MISSION STATEMENT

WELCOME TO OUR SCHOOL – WHERE BAREFOOT IS BEST

GENERAL SCHOOL POLICY

Tree Tops’ Mission Statement encapsulates all the guiding principles and belief systems that govern the functioning of the school, whether in terms of ethos, curriculum, strategic or financial planning. When decisions are being made and policies formulated, they are ‘held up’ against the Mission Statement to see if they are congruent.

MISSION STATEMENT

Tree Tops is an independent, co-educational school that specialises in educating young children from ‘age 3 to Grade 3.’

The School is a Section 21 Co. which has children at the heart of its business. The size of the school lends itself to the development of personal relationships between staff, pupils and parents, which contributes to a warm sense of community and shared endeavour.

Our core purpose is to promote and protect the rights of children in our care to a wholesome and unhurried experience of childhood, while guiding and supporting their growth and development in a happy, safe, caring and stimulating environment.

In fulfilling Tree Tops’ core purpose, we aim to ensure that our school is:

• a place of peace, happiness and security, where love and laughter are woven into the fabric of each day
• a place where daily opportunities for creative and constructive play are available for all age groups

• a place where the emphasis is on caring and sharing, and on discovering one’s humanity
• 
a place where value systems and acceptable conduct are defined clearly and upheld consistently
• a place where each child is encouraged to ‘be the best she/he can be’ and where the diverse talents of all children are celebrated

• a place of natural beauty and tranquility, where children are aware of the wonders of the world around them
• 
a place where commonalities are emphasised rather than cultural and religious differences
• a place where individual learning styles are recognised in the design and delivery of the curriculum
• 
a place where gender differences are acknowledged, but stereotypes are mediated against and are not allowed to limit the aspirations or interests of either boys or girls

• a place where pride is fostered in one’s school, city, province & country

We are committed to encouraging and supporting our children to develop:

• independence and self-discipline
• self – respect
• respect for others
• respect for the environment, with special emphasis on the natural world
• an appreciation of the fragile nature of our Earth and the need to live in ways that promote environmental sustainability
• tolerance and empathy
• a knowledge of right and wrong
• a sense of fellowship
• a sense of humour
• the confidence to take risks and try new things
• emotional resilience when approaching challenges in both social and learning spheres

Tree Tops School is a learning community, marked by collegial cooperation, which recognises learning both as an individual and collective process and creates school structures and processes to support high achievement by children in all areas of the curriculum.

Teachers in our Foundation Phase (Grade R to Grade 3) are committed to assisting all pupils to meet the requirements of the National Curriculum and Assessment Policy Statements (CAPS) and to move beyond them wherever possible.

POLICIES AND PROCEDURES
The core processes of the school are reflected in policies and procedures which are kept on file in the office at Silverton Road. These may be perused by parents or other members of the Association.

In addition, Tree Tops is committed to the following practices in line with its Mission:

PUPIL POPULATION
The Pre-primary Phase at Tree Tops caters for children from two and a half years to 5 years of age, while the Foundation Phase caters for children from 6 to 9/10 years of age.

We are open to children of all faiths, races and cultures whose parents identify with the ethos and Mission of the school and who are mentally and physically able to benefit from group instruction to the extent that they meet age-appropriate developmental norms, and in the case of the Foundation Phase (Gr R to 3), the specified requirements of our ‘mainstream’ curricula.

(We also consider whether parents are able to meet their financial commitment to the school, as we are an independent school that receives no form of subsidy and we are, therefore, entirely reliant on fees as a source of income.)

CULTURE
Tree Tops School is not a multi-cultural school in the accepted definition of the word, as we do not teach or promote specific cultural mores.

It is our policy to emphasise ‘commonalities rather than differences’ in all aspects of the school day at this stage in children’s lives.

The ‘culture’ of the school lays emphasis on a sense of community marked by tolerance, empathy and fellowship, as well as an appreciation of our natural world. We are also committed to protecting ‘childhood’ for the children in our school.

RELIGION
Tree Tops School is sensitive to the fact that we draw children from a variety of religious backgrounds, but it is our policy not to actively promote a specific religion in our daily programme. We do, however, make children very aware of the wonders of ‘God’, as reflected in the natural world, and their responsibilities to their environment.

We feel that it is the responsibility of the home to inculcate particular religious beliefs and cultural practices while we focus on the development of values, particularly our four R’s (respect yourself, respect others, respect the environment, particularly creatures with feelings and taking responsibility for ones words and actions).

GENDER
It is the policy at Tree Tops School to actively work against gender stereotypes which may limit the horizons of either boys or girls.

We do, however, recognize that boys learn differently and often display growth at different times to girls, and our curriculum delivery supports learning styles resulting from different types of intelligence and gender difference.

LANGUAGE
While English is the language of learning and teaching, in accordance with the school’s Mission, in order to promote a sense of community and citizenship, isiZulu and Afrikaans are taught as additional languages.

ENVIRONMENTAL AWARENESS
Tree Tops is an Eco-School that has received ‘green flag status’ from WESSA (Wildlife and Environment Society of South Africa). We respect and value the natural world and also appreciate the fragile nature of the Earth. In all our living, working and playing, we try to consider how our actions affect our Earth and the future of all who share it.

As a community Tree Tops strives to ….

• maintain its campuses as places of natural beauty
• encourage wildlife into our gardens and respect all living creatures and their place in the environment – to buy and plant only indigenous plants and to remove any invasive alien species
• be water-wise in our consumption of water
• reduce, reuse and recycle in responsible ways
• consciously monitor and reduce our energy consumption
• live healthy lives, making choices which are good for our bodies and the environment
• include environmental themes each term on each campus and engage actively with environmental issues
• give older children an opportunity to be in nature each year with day and overnight excursions

DISCIPLINE
Tree Tops School’s policy on discipline supports the development of self-discipline and personal responsibility.

