School Policies
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We at Cayman Academy are partners in lifelong learning, dedicated to challenging and empowering individuals to pursue the future, by experiencing and celebrating success.

  • A safe, caring, and stimulating environment where high standards of achievement are encouraged
  • Meeting the academic, physical, and emotional needs of students
  • A strong discipline policy which encourages accountability for actions
  • Providing a program of academics and complementary courses that meet the challenges of a rapidly changing future
  • Enhancing the development of responsible citizens
  • Promoting individual wellness.



1.1       ICT is changing the lives of everyone. Through teaching ICT we equip students to participate in a rapidly-changing world where work and leisure activities are increasingly transformed by technology. We enable them to find, explore, analyse, exchange and present information. We also focus on developing the skills necessary for students to be able to use information in a discriminating and effective way. ICT skills are a major factor in enabling students to be confident, creative and independent learners.

1.2      The aims of incorporating ICT into our curriculum are to enable students:

  • to continue to develop ICT capability in finding, selecting and using information, ensuring progress is made on work carried out in feeder schools;
  • to use ICT for effective and appropriate communication;
  • to apply hardware and software to creative and appropriate uses of information;
  • to apply their ICT skills and knowledge to their learning in other areas;
  • to use their ICT skills to develop their language and communication skills;
  • to explore their attitudes towards ICT and its value to them and society in general. For example, to learn about issues of security, confidentiality and accuracy.
  • to complete the elements of the ICT curriculum that are compulsory at Key Stage 3 and 4
  • to enable Year 10 students to obtain an ICT qualification or to prepare them for external ICT examinations in Year 12

2          Teaching and learning style

2.1       As the aims of ICT are to equip students with the skills necessary to use technology to become independent learners, the teaching style that we adopt will be as active and practical as possible. Each department has access to computers for student learning, either as individuals, groups or whole classes timetabled into an ICT lab.

The network allows students and teachers to continue working on documents from any location in school, and the development of cross-curricular projects is a long-term goal of this policy. To achieve this, ongoing staff development in the use of ICT in subjects will be provided.

We encourage the students to explore ways in which the use of ICT can improve their results, for example, how a piece of writing can be edited or how the presentation of a piece of work can be improved by moving text about etc.

2.2       We recognise that all classes have students with widely differing ICT abilities. This is especially true when some students have access to ICT equipment at home, while others do not. We provide suitable learning opportunities for all students by matching the challenge of the task to the ability and experience of the child. We achieve this in a variety of ways, by:

  • setting common tasks which are open-ended and can have a variety of responses;
  • setting tasks of increasing difficulty (not all students complete all tasks);
  • grouping students by ability in the room and setting different tasks for each ability group;

3          ICT curriculum planning

3.1       The school will develop schemes of work incorporating the use of ICT in all subjects.

3.2       We carry out the curriculum planning in ICT in three phases (long-term, medium-term and short-term). The long-term plan maps the ICT topics that the students study in each term during each key stage. The ICT subject leader works this out in conjunction with teaching colleagues in each year group, and the students often use ICT as part of their work in other subject areas. Our long-term ICT plan shows how teaching units are distributed across the year groups, and how these fit together to ensure progression within the curriculum plan.

3.3       Our medium-term plans, which we have adopted from the national scheme of work, give details of each unit of work for each term. They identify the key learning objectives for each unit of work and stipulate the curriculum time that we devote to it. The ICT subject leader is responsible for keeping and reviewing these plans. As we have mixed-age classes, we do our medium-term planning on a two-year rotation cycle. In this way we ensure that we cover the National Curriculum without repeating topics.

3.4       The class teacher is responsible for adapting these plans to suit his/her class, and passing on adapted plans to the ICT co-ordinator.

3.5       The topics studied in ICT are planned to build upon prior learning. While we offer opportunities for students of all abilities to develop their skills and knowledge in each unit, we also build planned progression into the scheme of work, so that the students are increasingly challenged as they move up through the school.

4          Foundation Course

The Year 10 course will continue to be a core subject and support the use of ICT across the curriculum.

