the field, each class is to line up in front of their Class Teachers in 

their registration groups. The Class Teacher is to head count the children (to 

save time) and check the total against the number of children present that day 

on the register. If the totals do not tally then the register should be taken to 

see who is missing. (Registers will be handed to you by the School Secretary or 

another member of the administrative staff) 

If all of your children for the day are PRESENT, you must hold the GREEN card 

high in the air. 

If you do NOT have all of your children registered that morning, you must hold 

the RED card high in the air, which will prompt assistance. 

Red and green cards are kept in your register pack. 

You must wait for the Headteacher or one of the Deputy 

Headteachers/Assistant Headteacher to give permission to return to the 

building before returning. 

Class Teachers and Nepali Specialist Teachers are to display the following 

expectations in class and explain/remind them to the children as and when appropriate. 

In case of fire: 

• Listen to your teacher if you are in classrooms, and follow their instructions 

• If you are not in the classroom never return/or enter the building 

• Do not stop to collect personal belongings 

• Walk out of building by the nearest door sensibly in SILENCE and in SINGLE 

FILE. Do not run or push. 

• Line up with your class at the designated Assembly point, and listen for your 

name to be called. 

• When you hear your name say YES, HERE loudly and clearly 

• It is very important that you DO NOT talk while teachers are taking registers. 

Fire – Emergency Procedure for Break time 

All staff should be clear on the above procedures and keep to these wherever possible. 

If you are in the hall or on the playground, you should direct the children out of 

hall by the fire exit, or off the playground and proceed to the assembly point, via 

the safest route.

23 

Please note if any member of staff who leaves the school premises for any 

reason is to ensure that the office staff are aware of when you leave when you 

return. This is essential for fire records and to ensure safety for all. 

All support staff members need to sign in and out of the building – the fire 

register is located in the office. 

Emergency Procedure 

IF YOU DISCOVER OTHER POTENTIAL EMERGENCIES 

Operate the nearest alarm. Tackle fires only if safe to do so using available 

equipment. 

Guidance for Staff 

1. Evacuate the building immediately by the nearest exit, taking with you any children 

in your care and your register. 

2. The person discovering the emergency must inform the Headteacher and reception 

after sounding the alarm, so that the relevant agencies can be contacted. 

3. Do not stop to collect personal belongings 

4. Switch off machinery/appliances were possible 

5. Before leaving the classroom shut all windows and doors behind you if practical 

6. Proceed to the assembly point for a roll call. Hand registers to Headteacher when 

roll call has been completed 

7. No person must re-enter the building unless authorised by the Headteacher, 

Deputy Headteachers/Assistant Headteacher or Site Manager/Fire Officer. 

Office Manager or administrative staff members to collect registers, school visitors 

book and staff register and take them to the assembly point. 

First Aiders 

The following staff members have up to date first aid qualifications: 

Govinda Gurung Sujata Dewan Hira Gurung 

Susheel Shahi Colin Hunter Rajesh Thapa 

Sarvagya Mani Pradhan Govinda Gurung 

Tikaram Thapa 

Sujata Dewan 

Phil Cotter 

Adrian Cowlan 

Taking Medicine in School 

Please ensure you have read this policy and the Health and Safety Code of Practice and 

follow appropriate procedures. Please refer to Managing Medication in School Policy. 

Please always check inhalers are with you on school visits and visits to the swimming 

pool. 

Ref: Managing Medicine in schools and setting. SCE – Grid for Learning.

24 

Emergencies 

If a child becomes sick/unwell please check with the Headteacher or the relevant 

Deputy Headteacher/Assistant Headteacher before contacting parents. No child is to 

be sent home without consulting Headteacher/Deputy/Assistant Headteacher. 

Serious accidents must be reported to the Headteacher or appropriate Deputy 

Headteacher/Assistant Headteacher. Head injuries are reported to the 

Headteacher/Deputy Headteacher/Assistant Headteacher and communicated to 

parents. Copies of the letter should be signed by the Class teacher and be kept by the 

Class teacher with the register. All accidents need to be recorded in the accident 

folder, which is kept in the Staff room in the Main Site or the Main office in the 

Foundation Site. Please refer to Health and Safety Policy and the code of practice for 

further guidance. 

Child Protection 

All staff members are to familiarise themselves with Hornbill School Child Protection 

Policy and Safeguarding Policy. PLease refer to SCE Child Protection Procedures 2002 

for further guidance about child protection. Regular training is ongoing. 

Smoking 

SCE has a no smoking policy in public places. Staff are not permitted to smoke in any 

area of the school grounds including the immediate grounds in front of the school 

premises and should pay due regard to the promotion of healthy life styles we promote 

to our children, and remember that any member of staff should act as a role model for 

the children in our care. 

Policy for Snake Bites – Action Plan 

If a snake has bitten a child or person, always call for help if you think the snake is 

poisonous, especially if the person experiences any of the symptoms listed below. Time 

is of the essence. Contact the MRS immediately. 

Symptoms: 

• Bloody wound discharge. 

• Blurred vision. 

• Burning. 

• Convulsions. 

• Diarrhoea. 

• Dizziness. 

• Excessive sweating. 

• Fainting. 

• Fang marks in the skin. 

• Fever. 

• Increased thirst 

• Localized tissue death. 

• Loss of muscle coordination. 

• Nausea and vomiting. 

• Numbness and tingling. 

• Rapid pulse.

• Severe localised pain. 

• Skin discolouration. 

• Swelling. 

• Weakness. 

25 

The following first aid should be applied: 

• Contact MRS immediately 3224893 

• Keep the person calm, reassuring them that bites can be effectively treated by 

medically trained personnel. 

• Restrict movement and keep the affected area below heart level to reduce the 

flow of venom. 

• Remove any jewellery of constricting items because the affected area may swell 

• If the bitten area begins to swell and change colour, the snake was probably 

poisonous. 

• Monitor the person’s vital signs until medical assistance has arrived i.e. 

temperature, pulse and rate of breathing. 

Break times 

NO CHILDREN SHOULD BE ON THE PLAYGROUND UNSUPERVISED OR LEFT 

INSIDE THE BUILIDNG. STAFF MEMBERS ON DUTY NEED TO GO OUT ONTO 

THE PLAYGROUND ON TIME. THE PLAY LEADERS WILL ORGANISE AND 

SUPERVISE PLAY ACTIVITIES FOR GROUPS OF CHILDREN. 

