Puplis Progress Manager
Ms. Ngebe Marculine, Pupils Progress Manager at The Bridge International School. Ms. Ngebe holds of a Bachelor of Arts Degree in English Language and a Master’s Degree in Psychopedagogy and Science of Education. She has 12 years’ experience in International Education and has held various responsibilities such as Student Advisor, Academic Supervisor, and African Centered Education Consultant among others. As a Pupil Progress Manager, her responsibility is to ensure all the students are properly tracked and followed up to meet the specific targets that have been set for them both academically and character wise in order to monitor and evaluate students’ learning and development. This way, no student is left behind in the learning progress because every child counts, every child can learn and every child can excel.
Your welfare is very important. If you are happy, learning and behaving well then you enjoy school and make the most of it. There are a number of systems, programs and practices in place to ensure that your experiences at school are positive ones so that you can achieve to the best of your ability. These are manifested through the following Departments or protocols:
- Form Assemblies
- Counseling Department
- Extra-Curricular activities
- Student Council
- Rewards and Sanctions scheme
- House System
- Every Child Matters
Every Child Matters
We do more both to protect children and ensure each child fulfils their potential. Security and opportunity at TBIS go hand in hand. Child protection is a fundamental element across all public, private and voluntary organisations and it is compulsory for every member of staff at the Bridge to undertake formal training in Child protection and safeguarding.
Creating a society where children are safe and have access to opportunities requires radical reform in our mindset. This TBIS builds on international themes to strengthen preventative services by focusing on four key themes.
Firstly, we increase our focus on collaboration with families and carers – the most critical influence on children’s lives. Secondly, we need to ensure necessary intervention before children reach crisis point and protect children from falling through the net. Thirdly, we address the underlying problems in a child’s life immediately it is reported, fourth, we ensure that the people working with children are valued, rewarded and trained.
- Counseling Department
Our school counsellor provides appropriate psychological services to students to address educational, social, emotional and behavioural needs, either individually or in groups. Working collaboratively with families and the school community is an integral part of the role. The school counsellor works proactively and responsively within the principles of a Promotion, Prevention and Early Intervention framework. Our school Counsellor has a range of skills that enable him to assist students, parents and teachers with issues that can affect the student’s educational progress and adjustment including, but not limited to;
- Learning difficulties
- behaviour management
- special education services
- social skills
- family relationships
- grief and loss
- personal development
- study skills
- protective behaviours
- transition across sectors
- secondary subject choice and career advice
- tertiary course options
- conflict resolution
- gifted and talented students
These are achieved by :
- psycho educational assessment and recommendations for support
- counselling (individual and group)
- referrals to and liaison with community agencies and other professionals
- in-servicing and consulting with school staff
- parent liaison
- parent education and discussion groups
- curriculum development
- mediation and negotiation
- confidential discussions
- Rewards and Sanctions
We reward our pupils when they excel in any particular aspect within the school activities and we sanction bad behaviour whenever necessary. Students are awarded merits, Executive Director’s Honour Awards (EDA) for good academic work and behaviour. Departments produce and publish the criteria for the awards.
The value of each is outlined below.
1 Merit = 1 house point
Behaviour: Courtesy; Thought and care for others; Being helpful; Care of the school environment; Wearing uniform with pride; Consistent, appropriate behaviour, e.g. over a two to three week period; High record of punctuality to class which can be determined monthly and only those without any lateness would be rewarded
- A positive contribution to the lesson
- Students who have achieved their lesson or achievement targets
- A piece of work which reflects the full potential of an individual*
- Excellent effort
- Good progress
- Good organisational skills
- All students will start each term with a total of 20 points and the points will be added to or deducted from as and when rewards or sanctions are issued.
- Helping others
- Community Leadership
- Good manners
- Hygiene and environmental conservation
- Outstanding character
- Any other element that is deemed reflective of the Cambridge Learner attributes
We believe that all members of the school community have a responsibility to ensure that teachers are able to teach, students to learn, and that all can feel safe and happy at school. Students are the focal point in as far mentorship and guidance is concerned.
