CODE OF CONDUCT FOR TEACHING AND OTHER STAFF

• The Blue Mountains School believes that students are the primary stakeholders of the institution.
• All staff, teaching, administrative and others, are responsible for ensuring the growth, well-being, safety, and happiness of its students both on and away from the school campus.
• All staff are required to respect the right of students to express their opinions. All staff must be totally impartial when dealing with the student community; no distinction should be made on grounds such as the sex, religion, caste, or economic status of children.
• All staff should address the individual needs of children and understand their specific strengths and abilities. Different children have different capabilities and this needs to be understood and internalised.
• All staff should strive to encourage students to work for the welfare of the larger community.
• Teaching staff should take an interest in co-curricular activities thus ensuring that learning is not merely limited to textbooks and the classroom.
• Teaching staff must be calm and patient when dealing with students and be open to communication.
• Teaching staff must carry out their duties in keeping with the philosophy of the school and the dignity of their profession.
• Teaching staff are expected to strive to improve themselves academically and maintain a steady professional growth.
• Teaching staff should recognise that their duties go beyond the classroom and that cooperation with their peers ensures that the school functions effectively and harmoniously.

BMS ADMISSION POLICY

A. ENQUIRY STAGE

Admission enquiries are received through telephone calls or e-mails.

B. REGISTRATION AND SUBMISSION OF DOCUMENTS

Parents are required to fill out the application form and pay a non-refundable registration fee of Rs 5000/- either directly or online.

On completion of registration, the parents have to submit the following documents:

• Academic transcripts/report cards of the three years before the class to which the student is seeking admission.
• Teacher recommendations from the previous school.
• A proof of age – ‘Certificate of Birth’.
• Psychometric educational assessment reports (wherever applicable)

The above-mentioned documents are perused by the Principal and Director.

Admission Criteria:

The preparedness of the child or children and their family to undertake a fully residential education, if admission is sought for Grade 6 and above, is of utmost importance.

The criteria for admission to any grade are:

• Academic performance in the entrance test.
• Interview of Parents and the child.
• Vacancies available in the grade to which admission is being sought.

C. ENTRANCE TEST

On successful review of the documents, the child is required to take an Entrance Test. The test aims to assess the current level of academic proficiency appropriate to the grade level in Mathematics and English and if required, for Science.

D. PERSONAL INTERVIEW

The Entrance test is followed by a personal interview with the Principal and the Senior Leadership Team.

E. CAMPUS TOUR

A campus tour consisting of a visit to the facilities offered by the school, followed by lunch, is arranged. This enables the candidate and the family to understand the BMS way of life.

F. ADMISSION CONFIRMATION

The admission is confirmed after receiving the acceptance mail from the parents.

The fee structure is then shared by the School Administrator.

The documentation process of the admission procedure is complete with the submission of the following documents.

1. Application letter for student admission

2. Original TC

3. Medical record

4. Payment of non-refundable enrolment and infrastructure fees for Rs 1,00,000/-

ROLES AND RESPONSIBILITIES OF SCHOOL ADMINISTRATOR FOR ADMISSION

• Coordinate/ facilitate the entire admission procedure, from enquiry to the admission
• Respond to all enquiries related to new admission (telephone calls, mail and walk-ins)
• Brief the parents/guardians about the admission procedures (in case of telephone calls and walk-ins) and send the introductory mail.
• Submit the documents for review by the members of the admission process.
• Schedule the visit of the family for the entrance test and subsequent procedures.
• Conduct the entrance test, and arrange for a campus tour and their meeting with the Principal and Senior Leadership.
• Arrange a meeting with the Accounts manager for fee-related queries.

Anti-ragging committee

To address the issue of ragging and possible harassment of children by other children, an anti-ragging committee is hereby constituted.