On the main site playground there should be at least 4 members of staff on duty – one 

on the hard surface play area, one in the play equipment area, one along KS1 

corridor/boys’ toilet area and one along KS2 corridor/pond/girls’ toilet area. A 

member of staff should be on ‘back up’ duty, and will deal with medical emergencies. 

Current duty rotas are displayed on the staff notice board in the staff room, and 

included in current routine and procedures booklet. Staff need to familiarise 

themselves with the location of First Aid boxes. 

Play Leaders to ensure arrangements for playground equipment is maintained well. 

Please do not remove any equipment from the PE store without permission from the PE 

Leader. 

When entering the building, children use appropriate access points keeping to paths. 

Serious accidents are reported to the Headteacher or Deputy Headteacher/Assistant 

Headteacher. With reference to head injuries, copies of the standard letter should 

be signed and kept by the class teacher with the register. All accidents need to be 

recorded in the accident book, which is kept in the Deputy Headteachers’/Assistant 

Headteacher’s office. The adult on duty should be the one to record injuries in the 

accident book.

26 

Children are not usually allowed in the building without an adult. 

Any teacher wishing to keep children in at break time should arrange to supervise 

them him/herself. The teacher should ensure that the child has an opportunity to 

have his/her snack and drinks despite missing playtime outside. 

• All children should be encouraged to go to the toilet and wash their hands at 

the beginning of each break time. 

• Children are allowed to eat fruit/vegetables at playtime, not sweets or crisps. 

• Fizzy drinks and glass bottles are not allowed at break times. 

• When appropriate, play equipment is designated to each Phase who are 

responsible for its safekeeping and the monitoring of in/out routines. 

• A whistle will be blown by one of the supervising teachers 2 minutes before the 

bell is due to go. This will be the signal for children to stop playing and to stand 

still. The teacher will then blow the whistle again which will signal the children 

to proceed to their class lines. 

• Teachers must be on the playground 2 minutes before the bell, in order to 

receive their class and to accompany them into the classroom. 

• Children line up in an orderly fashion and are led into class. 

Children’s behaviour when leaving the playground – Mr Gill has a check list availible 

In order to establish the standards we expect from the children when leaving the 

playground after break, and thereby facilitate a calm and proper start to the next 

session of work, all staff need to: 

• Children will be given a 2min warning for end of playtime with a loud whistle 

blast. A second whistle with sound after 2mins and children are to make their 

way to the classroom. 

Special Needs Procedures

27 

All staff should read the current Inclusion Policy, SEN Policy, EAL Policy and all 

other related policies for our school before they commence teaching a class. 

Our records are subject to SCE’s Moderation Procedures and these in turn are subject 

to National Moderation – hence the importance of precise and effective identification, 

targeting and recording. 

Planning for SEN children 

Term 1 

• Read the existing paperwork for each child. Check if there is a current IEP in 

the pack. 

• Talk to the child’s previous teacher and the Inclusion Leader. 

• Read the current IEP, this will be active until at least half term. If a child 

meets a target before this, a new target will have to be set. 

• Set up a folder/plastic bag for each child. In the bag should be a daily diary 

for the LSA to complete daily, the current IEP and any resources needed to 

work towards targets. Throughout the term, your LSA should be aware of 

short-term targets. Keeping records and evidence is an important part of their 

role – class teachers need to ensure this is being carried out efficiently and 

effectively. Please work with and oversee the designated LSA, to ensure 

s/he knows what is expected of them. As the teacher, you are responsible 

for ensuring the progress for any child with SEN. 

Every Term 

• Before half term, begin to formally assess the children to see if they have 

met/partially met/not met their set targets. You need to complete the 

‘progress’ column on their current IEP (AR7). 

• Gather together evidence (photocopies of books, behaviour charts, LSA daily 

diaries) to support whether a child has met/partially met/not met their target. 

• All evidence should be attached to form AR4/5 and the form completed prior to 

termly review. 

• Ensure children complete the ’pupil’s comments’ box on the back of their 

current IEP (AR7) prior to review. 

• Prior to writing the new IEP, check each child is on the correct level of 

intervention. This can be checked against moderation sheets found in the class 

SEN file. 

• Write new targets for each child (if you have several children with similar 

difficulties you can write a group IEP). Please ensure targets are SMART 

targets (Specific, Measurable, Achievable, Relevant, Time-bound) 

• All reviewed IEP with form AR4/5 and new IEPs should be given to the 

Inclusion Leader one week prior to the termly review. 

• Please do liaise with the Inclusion Leader throughout the SEN process if you 

have any concerns and to update them on children’s progress.

28 

Levels of Intervention 

Concerns 

If you have concerns abut a child, but they do not meet the SA criteria on the 

moderation sheet. If you place a child on IA then you should inform parents of your 

concerns. 

School Action (SA) 

Children on this level require additional and different support within the class context, 

but they are not entitled to extra time. 

School Action Plus (SA+) 

If a child has not made sufficient progress (evidence is vital to support this) and 

meets the moderation criteria for SA+ then they are entitled to 5 hours support. This 

support can be 5 hours 1:1, if you wish to group children then you must divide the time 

given between each child in the group e.g. four children in a group for 1 hour equates to 

15 minutes of each child’s entitlement. 

At this stage outside agencies are always involved. This is often the school’s 

Educational Psychologist, but may be a range of other professionals. They may 

undertake more specialised assessment and/or observe the pupil. Parental permission 

is always sought for a formal referral to any external service. 

Statement 

Only a very small proportion of pupils require a Statement of SEN. These pupils are 

likely to have severe or complex needs that require more specialist advice and support. 

Their entitlement of support varies from case to case. 

For pupils with statements, an Annual Review Meeting has to be held in addition to the 

regular termly reviews. At this meeting, consideration is given to whether the 

statement should continue, and whether provision/strategies should be maintained or 

amended. It should set new long-term objectives for the following year. All relevant 

professionals, including those who contribute to the original statement are invited to 

attend or submit a written report to an Annual Review. 

