Answers for every stage of school life.

Citacad Schools is a co-educational nursery and primary school in Magodo G.R.A. Phase 1, Lagos. Founded in 1998, it combines academic learning, character development, creativity, practical skills and a close partnership with families. The school uses a Montessori approach in the early years and integrates Nigerian and British curriculum elements. Its mission is to raise a total child who will be a pacesetter through quality education.

Yes. Citacad Schools welcomes both boys and girls in its nursery and primary programmes. Contact admissions to ask about current places for your child's class.

Citacad Schools offers nursery and primary education. The early years use a Montessori approach, while the school's wider academic structure integrates Nigerian and British curriculum elements. The admissions office can advise which class fits your child's age and readiness.

Citacad Schools was founded in 1998. It is located at 4, Julius Gbigbi Street, Magodo G.R.A. Phase 1, Lagos.

Citacad promises to build a solid foundation for the whole child and for lifelong learning.

Our mission is to raise a total child who shall be a pacesetter, radiating light for the redemption of the world through quality education.

Our vision is to be a leading centre of excellence in education, nurturing well-rounded, confident, disciplined and innovative learners with the knowledge, skills and values to become global leaders and agents of positive change.

Citacad’s core values are excellence, integrity, discipline, respect, responsibility, creativity, collaboration and compassion.

Citacad combines nursery and primary learning with character development, creativity, practical skills and a close partnership with families. The school uses a Montessori approach in its early years and integrates Nigerian and British curriculum elements.

The Head of School leads teaching, pupil wellbeing and the school community. Please contact the office for the current Head of School’s name and appointment details.

Citacad welcomes applications across its classes, subject to available places and appropriate placement. Contact admissions to confirm availability for your child’s age group.

Early Years placement depends on age, developmental readiness and the school's current admission requirements. Contact admissions for the age range and available class that fits your child.

Class placement considers the child’s age, developmental readiness, previous learning and any age-appropriate admission assessment. Contact the admissions office with your child’s details so the team can advise on the current class options.

The school may request an application form, proof of age such as a birth certificate, previous school records where relevant, passport photographs and medical information. An age-appropriate assessment may apply. The office will confirm the current checklist.

Form collection and office enquiries are listed for Monday to Thursday, 9:00 am to 4:00 pm, and Friday, 9:00 am to 3:00 pm. Please call before visiting on a public holiday or during a school closure.

The school day is listed as 8:00 am to 2:30 pm Monday to Thursday, and 8:00 am to 1:30 pm on Friday. Confirm any holiday or term-specific change with the office.

Yes. Prospective families are encouraged to arrange a visit to see the classrooms, playground and learning environment. Please schedule with the school office so lessons are not disrupted.

Citacad is committed to meeting applicable education requirements. The school administration can provide current registration and approval details on request.

The Early Years programme develops literacy, numeracy, communication, social interaction, independence and problem-solving through age-appropriate activities, helping children move into primary school with confidence.

Literacy includes listening, speaking, vocabulary, phonics, reading, comprehension and early writing. Numeracy includes number recognition, counting, sorting, patterns, shapes, measurement and simple operations, taught through lessons and practical activities.

Age-appropriate phonics, letter sounds, blending, segmenting, stories, rhymes and guided reading may be used as part of the school's approved programme. The school can explain what applies to your child's class.

Take-home activities may be provided according to a pupil's age and class. Younger children's tasks are intended to reinforce classroom learning without becoming overwhelming.

Purposeful play is important in Early Years. Exploration, stories, music, movement, role-play and hands-on activities build language, creativity, social skills and independence alongside structured learning.

Citacad combines Nigerian and British curriculum elements, with Montessori methods in preschool and nursery. Ask the school for the current syllabus for your child’s class.

Citacad treats every child with dignity and respect. Support depends on the child’s individual needs and the school’s current facilities, staffing and support arrangements. Please discuss the child’s needs before admission so reasonable adjustments can be considered.

Teachers can identify advanced abilities through observation, class activities and assessment, then provide suitable enrichment tasks, projects and opportunities for independent learning.

Teachers may use extra explanations, differentiated activities, small-group support and targeted practice. The school works with parents to monitor progress and consider further assessment or specialist support where appropriate.

Progress is monitored through classroom observations, classwork, practical activities, assignments, age-appropriate assessments and periodic reviews. Parents receive feedback through the school’s reporting and communication arrangements.

