The following list outlines any policies that affect our stakeholders, including our course participants, our educational partners including agents, our staff, our suppliers and the wider environment.  You can click the following links to read the full policy in each area:



Policy on individualising our clients’ experience

We are aware of the vital importance of ensuring that our courses meet the needs of the people who take them.  These notes explain our approach in this area.

Our starting point is to run a wide variety of different courses, often quite specialised.  In many cases merely by selecting one course or another the participant is indicating specific needs and maximising the chances that they will be met.

Before the course is selected we are often in touch with the participant, or their agent, to discuss course suitability, and the website goes into considerable detail so that an informed choice can be made.

After we receive a booking, the following procedure takes place:

1. 
All Course Participants (CPs) receive a pre-course questionnaire (PCQ).  These are specifically tailored for different courses so they address client needs in some detail.  We try to ensure that these are returned although inevitably the rate of return is less than 100%

2. 
All PCQs are studied by a courses manager on receipt and if there is any reason to query course suitability they will contact the client or agent, telephoning the individual participant if necessary.

3. 
On arrival all CPs at Westcroft Square (WS) have a formal test and entry interview to check level and further clarify needs.  For courses at Holland Park Gardens (HPG) and in Canterbury, which are shorter and more specialized, a formal test is not felt to be appropriate.  For less specialised courses we give CPs an entry interview;  for highly specialized courses, where the subject matter is precisely targeted and the PCQ more detailed, CPs go into provisional groups without delay but one of the tasks of the morning is to ensure that the CP and the course are a good match.

4. 
In London each CP gets a written weekly timetable.  In WS a scheme of work is available throughout the week and summarised in writing and a written record of what has been covered is provided at the end of the week; at HPG each CP gets a written weekly timetable on the second day of their course which is based on the information in the pre-course questionnaire and the entry interview. The CP then has a chance to negotiate the topic content of the course if they feel something is missing. In Canterbury weekly timetables are not written but discussed with each individual and group at the beginning of the week. Each session has an agenda with objectives and outcomes.

5. 
At WS each CP has a structured mid-course tutorial at which they discuss aspects of the course with the main trainer responsible for teaching them.  There is in addition an end of course tutorial to reflect on the work done, the progress the CP has made, and the results of the end of course test (see 7, below).  At HPG and in Canterbury a mid-course tutorial allows both trainer and CP to reflect on the extent to which the course is meeting needs and expectations.

6. 
CPs staying for a longer course will have additional tutorials with a courses manager to check that the whole course is delivering what they need.  These also serve to monitor motivation levels and any problems that might hinder continued progress

7. 
CPs on the Intensive General English course do a progress test every month and the results are discussed with their trainer in the end of course interview.

8. 
Whether or not they are teaching the CP for the next course (the next week or the next month, depending on circumstances) all trainers do an end of course handover for the next trainer.  This is designed to ensure that the continuing programme has coherence and also to help us gauge progress over the course of their stay.

Although we do not do formal Individual Learning Plans (ILP) we feel that the procedures in place amount to much the same thing, and are appropriately flexible, depending on different CPs and different circumstances.  A full-scale ILP is hardly practical for someone who will be with us for only a short time and would, indeed, be resented as time-wasting.

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Quality Control policy

The focus of our Quality Control policy is threefold:

-  external auditing and management systems
-  internal auditing and management systems
-  feedback from participants actually taking our courses 

1.  External auditing and management systems 
1.1 
We are accredited by the British Council, the UK’s official national accreditation system, and have been since the very first official inspection systems were started in 1957. 

1.2  
Although the inspection system does not offer any form of official grading it does mark areas of strength as Points of Excellence, and it is always our aim to achieve as many of these as possible. 

1.3
We are members of IALC – The International Association of Language Centres - and as a condition of membership undergo regular quality control checks by their auditors. 

1.4 
We are members of Quality English, an international quality marque for English Language training organizations, and also undergo quality checks as a condition of membership. 

2.          Internal auditing and management systems 
2.1    
Quality control starts at the point of selecting staff.  So we only use
-  staff who can add value to the organisation, are good team players and who have a customer service mindset
-  qualified and experienced trainers
-  trainers with a long-term commitment to teaching/training
-  for specialist 1-1 work, the most appropriate trainer available.

