Brighton College Dubai Parent Handbook 2019-20

Brighton College Dubai | Parent Handbook 2019/20 2

Contents

Chapter 1 Introductions ........................................................................................................................................ 4

1.1 Head Master’s Welcome ............................................................................................................................. 4

1.2 Vision Statement, Mission and Aims ........................................................................................................ 5

1.3 Brighton College, UK ................................................................................................................................. 7

1.4 Structure of the College .............................................................................................................................. 7

1.5 Timing of structure of the school day ...................................................................................................... 9

1.6 Contact us ................................................................................................................................................... 10

1.7 Staff List ...................................................................................................................................................... 13

1.8 Thuluth ........................................................................................................................................................ 15

Chapter 2 The Role of the Parent ...................................................................................................................... 16

2.1 Prep .............................................................................................................................................................. 16

2.2 The Friends of Brighton College ............................................................................................................. 17

2.3 Reporting ..................................................................................................................................................... 18

2.4 Parent Consultation Meetings .................................................................................................................. 19

2.5 Special Events ............................................................................................................................................. 19

2.6 Parent Workshops ..................................................................................................................................... 20

2.7 Uniform and appearance .......................................................................................................................... 20

2.7.4 Blazers ........................................................................................................................................................ 22

2.7.5 Hair ........................................................................................................................................................... 22

2.7.6 Jewellery ...................................................................................................................................................... 23

2.8 Organisation and Equipment ................................................................................................................... 23

2.9 Electronic Devices ..................................................................................................................................... 24

2.10 Attendance and Absence ........................................................................................................................ 24

2.11 Punctuality ................................................................................................................................................ 25

2.12 Pick-up and drop off ............................................................................................................................... 25

2.13 Surveys ....................................................................................................................................................... 26

2.14 Feedback form ......................................................................................................................................... 27

Chapter 3 Curriculum........................................................................................................................................... 29

3.1 Introduction ................................................................................................................................................ 29

3.2 Philosophy behind our Curriculum ........................................................................................................ 29

3.3 Timetables ................................................................................................................................................... 29

3.4 Assessment .................................................................................................................................................. 30

3.4.1 Assessment for Learning .............................................................................................................................. 30

3.4.8 Tracking ..................................................................................................................................................... 34

3.5 Subjects ................................................................................................................................................................. 34

3.6 Learning Support ....................................................................................................................................... 37


3.7 Co-Curricular Activities (CCAs) .............................................................................................................. 39

3.8 Sport and the Arts...................................................................................................................................... 40

Chapter 4 Pupil Wellbeing ................................................................................................................................... 43

4.1 Opening Statement .................................................................................................................................... 43

4.2 Registration ................................................................................................................................................. 43

4.3 Organisation of House System ................................................................................................................ 43

4.4 Role of the Class teacher/House Tutor ................................................................................................. 44

4.5 Pupil Councils............................................................................................................................................. 46

4.6 Celebrating Achievement ......................................................................................................................... 47

4.7 Nurse and First Aid ................................................................................................................................... 48

4.8 PSHME ....................................................................................................................................................... 48

4.9 Trips ............................................................................................................................................................. 49

4.10 Behaviour .................................................................................................................................................. 50

4.11 Induction ................................................................................................................................................... 51

4.12 Food and Dining ...................................................................................................................................... 51

Chapter 5 Policies and Procedures..................................................................................................................... 53

5.1 Introduction to Policies and Procedures................................................................................................ 53

5.2 List of College Policies useful for parents ............................................................................................. 53

5.3 Feedback Form .......................................................................................................................................... 54


Chapter 1 Introductions

1.1 Head Master’s Welcome

Dear Parent, A very warm welcome indeed to Brighton College Dubai. By virtue of the fact that you are reading this document, I am delighted that your son or daughter is joining us at the College. I wish them to feel welcomed and at home from the very first day of their arrival; I and all my colleagues at the school are here to make that a reality. Mr Richard Cairns, Head Master of Brighton College UK states: “If you were to ask current parents why they chose Brighton College for their son or daughter, they would tell you that the children here are cheerful, balanced, at ease with themselves and each other - yet excited and enthused by the challenges before them. They might add that Brighton College succeeds in combining academic excellence with a wealth of extra-curricular opportunities, all underpinned by a deep commitment to the individual needs and enthusiasms of each child.”

I am in complete agreement with my colleague, as I am on the principle that each pupil at the school is an individual. They have their own interests, passions and motivations and I wish to see their time with us develop these in order to show themselves, and others, what contribution they will make here at school and beyond in life.

As Head Master, I wish to see your son or daughter rise each day to the challenges that they will be given here at the College, and through their efforts and commitments find real joy and love for learning both in and outside of the classroom.

At Brighton College we do not believe in stereotype characters for our pupils but we do believe in developing talents to the full in a community where achievements are recognised and noticed.

Marco Longmore, Headmaster


1.2 Vision Statement, Mission and Aims

1.2.1 Vision Statement

Our vision is to become the ‘first choice’ British curriculum school in Dubai for children aged 3-18 and be internationally recognised as a leading British Curriculum school in the Middle East.

1.2.2 Our Mission

We strive to turn out well-educated, tolerant and intellectually curious men and women who are ready to take a full, active and positive role in the life of Dubai, the United Arab Emirates and of our world. We support children to achieve their very best by creating an ethos of excellence in all that we do through a traditional yet innovative curriculum and outstanding pastoral provision.

1.2.3 Our Aims and ethos

We aim to create a family-orientated, tolerant and vibrant community, which will impart or provide: • a love of learning for its own sake; • a foundation of knowledge and body of skills with which to understand and question the world

we live in and to prepare us, through an innovative approach to education, for the world we are likely to inhabit in the future;

• an awareness of, and appreciation of, the spiritual dimension in our lives; • an enthusiasm for the world beyond the classroom – in particular, sport, music and the

performing arts; • a respect for difference in others and a recognition that the efforts and achievements of every

individual in our community are valued equally.

1.2.4 Our Definition of Learning

On arrival into the UAE, the academic staff of Brighton College Dubai have reflected on the experience of learning at the College. The outcome of this deliberation has been the following definition:

Learning is the rewarding journey of growth, driven by passion, in order to develop knowledge, skills and character within a global context.

The learning moto which we will use with the pupils is:

Take risks, explore, create, innovate.


1.3 Brighton College, UK

Brighton College is now regarded as the top co-educational school in the UK. Brighton College was named England’s Independent School 2019 of the Year by The Sunday Times. In 2018 it was ranked 5th in the country for average A-level results, with 99% of grades being A*-B It won The Times newspaper’s most Forward Thinking School in 2017 and Richard Cairns, Head Master, was awarded Tatler Headmaster of the Year 2012. Great emphasis is placed on developing every child, treating everyone as an individual, nurturing talent and offering everyone as many opportunities as possible to achieve. Outside the academic arena two areas where Brighton’s pupils have flourished in recent years are the Sports and the Arts.

1.3.1 Sport

Brighton College has an established reputation for sporting excellence and continues to be one of the country's leading sporting schools. Pupils both past and present have enjoyed success at the highest level and many have gone on to represent their country after leaving the College. The philosophy for Sport is based on participation and enjoyment. When pupils are involved and happy, they are more likely to achieve their potential whether as an elite performer aspiring to represent their country, or as an individual who just wants to play for their school.

1.3.2 The Arts

The pursuit of the arts at Brighton College is considered as an activity worthy of great dedication in its own right, but also as a vitally important vehicle to nurture the creativity, passion and individuality of each child at the school. Artistic endeavour encourages our pupil body to be curious, courageous and original and in doing so enlivens and complements the academic life of the school in a very special way.

There are a number of College productions throughout the year including drama and musical performances. Through the year, there are also such events as tea time music recitals, dance assemblies, art exhibitions and presentations, informal evenings of plays directed by pupils and more. All aim to provide opportunities for pupils to grow as artists. Pupils of the arts at Brighton College are able to work with professional artists, photographers, composers, musicians, actors, directors, choreographers and dancers and through this they gain a view of artistic development in the wider world and the heights to be attained.

1.4 Structure of the College

The College comprises of the Early Years for pupils aged 3-5 (FS1-FS2), Preparatory School, for pupils aged 5-11 (Years 1 - 6) and the Senior School for pupils aged 11-13 (Years 7-9). The Brighton College staff body can be divided into Academic Staff, Academic Support Staff and Administrative Staff. Facilities Management is provided by a sister company, Bloom Campus FM who are responsible for cleaning, security, maintenance and ground keeping.

https://en.wikipedia.org/wiki/The_Sunday_Times

https://en.wikipedia.org/wiki/GCE_Advanced_Level


There are several leadership teams within the College.

College Leadership Team (CLT)

Head Master, Mr Marco Longmore (Chair) Head of Preparatory School, Mrs Sarah Brannon Deputy Head of Academic, Mr Barry Cooper Assistant Head of Lower School, Mr Joe Donaghey Deputy Head of Preparatory School, Mr Edward McGuigan Head of Business Operations, Mr Ian Barron

Senior School Leadership Team (SSLT)

Head Master, Mr Marco Longmore (Chair) Deputy Head of Academic, Mr Barry Cooper Assistant Head of Lower School, Mr Joe Donaghey Head of Inclusion, Mrs Naz Denning

Preparatory School Leadership Team (PSLT)

Head of Preparatory School, Mrs Sarah Brannon (Chair) Deputy Head of Preparatory School, Mr Edward McGuigan Head of Early Years (FS1 & FS2) Year Leader (Yr1 & 2), Ms Katy Cooke Year Leader (Yr3 – 6) Head of Inclusion, Mrs Naz Denning

Educationally there are two schools on the College campus.

• The Preparatory School is for children aged 3-11 years old. There are eight year groups as shown in the table below, which are divided into three phases: Early Years (FS1 and 2), and Prep (Years 1 to 6).

• The Senior School is for pupils aged 11+ years. Currently it is open to children in Years 7-10.