Citacad combines Nigerian and British curriculum elements, with Montessori methods in the early years. Teaching aims to build academic knowledge alongside critical thinking, creativity, communication and practical learning.

We employ child-centred and activity-based teaching methods that encourage pupils to participate actively in their learning. Teachers use practical demonstrations, discussions, educational games, projects, questioning, and real-life examples to help pupils understand concepts. We regularly assess understanding through class activities and assignments rather than relying solely on memorisation.

We use continuous assessment, classwork, homework, projects, practical activities, oral questioning, and periodic examinations to monitor pupils' progress. These assessments help us identify strengths, learning gaps, and areas requiring additional support. We use the findings to adjust our teaching strategies and improve learning outcomes.

Parents receive feedback through reports, parent-teacher meetings and approved school communication channels. Significant academic or behavioural concerns are shared promptly so families can support their child’s development.

When a pupil experiences difficulty in a subject, we identify the specific learning gaps and develop appropriate intervention strategies. These may include additional explanations, differentiated activities, targeted practice, small-group support, and communication with parents. Where necessary, we recommend further assessment or specialist support in collaboration with the family.

The school can discuss additional academic support for a pupil's individual needs. Ask the office which extra lessons or targeted support are currently available.

We recognise that children learn at different rates. Pupils who demonstrate advanced understanding are given extension activities, enrichment tasks, independent projects, and opportunities to apply their knowledge to more challenging problems. This enables them to remain engaged while continuing to develop their abilities.

Our teachers use a combination of interactive teaching, demonstrations, guided practice, collaborative learning, educational technology, practical activities, and differentiated instruction. Teaching methods are selected according to the subject, learning objectives, pupils' ages, and individual needs.

We build examination readiness through systematic curriculum delivery, regular assessments, revision exercises, problem-solving activities, and examination practice where appropriate. We also develop independent study habits, time management, critical thinking, and effective communication to prepare pupils for the next stage of their education.

We maintain assessment records, pupils' work portfolios, report cards, and records of progress against learning objectives. These enable us to monitor individual development over time and identify areas for improvement. Where appropriate, we share relevant evidence with parents during academic reviews and parent-teacher meetings.

Yes. CCTV is in place on the school premises. Ask the administration for details of coverage, access and retention.

Yes. Security personnel are stationed at the school. The office can explain its current visitor and pupil collection procedures.

Yes. Medical personnel are available on site. Ask the office about their working hours and the school’s medical response procedures.

Children are released only to parents, guardians or other individuals authorised under the school's collection arrangements. Tell the school promptly when an authorised collector changes.

Staff assess the situation, provide appropriate immediate help and contact parents or guardians. Urgent medical assistance is sought when needed, and incidents are documented under school procedures.

Please disclose allergies and dietary needs before your child begins school. The school will discuss available precautions and reasonable arrangements with you.

Staff assess the situation, provide appropriate immediate assistance within their training, contact medical services when required and notify the child’s parent or guardian promptly. Incidents are documented under school procedures.

The school’s hygiene approach includes cleaning classrooms and toilets, proper waste disposal, handwashing facilities, safe drinking water and cleaning shared materials. Pupils are encouraged to practise good personal hygiene.

Parents should tell the school about allergies and dietary needs before a child starts. The administration can discuss current meal arrangements and reasonable precautions for that child.

The school’s stated approach is to prevent bullying, harassment and intimidation, provide channels for reporting concerns, investigate reported incidents fairly and promptly, protect affected pupils and involve parents where appropriate.

Yes. Citacad provides meals. Contact the administration for the current menu, food preparation arrangements and any associated charges.

Yes. After-school care and daycare are available. Ask the administration for current hours, supervision arrangements and fees.

Yes. School transport is available. Ask the administration about current routes, pickup and drop-off points, supervision, safety procedures and charges.

Fees depend on class level and the approved fee schedule. Tuition and specified academic resources or services may be included; uniforms, books, meals, transport, excursions and activities may be charged separately. Request the current written breakdown from accounts.

The accounts department will confirm approved payment channels, which may include bank transfer or designated deposit. Use only details supplied officially by the school and keep your receipt.

Please contact the accounts department promptly. The school can explain its approved fee policy, deadlines and any arrangements that may be available for your circumstances.