2.2  
Before we use any trainer, we conduct a careful interview and where required seek references.  We are looking for people who, in addition to appropriate qualifications and experience, show a real commitment to their work, and a track record in satisfying demanding clients. 

2.3 
All trainers undergo a thorough induction and mentoring process with experienced colleagues, and have a reference pack which explains procedures, performance expectations, client profiles etc. 

2.4  
Before trainers work on any new course type, they undergo a period of in-service training and may co-teach a course with a more experienced colleague before taking full responsibility for a group.  

2.5 
For all courses we seek to get the maximum information in advance in the form of a detailed pre-course questionnaire (PCQ).

2.6 
The PCQ is studied carefully by a courses manager and if there are any queries about the suitability of the course for the client, or the client for the course, we telephone to check. 

2.7      
When we run a course we structure its content to meet the needs of the individuals taking it (we try not to adopt a ‘one size fits all’ approach) 

2.8 
When we run a course, trainers have access to
-  a bank of LSE materials which is regularly updated  
-  a library of published materials, much of it specialist, which is regularly added to
-  internet resources to ensure maximum topicality

Where necessary we create new materials to meet specific needs.

2.9 
We offer a wide range of stimulating work to our staff, with the result that we have a very slow turnover and a high level of retained experience. 

2.10 
All trainers are observed – in the early days more often than when they are well-established with us, but the process continues throughout someone’s time with us.

2.11 
We seek to ensure high quality in all aspects of the course, not limited to the teaching but including, for example, administration, flexibility, speed of response to client query, materials presentation, equipment , punctuality, atmosphere and attitude. 

2.12 
We seek to improve quality by learning from situations where we are less successful.  If there are any errors or problems in the administration, we formally review what went wrong and why and try to reformulate processes so that it will not happen again. 

2.13 
We try never to stand still.  We know that quality expectations rise, and what is seen as state of the art today will in time look ordinary.  So we constantly review our services and activities with a view to their continuous improvement. 

3.  Feedback from participants taking our courses
3.1 
We adopt an open style of training, which encourages client participation in the style, content and delivery of the course. 

3.2 
Early in the course we give all participants an initial feedback form, which allows us to spot any problems before the course has progressed too far. 

3.3      
In the middle of the course, clients complete a mid-course progress form which forms the basis of an individual tutorial with their trainer.  At this stage any problems or issues can be identified and dealt with. 

3.4 
At the end of every course all participants complete a more detailed evaluation, the results of which are analysed and discussed. 

3.5 
Any shortcomings highlighted by these evaluations are noted and an action plan put in place to rectify them. 

3.6 
Our objective is to ensure that all school services are in line with (or, preferably, exceed) the expectations of the people actually taking the courses.

Click here for a copy of our Quality Policy as displayed in our centre.

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Complaints

We hope that you are happy here. However, sometimes you may have a problem, or things can go wrong, and this is what to do

  • If you have a problem, please tell us. Your problem may be practical – for example to do with your course or your accommodation – or it may be personal – for example to do with a member of staff or another student. We are here to help you, but we can only do this if we know the problem exists. So please tell us about it at once. You can speak to anyone that you feel comfortable with.
  • If you are still not happy and you want to complain, please speak to our Director of Courses or our Courses Manager. We take every complaint very seriously and will look at your problem carefully and tell you within 24 hours what action we will take.
  • London centres: If you are still not happy, ask to speak to our Chief Executive, Hauke Tallon. He is usually in the building in Holland Park Gardens, and regularly visits Westcroft Square. Unless he is abroad on business he is always available to help you with any problems.  If you would like to submit a complaint in writing please write to Hauke Tallon, Chief Executive, 15 Holland Park Gardens, London W14 8DZ. Canterbury centre: If you are still not happy, ask to speak to our Managing Director, John Miles. Unless he is abroad on business he is always available to help you with any problems. If you would like to submit a complaint in writing please write to John Miles, Managing Director, 73-75 Castle Street, Canterbury CT1 2QD.
  • We're a member of EnglishUK – the association for accredited English Language Centres – and if you're still unhappy, you may take your complaint to the ombudsman of this organisation. The ombudsman is an independent person who investigates complaints. We promise to follow the ombudsman's recommendations. Please ask us for information, or you can contact EnglishUK direct at 219 St John Street, London EC1V 4LY. Telephone: 020 7608 7960.
  • The school is also accredited by the British Council and you may also contact this body with a complaint about our services. The British Council address is: 
    Accreditation Unit, British Council, Bridgewater House, 58 Whitworth St, Manchester, M1 6BB. Telephone 0161 957 7692. Or e-mail: accreditation.unit@britishcouncil.org

