Policies


Admission Policy


Dubai Gem Private School (DGPS) is a truly inclusive, international school with an admissions policy that considers all children. We welcome applications regardless of nationality, ethnicity, gender or religion, this is reflected in the values and culture of the whole school community so that learners feel welcome, accepted, safe and valued.
The language of instruction is English therefore all students must be fluent in written and spoken English.
On entry to the school, we also effectively identify students who have special educational needs and disabilities as well as those who are gifted and talented. (The DUBAI INCLUSIVE EDUCATION POLICY FRAMEWORK) Where needed, we modify our curriculum accordingly and measure the impact of any intervention and specific support mechanisms through the use of feedback from monitoring and assessment processes.

Admission procedures

Primary School Admissions
DGPS Registrations (FS2- Yr9) will be available online on www.dubaigem.ae in February, 2019. Please note the online registration is an application for the waiting list and not a confirmation of the seat. It is essential that all educational history is presented to DGPS prior to the Entrance test.

Minimum age
FS1 – Student needs to be 3 yrs of age by December 31st.
FS2 – Student needs to be 4 yrs of age by December 31st.

After submitting the online form each applicant will receive an automated reply with a registration number confirming the application submission. It is mandatory for all fields to be filled in the form. Incomplete applications will not be considered.

Upon completion of the online registration and depending on the number of seats available, parents will be contacted to submit the following:

• A copy of the child’s passport plus UAE entry stamp and/or residency page.
• A copy of parent’s / legal guardian’s passports plus UAE entry stamp and/or residency page.
• A copy of Emirates ID for child and both parents.
• Copies of the last 2 years final reports for all children applying for Year 1 and above.
• Payment of AED 100/- (non- refundable).
The documents will be reviewed and the shortlisted candidates will be required to pay a non-refundable fee of AED 250/- for the Entrance Assessment Test.

Entrance Assessment Test:

FS1- Parent and child interview
FS2- Assessment
Yr 1 & Yr 2- Written English and Math assessment
Yr 3- Yr 9- Written English and Math assessment in addition to the Cognitive Abilities Test (CAT4) & New Group Reading Test (NGRT).

All Entrance tests will take place in the month of April/May.

Admissions will be confirmed subject to the child’s assessment results. Priority to appear for an entrance test will be given to siblings of students already in Dubai Gem Private School, however they have to fulfill the entrance criteria to secure admission. Parents will be notified by email of the result within two weeks of the test.

On successful completion of the test/ tests, parents and child will be called for an interview with the Principal. 2 reference letters, if required, will have to be provided when admission is confirmed.

Those who have been guaranteed a seat will have to complete the Registration process.
• For registration of New Admissions with KHDA, Original Emirati IDs of parents and child are required to be scanned on the KHDA Reader.
• All parents MUST sign the KHDA Yearly Contract for their children in their respective Year. The Contract is approved and published by the KHDA, and it is a Mandatory Requirement.

Secondary Admissions

Entry for Years 7 to 9
1. As we are a highly academic school we operate a selective entry policy whereby all prospective students for Year 7, 8 and 9 are asked to sit for an assessment in English and Mathematics in addition to the Cognitive Abilities Test (CAT4) & New Group Reading Test (NGRT). Only students who have shown good levels of ability in all these aspects of the assessment will be admitted to the school. We do not take admissions into Year 11.

Assessment Test
The test is conducted in order to have knowledge of the student’s academic skills particularly with reference to his/her records from the previous school.
2. We ask for previous reports from primary or other schools to help our selection process and will look favorably upon students who, in addition to being academically able, excel in the Creative Arts and Sports.
3. It is important to note that we look for potential in all prospective students and consider their suitability to the ethos of our school and its student body. Therefore, we take into consideration students with an exemplary approach to learning including effort, behaviour and participation. We also look for involvement in a range of activities including community service and student leadership.
4. Full access arrangements are facilitated at the entrance examination stage for students with learning disabilities.
5. All students are required to have a valid Emirates ID Card in order to attend school and parents need to ensure that the School has up-to-date copies of this ID.

Entry to the Sixth Form (AS Level)

External applicants to the Sixth Form will be expected to show significant academic success at IGCSE or its equivalent:
• A minimum of 6 A/A* grades are expected across subjects (including English and Mathematics).
• A or A* grades are expected in subjects to be studied at A Level.

We would especially welcome applicants who are able to offer a range of additional skills above and beyond academic success (for example strong and sustained talent in one or more of the creative, sporting and philanthropic areas). All students must be fluent in written and spoken English.

External applicants collect the relevant Application Form from the Secondary School Admin Office. This form needs to be submitted at the time of admission.

Please note that registration does not guarantee your child a place.

Students receive an offer after successfully completing the school’s admission process.

For more details on current availability, please contact the Secondary Admin Office.

Dubai Gem Private School is confident of the integrity of its admission process and would respectfully inform parents that our decisions regarding entry are final.

SEND Admission:

SEND admissions will be considered based on the school’s resources and ability to meet the needs of the child. An updated report by an Educational Psychologist or Specialist teacher will be required to make appropriate arrangements for the child.

Documents required for Registration
• Registration fee of AED 700/- (non-refundable + VAT).
• 5 recent Passport-size Photographs of the applicant (on photographic paper with white background).
• 2 Passport copies with valid visa page of the student and a parent.
• 2 copies of valid Emirates ID of the student & a parent.
• 2 copies of the Birth Certificate of the child.
• 2 copies of the Health Record (Immunization Card) of the applicant.
• Original Passport & Birth Certificate for verification (residents of some countries must produce an attested copy).
• Original School Health Record from the previous school for students transferring from other schools in U.A.E.
• Copy of the Latest Mark Sheet; 1st Term or End of Year.
• Valid Transfer / Leaving Certificate

Transfer and / or Leaving Certificates:
• For Students coming from Schools in Dubai: Online approval and transfer is done by KHDA to transfer student details from the previous school to Dubai Gem.
• For Students coming from other Emirates in the UAE: Original Transfer or Leaving Certificate should be attested by the respective Education Zone.
• For Students coming from Gulf Countries (GCC- excluding Qatar), no Attestations required for the Transfer or Leaving Certificate. KHDA approval is required for students coming from Qatar.
• For Students coming from other Arab or Asian countries, Transfer or Leaving Certificate should be attested from Ministry of Education, Ministry of Foreign Affairs & UAE Consulate in that country.
• For Students coming from UK, USA, Canada & Australia …Reports & letters should be attested from the previous School.
• Note: If the School is not accredited on KHDA List, Transfer and /or Leaving certificate should be attested from Ministry of Education, Ministry of Foreign Affairs & UAE Consulate, as mentioned above.
*Students whose details are not transferred by KHDA will not be allowed to sit in class
Reviewed: September 2018

Anti Bullying Policy

DGPS does not accept bullying under any circumstances.

Definition

Bullying is unprovoked, repeated actions taken by one or more children with the deliberate intention of upsetting, intimidating or hurting another child. In order to be considered bullying, the behaviour must include:

  • An Imbalance of Power: Children who bully use their power—such as physical strength, access to embarrassing information, or popularity—to control or harm others.
  • Repetition: Bullying behaviours happen more than once.

Bullying can be direct, in the form of physical or verbal, or indirect, such as being ignored or not spoken to.

Examples

Physical – pushing, kicking, hitting, punching or any use of violence.

Verbal – name – calling, sarcasm, spreading rumours, teasing.

Emotional – being unfriendly, excluding, tormenting (e.g. hiding books)

Racist – racial taunts, graffiti, gestures.

Gender – unwanted physical or verbal contact based on gender.

Harassment – threatening or disturbing behaviour inflicted on another.

Aims of the Policy

 All teaching and non-teaching staff, students and parents should have an understanding of what bullying is.

  • All teaching and non-teaching staff should know what the school policy is on bullying, and follow it when bullying is reported (see guidelines).
  • All students and parents should know what the school policy is on bullying, and what they should do if bullying arises.

As a school we take bullying seriously. Students and parents should be assured that they will be supported when bullying is reported. DGPS has a “zero tolerance” to Bullying. Confidentiality will be maintained where possible.

Guidelines

  • Each case is different, but the strategy outlined below is a useful way for tackling the problem and can be used by all members of staff.
  • The person who is displaying the bullying behaviours must be left in no doubt that bullying is unacceptable and that this conduct will be systematically monitored. As a general principle, however, it is best to avoid confrontation and harsh sanction, as aggression breeds aggression and the bully is likely to become more vindictive.
  • The person who is displaying the bullying behavior is most likely to change his/her behaviour when he/she is helped to see things from the target’s perspective and to feel social pressure from his/her peers rather than righteous indignation from adults. In this way, the person who is displaying the bullying behaviour may begin to realise that the group opinion is against him/her.

                                                                                                                           

Procedure

 Incident of bullying is reported to a member of staff. The member of staff will decide on the level of need for the reported incident. If deemed a necessary course of action, the reported bullying incident is forwarded to the Tutor and Key Stage Leader.

Making sure the facts are correct

If there is more than one person who is displaying the bullying behaviour, interview each individually to get the facts straight. Witnesses/ bystanders should also be interviewed and then the target. The Key Stage Leader should record the incident/get statements from both parties and witnesses where possible.

Decisions to work towards could include:

 Apologising to target

  • Listing the behaviour which needs changing, in order of priority.
  • Making a contract not to engage in this behaviour again (see the prevention of bullying behaviours contract.
  • In all cases parents are to be informed and in serious cases parents are requested to come in to discuss the problem.

SUPPORTING THE TARGET – The child who feels bullied, should be counselled about what he/she can do and what he/she would like to happen in order to resolve the situation (but the child cannot be forced to see the counsellor, this must be his/her own decision). The target is often a child who lacks confidence. Certainly the child’s confidence will be damaged by the bullying. Children need to know that staff will listen and will take reported incidents seriously. The staff will help the target to make friends by pairing with another child in the group who can draw the target into activities.

The staff will help other children to value the target so the target’s confidence will develop.

 Attempts should be made to help the person who is displaying the bullying behaviour change his/her behaviour. Once again, in serious cases the person who is displaying the bullying behaviour should be encouraged to see the school counsellor.

FOLLOW UP OF INITIAL INTERVIEW – See the person who is displaying the bullying behaviour and target again a week later. Consider whether to see them separately or together as a group. If the problem still remains, it may be necessary to make arrangements for further monitoring and meetings, as appropriate.

Wherever possible both parties should be brought together to discuss the way forward, this must be done sensitively and carefully, as it will be frightening for some children.

Restorative justice and reflection of the incident is critical to educate the person who is displaying the bullying behaviour and the target, to try to ensure that the situation is not repeated.

 Outcomes/Sanctions

The Key Stage Leader will decide on an appropriate sanction, depending on the seriousness and frequency of the incidents.

Sanctions include

 Reflection and apologizing.

  • Loss of social time – break and lunchtimes.
  • After school detention – time used researching bullying (Maybe a project to complete).
  • Prevention of bullying behaviours contract completed.

Bullying log book

Incidents of bullying and the actions taken are recorded on a bullying log kept by the Key Stage leader.

Warning signs that a student may be a target of ANY bullying:

  • Decreased interest or quality of work.
  • Erratic school attendance.
  • Going to break late and returning early.
  • Avoiding breaks, choosing areas where adults are.
  • Going to the nurse’s office regularly.
  • Avoiding after-school activities.
  • Difficulty concentrating in class.
  • Sudden mood or behavioural changes.
  • Seems isolated, withdrawn, anxious, fearful, self blaming.
  • Uses ‘target’ body language – hunched shoulders, head down, avoids eye contact.
  • Lack of sense of humour or uses inappropriate humour.
  • Poor or few social skill.
  • Few or no friends.
  • Suddenly starts to bully others.
  • Frequent illnesses or unexplained injuries.
  • Low self esteem.
  • Physical signs such as weight loss.
  • Depressive signs.
  • Talks about running away, committing suicide, self harming.

Staff  need to appreciate how difficult it is for students to come forward with bullying issues – they often fear retribution or have concerns they may not be taken seriously, so it is important that staff:

  • Listen to them without interruption.
  • Maintain eye contact and demonstrate attentive body language.
  • Encourage them to tell their story.
  • Ask questions for clarification.
  • Involve them in the actions that need to be taken, and agree with them that you will follow up with them within a short timescale.
  • Reassure the student that you care and they were absolutely right to come and talk to you.
  • Send a clear message that the bullying is not their fault.
  • Make sure they know not to retaliate or return the message.
  • DO NOT act as if the bullying is no big deal.

COMBATTING BULLYING IN THE LONG TERM

Dubai Gem Private School will combat bullying in the long term by:

(a) Raising awareness of what bullying is and discussing with children an agreed list of unacceptable behaviour (all the                  evidence shows that raising awareness reduces, not increases, bullying).

(b) Promoting positive behaviour. Both (a) and (b) can be discussed in group sessions on a regular basis, or dealt with                     whenever an opportunity presents itself in normal class teaching time.

(c) Developing preventative strategies. When children are unoccupied, bullying is most likely to occur.

(d) Promoting strategies to protect and support the targets.

(e) Dealing effectively with incidents.

(f) Regularly review the Anti-Bullying Policy.

(g) Provide information and training for all members of staff to prevent bullying, manage incidents and create and maintain a            culture of mutual respect free from bullying behaviour.

Reviewed: September 2018

Attendance & Punctuality Policy and Procedures 

Introduction:
We aim for an environment which enables and encourages all the students to reach out for excellence. For our children, to gain the greatest benefit from their education, it is vital that they attend school regularly. Your child should be at school, on time, every day unless the reason for the absence is unavoidable.

The school has targets to improve attendance and each student has an important part to play in meeting these targets. Our target is to achieve 98% attendance which is rated as outstanding by the KHDA. Good attendance is the key to successful schooling and high attainment.

Regular Attendance is important

Learning:

Any absence affects the pattern of a child’s schooling and regular absence will seriously affect their learning. Ensuring your child’s regular attendance at school is the parents’ responsibility. It is the responsibility of the student to catch up on the work missed in class, due to his / her absence.

Promoting Regular Attendance: Helping to create a pattern of regular attendance is everybody’s responsibility – parents, students and all members of school staff.

To help us all to focus on this the procedures listed below will be followed:
•Teachers report to parents during open days (Sep/Oct, Jan, June) on how the child is performing in school, what their attendance and punctuality rate is and how this relates to their attainment.
• Regular communication will be sent out to parents of students whose attendance is becoming a concern.
• Reward regular attendance through certificates and merit points.

Relevant Definitions

Excused Absences:
Excused absences of one day for a good reason like illness or family emergencies, if communicated by a parent.
Please note that for absence due to medical reason, a doctor’s note is required.
Unexcused absence is when there has been no communication from a parent about an absence or if the absence is for two or more days and a doctor’s note has not been received. The key stage leaders will follow up.

Persistent Absenteeism:
A student becomes a ‘persistent absentee’ when his / her attendance record is a cause for concern.
A “persistent absentee” suffers considerable damage to his / her educational prospects and we need parents’ fullest support and co-operation to tackle this. Some of the actions that may be taken by the school are:
1) Warning letter issued by the school after recognition of on-going absence problems.
2) Meeting with parents set up to establish circumstances.
3) According to KHDA guidelines Attendance must be at least 98%. Students failing to maintain this level must have valid reasons and will be referred to KHDA for penalties and consequences.

If your child is absent you must:
• Contact the school on the first day of absence.
Contact Person details:
Primary School – Rasha : 3376661, Extn: 200 or Secondary School – Coral: Extn:231
• Inform us if the absence is likely to be more than 1 day and obtain a doctor’s note if you wish the absence to be recorded as “Sick”.
• Keep us informed on any subsequent days of absence.

Absence Procedures by the School:

•A phone call is made by the school to check on absentees or absence without information.
• Invite parents to discuss the situation with the Key Stage leaders if absences persist.

Contingency Absence:
DGPS strongly disapproves of students being removed from school in session (e.g. for vacation purposes).
Up to five days per school year may be taken as contingency absence for family emergencies or at the discretion of the school.
Absence beyond this period will be recorded as unexcused absence. Contingency leave will not be agreed by the school:
• At the beginning of the academic year, this is very important as your child needs to settle into his / her new environment as quickly as possible.
• Immediately before and during assessment periods, school examinations,IGCSE/A Level examinations.
• When a student’s attendance record already includes a high level of unexplained absence.
Unexcused absence shall be recorded as such on the student report.

Punctuality Procedures:
DPGS requires students to be in school for morning assembly at 7:40 am followed by the room registration period. However, if late, the student must report to the School Receptionist/Sr. School Secretary to obtain a late pass and be marked present before entering normal classes. Frequent and/or unexplained lateness will result in sanctions being applied to the student which is outlined below:

1. In the secondary school, if a student is late 3 times in a two week period a detention will ensue after the third late. Parents will be informed of the detention and the date.
2. In the primary school, the parent will be notified of the late attendance through the homework diary .

Absence due to Medical reasons
Students suffering from contagious or infectious diseases must refrain from attending the school until the completion of the quarantine period. They will not be permitted to attend school until they produce a Medical Certificate of fitness and the school doctor has to give approval, too.
• Chicken Pox/Mumps – Students may return to school after 10 to 14 days with a medical certificate approving of his / her good health.

Other Absences
• Umrah
• Hajj
• Death in the family. All the above to be supported with valid documents.

Reviewed : September 2018

Behaviour Policy

In accordance with our Mission Statement we aim ‘to develop internationally minded young people of excellence who recognise their common humanity and shared guardianship of the planet and who help to create a better and more peaceful world’.

To this end, we strive for the all-round development of the student, promoting values and principles, affirming the personal worth and dignity of each student and fostering awareness of the responsibility to work for peace, fairness and unity in society.

The school endeavors to encourage excellence in all areas of the student’s life, in an atmosphere of interest, concern and friendship for each person. Therefore, our behaviour code is based on respect for self and respect for others. It seeks to promote self-discipline and to challenge our students to act responsibly and to take responsibility for their actions.

Rationale of the Code:
At Dubai Gem Private School we aim to maintain a safe and orderly environment where teachers and students can learn and work together in an atmosphere of co-operation and mutual respect.

• More specifically our aims are : To promote justice and fairness for all;
• To protect each student’s right to benefit fully from Dubai Gem Private School;
• To enable all students to work to the best of their ability thereby achieving their full academic potential;
• To help students acquire a high standard of social behaviour;
• To encourage students to develop self-discipline;
• To develop in our students a sense of pride in themselves and in their school;
• To engender respect for all staff members and elders;
• To respect school property and the school environment.

All children have the right to feel safe and respected in school. A culture of mutual respect in our school is expected which requires all members of the school community to be respectful of, and to each other.
RESPONSIBILITIES

Teachers

Teachers are responsible for developing an ethos of positive respect whereby positive exchanges are the norm and students are praised for good behaviour. They are required to implement the objectives of the Dubai Gem Private School Behaviour Policy by example and explicit teaching. Supervision is a crucial part of behaviour management and teachers are required to supervise students at all times to ensure that safety procedures are being maintained.

Parents/Guardians
Supportive parents and a favourable home environment play a crucial role in shaping the attitudes which produce good behaviour in school.
In particular, parents should:
• co-operate with the school by encouraging their child to abide by the school rules;
• actively support the school staff in the application of the Code of Behaviour;
• keep themselves informed of their children’s behaviour, progress, attendance and punctuality by regularly checking their Journals/Diaries;
• contact the school if they are concerned about any aspect of their child’s behaviour and/or progress.

In the spirit of good communication the school will endeavor to keep parents / guardians informed of their child’s progress and to alert them at an early stage if difficulties arise.

Parents should note that they have the right to appeal any decision to the Principal or to the Board of Management as appropriate.

Students
Students are required to abide by the Behaviour Policy and develop the ethos of positive respect in the school. Our school has an expectation of excellence in all areas and by focusing on this, our students can develop their potential and ‘become internationally minded young people of excellence’.

School Rules

l. The highest standard of courtesy and good manners is expected when dealing with all those involved in school life, teachers, ancillary staff and fellow pupils.
Answering back rudely, verbal insults, defiance, any form of disrespect to adult or student are not tolerated.

2. Students’ behaviour must at all times be in accordance with the School’s Safety Policy.

3. Full School uniform is obligatory and must be worn during school hours and at school functions.
Hair colour is not permitted.
Shoulder length or longer hair must be neatly tied back.
Make–up and nail varnish is not permitted.
Head scarves should be simple white/ black.
All religious/ cultural symbols to be worn unseen.

4. On non-uniform occasions dress should be appropriate to the event.

5. Students must be punctual and regular in attendance. Lateness is recorded. Absences must be explained satisfactorily by a parent/guardian in the student’s journal.

6. Students may not leave the school premises during school time without having their leave applications stamped and a gate pass being issued. This absence must be acknowledged in the journal by a parent/guardian.

7. Students must not enter areas deemed “Out of Bounds” by the school authorities.

8. Students are required to participate in all activities (e.g. Pastoral Care Programmes, Lectures, Concerts, Prize-giving) as instructed by the school authorities.

9. Students have a responsibility towards the cleanliness and tidiness of their classrooms and the school environment. Litter must not be scattered and the school furniture must not be defaced or willfully damaged.

10. Books and clothing should be clearly marked with the student’s name. It is inadvisable for students to bring items of value to school. School management accepts no responsibility for loss or damage to a student’s property.

11. Students are forbidden to take into school or to use any of the following:
Chewing gum
Cigarettes
Alcoholic Drink
Other dangerous or illegal substances.

In the case of Alcoholic Drink and other dangerous or illegal substances, the Principal may suspend the students involved. The matter will be referred to the Board of Management where the question of expulsion will be considered. Parents will have the opportunity to express their views to the Board prior to its reaching a decision on any course of action it may take.

12. Bullying – verbal, physical or otherwise, is forbidden and is a serious breach of discipline.

13. Truancy is forbidden and is a serious breach of discipline.

Every student without exception is expected to observe these rules of behaviour. In all cases the school authorities are the judges of acceptable standards of behaviour and appearance.

Academic Requirements

1. To enable students to work to the best of their ability and achieve their Academic potential. The school authorities insist that students should:

• show respect for the person, property and professional status of their teachers and the right of fellow students to work and make progress in the classroom;
• attend class regularly and punctually;
• have the required books, equipment, etc. necessary for each class;
• record and complete homework to the satisfaction of their teachers.

2. Good study habits and skills need to be developed from the very beginning.
Students must:
• come well groomed to school
• be alert and attentive during a lesson
• leave the classroom only with the teacher’s permission

3. To facilitate an orderly and disciplined movement of students within the school premises, clearly defined pathways have been marked.

4. Students assembling in the main hall or quadrangle are required to behave maturely and responsibly (no hooting, clapping or whistling etc.).

5. Activities, including part time jobs, should not be allowed to adversely affect a student’s homework or her ability to concentrate during the school day.

The School Authorities expect full co-operation on the aforementioned points in order to provide a setting conducive to good teaching and good learning in a disciplined environment.

Reviewed: September 2018


Bring Your Own Device (BYOD): Technology In The Classroom

At Dubai Gem Private School we wish to embrace positively the use of technology to uncap learning.

Students at our school use technology in a wide range of settings. Students from Yr 6-Yr 13 bring laptops/tablets. Yr 3-5 bring tablets. Phones as BYOD’s not allowed for all students.

Dubai Gem has placed some clear guidelines on the introduction of BYOD:

  • Students will be able to use their devices only at the invitation of their teacher. A student does not have the ‘right’ to use his device, and is not permitted to use it against the wishes of his/her teacher. It is the teacher’s decision whether or not he/she uses technology in the classroom.
  • A student is fully responsible for the care and upkeep of his/her own device.
  • Only laptops, netbooks and tablets with a screen of 7 inches or larger may be brought into school. Mobile phones cannot be used in the classroom. We deem 7 inches to be the smallest size a screen may be and still be of active use across a range of applications.
  • Devices can only be used in the classroom for work as directed by the teacher: if a device is misused in any way, a teacher has the right to confiscate it. This policy is exactly the same as our current policy for mobile phones.

