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School Policy

School Registration and Refund Policy Implemented on :

1st April 2020 | Next Review Date : 1st March 2021
General Definitions Application fees:

Schools may charge up to AED 500 to process the application of new students. This fee includes standard assessment fees. The application fee is not deductible from the tuition fees. Registration deposit: Schools may ask parents to pay a non-refundable deposit to confirm new enrollment. This deposit is payable after the student has been offered a place and parents have accepted the offer. The registration deposit cannot be more than 10% of the total tuition fees, and is deductible from the total tuition fees for the academic year. Re-registration deposit: Schools may ask parents to pay a non-refundable re-registration deposit to guarantee a place for their children for the following academic year. This deposit cannot be more than 5% of the total tuition fees, or AED 500 (whichever is higher) and is deductible from the total tuition fees for the academic year.

Registration Deposit and Admission Fees (applicable to all Dubai private schools) As well as the conditions mentioned in the parent-school contract, the regulations for fees and deposits for admission and registration are as follows:

Existing students
  • The school may open re-registration anytime during the academic year.
  • The re-registration deposit should not exceed 5% of the annual tuition fees or AED 500(whichever is higher).
  • The re-registration deposit is deductible from the first term’s fees.
  • The school cannot ask for payment of any additional fees or deposits other than the re registration mentioned above.
  • Schools that begin the academic year in September can only collect re-registration deposit after the end of the spring break.
  • Schools that begin the academic year in April can only collect re-registration deposit after the end of the winter break New students.
  • Schools can register new students at any time during the academic year.
  • New schools must have KHDA approval prior to registering students.
  • The registration deposit for new students should not exceed 10% of the annual tuition fees.
  • The registration deposit is deductible from the first term’s tuition fees 19.
  • If new students enroll at a school during the course of the academic year, the school can charge tuition fees starting from the month of enrollment. (For example, if a student enrolls in a new school in the 3rd week of October, the school can charge tuition fees from the beginning of October).
  • Schools cannot ask for payment of registration deposit until they have made a formal offer of enrollment. Prior to this, schools can only charge a maximum application fee of AED 500
  • The application fee of AED 500 is: - refundable if the school does not offer the student a place - non- refundable if the school offers the student a place but the student chooses not to take it - deductible from the total tuition fees to be paid if the student is offered and accepts a place General conditions.
  • Apart from the registration or re-registration deposits, schools cannot ask for any additional payment to guarantee student enrollment and re-enrolment.
  • Schools can only collect annual tuition fees in three installments, due at the beginning of each term. The first term’s payment should not exceed 40% of the annual tuition fees; the second payment not more than 30% of annual tuition fees; and the third term not more than 30% of annual tuition fees.
  • Schools can also choose to collect annual tuition fees as 10 equal monthly installments. The monthly repayment amount is calculated by dividing the total tuition fees by 10.
  • Schools may ask for payment of registration deposit only when students have been offered a place.
  • The school cannot collect registration/re-registration fees in cases where students leave the school before the start of the next academic year, if these fees were not collected at the time of registration/re-registration. (For example, if a student has not paid the re-registration deposit for the following year by the re-registration deadline, and that student withdraws from the school before the start of the following academic year, the school cannot ask the student to pay the re- registration deposit) 20 Tuition Fees Refund In the cases of both existing and new students, the registration/re-registration deposit will not be refunded unless there are extenuating circumstances.

    These circumstances include, but are not limited to, evidence of family/student relocation to another country/emirate or any other unforeseen circumstances. Such cases may be submitted to KHDA for review.

In the case of refund, the school fees will be calculated as follows:

  • Tuition fees paid prior to the beginning of the academic year are refundable and only the registration/re-registration fees will be deducted.
  • If the student was enrolled in the school for two weeks or less, a month’s fees will be deducted.
  • If the student was enrolled in the school for a period ranging between two weeks and one month, two months’ fees will be deducted.
  • If the student was enrolled in the school for more than a month, the full term’s fees will be deducted General conditions.
  • The above refund policy is applicable per term depending on the date of the withdrawal request.
  • The refund will be calculated from the start of the term and the date of the official request by the parent stating the intent of withdrawal and not from the date when the student was absent. Being on the school registrar counts as days in school.
  • Registration or Re-registration deposits are refundable in cases where a school’s quality rating has dropped and students wish to move to a school with a better rating, as stated in the Dubai Schools Inspection Bureau report.
  • Book fees are refundable if the student decides to leave the school prior to the beginning of the academic year.
  • Any provisions in any other policies or approvals will be repealed in the event that they contradict this policy.

Child Protection Policy

Scope/Intent

This policy shall provide to all the students of the school. The policy aims to provide broad guidelines to ensure safety, security and well-being of all the students of the school.

Responsibility & Authority

Teachers shall be responsible for students in the classrooms and play area. Bus attendants and staff travelling in the bus shall be responsible for students while commuting.

Application

This Policy is applicable to all students studying in the school.

Policy

Student Protection

Every student has to feel safe especially, when they are at school. Protection of children and young people is of paramount importance for the school. The school has developed a security policy to guide school staff, volunteers and the visitors of the school, their responsibilities are to recognise and report all matters of likely abuse or suspected harm to any student.


The school shall be responsible for the care and protection of students while they are in the school premises, or travelling to and from the school using school-provided transportation means, and while moving between the activities organised by the school. We will take all the possible measures to protect students from any forms of exploitation, abuse, oppression and insult and/or any other physical, sexual or emotional threat, danger or harm.


The School shall be responsible for the supervision of students travelling by school bus from the time they enter the bus till they are dropped back to their designated drop off points after the school hours. School shall be responsible for students availing own transport 15 minutes prior to the school time and 30 minutes after school hours. Parents/guardians shall be notified of their responsibilities toward their children outside of these two periods. School staff shall be available on telephone call for parents to contact in case of any need till 60 minutes after the
school end time.


School has implemented the following measures to ensure the well- being of children while they are in the school and in the school bus.

  • The presence of security guards at all the entry/exit points of the school ensures that every visitor to the school makes an entry in the visitors register at the entrance.
  • High quality cameras are installed in the corridors and outdoor play areas to monitor the safety and security of students at all times. Patrolling of security personnel to various locations inside the school and outdoor play areas are performed on regular intervals. All areas of the school premises are monitored by supervisors and teachers adequately.
  • Classroom management is primarily the responsibility of the teacher, and he/she must make sure that all the students are out of the classroom during recess, activity time and school dispersal time.
  • School’s staff recruitment policy and procedures includes a background check of new recruits along with a police clearance certificate from the relevant authorities if deemed necessary.
  • Safety induction is provided to every staff member. Staff members are prepared to ensure that all operations are performed with the utmost regard for safety and health.
  • Inspections are carried out on a regular basis to promote a safe learning environment by ensuring that all equipment, furniture and facilities used by the students are safe.
  • Students and staff are trained to react to emergency situations including building evacuation. Fire drill is conducted on a regular basis to ensure the safe and speedy building evacuation.
  • Students are advised to walk cautiously in school corridors and stairs. They must refrain from running to avoid accidents.
  • Adequate number of regular staff are trained to provide First Aid and CPR to students and adults.
  • Physical conflicts of any kind are strictly forbidden among the students. In case of any injury in such situations, the teacher calls the supervisor who will accompany the child to the school nurse. The school nurse is responsible to decide whether the child needs only first aid or must be taken to the hospital for follow up and inform the parent in consultation with school authorities.