Sibling discounts depend on the school's approved fee policy. Ask accounts to confirm current eligibility, amount and conditions for your family.

Meetings follow the academic calendar and communication policy. Families may also request an appointment with a teacher or the school administration when a concern needs attention sooner.

Families can attend approved meetings and events, support reading and learning at home, volunteer where permitted and keep open communication with teachers. The school welcomes constructive feedback.

Educational excursions may be arranged to extend classroom learning. Families receive details of the destination, purpose, cost, transport, supervision and consent requirements when a trip is planned.

Activities may include sport, music, dance, arts and crafts, drama, reading, taekwondo, coding, baking and other practical pursuits. Availability changes by term; ask for the current timetable and any costs.

Coding, baking and garment making are among the practical activities identified by the school. Ask which activities are available this term.

Citacad has highlighted pupil achievements in academics, sport, music and culture. Ask the school for a verified list of specific awards and dates.

Christian principles inform Citacad’s educational programme, including age-appropriate moral instruction and activities. Ask the school about current worship and religious instruction arrangements.

Yes. Former pupils can contact the school office to stay connected and share their stories.

Browse the public gallery for graduation and prize-giving photographs. If you cannot find a particular set, contact the school office.

A virtual tour is not currently published. Browse the public gallery or arrange an in-person visit with the school office.

The school expects teachers to hold relevant educational qualifications and professional competencies for their roles, and to show subject knowledge, sound teaching skills and care for children’s development.

The school encourages continuous professional learning through relevant workshops, seminars, training sessions and staff meetings according to its schedule.

Citacad promotes positive discipline through clear expectations, consistent guidance, encouragement and age-appropriate consequences. The aim is to correct behaviour constructively and involve parents when needed.

Teachers welcome the child, introduce their classroom and classmates, encourage enjoyable activities and speak with parents about the child’s needs to help make the transition comfortable.

We prioritise the recruitment of suitably qualified teachers with the knowledge, skills, and professional attitude required to deliver effective instruction. We review applicants' qualifications, teaching experience, and suitability for working with children. We also encourage continuous professional development to maintain high teaching standards.

We recognise the importance of professional registration and compliance with applicable teaching regulations. We verify teachers' credentials and ensure that professional registration requirements are addressed in accordance with the relevant regulations.

Our recruitment process considers academic qualifications, professional training, relevant teaching experience, communication skills, classroom management, references, and suitability for working with children. Candidates are assessed to determine whether they can contribute positively to our school's educational objectives and values.

Yes, we recognise that effective teaching requires continuous learning. Our professional development activities may include workshops, seminars, peer learning, lesson observations, curriculum reviews, and training in classroom management, assessment, child safeguarding, inclusive education, and the use of educational technology.

We monitor class sizes to promote effective teaching, classroom management, and individual attention. We will provide you with the current number of pupils and teachers in your child's proposed class so that you can make an informed admission decision.

Teachers' performance is monitored through lesson observations, lesson-plan reviews, assessment records, pupils' progress, classroom management, professional conduct, and feedback from relevant stakeholders. The purpose is to maintain teaching quality, recognise good practice, and identify areas where further support or training may be required.

We expect every member of staff to treat pupils with dignity, fairness, patience, and respect. These expectations are communicated through our professional conduct standards and staff policies. We also monitor classroom interactions and address concerns about inappropriate behaviour promptly and responsibly.

We first identify the challenge and determine what additional resources, training, or support may be required. Where necessary, we work collaboratively with parents and the school's learning-support personnel to develop appropriate strategies. Our priority is to ensure that the child's educational needs are addressed effectively.

We understand that consistency in teaching contributes to pupils' academic progress and emotional security. We therefore strive to maintain a stable workforce through effective staff management, professional development, and a supportive working environment. We also have arrangements for managing staff transitions to minimise disruption to learning.

We use approved schemes of work, lesson plans, curriculum monitoring, and periodic reviews to track curriculum coverage. School leaders monitor progress throughout the term and work with teachers to address delays while ensuring that pupils properly understand the material being taught.

The school implements security procedures appropriate to its premises and the needs of its pupils. These may include controlled access, visitor identification, authorised collection procedures, staff supervision, emergency preparedness, and the prompt reporting of security concerns. We regularly review our procedures to identify and address potential risks.

