Kings’ Dubai SchoolStaff Handbook

2013-2014

Contents1 The School Page 41.1 Here at Kings’ Dubai1.2 Key Principles1.3 Plan of the School1.4 Admissions Procedure

2 Staffing Page 92.1 The Reception Team2.2 The Teaching Staff

3 Basic Routines Page 123.1 The Shape of the School Day3.2 Pupils entry and leaving school3.3 The start of the School Day3.4 The end of the School Day3.5 School Bus Facility3.6 Break Times3.7 Arrangements for Break times3.8 Assemblies3.9 Registration

4 Procedures Page 174.1 School Attendance4.2 Staff Attendance

5 Home/School Liaison Page 195.1 Parents and their role in School5.2 Open Day5.3 Parents Evening5.4 Partnership agreement between

Home and School

6 Teaching at Kings’ Page 226.1 Standards at Kings’6.2 Mobile Phones6.3 Job Descriptions6.4 Extra Curricular Activities6.5 Additional Dates6.6 Dress Codes6.7 Holiday Contact6.8 Photocopying6.9 Expenses6.10 Staff Meetings

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7 The Curriculum Page 267.1 School Work7.2 Spiritual & Moral Education7.3 Specialist Teaching7.4 Swimming7.5 Homework7.6 School Policy

8 School Uniform Page 298.1 Uniform8.2 Jewellery

9 Record Keeping and Assessment Page 319.1 Assessment9.2 Marking9.3 Learning Journals9.4 Self Assessment9.5 Sampling9.6 Record Keeping

10 Classroom Organisation & Page 36Children’s Work

10.1 Furniture10.2 Table Tops10.3 Teacher’s Desks10.4 The use of illustrated presentation sheets10.5 Storage of resources and labelling10.6 Display10.7 Writing Tools10.8 Children’s Personal Equipment

1: The School 1.1: Here at Kings’

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Foundations for the life-long process of education are laid down in the primary phase. This is when a child’s interest in all around him or her is most readily awakened by good teaching and it is when intellect and mind are at the most receptive to the stimulus of new ideas, events, personal investigation and positive feedback. We, as parents and teachers share the responsibility for providing the opportunities for young people to flourish, to give them a stake in their future, furnishing the means by which they are able to make the right decisions, lead others and achieve high levels of personal fulfilment.

Here at Kings’ Dubai we are in a very fortunate position to be able to offer a first class, purpose built school to the highest specification. Your child will be taught in an environment which promotes and stimulates teaching and learning of real quality. Superb facilities offer a once in a lifetime opportunity for children to build their foundation for future success.

At Kings’ Dubai, parents can expect to …

receive a warm friendly welcome from all of our staff when they visit either with or without their child.

view the school before the commencement of the school term. see children actively engaged in learning with interest and enthusiasm. see a wide curriculum in place, which offers a variety of creative and academic

areas of learning. see classrooms and communal space which have stimulating display areas that

reflect and promote the high standards of the work being carried out in school. see staff which are smart, presentable, personable and professional.

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‘The best by every child’

“An experience of a lifetime”At Kings’ we:

Provide each child with the skills and opportunities needed for self- confidence, self motivation, independence and a positive self- image.

Promote tolerance, care, and consideration for others. Encourage children to reach their full potential, be proud of their achievements

and become a life- long learner. Be aware of spiritual, social and cultural differences and to respect and value the

country they are living in. Develop an environment where happy, confident and well adjusted children can

acquire an enthusiasm for learning and take full share of the corporate life of the school.

Ensure that progress and success are of the up most value. Nurture a sense of pride and to develop the school into a centre of excellence for

learning and personal achievement.

This is achieved by utilising

The extensive state of the art facilities available at Kings’. The expertise and experience of a well qualified, highly motivated team. Staff talents to ensure a relevant and enriched curriculum is maintained.

Specialist Teaching

Some of the curriculum areas are taught by specialist teachers. It is the class teacher’s responsibility to ensure the children are supervised during the transition to and from these lessons and where appropriate assist and support the teacher leading the session.Specialist teachers must ensure they are prompt for their lessons and should liaise regularly with the class teacher to ensure work is appropriate and the timetable is co-ordinated smoothly. The Headteacher should be notified of any changes to timetables.

For Swimming lessons there must be two members of staff present. One of these may be a Teaching Assistant, the other should be the teacher responsible for the lesson.

Some specialist teaching may take place in the existing classroom and there is no need for children to move rooms. In this instance the class teacher should ensure the children are ready and prepared to begin the timetabled lesson on time. The specialist teacher should also ensure a prompt finish to the lesson and leave the classroom in a tidy and acceptable manner.

A five minute delay while children ‘tidy away’, may delay another class. If at the end of a specialist lesson in an existing classroom, the class teacher or teaching assistant is not present, the specialist teacher should not leave the class unattended. A phone call to reception, the Headteacher or Key Stage Manager should be made to locate the whereabouts of the member of staff or to provide cover for the class.

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1.2 Key Principles

‘The Best by Every Child’

A commitment to every child’s success, making them feel included, secure and valued.

Learning and teaching is adapted to the potential and needs of each individual. There is a culture of respect for others and their learning. Adults are ambitious for children and set high expectations. Opportunities are used wherever possible both within and beyond the school to

help children develop their personal qualities, emotional intelligence and social skills.

Parents are fully engaged in the learning process. There is a corporate belief that learning is important, enjoyable and that

everyone can improve.

Assessment for learning

Assessment is viewed as an on-going process to identify where children are in their learning, the next steps in their learning and the route to achieve it.

Teachers use a range of assessment strategies to identify the next steps for learners.

Children are able to articulate their success matched against assessment criteria. They can make informed judgments about their work and reflect on their learning.

There is an ethos based on mutual respect between teachers and children. There is a purposeful, effective, coherent and manageable whole- school

approach to agreeing and revising individual targets. Targets are matched against progress within the context of the dialogue that

takes place between teachers and children. ICT and on-line assessment are used to manage and analyse assessment data

effectively and efficiently. The foundations for learning are built for subsequent success so that learners can

develop the skills, knowledge, understanding, attitudes and values contained in the curriculum.

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Bringing Learning to Life

Opportunities are designed to make learning relevant to a child’s stage of development, for example; through play, first-hand experience and high quality inter-active visual stimuli.

Whenever possible learning is connected to other areas of the curriculum and prior experience.

To facilitate learning, full use is made of ICT and e-learning facilities. Human resources, educational visits, links with home, employers, the wider

community and study support are used to enhance learning and teaching. The curriculum is designed to follow a themed, inter-curricular approach

which allows children to be immersed in subjects and to make tangible and appropriate links between the different subjects.

A holistic approach to curriculum design allows the learning process to be viewed meaningfully by both children and adults.

The school timetable is designed to reflect a holistic approach to learning and is sufficiently flexible for teachers to adapt to ensure that learning experiences are always meaningful.

Teachers bring a passion to their subjects/aspects, which inspires children.

Excellent Teaching and Learning

Teachers design and facilitate a range of activities that match the developmental stage of the learner to the material to be learned.

Teachers are aware of the preferred learning styles of individual children and design learning experiences accordingly.

Specialists bring up to the minute expertise to their subject areas. Creativity and imagination are used widely with the resources offered by new

technology to engage, inspire, challenge and support learners. Emphasis is placed on the learning process and the production of high quality

final pieces of work. The efforts and achievements of children are valued and celebrated via whole

school occasions and high profile displays. Teachers are highly skilled and confident and able to demonstrate a range of

cutting edge approaches to enhance learning experiences.

Development of the Whole Child

Learning skills and the social/emotional curriculum are taught to enhance children’s understanding and their attitudes to learning.

Children are encouraged to make connections between subjects and ‘learn to learn.’

Confidence and self-discipline are instilled to encourage children to manage their own behaviour and work independently teachers as facilitators.

Children are helped to understand the learning process, identify their own preferred learning styles, develop questioning and thinking skills, manage information and learn from others.

Children at Kings’ are encouraged to become effective, enthusiastic and independent learners who are committed to lifelong learning and an ability to adapt to the changes and challenges of a fast moving, modern world.

1.4 Admissions Procedure7

Kings’ Dubai is a Fee paying selective independent school. Parents pay annual tuition fees which are inclusive of the library use, books and other consumables. It does not cover extra curricular activities outside of school or where specialist tutors may be required.

Admissions duties are the responsibility of the Registrar (Mrs Dania Dummar) and Key Stage Managers. Any queries regarding entrance or admission should be referred to the Registrar.

Parents are invited to submit an application form to the school. Should a place become available, an interview is arranged. This is an opportunity to meet both the parents and the children concerned and allows a judgement of the child to be made. If the child is to enter Foundation 1 or 2 this interview is kept very informal and judgements about the child’s academic ability will be made by chatting and watching the child play. Children entering Year 1 and above will carry out assessment tasks either with a Class Teacher or Teaching Assistant. The child will be invited to spend a morning with the current aged class where informal assessments regarding attitude behaviour etc can be made. Reports from their existing school where possible should be obtained and read prior to the interview. In some cases a phone call to the existing school may be required to obtain further information. Every effort should be made to get as much information about a child before a place is offered.

In cases when a child cannot be seen in school, reports from their existing school will be obtained and a telephone call to their existing school should be made to assess whether a place can be offered. When a child cannot attend the interview in Dubai, a transfer profile request will be sent to their current school to gain information above and beyond the report. The final decision upon placements such as these lies with the Headteacher.