• The anti-ragging committee will comprise of Ms. Sheeba Jacob (as chairperson) and Ms Charanya.
• The committee will conduct its responsibilities independently of the school management.
• The committee will examine any complaint referred to it by a student, parent, staff or teacher of the school.
• The committee may also take suo moto notice of incidents of ragging and harassment.
• The committee will brief the Principal of the school and the Director of any serious incident of ragging or harassment.
• It will also recommend measures to deal with specific issues and draw on the support from councillors, dorm parents, and other teachers to prevent their recurrence.

Day Teacher Staff Policy

• Day Teaching staff will work five days a week during term time. Saturdays and Sundays are off, but as before day, teachers will be expected to be there if a special occasion falls on a weekend, such as Founder’s Day celebration or an alumni meet.
• Day Teaching Staff are expected to be present in the school between 8.30 am and 4.30 pm on all weekdays. Permission of the Principal is required for early departure.
• They will be expected to teach a minimum of 20 classes (including special classes) per week. The ideal number is between 25 and 27 classes a week. If the number falls short of 20, teaching staff may be asked by the Principal to take part in other activities relating to the functioning of the school.
• The duration of a class will be determined by the Principal and is subject to change. As of now, the following times will be observed.
  a)Forty-five minutes for normal classes; one-and-a-half hours for block periods for special subjects for elementary and middle schools;
  b) Forty-five minutes to one hour, depending on the subject, for senior school classes.
• The practice of day teaching staff relieving dorm parents for a few hours on weekdays will continue. Day teachers are encouraged to do so on a voluntary basis. If absolutely required and there is no other option, the Principal may direct a day teacher to relieve a dorm parent on a weekday or weekend after giving adequate notice. Day teaching staff may be expected to be called up for this duty, in the absence of volunteers, at least twice a term.
• All-day teaching staff to stay back for dinner on two Fridays every term/session. This will be the second Friday of the second and fourth month of each term.

A Guide for Students

Students are the primary stakeholders in The Blue Mountains School and their conduct is critical not only for their own development, but for the overall environment in School. The guidelines below are aimed at investing students with a robust sense of personal responsibility. They are also aimed at encouraging them to be responsible to others -- fellow students, teaching and other staff.

This general code of behaviour is integral to the maintenance and promotion of the school vision and is formulated so that the various stakeholders – students, parents, and staff – work in a cohesive manner for a safe, happy and harmonious school.

Kindness and Empathy:

• Be kind and empathetic to fellow students. Remember that you are not merely in a school but an institution that strives to promote the idea that everyone is a member of the BMS family.
• Treat younger children with care and affection. Remember that they look up to you as role models.
• The teaching and other staff are present to create the conditions for harmonious living and learning. Please keep that in mind while interacting with them.
• Please speak English in the school premises. Remember that students speak many languages and the use of one language, which is also the language of instruction, promotes communication and understanding.
• Accept your mistakes and learn from them, taking ownership of your actions and decisions.
• Demonstrate the usage of “Please”, “Sorry”, and “Thank you” to create a polite and respectful environment.
• Respecting others’ belongings is important. Please remember to ask for permission before touching or using someone else’s property.

Cleanliness and Order:

• Please take care of your own belongings. Remember you are also responsible for their safety.
• Please keep the school premises clean, dispose trash appropriately and keep the classrooms tidy.
• Maintain a clean and organised workspace in the classroom.
• Please treat the school’s resources – books and equipment – with care. Report any damage or malfunction to the appropriate teacher or staff member will be appreciated.

In the Dormitory:

• Dorm timings are laid down to ensure the safety and well-being of students. We will appreciate strict adherence to them.
• Students are responsible for keeping their beds neat and presentable.
• Conservation of energy is an important value. Please switch off lights and geysers when not in use.
• Similarly, water should be used judiciously and not be wasted. The School believes in the policy of water conservation.
• Since others are going to use toilets after you, please see that they are used and maintained properly.

The Assembly Hall:

• The morning Assembly has been an important part of the school’s day ever since its inception. Please remember it is important to be punctual and maintain the sanctity of the Assembly Hall.
• Maintain a sense of calm and silence during Anapana.
• Please remember it is important to be attentive and respectful to the person presenting the Assembly.

