School Life

The House System

The Runnymede College House System was established by Arthur F Powell in 1967 and comprises four Houses: Austen (yellow), Keynes (green), Locke (red) and Newton (blue). Every child is assigned to a House on joining the School and members of the same family are members of the same House.
An attempt is also made to ensure that there is the same number of pupils in each House in the School, and an equal spread of boys and girls and within each Form. The House System seeks to stimulate pupils through the opinions and enthusiasms of the group to achieve higher standards in studies, conduct and physical education. Teachers, including PE teachers, award Good and Bad House Points for conduct and work (especially for effort). At each half-term and at the end of term these House Points are added up and an Assembly is held in which the Headmaster announces the total scores. At the end of the school year, at Prize Giving, the winning House is awarded the House Cup and, likewise, an Interhouse Sports Cup is also awarded.

Pastoral Care
Definition of pastoral care

Pastoral care is concerned with promoting personal, social, emotional and intellectual development in order to help every child reach their full potential and be equipped with the skills to succeed in all aspects of life.
Successful pastoral care depends on getting to know each student and on listening to and addressing his/her individual needs. The pastoral team includes all members of staff and promotes positive relationships in school and the active participation of every student in the education process in order to ensure that they benefit from all that the school has to offer.

Why is pastoral care important?

The quality of pastoral care in any school is one of the major influences in creating a positive atmosphere in which every student feels valued, safe and happy about their educational experience.
At Runnymede College, we recognise that the attainment of academic excellence is directly related to, and affected by, all aspects of personal development. We strongly believe in providing an education that promotes and encourages the intellectual, emotional, social and physical development of every individual. We impart a broad and balanced curriculum that prepares our pupils for the opportunities, responsibilities and experiences of adult life.


1. To promote a caring ethos and to encourage positive relationships between all of the members of the school community. Every student has the right to come to school and feel safe, happy and valued. Emphasis is placed on the importance of each individual within the school community, and on the need for mutual concern and respect between all of its members.

2. To provide the support for each student so that they can develop to the full in all areas. Close attention is given to the personal, social and intellectual needs of each student. They are encouraged to be aware of, and take an active role in his/her own development and to accept responsibility for it.

3. In order to give support and guidance for pupil achievement, the pastoral system will provide a point of personal contact for every pupil. The Form Teacher and other members of the pastoral team will listen to and understand their experience and views about academic and personal development.
The pastoral system will also respond quickly and appropriately when additional support is necessary, for example, in the event of parental illness; bereavement; parental separation; exam-related stress; bullying.

4. To ensure that each pupil knows and is known personally and in some depth by at least one member of staff.
As a result of the general daily contact, and by means of regular personal interviews, the Form Teacher develops a close knowledge of a particular individual’s circumstances. This knowledge is especially important during periods of stress for the pupil, for instance, when transferring from Junior School to Senior School, during GCSE exams, or when personal problems arise.

5. To monitor each individual pupil's progress and achievement across the whole curriculum, to maintain appropriate records and to create an overview of his/her approach to different learning tasks.
It is important to develop a learner's profile across the curriculum, and to create an overview of the pupil’s performance. Every pupil has a unique profile, and both the student themselves and their teachers can learn from it. We effectively record information relevant to the progess of individual pupils.

6. To provide colleagues with relevant knowledge of pupils so that their teaching efforts can be adapted for greater success and to facilitate efficient communication between pupils and teachers.
One of the principal aims of pastoral care is to enhance educational progress. Form Teachers are the key to the effective communication between all those involved in a student’s education. They convey relevant information about the experience of learning of individuals and the group to all those concerned within the school.