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Physical disability

Holland Park Gardens
Holland Park Gardens is a mid-19th century building, constructed long before issues such as disabled access were taken into consideration.

We have conducted a careful feasibility study as to whether it is practicable to make the building accessible for people with physical limitations and have concluded that it is not.  In fact, it would almost certainly be illegal to do so since even if we managed to get planning permission to install a chairlift on the front steps (itself quite problematical since we are in a conservation area) such a lift could only function if it intruded onto the pavement, which is not allowed. 

It is very rare for us to have requests for disabled access anyway, but we have managed to accommodate them in various ways.  In 2003 one of our British Council inspectors was in a wheelchair and we managed to give him access to most (but not all) of the building simply by carrying him around.  Where we have had wheelchair-bound clients who wanted to study with us we have been able to accommodate them at Westcroft Square. 

Westcroft Square
When Westcroft Square was converted for our use in 1998 it was a condition of the planning permission that it was fully accessible for a wheelchair user.  It can therefore accommodate a wheelchair user without difficulty, with flat access from the street into both ground floor entrances, a disabled toilet, a lift and wheelchair refuges on both upper floors in case of fire. 

Our need for such provision is very limited – in the 13 years since 1998 we have only had a handful of such clients – but when we have had them there have been no problems.  We ran a successful course there for a group from the Swedish governmental authority responsible for disability matters, who were predictably very alert to these issues.

Canterbury
Our building dates from the early 18th century and, as at Holland Park Gardens, our feasibility study concluded that it is not practical to make the building accessible for people with physical limitations.

Visual and audial impairment, dyslexia etc
It is not common for us to have such clients but it can happen from time to time and we have always been able to make satisfactory arrangements for them.  It may often just be a matter of being sensitive to someone’s needs and choosing the optimum place for them to sit in the class in order to make it easier for them to see or hear; one on occasion we set up an induction loop system for a client with significant hearing difficulties.  As a matter of routine we ask all students entering for an exam if they have any issues such as dyslexia and will negotiate special arrangements with the exam board in such cases. 

Loneliness, homesickness, bullying etc
These issues range from the routine – some possible loneliness and homesickness experienced by new arrivals – to the extremely rare – actual bullying.  All staff are alert to the emotional well-being of our students, whom we observe at close quarters constantly. Where someone does not seem to be mixing well the trainer will encourage them to join in with our social programme;  our front desk staff are chosen for their friendliness and will often get to know shy CPs and help them to come out of their shells;  the one to one tutorial with a trainer is a good opportunity to check this sort of thing in a structured but non-intrusive way.  If the situation seems more serious it may be necessary for one of the course managers to get involved.  

In this context, the following text appears as part of our CP induction pack:

Treating others with respect
The School is committed to creating a harmonious environment, in which everyone is treated with respect and dignity. 

We want to ensure that no one feels uncomfortable because of their gender, marital status, race (including ethnic origin, colour, nationality and national origin), disability, sexual orientation, religion, belief, clothing or age.   Treating people badly because they are different from you is unacceptable.  If you feel that you, or anyone else, have been treated badly for any reason, please let a courses manager know. 

Mental health issues
We do not knowingly accept students with mental health issues.  We do not have staff trained to handle them and since attendance at the school is entirely discretionary we are never faced with a need to look after someone who has nowhere else to go.  It may, however, sometimes happen that a student exhibits some signs of mental abnormality or dysfunction.  In this case our main rule is to know our limits:  all staff, particularly trainers, are instructed simply to refer the situation to a manager.  The manager will take simple steps to clarify the situation – talk to the student, involve one of our national advisors if there is one – but if this is not effective we will involve the agent/parents/sponsor and, if appropriate, arrange for specialist help.  Such cases can be complicated – a logical strategy is for the student to return home, but sometimes the main reason they are doing a course is to escape from home (a change of scenery to recover from a painful divorce, for example, which may do what was intended but which might very well backfire).  They may even have been sent to study abroad by desperate parents who have run out of domestic options. Needless to say, we are never warned in advance in such cases, but luckily they are extremely rare.