Withdrawing a child

If a child is to be withdrawn from the school, a full term’s notice in writing must be given. If prior notice is not given, one term’s fees will be charged.

Parental AgreementParents are asked to sign an agreement which states the following:

That Kings’ Dubai teachers, or officials, or voluntary helpers of the school, shall have no responsibility of whatsoever nature in respect of bodily injury to the above child:

1) Prior to actual delivery of the said child into the custody of the said teachers or officials inside the school grounds, or after the child has been collected from the school grounds by a person authorised by the parent to do so on a normal school day.

2) Whilst on school grounds outside the official opening times.

3) At any other time, unless the said child is in the direct custody or control of one of the said teachers whilst on an recognised outing or function arranged by the school.

4) Unless the injury is caused or is resulting from:

a) The neglectful act or omission of any employee, teacher or other person or persons authorised to act for or on behalf of the school.

b) Any defect on the premises of the school.

2: Staffing

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2.1 The Administration teamThe Kings’ Dubai administration team will be based in the reception, office and accounts areas of the school and are available to help.

The Team

School Registrars : Mrs Dania Dummar & Mrs Gina Smele The school registrars are responsible for overseeing all pupil admissions and entrance procedures. Any appointments to visit the school for admissions should be made through Mrs Dummar/Mrs Smele.

HR Officer: Mrs Linda Burgess Mrs Burgess is responsible for all staffing matters including employment contracts.

Arabic Secretary: Mrs Arifa Zeido Mrs Zeido is responsible for all Arabic administration duties and will liaise with the Health and Education Services in Dubai

Engage Manager & PA to Headteacher : Mrs Shelley Smit Mrs Smit is the Engage Manager and Personal Assistant to Mrs Wilkinson and is also responsible for general communication and administration duties within the school.

Receptionists: Mrs Tania Verstraeten and Mrs Jacqui Volpi Mrs Verstraeten and Mrs Volpi work on the front reception desk areas and are there to help with general enquiries and information about the school.

School Secretary: Mrs Dale will provide administrative cover for the Leadership Team and other staff as required.

Operations Manager : Mrs Christine Gilmour Mrs Gilmour will oversee the management of the School grounds and the buildings. She is also responsible for staff accommodation.

Office Assistant: Mr Anthony and Mr Sinu Anthony and Sinu are available to assist with reprographics and administration duties.

Librarians: Mrs Eileen Penhaligan & Mrs Alison Kenny Mrs Penhaligan & Mrs Kenny work in the library and are responsible for the maintenance and up keep of the library. Classes have timetabled slots to visit the library and exchange books. Mrs Penhaligan & Mrs Kenny will oversee the running of the visit.

Kings’ Dubai Staff Organisation and Line Management

2013-2014Class Name Title Teacher Learning Assistant

Phase 1 Leader Mrs Heather CreightonFS1LDE Tiger Year Leader & Class Teacher Miss Leia Derounian Mrs Karen GrayFS1ANU Lions Class Teacher Mrs Andrea Nugent Mrs Zita Bello

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FS1PAS Leopard Class Teacher Mrs Penny Ashcroft Mrs Anu TiwanaFS1ITH Panther Class Teacher Miss Ila Thomas Mrs Stacey GalleyFS1HMO Caracal Class Teacher Miss Heidi Moyer Mrs Diane WebbFS2 Year Leader Mrs Donna Merrigan Mrs Elaine Torrico (LSA)FS2NBR Cougar Class Teacher Miss Nicola Brown Mrs Mel HughesFS2AMC Jaguar Class Teacher Mrs Amy McDonnell Mrs Michelle JohnsonFS2MDO Puma Class Teacher Miss Michelle Donnelly Mrs Donna BurfieldFS2RCL Lynx Class Teacher Miss Rebecca Clamp Mrs Kelly HudsonFS2JDR Cheetah Class Teacher Mrs Jodie Drinkwater Mrs Shahrazad MazaheriFS Teacher Miss Catherine ParkinFS Rowena Austria (Nanny)FS Mae Mutia (Nanny)

Phase 2 Leader Mrs Sarah Reynolds1KDO Opal Year Leader & Class Teacher Miss Kara Dowson Mrs Myrna Javalde1WKI Pearl Class Teacher Mrs Wendy Kirkby Mrs Hemamali Moore1JSH Amber Class Teacher Miss Jodie Sherwood Mrs Tory Charlton/Mrs Sian

Worth1EBL Jet Class Teacher Miss Eve Black Mrs Anna Kingston

Lead LA1RYL Topaz Class Teacher Miss Roisin Lyons From January2SST Diamond Year Leader & Class Teacher Mrs Suzanne Stratton Mrs Therese Dalem2LHY Ruby Class Teacher Mrs Lucy Hyde Mr Paul Bandy/

Mrs Thea Petrie2CEL Sapphire Class Teacher Mrs Claire Ellis Mrs Sonia Swanepoel2GPR Emerald Class Teacher Miss Grace Preedy Mrs Tracy Stone2PBR/KHA Amethyst Class Teachers Mrs Pauline Bradstock

Mrs Kate HaighFrom January

Year 1 Teacher Mrs Kirsty MuirheadYear 1 Year Leader (NAS) Mrs Rebecca BalshawYear 1 Teacher Miss/Mrs Ana SantosYear 2 Year Leader (NAS) Miss Laura TurnerYear 2 Teacher Miss/Mrs Elaine MaloccaYear 2 Mrs Deanna Lewis (LSA)

Phase 3 Leader Mr Matt Lecuyer/Mr James Oakden

3MCO Livingstone Year Leader & Class Teacher Mr Michael Connor Mrs Dawn ConnellyMrs Julie Parsons (P/T)Mrs Emma Shariff/Mrs Fiona Marshall

3RHI Battuta Class Teacher Miss Rachael Higgins3RON Columbus Class Teacher Miss/Mrs Rebecca O’Neill3HCO Kingsley Class Teacher Miss/Mrs Holly Cook3TSW Thesiger Class Teacher Miss Tracy Swarbrick4LTH Earhart Year Leader & Class Teacher Miss Laura Threadgold4PGI Armstrong Class Teacher Miss/Mrs Pauline Gillespie Mrs Charlotte Donovan

Mrs Dulari Dharmasena4SBR Darwin Class Teacher Mrs Sarah Brooks4LSM Fiennes Class Teacher Miss/Mrs Lisa Smith4TCO Magellan Class Teacher Mr Tom CollarYear 3 Year Leader (NAS) Mrs Emma MorrisYear 4 Teacher Miss/Mrs Sonia Khurana

Phase 4 Leader Miss Hannah FrenchYear 5 Year Leader Mrs Rebecca Gowan

Mrs Siham SharplesMr Mark Greenlees

5NMC Alps Class Teacher Mr Nick McAdam5JFA Cairngorms Class Teacher Miss/Mrs Joanna Fairchild5DPR Atlas Class Teacher Mr Daniel Price5AHU Pennines Class Teacher Miss/Mrs Ailise Hughes5RGO Class Teacher Mrs Rebecca Gowan From January6RSM Andes Year Leader & Class Teacher Mr Russell Smart

Mr John DouglasMrs Carlee Allison

6SYU Dolomites Class Teacher Mrs Sarah Yule6RFZ Rockies Class Teacher Miss/Mrs Rebecca

Fitzgerald6RFI Himalayas Class Teacher Mr Rob FisherYear 5/6 Year Leader (NAS) Miss Hannah EdgeworthYear 5 Teacher Miss/Mrs Hannah

FleetwoodYear 6 Teacher Miss/Mrs Hina ShahYear 5 Jhasmin Castillo (LSA)

Specialist TeachersMusic Teacher Mr Peter CurrieMusic Teacher Miss Sebrina Riley (P/T)Music teacher Miss Chanelle Black (NAS)Physical Education Teacher Miss Victoria TaylorPhysical Education Teacher Mr Adrian DutsonPhysical Education Teacher Mr Iain Stewart (NAS)

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Physical Education Teacher Miss Sarah Leadbeater (NAS)Phase 3 Leader/Learning Technologies Mr James OakdenICT Teacher Mr Nathaniel HydeFrench Teacher Mrs Gini BernazFrench/Spanish Teacher Miss/Mrs Florence WallerArabic Teacher Mrs Sawsan Al GharyebArabic Teacher Mr Abdallah MahmoudArabic Teacher Mrs Shereen Al ShurafaArabic Teacher Mrs Ghena BrimanArabic Teacher Mrs Lianna NazzalArabic Teacher Mr Ahmed Al-NweranArabic Teacher Mrs Rana Al-HawiArabic & Islamic Ed Teacher Mrs Hala BishawiArabic Teacher Mrs Rasha Elsaid Galal FathyIslamic Education Teacher Mr Hafs Al-GazziSwimming Manager Mr Seth ChappellsLearning Support LeaderLearning Support Teacher

Mrs Helen DouglasMrs Anne Marie Murphy

Assistants : Mrs Rhona McGouldrick/Mrs Jackie Smallwood/Mrs Julie Parsons (P/T)