7. To encourage a caring and orderly environment within which all pupils can exercise initiative and develop.
All members of staff of Runnymede College will encourage and reinforce an atmosphere in which each student feels important and can make their own personal contribution to the group. It is essential that each student feels that they can express their points of view, always in a respectful and constructive manner, and that these views will be taken into consideration. A positive and structured environment is a prerequisite of this. The pastoral care system will support the discipline system in reinforcing the school ethos of mutual respect and consideration for others. Students who behave in such a way that impede the existence of a positive atmosphere will be supported in their efforts to change in order to conduct themselves in a manner more in line with the values upheld at the school.

8. To impart proactive, preventive pastoral care.
Although it is inevitable that much of the pastoral care undertaken at school is a reaction to problematic situations that arise, the school recognises the importance of a curriculum that provides opportunities for personal development other than in a purely academic sense. We aim to offer activities that allow students to explore and develop in areas that complement their intellectual progress, and help them to face the demands that they experience as they grow. These activities will include PSHE (Personal Social and Health Education) such as Sex and Relationship Education (SRE), drugs education, health and personal safety, and citizenship. Other related aspects of pastoral care are academic support and careers and vocational education.

9. To provide a point of personal contact for parents to give their view of their child's progress, and to work with the home in all aspects of pupil development.
Regular contact with parents is vital, and will not happen only at parents’ evenings. The Form Teacher will co-ordinate the communication between home and school, and will work alongside the parents in order to enhance the progress in all areas of their child in the school.

The pastoral team

Form Teacher
Head of KS3 – Mrs Holman-Smith
Head of KS4 – Mr Baskett
Heads of Sixth Form (Year 12-13) – Ms O’Driscoll and Mr Crumpton
Assistant Headmistress – Ms Powell
Headmaster – Mr Powell

Although Pastoral Care involves all members of staff at some level, the front line of pastoral care is the Form Teacher, who has the task of ensuring that each member of the form group is experiencing school in a positive and successful way.

The Form Teacher provides a daily point of contact between the student and the school, and has the opportunity of monitoring progress and general well-being. The Form Teacher also co-ordinates the communication between the student, parents, and staff in order to address the academic, personal and social needs of each pupil. It is vital not to reinforce the common idea of a conceptual split between pastoral care and academic progress – the academic success of each student is inextricably linked to his/her progress in all areas of personal development, and the role of the Form Teacher is the key to effective pastoral care.

If parents have any questions, doubts or problems regarding pastoral issues, their first port of call is the Form Teacher, who will then involve other members of staff and management as necessary (e-mail addresses can be found on the school website).

Trips & Visits

The School believes that group activities outside the classroom are not only culturally enriching but also that they make an important contribution to the development of personality and character.

Knowing how to behave in a group, helping to organize activities, accepting the authority of the leader – all these play an important role in developing the individual as a member of society.

Many of the children have never had the experience of going to a play or concert, nor visited museums or archaeological sites before going with the School.

The experience of spending a night, or week-end, with a group of classmates, away from parental control in a hotel or under canvas, plays a role in the personal development of a growing child in a way that even the most devoted parents cannot achieve alone.

Pupils of the Junior School visit farms (what an eyeopener it is to learn about animals on a farm!), the zoo, the mountains and lakes around Madrid. The Juniors visit the Roman site of Segóbriga whilst the Senior School annually visits Mérida: the geographers study the environment, the historians visit museums and places of historic interest whilst the Art and Music teachers introduce them to the wonders of the great art museums of Madrid and take them to youth concerts. A Choir and instrumental Ensemble meet during lunch breaks. In this way, for many children who are not members of Spanish clubs and youth organisations the School becomes a Club centre at break-time and after school.