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Visual and audial impairment, dyslexia etc

We can usually help clients with some difficulties with their sight or their hearing but our courses are probably not suitable for the totally blind or the very deaf.  Please contact us if you think you may need special arrangements.

If you are dyslexic it is very helpful if you can tell us in advance.  In particular, if you are planning to take an examination we can make special arrangements for you but we need to know in good time.
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Health and safety policy

Basic objectives and general content of statement
The London School of English is committed to operating in accordance with the Health and Safety at Work Act 1974 and all applicable regulations made under the Act so far as reasonably practicable. 

We recognise that health and safety ranks equally with other responsibilities associated with running the business.  It is important and may be a call on funds.  We do everything reasonably practicable to prevent personal injury in the delivery of our services or in associated back up operations, and strive at all times to maintain a safe and healthy place of work for staff, clients and contractors.  A section in the Employee Handbook is dedicated to Health and Safety issues. 

It is the stated duty of all employees to act responsibly, and to do everything they can to prevent injury to themselves and fellow workers. Although the implementation of policy is a management responsibility, it must ultimately rely on the co-operation of those who actually work in the business and take the risks.

The Managing Director accepts personal responsibility for the implementation of policy, and in particular offers himself as a point of reference for any manager who may be faced with a conflict between the demands of safety and the demands of delivering the services offered by the company.

Organisation (people and their duties)

All line managers are aware of the need to monitor the activities of their staff and to ensure that safe practices are followed. 

Departments which are inherently more hazardous, such as the Technical and Facilities Department, have a higher and more explicit responsibility in this area.  Responsibility for Health and Safety is explicitly stated in the job descriptions of both the Technical and Facilities Manager and the Building and Plant Manager and Handyman.   The Technical and Facilities Manager reports direct to the Managing Director.

We ensure that we always have an adequate supply of Appointed Persons to administer basic First Aid where this is appropriate. 

Arrangements (systems and procedures)
Health and Safety is a regular agenda item on the Management Meeting agenda, and also on the agenda of the Open Meeting held for all staff twice a year.  In addition, all staff are invited to express any concerns they may have in this area to their manager at any time.

Formal Risk Assessments are in place and regularly reviewed for both of the premises occupied by the company.

The business requires the use of very few hazardous substances, but where they are purchased they are clearly indicated as such and handled appropriately.

No articles are purchased which can be shown to be unsafe or unsuited to their purpose.

No one is permitted to work at height without taking adequate precautions.

Regular fire drills are conducted and the building evacuation monitored and recorded.

No client leaves the premises in the company of one of our staff unless a formal written risk assessment has been conducted on the activity undertaken.  It is the responsibility of the Courses Management team to ensure that this has been completed and filed in all cases.

Any accident or other incident is recorded in the Accident Book and a formal assessment conducted as to whether the incident calls for a change in procedures or some physical alterations.

Portable Appliance Testing is conducted annually.  All other equipment is maintained in line with manufacturers’ recommendations.

This statement is reviewed annually in the light of current conditions.
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Corporate Social Responsibility policy

The London School of English is aware of the impact that our operations may have on our customers, staff, freelancers, contractors, suppliers, neighbours and the wider environment and wishes to act in a professional and socially and environmentally conscious manner.

We have therefore adopted the following Corporate Social Responsibility Policy.

Customers
1. All our services are guaranteed to be of high quality, client focused, accurately described and delivered as promised.
2. If any client is unhappy with any aspect of our services we will investigate with an open mind and seek to find a solution which satisfies them.
3. In case of any dispute we will abide by any award made by the Ombudsman of our Professional Association.

