global english school policy documents...

Global English School

Policy Documents

2014-2015

GLOBAL ENGLISH SCHOOL POLICY DOCUMENTS 2

Table of Contents

VISION STATEMENT 4

MISSION STATEMENT 4

STUDENT WELFARE 5

Child Protection 8 Reporting Procedure 11

Behaviour Management Policy 12 Positive Behaviour for Learning 13

ATTENDANCE & ABSENCES 17

ENVIRONMENTAL HEALTH AND SAFETY 19

School EHS Policy 19

Excursion Risk Assessment 20

Step 2: Identify the Hazards 22

Step 3: Assess the Level of Risk 22

Step 4: Control the Risk 23

Hazards/Risks and Control Measures 24

Step 5: Monitor and Review Controls 24

Fire Drill & Evacuation 27

Provision of Food 29

School Security 30

Transport: School Buses and Related Services 32

School Clinic and First Aid 34

Science Labs Policy 36

TEACHING AND LEARNING 37

SEN / Learning Support 37

ADMISSION 47

Promotion & Retention 51


Assessment & Reporting 53

Teaching & Learning 56

Professional Development 59

Teacher Induction 61

Managing Underperformance of Teachers 72

Recruitment 76

Parent & Community Engagement 78

Uniform Policy 80

Complaints 83

Role Description: Classroom Teacher 86

Role Description: HOD (Head of Department) / KSC (Key Stage Coordinator) 87

Role Description: AP Head of Junior School & Student Welfare 88

Role Description: AP Head of Senior School, Curriculum Enrichment & Communication 89

Role Description: Principal 90


Vision Statement To be a model of excellence in educating students and be the best platform for

overall development by redefining education through innovations

Mission Statement To inculcate academic excellence and holistic development through: ! Instilling social and moral values; ! Training to face the challenges of modern life; ! Playing crucial role in character formation and imparting traits such as trust,

dependability, honesty and decency; ! Helping to attain physical fitness and integrated personality to lead a healthy

and happy life; ! Providing opportunities to discover and foster interest and talents in arts and

other co-curricular activities.


Student Welfare CONTEXT Student Welfare in our school:

• encompasses everything the school community does to meet the personal, social and learning needs of students

• creates a safe, caring school environment in which students are nurtured as they learn • is achieved through the total school curriculum and the way it is delivered • incorporates effective discipline in our Behaviour Management Program • incorporates preventative health and social skills programs • stresses the value of collaborative early intervention when problems are identified • provides ongoing educational services to support students • provides opportunities for students to:

o enjoy success and recognition o make a useful contribution to the life of the school o derive enjoyment from their learning

Our school provides effective learning and teaching within a secure, well-managed environment, in partnership with parents and the wider school community. The objectives and outcomes that follow therefore relate to:

- effective learning and teaching - positive climate and good discipline - community participation

• Student Welfare is achieved through the total school curriculum and the way it is

delivered. • Tolerance thrives in our school community because co-operation and positive problem

solving are used. • Positive attitudes and expectations impact on all student outcomes • Our school recognises the special learning needs of students and ensures appropriate

support is provided. • Our students have the right to feel safe.

FOCUS AREAS – RESULTS FOR STUDENTS Effective Learning & Teaching:

• Students will participate in decisions about their own learning (Student Voice) • Students will pursue a program of learning relevant to their needs and aspirations as

recommended by The Abu Dhabi Education Council (ADEC) • Students will develop an understanding of themselves as well as skills for positive,

socially responsible participation • Students will develop competencies which enhance the quality of their relationships with

others • Students will feel valued as learners


Positive Climate & Good Discipline:

• Students will be safe in the school environment • Students will know what is expected of them and of others in the school community • Students will be able to learn without disruption from unruly behaviour. • Students will be provided with appropriate support programs • Students will contribute to decision making in the school (Student Voice) • Students will value difference • Students will be respected and supported in all aspects of their schooling. • Students will know and understand their school’s organisation and know about and be

involved in the student representative

Community Participation: • Students will be supported by parent and community participation in school activities • Students will value the school as an integral part of the community • Students and their families will know how to gain access to relevant support services in

the community • Students will be partners with parents and teachers in the teaching and learning

processes at the school. RESPONSIBILITIES Principal and staff The Principal will ensure that: • a commitment to student welfare underpins all the policies and activities of the school • the school community reviews policies and practices related to student welfare • student welfare is regularly reviewed using appropriate planning processes • a school Behaviour Management Policy is developed and regularly reviewed • strategic issues identified in reviews are incorporated into the school development plan • students, staff and parents are assisted to develop strategies for addressing student welfare and

discipline needs in all the activities of the school • other policies and practices in the school are regularly reviewed to ensure that they meet the needs

of all students in the school. TEACHING and SUPPORT STAFF: Teaching and support staff, according to their role in the school, will:

• ensure that they are familiar with the Student Welfare and School Discipline Policy and the School Supervision Plan.

• Contribute to the provision of a caring, well-managed, safe environment for all students, fellow staff and parents

• participate in the school community’s implementation of the Student Welfare Policy. • Ensure that where and as possible effort is made to create a stimulating and engaging

classroom through sound teaching practices based on the development of the student as a creative and critical thinking learner.

• Be committed to keep regular data and information that monitor student progress and also use this information to improve the teaching opportunities for students individually.

Staff with a specific student support role will ensure that: 1. the school develops effective mechanisms for integrating behaviour management, conflict

resolution and support for students experiencing difficulties.


STUDENTS: Students will be encouraged to: 2. act according to the Behaviour Management code established by the school community 3. contribute to the provision of a caring, safe environment for fellow students, staff and parents 4. participate actively in the learning and teaching process 5. provide their views on school community decisions, including reviews of student welfare,

using agreed upon processes (Student Voice) 6. practise peaceful resolution of conflict PARENTS: Parents will be encouraged to: • participate in the learning of their children and the life of the school, including reviews of

student welfare and the discipline code • share responsibility for shaping their children’s understanding about acceptable behaviour • work with teachers to establish fair and reasonable expectations of the school.


Global English School P.O. Box: 15598 – AL AIN –U.A.E.

Policy:

Child Protection Date Published 13th September 2013 Evaluation & Review: 13th September 2015 Rationale: Students have a right to expect that school is a place where they are

safe from abuse of all forms Roles of Responsibility

Principal, Operations Manager, Vice-Principal (Student Welfare) Canteen Manager, Canteen Staff

Policy Statement Global English School fully recognises its responsibility to child protection and will adhere to the laws of the UAE and procedures stipulated by the Abu Dhabi Education Council.

“Our commitment to protect children”

Our values, principles and belief

" We are committed to protect children for whom we work.

" Child abuse is never acceptable.

" All children have equal rights to protection from abuse and exploitation.

" Establish and maintain an environment where children feel secure, are encouraged to talk and are listened to.

" Include opportunities in the curriculum for children to develop their skills they need to recognize and stay safe from abuse.

We fulfil our commitment to protect children from abuse through the following measures

" AWARENESS: We ensure that all staff are oriented, of the problem of child abuse and risks to children.

" PREVENTION:: We have introduced awareness programs for staff and parents concerning child abuse and implemented healthy practices to minimize this menace.

" REPORTING: We ensure that staff are instructed as to effective steps that need to be taken, when concerns arise about child abuse.

" RESPONDING: We ensure that action is taken to support and protect children where concerns arise regarding possible abuse. In order that the above standards of staff reporting and responding are met, the members of Global English school also ensure that:

" All staff should be alert to the signs of abuse and neglect and know to whom they should report concern or suspicion

" A designated person with knowledge and skills in recognising and acting upon child protection concerns is the first point of contact for staff and parents where a concern is


identified

" Designated staff should receive appropriate training

" Recruitment of staff follows safe selection procedures including CRB checks and local security checks. All staff who have contact with children will be screened

" Where a deficiency is found regarding Child Protection Procedures it will be remedied without delay

Teaching and Learning

The designated person (Vice-Principal (Student Welfare)) will

" Ensure the Principal is fully informed of any concerns

" Ensure all staff are aware of these procedures

" Ensure the safeguarding procedures are followed in the school

" Ensure appropriate training and support is provided to all staff

" Ensure that accurate records are maintained on an individual cases and these are kept in a secure place and marked ‘strictly confidential’

" Provide guidance to parents and staff about obtaining support

Evidence

" Notes should be made as soon as possible after a conversation of notice

" Keep original copies as they may be required by a court

" Record the date, time, place and any noticeable non-verbal behaviour and the words of the child.

" Record on a body map the site of any injury

" Record statements and observations, not interpretations or assumptions

UAE Regulations

In the event of an incident occurring, the school must report it to ADEC –PSQA (Licensing and Accreditation Division)

" Verbally as soon as possible

" Within 24 hours in writing

ADEC Contact Details

Al Ain Regional Office

Mr Mohammed Al Hashem

03 7078062

Al Ain Social Police 03 7151103


Allegations Involving School Staff

Any member of staff who has reason to suspect that a child may have been abused by another member of staff, either at school or elsewhere, must immediately inform the Principal. A record of the concerns must be made, including a note of any witness to the incident or allegation.

Staff at Global English School will follow the ADEC Professional Standards regarding students:

Educators will maintain a caring, professional relationship with all students, both in and outside the classroom

Professional Conduct, including but not limited to:

" Educators will behave in ways that promote the welfare of the students, taking all actions within their power to protect student safety

" Educators must be aware of, and comply with, all ADEC child protection policies

" Educators are obligated to report to relevant authorities if they suspect a student is being or will be harmed

" Educators will meet the individual learning needs of students, and assist all students to maximize their potential

Prohibited Unprofessional Conduct, including but not limited to:

" Engaging or encouraging inappropriate relationships with students in or outside of the classroom, including any behavior constituting sexual harassment or abuse

" Sending any inappropriate messages, pictures, or other communication to students in or outside of the classroom

" Using any form of discipline that involves corporal punishment, unnecessary or excessive verbal harassment, or that may cause physical or emotional harm to students

" Taking actions or behaving negligently in ways that endanger student welfare

Every teacher will have a copy of this Policy in their Professional Development Plan Fold. An Arabic version shall be made available for Arabic speaking Teachers and members of the school community if they wish to see the policy


Reporting Procedure


Policy: Behaviour Management Policy Date Published 2nd April 2014 Evaluation & Review:

December 2014

Rationale:

Positive Behaviour for Learning (PBL) ensures that students are able to learn in a supportive and encouraging environment, and where students are encouraged to be responsible for themselves as well as respectful of others. Clear expectations of Student behaviour and conduct will be developed through a Code of Conduct and this will be support with Positive Affirmation Programs and a Clear Behaviour Management Plan.

Roles of Responsibility

Principal, SLT, HODs, Supervisors, Teachers, Students, Parents

“GOOD BEHAVIOUR IS A NECESSARY CONDITION FOR EFFECTIVE TEACHING TO TAKE

PLACE”.

The governing body ensures to create an environment in the school that encourages and reinforces good behaviour.

Aims: To create an environment which encourages good behaviour where relationship are based on respect.

To define acceptable standards of behaviour both positive and negative behaviour.

To promote self esteem, self-discipline and positive relationships.

To ensure that the school expectations and strategies are orderly known and understood.

To ensure the involvement of both home and school in the implementation of the policy.

School Ethos. Respect for others’ customs, cultures, national backgrounds and feelings is important in maintaining students on a school wide behaviour are based on the school

Code of Conduct developed with the assistance of the 2014 Student Council

Class rules may be individualised, though based on these underlying Principles

Global English School Code of Conduct

Central Theme: We will respect ourselves and others

Underlying Principles

Be your best

Be respectful.

Be responsible.

Be safe.

Be caring


Positive Behaviour for Learning The objectives of the school discipline policy are to establish safe and positive learning communities that increase student responsibility and student learning. A POSITIVE BEHAVIOUR FOR LEARNING (PBL) approach will be the foundation of the Behaviour Management Plan.

The Guiding Principles of PBL (Positive Behaviour for Learning) are: • Student misbehaviour can be changed (taught) • Environments can be created to change behaviour (instructional) • Changing environments requires change in adult behaviour (teaching) • Adult behaviour (teaching) must change in a consistent and systematic manner • Systems of support (effective instructional environments) are necessary for both students

and adults

These Principles are very much to the core of what the SLT is promoting in Global English School becoming an effective educational institution. School-wide Positive Behaviour for Learning Goals

• Build systems that make it easier to teach • Create environments that encourage (rather than discourage) pro-social behaviour • Teach all students what is expected • Provide a continuum of behaviour and learning support to students who need more support

to be successful

Objectives Strategies Outcomes

A positive learning experience

Develop and maintain success for all students

Teach students to take responsibility for their behaviour

Develop and implement consistent practices to support the rights of all members of the school community

Develop partnerships to manage student behaviour

• Students learning has improved Relationship at school are based on mutual respect

• Rights of all school community have been supported

• Appropriate support and services have been provided for students experiencing difficulties.

• IEPs have been managed in partnership between schools, students, families, services and agencies.

THE CURRICULUM AND LEARNING.

We believe that an appropriately structured curriculum and effective learning experiences contribute to good behaviour.

• It follows that lessons should have clear objectives.

• Marking and record keeping can be used both as a supportive activity, providing feed back to the children on their progress and achievements, and as a signal that the children’s efforts are valued and that progress matters.


CLASS ROOM MANAGEMENT. Classroom management and teaching methods have an important influence on children’s behaviour. The classroom environment gives clear messages to the children about the extent to which they and efforts are valued.

Classrooms are organised to develop independence and personal initiative. Furniture is arranged to provide an environment conducive to on-task behaviour. Displays are projected in a way that helps develop self-esteem through demonstrating the value of every individual’s contribution and overall classroom should provide a welcoming environment.

Teaching methods encourage enthusiasm and active participation for all. Lessons to aim and develop the skills. Knowledge and understanding which would enable the children to work and play in co-operation with others. Praise should be used to encourage good behaviour as well as good work. Curriculum is a private match between teacher and child. HARASSMENT AND BULLYING. GES believes that every child has the right to learn without fear in an atmosphere of mutual trust and respect. Harassment and bullying are not acceptable behaviour at GES. We would undertake proactive and preventive approaches to ensure a safe environment. Our policy is to promote a positive environment in the classroom, playground and at all school premise where the child is safe and secure and he gets happy learning atmosphere. Harassment is improper behaviour directed at a student by another student or member of a staff is unwelcomed. It includes objectionable comments, conduct or any behaviour that demeans, belittles or causes embarrassment. Harassment is a form of discrimination. Protected categories include discrimination by rational or ethnic origin, colour religion, age, sex, status, physical appearance or disability. In the case of sexual harassment example might include, calling obscene names passing ‘dirty’ notes, pictures, telling ‘dirty’ stories or jokes and hugging, grabbing, punching or touching someone.

PUBLIC BEHAVIOUR. On campus and while participating in school activities or on school provided transportation, GES students are in a social and cultural environment that includes certain names of appropriate public behaviour. The campus includes children of different ages and maturity as well as representatives of diverse social and cultural group. For this reason it is important that GES students conduct themselves in a positive and respectful manner. Behaviour Management Plan

A four level Behaviour System has been developed to assist students, parents and teachers have a systematic approach for managing behaviour.

The Behaviour Management Plan is designed so as to allow students to acknowledge their behaviour and ‘circuit breakers’ are included to allow students to move back to Level 0 or a Level below their current Level.

The Behaviour Management Plans clearly outlines responsibilities at each Level and consequences for various infractions. The purpose of the BMP is to make the process of managing student behaviour objective and fair.


Policy:

Attendance & Absences Date Published 15th March 2015 Evaluation & Review: March 2016 Rationale: Regular attendance at school is important for a student to gain the

most benefit educationally and socially. It is also a legal obligation. Roles of Responsibility

Parents, students, SLT, teachers, Student Counsellor,

Policy Statement Maintaining good attendance in school is extremely important in succeeding academically. Attendance at school is compulsory, five days a week. It is important that students gain continuity in their education in order to move ahead. This Attendance Policy is based on ADEC Policy (54) Student Attendance and Policy (55) Absenteeism

Student absences:-

• if an absence is anticipated, a pre-excused form should be produced before for approval from the VICE PRINCIPAL (STUDENT WELFARE). This could occur for example, when a medical appointment has been made. Notification of intended absence should be provided to the school at least ten (10) days prior to the absence.