There has been a great deal of talk in and around education recently about the impact of portable devices in the classroom: I would like to reassure you that we do not feel that allowing students to bring in devices to some lessons will ‘transform’ a Dubai Gem Private School  education. We see the change in policy simply as a way to allow students greater access to tools that may help them in their learning in some of their lessons. We will continue to provide access to computers at school for those students who do not have their own devices, and we certainly do not expect every student to bring their own device to school.

Why have BYOD?

Many of our students are already using digital devices outside of school to communicate and learn. We would like to make our school resources available so that the potential of those devices can be used to further enhance learning.

What types/models of devices can be brought.

The device must be internet capable and have the ability to create and edit common documents such as word processed documents, spreadsheets and presentations. It should also have the ability to read ebooks and pdfs. To this end, we would allow netbooks, a laptop or a tablet of 7 inch screen size or larger. If parents and students are considering purchase of devices we have produced some guidelines to assist in this process- Please check the guidelines in Appendex A.

Some students arriving in year 9 may have tablets and these are adequate as a consumption device with some creation ability. As students move through the school we recommend a laptop with a full operating system such as Windows 7, 8, 10 or MacOS for a wide range of applications. The type of device that you consider will also relate to the subjects that your son/daughter studies particularly in the senior school. Device configurations change regularly, as do prices and there are a wide range of suitable devices.

Will the school be operating a purchasing programme?

No , if you are considering a device for purchase, we recommend that you view the specification of the device that is appropriate to you in terms of budget and power. You may wish to print off the specifications when you are comparing offerings from other resellers. Look particularly for lightness and good battery life. A mid-range model will typically have an “i5” processor.

What if my son/daughter does not have a device?

We intend to continue to provide ICT resources for students, particularly in specialist areas, but where a student has a suitable device and wishes to bring it to school, then they may do so. In some cases, classes will make use of these resources.

How regularly will my child use their computer in their classwork?

This will obviously differ from class to class and teacher to teacher. Some subjects lend themselves to using a computer more naturally than others.

Supporting BYOD infrastructure

We have prepared for BYOD with sitewide wireless, improved internet access speeds and a comprehensive firewall system to monitor and filter usage.

Student Device Care and Security

It is important that students take responsibility for their own equipment, naming their device, handling it carefully and storing it securely when not in use.

Care and Security of Personal Devices

Mis-handling portable devices is the largest cause of problems. Most devices will come with care guidelines which we advise users to read. The following are conditions that we recommend.

  • Portable devices should be protected by a username and password. This should not be disclosed to other students.
  • Always store the portable devices in the protective bag.
  • Avoid storing it at the bottom of your school bag – pressure from books can damage the screen and hinges.
  • Do not store anything additional to the portable devices within the case /  sleeve (e.g. cords, papers or disks), as this may damage the screen.
  • Carry your portable device within its protective cover inside your normal school bag. Do not overfill your school bag. (Pressure on the portable device can cause permanent damage to the screen and other components)
  • Never lift the portable device by the screen. This will stress the hinge mechanism, which also carries the power supply to the screen.
  • Never leave your portable devices in a car or in an exposed area where it can be stolen.
  • Never leave your devices in unsupervised areas during the school day.

  Security of devices while at school

The security of a student owned device is the responsibility of the student. We suggest that when going to the library the device is taken into the library. Where students are in physical education, your teacher will provide guidelines for safety of equipment. If you have a lockable locker, this is the best location for your device while in PE.

APPENDIX A

GUIDELINES

Laptop Specification:

Apple MAC Book Pro  MD101

Intel I5 Processor (2.5 Ghz) Dual Core.

Hard Drive : 500 GB HDD

RAM : 4 GB

Graphics Card : Intel Inbuild Graphics Card

Wireless Card : Intel Wireless Pro 802.11 b/g/n

Display Size : 13.3 Inch

OS : MAC OS X 10.2 Lion

Price Range : 3300 to 3500 AED

 

Apple MAC Book Air – MJVM2

Processor : Intel I5 Processor 3.0 Ghz

Hard Drive : 128 GB SSD

RAM : 4 GB

Graphics Card : Intel Inbuild Graphics Card

Wireless Card : Intel Wireless Pro 802.11 b/g/n

Display Size : 11.6 Inch

OS : MAC Yosemite OS

Price Range : 3000 to 3200 AED

 

Lenovo – G Series

Processor : Intel I5 Core 2.75 GHZ

Hard Drive : 500 GB HDD

RAM : 4 GB

Graphics Card : Intel Or Nvidia Graphics (1GB)

Wireless Controller : Intel Or BroadCom 802.11 b/g/n

Display Size : 15 Inch

OS : Windows 8.1 Upgraded to Windows 10.

Antivirus : Kaspersky Internet Security.

Price Range : 1500 To 1700 AED.

Dell – Inspiron Series

Processor : Intel I5 Core 2.75 GHZ

Hard Drive : 500 GB HDD

RAM : 4 GB

Graphics Card : Intel Or Nvidia Graphics (1GB)

Wireless Controller : Intel Or BroadCom 802.11 b/g/n

Display Size : 15 Inch

OS : Windows 8.1 Upgraded to Windows 10.

Antivirus : Kaspersky Internet Security.

Price Range : 1700 To 1900 AED

HP – Notebook Series

Processor : Intel I5 Core 2.75 GHZ

Hard Drive : 500 GB HDD

RAM : 4 GB

Graphics Card : Intel Or Nvidia Graphics (1GB)

Wireless Controller : Intel Or BroadCom 802.11 b/g/n

Display Size : 15 Inch

OS : Windows 8.1 Upgraded to Windows 10.

Antivirus : Kaspersky Internet Security.

Price Range : 1500 To 1700 AED

Tablet Specification:

Apple IPAD Mini AIR Tablet

Brand : Apple

Processor : Apple A7 Processor

CPU Speed : Dual Core 1.3 GHZ Cyclone

RAM : 1.5 GB

Storage : 16 GB Inbuild

Wireless : 802.11 b/g/n Standard.

Display : Retina display 9.7 Inch

OS : IOS 7.0

Price Range : 1200 to 1400 AED

Apple IPAD Mini Tablet

Brand : Apple

Processor : Apple A7 Processor

CPU Speed : Dual Core 1.3 GHZ Cyclone

RAM : 1 GB

Storage : 16 GB Inbuild

Wireless : 802.11 b/g/n Standard.

Display : Retina display 7.6 Inch

OS : IOS 7.0

Price Range : 800 to 1000 AED

Samsung Galaxy TAB S

Brand : Samsung

Processor : Intel Processor

CPU Speed : Dual Core 1.7 GHZ

RAM : 1.5 GB

Storage : 16 GB Inbuild

Wireless : 802.11 b/g/n Standard.

Display : 10.5 Inch

OS : Android Kitkat (4.0)

Price Range : 1500 to 1700 AED

Samsung Galaxy TAB A

Brand : Samsung

Processor : Intel Processor

CPU Speed : Dual Core 1.5 GHZ

RAM : 1 GB

Storage : 16 GB Inbuild

Wireless : 802.11 b/g/n Standard.

Display : 10.5 Inch

OS : Android Kitkat (4.0)

Price Range : 800 To 1000  AED

Reviewed : September 2018

Safeguarding & Child Protection Policy


Safeguarding and Child Protection Policy

 DESIGNATED SAFEGUARDING & CHILD PROTECTION

UAE FRAMEWORK
UAE Federal Law No. 3 of 2016 (the “Child Rights Law”) enshrines the basic principle that children have the right to life and safety, and specifically provides that every child is entitled to an education.

The Child Rights Law seeks to prevent all kinds of violence in educational institutions and to preserve children’s dignity in an education context. The law states that a child’s mental, psychological, physical or ethical safety must not be prejudiced. These principles are reiterated and further elaborated on under Executive Council Resolution No. 2 of 2017 (the “Resolution”) which obliges private schools in Dubai to take all necessary measures to care for and protect their students’ rights.

Preventative Measures

At the very outset, thorough and robust background checks should be undertaken on all potential job candidates, and employers should require candidates to provide criminal record checks and certificates of good standing regardless of whether their previous employment was in the UAE or elsewhere. This practice is consistent with the Child Rights Law which prohibits individuals with a criminal record from working in the UAE in any job which allows them to directly interact or communicate with children. Referees should also be requested from the candidate’s previous employer(s) for at least the past 5 years, and the school should ensure that thorough referee checks are undertaken. Some schools would outsource this background checking to specialist firms that focus on this.

Additionally, all schools must develop and implement an appropriate child protection policy that is clear and easy to understand for all stakeholders including students, staff and parents. The policy should be reviewed regularly by school management, and clear processes and procedures should be put in place to guide how issues will be dealt with as they arise. The policy should be emailed to all staff and made readily available on the school’s intranet.

Further, all staff and other adults working or otherwise in direct contact with the children (including independent contractors) should receive regular training regarding the school’s child protection policy, ideally during induction at the beginning of each academic year, to ensure that they can effectively deal with issues affecting the safety or wellbeing of students in the school’s care. The school should maintain an up-to-date record of all adults working or otherwise involved with the children at the school. For independent contractors (e.g. coaches, catering staff etc) an introduction to the child protection policy should form part of their on-boarding and also should be explicitly mentioned and appended to the commercial agreement between them and the school.

As part of the school’s child protection policy and procedures, designated Child Protection Officers (“CPOs”) must be appointed and should receive additional dedicated child protection training, as should school counsellors and doctors who may identify ‘markers’ of abuse. The school must make it clear to students who their CPOs (and any other key points of contact) are and how they can be contacted, and the school should cultivate an atmosphere where students are encouraged and made to feel comfortable reporting issues to their CPOs. In accordance with the Resolution, private schools in Dubai must also establish a designated committee to address complaints filed by students and parents.

Considerations for Job Offers and Employment Contracts

Employment contracts should include an adequate probation period (which can be up to 6 months in accordance with the UAE Labour Law) as an additional safeguard in relation to new employees. During the probation period an employee can be dismissed without notice if any issues do arise, or even if the employer simply does not consider the employee to be suitable for the work environment for any reason (i.e. even if no specific incidents have actually occurred).

Further, the employment contract should specifically state that the employment is at all times conditional on the employee being vetted and complying with the school’s child protection policy, failing which the school will have the right to terminate the employment.

When Issues Arise

While implementing the above steps will help reduce the risk of issues arising in the first place, schools must be able to respond appropriately in the unfortunate event of a child’s safety or wellbeing being compromised.

A thorough investigation should be undertaken regarding any matter concerning a child’s safety, including by interviewing the child (or children) involved and any other adults or students who were present at the time of the incident. The school counsellor, doctor and CPO should be involved as appropriate to gauge the extent of any physical or emotional abuse that may have occurred, together with any other members of the school committee tasked with investigating complaints and issues of this nature. As part of this process the child’s parents or guardians should be kept up-to-date about the incident(s) and the steps the school is taking in response. The school’s child protection policy must be followed and depending on the nature of the incident and the outcome of the initial investigation, the matter may need to be reported to the local authorities. The school must also notify its insurers of any potential claim which may trigger the school’s insurance policy (i.e. a notification event).

Where an allegation is made against a staff member, it is possible for the school to temporarily suspend the staff member during any investigation into the matter. If the matter is sufficiently serious to warrant the involvement of the police, the employee can be suspended without pay for the duration of any criminal investigation (however the employee would be entitled to back pay for the suspension period unless they are ultimately convicted of a criminal offence). Alternatively, the employee can be suspended with pay for the duration of any internal investigation into the matter, and this is considered best practice. Management should carefully consider how best to explain the staff member’s absence to other staff members, students and parents, particularly given the possibility of the staff member returning to duty following the suspension if the allegations against them are not substantiated.

Under the UAE Labour Law an employee is entitled to know the allegations being made against them and an opportunity to defend themselves. The employer must properly investigate the employee’s defence and notify the employee of the potential consequences (e.g. dismissal) if they repeat the offence. It should be made clear to the person making the complaint that it is not always possible for the school to guarantee confidentiality, as the person who the complaint is made against is entitled to know the allegations against them (and the police and other relevant bodies may also need to be notified of the incident).

In the case of gross misconduct, however, an employee can be summarily dismissed (without notice or end of service gratuity) under Article 120 of the UAE Labour Law if they are convicted of an offence involving “honour, honesty or public morals”. Technically this would require a police complaint to be filed and for the employee to ultimately be convicted of the offence, after which the employer would be within its rights to summarily dismiss the employee in accordance with the UAE Labour Law. Legal advice should be sought on a case by case basis where a staff member is subject to an allegation involving child safety and the employer is considering its options in relation to the termination of employment or otherwise.

Legal guidance

Federal Law No. 3 of 2016 concerning child rights, also known as Wadeema’s Law, stresses that all children must be provided with appropriate living standards, access to health services, education, equal opportunities in essential services and facilities without any kind of discrimination. The law protects children against all forms of negligence, exploitation, physical and psychological abuses.

In addition, smoking in public and private vehicles and indoor facilities where children are present is also prohibited under the law.

The law allows childcare specialists to remove children from their homes against parents’ wishes and without judicial permission in cases of imminent danger. In less severe cases, specialists may intervene by visiting the child regularly, providing social services and mediating a solution between the family and the child.

Those who put children in danger, abandon them, neglect them, leave them without supervision, do not enroll them in school or register them upon their birth will be subject to a prison sentence or a fine. The law applies to all children up to the age of 18.

Dubai Gem Private School

DESIGNATED SAFEGUARDING & CHILD PROTECTION LEAD

Child protection is the responsibility of all adults and especially those working with children. The development of appropriate school procedures and the monitoring of good practice are the responsibilities of the Person for Child Protection and Safeguarding

School Doctor: Dr. Gehan Sabry
SENDCO: Ms Bhuvana Ramakrishnan
Counsellor (Primary School): Ms Bhawna Goel
Counsellor (Secondary School): Ms. Charlotte Dias

KEY CONTACTS WITHIN THE LOCAL AREA
Dubai Police Child Protection Hotline (confidentiality and advice).
Contact Number: 800-243 Website: www.dubaipolice.gov.ae

Al Ameen Service
Contact Number: 800-4-888
24hrs Help Line: 800111 Children’s rights

ALTERNATIVE REFERRALS
When members of the school have URGENT and IMMEDIATE concerns for the safety and welfare of a child or young person during school hours they should make an immediate referral to a member of the Safeguarding & Child Protection Team or any accessible member of the Senior Leadership Team.

SAFEGUARDING & CHILD PROTECTION POLICY FOR DUBAI GEM
PRIVATE SCHOOL

1. INTRODUCTION
DGPS takes seriously its responsibility to protect and safeguard the welfare of children and young people in its care.

It is recognised that DGPS staff are particularly important in the safeguarding & child protection process as they have regular contact with the students in their care and are in a position to identify concerns early. They are able to provide direct help and support to the children and should prevent an escalation of events.

2. PURPOSE
An effective whole-school child protection policy is one which provides clear direction to staff and others about expected behaviour when dealing with child protection issues. An effective policy also makes explicit the school’s commitment to the development of good practice and sound procedures. This ensures that child protection concerns, referrals and monitoring may be handled sensitively, professionally and in ways which support the needs of the child.

There are three main elements to our child protection policy:

a) Prevention through the creation of a positive school atmosphere and the teaching, and pastoral support offered to pupils.
b) Protection by following agreed procedures, ensuring staff are trained and supported to respond appropriately and sensitively to child protection concerns.
c) Support to pupils who may have been abused.

This policy applies to all pupils, staff, governors, volunteers and visitors to DGPS. This school recognises it is an agent of referral and not of investigation.

3. SCHOOL POLICY
We recognise that for our pupils, high self-esteem, confidence, supportive friends and clear lines of communication with a trusted adult helps to prevent abuse.
Our school will therefore:

a) Establish and maintain an environment where pupils feel safe and secure and are encouraged to talk, and are listened to.
b) Ensure that pupils know that there are adults within the school who they can approach if they are worried or are in difficulty.
c) Include in the curriculum, activities and opportunities for Moral Education and PSHE/Class talks by the Counsellor, which equip pupils with the skills they need to stay safe from abuse. School Enrichment Days and assemblies are the key means of delivery currently.
d) Include in the curriculum material which will help pupils develop realistic attitudes to the responsibilities of adult life, particularly with regard to childcare and parenting skills. Further information can be obtained from the school’s Heads of Section.
e) Ensure that wherever possible every effort will be made to establish effective working relationships with parents and colleagues from outside agencies.

4. ROLES AND RESPONSIBILITIES
All adults working with or on behalf of children have a responsibility to protect and safeguard them. There are, however, key people within the school who have specific responsibilities under safeguarding & child protection procedures. The names of those carrying out these responsibilities for the current year are listed on the cover sheet of this document.

It is the role of the Child Protection Officer to ensure that all of the child protection procedures are followed within the school, and to make appropriate, timely referrals if practicable. It is the role of the Designated Safeguarding & Child Protection Lead to ensure all staff employed including temporary staff and volunteers within the school are aware of the school’s internal procedures, to advise staff and to offer support to those requiring this.

The Board of Governors and the Principal are responsible for ensuring that the school follows safe recruitment processes.

The role of the Principal and SLT is to ensure that the school has an effective policy, that the Guidelines are complied with and to support the school in this aspect. Governors must not be given details relating to individual child protection cases or situations to ensure confidentiality is not breached.

5. PROCEDURES
All action is taken in line with the following guidance:

Staff is kept informed about child protection responsibilities and procedures through induction, briefings and awareness training. There may be other adults in the school who rarely work unsupervised, more usually working alongside members of the school staff. However the Principal will ensure they are aware of the school’s policy and the identity of the Child Protection Officer.

Any member of staff, volunteer or visitor to the school who receives a disclosure of abuse, an allegation, or suspects that abuse may have occurred, must report it immediately to the Child Protection Lead, or in her absence, the matter should be brought to the attention of the Principal/SLT.

The Child Protection Lead will immediately refer cases of suspected abuse or allegations in accordance with the procedures outlined within this policy.

The school will always undertake to share an intention to refer a child with the parents unless to do so could place the child at greater risk of harm or impede a criminal investigation. On these occasions advice will be taken.
Parents can obtain a copy of the school child protection policy on request from the school.

6. TRAINING AND SUPPORT
The Principal and all other staff who work with children will undertake appropriate child protection awareness training to equip them to carry out their responsibilities for child protection effectively, that is kept up to date by refresher training annually.

All staff should have access to advice and guidance on the boundaries of appropriate behaviour and conduct. These matters form part of staff induction and are referred to in the staff handbook.

7. PROFESSIONAL CONFIDENTIALITY
Confidentiality is an issue which needs to be discussed and fully understood by all those working with children, particularly in the context of child protection. The only purpose of confidentiality in this respect is to benefit the child. A member of staff must never guarantee confidentiality to a pupil nor should they agree with a pupil to keep a secret, as where there is a child protection concern this must be reported to the Child Protection Officer and may require further investigation by appropriate authorities.

Staff will be informed of relevant information in respect of individual cases regarding child protection on a “need to know basis” only. Any information shared with a member of staff in this way must be held confidentially to themselves.

8. RECORDS AND MONITORING
Well-kept records are essential to good child protection practice. Our school is clear about the need to record any concern held about a child or children within our school, the status of such records and when these records should be passed over to other agencies.

Any member of staff receiving a disclosure of abuse or noticing signs or indicators of abuse, must make an accurate record as soon as possible noting what was said or seen, putting the event in context, and giving the date, time and location. All records will be dated and signed and will include the action taken.

These file notes are kept in a confidential file, which is separate to other files, and stored in a secure place by the Child Protection Lead. In the same way notes must be kept of any pupil who is being monitored for child protection reasons.

If a pupil transfers from the school, these files will be copied for the new establishment and forwarded to the pupil’s new school marked confidential and for the attention of the receiving school’s Child Protection Officer.

9. SUPPORTING PUPILS AT RISK
Our school recognises that children who are abused or who witness violence may find it difficult to develop a sense of self-worth or view the world as a positive place.

This school may be the only stable, secure and predictable element in the lives of children at risk. Nevertheless, whilst at school their behaviour may still be challenging and defiant or they may be withdrawn.

This school will endeavour to support pupils through:
a) The curriculum to encourage self-esteem and self-motivation.
b) The school ethos which promotes a positive, supportive and secure environment and which gives all pupils and adults a sense of being respected and valued.
c) The implementation of the school’s behaviour management policies.
d) A consistent approach agreed by all staff which will endeavour to ensure the pupil knows that some behaviour is unacceptable but she/he is valued.
e) Regular liaison with other professionals and agencies who support the pupils and their families.
f) A commitment to develop productive, supportive relationships with parents, whenever it is in the child’s best interest to do so.
g) The development and support of a responsive and knowledgeable staff group, trained to respond appropriately in child protection situations.
h) Recognition that statistically children with behavioural difficulties and disabilities are most vulnerable to abuse so staff who work in any capacity with children with profound and multiple disabilities, sensory impairment and / or emotional and behavioural problems will need to be particularly sensitive to signs of abuse.
i) Recognition that in a home environment where there is domestic violence, drug or alcohol abuse, children may also be vulnerable and in need of support or protection.

This policy should be considered alongside other related policies in school. These are the policy for the teaching of Moral Education and PSHE/Class talk, the policy for the management of pupils’ behaviour, including our policy on anti-bullying and the health and safety policy.

10. SAFE SCHOOL, SAFE STAFF
It is essential that the high standards of concern and professional responsibility adopted with regard to alleged child abuse by parents are similarly displayed when members of staff are accused of abuse.

Only authorised agencies may investigate child abuse allegations (currently, in Dubai this would mean the Police only). Whilst it is permissible to ask the child(ren) simple, non-leading questions to ascertain the facts of the allegation, formal interviews and the taking of statements is not.

If for any reason it is decided that a referral is not appropriate, it will be necessary to address matters in accordance with the school’s complaints/disciplinary procedures.

11. USE OF THE SCHOOL PREMISES BY OTHER ORGANISATIONS
Where services or activities are provided separately by another body, using the school premises, the Governing Body will seek assurance that the body concerned has appropriate policies and procedures in place in regard to safeguarding children and child protection.

12. WHISTLEBLOWING
We recognise that children cannot be expected to raise concerns in an environment where staff fails to do so. All staff are expected to fully comply, at all times, with the School’s Professional Code of Conduct.

All staff should be aware of their duty to raise concerns about the attitude or actions of colleagues. If necessary they should speak to a member of the School’s Senior Leadership Team.

If a member of staff has concerns about the conduct of a member of the Senior Leadership Team (other than the Principal) they should contact the Principal.

If a member of staff has concerns about the conduct of the Principal they should contact the Nominated Governor for Safeguarding & Child Protection or the Chairman of the Board of Governors.

POLICY REVIEW
a) The Designated Safeguarding and Child Protection Lead, or in their absence a member of the School’s Senior Leadership Team is responsible for ensuring the annual review of this policy.

b) The Designated Safeguarding and Child Protection Lead, or in their absence a member of the School’s Senior Leadership Team is also responsible for ensuring that the list of key contacts on the cover sheet is kept up to date.

Appendix 1
How a member of staff should respond to a safeguarding/child protection concern

I am concerned about a child at DGPS. What should I do?

Has something actually happened?

YES – I have witnessed or have been told about something which concerns me.

Do you feel that the child concerned has been harmed or is at risk of harm?

Appendix 2
Safeguarding/Child Protection Record Form (member of staff or other adult)
This form should be completed within 24 hours of the incident/concern/disclosure and given to the Child Protection/Safeguarding Lead or Principal. It is important that only factual/neutral information is recorded. Please avoid opinion, suspicion and subjective statements.

Details of the incident, concern or disclosure, who dealt with it, observations or circumstances, description of physical/behavioural indicators and any statements made by the child/young person. Times, dates and factual information only please.

Details of anyone else involved; conversations held with anyone else; witnesses eg.parent, teacher or support staff member or other children/young people. Times, dates and factual information only please

Referral to designated person. Was this concern passed to Head of Year, Principal, Safeguarding Lead? Was there any discussion or advice given that should be recorded. Times dates and factual information only please.

