School Policies

ECUS provides a broad, balanced and vibrant curriculum from Y7-13. We teach all National Curriculum (NC) subjects from Y7-9 and provide additional curriculum subjects in Year 10-13.

Up to KS3, we use both the current NC and have begun to implement the new Secondary National curriculum, where appropriate. We also use the NC Levels of Attainment for informing our planning, marking and recording in most curriculum areas. Some curriculum areas are working towards using these Levels in their marking and recording. There is a school policy concerning Marking and Assessment; most teachers currently use this system and others are working towards it. Where the NC does not provide guidance in a particular curriculum area, all teachers use the awarding bodies’ specifications (AQA, OCR, Edexcel and WJEC). These are used particularly in Years 10-13. All teachers are encouraged to use an ECUS standardised planning format. Many teachers are already doing so and others are working towards adapting their current plans to the standardised format. This is work in progress.

Following a successful trial in 2008, the school no longer takes the Key Stage 3 tests in Year 9 but administers its own tests in all subjects in June. One advantage of this will be that the students receive their results much more quickly than with the national tests. Furthermore, teachers can tailor the KS3 tests to their own specification. Teachers are asked ensure that these school-based tests are at least as rigorous as the National Tests. Amongst our staff are teachers who regularly mark the KS3 national tests for all three core subjects.

In Years 10-11, students take a range of compulsory and optional subjects. English, English Literature, Mathematics and French are compulsory. The school enters students for the three separate sciences, Biology, Chemistry and Physics and students are required to take two of these or all three. Other subjects offered are: History, Geography, Music, Art & Design, Religious Studies, Citizenship Studies, ICT, Business Studies and Business and Communication Systems. Students usually take nine or ten GCSE subjects.

In the Sixth Form, students choose from many different subjects offered at AS and A-level. There are no restrictions over choice. Students usually take four subjects in Year 12 and 3 in Year 13 but the system is flexible and other schemes are possible.

Sixth formers are also offered an opportunity to study a vocational area. BTEC Level 3 programmes in IT, Business studies, Applied Law and Travel & Tourism.

Each subject area’s HOD is responsible for producing a separate curriculum policy statement. These are kept by HODs and are an integral part of their curriculum planning. The aims and objectives of each department are outlined in these policy documents.

Planning

Individual subject teachers and department heads are required to produce plans. HODs are responsible for collating all long- and medium-term plans in their departments. HODs and subject teachers are encouraged to use the resources of the NC in producing these plans. The plans are updated termly or annually as appropriate.

Teachers use either the NC or (for Years 10-13) the subject specifications plus other material to produce a Program of Study and Schemes of Work. Our planning documents are working documents that are constantly updated and adapted to suit the individual needs of the students – they are not set in stone. Teachers regularly make professional decisions regarding how to adapt their planning (particularly medium-term planning). Our planning consists of:

• Programme of Study/Long-term plans: these show the material to be covered in each term or half term. These plans should be updated termly or annually according to the HODs’/teachers’ needs.
• Schemes of Work/Medium-term plans: these show the material broken down into smaller units with a definite time-scale in weeks allocated to them. These plans should be updated as the material is taught or after each topic or unit is complete.
• Short-term plans: these break down the units of study into what is to be taught in individual lessons. Members of staff write short-term plans in a weekly format, informed by the assessments carried out in the previous week.
• Individual lesson plans: these are detailed plans for each lesson. These should be available if a lesson observation takes place.

PROGRESSION AND CONTINUITY

Each subject and Year Group’s Programme of Study and Scheme of Work should clearly and coherently link within the subject, with related subjects and with the next year. There should be progression from one lesson to the next, one week to the next, one term to the next and one year to the next. Subject teachers are responsible to ensure that this continuity takes place.

Formal weekly target setting is used across the whole curriculum and is monitored by the Headmaster.

Target setting and the assessment and marking of work also inform planning and progression
 

Reviewed: January 2012

• through a parent
• through another student
• through the student themselves or
• as a result of observation.

• absence or lateness of staff, so that boredom amongst students turns to bullying;
• doing our duties around the school too superficially, so that important areas are overlooked and clues missed;
• insufficient supervision and control when students are selecting working partners, electing leaders or players from amongst themselves, allowing certain of them to dominate all the time and others to be repeatedly rejected.