Phase Year Group School Usual age range of children on 1st September

Early Years FS1 Preparatory 3-4 FS2 Preparatory 4-5

Preparatory 1 Preparatory 5-6 2 Preparatory 6-7

3 Preparatory 7-8 4 Preparatory 8-9


5 Preparatory 9-10 6 Preparatory 10-11 Senior School 7 Senior 11-12 8 Senior 12-13 9 Senior 13-14 10 Senior 14-15 11 Senior 15-16 Sixth Form 12 Senior 16-17 13 Senior 17-18

Table 1.4.1 Structure of the College

Geographically the College campus is a 12-acre site with main buildings and outdoor learning and play facilities.

1.5 Timing of structure of the school day

The College day begins for all pupils at 08:10, and they must be in their classroom or House Tutor room by this time. The day is divided into 20-minute periods for timetable purposes as it is the most flexible format to have. A weekly schedule will be sent home for each pupil at the start of the term giving details of the breakdown of lessons for each day. The timings of these periods, along with those for break, lunch and Co-curricular activities (CCAs) are shown in the tables below.

Time Early Years

08:10-08:40 Morning Welcome 08:40-12:00 Class Time rotating snack 12:00-13:00 Lunch/Play time 13:00-14:15 Class Time 14:20-14:30 Story and End of the Day 14:30-15:45 Sibling Club

Table 1.5.1 Structure of the Early Years School Day (FS1-FS2)

Time Preparatory/Senior School

08:10-08:40 Registration, Period 1 08:40-09:00 Period 2 09:00-09:20 Period 3 09:20-09:40 Period 4 09:40-10:00 Period 5 10:00-10:20 Break 10:20-10:40 Period 6 10:40-11:00 Period 7 11:00-11:20 Period 8 11:20-11:40 Period 9 11:40-12:00 Period 10 12:00-12:20 Period 11


12:20-13:20 Lunch 13:20-13:40 Period 12 13:40-14:00 Period 13 14:00-14:20 Period 14 14:20-14:40 Period 15 14:40-15:00 Period 16 15:00-15:20 Period 17 15:20-15:40 * Period 18 15:45-16:45 CCAs: Squad Training

* On Thursdays, Prep and Senior School will finish at 14:40. Table 1.5.2 Structure of the Preparatory and Senior School Day (Y1-10)

1.6 Contact us

1.6.1 Telephone

Brighton College Dubai is an open school that welcomes visitors, parents and enquiries. However, to allow us to best manage the College resources we ask that all telephone communication with the College is directed through the main College Reception. The receptionists will be able to then handle your enquiry and direct your call to the most appropriate person. The College Reception number is 04 3871111.

1.6.2 Email

We welcome and encourage correspondence via email. College policy states that we attempt, wherever possible, to reply to all parental email enquiries within 24 hours. All staff email addresses are listed in the staff list (section 1.7).

1.6.3 Meetings

If you wish to arrange a meeting with an individual member of staff, then we ask that you email the member of staff (or their PA as appropriate) requesting a meeting. It is very difficult for a teacher to commit to a meeting over the telephone when they are unlikely to have their diary in front of them.

1.6.4 At the beginning and end of the school day

Members of the College Leadership team will be on duty in the College atrium every morning and afternoon. Please use this time as an opportunity to stop and have a quick conversation if you feel the need. Preparatory School teachers will also be available in their classes to pass on messages etc. at the beginning and end of the day.


1.6.5 In case of pupil absence

If your son or daughter is going to be absent from school, then it is important that you let the College know. Please telephone the College Reception or email [email protected] stating the name of your child, year group, reason for absence and any other details you feel are important.

mailto:[email protected]


1.7 Staff List

There are over 40 staff working for Brighton College Dubai. Listed below are the teaching staff and a few of the key admin staff that you may have contact with.

1.7.1 Teaching Staff

Name Position Email Address

Mrs Alesha Dublin Teacher of Early Years (FS1) [email protected]

Ms Ashley Ibbitson Teacher of Art [email protected]

Mr Barry Cooper Deputy Head Academic [email protected]

Mr Christopher Armstrong

Preparatory School Class Teacher

[email protected]

Mr Calum Callaway Preparatory School Class Teacher

[email protected]

Mr David Jolly Teacher of Design Technology

[email protected]

Mrs Dimple Bahl Teacher of Special Education Needs (SEN)

[email protected]

Mr Edward McGuigan Deputy Head of Preparatory School

[email protected]

Ms Elaine O’Kane Teacher of English [email protected]

Mr Greg Clayton Preparatory School Class Teacher

[email protected]

Mr Hani Hosni Teacher of Arabic & Islamic Studies

[email protected]

Mr Ian Overton Teacher of Physical Education

[email protected]

Mrs Jane Farrow Preparatory School Class Teacher

[email protected]

Ms Joanne Yates Teacher of Maths [email protected]

Mr Joe Donaghey Assistant Head (Lower School)

[email protected]

Mrs Katy Cooke Preparatory School Class Teacher; Head of Years 1 & 2

[email protected]

Mr Khaled Omar Teacher of Arabic [email protected]

Mrs Lisa Davage Teacher of Early Years (FS2) [email protected]

Mrs Madhulika Badhe Librarian [email protected]

Mrs Méabh Rohan Preparatory School Class Teacher

[email protected]

Mr Marco Longmore Head Master [email protected]

Mrs Marwa Hamdy Teacher of Arabic [email protected]

Ms Michelle Speight Preparatory School Class Teacher

[email protected]


Mrs Natalie Clayton Teacher of Early Years (FS2) [email protected]

Mrs Naz Denning Head of Special Educational Needs (SEN)

[email protected]

Mrs Rachael Thompson

Teacher of English [email protected]

Mr Rhys Thomas Preparatory School Class Teacher

[email protected]

Mrs Sara Caroppo School Counsellor [email protected]

Mrs Sarah Brannon Head of Prep School [email protected]

Mrs Sarah Gannon Teacher of Modern Languages

[email protected]

Ms Sarah Whitbread Teacher of Physical Education

[email protected]

Ms Simone Brown Teacher of Music [email protected]

Mr Stephen Artus Teacher of Drama [email protected]

Mr Tariq Bell Teacher of Geography [email protected]

Ms Yasmin Sabri Teacher of Science [email protected]

1.7.2 Academic Support Staff

Preferred Name Position Email Address

Mrs Adama Abrar Academic Data Analyst [email protected]

Mrs Beena Alexander

Science Technician [email protected]

Mrs Brenda Smillie TLA [email protected]

Mrs Caroline Edwards

TLA [email protected]

Mrs Deborah Farr TLA [email protected]

Mrs Emma Sheppard

TLA [email protected]

Mr Sherwin Flores Art/Aud/DT Technician [email protected]

1.7.3 Administration Staff

Name Position Email Address

Mr Adeel Akram Accountant [email protected]

Mrs Anna Whitby Admissions Manager [email protected]

Mrs Blessing Debele

Receptionist [email protected]


Ms Hannah Regi Admissions Assistant [email protected]

Ms Hydee Dumilon

Procurement Officer [email protected]

Mr Jibin Raju Accountant [email protected]

Ms Louise Moore PA to the Head Master [email protected]

Mr Naveen Michael

Chief Accountant [email protected]

Mrs Reem Safwan Government Relations Executive

[email protected]

Ms Sini John Foundation Receptionist [email protected]

1.8 Thuluth

Thuluth is dedicated to the development of intercultural dialogue and the facilitation of a deeper understanding of the Arab culture, heritage and traditions. The Director of Thuluth is Ms Rayyah Fathalla.

During Academic year 2019-20, the activities of Thuluth will based within the School and thereafter will move to its own discreet facilities in our linked building on our city plot.

In addition to supporting the School, Thuluth will offer a comprehensive and engaging educational programme focused on the learning and retaining of the Arabic language for pupils of all ages, including native and non-native speakers. Thuluth will provide opportunities for immersion in the rich Arab culture and heritage through an appreciation for its art, music and traditions. These include opportunities to experience the art of calligraphy, the Arabic musical instruments, the local Emirati dialect, and the fascinating customs will be provided to pupils, parents and teachers, further immersing them in the local culture and traditions.

By providing these opportunities and programmes, Thuluth aims to create an environment that promotes tolerance and understanding.


Chapter 2 The Role of the Parent

2.1 Prep

The amount and nature of prep (or homework) your child will receive will depend on their age. The Brighton College curriculum is rigorous and your child will receive outstanding teaching from highly qualified professionals. It is important that any prep your child is set is completed by your child. Brighton College does not recommend intensive tutoring of its pupils outside the College environment. If your child struggled with a particular task - we would ask you to alert your child’s class or subject teacher.

2.1.1 Prep in the Preparatory School

High quality prep tasks reflect Brighton College standards of excellence. Prep is never ‘busy work’; we

are always mindful of children’s entitlement to a family life and a rich childhood, which is enhanced,

not obstructed, by the tasks we send home.

In Foundation Stage, prep consists mainly of high-quality talk and play at home and book associated

activities. Parents are asked to regularly read to their child. Parents are also asked to regularly listen to

their child read (College reading scheme books). Initially, these books may not have any words and

would involve discussions about the story, characters, setting and plot. Other prep includes tasks to

be shared with parents at home (e.g. phonics games, cooking, singing songs, counting, reciting poems),

which reinforce the curriculum being covered at that time.

Prep needs to be manageable it is therefore set every Tuesday for the week and returned to class

teachers on Mondays. This system means that pupils have time to do their prep during the week and

it is up to them to work out which days it is better to complete their tasks in a way that fits in well

with their other out of curriculum activities.

In Years 1 and 2, parents are asked to read regularly to their child. Parents are also asked to regularly

listen to their child read. In addition, pupils in Years 1 and 2 have a short piece of English, Arabic and

Maths each week plus Islamic Studies for our Muslim pupils. These prep tasks focus on reading,

writing, phonics and mental maths.