The Leadership TeamHeadteacher Mrs Alison WilkinsonDeputy Headteacher Mrs Tracey SkinnerDeputy Headteacher Mr Matt LecuyerLeader of Learning Technologies Mr Joseph DonagheyPhase 1 Leader Mrs Heather CreightonPhase 2 Leader Mrs Sarah ReynoldsPhase 3 Leader Mr James OakdenPhase 4 Leader Miss Hannah FrenchAdministration TeamEngage Manager &PA to Headteacher Mrs Shelley SmitArabic Secretary Mrs Arifa ZeidoRegistrar Mrs Dania DummarRegistrar (NAS) Mrs Gina SmeleSchool Secretary Mrs Annette DaleReceptionist Mrs Tania VerstraetenReceptionist Mrs Jacqui VolpiLibrarians Mrs Eileen Penhaligan

Mrs Alison KennyClinicsSchool Nurse Mrs Catherine HewittSchool Nurse Mrs Samantha GaskinKings’ EducationChief Education Officer Mr Kevin StedmanPA Miss Chene LootsOperations Manager Mrs Christine GilmourHR Officer Mrs Linda Burgess

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3: Basic Routines3.1 The Shape of the School Day

Start of Day Snack Break Snack Break End of DayFoundation 1 7.45 9.00 - 9.15 11.15 - 11.45 12.30Foundation 2 7.45 9.30 - 9.45 11.50 - 12.30 13.30Years 1 & 2 7.45 9.30 – 9.45 11.50 – 12.30 14.30Years 3-6 7.45 9.15 – 9.30 12.00 - 12.40 14.30

There will be staff briefing on Sunday at 7.15. All staff must attend this meeting where any forthcoming information or special arrangements be given.

The School day begins at 7.45am for all students. Children should arrive at the school no earlier than 7.30am. At the start of the day parents will take their children to the designated areas as outlined below where members of staff will then collect their children and take them to their classes.

3.2 Pupils Entering and Leaving School

Directions given to parents for arrival and collection of children to school (as stated in parents handbook)

Arrival to schoolChildren come directly into class from 7.30am where teachers will be waiting to greet the children with a morning activity.

Collection from schoolFor children in Foundation 1: wait in the corridor outside the class roomsFor children in Foundation 2: wait inside the school gates children will come to the frontFor children in Year 1 & 2: wait in the walled triangular play spaceFor children in Year 3: come to the front of the school for children to be collectedFor children in Year 4 & 5: come to the front of the school for children to be collectedFor children in Year 6: come to the front of the school for children to be collected

Each teacher is responsible for their own class at the beginning and end of each school day. Specialist teachers will also be required to assist with duties. A rota for duties is drawn up by the Assistant Headteacher and distributed to staff prior to each term. 3.3 Start of the School DayAt 7.30am children will enter the school and go directly into class where the teacher will be waiting with table top activities prepared for them.

3.4 End of the School DayChildren should be taken by the class teacher to the same designated meeting points where they can then be collected by parents (except for Year One and Two who are collected from the outside area).

It is the class teacher’s responsibility to ensure the children in their class leave the premises safely. If a child has not been collected – it is the class teacher’s duty to ensure the problem is resolved – i.e. phone call to parents and then supervise children until they are collected.

After School Activities12

Class teachers should be aware of which children attend clubs. It is the responsibility of the class teacher to ensure these children go to the correct hall at the end of the school day.

3.5 Children using the School Bus FacilityAt present there is no school bus facility at Kings’ although there has been one in the past.

3.6 Break TimesIf you are on duty at any time of the day, please ensure that you are constantly on the move, covering the whole of the designated area. Please do not take drinks (only bottled water) or food on duty with you.

In the event of an accident:If the injured child is able to, send with another child straight to the school nurse who will administer treatment accordingly.

If the injury is deemed more serious, please send two responsible children to fetch the School Nurse.

Drinks BreaksIt is important to remember that we are working in a country with extreme heat. Children can become dehydrated if they do not drink enough. Children should be encouraged to drink water throughout the day. It is important that individual teachers take responsibility to organise this with minimum disruption or break from lessons.

Children’s drinks should be brought in an appropriate container e.g. thermos drinks flask which children can use independently and is clearly name labelled. Alternatively children can use the chilled water fountains that are situated close to the classrooms.

3.7 Arrangements for Break TimesMorning break time is staggered with KS2 at 9.15 and FS2 and KS1 at 9.30. school. Children are encouraged to have a snack from their packed lunches and a drink. All children go out onto the field where staff are on duty. Children must wear a hat at this time. Once children are outside they do not go back into school. The Gymnasium toilet facilities are used.

Lunch TimeChildren bring a packed meal from home. This must be contained in a small cool box and clearly labelled with the child’s name.

KS1 and 2 children eat their lunch in two key stage sittings. No food or drinks should be taken to the court area. Children leave their lunch boxes in designated areas and then collect them on their way back into school at the end of the lunch break. Again children must wear a hat at this time.

Children must not bring nuts, nut products or peanut butter as part of a packed meal as a number of our children and staff have severe allergies. Children are not be permitted to ‘share’ or ‘swap’ meals with a friend. Nut allergies can be very serious and teachers should be careful to ensure that nut products are not brought into school.

Duty Rotas will be organised and published by Tracy Skinner every term.3.8 AssembliesAssemblies are held during the week, a house, a phase, singing and class group each week. Themes should be of a non-religious nature and should include topics and issues

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following SEAL curriculum & reflect life skills or moral issues e.g. kindness, friendship etc.

The Phase assembly will be led by the CT and phase leaders on a rota system. This assembly will largely focus on the sharing and celebrating of children’s work or events happening in and around school.

Individual classes will hold one ‘class assembly’ each year to which parents will be invited. These should be appropriately linked to the curriculum and reflect work taking place within the classroom.

The dates for these assemblies will be decided at the start of the year as a staff so teachers have as much notice as possible.

3.9 RegistrationFor full details please refer to the ‘Kings’ Dubai’ School Attendance policy. Schools must keep an attendance register on which, at the beginning of each session, a pupil should be marked present or absent.

Schools are required to collect and publish data on their rates of unauthorised absence for the preceding year.

The official register needs to be completed by the class teacher within the first five minutes of the session or as soon as possible and sent to the office. This can be done once the children are in the classroom by simply \checking the name cards and cross checking by doing a head count.

Registers should then be promptly sent to the reception desk. The School nurse will ring any absent children on a daily basis.

REGISTER KEEPING

It is important that registers are carefully maintained and any information about a child's absence is recorded both by use of the symbols demonstrated on page 3 of the register, and by writing brief details in the space provided next to the attendance grid. Careful register-keeping is an indication that all pupil absence is being questioned and followed up.

Marking registers

1) All school registers should be marked at the beginning of the morning and during the afternoon sessions.

2) Present marks should be entered in the computer.

3) Absences should be authorised where appropriate, using the standardised symbols. Only the school can approve absence, not parents. The fact that a parent has offered a note or other notification in relation to a particular absence does not, of itself, oblige the school to accept it the school does not accept the explanation offered as a valid reason for absence. Further details should be added in the column marked "use as required" and dated. Under no circumstances should an un-notified/unverified absence be regarded as authorised.

4) To distinguish between poor punctuality and non-attendance, it is necessary to set aside 15 minutes after which the register is closed. Children arriving late should report to the reception desk to receive their mark.

For the first term only, Paper Registers will also be taken twice daily as well as using the attendance programme on the Portal.

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Completing the registerEach register must, be marked at the beginning of the morning and the second session after the meal break.

Registers should be marked in ink:

/ \ = Present (Black Ink)

O = Absent (Red Circle)

STANDARDISED MARKING CODES

IMPORTANT:The codes denoting authorised absences should be made in BLACK INK. The codes denoting unauthorised absences should be made in RED INK. Entries in red ink will usually indicate that follow-up action is required.

PRESENT /\Present at time of registration.

SCHOOL JOURNEY SJIncludes educational visits, field trips and residential visits. The pupil should be counted as being present at school.

EDUCATION OFF-SITE/EDUCATIONAL VISITS AttendanceTo include college/school residential visits/sport etc. (Only to be entered after verification of attendance at off site base) EV

ABSENT OIf a pupil is not present in the classroom by the end of the registration period, a RED CIRCLE should be entered. The following codes should be added later (inside the circle) to explain the absence.

LATE AUTHORISED L A pupil who arrives late but within 30 minutes of the start of morning registration, or within 10 minutes of the start of afternoon registration, should be marked as 'authorised late” in RED INK.

LATE UNAUTHORISED LUA pupil who arrives more than 30 minutes after the start of morning registration, or more than 10 minutes after the start of afternoon registration, is deemed technically absent for the whole of the session. The 'unauthorised late" code should be entered in RED INK to distinguish it from an authorised lateness.

SICKNESS AUTHORISED STo be verified by the parent/Guardian, by E-mail, letter or by telephone.

MEDICAL or DENTAL APPOINTMENT/TREATMENT AUTHORISED MOnly to be entered after verification and normally notified in advance.

RELIGIOUS FESTIVAL AUTHORISED RDay of religious observance in the religion to which parent/Guardian/Child belongs.PARENTAL HOLIDAY AUTHORISED HNormally notified in advance in writing by the parent/Guardian. An absence of this type should not usually exceed 2 weeks in any school year although the Headteacher may exercise her/his discretion. In the case of longer holidays (eg visits abroad) the length of the absence must be agreed by the Headteacher If the child has not returned by the agreed date continued absence from that date is unauthorised.