1. Ensuring we practice safe recruitment in checking the suitability of staff and volunteers to work withchildren.
2. Raising awareness of child protection issues and equipping children with the skills needed to keep themsafe.
3. Developing and then implementing procedures for identifying and reporting cases, or suspected cases,of abuse.
4. Supporting pupils who have been abused in accordance with the agreed child protection plan.
5. Establishing a safe environment in which children can learn and develop.

• Establish and maintain an environment where children feel secure, are encouraged to talk, and are listened to.
• Ensure children know that there are adults in the school whom they can approach if they are worried.
• Include opportunities in the PSHCE curriculum for children to develop the skills they need to recogniseand stay safe from abuse.

• Ensure we have a designated senior person for child protection who has received appropriate training and support for this role.
• Ensure we have a nominated person responsible for child protection.
• Ensure every member of staff (including temporary and supply staff and volunteers) knows the name of the designated senior person responsible for child protection and their role.
• Ensure all staff and volunteers understand their responsibilities in being alert to the signs of abuse and responsibility for referring any concerns to the designated senior person responsible for child protection.
• Ensure that parents have an understanding of the responsibility placed on the school and staff for child protection by setting out its obligations in the school prospectus.
• Notify social services if there is an unexplained absence of more than two days of a pupil who is on the child protection register.
• Develop effective links with relevant agencies and co-operate as required with their enquiries regarding child protection matters including attendance at case conferences.
• Keep written records of concerns about children, even where there is no need to refer the matter immediately.
• Ensure all records are kept securely, separate from the main pupil file, and in locked locations.
• Develop and then follow procedures where an allegation is made against a member of staff or volunteer.
• Ensure safe recruitment practices are always followed.

• The content of the curriculum.
• The school ethos which promotes a positive, supportive and secure environment and gives pupils a sense of being valued.
• The school behaviour policy which is aimed at supporting vulnerable pupils in the school. The school will ensure that the pupil knows that some behaviour is unacceptable but they are valued and not to be blamed for any abuse which has occurred.
• Liaison with other agencies that support the pupil such as social services, Child and Adult Mental Health Service, education welfare service and educational psychology service.
• Ensuring that, where a pupil on the child protection register leaves, their information is transferred to the new school immediately and that the child's social worker is informed.

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• transport arrangements,
• insurance arrangements,
• information to the provider, e.g. names, ages, genders, special dietary requirements, etc. if relevant,
• arrangements for communication between the group and the school,
• supervision ratios,
• contingency measures for enforced change of plan, late return, sending pupils home early or other emergency arrangements,
• measures to keep parents fully informed,
• the preparation of pupils – to include knowledge and learning skills, safety awareness, code of behaviour, etc.
• a written risk assessment must be prepared and submitted to the Headmaster in time for approval of the visit..

• the total cost of the visit including transport,
• how much spending/pocket money pupils will reasonably need.

• its nature and purpose (to include aims and objectives).
• outline the programme/itinerary,
• how and when pupils will be supervised – making special reference to any times when pupils are not directly supervised. 

• the pupils will need to be made aware of its relation to and implications for their recent, current or impending learning, and will need to know what will be expected of them at the venue in terms of their work and behaviour,
• any accompanying teachers and any non teacher supervisors will need to be carefully advised about their roles and responsibilities;
• any participating officials will need to know how their contributions are intended to enhance or to complement the pupils’ work in school.

• In general, work completed by pupils either during or subsequent to an educational visit, should be displayed as and when appropriate, in a public area of the School.
• The Group Leader should ensure that the Headmaster is informed of the conduct of the pupils so that appropriate comments/praise can be made
• The Group Leader should aim to ensure that staff who have covered lessons because of the visit should be thanked in an appropriate way.
• The Group Leader should undertake an evaluation of the visit and assess its contribution to the learning of the pupils who took part.

REWARDS AND SANCTIONS – BEHAVIOUR MANAGEMENT
Pupils should be praised and rewarded when they have done well. Equally, they should be reprimanded and punished when they have overstepped the mark.

REWARDS
Other than verbal or written praise, the main thrust of the rewards system is by way of the House and Merits system. There are various activities and competitions during the year (quizzes at the ends of terms, sports day etc) which contribute to the House system and the Merit system now does so as well.