5          The contribution of ICT as a core subject to teaching in other curriculum areas

5.1       ICT contributes to teaching and learning in all curriculum areas. For example, graphics and document design work links in closely with work in art, and work using spreadsheets and databases supports work in mathematics. Research work using the Internet proves very useful for all subjects. ICT enables students to present their information and conclusions in the most appropriate way.

5.2       English

ICT is a major contributor to the teaching of English. Through the development of keyboard skills and the use of computers, students learn how to edit and revise text. They have the opportunity to develop their writing skills by communicating with people over the Internet, and they are able to join in discussions with other students throughout the world through the medium of video conferencing. They learn how to improve the presentation of their work by using desk-top publishing software. Each class has access to computers….

5.3       Mathematics

Many ICT activities build upon the mathematical skills of the students. Students use ICT in mathematics to collect data, make predictions, analyse results, and present information graphically…..

5.4       Personal, social and health education (PSHE) and citizenship

ICT makes a contribution to the teaching of PSHE and citizenship as students learn to work together in a collaborative manner. They develop a sense of global citizenship by using the Internet and e-mail. Through the discussion of moral issues related to electronic communication, students develop a view about the use and misuse of ICT, and they also gain a knowledge and understanding of the interdependence of people around the world…..

6          Teaching ICT to students with special needs

6.1       At CAYMAN ACADEMY we teach ICT to all students, whatever their ability. ICT forms part of our school curriculum policy to provide a broad and balanced education for all students. We provide learning opportunities that are matched to the needs of students with learning difficulties. In some instances the use of ICT has a considerable impact on the quality of work that students produce; it increases their confidence and motivation. When planning work in ICT, we take into account the targets in the students’s Individual Education Plans (IEPs).

7          Assessment and recording

7.1       Teachers assess children’s work in ICT by making formal and informal judgements, through class tests and as they observe them during lessons. Class teachers in all departments have ICT objectives mapped in their schemes of work. The formal assessments are recorded in student grades, and are used to monitor student progress.



Homework is regarded as an essential part of the overall learning experience at Cayman Academy. It is given as deemed necessary by the teacher to enhance the learning process.

Homework is given for a number of reasons:-

  • to encourage independent study.
  • to encourage independent research.
  • to allow the practice of skills learned in the classroom.
  • to develop a self disciplined an organized approach to studying.
  • to allow students to reflect on their learning and to provide evidence of the understanding gained of the concepts covered in the classroom.
  • to expand students’ general knowledge.
  • strengthens home-school links by reaffirming the role of parents/guardians as partners in the education process
  • provides parents and caregivers with insights into what is being taught in the classroom and indicators re the progress that students are making in the course of study
  • develops a range of skills required in the identification and use of relevant information resources
  • provides a method of challenging and extending gifted and talented students

The amount of homework given depends very much on the year the student is in, the level of study and the subject in question.

Students in Years 7 – 9 should expect homework in each subject of between 30 minutes and an hour per week.

Students studying for CXC and IGCSE examinations should expect at least an hour of homework per subject per week. (This may vary for practical subjects). The days that homework is given will be determined by individual teachers. In addition students will need to spend extra time in completing SBA’s or researching for Controlled assessments.

Parents are encouraged to help their teenagers develop and implement a home-study schedule (one hour per day including weekends). In cases where no specific homework is set, parents should encourage read (as widely as possible) and/or review work covered in class.

Homework has its greatest benefit when it:

  • develops and extends the core learning skills of inquiry and independent study
  • is challenging and purposeful, but not so demanding that it has adverse effects on the student’s motivation
  • students take responsibility for their homework, supported by their parents/guardians
  • is well defined and teacher expectations are clearly communicated
  • is set on a regular basis and establishes a routine of home study
  • is marked promptly and feedback is provided regularly




The purpose of the Cayman Academy Drug Policy is to:

  • Clarify the legal requirements and responsibilities of the school
  • Reinforce and safeguard the health & safety of students and others who use the school
  • Clarify the school’s approach to drugs for staff, students, parents/guardians and the wider community
  • Give guidance on developing, implementing and monitoring the drug education programme
  • Enable staff to manage drugs on the school campus, and any incidents that occur, with confidence and consistency, and in the best interests of those involved
  • Ensure that the response to incidents involving drugs complements the overall approach to drug education and the values and ethos of the school
  • Provide a basis for evaluating the effectiveness of the School Drug Education Programme and management of incidents involving illegal and other unauthorised drugs
  • Reinforce the role of the school in contributing to national strategies


Drugs- A Definition

‘A substance people take to change the way they feel, think or behave’

(United Nations Office on Drugs and Crime)

This includes:

  • All illegal drugs (those controlled by the Misuse of Drugs Act 2010 revision) e.g.

cannabis, heroin, cocaine, LSD, ecstasy and amphetamines.