Staff
1. All employment is freely chosen.
2. There is no discrimination in pay, hiring, compensation, access to training, promotion, and termination of employment or retirement on the grounds of gender, race, nationality, religion, age, disability, marital status, sexual orientation, union membership or political affiliation.
3. The company seeks an open relationship with all staff, sharing information with them.
4. All staff are entitled to belong to trade unions and collective bargaining is respected.
5. Working conditions are safe and hygienic.
6. Terms and Conditions of employment are clearly stated, all staff have job descriptions, and the Staff Handbook is a full and comprehensive statement of all employment-related matters
7. Child labour is not used.
8. Salaries are fair and compare well with other businesses in our field.
9. Working hours are not excessive.
10. Regular employment is provided for those who are employed on a permanent contract.
11. No harsh, cruel or degrading treatment or practices are allowed.
12. No bribery, corruption, blackmailing or bullying is permitted.

Freelancers
1. We treat freelance staff with as much consideration as if they were employees, to the extent that we are able to, respecting their non-employee status.

Contractors
1. We treat all contractors fairly and with consideration.
2. We pay their invoices on time and without unreasonable deduction.
3. We ensure that to the best extent possible we provide a safe and fair working environment for their staff.
4. We expect them themselves to operate a fair and ethical business and will seek assurances that they do so.

Suppliers
1. We treat all suppliers fairly and with consideration.
2. We pay their invoices on time and without unreasonable deduction.
3. We expect them themselves to operate a fair and ethical business and seek assurances that they do so.

Neighbours
1. We seek at all time to be good neighbours, acting with consideration towards those in our immediate vicinity.
2. We do not make excessive noise at unreasonable times, pollute the locality or behave in ways which have adverse effects on others.
3. We do our best to ensure that any contractors or suppliers also act with consideration towards our neighbours.

The social dimension
1. We seek to work in partnership with the community by behaving in a considerate and socially responsible manner.
2. We offer pro bono opportunities where we can and seek to make educational opportunities available to people who cannot afford our services by the use of scholarships and upgrades.
3. We act with cultural sensitivity, respecting the different habits and attitudes of clients and other contacts.

The wider environment
1. We comply with all applicable laws
2. We take action to eliminate or reduce, as far as practicable, any potentially adverse environmental impact of our operations by preventing pollution, reducing waste and ensuring that, wherever practical, measures are implemented to protect and preserve natural habitats
3. We take all practical steps to ensure that potential hazards and risks to the environment are identified and that suitable and effective prevention, control and reporting measures are implemented.
4. We fully comply with the statutory duties placed upon us, whilst at all times complying with, as a matter of best practice, the requirements and duties set out within Approved Guidance as issued by the Environment Agency and other organisations. As part of our commitment to maintaining the highest levels of environmental management, it is our intention to work towards environmental management systems compliant with ISO14001.
5. Wherever possible, employees are provided with the necessary resources, equipment, information, instruction and training to fulfill the requirements of this policy, and are expected to follow it at all times unless they have notified their manager of any difficulties in doing so.
6. Management and supervisory staff have responsibilities for the implementation of the policy and must ensure that environmental issues are given adequate consideration in the planning and day-to-day supervision of all work.
7. We seek to promote environmental awareness amongst our suppliers, contractors and partners by implementation of operational procedures
8. All sub-contractors are expected to co-operate and assist in the implementation of this policy, ensuring that their own works, so far as reasonably practicable, are carried out without risk to themselves, others or the environment. This includes co-operating with management on any environment- related matter.

The directors have overall responsibility for all environmental matters. The operation of this policy and the associated procedures will be monitored and reviewed on a regular basis. This policy has been endorsed by the board of directors who give their full support to its implementation.

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First Aid Policy

Basic objectives and general content of statement 

1. Definitions
1.1      
“First Aid” means the treatment of minor injuries which do not need treatment by a medical practitioner or nurse as well as treatment of more serious injuries prior to assistance from a medical practitioner or nurse for the purpose of preserving life and minimising the consequences of injury or illness. 

1.2   
“Staff” means any person employed by the School and self-employed people working on the premises.

2. Aims of this Policy
2.1 
To ensure that The London School of English has adequate, safe and effective First Aid Provision in order for every course participant, member of staff and visitor to be well looked after in the event of any illness, accident or injury, no matter how major or minor. This could be a physical condition but may also include an emotional or psychological condition such as severe stress, an anxiety attack or an emotional breakdown. 