Teachers may award a Merit for good work, improvement, helpfulness or any occasion when a pupil is praiseworthy. The pupil hands the Merit to the House Tutor who records it. The House Tutors announce their House’s total at the weekly Assembly.

Teachers are also encouraged to follow up praise by sending home a Progress/Achievement letter.

SANCTIONS

There is a set of School Rules which is issued to all the pupils each year. Pupils can expect sanctions to be applied if they contravene any of these rules. The system of sanctions is necessarily more complicated than the rewards.

In the first instance,

• class teachers deal with work and behaviour problems in their own classes
• teachers on duty deal with behaviour problems around the school
• form teachers deal with problems arising in a form context.

Teachers have their own strategies for dealing with such problems and they may impose any suitable sanctions to overcome these. This may include written impositions, detention during the school day (that is, during morning or afternoon breaks or the lunch break) or detention after school. A teacher may impose a detention after school without notice. However, if the detention is to continue after 4.00 p.m. then one day’s notice in writing must be given to the parents. This is in the form of a standard detention letter.

 

THE REFERRAL PROCESS
Normally, repeated problems should be referred upwards along the following path:

teacher => form teacher => head of years 7-9 or 10-11 (the Senior Teachers) or sixth form => Headmaster

In cases of repeated infringements or non-trivial matters, it is important to involve the parents at an early stage. In serious cases, a pupil may be brought before a Senior Teacher or the Headmaster directly, without going through the usual referral path.

Subject teachers should refer problems to the Form Tutor using a subject referral slip. In the first instance, this is for information purposes. Form tutors are expected to monitor pupils who are referred to them. This may involve the use of a progress record (monitoring pupil achievement).

When a variety of referral slips indicates that a pupil is offending in several different subjects, then the Form Tutor will put the pupil on a green report to establish patterns in other lessons and discipline the pupil accordingly. Parents will be contacted.

If the problem persists, the Head of Years 7-9 or 10-11 or the Sixth Form will be notified of the problems and will issue a red report and/or further sanctions, for example, a 1-hour detention and will contact parents with a view to a meeting at school.

The red report will be issued automatically by the Head of the Years 7-9 or 10-11, in serious instances such as fights, swearing at a member of staff etc.

If all of the foregoing is to no avail, then the Headmaster will be notified. He will take such action as he deems necessary to resolve matters, including interviewing the pupil and the parents. In serious matters or if the pupil has made no progress despite repeated sanctions, this may involve suspension (temporary exclusion).

SUSPENSION AND EXPULSION
Suspension (temporary exclusion) and expulsion (permanent exclusion) are sanctions which may be applied in the following cases:
 

• Repeated infringements
  • Normally, a pupil would receive a series of warnings and a final warning. A subsequent infringement after a final warning will result in suspension. A subsequent infringement after two periods of suspension will normally result in expulsion.
• Very serious cases
  • A pupil may be suspended or expelled immediately following a very serious incident, without warning. If the pupil is suspended, then after the period of suspension, a subsequent offence of a similar nature may result in expulsion without warning.
  • It is not possible to define exhaustively what is meant by a very serious incident. Individual cases will be decided by the Headmaster. However, it is envisaged that all matters relating to drug abuse will fall into this category.
• If a pupil has been expelled from a school, it is very often difficult for him or her to find a place in another school, particularly another independent school. The school believes in giving young people a chance wherever possible and, therefore, the Headmaster will, in all cases of expulsion, try to persuade the pupil’s parents to withdraw him or her from the school rather than having to expel him. If the Headmaster has made up his mind that the pupil must leave, however, and the parents show no sign of withdrawing him or her, then expulsion is the only remaining course of action.

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HEALTH AND SAFETY AT WORK

THE ACT
The Health and Safety at Work etc Act 1974 covers all persons at work employers and employees; it aims at securing the health, safety and welfare of persons at work and protecting others, including members of the public, against risk to health and safety arising in connection with persons at work. The Act requires employers to set out written statements of their health and safety policy and organisation, to consult representatives of their employees and set up safety committees when requested; it enables existing health and safety legislation to be replaced ultimately by an improved system of regulations and approved codes of practice.

