Discipline is an essential part of school life. A high standard of behaviour, which enhances the good reputation of the school, is expected at all times; both in school and outside school. All members of the school are to be treated with respect and the school emphasises self-discipline, courtesy and consideration for others. A student is offered a place at the school on the condition that parents support the school’s standards.

The primary aim of discipline is to promote good choices which lead to effective relationships so that everyone can support each other, work together and learn well. It aims to promote relationships which are happy, safe and secure. The school rewards good behaviour, as it believes that this will develop an ethos of kindness and co-operation.

Central to this is choice: we refer to good choices (which lead to good consequences) and choices which are bad (which lead to negative consequences, usually based around our system of sanctions). There are two key reasons for using the language of ‘choice’: 1. it promotes self-management of behaviour and enables some reflection of what behavioural choices exist(ed) i.e. there are always different behavioural options (we don’t accept / expect that some children will always behave in such a way) and; 2. It avoids labelling children - instead, we refer to the choices we all make and that we should always try to make good choices.

The disciplinary measure or sanction is therefore not a punishment system, but a learning process, which leads to the modification of behaviour and the development of character.

The importance of consistency is being stressed when implementing our behaviour management. The individuality of every child and their right to equality of opportunity regardless of race, religion, gender, disability etc.

A special mention on Bullying:
Bullying may be defined as the intentional and repeated hurting, harming or humiliating of another person by physical (including sexual or sexist), verbal or cyber (please see relevant policy) and emotional means (by excluding, tormenting or spreading malicious rumours). It can involve manipulating a third party to tease or torment someone. It can involve complicity that falls short of direct participation. Bullying is often hidden and subtle. It can also be overt and intimidatory.

Bullying may involve actions or comments that are racist, religious or cultural, which focus on disabilities (including special educational needs) or other physical attributes (such as hair colour or body shape). Grange School believes bullying can cause serious psychological damage and it will never be underestimated.

The rapid development of, and widespread access to, technology has provided a new medium for ‘virtual’ bullying, which can occur in or outside school. Cyber-bullying is a different form of bullying, which can happen 24/7, with a potentially bigger audience. Cyber-bullying is considered a Stage 9 offense which will result in a pupil’s permanent expulsion.

We have, however, taken a proactive approach in the secondary school to educate and inform students, staff and parents/carers about what bullying is, how to identify it and what to do if you are a victim or bystander. In addition, we have also made it safe to report bullying through our whistleblowing policy. This can be found on the school’s website.


At Grange, there are different strata of student leadership. Each class is represented by an SRC (Student Representative Council) member and a DSRC. School prefects and mentors are appointed from Year 10 to lead the student body.


The Monday assemblies help to set the tone for the week. Grange imbibes the Christian ethos and therefore a hymn is sung, a prayer is said and a few verses from the Bible are read. Each assembly has a theme which can be depicted through dance, drama, talk, show, or presentation.

Guest speakers and facilitators are also invited from time to time to give different perspectives on issues relating to gender, sexuality and relationship, careers etc. All content is vetted by the pastoral team for age appropriateness.
Our pastoral reward system is based on the following philosophies:
• Inclusive – not limited by number
• Rewards choices.
• Based on 6 Ps
• Praises effort and achievement in:
• punctuality
• positive participation
• personal conduct
• performance.

On entry into Grange secondary, students are given 60 pastoral /conduct points. The aim is for students to earn additional points in the course of every term. These are achievable in each of the ‘6Ps’.

Points calculation - Punctuality & attendance
• 100% attendance -10 points per term
• 95% -99% earns 5 points per term
• 100% punctuality -10 points per term
• 95-99% earns - 5 points per term

Points calculation - Personal conduct, preparedness & participation
• Grooming & Appearance – 18 points per term
• No blue book entry - 5 points each full month (maximum 15 points a term)
• No blue book entry for homework default in a term- 10 points
• Acts of good deed- a recommendation is made by any member of the school community to the pastoral team. 5 points awarded by the pastoral team

Points calculation - performance
• 1.0 GPA earns 1 point
• 1.5 GPA earns 1.5 points
• 2.0 GPA earns 2 points
• 2.5 GPA earns 2.5 points
• 3.0 GPA earns 3 points
• 3.5GPA earns 3.5 points
• 4.0 GPA earns 4 points

• Opening balance of 60 points
• Termly points needed for a line award is 50 points.

• 1st Ordinary Line Award-110 points
• 2nd Ordinary Line Award- 160 points
Bronze/Merit Award - 210 points (certificate and Bronze badge)

• 1st Silver Line Award- 260 points
• 2nd Silver Line Award- 310 points
Silver/Half Colours Award- 360 points (certificate and Silver badge)

• 1st Gold Line Award- 410points
• 2nd Gold Line Award- 460 points
Gold/Full Colours - 510 points (certificate and Gold badge)

• 1st Platinum Line Award- 560 points
• 2nd Platinum Line Award- 610 points
Platinum/ Honours Award- 660 points (certificate and Tan blazer)

Each of the Line awards is given out at a Monday assembly while the Threshold awards are given out at the accolades assembly every term. Parents and friends of the awardees are invited to witness the occasion.


There are consequences when children do not follow the school rules/codes and are behaving in a way that is not acceptable. They include:
• Classroom management strategies to redirect children (such as non-verbal signals praising children who are on task, moving children) through to exclusion.
• Behaviour Ladder - sanction: Where children are not following the school rules/codes they will be moved down the behaviour ladder and be issued with a consequence.
• Lunchtime detention
• Class book: After an incident of inappropriate behaviour, it will be logged by an adult in a class book.

Behaviour Ladder


The school collects a range of behaviour data including attendance and punctuality, exclusions, referrals, progress data, bullying and racist incidents. This data is collated and analysed at the end of each term.
Incidents of inappropriate behaviour, bullying and racist incidents are recorded in class book logs which are regularly monitored and analysed by the key stage coordinator so key patterns and trends are acknowledged and can be addressed

Service Learning is a teaching and learning methodology that connects classroom curriculum with identified community issues and needs. Service Learning engages students in projects that serve the community and build their social and academic capacities

Service Learning is an opportunity for students to learn critical skills through project development, implementation, and reflection. By participating in high quality Service Learning experiences students learn the invaluable skills of being able to organize information, resources, and people in order to improve their community, become global citizens and help to identify and proffer solutions to burning issues.

At Grange School, Service Learning is a big part of our curriculum. Each year group embarks on a project after thoroughly identifying and researching a need in the immediate community. Thereafter, a number of activities and initiatives are embarked upon to meet the identified need. These include a variety of activities, including selling charity cards, Bob-a-Job, the selling of homemade pastries and food, and organising concerts/balls. In addition, students visit their chosen project (public schools, orphanages etc.) to have a first-hand experience.

Some projects we have embarked include:
• Supporting and donating funds to the National Sickle Cell Foundation
• Supporting and donating funds to Children Living with Cancer
• Raising funds to buy mammographic equipment to help detect breast cancer
• Collecting clothes, bags ,and other items in support of Clothe-a-Child
• Donating school bags, books, science equipment to public schools in and around Ikeja
• Reading to students in public schools and donating books to them among others.

These have been very rewarding experiences for both the students and staff.
Special Education Needs, Counselling and Careers

We recognise that children learn differently and to this end, we have a robust programme in place to support students with learning difficulties. In addition, the counsellors are available to offer emotional and psychological support to those in need.

The careers department are tasked with the responsibility of writing references and transcripts for students, school placement and providing career advice through fairs and by other professionals.