Details of the Sanctions mechanism and framework is available under the policies section of the website.
- Attendance & Punctuality
Attendance and Punctuality
School attendance matters. It is arguably one of the most important indicators of school success. You cannot learn when you are not there to learn. Students who attend school regularly improve their chances of being academically successful. There are obvious exceptions to both sides of the rule. There are a few students deemed academically successful who also have attendance issues and a few students who struggle academically who are always present.
Because we are concerned about the child/children’s safety and well-being, we ask that parents should notify the school by 8:00 am on the day the student is absent. Failure to do this will result in the student receiving an unauthorised absence mark.
It is essential that students are present for every lesson and on time. Persistently late students will be required to undertake after school academic detentions to compensate for lost time. Any student who is 10 minutes late once will get verbal warning, note in their diary; if they are late twice in a five-day period, they will sit an after-school detention (3.40 pm – 5.00 pm). Their home will be notified by a phone call. All students must be present in school for the start of the morning sessions at 7:45 am. Failure to do so may constitutes an unauthorised absence. Parents will be informed through the office. Lateness for the third time after the second sanction will result in a student being turned away for the day.
- Student Council
Being a member of the Student Council enables students to become involved in the life of the school as representatives of the wider students’ body. Students who choose to become part of the Student Council do so through a desire to help share students’ ideas, interests, and concerns with teachers and the Headteacher. In addition, active involvement in the Student Council provides opportunities for students to experience leadership, democracy and the process of participating within an organisation.
Student Council members become involved in the leadership of community projects aimed at raising awareness within the school community of ongoing needs or the organisation of social events. Students also work with the school’s leadership in the process of reform, providing a student voice when change is being planned or implemented. Through these, Student Council members can learn skills beyond the ‘regular’ education, while working for the benefit of the school and their fellow students.
- House System
The house system is a traditional feature of schools in the English-speaking world, particularly in Commonwealth countries, and originated from England.
TBIS is divided into 4 houses (Africa, Asia, Europe and North America) under which the students are assigned and compete in various sporting and academic activities. This leads to a heightened sense of camaraderie that builds good team spirit/group loyalty
Physical Health and Science Education
Personal, social, health and economic (PSHE) education promotes pupils’ personal social and emotional development, as well as their health and well being. It helps to give children the knowledge and skills they need to lead confident, healthy and independent lives. It aims to help them understand how they are developing personally and socially, and tackles many of the moral, social and cultural issues that are part of growing up. It gives children an understanding of the rights and responsibilities that are part of being a good citizen and introduces them to some of the principles of prudent financial planning and understanding.
At the Bridge International School we believe that the personal, social and health development of each child, in conjunction with their citizenship skills, has a significant role in their ability to learn. We value the importance of PSHE and Citizenship in preparing children for the opportunities, responsibilities and experiences of adult life. In addition we believe that a child needs to learn about the many emotional aspects of life and how to manage their own emotions. We are also aware of the way that PSHE supports many of the principles of Safeguarding.
At The Bridge we aim to help the children to:
1. Develop confidences and responsibilities and make the most of their abilities.
2. Prepare to play an active role as citizens.
3. Develop a healthy, safe lifestyle with the ability to make appropriate risk assessments.
4. Develop good relationships and respect the differences between people.
5. Understand some basic principles of finances.
6. Make a positive contribution to the life of the school
The Teaching of PSHE
The Bridge uses the SEAL – Social and Emotional Aspects of Learning – materials to teach many of the elements of PSHE, basically connecting every aspect with the ethos of the school. We recognise that there are areas that SEAL does not cover and these are addressed with specific lessons where that occurs. We have a grid to show where SEAL covers and does not cover the PSHE elements.
We recognise that Circle Time is a very useful teaching model for many of the aspects of PSHE and have spent time to train teachers and support staff in the skills of circle time.