Access is managed through designated entry points and established visitor procedures. Visitors are required to identify themselves, state the purpose of their visit, and comply with the school's access requirements. Unauthorised persons are not permitted unrestricted access to pupils or learning areas.

We maintain records of individuals authorised to collect each child and follow an identity-verification procedure before releasing pupils. Any changes to collection arrangements must be communicated and verified through approved channels. We do not release a child to an unauthorised person without appropriate confirmation.

We promote a culture of respect, inclusion, and personal safety. Our approach includes clear behavioural expectations, age-appropriate safeguarding education, staff supervision, accessible reporting channels, and prompt investigation of concerns. We take all allegations seriously and respond in accordance with our child-protection procedures.

We encourage pupils to speak to a trusted member of staff or the designated safeguarding lead. We teach children that they have the right to feel safe and that concerns will be taken seriously. Reports are handled sensitively, with appropriate confidentiality and action to protect the child.

The school maintains child-protection procedures that outline staff responsibilities, reporting arrangements, appropriate conduct, and responses to safeguarding concerns. Relevant staff are expected to understand and follow these procedures, and we make the policy available to parents in accordance with our school practices.

We expect staff to understand the signs of possible abuse, neglect, bullying, and other safeguarding concerns. Relevant training and guidance are provided, and staff are required to report concerns through the appropriate channels rather than investigate serious allegations independently.

The school follows established procedures for responding to illness and injury. Appropriate first aid is provided, the child's condition is assessed, and parents or authorised guardians are contacted as necessary. Where urgent medical attention is required, emergency assistance is sought without unnecessary delay.

We maintain emergency procedures that define staff responsibilities, evacuation arrangements, communication channels, and measures for accounting for pupils. Relevant drills and reviews are conducted as appropriate to help staff and pupils understand how to respond safely.

We adopt a structured, positive, and age-appropriate approach to behaviour management. Pupils are taught clear expectations, responsibility, respect, and accountability. Where misconduct occurs, we use proportionate and appropriate interventions designed to correct behaviour, restore relationships, and prevent recurrence.

Our approach prioritises positive discipline, child protection, and respect for pupils' dignity. We do not use physical punishment, and we expect staff to manage behaviour through appropriate, non-violent methods consistent with our policies and applicable regulations.

We seek to understand the reasons behind repeated misbehaviour, establish clear expectations, and implement a structured behaviour-support plan where necessary. We document significant concerns, communicate with parents, monitor progress, and provide additional support when appropriate.

We guide pupils to communicate respectfully, listen to different perspectives, understand the impact of their actions, and work towards appropriate resolutions. Staff intervene when necessary, and serious incidents are managed according to the school's safeguarding and behaviour policies.

All reported bullying incidents are taken seriously. We assess the situation, take steps to protect the affected pupil, establish the facts through an appropriate process, and apply suitable interventions. Parents are informed as appropriate, and the situation is monitored to reduce the risk of recurrence.

These values are reinforced through classroom expectations, role-modelling by staff, assemblies, age-appropriate discussions, collaborative activities, and everyday interactions. We aim to help pupils understand the importance of these values and apply them in their relationships and decisions.

We apply established behavioural expectations consistently while considering pupils' ages, circumstances, developmental stages, and individual needs. Disciplinary decisions are made objectively, and we avoid discriminatory or humiliating practices.

We contact parents when behavioural concerns require their attention and explain the issue, the steps taken, and the support needed. We encourage constructive collaboration between home and school to help the pupil improve.

We aim to maintain class sizes that support effective instruction, appropriate supervision, and meaningful teacher-pupil interaction. We will provide you with the current enrolment figures for the relevant class so that you can understand the learning environment your child will join.

Staffing arrangements are based on the age of the pupils, class size, curriculum requirements, and support needs. We will explain the teaching and supervision arrangements for your child's proposed class, including whether a teaching assistant is available.

Teachers monitor pupils through classroom observation, questioning, classwork, assessments, and reviews of individual progress. Where concerns arise, we identify the relevant learning needs and implement suitable support strategies.

We create a welcoming classroom environment in which pupils are encouraged to participate without fear of embarrassment. Teachers use small-group activities, individual encouragement, guided questioning, and positive reinforcement to help shy pupils develop confidence at their own pace.