Procedures for children having English as an Additional Language 

On Arrival 

• Initial assessment as the child arrives, takes the form of meeting with the 

parents and discussing how much English Language the child has. 

• Initial informal assessments are made whilst showing the child around the 

school, settling in, meeting teachers and children. 

• After the settling down period of two weeks for a new child, the NST may 

decide that the child needs additional support. The NST will then hold further 

discussion with the child’s class teacher and go through the set of filter 

questions to identify whether the assessment required will be SEN or EAL. If 

SEN then the child will be referred to the Inclusion Leader. If the filter 

questions indicate EAL assessment then the NST will carry out the EAL 

Baseline Assessment for the child. 

• The NST will then fill in the Individual Targeted Support Plan and arrange a 

meeting with the parents to inform of the support plan in place. The progress

29 

of the child will be continuously monitored and recorded and reviewed at the 

end of term. 

• The children requiring support will be identified as being at Early Stages of 

Acquiring Language A Group (ESAL A) if they require intensive language support 

or Early Stages of Acquiring Language B Group (ESAL B) if they require only 

some language support. 

• 

Termly 

• At the end of each term, the NST and class teacher will review the progress of 

the child using the Individual Review Sheet. 

• Evidence e.g. photocopies of work, reading records, progress charts should be 

gathered to support whether a child has met his/her targets in part or full or 

not met the targets at all. 

• The NST teacher should keep the original copy of this sheet and evidence in a 

class or cohort EAL folder. A copy of this should be given to the Deputy 

Headteacher (Nepal) who will then present the information to the Senior 

Leadership Team for further discussion and suggestions. 

Guidelines for EAL Assessments 

1. Nepali children who arrive in Hornbill School will be assessed using Hornbill 

School EAL Baseline Assessment. 

2. Curriculum, EAL or home language assessments carried out soon after arrival 

may be inaccurate as the pupils true performance may be masked by anxiety 

and difficulties associated with the new situation. If assessments are 

arrived at soon after arrival, it is very important that the pupil is 

reassessed after a designated period. In any case, it is important that 

teachers continue to monitor the curriculum, EAL and home language 

progress of learners regularly. 

3. The EAL assessment activities and materials cover 5 key areas: speaking, 

listening, reading, writing and mathematical language. The materials are 

designed to be used by English speaking teachers. English must be the only 

language used when carrying out the assessment. Teachers should be 

sensitive and shorten the assessment if the learner is at the very earliest 

stages of learning English but it is useful to undertake some of the 

assessment activities for each area, as learners may have quite different 

competencies in different skill areas. 

4. The assessment activities and materials can be adapted or substituted with 

material more appropriate to the individual learner and the circumstances. 

5. Assessments should be carried out in a situation which is familiar to the 

learner. NSTs should use their professional judgement regarding the 

assessment procedure and should ensure that the assessment does not 

cause distress or discomfort to the learner. An English language 

assessment carried out very soon after arrival in the school, is unlikely to 

give an accurate picture of the learner’s level of English and a reassessment 

after a short period of acculturation is recommended. 

6. Wherever possible an EAL assessment should be carried out by a staff 

member who is bilingual in the pupil’s language as this will enhance the quality 

of the information and programme planning. Where an assessor speaks the

30 

learner’s home language, responses from the learner in L1 will provide a 

picture of the child’s level of fluency and literacy in their home language and 

L1 responses can be included in the recording form for the assessment. 

7. NSTs and support staff are strongly advised to work closely with the 

parents of all children requiring EAL support. Parents should be welcomed 

positively into Foundation Stage and school settings. A welcome poster in 

Nepali is a positive sign to parents that they are welcome. There are many 

other strategies which help to develop pleasant, cooperative liaison and 

contribute towards the enrichment of the school environment:- 

• Learning phrases for greetings in Nepali by non-Nepali staff can be a 

positive welcome to bilingual parents; 

• Parents should be encouraged to: 

Stay or return early for their children in the first few days 

Share their skills in Foundation Stage or School settings 

‣ Cooking 

‣ Painting 

‣ Storytelling 

• Parents and children should be encouraged to use their home 

language; 

• Parents should, if possible, be included in workshop sessions to 

produce materials relevant to bilingual children. 

‣ Story books 

‣ Dual language taped stories 

‣ Games 

‣ Name labels in home language 

‣ Materials to do with festivals 

‣ Parents can promote positive images through their direct 

involvement in Foundation Stage or School settings. 

Support Programmes and Levels of Intervention 

Monitoring 

Where a teacher believes there may be a specific need, which could be met by a 

support programme, but due to the child’s recent arrival and our knowledge that 

language acquisition can normally take up to 2 years, we simply monitor the child’s 

progress to ensure it follows normal language acquisition. 

Reading Programme 

This is a support programme that increases the number of times a child is heard 

reading in school by NSTs or a member of the EAL support team. 

Jolly Phonics 

Jolly Phonics is an organised programme of support for individuals, groups and 

whole class where the Jolly Phonics content is delivered. 

Toe-by-Toe 

Toe-by-Toe is a structured reading programme to support and accelerate the 

reading age of a student, with or without reading difficulties, far in advance of

31 

their chronological age. It is a progressive support programme delivered for 20 

minutes every day. 

Alpha to Omega 

Alpha to Omega is a clearly structured programme offering a linguistic, phonic 

approach to support children in reading, writing and spelling. 

Talking Partners 

Talking Partners is a programme to boost speaking skills and was developed by 

Education Bradford. It is a structured oral language programme providing part of 

an integrated approach to raise levels of achievement. The programme is run 20 

minutes a session, 3 sessions per week for 10 weeks. 

Early Literacy Support (ELS) 

The aim of the intervention is to ensure that by the beginning of Y1 Term 3, all 

children are working at the appropriate objectives and are able to participate fully 

in the daily Literacy Hour with their peers. Each intervention session: 

• includes a daily word level element and provides a balance of reading, writing 

and speaking and listening across the week; 

• focuses on securing key learning objectives, setting targets and reviewing 

progress; 

• includes activities designed for the children to ‘take away’ to practise and 

consolidate their learning; 

• is closely aligned to the Literacy Hour; the ‘teachers’ notes’ provide guidance to 

help the class teacher support the children as they transfer their learning from 

the intervention sessions into the Literacy Hour. 

