Code of Conduct

OBJECTIVE: “To be the best we can be”

The objective of the St George’s College Code of Conduct is to provide a framework that guides our learners as to appropriate school-related behavior. This contributes to an environment conducive to learning and living in agreement with the vision, mission and key values as reflected in our motto: Virtute et Prece “with courage and prayer”.  The College has a warm congenial atmosphere and gives the opportunity for every pupil to freely express their individuality in a disciplined environment. We strive to be the best we can be, providing our pupils with an education for life.

 

THE ST GEORGE’S WAY:

The St George’s ethos is characteristic of the School culture and community, as manifested in our attitude and aspiration. The St George’s spirit takes place in a joyful and positive environment. The concept “learn” pertains to the acquisition of significant knowledge and skills that will equip our learners for life, not only in the future, but also in the present. The concept “live” pertains to the learners’ entire experience of life at school in particular, as meaningful and pleasurable. At St George’s we aim to provide an exceptional education, enabling our pupils to develop their talents in a multicultural, non-racial, disciplined environment that equips them with life-skills based on a value system which emphasizes considerate behavior, good manners and honesty at all times.

We embrace our learners in a welcoming way, and despite the number of learners in the school, we strive to maintain a sense of family and belonging. With an attitude of acceptance, we view each learner as a valuable individual with unique characteristics as we strive to discover and encourage the unfolding of his or her potential.

Our educators play a pivotal role in maintaining and enhancing the St George’s Way.  Through their approach towards and aspirations for our learners, as well as their relationship and attitudes towards parents as stakeholders, they determine the School climate and culture. Central to our teachers’ role as custodians of the St George’s ethos is their accessibility and willingness to engage in relationships with both learners and parents.

The Code of Conduct spells out the rules regarding learner behavior at St George’s and describes the disciplinary system to be implemented by St George’s concerning transgressions by learners. The Code of Conduct applies to all learners while they are on the St George’s premises or when they are away from St George’s representing it or attending a St George’s function

 

GUIDING PRINCIPLES:

The St George’s College Code of Conduct is based on the following principles: All rules and regulations meet with the spirit of the vision, mission, ethos and key values of St George’s College. The unique identity and culture of St George’s College is conducive for learning to take place in a friendly, relaxed environment. The application of rules and the inter-relationship between the rights and responsibilities of learners and other parties are considered and communicated. The recognition for each learner’s strengths and positive behavior rather than emphasis of weaknesses and inappropriate behavior is the focus. Corrective action is considered a learning opportunity during which the teacher will guide the learner in terms of alternative appropriate behavior. Positive change and consistent efforts to behave appropriately are rewarded and encouraged.

 

KEY VALUES:

The key values underlying St George’s College Code of Conduct are respect, responsibility and dignity. Respect and responsibility should therefore guide learners’ behavior and attitude towards themselves their peers, their teachers, their parents, the general public, and all property. All stakeholders at St George’s College are responsible for the good name and image of the school. This is only possible when:

  • The Code of Conduct clarifies and promotes the roles and responsibilities of all the stakeholders in the creation of a proper learning environment at St George’s College.
  • The Code of Conduct providies appropriate mechanisms and avenues for stakeholders to air their grievances, and also provide for legitimate disciplinary measures.
  • The Code of Conduct suits the development of the learners and is appropriate to the different school levels. The language is easily understandable to make the contents accessible. The format is user-friendly.
  • The Code of Conduct is subject to the Constitution of the Republic of South Africa 1996, the SASA Act, 1996 and the provincial legislation. It reflects the constitutional democracy, human rights and transparent communication which underpin the South African society.
  • Section 8 (1) of the SASA provides that a Governing Council which acts as the board of directors and ultimate custodian of St George’s College, adopts a Code of Conduct after consultation with the learners, parents and educators of the school.
  • The Code of Conduct of St George’s College has been compiled as stipulated in the South African Schools Act (SASA) 1996 (Act No. 84 of 1996).
  • Section 8 (2) of SASA provides that the Code of Conduct aims at establishing a disciplined and purposeful environment to facilitate effective education and learning at St George’s College.
  • All key stakeholders should be committed to the Code of Conduct despite it being directed specifically at the learners.
  • The Code of Conduct contains a set of moral values, norms and principles which the St George’s College community should uphold.
  • This Code of Conduct aims to facilitate education of a progressively high quality for all learners and in so doing lay a strong foundation for the development of all their talents and capabilities. To advance the democratic transformation of society, combat racism and sexism and all other forms of unfair discrimination and intolerance, protect and advance our diverse cultures and language and uphold the rights of all the stakeholders within the community.
  •  Learners are encouraged to have their own belief and opinion but should exercise respect and responsibility in the way they express themselves through word and deed.
    • Our learners know and appreciate that school is an institution for learning;
    • Our educators teach and interact with all the role players in a professional manner; and
    • Our parents/guardians co-operate and support the school in all aspects of the learner development.

 

St George’s College commits to:

  • Serving the community via service-related projects as may be determined from time to time by parents, learners and teachers.
  • Generally involving parents in contributing to the development of the school in a variety of areas of activity via different committees and sub-committees through the Parents’ Association.
  • Allow for elected representatives of parents to actively participate as members or committees in St George’s School governance via its existing structures, to determine issues of policy and pricing, and to offer guidance to the Executive Head, Academic Head, Educators and staff in their respective fields of expertise.
  • Maintaining a business and fee structure based on the principles of efficiency, affordability and sustainability.
  • St George’s College is dedicated to attracting and keeping well-qualified, motivated and enthusiastic staff members who are committed to the welfare of our learners, remain loyal to the school and dedicated to their profession.
  • St George’s College educators will be encouraged to find fulfillment in their work through challenging responsibilities, collegial interaction and personal development.

 

RIGHTS AND RESPONSIBILITIES OF EDUCATORS:

  • Conduct themselves in a professional and responsible way;
  • Not behave in an abusive manner;
  • Be punctual and report regularly for school and classes;
  • Be well prepared for teaching lessons;
  • Mark homework and assignments within a reasonable time frame;
  • Respect all people and property;
  • Encourage an atmosphere of effective learning and teaching;
  • Plan flexible lessons that address the varied and special needs of learners;
  • Follow the rules, procedures and Codes of Conduct of St George’s College, the government and the South African Council of Educators;
  • Ensure regular communication with parents and encourage participation in school activities;
  • Encourage parent participation at all times; and
  • Participate and attend in-service training on a regular basis as set out by the SMT to enhance knowledge and teaching practice.

 

RIGHTS AND RESPONSIBILITIES OF PARENTS / GUARDIANS:

The ultimate responsibility for learners’ behavior rests with their parents / guardian. It is expected that parents will:

  • take an active interest in their children’s schoolwork and facilitate the children to complete assigned homework and projects;
  • support St George’s College, and require learners to observe all school rules and regulations and accept the responsibility for any misbehavior on their part;
  • Parents must ensure that their child has adequate attendance throughout the school year;
  • Parents must accept their role as the primary educators of their children and that St George’s College will assist them in carrying out this responsibility;
  • Parents should actively support their child’s education and behavior thereby increasing the likelihood of their child gaining maximum benefit;
  • Parents have the responsibility towards their children to display a positive attitude towards St George’s College, educators and rules and to encourage their children to do the same;
  • Parents should attend meetings that the Governing Council, Headmaster or Educators convene for them concerning the well-being of their child as well as that of St. George’s College;
  • Parents should inform the Headmaster and/or Heads of Department of the school about any problem concerning their children and/or other children in the school; and
  • Parents should pay school fees as determined by the Governing Council elected by the majority of the parents.