• Any extended leave of absence including overseas leave must have prior approval from the PRINCIPAL. Overseas travel is normally considered an unapproved absence. Parents are advised against taking students on holidays outside the established holidays set by the Ministry of Education (MoE)

• If your child is absent through illness or any other unforeseen reason, then a note explaining the reason for the absence should be produced on the first day back to school and presented to the class advisor. A medical certificate should accompany this note if the absence is due to illness.

• If a student is absent from school without prior warning having been given, a call/sms or

note will be made or sent home asking for an explanation of the absence. • In cases when parents know that an illness or injury will prevent attendance for three or

more days, it is advisable to phone the school office. This will prevent a call from school office to your home.

• In cases, when a student will be absent representing the school, state or country at sport

or any other department of education organized activities such as music, debating etc, then the student will be marked as officially present at school.

Fractional Truancy:- It is essential that students attend every class in a day. The Class teacher shall register the attendance at each class.


The markings recorded are : P = present A = absent L = Leave

Attendance that is irregular

Late arrival at School:-

• Students arriving late to school are recorded.

• Students who report late to school several times are counselled to encourage timely arrival

• Students are expected to be on time for class and should arrive on campus no later than 7.30 a.m.

• Where a regular pattern of late arrival is monitored a meeting will be arranged with the Vice principal (Student Welfare), the student and the student’s parents.

• Continued lateness may mean that the student will not be re-enrolled the following year.

Leaving early:- If a student needs to leave school early, the following procedure applies.

• The parent has to notify the help desk in the reception and sign a pre-excused absence form and get it countersigned by the Vice Principal (Student Welfare) to sanction the leave.

• If the pre-excused form is not signed by the Vice Principal, the student or the parent are required to meet them and give an explanation.

• The reason given should be a valid one for leaving school early as according to ADEC

policy.


Environmental Health and Safety School EHS Policy

We recognize our responsibilities in shaping the values of future generations and aim to ensure our sustainability as a school through proactive leadership in the protection of human health and safety and preservation of our surrounding environment. Therefore we are committed to:

• promoting a culture of responsibility and accountability toward protection of the environment and human health and safety;

• minimising environment, health and safety impacts, hazards and risks arising from our activities and operations;

• promoting awareness and encouraging participation through effective communication and consultation with staff, students, contractors and concerned stakeholders;

• providing on-going training in relevant environment, health and safety issues;

• preventing injury, ill health and environmental pollution;

• enhancing the health and wellbeing of our staff and students;

• complying with all relevant EHS legislation;

• providing adequate resources to maintain a sustainable, healthy and safe environment;

• preserving and improving the cultural, natural and built environment in which we operate; and

• achieving continual improvement of our EHS performance.

This policy applies to all school employees, students, contractors and visitors and is readily accessible to all interested stakeholders.

Mr Terrence Hopkins

School Principal 12th February 2014


Policy:

Excursion Risk Assessment Date Published 13th September 2013 Evaluation & Review: 13th September 2014 Rationale: Students are entitled to be safe when on a school excursion Roles of Responsibility

Coordinating teacher, Attending Teachers, Head of School,

Policy Statement All foreseeable risks will be considered when the students at Global English School leave the school on an authorised and planned excursion.

1. A school trip must have a Group Leader or Coordinator. The leader will have the overall responsibility for supervision of the visit. The Coordinator will have been approved by the Principal and Parents (using signed permission slips).

2. The potential Field Trip should be visited prior to the excursion to assess risks and to scout for hazards and learning opportunities.

3. Necessary risk assessments have been conducted prior to the visit. It is important that the

coordinator be familiar with the area or facility the students will be visiting. This includes:

a) establishing a group meeting place b) know the locations of washrooms c) a buddy system d) an information card with student name, teacher’s name, phone contact number

(particularly important for small children) e) rules for crossing streets safely f) colour coded T-shirts (or other such identifiers) for easy identification of the group

4. The coordinator will ensure that the proper transport is in place. To know where you are

going, what route they will take, and that the transport be fully compliant with current safety regulations.

5. The group leader must also ensure that they have the correct ratio of adults to children

before conducting an out of school visit. The abilities and qualifications of supervisory staff. Should also be screened.

6. Permission has been sought from Guardians

7. Pupils will be told to act responsibly while away and not take unnecessary risks and must

also follow the instructions of any adult in a supervisory position.

8. If a child is seen to cause any potential risk to themselves or others they must be withdrawn from the trip.


9. Ensure the age of pupils is appropriate for the activity. Their physical limitations (if any),

including any special needs or medical requirements.

10. The suitability and quality of any equipment to be used (this can be anything from climbing ropes, boating equipment, etc.). What will be the type of visit or activity and the physical demands it will put on the pupil. If a day trip, a lunch is provided.

In addition to all the above considerations, a fully stocked First Aid box and a designated First Aider will be present in the case of an emergency. No amount of planning can eliminate all the risks from a school trip, however, what it can do is allow teachers to foresee some of those risks and make provision for the safety of the children. Anyone involved in the planning of a school trip must be 100% sure that they have done all they can to create a safe environment for their pupils. This means that anyone appointed with such responsibilities must be competent and experienced or be overseen by a leader with such capabilities. What are the risks? Risks are to be consistently monitored throughout the visit and attended to when required. What safety measures can be put in place in order to reduce any risks? What steps will be taken in the event of an emergency? Further details to consider are: • A mobile telephone and emergency contact numbers (Ambulance, etc.) • Extra drinking water. • Extra cash. • Special clothing needed for various seasons


Health and Safety Risk Assessment Template

Use this template to document a risk assessment to manage health and safety hazards and risks. For more details on the risk management process refer to the Risk Management Procedure.

Step 1: Describe the Activity or Process Description: Conducted by: (indicate the people involved in the preparation of this risk assessment)

Date:

Step 2: Identify the Hazards Biological (e.g. hygiene, disease, infection) # Blood / Bodily fluid # Virus / Bacteria / Disease # Air Quality (mold, humidity) Other / Details:

Chemicals (Refer to the label & Safety Data Sheet for the classification and management of all chemicals). # Non-‐hazardous chemical # Hazardous chemical Name of Chemical / Details: Environment # Sun exposure # Water # Sound / Noise # Animals / Insects # Storms / Weather # Temperature (heat) Other / Details:

Facilities # Buildings & fixtures # Driveway / Paths # Workshops / Work rooms # Playground equipment # Furniture # Swimming pool # Electricity Other / Details:

Machinery, Plant & Equipment # Machinery (fixed plant) # Machinery (portable) # Hand tools # Vehicles Other/Details:

Manual Tasks / Ergonomics # Manual tasks (heavy, repetitive) # Working at heights # Restricted space Other/Details:

People # Students # Staff # Parents / Others # Physical # Psychological / Stress Other/Details:

Other Hazards / Details:

Step 3: Assess the Level of Risk

Consider the hazards identified in Step 2 and use the risk assessment matrix below as a guide to assess the level of risk.


Likelihood Consequence

Insignificant Minor Moderate Major Critical

Almost Certain 5 10 15 20 25

Likely 4 8 12 16 20

Possible 3 6 9 12 15

Unlikely 2 4 6 8 10

Rare 1 2 3 4 5

Consequence Description of Consequence

Likelihood Description of Likelihood 1. Insignificant No injury and no treatment

required.

1. Rare Will only occur in exceptional circumstances.

2. Minor Minor injury/ill health requiring first aid treatment (e.g. minor cuts, bruises, bumps).

2. Unlikely The event may occur sometimes, maybe once in 10 years.

3. Moderate Injury/ill health requiring medical treatment or lost time.

3. Possible The event could occur at some-‐time, maybe once in 3 years.

4. Major Serious injury or (injuries) requiring specialist medical treatment or hospitalization.

4. Likely The event will probably occur in most circumstances, maybe once a year.

5. Critical Loss of life, permanent disability or multiple serious injuries.

5. Almost certain

The event is expected to occur in most circumstances, maybe many times a month.

Assessed Risk Level Description of Risk Level Actions

# 20 -‐ 25

Extreme

If an incident were to occur, it would be likely that a permanent, debilitating injury or death would result.

Alternative activities must be considered. Significant control measures will need to be implemented to ensure safety.

# 9 -‐ 16

High

If an incident were to occur, it would be likely that an injury requiring medical treatment would result.

Controls will need to be put in place before the activity is undertaken.

# 5-‐ -‐ 10

Medium

If an incident were to occur, there would be some chance that an injury requiring first aid would result.

Additional controls may be needed.

# 1 -‐ 4

Low

If an incident were to occur, there would be little likelihood that an injury would result.

Undertake the activity with existing controls in place.

Step 4: Control the Risk 1) List the hazards you identified in Step 2. 2) Rate their risk level (refer to the information contained in step 3 for this). 3) Detail the control measures you will implement to eliminate or minimize the risk.

Note: Control measures should be implemented according to the ‘hierarchy of control’. If lower level controls


(e.g. administration, PPE) are implemented without higher level controls, please give reasons why. Hierarchy of Control

Most Effective (High Level)

Least Effective (low level)

Elimination: Remove the hazard completely from the workplace or activity. Substitution: Replace the hazard with a less dangerous one. Engineering (Redesign): Changing a machine or work process to make it safer. Engineering (Isolation): Separate people from the source of the hazard. Administration: Putting rules, procedures, signage or training in place to make the workplace safer. Personal Protective Equipment (PPE): Protective clothing and equipment.

Hazards/Risks and Control Measures

Description of Hazards / Risks Risk Level

Control Measures (Note: If only administration or PPE controls are used, please explain why)

Other details:

Step 5: Monitor and Review Controls

Complete during and/or after the activity Yes No

1) Are planned control measures sufficient and effective in minimising the level of risk? # #

2) Have there been any changes to the planned control measures? # #


3) Are further control measures required in future? # # Details:

Review completed by:

Position:

Signature:

Date:


Medical Form (It is important that any relevant or important information is passed onto all teachers. All information is kept confidential, however, please note that where necessary, camp staff may need to be informed) Student’s Name:____________________________________________________

Date Of Birth: _____________

Home Phone: _____________ Work Phone: ___________________________

Name of Regular Doctor: ___________________________________________________

Medical Insurance company: ______________________ No: ______________________

1. Does your child suffer from any of the following: Epilepsy ❑ Diabetes ❑ Bronchitis ❑ Allergic to peanuts ❑ Asthma ❑ Migraines ❑ Allergies ❑ 2. Type of Allergies: ___________________________ ___________________________

Allergic Reactions? __________________________________________________________

Treatment: (if detailed please attach full instructions)

_________________________________________________________________________

_________________________________________________________________________

3. Last Tetanus Shot (circle) pre-2010 2011 2012 2013 2014 2015 Never

4. Is your child on any regular medication? (Complete only if it is required information)

a. Type of medication __________________________________________

b. Dosage ____________________________________________

c. Reasons for medication __________________________________________ _

5. Is your child allowed to receive panadol or aspirin Yes / No

6. Please supply any other relevant medical information.(if more detailed, please attach full

information and / or instructions)

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Parent’s/Guardian’s signature _________________________


Policy:

Fire Drill & Evacuation Date Published 13th September 2013 Evaluation & Review: 13th September 2014 Rationale: Students should be well prepared for an emergency and to ensure

calm and routine procedures occur, it is important to regularly practice.


Head of School, SLT, Health and Safety Committee, Nurse, Teachers, Admin, Carers, School Assistants,

Policy Statement

Before the First Fire Drill All Teachers need to:

• Discuss the purpose of the fire drill with the students (This is necessary so everyone knows what to do when an emergency occurs, for their safety. It is very important to follow the rules for evacuating the building and for everyone to be calm, quiet and serious.)

• Prepare the students for the very loud sound that the alarm makes.

• Show the students the map posted in each class.

• Hold your own private 'fire drill' by walking them through the route.

• Point out the evacuation doors.

Evacuation Procedures

• At the sound of the bell, students stand immediately and walk to the door without talking.

• In line, students walk behind the teacher to leave the building.

• Everyone follows the evacuation route posted in each classroom.

• Students must stay quiet throughout this procedure in case there are new directions from the teacher concerning their safety.

• Students in the washroom go to the nearest fire safety door and join their class in the gathering space.

• Upon reaching the gathering space teachers take attendance and report any absence to the Vice Principal.

• The secretary will check this information against the information in the attendance


book.

• All adults leave the building through the nearest emergency exit door.

The Vice Principal brings the contact information for each student with her. The Supervisors check the washrooms nearest to them on their way out and bring those students with them to the area zone.

• Students in the Administration area will be escorted to the Assembly area by the Arabic Secretary 1

• Arabic Secretary 2 will make the call to the Civil Defence


Policy:

Provision of Food Date Published 13th September 2013 Evaluation & Review: 13th September 2014 Rationale: School canteens have a special role to play in the education, health

and well-being of the students and school communities that they serve. The school, together with parents, has a responsibility to educate students about nutrition. As part of the school environment, the canteen is in a unique position to make a positive, worthwhile contribution to students’ health and welfare.


Operations Manager, Vice-Principal (Student Welfare) Canteen Manager, Canteen Staff

Policy Statement

School canteens should be established to benefit children:

• By making it possible for children to buy nutritious and healthy food at competitive prices during the school day;

• By making it easier for children to remain within the school grounds during lunch-time for their own safety.

• Through providing experiences of a variety of foods and dishes

• so that they support the skills and knowledge learnt in the classroom about food and nutrition

• Through having the opportunity to be involved in decision making in the school.

THE FUNCTIONS OF THE SCHOOL CANTEEN

School canteens have several important functions:

• To provide a service to the school community.

• To provide a variety of nutritious and attractively presented food and drinks at a reasonable cost.

• To practically reinforce classroom nutrition education by supporting the objectives.

• To maintain high standards of hygiene in handling, preparing, serving and storage of food.

• To function as an efficient business by: offering a regular, high-quality service to the school community.

• school provides snacks during break time. Those students who choose not to buy the snacks may bring their own.


Policy:

School Security Date Published 13th September 2013 Evaluation & Review: 13th September 2014 Rationale: Students, Parents, Teachers and support Staff are entitled to be safe

and secure in their learning/working environment. Owners of the School are entitled to be confident that the school campus will be secure and free from outside interference.


Operations Manager, Security Guards, Head of School

Policy Statement GENERAL STATEMENT OF DUTIES:

Provides security for the school staff, students, buildings and property through patrol of school building(s) and building perimeters, including parking lots, to prevent unauthorized visitors or property damage and to provide for general building security.

Under Supervision of the Head of School and Operations Manager, employees in this class are responsible for maintaining over-all security for all occupants and property of the assigned school buildings, parking lots and sites in accordance with established security procedures.

The School Security Guards are unarmed and do not have the power to arrest individuals for security breaches.

Types of security personnel – Internal Security- Hired by the school for safety of students inside the school campus.

External security – Approved security hired from a professional agency.

Scope of work – External security- School Entrance Gate Total security staff – 1

• Oversees and participates in security inspections of school facilities.

• Manages entry and exit logs for visitors.

• Issues visitor badges to visitors.

• Manages traffic in front of the gate and ensures children safety while crossing roads.

• Manages school parking safety.

• Develops and periodically monitors a reporting system designed to detect security issues in school facilities.

• Makes recommendations to correct security issues once identified;

• Participates in providing security for all occupants of school buildings and grounds.

• Prevents unauthorized visitors from entering school buildings and/or loitering on school grounds.

• Provides assistance and security to community agencies using school facilities and for


after school activities. Example – Sports day and graduation ceremony.

• Informs counsellors, parents, teachers and school administrators of student behaviour problems.

• Carries out investigations, upon request, regarding cases of legal residency of students.