RESPONSIBILITIES
Although it remains the responsibility of the School to provide adequate health and safety arrangements, health and safety is an area which must be the constant concern and responsibility of all staff, for themselves, their colleagues and members of the public. In particular, staff should be aware of arrangements for Fire and other emergency procedures, First Aid and Hygiene facilities, and Accident reporting procedures. It is important in the first instance that staff raise health and safety matters with the Safety Officer. Staff at all levels should ensure that all accidents and hazards are reported to the Safety Officer and they should at all times see that suitable arrangements are made in respect of their health and safety.

OFFENCES AND PENALTIES
Failure to discharge the duties imposed under the provision of the 1974 Act or contraventions of regulations or other requirements are offences for which heavy penalties are laid down. Accordingly, health and safety is an area in which continued vigilance is essential and the School seeks the support and co operation of all members of staff and students in achieving this aim.

STATEMENT OF SAFETY POLICY 

1. Ealing College Upper School has adopted a policy of full compliance with both the spirit and the legal requirements of the Health and Safety at Work etc. Act 1974 and of all other relevant statutory provisions.
2. The School notes that it is its duty as employer to ensure, so far as is reasonably practicable, the health, safetyand welfare at work of its employees.
3. The Proprietor will be responsible for ensuring, so far as matters referred to are within her control, and so faras is reasonably practicable, that the School's duties under the provision of Section 2 (2) of the Act are observed, in particular:
   1. the provision and maintenance of equipment and systems of work that are safe and without risks to health;
   2. arrangements for ensuring safety and absence of risks to health in connection with the use, handling,storage and transport of articles and substances;
   3. the provision of such information, training, instruction and supervision as is necessary to ensure the health and safety at work of all employees;
   4. the provision of a healthy working environment ensured by regular inspections;
   5. the provision of adequate welfare and first aid facilities.
4. The Safety Officer will be responsible for the day-to-day implementation of the relevant provisions of the Act.

THE SAFETY OFFICER
The safety officer will ensure so far as is reasonably practicable, the health and safety at work of all members of staff and of all visitors to the School’s premises; she will:-

(i) promote awareness of factors relating to health and safety at work by the provision of information to staff and training.
(ii) monitor all accidents and ensure that adequate measures are taken to prevent repetition.
(iii) monitor all plans for major alterations in working accommodation, especially those involving building works, for their health and safety implications.
(iv) monitor the results of inspections and ensure that faults are dealt with promptly.
(v) ensure that all fire equipment is regularly inspected and serviced.

To achieve the aims set out above, the Safety Officer will call upon such expert or professional advice as may be necessary.

OTHER POINTS
The school is responsible for the health and safety of 

• teachers and other education staff;
• pupils in school and on off-site visits; and
• visitors to the school, and volunteers involved in any school activity.

Off-site visits and first aid are the subject of separate policies.

Violence or aggressive behaviour towards staff will not be tolerated and any person engaged in such matters will be escorted from the premises.

Reporting of accidents should be done on a special form available in the office.

ANNEX (OFFICERS)
Safety Officer, First Aid Officer, Fire Officer: Mrs Susan Nazran
Deputy First Aid Officer: Dr Avtar Nazran

Reviewed: January 2012
 

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FIRST AID

Purpose

• To preserve life
• To limit worsening of the condition
• To promote recovery
• To provide first aid as necessary from trained adults
• To promote health and safety awareness in children and adults, in order to prevent first aid being necessary
• To encourage every child and adult to begin to take responsibility for their health needs.

First Aid Provision 

• The Proprietor is responsible for ensuring that there is an adequate number of trained First Aiders.
• Portable First Aid kits are taken on educational visits and are available from the School Office.
• The First Aiders will ensure the maintenance of the contents of the first aid boxes and other supplies.
• All staff will be trained in any aspects of First Aid deemed necessary e.g. asthma, epilepsy, the use of an epipen.
• All staff will ensure that they have read the school’s First Aid Policy.

First Aid Boxes 

• First Aid Boxes are located in the Main Office
• First Aid Boxes should contain: micropore, scissors, triangular bandage, wound dressing/bandage andgloves. No medicine/tablets are to be kept in the first aid boxes.