 

RIGHTS AND RESPONSIBILITIES OF ST GEORGE’S COLLEGE LEARNERS:

  • St George’s College will contact parents/guardians when a learner’s behavior becomes a cause of concern and will endeavor, in a spirit of constructive partnership, to resolve the problem;
  • No learner has the right to behave in a manner that will disrupt the learning activity of other learners, or will cause another learner physical or emotional harm;
  • Learners may not say or do anything that will discredit themselves or the school;
  • Learners are expected to abide by the school rules with regard to appearance and behavior when representing the school both during school hours and after school hours, at school and away from school;
  • Learners accept the authority of those in charge of order and discipline in the school and will subject themselves to the applicable corrective actions should the rules be broken;
  • St George’s College learners realize that co-operation between themselves and the other persons involved in their education can only be successful if all parties agree on the pursuit of the values and principles which underlie St. George’s College;
  • Learners understand that St George’s College cannot function without organizational and behavioral rules;
  • Learners will abide by St George’s College rules and behave accordingly;
  • The St George’s College Rules are general rules which each learner must be aware of and follow. These Rules are annexed hereto marked “A”;
  • The values which are pursued by learners of St George’s College are exemplified in the codes of honour as set out below:

 

HUMAN RIGHTS:

Learners, while being aware of the fact that they have certain rights, also realize that others have similar rights and that mutual respect is necessary. Learners are expected at all times to behave in a courteous and considerate manner towards each other, the educators, members of staff and visitors of the school.

 

EDUCATIONAL RIGHTS AND RESPONSIBILITIES:

  • Doing school work, homework and projects diligently (this includes catching up work missed when absent);
  • Attending the school programme (curricular and extra-curricular):
  • If a learner does not attend school regularly, the relevant register teacher will report the absence of the learner to the parent and the Head in writing.
  • The register teacher must inform the school secretary of a learner’s attendance and must keep copies of all communication to parents when absence from the classroom is reported.
  • All learners are to arrive at school before the official starting time. Learners who are late for school will be marked absent as registers are completed at the beginning of each school day.
  • Absence from a class, without the permission of the relevant register or subject teacher, is prohibited.
  • Any absence from school must be covered by an absentee note from a parent/guardian.
  • Should a learner be absent from school for a period of 3 (three) days or longer, this leave of absence must be supported by a letter from a medical practitioner/traditional doctor or registered herbalist.
  • Any absence from a formal examination or test must be supported by a letter from a medical practitioner/traditional doctor or registered herbalist.
  • No learner may leave the school during school hours without a letter form a parent/guardian requesting the release of their child and the permission of the Headmaster/ Academic Head/Grade Head from whom an exit note must be obtained.

 

RESPECT FOR EDUCATORS:

  •  Learners will respect their teachers as educators and promise their wholehearted co-operation in all reasonable assignments which they may receive from their educators.
  • Learners will respect the educators as adults and recognize that their training and experience is to the benefit of the learners.
  • Learners therefore undertake to co-operate fully with the educators and to always act courteously at all times.

 

ACKNOWLEDGING MULTI-CULTURALISM, DIVERSITY AND NON-RACIALISM:

The African and South African community consists of a number of races, cultures and religions. Learners accept all fellow learners as individuals who might be pursuing similar goals and ideas to themselves and that they may have their own ideals. The school offers language subject options but teaching happens in English.

 

SCHOOL PROPERTY:

  • Learners accept responsibility for the conservation of St George’s College environment and school equipment.
  • Learners undertake not to damage and destroy school property and equipment.
  • Learners undertake to pay for any damage to school property by claiming for such damage by their parents/guardians.

 

APPEARANCE:

  • The uniformity of the St George’s College uniform contributes towards a unity of sense and purpose.
  • The school badge represents the joint aims of learners, educators and parents. Since the school uniform and the accompanying rules of appearance represent traditional values of St George’s College School and the community, learners will wear the uniform with pride.
  • Learners will adhere to the prescribed rules of wearing the uniform and will appear neat and tidy at all times.
  • Learners will adhere to the prescribed rules of appearance which complement the school uniform.