As pupils enter Years 3 and 6, they continue to focus on reading, writing and number at home. They

will have a short piece of prep each week for English, Arabic and Maths plus Islamic Studies for our

Muslim pupils. These focus on reading, writing, phonics and mental maths. Teachers in Years 3 and

4 also aim to develop children’s independence, by setting engaging prep tasks, which develop thinking

and investigative skills, creativity and improve pupils’ research and presentation skills.

2.1.2 Prep in the Senior School

Prep tasks in the Senior School are designed to reinforce and extend the learning that is taking place

within the classroom. Prep tasks are distinct activities in their own right, and prep should not be used

for pupils to finish off classwork tasks. Prep in the Senior School should encourage and facilitate


Pupil

CollegeParent(s)

pupils to develop independent learning and study skills, creativity and skills of research and

presentation. From Year 7 prep becomes more about preparation as well as extending and developing the learning. Students will be given tasks to complete but may also be asked to take on extended pieces of work, read longer articles or whole works, research and return to school with materials and ideas that will then be used in coming lessons.

Between Year 7 and 9 prep is extended to two thirty-minute tasks in the core subjects and one task of

a similar length in each of the non-core subjects. At (I)GCSE, Year 10, pupils are set two longer prep

tasks of between 40 minutes and an hour in each of their core and chosen non-core subjects; and at

A Level pupils are set approximately one hour of prep or study per night in each of their chosen

subjects.

2.2 The Friends of Brighton College

At the foundation of a successful school is a three-way partnership. We encourage all parents to take an active interest in their children’s education. The Friends of Brighton is a volunteer group of parents who have the time and energy to assist the College in a variety of ways. Regular meetings allow the Friends of Brighton and senior College staff to discuss and plan future events and initiatives. As a Friend of Brighton, you will work closely with College staff to enhance its community profile and fundraising activities. An invitation to be a Friend of Brighton is sent to all parents in the College each September. All parents who are able to offer their time and would like to be involved are asked to reply to the invitation.


2.3 Reporting

Reporting is a fundamental communicative tool between Brighton College and parents. It is very important that you carefully read all of the reports that you receive which will detail your child’s progress at school. If you have any questions or queries about the reports, we would encourage you to contact the College.

2.3.1 Reporting in the Preparatory School

Full Reports In the Preparatory School, pupils receive a full written report in the Autumn and Summer Terms which includes:

• A teacher comment for each area of learning in the Early Years; • An attainment grade, attitude to learning grade, a teacher comment and two

personalised targets for each core subject in Years 1-6; • A class teacher comment, which summarises key strengths and targets, from the rest of the

report, as well as commenting on pupils’ personal, social, spiritual and emotional development and their contributions to the wider College community;

The written reports are entered onto the College’s data management system (iSAMs) where parents can access them through the parent portal.

Autumn Spring Summer

Parent

Consultations

Autumn 1

Parent consultation

Pupil Led Consultation

End of Term

Parent Consultations

Beginning of Summer 2

Pupil Led Consultations

Reports

End of term – Full Report

End of Term –

Full Report

Table 2.3.1 Preparatory School Parents Consultation and Reporting Timeline


2.3.2 Reporting in the Senior School

Senior School pupils receive interim report updates every half term and a full written report at the end of each Autumn and the Summer term.

Autumn Spring Summer

Parent

Consultations

Year 7, 8, 9 Year 9 – IGCSE selection

Year 7, 8

Reports

Every half term – Grade scores

End of term –

Full Report

Every half term – Grade Scores

Every half term – Grade Scores

End of Term –

Full Report

Table 2.3.2 Senior School Parent Consultation and Reporting Timeline

Full Written Reports

Full written reports will also include:

• A House Tutor/House Master/House Mistress comment; • A summary of key pastoral data (punctuality, behaviour and rewards); • Examination Grade (if relevant); • Predicted Grade (if relevant).

The written reports are entered and accessible for parents on the College’s Management Information System (iSAMs).

2.4 Parent Consultation Meetings

Parent Consultation Meetings take place each term. These meetings give you an opportunity to hear all about your child’s academic and pastoral progress from their class teacher, form tutor and subject teachers. We consider these meetings to be a vital part of the reporting process. Please try to attend these events, since they are a particularly useful means of advising you how to best support your child at home.

2.5 Special Events

Pupils enjoy a range of special learning days and weeks, where they experience exciting and creative activities based around a particular theme. These events rigorously challenge the pupils and help them to focus on a particular curriculum area in more depth, as well as helping them to make links in their learning.


Examples include: special subject days or weeks, Book Week, Enterprise Week, National Day, International Day, inter-House events, swimming galas and much more! Some of these events are specific to either the Preparatory or Senior School, whilst others involve participation by the whole College.

Parents may be asked to help with preparation for an event. Parents are also invited to some of these events, to participate (for instance, during Enterprise Week) or to be part of an appreciative audience (in the case of some events involving sports or the performing arts).

Please see the College Calendar for dates. Details of special events are published in the Brighton Bulletin which is emailed to parents regularly.

2.6 Parent Workshops

Brighton College acknowledges that a strong home/school partnership significantly impacts on higher pupil achievement at school. The College endeavours to support parents, so that they are best placed to help their child at home. In both the Preparatory and Senior Schools, workshops and education events are offered where teachers provide advice to parents about effective strategies to use at home, across a wide range of curriculum and pastoral areas, from play to reading, from Mathematics to behaviour.

2.7 Uniform and appearance

2.7.1 Uniform

We are very proud of the College uniform which shares a lot of similarities with Brighton College UK. Pupils are expected to wear their uniform for all normal school days with only a few exceptions such as National Day or a charity ‘dressing up’ day. When travelling to and from the College we ask that pupils are smart and in full College uniform, including their tie, since they are representing the College in public.

The College uniform supplier is Zaks. Uniform items can be purchased Saturday to Thursday (10:00am - 7.30pm) from Zak's store, Control Tower, 6G Floor, Motor City - 674 Dubai, UAE, Tel: +971 4362 9975.

2.7.2 Early Years and Prep Uniform (FS1 – Year 4)

Foundation Stage (FS1 and FS2)

BOYS GIRLS

White polo shirt* Tartan dress*

Grey shorts* Black sweater*

Black sweater* Legionnaires hat*

Legionnaires hat* Plain white socks

Plain black socks Black shoes – leather

Black shoes – leather


P.E. KIT ACCESSORIES

Navy shorts* Navy P.E./swim bag*

House colour polo shirt* Navy book bag*

Outdoor Navy hat, can be baseball cap or legionnaire style*

(No rucksacks or wheelie bags please)

Plain white socks

White trainers (non-marking sole)

Navy swimming costume or Navy swimming trunks/shorts

Navy swimming cap*

Track Suit* (Available from November)

Prep (Year 1 to Year 4)

BOYS GIRLS

White short-sleeved shirt* Tartan dress*

Grey shorts (Prep School only) Black sweater*

Black sweater* Plain white socks or tights††

Plain black socks†† Black shoes – leather, flat heel

Black shoes – leather


Navy shorts* Navy backpack*

Navy Polo shirt* YR 3 and 4 only Navy P.E./swim bag*

House colour polo shirt* Large navy sports bag*


Navy book bag (optional)

Plain white socks (No wheelie bags please)

White trainers (non-marking sole) Navy swimming costume or Navy swimming

trunks/shorts

Navy swimming cap* Track Suit* (Available from November)

2.7.3 Upper Prep and Senior School Uniform (Years 5-11)

Prep (Years 5 to Year 6) and Senior (Years 7, 8, 9 and 10)

BOYS GIRLS

School blazer* School blazer*

White short-sleeved shirt* White short-sleeved shirt*

Grey shorts* (optional for Years 5 and 6) Blue Tartan skirt*†

Charcoal trousers* Charcoal trousers*


Black sweater* Black sweater*

Tie* Tie*

Plain black socks†† Plain black socks or tights††

Black shoes – leather Black shoes – leather, flat heel


Navy shorts* Navy backpack*

Navy Polo shirt* Navy P.E./swim bag*

House colour polo shirt* Large navy sports bag*


Plain white socks (No wheelie bags please)

White trainers (non-marking sole)

Navy swimming costume or Navy swimming trunks/shorts

Navy swimming cap*

Track Suit* (Available from November)

* Branded items for Zaks † Longer version available to order †† No sports socks Important Information The school outfitter will make alterations to branded items free of charge at point of sale. Please ensure school skirts are of modest length. As a guide they should rest on the knee or reach below it.

2.7.4 Blazers

Pupils in Years 5 and above are expected to wear a blazer at all times. In lessons they may ask the permission of their teacher to remove their blazer and leave it neatly on the back of their chair.

2.7.5 Hair

Brighton College respects every pupil as an individual and nurtures this individuality: be a first-rate version of yourself, not a second-rate version of someone else. However, we do ask that every pupil attends school with a smart appearance and this includes hair. Below is a list of points intended to give parents guidance:

Boys’ hair should be ‘off the collar’. When worn to school their hair should not cover the collar of their shirt or blazer. If their hair is longer than this, then they will need to have it tied in a discreet small ponytail or bun. If their hair is of a length that precludes this, then they will need to have their hair cut.


All pupils’ hair should be ‘off the face’. When worn normally no pupils’ hair should conceal their face especially their eyes in any way. Girls with longer hair should have their hair tied back when working or playing sports. No hair colouring that is, in the opinion of the College, overt or of a non-natural colour is strictly forbidden. This includes excessive bleaching of hair or the dipping of hair tips in a starkly contrasting colour. The use of subtle natural-tone colouring is acceptable. No hair should be shorter than a grade 4 razor cut on the top or grade 2 at the sides. The art of shaving patterns into hair is forbidden in school. Please note that what is and is not acceptable with regards to hair will ultimately be the decision of the Head of Preparatory or Senior School as appropriate. They may seek further guidance from other members of the College Leadership Team but any decision they make is final. We reserve the right to ask that your son or daughter have their hair cut, re-coloured etc. within 72 hours, if we believe that their hair is not in keeping with Brighton College’s expectations.