Additional Literacy Support (ALS) 

ALS is designed to help pupils in Key Stage 2 who have already fallen behind in 

literacy, but who would not otherwise receive any additional support in this area. 

Each module includes a practical, high quality teaching programme for such pupils, 

to be delivered during the group work session of the Literacy Hour by teachers and 

classroom assistants, working in partnership. There are four modules on phonics, 

reading (guided and supported) and writing (shared and supported), as well as 

guidance for teachers on managing ALS and an accompanying video. 

Further Literacy Support (FLS) 

Further Literacy Support is targeted at children in Year 5 who have achieved at 

least Level 2 at the end of Year 4 and who are working at Level 3 in Year 5. It 

consists of a training programme, screening procedures and three modules of 

additional literacy sessions focused on key objectives from Years 4 and 5. There is 

an emphasis on writing, on strategies that enable children to track and comment on 

their own progress, and on independent ‘homework’ tasks. 

The support programmes will be tailored and used for a range of different groupings 

based on the assessment of need.

33 

Personal Award - The Star Achievement Awards 

The aims of this award system are: 

To help children achieve their potential by striving towards set personal targets; 

To promote positive attitudes and high standards in behaviour and work; 

To encourage all children to be respectful of, and care about needs of others; 

To enable adults to acknowledge effort and high standards of work and behaviour. 

The system is organised as follows: - 

• Each child has a Star Record Sheet, which is kept by the class teacher, in a 

special "Star" folder in the classroom. 

• Stars are awarded by the teachers for a range of different types of good 

behaviour, attitudes and work. 

• Support staff can recommend children for Stars by notifying the class teacher. 

• Stars are coloured in or stamped and recorded throughout the week on the 

Star sheet, with a short explanation of why they were given, and records the 

date Stars are awarded. This must be kept up to date. Every term folders are 

monitored by Team Leaders/PSHE subject leader. The Headteacher will also 

ask to see folders on a regular basis. 

• On Friday mornings, each teacher will review the star sheets in the presence of 

the whole class. In this way, success will be celebrated as a whole class. 

• On the achievement of 10 Stars, children will qualify for a Certificate of 

Achievement. 

• By Thursday, teachers should notify the Headteacher of those children who 

have achieved certificates/badges during that week, so that they can be 

presented in front of the school in the Friday school Celebration Assembly. 

Once a child has been awarded 30 Stars (3 Certificates), he/she will be eligible 

for a badge of achievement. 

• A complete Star Sheet (30 Stars) should be included in the child's Personal and 

Social Profile, as an ongoing record of achievement. The completed sheet needs 

to be signed by the Headteacher. 

• Children will be encouraged to value certificates and badges awarded. At their 

final assembly at Hornbill, they will be asked to wear their collection of badges 

as a record of achievement, and as an inspiration to younger children. 

• The "Star Certificate System" is cumulative, and will follow the child's school 

life at Hornbill, from FS1 to Year 6. Star sheets will accompany the child when 

he/she changes classes at the end of each school year. 

• Team leaders and the Head teacher will regularly monitor the system. 

The Star Achievement Awards 

Star Reward 

The Star Achievement Award Scheme is designed to work alongside whatever 

reward/sanction system you already have in place in your class. Class teachers do need

34 

to give it high profile as it can easily be aligned to any individual system working 

within the class. 

Stars can be given for any significant achievement by individual children. Its aim is to 

encourage individuals to try their best in all aspects of school. Our aim is to ensure 

that children get recognition for their achievements by receiving about 10 stars i.e. 

one certificate per half-term. 

The reversed side of the star sheets do need to be filled in by an adult in class. 

However, in UKS2 we encourage the children to fill the reasons why they got their 

star themselves as far as possible. Team leaders, PHSE Leader and the Head teacher 

will be monitoring the star sheets at regular intervals. 

The star system will stay with individuals and move with them throughout the school. 

10 stars = 1 st Certificate 

20 stars = 2 nd Certificate 

30 stars = 3 rd Certificate & Bronze Badge 

40 stars = 4 th Certificate 


60 stars = 6 th Certificate & Silver Badge 



90 stars = 9 th Certificate & Gold Badge 



120 stars = 12 th Certificate & Black Badge 



150 stars = 15 th Certificate & Orange Badge 



180 stars = 18 th Certificate & Red Badge 

Children who display unacceptable behaviour should be aware that action 

will be taken and sanctions will be imposed. 

Class Rewards 

At the teacher's discretion, there may be individual class rewards running alongside 

the "Star" reward system, operating at a class level. These class rewards could be 

individual or whole class targets. They may stand alone, or be used as a "stepping 

stone", i.e. small targets towards the "Star". 

Regular consultation and discussion between teachers will help to ensure consistency in 

expectations and fairness in the system.

35 

Personal and Social Relationships 

The key to the ethos of the school is the way in which staff, adults and children relate 

to each other. We want to encourage the children to be open-minded, confident and 

friendly. We also want them to be honest and to complain if they feel they need to. 

We need to be patient and, whenever possible, to listen to them. 

What is Unacceptable Behaviour at Hornbill? 

• Refusing to do what is asked 

• Answering back or rudeness 

• Swearing, using bad language or verbal and physical aggression 

• Name calling 

• Vandalism 

• Disruptive behaviour 

Racist, sexist or prejudiced remarks or attitudes 

• Running inside or between school buildings 

• Leaving the school premises without permission 

Guidelines for Staff 

In managing the children, we try to: - 

• Be good role model, and use the fundamental principles of good parenting; 

• Look for opportunities to praise, encourage and reward; 

• Be good humoured; 

• Be a part of a team, and supportive of others in the team; 

• Be well prepared and punctual; 

• Keep calm; 

• Be consistent and fair; 

• Listen in a friendly way; 

• Be responsive to each child's needs, and do everything possible to help the child 

to mature; 

• Be positive and expect the best, and do everything possible to help the child to 

mature; 

• Set limits that the children understand 

• Respect children and each other; 

• Avoid "personalising" when we have to punish; 

• Only use a raised ‘shouting’ voice when in an emergency. 