The Dining Hall:

• It is important that all students are adequately nourished, so eat what is served to you.
• Do not waste food, wait for your turn to be served, avoid spilling food on tables and floors and make use of the cutlery provided.
• Meal times have to be adhered to.
• Remember to wash your hands thoroughly before and after meals to prevent the spread of germs.

On the sports field:

• Please participate fully and wholeheartedly in sporting activity. Remember that sporting activities are an important part of the school’s policy of providing students with a holistic education.
• Remember that it is important to see that your interest in sports is not determined by winning and losing, but by embracing the challenges, displaying resilience, and playing the game fairly and to the best of your ability.
• Remember that the safety and well-being of others, apart from yourself, is vital when playing on the sports field.

THE BLUE MOUNTAINS SCHOOL ANNOUNCEMENT

The Internal Complaints Committee constituted under the Sexual Harassment of Women at Workplace (Prevention, Prohibition and Redressal) Act, 2013 will comprise the following members.

• Sheeba Jacob (Presiding Officer). sheebabms@gmail.com
• Lalita Rajan (External Member). lalitarajan@gmail.com
• Rashmi Sriram headjuniorschool@gmail.com
• Praveen Surendran praveens705@gmail.com

PRINCIPAL

KARUNA SENTHILNATHAN

THE BLUE MOUNTAINS SCHOOL - Hiring Policy

The school’s hiring policy is geared towards selecting teachers that have the requisite pedagogical skills, people who have the capacity to teach in a subject-specific way and, at the same time, provide a broad overview that enables students to learn in an interwoven and holistic way. It is also geared to see that our teaching staff (as well as our non-teaching staff) share the basic values that the school stands for, which include learning in a climate without fear and actively engaging with students to bring out the best in them. We believe that constantly trying to improve the teaching pool is critical to our effort to provide the best for the school.

Below a brief account of the process of selecting teachers:

• We plan by projecting hiring needs/developing a plan based on vacancies.
• We post general job announcements for anticipated and known vacancies early in the school year.
• We also define the ideal teacher and competencies needed and develop/update recruitment materials.
• We try and identify multiple recruitment sources/ strategies.
• The school posts announcements and advertising on social media and passes information through reliable sources.
• We have an established recruitment and selection team.
• The application deadline is set.
• Most competent applicants are identified based on the resume shared with us.
• We have a deadline for extending interview invitations.
• The deadline is set for scheduling an interview.
• The Chairperson of the Trust, the School Director, and the School Principal then interview the candidates.
• The School Committee then interviews the candidates.
• Demo classes are scheduled.
• The candidate is then selected after the two rounds of interviews and the demo class.
• Offers/Acceptance process begins after the last interview.
• The deadline for extending offers is 48 hours from the date of the offer.
• The deadline for accepting offers is set.
• An appointment letter is sent after acceptance of the offer letter.

BMS Increment Policy

To streamline the process of granting increments and to increase transparency in the process, the following system will be followed from the calendar year 2024 onwards.

• All teachers and staff will be eligible for increments on an annual basis.
• All increments will be given or take effect from July 1 of every calendar year.
• The Principal of the School will be responsible for finalizing increments for all teaching and non-teaching staff, both permanent and temporary. The Principal is advised to finalise increments in consultation with the School Committee, which is headed by the Secretary.
• The FG Pearce Trust will determine the total amount that can be disbursed in any year towards increments.
• This amount may vary and will depend on the financial performance and health of the school.
• The manner in which the increments are distributed will be determined by the Principal in consultation with the School Committee.
• Those who join the school after July 1 and before January 31 will be entitled to increments on a pro-rata basis on July 1. Those joining after January 31 will be entitled to increments only in the next calendar year on July 1.
• The probation period will be taken into account and not be deducted when granting increments.
• If a person resigns before July 1 or is otherwise not an employee of the school on July 1, then that person will not be entitled to an increment.
• Any ad hoc increment granted outside this window will need to be referred to the FG Pearce Trust for clearance.
• All increments and financial incentives for the Principal will be determined by the FG Pearce Trust.