  • All legal drugs including alcohol and tobacco.
  • All over the counter and prescription medicines.

The Ministry of Education, Training and Employment (MOE) believes that all children and young people need to be able to make safe, healthy and responsible decisions about drugs, both legal and illegal. Central to our policy on drugs is the belief that schools play a central role in helping them make such decisions by providing education about the risk and effects of drugs; by developing their confidence and skills to manage situations involving drugs; by creating a safe and supportive learning environment; and ensuring that those for whom drugs are a concern receive appropriate support. (National Misuse of Drugs Policy: Ministry of Education, Training and Employment. 2011)


At Cayman Academy we believe that a safe and supportive learning environment should be the entitlement of everyone in the school community. We acknowledge our shared responsibility with parents and the community for making sure that we play our part in meeting national concerns in relation to drug education and substance misuse.

To that end:-

  • Cayman Academy will promote the health and safety of all who work in the school community through the curriculum it offers and the day to day procedures governing the conduct of the school;
  • Cayman Academy is committed to supporting the pastoral welfare of the students in its care through formal and informal pastoral structures. We will encourage our students, in their confidence, to use these structures when they are in need of support. The best interests of the individual as well as the needs of the whole school community will always be taken into account.
  • We believe that drug education has an important part to play within the school.
  • The school is committed to the health and safety of its members and will take action to safeguard their well-being.
  • Cayman Academy will not tolerate the unauthorised use or possession, of illegal and legal controlled drugs by students, staff or other members of the school community (including parents), in school time, on the school compound or off-site during school organized activities such as field trips and work experience or sporting activities.
  • Cayman Academy believes in the importance of the partnership with parents, with the local community and with the various specialist agencies in the matter of promoting a healthy lifestyle. It is our policy to ensure that effective and appropriate communication is an essential part of the procedures we adopt for managing the drugs education programme in this school and for dealing with any drugs related incident.
  • Sanctions for incidents will be consistent with the school’s behaviour policy. This policy sits alongside other school policies.
  • This policy applies at all times to the school compound, school transport as well as school visits/fieldtrips/ residentials etc.
  • For the purpose of this policy the term parent will cover any person which legally has parental responsibility for the student and included guardians.

Policy Development

The consultation process

Outline a description of the consultation process, who was consulted and how, E.g.

  • a working group – Learning Mentors and SMT
  • consultation with the school council
  • questionnaires, parent focus groups – HSA Executive
  • drug awareness evenings/parent workshops
  • classroom based work around the policy

Roles and Responsibilities

The persons identified within the school have responsibility for:

  • Cayman Academy SMT and Learning Mentors will be drawing up and/or

reviewing the policy

  • Subject Leader for Life Skills will be planning and co-ordinating the drug education


  • Principal and Deputy Principal will be managing drug related incidents


The Policy is disseminated via the School’s Intranet and a copy is kept for reference in the Principal’s Office and in the Teacher’s Community in the Policies and Procedures Folder.

Drug Education

Aims of drug education

To give young people accurate information about drugs and help them develop the skills and attitudes to make their own healthy, safe and responsible decisions about drug use.

To achieve this, our drug education programme will help students:

  • To gain knowledge and understanding about the effects, risks and dangers of drugs, the law relating to drugs and the effects of drugs on individuals, families, relationships and communities.
  • To develop skills to make informed decisions, including communication, self-awareness, negotiation, finding information, help and advice, helping others and managing situations involving drugs.
  • To develop skills to manage situations involving drugs including assessing and avoiding risks, assertiveness and refusal skills and helping others.
  • To explore their own and other peoples’ attitudes to drugs, drug use and drug users, including challenging stereotypes and dispelling myths and exploring media and social influences.