OTHER CIRCUMSTANCES AUTHORISED OCThis code should be used when pupils are attending education off-site and sporting

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events. The Headteacher has the discretion to authorise absences arising from exceptional family circumstances such as bereavement. The reason for the absence should be specified (when appropriate) in the register.

Specific Responsibilities of Class Teachers Relating to Attendance and Punctuality

Class teachers hold important responsibilities for the general welfare of pupils in their classes; attendance and punctuality is an important feature of their responsibility and is part of good primary practice.

An Attendance Register is a legal document and must be completed accurately and in time.

N.B. All corrections must be visible. Black ink must be used for attendance, Red for absence. Tippex and pencil must not be used.

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4: Procedures

4.1 School AttendanceThe role of the parent/guardian in supporting the school's efforts in securing high levels of attendance is critical. At Kings’ Dubai we intend to maintain close, effective and positive links with our parents and ensure that they are contacted at an early stage to deal with unexplained absences of their child.

Unauthorised Absence:A telephone call (and if necessary E-mail) will be made by the School Nurse on the first day of absence if there has been no communication from parents - This and brief details of any other communication made by the school must be noted in the register.

Lateness:Regular lateness must be followed up in the same way as developing patterns of absence.

Early Intervention:Monitoring and encouraging attendance is an integral part of the class teacher's role. Class teachers will receive support from the Leadership Team or Head Teacher if necessary.It is acknowledged that an early response to developing patterns of absence can be most effective. The circumstances of the individual pupil or group of pupils must determine the nature of communication regarding attendance. At Kings’ Dubai we will be particularly sensitive to issues of linguistic differences in matters of communication, and of cultural differences in perception regarding attendance.

Major early signs of absenteeism are:• Unauthorised absences• Lateness• Occasional / developing patterns of absence

Strategies to be used by Class Teachers when tackling these early signs of absenteeism:

• Discussion with pupil• Communication with parent / guardian by telephone • Standard or personal letters from the Registrar• School based interviews / meetings with parent

or Guardian

FOLLOW-UP ACTION IN CASES OF NON-ATTENDANCE

1) In all cases of absence, every effort should be made by the class teacher, nurse and registrar to obtain the reason for absence, so that it may be authorised as appropriate. This may involve phone calls home, or letters/E-mails being sent to the parents. The same procedure should be followed in cases where a pupil is persistently late, and in addition the times of arrival should be recorded in the space provided in the register. Parents and pupils should be reminded that being "too late for a mark" constitutes failure to attend and could severely affect a child’s progress.

2) In obdurate cases, where a child has persistent unauthorised absences, the registrar will invite parents to a meeting with the Headteacher who will decide upon appropriate action.

3) All action taken by the school should be carefully dated and recorded.

4) If attendance remains poor, after all efforts by the school to resolve the problem within the framework of the school's Attendance Policy then the Headteacher may sanction suspension.

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Specific details and guidance for issues relating to children’s attendance can be found in the Kings’ Dubai School Attendance policy. The guidelines and procedures outlined in this document should be followed to ensure children attendance is kept to a maximum at Kings’ Dubai.

4.2 Staff AttendanceAll staff must notify the Headteacher of illness, as soon as they know they will not be able to attend work. For teaching staff this means contacting the Headteacher by telephone the night before, or before 6.15 am on the morning they become unfit for work.

All staff must let the school know how long they will be off work for, and when they will be able to return to work.

Staff are required to produce a Doctor’s note letter to support absence after the second day of illness.

Permission from the Headteacher must be obtained beforehand to seek time off work for visits to the Dentist, Doctor, Hospital etc. Evidence of the appointment must be produced.

Unless in an emergency, all appointments should be made outside school hours, or during school holidays.

All leave of absence must be approved in advance by the Headteacher.

All staff must be punctual, and be on site at Kings’ Dubai ready to begin work, at the appropriate time.

Teaching staff must be at school by 7.15 am, at the latest.Teachers must not leave school premises before 3.30pm.

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5: Home / School Liaison

5.1 Parents and their role in schoolParents are welcome to visit the school but should always report to the Security Guard first. In the interests of security and safety, visitors to the school are asked to sign in at the Security Point before their visit where they will then be issued with a visitors badge to wear. On entry into the School building visitors should report to the main Reception desk.

The start of the school day is a very busy time for teachers and staff. Parents should be encouraged to only see the teacher at previously arranged times.

Parents helping in school should always wear a visitors badge.

5.2 Open DayAll new students and their parents are warmly invited to view the school and meet the staff on the School Open Day held at the start of each year.

Tours of the school for prospective parents are arranged when a place becomes available.

5.3 Parents EveningsParents evening are held each term. This is an opportunity for the class teacher to meet with parents and discuss individual children’s achievements and progress. The evenings run on an appointment system and details are sent home in advance of the meetings taking place.

Teachers should ensure that the parents evenings are well organised and run effectively and smoothly.

5.4 Partnership Agreement between Home and SchoolKings’ Dubai strongly believe that a child will achieve higher where there is a close co-operation and partnership between teachers and parents. Kings’ Dubai is committed to providing excellent teaching and resources to enable all children to reach their maximum potential and experience a fulfilling and rich education. The Kings’ Dubai partnership with parents is outlined in the following Home and School Agreement which is sent to parents at the start of the academic year. They are asked to read and then sign and return to school.

Completed Home/School Agreements are kept in individual children’s files in Registration.

PARTNERSHIP AGREEMENT19

BETWEEN HOME AND SCHOOLParents are responsible to seek and make available communication with the school by checking communication diaries, attending parent consultations and downloading the Communicator.

In accepting a pupil at Kings’ Dubai, the Headteacher and staff are committed to provide a structured and stable environment within which each pupil will be encouraged to develop his or her potential in academic, physical and personal terms.

Kings’ places great value on maintaining close, constructive communication with parents and seeks to establish the education of each pupil as a joint endeavor, not merely a process.

The School seeks:

to meet pupils’ academic and personal needs and to promote the acquisition of moral values,

to provide an environment in which pupils feel valued and learn to work co-operatively within the school community,

to provide a balanced and challenging curriculum and a wide range of extra curricular opportunities,

to ensure a high degree, within and outside the formal pastoral structure, of personal care, support and guidance,

to encourage pupils to achieve their academic potential and to foster a climate in which teaching and learning of high quality are given central priority,

to respond to pupils aspirations and to be attentive to those of their parents and to their views,

to uphold fair and equitable treatment for all pupils and to provide equal opportunities for them.

Whilst academic performance to the maximum of each pupil’s potential is a central objective of both the school and parents, the school seeks with equal emphasis to prepare its pupils for the wider and longer experience of life beyond the school and to promote in them qualities of self-confidence, self discipline, diligence, acceptance of responsibility and challenge, honesty, unselfishness, courtesy, fairness, trustworthiness, loyalty, sensitivity to the needs and views of others, courage, and the capacity to look to the future.

Education is not a commodity and the payment of fees is no guarantee of ultimate success. For an education at Kings’ to be really successful, it is essential for parents, pupils and the school to work in partnership with a clear understanding of these values and of corporate discipline. The school will at all times insist on high personal and corporate standards of behaviour. Parents are expected to support the school in this objective and to hold the personal and moral discipline of their children as a priority.

Pupils will be required to attend all corporate occasions and events, to represent the school as a priority when selected, whether in games or in other activities, after school, in holidays or at weekends, and to behave at all times to the credit of the school, on or off the premises.

Pupils will be expected to observe the stated term dates and times of attendance and parents are specifically urged not to request absence for less than vital reasons. In the corporate interests of the school, the Headteacher may refuse requests for absence, particularly in respect of holidays. In all cases of a pupil’s absence from school, parents are requested to supply written notification and reasons.

The school reserves the right to take appropriate action where a pupil is in breach of school Regulations and, where disciplinary decisions have to be taken, every effort will be made by the school to inform parents rapidly and sensitively of circumstances, after proper investigation. Parents are expected to share the values and discipline of the school and to support the staff in representing its ethos and code of conduct and in any

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decisions taken. Whist every care will be taken for the individual, the school must act in the wider interests of its whole community. The Headteacher reserves the right to suspend or expel a pupil where such action is deemed necessary.

In matters relating to a pupil’s academic progress, every care will be taken to advise parents and to place a pupil according to his or her ability. Choice of syllabus, assessment, marking, references and allocation to classes and sets and teaching groups remain matters for the school’s professional judgement. Parents are asked, as a matter of priority, to attend Parents’ Consultation Meetings in order to discuss their child’s progress, and to play an important part in monitoring performance through regular communication, e.g. Parents’ Time, Home/School Communication Book.

Parents are asked to ensure that pupils are appropriately dressed in accordance with school regulations and in the upper part of the school that they devote the expected amount of time to home learning, in circumstances conducive to study. Parents are also reminded to ensure that pupils’ social behaviour is in full accordance with the standards of the school when coming to school, at school and when returning home.

In the development of a young person through a school career there will inevitably be moments of concern, just as there will be cause for celebration. Provided that domestic circumstances are stable and that communication between home and the school is positive, prompt and frank, there are very few difficulties which cannot be safely and happily overcome and the occasions for the celebration of personal achievement will be all the more rewarding and frequent. Unequivocal parental support for the values and objectives of the school is a fundamental pre-requisite for a pupil’s success and it is understood that this support is implicit in the acceptance of a place at Kings’.

Parents provide an iPad for use as a personal learning tool for their child to use in school on a daily basis in Years 4,5,6.

