Policies

Policies

Admissions Policy

Rationale/ Aim

This policy is intended to ensure that the procedures used during the admissions process are consistently applied and are understood by all those involved. The admissions policy is reviewed annually.

Academic Year

The school academic year for all children starts in September at different dates according to each Key stage.
Deira Private School welcomes any interested families to apply for admission for their children in the Foundation Stages of Nursery and Reception through to Primary Years 1 – 6.  Decisions for enrolment are made by the Admission Committee.  First priority is given to siblings of DePS students.  In making their decisions, the Admission Committee makes every effort to maintain a balance in our school, considering age, gender, learning abilities, and diversity. 10% of the whole school admission consist of SEN children.
All applications, recommendations, interviews and visits must be completed and the necessary paperwork admitted prior to May 1 each year.  Applications received after May 1 are added to the waiting list and considered if any new spaces become available.
Upon acceptance of Admission a non-refundable deposit is due to DePS immediately.  The balance of tuition is due in three instalments.

Admission Process

  • Parents visit and tour our school.
  • An entrance evaluation test, either oral or written depending on the age of the child is conducted. See Admission and Registration procedure document.
  • Parents will be informed of the results of the entrance evaluation within 2 to 3 days.
  • A completed Application Form (accompanied by a non-refundable AED 500.00 fee and all necessary documentation required by the KHDA) is submitted to the Registration Officer.
  • A place will be allocated only when all required documentation have been submitted.
  • Parents interview with the Head of the School.
Our admission process is, by nature, a very personal one. We offer you the opportunity to see us up-close and to learn about our programme and our school family. We invite any interested family to visit our school, experience our programme first-hand, learn about our philosophy and submit an application. There are a limited number of openings each year in the Foundation Stage, Primary School and SEN department. We encourage families to begin the admission process early in the year and to take advantage of opportunities to learn more about our programme.
A Parent Handbook is available to guide parents through all areas of school life.

Foundation and Primary Stage Information

  • Prospective parents meet with the Foundation Stage and Primary Curriculum Coordinator, who will arrange for them to see the school at work, observe students in lessons, and talk to members of staff or invite them to the Annual Open Days.
  • Parents will be required to fill in a confidential pupil entry profile along with any relevant medical details, and also submit any reports/ information from previous schools or nurseries.
  • On entering, children will be assessed in order to determine their individual stages of development and learning. These baseline assessments are conducted primarily through continual observation of the child.
  • Prospective pupils with special educational needs and pupils with learning difficulties may be offered placed at DePS subject to meeting the school’s ability profile.
  • Parents are asked to disclose any such educational need or disability on the registration from in order for the School SENCO and Curriculum Coordinators to assess its ability to fully support every student as appropriate.
  • Costs for any additional specialist individual needs tuition will be borne by the parents.
All currently enrolled students are considered for re-admission during the winter and invited to reapply in January/February of each year. Applications for readmission and deposits are due March 1 each year. Siblings of currently enrolled students are invited to apply for admission in January, also. Priority is given to siblings applying to Foundation Stage. Students applying to any other grade level are given priority only on a space available basis. Applications for new students are always welcome.

Policy Review

It is the responsibility of the Principal supported by other members of the school’s Senior Leadership Team to monitor the policy. It should be reviewed annually.

Related Policies and Documentation

  • Admission and Registration Procedures Policy.
  • SEN Policy
Document Admission Policy
Date adopted/ written April 2010
Last reviewed August 2015
Next review June 2016
Version Working document