 

EXTRA CURRICULAR ACTIVITIES:

  •  Learners realize the importance of sport and cultural activities as well as academic and social outings the development process.
  • Learners understand the need to be involved either as active participants or loyal supporters.
  • Appropriate dress and neat appearance at these events contribute to building up the image of the school.
  • Learners subscribe to the fact that school rules are also applicable during school outings or other extra-curricular activities to maintain order and to uphold the good name of St George’s College.

SAFETY:

 For their own safety learners will adhere to the safety rules in the classrooms, in the hall, on the corridors, during break in the playground. A copy of the safety rules are displayed in the corridors of St George’s College. While moving from one class to another, on the school grounds, on outings and on the sports field learners will not endanger their own safety or that of others by their actions.

 

  1. ROLE PERCEPTION:
  • Learners are responsible to make a contribution to the orderly flow of events during and after school.
  • Learners have the opportunity to make contributions on different levels that will improve school management, e.g. as class leaders, team captains, leaders, head leaders, members of committees etc.
  • Irrespective of the position in which a learner serves, the interest of the school should be paramount and not the learners’ personal advancement or benefit.
  • Learners subscribe to the principles of St George’s College and will, through their actions, strive to uphold and strengthen the ethos of the school even outside the formal structure.

 

VALUABLES AND PERSONAL BELONGINGS:

  • St George’s College will not be held responsible for theft of or damage to personal belongings on school premises (e.g. cellphones, bags, books and clothing).
  • Learners should avoid bringing large sums of money and valuables to school.
  • Cell phones may not be switched on during a normal school day. If a learner brings a cell phone to school, the learner must carry a written request from the parent, which must provide for an indemnification against loss of or damage to the cell phone.
  • Learners may not bring computer games, iPods or similar electronic devises to school.
  • Arrangements should be made with the teacher in charge for safekeeping of valuables, etc. during sports practices.

 

RULES AND BOUNDARIES:

  • Clearly communicated, understood and consistently applied structure and boundaries instill a sense of security in learners.
  • Rules require dedicated effort and resources to implement and sustain. Similarly, rules that cannot be or are not enforced undermine discipline and the morale in the school.
  • Rules are kept to the minimum and are presented as generally as possible.
  • Each group of learners and teachers have unique characteristics and every class, depending on its subject or location require a unique setting, therefore specific rules regarding learner’s behaviour in the classroom, at assembly, during line-up, on the playground, in the bathroom, during Physical Education, on the sport field, during aftercare will be communicated to the learner by their respective teachers. Important to note these specific rules apply over and above the general St George’s College rules.

 

COMPLAINT PROCESS:

  • All complaints must be submitted in writing.
  • The complaint form has to be submitted at the secretary of the school.
  • Although all complaints are kept strictly confidential, the complainant has to identify him or herself so that a proper investigation can be conducted.
  • Once a complaint has been lodged, the head of discipline will conduct an investigation, alternatively delegate his/her authority to another appropriate person to conduct of the investigation.
  • Once the investigation has been completed, the investigator will compile a report and deliver it to the Head Master who will decide on the appropriate disciplinary measure.

 

THE PRINCIPLE OF CORRECTIVE ACTION:

  • It is important that the teacher explains and ensures that the learners are aware of the rules and understand what is meant by appropriate behavior relevant to the situation.
    • In determining appropriate consequences, factors such as age, nature of the misdemeanor and the context in which it was done is taken into consideration.
    • Teacher must exercise discretion and consider the learner’s individual circumstances at all times.
    • In the spirit of fairness, learners should only carry the consequences of their own actions and not that of their group, class, peers or parents.
    • Corrective action should never humiliate or marginalize the learner, but should be an educational action aimed at giving the learner insight into the reason why said behavior is considered inappropriate.
    • A system of behavior modification will be upheld as stated in the Code of Conduct.
    • Corrective action is presented as a hierarchy, recorded on a tracking sheet. GET learners will carry the file of tracking sheets from class to class and hand it to the register teacher at t end of the day. FET learners will carry individual tracking cards in their pockets to be handed to the register teacher at the end of the week.
    • Corrective Actions should not be taken blindly, but should be executed with consideration for context and individual circumstances.
    • When a Schedule 1 offence is transgressed, each record of infringement must be initialed by the educator responsible.
    • When a Schedule 2 offence is transgressed, the learner will be sent to management who will select a suitable corrective action. The learners parents will be informed. If necessary, the local police and SANCA will be involved. If necessary a disciplinary hearing will be called where the parent must be present. The ultimate sanction will be selected by the headmaster.
    • All Levels of discipline can be fast-tracked depending on the severity of the offence.
    • Once the teacher has exhausted all available steps for Schedule 1 transgressions, the learner is referred to the School Management Team who has the right to:
      • Talk to the learner;
      • Phone the parents;
      • Meet with the parents;
      • Call for an informal internal disciplinary;
      • Call for a formal disciplinary hearing.
  • Learners must be aware of the fact that behavior and choices have consequences and that teachers are authorized to correct the learner’s inappropriate behavior according to the schedules method chosen.
  • Consequences must follow the action as soon as possible.
  • If a transgression occurs outside the classroom then the responsible adult will bring the transgression to the attention of the register educator.

 

CORRECTIVE ACTIONS PER PHASE / GRADES:

Corrective actions for the GET Phase Grades 8 and 9
1st time Verbal reminder A verbal reminder is given to a learner and it is indicated on the tracking sheet by circling “reminder”.
2nd time Time out – minutes according to age The child is given time out, simply removed from the other learners in a designated area in the classroom.
3rd time Written reminder The child to complete a behavioral journal.
4th time Meet with parents A letter is written to the parents or a phone call made.
5th time Send learner to SMT/Deputy/Headmaster The learner is sent to higher authority. All infringements are backed up by tracking sheet and SMT decide on appropriate action.

 

Corrective actions for the FET Phase Grades 10 – 12
1st time Verbal reminder A verbal reminder is given to a learner and it is indicated on the tracking sheet by circling “reminder”.
2nd time Written reminder The child to complete a behavioral journal.
3rd time Red slip Teacher to fill in red slip and give it to Grade Head who decides on appropriate course of action e.g. phone parents, send to SMT / Headmaster

 

SCHEDULE 1 TRANSGRESSIONS:

1.          Low level disruption in class

2.          Disobeying instructions

3.          Stationery/books left at home (learners who leave books at home will be required to write a detailed summary of the lesson on paper)

4.          Out of bounds

5.          Disobeying a school rule


SCHEDULE 2 TRANSGRESSIONS: Some acts of serious misconduct

MANAGEMENT INTERVENTION:

1.          Repeated Schedule 1 transgressions

2.    Gross insolence and/or cheek to any person in authority in the College, or to employees and/or officials of the school or to adults visiting the school;

3.    Theft and Fraud, including the forging of any other person’s signature

4.          Bunking

5.          Bullying/victimization/intimidation of others

6.    Assault/threatening to assault a person, including sexual assault or harassment

7.    Any form of initiation

8.    Copying or any form of cheating in any test, exam or project

9.          Disrespecting any authority figures in the school

10.       Defames others

11.       Vulgar/offensive language/swearing

12.       Racism/Sexism

13.       Cheating in a test/exam/plagiarism

14.       Public Indecency

15.  Fighting and/or bullying and any form of intimidation

16.  Possessing, using and/or distributing any tobacco products, alcohol or products        containing alcohol or any other substances prohibited or regulated by law, e.g. Drugs (this includes being under the influence by said alcohol or substances prohibited or regulated by law);

17.       Possession of stolen goods

18.       Verbal abuse

19.       Possession of pornographic material

20.  Vandalism and/or destruction of other peoples’ property;

21.  Possessing and/or using any weapons, dangerous toys or other dangerous items;

22.  Failure to report, and/or aid in the investigation of an alleged act of Serious Misconduct;

23.  Disrupting any lessons and / or stopping or interfering with the learning of other Learners;

24.  Lying, dishonesty or any form of deceit.

25.  Convicted by a court of a criminal offence for other acts prohibited by the laws of the country;

 

Important to note that these are not exhaustive lists.