• Maintains liaison with police, fire and other municipal departments to insure maximum use of their services in order to provide adequate security and safety.

• Prepares reports and assists in special assignments as directed.

• May assist in handling emergency disciplinary matters.

• May monitor and inspect movement of movable and immovable property in and out of the school.

Scope of work – Internal Security - Stationed at the School Main Gate and school boys and girls entrance. Total security staff – 3

• Oversees and participates in security inspections of school facilities.

• Makes recommendations to correct security issues once identified;

• Participates in providing security for all occupants of school buildings and grounds.

• Prevents unauthorized visitors from entering school buildings and/or loitering on school grounds.

• Two staff stationed at the boys and girls entrance to ensure there are no intruders.

• Ensure all the gates are locked to restricted area and rooms.

• Provides assistance and security to community agencies using school facilities and for after school activities. Example – Sports day and graduation ceremony.

• Manages school busses entry and exit to the school campus.

• Ensures speed is maintained wile entering the school campus.

• Manages entry and exit time logs for school busses.

• Manages checking of all busses after the school bus returns from the trip and before it is parked.

• Prepares reports and assists in special assignments as directed.

• May assist in handling emergency disciplinary matters.


Policy: Transport: School Buses and Related Services

Date Published 13th September 2013 Evaluation & Review: 13th September 2014 Rationale: Students be safe while travelling to and from school Roles of Responsibility

Operations Manager, Transport Manager, Bus Drivers, Accompanying teachers, accompanying carers, parents and guardians

Policy Statement The school maintains neat air-conditioned buses. Qualified, trained and experienced drivers are employed to ensure smooth operations and safety of students. A female attender takes care of the safety of the students, help children to board and alight the bus. The teachers traveling along with the students also regulate the children and help maintain discipline inside the bus.

First Aid boxes are maintained inside each vehicle for emergency use. Both drivers and attenders are given orientation at regular intervals on safety of students.

Every bus has a fixed route and timings. Children are picked up and dropped at the doorstep as well as ‘pick-up’ points. Where this is not possible, the attenders take the children from door step and drop them back.

The entire fleet of School Buses and their regular maintenance is supervised by the Transport Manager. The Transport Manager also coordinates with the parents to address the issues related to conveyance of children.

The buses ply to all parts of Al Ain city and Buraimi, adjacent city of Oman. However, transport facility to Buraimi has been a challenging issue for the administration because of the border cross.

Total Number of Buses 17

Number of Drivers 16

No. of Bus Attenders 14

Note :

1. 2 Vehicles are used for commuting Teachers

2. 3 Vehicles have 84 seats and the remaining have 34 seats

3. One bus is kept as a reserve bus

Teachers and Female Attenders:


• Supervise students from the time of arrival until the assembly.

• The prevent students from getting on or off the bus until it is completely stationery and prevent the students from walking around, front or back end of the bus. A student must also enters the bus only when directly facing the door and in an orderly manner.

• Monitor the behaviour of the students sitting in the higher seats of the bus and prevent them from throwing objects from the bus.

• Report directly to administration any student's misbehaviour on a daily basis so suitable action can be taken and guardians are immediately informed.

• Ensure that no student is left behind in the bus with “Empty bus” sign is placed at the rear of the bus

Students Departing School Buses The buses are stationed opposite the New Building Block and are numbered. They are known by students through distinguishing numbers at the front of each bus. The buses assemble in the same configuration each day. Therefore each student in the school knows the number of the bus proceeding to his region. In conjunction with this, the school has developed a daily schedule. Grades 1, 2 and 3 depart at the end of Period 6. The students who are being transported by bus are escorted to the buses by their teachers and/or carers, who assist them in boarding the bus. The Upper Primary and Senior School finish after the completion of Period 7. The buses have returned from the first trip and are ready for the older students to board and be transported to their homes. Students Departing by cars Younger Students who leave the school by their private cars wait in the school grounds to be collected by their carer. Gathering occurs in an allocated place for them by the end of the school day. Supervisors in cooperation with the security guards in the school assist the carers in gathering their child. High School Students old enough are allowed to go to their own car In case of a custodian being late, we immediately contact him as the supervisors have got lists of phone numbers. Procedure for Emergency during transportation on Buses The bus supervisor contacts:

The Vice Principal 050 614 1191 The Secretary 050 137 4662 The Principal 050 513 7441 Emirates Transportation 050 274 7776 (Mr. Hussein)

At the same time the Emirates Transportation Company liaison officer Mr. Hussein is contacted (see above number). The Police are contacted The VP and Mr. Hussein keep informed about the details of the situation

• In case of injury or delayed buses, parents are contacted by the VP.


Policy:

School Clinic and First Aid Date Published 13th September 2013 Evaluation & Review: 13th September 2014 Rationale: The school plays a key role in a child’s life and must ensure every care is

taken with providing a healthy and safe environment Roles of Responsibility

Nurse, Head of School, Parents, Doctor, Vice-Principal(Student Welfare)

Policy Statement The school has a full-fledged clinic cum First Aid Centre managed by a qualified and experienced Nurse. Necessary medicines and materials to provide first aid services are maintained in the clinic according to the HAAD guidelines. The school doctor pays routine visits and conducts regular check ups of students. The doctor is also available on call at any point of time.

Following are the regular activities of the health section:

• To assist the school doctor in the normal full medical check up of the students.

• Make referral of cases that need special attention to School Health Services Department under the Ministry of Health.

• Keep parents informed of the medical needs and results of doctor’s examination.

• Vaccination of children through Ministry of Health department

• Supervising school canteen, water supply etc. to keep them according to the standards recommended by School Health Services Department.

• Actively participating in the CME activities initiated by School Health Services Department on regular basis.

• First Aid services to students and staff.

• Students shifted to the hospital in emergency situations.

• Proper reporting of communicable diseases to respective departments.

• Occasionally some students require social or emotional help; in these cases the nurse liaises with the School Counsellor to address these issues.


Procedure for Reporting and Recording -- GES School clinic

(Mild /Moderate / Severe health issues)

REPORTING PROCEDURE:-

1. After carrying out the appropriate First Aid measures, the incident (minor/major) should be reported to the :-

(a) Vice principal – Student Welfare (b) Student counsellor (c) Supervisor

2. Inform the parents based on the nature of the incident:- (a) Nurse (b) Student counsellor gives feed back to the vice-principal (c) Front desk & Supervisor NB: - Contact the parent/ guardian. If unable to reach the parent, try the emergency contact number. A child must not go home without the parents being informed if at all possible. Send a note home (student diary) with the students if you have been unable to contact the parents (on mild/moderate issues) keep a copy of the note. Share information with the Vice Principal(SW). RECORDING PROCEDURE:-

1. The School Nurse maintains a record of any First Aid treatment. This should include:-

(a) The date, time and place of incident.

(b) The name and class of the injured or ill person

(c) Details of the injury/illness and what first aid was given.

(d) What happened to the person afterwards ( for example went home, resumed to normal duties, went back to class, went to hospital

(e) Name and signature of the person dealing with the incident.


Policy:

Science Labs Policy Date Published 1stSeptember 2013 Evaluation & Review: 1stMarch 2014 Rationale: Policy is in line with all ADEC and Civil Defences regulations Roles of Responsibility

Principal, Vice Principal (SW), Operations Manager, EHS Officer, Lab assistant, Science coordinator

1. MSDS. ( Material Safety Data Sheet ) 2. Induction about the hazards of the substances has been given to users prior to use . 3. Hazardous substances Register readily accessible in the area where substances are stored . 4. All substances are stored according to the requirements of M S D S. 5. Flammable chemical substances and concentrated acids are stored inside a fire resistant cabinet. 6. Lab local exhaust ventilation and indoor air quality ventilation system in good condition. 7. No observation of abnormal chemical or gas smells. 8. No compressed gas cylinders present . 9. Appropriate personal protection equipment ( PP E ) available and worn by all those using/handling the

substances . 10. P P E is properly stored and in good condition . 11. Expired and waste substances are dispose of through certified and approved service providers. 12. Records for chemical waste and disposal program available. 13. Electrical cords properly secured and away from children. 14. All electrical appliances are kept clear of wet areas. 15. Warning signs, safety symbols and safer guidelines displayed. 16. Fire extinguishers in proper place and clearly visible. 17. Lighting is adequate. 18. All furniture is fit for purpose and in good condition. 19. Proper signage is in place and clearly visible. 20. First aid kits are easily accessible.


Teaching and Learning

Policy:

SEN / Learning Support Date Published 20th December 2013 Evaluation & Review: September 2014 Rationale: We at Global English School believe in

• Providing an environment which enables every pupil to be safe and healthy • Valuing every individual and enabling them to enjoy their learning,

achieve their full potential and economic well-being • Identifying and responding to pupils diverse and individual needs • Identifying and overcoming barriers to learning • Setting suitable and challenging targets for every pupil


Principal, Vice principal (SW), Vice principal (SS), SENCOs, HODs, Supervisors, Subject teachers, Counsellor, LST, Nurse and other members of the staff.

Policy Statement Principles and Objectives Global English School values the abilities and achievements of all its students and is committed to providing, for each student, the best possible environment for learning by:

• GES follows the ADEC staged approach to meet the individual needs of students with special educational needs.

• The Learning Support Teams identify learning support needs as early as possible in students’ school careers

• An Individual Education Plan (IEP) will be developed to guide instructional and indicate if learning accommodations or modifications are necessary.

• Students who have been identified as gifted or talented will be educated with differentiated learning tasks whilst being preferred daily challenging curriculum. Some students will need to be provided with appropriate advanced learning opportunities through the development of an Advanced Learning Plan (ALP)

• The practice of differentiation of instruction will enable all students, including those with learning and other disabilities and students who are gifted or talented to learn together in the general education classroom through individual, small group, and open-access tasks, activities and opportunities.

• Working collaboratively with parents/guardians and if required outside agencies • Involving students in decision-making • Personalizing learning for students • Promoting independence • Ensuring that the responsibility for Special education support is held by all staff and is carried out,

thereby, removing barriers to achievement and success.

SPECIAL EDUCATIONAL NEEDS Special Educational Needs as stated in the ADEC SEN Code of Practice:- is the overall description for any disability, disorder, difficulty, impairment or other additional need that affects a student’s access to learning


and their educational performance, to ensure that all students, including those who are gifted and talented, can reach their full potential. Children have a learning difficulty if they:-

a) have significantly greater difficulty in learning than the majority of children the same age; or b) have a disability which prevents or hinders a child from making use of educational facilities of a kind

generally provided for children of the same age in a similar setting. c) care under compulsory school age and fall within definitions a) and b) above, or would do d) so if special provision were not made for them.

Special Educational provision means provision which is additional to, or otherwise different from, the educational provision made for other children of their age in schools of a similar setting Special Educational Categories of disability:-

• Intellectual Disability • Specific Learning disability • Emotional and Behavioral Disorders (EB/ BD) • Autism Spectrum Disorder(ASD)

Gifted and Talented Students

These are students whose outstanding abilities make them capable of high performance. Their needs require specific consideration within mainstream educational programs. Their current attainment or perceived potential places them significantly in advance of the major of their peers in one or more of the following areas:

• Intellectual ability • Subject –specific aptitude (e. g in science or mathematics) • Social maturity and leadership • Mechanical/technological ingenuity • Visual and performing arts (e.g. art, theatre, recitation) • Psychomotor ability (e.g. dance or sport)

People responsible for SEN at GES The role of the Assistant Principal ( JS-Student Welfare) The Assistant principal’s responsibilities include:

• The day-to-day management of all aspects of Learning support • Keeping the Principal well informed about Learning Support within the school • Working closely with the SENCo’s /Learning Support Team • Ensuring that the school has clear and flexible strategies for working with parents, and

that these strategies encourage involvement in their child’s education. • Data analysis • Monitoring and reviewing SEN policy • Accountability of teachers • Preparations of data for inspections etc.

Gifted and talented students can be found in all communicates regardless of their cultural or economic backgrounds. It is critical for gifted and talented students to be given appropriate opportunity, stimulation and the experience to develop their potential and satisfy their learning needs.


• Maintaining records and master copies including support Register. • CPD for staff

GIFTED AND TALENTED VICE-PRINCIPAL (SENIOR SCHOOL) RESPONSIBILITIES INCLUDE:

• Identifying G&T and monitoring the progress of very talented children within the school . • Coordinating provision for children who are gifted and talented • Maintaining a central record and overseeing the records of all children who are identified as G&T • Liaising with and advising fellow teachers • Liaising with parents of children identified as G&T • Liaising with the teachers to ‘Talent Spot” at an early stage. • Keeping the Principal well informed about G&T within the school • Working closely with the G&T co ordinator,/Learning Support Team • Ensuring that the school has clear and flexible strategies for working with parents, and • that these strategies encourage involvement in their child’s education. • Monitoring and reviewing G&T policy • Accountability of teachers • Preparations of data for inspections etc. • Maintaining records and master copies including support Register. • CPD for staff.

The role of the SENCo The SENco plays a crucial role in the school’s SEN provision. In GES the role of SENCo is performed by two co coordinators, handling (Mont2 to year 4) the other (year 5 to 12). They both are trained to provide guidance in the areas of SEN in order to secure high quality teaching and effective use of resources to bring about standards of achievement for all students. This involves working with the Assistant Principal and Principal to determine the strategic development of the policy. Other responsibilities include:

• Overseeing the day-to-day operation of the policy • Working closely with school counselor and nurse • Co-coordinating the provision for students with SEN • Liaising with and giving advice to fellow teachers • Overseeing and monitoring students’ records • Ensuring the involvement of parents in decision making about students with Learning disability. • Liaising with external agencies, support services, Health and Social Services, and voluntary bodies if

necessary.

The role of the Subject Teacher The GES SEN Policy clearly acknowledges the importance allocated to the teacher, whose responsibilities include:

• Being aware of the school’s procedures for the identification and assessment of, and subsequent provision for, SEN students

• Collaborating with the SENCo to decide the action required to assist the student to progress

• In collaboration with the SENCo, develop Student Profiles for SEN students. • Working with SEN students on a daily basis to deliver the individual programme set

out in the Student Profile. • Responding to requests for information in a timely manner

The Role of the students All students will be offered the opportunity to participate in a safe and friendly school environment. Students with special needs should have their needs identified in a reasonable time frame and receive appropriate response to support the identifies strengths and needs. An IEP should be very appropriate, involving the student in academic and social goals.


Students have the responsibility to :-

• Follow the school rules and policies • Attend IEP meetings • Attend annual review meetings.

The Role of the Parent in SEN GES firmly believes in developing a strong partnership with parents, this will enable students with special needs to achieve their potential. The school recognizes that have a unique overview of their child’s needs and how best to support them, and that gives them a key role on the partnership. Aim achieving a partnership with GES with regard to support in their child. Agreeing To help their child at home with specified IEP targets or other work sent home by the Learning support Teachers. The parents will be able to fulfil these responsibilities by: Informing us prior to entry that their child has SEN.

• Parents should inform us at anytime during their school career if their child develops any special needs.

• Communicate regularly with SENco the school on educational progress of their child. • They will be encouraged to participate in all the decision---‐making processes and contribute to the

assessment of their needs. • Attend IEP and annual student review meetings.

What is the process for identifying and supporting SEN students? When a concern about an individual student’s attainment, achievement, or progress is raised, We implement the cycle of support outlined below.

• Anybody, including the student her/himself might raise a concern. Information is gathered from the class teacher, subject teacher, student counsellor, school nurse including parents and the student her/himself.

• SENco’s will closely work with Learning Support Team to determine the level and the type of support

needed.

• SENco’s, parents and the students agree a course of action and all parties have the opportunity to discuss their own contribution to the support implemented.

• The impact of support strategies is monitored through assessment data, conversations with parents

and the student her/himself, and through information reports from teachers and Supervisorr.

• Final target set for the special need student will be monitored by the subject teachers and class teachers.