Photo Galleries    
Girls Uniform

Blazer with piping and badge
Grey skirt, kilt style
White blouse
Short sleeved white polo shirt with badge (summer)
Navy blue v-necked jumper with badge
Navy blue knee socks (navy blue tights are permitted in winter)
Navy blue or black shoes
Navy blue anorak or raincoat, any style
School summer dress (Nursery to Year 6)
School overall (Nursery to Year 2)

Boys Uniform

Blazer with piping and badge
Grey trousers
White shirt
Short sleeved white polo shirt with badge (summer)
School tie
Navy blue v-necked jumper with badge
Navy blue socks
Black shoes
Navy blue anorak or raincoat, any style
School overall (Nursery to Year 2)
NB short trousers are permitted in the junior school only

Gym Kit

School T-shirt
School tracksuit
School blue shorts
Short white socks
White sport shoes

Centro Comercial Sanchinarro – C/ Margarita de Parma, 1 Madrid

Tel.: 913 848 200 / Fax: 917 502 441.

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Behaviour and Discipline

Junior School Behaviour and Discipline

At Runnymede we set high (but not unrealistic) expectations of the children and we endeavour to ensure that they live up to them. Each child is seen as an important individual and labels based on stereotypes of race, gender or social class have no place in our school. Each child has talent, potential and special qualities; we seek to foster these by creating a happy working atmosphere of understanding, warmth and care, thus enabling each child to grow in positive self-esteem and realise his or her potential. We encourage our children to develop attitudes of mutual respect and esteem; consideration for others is paramount. We seek to promote good manners and politeness towards peers as well as towards adults.

In order to promote this atmosphere of security and warmth and to foster in our children positive attitudes towards their peers, pupils need to given recognisable boundaries within which to operate so that they can develop a clear idea of the behaviour expected of them.

General Guidelines

  • Children should be aware of and be expected to observe a simple code of conduct linked to the Golden Rules.
  • Discipline should be approached in a positive way, the aim being always to ensure that the child develops a sense of responsibility and care for others. Children should learn from being disciplined. Care should be taken in adopting the appropriate measures to correct a misdemeanour (see scale of strategies below).
  • Teachers should set high standards of themselves (in politeness and tidiness, for instance) and thus provide an example for children to follow.
  • There will be no corporal punishment, aggressive handling nor verbal humiliation in reprimanding or disciplining children.
  • It is essential that our approach should be consistent, uniform and fair. This will avoid the tendency on the part of some children to play one teacher off against another. A common strategy should be adopted when necessary for individuals who have behavioural difficulties.
  • Problems should be anticipated by the staff where possible to keep conflictive situations to a minimum. Pupil behaviour requires planning and management and this is the responsibility of the whole school.
  • Good behaviour and positive attitudes will be promoted through a reward system (see below).

Children are rewarded for effort, behaviour and achievement through the following:

Golden Time
For following the Golden Rules children are rewarded with 30-45 minutes of special activities.
Golden Book
Each month (once a week in the case of the Foundation Stage) children’s names are written in and read out from the Golden Book and they are rewarded with stickers or certificates.
Best Line Cards
The class which gains the most cards for lining up well at the end of playtime is rewarded with a special activity or treat.
House Points
House Points awarded to individual children for achievement or for being helpful count towards the House. A progress chart for each House is displayed in the hall at assembly and adjusted monthly.
Use of Stickers
A variety of stickers are used for positive attitude and achievement within the classroom.
Sending the child to the Head
A child may sent to the Head, Assistant Head or the parallel class teacher to be praised for an improvement or for a particularly good piece of work.

Sanctions are delivered consistently by the staff. All members of staff pay particular attention to the following kinds of inappropriate behaviour:

  • Bad language
  • Disobedience
  • Answering back to members of staff
  • Teasing others
  • Leaving the playground without permission
  • Loitering in the building during breaks
  • Failing to line up promptly and quietly
  • Running down the ramp/making a noise on the ramp/swinging on the ropes
  • Running and noise in the building
  • Littering the school premises
  • Talking/bad behaviour in assembly
  • Unacceptable behaviour in the dining room

The sanctions that are applied for misbehaviour vary according to the age of the child and the misdemeanour. The scale of recommended sanctions is as follows:

1. Speaking to perpetrators
Children need to understand why their behaviour is inappropriate or antisocial and why they are being reprimanded (this is especially the case with younger children – “I am cross because….”).
2. Time out
This will happen when children need to reflect upon their bad behaviour. They should be sent to another class with work to do.
3. Missing playtime
Nursery and Reception children would probably have to stay inside the classroom (supervised) whereas from Year 1 some written activity should be tackled such as writing a letter of apology.
4. Exclusion from Golden Time and Detention
It is important that the children respond obediently to an instruction given by a teacher, a teaching assistant or a member of the auxiliary staff at the first time of asking. If they do not they are sanctioned without any second chance. If this kind if disobedience occurs in class they will lose five minutes of golden time. If it happens in the building or playground and the child is in another class, they will be told to report to a designated classroom at the next afternoon break (their teacher should be informed) where they will miss half of the break, being supervised by the Assistant Head or, if this isn’t possible, by another member of staff.
5. Sending the child to the Head
This sanction is usually most effective if the teacher and the Head have managed to discuss the matter beforehand and agreed on possible follow up strategies. However, this measure should be used sparingly, otherwise its effectiveness becomes diminished and the teacher’s authority undermined.
6. Informing parents
This has a scale of its own in that parents may be informed by letter or by ‘phone by the teacher or by the Head (depending on the gravity of the matter) and then, if there has been no improvement, a meeting should be set up involving the teacher, the Head and the parents.
7. Suspension or exclusion
In extreme situations and where all other options have been exhausted, the school reserves the right to suspend, and ultimately, if there were no other alternative, to exclude a child from the school. In the few cases where suspension has been invoked the parents concerned were consulted and the decisions were taken with their full agreement.

If a child is in detention two times in one week or three times in a half term, a letter will be sent home to the parents. If the behaviour persists, or other incidents occur, the parents will be contacted again. A behaviour plan will be drawn up between the member of staff, the child and the parent. This could be a home-school book or a report sheet. If this is unsuccessful, regular meetings between the teacher, the Head teacher (if necessary) and the parents should be arranged to monitor the situation.

For more serious offences such as bullying, physical violence, stealing or insolence, a letter will be sent home in the first instance (after a consultation with the Head teacher), informing the parents and asking them to talk to their child and support the school in its expectation of appropriate behaviour. In these cases parents will also be asked to come into school to see the Head.

Senior School Discipline System

This document contains the following information:

  • Objectives of the discipline system
  • How the system works
  • Examples of conduct with its associated consequences

Objectives Of The Discipline System

An effective discipline system places emphasis on positive behaviour, where possible, with clear, positive statements that communicate to students how they are expected to behave. The specific objectives of the discipline system at Runnymede College are:

  1. To create a safe, inclusive environment conducive to learning.
  2. To encourage respect for others at all times.
  3. To provide a clear and understood set of expectations with respect to the behaviour of our pupils.
  4. To make students aware of the associated consequences of their behaviour, positive and negative.
  5. To academically motivate students.
  6. To encourage and reward appropriate behaviour.
  7. To discourage and correct inappropriate behaviour.
  8. To instil in every student the importance of accepting the responsibility for his/her own behaviour. That we choose the way we behave, and we are accountable for it.

How The System Works

Teachers give pupils positive or negative points which are recorded on the school database. Rewards and sanctions are given depending on the number of positive or negative points given. See the flowchart below for more information.
The total number of positive and negative points will be included on reports that are sent home.

Examples Of Conduct With Associated Consequences:


For exceptional work or effort, pupils can be awarded a merit, which is worth 5 positive points. This is input on the school database by the teacher awarding the merit.

Email home
When a pupil has received 10 points, an email is sent home by the Form Teacher to inform parents of their achievements.

Certificate of excellence
At the end of term, if a pupil has achieved 25 points, or has come top of their form with respect to the number of positive points, they will receive a certificate of excellence.