Organisation of the School’s Drug Education Programme

The School’s Drug Education Programme is a shared responsibility of all SMT and the first point of contact is David Bushell (DOD).

The content of our Drug Education Programme is consistent with the National Curriculum and Life Skills. (See the Science programme of study along with the programme of study for Personal, Social and Moral Learning – (PS&ML) in Life Skills. This is supplemented by work in Tutorials.

It will be subject to regular review and evaluation and will be supported by informed advice from sources outside school.


The school provides a planned drug education curriculum for all our students through the following:

(i) Science

  • In science all our students are taught that tobacco, alcohol and other drugs can have harmful effects – this is taught in line with the National Curriculum for Science in Years 9 and 10.

(ii) The school PS &ML curriculum is taught in Life Skills in Years 8 and 9 but will be included in all years as of 2012 – 1213 in line with the

National Curriculum and will:

  • Enable students to make healthy, informed choices
  • Promote positive attitudes to healthy lifestyles
  • Provide accurate information about substances
  • Increase understanding about the implications and possible consequences of use and misuse
  • Widen understanding about related health and social issues
  • Enable young people to identify sources of appropriate advice and personal support

Details of our drug education curriculum content and delivery can be found in our Schemes of Work for Science and Life Skills. Other areas of the curriculum are actively encouraged to explore these issues where appropriate.

On the whole, it will be teachers who will teach drug education but, where appropriate, outside visitors may make a contribution. Such visitors will be used in a planned way and their contributions will be evaluated. Teachers will have access to on-going advice, support and training as part of their own professional development. The school actively cooperates with agencies such as the National Drug Council, RCIPS, health and counselling agencies.

Parental awareness

At Cayman Academy we understand that parental support is a vital component of drug education. In order to foster such support Parents are kept informed of the issues covered in drug education and are provided with appropriate information on drugs and sources of support. This also helps to ensure that appropriate discussions take place at home, which reinforce what happens in the classroom. Parent workshops in partnership with agencies such as the Drug Council, RCIPS and HSA are also conducted.

Staff Support and Training

Drug awareness training arrangements will be made for all staff, including Administration Staff, Security Officers and Ancillary Staff during Professional Development days.

The Life Skills Department has been working closely with the National Drug Council hence presenting opportunities for continuing professional development for teachers

delivering the Drug Education Programme.

Management of Drug Related Incidents

The possession, use or supply of illegal and other unauthorised drugs within school boundaries is clearly unacceptable and in dealing with drug related incidents the schools primary concern will be with the health and safety of those involved and of the school community as a whole.

The senior member of staff with responsibility for drug related incidents (the Risk Manager– RM) will be D. Bushell (Dean of Discipline). All drug related incidents will be reported to this person who will be responsible for co-coordinating the most appropriate response.

Drug Incidents will be dealt with fairly and competently and with due regard for the facts as they present themselves as well as the health, pastoral, educational and welfare needs of any person involved. In the first instance the possibility of a medical emergency will be considered

METE guidance for schools on dealing with drug related incidents.

The following situations require action in line with this METE guidance for Schools

  • Drugs or associated paraphernalia are found on the school compound
  • A student is found in possession of drugs or associated paraphernalia
  • A student is found to be a recognized source of supply of drugs on the school compound
  • A student is thought to be under the influence of drugs on the school compound
  • Allegations or suspicions of use off the school compound
  • Staff/student has information that the illegitimate sale or supply of drugs is taking place in the local area
  • A student discloses that he/she is misusing drugs or a family member/friend is

misusing drugs

  • A parent or staff member is thought to be under the influence of drugs on the school compound.

What to do in the event of finding a drug or suspected illegal substance

  • Take possession of the drug/substance and inform the Principal and Serious

Incident Manager using gloves.

  • In the presence of a witness the article should be packed securely and labelled with the date, time, quantity (e.g. two cannabis joints, packet of powder equivalent to the size of quarter) and place of discovery.
  • Assess the area where the drug/substance was found to establish if any students have passed through the area and may have picked up/taken the substance. Speak to relevant staff and perhaps make students/parents aware if necessary. Watch for any unusual behaviour in the students.
  • The package should be signed by the person who discovered it and the witness and stored in a secure place in the school office.
  • Arrangements should be made to hand the package over to Police. Staff should not attempt to analyse or taste any found substance.
  • The incident should be written up in an appropriate Drugs Incident Log

(D. Bushell is responsible for logging such incidents).