We recognise that pupils have different strengths, interests, and learning needs. Teachers adapt instruction, resources, activities, and assessment methods where appropriate to support access to learning. We also collaborate with parents to understand the strategies that best support each child.

Citacad discusses each child’s needs with their family and considers classroom adjustments, targeted support and referrals where appropriate. Available support depends on current staff and facilities, so please speak with the school before admission.

We support new pupils through orientation, introductions to teachers and classmates, familiarisation with school routines, and appropriate pastoral care. Teachers monitor each child's adjustment and communicate with parents if additional support is needed.

We incorporate good manners and respectful conduct into daily school life. Staff model appropriate behaviour, reinforce positive interactions, and teach pupils how to communicate courteously, listen to others, and treat people with consideration.

Our school is guided by values such as integrity, excellence, respect, responsibility, fairness, compassion, and a commitment to lifelong learning. These values inform our teaching practices, staff conduct, pupil expectations, and relationships with parents.

We teach these values through classroom activities, discussions, stories, collaborative tasks, and opportunities for pupils to take responsibility. We encourage children to consider how their actions affect others and to make choices that reflect honesty and compassion.

We address such behaviour through appropriate investigation, constructive discussion, fair consequences, and guidance on making better choices. Our objective is to help pupils understand the impact of their actions and develop responsible habits.

We provide age-appropriate opportunities for pupils to develop leadership, teamwork, decision-making, and communication skills. Depending on the class level, these may include class responsibilities, group projects, clubs, presentations, and pupil leadership roles.

We encourage inclusion, mutual respect, and appreciation of individual differences. Through classroom discussions, collaborative activities, and staff role-modelling, we teach pupils to treat others fairly regardless of background, ability, or personal circumstances.

We schedule parent-teacher meetings at designated intervals during the academic year and arrange additional meetings when individual concerns require attention. These meetings provide opportunities to discuss academic progress, behaviour, development, and strategies for supporting the child.

We communicate progress through formal reports, parent-teacher meetings, and approved communication channels. Our feedback identifies areas of achievement and areas requiring improvement, with practical recommendations for supporting further progress.

We use the communication channels currently approved by the school to share notices, academic updates, announcements, and relevant information. Parents are informed of the appropriate contact channels and the expected response arrangements.

Parents may initially contact the class teacher for classroom-related concerns. Matters requiring further attention can be referred to the head of section, headteacher, or designated member of the management team. We follow a clear escalation process to ensure that concerns receive appropriate attention.

We acknowledge parental concerns through our established communication channels and aim to respond within a reasonable and clearly communicated timeframe. Urgent safeguarding or safety concerns receive immediate attention, while other matters are reviewed according to their nature and complexity.

If a concern remains unresolved, the parent may escalate it to the appropriate school leader or management representative. The matter is reviewed objectively, relevant information is considered, and a response is communicated through the appropriate channel.

Yes, we communicate significant incidents involving a pupil to the parent or authorised guardian as appropriate. We prioritise transparency, the child's welfare, and the protection of confidential information relating to other pupils.

We value constructive parental feedback and encourage parents to share suggestions through approved communication channels, meetings, and surveys where available. We review feedback to identify opportunities to strengthen our educational services and school community.

Yes, we encourage parents to share relevant information about their children's learning preferences, strengths, and support needs. This enables teachers to develop a better understanding of each pupil and make appropriate adjustments where possible.

We address disagreements through respectful communication, careful consideration of the facts, and a commitment to the child's best interests. We encourage the parties to discuss concerns constructively and involve school leadership when necessary.

We aim to provide classrooms that are safe, comfortable, well-organised, and suitable for the age and number of pupils using them. We monitor classroom conditions and address maintenance concerns to support effective teaching and learning.

We maintain cleaning and hygiene routines and monitor toilet facilities to ensure that they remain suitable for pupils. We also encourage age-appropriate personal hygiene practices and report maintenance concerns for prompt attention.

We make provision for pupils' access to water and maintain appropriate procedures for monitoring water availability and hygiene. We address supply or sanitation concerns as part of our responsibility to provide a safe learning environment.

Reading materials support the literacy programme. Ask the school which library or classroom reading resources are currently available.

We provide practical science learning opportunities appropriate to the pupils' age and curriculum. We will explain the facilities, equipment, and safety arrangements available for practical work at your child's level.