MANAGEMENT INTERVENTION:

 Detention:

  • Detention is run by the educators.
  • Learners are expected to be punctual, co-operative and complete the tasks set out for them to do.
  • Parents will be notified via a letter which will need to be signed and returned to the school prior to the Detention day.
  • Letters and a detention register will be kept to compile a record of repeat offenders.

 

Daily report:

  • The learner will be issued with a “Daily report book”.
  • “Daily Report” is a very positive disciplinary management tool.
  • Only the Headmaster or Academic Head may place a child on Daily Report, after consultation with the parents and educators.
    • The teachers make brief notes about behavior and class work, and ensure that all homework is written down by the learner.
    • The learner reports to his/her assigned educator who initials the book daily to make sure that an overall improvement is taking place.
    • Parents also sign the report daily.
    • Infringements of any nature are referred to the Headmaster/Academic Head who immediately alerts the parents. This type of intervention is time limited.

Internal Suspension:

  • Internal Suspension is designated to give the class, the educator and the learner a “cooling off period”.
  • Break is spent isolated from peers.
  • Internal Suspension is a period of 1 – 5 days when the learner is separated from the classroom environment and required to spend time at a desk in the administration area. Work is set out and monitored by the class educator.
  • Record of the internal suspension is placed in the Learner file.

 

External Suspension:

The Governing Council authorizes the Headmaster to institute suspension, as a precautionary measure, with regard to a learner who is charged with a serious misconduct as contemplated in section 8 of the Schools Act. Learners can be placed on an external suspension for up to 7 school days, alternatively until the conclusion of the disciplinary hearing. The disciplinary hearing must be convened within a period of 7 days. In the event that the disciplinary hearing is not convened within the period of 7 days, approval of the continued suspension must be obtained from the Chairman of the Governing Council. This suspension will be applicable until a finding of not guilty is made or, in the case of a finding of guilty, until the appropriate sanction is announced. The following are offences that may lead to an external suspension:

  • conduct which endangers the safety and violates the rights of others;
  • possession, threat or use of a dangerous weapon, alternatively an object that can be viewed as a dangerous weapon;
  • possession, use, transmission or visible evidence of narcotic or unauthorized drugs, alcohol or toxicants of any kind;
  • fighting, assault or battery;
  • immoral behaviour or profanity;
  • falsely identifying oneself;
  • harmful graffiti, hate speech, sexism, racism;
  • defacing or destroying School property;
  • outright defiance of lawful requests or instructions issued by person in authority;
  • repeated infringements of the School rules or the Code of Conduct;
  • theft or possession of stolen property including test or examination papers prior to the writing of the tests or examinations; and
  • emotional or physical abuse, bullying.

Before a learner is suspended, the learner and his/her parents must be given an opportunity to indicate why the suspension should not be considered.

 

Disciplinary hearings:

Occasionally the behaviour of the learner requires intervention by all role players involved. The Headmaster, in consultation with the Discipline sub-committee as authorized by the Governing Council decides the need for a disciplinary hearing. Although the hearing is viewed in a very serious light, the ultimate goal is to create an opportunity for parents and the professional staff to sit together and, through consultation and negotiation, decide on the best possible way forward.