2.7.6 Jewellery

No pupil may wear more than one pair of stud earrings. Hoop or dangling earrings are not permitted. Nose piercings may only be worn if this is in line with the family’s faith or culture. For PE and swimming lessons, all jewellery must be removed, for health and safety reasons.

At Brighton College we have very high expectations of pupils’ behaviour and all staff at the College work hard to model high professional standards to their pupils. Details of the Preparatory and Senior Schools’ Codes of Conduct are outlined in detail in Section 4.5 of this handbook, along with the specific details of the College’s Behaviour for Learning Policy. We encourage parents to go through this information with their children to support and reinforce the policy’s philosophy and aims.

2.8 Organisation and Equipment

Brighton College expects pupils to be well-equipped and organised. The College will seek support from parents of younger pupils to ensure that they are bringing the right equipment into school on the correct days and to ensure that they are organised with the completion of prep (see Section 2.1) and special events in school (see Section 2.5). As pupils get older, the College will expect pupils to take responsibility for organising and equipping themselves.

2.8.1 Preparatory School Equipment List

• A small school bag which fits into your child’s locker. Please note, larger bags, in particular, wheelie bags are not allowed in the Preparatory School, since they potentially block corridors and pose a health and safety risk.

• A named and fully equipped pencil case for older pupils in Prep: Years 3, 4, 5 and 6 (with two HB pencils, a pencil sharpener, two black pens an eraser, a ruler, a rubber and a set of colouring pencils);

• A named, filled water bottle;

• A named lunch box, as necessary;


• Named items of clothing, including a named College hat (the Preparatory School operates a no hat, no play in the sun policy, due to the climate);

• A plastic bag containing a named change of clothing in Early Years (FS1 and FS2), for any accidents, which is left in school (it does not need to be uniform);

• Reading books and reading record books (complete with comments and signature from parents, (FS2- Year 2) within the College book bag);

• Pupil planner (Years 5-6)

• Teachers will inform parents about the day they need to pack their child’s named PE kit/named swimming kit and library book;

• Any completed prep work;

• From time to time, class teachers may ask parents to help out with some items from home (e.g. egg boxes and cereal packets for junk modelling).

• Pupils in Years 5 & 6 are required to bring an iPad to school each day. Further information on specification can be found in section 3.9.

2.8.2 Senior School Equipment List

• A named and fully equipped pencil case (with two pencils, a pencil sharpener, two black pens, an eraser, a rubber, a set of colouring pencils, a scientific calculator, a protractor and a set of compasses);

• A water bottle;

• The relevant exercise and text books for that particular day;

• The correct PE kit on the correct day;

• Any completed prep work;

• A College pupil planner signed weekly by parents.

• Pupils in Year 7 upwards are required to bring a Surface Pro to school each day. Further information on specification can be found in section 3.9.

2.9 Electronic Devices

• Mobile phones should not be on during school hours and should only be used under the direct permission of a supervising member of staff. Apple watches, Electronic games, iPods, MP3 players or similar are not allowed on site other than the pupils’ BYOD. They will be confiscated if found at school and will be kept in a safe place to be collected at the end of the day.

• Laser pens/lights are forbidden.

2.10 Attendance and Absence

Parents should email [email protected] or the class teacher (Preparatory School) as soon as possible, to inform them of their child’s absence (see Section 1.6.5). If your child is sick, you are welcome to speak to one of our College nurses, who can advise you about the best time for your child to return to school. Parents are required to notify the College if their child has contracted a contagious disease, since this needs to be communicated to the parent body (e.g. measles, mumps, hepatitis, scarlet-fever, rubella, meningitis, chicken pox).



The College does not usually provide work to complete at home for a pupil who is absent from school. On return to College, teachers will give the pupil any prep work which has been set in his/her absence. The teacher will advise whether this prep work is optional. We have very busy terms and plenty of holidays. When pupils are absent from school, they miss important opportunities to study. Therefore, please do not take your child out of College, over and above the holidays already scheduled. The Brighton College policy on attendance, viewable on our website, requires 95% attendance during any academic year, failing which the pupil might be required to repeat the academic year or Brighton College may require withdrawal of the pupil from the school.

2.11 Punctuality

Parents should ensure their child arrives at College in time to be in their class or tutor room by 08.10, for the beginning of the registration period. Pupils who arrive after 08:10 are registered as late on the College database and this information will be recorded on pupils’ formal reports. There is a ‘soft start’ from 08:10-08:20 in Early Years (FS1 and FS2), at the beginning of each academic year; further details can be found in Section 4.2. Pupils need the full registration time to organise their belongings and lockers, prepare themselves for their lessons, listen to important notices from their teachers and participate in PSHME lessons and assemblies. Parents are asked to support the College by organising a punctual drop off to ensure their child’s day starts smoothly. We also ask parents to arrive punctually for any meetings or special events that the College organises. Please note that if a parent is late for a meeting with a member of staff, this meeting may need to be re-scheduled for another day. In the Preparatory School, parents and carers of late children are asked to report to the School receptionist, to receive a Late Card, which needs to be handed to the class or subject teacher, allowing us to update our records accordingly.

2.12 Pick-up and drop off

2.12.1 Safe driving

Please ensure that driving and parking outside and within the College campus is safe and is considerate towards other members of the College community. Drivers are asked to be always mindful that there may be children in the vicinity of the College. Please ensure children sit in the back of cars and that they are suitably restrained with either a child-seat or seat belt, as appropriate.

2.12.2 Pick-up


Pupils may only be collected by parents and nominated carers. Brighton College ID is required to enter the College campus. Please note that any parent or carer may be asked by security, or another member of staff, to show their ID at any time whilst entering the College or whilst on site. At the end of the school day, children in the Preparatory School are collected directly from their classrooms by parents or carers or they are taken to the bus departure area by a member of staff. The classroom door will be opened by the teacher at the end of the school day – 14:30 in Early Years and 15:40 in Years 1 to 6 (on Thursdays, Prep and Senior School will finish at 14:40). Parents are respectfully asked not to enter the classroom beforehand, since the lesson is still in progress until this time. Pupils in the Senior School are dismissed directly from their classrooms by their subject teacher and they make their own way to pick-up areas in the atrium. Please be prompt in collecting your child. We expect pupils to go directly to whoever is collecting them and leave the campus promptly. Once pupils have been collected, parents are kindly asked to actively supervise their children on the campus. In the interest of all community members’ safety we ask parents to support the College in ensuring that the pupil collection area is not used for play. Pupils who are not collected on time are escorted to the reception area to await collection. If you anticipate that you are going to be late collecting your child, please telephone the College reception, as soon as possible.

2.12.3 Drop-off

Pupils must be dropped off at College to arrive in time for registration in their class or form room at 08:10. Parents are asked not to drop off their children before 07:30, since there is no supervision available before this time, as class teachers set up their classrooms for the day. Pupils can be dropped off in the Preparatory Dining Room (and outside area when the weather is cool) where there will be supervision from 07:30 and pupils will be organised to go to class at 08:05.

Pupils in the Preparatory School who arrive by bus, are escorted to the Dining Room or their classrooms by the bus supervisors.

2.12.4 Procedures for Changes to Collection Arrangements

Parents must notify the College personally about collection arrangement changes. This should be in writing, via email or letter, a day in advance. If necessary, a later arrangement, in writing, may be made before 10:00 on the day affected.

Bus pupils are not allowed to switch buses on any day. Bus pupils may switch from bus to car if the College is notified in advance, as above.

A parent of a car pupil may authorise another parent or carer to pick up their child if the College is notified in advance, as above. Car pupils are not permitted or insured to travel on a College bus.

2.13 Surveys

Brighton College supports and nurtures positive home/school links. Parent feedback is welcome, for instance via email, to the relevant member of staff.


From time to time, parents will be invited to complete a web-based parent survey. This may be a general survey, for the purposes of College inspection, for instance, or may be specifically linked to an aspect of College life, where we would welcome parents’ ideas and preferences. Parents will be notified of surveys via the Brighton Newsletters.

2.14 Feedback form

Brighton College welcomes your feedback on this Parent Handbook, so that subsequent versions are further improved and continue to meet the needs of our parents. If you would like to give us feedback, then please complete the Feedback Form at the back of this handbook and return it to the College or Preparatory School Reception.


Chapter 3 Curriculum

3.1 Introduction

Brighton College is very proud of its reputation for providing pupils with a stimulating and enriching curriculum which challenges the most able and provides the necessary support for everyone to achieve their potential. We are constantly looking for innovative ways of delivering this vision and spend a considerable amount of time reviewing the latest educational practices.

Pupils in the Preparatory School are mainly taught by class teachers but do also benefit from subject specialist teaching. Pupils in Year 7 and above are taught all of their lessons by subject specialists. As individual rooms within the Senior Schools are usually allocated to individual subject areas, at the end of each period, most pupils usually move to a different classroom.

In reviewing what we do we will ask for input from both pupils and parents. However, if at any time, you would like to speak with a member of the Preparatory or Senior School Leadership Teams about the curriculum with your suggestions or observations then please arrange a meeting as appropriate.

3.2 Philosophy behind our Curriculum

Our Curriculum is designed with Dubai in mind. Intertwining the key targets from KHDA in Dubai and the best of British independent school education Brighton College Dubai educates pupils for life in the Twenty First Century; encouraging them to be brave, create adapt and innovate.

3.3 Timetables

Within the Preparatory School, the majority of lessons are taught in the mainstream classroom by the pupil’s Class Teacher, with the exception of Arabic (for native and non-native speakers), Islamic studies (for Muslim pupils), French, music, Computer Science, Moral Education and physical education. Within the Senior Schools, lessons are taught by subject specialists. As individual rooms within the Senior Schools are allocated to individual subject areas, at the end of each period, pupils usually move to a different classroom.

At the beginning of each academic year, pupils are given a timetable by their Class Teacher (Prep School) or House Tutor (Senior School). The timetable shows the pupils which lessons they have when, who will be teaching them and where the lesson will take place. The Class Teacher or House Tutor ensures that the information contained within the timetable is fully understood by the pupil and a copy is sent home to parents for reference.