For a more serious issue, pupils can be given a demerit. This is input on the school database and is worth 5 negative points. The Form Tutor and Head of Key Stage are informed of such an issue.

A detention is assigned by the Form Teacher when a pupil receives a demerit or when 5 negative points are accumulated. The Form Teacher will indicate the reasons for receiving each of the red cards on the back of the detention slip. The Form Teacher will decide on what the detention activity will be: i.e. writing an improvement plan, a letter of apology, community service or other activity.

A pupil goes on report when their behaviour becomes a matter of concern. This is done in consultation with the head of the relevant Key Stage. Clear areas of required improvement are written on the report, and behaviour is monitored for 5 school days. The report is signed by both the Form Teacher and parents on a daily basis.

More serious conduct may result in suspension from the school for one or more days. The duration of the suspension is decided by the Headmaster, and a pupil is allowed to return to school after a meeting between the Headmaster and his/her parents in which clear expectations of future conduct are stipulated.

Key Stage 3 and 4 Rules

Punctuality and Attendance:

  • All pupils must be in their form room for registration at 8:50. Pupils who arrive after 9am must report to the gatehouse.
  • Pupils may only leave early (through illness, for example) with the permission of the Office, and must sign out. Foreseen appointments must be accompanied by a note for the Form Teacher.

Dress code and appearance:

  • Personal appearance and hygiene are of utmost importance. Pupils up to Year 11 must wear correct school uniform which must be clean and tidy, throughout the school day. Blazers must be worn daily at, to and from school. All items of clothing must be marked.
  • Pupils must not wear gym-shoes nor trainers except when changed for gym or at break time.
  • Only girls in Year 12 and 13 may wear make-up but this must be used sparingly. Jewellery must be kept to a minimum. Girls may wear small conventional earrings. Boys must be clean-shaven and their hair must be sensibly cut.
  • Smoking is forbidden.

Organisation and routine:

  • At 9.00 a.m., pupils should have with them all materials needed for the first three periods, at 11.15 a.m., for periods 4 to 6 inclusive and at 2.35 p.m., for the afternoon classes except in Years 12 and 13. Pupils must not return to their form rooms other than at natural breaks.
  • Pupils must be quiet and orderly when moving around the building. There is to be no running indoors or down the ramp at any time. Pupils will not go into other classrooms without good reason and will not leave their classroom without permission. Pupils may not go to the toilet between classes without seeking the permission of the teacher of their next class.
  • Should a teacher fail to appear for a class, a pupil should inform a member of staff of the situation.
  • All pupils except those in Years 12 and 13 must leave the school buildings during both morning and lunch break (except during wet break, where students are expected to stay in their own form room). Access is permitted only to the library or the computer room.
  • There is to be no eating or drinking in the school buildings.
  • Pupils having school lunch must enter the dining hall by the door at the front of the main building. If it is raining heavily, they will be directed through the Junior School by a prefect or the duty teacher.
  • Pupils going to the Gazebo from the bottom floor of the Train, or viceversa, must go out of the building and walk around.
  • The lift may only be used by members of staff and authorized students.
  • Personal music players may be used in lessons only with the permission of the teacher and within the classroom.
  • The following areas are out of bounds at all times:

    1. The administration area unless it is absolutely necessary to visit the office or sick bay.
    2. The area outside the school perimeter (permission from the duty teacher must be sought to retrieve footballs, etc.).
    3. The walkway outside the Years 1 and 2 classes.
    4. The Junior School building for Senior pupils unless they are going to Music or PE.
    5. The car parks, gardens and “amphitheatre” area are out of bounds to students during break and lunchtime (except for Years 12 and 13). After 4pm, students can use the lawn, but their behaviour is expected to be sensible in this area.