  • Should the learner not appear at the hearing, the hearing will be conducted in his/her absence.
  • In order to deal with the matter briskly, the hearing shall be scheduled within 7 days, on the first available date after the incident, alternatively the day of which the school became aware of the incident, during which time the learner may be suspended. Learners who are suspended will still be authorized to write tests or examinations in the administrative area in the school.
  • Listed on the hearing notice are the alleged charges put to the parents. This affords parents and the learner an opportunity to prepare themselves for the hearing.
  • The Governing Council is also informed of all procedures followed.
  • Notice of the hearing is sent to the parents. When the learner receives the notice, the learner must sign acknowledgement of receipt. This is not an admission of guilt.
  • The hearing will be electronically recorded.
  • The hearing may be attended by any other learner/s which the transgressor wishes to call as witnesses to his/her defense. The Disciplinary Sub-Committee may also call other staff / learners as witnesses.
  • A written verdict of the hearing will be issued to the transgressor within a period of 48 hours from the conclusion of the hearing. The transgressor must acknowledge the content by signing the document.
  • A learner has the right to request a review of the disciplinary action taken against him/her if sufficient grounds exist. Disregard of punishment of the Disciplinary Committee will lead to temporary suspension pending the hearing.

Sanctions that the Disciplinary Sub-Committee may impose will range from:

  • Detention
  • Internal suspension;
  • Suspension from School for a minimum of two days up to a maximum of five days;
  • Counseling / attendance of a life skills programme;
  • payment to cover the costs of repair / damages / destroyed items; and

 

PROCEDURE DURING DISCIPLINARY HEARINGS:

  • The disciplinary sub-committee is made up as follows:
  • The signing of the document does not imply an acknowledgement of guilt.
  • The complainant and the learner must sign the disciplinary form and a copy must be handed to the learner (if the learner refuses, a witness must sign in the presence of the learner).
  • The learner must be informed of his right to appeal.
  • The Chairperson must explain the decision of the Committee and the reasons for such a decision.
  • The Chairperson must communicate the decision of the Committee.
  • The Chairperson must reconvene all interested parties.
  • The Disciplinary Sub-Committee must discuss and weigh the evidence and come to a decision.
  • When all the evidence has been heard, the Chairperson must close the enquiry; dismiss the complainant, the accused, their representatives, the parent/guardian and all the witnesses.
  • The procedure of the enquiry is to be explained by the Chairperson. The evidence of the complainant and his/ her witnesses will be heard first. The learner and panel may ask questions about the evidence. The learner and his/her witnesses may then give evidence and the complainant and Committee may ask them questions.
  • The Chairperson is to explain the nature of the alleged breach or misconduct to those present at the hearing.
  • The Chairperson must inform the learner of his/her rights:
  • Witnesses will only be present whilst giving evidence.
  • The Chairperson must lead the proceedings and introduce those present and their functions.
    • The right to a formal hearing;
    • the right to be present at the hearing;
    • the right to be given sufficient time to prepare for the hearing;
    • the right to be given advance notice of the charges;
    • the right to be represented at the hearing by an internal representative / parent;
    • the right to be accompanied by parent/guardian;
    • the right to ask questions on any evidence produced, or on statements of witnesses;
    • the right to call witnesses to testify on his/her behalf;
    • the right to an appeal, to be filed within 5 days.

 

APPEAL PROCESS

  • In the event that a learner is not satisfied with the outcome of the disciplinary hearing, he/she may appeal the decision of the disciplinary chairperson.
  • Such an appeal must be lodged in writing to the secretary of the school on the appropriate form, Form 2. The learner must stipulate, in full detail his grounds of appeal.
  • The appeal form, together with the electronic recording and all the documents used in the disciplinary hearing will be handed to the Chairman of the Governing Council who will decide on the appeal.
  • The Chairman of the Governing Council shall provide the appeal outcome within a period of 5 days.

 

 

CONCLUSION:

This code of conduct is for the benefit of everyone at the school and for the school’s well-being and good name.   Any infringement of these may result in punishment.