3.4 Assessment

3.4.1 Assessment for Learning

At Brighton College, any assessment of pupils’ learning, attainment, achievement or progress, both formal and informal, should aim to follow the principles of Assessment for Learning, these being that:

Learning objectives and assessment criteria are clearly articulated to the pupils; Attainment and/or achievement are measured against the learning objectives and assessment criteria; Frequent constructive feedback is provided to all pupils with clear targets for improvement; Pupils are provided with regular opportunities for self and peer assessment to develop their skills. In other words: pupils should always be thinking about thinking and what we do in the classroom and elsewhere is designed to keep them thinking about what they are doing and how they can continually improve. On-going formative assessment is at the heart of good teaching practice at Brighton College. This ensures that pupil’s development and progress can be understood and their future progress planned for. This involves ongoing assessment carried out by teachers and assistants, both formally and informally, during a lesson or unit of work. Through this, the positive achievements of the pupils may be recognised and discussed, in relation to learning objectives and individual targets. The results of formative assessments have a direct impact on the teaching and learning strategies employed after assessment. Formative assessment strategies employed during the lesson may include:

• Questioning - asking questions to assess students starting points in order to be able to adapt the learning to their needs, asking a range of questions from literal to high order, using thinking time and talking partners/feedback friends.

• Observing - observing children and listening to their discussions to assess their learning as it is happening, making planned observations of particular children to support their learning in the classroom.

• Discussing - holding brief impromptu discussions with children to follow up any surprises at their responses during the lesson, discussing misunderstandings or misconceptions, holding informed discussions to follow up on earlier assessments.

• Analysing - marking and assessing written work with children.

• Checking understanding - conducting recall tests, questioning, introducing brief review checks that draw upon what has been taught previously.


• Peer and Self-Evaluation - pupils assess each other and themselves, this can encourage pupils to take greater responsibility for their learning, for example, by encouraging engagement with assessment criteria and reflection of their own performance and that of their peers.

Summative Assessment Assessments occur at defined periods of the academic year such as the annual GL Assessments and other curriculum related assessments. The aim of such assessments is to record the overall achievements of children in a systematic and standardised way and to provide further clarification of judgements made by teachers regarding areas of strength and development of individuals in their care. Results are also tracked across the school to monitor the progress of your children. The more we understand about their strengths and weaknesses, the more we will be able to help them improve.

3.4.2 Preparatory School Marking and Feedback

Marking in Years 1 to 6

• Feedback to children in the Preparatory School is often verbal but, from Year 1 onwards, class

and subject teachers share learning objectives (LO) and success criteria (SC) with the children. • Marking is completed promptly, so that pupils can immediately reflect on their recent learning

and know what they should do to make further progress. • Good effort and work is recognised in a variety of ways (e.g. verbal praise, stickers, certificates,

house points and notes home). • Teachers indicate the extent to which a child has understood the learning objectives of a

lesson, using the following key on pupils’ work:

Teachers (and sometimes the children themselves) record meaningful comments, which acknowledge strengths of a piece of work (two stars) and identify a target (wish):


Teachers will also use the following to indicate:

G Group work

I Independent work

S Completed with support

V Verbal feedback given

PA Peer assessment

SA Self-assessment

Assessment and Record Keeping

In addition to well embedded Assessment for Learning in all lessons, the Preparatory School seeks to develop a set of accurate and useful data, to track pupils, set pupil and whole Preparatory School targets and ensure all children make excellent progress. Data is stored and analysed on Classroom Monitor.

We do not wish to create a ‘test culture’ within the Preparatory School, so teachers do not ask pupils to revise for tests (except for short spelling/number quizzes), nor do we focus unduly on tests when talking to children or parents. Reports do not make direct reference to the names and results of summative tests, although they clearly inform the judgements and narrative in them.

Summative assessment includes:

• CATS on entry, from Year 4 onwards (cognitive ability: verbal, non-verbal and quantitative) • NGRT Reading tests once each term for Years 2 - 6 • Assessments within the SEN Department, as part of the referral and support process, for

pupils who are identified as having Special Educational Needs (SEN, EAL) and may be used to identify pupils for referral to the AG&T Register.


3.4.3 Senior School Marking and Assessment

Pupils’ work is marked thoroughly and frequently. If pupils are working from an exercise book, then this will be used to inform the interim reports. If they are not working from an exercise book, then clear evidence of assessment at a similar frequency will be used. In addition to this informal assessment, more formal assessment of pupils (through, for example, a test or an extended piece of work) will take place at least once every half term. For formal assessments the pupils will be informed of the assessment criteria prior to completing the assessment. During marking of both formal and informal assessments the following feedback is given:

3.4.4 Attitude to Learning Grade

The Attitude to Learning grade is a judgement of the pupils learning dispositions in a subject, such as consistency in effort, concentration, independence, critical thinking, creativity, problem solving and motivation. The learning grades are:

Well-developed

Developed

Limited development

3.4.5 Attainment Grade

The Attainment grade is a judgement of the level of knowledge, understanding and skills that your child has shown in a subject. The attainment grades used in this report are shown below:

Exceeding The pupil demonstrates greater depth of understanding than expected.

Expected The pupil demonstrates knowledge, skills and understanding at an expected level.

Working Towards

The pupil is working towards demonstrating knowledge skills and understanding at the expected level.

Year 7-10 Attainment Grades

9

8

7

6

4

3

2

1

Table 3.4.1 Years 7-9 Attainment Grades


3.4.6 Positives (+)

Positive elements of the assessed work (in relation to the assessment criteria) should be written on the work next to a plus sign (+).

3.4.7 A Series of Targets (T)

Targets should show the pupil what they could have done to improve the piece of work they produced. With formal assessments these should explicitly refer to the assessment criteria. The targets should be identified via a clear written T next to each target.

In the Senior School, there are two End of Term examination sessions, prior to the full written reports, where the timetable is collapsed. These sessions should be thought of as an opportunity to develop a further understanding of the pupil’s strengths and weaknesses

3.4.8 Tracking

Pupil achievement, attainment, and progress are tracked using Classroom Monitor or SISRA. This academic data is contextualised by the tracking of non-academic or pastoral data such as behaviour, attendance and effort.

The purposes of pupil tracking are to:

• ensure that the individual needs of all pupils are met;

• help inform teacher’s planning;

• highlight pupils who may benefit from intervention strategies;

• inform the College’s self-evaluation process.

3.5 Subjects

3.5.1 Early Years

There are seven areas of learning and development in Early Years. All areas are important and inter-connected. The three Prime areas are particularly crucial for igniting children’s curiosity and encouraging a ‘can do’ attitude to learning. These three areas also encourage the pupils to form good relationships and lifelong communication skills. The prime areas, are:

• Communication and language • Physical development • Personal, social and emotional development

We also support children in four specific areas, through which the three prime areas continue to be developed and applied. The specific areas are:

• Literacy • Mathematics • Understanding the world • Expressive arts and design


Young children live in the here and now. If teachers are to make a real difference to their learning, they need to seize the moments when children first show curiosity and support their next steps immediately. As Early Years teachers we will endeavour to follow the children’s interests where possible and plan in the moment. We want to enable our pupils to live, learn, play and develop in the here and now. The pupils will have autonomy in their environment and will be able to select where, with, what and how to play, thus being truly invested in their play, becoming deeply involved and making excellent progress.

3.5.2 Prep (Years 1 -6)

The UK’s National Curriculum provides a rigorous, balanced and interesting curriculum for English and Maths in Years 1-6 in the Preparatory School. This is then enhanced by a broad, rich, enquiry approached themed units which provide cross-curricular relevance to the pupils’ learning. The International Primary Curriculum is used as a tool to support exciting learning in the classrooms. School partnerships continue to play a critically important role in children’s experiences and the contribution of adults in and out of school has a significant impact on their early education. Learning at this age is focused on the following subject specific areas:

• English; (Class teacher except specialist for Year 6) • Arabic (Specialist teachers for native and non-native speakers); • Islamic Studies (Specialist teachers for Muslim pupils who speak Arabic and those who don’t); • Mathematics; (Class teacher except specialist for Year 6) • Computing; (Specialist teacher) • Physical Education (PE); (Specialist teacher) • Music; (Specialist teacher) • Modern Foreign Language (MFL: French): (Specialist teacher) • Moral Education; (Specialist teacher)

Additionally

• Drama; (Specialist teacher from Year 3)

• Art; (Specialist teacher from Year 5) International Primary Curriculum

• Art

• Geography

• History

• ICT

• Language Arts

• Mathematics

• Music


Introducing the International Primary Curriculum (IPC) The IPC is a comprehensive, thematic, creative curriculum with a clear process of learning and specific learning goals for every subject. It also develops international mindedness and personal learning goals. It is up to date, comprehensive and future orientated, developing skills that pupils need for life. Each unit of work develops and enthusiasm for learning and involves the pupils in their own learning.

International mindedness is fostered and related to pupils’ own experiences.

Knowledge and understanding beyond their own nationality Understanding of the independence and interdependence of people cultures and countries A focus on their host country A degree of focus on their home country

The curriculum is also in line with the UAE Student Competency Framework, we also ensure pupils gain broader 21st Century learner skills, such as problem-solving, critical thinking and use of initiative.

3.5.3 Senior School (Years 7-13)

The curriculum in the Senior School builds on the solid foundations established in the Preparatory School. The UK’s National Curriculum is taken as a starting point for the design of the curriculum in Years 7-9. In Year 10 pupils begin their (I)GCSE studies in the majority of subjects, which culminate in public examinations at the end of Year 11. The curriculum within all year groups in the Senior School is enhanced by a bespoke Co-Curricular Activities programme. All subjects in the Senior School are taught by subject specialists and the subjects available for study are:

• English • Mathematics • Science (Biology, Physics and Chemistry in Year 9 and above) • Computer Science • Arabic (for native and non-native speakers)


• Islamic Studies (for Muslim/Native pupils) • Social Studies • History • Geography • Story of Our Land • French • Spanish • Art • Design technology • Music • Drama • Physical Education

In line with the UAE Student Competency Framework and Moral Education Framework we ensure pupils gain broader 21st Century learner skills, such as problem-solving, critical thinking and use of initiative, together with exposing our pupils to what values and morals mean in relation to decision making and life choices.