  • Letters and other documents given to pupils for parents must go home on the day they are handed out. The acknowledgement slip, properly signed and dated, must be returned to the Form Teacher on the following school day. Digital communication from the school must also be acknowledged when required.
  • The use of mobile phones for establishing and receiving communication – either through text or voice contact – with the outside world is prohibited for all pupils. All urgent messages between home and pupil must be conducted through the school landline connection. Mobile phones may be brought to school, but must not be switched on at any time during school hours. Breaking this rule will result in the mobile phone being confiscated.


  • Respect must be shown at all times for other people’s work and belongings, and for the school building and school property. Pupils are expected to adhere to the school Code of Conduct.
  • When instructed to do so, pupils must stand up and be silent when a member of staff or visitor enters a room. They must wait to be told to sit down again by the member of staff.

VIth Form Guidelines

Entry into the VI Form marks a major transition and students are expected to adopt an adult approach to their studies, their appearance and their general behaviour. This new approach to study is reflected in the greater freedom and the privileges they enjoy as senior members of the student body. The school rules and Code of Conduct nonetheless both apply and students must make sure they are familiar with their content.

Academically, students must become far more self-sufficient than at IGCSE, showing the level of organisation necessary to juggle the demands of their specific subjects. It is assumed that students have a genuine interest in their chosen subjects and that they will not only complete all set assignments to a high standard and on time but also read around the topic, contribute in class, voluntarily engage in further study and explore “supercurricular” interests. Students not showing the required level of application may be asked to leave a subject at the time of the October assessment and report.

Attendance and punctuality are essential for successful learning (and may be commented on in university references) and any absence or late arrival must be communicated to the form teacher by email as soon as possible (and in advance for medical appointments etc). It is imperative that form teachers be as informed as possible so that they can provide pastoral support as best they can and advise on academic matters effectively.

All VI Formers are required to be in school every day from 8.50am. Should parents give their permission then students without afternoon lessons may leave at lunchtime. This is a privilege that may be revoked if poor study skills are observed.

Dress Code
Whilst VI Formers do not wear uniform, they must come to school dressed appropriately for what is a place of work. Beach clothes and extremely short garments, in particular, are not acceptable. Any student who comes to school dressed inappropriately will receive one warning (of which the parents will be informed by email) and then will be sent home to change for any further infringement. Basic guidelines are as follows:

Collared shirt/polo shirt, trousers (not shorts) and shoes.
No T-shirts
No slogans
No denim
No underwear on display (boxer shorts, etc)
No trainers

Blouse, skirt/trousers (not shorts) and shoes.
No slogans
No denim
No underwear on display (bra-straps, etc)
No trainers
No midriffs on view
No piercings (other than one set of ear rings)
Nothing strapless
Makeup and jewellery should be discreet

Study periods
During the school day most students will have study periods. They must use their time responsibly and effectively in the library, the computer room or the common room. Any student with “nothing to do” should speak to their subject teachers or the Head of VI Form.

6th Form Common Room
The VI Form Common Room is open throughout the school day and its use is a privilege for Years 12 and 13.
Work takes priority during study periods. Students must respect other pupils’ need to concentrate by maintaining a quiet atmosphere during lesson time (including lunchtime classes).
Eating/Drinking is permitted in the common room only during break and lunchtime. The common room, including the microwaves, must be kept clean and tidy at all times. No ball games are allowed in the Common Room.

Use of technology
Students are encouraged to use technology effectively and appropriately to aid their learning. During lessons subject teachers will advise as to how technology should be used for research, note-taking etc.

Around the school, as in lower years, mobile phones must not be used to make phone calls, and should be turned off and out of sight. Students needing to contact home (and viceversa) should go via the office. The misuse of mobile phones will result in confiscation.