GIIS believes and protects the rights of the child to grow and enjoy a free, safe and modern life. We involve children in social life activities according to their age, maturity and capabilities. Students at GIIS enjoy a priority right for protection and safety under all circumstances.


Service of a student counsellor is made available in the school who investigates any report of child abuse (physical, mental and emotional) or neglect reported by the teacher. Students are also free to approach the student counsellor to report any incidents of abuse at home or elsewhere.


School has appointed full time experienced Health and Safety personnel to ensure the safety of students and staff as per the standard.


Staff is not allowed to carry or use anything that could harm students such as hot drinks or sharp objects inside the classrooms/corridors or while supervising the students.


Housekeeping staff are instructed to take utmost care while using cleaning solvents and other solutions.

The presence of any visitor in classes or corridors during the school hours is forbidden. If the need arises for any visitor to be there, they shall be accompanied by the security staff or school official. Workers or maintenance staff who visit school will be always under strict supervision which will ensure that they don’t mingle with students or cause any harm.
No students are permitted to leave the school alone and must be accompanied by either a parent or guardian. They can leave with their driver if the parent has informed the school in writing along with the identity details of the third party – mobile number, copy of Emirates ID.


Staff or supervisors are not permitted to transport any student in their private cars unless they are asked to do so by school authorities or with permission from the parents.


Designated area has been allocated for the school bus pick up and drop offs. Security personnel individually inspect every bus after dropping children in the school. All buses are equipped with cameras, app notification to parents along with a bus tracking facility available with all school buses. The lady conductor in charge of the bus ensures that every student is wearing a seatbelt and ensures unnecessary movement of students inside the bus.

Reporting of Incidents

The school shall thoroughly investigate and report immediately to the higher authorities about all incidents of abuse which students may face including exploitation, violence and /or any other physical harm, sexual abuse, or any emotional threat, or harm of any kind, all of which will be referred to as “abuse of students”.

There is a dedicated Child Protection Officer. If any such incident is proven or suspected, the Principal, The Child protection Officer, Chair of Board of Trustees (or in the case of the abuse being carried out by the Principal, the Chair of Board of Trustees) shall:

  • Take immediate steps to safeguard all those involved, such as reporting incidents to the relevant official entities, taking into account other laws that may be related to the incident
  • Immediately inform KHDA of the incident by telephone, and in writing within 24 hours of the incident.
  • Report the incident immediately to Parents/Guardians concerned.
  • Immediately suspend any member of staff who is accused of an offence involving student abuse if the alleged staff abuse involves a crime according to the provisions of prevailing UAE laws, as per article 112 of the Labour law (including notifying the relevant authorities), until an investigation in this matter is completed and a decision is made concerning this member of staff’s fitness to continue to work at the school.
  • Carry out a formal investigation obtaining written statements from those involved.
  • Immediately terminate the employment of anyone found guilty by a competent authority of an offence of student abuse, in accordance with the provisions of United Arab Emirates Federal Law No. (8) of 1980 Labour Law and its amendments.

The school shall conduct thorough investigation and shall maintain scrupulous communication and actions when dealing with relevant government entities such as Dubai Health Authority, the social welfare institutions and police departments. The school shall keep relevant records and inform KHDA of such communications when requested.

Inclusion Policy

Scope/Intent

The School has the duty of recognising students with Special Educational Needs (SEN) as fully participating members of a community of learners. All students should have equitable access to learning, opportunities for achievement, and the pursuit of excellence in all aspects of their educational programmes. The school will ensure that inclusion of students with Special Educational Needs (SEN) is facilitated through adherence to the Dubai Inclusive Education Policy Framework 2017 and Special Education Guidelines adopted by the school based on International Inclusive Education Frameworks.

Responsibility & Authority

The admissions team shall brief the aspiring students and parents of the special education provisions available at the school. The Department of Inclusion & Wellbeing (DIW) shall identify students needing special education.

Application

This Policy is applicable to students studying in this school. POLICY - GIIS believes in inclusive education and hence shall strive to provide placements to students with mild to moderate special education needs. Special Education Needs students shall be treated without discrimination and will be treated similar to their peers. Everyone shall be
given equal educational opportunities.

The School shall provide high quality services to meet the different needs of students withspecial educational needs and involve them as much as possible with others in daily school activities. Each student with such mild or moderate delays or disabilities shall be admitted to the school and to be treated with due respect and utmost care by the entire school community.

The school shall make adequate provisions to address the needs of gifted and talented students.

Special Education Categories-

The following categories of disabilities are recognised by the UAE, Ministry of Education as categories of disabilities that qualify a student to receive special education programmes and related services.

  • Intellectual Disability (Mild intellectual disability, Moderate intellectual disability, Severe intellectual disability).
  • Multiple Disabilities Developmental delay (younger than 5 years of age)(Global Developmental delay, Specific Developmental delay).
  • Communication Disorders (Expressive language disorder, Receptive language disorder,Global language delay, Speech fluency disorder, Speech sounds disorder,Social communication disorder).
  • Autism Spectrum Disorders (ASD) (Autism spectrum disorder Level 1 (mild), Autism spectrum disorder Level 2 (moderate), Autism spectrum disorder Level 3 (severe).
  • Attention Deficit and Hyperactivity Disorders (ADHD) (ADHD (inattentive type), ADHD(hyperactive type), ADHD (combined type).
  • Specific Learning Disorders (Dyslexia, Dysgraphia, Dyscalculia, Dyspraxia).
  • Sensory Impairments (Visual impairment, Hearing impairment, Deaf-blind).
  • Physical Disabilities (Muscular dystrophy, Cerebral Palsy, Spina bifida, Other).
  • Psycho-emotional Disorders (Depression, Bi-polar disorder, Oppositional defiant disorder, Obsessive/Compulsive disorder, Post-traumatic stress disorder, Other).
  • Acute Medical Conditions (Epilepsy, Brain tumor, Cancer, Heart defect, Other).
Procedure to be followed by GIIS:
Documentation for SEN:
Entry point:

The following categories of disabilities are recognised by the UAE, Ministry of Education as categories of disabilities that qualify a student to receive special education programmes and related services.