How do we monitor Special Education Needs of students at GES As stated in the ADEC SEN policy the school will follow a staged approach that responds to The severity or complexity of the needs of individual students. The first stage is good quality support in general education classrooms, which will include differentiation of the curriculum to meet different learning needs. Gathering information about students who require learning support. Learning Support Teams may recommend intervention plans for these students. Intervention and support procedures: stage -‐1


Route A=SEN/Learning Support Route D=Behavioral Issues Route B=SEN requiring challenge (G&T) Route E=Low attainment target Students Route C=Social issues Stage 1 Action Primarily

Responsible Recording and monitoring

A B C D

Complete form 1 and forward to the appropriate Academic Advisor

Class teachers Subject teachers

Referral form identifying students in need of support

A B C D

Compile information report, gathering information from all relevant sources including lesson observation Initial interview with student

SENco

Referral form Information Report

E Review end of term results to identify low attaining students

SENco Referral form Academic Follow-‐up

A B C D E

Discuss with parents and students Determine appropriate action and refer as appropriate Add student to SEN or learning support register

SENco

Form Referral SEN Register

A B

Interview student to negotiate targets and complete IEP, special consideration form or Action if necessary copies of IEP to parents, subjects, HODs and supervisors

SENco

IEP/ Action plan

C Interview student to negotiate targets and complete IEP, special consideration form or Action plan, if necessary copies of IEP to parents, subjects teachers HODs, and supervisors

SENco

IEP/Action plan

D Interview student to complete behavior self –evaluation form and negotiate targets for Report card Copy of Report card to parents. Information to subject teachers, ,Counsellor, HODs and supervisors.

SENco

Self-‐evaluation Form Report card

A B C D

Implement intervention strategies outlined in IEP/ Report Card Relay information to member of staff responsible

Students teachers

Referral form IEP/Action plan Follow –up special Consideration Report Card

A B C D

Monitor progress and response to targets through interviews with student data analysis and information gathered from subjects teachers Complete stage 1 Review

SENCo Assistant Principal

IEP/Report card/Action plan Review

The second stage is referral by the Learning Support Team for special educational needs and additional support through set targets. All students will have Individual Education Plans (IEPs) or Advanced Learning Plans (ALPs) Intervention and Support Procedures: Stage 2


The member of staff responsible for coordinating support for the individual student is also responsible for monitoring the appropriateness of the support/intervention and its impact on learning and achievement. They will accept and request information from subject teachers, parents and other concerned parties and will meet the individual student regularly. At the end of an agreed period of not more than four school weeks, the member of staff responsible will conduct a formal stage 1 Review of the appropriateness of the support/intervention. The following outcomes are possible.

• Targets have not been achieved → support /intervention is modified (stage 2) • Some targets have been achieved → new targets are set if necessary and support /intervention I

modified (stage 2) • All target have been achieved → new targets are set and support/intervention is modified (stage

2) • All targets have been achieved → no new targets are set because further targeted

support/intervention is unnecessary. Targets, support and intervention may be modified at any point during stage 1, if this will benefit the individual student. Stage 2 Action Primarily


A B C D E

Determine appropriate action Interview student and parents to compete new IEP/Action Plan/Special consideration form/Report as appropriate Amend SEN/Learning Support Register if necessary

SENco IEP 2 Report Card SEN/Learning Support Register

A B C D E

Implement intervention strategies outlined in IEP/Action Plan / Special consideration form /Report Card Relay information to member of staff responsible

Subject Teachers

Referral form IEP/Action Plan Follow-‐up/special consideration/Report Card

A B C

Monitor progress and response to targets through interviews with student, data analysis and information gathered from subjects teachers Complete Stage 2 Review

SENco

IEP Review

D Refer to Behavior for learning policy and above complete stage 2 Review

Counsellor/ Assistant Principal

IEP/ Report Card Review

E Monitor progress and response to targets through interviews with student, data analysis and information gathered from subjects teachers Complete Stage 2 Review

Assistant Principal/SENco

Review target.

The third stage is placement in a special class of a smaller group of students all of whom have special educational needs. All students will have an IEP.

Intervention and Support Procedures: Stage 3

At the end of an agreed period of not more than a further four school weeks, the member of staff responsible will conduct a formal stage 2 Review of the appropriateness the support/intervention. The following outcomes are possible

• Stage 1 targets have not been achieved → support /intervention is modified (stage 3) • Stage 1 targets have been achieved→ new targets are set if necessary and support/intervention

is modified (stage 2) • Stage 1 and 2 targets have been achieved → new targets are set because and

support/intervention is modified (stage 2) • All targets have been achieved→ no new targets are set because further targeted


support/intervention is unnecessary Targets, support and intervention may be modified at any point during stage 2, if this will benefit the individual student

• Students who are making limited or no progress move to stage 3 for more focused support and intervention, outside the classroom.

• Students who are making good progress and meeting targets, but who continue to need targeted support/ intervention, remain at stage 2

• In the case of SEN, being identified as temporary, students who are making good progress and meeting targets, and who no longer need targeted support/intervention may be removed from the SEN Register

• In the case of SEN, including G&T being as permanent, students who are making good progress and meeting targets, and who no longer need targeted support/intervention will remain on the SEN register. Their needs will be met through high quality differentiated first teaching and any special considerations will be noted and shared with teacher

Stage 3 Action Primarily


A B C D E

Determine appropriate action Interview student and parents to complete new IEP Report Card/Action Plan as appropriate Amend SEN/Learning Support Register if necessary

SENco

IEP 3 Report Card SEN Register

A B C D E

Implement intervention strategies outlined in IEP/Report Card/Action Plan Relay information to member of staff responsible

Subject Teachers

IEP/Action plan Follow-‐up

A B C D E

Work with parents to investigate possible sources of support outside school

SENco

IEP/Action plan/Report card Review

A B

Coordinate specific in school support and intervention from

• Modified ongoing assessment and /or homework tasks in one or more subjects

• Modified progress Tests in one or more subjects

• Modified assessment arrangements e.g additional time/reader/large prints etc.


Special Arrangements

A B C

Monitor progress and response to targets through interviews with student, data analysis and information gathered from subjects teachers Complete Stage 3 Review

SENco

IEP Review

D Refer to Behavior Management Plan Assistant Principal/Counsellor

Report card Review

E Monitor progress and response to targets through interviews with student, data analysis and information gathered from subject teachers Complete Stage 3 Review


Action Plan Review

• Stage 3 support/intervention continues for as long as is necessary. Formal reviews take place at least every 6 weeks, although monitoring must be regular and systematic so that appropriate responses to


changes in circumstances, achievement and progress can be made quickly • • As students make progress they may no longer need stage 3 support/ intervention. In this case, they

will be moved to Action Plan/Monitoring. Targets will be negotiated and support implements to ensure that achievement and progress are sustained.

• • The fourth stage is where a student has severe or complex special educational needs that cannot be met

in public schools and so requires placement in specialist settings. All students have an IEP How do we implement intervention Extension for G&T

1. The Individual Education Plan (IEP) or Advanced Learning Plan (ALP)

The aim of the IEP or ALP is to identify and structure the help and support individual students need with learning if they are to maximize their potential and attain at a level appropriate to their age and ability. The IEP must reflect the goals and objectives for student’s academic, behavioural and social needs specific and measurable. The IEP also identify needs of accommodations or modifications that are necessary for the student to actively participate in a whole school program. IEP or ALP Implementation

• The IEP must be endorsed with written approval of the parent prior to implementation. • IEP will be implemented by the SENco with the support of the LST.

Behavioural Management Plan The aim of the Behaviour/Monitoring Card is to address aspects of individual students behaviour which prevent them making progress and attaining at a level appropriate to their age and ability. A copy of the Report card is held by the councillor, Supervisors and the student themselves. The Report Card /monitoring Card

• Up to three specific targets for improving Behaviour for Learning and behaviour around the school. • Action plan –subject specific • Subject teacher’s judgments about the extent to which each target is met during each period of the

day. • Weekly reflection from students, parents , SENco’s and supervisors

The range of support strategies which are implemented according to the needs and preferences of individual students, includes

• Allocated seating within the classroom • Regular meeting with the SENco, Student counsellor or other members of staff.

Monitoring and Reviewing the IEP

• SEN in charge will support the implementation and monitor the implementation weekly. • Following the monitoring on a weekly basis a review of the IEP will take place with the SENco, LST

at the end of the month. • The SENco will monitor with the subject teacher and the student if the targets set are met. • The SENco with the support of LST will prepare a annual review report at the end of each academic

year and make recommendations for any changes for new school year.

The Annual IEP Review Team will consist of:-

• Principal • Vice Principal(SW),Vice Principal(SS) • SENco • Supervisors • HODS


• Counsellor • The student of concern and the parent must attend the annual review. •

DEVELOPING AN INDIVIDUAL EDUCATION PLAN (IEP)

In developing an IEP to support a student, the SENco with the support of the LST plans the following sequence to ensure that effective learning outcomes are facilitated.

ADEC DEFINITION- GIFTED AND TALENTED

STEP 1

STEP 2

UNDER STANDING THE STUDENT • Identify the student’s skills, strengths, preferences, abilities and

motivations • Identify the student’s preferred learning styles.

SET TARGETS • Identify short-‐term targets that will lead sequentially to the

achievement of long-‐term goals. • Ensure that the targets are measurable, achievable and time-‐

framed

STEP 3 DEVELOP THE PLAN

• Identify what needs to be addresses to ensure achievement of targets

STEP 4 IMPLEMENT THE PLAN

• Identify strategies for program delivery-‐ when, where, by whom and with whom

STEP 5

MONITOR AND EVALUATE THE PLAN • Measure the student’s progress in social, behavior and academic skills • Revisit targets and priorities • Adjust the plan and implement strategies.


Students whose outstanding abilities make them capable of high performance. Their needs require Specific consideration within mainstream educational program. Their current attainment or Perceived potential places them significantly in advance of the majority of their peers in one or more of the following areas.

IDENTIFYING GIFTED AND TALENTED Identification of gifted and talented learners should occur as early as possible. For some learners giftedness may emerge at a later time and therefore identification processes need to be repeated at regular intervals. Identification of gifted and talented learners should not be an end in itself. It must be viewed as an ongoing process and the impetus for providing appropriate and personalized learning programs. Identification could happen through a range of ways including:-

• Parental questionnaire • Peer assessment • Identification by the use of objective assessment measures • Meeting pupils' needs with a range of appropriate strategies • Raising staff awareness of the range of strategies available to them • Providing access to a suitably differentiated and challenging curriculum • An emphasis on creating opportunities for pupils to identify their gifts and talents and for abilities to

flourish • Fostering a culture of achievement by creating a climate of learning and excellence throughout the

school • Working in partnership with parent to help them promote children's learning and development • Making use of links with other schools and the wider community to enhance learning opportunities • Appointing a Gifted and Talented Co-coordinator to co-ordinate the above


Policy:

Admission Date Published January 2015 Evaluation & Review: September 2015 Rationale: Every care should be taken to correctly place students so that have

every opportunity to achieve at their fullest potential In accordance to ADEC Policy (44), GES has an open approach to admitting students from different customs and races.


Public Relations Manager, Principal, Finance Manager, HODs, Nurse

Policy Statement

General Guidelines

Admission to all levels is entertained from February of the previous academic year. The number of available seats for each level is estimated based on available statistics. Registrations are accepted in the prescribed format along with registration fee.

Placement Assessment

Students seeking admission to the school will sit a placement assessment to determine their performance level so that appropriate educational support may be provided. These placement assessments will be in the form of:

• baseline assessments: English, Mathematics and Science (Alfie Computerised assessment using National Curriculum levels)

• Specialised Subject assessments for students entering IGCSE/AS/A Level

Cambridge International Examination Candidates

Candidates who wish placement in the AS/A level program must have a minimum C grade for each subject intended for study. These grades will have been awarded in a comparative program (i.e. CIE, Edexcel, Authorities in England)

English Language

English is the language of instruction for all the core subjects of English, Mathematics and Science as well as the CIE subjects. This means that students entering the school with no English or limited English will be seriously disadvantaged.

• KG2 (EYFS) students shall be assessed for their ability to access English Medium Instruction

• candidates entering at Key Stage 1 must have a reading age of at least 5 in English

• candidates entering at Key Stage 2 must have a minimum reading age of at least 7 in English

• candidates entering at Key Stage 3 must have a minimum reading age of at least 10 in English

• candidates entering at Key Stage 4 and or AS/A level must be independent readers and


competent writers.

Students with Special Needs (SEN)

Students identified as Special Needs (simple to medium) may be asked for an interview and/or sit some placement tests for the purpose of providing appropriate educational and psychological support.

The school is entitled to charge up to an additional 50% of the admission fee in order to provide the additional support required to cater for a student with Special Needs (Relating to the article 53 of the Regulation and Policy 48 on Children with Special Needs)

Administration of Placement Assessment

The admission assessment is normally conducted in the month of June/July every year. Registered candidates are called for the admission assessment on pre-‐fixed dates.

The ability of the students to accept English Language as the medium of instruction is verified for all admissions from KG-‐2 onwards. No relaxation is given to those seeking admission to Middle and higher levels, though moderate skill is accepted in KG-‐2 and Grade 1 since such children are often able to adopt required language skills quickly if supported in the home environment. A judgement will be made by the interviewing officer.

Admission Considerations

1. ADEC Regulations stipulate that class sizes should be limited to:

• 25 in EYFS (KG1 and KG2)

• 30 in Years 1-‐12

2. The school is entitled to give priority to the following if the applications exceed the number of places available (Policy 66):

• students who joined the school during the previous school year

• students whose siblings are currently enrolled

• the children of the school’s employees

• students who live near the school

3. Re-‐admission

• Families that default on payment of fees may not be re-‐admitted

• Families that do not confirm returning students and do not pay the required fees by the published due date will not be considered to have a guaranteed seat for their student and will go on a waiting list for the new Academic Year.

• Families that do not support school policies may not be re-‐admitted (eg: where students attendance or late arrival inhibits their progress, behaviour has a negative impact on the progress of other students or themselves)

• Where parents/guardians have engaged in abusive and/or intimidating behaviour to any School employee, re-‐admission of that family may be refused.

Admission Process

Successful candidates are admitted with the completely filled in Admission form and documents required as per the guidelines of the Ministry of Education. Parents are required to remit the first instalment of fees at the time of admission. Once paid, the fee collected is not refunded in any circumstance unless otherwise decided by the management on merit of reason for such cancellation.


Admission in between the academic year is generally not entertained. However, transfer cases from other countries are admitted subject to availability of seats with the prior consent of the Ministry of Education.

New admissions are asked to sit a baseline assessment on a given date in May. This information will be used to inform the teaching staff about the most appropriate provision for each student. When students’ numbers are confirmed, as a result of the flux of an ex-‐patriot community, places will be offered to students where seats are available.

Age Limit

Section Level From

KG 1

2

3.8

5

Primary 1

2

3

4

5

6

6

7

8

9

10

11

Secondary 7

8

9

10

11

12

12

13

14

15

16

17

Documents required for admission:

1. 2 copies of the Passport with RESIDENCE VISA STAMP of

a. Student

b. Parent (Mother and Father)

2. Copy of Valid Emirates ID of the student and parents

3. Birth certificate of the student (duly attested by the UAE Embassy & MEA (2 copies)

4. Original Transfer Certificate (duly attested)

5. Attested / Authenticated School records (2 copies)

6. Vaccination Certificate (2 copies)

7. Medical Insurance Card of the Student

8. CurrentPassport-‐sized photographs of

a. Student (6 copies)

b. Father ( 2 copies)

c. Mother (2 copies)


Transfer Certificate – Attestation rules:

Transfer Certificate (TC) and progress report of the previous year are necessary for admission to Level 2 and above.