PARENTAL AFFIRMATION

I have read and understand the Kings’ Partnership Agreement between Home and School. I confirm my support for the school policies which seek to implement its aims.

Name of Student _________________________________ Class _____________

Signed (Parent/Guardian) _____________________________ Date _____________

This Agreement is under renew and will be re-issued at the start of the new academic year.

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6: Teaching at Kings’

6.1 Standards at Kings’Kings’ Dubai is a school which promotes the highest standards throughout. Staff should always be aware of their position both in and out of the school. Dubai is a small place with many people who have connections in many places. Kings’ Dubai expects staff to conduct themselves appropriately and professionally at all times. Any misuse or abuse of their position or poor conduct will be taken very seriously.Although it is a British passport holder school the school very much respects and reflects the attitudes and values displayed and held by the host country of Dubai. Teachers should bear this in mind and become familiar with the country code of conduct.

Please consider carefully the following staff code of conduct:

Students: Always ensure that the students in your care have your full attention. Promote an air of calm at all times by not raising your voice – issues can be dealt

with quickly and calmly. Seek help from your line manager or colleagues on the rare occasions when this will be necessary.

Never be alone in a room with a student.

Parents:

Always greet parents and students warmly and politely. Never lose your temper or raise your voice to parents. If an apparent issue cannot be resolved please refer it to your line manager, who

will if necessary refer it to the Headteacher.

Out and About:

Remember that the expat community in Dubai is a small one, the Dubai local community is even smaller. News often turns into rumour and hearsay. You may be noticed wherever you go, especially as the parents and students get to know you.

Always maintain a professional ‘distance’ from parents, however friendly or persistent they may be.

Be fully aware of local laws and dress codes so that you never cause offence.

Confidentiality:

Never discuss the business of Kings’ Dubai, it’s pupils, staff, curriculum, or assets with others. If you are unsure always consult the Headteacher.

6.2 Mobile PhonesUnder no circumstances should mobile phones be used in the classroom during lesson hours.

All staff should turn off their phones or switch to silent. In the case of an emergency, staff can be contacted through the school Reception and a message will be given immediately. If you are using your mobile phone during break times it should be in a discreet area and not in view of the children or parents.

6.3 Job Descriptions22

All members of staff will have an individual Job Description which outlines their role and responsibilities within the school.

Job descriptions are drawn up by the Headteacher and reviewed regularly. Any queries or concerns relating to your job description should be discussed with the Headteacher.

6.4 Extra Curricular ActivitiesAll teaching staff are expected to support or lead an extra curricular activity or club which will take place outside regular school hours. It is the responsibility of the staff to ensure the safety and well being of all children involved in extra curricular activities and ensure children are collected and dismissed from the activities appropriately.

Teachers must not leave the site until all children have been collected or appropriate provision made.

Any extra curricular club or activity must follow normal school procedure and should be of an equally high standard in terms of content and organisation as that of any curriculum activity.

It is the responsibility of Caroline Qayyum to oversee and co-ordinate extra curricular activities.

6.5 Additional DutiesTeachers at Kings’ Dubai will be required to undertake some or all of the following roles and duties:

Teaching Preparing and planning courses and lessons. Teaching according to their pupils’ educational needs, setting and marking

pupils’ work. Assessing, recording and reporting on the development, progress and attainment

of pupils. Working with and under the instruction and guidance of the Headteacher and

Leadership Team. Carrying out the terms of a job description written after individual discussion and

consultation with the Headteacher.

Pastoral Care Monitoring the work of pupils, providing guidance, and support. Writing and

maintaining relevant records for individual pupil files and for inclusion in the School’s data base; writing reports.

Leading Personal, Social and Health Education sessions. Communicating and consulting with parents.

Communicating and consulting with the specialist teachers and support staff. Participating in meetings for any of the purposes above.

Professional DevelopmentKeeping abreast of developments in relevant subjects and teaching methods in order to maintain a high level of professional competence. Participating in arrangements within the agreed framework for Appraisal, including INSET.

Health and SafetyMaintaining good order and discipline among pupils and safeguarding their health and safety both on the School premises and when they are engaged in school activities elsewhere. Being fully aware of all school emergency procedures.

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CoverSupervising and so far as practicable, teaching pupils whose teacher is not available to teach them.

MeetingsParticipating in meetings which relate to the School curriculum, School organisation, School administration; attending assemblies.

School DutiesUndertaking supervision of pupils as required by the duty rota.

6.6 Dress CodesAll staff (teaching and non teaching) are required to dress smartly and to set a very high standard of personal appearance whilst at school, so that an appropriate professional working environment is maintained. We are judged by how we look and therefore it is very important that we convey the correct message to both parents and students at all times.

Female StaffFemale staff are required to dress in a way that is smart and respectful to the Islamic faith.

Smart business suit (either trousers or skirt) or Smart skirt and blouse or Smart trousers and blouse(no leggings, jeans or cords) or Smart business like dress. Clean formal shoes (no flip flop style or trainers) Smart open shoes are

acceptable. Flip flops are determined by the soles - no rubber or cork soles. Sunglasses should not be worn on the head or hanging out of the pocket. They

should only be worn when outdoors and necessary. Jackets are required for parents’ evenings and school events.

Skirts should be neither too tight or too short. Knee length is a minimum.

Blouses should not be made of see through material, should not be too tight and should not be low cut.

Sleeveless blouses are not acceptable. T Shirts should not be worn to school.Shoulders should always be covered and no bare midriffs.

Male Staff Smart formal trousers or chinos (no jeans or cords) Smart formal shirt and tie (top button on shirt fastened.) Clean formal shoes (no sandals, flip flops or training shoes) Sunglasses should not be worn on the head or hanging out of the pocket. They

should only be worn when outdoors and necessary. Jackets are required for parents’ evenings and school events Clean shaven every day or a trimmed moustache or beard.

PE All members of staff should be dressed appropriately for PE or Swimming

lessons. Staff should change for the lesson and then change back into formal wear at an

appropriate time. Staff should change into PE clothing even if they are supporting a Specialist

Teacher.

A dress code for staff is a matter of sensitivity and does rely on personal judgement. Please remember that we need to appear professional at all times. We are models for

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our students and also will meet parents and visitors from a wide and diverse range of backgrounds. They should not be offended or uncomfortable in our presence.

Identity badges must be worn at all times.

6.7 Holiday ContactAll members of staff are required to provide a contact address and telephone number during School Holidays. This should be given to the Headteacher prior to the holidays and should be accurate. It will only be used in extreme circumstances.

6.8 Photocopying There are two photocopiers in school. One is placed in the Reception area to be used largely for administration. A larger one is stored in the Practical room and is for teacher use. Photocopying should be only done when necessary.

The ICT facility in classrooms prevents the need to copy large amounts of worksheets for use by pupils. Any worksheets used should be considered and devised carefully to ensure they are appropriate and meaningful. In most cases children will be recording work individually in their own folders and will not require any photocopied material.

Monitoring of photocopied material will take place.

6.9 ExpensesClaims for transport expenses incurred on School business and for sundry approved expenses on behalf of the School should be made on a claim form and supported by a receipt. Completed forms with relevant authorisation, should be passed to the PA to the Headteacher

6.10 Staff MeetingsFull staff meetings are held each week on Tuesdays and will alternate with Development Team meetings. Please see the meetings schedule for dates and times. All staff are expected to attend.

Leadership meetings are held on Sundays. Subject co-ordinators and other staff members will be asked to attend these meetings if issues that involve them are being addressed. They will be notified of this in advance.

Phase group meetings are also held weekly.

7: The Curriculum7.1 School WorkAt Kings’ Dubai we set high standards for all children in every aspect of their education and aim to develop them as a whole person. Teachers should expect a great deal from each child in their care and constantly strive to promote excellent work and behaviour. Children should learn to develop individual motivation and sustain concentration and also work co-operatively with others.

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The school largely follows the British National Curriculum but with adaptations where appropriate to reflect the climate and culture of Dubai. In addition to this, other wider curriculum areas should be incorporated to ensure children are taught about aspects of their personal and social health and about environmental and moral issues.

To ensure a thorough understanding, children should be taught where possible through cross curricular themes and be encouraged to engage in first hand learning experiences.

Pride is integral to the Kings’ ethos and children will be expected to take great care and pay attention to the presentation of their work, according to school policy and procedures. High standards and values will be mirrored in every aspect of Kings’ Dubai, from the beautiful learning environment and building; the conduct and behaviour of all staff and students; and in the high standard of results and level of education provided.

7.2 Spiritual & Moral EducationAt Kings’, we recognise the role that Spiritual and Moral education plays in the education of students at all Key Stages. Therefore, we will be laying down and consolidating foundations to enable our pupils to obtain the knowledge and understanding to achieve our aim.

We believe that it is important for them to learn about world religions, particularly Islam and the Islamic faith. We promote active learning including the use of artefacts, visits and visitors.

At Kings’, Spiritual and Moral education is part of the whole school curriculum and we intend that it should be taught alongside and through other curriculum

Spiritual and Moral education can be addressed in various curriculum areas. For example, respect for the rights of other people to hold beliefs different from their own can be fostered through historical and geographical insights, and feelings of awe, wonder and celebration can be inspired by music, art and dance.

Some themes lend themselves particularly well to a cross-curricular approach. For example, respect for self and others, empathy, literacy, research skills.