We recognise ICT as an important component of modern education. Our ICT provision is designed to develop age-appropriate digital literacy, responsible technology use, and practical computer skills. We can explain the facilities currently available and how pupils access them.

We recognise the importance of physical activity, recreation, and social interaction in children's development. We provide the recreational facilities currently available and organise age-appropriate physical activities under suitable supervision.

The school maintains appropriate first-aid supplies and procedures for responding to minor injuries and urgent medical concerns. Designated staff are informed of their responsibilities, and we seek additional medical assistance when necessary.

We conduct routine checks of furniture, equipment, and learning facilities. Identified defects are reported for repair or replacement, and unsafe items are addressed promptly to minimise risks to pupils and staff.

We seek to provide an inclusive learning environment and assess reasonable adjustments according to each pupil's needs and the school's available resources. We discuss accessibility, classroom adaptations, and any additional support requirements with parents before admission.

We have designated arrangements for pupils who become unwell during school hours. We monitor the child's condition, contact parents or guardians as necessary, and arrange appropriate medical assistance when required.

Yes. The school confirms that medical personnel are available on site. Ask the office about their qualifications, working hours and emergency cover.

We maintain first-aid supplies and procedures for responding to common school emergencies. Relevant staff are informed of their responsibilities, incidents are documented where appropriate, and further medical attention is sought when necessary.

Parents or authorised guardians are contacted promptly when a child's condition requires their attention. We use the contact information provided during admission and encourage parents to keep emergency contact details current.

We follow appropriate hygiene, illness-reporting, and infection-control procedures. Where necessary, we advise parents to seek medical guidance and follow relevant public-health recommendations before the child returns to school.

We promote regular handwashing, clean classrooms and toilets, proper waste disposal, safe food handling where applicable, and age-appropriate personal hygiene. Staff supervise and reinforce these practices as part of daily school routines.

Citacad provides meals. Food preparation, storage, handling and serving should follow appropriate hygiene and food-safety practices. Ask the office about current arrangements or a dietary concern.

We encourage parents to disclose relevant dietary requirements and allergies during admission. We review the information provided and explain the precautions and accommodations the school can reasonably implement to protect the child.

Citacad offers enrichment alongside academic learning. Depending on the term, activities may include sport, music, art, taekwondo, reading clubs and other practical or creative pursuits. Ask for the current timetable and costs.

We recognise the contribution of creative and physical activities to children's development. We explain the activities currently offered, the classes eligible to participate, the frequency of sessions, and any associated costs.

We provide age-appropriate opportunities to develop digital literacy and practical ICT skills, according to our facilities and curriculum. Pupils are also taught responsible technology use and appropriate online behaviour.

We create opportunities for pupils to participate in presentations, group discussions, collaborative projects, class responsibilities, and age-appropriate leadership activities. These experiences help them build confidence, teamwork, communication, and decision-making skills.

We organise extracurricular activities to complement the academic programme without compromising essential learning time. Activities are scheduled appropriately and reviewed to ensure that pupils benefit from a balanced educational experience.

We expect school vehicles to meet applicable roadworthiness and safety requirements. Vehicle maintenance and inspection arrangements are monitored, and identified defects are addressed before a vehicle is used to transport pupils.

We verify that drivers possess the appropriate licences and meet the school's requirements for transporting children. We also assess their experience, professional conduct, and suitability for the responsibility.

We will explain the supervision arrangements for each transport service, including whether an attendant is assigned. Arrangements are designed to provide appropriate supervision, particularly for younger pupils.

We maintain passenger records and designated drop-off arrangements. Staff responsible for transportation follow procedures for confirming pupils' attendance and ensuring that children are released at their authorised destinations.

We follow a designated procedure for situations in which an authorised adult is unavailable. This may include contacting the parent, following approved alternative arrangements, and ensuring that the child remains appropriately supervised until a safe handover can be completed.

We use the school's designated communication channels to inform parents of significant delays or changes to transport arrangements. We encourage parents to keep their contact information updated to ensure timely communication.

We maintain procedures for responding to transport emergencies, including contacting emergency services where necessary, notifying parents, and ensuring appropriate supervision of pupils.

We ensure that vehicles used for pupil transportation meet applicable safety requirements, including appropriate seat-belt provisions. Pupils are expected to use available restraints correctly, and transport staff reinforce safe travel practices.