3.6 Learning Support

Brighton College Dubai is committed to an inclusive approach, ensuring that every pupil, regardless of their individual learning profile, has every opportunity to be truly independent and choose their own path. All pupils are supported through carefully tailored programmes of study, advice and support when needed, and the recruitment of expert teachers and senior leaders.

Despite a carefully planned and appropriate curriculum, there will be individual pupils who require more specific help or support in order to fulfil their potential. We will work proactively to create a supportive and inclusive educational environment and to promote learning for all our pupils with an additional need or disability. We will comply with all relevant statutory requirements and we fully support the inclusive aims of the Government of Dubai ‘My Community’ initiative launched in 2013.

3.6.1 Inclusion Department Learning Support

If there is a suggestion that a pupil may be in need of support - Class or Subject Teachers will have a quality first teaching approach that target pupils’ areas of difficulty and provide strategies to overcome their barriers to learning. If there is still concern then the teachers will complete the SEND Referral Form and send it to the SENDCO with:

A record of academic attainment and achievement (or evidence of lack of achievement) including:

• A sample of written work, work completed over a period of time and completed under different conditions (e.g. APP assessment, prep, classwork, tests and observations notes);

• A summary of assessment data already on file for the pupil (e.g. GL and CAT scores).

Communication details including: • Minutes of meetings with parents, parent conference notes, case conference notes, emails to

and from parents, emails to and from staff.


SEND staff will review the Referral Form and submitted evidence. SEN staff may seek further information, including but not limited to:

• conducting class observations; • meeting with teacher(s); • requesting further information from teacher(s); • calling a case conference; • conducting a formal assessment (parents’ permission will be required for this)

Individual Learning Plans (IEPs) Support IEPs if needed will be drawn up and shared with pupils and parents and will include specific elements to be effective to help short, mid and long-term targets. This may include aspects related to teaching methods, intervention programmes, pastoral and parental input and review time frames.

3.6.2 Inclusion Department – Language Support (EAL)

The College welcomes pupils from a wide range of backgrounds, some of whom speak English as an additional language. Teachers therefore consider the needs of pupils with English as an Additional Language (EAL) when they plan their lessons.

There is a particular focus at the College in developing literacy across the curriculum. High quality speaking, listening, reading and writing opportunities are integrated within lessons and extra-curricular activities, where appropriate.

The EAL Department supports pupils who speak English as an additional language who need specific support to access the curriculum.

The EAL Policy outlines the process as:

Referral ➔ Assessment ➔ EAL Register ➔ Support ➔ Monitoring ➔ Review

Senior School In order to maximise the potential of all learners in the Senior School, the English language ability of all Senior School pupils (Years 7-9) is assessed upon entry to the College. This assessment will determine what language programme pupils follow. The Head Master has the discretionary responsibility to ensure all pupils are correctly placed into the correct English language groups and the College reserves the right to determine which English language grouping is most suited for every individual pupil.


3.6.3 Pupils with specific AG&T needs

Able, Gifted and talented (A, G & T) describes pupils with an ability to develop to a level significantly ahead of their year group:

• ‘Able’ learners are those functioning at the upper end of the ability range or above that normally associated with their year group, who easily learning new skills, ideas and concepts and able to quickly apply these to new situations with minimal support.

• 'Gifted' learners are those who have abilities in one or more academic subjects, such as Mathematics and English;

• 'Talented' learners are those who have practical skills in areas, such as sport, music, design or creative and performing arts;

• Skills such as leadership, decision-making and organisation are also taken into account when identifying and providing for gifted and talented pupils.

The AG&T Policy outlines the process as:

Referral ➔ Verification ➔ AG&T Register ➔ Support ➔ Monitoring The following actions are required in supporting A, G&T pupils at the College: • In all lesson plans, class and subject teachers record the initials of pupils identified on the

AG&T Register, if the AG&T need relates to the subject concerned. • In all lesson plans, class and subject teachers record specific provision for pupils with AG&T

needs. The Sheikh Zayed Group Pupils may be nominated by teachers to join The Sheikh Zayed Group (TSZG) which is set up to give a group provision for pupils who will benefit from extension and an individual provision where pupils have mentors who support them with individual projects. TSZG meets weekly as a Co-Curricular Activity (CCA).

3.7 Co-Curricular Activities (CCAs)

Brighton College prides itself on the breadth of education it provides. Co-Curricular Activities (CCAs) are one example of this breadth. The College aims for CCAs are to:

• Be a positive, enriching and enjoyable experience for pupils

• Provide opportunities for pupils to try new activities

• Give pupils opportunities to engage in activities which they are familiar with and wish to develop further

• Make a significant contribution towards the development of each pupil’s unique potential, especially in sport, music and the performing arts

Co-Curricular Activities run on a termly cycle, many of which enhance different areas of the curriculum. CCAs are offered to all pupils from Year 1 onwards. From Years 7-13, pupils are required to participate in at least two CCAs per week.


We consider the College day long enough for our very youngest children. Pupils in Early Years (Foundation Stage 1 and 2), therefore, do not participate in regular CCAs. At the beginning of each term, information will be sent home to parents via an online portal CHQ, outlining the CCA options for the pupils, from Year 1 upwards. This will include external providers that come to Brighton College and deliver onsite, College staff led CCAs onsite as well as external provisions off-site. CCAs led by external providers usually require a payment, all payments must be made directly with the external providers. It is the responsibility of parents to provide transport for any CCA that their child attends offsite. Both on-site and off-site CCAs adhere to stringent College health and safety standards.

3.8 Sport and the Arts

Our College aims to create a family-orientated, tolerant and vibrant community, which will impart an enthusiasm for the world beyond the classroom – in particular, sport, music and the performing arts.

3.8.1 Sport

The College sporting facilities are first-rate and include a 25m six lane swimming pool, large indoor multi-use sports hall, outdoor multi-use tennis/basketball/netball courts and a full-sized artificial grass football pitch. The new 400m running track and another full-sized rugby pitch will be completed during the course of the year and provide additional facilities to support track and field as well as other sports. The College sports staff have a diverse range of skills and experiences and give tirelessly of their time in offering PE and sports sessions before school, during lessons and after school.

3.8.2 Music

Music is of central importance to the College ethos, in line with our aims and commitments to the performing arts. As well as being a discrete National Curriculum subject in its own right, we offer a range of co-curricular music clubs, choirs and instrumental ensemble opportunities for pupils in both the Prep and Senior Schools. The College also offers and encourages pupils to learn a musical instrument. If you are interested in your child having private, instrumental lessons during the College day, then please contact our Music teacher, Ms Simone Brown, for more details.

3.9 Technology

In order to deliver the Brighton curriculum, we will be utilising a range of 21st Century teaching methods enhanced with the latest educational technology. In the senior school (Year 7-13) we will be operating a BYOD (Bring Your Own Device) Surface Pro program and in the Prep school (Year 5-6) we will be operating a one-one iPad program. Both of these programs will be student owned devices that must be brought to school fully charged each day. Brighton College will be partnering with local providers to ensure parents have the option of a one stop shop where they can go online and purchase the required devices that are compatible with the school program through a secure portal. Further details on these vendors will be announced later. Parents will also have the option of purchasing devices independently themselves.


It is important that all devices are compatible with the school programs. The specification for both devices is listed below. If you require further information on the College’s technology programs please contact our Head of Digital Learning, Mrs Stephanie Bernier.

Surface Pro Specification:

• Surface Pro 256GB i5 ComM1796 SC Arabic // 8 GB Ram//Screen: 12.3” PixelSense™ display Resolution: 2736 x 1824 (267 PPI) Aspect Ratio: 3:2 Touch: 10-point multi-touch//Windows 10 Pro operating System. 1.73lbs

• Keyboard - Surface Pro Type Cover

• Surface Pen

• Rugged Case for Microsoft Surface Pro

• Slim case laptop bag

• Additional 2-year Software Support 9*5 on standard 1-year warranty

• Optional - Insurance for Accidental Damage, Loss/Theft

• Optional - Surface Pro Screen protector

iPad Specification (6th Generation):

• iPad Wi-Fi 128GB with Apple Pencil Support

• Apple Care/Extended Warranty

• Case that’s supports Pencil and logo embossing with Multicolour option

• Apple Pencil with Name Printing

• Keyboard

• Optional - Insurance for Accidental Damage, Loss/Theft


Chapter 4 Pupil Wellbeing

4.1 Opening Statement

Your child’s safety and well-being are of paramount importance to us. Brighton College Dubai’s safeguarding policies adhere to the very highest of standards and are fully compliant with Knowledge, Health and Development Authority (KHDA) and with the Independent Schools Inspectorate (ISI) in the UK.

Several of the policies referenced in Chapter 4 concern Child Safeguarding and we would be happy to discuss these in more detail with you if you require clarification.

If, at any time, you have a concern with regards to any Brighton College pupil’s safety or well-being then please speak with a member of the College Leadership Team immediately.

The designated College Child Protection Officer is Mr. Joe Donaghey ([email protected]) The deputy is: Mrs Sarah Brannon ([email protected])

4.2 Registration

Registration takes place at 08:10 and is an important pastoral time in the College day, where class teachers and House Tutors help pupils prepare for the day ahead. Pupils are also given important details about upcoming events in the College during this time. Parents are, therefore, reminded to ensure their child arrives at the College, with sufficient time to arrive at their class/tutor rooms, by the beginning of registration at 08:10. We would encourage all pupils to be on site by 08:00 in order to make their way to the House room/classroom. Pupils not in class for 08:10 will be recorded as ‘Unauthorised Absence’ unless they have an email / note to explain the absence. Pupils arriving after 08:10 will be recorded as ‘Late’.