  • External Comprehensive Educational reports by Professional.
  • External reports will be studied by the Inclusion Champion.
  • ABLLS-R Assessment / ABLLS-R report (only at entry point)
Over the Year:
  • Individual Educational Plan (IEP)
  • Monthly progress reports to be sent to parents.
  • Daily observations to be submitted to Primary Supervisor Principal and KG Supervisor
  • Daily lesson plans to be modified by Class teachers and Learning support assistant with the guidance of Inclusion Champion
Period of each Document:
IEP
Term Based
Progress Report
Monthly
Classroom Observations
Daily
Weekly Lesson Plans
Modified by Class teacher and learning support assistant
Aims of SEND provision at GIIS
  • Provide equal opportunities and high achievement for all students with SEND.
  • Identify a child at risk as quickly as possible and take early action to meet these needs.
  • Ensure that all students with SEND realise their potential.
  • Plan strategically to improve accessibility of the school premises and curriculum for all students.
  • Monitor progress and review goals regularly.
  • Work in partnership with students and parents to reach targets and goals.
  • Use a multi-disciplinary approach to provide support at school and through outside agencies to meet the needs and develop skills of students with SEND.
  • Prepare students with SEND for successful transition to secondary school.
Inclusive Education Action Team
  • Principal
  • Inclusion Champion/Special Educator
  • Counselor
  • Language Coordinator
  • Heads of School Sections
  • Learning Support Assistants
  • School Nurse
Facilities for students with SEN:
  • Sensory Room
  • One to one sessions with Special Educator
  • Daily observations
  • Individual Educational Plan
  • Monthly reports
New Admissions of Children with SEN:
  • Parents can bring an education psychology report if assessment has been conducted. Preferably report should not be later than a year old.
  • Invite parents for an initial meeting about the student.
  • Observe the student’s communication, social, emotional, behavioural and academic skills. Determine if there is a need for a Learning Support Assistant and communicate it to the parents.
  • Parents must fully disclose in detail, during the admission application process, any educational, social-emotional, physical, sensory, medical diagnosis or medical needs along with copies of all written reports and/or any additional academic support the child is receiving or has received in the past.
  • At the time of entry level test if a student is facing challenges and the parents are unaware of their child’s additional needs, then the admission team arranges an interaction with the SENCO.
Identification of SEN

GIIS has a continuous cycle of identification, assessing, planning, teaching and making provisions, which takes into account the individual needs of students. We recognise that the process is a continuum and cannot be dealt in isolation or in parts. The below shown flowchart explains the process of identification for Students of determination.

Procedure followed in the classroom:
  • Classroom observations
  • Student records are closely examined by the teacher and SENCO.
  • The inclusive education action team is informed and a meeting is organised to discuss student concern and strategies that can be effective.
  • Based on the internal assessment results, parents will be asked to get an external assessment done. However, the basic intervention will begin as soon as internal identification takes place.
  • Based on the assessment reports, the student will be added to the SEND registry in KHDA.
  • Parents are informed and guided regarding the kind of support expected from home.
  • An Individual Education Plan (IEP) will be planned for the student in consultation with the teacher and parents.
IEP - Individual Educational Plans
  • IEP is prepared on a term basis for students of determination. Final reviewing is done at the end of each term.
  • An IEP is written for core subjects/skill areas based on the needs of the student.
  • Every IEP will set out a long term goal, short term goals and achievable targets. The IEP will also include strategies for delivering the targets, resources, time frame, support staff and essential criteria for assessment.
  • Parents, students (whenever feasible) and teachers will be involved in setting targets for IEP.
  • Students in Key stage 1 and 2 will also be involved in reviewing their performance in achieving these targets.
  • Reviewing targets/performance is a continuous process.
IBP - Individualised Behaviour Plan

At GIIS, it is our duty to ensure behaviour management of the entire school. Behaviour intervention is provided for those students with challenging behaviour. At school an Individualised Behaviour Plan (IBP) is provided which will provide strategies to handle the behaviour. The A-B-C (Antecedent – Behaviour - Consequence) and the frequency of challenging behaviour are recorded to help plan the IBP.

ILP - Individualised Learning Plan

Some students who are on the support programme for different academic subjects have an ILP. The learning support teacher will coordinate the plan along with the student, parents and subject teachers. SENCO will oversee the programme.

Provisions

Provisions and exemptions may also be provided as per the need of the student. The following is the list of provisions available :

  • Modified curriculum
  • Modified assessment- tailored to concepts that the student has been taught / IEP targets
  • Learning Support Assistants / Teaching Assistants in class
    Exemption from languages- second language and Arabic from KHDA or change to Arabic (B) from Arabic (A)
Learning Support Assistants (LSA) - Formerly known as Shadow Supports

The school will participate with the parents in appointing LSA, whose background must suit the purpose and comply with the standards of support set by the school, in compliance with our student ‘safety’ policy and our policy of Professional Code of Practice.Learning Support Assistants will be required to contribute to the education of students in inclusive schools and classrooms by implementing small-group and individual instruction.

  • Engage in class-wide monitoring of student learning ( independent or small-group work) identified and planned by teachers and the Inclusion Support Team.
  • Prepare learning materials for use by students under the direction of the teacher.
  • Facilitate peer interactions based on guidance from the teacher and Inclusion Support Team.
  • To help the students achieve goals stated in his/her Individualised Educational Plan (IEP).
  • To regularly update the parents, and SENCO regarding students’ progress.
  • The parent will be responsible for paying salary to the shadow teacher.
  • The LSA or the parent will be responsible for paying school transport.
  • The child will not come to school if LSA is absent.
  • It is important that any LSA should be able to fulfil the demands of a full, working, school day. This means being present, and on time at the beginning of the day, and working through to the end of the day.
  • The LSA will work in consultation with the SENCO, teachers, parents and agency (if appointed through one).
  • If there is negotiation about SEND students having more opportunity for independence, e.g. in events, it is still necessary for that LSA to be present in school. School hours are not negotiable by parents employing LSA.
Assessment/Testing within the school for students with SEND
  • Teachers and SENCO need to discuss the requirements of each student before assessments to ensure students with SEND are given a fair test.
  • For external tests, early discussion is critical so accommodations can be applied for.
Record Keeping
  • Every student with SEND will have an individual file.
  • Class teachers will keep records of baseline assessments, results of standardised testing and all other records that every student needs to have in their file.
  • Records of any medication taken and support therapy received will be recorded.
  • Observations/concerns will be recorded regularly in the Observation Record Book with SENCO.
Evaluating the success of provision

In order to make consistent continuous progress in relation to SEN provision the school encourages feedback from staff, parents during the academic year.
Parents, staff and students are given an opportunity to evaluate the effectiveness of provision by means of a questionnaire at the end of the term.
Students’ progress will be monitored on a daily basis and observations will be recorded.