Rules for use of iPads

  1. iPads must only be used for work and in lessons. They must not be used during break or lunchtime unless supervised by a teacher.
  2. iPads will be left in pupils’ boxes during break and lunchtime, and taken home at the end of the day.
  3. Pupils are responsible for charging their ipads at home. They can only be charged in school in exceptional circumstances.
  4. Unless an activity specifically requires the use of an ipad, these must be left face-down on pupils’ desks.
  5. Unauthorized use of ipads in class is not permitted.
  6. Playing games or downloading applications which have not been approved by a teacher is forbidden and doing so will be reason for a double red card.
  7. The use of messaging applications in school is strictly forbidden.
  8. Pupils are required to inform the teacher or others when using the camera or audio recording functions and are reminded that they must not publish photographs or videos on any online network.
  9. Students should ensure they leave sufficient space on the ipad to store school work and school-related applications.
  10. Pupils are responsible for ensuring their iPads are kept in good condition. Defacing of iPads will result in punishment.
  11. iPads which are found lying around must be taken to the ICT department so that they can be returned to their owner as soon as possible.

ICT Acceptable Use

The computer system and related devices such as the iPads are the property of Runnymede College. They have been made available to students to help enrich the learning process and to enable them to become skilled and responsible users of tools that have become part of our everyday lives. Students are expected to use the resources for the educational purposes for which they are provided.

It is the personal responsibility of every student to take all reasonable steps to make sure they follow the conditions set out in this Policy. Students must also accept personal responsibility for reporting any misuse.

Acceptable Use

Students are expected to use the school computer system in a responsible and appropriate manner at all times. You should refer to the school’s NewTechnology Guidelines for help in the responsible use of the Internet and ICT and discuss this with your parents/carers. You should also adhere to the following guidelines when using the school computer system.


  • Use a ‘strong’ password for your accounts. You should not disclose any password or security information to anyone else other than your parents/carers.
  • Do not reveal any personal information (e.g. home address, telephone number) about yourself when using the Internet.
  • Do not share your login details (including passwords) for online accounts with anyone else. Do not use other people’s usernames and passwords.
  • Always log off your account after using online applications.
  • If you find an account logged on under other users username log it off immediately.
  • Do not use drives or other portable devices on the computers without having them checked for viruses.
  • Do not download and/or install any unapproved software, system utilities or resources from the Internet.
  • If you discover a security problem, for example, being able to access other users’ data, you should inform the Systems Administrator immediately and not show it to anyone else.


  • Use appropriate language in all communication.
  • If you are under 18 and wish to use an e-mail address, you must obtain the permission of your parents/carers and should get them to carry out the signing up process for the account.
  • Always copy in your parents to an e-mail when you are sending work to a teacher.
  • Do not use social media sites, messaging or chat rooms during school hours.


  • Do not create, send or post any material that is likely to cause offence or needless anxiety to other people or bring the school into disrepute.
  • Do not attempt to visit websites that might be considered inappropriate or illegal.
  • Do not access other users’ files or folders.
  • Remember that files held and actions carried out using the school network will be regularly checked by the Systems Administrator or other members of staff.
  • Do not use the computers, iPads or any ICT devices to disrupt the work of others.
  • Do not attempt to harm or destroy any equipment, or work of another user on the school computer system.
  • Do not receive, send or publish material that violates copyright law.
  • Report any inappropriate use of the system and/or devices to the Systems Administrator (Mr. de Avendaño).

User Agreement Form For The Student Acceptable Use Policy

I agree to follow the school guidelines on the use of the school computer resources. I will use the resources in a responsible way and observe all the guidelines explained above.

I agree to report any misuse of the network to the Systems Administrator.

I also agree to report any websites that are available on the school Internet that contain inappropriate material to the Systems Administrator.

If I do not follow the rules, I understand that this may result in loss of access to these resources as well as other disciplinary action. I realise that students under reasonable suspicion of misuse in terms of time or content may have their usage monitored or their past use investigated.

Student Name: ______________________________________________

Student Signature: ___________________________________________

Parent/Carer/Guardian Name: _______________________________________

Parent/Carer/Guardian Signature: _____________________________________

Date: ___/___ /______

Policy Reviewed July, 2014