BMS SCHOOL MANAGEMENT

Until further notice, the following organisation structure will be in place to manage the day-to-day affairs of The Blue Mountains School.

• Ms. Karuna Senthilnathan will assume the role and responsibilities, statutory and otherwise, of the Principal of the The Blue Mountains School.
• As a step towards the goal of having more collective leadership, there will be an Executive Management Committee (EMC) to administer the day-to-day affairs of the school.
• The members of the EMC will be Ms Senthilnathan and the coordinator of Middle School Ms Sheeba Jacob and Senior Teacher Ms Charanya Ashok respectively.
• The composition of the EMC may be expanded or altered as and when the need arises.
• The EMC will meet once a week during term times on a fixed day and time specified by the Principal to review the functioning of the school, to suggest changes or implement new ideas if necessary, and to take the necessary measures to both oversee and improve the functioning of the school. They will be in touch during the holiday season as required.
• The EMC’s role will cover the day-to-day general administration and day-to-day academic administration of the school. The Principal will keep the Director briefed about any changes made in day-to-day general administration.
• All broad or major policy decisions or changes relating to general administration will be referred to the Director of the School who, if required, may refer it to the Trust or the appropriate committee appointed by the FG Pearce Trust.
• The EMC may also seek the advice of the Director in dealing with a day-to-day issue relating to general administration which it feels, for any reason it thinks fit, should be referred to him/her.
• All day-to-day internal academic decisions fall within the purview of the EMC, which may seek the advice of the Chairperson if required. If they relate to a broad or major change in policy, they must be referred to the Chairperson who will, if required, refer it to the FG Pearce Trust.

Sd

Kannan Munukur

Director

The Blue Mountains School

The Blue Mountain School Leave Policy

The leave policy applies to the days when the school is in session and not during the declared breaks between sessions.

Casual leave:

• All full-time staff, teaching and non-teaching, will be entitled to 5 days casual leave per term or session.
• Casual leave may be availed of for a maximum of three consecutive working days in any month. For dorm parents, casual leave availed on weekends will be counted as leave. For day staff, leave taken on Friday and the subsequent Monday will count as four days of leave.
• Casual leave will not be granted on the first and the last working day of every term.
• No reason need be stated to avail of casual leave.
• Staff taking casual leave need to intimate the same at the latest by 8 am on the morning leave is availed. This is only for emergencies. In normal circumstances, casual leave should be intimated two days in advance.
• Staff on leave should allot work for the students and make arrangements for substitution with the guidance of the coordinator.
• Those availing of casual leave should inform the Principal, the coordinator and the school administration by mail and where possible fill up the required leave form.
• Casual leave cannot be carried over from one term to another. There will be no encashment of casual leave.

Any other leave:

All leave beyond casual leave will be approved after consultation with the Principal and the Director. If the absence is a result of sickness, it must be accompanied by a medical certificate. In the event of a serious illness, a fitness certificate must be provided before rejoining the school.

School Development Plan

The Blue Mountains School is committed to nurturing the holistic well-being of students, encouraging their growth and development not only academically, but also emotionally and socially. We believe that education should take place in a climate free from fear, in a place that is safe, welcoming, congenial, and supportive. We recognise that students have different capacities and strengths and that there are manifold paths to excellence. In keeping with the founding philosophy of the school, we value diversity, equity, and the importance of retaining independence of thought, while being open-minded and tolerant of the views and opinions of others. Our aim is to inculcate knowledge and values that will lead students to become responsible members of the community, both at the local and global levels.

Among the school’s strengths is the teaching-staff-student ratio, which has been traditionally very high and now hovers around 1:2. The school is committed to having a small student body – not exceeding 120 – and so is able to provide an environment where the individual needs of students can be addressed. This commitment has financial implications since we do not work to economies of scale like many other institutions. The real opportunity for The Blue Mountains School, in a climate where educational institutions are becoming more regimented and predictable, is to continue to pursue its path of providing a holistic education in an intimate and family-like environment. As things stand, as long as we are financially sustainable, we do not see any immediate threats to our experiments and our institution.