Procedures
In school: 

• In the event of injury or medical emergency, if possible contact the appointed First Aider or other Teacher.
• Any pupil complaining of illness or who has been injured is sent to the School Office for the trained First Aider to inspect and, where appropriate, treat. Constant supervision will be provided (this designated facility has a wash basin and access to toilet facilities). Parents should be contacted as soon as possible so that the child can be collected and taken home.
• Parents are contacted if there are any doubts over the health or welfare of a pupil.
• IF THE SITUATION IS LIFE THREATENING THEN AN AMBULANCE SHOULD BE CALLED AT THE EARLIEST OPPORTUNITY WITHOUT WAITING FOR THE APPOINTED PERSON TO ARRIVE ON THE SCENE.
• The school recommends that, unless it cannot possibly be avoided, no member of staff should administer first aid without a witness (preferably another member of staff).
• No member of staff or volunteer helper should administer first aid unless he or she has received proper training, except in the case of minor cuts and grazes, which can be dealt with by members of staff under St. John Ambulance guidelines.
• For their own protection and the protection of the patient, staff who administer first aid should take the following precautions. Exposed cuts and abrasions should be cleaned under running water and patted dry with a sterile dressing. Hands should be washed before and after administering first aid. Disposable gloves should be worn.
• All serious accidents should be reported to Head Teacher or First Aider who should call an ambulance and the child’s parents as soon as possible.
• In the event of a serious incident an ambulance is and a member of staff or other adult accompanies the pupil to hospital. Parents are asked to go immediately to the hospital. It may be appropriate to transport a pupil to hospital without using an ambulance. This should be on a voluntary basis. In such cases staff should ensure they have specific cover from their insurance company.
• If staff are concerned about the welfare of a pupil they should contact the Office immediately. If an injury has been sustained, the pupil should not be moved.

• Whenever possible take a mobile telephone on trips out of school. Teachers to check that pupils who have asthma take their inhalers.
• If the trip is via Minibus or coach teachers must take a first aid kit.

• Outdoor Educational Visits
• Hazardous Activities

• Assess the situation: Are there dangers to the First Aider or the casualty? Make the area safe, look atinjury: Is there likely to be a neck injury?
• Assess the casualty for responsiveness: Does the casualty respond.

• Open airway by placing one hand on the forehead and gently tilt the head back. Remove any obvious obstructions from the mouth and lift the chin.
• Check for breathing. If the casualty is breathing assess for life threatening injuries and then place in the recovery position. If the casualty is not breathing send a helper to call an ambulance and give 2 rescue breaths making 5 attempts at least.
• Assess for signs of circulation. Look for breathing, coughing or movement. If present, continue rescue breathing and check signs for circulation every minute. If breathing is absent begin Cardio Pulmonary Resuscitation (CPR).

• All incidents, injuries, head injuries, ailments and treatment are reported in the accident book, kept in the office.
• Parents are informed of a head injury telephone.
• First Aiders contact parents by phone if they have concerns about the injury.
• Staff should complete the accident book if they sustain an injury at work.
• An injured member of staff or other supervising adult should not continue to work if there is any possibility that further medical treatment is needed. The member of staff or other supervising adult concerned should seek medical advice without delay.

• No person must treat a pupil who is bleeding without protective gloves.
• Protective gloves are stored in the Office.
• Sponges and water buckets must never be used for first aid to avoid the risk of HIV contamination.
• All body fluid spillage's (vomit, diarrhoea and blood) must be cleaned immediately. This is vital if spread of infections to be reduced. Gloves should be worn when in contact with blood or body fluid is likely. Ordinary rubber gloves are suitable for dealing with spillages. They must be kept for this purpose only. Following use, gloves must be rinsed and left to dry.
• Absorbent granules should be dispersed over a spillage and left to absorb for a few minutes then swept up into newspaper. A designated dust pan and brush is available for body spillages and is kept in the Office. Wash the affected area with warm water and detergent and allow to dry. Single use latex gloves should be available for first aid and hygiene care procedures (these are available in the Office). Once spillages have been put into newspaper, hands must be washed and dried after removal of protective gloves.
• Once spillages have been put into newspaper they must be disposed of in accordance with procedures for biological waste.

• A general letter is sent to the parents of all pupils in a class if there is a case of head lice in the class.
• If live lice are noticed in a pupil’s hair the parents are contacted by telephone and asked to collect him/her from class.

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COMPLAINTS PROCEDURE

Introduction
The School has long prided itself on the quality of the teaching and pastoral care provided to its pupils. However, if parents do have a complaint, they can expect it to be treated by the School in accordance with the Procedure.