Curriculum Policy

Introduction

Deira Private School is a private school which provides a broad and balanced curriculum for students from nursery to upper primary school education. The Curriculum is inclusive and meets students’ diverse needs. The curriculum is planned to make learning enjoyable and relevant not only for their life now but to equip them with the skills needed to contribute to life after school.
The school follows the Cambridge International Curriculum (CIE) for the core subjects of English, Mathematics and Science; and the National Curriculum of England for the non-core subjects which include History, Geography, Modern Foreign Languages (French), Computing, Design & Technology (DT), Computing (ICT), Music, Physical Education (PE), and Citizenship. We follow the statutory curriculum of the Ministry of Education for Arabic (first language), Arabic (additional language), Islamic Education (Muslims – Arabs and non-Arabs) and National Education.
Planning for the core subjects follows the scope and sequence as set out in the Cambridge Curriculum framework. The units in the framework are not restrictive as such but serve as a guide to teachers. The learning objectives for the stage have been grouped into topic areas or “Units”. These have then been arranged in a recommended teaching order but you are free to teach objectives in any order within a stage as your local requirements and resources dictate.
The Foundation Phase follows the statutory revised Early Years Foundation Stage framework which has provided the needs of our younger learners to build their personal, social and emotional skills alongside their skills of playing and exploring, active learning and critical thinking.
The curriculum in our school allows for cross curricular learning opportunities thus making it relevant for the students. The framework is designed to provide the students with the knowledge, skills and understanding that can be tracked, measured and monitored consistently throughout the primary phase. The clear scope and sequence allows teachers to plan for individual students providing them appropriate opportunities for innovation and challenge. It covers everything that the students experience in school. It includes what is taught and what is experienced through the environment and ethos of the school.
Programmes for physical education, citizenship, music, computing, design and technology, ensure that students are given opportunities to develop all rounded skills and an awareness of their multiple intelligence.

  1. Rationale

The curriculum has a very clear rationale aligned to the school, Emirate and national visions. It is relevant, comprehensive, and promotes innovation and challenge. It is highly effective in developing a balance of knowledge, skills and understanding while fulfilling all the requirements of the school’s authorised / licensed curriculum and the national statutory requirements.
In keeping with our mission statement, our curriculum is designed to provide each student the opportunity to develop his/her maximum potential and equip them to become responsible, socially well-adjusted, future citizens who are capable of making balanced informed decisions.
We aim to provide a broad, general, relevant and experiential curriculum that meets the needs of all of our pupils and which develops skills for learning, skills for life and skills for work. In doing so, we will prepare our pupils to take their place in a modern society.

This means that every child is entitled to a curriculum which is:

  • Coherent from nursery through to their transfer to primary education
  • Founded on sound learning and teaching practices including well- planned learning experiences which are active and engaging and based upon sound pedagogical research
  • Based upon developing skills and competences in literacy and numeracy and an ability to make informed choices about their health and well being
    Real and relevant now and in the future

All staff have a responsibility to build our students’ capacity to become:

  • Successful learners
  • Confident Individuals
  • Responsible Citizens
  • Effective Contributors

By developing a curriculum which is based upon the seven key principles of:

  • Challenge and enjoyment
  • Breadth
  • Progression
  • Depth
  • Personalisation and choice
  • Coherence
  • Relevance

  1. Objectives

  • To enable all children to learn and develop their skills to the best of their ability.
  • It is the schools’ mission to provide a multi-cultural environment that is conducive to the development of each student’s maximum potential and to equip them to become responsible, socially well adjusted, future citizens who are capable of making balanced and informed decisions.
  • It is the school’s vision to be an outstanding international school committed to the culture of excellence importing the tenets of the Cambridge and British national Curriculum to the students and prepare them for life.
  • The school aims to develop each child’s intelligence and emotional quotient, taking care of their moral values and their physical development thus creating their social and environmental awareness. By so doing, the students will become positive contributing members of society for the new world and they will be able to confidently meet the challenges they will face.

We will endeavor to deliver experiences that develop the values and principles through:

  • active learning.
  • independent and collaborative learning.
  • problem solving through investigating and exploring.
  • play which is teacher directed or initiated and student initiated across the stages.

  1. Principles

  • Each child is entitled to receive the best education possible and achieve the highest standards.
  • Each child will be provided with a curriculum that will meet his or her individual needs. Every child will experience success and develop a positive response to learning.
  • The whole school curriculum will be broad, balanced, relevant and differentiated. It will incorporate The Foundation Stage and Primary school Curriculum where appropriate.
  • Teaching and learning is built on the learner’s prior knowledge.
  • Learning is vivid and real and students’ have opportunities to be responsible and use initiative for their own learning
  • Learning experiences are enjoyable and challenging ensuring progression.
  • Not every part of every subject is taught to the same depth and can be adapted to meet the individual needs of pupils.
  • Cross curricular links will be sought to promote pupils learning and enjoyment helping to strengthen the relevance and coherence of the curriculum.
The school curriculum framework is to be viewed as a cyclical process, with subject coordinators ensuring good continuity and progression by encouraging a team approach to planning, evaluation and development.