TC should be attested by the concerned authority as follows:

1. Schools outside Al Ain Education Zone, but within UAE

Respective Ministry

2. Schools outside UAE Concerned Education Office (Deputy Director, CBSE Regional Office etc), UAE Embassy and Ministry of External Affairs, UAE

3. Schools within Al Ain Education Zone

No attestation required

4. Government Schools Not to encourage admission

Admissions from Buraimi, Oman

All nationals other than from the GCC (UAE, Qatar, Bahrain, Oman, Kuwait and Saudi Arabia) seeking admission from Buraimi should produce a Sponsor’s letter stating no objection. This is now not encouraged since they will not be able to produce an Emirates ID card, which is mandatory

Vaccination Certificates

Vaccination Cards as evidence that the student has participated in the Abu Dhabi Health Authority’s vaccination program schedule must be presented. Where Vaccination Cards are not provided to the school during the school year, re-‐registration of the student for the following academic year may be denied (Policy 44)

Admission to Senior School

Admissions to Levels 9,10,11 & 12 are entertained only with the prior consent of the Principal/Head of Senior School


Policy:

Promotion & Retention Date Published 19th January 2014 Evaluation & Review: 13th July 2014 Rationale: Students who are not achieving at their year level should receive

support to assist them maximise their achievement. Students identified as such will be supported by the LST (Learning Support Team) and teachers with the provision of IEPs. Students shall not be retained unless there are clear advantages or as a requirement of Cambridge Examinations criteria for progression.


Principal, Vice Principals, HODs, Student Counsellor

Policy Students will naturally progress to the next year if their age is appropriate for the academic year level. Exceptions to this will only be considered after the following procedures have been enacted and where it has been deemed to be in the student’s best interest. Procedures Promotion and Retention Those students who have very low academic performance (and/or weak approaches to learning for KG-Year 8) must be referred to the Learning Support Team in each school. This Team will review reasons for the student performing below expectations and determine if there is any value in retention (e.g. for prolonged absence, joining Year mid-year, low age for the Year). The question that must be answered is whether the student will benefit more from promotion or retention. Students who meet significantly fewer than expected learning outcomes should be identified as soon as possible and monitored closely by the school through the Learning Support team (LST) and a child’s teacher. KG – Year 8 All students will be promoted to the next grade level, except in rare circumstances. The decision to retain a student in a grade level will only be taken if:

1. The school has followed a specific process described below 2. The school has considered a variety of factors described under ‘considerations’.

Where Retention is considered, the Academic Review Team (ART) led by the Principal must consider all possible alternatives. Considerations (ADEC Policy 7.3)

• A student will only be retained in a year level if the circumstances provide a compelling


rationale for how and why student achievement will improve when repeating the grade.

Specifically, schools must ensure that the following considerations are met:

• The ART will take account of a variety of elements, including the social and developmental impact on the student resulting from being separated from peers, and the capacity of the school to provide an improved, differentiated learning experience for retained students

• No student will be retained in a year level if he or she has already been retained previously (since beginning his or her school career)

• Before retaining a student in a year level, the ART will assess the student for special needs to determine whether the student’s learning needs would be better met by an Individualised Education Plan (IEP)

• Students who are not meeting learning expectations for their year level will be identified during the course of the school year, consistent with the Policy on SEN. These students will be identified to the LST. The school will provide academic interventions for such students during the school year, to try to prevent students from finishing the academic year behind expectations.

IGCSE / AS / A Cambridge International Examinations (CIE) will determine whether a student may progress according to the number of ungraded (U) subjects or whether a subject pass is a pre-requisite for AS or A Level progression. Students who receive an ungraded (U) result may resit the examination in the November CIE examinations. Students sitting for IGCSE /AS /A CIE examinations may be retained if the student and the parents believe this to be the most beneficial course. MoE Students who fail MoE subjects may re-sit a failed examination to achieve a pass mark of 50% (CA mark and Exam) or >35% Term 3 Exam.


Policy:

Assessment & Reporting Date Published 23rd September 2013 Evaluation & Review: 13th July 2014 Rationale:

The purpose of assessment and reporting is to improve Student Learning & Achievement.

Assessment is crucial in determining the attainment of a student for placement or the modification of a learning program Student Reporting is the communication about student learning to the school community, particularly to parents but also to other stakeholders. It includes student attainment and progression


Principal, Academic Director, Vice Principal, HODs

Assessment should occur both formally and informally, summative and formative Assessment should be

• Relevant • Appropriate • Fair • Accurate • Provide useful information • Integrated into the teaching & Learning Cycle • Draw on a wide range of evidence • Manageable

Assessment will be linked to National Curriculum of England objectives and attainment levels. Assessment at Global English School will be timely and extensive, providing an indication of a students’ achievement in a breadth of learning areas including higher order thinking skills. Reporting to stakeholders should be timely and provide measurable data or information. Where possible, reports will be linked to appropriate curriculum standards of the National Curriculum of England. Reports will focus on student competencies, indicating student attainment in relation to curriculum standards Reports should provide information that reflects the students’ social development including independent work habits, cooperative learning, dealing with frustration and sharing.


Assessment Outline for Global English School

1. Based on subject specific skills, knowledge, and understanding to be confirmed by HODS according to National Curriculum or GCSE Specifications

2. Based on subject specific skills, knowledge, and understanding covered throughout the year 3. IGCSE mock in term1 followed by practice paper in term 2 4. To be confirmed – how do we assess students who are taking public exams? 5. Practice exam/mock in T2. Timing needs to be considered

YEAR Term 1 Term 2 Term 3 HW Part C/A Exam HW Part C/A Exam HW Part C/A Exam

FS 1-4 10% 10% 80%1 - 10% 10% 80%1 - 10% 10% 80%1 - 5-9 10% 10% 80%1 - 10% 10% 80%1 - 10% 10% 50% 30%2 10 10% 10% 50% 30%3 10% 10% 50% 30%3 4 4 4 4 11 10% 10% 50% 30%5 10% 10% 50% 30%5 4 4 4 4

No examination for years 1-4 Examinations begin in year 5 Examinations in term 3 only count for 30% of the marks for that term

Continuous Assessment counts for 80% of the marks in terms 1 and 2 and 50% of the marks in term 3


Example of Assessment including Rubric

Assessment 3: Maths Bus In this assessment you will use your Maths skills to take a virtual journey on the Maths Bus. In order to complete your journey, you will need to

• read information from a timetable and correctly identify the Maths Bus • recognize and name 2D and 3D shapes and correctly identify the route of the Maths Bus on a map • solve addition, subtraction, multiplication and division problems and problems involving fractions to move forward in your

journey • measure the length of different stages of the journey and calculate the total length of the journey • read information about the passengers on the Maths Bus from a table and construct at least one chart to show that

information Read the rubric carefully, so that you know exactly what you need to do to show your Maths skills Marks Ma1 Ma2 Ma3 Ma4

0 Not attempted Not attempted Not attempted Not attempted 1-2 Below level with support Below level with support Below level with support Below level with support

3-4 (below expected level)

Use and interpret + - x ÷ and = accurately

Solve 2 digit addition and subtraction problems

Recognise common 2D and 3D shapes and describe their properties (faces, edges, vertices)

Complete a simple table Extract simple information from a table Create a simple block graph

5-6 (expected level)

Use and interpret a range of mathematical symbols Organize work and check results

Solve 3 digit addition and subtraction problems Solve whole number multiplication and division problems Use simple fractions

Use mathematical properties to classify 2D and 3D shapes Measure accurately using centimetres

Extract complex information from a table Construct a bar chart Interpret information from a bar chart

7-8 (top of expected level)

Overcome difficulties solving problems Match specific examples to general statements

Recognise equivalent simple fractions

Use reflective symmetry (+…) to classify 2d and 3D shapes Measure accurately using centimeters and millimetres

Interpret information from a table Interpret information from a pie chart Present information using an appropriate chart or diagram

9-10 (above expected level)

Develop strategies for solving problems Present information and results in a clear and organised way

Recognise approximate proportions and describe these using simple fractions and percentages

Make a 2D scale drawing Find the area of simple shapes

Use an average and a range to describe data Interpret information from a line graph


Policy:

Teaching & Learning Date Published 14th November 2014 Evaluation & Review: 13th September 2014 Rationale: Global English School aims to;

• provide the highest standards of education to all student in their care

• provide a broad and balanced curriculum based on the National Curriculum of England for all students, that is bespoke to the students individual learning needs and the context of the UAE

• provide a curriculum that embraces the whole child and along with increasing their knowledge, also develops their learning skills, and their personal and social development

• provide a curriculum appropriate to the history and culture of the students who attend the school


Principal, Vice-Principals, HODs, Supervisors, Teachers, Students, Parents

Policy Statement Principles

$ Global English School will provide a safe and stimulating learning environment for both student and teachers.

$ The school will operate with systems and structures that are clear to all. $ All students and teachers will be treated with respect. $ Every pupil has a right to learn and every teacher has a right to teach. $ All efforts will be made to keep all stakeholders informed of progress and next steps.

High Quality Teaching and Learning Student learning is at the heart of the core purpose of the school. In order to foster high standards of teaching to facilitate outstanding learning, GES will identify, from its current staff, and seek to appoint outstanding practitioners. These Advanced Skills Teachers (AST) will drive the raising of the standards of teaching in the classroom. Identification of AST will be carried out by classroom observation, monitoring of staff planners and tracking of student achievement. AST will then be used to support their peers in the improvement process, by observing lessons, collaborative planning, team teaching and coaching meetings. All staff will be expected to demonstrate a grading of at least ‘good’ as identified in the ADEC teaching standards within their Second year at GES


Responsibilities Role of teachers

• All staff are responsible for having high expectations of students, in terms of both work and behaviour.

• Teachers are responsible for planning the learning in every lesson they teach. • Planning will include long term, medium term and short term detailed planning lesson by

lesson. • The lessons will clearly match the National Curriculum of England as supported by

Cambridge International Education (CIE) • All health and safety issues should be considered in every lesson and any risks

minimized or removed, any activity where there is risk should have a thorough risk assessment completed and approved by the Head of Department (eg science experiments, physical education activities)

• Teachers are responsible for maintaining a purposeful and business-like working and learning environment.

• All tasks will be appropriate to the ability and learning needs of the students. • Homework will be set regularly and seek to extend or consolidate the work done in

class, not simply to complete a piece of work. • Students work will be assessed regularly against clear, objective criteria that are shared

with the students and clear areas for improvement identified. • Marks will be recorded and used to track the performance, inform planning, and

communicate with parents. • Students will be given feedback on their work and praised for the good work, while

giving achievable targets for improvement. Role of Heads of Department (HOD) and Key Stage Coordinators (KSC)

• are responsible for monitoring the planning of teachers in their department. • will ensure regular assessment is taking place and marks are recorded according to

school policy. • are responsible for monitoring the quality, regularity and quantity of homework set in the

department. • will analyse data and put together appropriate action plans to improve any areas of

weakness. • will carry out an annual departmental review, covering the suitability of the curriculum,

resources, including staffing, quality of teaching and learning and data analysis. From this a departmental development plan will be written, roles distributed, monitored and evaluated.

• will regularly evaluate teacher performance and contribute to the GES Teacher appraisal process

• will develop an action-plan with the Head of School (JS or SS) for underperforming teachers and monitor the teacher’s development

Role of School Leadership

• The leadership team is responsible for monitoring the planning in each department. • The leadership team will regularly observe teaching and learning to identify strengths

and areas for development for individuals, departments and whole school. This information will inform the individual teachers, departmental and whole school development plan respectively.

• The leadership team will ensure that there is opportunity for stakeholders to consult with the teachers of their students. This will occur regularly enough so support all stakeholders as they encourage the students to perform to their potential.

• The whole school development plan will be written in consultation with the departmental self evaluations, to ensure that funding and support is allocated appropriately.


Role of students

• Students are responsible for attending lessons on time and allowing the teacher to teach and the other students to learn.

• Students will be expected to always work to the best of their ability and allow others to do the same.

• Students will be expected to follow the code of conduct at all times and be aware of health and safety issues.

• Students will develop independent learning skills, to find out information for themselves, not just rely on what is taught.

Role of parents

• Parents are welcome to visit the school at any time, preferably with an appointment. Parents are requested to attend parent teacher consultation sessions to discuss the progress of their child and how learning can be supported at home.

• Parents can support the school by helping their child to organise their work and ensuring all homework tasks are completed on time and to a good standard.

• Parents should discuss with their students what they have learned and their opinions on the subject matter.

• Parents should encourage students to look for more information about subject matter to add to both the breadth and depth their understanding.

• Parents should send their child to school on every educational day, unless the child is sick, in which case the school should be informed as soon as possible.

• Parents should keep the school informed of anything outside school that may affect the progress or behaviour of the student in school.


Policy:

Professional Development Date Published September 2014 Evaluation & Review: September 2015 Rationale: The goal of Professional Development is to help all teachers to

improve their abilities to deliver effective instruction. Professional development involves a process that focuses on professional collaboration, timely feedback and continuous improvement. Global English school’s Professional development efforts will be the professional standards for teachers and the pedagogical concepts of the ADEC curriculum.


Principal, HODs, Teachers, Students, Parents

The role of professional development is to ensure leadership, teaching and learning skills of school staff to ensure that students have the best chance for future success. Global English school is aligned with ADEC and is keen to empower educators and enhance their performances. Aim:- GES is committed to provide a professional development program for faculty members. school shall offer such programs free of charge to targeted trainee teachers provided that training hours shall not be less than 25 hours throughout the year for each trainee. hours allocated to training programs and professional development shall not be considered part of the teachers teaching load. Roles and responsibilities:- 1. At GES, Professional development is a shared responsibility between principal, heads of department and teachers. 2. Principal has ultimate responsibility for teacher’s Professional development. 3. Heads of department will work directly with principal and teachers to coordinate professional development activities. 4. They are expected to utilize the additional time included in the school day to deliver effective professional development that is aligned to teacher needs. 5. Teachers are also expected to contribute to their own Professional development through collaboration with other teachers, participation in professional development 6. Regular self assessment of their Professional relative to the professional standard for teachers. Individual Professional Development plans:-

1. Principal and heads of departments will work with each teacher to set goals for the year and create an individual Professional development plans.

2. Individual Professional development plans will specify how teachers can improve their delivery of instruction relative to the professional standard for teachers and pedagogical concepts of the curriculum standards for teachers and the pedagogical concepts of the ADEC curriculum.

3. Individual Professional development plans are based both on regular self assessment by the teacher and class observations of the teacher which will be conducted by HOD’s VP’s & the Principal


Formal & informal feedback Professional development consists of both formal and informal feedback as contained in individual Professional development plans – and regular informal feedback. Informal feedback may be delivered through several approaches including, but not limited to

a) Principals and HOD’s will conduct classroom observations on a regular basis and provide teachers with timely feedback on their Professional following observations.

b) HOD’s will model lessons for teachers, for example to demonstrate how Arabic teachers and other subject teachers can implement a team teaching approach in the classroom.

c) HOD’s will conduct regular meetings with each teacher to discuss progress relative to the teacher’s individual Professional development plans.

d) Learning communities are created in each department according to the strengths and weaknesses of the teachers.

Responsibilities:- School will develop and distribute the professional development standards for teachers and the pedagogical concepts of the ADEC curriculum.

Principal’s will:-

1. Work directly with HOD’s and teachers to co-ordinate the professional development activities. 2. Work with HOD”s and each teacher to set goals for the year and create individual Professional

development plans 3. Provide regular formal and informal feedback to teachers to set goals for the year and create

individual Professional development plan.

HOD”S will: - 1. Work directly with Principal & teachers to coordinate PD activities for teachers. 2. Utilize the additional time included in the school day to deliver effective PD that is aligned to teacher needs. 3. Work with the principal & each teacher to set goals for the year & create individual Professional development plan 4. Provide formal and informal feedback to teachers in collaboration with the principal. 5. Help set learning communities among the teachers to improve teaching techniques. Teacher’s will:- 1. Contribute to their own professional development through collaboration with other teachers, participation in professional development activities and regular self-assessment of their Professional relative to the professional standards for teachers. 2. Work with the Principal & HOD to set goals for the year and create an individual Professional development plan Learning Community Global English School aims to develop as a Learning Community where all staff have opportunities to be involved in Professional Development, are able to share their learning with colleagues through cascading Professional Development and to be encouraged to develop their ideas and concepts through school-based initiatives.