Going forward, we need to improve our residential student strength and the plan is to have around 60 boarders by 2028. We also want to widen our catchment area for both students and teaching staff. We also need to retain more students at the A and AS levels. Efforts have already begun in this direction. We have slightly tweaked the admission rules to permit students to join as boarders in senior grades and we have begun actively looking to diversify our teaching hires.

The Blue Mountains School is managed by a public and charitable trust. Over the years, it has involved parents, teachers, and students in a way that recognises they are important stakeholders in the institution. We have an active Parent-Teachers Association and conduct educational and other programmes that involve the parent community. Parents are frequently informed about the programmes and events that are conducted in school through various communication channels ranging from WhatsApp, e-mail, the School’s Community group, and the school’s magazine. We also make an effort to involve the alumni in the school; apart from events and fund-raising activities, the most robust illustration of this engagement is the fact that six of the ten members on the Board of Trustees are alumni of the Blue Mountains School.

Mission Statement

The Blue Mountain School is committed to nurturing the holistic well-being of students, encouraging their growth and development not only academically, but also emotionally and socially. We believe that education should take place in a climate free from fear, in a place that is safe, welcoming, congenial and supportive. We recognise that students have different capacities and strengths and that there are manifold paths to excellence. In keeping with the founding philosophy of the school, we value diversity, equity and the importance of retaining independence of thought, while being open-minded and tolerant about the views and opinions and others. Our aim is to inculcate knowledge and values that will lead students to become responsible members of the community, both at the local and global levels.

DUTIES OF CENTRE HEAD

• To develop an understanding of the school and its community to inform the strategic leadership of the mission, vision and philosophy of the school.
• To incorporate curriculum development and teaching and learning as a basis for ongoing evaluation of the school’s work.
• To understand the principles and practice of school improvement and to progress and refine the school’s improvement programme.
• To understand educational leadership and the practices of effective leaders to support the reflective evaluation of practice.
• To use the range of leadership skills necessary to communicate the vision, mission and objectives of the school to staff, learners and the school community, and to create a shared purpose and commitment to the vision and objectives.
• To apply decision-making skills, and promote decision-making processes within the school.
• To distribute leadership responsibilities throughout the teaching staff and model professional support for others in leadership roles, including developing their skills in mentoring and coaching.
• To model lifelong learning by reflecting actively on practice, seeking feedback from others and taking opportunities for professional development, including advanced certification in leadership.
• To demonstrate a consistent commitment to the learning, personal growth and well-being of all students and value high standards of achievement and conduct for all learners.
• To demonstrate a consistent commitment to the well-being and professional development of all staff and the development of my leadership potential.
• To promote the best interests of the school and the community I serve, and the continuing improvement and sustainability of the school’s vision and mission.
• To model ethical conduct, marked by personal integrity, respect for others and fairness in dealings with learners, staff, parents and the community.
• To establish professional relationships with all members of the school community characterised by respect and effective communication, and based on the development of trust and common educational purposes.
• To demonstrate emotional intelligence and empathy, responding appropriately to the different values and perspectives within the school community, and seeking positive outcomes to problems and challenges.
• To facilitate team-building for the senior leadership team and model effective teamwork and professional conduct for other teams within the school.
• To establish professional relationships with colleagues in other institutions, professional bodies and educational organisations, including Cambridge International, to contribute to the development of education and leadership practice more widely.
• To create a positive culture that provides professional support and challenge for teachers, promote individual development and value the achievements of all learners.
• To lead, motivate and hold teachers accountable for developing effective teaching plans and activity programmes that take account of the developmental and learning needs of all their students, as well as developments in their subject and subject teaching.
• To promote collaboration between individual teachers and teams, to evaluate and share effective practice and to develop curriculum.