Completed by member of staff or other person who has raised the child protection concern.
Name ____________________________ Signature ____________________
Date __________________

Appendix 3
Child Protection Record Form (Safeguarding Officer or Principal)
This form should be completed by the Designated Child Protection/Safeguarding Lead or Principal. It is important that only factual/neutral information is recorded. Please avoid opinion, suspicion and subjective statements.
Details of any discussions between other parties, including Principal or Safeguarding Officer (if they are not the one completing this form), and further information received or recorded that may relate to this case.

Decision on the next steps. If the decision is to involve outside agencies give reasons why. Similarly if the decision is not to involve outside agencies give reasons why. Details of any follow up actions, monitoring, counselling and support.

Signed & dated by Safeguarding Lead or Principal
Signature _____________________________ Date ____________________
In the case of a complaint against a member of staff, form must be signed by both
Signature ______________________________ Date ____________________

Appendix 4
Signs of Child Abuse Outline Document
This document is included as an appendix to support the Safeguarding Policy. It is not intended as a policy in its own right
Statement of School Policy on Confidentiality
The welfare of our pupils will always be our central concern. Students are actively encouraged to raise personal and general concerns with members of staff and seek advice in confidence. It is important to note, however, that such discussions, whilst remaining confidential in nature, must take into account a full appreciation of our duty of care. This will mean that information may have to be shared with senior members of staff or parents on a need to know basis – not as a breach, but as an extension of a confidence given. This aspect of the policy will apply if there is a risk of an individual becoming a danger to himself/herself or others. In such a situation a student will be counselled and, if at all possible, persuaded that it is desirable for a confidence to be shared with others.
Best practice indicates that
“The welfare of the child is the paramount consideration”.
Children are best cared for in their own family. (The term “family” being widely defined).
Schools have a responsibility to make their child protection policy known to both parents and teachers so that it is clear that, should a child’s needs appear to indicate it, referral will be made to or advice sought from external agencies and/or authorities as part of the School’s pastoral policy.
See also the Dubai Gem Anti-Bullying Policy
Child Abuse: Categories and Definitions
Physical Abuse
This is the physical injury of a child where there is definite knowledge or reasonable suspicion that the injury was inflicted or knowingly not prevented. This can include, for example, non-accidental cuts, bruises, wounds, burns, fractures, bites, deliberate poisoning, attempted drowning, attempted smothering and Munchausen’s syndrome by proxy.
Possible signs of Physical Abuse
• Unexplained injury or refusal to explain or discuss them
• Cigarette burns
• Long bruises (possibly made by a belt)
• Teeth marks
• Fingertip/nail/slap marks or bruises
• History of bruises/injuries with inconsistent explanations
• Bilateral black eyes
• Self-destructive comments, possibly repeated, or tendencies
• Aggression towards others • Untreated injuries
• Fear of medical treatment
Emotional Abuse
This category deals with the persistent or severe emotional ill treatment of a child, which has a severe adverse effect upon the behaviour and emotional development of that child. Its diagnosis will require medical, psychological, psychiatric, social and/or educational assessment. It is accepted that all abuse involves emotional abuse, but this category supersedes only when it is the main or the sole form of abuse.
Possible signs of Emotional Abuse:
• The child is developmentally delayed
• Inappropriateness of social responses
• Self mutilation
• Extreme passivity or aggression
• Truanting from school or running away from home
• Drug or solvent abuse (either in the child or in its principal carer/s)
• Excessive fear of situations or people
• Social isolation
• Depression
• Pressure (possibly when carers are unstable emotionally or behaviourally)
Sexual Abuse
This is the involvement of dependent (legally under 18), developmentally immature children and adolescents in sexual activities they do not truly comprehend and to which they are unable to give informed consent.
The key elements in any definition of Sexual Abuse are:
• The betrayal of trust and responsibility.
• Abuse of power for the purpose of the sexual gratification of the abuser.
• The inability of the child to consent.

Possible signs of Sexual Abuse:
• Depression, suicidal tendencies, self-harming
• Anorexia or bulimia
• Acting in a sexually inappropriate manner towards adults/peers
• Unexplained pregnancies
• Truanting/running away from home
• Seeking guidance for a “friend with a problem of abuse”
Sexually abusing a younger child/sibling:
• Sudden changes in school or work habits
• Fear of people
• Abnormal precociousness or aggression
• Chronic medical problems (stomach pains/headaches)
• Withdrawn, isolated, excessively isolated
• Genital/abdominal or anal injury or pain
• NB: Never Keep Under-Age Sex Issues a Secret
Neglect
This is the persistent or severe neglect of a child which results in serious impairment of that child’s health or behaviour. This may involve exposure to danger or the repeated failure to attend to the physical and developmental needs of a child. The non-organic failure of a child to thrive may result from the neglect of a child, but will always require medical diagnosis by appropriate exclusion of organic causes.
Possible signs of Neglect:
• Failure to thrive (looks thin, emaciated, unwell, below average height, weight)
• Unusually hungry
• Has regular accidents especially burns
• Poor personal hygiene
• Avoidance of school medicals
• Tiredness
• Reluctance to go home
• Poor social relationships
• Frequent lateness/non-attendance
Roles and Responsibilities – Form Tutors/Subject Teachers
Form Tutors – At Dubai Gem Private School, the Form Tutor is regarded as the pupil’s first point of contact. Form Tutors meet their tutees twice per day – At morning registration and at the end of the school day. As a result of this consistent, regular face-to-face contact, high quality pupil-teacher relationships may be established which would lead to a pupil in difficulty, discussing issues of concern with his/her Tutor.
Subject Teachers – Pupils at DGPS also enjoy excellent relationships with their Subject Teachers. Depending on Year Group and subject time allocation, pupils may actually spend more time each week with a particular Subject Teacher than with the Form Tutor. These circumstances may create the conditions for discussing sensitive issues.
DGPS takes the view that what is important in delicate situations is that there is someone – Form Tutor, Subject Teacher or some other adult – at the school with whom a pupil in difficulty can talk. The Principal, KSL, SLT, SENDCO, Counsellor, School Doctor and nurses are all available to all members of the DGPS community for discussion/advice.
Teachers approached should clearly understand that they are receiving a pupil’s concerns, not making a diagnosis. As stated above, a diagnosis will often require medical, psychological, psychiatric, social and/or educational assessment.
None of the signs listed above may actually prove that a child is being abused and these indications should not be taken as proof. They may be indicators, which when put into context, provide justification for action. It must be remembered that even an explicit disclosure by a child may be untrue. Children may sustain injury by accident or design in order to implicate someone else.
Emotional abuse is more than just the occasional criticism of a child. Abuse is a symptom of continued negative treatment which ostracizes or belittles a child. This is usually the result of extremes of inappropriate care by the parents and so very difficult to confront.
All abuse is emotional abuse irrespective of whether or not it is accompanied by physical injury, sexual abuse or neglect.
Tutors/Teachers Checklist
• Be aware of the possibilities which exist for child abuse and to be conversant with the School’s practice and policy on Safeguarding/Child Protection.
• Teachers are not expected to be experts at diagnosis.
• In dealing with a child protection issue, remain as objective as possible. Never assume that you “know” which categories of children are at risk. Record information, verbatim, if possible. Forms are included as part of the Safeguarding/Child Protection Policy. Do not prompt, lead or suggest information to the child.
• Seek corroboration of details from third parties should this be possible.
• Refer concerns to the School’s designated CPO or in their absence, to the SLT immediately.
• In the case of allegations brought against a colleague, refer the incident to the designated teacher who will then refer this to the Principal immediately.
Responding to Child Protection Disclosures
• Receive what is said.
• It is important that you remain objective.
• Until other agencies are brought into operation, the child is simply alleging that something has taken place. It may be the case that the child has an ulterior motive in making an allegation.
• Accept what you are told. It is not your responsibility to investigate its truth or otherwise or decide if the information is correct.
• Listen without displaying shock or disbelief. To do so could affect the child and prevent the disclosure of information.
• Reassure the child.
• Acknowledge the child’s courage and strength in deciding to disclose the information. The step of disclosure is in itself often the most difficult for a young person to take and will have been the subject of a great deal of thought before being anywhere near confident of doing so.
• Remind them that they are not to blame for what is happening. The child is the victim and often has a very low self-esteem because of this. However, do remember that the alleged perpetrator is often a person that the child loves and respects so to criticise their conduct will be counter-productive. It is vitally important to suspend any form of judgment.
• Do not promise confidentiality. Given that the safety of the child is paramount, a member of staff cannot give the cast iron assurance that the information presented does not need further investigation. To offer such a commitment and to renege on it would break the trust between the student and the School. This would become a complicating factor in having to work with the parents and children at a later date should abuse be proven.
• Do not promise that everything will be all right. This most obviously may not be true and to raise expectations can be as devastating as the outcome of the allegations.
• React. This is the most skilled part of the initial disclosure of allegation.
• Respond to what the pupil has said but do not interrogate. Avoid leading questions such as: “Was it your father?” “Did this take place on Tuesday when you were away?” Questions posed in this way could be used by defense counsel in a subsequent court case to show that the staff member “contaminated” the child’s evidence.
• Questions must be open ended: “Do you want to tell me anything else? And? Yes? Can you remember any more details? Could you go over the detail again to see if you have forgotten anything?”
• Reflect/seek clarification, as outlined in the last question. If the situation allows, “Can I be clear about the detail of what you are saying?” This is recommended so that you are able to decide whether this is a child protection issue or not.
There is a careful judgment to be made in ensuring that you have enough information to make an appropriate referral and allowing a young person to talk without being silenced, whilst making sure that you do not inadvertently lead the child, perhaps by assumption and unintentionally, by the nature of the question.
For example, asking “Were you sitting up or lying down when this happened?” contains the answer to the question.
Explain what you intend to do next. This will focus on the process the School adopts and contacting the designated person within the School. It may also mean an outline of the referral process given the nature of the allegation.
Recording
• Make brief notes as soon as possible after the meeting. This may be possible in the meeting itself but it would be advisable to ask permission of the child in the first instance.
• Write up your notes in full to include time, date, place, and sign them.
• Describe observable behaviour, e.g. was shaking, continued to cry, constantly moved around the room. (Do not interpret these features.)
• Record the actual words spoken by the child wherever possible.
Monitoring of Low Level Child Protection Concerns in School
All concerns a teacher has regarding a child protection issue must be discussed with the designated teacher. Often there are insufficient grounds or evidence to suggest referral to an outside agency. However, it must be stressed that this is not sufficient reason to ignore a concern. It may be that the designated teacher will contact external agencies or authorities to seek clarification on what action should be taken.
Monitoring the Home Circumstances
It may be that the decision is made to monitor the family. In this case a decision will be made as to:
• which aspects of the student should be monitored;
• who should be involved in the process and what their responsibilities should be;
• a date at which time a review will take place (approx 4–6 weeks).
Consultation with the parents will need to take place at this time but needs to be undertaken carefully so as not to arouse any suspicions on their part. The reason for this is twofold: if abuse is taking place it may cause a change in patterns of behaviour, etc., which may prolong the evidence gathering which would bring about referral and, secondly, there may be no cause for concern at all and ‘clumsy monitoring’ would serve only to upset those involved.
The focus in such contacts with parents will be on the individual’s work and behaviour and thus eliciting further information from parents/carers.
Records must be kept in a separate file to the other School records. The written record must contain only observable behaviour and verbatim accounts and again not be interpretative or speculative. These records may be required as evidence.
Review
At the stipulated time of review the following will be established:
• Grounds for further action.
• If it is decided not to refer the issue, it must be indicated on the record that monitoring took place, the date of the decision not to refer and the reasons for this decision.
• If further monitoring is warranted, a new review date must be set. It is likely that this should be a brief period of time and if the results of the subsequent review are inconclusive the issue will be referred.
Parents and Child Protection Issues
Schools and their staff are placed in a delicate position when allegations of abuse or investigation of abuse is ongoing, as the School still needs to maintain a working, constructive relationship with the parents/carers involved.
Allegations of abuse and those cases subsequently proven to be abuse can result in difficulties in maintaining a constructive and open relationship with parents.
Parents will have a range of feelings in relation to abuse of their children. They may well be angry at the School staff for having made a referral, be anxious about confidentiality of the issues and concerned that the children involved may be stigmatised as a result. If the family is broken up, parents are likely to be distressed as well as feeling guilt and shame.
It is paramount that parents are made aware of the School’s responsibility to the student so that they are aware that concerns will be dealt with. A clear statement of the child protection and confidentiality policies will be both a support to parents in working with them and provide a clear statement regarding the reasons for such policies. In this way all parents should recognize the priority of the School is the child’s welfare.
Dealing with Parents
• Be sure that you maintain confidentiality of the case.
• Provide the clear guideline that the nature of the discussion will be on the student’s progress, performance and behaviour.
• This information should be as objective as possible.
• Do not share other information.
There is a clear need to deal with the emotions parents are feeling and diffuse further escalation of these:
• Acknowledge their feelings.
• Be clear that your responsibility is to the child’s welfare and state and reinforce this to parents.
• If parents/carers are the subject of a child protection allegation or investigation it is prudent to offer them the name/s of agencies which will be able to advise and support them (see list).
Allegations against Members of Staff
Allegations against members of staff must be treated with the same professional regard as those made against others. It is recognised that abuse does take place in the context of Schools, although fortunately the incidences are rare. It may be that allegations are falsely made. What is important is that staff should feel that they will be treated fairly and according to clearly set out procedures which will give them confidence that abuse and false allegations will be dealt with.
Managing accusations of abuse against staff members is the sole responsibility of the Principal and not the designated teacher for child protection issues.
As such there are a number of sensitive issues to manage:
• The welfare and rights of the child;
• The rights of the member of staff involved
• The reaction of the parents
All three require equal degrees of sensitivity.
Tips for Dealing with Child Protection Issues
• Acknowledge your own feelings when involved in a child protection issue.
• Stay in role: you are a teacher not a police officer or social worker, but a referrer.
• Never promise confidentiality.
• Do not stereotype: child protection issues come from all levels of society and all manner of people.
• Be open-minded: do not assume that you know what a child will tell you.
• Know school procedures.
• Develop inter-agency skills/understanding.
• Train yourself to be ready for child protection issues.
• Seek support: child protection issues can be really traumatic.
• The Golden Rule is “If you are concerned, consult!”
Roles and Responsibilities – The Designated Teacher for Child Protection
• To be fully conversant with the School’s Child Protection Policy and procedures.
• To be available to all staff of the School community for consultation on child protection issues.
• To ensure that appropriate action is taken in the School and that procedures are followed in actual or suspected cases of child abuse.
• To liaise with other professionals to ensure that children at risk are monitored. • Where appropriate to organise child protection conferences or reviews.
• In consultation with the Principal to monitor staff development and training needs with regard to Child Protection Issues and to provide training as appropriate. To ensure that training is current and relevant.
• To ensure that the curriculum offers opportunities for raising student awareness of Child Protection Issues and developing strategies for ensuring their own protection.
• In the absence of the designated teacher a deputy, who must be nominated in advance, must take responsibility for Child Protection Issues within the School.
• To review the School’s Policy on Child Protection (to include policies on Bullying) with the Principal and Leadership Team on an annual basis.

Essential Information/Action Points
School Child Protection Lead: Dr. GehanSabry

School Child Protection Lead: Secondary School: Charlotte Dias
School Child Protection Lead: Primary School: Bhawna Goel
Other staff with Child Protection Responsibilities: The Principal & Heads of Section
Log of other staff with Child Protection training/experience: See Appendices to Child Protection Policy
Child Protection Training (Safeguarding Level 1) To all staff annually- revised September 2018
Recording – School Child Protection Issues Case File. (File in Designated Safeguarding Lead’s Room)

Policy Details
Version date September 2018
Last review April 2018
Next review September 2019
Responsible person Charlotte Dias

Complaints & Feedback Policy


Introduction

At Dubai Gem Private School we take seriously our accountability to parents.

All staff endeavour to listen to what parents and stakeholders are saying and to work in partnership to resolve any problems or concerns.

We recognise that a student’s education will be enhanced by the wholehearted support of parents and appropriate communication.

Primary and Secondary Leadership Teams and the Senior Leadership Team.

Most communication can be managed without the need for formal procedures, provided that any concern is taken seriously and addressed at an early stage.

It is recommended that the class teacher is contacted first so that the issue can be resolved immediately.

If unsuccessful then below are the appropriate lines of communication

Students Learning and Teaching

  • Stage 1 – Initial complaint directed to the class teacher to be resolved and feedback provided.
  • Stage 2 – Complaint directed to the Head of Department or Key Stage Leaders to be resolved and feedback provided.
  • Stage 3 – Forwarded to the Head of Department and feedback.
  • Stage 4 – Forwarded to the Senior leadership team.
  • Stage 5 – Forwarded to the Principal for final resolution.

Students Behaviour, Emotional Wellbeing or Support

  • Stage 1 – Initial complaint directed to the class teacher to be resolved and feedback provided.
  • Stage 2 – Initial complaint directed to the Key Stage leader to be resolved and feedback provided.
  • Stage 3 – Forwarded to the SLT – Primary/Secondary for investigation and feedback.
  • Stage 4 – Forwarded to the Principal for final resolution.

Operations/Facilities/External Services

  • Stage 1 – Initial complaint directed to the Manager of School Operations to be resolved and feedback provided.
  • Stage 2 – Forwarded to the Principal for final resolution.

 A member of Staff

  • Stage 1 – Forwarded to the SLT –Primary or Secondary for investigation and feedback.
  • Stage 2 – Forwarded to the Principal for final resolution.

 A Member of the Leadership Team

To be directed to the Principal for investigation, feedback and final resolution.

Reviewed: September 2018

 

 

Cyber Bullying Policy


UN Convention on the Rights of the Child

Article 19.

You have the right to be protected from being hurt and mistreated, in body and mind.
Introduction

Dubai Gem Private School embraces modern technology, using it as a tool to uncap learning. The school is mindful of the potential for bullying to occur.

Dubai Gem Private School has a ‘zero tolerance’ anti-bullying policy with the belief that all students have a right not to be bullied and that bullying is always unacceptable.

The school also recognises that it must take note of bullying perpetrated outside of school which spills over into the student’s school life and affects their education.

Definition of cyber-bullying

Cyber –bullying is an aggressive, intentional act carried out by a group or an individual using electronic forms of contact repeatedly, sometimes anonymously, 24/7 against a victim who cannot easily defend himself/herself.

By cyber-bullying, we mean bullying by electronic media:

• Bullying by text, messages or calls on mobile phones.
• The use of mobile phone cameras to cause distress, fear or humiliation.
• Posting threatening, abusive, defamatory or humiliating material on websites, to include blogs, personal websites and social networking sites, group chats and forums
• Hijacking/cloning e mail accounts or social media accounts.

Aims of Policy

• To increase understanding and awareness of cyber bullying.
• To continue to promote ‘zero tolerance’ and promote preventing bullying through all school functions so that we can develop a whole school approach to self monitoring with regards to bullying.
• To enable the staff to provide students with support when dealing with cyber bullying issues.
• To enable the staff to have agreed guidelines when cyber bullying become an issue within the school.
• To educate students and parents on what to do should cyber bullying arise, steps to protect themselves from cyber-bullying and how to report cyber-bullying.

If bullying does occur, all pupils should be able to “speak out” and know that incidents will be dealt with promptly and effectively.
What is different about cyber-bullying

• 24/7 and invasion of privacy and personal space.
• The audience is wide spread and reached rapidly – it is hard to control the spread of content and the content can resurface continually making it difficult for the targets of the victim to move on.
• People who cyber-bully may attempt to remain anonymous.
• The profile of the bully and the target varies – adults can become the targets of students; students don’t always know if it is a child or adult who is abusing them.

Innocent bystanders can also become accessories to the bullying, for example, by passing on a humiliating image

Cyber bullying is a criminal offence

Cyber bullying is generally criminal in nature, and legislations in countries such as the USA, UK, Europe and Australia are beginning to change so that prosecutions can be made.

In the UK, it is unlawful to disseminate defamatory information in any media including internet sites.

People are now being prosecuted under existing laws such as:

Protection from Harassment Act

Malicious Communications Act

Public Order Act

With constant increases in young people developing mental health issues and in worse case scenarios, taking their own lives there is increasing pressure on governments and service providers to make cyber bullying illegal and identify all perpetrators of abuse.

Risk factors

The following factors can be instigated by any form of bullying

• Depression
• Self harming behaviours
• Mental health issues
• Eating disorders
• Dropping out of school
• Low self esteem
• Suicide

How to recognize cyber bullying

• Parents may complain of their child spending too much time over their computer or on their phone, possible indications that they are becoming obsessive about what is being said about them.

Roles and Responsibility of DGPS

• Through PSHE and ICT lessons, assemblies, students will continue to be and informed and educated in the dangers of cyber bullying and safe internet practice.
• All students under the UN Convention on the Rights of the Child have a responsibility to ensure the safety of themselves and others and the right to feel safe in their school environment as well as elsewhere. The school will support the students in its ‘ OK to tell’ atmosphere

Internet safety

• The school endeavours to block access to inappropriate sites; each student will have a personal id to log on to their work.
• The ICT department will regularly review and ensure and ensure that the security arrangements are in place.
• Staff will be trained to respond effectively to reports of cyber bullying or harassment.
• If a student has their phone out during lessons, staff have the authority to confiscate it. If staff suspect that inappropriate information is on the phone then take the student and phone to the Principal’s office where she will decide if further investigation is required and will request the student to open the phone and inform him who the messages have been forwarded to.
• If a student is caught using the computers in school inappropriately, the student will be taken to a member of the senior leadership team where the information will be investigated and appropriate sanctions will be implemented.
• Staff will follow the DGPS anti bullying policy when supporting students.
• Any staff member may be the first point of contact for student or parent so it is important that all staff are aware of how to respond and what initial actions to take.

If a student or parent makes a complaint regarding messages on mobile phone:

• Ask the student to show you the mobile phone.
• Note clearly everything on the screen relating to inappropriate text messages, images – include dates, times and names.
• Make a transcript of spoken messages.
• Tell the student to save the message/image.
• Go with the student to see the available senior most leaders.
• The Pastoral team will be informed as appropriate.
• The person responsible will also be asked to remove the content.
• Ensure that the student knows what they can do to prevent this happening again.
• The student will be offered counseling support by the pastoral department
• The situation will be closely monitored by nominated member of staff – identified on a student action plan.
• Ensure that the parents are aware of what they can do to protect their child.

If a student or parent makes a complaint regarding computer abuse

• Ask the student to get on the screen the material in question.
• Ask the pupil to save the material.
• Print the offending material straight away.
• Make sure you have got all pages in the right order and that there are no omissions.
• Accompany the pupil taking the offending material to see the Head of school.
• Normal procedures of sensitively interviewing the student and taking statements will then be followed.
• The anti bullying policy will then be followed.
• Ensure that the student knows what they can do to prevent this happening again.
• The student will be offered counselling support.
• The situation will be closely monitored by nominated member of staff, identified on a student action plan.
• Ensure that the parents are aware of what they can do to protect their child.
• Ask other students to confirm the suspicion of a post online that the victim claims to be deleted

All information and interviews to be recorded and kept in student’s record

External incidents

A complaint must be made to the Principal with proof in the form of print- outs and other documentation. The incident will then be looked into and the Principal will decide what course of action needs to be taken.

Student Action Plan

Students 
Should report to a senior leader if they see any form of bullying •

Bullied

  • Report to a senior leader
  • Evaluate the experience and understand how to avoid future incidents
  • Is suggested to visit the counsellor for support on emotional well being and mental health

Bully

  • Must go to the counsellor and senior most leaders to justify and explain his/her motives.

Cyberbullying: a Snapshot of the Laws in the UAE

Cyberbullies

Cyberbullying occurs when technology is used to convey the bullying message to the victim and to those around the victim. Mobile phones are the preferred medium for these acts, and the proliferation of apps such as WhatsApp as well as app based social media platforms make it increasingly easy to spread negative messages much further than was possible before. In addition, secondary perpetrators can readily forward and share the negative material, resulting in its rapid and widespread dissemination. The message may be viewed multiple times by a larger and more diverse audience – it could be sent to the victim’s siblings, teachers, neighbours, and broader social groups.