To foster an appreciation that each person is special, we will teach an awareness, respect and understanding of the similarities and differences of individuals and communities alongside celebrating the contribution that each person can make to society.

7.3 Specialist TeachingARABIC (Compulsory in the UAE from Year 1)This is taught by a specialist Arabic teacher and should develop awareness and understanding of the origin of the culture in which the children live and also equip them with basic Arabic language skills.Class teachers may find it useful to stay with their class for these lessons so that key principles and themes can be continued and reflected in other curriculum areas.

ISLAMIC EDUCATIONDiscrete Islamic Education lessons are taught to all Muslim students. Islamic Education should be referenced in all other aspects of the curriculum as much as possible.

INFORMATION AND COMMUNICATIONS TECHNOLOGY (ICT)ICT is incorporated into all curriculum areas and taught by the class teacher. The School is equipped with resources of the highest calibre and regards ICT as an invaluable tool for children to succeed.All classrooms have Smartboard technology and access to laptops. ICT is also taught in blocks by an ICT specialist teacher in order to ensure key skills are in place and secured

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FRENCHFrench is introduced from Year 1 and half an hour per week is devoted to this in Years 1 & 2. In Years 3 – 6 this is extended to 1 hour per week. These lessons are taught by a specialist teacher who will move between the classrooms to deliver the work.

MUSICKings’ Dubai places a strong emphasis on the importance of music and the performing arts as a means of self expression for children. Music is integrated into other curriculum areas as a means of developing learning but is also be taught by a specialist teacher. From entering the school in Foundation 1, children receive 45 minutes per week of specialist music teaching, where they experience aspects of composition, listening and evaluating, expression and performance. The School holds concerts and performances at various times throughout the year, to share and celebrate the achievements in this area.

PEThe students at Kings’ are fortunate enough to have excellent provision for the teaching of Physical Education. The School has a gymnasium with sprung floor and a multi surface playing field for team sports and athletics events. It also has a 25metre swimming pool.

Students receive specialist teaching in all aspects of Physical Education. The PE lessons are timetabled across the year. All classes have 1 PE and 1 Swimming lesson per week all year.

7.4 SwimmingIt is a requirement that children participate in swimming activities and water safety instruction.

All relevant medical information must be transmitted to the school registrar and must be updated throughout the year if required (especially regarding asthma)Students must wear the school swimming costume which can be purchased from

Zaks at the Beach centre on the Jumeirah beach road.

No jewellery may be worn for swimming at any time.

If a child has a verruca he/ she must wear a verruca sock until the condition is cleared.

A bathing cap must be worn at all times.

If a child is unable to take part in swimming lessons the class teacher must be informed in writing.

7.5 Home LearningAt Kings’ Dubai, home learning is seen as a learning partnership between parents, teachers and children. It is an important part of a child’s learning, which aims to maintain standards of achievement and maximise educational opportunity.

Home learning is set regularly throughout the school, gradually increasing in quantity and complexity as pupils get older. Some homework should be given every night. Reading should be considered as part of the homework set.

Home learning should be recorded into the home learning diary by the teacher on the day that it is given. Some home learning may be given to last over two or three nights or it may need to be done for the next day. The completion date should be made clear when the task is set.

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Guidance for pupils and parents is provided in the Home / School Diaries and the home learning policy.

7.6 School PolicyIt is important that staff follow school policy for all areas of teaching. The School policies are available for reference and should be read and considered when planning curriculum work.

All policies and procedures are kept electronically on the shared area: POLICY & PROCEDURE

8: School Uniform8.1 UniformSchool uniform is compulsory throughout the school. Zaks Uniform Store in the Beach Centre, Beach Road, Jumeirah take orders for the Kings’ Dubai Uniform including swimwear PE kit and accessories. Uniform can also be ordered on line by logging onto www.zaksstore.com

Foundation 1 & 2 Boys Pale blue T- Shirt style

top with Kings’ Dubai logo and trim

Kings’ Dubai Tartan Bermuda shorts

Navy ankle socks Black leather shoes with

Years 1 & 2 Boys Pale blue T- Shirt style

top with Kings’ Dubai logo and trim

Kings’ Dubai Tartan Bermuda shorts

Navy ankle socks Black leather shoes with

Years 3-6 Boys Pale blue collar shirt with

Kings’ Dubai crown on pocket

Dark grey long trousers or Short grey trousers Navy blue tie with Kings’

Dubai logo28

either lace or Velcro fastening

For winter : Navy blue V-neck sweater with red trim and Kings’ Dubai logo

either lace or velcro fastening

For winter : Navy blue V-neck sweater with red trim and Kings’ Dubai logo

Dark grey ankle socks Black leather shoes with

either lace or velcro fastening

For winter : Navy blue V-neck sweater with Kings’ Dubai logo

Optional - Single breasted two button blazer with Kings’ Dubai logo

Foundation 1 & 2 Girls Skort and pale blue

blouse with Kings’ Dubai logo

Kings’ Dubai Tartan dress

White ankle socks Black leather shoes with

T bar or strap fastening. Lace up shoes or shoes with platform soles or high heels are not permitted

For winter : Navy blue open Cardigan with red trim and Kings’ Dubai logo

Years 1 & 2 Girls Skort and pale blue

blouse with Kings’ Dubai logo

Kings’ Dubai Tartan dress White ankle socks Black leather shoes with T

bar or strap fastening. Lace up shoes or shoes with platform soles or high heels are not permitted

For winter : Navy blue open Cardigan with red trim and Kings’ Dubai logo

Years 3-6 Girls Skort and pale blue

blouse with Kings’ Dubai logo

Kings’ Dubai Tartan dress Navy blue tie with Kings’

Dubai logo White ankle socks Black leather shoes with T

bar or strap fastening. Shoes with platform soles or high heels are not permitted

For winter : Navy blue V-neck open cardigan with Kings’ Dubai logo

Optional - Single breasted two button blazer with Kings’ Dubai logo

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PE Kit: White T shirt with Kings’

Dubai Logo Navy blue cotton shorts

with Kings’ Dubai logo White trainers (no black

soles) with Velcro fastening

Extra socks are not required for PE

Swimming: Boys plain navy

swimming shorts/jammers

Girls one piece navy costume

School swimming cap in house colour – purchased from school

A plain navy solar top may be worn during the summer months

Pair of named ‘flip-flop’ sandals

Accessories: Legionnaire style

white hat with logo Straw hat for girls

with Kings’ Dubai ribbon

Book bag with Logo Swimming/P.E bag

with Logo Girls may wear a

headband, scrunchie or bobble in either the school tartan or navy blue

Tights may be worn for the Winter uniform

PE Kit: White T shirt with

Kings’ Dubai Logo Navy blue cotton

shorts with Kings’ Dubai logo

White trainers (no black soles) with Velcro fastening

Extra socks are not required for PE

Swimming: Boys plain navy swimming

shorts/jammers Girls one piece navy

costume School swimming cap in house colour – purchased from school

A plain navy solar top may be worn during the summer months

Pair of named ‘flip-flop’ sandals

Accessories: Navy baseball hat with

logo Straw hat for girls with

Kings’ Dubai ribbon Back pack with Logo Book bag with Logo Swimming/P.E bag with

Logo Girls may wear a

headband, scrunchie or bobble in either the school tartan or navy blue

Tights may be worn for the Winter uniform

PE Kit: White T shirt with Kings’

Dubai Logo Navy blue cotton

shorts with Kings’ Dubai logo

White trainers (no black soles) with Velcro fastening

Extra socks are not required for PE

Swimming: Boys plain navy swimming

shorts/jammers Girls one piece navy

costume with Kings’ Dubai logo

School swimming cap in house colour – purchased from school

A plain navy solar top may be worn during the summer months

Pair of named ‘flip-flop’ sandals

Accessories: Navy baseball hat with

logo Straw hat for girls with

Kings’ Dubai ribbon Back pack with Logo Book bag with Logo Swimming/P.E. bag with

Logo Girls may wear a

headband, scrunchie or bobble in either the school tartan or navy blue.

School blazers can be worn at any time, not only on special occasions.

8.2 JewelleryFor reasons of safety and hygiene girls are permitted to only wear 1 pair of small stud earrings which must be removed for all PE and swimming lessons. Watches may be worn provided they are clearly identified and that they are not too elaborate in design. Children should not wear any other form of jewellery to school. The school cannot be responsible for loss or damage to watches or personal possessions.

8.3 Hair StylesHair should be kept tidy at all times. Girls with long hair should wear it tied back for school with a navy or tartan bobble, scrunchie or hairband. Plain hair clips may also be worn. Boys hair should be kept to a short, neat and tidy style.

8.4 Nail Varnish & TattoosThe above are not permitted in school.

9: Record Keeping and Assessment 30

9.1 AssessmentIn Foundation Stage and Year 1 at Kings’ assessment is wholly formative and based on regular planned and informal observations of every pupil.

From Years 2 to 6 we place an emphasis on formative assessment in Reading, Writing, Maths and Science. We use summative assessment merely to corroborate judgements made, which is why from Years 2 to 6 papers are only sat at twice in the year.

Teacher Assessment levels are submitted regularly, and the dates for these are available on the whole-school calendar. It is the teacher’s responsibility to be aware of these dates. Your Year Leader will coordinate specific assessment dates for your year group.

The Tools

Foundation StageAssessment in the Foundation Stage is used based on planned and informal observations of the children engaged in child initiated activities. For further information please see appendix.