Policy:

Teacher Induction Date Published September 2014 Evaluation & Review: September 2015 Rationale: Staffs are the most important resource and form a large part of the

investment of the school and therefore the induction programme is planned and budgeted for in the School Development /Improvement Plan and it is important that we invest time and effort to help each new staff member to settle in quickly and happily into school.


Principal, HODs, Teachers, Students, Parents

NEW TEACHER INDUCTION POLICY This policy outlines Global English School’s procedures for induction of teaching staff. An effective induction programme for teachers and support staff is essential to maintain continuity of purpose and benefit from the additional expertise the new member of staff will bring. The Induction Programme Aims of the Induction Programme

To make all staff feel welcome and at ease in their environment To enable new staff to settle happily into school so that the quality of learning experienced by the children can be maintained and improved. To enable new staff to understand the philosophy and ethos of the school and to observe good practice so that it can be reflected in their work. To enable new staff to make full contribution, taking on all their responsibilities as soon as possible. To foster positive relationships between existing and newly appointed staff and to ensure there is a system of support in place.

Immediately after a successful interview, the Assistant Principal welcomes a new colleague to the school and answers any questions. At this stage, new staff members are made aware of certain documents (they made be directed to the schools website to view these documents or given a paper copy if requested) These include:

• Staff Handbook • Holiday List

New colleagues are shown around the school and their classroom is identified. New teachers , if possible , meet their key stage co-ordinator/mentor/HOD and other members of the year group team. The Assistant Principal explains the school’s staffing structure and introduces new colleagues to as many staff as possible. A second guided tour of the building helps identification of other classrooms, curriculum resource centres and stores etc. It might be appropriate for newly appointed teachers to “shadow” the class teacher of the children they will be teaching.


Induction Programme The induction programme should cover the following where appropriate: The school

• Map or plan • Organizational Chart • Basic routines ,procedures and documents outlines in the Staff Handbook, (registration ,marking

policy, assessment ,recording and reporting ,duties ,emergency ,procedures , Health and Safety, School Diary

The staff • Staffing structures (staff handbook) • Responsibilities (teaching & non-teaching staff) • Lines of communication ( i.e to whom does the newly qualified teacher turn to help?)

Pastoral Organizations • Discipline • Rewards • Sanctions • General Principle of pupil care and guidance • Counselling • Records of achievement • Assemblies • Child Protection Plans and Training

Classroom Management

• Organization • Display • Strategies for creating differing teaching and reading environments (individual/small group/large

group/whole class work) Extra Curricular Activities

• Range • Organization • Staff Involvement

Other parts of the Induction Programme The induction programme incorporates the assigned professional days for teaching staff inducted in the school calendar. All teaching staff attend regular staff and curriculum meetings. Curriculum teams should meet new teacher to discuss curriculum policies and schemes of work. The HOD’s might discuss the special needs provision within the school with new teachers, their role as a class teacher is assessing and providing for children with special needs and the way In


which the Code of Practice operates at GES. The assigned mentors will meet new teachers to discuss teacher assessment, record keeping, reporting to parents etc. The above elements of the induction programme are tailored individually for newly appointed teachers, depending on their previous experience and expertise. Areas with which mentors may support/help newly appointed teachers

• Day to day organization • Class and school routines • Classroom timetables • Discipline procedures, including awards and sanctions • Short term plans • Initial and long term plans • Year group use of exercise books • Marking and presentation for the school/year group • Record keeping- teacher assessment grids, class lists, reading records and other records • Use of the photocopier

Extra Information

1. Open nights 2. Festival activities 3. Class visits 4. Class assemblies 5. PSHE

Appendix 1 (Induction Resources for New Staff) • Child Protection Policy and Safeguarding Procedures • School Development Plan • Behaviour Policy • Blank timetable sheet • Class list • Code of Practice for Special Needs • Curriculum Documents Format

• Health and Safety Policy • Holiday list • Library information • Policies file (including list of all policies and statements) • Pupil records • School rules/Code of Conduct • School timesheets • SEN register • Staff meeting dates • Timetables • Educational Visits Policy


Appendix 3 (Policies and Documentation Checklist)

• The following documentation is in your classroom and should be given to you before you start working in the school.

• The documents belong to the school and should be left behind when you leave. • The documents are provided to support your teaching. Please read them as soon as possible,

especially the Staff Handbook and Curriculum Policies. • Please inform the office staff if there is a document missing.

Document / Policy Received Read 1/ Staff Handbook 2/ Health and Safety Policy 3/ Planning File 4/ Assessment , Recording and Reporting Policy

5/ SEN Policy 6/ Visits Policy 7/ Behaviour and Discipline Policy 8/ lesson plan format 9/ writing a rubric ( HOD) 10/ Homework Policy 11/ Child Protection Policy

Curriculum Policies 1/ English 2/ Mathematics 3/ Science 4/ Information and Communication Technology

5/ Religious Education 6/ Technology and Design 7/ History 8/ Geography 9/ Physical Education 10/ Music 11/ Art and Design 12/ Handwriting 13/ PSHE and Citizenship Appendix 4 (Induction Procedures Check List) To help you settle in as quickly as possible you should have the following meetings or discussion with staff. Please keep a record for future reference.

Activity / Meeting / Discussion

Member (s) of Staff

Issues for Discussion

Date Completed

Welcome/staff introductions and initial meeting with Head Teacher on or before taking up post

HT AP

Be allocated an Induction tutor / Initial meeting with HT AP


Induction tutor Be given important diary dates/school calendar, meeting times etc.

HT AP

Be given staff list/structure HT AP Be given a list of current policies and shown their location on shared f\drive (school network)

HT AP

Be given details about registration procedures, timings for the day, playtime and lunchtime routines, protocol when ill etc.

HT AP

Be given a tour of the building and shown resource areas, noticeboards etc,

Admin

Be shown photocopier, fax, telephone system etc. Admin

Complete Health and safety Induction Counsellor

Be given a copy of the school prospectus, SDP and SEF

HT AP

Be given a copy of the Employee Code of Conduct Admin

Consider immediate training needs and arrange training (e.g. systems)

HT AP

Meetings with staff Initial meeting with head of Department, e.g key stage co-ordinator

Mentor Planning schemes, timetables, behaviour policy, resources and curriculum files.

Special Educational Needs SEN coordinators

To discuss pupils in class with special needs, IEP’s etc

Assessment recording and reporting

Mentor To discuss plans, record keeping, assessment, reports

Homework Mentor Homework diaries, provision

Initial meeting with staff in same phase

Mentor To discuss plans, expectations, setting, standards, groupings.

Start Date: __________________________ Completion Date: __________________________ Signed: __________________________ (Staff Member) Signed: __________________________ (Induction Tutor/Line Manager)


INDUCTION CHECKLIST SECTION 1

HEALTH AND SAFETY Induction is an essential part of this school’s Health and Safety system. It’s purpose is two-fold: firstly to record that relevant documentation and protective equipment has been issued to employees; secondly to ensure that essential information has been imparted in order to ensure the health and safety of new employees. The attached checklist is a means of assisting managers to undertake induction in a consistent and effective manner. In preparing for an induction, you will need to refer to the school Safety Policy and Procedures Manual for relevant risk assessments. You may also wish to gather together all relevant items of employee guidance and personal protective equipment so that they are on hand on the morning of the induction. Name of Employee: …………………………………………………………………………………………………………………..... Post Title: ……………………………………………………………………………………………………………………………………. Date of Commencement: ……………………………………………………………………………………………………………. Location/Department: …………………………………………………………………………………………….…………………… THE HEALTH AND SAFETY INDUCTION SHOULD BE COMPLETED ON DAY 1 OF EMPLOYMENT PRIOR TO THE COMMENCEMENT OF DUTIES. PLEASE RETURN TO ………………………………………………………………… BY THE END OF DAY 1. INFORMATION AND GUIDANCE Please confirm that the following documents have been issued to you: Computer Guidelines (Provided via Personnel) School Staff Handbook Child Protection Policy FIRE AND EMERGENCY PROCEDURES Ensure the following information is recorded as appropriate: Name of Fire Warden: Fire Assembly Point: Name of First Aider(s): Location of First Aid Box: Location of Accident Book/Report Book: Location of Pupil Accident Report Book:


Date Fire Alarm Test: Previous Health and Safety Training, List below: CHILD PROTECTION OFFICER/PROCEDURE If a child makes a disclosure, report this immediately to the Assistant Principal. Please read the child protection policy for further information. I can confirm that I have been issued with the documents indicated above and that the person responsible has highlighted the key points. I have also been informed that if I have any further queries I should raise these with the Head Teacher/Teacher mentor, who has also signed this checklist. Signed: …………………………………………………………….. (Employee) Date: ……………………… Name: ……………………………………………………………… (please print Signed: …………………………………………………………….. (Line Manager) Date:…………………… Name: ……………………………………………………………… (please print) THIS CHECKLIST SHOULD BE SIGNED AND RETURN TO

IMMEDIATELY FOLLOWING COMPLETION INDUCTION CHECKLIST

SECTION 2 GENERAL INDUCTION

This section is divided into two parts: Part A to be completed on the first day and Part to be completed within the first 2 weeks. Both parts are to be retained by the Manager/Supervisor until completed and then returned by the end of Week 2. The Inductee and Assistant Principal must initial the checklist on completion of each item. The checklist is not exhausted. It is intended as a minimum requirement. It can therefore be added to as appropriate. The induction period will probably continue beyond the period stated in the checklist and this should be determined by the Supervisor / Key Stage Leader and member of staff. Name of Employee: ………………………………………………………………………………………..…………………………… Post Title: ……………………………………………………………………………………………………………………………………. Date of Commencement: ……………………………………………………………………………………………………………. Location / Department: ……………………………………………………………………………………………………………….


GENERAL INDUCTION

At the end of your first week your Assistant Principal / Key Stage Leader and yourself should ensure that you have covered / been informed of the following. You should ensure you are fully aware and understand the policies and procedures before you sign this. Please initial as appropriate. Please initial as appropriate

You Line Manager

Hours of work Office/school hours Introduction to the Head and Deputies Introduction to the staff in your department Introduction to the staff in school Tour of the premises – entrances, facilities for the disabled, toilets, refreshments, fire exits, security

Your salary details/ pay day/ allowance and pay slip explained

Issue of ID badge/arrangements made for production Sickness reporting procedure/ notifying officer identified Financial regulations and procedures – if involved in cash handling from commencement of employment (covered on checklist B if not)

Child Protection officer / Procedure Health and Safety Checklist completed on day 1 A copy of your job description Have you received your statement of particulars (if applicable)

Fire Drill Procedures

PART B- TO BE COMPLETED WITHIN THE FIRST TWO WEEKS

Please initial as appropriate You Line

Manager Meeting with the Supervisor / Head of Department / Line Manager (as applicable)

Standard expected with area of work Introduction to all principal work contacts Duties of your post explained Structure of Senior Management KEY POLICIES Curriculum policies ICT Guide including Internet and email policy Whole School Behaviour policy including Child Protection

Sickness Absence Procedures Leave of Absence Procedures Procedures for School Visits Financial Regulations and Instruction – budget allocations if applicable

Safeguarding


Staff Handbook Staff Development form for courses Performance Management / Appraisal Code of Conduct Equality Policy If there is any further information you would like about the school and how it works, please ask your Supervisor/ Key Stage Manager. I am satisfied that all points covered in the Induction Checklist have been satisfactorily explained and that I understand the key policies and procedures of the School. Signed: …………………………………………………………. (Employee) Date: ………………………… Employee Name (Block Capitals): ………………………………………………………………………………………………… Signed: …………………………………………………………. (Head Teacher) Date: ………………… Head Teacher’s Name (Block Capitals): ..……………………………………………………………………………………… SUPERVISOR / KEY STAGE LEADERS MUST RETURN THE COMPLETED CHECKLIST to _____________________ WITHIN TWO WEEKS OF EMPLOYEE’S COMMENCEMENT.


Policy: Homework Date Published April 2014 Evaluation & Review: June 2015 Rationale: Homework becomes an increasingly important academic responsibility

as progress is made through school. Roles of Responsibility

HODs, Teachers, Students, Parents

School Policy The aims of homework are: a) to consolidate knowledge and understanding of a subject, b) to reinforce and apply skills and concepts learned in the classroom; c) to aid the development of good study habits; d) to stimulate creative activity and imagination; e) to encourage independent thinking; f) to develop a spirit of inquiry and research; g) to foster self-discipline. Respons ib i l i t y o f the s tudent : a) to understand the significance of the homework as it relates to the course; b) to organize time in such a way that assignments are turned in punctually; c) to take note of teacher comments in the margin of returned assignments; d) to approach the teacher to discuss the work if a teacher’s comment appears unclear or requires a response; e) to speak to the teacher if there are homework related problems; f) to seek clarification about an assignment not understood well in advance of the due date. Role of the home: a) to provide encouragement and support; b) to provide assistance, as suggested by the teachers; when necessary, c) to ensure independent habits by refraining from "over-correction" or too much assistance; d) to provide a quiet well-lit place for study; e) to limit distractions and commitments during study time (e.g. extra classes, television, social engagements); f) to provide a dictionary and encourage the use of other resources as opposed to "giving answers", g) to contact teachers about problems or concerns with homework. For all students at GES, homework is an expectation and each teacher will be responsible for providing specific homework expectations for his or her class. It is recommended that each student use the Homework Planner provided in this handbook to assist with the organisation of assignments. Assignments, specific directions and due dates should be regularly checked as a means of increasing the level of direct communication between home and school, especially at the younger grade levels. Daily Homework given by the teacher can be checked by the parents from the handbook. Guidelines: Homework expectation increase as students progress through the grades. A guide to the average time expected to be spent on regular homework assignments and


individual study is given below by grade level. KG1&2 15-20 mins (Parents reading to and with their child in both Arabic and English where possible) 1& 2 15 - 30 minutes (15 mins reading / 15 minutes numeracy) Grades 3&4 45 mins – 1½ hours (Should be elements of reading English and/or Arabic every night) Grade 5, 6&7 1½ hours – 2•5 hours

Grade 8 and above 3 hours – 4 hours


Policy:

Managing Underperformance of Teachers Date Published 8th January 2014 Evaluation & Review: July 2014 Rationale: Establishing effective performance management systems can have

significant benefits for a school as it can lead to happier, more motivated and better performing employees. Reviewing, refining and implementing performance management systems are ways of helping achieve these significant benefits.


Principal, SLT, HODs & KSC, employees

What is underperformance? Underperformance or poor performance can be exhibited in the following ways: • unsatisfactory work performance, that is, a failure to perform the duties of the position or to perform them

to the standard required • non-compliance with workplace policies, rules or procedures

• unacceptable behaviour in the workplace

• disruptive or negative behaviour that impacts on co-workers.

Underperformance is not the same as misconduct. Misconduct is very serious behaviour such as theft or assault which may warrant instant dismissal. In cases of misconduct employers should seek specific advice about how to proceed before taking any action.

What are the reasons for underperformance? There are many reasons why an employee may perform poorly. Some of the common reasons include:

• an employee doesn’t know what is expected because goals and/or standards or workplace policies and consequences are not clear (or have not been set)

• interpersonal differences

• there is a mismatch between an employee’s capabilities and the job they are required to undertake, or the employee does not have the knowledge or skills to do the job expected of them

• an employee does not know whether they are doing a good job because there is no counselling or feedback on their performance

• lack of personal motivation, low morale in the workplace and/or poor work environment

• personal issues such as family stress, physical and/or mental health problems or problems with drugs or alcohol

• cultural misunderstandings

• workplace bullying.


Underperformance should be dealt with promptly and appropriately by an employer, as employees are often unaware they are not performing well and so are unlikely to change their performance. Best practice employers understand that issues that are not addressed promptly also have the potential to become more serious over time. This can have a negative effect on the business as a whole as it can affect the productivity and performance of the entire workplace.