There is a soft start to the Early Years (FS1 and FS2) day, where there is an extended drop-off period, from 08:10-08:25, at the beginning of each new academic year. Parents and carers are welcome to stay in the classrooms and settle their children during this period and talk briefly with Early Years staff about matters regarding their child. In order to facilitate this process, the children in the class will be engaged in child-directed play during this time.

There are 30 minutes of House time timetabled at the beginning of each day. This enables pupils to benefit from a variety of pastoral activities, including organisational support, discussion of current affairs and one-to-one target setting meetings with their House Tutors/class teacher. 4.3 Organisation of House System

Every pupil in Brighton College is assigned a House: Ryle (green), Chichester (yellow), Hampden (red) and Fenwick (blue). In the Senior School, the House system is further strengthened by organising three tutor groups into each of the four Houses.

Houses have many opportunities throughout the year to compete against each other in academic, sporting and extra-curricular endeavours. Pupils also work hard to be awarded House Points for effort and achievement, which are collated each week. The total scores are announced in assemblies and the




scores are prominently displayed in the College. In both the Preparatory and Senior Schools, House Points are also accrued towards individual pupil certificates and linked to special celebration days.

In the Preparatory School House meetings take place each term to discuss teams, strategy and have some fun. There are also House assemblies during the course of the academic year, overseen by Housemasters and Housemistresses.

In the Senior School, each House is overseen by a Housemaster/Housemistress, each of whom works with three House Tutors in their delivery of pastoral care to pupils.

On a regular basis, House groups work together to represent their House in a range of competitions and challenges. This allows older pupils to develop leadership skills and model positive behaviour and study habits to their younger compatriots.

4.4 Role of the Class teacher/House Tutor

4.4.1 Preparatory School

In Years 1-5 all pupils in the Preparatory School are assigned a class, a classroom and a class teacher at the beginning of each academic year. Your child’s class teacher will register the class every morning and will teach the class for most subjects. The class teacher, therefore, has overall responsibility for, and oversight of, your child’s academic progress and pastoral welfare. In Year 6 the pupils will have a class teacher who also has overall responsibility for and oversight of, your child’s academic progress and pastoral welfare but they will also be taught by more specialist teachers who will have the depth of knowledge and passion about the subject to engage the pupils to greater levels in their subject.

Brighton College welcomes opportunities to work in close partnership with parents and aims to develop positive on-going, two-way communication between parents and class teachers. Pick-up and drop-off is a wonderful opportunity for regular informal contact. A short note or email from home and College can maintain these links throughout the Preparatory School. Class teachers will keep in contact and share photos or videos of your child at school. We fully appreciate that what happens at home will have an impact on your child at school and vice versa, so any information that you can give us about your child’s welfare or learning at home is helpful and much appreciated.


If you have a question or a concern regarding your child’s safety, welfare, learning or progress, then you would probably wish to get in contact with your child’s class teacher, who is usually your first point of contact with the College. You are more than welcome to email them and they will endeavour to send you a response as soon as possible. Class teachers’ email addresses can be found in Section 1.7.

Since class teachers are very busy during the day and may not always be able to check their email straight away, if you have an urgent note to get to the class teacher, then you may email the Reception Office or telephone and leave a message. In this instance, please make it clear that it is urgent.

4.4.2 Senior School

Each House in the Senior School is led by a Housemaster or Housemistress who oversees a team of House Tutors in their work with each of the tutor groups. The relationship between the House Tutor and tutees is the most important pastoral relationship within the Senior School. The House Tutor is the first point of contact for the pupil: any concerns that the pupil has – or that the pupil’s teachers have – are, in the first instance, addressed through the House Tutor, although it is greatly appreciated if the Housemaster or Housemistress remains informed of communications.

The aims of the tutorial system at Brighton College are:

• To promote a caring ethos and to encourage positive relationships between all members of the school community;

• To provide the support for each and every pupil so that he or she can develop to the full in all areas;

• To ensure that each and every pupil knows and is known personally, and in some depth, by at least one member of staff;

• To monitor each individual pupil’s progress and achievement across the whole curriculum;

• To provide teachers with relevant knowledge of pupils so that their teaching efforts can be adapted for greater success;

• To encourage a caring and orderly environment within which all pupils can exercise initiative and develop;

• To impart proactive, preventative pastoral care;

• To provide a point of personal contact for parents to give their view of their child’s progress and to work with the home in all aspects of pupil development.

Responsibilities of the House Form Tutor

General welfare: • To monitor attendance and punctuality of the pupil • To be aware of the health and well-being of the pupil • To provide extra support to the pupil in difficult times • To support the induction of pupils into the school (see section 4.11)


Academic and Vocational: • To assign class and prep timetables and to ensure that pupils understand them • To distribute pupil reports and to ensure that pupils understand them • To take an active interest in the teaching and learning of the pupil • To encourage and support improvement or continued achievement • To monitor the recording and completion of prep • To aid the pupil in the development of successful organisational and study skills • To provide advice to the pupil about assessments and examinations • To take an active interest in a pupil’s choice of subjects and future career

Behaviour:

• To maintain high expectations of behaviour from members of the tutor group • To describe, explain and implement the school behaviour policy • To stress the importance of the dress code and ensure that the pupils adhere to it on a

daily basis • To monitor pupils’ behaviour and to liaise with the Housemaster or Housemistress,

Assistant Head (Lower School), and parents as appropriate

Housemasters and Housemistresses send out a welcome email to all parents at the beginning of each academic year. This initiates the points of contact and establishes a home-school link.

4.5 Pupil Councils

In the Preparatory School, the Pupil Council is an organisation of pupils who work together to make the College and the wider community a better place. It is made up of representatives from different year group, who sit on the Council for a term. The Council meets weekly, to discuss ideas, create and circulate minutes and put forward proposals to the other pupils in the College, as well as the College Leadership Team. The Pupil Council has five main aims:

• To give children a strong, powerful voice within the College community • To develop children’s personal, social, moral, spiritual and leadership potential • To make the College a better place • To make a positive contribution to the wider world • To have fun!

In the Senior School, the Pupil Council is an organisation of pupils from different year groups who work together to make the College and the wider community a better place. The Pupil Council projects should aim to:

• Involve all of the House in some aspect of the planning, administering of the project • Make a difference to the learning and well-being of all pupils in the Senior School or

College • Develop their own and other pupils’ awareness of the community in which they live • Develop their own and other pupils’ awareness of the wider and global community • Encourage independence, leadership, entrepreneurship and creativity.


4.6 Celebrating Achievement

There are numerous opportunities at Brighton College to celebrate and showcase individual and collective achievement. These will be reflected in our regular Assemblies, House meeting and in the Brighton Bulletin.

4.6.1 Assemblies

There are weekly assemblies sometimes for the whole College as well as separately for Preparatory and Senior Schools. These are usually either class/House-led events reflecting PSHME/well-being themes or, in the Senior School, subject-based assemblies. Assemblies are invariably pupil-centred and provide an opportunity for public speaking and showcasing the Performing Arts. In particular, Preparatory School assemblies include weekly shared singing, overseen by the music teacher. The Head Master, Heads of School, and other Senior Leaders lead some assemblies, particularly at the beginning and end of term and when leading the celebration of special events and festivals during the course of the year. Assemblies are also opportunities to recognise team and individual achievements throughout the year, in the form of presentations of certificates and awards. In the Preparatory School, Star of the Week Certificates are presented. Weekly House point totals are also announced in assemblies and the House Cup awarded to the relevant Head of House. House Point Award certificates are also presented when pupils reach key milestones. In the Senior School, assemblies provide an opportunity for pupils to be updated on the House point rankings and rewarded for achieving either the highest or ‘most improved’ effort within each House. Head Master’s Awards will occasionally be awarded to pupils for exceptional performance in a subject or subjects. Parents may be invited to attend some assemblies and, when this is the case, will be notified by the class teacher/tutor in advance.

4.6.2 Concerts

The Music Department organises a range of different kinds of concert, from choir to orchestra, from solos to ensemble presentations, both within and outside the College day.

Concert dates are published in the termly calendar.

4.6.3 Plays

Pupils in all year groups, from Early Years upwards, have the opportunity to act on stage, in support of Brighton’s aims to develop their confidence in front of an audience. Annual productions will be added to the performing arts calendar.

Dates for plays and productions can be found on the College Calendar and further details will be advertised.


4.7 Nurse and First Aid

There is a College Clinic that is staffed by Kings College Hospital. The clinic are fully equipped school clinics and licensed. All pupils have free access to the Clinic and nurses during normal school hours. To ensure that your children are as well looked after as possible, there will always be a good proportion of college staff who attend first aid training courses annually. A list of staff who are first aid qualified is clearly displayed in key places around the College campus.

The procedure with regards to dealing with a pupil visit to the clinic is well documented and ensures that a written record is kept of attendance and any medical notes are filed. In the event that your son or daughter has visited the clinic during the day you will be contacted via telephone for more serious cases or by a note home (and email) for minor cases. In the event that the College nurse decides your son or daughter is too ill to remain at school you will be contacted and asked to pick up your child as soon as is possible. Please note that we only have limited space in our clinics and cannot accommodate children for a prolonged period of time who require a bed due to their illness.

Please note the following (taken from Chapter 1.8 Contact Us)

In case of pupil absence: If your son or daughter is going to be absent from school, then it is important that you let the College know. Please telephone the College reception or email [email protected] stating the name of your child, year group, reason for absence and any other details you feel are important.

4.8 PSHME

Personal, Social, Health and Moral Education (PSHME) aims to give pupils the knowledge, skills and understanding needed to lead confident, healthy and independent lives and to become informed, active and responsible citizens, in support of the College aims. PSHME is a taught, timetabled lesson, but often transcends other subject and pastoral areas of College life. Indeed, there is overlap within the subject itself. For instance, pro-actively supporting and helping others develops both spiritual awareness and citizenship skills.

In Preparatory School PSHME lessons, pupils discuss their thoughts and feelings, and share responsibilities in a respectful atmosphere. We consider social and moral dilemmas, and right and wrong behaviour, including bullying. Regular and individual target-setting allows pupils to recognise their strengths and areas for development and to make sound, well-informed choices.