GIIS believes and protects the rights of the child to grow and enjoy a free, safe and modern life. We involve children in social life activities according to their age, maturity and capabilities. Students at GIIS enjoy a priority right for protection and safety under all circumstances.


Service of a student counsellor is made available in the school who investigates any report of child abuse (physical, mental and emotional) or neglect reported by the teacher. Students are also free to approach the student counsellor to report any incidents of abuse at home or elsewhere.


School has appointed full time experienced Health and Safety personnel to ensure the safety of students and staff as per the standard.


Staff is not allowed to carry or use anything that could harm students such as hot drinks or sharp objects inside the classrooms/corridors or while supervising the students.


Housekeeping staff are instructed to take utmost care while using cleaning solvents and other solutions.

The presence of any visitor in classes or corridors during the school hours is forbidden. If the need arises for any visitor to be there, they shall be accompanied by the security staff or school official. Workers or maintenance staff who visit school will be always under strict supervision which will ensure that they don’t mingle with students or cause any harm.
No students are permitted to leave the school alone and must be accompanied by either a parent or guardian. They can leave with their driver if the parent has informed the school in writing along with the identity details of the third party – mobile number, copy of Emirates ID.


Staff or supervisors are not permitted to transport any student in their private cars unless they are asked to do so by school authorities or with permission from the parents.


Designated area has been allocated for the school bus pick up and drop offs. Security personnel individually inspect every bus after dropping children in the school. All buses are equipped with cameras, app notification to parents along with a bus tracking facility available with all school buses. The lady conductor in charge of the bus ensures that every student is wearing a seatbelt and ensures unnecessary movement of students inside the bus.

Over the Year:
  • Individual Educational Plan (IEP)
  • Monthly progress reports to be sent to parents
  • Daily observations to be submitted to Primary Supervisor Principal and KG Supervisor
  • Daily lesson plans to be modified by Class teachers and Learning support assistant with the guidance of Inclusion Champion
Period of each Document:
Aims of SEND provision at GIIS
  • Provide equal opportunities and high achievement for all students with SEND.
  • Identify a child at risk as quickly as possible and take early action to meet these needs.
  • Ensure that all students with SEND realise their potential.
  • Plan strategically to improve accessibility of the school premises and curriculum for all students.
  • Monitor progress and review goals regularly.
  • Work in partnership with students and parents to reach targets and goals.
  • Use a multi-disciplinary approach to provide support at school and through outside agencies to meet the needs and develop skills of students with SEND.
  • Prepare students with SEND for successful transition to secondary school.
Inclusive Education Action Team
  • Principal
  • Inclusion Champion/Special Educator
  • Counselor
  • Language Coordinator
  • Heads of School Sections
  • Learning Support Assistants
  • School Nurse
Facilities for students with SEN:
  • Sensory Room
  • One to one sessions with Special Educator
  • Daily observations
  • Individual Educational Plan
  • Monthly reports
New Admissions of Children with SEN.
  • Parents can bring an education psychology report if assessment has been conducted. Preferably report should not be later than a year old.
  • Invite parents for an initial meeting about the student.
  • Observe the student’s communication, social, emotional, behavioural and academic skills. Determine if there is a need for a Learning Support Assistant and communicate it to the parents.
  • Parents must fully disclose in detail, during the admission application process, any educational, social-emotional, physical, sensory, medical diagnosis or medical needs along with copies of all written reports and/or any additional academic support the child is receiving or has received in the past.
  • At the time of entry level test if a student is facing challenges and the parents are unaware of their child’s additional needs, then the admission team arranges an interaction with the SENCO.
Identification of SEN

GIIS has a continuous cycle of identification, assessing, planning, teaching and making provisions, which takes into account the individual needs of students. We recognise that the process is a continuum and cannot be dealt in isolation or in parts. The below shown flowchart explains the process of identification for Students of determination.

Procedure followed in the classroom:
  • Classroom observations
  • Student records are closely examined by the teacher and SENCO.
  • The inclusive education action team is informed and a meeting is organised to discuss student concern and strategies that can be effective.
  • Based on the internal assessment results, parents will be asked to get an external assessment done. However, the basic intervention will begin as soon as internal identification takes place
  • Based on the assessment reports, the student will be added to the SEND registry in KHDA.
  • Parents are informed and guided regarding the kind of support expected from home
  • An Individual Education Plan (IEP) will be planned for the student in consultation with the teacher and parents.
IEP - Individual Educational Plans
  • IEP is prepared on a term basis for students of determination. Final reviewing is done at the end of each term.
  • An IEP is written for core subjects/skill areas based on the needs of the student.
  • Every IEP will set out a long term goal, short term goals and achievable target. The IEP will also include strategies for delivering the targets, resources, time frame, support staff and essential criteria for assessment.
  • Parents, students (whenever feasible) and teachers will be involved in setting targets for IEP.
  • Students in Key stage 1 and 2 will also be involved in reviewing their performance in achieving these targets.
  • Reviewing targets/performance is a continuous process.
IBP - Individualised Behaviour Plan

At GIIS, it is our duty to ensure behaviour management of the entire school. Behaviour intervention isprovided for those students with challenging behavior. At school an Individualised Behaviour Plan(IBP) is provided which will provide strategies to handle the behaviour. The A-B-C (Antecedent –Behaviour - Consequence) and the frequency of challenging behaviour are recorded to help plan the IBP.

ILP - Individualised Learning Plan

Some students who are on the support programme for different academic subjects have an ILP. The learning support teacher will coordinate the plan along with the student, parents and subject teachers. SENCO will oversee the programme.

Provisions

Provisions and exemptions may also be provided as per the need of the student. The following is the listof provisions available

  • Modified curriculum
  • Modified assessment- tailored to concepts that the student has been taught / IEP targets
  • Learning Support Assistants / Teaching Assistants in class
    Exemption from languages- second language and Arabic from KHDA or change to Arabic (B) from Arabic (A)
Learning Support Assistants (LSA) - Formerly known as Shadow Supports

The school will participate with the parents in appointing LSA, whose background must suit the purpose and comply with the standards of support set by the school, in compliance with our student ‘safety’ policy and our policy of Professional Code of Practice. Learning Support Assistants will be required to contribute to the education of students in inclusive schools and classrooms by implementing small-group and individual instruction. Provisions and exemptions may also be provided as per the need of the student. The following is the listof provisions available

  • Engage in class-wide monitoring of student learning ( independent or small-group work) identified and planned by teachers and the Inclusion Support Team
  • Prepare learning materials for use by students under the direction of the teacher
  • Learning Support Assistants / Teaching Assistants in class
    Exemption from languages- second language and Arabic from KHDA or change to Arabic (B) from Arabic (A)
Assessment/Testing within the school for students with SEND
  • Teachers and SENCO need to discuss the requirements of each student before assess ments to ensure students with SEND are given a fair test.
  • For external tests, early discussion is critical so accommodations can be applied for.
Record Keeping

  • Every student with SEND will have an individual file.
  • Class teachers will keep records of baseline assessments, results of standardised testing and all other records that every student needs to have in their file.
  • Records of any medication taken and support therapy received will be recorded.
  • Observations/concerns will be recorded regularly in the Observation Record Book with SENCO.
Evaluating the success of provision

In order to make consistent continuous progress in relation to SEN provision the school encourages feedback from staff, parents during the academic year. Parents, staff and students are given an opportunity to evaluate the effectiveness of provision by means of a questionnaire at the end of the term.