The UAE’s Child Rights Law (Federal Law No. 3 of 2016) affirms that all children have the right to education and basic protection in the UAE. Bullying has always been difficult to punish. It is suggested that the increased use of technology may aid bullying. Equally, such technology may assist with tracing its source.

Defamation, which is often at the core of cyberbullying, is potentially a criminal offence in the UAE. Not only does the UAE have extensive provisions within its Penal Code (Federal Law No. 3 of 1987), but it also has the benefit of the Cyber Crimes Law (Federal Decree No. 5 of 2012 on Cyber Crimes). For example, Article 138 of the Penal Code stipulates that a punishment of jail and a fine (determined at the discretion of the judge) “shall be inflicted on any person who publishes through any means of publicity news, pictures or comments pertaining to the secrets of people’s private or familial lives even if the same is true.” The UAE has traditionally considered defamation to be a serious criminal offence.

As is often the case, it is the Cyber Crimes Law that provides the most practical recourse for victims of crimes involving technology. Article 20, for example, deals with slander in the broadest of terms:

Without prejudice to the provisions of slander crime prescribed in Islamic Sharia, any person who insults a third party or has attributed to him an incident that may make him subject to punishment or contempt by a third party by using an Information Network or an Information Technology Tool shall be punished by imprisonment and a fine not less than (AED 250,000) and not exceeding (AED 500,000) or by any of these punishments.

Note that the prescribed fine is a minimum of AED 250,000. Imprisonment is also possible, although a minimum sentence is not prescribed. For some offences the Juvenile Law (Federal Law No. 9 of 1976) specifically dictates that children under the age of eighteen may be sentenced to no more than half of the prescribed detention period.

Article 16 of the Cyber Crimes Law states that a perpetrator of an action that could be considered to be extortion ‘shall be punished by imprisonment for a period of two years at most and a fine not less than AED 250,000 and not in excess of AED 500,000, or either of these two penalties’. Accordingly, threatening to bully someone, unless money is received, may lead to severe penalties – the act of bullying does not have to eventuate, it can simply be threatened. If the extortioner uses the threat of bullying (eg; “I’ll tell everyone that you…”) in order to extract money or something of value from the victim, they may be found guilty under this law.

Of course, the standards that are applied to defamation can be high – as is generally the case globally. The statement must, first and foremost, do harm to someone’s reputation, and must do so in a manner that makes people consider that person in a negative light.

Additionally or alternatively, the parents of a victim may wish to consider civil action through court. This does present a more difficult case, requiring assessment of the damages arising from the offence, and should accordingly be discussed with a competent lawyer before proceeding.

Images: Consent, Inappropriate Images, and Sharing

Cyberbullying can be, and often is, undertaken by using images of the victim in a way that is not authorized or otherwise without their consent. This could include images taken of the victim with consent at the time, but on the understanding of confidentiality. They may have, for example, been provided during the course of a relationship. Images may otherwise have been provided as a result of persistent bullying behaviour – eg; “if you don’t give me photos, I will tell everyone that you…”.

In the UAE, using images without consent can be a serious issue (which we have covered in previous Law Update articles). In this article we address common issues concerning the creation, retention, and/or circulation of pornographic images, as are commonly used in cyberbullying cases.

The Cyber Crimes Law prescribes harsh penalties for any use of material that is considered to be pornographic. Article 17 states;

Any person who established or operated or supervised an Electronic Site or transmitted, sent, published or re-published through the Information Network pornographic materials … and anything that may prejudice public morals shall be punished by imprisonment and a fine not less than (AED 250.000) and not exceeding (AED 500.000) or by any of these punishments.

Any person, who produced, prepared, sent or saved pornographic materials … and anything that may prejudice public morals for the purpose of exploitation, distribution or displaying for a third party through an Information Network shall be punished by the same punishment.

The Article penalises several actions relating to a qualifying image’s utilisation – including its transmission and sending. In addition, the Cyber Crimes Law imposes further penalties if the pornographic material concerns subjects younger than eighteen years old – so the vast majority of school pupils, stating:

If the subject of the pornographic content was a juvenile not exceeding eighteen years of age or if this content was designed to tempt juveniles the perpetrator shall be punished by imprisonment for a period not less than one year and a fine not less than (AED 50,000) and not exceeding (AED 150,000).

This is followed by Article 18:

Any person who intentionally acquires Juvenile Pornographic Materials by using an Electronic Information System, Information Network, Electronic Site or any of the Information Technology Tool shall be punished by imprisonment for a period not less than six months and a fine not less than (AED 150,000) and not exceeding (AED 1,000,000).

Again, this covers situations where a person is seeking pornographic materials from anyone younger than eighteen. The fine is significant, as is the minimum jail term.

In addition, Article 16 of the Cyber Crimes Law (above) may also apply. If, for example, a teenager threatened to bully or defame a fellow student unless they provided a sexual image of themselves, then not only are they guilty of inciting contempt, receiving and distributing pornography, and child pornography, but they are also guilty of extortion. A court has discretion to apply all of the above penalties. As far as penalties are concerned, the Cyber Crimes Law also requires a judge to order the deportation of any perpetrator that is not a UAE national.

Reputation Management in the Online Environment

Undoubtedly it is imperative to take action against any person that is bullying another – and any adult that has to deal with a child that is being bullied has reason to wish it to stop as soon as possible. Unfortunately, the disadvantage of taking legal action is that the victim may be required to disclose aspects of their lives they may be ashamed of, or do not wish to make public. Under the Juvenile Law, court hearings in relation to children under eighteen will not be made public and may only be attended by certain persons (eg; lawyers, custodians, Ministry of Social Affairs) or with a court’s permission. A court may even excuse a child’s attendance during witness testimony if considered to be in the child’s interests.

In all of the above, it is important to remember that, from a practical perspective, online publications often remain accessible for a long time, if not forever. Even when content is taken down from a site, or deleted from a particular device, it may be cached or may have been forwarded or saved to other devices. It may be dormant for some time and then re-surface, affecting the reputation of not only the victim, but inevitably the perpetrator and their cohorts. In teaching children, and young adults, about their use of social media, the importance of maintaining their reputation should be stressed at all times. A bullying post, a semi-naked photograph, a political rant – these can all come back to haunt them later. There is only one chance to emphasise this to all young people; it cannot be remedied later.

Reviewed: September 2018

Fire Drill Procedure


Emergency Evacuation Action Plan

First Point of Contact: Mr. Ummed Ali

Response Coordinator: Mrs. Sheela Mistry

Fire Marshalls: Responsible for each block-SLT members, Key Stage leaders and the Admin Team

Assistant Marshalls: For each floor

Fire Wardens: All teachers

ADVANCE PREPARATION: ADMINISTRATION

  •  It is the responsibility of the Admin Department to make sure that all staff members are issued with a copy of the action plan and briefed on their responsibilities.
  • All staff members must be trained on use of the fire extinguishers and emergency alarms.
  • Fire extinguishers and alarms must be appropriately placed throughout the school and must be checked once a term to make sure they are up to date and up to code. Faulty or expired items must be replaced ASAP.
  • All maps and signs must be in their proper places in classrooms and corridors. Teachers are responsible for checking that this is done.
  • Administration must designate a First point of contact (Ali) and a Response coordinator (Sheela Mistry) for the Action Plan who will contact Emergency Services and arrange for appropriate external response (ambulance, fire department, bus drivers, parents etc).
  • Administration must designate Emergency Contacts: Bharti (Primary School) & Coral (Secondary school).
  • Fire Marshal / Assistant Marshal will check that all students and Wardens have reached the Muster Point (assembly point) safely and co-ordinate with the Response Co-coordinator to communicate if any external assistance is needed. They will make sure that all checked signs are in place and will leave after all the students and teachers have evacuated the premises.
  • Marshals/Assistants Marshals must also be able to reach the Resource coordinator by phone if they are unable to meet at the Muster Point or if the Contact is not sighted at the Muster Point.
  • The Response coordinator/ Principal will inform Wardens and students when and if it is safe to return to classrooms.
  • If evacuation from school premises is necessary, Marshals will co-ordinate with the Response Co-coordinator and communicate the necessary instructions to the wardens, students, and bus drivers and / or parents.

 

  • Muster points must be clearly marked with large, visible signs and made known to all staff and students. (Marked on the School Evacuation plan)

  ADVANCE PREPARATIONS: INSTRUCTIONS FOR TEACHERS

 

  • All teachers are to receive a copy of the Emergency Action Plan at the start of term. They are to familiarize themselves with the Plan and are encouraged to re-read it regularly so that they are prepared to act appropriately in the event of a drill or an emergency. Please speak to Sheela if you are unsure of anything.

 

  • All teachers are expected to be familiar with the use of fire extinguishers.

 

  • All teachers will be expected to act according to instructions in the event of a drill or an emergency and should have copies of the Plan to assist them.

 

  • All teachers are to make sure they have the following items in their classrooms:

 

  1. FS1-Yr 3: Plastic folder with an up-to-date class list, and the green/red checked sign to use during an evacuation.

 

  1. 4-6: The class list along with the green/red sign will be handed over to the teachers at the assembly point. (Gate no 2).- Bharti

 

  1. 7-13: The class list along with the green/red sign will be handed over to the teachers at assembly point. (Gate no.5) Coral / Daphne.

 

  1. At least one (1) laminated floor plan copy with the location of the classroom, location of the nearest fire extinguisher, and designated evacuation route from the classroom to the muster point clearly marked on it.

 

  1. A red ‘check’ sign and a hook on each side of the door to hang it from. The sign must be replaced on the inside of the door after a drill / evacuation all-clear.

 

 

  • If a fire is sighted while evacuating, teachers must evaluate its severity and proceed accordingly. A small ‘spot’ fire or a larger fire that is blocking the evacuation route may be put out if an extinguisher is at hand. In all other circumstances evacuation of students MUST take priority.

 

  • If there is heavy smoke impairing visibility, instruct students to hold hands and keep in sight of the person in front of them. The group must stay within sight of the teacher.

 

  • If the class teacher is not with her class at the time of evacuation, she should proceed directly to the Muster Point and make contact with her class there. They should not attempt to go to their classroom. Report to Coral (Gate No 5) in Secondary school or Renu in the Primary School (Gate No 2).

 

  • Assistant teacher, nanny or shadow teachers must stay with their class they are in and accompany them to the Muster Point.

 

  • If more than one teacher is with the class at the time of evacuation, one teacher will lead the line of students along the evacuation route while the other teacher follows at the end of the line. This will help make sure the group stays together.

 

 

Evacuation Procedures: The students have been informed about the procedure to follow during the fire drill; however, some may panic and need to be guided. Remain calm and assure students that they will be safe.

 

  1. Teachers need to make sure they have the plastic folder with students’ details along with both cards (red and green). (FS1-Yr. 3). All other classes will receive it at the gate.

 

  1. Teachers should make sure the windows are closed and electrical switches (lights, fans, A/c and any electronic appliances or devices used such as A/V equipment are switched off.

 

  1. The teachers need to do a head-count to make sure all students have lined up and left their belongings behind.

 

  1. If a student has not returned from the bathroom / nurse’s office, the teachers should mark a (*) next to their names. They may locate them at the muster point.

 

  1. The teachers need to lead the class along the evacuation route. They should not stop or detour!

 

  1. Teachers need to check the bathroom adjacent to the class. Any students inside must accompany the teachers and and NOT go back to their own classes. They will rejoin their classes at the Muster Point.

 

  1. When the teachers reach the Muster Point they need to find the designated spot and make sure their students are lined up. At this point, any students who were missing from class (ie: in the bathroom/ nurse’s office / SEN room) will rejoin the class. If any students are missing, the teacher needs to hold up the red card. If all students are present, the teacher needs to hold up the green card.

 

IMPORTANT: FS/Key stage 1 – Year 3: Nannies to collect students from the Clinic/SEN dept to the assembly point.

Key stage 3 and Post Secondary: Students in clinic/washrooms/SEN office join the rest of the class at muster point.

 

  1. The Emergency Contacts will assist the teachers if a student is missing and inform them what needs to be done next (ie, when and if it is safe to return to the classroom or if students are to be evacuated from the school premises.)

 

  1. If evacuation from the school premises is required, the teachers will be directed to the appropriate location.

 

  1. P.E. classes remain in the Iranian Club grounds. Staff monitoring the Iranian Club gate should ensure students do not come into the school grounds from P.E. classes until the all clear is declared. Any P.E. staff not in the Iranian club should report to Bharti at gate 2. (Sheela/Rasha will be in touch with Shariq to ensure that the P.E staff is  accounted for). Bina will inform Naina/Coral which classes are there in the Iranian club based on the Time Table.

 

 

ADVANCE PREPARATIONS: INSTRUCTIONS FOR STUDENTS

 

Class teachers must give clear instructions to students in their class on what to do when an emergency alarm goes off OR an alternate emergency evacuation warning (verbal, PA system, etc) is received. These instructions are to be delivered on the first (1st) day of each term and again on the first (1st) day after the midterm break.

 

  • Electricity and Windows: When the classroom needs to be evacuated, the classroom monitor is responsible for making sure the windows are closed and all electrical switches (for lights, fans, A/C, and any electrical appliances or devices being used such as A/V equipment) are switched off.
  • Locations and Routes: Students should be made aware of the location of the nearest fire extinguisher to their classroom. They should be reminded that teachers are responsible for using the fire extinguishers if necessary. Students should also be made aware of the evacuation route from their classroom to the muster point.
  • Special-needs students: Each class teacher must make sure that special-needs students receive the help they need to evacuate safely and calmly. Shadow teachers must remain with their student during the entire evacuation. Other students may be asked to help and should be thoroughly briefed on their responsibilities.
  • Evacuation Procedures: When evacuating, students should know to follow the necessary procedures. It is the teacher’s responsibility to make sure that they do, however, they should be made aware of the procedure beforehand and make every attempt to follow it of their own accord.
  1. All belongings should be left behind. NOTHING should be taken along.

 

  1. If any student is assigned a duty, they should carry out their duty as quickly as possible and join their class mates. They may skip their duties if told to do so by their

 

  1. The teacher will take a folder with him/her and, once everyone is outside, will place a red checked sign on the outside of the classroom door and then close the door.

 

  1. Students need to hear instructions so they need to stay as quiet and calm as possible.

 

 

  1. Students should not push or run when the evacuation is taking place. They should walk in a brisk and orderly fashion.

 

  1. If the student is in the bathroom and hears the alert, they should NOT return to their They should join the class nearest to the bathroom; the teacher will add the student to his/her list and take them along. The student will rejoin his/her class at the Muster Point.

 

  1. If a student is in the nurse’s office when they hear an alert, they should NOT return to their classroom! The nurse will take them to Muster Point or give them instructions on what to do.

 

 

OTHER STAFF:

  • All maintenance men, drivers and cleaners should report to Tuan near Gate 2.
  • All main office admin staff, Clinic staff, IT dept, Arabic Staff, Music staff will report to Renu at Gate No. 2.
  • All senior section admin staff to report to Coral outside main Senior Gate- 5.
  • PE staff- Shariq- Iranian Club
  •  Kiran to check FS. Bina/ Sushmita/Beena Eapen to check all Primary classes are finally accounted for and Jawed and Annie to check all Secondary classes are finally accounted for. They should report any missing students to the Principal who will be standing near gate 2.
  • Everyone should wait for the all clear instruction before moving back to class. (There will be three short blasts of a whistle; this will be repeated a few times)
  • Lower classes to lead back to school.

Reviewed : September 2018

 


Gifted & Talented Policy

The Dubai Inclusive Education Framework indicates that, ‘Inclusive education is about ensuring access to quality education for all students by effectively meeting their diverse needs in a way that is responsive, accepting, respectful and supportive. This is evident through student engagement and participation in an education programme within a common learning environment with the benefit of targeted support which enables the reduction and removal of barriers that may lead to exclusion.’
The term talented refers to ‘a student who has been able to transform their ‘giftedness’ into exceptional performance’. Talented students will always demonstrate exceptional levels of competence in the specific domains of human ability. – UAE Schools Inspection Framework (2015-2016).
The term giftedness refers to ‘a student who is in possession of untrained and spontaneously-expressed exceptional natural ability in one or more domain of human ability.’ These domains will include intellectual, creative, social, physical abilities. In the case of a gifted student, whilst exceptional potential will be present, they may actually under achieve.

Aims and Objectives
The aims of this policy are to promote good practice in identification, teaching, learning and management of students who are gifted and talented. In order to do this, DGPS will:
• Provide a structure to identify and monitor gifted and talented students.
• Promote a whole school approach to gifted and talented provision.
• Create a positive atmosphere wherein students can develop confidence and self-respect.
• Develop the whole child socially and intellectually.
• To empower students, staff and parents through specialist support, as appropriate.

The objectives of this policy are to:
• Ensure that gifted and talented pupils have access to a broad, balanced and relevant curriculum, which meets their individual needs and that there are opportunities for them to access further enriching experiences outside the regular timetable.
• Enable all staff to take responsibility for identifying and supporting gifted and talented pupils, by providing them with relevant training.
• Encourage a parent partnership to support a joint learning approach at home and at school, by offering information sessions and individual meetings as required.
• Students who are gifted and talented are considered to have a special educational need on account of their need to be challenged and differentiated for in order to reach undoubted potential.

Teachers will:
In line with the Teaching Standards 2012, models for differentiation and guidance from the UAE Schools inspection Framework, it is a whole school responsibility to cater for the needs of all students, regardless of ability. Therefore:
• every teacher is responsible and accountable for all students and for the everyday provision of quality first teaching to ensure that students who are gifted and talented achieve their potential and are challenged appropriately and successfully in the classroom environment and beyond.
• Subject leaders are responsible for individual educational needs provision in their subject areas. Class teachers are responsible for this provision in their class.
• Teachers will ensure that the curriculum in any given subject area should meet the needs of all the students to whom it is delivered and should be modified where necessary and appropriate.
• Before meeting a new class, all staff should make themselves aware of those students in each of their classes who are on the Gifted and Talented register and communicate where possible with the previous teacher in order to ensure that progress continues and transition is smooth.
• Participate effectively in the identification, assessment and referral process.
Student Voice:
• The school will work to ensure that, where possible, students are fully aware of their individual needs and have involvement in the targets that are set for them.
• As far as is possible and practicable, students will be involved in the decisions which are taken regarding their education.
• Peer identification of gifted and talented students is another important way of identification. Where appropriate, peers will be asked for their feedback.

Identification, assessment and referral process
• Identification of students who are gifted and talented is not a straightforward process.
• At DGPS, all available material – CAT scores; reports from previous schools; information from parents; the school’s identification checklist and crucially, teacher judgement will be used to decide if a child is entered on the gifted and talented register. The decision of DGPS of who should be included on the register is final.
• A list of students who are gifted and/or talented will be kept on a register which will be available to teachers on the whole school shared drive in the Gifted and Talented folder. This list is always a working document and students can be added to it – or withdrawn from it – following appropriate evidence.
• Teachers will have access to documentation such as check-lists that will help with the identification of students they may consider gifted and talented.
• Ongoing teacher assessment will monitor progress of gifted and talented students.
• The Gifted and Talented Coordinator (School Counsellors in Primary and Secondary) will review progress of all children on the register and follow up any children who may be underachieving.
Provision, curriculum access and modification / inclusion: The school aims to nurture independent and creative thinkers who are able to meet the challenges of the wider world and this includes providing for those students who already have or are showing signs of these capabilities, such as those who would be deemed gifted and talented.
It is the school’s policy to provide a broad, varied and balanced curriculum for all students, giving them a chance to thrive and to demonstrate skills and abilities that might not otherwise come to the fore. Provision for students who are identified on the gifted and talented register is generally provided by the class and subject teacher through effective quality first teaching and differentiation. This will take place, both in the student’s class and sometimes in withdrawal enrichment classes, dependent on need.
It is the school’s aim to ensure gifted and talented students are catered for in their peer groups through the development of higher order thinking skills and challenging age-appropriate work. Research has suggested that acceleration through age-groups is not necessarily the best course to take for students who are gifted and the school accepts this. However, where needed and when appropriate, a child may move between year groups for elements of the curriculum or may have individual and small group intervention to enhance their skills and develop their giftedness.
The aim is to promote deeper thinking in age-appropriate topics and subjects and to focus on the quality of provision rather than the quantity, through effective differentiation in the classroom.
Gifted and talented students are encouraged and on occasion may be invited to participate in the school’s wide range of extra-curricular enrichment activities that will help to nurture their abilities and give them every opportunity to develop their skills.
Working with outside agencies
Where necessary and appropriate, the school will seek support from and work closely with outside agencies to assist in the provision for students. This may include educational psychologists who are able to ascertain gifted and talented children through psychometric testing. Any costs associated with accessing this provision will be covered by parents.
Review of Policy: December 2018
Next Review: December 2019
Policy reviewed by: Principal, SLT, Key Stage Leaders, Counsellors

Home Learning Policy


Introduction

At Dubai Gem Private School we recognize and value the contribution that learning in the home environment can make to children’s education. This policy sets out the purpose of and benefits of home learning, and the guidelines we follow when setting home learning activities for our children.

Aim

Primary School

  • Involve parents and careers in their child’s education.
  • Have a clear learning focus.
  • Give plenty of opportunities for children to succeed.
  • Consolidate and reinforce a wide variety of skills and understanding in a supportive environment.
  • Extend school learning.
  • Be varied-not just written tasks.
  • Provide children with the opportunity to learn in different settings.
  • Reflect a range of learning styles.
  • Develop progressively according to the age of the children.
  • Encourage children to talk about what they are learning, at home.
  • Encourage children to develop the self-confidence and discipline needed to study independently.
  • Prepare children for the transition to secondary school (Year 5 and Year 6).
  • Wherever possible, tasks will have a clear learning intention and success criteria, in line with our teaching and learning policy, to enable every child to succeed  with their home learning tasks.

Secondary School

  • To encourage and develop self-discipline and study habits.
  • To reinforce class work and consolidate learning.
  • To give pupils experience of working on their own, and to develop in pupils a sense of responsibility for, and commitment to, their own learning.
  • To offer access to resources which are not available in school.
  • To involve parents in the educational process and provide an insight into the work of the pupil.
  • Home learning should be carefully planned and be an integral part of course work.
  • Home learning should be differentiated to meet the needs of individual pupils.
  • Pupils should be adequately prepared for the completion of tasks set.
  • Home learning should be issued to all year groups, in all subjects and to all pupils.
  • Home learning should be issued in appropriate quantities and completion dates should be both clear and reasonable.

Post Secondary

  • Allow students to work at a pace that is appropriate to their abilities.
  • Encourage independent study skills and reflection.
  • Enable students to review knowledge and skills taught in class and to develop and pursue new interests.
  • Allow time for researching information and re-drafting work.
  • Enable students to cover more subject content than is possible in lessons alone.
  • Be appropriate for all pupils, especially for those with special educational needs.
  • Provide extension work for the more able.

 Types of Home learning

Home learning tasks should be set to reflect ongoing class work across the curriculum. Home learning can take the form of:

  • A specific self-contained project, exercise or task, based on previous class work.
  • Further examples of tasks undertaken in class and is designed to reinforce what has been learned.
  • Completing work begun in class.
  • Reviewing, and, if appropriate, memorizing what has been learned in class.
  • Follow-up work to assessment, in ensuring that the pupil learns from errors.
  • Researching at home using a variety of sources including ICT.

Post Secondary

Home learning must amount to more than merely finishing off tasks begun at school. All Home learning activities should be related to work the students are, or will be, doing at school. Home learning should consolidate and reinforce skills and understanding and extend school learning.

Home learning need not always be written work and can include:

  • reading
  • preparing a presentation to the class
  • finding out information
  • making something
  • trying out a simple experiment

Home learning need not be set in discrete units once a week but can be part of an extended project over a number of weeks.

Subject teachers should ask for regular student feedback on the length of time Home learning is taking, both in the case of weaker students and those who may be more diligent than the norm, and adjust if necessary to the time described as appropriate for the year group. Teachers must also ensure that Home learning is set and recorded in the homework diary during the lesson and not at the end as the bell is ringing.