Stage 1 – Informal Resolution

• It is hoped that most complaints and concerns will be resolved quickly and informally.
• If parents have a complaint they should normally contact their son’s or daughter’s Form Tutor. In many cases, the matter will be resolved straightaway by this means to the parents’ satisfaction. If the Form Tutor cannot resolve the matter alone, it may be necessary for him or her to consult the Headmaster.
• Complaints made directly to the Headmaster will usually be referred to the relevant Form Tutor unless the Headmaster deems it appropriate for him to deal with the matter personally.
• The Form Tutor will make a written record of all concerns and complaints and the date on which they were received. Should the matter not be resolved within 14 days or in the event that the Form Tutor and the parent fail to reach a satisfactory resolution then parents will be advised to proceed with their complaint in accordance with stage 2 of this Procedure.

Stage 2 – Formal Resolution 

• If the complaint cannot be resolved on an informal Basis, then the parents should put their complaint in writing to the Headmaster. The Headmaster will decide, after considering the complaint, the appropriate course of action to take.
• In most cases, the Headmaster will meet with or speak to the parents concerned, normally within 14 days of receiving the complaint, to discuss the matter. If possible, a resolution will be reached at this stage.
• It may be necessary for the Headmaster to carry out further investigations.
• The Headmaster will keep written records of all meetings and interviews held in relation to the complaint.
• Once the Headmaster is satisfied that, so far as is practicable, all of the relevant facts have been established, a decision will be made and parents will be informed of this decision in writing. The Headmaster will also give reasons for his decision.
• If parents are still not satisfied with the decision, they should proceed to Stage 3 of this Procedure.

Stage 3 – Panel Hearing 

• If parents seek to invoke Stage 3 (following a failure to reach an earlier resolution), they will be referred to a Convenor, who has been appointed by the Headmaster to call hearings of the Complaints Panel.
• The matter will then be referred to the Complaints Panel for consideration. The Panel will consist of at least three persons not directly involved in the matters detailed in the complaint, one of whom shall be independent of the management and running of the school*. Each of the Panel members shall be appointed by the Headmaster on behalf of the Proprietor. The Convenor, on behalf of the Panel, will then acknowledge the complaint and schedule a hearing to take place as soon as practicable and normally within 21 days.
• If the panel deems it necessary, it may require that further particulars of the complaint or any related matter be supplied in advance of the hearing. Copies of such particulars shall be supplied to all parties not later than 21 days prior to the hearing.
• The parents may be accompanied to the hearing by one other person. This may be a relative, teacher or friend. Legal representation will not normally be appropriate.
• If possible, the panel will resolve the parents’ complaint immediately without the need for further investigation.
• Where further investigation is required, the Panel will decide how it should be carried out. After due consideration of all facts they consider relevant, the Panel will reach a decision and may make recommendations, which it shall complete within 14 days of the Hearing. The Panel will write to the parents informing them of its decision and the reason for it. The decision of the Panel will be final. The Panel’s findings and, if any, recommendations will be sent in writing to the parents, the Headmaster, and where relevant, the person complained of.

Parents can be assured that all concerns and complaints will be treated seriously and confidentially. Correspondence, statements and records will be kept confidential except in so far as is required of the school by paragraph 7(k) of the Schedule to The Education (Independent Schools Standards) Regulations 2003 (as amended); where disclosure is required in the course of the school’s inspection; or where any other legal obligation prevails.
 

Reviewed: 04/01/2012

*  DCFS guidance on how the school go should about finding such an independent person is given in the Appendix to this policy.

Appendix: Complaints Procedure – Independent Member of the Panel 

The DCFS has supplied the following guidance:

Whilst we do not intend to be prescriptive our general view is that suitable people would be those who have held positions of responsibility and who are used to analysing evidence and putting forward balanced arguments/points.  It would add credibility if independent panel members had some standing in the local community.  In this connection serving or retired business people, civil servants, heads or senior members of staff at other schools, people with a legal background – perhaps retired members of the Police Force – might be considered suitable by schools.  Schools will have their own views and may well have other suitable suggestions to make.

You asked if it would be acceptable to appoint former governors or staff of the school as the independent panel member.  The regulations do not preclude this since the stipulation is that the person must be independent of the management and running of the school.  Clearly former governors or staff would not have any such involvement.  However, schools should bear in mind that they may be subject to criticism that such people would remain too close to the school and would not be truly independent.