In the Senior School PSHME is delivered through House Registration and Wellbeing Days where the timetable is collapsed and the day’s activities are built around one of six well-being themes.

Assemblies are also used to reinforce school rules and acceptable behaviour. House Points, certificates and other rewards are given to pupils for effort, kindness and good manners, which build confidence and a positive feeling about themselves. There is a Code of Conduct, which underpins the rewards, sanctions and PSHME curriculum.



Special roles and responsibilities within the College, such as membership of the Preparatory School Pupil Council or the Pupil Form in Senior School, develop Pupil Voice and give opportunities for developing emergent leadership skills and a sense of community. Pupils from Year 1 upwards are asked to complete a pupil survey each year, which allows the College to monitor and maintain high levels of pupil personal and social well-being.

Class teachers in the Preparatory School and House Tutors in the Senior School have key roles in supporting the development of pupils’ personal, social, health and citizenship aptitudes, both at registration and within the school day. The College is committed to promoting pupils’ well-being and happiness through our PSHME programme and beyond.

4.9 Trips

4.9.1 Non-residential/Day trips

As part of the broad curriculum that Brighton offers, we will, on occasions, organise trips to local (within the UAE) establishments. Our aim is to offer all children at least two trips out of school per school year. These trips may include museums, parks and buildings. These trips are always educational and support the curriculum; they are not intended to be a reward activity.

We will always notify parents in advance in writing of any trip and parents will have to complete and return a form to the organising member of staff to confirm their child’s attendance. Any cost, special clothing or other relevant information will always be included in the original notification. If a parent does not wish their child to take part in the trip, then we will still expect the child to attend school and will supervise the child with a project-based task. Please note that all trips are subject to KHDA approval.

All trips will be assessed for risk. The trip is planned, organised and run against the standards set out in the Brighton College Dubai Trips Policy.

4.9.2 Residential trips in the UAE or abroad

Educational trips are an integral part of the learning experience for pupils at Brighton College. Staff at the College are always looking for new and interesting ideas to stimulate and extend your child’s learning experience and understanding of topics covered in the classroom.

Trips can clarify and enhance the activities which take place in the classroom both socially and educationally in a number of ways, including:

• providing a new physical and mental challenge which develops independence, leadership skills

and confidence, which is then transferable to all forms of curriculum learning; • providing an opportunity to clarify understanding of areas of the curriculum by showing the

material studied in a new context; • development of stronger and more positive relationships with peers and staff.

Residential trips will be organised for Years 5 & 6 in the Preparatory School and for Years 7- 9 in the Senior School. For any residential trip, parents will be invited to a Parents Information Evening in


advance of signing up for the trip, to allow the parents to make an informed choice about their child’s attendance on such a trip. You will be required to complete paperwork for all trips before your child is allowed to participate. This may include medical and dietary forms, consent forms and paperwork for the finance department. Overseas trips. The College will seek to find the degree of interest in overseas trips like ski trips prior to committing to them.

4.10 Behaviour

Brighton College has very high expectations of pupil behaviour. The objectives of the College Behaviour for Learning Policy are in our Code of Conduct which states: We are proud to be: Kind Passionate Learners

Respectful Making sensible choices

The best versions of ourselves

4.10.1 Behaviour for Learning in the Preparatory School

All members of the College both staff and pupils, follow the Code of Conduct. The Code of Conduct is continually made explicit when teachers give rewards and sanctions. It is also used in PSHME lessons and in the pastoral aspects of weekly assemblies.

Of course, parents are more than welcome to adapt the Code for use at home.

Class Contract: Ownership of the Code of Conduct At the beginning of each academic year, class teachers discuss the Code of Conduct with the children in their class and draw up a Class Contract for all the pupils to sign.

Encouraging positive behaviour Staff focus on positive behaviour management, under-pinned by the Code of Conduct. Staff seek out and celebrate positive behaviour at all times, both in lessons, around the campus or when on a school trip.

Rewards Rewards are given in line with the College Behaviour for Learning Policy. On-going rewards include: stickers, house points, certificates, notes and emails home. Sweets (or similar) are not given to children, in line with our Healthy Eating Policy.

Pupils are assigned a House: Ryle (green), Chichester (yellow), Hampden (red) and Fenwick (blue). Pupils are awarded House Points for following the Code of Conduct, through their positive effort and achievement. Total House Point scores are collated weekly and announced in assemblies. Scores are prominently displayed around the Preparatory School.


House Points are also accrued towards individual pupil House Point Award certificates, which are awarded in special termly assemblies and are linked to special events. Sanctions Sanctions are applied in instances where the Code of Conduct is broken. Sanctions are applied incrementally, based on the extent to which the rules haven’t been followed. Whenever practicable, the pupil will:

• Have a clear understanding of the mistake they have made; • Reduce the impact of their mistake (for instance, through an apology, cleaning up a messy area

or completing work to a higher standard); • Have an opportunity to reflect on their mistake and consider a better response in the future.

If a pupil breaks the Code of Conduct, the following sanctions apply:

• Stage 1 – behaviour management within the classroom (to include: warning, movement within the room, name moved on classroom chart);

• Stage 2 – the pupil is referred to the Head of Preparatory School or Assistant Head of Lower School and the pupil’s parents are contacted.

Action points from Stage 2 are varied, according to each case. A significant act of poor behaviour may lead to suspension and persistent poor behaviour may lead to suspension and/or exclusion.

4.11 Induction

New pupils are provided with a welcoming, yet robust induction procedure.

4.11.1 Pupil Induction – Day of Arrival

On a pupil’s first day, they are greeted by a member of the Preparatory School Leadership Team/Senior School Housemaster or Housemistress who accompanies them to their classroom (Preparatory School) or House room (Senior School). The class teacher or House Tutor then nominates a responsible class buddy from that pupil’s year group. The role of the class buddy is to support and mentor the new pupil. The class teacher or House Tutor takes an active interest in how the new pupil has settled in: they make time to speak to the new pupil at various points throughout the day and contact the pupil’s parents to reassure, support and feedback to them.

4.12 Food and Dining

We place a lot of importance in our pupils eating regularly and having a balanced healthy diet. Eating well and having good table manners is equally important. Early Years pupils will eat “family style” in their classrooms. Other pupils will eat in the dining room. The caterers for the College are Food Nation and they receive regular feedback about the quality of the food and ideas for improvement. The College follows a clear No Nut Policy. All food brought into the college needs to be checked to ensure that it does not contain nuts. Any items found that contain nuts will be put away as there are pupils with severe nut allergies within the school.


4.12.1 The Dining Room

Pupils may only eat in the College dining room or in a supervised and designated outdoor eating space. Under normal circumstances no food should be consumed in any other part of the College.

When eating in the dining rooms pupils are expected to clear away their own trays and plates and leave their table and chair in an orderly fashion. We encourage our pupils to show good table manners and courtesy and enjoy the social aspects of dining together. Some of our College staff also take their lunch in the dining room to supervise the pupils at lunchtime and help support a positive and collegiate ambience.

4.13 Pupil Birthdays

Pupils birthdays will be acknowledged and celebrated within school through a variety of ways. The pupil may be given special roles to undertake for the teacher or it may be the class singing happy birthday to the pupil. We request that parents do not send food, treats or gifts into school to celebrate birthdays. We are happy to allow pupils to give out birthday invitations at an appropriate time during the college day however the distribution of any gift items or food is not permitted within the College campus.


Chapter 5 Policies and Procedures

5.1 Introduction to Policies and Procedures

The College has numerous up-to-date policies to cover all aspects of its operation. Should you be interested in discussing any of the College policies, then please do not hesitate to contact us.

A selection of important College policies, which are of particular relevance and interest to parents, are provided on the school website. These are listed below:

5.2 List of College Policies useful for parents

Policies useful to parents will be listed on our school website found here These include the following:

• Admissions Policy

• Anti-Bullying Policy

• Assessment, Recording and Reporting

• Attendance Policy

• Arrangements for the Supervision of Pupils

• Co-Curricular Activities Policy

• Code of Conduct Visitors

• Complaints Procedure

• Curriculum Policy

• Equal Opportunities Policy

• Exclusion and Expulsion Policy

• EYFS Supervision of Pupils

• Fire Risk Assessment

• First Aid Policy

• Health and Safety Policy

• Home Learning Prep Policy

• Marking and Feedback Policy

• Missing Pupil Policy

• National Agenda Policy

• Parent Engagement Policy

• Positive Behaviour for Learning Policy

• Promoting Good Behaviour Policy

• Recruitment Policy

• Risk Assessment Policy

• Safeguarding and Child Protection Policy

• Safeguarding Fire Policy

• Staff Professionalism and Dress Code Policy

• Supervision (including EYFS) Policy

• Teaching and Learning Policy

https://www.brightoncollegedubai.ae/node/140


5.3 Feedback Form

Brighton College Parents’ Handbook To help us to improve future editions of this handbook we would be grateful if you could take some time to complete the following questions and return this form to the College or Preparatory School reception.

1 Name (optional):

2 Year group(s) of child(ren):

Str

on

gly

Agr

ee

Agr

ee

Dis

agre

e

Str

on

gly

Dis

agre

e

3 This Brighton College Parents’ Handbook was easy to read

4 This Brighton College Parents’ Handbook was laid out sensibly

5 This Brighton College Parents’ Handbook has helped me to prepare my child(ren) to start at the College

6 This Brighton College Parents’ Handbook contained the information I would wish to see

7 This Brighton College Parents’ Handbook has helped me to understand what is expected of me as a parent of a Brighton College pupil

8 Things which I like to be included in future editions of the Brighton College Parents’ Handbook that were not included in this edition:

9 Additional Comments:

Brighton College Dubai Parent Handbook 2019-20 · 2019-08-27 · Brighton College Dubai | Parent...

Documents

Transcript of Brighton College Dubai Parent Handbook 2019-20 · 2019-08-27 · Brighton College Dubai | Parent...