BUT 

Some children are naughty and frustrating. It is the handling of this more difficult 

misbehaviour, which can cause most concern. However, these children too must be 

valued, and we must learn how to manage them. We work on the principle that all 

children can be managed if we use the right approaches. Our first task is to review our 

own practice, procedures and behaviours (i.e. do we expect them to sit for too long, 

present tasks that are not challenging). 

Using the "right" approaches may mean:

• Changing your classroom management; 

• Giving them shorter term targets and rewards: 

• Giving the child more time; 

• Being more flexible; 

• Involving someone else to help; 

• Involving the Inclusion Leader/support service; 

• Bringing in parents on a more regular basis. 

36 

Marking Policy 

1. Introduction 

Our marking policy offers guidelines to all our staff on the way in which we respond to 

children’s work. In many cases, our response will be to talk with the child about their 

work so that we can have a discussion with the child rather than simply making a 

written comment. In the cases where this is not possible, we try to mark their work in 

an honest, positive and supportive way that will encourage them to make progress at 

their next attempt. 

We also recognise that marking children’s work offers information which we can use in 

assessing the level of their skills, knowledge and understanding of the task they have 

undertaken. In this way, information gained from marking children’s work informs 

planning of the next step that the child needs to take in their learning. 

2. The purpose of marking children’s work 

At Hornbill, we believe that marking our children’s work serves the following purposes: 

To show that we value our children’s work and the effort they have made. 

To give an indication of the professional opinion of a child’s work, to outline 

expectations of them and to discus with them achievable targets. 

To enable us to assess how much the child has understood. 

To provide a basis for making assessments linked to the National Curriculum 

levels of achievement. 

To identify areas for development and inform IEPs or ITSPs. 

To motivate and encourage the child through positive and constructive 

comments which will help them to make progress. 

3. Common principles about how we mark children’s work 

We mark all our children’s work in graphite pencil or black or blue pen or in 

those colours agreed in our school editing keys. (Copies of KS1 and KS2 

keys attached.) 

We try to use the child’s name in a written comment because we fell this 

makes it personal. 

We would never want the amount of correction to be over-facing for a child, 

even when there are many errors. 

We endeavour to use the Nelson style of handwriting when writing 

comments in order to provide a model. 

Often we prefer to take a selected paragraph in a longer piece of written 

work or a particular section of maths work and mark in a pre-determined 

focus – this then informs future planning.

37 

We inform the children beforehand if we are marking a specific area of 

their work. 

Marking children’s work at different ages and stages 

Although we have common principles concerning the marking of children’s work, we 

accept that the task is different at various stages in each child’s development. 

Phase 1: In Foundation Stage children are praised and given positive feedback about 

work which they produce. Children receive a little sticker for significant achievement 

and we try to ensure that most children receive one. We celebrate achievements in 

class and in assembly with parents. Discussions with children regularly take place 

advising them on how to improve and progress. 

Phase 2: As far as possible, we aim to mark all work with the child. In this way we can 

use the marking session as an added learning and teaching experience. Our comments 

are usually more verbal than written because this is more appropriate to match the 

child’s understanding. A tick and/or the date at the end of the piece work will indicate 

that it has been checked by the teacher. 

When marking any written work our approach may vary. A very early emergent writer 

may read his/her efforts to the teacher who may then write the correct form 

underneath. More ‘advanced’ emergent writing may be marked in various ways; for 

example, a tick over the correct initial sounds for words or complete phonetic spellings 

will be used to encourage the young writer. We may correct one or two of the 

incorrect spellings of the first 6-12 key words. With more confident writers we may 

pick out two or three key or thematic words which have been mis-spelt and correct 

these above the error. Some of the more able children may be encouraged to learn 

the correct spelling using the ‘look, cover, write, check method’, or two or three key 

words which are mis-spelt repeatedly may be noted under their work for the children 

to practise. We may re-draft certain parts of a piece of writing together with the 

child using the teachers as scribe. We begin to encourage use of the school editing 

key. 

When marking maths: For investigative maths, we accept that there may be more than 

one solution and we assess the level of understanding through discussion with the child 

as they work through the task. When marking mathematics with younger children we 

point out errors in an appropriate way to show that the work needs to be corrected, 

e.g. as the child matures a cross may be used to show an error. 

Phase 3: When appropriate, we continue to mark work alongside the child, incorporating 

their ideas and comments within ours. This dialogue helps children understand more 

clearly the written comments made by the teacher about marking improvements and 

may provide opportunity for feedback about the quality of the piece of work. 

If marking alongside the child is impractical, we endeavour to provide prompt feedback 

by marking work ready for the next session, whilst it remains fresh in the child’s mind, 

and to provide some verbal feedback at a later stage in order to make written 

comments clear.

We recognise the importance of commenting regularly on children’s work in a 

meaningful and helpful way. Our comments may ask questions, seek answers, 

encourage, remind, emphasise an improvement or point out a difficulty. We aim to 

provide feedback in a constructive and interesting manner. The children need to 

understand and be able to read our comments. They should also know what it required 

in response to our marking. 

We believe it is not essential to correct every mistake in a piece of written work, but 

to correct those elements to which individual children have been asked to pay 

particular attention. For example, this may be the use of capital letters or the spelling 

of particular words. 

38 

We encourage the use of the school editing key when marking grammatical or spelling 

errors. Those incorrect words that the teacher feels a child should be ready or able 

to spell may be written out three times. When appropriate we encourage children to 

self-correct their work using the editing key displayed in each classroom. This work 

can be carried out effectively with a partner. 

Where a piece of work is to be copied out as a presentation piece we will make sure it 

has been thoroughly marked. We would not want a child to be copying out an incorrect 

piece, as this would serve to reinforce the errors. For some children it is in 

appropriate for them to copy out a piece of writing and, if their first draft is a quality 

piece of work from them, it should be used for presentation as it stands. 

4. Conclusion 

Our teachers spend a lot of time marking children’s work, in one form or another, and 

we recognise the importance of being clear and consistent in our practice. We see 

marking within the general context of giving feedback, both written and verbal, on all 

the things our children do in school. 

CODES TO BE DISPLAYED 

s/p 

A spelling needs to be corrected 

A word has been left out 

This word needs to be replaced 

C 

Capital letter is missing 

// A new sentence needed 

/// A new paragraph needed 

P/G 

I 

Check punctuation and grammar 

Child worked independently

H 

Child had help from teacher or TA 

39 

USE OF ICT at Hornbill School 

Laptops 

• You are responsible for ensuring all precautions are taken to prevent it being stolen 

or damaged. 

