We are guided by an ethic of material sufficiency, enough for all, forever
We are guided by an ethic of equity – enough for all, forever.
We are guided by an ethic of responsibility to future generations – enough for all, forever.
Whatmakesusunique...
Arbor School’s mission is to provide an education that connects our community with the natural world and inspires us to imagine and build a future in which all may flourish.
Flourishing,Harmony andAbundance
Arbor School is a diverse and welcoming community that nurtures curiosity and celebrates the connectedness of humans with the natural world Arbor recognises and addresses the unique academic, social, emotional, and physical needs of each individual and strives to build a culture of human flourishing, social harmony and ecological abundance
At Arbor School we believe in the concept of lifelong learning - both adults and students should learn new things every day in a world class educational environment. Learning should be a rewarding and enjoyable experience for everyone Through our creative teaching we equip students with the skills, knowledge and understanding necessary to make informed choices and develop their ethical standpoints Our effective teaching reflects the commitment and determination of all staff to ensure that every student succeeds and becomes the very best version of themselves.
Recognising the interconnected nature of the head, heart, hands, and spirit, and their roles in shaping learning, we pursue a holistic approach to teaching and learning, designed to prepare learners: to understand the interconnected concepts of sustainability, individual and collective wellbeing, and environmental and social justice. to find purpose, meaning and joy in their interactions with the natural world and with each other. to seek to understand people who are different to themselves; and to experience a sense of accomplishment and self-efficacy through their actions at home, in school and in the wider world.
HowwemeetourSchoolMission:
We endeavour to achieve our mission and vision through approaches to teaching and learning that: integrate the principles and concepts of sustainability, ecoliteracy and environmental justice to develop practical understandings of and solutions to authentic issues; promote academic excellence, character strengths and sustainability competencies as interrelated learner outcomes; recognise students’ prior knowledge and interests as catalysts, and use inquiry to investigate complex questions about our world and the human experience; value both established and newly gained knowledge and understanding as a basis to challenge assumptions and beliefs about social, economic and environmental systems; provide regular opportunities for direct experiences in natural and built environments that build the sense of agency and self-efficacy needed to take effective action; frame learning in the exploration of what it means to live well in a place, as a pathway to exploring global roles and responsibilities; advance critical thinking, systems thinking and futures thinking; and recognise perspectives and challenge injustice and inequity
The Secondary Team
Leadership Team
Frances Powell Head of Secondary
MEd (CanTab), NPQSL, FCCT
LeadershipOverview
Welcome to our Senior Leadership Team!
Frances Powell joined the Arbor School as the inaugural Head of Secondary after fifteen years of experience internationally here in Dubai as well as South Korea, Singapore, Hong Kong, and the UK Frances ensures a strong focus on valuesbased education balancing high academic expectations alongside wellbeing remaining at the very core of school life. She believes a school leader must lead with integrity and develop relationships across the school community based on trust and mutual respect
Frances’ educational philosophy is that a school should nurture compassionate, principled and globally minded citizens. Her focus is on embedding programmes and structures to enable students to flourish socially and emotionally, alongside her drive in ensuring high academic attainment for all, and her strategic insight into preparing students to make their mark on the world confidently and successfully Originally hailing from England, Ms Powell received a First-Class Honours degree in English from the University of Leicester and went on to complete her PGCE and Masters of Education at the University of Cambridge. A true believer in life-long learning, she has also completed a diploma in Psychology on establishing positive education models and an NPQSL qualification developed support frameworks to ensure all students can aspire to greatness and thrive Frances is also a Fellow of the Chartered College of Teaching. Over the years Frances has presented on her specialisms of wellbeing, positive psychology and service learning internationally as well as leading workshops supporting women in leadership and gender equality.
Frances lives in Dubai with her husband who runs his own education-based business A keen sportsperson, she enjoys playing competitive sport of any kind and gym-based workouts She loves the outdoor life, embracing all Dubai has to offer with its beaches, running paths, cycle trails and wadis. As a true literature specialist Frances also enjoys reading fiction and non-fiction books, educational research and leadership texts.