2.2  
To ensure that all staff and course participants are aware of the procedures in the event of any illness, accident or injury. 

2.3 
To ensure that First Aid provision is available during all normal working hours.

Organisation (people and their duties) 

3. Who is responsible
3.1 
In London Hauke Tallon, as the Chief Executive, has over-all responsibility for ensuring that there is adequate and appropriate First Aid equipment, facilities and qualified First Aid personnel and for ensuring that the correct First Aid procedures are followed. In Canterbury, John Miles, as the Managing Director, has over-all responsibility in the same way. 

3.2  
In London Hauke Tallon delegates to Csaba Simon (Building and Plant Manager) responsibility for ensuring that there is adequate First Aid equipment, facilities and qualified first Aid personnel across both sites.

3.3 
In London Csaba Simon (Building and Plant Manager) delegates to the Kathrin Siewert- Oni (Front of House Manager) at HPG and Lee Arnott (Reception Manager) at WS the responsibility of ensuring First Aid provision at both sites is adequately maintained. This includes the proper re-stocking of first aid boxes and the correct following of first aid procedures.
3.4  
The First Aiders: The main duties of first aiders are to give immediate emergency First Aid to course participants, staff or visitors when needed and to ensure that an ambulance or other professional medical help is called when necessary. First Aiders are to ensure that their first aid certificates are up to date by liaising with Csaba Simon.

To be an effective first aider, a person needs to be reliable, able to stay calm in an emergency, have a good standard of personal hygiene and be fit enough to rapidly attend an incident. The person must be willing to provide first aid to anyone at any time whilst at work. First aiders are selected from staff who can be easily contacted and who are usually based in the area where they are providing cover. All first aiders are permanent members of staff.

The following staff have completed an approved Emergency First Aid course and hold a valid certificate of competence in Emergency First Aid. 

Holland Park Gardens (HPG)

  • Csaba Simon: Building and Plant Manager and responsible for First Aid provision at HPG
  • Ben Ong: PA to Chief Executive
  • Shirley Norton: Director of Courses HPG
  • Andy Johnson: Development Manager
  • Kathrin Siewert-Oni: Front of House Manager
  • Michelle Oldman: Courses Administrator

Westcroft Square (WS)

  • Csaba Simon: Building and Plant Manager and responsible for First Aid provision at WS
  • Thorkild Gantner: Director of Courses WS
  • Lee Arnott: Reception Manager
  • Michelle Oldman: Courses Administrator

Canterbury

  • Howard Laughton: Training Coordinator
  • John Miles: Managing Director

3.5 
All Staff must be aware of the First Aid procedure and know who to contact in the event of any illness, accident or injury. All staff should use their best endeavours at all times to secure the welfare of course participants and visitors to the school. 

3.6 
Anyone on School premises is expected to take reasonable care for their own and others’ safety. 

Arrangements (systems and procedures)

4. First Aid Boxes
4.1 
First Aid boxes are available from either reception or the kitchen at both WS and HPG in accordance with the suggested guidelines in the Health and Safety (First Aid) Regulations 1981 – Code of practice and guidance. 

4.2 
First Aid boxes are checked regularly;  they are located at these positions at each site: 

Holland Park Gardens

  • Sales, marketing and client service office (G4)
  • The Kitchen 

Westcroft Square

  • Courses manager`s office
  • The Kitchen  

Canterbury

  • Reception office in the main building and in the cupboard under the sink at the Latchmere House annexe. 

Providing Information

  • All staff must be informed about location of equipment, facilities and first aid personnel.
  • First aid signs and notices can be found in public areas (reception staff board, corridors on ground floor and basement)

To get the right number of First aid trained staff we consider the following points:

  • Split site - we have first aiders permanently based on each site
  • Age group, gender etc of clients, to cover all requests
  • Location of school - not inaccessible for emergency services
  • Number of staff, clients, visitors in the building
  • The school in general is a low risk environment, however in certain cases we might have some temporary hazards such as building works, deliveries etc with higher risk.
  • The kitchen is a medium risk environment.
  • Adequate provision in case of absences

Procedure in the event of an accident or injury
5.1 
If someone is injured, or becomes unwell and needs help the nearest first aider should be contacted and asked to attend. The first aider will assess the situation, provide help, request assistance from other first aiders if necessary and stay with the casualty until recovered or arrangements for further care are made. Arrangements for further care may include the need to call an ambulance or to arrange for further professional medical help. 