Students’ progress will be monitored on a daily basis and observations will be recorded.

Complaints Procedure:

If a parent has any concerns or complaints regarding the progress of the child, an appointment can be fixed with the Supervisors and SENCO who will be able to offer advice on formal procedures for complaint if necessary.

Further feedback from parents can be given at any time through mail. Contact is available on the school website. If the SENCO finds abnormality in a child's behaviour and the child requires one to one attention and the parent is not cooperating with the school there is a cell in KHDA which deals with these cases. The school can approach the KHDA and they will intervene and counsel the parents.

The following are provided as contacts and are not specifically endorsed by the school. We request parents to please contact them to find the most suitable service for you.

Child Early Intervention Medical Centre

FZLLC Al Razi Building, Block B, Suite 2010, Dubai Health Care City, P O Box 505122

Tel: 04-4233667

Reach out

Tel +971 4 4489173

Senses Tel +971 4 394 8765

Genesis Dubai

Tel: +971 4 335 5578 +971 50 4853160

Special Families Support (SFS)

Tel: 04 360 5654/04 3349818

Web: www.sfs-group.net

Rashid Paediatric Therapy Centre

Tel: +971 4 3400005

Kids In Motion Therapy Services (Shadow Support)

Block C, Building # 64 Street # 20, Oud Metha Road – Dubai

Phone: 04 422 9147

Declaration by Parent / Guardian

I, ____________________________________ (Name of Parent / Guardian#), understand that my child, ____________________________________(Name of Child), _____________has special educational needs and has been recommended to apply to a mainstream school.

__________________ _______ ________________ ________________

Name of Parent / Guardian Signature Date Signed______________________________(Principal)________________________Date Signed ______________________________ Date ______________________________ (Primary Supervisor / KG Supervisor)

Signed ______________________________Date ______________________________ (Special Educator)

Student Discipline Policy

Implemented on : 1st April 2020 | Next Review Date : 1st April 2021
Aims

GIIS Dubai nurtures a climate in which all students, irrespective of their academic abilities act positively to create an ethos where positive and considerate behaviour becomes the norm.

Scope Important elements of the School Code of Behaviour and Discipline include the following:

● Its context is the school community where mutual respect, co-operation and the practice of humanistic values should be integral features.

● It is in consonance with the rights and responsibilities of all the stakeholders, concerned management, educators, students, parents, and supporting staff.

● Its standards permeate all the phases of the school and create a sense of social cohesion within it.

Responsibilities:

Managerial Responsibility:

The school management is responsible for ensuring that a fair and effective Code of Behaviour and Discipline that includes rules, ways of encouraging and affirming student efforts, rewards, penalties, and implementation procedures, be developed and implemented with the participation of all the stakeholders of the institution.

Staff Responsibility:

Staff will take every opportunity to raise students’ awareness and understanding of the many issues related to behaviour and discipline through effective use of Student Council, Islamic Education/ Values Education, Life skill classes and an all-pervading strand of social, moral and spiritual development in our teaching.

School staff should consider themselves responsible at all times for the behaviour of students within sight or sound of them and should respond promptly and firmly to any instances of unacceptable behaviour.

Parental Responsibility:

Parents  should  provide  a  conducive  home  environment  as it plays a crucial role in shaping attitudes that produce good behaviour in schools. It is therefore important that parents should be aware of the aims, values and the nature of expected behaviour of the school.

Student Responsibility:

Students should apply themselves to the learning and application of real life enhancing skills as self-control,  conflict  management,  problem-solving,  decision-making,  and  effective intra/inter-personal  communication.  They  should  also  learn  to  appreciate  that  offensive behaviour  has  its  own  consequences  and  that  good  behavior  shapes  the  desired  community  environment.

Attitudes and Behaviour:

The cornerstones of standards of students’ behaviour are respect for oneself, respect for others, respect for the school and local community, and respect for the environment.

GIIS Dubai strives to offer all their students a hazard free and emotionally safe environment in which they can achieve their full academic and personal potential. In order for schools to achieve this objective, the responsibilities of students and parents include:

● Adhering to  the school’s behaviour policy. This policy will cover expected code of behaviour during the school timings, extra-curricular activities, on school buses, during school trips and students’ participation in social-media forums.

● Ensuring that the student understands the school’s expectations and possible consequences that may arise due to breach of the behaviour code.

The school has a zero-tolerance policy for bullying in all its forms. Bullying is the intentional and deliberate intimidation of another person through emotional, physical, psychological and/or by cyber means. Instances of proven and intentional bullying may result in immediate suspension of the aggressor from the school. The matter will be referred to KHDA for ratification.

Aligned with the above, the school will not tolerate any form of defamation or intentional harm practiced through social media forums.

● Parents and students in all year levels using any social media forums 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.

Unacceptable Behaviour:

Given  that  students  have  a  right  to  be  in  an  orderly  and  safe  learning  environment,  they  are  expected to behave, both inside the school premises as well as on school buses, in a friendly and orderly manner and to show respect for all persons and property.

Unacceptable behaviour in such contexts includes repeatedly disrupting the class, shouting, leaving the class without authorisation , showing disrespect for teachers and other students, lingering, failure to do work to the best of one's ability, fighting, using inappropriate language, playing rough, behaving disrespectfully with others, throwing objects at others, bullying some-one and indulging in acts of vandalism.

Travel on School Buses:

While travelling on a school bus, students must behave in an orderly and respectful manner.

Changing Classes between Lessons:

When it is necessary to move between lessons this should be done quickly and quietly. No lingering will be allowed. Where a system of student-based classes is in use, teachers and class leaders or prefects should ensure that the class group is not left unsupervised for an unreason-able length of time. Students are expected to abide by school rules.

Organised Field trips

Educational visits and field trips are authorised and may be taken as an extension of the class-room to contribute to the achievement of the educational goals of the school. Students are expected to attend these activities. While on such excursions, students are required to consider themselves as guests and ambassadors of their school. Students must treat teachers, helpers and guides with respect and courtesy. Schools are required to notify parents and to obtain their written consent in advance.