During a period of orientation, when entering the school, children come to understand the ‘ground rules’ so that they know what is expected of a ‘Tree Tops’ child’, in terms of behaviour.

Teachers teach by example (modeling) and show respect for learners in their own behaviour and the way they speak and interact with them. Consequences are made clear and structures for discipline are consistently upheld. In the pre-school, these are based largely on variations of ‘time-out’.

Our policy on discipline remains one of positive reinforcement, so as to build trust and self-discipline, as opposed to children conforming to authority imposed on them.

In cases where children struggle with self-discipline, parents are given guidance so that they are able to apply similar discipline structures at home.

In the Junior Primary, a Merit Award System is used as an additional disciplinary tool. Pupils are made clearly aware of the criteria for both merits and demerits.

MATERIALISM
It is policy at Tree Tops School that staff actively mediate against materialism. ‘Who you are’ is shown to be of more value than ‘what you have’.

DRESS CODE
At Tree Tops, the Junior Primary pupils (Grades 1 to Grade 3) are required to wear the prescribed school uniform.

Pre-Primary pupils (Grade 0000 to Grade R) have a less formal, but still clearly-defined dress code, which is detailed in the Information Booklet given to parents before their children enter the school. Throughout the school we favour a ‘barefoot is best’ approach! In the interests of safety, pre-schoolers are not permitted to use climbing apparatus while wearing shoes.

JUNIOR PRIMARY SPORTS’ CODE
At Tree Tops we believe that regular involvement in a wide range of sports’ activities develops children in terms of fitness and health, as well as in the social and emotional spheres. Team spirit, doing one’s best and the importance of winning and losing with grace, are emphasized.

We believe, therefore, that all children (who do not have medical exemption) should experience the benefits of sport, irrespective of their natural ability – or inclination!

To this end, Tree Tops has an extended day in order to incorporate an in-depth intra-mural sports’ programme (2 1⁄2 hours per week) that includes gymnastics, swimming, athletics and ball-sports.

The sports’ programme is conducted by suitably trained class teachers, as well as part-time professional coaches.

Pupils are taught about the importance of nutrition as a basis for health and fitness.
The sports’ programme at Tree Tops teaches and models good sportsmanship, while, at the Grade Three level, preparing pupils for a smooth transition into team sports and other sporting activities at Senior Primary school.

EXTRA-MURAL ACTIVITIES
A number of privately run extra-mural activities are available after school hours. Parents liaise directly with the extra-mural organizers, who have full responsibility for the children for the duration of the activity, and until the children are collected by their parents, or join their Aftercare group, as the case may be.

Except for swimming, which is regarded as a life skill, we recommend that pre-school children (especially three and four year olds) are not ‘overloaded’ with extra-mural activities. The ‘over-organised child’ who has little time for the freedom of unstructured play, has difficulty relying on their own resources and developing their imagination.

EDUCATION IN THE OUTDOORS
As an integral part of the Junior Primary curriculum, children are taken on overnight excursions to outdoor adventure venues in the last term of each year. The learning goals include environmental studies, the development of independence and team- building, as well as personal growth while facing physical challenges, such as hiking.

COMMITMENT OF STAKEHOLDERS
To give effect to the school’s Mission, stakeholders are required to make a commitment to abide by and support the policies as adopted and as amended by the Governing Body.

Pupils are committed to:

• Behaving in a manner which reflects the values and Mission of the school
• Being respectful, courteous and co-operative towards teachers, other staff, other children and visitors
• Attending school regularly and on time
• Aiming to do their best in all areas of school life
• Always respecting the feelings and property of others at school and in the community
• Taking care of buildings, furniture, equipment and gardens at school

In addition, Junior Primary pupils are committed to:

• Completing all homework and projects with pride and to the best of their ability
• Wearing correct school uniform and appearing smart at all times

Parents/Guardians are committed to:

• Helping children develop strong moral values
• Actively supporting their children’s development (in work and play)
• Supporting the Mission, values, authority and discipline of the school
• Encouraging children to abide by school rules
• Listening to teachers
• Holding discussions with teachers at a time and place that permits full and confidential exploration of issues and then allowing teachers the opportunity to work on any concerns.
• Recognizing that teachers are qualified professionals whose perspective may differ from the parents’ (and who have multiple time commitments)
• Supporting and taking an interest in the school’s developments
• Meeting their contractual financial obligations as per the Fee Payment Schedule and the Parent Contract

Management and Staff are committed to:

• Instilling into each individual learner, the values as described in the school’s Mission
• Developing a curriculum of excellence
• Setting the highest standards of work and behaviour for all pupils
• Protecting the dignity of all who are a part of our school community
• Fostering strong communication with parents as the basis for close co-operation
• Conducting ourselves in accordance with the Code of Professional Conduct of the South African Council for Educators
• Listening to parents and learners and understanding any concerns raised
• Providing the appropriate time and place for full and confidential discussion

Governing Body members are committed to:

• Upholding the ISASA ‘Principles of Good Practice’ as they apply to the role of individual Governors
• Upholding the ISASA ‘Principles of Good Practice’ as they apply to the Governing Body/Board itself.

INFORMATION BOOKLET
For information relating to ‘housekeeping issues’ (such as, contact details, school hours, details pertaining to the uniform, snack/lunch requirements etc) please refer to the relevant Tree Tops School Information Booklet.