 Minimum Home Learning Expectations

 Primary School

FS1 & FS2 20 minutes, twice a week
Year 1 & 2 20 minutes, everyday
Year 3 30 minutes, everyday
Years 4-6 40-60 minutes, everyday

 Secondary and Post Secondary

 Students should not be expected to spend longer on Home learning than the total guide times set out below. It does not matter if activities do not take as long as the guide times, as long as they are useful.

Year 7 & 8 up to 20 mins per subject per week,
Year 9 & 10 up to 30 mins per subject per week

*Maximum 90 minutes per day

Year 11 1 hour per subject per week. Thus there are 2 one-hour Home learning each night of the week (excluding weekends).

*Maximum 2 hours per day

Year 12 & 13 Study at home should average 16 – 21 hours per week during term time, on top of any work done during private study periods in the normal day.

 What should students do?

Students must record Home learning tasks in their homework diaries, complete the task at home, spend the appropriate amount of time on each task and hand the work in on time. If a student finds that he/she is taking longer than the allocated time for Home learning on each task, he/she should speak with his/her subject teacher or form tutor.

Other activities, such as extra-curricular sport and music, are also important in supporting students’ studies. Students should communicate with teachers if such an activity (eg performing in a school play or concert) clashes with an academic task set. For special circumstances, a separate arrangement can be made for handing the work in.

 How can Parents/Guardians help?

Parents can support learning at home by providing a suitable location, away from distractions, where a student can do their Home learning. Parents should encourage and monitor Home learning and inform the school if an issue arises.

For younger students, Home learning is best done in a quiet place where an adult can supervise. Parents are asked to check each evening that the Home learning set has been done and to sign the diary when the task is done. Any concerns regarding Home learning should be communicated to the form tutor.

In the Upper School and Sixth Form, students should be encouraged to take responsibility for their Home learning and work independently. However, parents are encouraged to ensure that the work is done on the night set. Some students will need more help with this than others and, once again, communication with school is essential.

For all students, there may be occasions where they ask for help from parents. If help has been given, it is very useful for the teacher to know this. It allows teachers to adapt the following lessons to re-cap on any concepts that have caused difficulties. Students should write ‘help given’ next to the relevant section of Home learning.

Assessment of Home learning

 Home learning is assessed in a variety of ways depending on the nature of the task set.

Written work is assessed by the teacher and formative feedback given. This is in the form of written comments in the student’s workbook. Work is also regularly assessed in class, in the presence of the student, and feedback given orally. Where oral feedback is given, the student should record this on their feedback record, with a date (Secondary).

Home learning activities vary greatly, and aim to develop a wide range of identified skills. Assessment of these activities may take various forms, but marks or grades will only be published to students for summative assessment tasks.

Facilities available at school for independent study (Secondary)

The Learning Resource centre is available for all students to use. This includes access to computers. The Sixth Form has the library facilities available to them throughout the day. The library is open and supervised from 8am until 2pm allowing all students to work during the school.

 Home learning is not set during the summer holidays for students in the Primary School. The experiences children gain while travelling and learning in the ‘real world’ day to day activities during the summer break are a rich learning experience. They may wish to review the current year’s work prior to returning to school in September.

Students are expected to attend school every day and holiday periods are generous. Those who are absent for extended periods due to vacations taken during term time will be responsible for completing work missed independently and teachers are not obliged to provide work

Students who are absent due to illness covering an extended period will be given the work covered by the class and should be able to complete this independently. Teachers will give the student every encouragement during school hours to gain the progress expected.

Implementation

Home learning is monitored throughout the school by the classroom teacher/ form teacher.

 Reviewed: September 2018

 


Health & Safety Policy


The Governing Body believes that ensuring the health and safety of staff, pupils and visitors is essential to the success of the school. We are committed to:

  1. Preventing accidents and work related ill health.
  2. Compliance with statutory requirements as a minimum.
  3. Assessing and controlling risks from curriculum and non-curriculum work activities.
  4. Providing a safe and healthy working and learning environment.
  5. Ensuring safe working methods and providing safe working equipment.
  6. Providing effective information, instruction and training.
  7. Consulting with employees and their representatives on health and safety matters.
  8. Monitoring and reviewing our systems and prevention measures to ensure they are effective.
  9. Setting targets and objectives to develop a culture of continuous improvement.
  10. Ensuring adequate welfare facilities exist throughout the school.
  11. Ensuring adequate resources are made available for health and safety issues, as far as is reasonably practicable.

 

ORGANISATION

THE GOVERNING BODY

The Governing Body has the responsibility to ensure that:

  1. A clear written policy statement is created which promotes the correct attitude towards safety in staff and pupils.
  2. Responsibilities for health, safety and welfare are allocated to specific people and that these persons are informed of these responsibilities.
  3. Persons have sufficient experience, knowledge and training to perform the tasks required of them.
  4. Clear procedures are created which assess the risks from hazards and produce safe systems of work.
  5. Sufficient funds and resources are set aside with which to operate safe systems of work.
  6. Health and safety performance is measured both actively and reactively.
  7. The school’s health and safety policy and performance is reviewed annually.

THE PRINCIPAL

The Principal supports the Governing Body by ensuring that:

  1. This Policy is communicated adequately to all relevant persons.
  2. Appropriate information on significant risks is given to visitors and contractors.
  3. All staff are provided with adequate information, instruction and training on health and safety issues.
  4. Risk assessments of the premises and working practices are undertaken.
  5. Safe systems of work are in place as identified from risk assessments.
  6. Ensure appropriate health and safety notices displayed as identified.
  7. Emergency procedures are in place.
  8. Machinery and equipment is inspected and tested to ensure it remains in a safe condition.
  9. Records are kept of all relevant health and safety activities e.g. assessments, inspections, accidents, etc.
  10. Arrangements are in place to monitor premises and performance.
  11. Accidents are investigated and any remedial actions required are taken or requested.
  12. A report to the Governing Body on the health and safety performance of the school is completed annually.

 

THE SCHOOL HEALTH AND SAFETY CO-ORDINATOR IS DR. GEHAN SABRY

She is responsible for:

  1. Co-coordinating and managing the risk assessment process for the school.
  2. Co-coordinating the termly general workplace monitoring inspections and performance monitoring process.
  3. Making provision for the inspection and maintenance of work equipment throughout the school.
  4. Keeping records of all health and safety activities.
  5. Advising the Principal of situations or activities which are potentially hazardous to the health and safety of staff, pupils and visitors.
  6. Ensuring that staff are adequately instructed in safety and welfare matters in connection with their specific work place and the school generally.
  7. Carrying out any other functions devolved to him/her by the Principal or Governing Body.
  8. Unsafe conditions being reported and dealt with to agreed timescales

 

TEACHING / NON-TEACHING STAFF HOLDING POSTS/POSITIONS OF SPECIAL

RESPONSIBILITY

This includes Deputy Principals, Curriculum Co-coordinators, Heads of Year, and Heads of Departments, Administration staff.

They must:

  1. Apply the school’s Health and Safety Policy to their own department or area of work and be directly responsible to the Principal for the application of the health and safety procedures and arrangements.
  2. Carry out regular health and safety risk assessments of the activities for which they are responsible and submit reports to the Principal or the School Health and Safety Co-coordinator.
  3. Ensure that all staff under their management are familiar with the health and safety procedures for their area of work.
  4. Resolve health, safety and welfare problems that members of staff refer to them, or refer to the Principal or Manager any problems to which they cannot achieve a satisfactory solution within the resources available to them.
  5. Carry out regular inspections of their areas of responsibility to ensure that equipment, furniture and activities are safe and record these inspections where required.
  6. Ensure, as far as is reasonably practicable, the provision of sufficient information, instruction, training and supervision to enable other employees and pupils to avoid hazards and contribute positively to their own health and safety.
  7. Ensure all accidents are investigated appropriately.
  8. Include health and safety in the annual report for the Principal.

SPECIAL OBLIGATIONS OF CLASS TEACHERS

Class teachers are expected to:

  1. Exercise effective supervision of their pupils and to know the procedures with respect to fire, first aid and other emergencies, and to carry them out.
  2. Follow the health and safety procedures applicable to their area of work.
  3. Give clear oral and written health and safety instructions and warnings to pupils as often as necessary.
  4. Ensure the use of personal protective equipment and guards where necessary.
  5. Make recommendations to their Principal or Head of Department on health and safety equipment and on additions or necessary improvements to plant, tools, equipment or machinery.
  6. Integrate all relevant aspects of safety into the teaching process and, where necessary, give special lessons on health and safety in line with KHDA requirements for safety education.
  7. Ensure that personal items of equipment (electrical or mechanical) or proprietary, substances are not brought into the school without prior authorization .
  8. Report all accidents, defects and dangerous occurrences to their Principal or Head of Department.

 

OBLIGATIONS OF ALL EMPLOYEES

Apart from any specific responsibilities which may have been delegated to them, all employees must:

  1. Act in the course of their employment with due care for the health, safety and welfare of themselves, other employees and other persons.
  2. Observe all instructions on health and safety issued by the LA, School or any other person delegated to be responsible for a relevant aspect of health and safety.
  3. Act in accordance with any specific H&S training received.
  4. Report all accidents and near misses in accordance with current procedure.

 

RISK ASSESSMENT

Regular and systematic inspections and risk assessments of all potential hazardous substances and work activities will be made by, or under the authority of, the executive responsible for health and safety and will take into account all the relevant regulations and code of practice. Specialist advice will be obtained if necessary and the risk assessment will be reviewed periodically. Any significant findings will be recorded and appropriate preventative and/or protective measures taken as necessary.

 

TEMPORARY STAFF, CONTRACTORS AND VISITORS

Temporary staff, contractors and visitors will be required to conform to all health and safety requirements whilst on the School’s premises. They will either be accompanied by a responsible permanent employee at all times OR, in the case of frequent visitors, will be issued with the relevant rules, procedures and specific hazard information.

 

FIRST AID AND ACCIDENT REPORTING

First Aid

We will ensure that there are an adequate number of trained and certified staff on the school premises to ensure a safe environment, and prompt first aid treatment for students, visitors and staff members, should an emergency arise using the guidelines and observations below:

 

General Observations

  • There is a need for first aid kits in school. These will be placed in strategic positions including the canteen, sports hall, swimming pool area and each block and will be checked by the School Nurses at least once a term.
  • There will be fully equipped first aid bags for the use by PE staff on sports fixtures which will be checked by the School Nurses at least twice a term, and they will replace and restock as required.
  • New staff will have regular training by the Nurses on the use of supplies in first aid bags.
  • The School Nurses will be present at certain high risk after school activities.
  • Up to date serious medical conditions with photographs are posted on the medical board in the staff room and are updated as required.
  • Records kept on any injuries incurred at school must be reported to the School Nurses
  • Accident forms are completed by the School Nurse and kept on file
  • Emergency Procedure Policy and information to be displayed in every block
  • In the event of a medical emergency the School Nurse/Doctor can be contacted on the mobile Dr. Gehan: 050 357 5253/ Rebecca (nurse) 050 7849685
  • Accident Reporting
  • All accidents, however minor, must be reported to the School Nurse and/or Bursar (Sheela Mistry). The School Doctor / Nurse will complete an accident report form (near misses, potential hazards and any damage must be reported immediately). All accidents (near misses, potential hazards and damage) will be investigated by the head of department who will be responsible for ensuring that corrective action is taken where appropriate to prevent a recurrence.

The Bursar (Mrs.Sheela Mistry) / School Doctor (Dr. Gehan) who are responsible for health and safety will notify the appropriate authorities when necessary.

 

EMERGENCY PROCEDURES

Discovering a Fire or Other Emergency

The priority in the event of a fire is the safe and rapid evacuation of pupils and staff. If any staff member notices signs of a fire or other emergency which could place employees or pupils in danger, they must sound the alarm. If safe to do so, they should attempt to control the fire or other emergency, with assistance if available. Employees should never put themselves at risk even with the smallest fire (or other emergency). No attempt should be made to move burning objects. Report to the School Receptionist (Mrs. Rasha) / Bursar (Mrs. Sheela Mistry / Fire Warden (Mr. Ummed Ali) who will ensure that the appropriate emergency services are summoned. One of them will DIAL 999 and state clearly the address where the fire is.

Evacuation Procedures

On hearing the alarm, or if instructed, switch off any central control switches and/or switch off any equipment this is being used. If safe to do so, close windows and doors and secure cash and confidential documents. If closed doors feel warm, do not open them. Leave the building by the nearest available exit. Ensure that any visitors you have also leave the building. Do not run. Do not collect personal belongings.

 

If You Are Cut Off by a Fire. Close the door, using clothing, etc to block any gaps. Go to the window and attract attention. If the room becomes smoky, stay low – it is easier to breathe. If the window is jammed, break it; remove jagged glass from the lower sill and cover it using clothing etc. If appropriate get out feet first and (if not on the ground floor) lower yourself to the full length of your arms before dropping. Make your way to your evacuation assembly point on the Sports Field and report to the fire warden. Do not hinder roadways and routes that may be used by emergency vehicles. Do not return to the building until the all clear has been given and until instructed by your fire warden. Never assume the evacuation is a drill.

 

FIRE WARDEN (Ummed Ali Qureshi)

The fire warden & the SLT will ensure that the premises are evacuated and will take a roll call. They will endeavour to arrange for the emergency services to be met on arrival and will advise them of anyone suspected of remaining in the building.

In the unlikely event of a bomb alert, staff should inspect their immediate surroundings for unusual articles – boxes, bags, packages, containers, etc. but not touch them. If possible anything unusual should be reported before evacuating.

FIRE PRECAUTIONS

Potential fire risks need not be dangerous provided that some simple but important precautions are observed by all employees:

  • Memorise the evacuation procedure, and the emergency exits and assembly point in case office;
  • Become familiar with the position of firefighting equipment and the correct method of operation of extinguishers and never interfere with, or misuse, the fire equipment;
  • Keep fire exits, routes and access to firefighting equipment clear of any obstructions; do not wedge fire doors open;
  • Keep all working areas free of waste as far as possible and in particular those areas which are not easily accessible, e.g. under desks, behind radiators etc. Keep all combustible materials at safe distance from heating appliances and do not place anything on heaters;
  • There is to be no smoking on the premises;
  • If anything is noticed that could be a fire hazard, it should corrected if easy and safe to do so, or reported to the Assistant Facilities Manager

 

CODE OF SAFE CONDUCT

All staff must:

  • Conform to the ‘health and safety at work’ policy, all health and safety rules and signs, fire precautions and emergency procedures;
  • Ensure that they understand and follow the safe operation of their duties; if in any doubt they should seek further explanation from their Department Head;
  • Report all accidents, near misses, potential hazards and damage immediately;
  • Wear any personal protective equipment or clothing that is provided, and ensure that it is properly looked after;
  • Not interfere with or misuse anything provided for the health and safety of employees;
  • Not act in a way that could endanger themselves or others and not play practical jokes which may introduce risk;
  • Not run, especially on stairs or steps.
  • Use handrails;
  • Never read while walking;
  • Keep their work area tidy and clear of obstructions and not leave things lying around;
  • Clean up any spilt liquids, tracked in rain, etc. immediately;
  • Adopt safe lifting methods if required to handle bulky or heavy objects, only lift or move what can easily be managed and always bend the knees and keep the back straight. If in any doubt, assistance must be obtained;
  • Not overreach or climb on anything not meant for the purpose; use a ladder, ensuring that it is good condition;
  • Ensure electrical equipment is used safely:
    • never touch electrical equipment with wet hands
    • always disconnect electrical equipment before moving it
    • never attempt electrical repairs unless authorized
    • always keep electrical supply cables and wires away from wet areas or from areas where they could be walked over, etc.
    • always switch off equipment if not in use;
    • disconnect from the mains outside normal working hours unless instructed otherwise
    • Make themselves aware of any specific hazards and precautions (e.g. COSHH, DSE) as appropriate. Training in dealing with hazards will be conducted as required.

 

SMOKING

This is a non-smoking site. Smoking constitutes a fire hazard and can be unpleasant and dangerous for the smoker and colleagues. Smoking on the premises is against the code of conduct and therefore an offender will be subject to the disciplinary procedures. Employees discovered smoking in an area where there is a particular fire risk will be liable to dismissal without notice.

Medical procedures at Dubai Gem School

In the case of any emergency or concern with the health or well-being of a student, the injured/sick child should not be left unattended at any time and help should be sought by sending a responsible (TA/ pupil) with the appropriate details to the Medical Room. The Medical Officer will then assist with a First Aid kit and should an ambulance be required this will be summoned immediately by liaising with the main office.

 

When it is necessary to summon an ambulance, every effort will be made to contact the parents/guardians immediately. If necessary, a member of staff (preferably the Medical Officer) will accompany the injured child in the ambulance and will remain with him/her until the parents/guardians have been located.

 

Communication:

The nurse/ doctor will inform the Secretaries ( Primary: Delna/ Secondary: Coral)  if any student has been kept in the clinic for observation/treatment.

The Secretary will then inform the Year Coordinator and Form teacher if a student is being sent home.

The clinic will maintain a record of all student visits to the clinic and advise the SLT/ Counsellor if there is an unusual pattern of visits.

 

Sharing Information

The Deputy Head (SLT) & SENCO has overall responsibility for oversight of students with medical needs and as such liaises regularly with the Heads of Year regarding these students. It is the responsibility of the Heads of Year to ensure that the information held by the Medical Officer is up to date and the Medical Officer will also notify the relevant Head of year if information is passed to them via a parent.

All staff can access a register of students with medical needs, including photos of students with Care Plans, via the school (teachers server – kept confidential)

 

Administering Medicine to Students

Where possible the need for medicines to be administered at school should be avoided. Parents are therefore requested to try and arrange the timing of doses accordingly.

Foreign Medication (not approved by DHA).

Any foreign medication a child may provide for safekeeping in the medical room cannot be accepted and should be re‐prescribed by their family GP.

Children with Special Medical Needs.

A Care Plan will be put in place for any child with a medical or physical condition (asthma, allergies, Diabetes, Epilepsy etc). This should be completed by the child’s parent/ guardian and returned to the Medical Officer who will then circulate copies to the Head of Year and Head of PE where applicable.

It is of paramount importance that several contacts are included and at least three mobile numbers given when completing the forms. All care plans will be revised at the start of each new academic year and it is the parents’/guardians’ responsibility to inform the school of any immediate changes in their child’s condition.

 

The school operates on a ‘need to know’ basis and therefore believes that the care plans in place for children with special medical needs should be accessible to all the teaching staff in order to ensure that any incident is managed safely. This will only be carried through with the written consent of the child’s parents/guardians. 

 

Allergies:

It is the responsibility of the parents to ensure that all medicines required in school are reached to the doctor in clearly labeled containers. The condition must be discussed with the doctor for the appropriate medication to be administered by the doctor.

 

 Asthma

Children requiring an inhaler should carry one on them at all times and a spare inhaler, clearly labelled and in date, should be provided to be kept in the Medical Room.

 

 Diabetes

Children with diabetes are encouraged to supply emergency diabetic supplies to the Medical Room in case of an emergency. Fast‐acting sugar in the form of Dextrosol (glucose tablets), Hypostop (glucose gel) or fruit juices and slower‐acting sugar carbohydrates (biscuits) will be stored by the Medical Officer and made available to the child in the case of a hypoglycaemia reaction. Please allow students who are diabetes to snack if they need to.

 

Red Emergency Medical Cards

Any child suffering from one or more of the above medical conditions or indeed any other special medical condition will be issued with a red card giving a brief description of their condition. This acts as a red alert to the teacher and permits the child to administer medication or, in the case of a diabetic child, eat a snack without leaving the classroom. In the case of an emergency, the child should not be allowed to leave the classroom alone. The Medical Officer should be summoned to the classroom to assist.

 

ADD (Attention Deficit Disorder) and ADHD (Attention Deficit (Hyperactivity) Disorder)

Children with ADD or ADHD may require medication during the school day. This should be taken under the supervision of a designated member of staff and any emergency medical supplies will be kept in a separate container under lock and key in the Medical Room. A care plan will be put in place for any child requiring special medical assistance.

 

Seizures

Children under treatment for seizures, even if they are controlled and seizure free, should be monitored by their teacher. Should any child suffer from an attack, the following procedure should be followed:

  1. The child should be made to lie down on his/her left side to ensure patent airway.
  2. The teacher will then call the Doctor/nurse to administer first aid, assess the situation and call an ambulance if required.

 

First Aid Boxes

First Aid boxes are located throughout the school and it is the responsibility of each section of the school to ensure they are fully stocked.

 

Offsite Visits and Residential Journeys

  1. The Educational Visits Co‐coordinator will supply First Aid Kits to staff when taking children off site if/when no First Aid facilities are available at the destination.
  2. He/she will also ensure that a member of staff is solely responsible for carrying the First Aid kit and any special medication that children may need to administer during the trip implementing a Medicines In/Out tally sheet to be signed by both the child and the teacher.
  3. It is the parents’/guardians’ responsibility to provide all medication in its original packaging, with the child’s name clearly labeled and with clear instructions on the required dosage.

Reviewed: September 2018

Lock Down Policy


Lockdown

On rare occasions, if there is a threat to the school from external sources, it may be necessary to seal off the school so that it cannot be entered from the outside.  This is called a ‘lock-down’.

School Lockdown Procedure

  • Siren will sound continuously.
  • Staff in classrooms to secure doors and windows (draw curtains) and calm pupils.
  • Admin staff to secure main door and window (draw curtains).
  • Any student or staff who is outdoors but within the campus should go to the main hall immediately.
  • Any student who is in the playground should go to the nearest hall or library.
  • NO ONE SHOULD MOVE ABOUT IN THE SCHOOL.
  • Any student in corridors, toilets etc should be directed by staff to the nearest classroom.
  • Teachers in the Staff room should stay in the staff room only.
  • Staff should record names of all pupils in their room.
  • Ali/Security will lock the building gates.
  • If the school is under attack, stay in your room, you will be evacuated by the authorities. Do not under any circumstances leave your room or keep doors/windows open.
  • If practical, staff should notify the front office who will then inform the Principal and Deputy Principal that we have entered lockdown. In case of any serious threat, the Admin staff will then call the police and inform them accordingly.
  • Stay in your rooms until further notice.

 Reviewed : September 2018


Transport Policy


The primary purpose of the school transportation system is to provide transportation for those eligible pupils from the vicinity of their homes to the school they attend. Careful consideration shall also be given to efficiency and economy of the operation. Use of transportation equipment for field trips, co-curricular activities, and other authorized educational, cultural, and recreational activities is permitted when it does not conflict with the primary purpose for transportation.

  1. School bus transportation shall be considered a privilege to be used by a student only as long as the student accepts the responsibility for his/her own conduct, carefully following all established rules and regulations, and complies with the directions of the driver and the school bus conductor. The general supervision of the organization and the operation of the school transportation system shall be the responsibility of the School Transport Manager, and may be delegated to appropriate administrative and supervisory personnel of the school.

 

  1. In organizing the operation of the transportation system, all applicable statutes, rules, and regulations of the Road and the Transport Authority, Dubai shall be strictly adhered to and all recommendations and suggestions from the parents shall be carefully considered as far as possible.

 

  1. The selection of a bus stop is essential to the well being of children getting on and off the bus. Hence, the area surrounding the bus stop, weather, road conditions and the number of students using the bus stop shall be taken into consideration when choosing a location. The students should be easily visible to the drivers of passenger vehicles and buses. Hence, most school bus riders may find it necessary to walk some distance to the designated bus stop.

 

  1. The school shall provide transport service to all students who wish to use the school Transportation, subject to a minimum of 15 children opting for bus service on that route.

 

  1. The school reserves the right to determine the bus stop selection and the bus time for the students. Parent’s intervention on this matter will not be entertained. Moreover, if any specific request comes from any parent for a specific transport on an unviable route, the management will try to make a suitable arrangement.

 

  1. In the present arrangement, there is no provision to accommodate children using wheelchairs.

 

  1. The school will only use the RTA authorized buses and drivers on approved routes for school transportation.

 

  1. To avoid penalizing other students who are on time, the bus driver will not wait for any child/nor will the bus conductor give an alert/missed call to who is late beyond the designated pick up time.