• Any software you want added onto the laptop must be done by either the ICT 

Coordinator or Technician and providing it has only a ‘one user licence agreement’ 

then the original disk will be held by the school until such time as the software is 

removed. 

• Removal of software should be undertaken by the ICT Coordinator or Technician. 

• Laptops are for your professional and personal use and must not be used to break 

any UK, UK military or Bruneian laws. 

• The laptops are not to be used for personal financial gain. 

Internet 

You are responsible for ensuring that you have checked any websites your class might 

access during a lesson prior to the lesson commencing. 

Use of the internet on school computers must comply with UK, UK military and 

Bruneian law. 

To protect our children we block access to many freely available mail websites such as 

Hotmail and Yahoo. You will be provided with an SCE account for school use which can 

be accessed either by Outlook or an online site ( www.gaggle.net). 

Classrooms 

You are responsible for ensuring that: 

• all precaution has been taken to safeguard all the easily moved ICT resources in 

your classroom. 

• your class computers have been turned off at the end of each day and at the start 

of any holiday period. 

• your over-head projector is turned off when not in use. 

• your interactive whiteboard and projector are turned off at the start of any 

holiday. 

• your air-conditioner is on before leaving school in the evening. The equipment we 

have is very expensive, hard to replace and temperature sensitive. 

• if you have to move any ICT equipment to another location, it is returned 

immediately after use. All equipment is registered to specific rooms and needs to 

remain so for accountability purposes. 

ICT Suite 

You are responsible for ensuring that: 

• the suite is left in a tidy state at the end of your lessons. 

• your class know how to use the equipment responsibly and how to maintain the suite 

in a proper manner. 

• all the computers are turned off and the door is locked if you are the last one to 

leave the suite at the end of the working day, ie after 3pm or when the technician 

has left school.

40 

PLEASE REFER TO ICT POLICY 

RESOURCES 

Since opening Hornbill School we have made huge investments in the environments in 

which we all work, and the resources that we have in school. Any member of staff is to 

take care and responsibility for the resources and equipment we have. 

Please remember to: 

☺ Actively promote how we look after and care for resources in Hornbill 

School, so that this is understood by all. 

☺ Encourage children to, where appropriate, tidy up resources / equipment 

that has been used. 

☺ Ensure collectively that resource areas are kept ordered and tidy. 

☺ Ensure that PE equipment is counted in and out, and let the PE Subject 

Leader know if equipment is/gets damaged. 

☺ Be aware that resources made of plastic (particularly playground 

equipment) wear quite quickly under the sun in this climate. Keep an eye 

out during duties that equipment has not cracked and is still safe to be 

played with. 

☺ return any unused stationery like pens, pencils, document wallets and so 

on to the School Business Leader. 

SCE Management Handbook is available in the Headteacher’s Office. All staff 

members are advised to familiarise themselves with the contents of the SCE 

Management Handbook and the CIC (online). 

Induction Guidance for 

Members of the Garrison Officers’ Mess (BOM) 

As an appointed teacher (UKBTs or NSTs) at Hornbill School you will automatically 

become a member of the Garrison Officers’ Mess. With this goes a certain 

responsibility and these are briefly laid out below. For more detail please refer to the 

current Mess rules. Throughout the year there will be a number of formal and informal 

functions. You are encouraged, as Mess members, to attend but obviously this is 

entirely up to you. 

The Officer’s Mess is the home of those officers who live in it, as well as, the 

institution by which the garrison’s regiments are, as a whole, judged. It is therefore 

your responsibility to ensure that your conduct in the Mess reflects this. 

All Mess information is posted on the notice board in the staffroom or put in your 

pigeon holes. 

You are the Mess member, your spouse and children, are therefore considered as 

guests and must be included as such when signing up for functions. 

Etiquette / Behaviour in the Mess 

• Noisy behaviour, clinking of glasses and other forms of rowdy behaviour should be 

avoided. 

• Your dress should meet the dress code at all times (see below).

41 

• Any guest you bring to the Mess should be introduced to the Commanding Officer 

if present. 

• Times and etiquette for a function are usually given out a week prior to the event 

for an informal function and a couple of weeks prior to the event for a formal 

function. 

• The invitation of guests other than your spouse, to a formal function, must be 

approved by the Mess President (PMC). 

Formal Dinner Nights 

• Dinner guests should be introduced the Mess President. 

• There is no smoking at dinner until the port and/or coffee has been passed 

round and the President or senior officer has lighted up. 

• Silver displayed on the table should not normally be handled. 

• You don’t start eating unless the Commanding Officer has started. 

• You should not leave the Mess until the Commanding Officer has left. 

• There is no use of the Mess ablutions during the playing of the pipes and 

drums and the giving of any toasts or speeches. 

• Use of the Mess ablutions during a formal Mess function can vary and is 

usually announced either prior to the function or at the beginning. 

Pipes and Drums 

At any function, when the pipes and drums are playing, you are expected to remain 

silent out of respect. 

Mess meetings 

These usually happen quarterly and as a Mess member you have a responsibility to 

attend. If you can not attend then it is your responsibility to ensure that your 

apologies are given to the Mess Secretary before the Mess meeting. 

Mess Bills 

Mess bills are issued at the beginning of each month and are currently delivered to 

school*. Mess bills are paid at the Officers’ Mess or Treasurer . They must be paid by 

the 14 th of every month. 

All Mess functions you attend, any food or drink you purchase at the Mess and your 

Panaga bill are accounted for on your Mess bill. 

It is your responsibility to ensure that your Mess bill is paid promptly and to ensure 

that you have made provision for it to be paid while you are away, eg in the summer 

holiday. 

Mess bills must be paid in Brunei Dollars 

Public Rooms 

These are the Bar, the Dining Room, the Ante Room and the toilets. All other rooms 

are private and should be treated as such.

42 

Dress Codes 

Dress codes for the Mess are set out according to when in the week and when in the 

day you are there. 

The Week is from 0630hrs on Monday mornings to 1900hrs on Friday evenings. The 

Weekend is from 1900hrs on Friday evening to 0630hrs on Monday morning. 