Daniel Mortlock
Assistant Head - Curriculum & Teaching & Learning
Mr. Daniel, is an experienced educational leader, improving school results, developing curriculum, and prioritising student well-being. Having grown up as an expat and attending a private boarding school, his deep-rooted understanding and connection to the international community stem from his personal experiences Joining The Arbor School in 2020, Mr Daniel has been actively involved in coordinating curriculum planning for the secondary school. He has played a key role in launching the KS4 curriculum and shaping the future pathways of the school. Currently pursuing an MA in Educational Leadership and Management at Buckingham University, Mr Daniel holds a degree in Industrial Product Design from Aston University, along with a PGCE in Engineering and Design Technology In the UK, Mr. Daniel served as a Multi Academy Trust leader, responsible for curriculum development and raising standards in Creative Arts and Technology. He was also Head of Faculty and Head of Department, and in 2018, his school achieved recognition as the "Most improved school in the UK for progress," Outside his professional commitments, Mr Daniel is happily married with two young boys. Embracing the opportunities of living in Dubai, they have interest in global travel. Mr. Da orts, having previously competed in white water kayaking, rugby, and cricket competitions
Hannah Mainds
Assistant Head Purpose & Pedagogy
Vanessa Mitchell
Assistant Head Pastoral Care
BSc (hons), PhD, ISQAM, FCCT
Lorraine Mackin Head of Secondary PA
Specialising in Environmental Ethics, and with 13 years of teaching experience, Hannah has taught in academic private schools in Shanghai, London and Dubai, and is now the Assistant Head of Purpose and Pedagogy in the school overseeing Ecoliteracy and Global Impact programmes, inquiry learning and our Arbor Promise. Since joining Arbor, Hannah has co-constructed the UAE-centric Ecoliteracy programme of study combining the 17SDGs with geographical and scientific theory and practical work, as well as developing a bespoke problem-based Global Impact Certificate programme which combines environmental education and service learning
With professional expertise centred around service learning and ethics, Hannah is passionate about social and environmental justice, having worked on many international service projects around the world including The Million Tree Project and volunteering for WWF’s Changemakers Citizen Science Programme, being nominated as Ambassador for Climate Action At Arbor, she believes developing a strong sense of moral accountability and environmental stewardship is pivotal, and achieved through a strong sense of role modelled behaviour and attitudes.
Dr Vanessa Mitchell brings over 15 years of pastoral experience including leading successful initiatives to support student wellbeing in an academic environment. In her previous role as Deputy Principal Pastoral and DSL, she led her school through the Wellbeing Award for Schools working with students, staff and parents Vanessa is passionate about creating a positive, inclusive and supportive school culture which allows all young people to grow in confidence, be themselves and thrive academically.
Throughout her teaching career, Vanessa has previously held roles as Head of Sixth Form and Head of Department In 2022, Vanessa was nominated and finalist for Pastoral Leader of the Year at the National Awards for Pastoral Care in Education where she was commended for her passion for Pastoral Care as well as her ability to inspire and motivate colleagues to make a real difference in the lives of young people. Vanessa’s background is in Psychology, gaining a PhD specialising in eating behaviour
Vanessa moved to Dubai in August 2023 with her husband and two sons who are here at the Arbor School.
Lorraine Mackin is our Head of Secondary PA Lorraine began her career over 30 years ago in the oil industry in London She then re-trained and relocated to the south coast of England, where she spent the next decade working for the NHS in the field of Audiology. Moving on from this she entered education where she took on a curriculum support role at a university medical school and then moved to the UAE and served as a PA at a school in Dubai for many years. She is well versed in the organisational and administrative expertise needed in this role Lorraine joined us in May and is already feeling very settled here at Arbor enjoying the sense of community and relationships with staff, parents and students.
Heads of Department
Danielle Mortimer Head of English
Danielle studied Sociology at the University of Leeds where she achieved First Class Honours before completing the Teach First Leadership Development Programme for Secondary English, where she could combine her passion for teaching with her lifelong love of language and literature She achieved a distinction for this course and later moved on to acquire an MA in Educational Leadership and an NPQML
Danielle became a Progress Leader and then a Learning Director for KS4 English showing her strong academic drive to challenge students in all areas of English, but also to inculcate a love of literature For the last four years, she has been Head of English and Danielle is looking forward to taking on this role in a new environment She cannot wait to join the Arbor team and take this opportunity to learn from new colleagues, continue supporting young people and experience life in Dubai. Danielle has always wanted to work abroad and, after nine years of gaining experience in the United Kingdom, is ready and very excited to take this step.