Year 1Teachers continue to complete the Development Matters Tracking Document per pupil until they are working within level 1, whereupon they move to using separate APPs for Reading, Writing and Maths. In addition to this a piece of summative writing is completed half-termly and marked using the Kings’ Level Descriptors.Phonics assessments are completed as and when the leader of the phonics group decides that the pupils are ready to be assessed on that phase. Both Teachers and Learning Assistants complete phonics assessments and use the Kings’ phonics assessment document.

Years 2 - 6Teachers use separate APPs for Reading, Writing and Maths in their ongoing assessment.A paper for Reading and Maths must be completed in the first half of the Term 2 and the First half of the Term 3. In addition to this a piece of summative writing is completed every half term and marked using the Kings’ Level Descriptors.Reading and Maths Teacher Assessment levels are submitted every mid-term.

How to use the APPsFor each ‘I can’ statement on the APP the teacher must see the pupil display the skill independently, and outside of the lesson where the skill was taught. When evidence of this is seen, the teacher places a tick next to the statement. When the pupil has been observed using this skill on 3 separate occasions the teacher highlights the statement and the pupil is recognised as being secure in that skill. When deciding on a teacher assessment level over 50% of the level must be highlighted in order for the pupil to be considered that level.

Summative WritingAs writing is a school priority we ask the pupils to produce a summative piece of writing half termly. This is marked using the Kings’ Level Descriptors, based on the Suffolk Writing Grids. These allow for more specific marking based on whether the piece of writing is narrative or non-narrative. When the piece of writing demonstrates one of the skills the corresponding statement on the descriptor is highlighted. The descriptor and piece of writing is filed in the pupil’s ongoing blue writing folder, which will come up from their previous year group, and gets handed to the next at the end of the year.The only exception to this is that pupils at the end of Year 6 submit their writing to be marked externally according to the QCA mark scheme.Every half term a summative and Teacher Assessment Level is submitted for writing.

Science Assessment for Years 1 - 6

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Teacher assessment levels are made from looking at two sources. Teachers must first examine the Chris Quigley knowledge descriptors in Science to make a best fit judgement of a pupil’s Scientific knowledge, based on classroom observations of the pupil.

Teachers use the AT1 Science trackers in the pupils’ Learning Journals (using the APP 3-tick system) to determine what level a pupil’s level is in inquiry. The teacher must consider both sources to make the Teacher Assessment Level in Science.

Teacher Assessment levels in Science are submitted at the end of every full term.

Assessment CalendarIn summary, the assessment calendar is outlined below. Please refer to the online Whole School Calendar for specific dates as these will vary year on year.

Winter 1

Winter 2

Spring 1 Spring 2

Summer 1

Summer 2

FS Ongoing formative assessment.Continuous records in Learning Journeys.Complete Development Matters DocumentComplete Story of my class Chap 1

Ongoing formative assessment.Continuous records in Learning Journeys.Phonics AssessmentEnd of term 1 Reports

Ongoing formative assessment.Continuous records in Learning Journeys.CompleteDevelopmentMatters DocumentComplete Story of my class Chap 2

Ongoing formative assessment.Continuous records in Learning Journeys.Phonics Assessment

Ongoing formative assessment.Continuous records in Learning Journeys.

Ongoing formative assessment.Continuous records in Learning Journeys.CompleteDevelopmentMatters DocumentComplete Story of my class Chap 3.Phonics AssessmentFS2 to complete EYFSPEnd of Year Reports

Year 1

Ongoing formative assesment in Reading, Writing Maths and Science AT1 using APPOngoing phonics assessments.Summative writing assessment.Submit TA levels in Reading, and Maths. Submit summative & TA writing levels.Complete LJ insert on targets.Conference.Complete Story of my class Chap 1

Ongoing formative assesment in Reading, Writing Maths and Science AT1 using APP.Ongoing phonics assessmentsSummative writing assessment.Conference.Submit Writing TA Level & Science TA Level.

Ongoing formative assesment in Reading, Writing Maths and Science AT1 using APP.Ongoing phonics assessmentsSummative writing assessment.Submit TA levels in Reading, Writing and Maths.Complete LJ insert on targets.Conference.Complete Story of my class Chap 2

Ongoing formative assesment in Reading, Writing Maths and Science AT1 using APP.Ongoing phonics assessmentsSummative writing assessment.ConferenceSubmit Writing TA Level & Science TA Level.

Ongoing formative assesment in Reading, Writing Maths and Science AT1 using APP.Ongoing phonics assessmentsSummative writing assessment.Submit TA levels in Reading, Writing and Maths.Complete LJ insert on targets.Conference.

Ongoing formative assesment in Reading, Writing Maths and Science AT1 using APP.Ongoing phonics assessmentsSummative writingassessment.ConferenceSubmit Writing TA Level & Science TA Level.Complete Story of my class Chap 3.

Year2 - 6

Ongoing phonics assessments where appropriate.Ongoing formative assesment in Reading, Writing Maths and Science AT1 using APP.Summative writing assessment.Submit TA levels in Reading, and Maths. Submit summative & TA writing levels.Complete LJ insert on targets.Conference.Complete Story of my class Chap 1

Ongoing phonics assessments where appropriate..Ongoing formative assesment in Reading, Writing Maths and Science AT1 using APP.Summative writing assessment.Conference.Submit Writing TA Level & Science TA Level.

Ongoing phonics assessments where appropriate..Ongoing formative assesment in Reading, Writing Maths and Science AT1 using APP.Summative writing assessment.Complete Maths & Reading Papers.Submit summative & TA levels in Reading, Writing, and Maths.Complete LJ insert on targets.Conference.Complete Story of my class Chap 2

Ongoing phonics assessments where appropriate..Ongoing formative assesment in Reading, Writing Maths and Science AT1 using APP.Summative writing assessment.Conference.Submit Writing TA Level & Science TA Level.

Ongoing phonics assessments where appropriate..Ongoing formative assesment in Reading, Writing Maths and Science AT1 using APP.Summative writing assessment.Complete Maths & Reading Papers.Submit summative * TA levels in Reading, Writing and Maths.Complete LJ insert on targets.Conference.

Ongoing phonics assessments where appropriate..Ongoing formative assesment in Reading, Writing Maths and Science AT1 using APP.Summative writing assessment.Conference.Submit Writing TA Level & Science TA Level.Complete Story of my class Chap 3.

Ongoing Records32

Learning JourneysFrom FS1 to the first term in Year 1, learning is recorded in a Learning Journey please see appendix for further information.

Learning Journals - Assessment InsertsFrom Years 1 to 6 Learning Journals are a record of a pupil’s learning journey from year to year. They include achievements as well as an ongoing record of a pupil’s academic performance.

At the mid-point of each full term, following the Teacher Assessment judgements, teachers must complete a learning journal insert that summarises the key achievements and targets for Reading, Writing and Maths. This insert also details the Teacher Assessment level in each area.

In addition to this: every half term the teacher must conference with each individual pupil, following on from the assessments. This gives the pupil an opportunity to reflect on their learning and comment on their academic targets, as well as add social targets they they may feel appropriate.

At the end of every theme unit, which tends to fall at every half term point, the teacher must also provide a Learning Journal insert that lists the main skills that have been taught across the unit. This gives the pupil an opportunity to reflect on how well they feel they have met each of the objectives, and the symbols used for this are detailed in the assessment policy. The teacher uses the same set of symbols to indicate how well they feel the pupil has met the objectives alongside the pupil’s judgements.

Story of My ClassThe purpose of the Story of My Class document is to centralise your class’s personal, social and academic information, and provide a holistic view of your cohort. It consists of 3 chapters, completed across the year. The dates when each chapter must be completed by are available on the Whole School Calendar. Your Story of My Class document leads the termly discussion you have with your Phase Leader and also helps to lead your Professional Learner Review (PLR) targets.

Pupil Target SettingIn Years 1 to 6 the Teacher Assessment level made at the first point in the year, i.e. the end of the first half term, should correlate with, or indicate progress from, the Teacher Assessment judgement made in the previous May. It is from this point that teachers set pupil targets for the end of the year. The expected rate of progress for pupils at Kings’ is 2 sub-levels every year. However, there will be a minority of pupils who can exceed this expectation and others, particularly those with academic or social difficulties, who may make less than this. Where you feel a pupil will not meet the 2-sub-level progress expectation, either by falling above or below this you should discuss it with your Year Leader and Phase Leader.

Assessment is the process of forming a judgement based upon information. The majority of assessment that goes on in the primary classroom is used to inform the teacher about how to organise the learning. If used effectively it can help to fashion the approach of the teacher by helping to identify difficulties that a child might have with a piece of work, strategies to develop work and the most effective ways of teaching.

Assessment for learningAssessment at Kings’ should ensure that individual learning is more clearly targeted and that shortcomings are quickly identified and remedied, thus contributing towards higher standards overall. More detailed information regarding Assessment at Kings’ should be sought from the Assessment Policy document.

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9.2 Marking"Learning is well supported when pupils are aware of what they are trying to achieve in particular pieces of work, and when, through careful marking, they have a clear picture about what they have done well and where they need to do better next time'.OFSTED Handbook

Marking is a formal or informal recognition of work in progress or completed. This includes open ended questioning, dialogue focusing on learning intentions, and writing observations and learning targets onto work. Specific formative comments on pupils' work act as a record as well as being a reminder of the focus for future progress.