During the week in the Mess the dress code for day time is working dress or clean 

sports kit. In the evenings (after 1900hrs) the dress code is Planters. Dress for 

formal functions will be announced before-hand. 

Planters dress code: 

Ladies: Blouse, smart skirt / trousers, or a smart dress, and shoes. 

Gentlemen: Smart, collared, long sleeve shirt, tie, trousers (no jeans or jean style 

trousers), smart shoes (no boat/deck shoes) and socks. 

Weekend Dress Code during the day: 

Ladies: Clean sports kit, tailored shorts and polo shirt, or casual dress. 

Gentlemen: Clean sports kit, tailored shorts and polo shirt. 

Weekend Dress Code during the evening: 

Ladies: The ladies equivalent for the men’s. 

Gentlemen: Short sleeved collared shirt, trousers (no blue denim) and shoes (not flip 

flops). 

Black Tie Dress Code: 

Ladies: Floor length evening gown 

Gentlemen: Black tie and suit. 

Cocktail Dress Code: 

Ladies: Cocktail dress or evening trousers and top. 

Gentlemen: Planters 

On Leaving the Mess 

As soon as you know you have been posted, or are leaving Brunei, you should inform one 

of the following people: the Mess President (PMC), the Mess Secretary and/or the 

Regimental Accountant. Before you leave you are responsible for making sure that any 

outstanding Mess bills have been paid and that you have made provision for any further 

bills to be paid. Panaga bills, which are issued through your Mess bill, can take a few 

months to come through and are therefore likely to still show up a on Mess bills few 

months after you have left. 

Some useful abbreviations to know: 

CO: Commanding Officer 

Bn 2IC: Second-in-Command 

GM: Gurkha Major 

OC: Officer-in-Command 

Coy 2IC: Company Second-in-Command 

UFO or FWO: Unit Families’ Officer or Families Welfare Officer 

RAO: Regimental Accountant’s Office 

PMC: President of the Mess Committee 

A,B,C Coy: A, B or C Company

HORNBILL 

SCHOOL 

B R U N E 

I 

HORNBILL SCHOOL 

HQ Brunei Garrison 

British Forces Post Office 11 

Tel (00 673) 3224101 ext 3214 

Fax (00 673) 3222133 




Headteacher: Mrs Kathy Wood MBE M.Ed. 


Working Together to Build a Successful Future for All 

43 

Dear 

HELPING IN SCHOOL 

Thank you for offering some of your valuable time to help Hornbill School. We appreciate your 

skills and the qualities that you bring to school. To help you feel more comfortable from the 

start of your time with us we provide below some basic guidanceand some information on our 

expectations of the children and ourselves. 

• It is important for you to feel happy with what you are asked to do, if you are not 

please ask us to clarify. 

• All of the children are expected to treat all adults with respect and politeness 

regardless of their status. If a child is not polite to you please tell someone in school 

immediately. In this way you are helping to reinforce our behaviour policy. 

• Confidentiality is essential. It is important that other parent’s trust that what happens 

to their child in school is not public information. If a child tells you something in 

confidence and it is worrying you please talk to the class teacher or the Headteacher. 

• Be positive with the children at all times, using encouragement rather than criticism but 

at the same time have high expectations. 

• We discourage raised voices. 

• You are aware of the Health and Safety regulations and Child Protection in school and 

you are aware of fire procedures. 

• To comply with legislation we must ask all volunteers who will be working regularly in 

school to complete a police check form, which confirms that you can work with children. 

These can be collected from the School Business Leader. 

We hope these guidelines go a little way to making our working together a rewarding and 

beneficial experience for the children of Hornbill School. 

Please sign below that you accept to abide by these guidelines and return a copy to your class 

teacher for reference: 

I …………………………………………………. have read and agree to abide by the above guidelines. 

Yours sincerely 

Class Teacher

HORNBILL 

SCHOOL 

B R U N E 

I 




Tel (00 673) 3224101 ext 3214 

Fax (00 673) 3222133 







44 

Dear 

During this early start to the term we are pleased to report that most children in 

school are attending wearing full uniform. 

For your information I enclosed details of the school uniform policy, as it is noticeable 

that …………………………………………………………… has not been wearing the uniform lately. 

If you have any difficulties with this request please do not hesitate to contact me. 

It is vitally important for children to identify with their school through their uniform 

and take a personal pride in their appearance. It also helps parents because there is 

no debate in the morning about what their child should wear. 


Mrs K M Wood MBE M.Ed. 

Headteacher 

The school colours are – orange, white and grey. 

‣ Aertex top or white shirt/blouse (white polo shirt or white shirt/blouse with 

Hornbill logo $15.00 each) 

‣ Grey shorts for boys (with elasticated back and buckle front $16.00) 

‣ Grey skirt for girls (with elasticated back and front pleat $16.00) 

‣ Orange gingham dress (light cotton dress $22.00) 

‣ PE T-shirt (orange round neck t-shirt with Hornbill logo $10.00) 

‣ PE shorts (white shorts with elasticated waist and printed logo $13.00) 

‣ School Badge (with Hornbill logo on $2.50) 

‣ School Reading Bag (Orange Bag with School Logo on $8.50) 

‣ School Cap (orange with school logo on $8.50) 

All items available from the school office.

HORNBILL 

SCHOOL 

B R U N E 

I 


HQ British Forces Brunei 


Tel (00 673) 3224101 ext 3214 

Fax (00 673) 3222133 







45 

Date: 

Dear Parent 

Your child ………………………………………………… had a bump to the head at school today. We 

have attended to him/her and s/he has been fine. 

Although slight knocks and bumps are rarely serious, it is always safer to be on the 

look out for any of the following signs or symptoms which may occur at a later time. 

They are: 

Increased drowsiness (more than normal) 

Vomiting 

Nausea 

Dizziness 

Difficulty with vision 

If you have any concerns about your child please see your family Doctor. 


Class Teacher 

Year ____________ 

------------------------------------------------------------------------------------------------------ 

RESPONSE FORM 

To : The Class Teacher 

Year ____________________ 

I have received your letter dated _____________________ regarding a bump to the head 

at school today. I hereby notify you that all is okay and my child is fine. 