Kate Pilgrim Head of Maths
Kate studied Mathematics with Secondary Education at Edge Hill University in the United Kingdom. After receiving her QTS alongside her first-class degree, she taught in Liverpool for theree years before moving to Dubai to lead the Mathematics department at an outstanding British International School She has since gained more international experience leading a department in Oman During her five years in the middle east Kate has worked in various roles including Head of Mathematics which is a role she values highly as she aims to ignite a love for Mathematics and support students of all abilities to flourish.
As well as being an experienced teacher Kate has coached teams for the World Scholars Cup and supported students in numerous competitions such as STEAMatholon and UKMT Kate is excited to join the Arbor family as Head of Mathematics and is looking forward to supporting students explore Mathematics both in and out of the classroom taking advantage of Arbor’s unique ethos and pushing forward with high academic support.
Amer Haj Ali
Whole School Head of Arabic and Islamic
Mr Amer is a passionate educator and the Head of the Arabic and Islamic Department He has committed over 14 years to education and has a deep passion for promoting Arabic and Islamic knowledge in UAE. He is a proud member of the founding team at Arbor School with strong believe in its vison of environmental justice and sustainability. Mr Amer's teaching philosophy is rooted in creating an immersive and engaging learning experience He combines classical Arabic language instruction with modern teaching methodologies, integrating communicative activities, multimedia resources, and cultural immersion to enhance students’ language acquisition and cultural understanding.
In his personal life, Mr Amer enjoys reading classical Arabic literature, engaging in scholarly discussions, outdoor activities and spending time with his family.
Heads of Department
George Spurling Head of Whole School PE
After completing his undergraduate degree at Durham University, George took on a role in an independent school just north of Birmingham that would eventually cement his passion for teaching, leading him to complete his PGCE and master’s degree at the University of Exeter and is now entering his 9th year teaching in the Middle East George competed in football, basketball, and swimming as a young sportsman. However, his primary focus was on tennis and racket sports; having played and coached at different centres of excellence in the UK, he took his experience and established a tennis club whilst teaching in Saudi Arabia Since moving to Dubai, he has taken on the role of ‘Head of Tennis and Badminton’ for DASSA, coordinating competitive provision for schools across Dubai. George has joined Arbor as the school expands into Year 11 and is passionate about the academic pathways offered through Physical Education, such as the GCSE and A-level courses. Having presented research papers on blood lactate accumulation and thermoregulation, he particularly enjoys elements of the curriculum where science, sport and human performance intersect Outside of school, George enjoys spending time with his family and friends, as well as staying active through a range of activities, the most recent of which is golf (a sport where his enthusiasm far outweighs his skill).
Gemma Sykes Head of Science
Gemma has a Bachelor of Science in Human Biology from the University of Birmingham and a PGCE from the University of Worcester Gemma spent three years teaching Science in the UK before relocating to the UAE Gemma has taught in three schools in Dubai and has lots of experience leading departments. Gemma feels privileged to be part of the pioneering team that have helped to establish the Arbor Secondary School and is excited to see it develop as it enters its third year
Gemma is passionate about incorporating open ended enquiry into practical lessons and allowing opportunities for students to think how their scientific knowledge and understanding can potentially solve the problems of today, with a focus on the sustainable development goals.
Thrive & Wellbeing
Rachel Smith-Green
Head of Thrive
Michelle Sakande
Inclusion Teacher
Harrison
Our Secondary Thrive team are made up of the Head of Thrive, Inclusion teachers, Wellbeng Counsellor and LSAs who support all our students in different ways. Their offices and classroom spaces are located in our zen zone!
Rachel studied at Goldsmiths University in London where she gained an honors degree in Education and Art She later went on to gain a postgraduate degree in Autism and Asperger Syndrome and qualified as a registered educational assessor
As a Deputy Head and Head of Inclusion in London’s inner-city schools, she worked across a number of local education authorities, taking the lead on specialist programs for the inclusion of vulnerable students, such as TAHMs mental health program, East London gang awareness scheme, and Disaffected and Vulnerable Student Identification program. In 2006, as part of the local authority advisory team, she established specialist resource provisions in five mainstream schools for the inclusion of students with Autism, and nurture groups in three schools for younger students with behaviour difficulties.