  1. Curriculum Structure:

The school curriculum framework will consist of:
This Policy – outlining definition, rationale, objectives, principles and giving guidance on all aspects of teaching and learning;
Teaching and Learning Policy – outlining rationale, aims, quality teaching, quality learning, learning environment, resources, routines and rules in the classroom and all other aspects of teaching and learning;
Assessment, Marking, Recording and Reporting policy – outlining rationale, aims, responsibility, equal opportunities and inclusion, procedures, assessment and monitoring;
Special s Education Needs (SEN) policy – outlining the rationale, aims, inclusion, procedures, admission criteria, levels of support and equal opportunities;
Subject Policies – outlining principles and aims for each subject;
Homework policy – outlining aims and procedures;
Schemes of Work (Long term; Medium term, Short term and Unit planning) –
Curriculum areas with:
  1. Specific rubrics linked to learning objectives, including subject framework, cross curricular links, differentiation, continuity and progression, assessment, recording and reporting, resources, teaching methods, review, and the role of the coordinator.
  2. Differentiated levels and associated outcomes
  3. The basic curriculum for each child will include, as appropriate for each Key Stage:
    1. English
    2. Mathematics
    3. Science
    4. Arabic
    5. Islam
    6. National Education
    7. Design Technology
    8. Computing
    9. History/ Geography
    10. Art
    11. Music
    12. French
    13. Physical Education
    14. SEAL
    Key Stage Coordinators for each key stage (KS1 & 2) and Head of Department for Specialist subjects are responsible for monitoring all aspects of teaching and learning of both teachers and students to ensure that quality teaching and learning is taking place in the school as described in their responsibility role.
    1. Policy Review
    It is the responsibility of the Principal supported by other members of the school’s Senior Leadership Team to monitor the policy. It should be reviewed annually.
    1. Related Policies and Documentations
    • Assessment, marking, recording & reporting policy
    • Teaching & Learning policy
    • Subject policy
    • Homework policy
    • SEN Policy
    Document Curriculum Policy
    Date adopted/ written April 2010
    Last reviewed August 2015
    Next review June 2016
    Version Working document

SEN Policy

Rationale

At DePS we abide by the Federal Law No. 29/2006 enacted by the Ministry of Education in the UAE. The law promotes inclusive education which means that all students having disabilities have the right to be educated to the extent possible with their age appropriate peers who do not necessarily have disabilities.

We welcome children with a variety of academic backgrounds and abilities. The school strives to provide a safe, stimulating, supportive, happy and secure environment for children with mild to moderate special educational needs.  We support our teachers as they enable children with SEN to access all areas of the curriculum within the mainstream school environment and the community.  We support our children to enable them to achieve their potential academically, socially and emotionally by recognizing their individual differences, needs, strengths, weaknesses, experiences and interests.  We support our parents as partners in the education of their child.

As teachers monitor children’s progress and provide appropriate learning experiences to stimulate, challenge and reinforce learning, they will identify both, children of exceptional ability as well as those who display greater difficulties than their peers.  The provision for the special educational needs of these children will be in keeping with the school policies and the specific requirements outlined in this policy.