5.2 
If the casualty is unable to stand and needs to recover in a quiet area provisions should be made in a spare room, as advised by the courses manager at either site. First Aid beds and blankets are available in the Courses department’s office at WS and HPG. 

5.3 
If attempts to summon a first aider fail then the casualty should be assisted to the nearest A&E department by calling an ambulance. 

5.4 
An accident form should be completed in the accident book located in the Client Services Department (G4) in the white drawer marked First Aid at HPG, in the Courses Manager’s office at Westcroft Square and in the Reception office in Canterbury. An entry must be made in the book each time a first aider provides assistance to a casualty, including when the problem was illness rather than accident. As well as the usual details of the accident (if appropriate) the name of the person giving first aid and summary details of the treatment given should be recorded. 

5.5      
Any failure to obtain first aid support when required should be reported to Hauke Tallon (Chief Executive). 

5.6 
In order to ensure the School fulfils its obligations under the Data Protection Act, and in line with Health and Safety Executive guidance, the Accident book only holds blank copies of forms. Completed entries in the accident book contain sensitive personal information, in terms of the DPA, and in order to ensure compliance, the information held within these books is kept confidential. Accident records are kept on file within the school for at least 3 years after the accident and then confidentially destroyed.

Monitoring
6.1 
This policy is reviewed annually in the light of current conditions.
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Recruitment policy

Trainers

We use a recruitment strategy aimed at maintaining an established, long-term body of permanent training staff capable of teaching and developing a wide range of courses.  Alongside the permanent trainers we have a team of freelance trainers the majority of whom teach individual tuition but some are also deployed to teach on group courses, especially at Westcroft Square. This allows us flexibility to meet changing demand for our combination courses and 1-1 as well as fluctuating demand for general English.

We aim to provide varied work schedules and timetables, motivational new projects, including Lead trainer roles and trips abroad, to all trainers.  We aim to offer and preserve valued terms & conditions in order to make every effort to keep those trainers who have solid LSE experience and have been trained up in specialist areas.  We offer training development opportunities to all trainers including those on freelance arrangements.

Trainers offered permanent contracts are normally required to have the DELTA or equivalent with usually 3-4 years’ experience, some of it abroad.  If a trainer with the CELTA or equivalent with 2-3 years’ experience presents themselves as a competent trainer we may employ them on a permanent contract on the understanding that they will undertake to do the DELTA within a period of time (usually 1 year).  Some trainers may not be stage 5 qualified but have substantial practical experience in delivering the more specialised courses we offer.

Trainers working for us on a freelance basis have the CELTA or a higher certificate. Freelance trainers are encouraged to do the DELTA and if they undertake to do this they may be offered a permanent contract.

For 1-1 teaching, we also look for people who have a professional background, in finance or law for example. 

Non-trainers

At times we have made an internal promotion and then given training – either formal or on the job – to allow someone to move across to their new role.  An example of this approach is the Sales and Marketing Department, which has more than one ex-trainer in it.  However, we may feel that specific qualifications and experience are essential.  The Technical and Facilities Department was completely re-organised so as to use specialists.  Similarly, in early 2015 we recruited a Digital Marketing Manager requiring a highly specialised skill set.

In general we seek to ensure that any prospective employee has the qualifications and experience appropriate to the position we are recruiting for.  In some cases formal qualifications may not be so critical and we are more interested in establishing the extent to which a prospective employee is capable of performing a particular role; in the spirit of equal opportunities, we feel that everyone should have a chance to prove themselves.  We would certainly wish to gauge how someone responds to a particular scenario we may present at interview.  In some cases we may set a task; for example, in the case of a role that requires good numeracy skills we may ask a candidate to complete a spreadsheet-based task.

Irrespective of the roles we recruit for, we are an equal opportunities employer and as such welcome all applications.

References and other checks

We will normally seek written references from previous employers where applicable.  We recognise that many organisations have a policy of not providing a written reference, so we may ask for a verbal reference.  We will also require proof of eligibility to work in the UK prior to appointment (a passport or other form of ID) and will ask to see any relevant certificates evidencing qualifications.