Property:

Students are expected to respect such school property as furniture, buildings, books, materials and equipment. Students have an important role to play in ensuring that the physical environ-ment is kept clean and attractive

Break Time:

Students are expected to leave the classrooms during the break and keep the school premises eco-friendly by disposing the garbage appropriately.

Behaviour in Common Areas

While in the library, in the laboratories, Study areas, Canteen, Grounds and other common areas, students are expected to behave well as they would in class. Standards of behaviour and hygiene in toilets must be ensured.

Behaviour and Sanctions

A clear school behaviour policy, consistently and fairly applied, underpins effective education. School staff, pupils and parents should all be clear of the high standards of behaviour expected of all pupils at all times.

Managing Inappropriate Behaviour:

Stepped Approach:

GIIS Dubai has a range of options and rewards to reinforce and praise good behaviour. These will be proportionate and fair responses that may vary according to the age of the pupils, and any other special circumstances that affect the pupil.

When poor behaviour is identified, sanctions should be implemented consistently and fairly in line  with  the  behaviour  policy. We  have  a  level  of  measures  clearly  communicated  to  school  staff, pupils and parents

These can include:

● First Warning is filing an Incident Report

● Second Warning is a written warning

● Third Warning is again a written warning and the student is referred to the counselor

● Fourth Warning is Suspension from school

● The last step in extreme cases is exclusion from the school.

The below mentioned categories are outlines for students to be constantly aware of:

● Respect for others

● Personal cleanliness and hygiene

● Discipline-School/Bus/Playground/Outing

● Respect for school property

● Neatness and timely submission of assignments

● Punctuality

● Endeavour

School Disciplinary Committee

The school has a School Disciplinary Committee to review and discuss student’s behavioural issues. The disciplinary committee consists of Supervisors, PE teachers and Principal. Disciplinary actions by the committee will be fair and equitable to all students without exception. All disciplinary actions shall be appropriate to the student’s age and the severity of the misconduct. A transparent and fair appeals process for sanctions will be available to students and Parents or Guardians. The School Disciplinary Committee shall keep a record of the disciplinary offences of each student and the actions taken in response. The school shall treat all information about students’ behaviour as strictly confidential.

The Disciplinary Committee empowers teachers, assistant teachers to discipline students whose behaviour  is unacceptable, who break the school rules or who fail to follow a reasonable instruction. Their power to discipline applies to students’ behaviour in school and outside school, in certain circumstances. The range of reasonable penalties include:

● Short informal detentions at lunch time or break time.

● Exclusion from social time e.g. loss of break times and lunch times for a period of time.

● After school detentions for up to 1 hour.  Parent/Guardian shall be contacted over telephone or through letter and information of the detention. Confiscation, retention or  disposal of a pupil’s property.

● For involvement in a serious incident students may receive ‘Internal Exclusion.’ Students will be removed from lessons and social time for a period of time, the length of which is dependent on the behaviour. Students will have to complete their work separately, under supervision. Parents will always be informed if this sanction is used.

● Students who persistently fall below our behaviour expectations will have a personalised  support plan designed by their class teacher. This may include being ‘on report’ or may involve them taking part in some intervention work e.g. Organisation Support. When    there is a serious problem with a learner’s behaviour, the class teacher will, where  appropriate, involve outside agencies.

● In a small number of cases, a student’s bad behaviour or failure to respond to help, support and other sanctions may result in them being excluded from school by the Principal in accordance with statutory guidelines.

● In addition, all members of staff have the power to use reasonable force to prevent pupils from committing an offence, injuring themselves or others or damaging property, and to maintain good order and discipline in the classroom.

Assessment Policy

Implemented on :1st April 2020 | Next Review Date : 1st March 2021

School Guidelines on Assessment and Examination

● Pre KG, KG 1&2 – Continuous assessment through classroom interactions and observations. Assessment reports are sent to parents twice a year.

● Grades 1 & 2 – 4 assessments in a year comprising written tests, assignments, worksheets, classwork, homework. Each assessment carries 25% weightage for calculation of      final marks and grades.

●   Grades 3 to 9 – Assessment pattern as prescribed by CBSE. Our school Assessment Policy      gives you a detailed view of the Assessment pattern which can be seen in this document

Assessments:

Our curriculum incorporates innovative teaching methodologies, regular assessments and consistent reporting strategies while constantly recognising and rewarding student’s achievement. Our students undergo regular  assessments  using in-school  and  third-party assessment systems. We assess, track and benchmark our student attainment and progress against criteria of the curriculum which we also use to continuously improve our own education practices.

Objectives

The objectives of assessment in our school are:

● To enable students to demonstrate what they know, understand and can do in their work

● To help students recognise the standards to aim for, and to understand what they need  to do next to progress in their work

● To use a range of assessment strategies such as: oral, interaction, questioning, observing, discussion, peer and self-assessment

● To give equal opportunities to students with varied learning styles

● To allow teachers to plan work that accurately reflects the needs of each student

● To provide regular information for parents that enables them to support their child’s learning

● To provide School Leaders with information that allows them to make judgements about the effectiveness of the school.

Planning  For  Assessment:

We plan our lessons with clear learning objectives. We strive to ensure that all tasks set are appropriate to each student’s ability. Our lesson plans make clear the expected outcomes for each lesson.  Teachers always share the lesson’s learning objective(s) with students as the lesson begins. They also indicate the way in which the activity is linked to the learning objective and the criteria against which the work will be judged. Students should have a clear understanding of the aims of their work and what steps they need to take to complete it successfully. Teachers ask well-phrased questions and analyse students’ responses to find out what they know, understand and to reveal their misconceptions.

Target Setting:

We set targets for all students using assessment data throughout the academic year. We discuss individual targets and communicate these to parents. Students are encouraged to set their own targets alongside their teachers and be made fully aware of how they can progress  within  their  learning  to  achieve  their  learning  targets. This  is  to  encourage  students  to  become active learners who take responsibility for and manage their own learning (as opposed to passive recipients of the knowledge offered by the Teacher).

Feedback To Students:

We believe that positive and constructive feedback to students is very important, as it tells them how well they have done, and what they need to do next in order to improve their work. We give  students  on-going  verbal  feedback  on  their  work.  We  usually  do  this  when  students  are  working during the lesson. The teachers write constructive feedback /diagnostic comments on the children’s work during marking. Having students assess their own or each other’s work is an    integral aspect of AFL in the school. Book scrutinises are conducted throughout each academic year with regard to consistency in terms of marking, presentation, progression, differentiation, assessment policy and  target setting.

Types Of Assessment:

Grades 1 to 9:

1)  Baseline: To understand a child’s different abilities, an entry level test is carried out at the beginning of the academic year where questions are framed on the basis of the previous year’s knowledge. These tests help the teachers to understand the child’s level of understanding of the subject. A  target  is  set  for  the  students  based  on  the  performance  of  the  Baseline  Test  for    Assessment  1  /  Periodic  Test  1.This  target  is  reviewed  at  the  end  of  the  Term  and  proper intervention takes place if the student fails to meet his/her Target.