Definition of Special Educational Needs
  • Children with special educational needs may include those with learning difficulties, emotional and behavioural problems, physical disabilities, language based difficulties and medical conditions.
  • The needs of a student are considered ‘different’ when a child has significantly greater difficulty in learning than the majority of children of the same age, or when a child’s disability limits or denies the child’s ability to use educational facilities.
  • A student is said to have SEN:
    1. When he/she makes little or no progress even when teaching approaches are particularly targeted to improve the student’s identified area of weakness.
    2. Continues working at levels significantly below those expected for children of a certain age.
    3. Presents persistent emotional and or behavioural difficulties which affect his/her learning and social interactions.
    4. Has sensory or physical problems and continues to make little or no progress despite the provision of personal aids and equipment.
    5. Has communication/interaction difficulties and requires specific individual intervention in order to access learning.
Aims of SEN provision at DePS
  • Enable and ensure that all students with SEN realize their potential.
  • Provide equal opportunities and high achievement for all students with SEN.
  • Identify a child at risk as quickly as possible and take early action to meet these needs.
  • Plan strategically to improve accessibility of the school’s premises and curriculum for all students.
  • Monitor progress and review goals regularly.
  • Work in partnership with students and parents to reach targets and goals.
  • Use a multi-disciplinary approach to provide support at school and through outside agencies to meet the needs and develop skills of students with SEN.
  • Prepare students with SEN for successful transition to secondary school.
Identification of SEN
  • Teachers make observations of the students
  • SENCO also observes the students in the classroom
  • Teachers discuss with SENCO in case there is a concern with learning and behavior with any student.
  • The School Based Team (SBT) is informed and a meeting is called to discuss student concern and strategies that can be effective.
  • Parents are contacted and guided with the kind of support expected from home
  • If the child does not show expected progress within the set time frame with support from home and school, the teachers are asked to fill in the referral form.
  • Teachers and parents will be asked to fill in informal checklist to identify signs and symptoms. If most of the indicators for the child is ‘Yes’ the parents will be asked to get an external assessment done. Student records are closely examined by teacher/ SENCO.
  • Based on the assessment reports, the student will be added to the SEN registry in KHDA.
  • Teacher, SENCO, parents, shadow support and case managers (agency representative) meet to discuss outcomes and possible course of action.
  • An IEP will be planned for the student in consultation with teacher and parents and with the agency (incase a shadow support is required or if a case manager is appointed to supervise the student).
  • An IEP copy is shared with the parents.
New admissions of children with SEN.
  • Space in the SEN programme is limited.
  • If a child is identified as having SEN from previous records or the application form, the SENCO is notified and a ‘pre-sit- in assessment ‘of the student will be done which involves:
    • First ask for the profile of the student from parents to read
    • Invite parents for an initial meeting about the student
    • Observe the student’s communication, social, emotional, behavioral and academic skills
  • The admission criteria for admitting a new SEN student is as follows:
    1. Parents need to bring an education Psychology report not later than 1 year old
    2. Shadow teachers need to show proof of training in working with SEN students they attended
    3. Shadow teachers need to be supervised by an external agency to make sure that they are providing the right support to the students
    4. We are unable to accept non-verbal children in the school as we do not have the right resources to cater for them.
  • It is crucial to ascertain that the school is able to meet the long term needs of a student before offering a place.
  • Parents of students offered a place need to understand that they are required to be involved and are partners in the education of their child.
  • Parents must fully disclose in detail, during the admission application process, any educational, social-emotional, physical, sensory, medical diagnosis or medical needs along with copies of all written reports and/or any additional academic support the child is receiving or has received in the past.
  • Parents will be asked to withdraw their child, if in the professional judgement of the Principal and the child’s teachers, and after consultation with the parents, that the school suspects that such vital information has been deliberately withheld.
Programme Set-Up
  • The department is currently staffed by one SEN Coordinator and learning support staff. The curriculum coordinator will be supporting the SEN department.
  • Teachers who are able to help with support teaching are allocated students at times available and suitable to both parties.
  • All students are based in their mainstream classroom and are the responsibility of their respective classroom teachers. Based on the needs of the student, the level of support is determined. There are three levels of support:
    • Level 1- additional support in one subject area.
    • Level 2- additional support in two subject areas.
    • Level 3- additional support in two subject areas plus withdrawal.
  • Support provided is reviewed periodically and students move either up or down levels based on their needs. According to the hours available and the individual student’s need, the SEN teacher will draw up a time table for support of students in class or for withdrawal.
  • Students with SEN who achieve targets, are able to access the curriculum with differentiation in the classroom and do not require additional support. These students will continue to be monitored to ensure they are achieving their potential and being successful at learning.
Individual Educational Plans:
  1. All students in the programme will have an IEP. IEP’s are prepared on a term basis. Review is done at the end of each term.
  2. An IEP is written for each subject/skill area based on the needs of the student.