In 2012, Rachel started her journey in Dubai as a Deputy Headteacher and Head of Inclusion in a large private school which catered for the local Emirati community before embarking on her current role as the Head of Thrive at the Arbor School
Michelle, a London native of Ghanaian heritage, embarked on her teaching career after obtaining a PGCE from UCL She started as a teacher in a mainstream school, soon becoming a Teaching and Learning Leader. Michelle's expertise led her to consult for schools, where she created specialised provision for students with special educational needs (SEN).
Michelle's pursuits extend beyond the classroom. She is an avid reader, accomplished yogi and passionate author Furthermore, she actively participates and leads on philanthropic efforts in Ghana, contributing to various charitable initiatives She also delivers workshops on mindfulness, vision board creation, and well-being in the UAE, promoting mental and emotional health in the community utilizing her Neuro-linguistic programming certification. Her commitment to holistic education extends beyond academics, empowering individuals to prioritise self-care and lead fulfilling lives
As Arbor's KS3 Inclusion Teacher, Justine is dedicated to ensuring every student receives the academic support they need. She holds a Master in Education with distinction from Wollongong University and has over 15 years of experience running her own coaching business, where she supported students from primary school to university level with diverse learning needs, including specific learning difficulties and special education needs. Her background spans the British, French and Montessori curricula. Justine specialises in developing personalised study strategies and life skills projects connected to real-world applications Trilingual in English, Dutch and French, and having lived in Belgium, France and Algeria before moving to the UAE in 2021, Justine embraces diversity and inclusion, drawing on her experience as a third-culture kid to connect with students from various backgrounds. An avid traveller, she loves exploring new places and hiking in the beautiful mountains of the UAE with her husband and their two young children.
Secondary School Counsellor
Jacqueline worked in TV, advertising and PR before retraining as a counsellor with a focus on working with young people This led to a Post Graduate Certificate in low intensity CBT for children and young people and ongoing training in a range of techniques for supporting emotional wellbeing. She believes that all students should be provided with a safe space to be heard and to explore their feelings and emotions, as well as proactively providing programmes of support.
She worked in a number of secondary schools and for an NHS provider across East Sussex and then spent time working as Lead Counsellor at an international boarding school in Brighton, England. This is her first role in the UAE and she is looking forward to bringing her experience of supporting international students both one to one and through group work to Arbor and in helping to promote positive emotional health and wellbeing across the school.
Jaqueline
Justine Van Impe Inclusion Teacher
Heads of Key Stage
Nicholas Cooke
Drama Teacher and Head of Key Stage 3
Emily Kerr-Laslett
Nicholas Cooke is joining the Arbor family bringing with him over 15 years of experience in leadership and pastoral care both in the U.K and UAE. As Head of Key Stage 3, Nicholas is looking forward to supporting our students and families throughout their vital transitions from Primary, into Secondary, and beyond
Nicholas has taught in both state and private schools in the U K designing and implementing student-focused initiatives to motivate and stretch all keeping students at the centre of all decisions.
He previously studied Directing for Theatre and Television at the prestigious Bristol Old Vic enjoying a career in theatre and events before focusing on his love of teaching English Literature and Theatre He continues to work at the forefront of British theatre as a consultant, working with companies on developing community engagement across London and is looking forward to bringing this knowledge to the Drama Department as well.
History Teacher and Head of Key Stage 4
Chris Martin
Emily completed her Bachelor of Arts and Bachelor of Education with majors in History and Spanish in the University of Canberra, Australia. After completing her degree, Emily moved to the UK and spent nine years teaching in Cambridgeshire as a Head of History. In 2023, Emily became the Trust Lead for History across the CAM Academy Trust focusing particularly on student development in Key Stage 4
This is Emily’s first time living and teaching in the UAE, and she is looking forward to joining the Arbor family as Head of Key Stage 4 and inspiring students to have a passion for History. As Arbor’s new Head of Key Stage 4, Emily is excited to build a family community with students and parents, ensuring all students finish these important years with a wealth of future opportunities Beyond the classroom, Emily enjoys running, travelling, and walking her Labrador Retriever, Sonny!
Art Teacher and Head of Sixth Form
Mr. Chris Martin joins us as Head of Sixth Form and is deeply proud to be joining a school with a vision so closely aligned with his own He joins us with extensive experience leading post-16 in both the US and the Middle East and is looking forward to using this as the Sixth Form grows and develops.