Signed : ___________________________ 

Name : _________________________ 

Date : ____________________________ Tel : __________________________

HORNBILL 

SCHOOL 

B R U N E 

I 




Tel (00 673) 3224101 ext 3214 

Fax (00 673) 3222133 







46 

Dear Parent 

Your child has forgotten to bring their PE kit today. It is essential that children 

change their clothes for PE and games, which is also part of the National Curriculum. 

A T-shirt and shorts in school colours and a change of footwear is required. 

If you have any difficulties please give me a call or pop in to see me. 

Thank you for your co-operation and support in helping our children and school improve. 



Headteacher 

------------------------------------------------------------------------------------------------------ 

RESPONSE FORM 

To : Mrs K M Wood MBE M.Ed. 

Headteacher 

I have received your letter dated _____________________ regarding my child’s PE kit. I 

will ensure that my child comes to school with appropriate PE kit on required days. 

Signed : ___________________________ 

Name : _________________________ 

Date : ____________________________ Tel : __________________________

HORNBILL 

SCHOOL 

B R U N E 

I 




Tel (00 673) 3224101 ext 3214 

Fax (00 673) 3222133 







47 

Dear Parent 

Re: Lateness 

I am most concerned that your child’s teacher has reported continuous occasions of 

lateness. 

It is a legal requirement of us to record all unauthorised lateness which is closely 

monitored by SCE. 

Please ensure that your child arrives at school by ……………… am which is the time 

registration is taken. 

If you are having any specific difficulties with ensuring this routine is established 

please contact me immediately so that I can be of further help. 



Headteacher 

------------------------------------------------------------------------------------------------------ 

RESPONSE FORM 

To : Mrs K M Wood MBE M.Ed. 

Headteacher 

I have received your letter dated _____________________ regarding my child’s lateness in 

school. I will ensure that my child comes to school on time in future`. 

Signed : ___________________________ 

Name : _________________________ 

Date : ____________________________ Tel : __________________________

HORNBILL 

SCHOOL 

B R U N E 

I 




Tel (00 673) 3224101 ext 3214 

Fax (00 673) 3222133 




Headteacher: Mrs Kathy Wood M.Ed. 



48 

Dear Parents 

HEADLICE – PLEASE CHECK YOUR CHILD’S HAIR 

Once again, we are receiving information from a number of families that their children 

have been affected by head lice. We are always grateful when parents keep us 

informed about this problem because it does help others to take the right action to 

avoid similar difficulties. 

As you may already be aware, head lice and their eggs actually prefer clean hair but, 

because they are transmitted by contact, children with long hair are often more 

vulnerable. Parents would be well advised to check their child’s hair thoroughly, as 

soon as possible. WE ARE ADVISING ALL PARENTS TO CHECK THEIR CHILDREN’S 

HAIR IMMEDIATELY. If you are unsure, check with the MRS for any advice 

regarding treatment. 

It would also be very helpful if children with long hair could wear it tied up neatly 

rather than flowing, so that they will be less likely to catch or transmit head lice. If 

you require further information, please arrange to see the nurse at the MRS. 


Class Teacher 

Year __________ 

------------------------------------------------------------------------------------------------------ 

RESPONSE FORM 

To : Class Teacher 

Year __________ 

I have received your letter dated _____________________ regarding my child and head 

lice. I will seek further advice from the MRS. 

Signed : ___________________________ 

Name : _________________________ 

Date : ____________________________ Tel : __________________________ 

TRANSPORT REQUEST FORM - F/MT 1000 (REV JSN 02) TSU UIN TSU REF

49 

Normally to be received by transport provider not less then 2 working days before transport is required 

Requesting Unit and journey Details (Box Boarders in Bold are to be completed by Demanding Unit) 

Contact Name (RK//GDE) 

Unit Title & Address & Post Code 

Unit Ref No* 

Mil* civ* Telephone Standing Detail: YES*/NO* 

Code: Ext:Mil ext 

Fax: 

Single*/Return* Journey 

Unit Bidding UIN*: 

POT Code:* 

Unit Budget UIN*: 

Journey From (full postal address & post code)* 

Journey to (full postal address & post code)* 

User's Requirements (Description of task, name/s of additional drivers, if vehicle is to enter Explosives storage, area, travel 

documentation etc, and attach programmes as necessary) wait for return ( coaches) YES/NO:* 

Driver 

Required? 

Self Drive User: Rank/Grade & Name:* N/A 

Yes Repayment Journey N/A Mil*/Civ* 

Telephone No: 

Date Required* Report Time* No of Pax (excl Dvir) Estimate Date/Time of 

Completion 

Report Point: 

Baggage (qty/nature)* 

CARGO (Hazardous: No: if YES details to be attached). 

Dimensions of Load:* 

Height* Length* Width* Weight* 

Reason for non-availability of Unit or allocated transport: 

NOT SUITABLE 

I certify that this is an official journey that complies with Defence Road Transport 

Date* Rank/Grade: Name: Signature* 

Tel No:* 

Task acceptance/rejection (to be completed by Unit/TSU Tpt Manager/representative): 

Task 

Accepted 

Task/Booking 

Ref/Number: 

YES*/NO* 

Reason for non-acceptance of task: 

*Task can be met from within Unit resources 

*Task can only be achieved using hired transport 

( see below for financial Authorisation to hire) 

Associated Task Number: 

Appropriate MMA may be authorised by the Budget 

Manager: YES/NO 

Veh Type/s Allocated: Qty: Trailer Allocated: Vehicle code hire only 

*YES/NO* 

Grade: 

Driver's name: Tel Contact NO: UIN: 

Date: Name: Signature: 

Finance authorisation Certificate for HRT (to be completed only by the relevant Budget Manager/delegated 

financial authority or ADO* for hired Transport) 

Name: Appt: Cost centre/RAC Budget UIN ADO pin No: 

Date: Tel No: Signature: 

• delete as appropriate.

50 

HORNBILL 

SCHOOL 

B R U N E 

I 

Hornbill School 


BFPO 11 

Tel (00673) 3224111 ext. 3214 

Fax (00673) 3222133 

E-mail: office.hornbill@sceschools.com 

Website: www.hornbillschool.com

2009-2010 - Hornbill School Website

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