  3. Every IEP will set out a long term goal, short term goals and achievable targets. The IEP will also include strategies for delivering the targets, resources, time frame, support staff and criteria for assessment.
  4. Parents, students and teachers will be involved in setting targets for IEP.
  5. Targets will be displayed and students will be reminded of the targets they are working towards achieving during learning tasks.
  6. Students in Key stage 1 and 2 will also be involved in reviewing their performance in achieving these targets.
  7. Reviewing targets/ performance is a continuous process.
Behavior Management Plans
Behavior Management Plans are planned for students with behavioral concerns and on the SEN list.
Behavior Management Plans
  • The person with whom the child engages, as part of their educational process, should be specific to this purpose.
  • The school will participate, with the parents in appointing shadow assistants, whose background must suit the purpose and comply with the standards of support set by the school, in compliance with our student ‘safety’ policy and our policy of Professional Code of Practice.
  • A shadow support may also be appointed through an agency. Agencies can be useful because if the SS needs leave of absence, an agency can send a replacement, in the short term. Also, all assistants receive training and are supervised.
  • It is important that any Shadow Assistant should be able to fulfill the demands of a full, working, school day. This means being present, and on time at the beginning of the day, and working through to the end of the day.
  • The shadow will work in consultation with the SENCO, teachers, parents and agency (if appointed through one).
  • If there is negotiation about SEN students having more opportunity for independence, e.g. in clubs, it is still necessary for that Shadow teacher to be present in school. School hours are not negotiable by parents employing Shadow teachers.
Assessment/Testing within the school for students with SEN
Teachers and SENCO need to discuss the needs of each student before assessments to ensure students with SEN are given a fair test.
For external tests, early discussion is critical so accommodations can be applied for.
Students with SEN may carry out a test in a small group situation with SENCO to reduce stress and allow for special accommodations such as: assistance with reading, additional time, modified test, short breaks during testing, scribing or use of computer for longer writing tasks.
In day to day assessments students should be assessed on their progress towards their IEP goals or specific differentiated targets set for the activity.
High Achievers
We have an ethos of high expectation for all students and aim to develop the full potential of every student. A high achiever is one who shows the full potential for higher academic performance in specific areas and therefore requires additional input to achieve his/her potential to avoid underachievement.
The main provider of opportunities for more able students will be the class teacher through differentiation of task or outcome. Exposure given to talented musicians or drama students, additional coaching offered to those students skilled at sports.
  • Students will be provided stimulating educational experiences appropriate to their ability to realize their potential.
  • Teachers will use the student’s knowledge and experiences to provide challenging content and work in areas of interest.
  • Teacher will encourage self- regulation to address time management, goal setting and record keeping.
  • Teacher will increase student’s academic confidence in the classroom through appropriate classroom strategies with emphasis on responsibility and choice.
  • Parents will work in cooperation with the school to ensure their child is given opportunities to achieve his/ her potential.
English as a second language
Children are expected to speak English commensurate with age prior to entry to DePS or the school will be satisfied that parents of these children have a sufficient level of spoken English and are prepared to motivate and support their children. Students who are identified to have difficulty in the English language will be supported in class or in withdrawal sessions as a part of the language based program.
Partnership with Parents
  • Right from the start parents will be kept informed and encouraged to be actively involved in their child’s learning.
  • Parents will be invited to discuss the outcomes of assessment/screening tests and decide on further action.
  • Parents will be notified by letter when their child’s name is added to the SEN register. They will also be informed by letter/ meeting if their child moves from one level of support to another.
  • Parents will be involved in planning IEPs for their child and will attend all IEP meetings as well as regular parent teacher meetings.
  • Parents are required to read with their child, follow prescribed home plans/strategies to work on specific skills, support their child to complete home work/projects and follow behavior modification programmes as required in a consistent manner.
  • Parents will attend meetings, workshops to enable them understand and work effectively with their child.
  • Parents will inform teachers of changes at home that may have an impact on a child’s emotional state and learning at school.
  • Parents will inform SENCO and School Nurse of any medication their child is taking.
  • When requested to, parents will ensure their child receives additional therapies/consultation from sources outside school to enhance learning.
  • Parents are encouraged to use the parent library and speak to SENCO to deal with difficult issues concerning their child.
Record Keeping
  • Records of concern will be kept in the SEN files.
  • Every student with SEN will have an individual file.
  • Class teachers will keep records of baseline assessments, results of standardized testing and all other records that every student needs to have in their file.
  • Records of any medication taken and support therapy received will be recorded.
  • Observations/concerns will be recorded regularly in the Observation Record Book.
At DePS we will always look at what type of SEN needs we can realistically accommodate. All teachers have a role to play in supporting students with SEN and teaching styles should reflect the wide range of abilities and language levels present in the classroom.
It will be the school’s responsibility to give advice if we are unable to meet a student’s needs, and when it is evident that another school may appear to be the better option for a student.