2) VARK Test - ( Grades  1 - 9 ) At the beginning of the academic year to identify the child's preferred learning style.

2) Assessments (Grades 1 & 2) – 4 times in a year – June / October / January / March

3) Periodic Tests (Grades 3 onwards) – Twice a year - June and January

4) Half Yearly Exam (October) and Yearly Exam (March) – Grades 3 up

5) Ongoing AFLs in the form of quizzes, projects, presentations etc.

6) The Detailed Assessments – 2 times a year. – Grades 3 and up. DA is a futuristic assessment tool conducted by Educational Initiatives that formulates customised assessment programs in accordance with the school curriculum and presents immediate detailed feedback on individual student performance. All students from Grades 3 onwards will write the Detailed Assessments in English, Math and Science.  These tests will be held along with the Periodic tests and Exams and will be based  on the same portions. This helps us to compare the student performance when tested internally and externally on the same portions and identify learning gaps. Appropriate interventions will be done based on the learning gaps identified.

7) International Benchmarking Tests: All students from Grade 3 onwards will take the CAT 4 and ASSET Exams to benchmark their performance against International standards.

Assessment of Students of Determination

Required support will be provided for the SoD students for taking their assessments. They will be given a separate room for taking assessments (if required) under the direct supervision and support (reading, comprehending and scribe) of the Counsellor/ Special Educator.  Modified papers with pictorial support, multiple choice questions and clues for answering questions will be the other accommodations provided to the SoD.

Promotion

A child who fails in three or less than three subjects in the Final Overall Gradation is given a re-test while a child who fails in four or more than four subjects in the Final Overall Gradation remains ungraded for that class from Grade 4 and above. Also, it is mandatory that the students need to score a minimum of 50 % marks to pass in Arabic and Islamic and a minimum of 40% marks to pass in Social Studies.

Absence – In case a child remains absent for any reason, no retests or rescheduling of tests will be done. However, the average marks obtained by the child for the other tests in the subject that he was absent will be taken for promotion to the next Grade.
Record Keeping: The school maintains the electronic records of all Internal and External Assessments.
Result Analysis: The result data collected is analysed in a number of ways. The following types of  analysis  are  done  in  the  school to help the teachers plan further steps to enhance the performance of students:

● Subject Wise
●  Gender Wise
●  Phase wise
●  SEND Students
●  Individual Student
●  Strand wise performance
●  Triangulation of ASSET - CAT4 - INTERNAL ASSESSMENTS
Impact of Result Analysis: Once the results have been analysed the teachers use this to identify the  under-performing  students.  Remedial  Classes  /Intervention  Plans  are  organised  for identified students under the guidance of Section Heads / HODs. A Special Intervention Plan is also drawn for the very low performing students where the parents come and meet the Section Heads and the teacher concerned and strategies are drawn out to improve the performance of the child. An Extension plan is drawn for the students with advanced academic abilities. Curriculum differentiation is made through changes in pace, depth, complexity and teaching methods. In case of children with learning difficulties, these students are first monitored by the subject teacher and class teacher and then a Referral Form is filled up and then the child is referred to the School Counsellor.
Reporting To Parents:  We have a range of strategies that keep parents fully informed of their child’s  progress  in  school. We  encourage  parents to contact the school if they have concerns about any aspect of their child’s work. We offer parents the opportunity to meet their child’s teacher formally after each Assessments/tests are conducted.

A consolidated written report for each child is sent to parents at the end of each term which shows grades as well as teacher’s comments and overall comments and suggestions for improvement. These reports outline  the  child’s  progress  within  all  areas  of  the  curriculum,  including their strengths and talents. On a continuous basis parents get feedback via notebook correction, continuous evaluation and, where necessary, notes in the student’s school diary. If children are under performing, teachers inform parents either by phone, through mail or a note in the diary. If a child is consistently under performing, the Supervisor calls the parents for a discussion and follow up action. In certain cases children may be advised to see the School Counselor for assistance.
Subjects:

Student Attendance Policy

Implemented on :1st April 2020 | Next Review Date :1st March 2021
Scope/Intent
This policy shall cover all the students of the school. The policy aims to provide broad guidelines for the uninterrupted attendance of the students at the school.
Responsibility & Authority
The teacher shall be responsible for marking the attendance of the student’s daily. KG, Primary and Secondary Heads shall be responsible for monitoring the attendance of students for their respective levels. KG, Primary and Secondary Supervisors shall be responsible for maintaining late arrival data of students.

Principal shall be reviewing the attendance of the students every week.
Application
This policy is applicable to all students studying in this school.
Policy
The school believes that regular and punctual attendance of the students at the school will result in greater benefit to the students. The school encourages all its students to be regular and punctual for their daily classes and shall appreciate the students with maximum attendance.

All students shall be governed by the following policy guidelines regarding the attendance:

● Students are expected to attend School every day as specified in the School calendar.
● Students shall arrive at School punctually every day, attend morning assembly, and attend classes on time.
● Parents will make every effort to ensure that their children attend School every school day and arrive on time.
● If students need to be absent from School for a particular day, parents must inform the School accordingly.
● When a student returns to School following an absence, parents must send a signed note or an email on the school intranet to the School indicating the reason for the student’s absence. Students must get approval from Principal in writing for leave of absence exceeding 2 days consecutively.
● Students are responsible for completing all assignments missed during their absence. Parents should seek to ensure that family vacations take place during scheduled School  holidays only
● It is mandatory as per the school regulatory guidelines that every student should achieve minimum 95% attendance in an academic year (excluding medical leave which shall be supported with an approved medical certificate).
● A student who remains absent for more than 20 days (consecutive) or for more than 25 days (non-consecutive) in an academic year without prior approval by Principal may not  be promoted to the next grade.

Health and Safety Policy

Implemented on :1st April 2020 | Next Review Date : 1st March 2021
GIIS Dubai believes that ensuring the health and safety of staff, pupils and visitors is essential to the success of the school. We are committed to:

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

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

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

Teaching / Non-teaching Staff Holding Posts/positions Of Special Responsibility
They must:
● 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
● 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.
● Ensure that all staff under their management are familiar with the health and safety procedures for their area of work
● Resolve health, safety and welfare problems that members of staff refer to, or refer to the Principal or Manager any problems to which they cannot achieve a satisfactory solution within the resources available to them.
● Carry out regular inspections of their areas of responsibility to ensure that equipment, furniture and activities are safe and record these inspections where required.
● 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.
● Ensure all accidents are investigated appropriately.
● Include health and safety in the annual report for the Principal.