9.3 Learning JournalsLearning journals provide a focused continuous dialogue between each student and their teacher. They should be relevant and readily available to support children’s learning in the classroom. Each half term children should receive one to one quality review time with their teacher to set short term targets and review their learning.Learning Journals will:

• identify attainment not coverage;

• recognise achievement;

• highlight areas for improvement and ways of achieving it;

• encourage self assessment;

• be capable of easy interpretation by pupils and parents,

For more information please refer to the schools Marking Policy.

Learning Journey’s are used in Foundation Stage as a record of children’s learning and the developments they are making. Assessment in FS takes the form of observation and involves the FS teachers and Teaching Assistants. Evidence is gathered through annotated photos, individual child observations, ‘golden moments’ samples of work and dialogue with children through termly conferencing. This information is used to ensure that future planning reflects identified needs. This evidence is collated in children’s individual ‘Learning Journeys’ and then used to support completion of the EYFS Profiles. Each child’s level of development is recorded against 13 assessment scales derived from the Early Learning Goals (ELG’s) and completed in accordance with whole school assessment procedures and timings.

9.4 Self Assessment"Pupils should have some opportunity to respond to assessment, for instance through reflecting about, revising or correcting work....... Pupils can be involved in the process of assessment as part of taking responsibility for their own learning e.g. in developing their ability to be properly self- critical, or in setting targets for their subsequent work".OFSTED Handbook

At Kings’ Dubai there are opportunities for pupils to develop the skills and vocabulary needed for self- assessment and this is built on year by year. Learning intentions are shared with pupil and used as a focus for dialogue when discussing work and progress and in Learning Journal focus meetings.

9.5 SamplingSamples of work are kept which show significant changes and indicate progress. These

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are annotated and referred to as the pupil develops. Significant samples are kept twice yearly in English, Mathematics, Science and cross-curricular work in the pupil Portfolios. At transfer samples are passed on in addition a range of samples of work from the year contribute to a record of achievement topic book created by the pupil to show to parents and the next teacher.

9.6 Record Keeping"Teachers should use records to review pupils' progress regularly and to set appropriate targets for the future. Good records can help teachers to evaluate the effectiveness of their teaching programmes and influence lesson preparation and longer term curricular planning."OFSTED Handbook

1. At Kings’ Dubai extensive records of pupils work and achievement are kept including:-

2. Medium and short term planning sheets.3. Class record and mark books, showing coverage and attainment both

within and beyond National curriculum.4. Pupil tracking in the core subjects5. Work sampling and moderation6. Annotated samples of work (kept in their Portfolios).7. Reading record books, and pupil and teacher record sheets.8. Learning Journals and Learning Journeys.9. Pupils' exercise books.10. Photographs of pupils work.11. Displays of pupils' work in classroom and around the school.12. Theme folders produced by the children.13. Tests - SAT'S, NFER, Reading Tests.14. Teacher assessments.15. Termly and Annual reports.

Teachers are expected to follow the agreed Assessment calendar in place within school and to liaise with the Phase Leaders and Headteacher to ensure Assessment is effective, relevant and accurate.

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10: Classroom Organisation and Children’s WorkIn the interests of continuity, school ethos and to promote student independence, classrooms must be organised to include the following aspects:-

10.1 Furniture Furniture has been purchased to allow some flexibility within individual

classrooms, however clear routes to exit doors must be maintained and ICT floor boxes should not be covered.

Under no circumstances should teachers bring their own items of furniture or introduce any curtaining, screens, or storage boxes. Classrooms must remain with only the designated items of furniture.

Table organisation should be flexible according to the requirement of the lesson. However it s good practice to have designated areas of learning to include: writing; mathematics; presentation; art/design work.

Every classroom must have an area devoted to reading.

Any furniture or equipment utilised on the outside teaching deck should be monitored carefully to avoid heat damage. Furniture should be brought close to the building and under shade on an evening and at weekends.

10.2 Table tops All classrooms have a wealth of storage space which means that sink areas, work

surfaces and table tops can be kept clear, clean and tidy.

Desk tops should be kept as clutter free and tidy while children are working. The concept of ‘Tidy Table, Tidy mind’ is true and children will work at their best if they have an organised workspace.

Table tops and the cupboard tops should be utilised as display areas for children’s 3D models and artifacts or topic related stimulus. They should be regarded as an important display area and given as much consideration as wall display areas.

10.3 Teacher’s DesksWhere supplied, teacher’s desks are for use by the teacher for marking and preparation work, when the children are not present. They should not be used as a point from which to discuss work with children or a place to ‘dump’ unnecessary clutter. Teachers should not be sitting at their desks when children are in the classroom.

10.4 The use of illustrated presentation sheetsPresentation sheets are used as a final draft of work that represents any subject or is cross curricular by nature.

They are an effective means of presenting extended writing or the progression of a mathematical or scientific problem. In each case, the sheet should be carefully planned and completed using the school handwriting style. Occasionally whole sheets may be word processed and illustrated using computer generated graphics.

FS and Year One

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Teachers to use their own discretion as to A2 and A3 sheets. Illustrations should be kept simple in design so that they enhance the writing rather than impose. It is anticipated that illustrations will be drawings at this initial stage.

Year TwoThe children to be formally introduced to A2 and A3 presentation sheets. Introduction of the use of watercolour techniques for illustration during the Autumn term, particularly ‘winkling’ using paper tiles. First A3 sheet ‘proper’ to be produced in the Spring Term, and a second or more in the Summer Term.

Year ThreeDeveloping techniques introduced in Year Two. Aiming for one A3 sheet each half term.

Year FourIntroduction of planning techniques for the writing. For example, shaped writing in keeping with the topic.

Years Five and SixChildren to have gained full independence with regard to the design and content of their sheets. Introduction of more intricate planning via draft sheet and use of design technology techniques where appropriate.

10.5 Storage of resources and LabellingClassrooms should be organised in such a way that they promote independence in the children. Resources should be made available to students and should be kept in an organised and effective ‘child friendly’ manner.

A variety of resources should be available to children to use and they should be encouraged to get out their own equipment so that they become adept at selecting appropriate materials.

Trays and storage units should be clearly labelled and arranged so that items can be returned by the students.

All labels on furniture e.g. trays, storage boxes must be computer printed using Black Verdana font and laminated on white card.

10.6 DisplayA detailed display policy is in place and must be adhered to. Kings’ Dubai prides itself on it’s appearance and regards display as a very important aspect of developing and valuing children’s work and setting standards.

A brief ‘Do and Don’t’ checklist for display;

Do: Display work that is of a high standard and reflects individual children’s

achievement. Pin work using dress pins in each of the four corners. Ensure work is double mounted and the mounts are of equal size around the four

edges. Use muted colours so that the quality of the child’s work is appreciated and

nothing else. Use fabric drapes to add colour and dimensions to display work. Use artifacts, objects or books to extend a display onto a table top. Use labels that support and add to the work and don’t distract or over shadow it. Use letter templates to label displays appropriately. Letters should be shadowed

in colours matching the mounted work. Ensure there is a range of displays in classrooms – ones which value and share

children’s work and achievements, and informative initial stimulus displays which engage children in their learning.

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Ensure displays are predominantly of children’s work and ensure that they reflect the work being done in the class.

Ensure there is a breadth of children’s samples – not the same children’s work all of the time.

Ensure written work is positioned at eye level so it can be read by children. Make sure work is pinned flat to the wall.

Don’t: Use blue-tac, sellotape or staples to fix work to the display boards. Use bright garish colours that detract from the children’s work. Over crowd displays – you don’t have to make sure every child has a piece of

work on every board! Overlap work – it devalues the child’s efforts. Use large labels to name pieces of work – name labels should be used discreetly

so as not to detract from the quality of the work. Have displays hanging across classrooms e.g. washing lines etc. Display written work on angles that make it difficult to read.

10. 7 Writing ToolsPencils:Each child should always have access to a good quality HB pencil that is sharp.

Ruler: These should be available at all times, but it is necessary that every child should have one.

Erasers:The use of erasers should be restricted. A small eraser should be made available for use. (under adult supervision in KS1)

Line Guides:These should be made available as and when children are ready to use them. They should be paper clipped using large paper clips behind the page of writing.

Pens:School will provide handwriting pens for all children at the appropriate time. Catridge and fountain pens will only be used when a student’s handwriting has reached a suitable standard, agreed by the Class Teacher and Assistant Head Teacher, or Head Teacher.Black Berol handwriting pens will be used prior to fountain pens.

Under no circumstances will biro’s or felt tipped pens be used in school.

10.8 Children’s Personal EquipmentParents have been advised to provide children with the following basic tool kit and equipment each day:

Children in Foundation 1 & 2School book bag.Cold drink (please see 3.2)Lunch cool box (please see 3.2)

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Children in Years 1- 4As for Foundation Stage children and also:-

A pencil case (should be of soft material, not too large and have child’s name clearly marked on it).2 x HB Lead Pencils (of a good standard – Staedler or Berol are well known good brands).Small metal pencil sharpenerClear plastic 30cm rulerA good quality eraserA dry whiteboard markerA glue stick (Pritt stick)

Children in Years 5 & 6As for Years 1 – 4 and also:-

Geometry set: 180 protractor; set squares, good quality pair of compassesSmall calculator with % and memory functionsPocket size Oxford Dictionary

All equipment should be clearly labelled with your child’s name.

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