 

  1. The school will not be responsible for the loss of any items left behind on a bus seat.

 

  1. Parents are requested to bring the students to the pick- up point 5 minutes before the designated pick-up time of the bus, and also to be at the drop point at least 5 minutes before the designated drop-off time in order to avoid delay for the remaining students on the bus. Please note that the bus driver will not wait beyond the designated time. If there is no one at the drop-off point with who to leave the child, then the child will stay on the bus as it continues its journey. The child will be brought back to school and it will then be the responsibility of the parent to pick-up the child from the school.

 

  1. The school buses will depart at the designated time from the school. Should a student miss the bus for any reason then it will be the responsibility of the parent to collect the student from the school.

 

  1. Students are not allowed to ride on a different bus. If a child wants to be transported by car on a particular day they may do so provided they present written permission from their parents/guardians to the Transport Manager and receive approval well in advance. Students shall not be transported to different stops for birthday parties, social events or any program not sponsored by the School.

 

  1. Non bus students cannot ride on the buses.

 

  1. In the event of a change of residence and the subsequent change of pickup/drop off points for a child, new pick up point shall be entertained only if the facility is available on the route – subject to availability of seats on the new route and at appropriate cost, however the school does not guarantee providing transport facility if it is a new route.

 

  1. If a student is found to have caused damage to the bus or the property or belongings of a fellow student in the bus; then, the parents will be required to compensate adequately for the repair or replacement of the damaged item.

 

  1. The students must refrain from eating and drinking in the bus, with the exception of water.

 

  1. The school transportation policy outlines the behavior in the bus that is expected of students. The consequence of violating this rule may result in a loss of ridership privileges.

 

  1. In accordance with the RTA guidelines, the school principal may exclude any student from the school transport service in any of the following cases:

 

  • If a student causes the delay of a trip more than three times in one school year.
  • If a student violates any safety rule and endangers the lives of others during the trip.
  • If a student refuses to ride a bus from a pickup point approved by the school.
  • If a student leaves the bus before reaching his/her designated destination without prior permission.
  • If a student continues causing disturbance and more than three written complaints are filed against him/her during one school year.
  • A general lack of respect for the co-passengers.

 

20.The school doctor will be responsible to check the First Aid Box (Contents

and expiry) in each bus at regular intervals.

 

Transport Fee

 

  • Parents will pay in advance the fees for the transport service directly to the school for each payment period. (For Years 11, 12 and 13 – these are annual fees, others are per term).
  • If the fees are not paid in advance at the start of the payment period, the child will not be permitted to use the service until they have been paid in full.

 

  • If by choice any student opts to use the service only for one-way, the fees for both ways will still be charged.

 

  • NO ONE-WAY BUS TRANSPORT WILL BE PROVIDED.

The transport fees per term are as follows:
Nearby areas within Dubai : AED 1900/- per term
Sharjah, Mirdif, etc : AED 2700/- per term

 Duties of the Transport in charge:

 

  • Maintain the overall School Bus Maintenance report.
  • Maintain the bus service records, fuel records and the attendance of the drivers/conductors.
  • Maintain the Log book report.
  • Check the daily student attendance sheet of each bus.
  • The Transport Manager oversees the entire transportation department and works with the school administration. He acts as the first contact for parents on matters concerning the transport at Dubai Gem Private School, Dubai.
  • He reports to the School Principal and the Administration Manager.

 In case of any accident

 The Transport Manager, Head of Administration and Principal should be informed immediately by the bus driver / Conductor.

 

  • Parents should be informed of the accident by the school administration.
  • All children involved in the accident, however minor should be checked by the school Doctor for clearance.
  • If any child is hurt on the bus, the school will arrange for medical help.

Duties of the Bus conductor

At the time of commencing the bus trip the conductor will place the ‘Students on board’ sign.

The conductor will alight from the bus to escort students to & from the bus

To ensure the safety of all students, the conductor will check that all students are wearing the seat belts.

The conductor will take the daily attendance in the morning & afternoon run and inform the transport manager of any discrepancies.

When all children have alighted the conductor will make a final check inside the bus to see that no one/nothing is left behind.

Finally the conductor will place the “No students on board” sign at the rear of the bus.

Duties of the Bus Driver

Will not attend to any phone calls while driving.

Will ensure that he drives carefully and transports all students to their destination in a safe manner.

When all children have alighted the driver will make a final check inside the bus to see that no one/nothing is left behind.

Finally the driver will place the “No students on board” sign at the front of the bus.

Reviewed: September 2018

Visitor Guidelines


The safety and security of staff and students at Dubai Gem Private School is of utmost importance. Visitors are very welcome to our school; however, it is our school’s responsibility to ensure that the security and well-being of our pupils is uncompromised at all times. School administration must know at all times who is on campus and reserves the right to refuse entry to any visitor.

Closed Campus

All students are required to remain on school grounds during the regularly scheduled school day, including the break. It is unlawful for anyone to take a student away from school during the regular school day without first obtaining proper permission from a designated school official – Primary (Ms. Bina Ajgoankar, Secondary (Ms. Naela Nair).

Visitor Protocol and Procedures

The following outlines the required protocol for visitors on Dubai Gem Private
School’s campus:

• All visitors will enter the school only through Gate No.2. They will be requested to sign the Visitor’s Record Book with the Security Guard making note of their name, who they are visiting and deposit an identification document (Emirates ID etc).
• If parents / guardians wish to meet the teacher or other staff of the school at any time they are requested to make a prior appointment with Rasha (Primary school) / Coral (Secondary school) on number 3376661.
• All visitors will be required to wear a Visitor badge which must remain visible throughout their visit. This will be provided to them at the gate after signing in.
• Visitors will then be escorted to their point of contact OR their point of contact will be asked to come to reception to receive the visitor.
• The visitor is not allowed to move about the site unaccompanied.

Visitors Departure from the School

• On departing the school, visitors MUST leave via Gate 2 .
• Enter their departure time in the Visitor’s Record Book alongside their arrival entry.
• Return the identification badge to the Security Guard and
• Collect their identification document from the security guard.

Parents and care providers are requested to comply with drop off and pick up arrangements in the morning and afternoon as impromptu meeting with the staff is disruptive to the class routine and safety of the students.

Students must be dropped off and picked up from either gate 2 or gate 5.

Parents / guardians collecting their students from FS1 / 2 at 12:30 are requested to wait at the designated area. Please refrain from disturbing teachers and students in other grades during this time.

If parents / care providers wish to participate in special events in their child’s classroom between the hours of 8:00 am and 1:50 pm, the parent / care provider will have to schedule this directly with the teacher and the administrative team. Parents / care providers are asked to respect the decision of the staff on the frequency, duration and type of visits that the teacher will approve of, based on the teacher’s knowledge of the needs of the students in his / her classroom. The classroom staff will fill out the Volunteer Form, located in the front office. Volunteers will be required to wear the Volunteer badge throughout their visit in the school.

If an unknown / uninvited visitor becomes abusive or aggressive, they will be asked to leave the site immediately and warned that if they fail to leave the school grounds, police assistance will be called for.

In case of a fire drill or any emergency evacuation, visitors are requested to report to the reception immediately.

Staff Development
As part of their induction, new staff will be made conversant with this policy for
External Visitors and asked to ensure compliance with its procedures at all times.

Reviewed : September 2018

Social Media Policy


SCOPE OF THIS POLICY

Social media presents opportunities for both schools and individuals to communicate with new and existing audiences. Whilst recognising the benefits of social media, this policy sets out the expectations that all Dubai Gem staff, students and parents are expected to follow when using personal or school sanctioned accounts. This will help the School to embrace these new technologies, whilst at the same time prioritising the safeguarding of children.

 

PRINCIPLES

The School endeavours to adopt a common-sense pragmatic approach to the  use of social media.

Everyone should be aware of their digital footprint and how they can protect their identity online.

As a community we need to ensure that communication is polite and presents the school in a positive light.

It is essential that our top priority remains the safeguarding of children.

EXPECTATIONS

For all

Content should not be published by staff, students or parents, on any social network, personal or school sanctioned, that could bring the School into disrepute.

Social Media and Education

Staff members, who wish to use social media accounts for educational purposes, should ensure these have been authorised by the designated Head teacher.

Staff who use Social Media must only use them to communicate with a Group. For example, a teacher might set up a group for a class on Facebook or Yammer, or publish.

Use of Pupil Images on Social Media

When using school sanctioned accounts, staff should ensure they only publish images when parental permission has been granted. Student surnames should not be included in any comments, messages or posts.

The School will minimise the risk to children of putting images of pupils on Social Media through the following steps:

Staff should endeavour to avoid posting full face photos of happy smiling pupils, especially those less than 14 years of age (because full face photos can be cropped more easily onto other images).

Instead staff should endeavour to take photos of pupils from the side or from an angle, heads down, or from a distance, or slightly blurred as if an action shot at sport. In this way schools can still display images of happy and industrious pupils.

Staff should avoid displaying images of young children in shorts/swimwear etc., especially those less than 14 years of age.

Staff must not use full names of pupils or specific year group should be shown.

In the Primary Schools, the principle of “Faces without Names; Names without Faces” should apply.

Staff may take photographs of pupils for use on social media so long as they don’t store them on their phones – i.e. the image must be deleted within 24 hours and must not be distributed to anyone outside the organisation.

Social Media and Communication between Staff and Pupils:

All staff must not enter into personal communications with students (i.e. ‘direct message’ students) using social media accounts.

The only acceptable channels of personal communication between staff and pupils are those set up by the School, where the school reserves the right to monitor communication (and thus protect staff from allegations).

Parent & Pupil Expectations of Social Media Use.

Parents and students in all Year levels using any social media forum must, at all times, demonstrate respect for the members of the school community, including all students and personnel.

Parents and students must not breach confidentiality, defame or make threats to any person in the school community.

Instances of proven and intentional breach of the above will result in sanctions that may include suspension from the school or refusal to re-enrol the student for the next academic year.

Appropriate Age for Social Media Accounts

In accordance with the terms and conditions of many popular social networks (e.g. Facebook), the School recommends that no children, under the age of 13, should have publicly visible social media accounts

THE SCHOOL NETWORK – WHICH SOCIAL MEDIA SITES ARE ACCESSIBLE.

Parents should be aware that:

Giving children Smartphones with high internet speed & efficiency is to give them   unrestricted access to the Internet.

Any measures the School takes to reduce access to Social Media sites   though Webfiltering its Internet access can be negated Smartphone Internet  access through 3G/4G.

The School blocks the following Social Media sites on its WIFI network that  is accessible to pupils:

Facebook – because it is a distraction during the School working day.

Instagram – because it is a distraction during the School working day.

Snapchat – because it is a distraction during the School working day.

YouTube is restricted during lesson time because live streaming /downloads can affect the ability of teachers to perform their duties.

The School does not block the following Social Media sites on its WIFI network that is accessible to pupils:

Whats App – because it is a primary means of communication between  parents and their children.

Twitter – because it is a primary means of communicating School news to students, parents, and the wider community.

HELP AND SUPPORT

5.1 Additional help and support on how to apply privacy settings on popular social media sites:

Twitter https://support.twitter.com/articles/20169886

Instagram https://help.instagram.com/116024195217477/

Facebook https://www.facebook.com/help/325807937506242/

Snapchat https://support.snapchat.com/a/privacy-settings

Youtube https://support.google.com/youtube/answer/157177?hl=en

Reviewed: September 2018

School Trip Policy


Students can derive immense educational benefit by taking part in off-site trips. Taking part in
problem solving, decision-making and residential experiences both at home and abroad can
enhance the development of personal and social skills. The knowledge and experience gained
beyond the classroom can consolidate and extend the taught curriculum within it. This policy seeks
to establish a framework from which students can benefit in a safe, healthy and secure
environment.

An off-site trip is defined as students going ‘beyond the school gates’ to pursue an activity
organised through the School .

Activity Coordinator – School Trip Coordinator (Ms.Anushree Phadke)
Trip Leader (TL)
Senior Leadership Team- SLT

RESIDENTIAL TRIPS

The following guidelines need to be followed whenever a residential trip is arranged. Although in
chronological order, the individual tasks may, of course, be rearranged if more practical.

PROPOSING A TRIP

1. Discuss the trip with your Head of Department
At this early stage, details may be unclear but the rational for the trip should be apparent.

2. Discuss the trip with the AC
Assuming the agreement of your HOD, TL to arrange a meeting with the AC to discuss
the details/rationale of the trip. This is to be held at least one month before the trip
(day trips) or one year before (residential trips). Please note that social/non-curriculum trips
should take place, at least in part, during weekend or holiday time.

3. Complete a Trip Proposal Form (Form 1) Following the meeting with the
AC, TL may be asked to complete a trip proposal form.

4. SLT to discuss proposal with AC who will inform TL and add the trip to the school calendar.

5. 1st month of an Academic Year
Overseas trips should not take place in the first month of a new academic year as it causes too
much disruption to the start of a year and students settling into a rigorous routine.

BEFORE THE TRIP

The following remain the responsibility of the TL:

1. Preliminary visit
If the trip is running for the first time locally a preliminary visit is recommended.Where this is not
possible, the TL must be satisfied that lodging, activities, food, etc is all of a satisfactory standard. The
TL must ensure that the Risk Assessment Policy is in place
There must be separate gender sleeping areas.

2. Cost trip (Form 2)
Complete form 2 and forward to the AC before the first parent letter is issued. Ensure the
accounts department is informed of the trip.

Steps should be taken at an early stage to secure an initial deposit from party members and to
allow for regular payment by instalments by agreed dates.

Receipts and payments must be fully documented in liaison with the accounts deptartment. A teacher
should never – even temporarily – collect monies or pay such money into his/her own account.

All cheques must be made out to Dubai Gem Private School.

When initially estimating the overall cost of a journey it is best to add a contingency of 10%.(A
refund in the case of an over-estimate is always more acceptable than a supplementary
charge).

All trips must be run as non-profit.

3. Make bookings
All transport, lodging, activity and tuition deposit/payments are the responsibility of the TL.
Where an initial ‘holding deposit’ is required before any student deposits have been made, this
should be discussed with the AC.

4. Complete Trip Confirmation Form (Form 3)
Once permission has been granted, a trip confirmation form must be completed. This should be
submitted to the AC at least four weeks before the trip.

5. Establish student criteria
The TL must be clear about the criteria upon which the trip is offered, and places allocated to,
the students. This should be discussed with the AC.

Students whose parents owe outstanding fees will not be allowed to partake in optional
school trips.

6. Issue first trip letter
The initial letter must be proofed by the SLT/AC before being e-mailed home. It must be
sent/distributed to all students at the same time to ensure equality of opportunity. It
should outline the following:

• Reason/purpose of the visit
• Nature of the programme (this must include brief details of activities)
• Nature of the supervision arrangements
• Expectations of behaviour
• Method of travel, including names of coach companies, airlines, etc, as appropriate
• Risk Assessment Policy [to be given by the travel company] • Insurance arrangements
• Cost and methods of payment
• Dates
• Students involved
• Permission slip
• Deposit (non-refundable unless cancelled by theschool ) and full payments are non-
refundable, as the cost of the trip is based on the number of students going.
• Remind parents that any visas that their son/daughter may need are their responsibility and
do take adequate time to organise them.

7. Check student list with SLT
Before student places are confirmed, the TL must pass a provisional list of students to the AC
for discussion with the SLT. No places can be confirmed until any issues have been feedback
to the TL.

8. Establish waiting list

The waiting list must be fairly managed. Where students withdraw, and those on the waiting list
replace them, deposits should be returned, assuming no financial loss to the students/school.

9. Discuss staffing with Principal/AC
The TL will decide on the number of staff required to supervise the trip. As a guide, the
ratio is 1:15/20 (internal trips) and 1:10 for overseas trips. The Principal will decide whether staff
will be asked to accompany students or whether volunteers will be sought. The final decision
on staffing rests with the AC/Principal. All adults should have been clearly briefed by the TL so that
roles, duties and responsibilities are understood and accepted.

All adults should be aware of their own role and duties, both to ensure that they feel involved and
to give adequate supervision.

• There must always be a minimum of two adults on all trips
• Residential visits with mixed groups will need a teacher of each gender.

The TL must ensure that staff members of the party have reasonable preliminary, theoretical
and practical preparations that should be at a level appropriate to the age of the group and the
nature of the activities. This should include consideration of potential emergencies and
associated actions to be taken.

In a situation where expert medical help is not readily available at least one member of staff
should be a competent first aider.

Non-teaching staff may be used where a higher ratio is required. These people should be
carefully selected and known to the School and students.

It is the TL’s responsibility to let the person in charge of cover (currently SLT), know about the
trip – as soon as staffing has been agreed.

10. Carry out risk assessment
All school trips involve risk. The aim of a risk assessment is to prepare and minimise the
danger of risk. The risk assessment must take into account:

• The type of visit / activity and the level at which it is being undertaken.
• The location, route and method of transport.
• The competence, experience and qualifications of supervisory staff.
• The ratio of teachers and supervisory staff to students.
• The students ages, competence and fitness and the suitability of the activity.
• Students with SEND or medical needs.
• Quality and suitability of equipment.
• Seasonal conditions and timings.
• Emergency procedures.
• Any advice from official organisations, etc.

Risks should be monitored throughout the duration of the visit.

It is up to the TL to ensure that there are enough mobile phones within the group, and delegate
responsibility for maintenance of batteries. Do not rely on a mobile phone for emergency
situations as the signal may be out of range. (The TL should carry the School emergency
phone, available from the Head’s PA. This number must be included on your second letter to
parents.)

Any risks should be included in Form 3.

Risk Categories – very low, low, moderate, high, certain.
Hazard Categories – minor, e.g. cut, graze; moderate, e.g. sprain; major, e.g. broken bone;
life-threatening

11. Secure insurance

Residential trips require travel agents listed by the school with adequate insurance.

12. Write a letter to the KHDA/ Ministry of Foreign Affairs informing them of the trip.
You need the following information to be given to the Head’s PA.
• The contact person (name and number) going on the trip as provided to the parents
• A list of all the students and supervisors on the trip.
• For the duration of the trip, the school’s contact in Dubai – which the KHDA can reach
in case of need.

13. Issue second letter to the parents

At least 8 weeks before the departure date, a second letter should be sent home covering:

• Any outstanding payments
• Remind that any Visas required should be clarified with parents. It is their responsibility
to arrange these. They may require a letter from the school. If so, please circulate the
‘visa details request form’ which can be found at the end of this document
• Pocket money and any arrangements for giving it out
• Address and telephone number of venue
• Type of accommodation, i.e. bunks, shared facilities, etc
• Clothing requirements via a kit list (stress that clothing and other possessions should be
clearly marked)
• Emergency contact telephone number; During school hours contact School on 00971 (0) 4
3376661 and out of hours – SLT member on the number in the circular prior to the
Trip. Also ensure they have the correct international code.
• Passports – including sufficient time-validity to ensure smooth passage
• Procedures for storage and administration of medication
• Banned items
• the use of cameras/video cameras, mobile phones
• sun protection requirements (if reqd)
• A copy of Form 4

14. Parent meeting/emergency contact details
It is recommended that residential trips include a parents’ meeting before the trip. Ensure
parents understand the emergency contact procedure:contact DGPS during school hours and the AC
outside of this. Stress that contact should only be made for important reasons.

15. Student Medical/diet Form (Form 4)
The Medical/diet form must be completed by all parents at least one month before departure. A
copy of these must be taken on the trip by the TL. A copy must also be left with the AC. The
TL should also check with the nurse.

16. Source first aid kit
All trips should carry a first aid kit. This can be borrowed from the School nurse. On flights this
needs to be packed in the hold.

17. Medication
In general, medicines should be clearly labelled with name and dosage and handed to the TL,
as clearly it is not desirable for young children to be responsible for them. For certain
conditions however, this procedure may be wholly inappropriate and potentially harmful, i.e.
asthma where it would be wrong to separate an asthma sufferer from a prescribed inhaler.
Similar consideration and care needs to be exercised for the sufferer of diabetes. In such
circumstances, it would be advisable to consult with the young person’s parents and, if
necessary, seek medical advice.

18. Arrange updates on School Communicator (D6)

Updates (try to keep to 800 characters where possible) and photos should be emailed to the
Activities Coordinator. Communications to be posted on D6 and the school website. This should be
arranged in advance. Alternatively, other forms of social media could be used. E.g Twitter, Instragam,
Facebook etc with the prior permission from the school.

19. Collect passports/spending money
It is recommended that passports are collected and stored securely (School safe) by the TL
before the trip. During the trip, passports should be stored in the lodging/hotel safe. Pocket
money should also be centrally collected, converted and distributed by a nominated member of
staff (recommendation).

20. Circulate student list to staff, staffroom wall and reception
The list should include forename/surname and tutor group. It should also indicate the trip
name, staff involved, departure and return dates. It should be circulated at least 2 weeks before
departure.

21. Emergency contacts
Complete the Emergency Contact Form and pass to the SLT one week prior to departure.
(Form 5)

22. Documentation needs to be left with the AC & Heads PA:

Paperwork needed to be left with the AC & Heads PA and with you on the trip includes:

a) Copies of all passports with Visa page (staff and students)
b) List of all students’ plus emergency contact numbers (FORM 4)
c) List of all students’ medicines/medication
d) Copy of Parental Consent forms, signed
e) Copy of all letter sent to parents
f) Detail of itinerary – event planning
g) Official Letters from the Principal to the Ministry of Foreign Affairs informing them of the
School’s intended trip to the country concerned (see Secondary School secretary for this)
h) A letter to the Ministry of Foreign Affairs / KHDA (for information record only) at least three
days before the trip stating:
1. A list of all the students and supervisors on the trip
2. The name and number of the Contact person on the trip, as provided to parents.
3. The name and number of the Contact person in Dubai, as provided to parents.

23. Cover
Ensure that cover is set by the staff going on the trip and the SLT member of staff responsible
for arranging cover has been informed.

DURING THE TRIP

1. On arrival text/call/email AC and Communications Officer
This will enable a message to be posted onto the School Communicator asap and for reception
to answer any queries. Alternatively, messages could be sent on the trips own Twitter area.
This needs to be clarrified with the AC before the trip embarks.

2. Safety
The TL must carry a list of all students and adults on the visit, at all times.

All equipment used should be adequate for the purpose. Most outdoor equipment such as
helmets, buoyancy aids etc have recognised standards such as BSI, BMIF, CEN or UIAA.
Again, if the equipment, even to an untrained eye, appears neglected or deficient, press the
centre manager.

Great emphasis should be placed on traffic risks abroad, particularly when crossing roads.

Work should be done on this before the visit, with reminders when in the foreign country (i.e.
mandatory use of recognised crossings). Younger children should not be allowed to cross
roads unsupervised.

Whatever the nature or length of a visit there should always be regular head counts,
particularly before leaving any venue.

The use of mobile phones by students is for the TL to consider. If in doubt, consult the AC.

3. Supervision
The TL and visiting staff remain responsible for the well-being of their party members at all
times, although clearly the centre has a duty here, particularly during activity sessions. Discuss
and confirm with the centre staff the level and type of supervision that they will undertake.
Accompanying staff must accept responsibility for the good behaviour of their groups both on
the journey and while abroad.

It will greatly ease supervision if each accompanying adult takes responsibility for a sub-group,
with the TL or deputy being personally responsible for any young people.

Check that there are written operating procedures for each activity and ask for written evidence
of the qualifications and experience of the staff leading activities. Many centres use their own
in-house training and this can vary from the very good to the unacceptable. Find out what you
can about the trainers.

It is expected that all normal School codes of dress and behaviour will be imposed on any trip.
Specific arrangements regarding each trip should be discussed with the AC before the trip goes
ahead. It’s recognised that in many cases, for example, the wearing of school uniform would be
totally inappropriate, but the policy on jewellery would and should still apply. It is the responsibility
of the TL and accompanying members of staff to ensure such standards are complied with. The
students and staff should be aware that they are representing the school at all times and are,
therefore, responsible for ensuring that they do not, at any time or under any circumstances, bring
the school into disrepute. The school does not wish to stifle the enjoyment of trips, but just wishes
to ensure the good behaviour and safety of everyone participating in them. Students should be
aware that inappropriate behaviour could risk their chances of taking part in further trips and/or
other punishments on their return. All names of students who have breached the code of conduct
should be given to the AC when the trip returns.