SPECIAL OBLIGATIONS OF CLASS TEACHERS
Class teachers are expected to:
● 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.
● Follow the health and safety procedures applicable to their area of work
● Give clear oral and written health and safety instructions and warnings to pupils as often  as necessary
● Ensure the use of personal protective equipment and guards where necessary.
● 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
● 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.
● Ensure that personal items of equipment (electrical or mechanical) or proprietary, substances are not brought into the school without prior authorization.
● 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:
● Act in the course of their employment with due care for the health, safety and welfare of  themselves, other employees and other persons
● Observe all instructions on health and safety issued by the School or any other person delegated to be responsible for a relevant aspect of health and safety
● Act in accordance with any specific H&S training received.
● 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  school landline number
● Accident Reporting
● All accidents, however minor, must be reported to the School Nurse and Principal /Supervisors.. 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.

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. No attempt should be made to move burning objects. Report to the Principal who will ensure that the appropriate emergency services are summoned.

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.
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 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 points
● 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
opt 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 school. 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 seen smoking in an area where there is a particular fire risk will be liable to dismissal without notice.

Medical procedures at GIIS:
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 school nurse  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.

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.

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 School nurse who will then circulate copies to the Principal/Section Heads 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 on 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  school  nurse  should be summoned to the classroom to assist.

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.
Field trips:
● 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.
● 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
● It is the parents’/guardians’ responsibility to provide all medication in its original packaging, with the child’s name clearly labelled and with clear instructions on the required dosage.

The school has the health and safety committee which regularly meets and reviews the health and safety provisions at school and introduces necessary changes as and when needed.

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Protected Fees

Course Fees stipulated in Schedule 2.1 in Standard PEI-Student Contract of GIIS are insured. It refers to all fees paid by the Students to be enrolled in a private education institution, excluding the course application/registration fee, miscellaneous fees (ad-hoc, non-compulsory and non-standard fee paid only when necessary or where applicable) and GST. The FPS serves to protect students' fees in the event that a Private Education Institute (PEI) is unable to continue operations due to insolvency and/or regulatory closure. In addition, the FPS protects the student if the PEI fails to pay penalties or to return fees to students arising from judgments made against it by the Singapore Courts. Within seven days of the receipt of the school fees, GIIS will purchase the FPS insurance to protect the fees, and the coverage takes effect from the day of school fee payment is made.

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Certificate of Insurance

Students will receive a soft copy of the Certificate of Insurance via email from the insurance provider and a hardcopy of the Certificate from GIIS, if requested. In the event of not receiving the COI, please contact admissions team at admissions.sg@globalindianschool.org

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Insured Events

Loss of ‘Course Fees’ by Insured Student due to insolvency or Regulatory Closure of PEI

Failure of PEI to pay Sum Awarded by Singapore Courts to the Insured Student

Death by Accident or Total Permanent Disability by Accident of Insured Student – a benefit of SGD 10,000/- will be payable to the student

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Insurance Claim Process

All claims shall be made on the Insurance Provider’s prescribed forms and submitted to the Insurance Provider along with the following documents:

Certificate of Insurance

Original Fee Receipts

Valid Student Contract

Proof of Identity

LONPAC Insurance Bhd will notify all insured students of the relevant claim procedures that must be followed.

For more information on the Fee Protection Scheme on the CPE, click here.

Medical Insurance

GIIS has a medical insurance scheme in place for all students compliant with the EduTrust guidelines by CPE. GIIS selected AXA Insurance Singapore Pte Ltd as the medical insurance provider.

What is Covered?

It covers hospitalisation and day surgery.

It doesn’t cover any pre-existing illness.

It doesn’t cover outpatient treatments, unless they are:

For follow up treatment related to a hospitalisation/day surgery and incurred within 90 days prior to or after the hospitalisation or day surgery.

For emergency outpatient treatments due to accidents within 24 hours of the accident, GP (General Practitioner) bills are not claimable.

Scope of Coverage

B2 ward entitlement in Government Restructured Hospitals.

Ability to upgrade to higher wards or private hospitals subject to pro-rated factors.

Annual Limit of $20,000 per student on “As Charged” basis.

Payment of the Claim Amount

The insurance company (i.e. AXA Insurance in this case) will pay on a reimbursement basis. The student will have to pay the hospital first and submit all original hospital bills for reimbursement. The student will then be refunded for the eligible claim amount, by cheque or via bank transfer.

How to Make Claims?

All claims have to be made on prescribed forms and submitted to AXA Insurance through GIIS, within one month or as soon as reasonably possible, together with all the original copies of final medical bills.

The following documents are needed to make a claim:

Combined Claim Form with Medical Certification of Treatment

Final hospital/medical bills & receipts

Annual limit of $20,000 per student on “As Charged” basis.

Hospital discharge summary

Referral letters, if available

The above documents are required to be submitted to Admissions Executive at: admissions.sg@globalindianschool.org

Once the claim amount has been received by the insurance company, your account will be credited for the same amount.

Details of Benefits and Coverage

You can view details in the links mentioned below:

More information can be obtained from the Insurance Provider:
AXA Insurance Singapore Pte Ltd
143 Cecil Street
#01-01 GB Building
Singapore 069542
Tel: 6338 7288 | Fax: 6338 2522

More details about CPE, Enhanced Registration Framework (ERF) and the EduTrust Certification Scheme or Private Education in Singapore, please visit the website of Committee for Private Education (CPE) at http://www.cpe.gov.sg

Relevant Singapore Laws

Relevant Singapore laws especially those relating to ICA and Ministry of Manpower. This includes, but not limited to, immigration requirements, laws on driving, drugs and alcohol abuse, employment, smoking, traffic and littering.

Immigration

All international students studying in Singapore must have a valid passport and a Student Pass from the ICA (Immigration and Checkpoint Authority).

Employment

International students are not allowed to work in Singapore without a ‘Work Pass Exemption’ from the MOM (Ministry of Manpower).

Driving

All drivers must be in possession of a valid Singapore driving license and the vehicle must be insured.

Drugs

Possession of Controlled Drugs is presumed to be for trafficking, an offence which can carry the death penalty.

Alcohol Abuse

Any offense committed while being intoxicated (drunk) is punishable under the law. Drunk driving is a serious offence.

Smoking

Smoking in specific public places and indoor restaurants is prohibited.

Traffic

Jay walking is an offence.

Littering

Littering, spitting and vandalism (with graffiti) in public areas are serious offences.

Other Areas of Singapore Law
Singapore Law Website: http://www.singaporelaw.sg/

Please Note:

IGNORANCE OF THE LAW IS NO EXCUSE TO BREAK THE LAW, THE RESPONSIBILITY LIES ON EVERYONE TO KNOW THE LAW. IF IN DOUBT, CHECK WITH THE RELEVANT AUTHORITIES OR SEEK LEGAL COUNSEL

Teaching / Non-teaching Staff Holding Posts/positions Of Special Responsibility