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Policy on continuing professional development

Providing our staff with Continuing Professional Development (CPD) opportunities is important.  It is one of the key ways in which we motivate and retain staff.  We actively encouraging CPD on both the academic and administration sides of the business.

Continuing professional development can be delivered in many ways:

  • Internal development seminars
  • Informal internal training sessions
  • Peer observation (internal)
  • Peer observation (external - including visits to other schools)
  • Appraisal interviews including CPD discussions
  • External training - day or evening sessions
  • External training - extensive

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Anti corruption and bribery policy

The School’s business conduct is based on its commitment to acting professionally, fairly and with integrity and as such the School does not tolerate and upholds all relevant laws relating to any form of bribery and corruption.

Bribery is committed when an inducement or reward is provided in order to gain any commercial, contractual, regulatory or personal advantage for the School or any employee or contractor of the School.

No bribes of any sort may be paid to or accepted from customers, suppliers, politicians, government advisors or representatives, private person or company by any employee (permanent or temporary) or contractor.  All workers should avoid any activities that might lead to, or suggest, a conflict of interest with the business of the company.  If in doubt, an employee should refer the matter to a member of the School’s Senior Management.

The prevention, detection and reporting of bribery and corruption is the responsibility of all employees and therefore if any employee wishes to raise a concern or suspicion, they should do this through the Whistle Blowing Policy and Procedure outlined in this handbook. 

This policy does not prohibit the following practices providing they are customary in a particular market, or are proportionate and are properly reported to Senior Management prior to accepting or giving:

  • normal and appropriate hospitality (given or received); and
  • the giving of a gift on a festival or at another special time.

Special care must be taken in accepting or giving gifts or entertainment.  The exchange of social courtesies is acceptable when there is a clear business purpose and they remain within good taste and could not be viewed as excessive.  If an employee is in any doubt as to whether gifts and entertainment are appropriate, they should raise their concerns with a member of the School’s Senior Management prior to accepting or giving any such gift or entertainment.

Employees who request, accept or provide entertainment, gifts or favours which could be judged as excessive or substantial or would create a real or perceived conflict of interest will be subject to disciplinary action under the Disciplinary Policy and Procedure outlined in this handbook.


Environmental policy

The London School of English has a clear commitment to being as environmentally sensitive as possible.  The organisation constantly strives to make improvements and welcomes input from all stakeholders as a part of its policy of continuous improvement. 

In particular the company: 

  • Will ensure that to the best of its knowledge it meets all environmental legislation and regulations and, where possible, strives to exceed them.
  • Seeks the advice of experts to work towards an ongoing lowering of its carbon footprint
  • Routinely implements initiatives such as the installation of low energy lighting, the replacement of inefficient heating systems where feasible and the introduction of water-saving devices throughout its buildings
  • Has a policy of reducing power usage through the purchase of energy efficient technology where possible and a regular review of its ‘Green ICT’ plan to reduce emissions
  • Uses locally-sourced ingredients wherever possible for its restaurant services at all sites
  • Makes every effort to encourage recycling and the reduction of pollution and waste, rejects the usage of disposable products where suitable alternatives exist and minimises activities that create unnecessary waste, such as Christmas card mailings.
  • Undertakes to inform and encourage all stakeholders, including staff, accommodation providers and other suppliers to strive to take steps to improve their carbon footprint and adopt best practice
  • Encourages clients to use public transport or zero-carbon alternatives in preference to taxis when transporting to and from the school premises and when hosting non-school based activities 

The London School of English has a designated Environmental Officer, Csaba Simon, who regularly reviews our performance in this area and actively seeks to make continual improvements.  He regularly reports to the Chief Executive on new initiatives and actively promotes the importance of environmental sensitivity to all stakeholders.

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In case of problems or complaints, please contact Hauke Tallon:

London School of English
15 Holland Park Gardens
London
W14 8DZ
+44 20 7605 4123
hauke.tallon@londonschool.com

Or John Miles 
London School of English Canterbury
73-75 Castle Street
Canterbury
CT1 2QD
+44 1227 76 00 00
john.miles@londonschool.com


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