4. Updates on Communicator / other Social Media e.g. Twitter
Try to ensure a reasonable level of updates via the Communicator, email, of sms to the School
Secretary.

5. AC/PRINCIPAL and Emergency Contact Number for Parents

In the event of an emergency, parents are to contact the AC or SLT member via the number given
to them on the circular prior to the trip .

Remember that serious accidents and incidents are extremely rare, but if one occurs it certainly
makes great physical and emotional demands upon you. These guidance notes are designed
to help you deal with an emergency.

Remember that you are not alone. School will support you as much as possible.

a. Be prepared

• Carry the AC/PRINCIPAL telephone number at all times.
• Brief your group on emergency procedures before they set off, including details of
communications, so that they know how to deal with situations should the party get
split up.

b. In an emergency…

• Ensure safety from further danger.
• Contact local emergency services immediately and follow their advice.
• Deploy other staff/adults as effectively as possible in continuing to ensure the
welfare of your group.

c. Communication

Contact the AC/PRINCIPAL
In either event, give the following information:

• Telephone number you are calling from
• What happened
• To Whom
• Where
• When
• What has happened since
• If a fatality is involved, has this been confirmed?
• By Whom
• Which local emergency services are involved?

d. Next Steps and General Advice

• Parents and relatives will naturally be anxious to establish what is happening, but do
NOT let party members (staff or young people) telephone home until after you have
made contact with the AC/PRINCIPAL and this has been agreed.
• Do NOT speak to the press or media. Refer enquiries to the local emergency
services handling the incident on the ground.
• Do NOT admit liability of any sort to anybody.
• Do NOT allow anyone, apart from medical services, to see any party member
without an independent witness being present.
• Retain any equipment involved in an unaltered condition.
• Keep a written record of all that happens.
• Be as compassionate as possible, with anyone involved.
• Remember that no one, unless they are in a relevant official capacity, has the right
to see anyone who does not wish to see them.
• If you change location, remember to let AC/PRINCIPAL have the new telephone number at
which you can be contacted.

6. Inform any serious incidents to AC/PRINCIPAL
Beyond medical emergencies, the TL should inform the AC/PRINCIPAL of any serious breaches of
rules, including behaviour.

Incident management hierarchy

1. Minor/moderate injury to student – Group leader /1st aider decision as to need for medical
treatment. School base representative informed. School base representative informs
parents if deemed necessary. Expedition leader records actions taken in writing at time
(when practical) including dates, times, locations, nature and suspected cause, witnesses.
2. Major / life threatening injury to student – emergency medical treatment sought. School
base representative informed. School base representative informs parents. Expedition
leader records actions taken in writing at time (as soon as practical) including dates, times,
locations, nature and suspected cause, witnesses.

3. Major / life threatening injury to adult/staff member – emergency medical treatment sought.
School base representative informed. School base representative informs parents.
Expedition leader records actions taken in writing at time of the event including dates,
times, locations, nature and suspected cause, witnesses.

AFTER THE TRIP

7. Immediately follow-up any serious issues/accidents to PRINCIPAL/AC/nurse.
Speak to the SLT/PRINCIPAL upon your return and complete an INCIDENT report outlining the details.

8. Any appropriate letters of thanks should be sent.

9. All accounts checked, finalised and closed.

10. Meet with the AC. Review the success of the trip and discuss any issues/changes.

Planning a Residential Trip: Checklist
1. Discuss the trip with your Head of Department
2. Discuss the trip with AC/Principal
3. Complete a Trip Proposal Form one year before departure
(Form 1)
4. Receive approval from AC/Principal
5 Preliminary visit [for local trips] 6. Cost trip (Form 2) – clarity on flight costings – carrier being
used and costs to each student being the same
7. Make bookings
8. Complete Trip Confirmation Form (Form 3) four weeks before
Departure
9. Establish student criteria
10. Issue first trip letter
11. Check student list with SLT
12. Establish waiting list (if the number exceeds)
13. Discuss staffing with AC/PRINCIPAL
14. Inform relevant SLT member of cover requirements
15. Carry out risk assessment
16. Secure insurance
17. Issue second parents’ letter
18. Parent meeting/emergency contact details
19. Student medical/diet forms completed (Form 4)
20. Copy of form 4 given to AC
21. Medication
22. Arrange updates on website/What’s app
23. Collect passports/spending money
24. Circulate student list to staff, staffroom wall and reception
25. List emergency contacts (Form 5) one week before departure
26. Ensure a full file of the relevant paperwork is left with the AC

 

Day trips

Whilst day trips require less planning, the fundamentals are the same: the health and safety of the
students and teachers, and the learning experience for those involved.

1. Discuss the trip with your Head of Department
2. Discuss the trip with AC
3. Complete a Trip Proposal Form (Outdoor activity form)
4. Preliminary visit
5. Carry out a risk assessment
6. Make bookings
7. Issue first trip letter
8. Discuss staffing and point 5 above with AC
9. Inform relevant member of SLT responsible of cover requirements
10. Check medical concerns with nurse / Year groupleaders
11. Source first aid kit
12. Circulate list of students to staff/reception/staffroom
13. Sign out/in from School

During/after the trip: the guidelines are the same as for residential trips.

TRIP PROPOSAL FORM (FORM 1)

Please return the completed form to the AC

Member of staff organising visit:

Date/time to
depart:

Date/time to
return:

Title of visit:

List the objectives of the trip:

Day residential

List the tasks/activities that the students will complete on the trip

Purpose of visit: Educational Social Cultural

Proposed Name (s) of staff going:

Year groups:

Number of students going:

Approx. charge to students:

Transport:

This form should be submitted at least one term (day trips) or one year (residential trips) prior to
departure. Once submitted, your proposal will be discussed by the SLT and a decision made.

Thank you for taking the time to submit this proposal.

TRIP COSTING FORM (FORM 2) – Residential only

Please return the completed form to the AC BEFORE THE FIRST PARENT LETTER IS SENT
OUT

Total cost of trip

Transport:
Flight:

Bus:

Other:

Tuition (non-DESC staff)

Accommodation

Food

Insurance

Fleeces/t-shirts

DGPS staffing

Other costs?

Contingency (10%)

Cost per student

 

TRIP CONFIRMATION FORM (FORM 3) – Residential only

Please return the completed form to the AC at least 4 weeks before departure

Member of staff organising visit:

Title of visit:

Day(s) and
time(s) of trip:

staff members going:

Confirmed number of students
going:

____________________________________________

___________________________________________

___________________________________________

___________________________________________

Attach list of names
and tutor groups

Total number of students: Males Females

Insurance details:

Mobiles phones allowed: yes/no

Students on the trip with known medical conditions: (Attach the list)
Student Name Condition
____________________________ __________________________________________
____________________________ __________________________________________
____________________________ __________________________________________
____________________________ __________________________________________
____________________________ __________________________________________

Risk assessment, to be discussed with the AC:
See Trips Policy: end of Point 14 and end of Point 33.

Risk Categories – very low, low, moderate, high, certain.
Hazard Categories – minor, e.g. cut, graze; moderate, e.g. sprain; major, e.g. broken bone;
life-threatening

TRIP MED/DIET FORM (FORM 4) – Residential only

Student’s Name ………………………….. Date of Birth (dd/mm/yy) ……………………………..

Passport Number ……………………….. Nationality……………… Expiry Date ……………..
If you are ordering a new passport for your son/daughter, please inform the trip organiser

CONTACT INFORMATION

Parent’s / Guardian’s Name & Initials……………………………………………………………. ………..

Home Address………………………………………………………………………………………………….

………………………………………………………………………………………………………………………
.

Telephone Number ………………………… Mobile Number ……………………………………

EMERGENCY CONTACTS

Please supply the names and telephone numbers of TWO emergency contacts.

Emergency Contact 1
Name ………………………………………….. Relationship to child (e.g. family, friend) ………………….

Telephone Number …………………. Mobile Number ……………………….. ………….

Emergency Contact 2
Name ………………………………………….. Relationship to child (e.g. family, friend) ………………….

Telephone Number ………………………… Mobile Number ……………………………………

DIETARY REQUIREMENTS

Does your child have any special dietary requirements? Yes  No 

If the answer is “YES”, please give details below:

…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………

MEDICAL INFORMATION

Does your child suffer from travel sickness? Yes  No 

Is your child receiving medical treatment, of any kind, Yes  No 
either from your family doctor or hospital?

Has your child been given specific medical advice to Yes  No 
follow in emergencies?

Does your child have any allergies? Yes  No 

Is there any other medical information that we should Yes  No 
be made aware of?

If the answer to any of these questions is “Yes” please give details and continue below if
necessary (Including dosage of any medicines / tablets where appropriate).

…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………..
…………
Parents are required to read the following and sign this document as an indication
that the medical information is correct and that the information has been read and
understood.

DGPS has a well-deserved reputation for being a caring school and staff will take every possible care of your
child during this visit.

However, parents must understand that accidents do happen. Please understand that DGPS cannot be
responsible for accidents where DGPS staff have not been negligent in their care of the students, or which
are caused by the action of a third party who is outside the control of the School.

Furthermore, whilst staff will encourage students to take all reasonable care of their belongings, DGPS
cannot be responsible for the loss or theft of personal items. We would advise that students do not take
valuable items or things of sentimental value.
I acknowledge the need for safe and responsible behaviour on the part of students. If my child’s
behaviour is unsatisfactory, I agree that they risk being sent home from the trip, and I understand
that this will be at our own expense.

To the best of my knowledge, my child is not suffering from any medical condition that makes them
unfit to participate in this visit.

I agree to my child being given medicines, which can be bought over the counter, for example,
Paracetamol or Strepsils, if this is advisable.

I WILL INFORM THE PARTY LEADER AS SOON AS POSSIBLE OF ANY CHANGE IN THE MEDICAL
CIRCUMSTANCES BETWEEN THE DATE SIGNED BELOW AND THE COMMENCEMENT OF THE
JOURNEY.

Signed:

Parent / Guardian ……………………………… Date ……………………………
(state which)

EMERGENCY CONTACT FORM (FORM 5) – Residential only
Trip date :
Destination :
Trip Leader :
Mobile telephone number
whilst on trip :
Nominated first aider :
Flight numbers:
Accommodation name/
telephone number :
Transport company used:
Number of students on trip:
Members of staff on
trip/mobile numbers:

Dubai Gem Private School
OUTDOOR ACTIVITY /FIELD TRIP AUTHORIZATION FORM
Form Submission Date: ________________
School Event (Attendance Voluntary)
One Day, School Day
One Day, Non-School Day [Mention the day] _____________________
Overnight Trip- Number of Nights [No of days] _________________________
Date(s) of Trip: _______________________ Day of the Trip: _________________
Venue:_____________________________________________________________
Event Duration From : _____________ am/pm To: ____________ am/pm
Departure Time: ___________________ Return Time: ______________________
[BOYS] GRADE: ____________ SECTION: ________________
[GIRLS] GRADE: ____________ SECTION: ________________
Total number of Students: __________ Girls: __________ Boys: _____________
Fees /Charges per student [if any]:________________
Total number of Teachers: ____________ Name of Nanny : __________________
Accompanying Teachers on Trip:
________________________________________
Educational Purpose of Trip:
________________________________________
Transportation:
School Vehicle Hired Vehicle
Teacher in charge: _________________ Activity Coordinator: _______________
Vice Principal __________________ Admin Manager: _______________
Supervisor: __________________ Key Stage Leader: _______________
Ms Dalia: __________________ Coral / Daphne: _______________

Dubai Gem Private School
OUTDOOR ACTIVITY /FIELD TRIP AUTHORIZATION FORM
[TO BE FILLED BY THE PERSON IN-CHARGE OF THE ACTIVITY] CHECKLIST
1. Discussed the activity with the Principal, Vice Principal, SLT, Key Stage Leader, Head of Department and Form Teacher. Yes/ No

2. Office administration informed and the permission taken for the concerned visit from the ministry/ authorities before arranging the visit. Yes/ No

3. Travel itinerary required for the trip Yes/ No

4. Consent form issued / not issued

5. List of names and contact details of students and teachers submitted/ not submitted

6. Transport section informed and the students and teachers’ list submitted . Yes /No

7. Confirmed the visit with the person in charge of the venue Yes/ No

8. Any prior preparation required for the student Yes/ No

9. Other items like props/ gifts/ vouchers etc to be arranged by the students / school Yes / No

10. Orientation for the students regarding the visit / excursion Yes/ No

Teacher’s Signature : ______________________ Date: _________________
Activity Coordinator: ______________________ Date: _________________
Reviewed: September 2018

Special Education Needs & Disability (SEND) Policy


Statement of Intent

DGPS is strongly committed to inclusive education across all year groups; this provision includes one in which the teaching, learning, achievements, attitudes and well-being of all the students who gain admission to school matter – including those identified as having additional needs. The school is committed to recognizing the potential of all students and giving them access to enrichment activities. We fully support the inclusive aims of the Government of Dubai ‘My Community’ initiative launched in 2013, which seeks to ensure persons (and children) with disabilities can participate in education, recreation, arts, sports and culture .

This policy explains the approach to Special Educational Needs and disability within the school and is in keeping with the school’s aims, its teaching and learning policies, and its policy on equality of opportunity. Our aim is to know individuals well to help them reach their full potential. We do this through careful personalisation of the curriculum opportunities offered and support programs that may be required. We want to develop each pupil as a whole person with the skills and competencies necessary for his or her future life roles.

Admissions Policy

In line with the school’s Admissions Policy, individuals will be considered with reference to their needs, resources and the school’s ability to meet those needs. The school will strive to provide appropriate support for students with a range of special educational needs. The school will make reasonable adjustments to accommodate pupils with SEND during entry tests. A current report written by an Educational Psychologist or Specialist teacher will be required to put appropriate arrangements in place, and any access arrangements will be based on the student’s usual way of working.

Aims

• To ensure that all students, whether or not they have SEND, have access to a broad, balanced and relevant curriculum, which meets their individual needs.

• To encourage a whole school approach to Special Educational Needs and disability and a close partnership between school, the student and the home.
• To provide learning experiences that enable students to reach their full potential.
• To create a positive atmosphere wherein students can develop confidence and self-respect.

• To ensure students and staff receive specialist support and guidance as appropriate.

• To give a voice to students with SEND and to ensure that their views and wishes are taken into consideration.

Objectives

• To ensure early identification, assessment and provision for any child who may have special educational needs.
• To inform staff of students’ needs and suggest ways of meeting those needs.

• To enable all staff to play a part in identifying SEND pupils and to take responsibility for recognizing and addressing their individual needs.
• To encourage the whole school community to demonstrate a positive attitude towards SEND.
• To monitor and review progress of students on the Special Educational Needs register.
• To encourage an effective parent partnership in developing and implementing a joint learning approach at home and at school.

• To involve outside agencies, where these are available, to provide the necessary support for students.

• To advise on strategies to develop competency in basic skills.
• To help every student realise his or her full potential and optimise their self- esteem.

• To encourage and support pupils to participate in all decision-making processes that occur in their education i.e. their views are sought and taken into account.

Definitions

Special Educational Needs are defined as “A need which occurs when a student is identified with an impairment requires the school to make specific modifications or provide specific supports to prevent, remove or reduce any potential disability from occurring and to ensure that the student can access education on an equitable basis and within a common learning environment with same aged peers.” as per the Dubai Inclusive Education Policy Framework 2017.
Being identified with a special need could mean that students require specialist support, specific curriculum modification or individualised planning to ensure that they make expected levels of progress given their starting points.

Types of need are identified according to the KHDA Framework:

Type of Need Description

Behavioural, Social, Emotional

Behaviour that presents a barrier to learning Emotional problems such as depression, eating disorders, attention deficit disorder or attention
deficit hyperactivity disorder (ADD/ADHD), Oppositional Defiant Disorder (ODD), Conduct disorder (CD), childhood psychoses and
syndromes such as Tourette’s.

Sensory

Visual impairment: Visual impairment is when a person has sight loss that cannot be fully corrected using glasses or contact lenses Hearing impairment: Hearing impairment, deafness, or hearing loss refers to the inability to
hear things, either totally or partially.

Physical Disability

Disabilities arising from conditions such as congenital deformities, spina bifida and/or hydrocephalus, muscular dystrophy, cerebral palsy, brittle bones, haemophilia, cystic fibrosis or severe accidental injury. It is important to state that there is no necessary direct correlation between the degree of physical disability and the inability to cope with the school curriculum,
apart from the elements involving physical activity. Students with severe physical disability may have minimal special educational needs, while those with minimal physical disability may have serious learning needs Medical Conditions or Health Related Disability Medical conditions that may lead to an associated “special need”. These conditions may be temporary but are more likely to be ongoing and include such illness as asthma, diabetes and
allergies.

Speech and Language Disorders This does not include students with additional language needs

Expressive language disorder – problems using include students with additional language needs oral language or other expressive language.
Students’ understanding of language is likely to exceed their ability to communicate orally.
Receptive language disorder – problems understanding oral language or in listening.
Global language disorder – difficulties with both receptive and expressive language. Global language disorders affect both the understanding and use of language.
Communication and Interaction Autistic Spectrum Disorders (ASDs) are
neurological disorders that are characterised by difficulties with social communication, social interaction, social imagination and flexible
thinking. Asperger’s Syndrome is thought to fall within the spectrum of autism, but with enough distinct features to warrant its own label. It is
characterised by subtle impairments in three areas of development. There is no clinically significant delay in cognitive development or in language acquisition. However, students with Asperger’s syndrome often have communication difficulties.

Learning difficulties 1

Below average general intellectual functioning often reflected in a slow rate of maturation, reduced learning capacity and inadequate social adjustment.

Learning difficulties 2

Significant learning difficulties which have a major effect on participation in the mainstream curriculum, without support.

Profound and Multiple Learning Difficulty

Complex learning needs resulting in severely (PMLD) impaired functioning in respect of a basic awareness of themselves, the people and the world around them. They may include physical disabilities or a sensory impairment. A high level of support is likely to be required.

Assessed Syndrome

A syndrome usually refers to a medical condition where the underlying genetic cause has been identified, and the collection of symptoms is
genetically related. Examples of syndromes include: Down’s syndrome, Stickler syndrome and Williams syndrome.

Dyslexia -reading

Dyslexia is a specific difficulty with learning to read fluently and with accurate comprehension despite normal or above average intelligence.
This includes difficulty with phonological awareness, phonological decoding, processing speed, orthographic coding, auditory short-term memory and language skills/verbal comprehension.

Dysgraphia – writing/spelling

Dysgraphia is a specific learning difficulty that affects written expression. Dysgraphia can appear as difficulties with spelling, poor handwriting and trouble putting thoughts on paper. Dysgraphia can be a language-based
and/or non-language-based disorder.

Dyscalculia – using number

Dyscalculia is a specific learning difficulty that affects the ability to acquire arithmetical skills. Learners with dyscalculia may have difficulty
understanding simple number concepts, lack an intuitive grasp of numbers and have problems learning number facts and procedures.

Dyspraxia – fine and gross motor skills

Dyspraxia goes by many names: developmental coordination disorder, motor learning difficulty, motor planning difficulty and apraxia of speech.
It can affect the development of gross motor skills like walking or jumping. It can also affect fine motor skills or speech. Dyspraxia is not a sign of muscle weakness. It is a brain-based condition that makes it hard to plan and
coordinate physical movement.

Disability

DGPS defines disability according to The Dubai Inclusive Education Policy as “A social condition that occurs when an individual with a long term limitation, experiences attitudinal, social and environmental barriers that prevent full and effective participation within the community. A disability is the result of an individual’s interaction with society and is not an attribute of the person”. The school is mindful of the Federal Law 2006 and 2009 and Dubai law #2 (2014) which clearly demonstrate Dubai’s commitment to SEND and is fully committed to avoiding discrimination and promoting equality for all students. We seek to ensure that, wherever possible, any student with Special Education Needs or a disability joins in the activities of the school, together with those who do not have a special educational need or disability.

Provision

Teacher Action

The school adopts the approach whereby there will be targeted intervention offered to improve the progression rate of those students identified as having SEND. When staff identify that a student has Special Educational Needs, subject teachers, in consultation with the Special Educational Needs Coordinator (SENDCO), devise interventions additional to or different from those provided as part of the school’s usual differentiated curriculum. The SEND Department may offer interventions to particular students, which will be evidence based and regularly reviewed.

Identification and Assessment of Pupils with SEN

Early identification will be key to the progress of SEND students. DGPS will use the following to identify pupils with special educational needs, whichever are appropriate:

• Meetings between the SENDCO and staff of feeder schools during transition phase

• Examination Access Arrangements screening in Year 9

• Group testing for English – reading and spelling tests annually for Years 7 – 9 PTE tests

• KS2, KS3 CAT4 results along with the battery of Progress Tests from GL Assessment
• Observation and concern regarding lack of progress noted by staff /parents

• Student self-assessment

• Information supplied by parents

• Information from outside agencies-educational psychologists, Speech & Language Therapists

• Information from staff via individual reports, reviews, referrals

Students will be placed on the SEND register after consultation with either subject teachers or parents, whose views will be recorded.

Recording

The SENDCO compiles a register of students. A recording system for all students on the register is in operation incorporating Individual Education Plans (IEPs). These plans can be accessed by all staff on the Teacher’s server.

Each student will have an SEND file containing evidence of need, copies of any diagnostic tests and a record of departmental interventions.

Monitoring and Review

Students’ progress is regularly monitored and reviewed involving appropriate agencies, staff, students and parents. The academic tutorial is a key part of this process together with parent consultation meetings. The IEPs are updated after parents’ consultation meetings in response to subject staff feedback. Interim and full reports with regards to attainment are published to parents in accordance with the school’s assessment calendar. The school will contact parents when a need is first identified and maintain regular contact. IEPs will always be updated and reviewed with the student (where appropriate), and they will be given an opportunity to review their own progress each time the IEP is updated.

Teacher Action

When a student has SEND – the class teacher devises interventions additional to or different from those provided as part of the school’s usual differentiated curriculum.

While the class teacher remains responsible for working with the child on a daily basis, the class teacher works with the SENDCO, Support staff and Head of Department to plan strategies to ensure teaching meets the needs of the individual. The SENDCO provides suggestions for classroom support for each pupil on the SEND Register and the IEP. IEPs will be available for teachers to read on the Teacher’s server and will be referred to as part of planning for the needs of the student and also reflected upon at parents’ consultation meetings.

Teachers may request a member of the SEND Department to observe and support a particular pupil in their class. The school encourages staff to share concerns about individual pupils’ difficulties with the SENDCO as early as possible. Referrals come directly from the subject teachers, tutors and parents.

The SENDCO can take the lead in:
• Managing SEND interventions for the student in discussion with colleagues.
• Monitoring and reviewing the action.
• Enhanced transition arrangements between Key Stages

• Communicating needs with teaching staff and Key Stage leaders and SLT
• Advising on CPD as necessary

Intervention will take place with In Class Support and the need for withdrawal from curriculum lessons based on the individual needs. The SENDCO will regularly review the impact of any interventions and will adjust programmes accordingly. The SENDCO will, in conjunction with Key Stage Leaders and Subject leaders, regularly review the progress of students on the SEND register, both individually and as a cohort.

Access Arrangements
Access Arrangements will be based on a student’s normal way of working to remove barriers caused by illness or disability. DGPS will consider the full range of arrangements allowed by Cambridge and Edexcel at KS4 and 5, and any reasonable adjustments at KS3 and for the entrance examination. Students who would like to word process their work in examinations will have their request considered if it is their usual way of working and their subject teachers support the arrangement.

The SENDCO and examinations officer will ensure that the appropriate arrangements are put in place for external and (where possible) internal exams. The examinations officer will ensure that all documentation is up to date and on file and she will process the on-line applications. This should be done prior to the start of IGSCE AS and A Level courses and, where issues arise during the school year, these should be completed immediately once all paperwork from parents and outside agencies has been received.