The following are provided as contacts and are not specifically endorsed by the school. Request you to please contact them to find the most suitable service for you.
Child Early Intervention Medical Centre,
FZLLC Al Razi Building, Block B,
Suite 2010, Dubai Health Care City,
P O Box 505122
Tel: 04-4233667

Stepping Stones
Tel +971 4 3635433
Web: www.steppingstonesca.com

Reach out
Tel +971 4 4489173

Senses
Tel +971 4 394 8765
Genesis Dubai
Tel: +971 4 335 5578 | +971 50 4853160
Special Families Support (SFS)
Tel: 04 360 5654/ 04 3349818
Web: www.sfs-group.net
Rashid Paediatric Therapy Centre
Tel: +971 4 3400005

Kids In Motion Therapy Services (Shadow Support)
Block C, Building # 64 Street # 20, Oud Metha Road – Dubai
Phone: 04 422 9147

Documents to support SEN policy
  • Admission policy and procedure
  • Professional code of practice
  • Child Protection Policy
Document SEN Policy
Date adopted/ written April 2010
Last reviewed August 2015
Next review June 2016
Version Working document

Discipline and Behavior Policy

Policy – Discipline and Behaviour.pdf

DISCIPLINE / BEHAVIOUR POLICY

 Rationale

Good discipline strategies carried out by teachers and good behaviour on the part of students are essential conditions in order for effective teaching and learning to take place.  Children learn from experience.  Having logical consequences for misbehaviour helps them to learn that they are accountable for their actions, without damaging their self-esteem.  The philosophy of Deira Private School is thus to foster a learning environment which reinforces the concepts of self-discipline and the acceptance of personal responsibility.

The cooperation of everyone in our school community is essential to maintain a positive learning environment.  To ensure that learning occurs, rules and regulations are established so that everyone has an opportunity to learn and that the behaviour of one child or group of students does not adversely affect the learning programme.  Our discipline policy reflects a balance between the rights and responsibilities of the individual and those of the entire school community.  It is the responsibility of parents to support the school in helping their children to behave well.

 

Aims

  • To ensure that all who are involved with DePS show respect and consideration for others.
  • To help students to feel good about themselves and others.
  • To create a positive and stimulating learning environment, having high expectations.
  • To work alongside parents to encourage students to develop socially, personally, academically, and morally in preparation for a positive role in society.
  • To ensure that school property and the property of those within school are looked after.

Respect Yourself                     Respect Others                       Respect Property

 

Rights and Responsibilities

Student

  • The student has the right to a school education conducive to learning.
  • The student is expected to do the following:
  • Attend school every day, arriving on time, and completing all class work.
  • Understand and observe the rules of the school.
  • Participate in the development of school rules.
  • Show respect to all adults, school staff and to their fellow students.

Parent

  • The parent has the right to expect that the school address the learning needs of their child in an equitable way, respecting the individual differences of children. The parent has the right to be informed of their child’s progress and of areas where closer home-school cooperation is needed.
  • The parent is expected to do the following:
  • Send their child to school every day, on time, and prepared to work.
  • Respond to communications from the school pertaining to their child.
  • Cooperate with the school staff in solving behavioural problems.
  • Develop in their children respect for the rights and property of other people.
  • Understand and support the fair and consistent implementation of the Deira Private School discipline / behaviour policy.
  • Show respect to students, school staff, and to other parents.

Teacher

  • The teacher has the right to teach in an atmosphere that fosters satisfaction in their work with the support and guidance of the administration in maintaining high professional standards.
  • The teacher is expected to do the following:
  • Work with students so they understand what they are expected to learn.
  • Help the students realise that as an individual they are important and that they should act in a responsible way.
  • Encourage and help the student understand and support school rules.
  • Know and enforce the rules and policies of the school consistently.
  • Use procedures appropriate for age, background, and level of maturity in dealing with inappropriate behaviour from students.
  • Seek conferences with parents and other school personnel in an effort to help students who present behaviour problems.
  • Show respect to students, parents, and other school staff.
  • Show respect to students, parents, and other school staff.
  • Show respect to students, parents, and to all school staff.
  • Sending students to Head of Department, Vice Principal or Principal

 

General Classroom Management

The following steps have to be followed if a student displays an inappropriate behaviour.