In the event of discovering a hypodermic needle the incident should be recorded in the appropriate drugs incident log and the following procedure should be followed in order to protect all persons:

  • If possible do not to attempt to pick up the needle, but if deemed necessary, an adult wearing gloves should do this and place the needle in a container that cannot be pierced e.g. a biscuit tin then ring RCIPS for the safe removal.
  • If possible do not pick the needle up but cover the needle with a bucket or other container.
  • If possible, cordon off the area to make it safe.
  • Inform the Principal and RM.
  • Contact RCIPS

What to do in the event of finding or suspecting a student is in possession of a drug

School staff should take temporary possession of a substance suspected of being an illegal drug for the purpose of protecting a student from harm and to prevent an offence being committed in relation to that drug.

  • Request that the student hand over the article(s).
  • If student refused to comply then a parent should be contacted and asked to attend and/or intervene over the phone. At this point it should be communicated to the parent and student that further non-compliance will result in Police involvement.
  • If the student is still refusing to cooperate at this stage then a request to the RCIPS should be made for the Neighbourhood Officer to attend. This officer can then assess the situation and if necessary carry out a search.
  • If parents are unable to attend, when RCIP arrives, a member of the SMT / Social Worker will act as a ‘responsible person.’
  • It is essential that a female staff member is involved when female students are searched
  • Students will be asked to turn out their pockets and staff may search clothing, but will not conduct intimate body searches
  • Coats, bags, wallets and other possessions will be searched in the presence of the student
  • Having taken possession of the substance/paraphernalia, the procedure should be followed as above (finding a drug or suspected illegal drug)



It should be noted that:

  • Teachers can search school property, i.e. cupboards and trays without permission and can ask a student to turn out his/her bags, pockets and lockers.
  • Teachers cannot carry out an intimate personal search of a student.

Procedures for dealing with a student suspected to be under the influence of a drug or substance

Stay calm, place the student in a quiet area. Do not leave them unsupervised and seek medical advice, initially from the school nurse/first aider or if required from the emergency services. If the student is drowsy or unconscious, place in recovery position, loosen tight clothing and attempt to establish what has been taken. Parents should be informed at the earliest possible opportunity. Any suspected substances should travel with the student if they are moved from the site for treatment. If required, vomit should be safely collected where possible and also taken with the child (for analysis).

When to contact the Police

If a student is found in possession of and/or believed to be supplying suspected illegal drugs on the school compound, the Police will be called, as a school cannot knowingly allow its premises to be used for ‘administering or using a controlled drug, which is unlawfully in a person’s possession’. (Misuse of Drugs law – 2010 revision)

Concerns about people dealing illegal substances on or near the School compound should also be reported to the Police.

Limits of Confidentiality

Students disclosing information about drug use by themselves, or by people they know, should be reminded that the teacher cannot offer absolute confidentiality. Staff should be aware that failure to take action, or allowing drug use to continue on School compound, could contravene the Misuse of Drugs Act (2010-revision).

Parents have the right to be informed of any incident that could result in the potential harm of their child. It should be noted that criminal proceedings could result if the preservation of a confidence:

  • Enables criminal offences to be committed, or
  • Results in serious harm to the student’s health and welfare,


In normal circumstances parents will be contacted. If the Principal assesses that the situation is a child protection issue, then Children and Family Services will be contacted in the first instance.

All students involved in a drug related incident should, at an appropriate time and place, have an informal conversation, sensitively conducted, about the incident and be provided with further information about drugs and their misuse and have access to further support either within the school or by outside agencies:

Implementation of the policy

A copy of this Policy is available to staff on the school network and as hard copy in the school office. Reference copies are available from the Principal and SMT,

Monitoring and evaluating the policy

This Policy will be reviewed regularly by the Principal, students and other relevant outside agencies. This will include evaluation of teaching and learning activities, current resources and staff training and the use of outside visitors. Evaluation tools include discussion groups, feedback from external inspection and formal testing procedures.


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