Step 1 – Identify the problem It is important to understand the key drivers of performance or underperformance within the School.

It is also important to correctly and specifically identify the problem.

Step 2 – Assess and analyse the problem The line-manager or Principal should determine:

• how serious the problem is

• how long the problem has existed, and

• how wide the gap is between what is expected and what is being delivered.

Once the problem has been identified and assessed, the appropriate line-manager or Principal (referred to as Line-Manager for clarity) should organise a meeting with the employee (teacher or school support staff) to discuss the problem.

The line-manager should let the employee know the purpose of the meeting in advance so they can adequately prepare for the meeting.

The employee should be allowed to bring a support person of their choice to the meeting. It is important that the process is, and appears to be, transparent and fair.

Step 3 – Meet with the employee to discuss the problem It is important that the meeting takes place in private and in an environment that is comfortable and non-threatening, away from distractions and interruptions.

The line-manager should begin by holding a discussion with the employee to explain the problem in specific terms. From this conversation, the employee should be able to clearly understand:

• what the problem is

• why it is a problem

• how it impacts on the workplace, and

• why there is a concern.

The line-manager should discuss the outcomes they wish to achieve from the meeting.

The meeting should be an open discussion and the employee should have an opportunity to have their point of view heard and duly considered. The line-manager should listen to the explanation of why the problem has occurred or to any other comments the employee makes.

When having this type of meeting, it may be useful in facilitating discussion to refer to recent positive things that the employee has done to show them that you also recognise and appreciate their strengths.

Key points for line-managers to remember when holding the meeting are to:

• talk about the issue and not the person

• explore the reasons why there is an issue

• clarify details


• stay relaxed and encouraging, and

• summarise to check your understanding of the situation.

And, when discussing shortfalls in any area, it is important to check that the employee:

• is aware that it is a task that is required of them

• has been shown what is required, and

• understands the gap between what is happening and what is required.

Step 4 – Jointly devise a solution Where possible, it is important that a solution is jointly devised with the employee. An employee who has contributed to the solution will be more likely to accept and act on it.

When working out a solution, the line-manager should:

• explore ideas by asking open questions

• emphasise common ground

• keep the discussion on track

• focus on positive possibilities, and

• offer assistance, such as further training, mentoring, or redefining roles and expectations if and where this is appropriate.

A clear plan of action should be developed with the employee to implement the solution. This can be in the form of a performance agreement or action plan. A performance agreement or action plan can:

• reflect an understanding of performance expectations and what is to be achieved over the specified time period (performance improvement milestones)

• clarify roles and responsibilities of the employee

• include strategies for training

• include timeframes for improvement

• reinforce the value and worth of the role being performed.

A date should be set for another meeting with the employee to review progress and discuss the employee’s performance against the agreed action plan.

The line-manager should keep a written record of all discussions relating to underperformance in case further action is required.

Helpful hint When devising a solution, make sure it is clear and easy to follow and does not rely on ‘performance-management speak’. Use everyday language to avoid alienating both managers and employees. For example, if terms such as ‘KPIs’ (Key Performance Indicators) aren’t part of everyday language, don’t use them in performance discussions and agreements.

Step 5 – Monitor performance The employer should monitor the employee’s performance and continue to provide feedback and encouragement.

A meeting to review and discuss the employee’s performance should be held even if there is no longer an issue. This enables both parties to acknowledge that the issue has been resolved. The employer should


provide both positive and negative feedback to the employee and should work with the employee to ensure that performance improvements are sustained.

More serious action may need to be taken if the employee’s performance does not improve including further counselling, issuing formal warnings and ultimately if the issue cannot be resolved, termination of employment.


Policy:

Recruitment Date Published 13th September 2013 Evaluation & Review:

November 2013

Rationale: GES adopts a transparent approach in the recruitment process. The

number of probable vacancies at various levels is estimated during the month of February / March. Candidates are hired from South East Asian Countries, Indian Sub continent and locally available sources.


GM Principal

Policy Statement RECRUITMENT PROCESS

Advertisement is issued in leading dailies of the location where the recruitment process is conducted. Applications received through e-mail/fax/snail mail are scrutinized based on the requirement. The main parameters considered for short listing are qualification standards, experience level, communication skills and adaptability.

The short listed candidates are called for a written test followed by personal interview by a team comprising of Management representative, Academic Head, Subject Expert and HR Consultant. The comprehensive written test consists of two parts. The first part covers the general aptitude in teaching, IT skills and English language skills (25 marks). The second part encompasses the respective subject such as English, Mathematics, Physics, Chemistry, Biology, Geography, Business Studies etc (50 marks). Their subject knowledge is tested here keeping the Cambridge Curriculum standards into consideration. These are developed by our experienced teachers and psychologists that really test the candidates' ability to think innovatively as teachers.

Successful candidates are interviewed by the panel narrated above. General aptitude towards the profession, communication skills, presentation skills, issues related to human psychology, subject knowledge, and attitude towards innovation, extra curricular achievements, adaptation skills etc. are tested during the personal interview process. 25 marks are allocated for the personal interview. Mock teaching sessions are also held wherever required.

Candidates found acceptable to our standard are given an offer letter. On acceptance of the terms and conditions of appointment mentioned in the offer letter, the candidate is required to sign a contract of employment upon which the candidate is inducted. A thorough orientation is given by the Academic Head upon induction of the new candidate.

The Teacher Induction Program supports the growth and professional development of new teachers. It is a step in a continuum of professional learning for teachers to support effective teaching, learning, and assessment practices. It provides a full year of professional support so that new teachers can continue to develop the requisite skills and knowledge that will support increased success as teachers. By helping new teachers achieve their full potential, our vision is achieving high levels of student performance. Our induction program consists of the following


elements:

· orientation for all new teachers to the school and school board · mentoring for new teachers by experienced teachers · professional development and training in areas such as Literacy and Numeracy strategies,

Student Success, Safe Schools, Classroom management, effective parent communication skills, and instructional strategies that address the learning and culture of students with special needs and other diverse learners.

PROBATION The newly appointed staff will be on probation for a period not less than 3 months (3 months to 1 year depending upon the candidate). Upon satisfactory completion of the probation period, the candidate is absorbed on the regular roles of the institution.

Teacher Appraisal:

All the staff undergo a thorough appraisal process that is designed to be transparent and fair. The successful performance of a staff is measured based on feedback from self-assessment, assessment of the immediate superior, Academic Head / Manager, students and parent community and finally third party audit. Performance based incentives are offered twice a year to all the staff members.

Quite a few measures are also instituted to motivate the staff members by way of non-monetary incentives. These include appreciation of the diligent and dedicated service, awards for offering exemplary additional services without affecting the duty roaster, awards and accolades from time to time etc.

VETTING PROCESS:

Following are the major steps in the vetting process of appointment:

· All the staff members are required to submit their qualifying certificates duly attested

by their respective Foreign Affairs Department and by the Foreign Affairs Ministry of UAE. · Obtain the approval of the Ministry of Education for the post. · Medical Examination and obtaining fitness certificate from the Health Authority of UAE · Obtaining Medical Insurance from the respective authority · Permission/approval from the Labour Department of UAE. · Obtaining VISA from the Interior Ministry of UAE. · Interview by the appointed panel of the Ministry of Education. · Police verification of the candidate and clearance certificate.


Policy:

Parent & Community Engagement Date Published 14th November 2013 Evaluation & Review: 13th September 2014 Rationale: Global English School recognises that the responsibility for the

education of its students is shared by both the school as well as by parents. Research clearly demonstrates that parental engagement ensures student success. Parental participation acts as a conduit between home and school and enriches students learning experiences. Learning does not begin and end at school but continues at home. GES is committed to students realising and reaching their potential and parents have an important role to play in this. Parents can support their children to be the best they can be


Parents, students, SMT, teachers, Student Counsellor,

Policy Statement

• Global English School recognises the importance of a meaningful relationship between the

school and parents that encourages open and honest communication between the two. • GES will help parents to understand how they can support their child’s progress and

achievement and will help parents to understand the educational processes and the curriculum.

• GES has recognised three ways in which parents can help their child to achieve at school. o (1) Support with homework o (2) Organise and monitor your child's time, o (3) discuss your child’s day at school.

• To regularly communicate with parents through a number of channels, to keep them up to date and informed about their child's progress and school activities.

• To make parents aware of school policies and procedures that affect their child.

Communication Activities. School Handbook: This provides a clear guide to parents on the schools environment, vision, rules and expectations. It includes information related to admissions, academic programmes, field trips, extra curricula activities, behaviour and discipline. Each family will be provided with the written handbook. Orientation Evenings Each new school year and Orientation Evening will be held for each grade so that parents have an opportunity to hear about the coming program and to ask questions

Year Pamphlets Regular newsletters informing parents of the Learning Plan for the coming month. Other pertinent information for parents may also be included. Produced on a Grade Base


Parent-Teacher Conference: Parent-teacher conferences are scheduled periodically throughout the school year. Some of these will be group presentations, while others will be one-one sessions between a parents and individual teachers. Some of the issues to be addressed during group presentations include:

• School rules, policy, regulations, accepted student behaviour and requirements for school students and parents.

• The instructional programme and ways parents can assist their children, such as with homework.

• School structure and, management members, staff members and facilities for better communication.

• Parents comments, concerns and recommendations.

• Ways the parents can build their children’s self-esteem, including the power of positive feedback on work well done and harmful consequences of frequency criticism.

At least one-on-one conferences are scheduled for each semester. These times will follow the issuing of reports. Student Report Cards: One of the critical tools in ongoing parent-school communication is the student report card. These will be issued 3 times a year. They provide important formal feedback to parents on their child’s achievements in relation to the National Curriculum of England. Following their issue parent conferences will be organised for parents to discuss, with their child’s teachers, the reports and other matters. Parent Surveys: Parent surveys are an important tool for eliciting parent feedback. Parent surveys provide the school with a tool to gauge parent’s satisfaction about school services, policies, rules and instructional programmes. More over they can be used to obtain parent’s opinions about any new school programmes before applying them, giving parents an opportunity to voice their expectations and concerns.

School Website The School website has undergone significant revision and updating at the beginning of the 2014-2015 school year. This revision will allow the website to become the primary source of information about the school and will allow parents and students to have access to current and archival data. The PRM will have the prime responsibility to maintain the information on the website.

SMS Messages An agency has been contracted to provide sms messages to all parents informing them of:

• Important dates

• Payment of fees reminders

• Enrolment and registration reminders

• Special events


GLOBAL ENGLISH SCHOOL P.O. Box: 15598 – AL AIN –U.A.E.

Policy:

Uniform Policy Date Published 20th August 2014 Evaluation & Review: 1st March 2015 Rationale: All pupils must come to School in prescribed uniform designed by

the school with GES logo, which can be bought at the school store.

Roles of Responsibility All Staff, Parents and Students We ask all parents support the school uniform policy. We believe that parents have a duty to send their children to school appropriately dressed and ready for their schoolwork. Following is the prescribed set of uniforms that are carefully designed for students at different age groups. Age Group GIRLS BOYS

REGULAR PE REGULAR PE KG1 & KG2

1) Pink pinafore dress with school logo 2)Black shoes + White socks 3) Winter Jacket

1)Pink Sports pants 2)Pink Round neck T-Shirt with school logo 3)White sports shoes +White socks

1)Black stripe pants 2)White T-Shirt with school logo 3)Black shoes + White socks

1)Blue Sports Pants 2)Blue Round neck T-Shirt with school logo 3)White sports shoes + White socks 4) Navy Blue Winter Jacket

Years 1 – 4

1)Blue Check Half Skirt [ Below Knee] 2)White sailor neck shirt with school logo 3)Black shoes + White socks 4) Navy Blue Winter Jacket

1)Grey Sports Pants 2)Pink Polo T-Shirt with school logo 3)White sports shoes + White socks

1)Black stripe pants 2)White Polo T-Shirt with school logo 3)Black shoes + White socks

1)Blue Sports Pants 2)White Polo T-Shirt with school logo 3)White sports shoes + White socks 4) Navy Blue Winter Jacket


Years 5-8

1)Blue Check long Skirt 2)White long sleeve shirt + Vest with school logo 3)Blue Tie 4)Black shoes + White socks 5)White scarf [ For Muslim Students ] 6) Navy Blue Winter Jacket

1)Grey Sports Pants 2) Pink Polo T-Shirt with school logo 3)White sports shoes + White socks 4)White scarf [ For Muslim Students ]+white long sleeve inner tights

1)Black stripe pants 2)White Polo T-Shirt with school logo 3)Black shoes + White socks

1)Blue Sports Pants 2)White Polo T-Shirt with school logo 3)White sports shoes + White socks 4) Navy Blue Winter Jacket

Year 9-12

1)Blue Check long Skirt 2)White long sleeve shirt +Vest with school logo 3)Blue Tie 4)Black shoes + white socks 5)White scarf [ For Muslim Students ] 6) Navy Blue Winter Jacket

1)Grey Sports Pants 2)Pink Polo T-Shirt with school logo 3)White sports shoes + white socks 4)White scarf [ For Muslim Students ]+white inner long sleeve tights

1)Black stripe pants 2)White long sleeve shirt with school logo 3)Black Tie 4)Black shoes + white socks

1)Blue Sports Pants 2)White Polo T-Shirt with school logo 3)White sports shoes+ white socks 4) Navy Blue Winter Jacket

Students who violate or flout this dress code will be required to remove the offending item or to

change into attire that is more appropriate.

DRESS AND GENERAL APPEARANCE:

% The P. E. Uniform must be worn on specified days only. These days are decided

based on the PE/Sport Activities mentioned in the Time Table.

% The school tie, belt and badge are to be worn neatly at all times when not wearing the

PE uniform. The tie should rest approximately 4cm above the belt line.

% Exceptions in uniform are allowed only on occasions of cultural functions and other

days/occasions specified/ notified in advance by the Principal .

% Muslim Girls are advised to wear “Hijab” from Year/Grade 8 onwards.


GENERAL:

The following items are NOT acceptable:

% Above the knee skirts that are too short is not permitted at any time in school. % Boots, construction boots, hiking boots, desert boots, high heels, flip-flops, jellies,

clogs, sandals, platform shoes of any kind. % Low cut slacks and shirt cut high at the waist and low at the neckline or tight fitting. % Protruding shoe tongues and unlaced shoes. All shoelaces must be properly tied. % Long nails, Visible tattoos are not permitted. % No ripped, frayed or dirty clothing.

ACCESSORIES, MAKE-UP & HAIR STYLES

% No wide coloured headbands or bandanas. % No bright-coloured hair or unnatural hair colours. % Hair styles should be neat and tidy and not outrageous. % Throughout the school day, all girls with long hair should have it tied back for reasons

of health, safety and hygiene. Hair ties must be simple plain colour. % Stud earrings for girls only – No other piercings are permitted. No earrings for boys

permitted. % Hats and Caps – except woollen ones in winter, worn to and from school. All hats and

cap must be removed in school. % Make up -No VISIBLE make-up is allowed in school. Pupils wearing it will be required

to remove any make-up being worn in school. % Nail extensions, false nails or wearing of coloured polishes are not permitted on

fingers and toes. % Facial Hair - Boys are allowed facial hair deemed appropriate but must ensure that it

is trimmed with no unusual shapes.

The school requests the parents to ensure that the student is dressed in accordance with the dress code / uniform policy.

% If a student disobeys the uniform policy of the school and violates the dress code,

he/she will be given a warning. Further warning is given in case of second time

violation. The parents will be notified at the third time and necessary disciplinary

action initiated including suspension. Persistent uniform offenders will be sent home

until proper uniform attire is worn.

% The School’s Senior Leadership Team will be the final arbitrator in matters relating to

the uniform.

All members of the school staff are conscious of their role in implementing this policy by setting an example in their own neatness and appropriateness of dress and by ensuring that children are neatly attired when participating in any school activity.