 Level 1:

Step 1: Reminder (attention drawn to rule)

Step 2: Verbal Warning

Step 3: Name on the board

Step 4: Work away from the group or task/Change of seating in the classroom

Level 2:

Break detention (Write a note in the student’s diary)

 Level 3:

Conference with parent and teacher

Level 4:

Refer to the Counsellor/SENCo

Level 5:

Conference with parent, teacher and Vice principal

Level 6:

Conference with parent, Vice Principal and Principal

Level 7:

Exclusion

Participation of students in forming and regulating appropriate behaviour practices

Student representatives (House Captains) met with students in different classes and collected feedback on the expected and inappropriate behaviour at school and discussed the consequences.

(Appendix 1)

Rewards

We at Deira Private School not only promote and teach positive behaviour and attitudes with our children, we also greatly value and reward them. We believe our students learn best when they are happy in school.

All members of staff will recognise and celebrate positive behaviour and attitudes at all times around the school through informal praise. Wherever appropriate, children’s best efforts will be celebrated through display and performance.

Rewards may include the following:

  • Verbal praise and smiling at children
  • Verbal or written praise to parents about their child
  • A simple word of thanks
  • Sticker, badges or stamps
  • Certificates
  • Written comments in books
  • Sending the child to another teacher, Vice Principal or Principal for praise.
  • Award of special privileges
  • Star Charts
  • House Points (Dojo Points)
  • Star of the week

Addressing the needs of children with behavioural, emotional, and social difficulties

We, at Deira Private School seek to address the needs of children classed as having behavioural, emotional, and social difficulties. Behavioural, emotional, or social difficulties arise as a result of a variety of often interrelated causes. There are also very strong links between significant behaviour difficulties and unmet communication needs in case of students with Special educational needs and disabilities. Unlike their nondisabled counterparts, they may, in some cases, have difficulty demonstrating socially appropriate behaviors.

Procedure to be followed when managing a behavior of a student with special educational needs:

  1. Follow the steps listed in the individual behavioural plan or individual educational plan. Make a note of the behavior in writing. If the behavior does not reduce, contact SENCo.
  2. If the student is supported by shadow teacher let the shadow teacher manage the behavior. Do ask the shadow teacher if any kind of support is required from your end. Intervene when support is asked. Make a note of the behavior in writing.

Zero tolerance Policy

A zero tolerance policy requires school officials to hand down specific, consistent, and harsh consequence when students break certain rules. The consequence applies regardless of the circumstances, the reasons for the behavior (like self-defense), or the student’s history of discipline problems.

 At school there will be zero tolerance to any conduct such as:

  • bullying other students
  • threatening other students or teachers, or saying anything that could be perceived as a threat
  • making derogatory remarks or gestures
  • getting involved in any act of violence
  • any behaviour considered disruptive

Procedure to be followed in case a Zero tolerance behaviour takes place

Step 1: Fill an incident report form (appendix 2)

Step 2: Submit it to the Vice Principal on the same day

Step 3: Vice Principal to meet with student/s

Step 4: Conference with Parent and Vice Principal

Step 5: Conference with Parent, Vice Principal and Principal

Step 6: Consequence decided to be implemented by Principal

 

The guidelines stated in the school parent contract are closely adhered to by the school.

 

Document Discipline and Behaviour Policy
Last reviewed November 2016
Next review June 2017
Version Working document

Appendix 1

List of Behaviour Rules submitted by students

 

  1. No fighting
  2. No Bullying
  3. No flipping bottles
  4. Be respectful
  5. No swearing or saying bad words
  6. No running in the corridors
  7. No speaking in Arabic in lessons, corridors and playground except during the Arabic, National Education and Islamic lesson
  8. Be kind to each other
  9. No hitting other students
  10. No throwing things at others
  11. No shouting or answering back at teachers
  12. No fighting on the school bus

Consequences for the behaviours listed above will be as per the consequences listed in the general classroom management. If the behaviour falls under Zero Tolerance Policy, then consequence will be as per its guideline.