The access arrangements should be logged onto the individual needs register, held on the Teacher’s server/SEND File, and this should be dated when approval was granted by the examination board, where appropriate, and for what examination series.

Copies of approved access arrangements for each year group are held in the SEND Department and the examinations office and are updated annually. It is the responsibility of the SENDCO and examinations officer to ensure that all arrangements are approved prior to the set deadlines for each examination series.

School Network

Each subject area liaises with the SENDCO. There is communication between the subject area, the learning support team, form tutor and head of year/section. All staff has copies of all relevant documentation including Individual Education Plans which are drawn up in consultation with parents where necessary. They will contain identified strategies that are student and resource specific. Teachers will consider these when planning and delivering the curriculum, and should take account of differences in subjects, learning styles, teaching methods etc.

The school will provide support within the classroom wherever possible, but acknowledges that there are occasions when one to one or small group work is valuable and will facilitate learning. The student’s response and progress will be the indicators of the appropriateness of this approach.

We intend that all students should access the full curriculum and subject departments are expected to address this directly within schemes of work and departmental policy.

Gifted and Talented Provision

Dubai Gem Private School also recognises that gifted and talented students will have additional learning needs. These are covered in a separate policy.

Review of Policy

The SEND policy is monitored by SLT and reviewed on an annual basis.

Policy Details
Version date September 2018
Last review September 2018
Next review September 2019
Responsible SLT Ms.Humera- Principal

Reading Policy

“Reading opens minds, magnifies hunger for knowledge and instils the values of openness and moderation that define great civilisations,”

His Highness Sheikh Mohammed bin Rashid Al Maktoum

SCHOOL VISION

To become a vibrant, outstanding institution of learning and develop internationally minded young people of excellence.

The teaching of reading at Dubai Gem Private School – Primary

KEY STAGE 1

In Key Stage 1 the teaching of reading remains high priority in order to build on the foundations laid in Nursery and Reception and to continue a child’s enjoyment in reading a range of books for pleasure.

In Key Stage 1, teachers and teaching assistants:

  • assess and establish the students’ reading level in the first month of the new academic year.
  • know and support the agreed reading behaviour of the school as well as what they will teach and what is expected in terms of teaching reading in school.
  • promote good reading behaviour, such as bringing reading books into school every day.
  • have at least one reading display board in their room that supports a book/poem they are reading in class.
  • ensure all children have a reading book suitable for their decoding ability and a book freely chosen by them to read every day at home.
  • ensure there are regular phonic lessons and that what is being learned in these sessions is reinforced in other activities during the day.
  • stream pupils according to their abilities for reading and phonics and that there are suitable intervention groups in place for those experiencing difficulties.
  • make sure the development of phonics skills is suitably linked to developing comprehension skills.
  • have regular and accurate assessments of pupils’ reading to track their progress and meet their changing needs.
  • check their reading levels regularly to ensure progress. The data is maintained and monitored by the class TAs.
  • have weekly guided reading sessions with plenty of additional opportunities to extend and practise reading skills.
  • ensure those pupils experiencing difficulties with reading are supported and someone hears them read every day.
  • ensure that those pupils who did not meet the expected standard in the phonics check in Yr 1 are receiving sufficient and regular support to ensure they reach their target in Year 2.
  • provide some written comprehension activities.

KEY STAGE 2

In Key Stage 2, the teaching of reading remains of equally high priority as in FS and KS1 to ensure the children leave our school reading widely across a range of subjects.

In Key Stage 2, teachers and teaching assistants in Year 3:

  • know and support the agreed reading behaviour of the school as well as what they will teach and what is expected in terms of reading in school.
  • promote good reading behaviour, such as bringing reading record /diaries and reading books into school every day.
  • have at least one reading display board in their room that supports a book/poem they are reading in class.
  • ensure that reading continues to have a high profile in day-to-day activities so that whole school strategies are embedded further.
  • encourage children to read for enjoyment.
  • immediately assess children who arrive from other schools with NGRT so that they too adopt a high profile focus on reading.
  • make sure that every pupil is heard and taught reading in the weekly guided reading sessions in the library.
  • ensure every child’s reading is ‘guided’ until the last day in Year 6.
  • make sure children have 2 class-reading books a year.
  • provide opportunities for pupils to read to audiences.
  • encourage pupils to borrow books from the school library once a week.
  • provide a wide range of books to enable children to read a wide range of genres, both fiction and non-fiction.
  • put interventions in place for those falling behind.
  • ensure those pupils experiencing difficulties with reading are supported and someone hears them read every day.
  • teach spelling that is suitably linked to reading skills.
  • ensure vocabulary is extended through ALL subjects.
  • teach spelling, punctuation and grammar in ALL subjects.
  • set written comprehension activities.

LEADERSHIP AND MANAGEMENT OF READING

The Senior Leadership Team will ensure that the above non negotiables relating to the teaching of reading are adhered to by all staff through consistent monitoring and observations across the academic year. Senior Leaders have agreed to:

  • ensure that reading is given a high priority with pupils and parents.
  • set a good example themselves when it comes to reading.
  • be actively involved in the teaching of reading themselves.
  • set out clear non negotiables for how reading will be taught in the school.
  • ensure all staff follow the agreed school reading policy.
  • teachers take on the responsibility for the progress children make in their reading.
  • challenge when practice requires improvement.
  • support staff who require further training and ensure all staff have the relevant CPD to provide high quality teaching of reading.
  • monitor and observe the teaching of reading, reading diaries and records, with the latest reading data. Check and match the pupils’ reading abilities with the books they are reading and the groups in which they work.
  • ensure that the school has a rigorous approach to assessing pupils’ reading that does not solely rely on teacher assessment.
  • monitor the progress of reading data and ensure interventions are in place and being effectively carried out, as well as the impact of the intervention.
  • ensure that high standards with regard to reading are kept up and do not slip back after the initial push.
  • understand how reading is taught in school.
  • reviewing and replenishing the resources every academic year.

SECONDARY SCHOOL

Introduction

The successful acquisition of reading skills is a key to unlocking learning across the curriculum. Reading allows students access to countless avenues of exploration and sources of knowledge. It equips them with the ability to understand the ideas of others in the past, present and future and can be an enjoyable experience. Within the school context, there are opportunities not only to promote reading across the curricula but also to acquire skills for life and lifelong learning. It is equally important to ensure that students read for pleasure and that this is encouraged from the early years and throughout the school experience.

Our aims:

  • To foster a love of reading that will continue to grow outside of school and on their journey as lifelong learners.
  • To build upon the successful initiatives of the Year of Reading, and support the ten-year focus on reading literacy, coinciding with the ten-year focus given to reading across the UAE.
  • To develop reading strategies and skills: fluency, accuracy, understanding and  response to different texts.
  • To read and enjoy a variety of texts from a variety of sources: library, media, ICT.
  • To create a strong, embedded reading culture through a rich language environment within classrooms and the wider school environment.
  • To deliver a structured and consistent whole school approach to reading.
  • To monitor and assess children’s progress in reading and identify those who require extra support and intervention.

Reading for enjoyment

All pupils are encouraged to read for enjoyment which will help to develop good reading skills. This is supported in English lessons when pupils spend 20 minutes reading for pleasure on a weekly basis and during morning registration. Classrooms are equipped with Read boxes to support reading. A library period is allocated once a week for every class. Pupils also have the opportunity to borrow books of their choice from the school library on a weekly basis to encourage reading for pleasure.

Approaches to the teaching of Reading

A variety of teaching strategies are used to cater to diverse learning styles in English and Arabic lessons. Sometimes this is done through whole-class teaching, while at other times students are required to work independently, either in small groups or by themselves, to develop their reading. Suitable learning opportunities are provided for students of all abilities, irrespective of their first language. This is achieved through a range of strategies- in some lessons through differentiated group work and in other lessons by organizing students to work in pairs on open-ended tasks or activities. Our lessons should enable students to be analytical, independent and resilient learners.

The role of the teacher in developing reading skills

In order to support and enhance pupils’ reading skills, it is essential that teachers across the curriculum provide opportunities for learners to do the following:

  • Read and engage with a variety of different texts both in print and on screen
  • Learn how to sift and select information appropriate to the task
  • Follow up their interests and read texts of varying lengths
  • Question and challenge printed and digital information and views
  • Use reading to research and investigate.

Reading Activities

Students have opportunities to:

  • Read for pleasure
  • Use reading to research the subject area
  • Use the library and ICT to support subject learning
  • Be as independent as possible through reading to learn
  • Read a range of fiction and non-fiction texts
  • Read texts in different media – print and digital
  • To locate and retrieve information
  • To select and make notes from a text
  • To use a range of reading skills such as skimming, scanning, predicting, reading for meaning, interpreting, evaluating and reflecting

Teachers aim to:

  • Facilitate reading development through their subject
  • Present reading tasks at a suitable level
  • Draw pupils’ attention to structure, layout, format, print and other signposts
  • Help pupils to skim, scan or read intensively according to the task
  • Teach pupils to select or note only what is relevant
  • Help pupils to question, challenge and recognise bias in a range of texts
  • Support pupils who are at the early stages of reading
  • Teach pupils to read identified subject vocabulary

Students learn to:

  • Use strategies and skills to create meaning
  • See the connection between their reading and their writing
  • Read a variety of genres for different purposes
  • Connect and respond to the text
  • Choose to read independently
  • Summarize what they read, connect the text to what they already know and apply this prior knowledge to the text
  • Develop vocabulary as appropriate to all content areas
  • Decode and comprehend multisyllabic words
  • Develop skills to comprehend increasingly complex texts

Organisation

Lessons provide:

  • Opportunities to facilitate the assessment of reading either formally or informally
  • Activities which focus on reading and reading skills
  • Opportunities to understand and use specialist vocabulary
  • Homework activities which require reading

Progression in Reading

  • Students move from using texts selected by teacher to finding their own texts
  • Students identify and select own texts rather than using texts selected by the teacher
  • Students select texts which demand higher order reading skills rather than simple
    reading texts which require limited reading skills
  • Students use many relevant sources rather than using one source
  • Teachers develop the reading habits of students to encompass new authors and
    challenging texts

Strategies for supporting reading in the classroom

Reading Skills

Students are explicitly taught the following reading skills: skimming, scanning to locate and retrieve relevant information across single and multiple texts, inferring, predicting, empathizing, visualizing, evaluating and reflecting.

Give regular reminders: During any reading activities, remind students about the reading prompts and strategies they can use to access the text.

Create a context: When we read any new text we use our prior knowledge from the texts we have already read and the world around us to help us to make sense of the information. Creating a context using group discussion and summaries, help to support learners with limited prior knowledge and experience of reading a wide range of texts.

 

Model reading skills: Model reading demystifies the reading process. When modelling reading, teachers demonstrate how to analyse key features of the text.

Check pupils’ understanding through questioning: Teachers use a range of differentiated questions to check the student’s level of comprehension.

 Collaborative talk: Effective collaboration/talk and questioning are essential strategies used to help students engage with texts. Pupils are given opportunities to talk to each other about what they have read.

Provide a range of reading opportunities: In order to widen the reading repertoire, students are provided opportunities for students to read a variety of different texts both in print and on screen.

Supporting students who find reading challenging

  • Struggling readers are identified at the start of Year 7 based on the CAT 4 and NGRT assessment and supported through intervention strategies. Parental involvement is also sought to optimise the support.
  • Through guided reading, teachers work with students who are on the same reading level. Students work in small groups as they read texts at their level.
  • Struggling readers are supported through DR-TA (Directed Reading and Thinking Activity) and word building activities.
  • Students are encouraged to make connections with what they are reading through these strategies: text-to-self connection: relating themselves to any of the characters, or to the story; text-to-text connection: making a connection from the story they are reading to another story they have read; and text-to-world connection: making a connection to something they have seen on the news or to an experience someone they know has had. Helping a struggling reader involves encouraging them to make as many connections as they can. The more connections they make, the better they will remember and comprehend the story.
  • Asking questions is another key reading comprehension strategy. Teachers encourage students to ask questions about what is happening in the story, a character’s feelings, or on what will happen next to engage them in their reading and help them understand at a deeper level.
  • As struggling readers encounter a new word, several strategies from looking up the meaning of the word to examining the context are used to decode the word and understand the contextual meaning. After they decode the word, they practice writing it and using it in a sentence.
  • Struggling readers who have a processing disorder such as dyslexia are given more time to complete tasks along with additional support.
  • Struggling readers are often also easily distracted. They are highly sensitive to stimuli and change their attention with each new sound or movement. They are seated in close proximity to the teacher to help eliminate interference when trying to listen to instruction.

Supporting advanced students who read well across their age level

  • Advanced readers are given opportunities to read more advanced texts and complete activities that encourage them to engage in learning that goes deeper or further than the grade level curriculum dictates.
  • Advanced readers with advanced writing skills are given opportunities to lead as reading mentors/ ambassadors, head clubs and activities, compere/ anchor events, serve as Reading Literacy Council members, organise reading competitions.
  • They represent the school at Poetry Symposiums and inter-school competitions

Cross-curricular Approaches

Reading is linked to other subjects in an integral way. As English is the medium of instruction, cross-curricular links are established with other subjects in lessons and schemes of work, drawing upon common themes, in research work and in promoting reading literacy.

Arabic Reading Literacy

  • Teachers support reading activities in Arabic classes through guided reading as well as structured reading programmes monitored by teachers
  • Students read in a wide range of contexts and a variety of different texts (fiction, non-fiction, both in print and on screen)
  • Students develop their Arabic vocabulary and reading skills by applying and extending them whilst interacting with others
  • Students are explicitly taught reading skills including skimming, scanning to locate and retrieve relevant information across single and multiple texts.

Mathematical Literacy in classrooms

Math Literacy is promoted in classrooms through the following strategies:

  • Developing mathematical vocabulary
  • Using spatial reasoning to support interpretations of mathematical information to make inferences.
  • Exploring word problems which involve more than one operation, reasoning and problem solving.

 Science Literacy in classrooms

Science Literacy is promoted in classrooms through the following strategies:

  • Summarising a full text or large sections of texts to communicate their understanding of complex science material.
  • Developing science vocabulary
  •  Developing the ability to read and interpret information and data in graphs, maps, diagrams, tables, models, photographs and images.

Parental Involvement

Parents play an important role in encouraging their children to read daily for at least 30 minutes, to share their reading experiences and to read a variety of fiction and non- fiction texts both written and digital.

Policy review date: September 2018

 

Teaching and Learning Policy

Our vision is for all of our students, regardless of background and circumstance, to make outstanding progress and achieve grades which will open the door to the future of their choice. We want our students to be curious and develop a thirst for knowledge; we want them to be resilient and to value effort; we want them to understand that sometimes failure is an essential part of the learning process and to recognise that developing a positive, ‘can do’ attitude will help them to set and achieve aspirational goals.

The classroom is at the heart of everything we do in DGPS. If we are to achieve our vision, we need to ensure that we are developing a thirst for knowledge in all of our students.

Excellence should be expected.

Teachers are expected to:

  • Show outstanding knowledge and passion for their subject area.
  • Know their impact – evaluate the effect they are having on students learning and adjust teaching accordingly.
  • Be skilled in formative assessment practices, assessing students’ progress.

thoroughly throughout the lesson, changing the course of the lesson as appropriate.

  • Know what students know, and what they need to do to improve in the different aspects of the subject.
    • Use assessment data, assessment of current performance & assessment objectives to plan effective lessons.
    • Set clear intentions that students understand.
    • Provide students with appropriate and timely written or verbal feedback that will develop incremental beliefs.
    • Differentiate the work appropriately to effectively challenge all learners.
  • Challenge and inspire students, expecting the most of them, so as to deepen their knowledge and understanding.
  • Use methods which enable all students to learn effectively.
  • Manage students well and insist on high standards of behaviour.
  • Use time, support staff, technology and other resources effectively.
  • Use P&P to reinforce and/or extend what is learned in school.
  • Recognise and act upon any differences in the standards of achievement or

progress made by different groups of students, for example to include: gifted and talented, high achievers, SEN, low achievers, gender and age.

  • Take responsibility for their own professional learning.

 Professional Learning in DGPS – Never Stop Learning

 ‘Every teacher needs to improve, not because they are not good enough, but because they can be even better’ Dylan William.

 At DGPS, we take staff professional learning extremely seriously. We believe that the best educators are the best learners and we therefore expect staff to be avidly engaged with their own professional learning within a dynamic learning community. Staff should actively connect with research in order to best inform their own classroom practice. We recognise and embrace the complexity involved in professional learning. Changing practice is an intricate process, sometimes we have to stop doing something good to do something better, but the impact that can be had on student success make it a priority.

The purpose of this Teaching and Learning policy is an attempt to promote consistent practice, ensure clarity of purpose and engage staff in an ongoing debate. It is an opportunity to reflect upon aspects of our practice that, as a school, we hold to be effective.

“…one of the main tasks of the teacher – to introduce students to the best of what has already been discovered or thought.” Tom Bennett

It is important that we recognise the role of the teacher as an expert and build upon this.

“Turning mere facts into personal meaning is the central element in learning” C Rose

At Dubai Gem, we aim to create a learning environment which provides students with opportunities to make sense of the information they receive and create “personal meaning” from it. There is not a recipe for expert teaching.

The following information should be viewed as a guideline for staff to work within and beyond
           Expert teaching requires…

             …knowing the students

Knowing your students enables you to assess their needs and effectively raise their expectations. When is their engagement drifting? Why might this be happening? Do they need some help or should you leave them to figure this out? These questions can only really be answered if we know our students well. Learners need a trusting, fair and safe environment that acknowledges that they ‘may not know’ and will make errors in learning. Learning takes time but one of the teacher’s roles is to maximise the efficiency of the time available, to provide many opportunities to learn the same idea over time, and to ensure time is spent on learning and not merely doing ‘something’.

 …high levels of Challenge”

A successful teacher establishes a student’s expectations of their abilities but then dispels those expectations by telling them they can do better”. Prof J. Hattie Appropriate challenge ensures that students have high expectations of what they can achieve. Robert Coe contends “Learning happens when people have to think hard.” This seems like a great starting point and is directly connected to Daniel Willingham‘s proposition that “Memory is the residue of thought.” What we think about is what we will remember and thinking ‘hard’ is more likely to produce long-term retention.

….engagement

We need our students to engage in what is happening within the classroom. Engagement means that ‘they will be thinking about that we want them to think about’ and therefore learning is more likely to take place. Lessons must get off to a flying start, with students purposeful from the beginning.

            …explanation & modelling

It is critical that new material is effectively explained in order for students to be able to move to other aspects of the learning process. If not, often you will find yourself returning to further explanations or students will need to look elsewhere for additional support. Once information has been explained to students, they need to know what to do with it. The best way for students to see what to do is for an expert to model the process. The emphasis of the modelling stage is on building practical knowledge.

…opportunities for autonomy

“Don’t practice until you get it right. Practice until you can’t get it wrong.” Unknown This is the phase in learning where students will be working most independently of the teacher. Within this stage, students should be completing activities that have been carefully designed to allow application and intelligent practice of key principles. Intelligent practice is designed to develop the thinking process rather than a repeated mechanical activity. There may be further conceptual and procedural development taking place.

….effective questioning

Questioning is a key part of what takes place in the classroom. Effective questioning can spark discussion, assess current performance and provide deeper levels of challenge. Through expert questioning, we can force our students to think. This is a key part of the learning process. We are far more likely to transfer something to long-term memory if we think about it. Effective questioning can also ensure that students are accurately using subject specific language within their answers. Skilled questioning can be used to assess current performance. These ‘hinge’ questions, on which the next stage in the lesson depends, should be carefully planned in order to assess if students are ready to move on as well as diagnosing potential misunderstanding.

…feedback

Marking is planning, marking is differentiation.

Effective marking and feedback is crucial in order to determine the next steps a student needs to take and in communicating these appropriately. Sound marking and feedback practices lead to high levels of differentiation as students work on the particular content or skill that will move them forward.

…skilful formative assessment of student performance

 This will enable the effective scaffolding of next steps within the lesson and beyond. Formative assessment is a means to consider the improvement in performance that a student is making. Expertly used it will enable a teacher to judge where next to take the lesson. It is important to acknowledge that learning takes place over time. We need to reflect on this carefully as teachers and consider how we will change this improved performance into learning.

Students will be set realistic but challenging goals and should be involved in setting their targets. We intervene to support students who underachieve and we seek opportunities to stretch the most able. This is based on a clear assessment of learners’ needs. Intervention programmes are tightly focused on improving the progress of learners.

In DGPS, staff regularly engage students in conversations about their learning. Time is set aside for students to reflect upon where they are and where they would like to be. The emotional and learning needs of every child are at the heart of everything we do. The school promotes high aspirations in order that all learners succeed.

 Management of Teaching & Learning

It is important that teaching and learning is monitored in order to ensure that all students receive the best education that can be provided.

“Interventions at the structural, home, policy, or school level is like searching for your wallet which you lost in the bushes, under the lamp post because that is where there is light. The answer lies elsewhere – it lies in the person who gently closes the classroom door and performs the teaching act– the person who puts into place the end effects of so many policies ,who interprets these policies, and who is alone with students during their 15,000 hours of schooling.” Prof J. Hattie

The Monitoring of Teaching and Learning

 Formal Observations

Formal lesson observations take place as part of the appraisal cycle. Staff will receive constructive feedback on their performance. Feedback will highlight particular areas of strength as well as any areas that may need attention. Informal Arrangements Other observations may take place during the year. These may be more informal observations, peer observations to aid professional learning, or subject leaders monitoring the teaching and learning taking place within their department.

 Faculty Review

As part of a full faculty review staff may be observed to gain a clear picture of teaching and learning standards across the whole department. Feedback will be received for all observations.

Learning Walks

Learning Walk is a means for the head of school, and others who have delegated responsibility for teaching and learning, to assess the standard of learning that is taking place in the school. These classroom visits are ‘drop-ins’ to inform monitoring of the quality of learning. They are not a lesson observation of teaching and focus on students learning.

Timeline

The timeline for lesson observations is outlined below. If a member of staff does not teach a particular key stage then a different year group will be observed.

First Term: The first term observation will take place as part of the appraisal cycle.

Second term: This observation or faculty review – this observation will take place as part of the appraisal cycle. The second term cycle should be completed prior to the end of term wherever possible.

Third term: Additional observations may take place to provide support for new staff and for staff earlier in their career. Each member of staff will be observed across at least two year levels during the academic year.

Lesson observations will be analytical and evaluative. The type of questions an observer is looking to answer are outlined below.

If an observation (formal or informal) is considered to demonstrate expert practice this

Colleague should been courage to do one or more of the following:

  • Lead a workshop–department or whole school
  • Conduct peer observation; be encouraged to buddy up with a colleague
  • Lead or participate in coaching / mentoring
  • Summarise a book or a piece of research pertinent to the subject
  • Undertake Action Research and feedback to staff

Concerns

If the lesson is a cause for concern the member of staff must be made aware. This applies to all types of lesson observation both formal and informal.

The observer will meet the teacher to:

  • give clear feedback about the nature and seriousness of the concerns;
  • give the teacher the opportunity to comment and discuss the concerns;
  • discuss any support that may be required

The observer must meet with their appraiser to inform them of the concerns that have been raised. Through discussion with their appraiser it will be

  • agreed any support* that will be provided to help address the specific concerns;
  • make clear how, and by when, progress will be This will include further lesson
    observations.

A repeat formal lesson observation should take place (this will then form part of the appraisal process) within two weeks in order to gather further evidence and inform any support that will follow.

If any lesson is observed that raises ‘serious concerns about the progress/safety of students ’then a support programme must be put into place.

Support might include:

  • HOD involvement and support mechanisms at a departmental
  • The teacher being able to undertake peer observations; pairing with a colleague whose teaching is judged to be
  • Team teaching.
  • Teacher being assigned a peer
  • Lesson by lesson scrutiny of lesson plans and work by HOD and/or senior leader.
  • Time limited period of support after which further procedures may be
  • Further professional learning opportunities

Policy reviewed: September 2018