Policy:

Complaints Date Published 30th April 2014 Evaluation & Review: 13th September 2015 Rationale: It is in everyone’s best interests in our school and community to communicate

well with one another and to ensure that any concerns and complaints are dealt with as quickly and appropriately as possible. In addition, concerns and complaints brought to the attention of the school can be an opportunity to inform, review and help improve school procedures.

Roles of Responsibility General Manager, Board of Trustees, Principal, Teachers

Policy Statement Global English School will have a permanent committee for complaints, whose responsibility is to consider written complaints filed against the school and its modus operandi. The Principal will be the Chairman of the committee and he may delegate his powers in this Committee to whomever he deems fit. The Committee will report its findings of these complaints to the Board of Governors without any delay, in accordance with the school’s policy in dealing with complaints and in line with the requirements, values and aspirations of the ADEC. The complaint committee will also document the minutes of the meetings between committee members and the complainants whether guardians or teachers, and submit the same to the chair of governors and to the Council if so requested. Aims and principles of the policy This policy aims to:

• Encourage the resolution of concerns and complaints by informal means wherever possible • Ensure that concerns are dealt with quickly, fully and fairly and within defined time limits where

possible • Provide effective and appropriate responses to concerns and complaints • Maintain good working relationships between the school and all those involved

All staff, governors, parents and carers at the school are made aware of this complaints policy and any other policies that may be inter-related (eg Student Welfare including Child Protection Policy and Procedures and other relevant Policies) Key principles of the policy are:

• The legal context of the Complaints Policy • Accessibility – useable format, free from jargon, assuming no specialist knowledge • Good communication – clarification of the process involved in dealing with complaints • Clear and adhered to recommended timescales (where appropriate) • Clarity over roles and responsibilities of those involved in the process

Appropriate confidentiality that must be maintained by all involved in the process (including any school staff, administrative staff and governors)


Legal context Abu Dhabi Education Council has mandated that Private Schools are to have procedures in place to deal with complaints. The governing body must establish and publish procedures for dealing with complaints relating to the school. Summary 1. This policy sets out the procedures that Global English School will follow whenever it receives a

complaint for which there are not alternative statutory procedures. 2. In all cases where the complaint directly concerns the school’s Principal, the chair of governors in

the first instance will investigate the complaint 3. Informally in the first instance. The appropriate ADEC Private School Liaison will be notified 4. If and when complaints about any school are brought to the attention of ADEC or The MoE, the

complainants will be advised to contact the school and to follow the procedures set out within the school’s complaints policy.

5. This policy may be used by anyone who has a concern or complaint about any aspect of the school. In the main this will mean parents and carers of the school’s pupils, but may include neighbours of the school or other members of the local community.

6. The governing body may need to consider setting up collaboration arrangements with Adec regional office in the eventuality of not having enough impartial governors to hear the appeal.

Monitoring and recording complaints At all stages of the complaints procedure the following information should be recorded:

• Name of the complainant • Date and time at which complaint was made • Details of the nature of the complaint • Desired outcome of the complainant • How the complaint is being investigated (including written records of any interviews held) • Results and conclusions of investigations • Any action taken • The complainant’s response • Record of any subsequent action if required

The school management should appropriately monitor the general nature of complaints over each academic year to inform practice and potential improvements to procedures and policies within the school. Upholding or not upholding complaints At each stage of the complaints procedure the conclusion will be either: • That the complaint is upheld (in part or full) and where appropriate some form of action is taken OR • That the complaint is not upheld and reason(s) for this, where appropriate, are clearly given

In the first instance of receiving a complaint it may be appropriate to resolve the issue by offering to the complainant one or more of the following:

• An emphatic response • An explanation of events • A recognition that the situation could have been handled differently or better • An explanation of the steps that have been taken to endeavour that it will not happen again.

However, this must not include any information or detailed action taken involving a member of staff

• An undertaking to review school policies in light of the findings of the complaint The complainant may choose to take no further action or take their complaint to the next stage.


The Stages of the Complaints Process Stage 1 (also known as the Informal Stage) The complainant raises and discusses their concerns/issues with child/young person’s class teacher or Class tutor. Most concerns can be resolved satisfactorily at this stage. However, the staff member may feel it more appropriate to refer the complainant to a more senior or experienced member of staff who will try to resolve the concern informally. For any written complaints, the complaint committee will send a response acknowledging the receipt of written complaints from guardians or teachers within twenty-four hours of receipt. Stage 2 If the complainant remains unhappy, they should then contact the Principal by either arranging an appointment to see them or putting their concerns in writing. The Principal (or his/her nominated representative) will then investigate the concerns and respond within agreed timescales. The Principal shall respond to the complainant in writing, either by regular mail or by email, within a period not exceeding ten working days. If it is not possible to meet these timescales, then the Principal will contact the complainant to discuss reviewing these. If the concern or complaint is against the Principal, in the first instance the complainant will need to write in confidence to the chair of governors at the school. The chair of governors will seek to resolve the issue informally before, if necessary, moving to Stage 3. Stage 3 (also known as the Formal Stage) If the Principal is unable to resolve the concern to the satisfaction of the complainant, the complainant may write to the chair of governors at the school. The chair of governors will acknowledge the complaint within five school working days and arrange a panel of governors to be formed to hear the complaint (within agreed timescales). These governors will have no previous involvement or knowledge of the case. The chair/clerk of the complaints panel will contact the complainant with the arrangements. Once the panel has been held the complainant and school will be informed of their decision within five school working days. If it is not possible to meet these timescales then the chair of the panel will contact both parties to discuss a mutually convenient date. Stage 4 If the complainant remains unsatisfied by the outcome of the governors’ panel, they may contact the local authority, who will investigate if the school’s complaints process has been carried out appropriately. The local authority contact is:

ADEC: ADEC Regional Office Al Ain [Mr. Hashimi] Telephone: 03 7078000

What is not covered by this Complaints Policy • Employee grievances/disciplinary/dismissal – refer legal provisions of UAE labour law, ADEC and

the Ministry of Education • Criminal investigations – refer to the police


Policy:

Role Description: Classroom Teacher Date Published December 2013 Evaluation & Review: 13th September 2014 Rationale:


Principal, Assistant Principal, Teacher

An Classroom Teacher assists the Principal in providing a well developed and effective learning Program for Students. The Classroom Teacher is line managed by the Key Stage Coordinator (Junior School) or Head of Department (Senior School). The Classroom Teacher is responsible for developing the learning programme for students for whom s/he is responsible. This includes developing schemes of work and associated lesson plans in line with the Curriculum of England Outcomes or the UAE Ministry of Education Curriculum. They facilitate learning by establishing a positive teacher/learner relationship with pupils and by their organisation of learning resources and the classroom environment. A GES Classroom Teacher will: • comply with the School Code of conduct • know the School Child Protection Policy and engage in no activity that will cause

harm or embarrassment to any student • comply with the school’s internet usage policy for staff • will plan, prepare and deliver quality lessons that are student centred and

individualised • ensure that students make appropriate progress that is evidenced through

assessment and achievement tracking • maintain a calm and engaged classroom environment • assess for learning • liaise with SENco and support the learning of SEN students • provide meaningful feedback to both students and parents • work collaboratively with peers in developing the school syllabus and co-curricula

activities • contributing to school events when requested and part of the planned school

program • mark student work in a timely manner including providing suggestions for

improvement • respect the religion and the Culture of the UAE • through self-assessment and collegial recommendations, develop, complete and

review regularly a personal Continuous Professional Development Plan (CPD) • attend scheduled and appointed meetings with parents


Policy:

Role Description: HOD (Head of Department) / KSC (Key Stage Coordinator)

Date Published 19th February 2014 Evaluation & Review: 1st September 2014 ✔ ︎ Rationale:


Principal, Assistant Principals, HOD, KSC, Teachers

A Head of Department (HOD) is responsible for supporting the Vice-Principal(SS) for all Academic areas relating to students in Years 5-12. Key Stage Coordinators are responsible for supporting the Vice-Principal (JS) for all academic areas relating to students in Years KG-4 HODs and KSC • will model good teaching practice in regular demonstration lessons • conduct classroom observations, • assist the Head of School (JS & SS) with teacher evaluation and supervision, • facilitate parent meetings, • ensure the rigour of the curriculum and that it is aligned with the National Curriculum of England • create and foster an environment of reflective practice and CPD, leading by example in all aspects of personal and

professional development. • implement strategies to ensure that Teaching and Learning is student-centred and reflects excellent practice. • monitor student achievement and track student progress including working with SEN Coordinators to review

Learning Support procedures where necessary and to ensure SEN is a priority • promote regular Faculty meetings and monitoring that Minutes are maintained and identified actions are

implemented • develop strategies and programs to support Gifted and Talented Students liaising with SEN coordinators • ensure Educational Excursions are aligned with the National Curriculum of England • monitor student progress through book supervision • monitor assessment practices including formative marking, provision of rubrics to students in a timely manner and

that teachers use a variety of assessment methods • promote critical and creative thinking skills development • monitor and encourage positive classroom environment


Policy:

Role Description: AP Head of Junior School & Student Welfare Date Published 9th December 2013 Evaluation & Review: 13th September 2014 Rationale:


Principal, Assistant Principal (JS)

An Assistant Principal, assists the Principal in the general governance and leadership of a school. The Assistant Principal (JS) is responsible for all Academic areas relating to students in Years K-6 and: • Will model good teaching practice in regular demonstration lessons • Has oversight of the daily operations of the Junior School (Years K-6) • Junior Student (K-6)) student discipline, • Classroom observations (K-6)), • teacher evaluation and supervision (K-6), • facilitating parent meetings(K-6), • ensuring schedules and rosters are efficiently and fairly administered, • handles logistical matters relating to school activities (K-6) • Ensuring the rigour of the curriculum and that it is aligned with the England & Wales National Curriculum. • Ensuring a comprehensive Continuous Professional Development Program is embedded and regularly renewed • Create and foster an environment of reflective practice and CPD, leading by example in all aspects of personal and

professional development. (K-6) • Line Manage Supervisors • Line Manage Student Counsellor • Line Manage School Nurse • Implement strategies to ensure that Teaching and Learning is student-centred and reflects excellent practice. • Monitor student achievement and track student progress including working with SEN Coordinators to review

Learning Support procedures where necessary and to ensure SEN is a priority within the Junior School • Prepare or oversee the maintenance of attendance records of staff, personnel reports. • The assistant principal coordinates or directs the use of the Junior School Facilities. • Promoting regular Supervisor meetings and monitoring that Minutes are maintained and identified actions are

implemented • Student Welfare

o Designated Child Protection Officer o Ensure the highest levels of pastoral support are provided for all students (K-12) by removing barriers to

learning and achievement o Implement and develop GES rewards and sanctions policies and practices to ensure all students exhibit

appropriate behaviour for learning in the classroom and in the larger school environment, thereby reducing incidents of poor behaviour.

o Coordinates SEN and oversees Coordinators in implementing SEN practices and strategies o Ensure all staff are trained to safeguard students effectively. o Implement and develop effective policies and processes to ensure all students are free from bullying. o Implement and develop restorative justice programmes to support students in better behaviour. o Keep up to date with the development of creative and innovative practices to support developments in

pastoral care and inclusion.


Policy:

Role Description: AP Head of Senior School, Curriculum Enrichment & Communication

Date Published 9th December 2013 Evaluation & Review: 13th September 2014 Rationale: Roles of Responsibility

Principal, Assistant Principal (SS)

An Assistant Principal, assists the Principal in the general governance and leadership of a school. The Assistant Principal (SS) is responsible for all Academic areas relating to students in Years 6-12 and: • Will model good teaching practice in regular demonstration lessons • Has oversight of the daily operations of the Senior School (Years 6-12) • Develops Student numbers in the Senior School • Senior Student (6-12) student discipline, • Classroom observations (6-12), • teacher evaluation and supervision (6-12), • facilitating parent meetings(6-12), • ensuring schedules and rosters are efficiently and fairly administered, • handles logistical matters relating to school activities • Ensuring the rigour of the curriculum and that it is aligned with the England & Wales National Curriculum. • Ensuring a comprehensive Continuous Professional Development Program is embedded and regularly renewed • Create and foster an environment of reflective practice and CPD, leading by example in all aspects of personal and

professional development. • Line Manage Heads of Departments (HODs) • Implement strategies to ensure that Teaching and Learning is student-centred and reflects excellent practice. • Monitor student achievement and track student progress including working with SEN Coordinators to review

Learning Support procedures where necessary and to ensure SEN is a priority within the Senior School • Support HODs in implementing SEN practices and strategies • Prepare or oversee the maintenance of attendance records of staff, personnel reports. • The assistant principal coordinates or directs the use of the high school facilities. • Promoting regular Faculty meetings and monitoring that Minutes are maintained and identified actions are

implemented • Has oversight of Curriculum Enrichment activities

o Develops a rich and varied extra-curricula program for both girls and boys (3-12) o Supports the Activities Coordinator (K-12) o Develops strategies and programs to support Gifted and Talented Students liaising with SEN coordinators

(6-12) o Ensures Educational Excursions are aligned with the England & Wales National Curriculum (6-12) o Develops a strong Student Voice and coordinates initiatives to promote student leadership including,

though not restricted to, the Student Council and Peer Support (K-12) o Develops and implements a transition policy for Senior Students

• Develops Communication and Links to Community Groups o Coordinates a fortnightly Newsletter to parents o Ensures SS teachers provide regular feedback to parents on Student Progress o Develops Links with Local and National Universities o Coordinates regular newsfeeds to local papers/magazines o Develops & coordinates links with local business


Policy:

Role Description: Principal

Date Published 10th December 2013 Evaluation & Review: 1st September 2014 Rationale:


Principal, Manager, Board of Trustees

The Principal is responsible for the day to day management and leadership of the school. The Principal is responsible to the School’s owners and the Board of Governors chaired by the General manager. • Reports to General Manager and the Board of Governors • Ensures that all ADEC regulations and expectations are followed and reflect the cooperation of the school with the

Government of Abu Dhabi • Promotes the importance of Islam as the religion of the UAE and the central role that Emirati Heritage and Cultural

plays in the life of the Modern UAE • Establishes high expectations for the teaching and learning program, including the development of effective and

systematic assessment of individual achievement and bespoke instruction for students • Facilitates the development of procedures to ensure that all students, staff and parents are treated with respect and

fairness • Supervises all school personnel, directly and/or indirectly • Purpose: To serve as the chief administrator of a school in developing and implementing

policies, programs, curriculum activities, and budgets in a manner that promotes the educational development of each student and the professional development of each staff member.

• General Planning: conceptualizes the broad goals of the school through the School Development Plan (SDP) and

plans accordingly to ensure that procedures and schedules are implemented to carry out the total school program. Consults widely to create a Self Evaluation Plan and involves staff in the development of the SDP

• General Coordination: ensures that the school program is compatible with the legal, financial

and organisational structure of the school system. The principal defines the responsibilities and accountability of staff members and develops plans for interpreting the school program to the community.

• Enhancement of Personnel Skills: provides activities which facilitate the professional growth

of the school staff and enhance the quality of the instructional program. • School Objectives: identifies the annual objectives for the instructional, extracurricular, and

Co-curricula programs of the school. • Curriculum Objectives: ensures that instructional objectives for a given subject and/or

classroom are developed, and involves the faculty and others in the development of specific curricular objectives to meet the needs of the school program. The principal provides opportunities for staff participation in the school program.

• Establishes Formal Work Relationships: evaluates student progress in the instructional

program by means that include the maintaining of up-to-date student data. The principal supervises and appraises the performance of the school staff.

• Facilitates Organisational Efficiency: maintains inter-school system communication and


seeks assistance from administration and management to improve performance. The principal maintains good relationships with students, staff, and parents. The principal complies with established lines of authority.

• New Staff and Students: orients and assists new staff and new students and provides

opportunities for their input in the school program. • Community: encourages the use of community resources, promotes the school in a positive manner to the

community, interprets the school program for the community, and maintains communication with community members.

• Services: organises, oversee, and provides support to the various services, supplies, material, and equipment

provided to carry out the school program. The principal makes use of community resources.