An Art teacher and a creative person by nature, Chris is an experienced freelance artist, mural painter, performing musician, and published illustrator. He believes that creative spirit, childlike curiosity, and a passion for collaboration are key skills that we should all strive for, whatever stage that we are at on our own educational journeys
Chris prides himself on being positive, enthusiastic, and adaptable, and he is never happier than when he is collaborating with others; be it students, parents, or fellow professionals. Hailing from London, England, Chris lives with his wife and three young children.
Year 7 tutors
Year 8 tutors
Year 9 tutors
Ms Burcu Celik Mr Gerard Nash
Ms Katy Provan Mr Luke O’Neill Ms Davina Looker
Ms Brooke Williams
Year 10 tutors
Year 11 tutors
Year 12 tutors
Digital Lead and IT
Mr David Smale: Digital Technology Lead and Computing Teacher
David has been teaching IT & Computing for over 17 years He started his teaching life in Plymouth, UK where he was nominated for TES Young Teacher of the Year award
Our IT Team include:
Mr Daniel Lasrado
Mr Nishad Somanathan
Mr Vishnu Santhosh
They can be contacted via ITHelpdesk@thearborschool.ae
After five successful years it was time to make the move into international schools Having spent 10 years in Abu Dhabi as Head of IT, developing the Computing curriculum for an international setting, David made the jump across to Dubai The ever-changing technology landscape means the Computing curriculum has to always be adapted and reviewed Since joining Arbor, David has developed a curriculum that fits the needs of all our students and continues to ensure that all students gain the knowledge and skills required for a technology-based world The latest focus is the use of Artificial Intelligence in education At Arbor we are looking at ways to ensure students and teachers can take advantages of its potential while being aware of associated drawbacks
Arabic and Islamic
Department
Business and Economics Teacher
Mason
Mr Amer Haj Ali
Mr Ahmad Jlelati
Mr Abdullah Layla Ms Eman Al Shaikh
Ms Elham Ellisy
Mr Mohamad Zaghnoun
Futures Counsellor
Ms Sherifa Amin
Sherifa Amin is a seasoned University and Futures Counsellor with a passion for guiding students toward successful educational paths. With a Bachelor's degree in Political Science, and two Master's degrees in Education and Philosophy, Sherifa brings a unique blend of academic expertise and philosophical insight to her counselling role With a decade of experience in education spanning both school and university levels, she possesses a deep understanding of the challenges and opportunities students face.
Beyond her professional achievements, Sherifa is an animal lover, aspiring chef, adventure traveller, and an avid scuba diver. Her diverse interests reflect her belief in embracing life's experiences to gain a well-rounded perspective Guided by her philosophy of fostering growth and self-discovery, Sherifa is dedicated to helping students navigate the exciting journey of higher education and prepare for their future endeavours
Head Librarian & team
Sanam is a teacher librarian with over 17 years of experience in the world of libraries, from national libraries to public libraries and school libraries She has been shortlisted for the UAE School Librarian of the Year 2020, which is a testament to her passion for reading and education She recently completed her master’s at the University of Birmingham Sanam strongly believes that school libraries are more than just a place to house books. They're the heart of our learning community, where students can explore, discover, and grow. She is extremely passionate about the power of information literacy and inquiry learning Sanam is a longtime vegetarian and animal rescuer who loves reading mystery books (cliché but true!) She lives with her family and is employed by her 11 loveable cats
Sanam is supported in the library by Ms V who helps to guide our students, provides administrative help and creates the most wonderful displays as well as two other support assistants!
Exams Officer and Additional Support
Neby Michael: Thrive Alternative Provision Lead
Christine Al Lagtah: Learning Support Assistant
John Kamara: Learning Support Assistant
Jesca Nabbaale: Learning Support Assistant
Simon: Learning Support Assistant
Lizelle Grucio: Learning Support Assistant
Lady Bonsu: Learning Support Assistant
Mr Tim Howard our Music Technician supports our Music and Drama Department and facilities
We also have an Art Technician and a Food Technician to support our creative and design team
Emails of staff and admin are found at the back of the handbook
Ms Sanam Bozorgi
Mr George Matthew Science Technician
Mr Godwill Nsoh DT Technician
Mr Tony Beadle Exams Officer
The Thrive Team are ably supported by:
Administration
A typical day
Start of the day
The Secondary School Day starts promptly at 7:45am with tutor time, which includes assemblies, registration time, and a pastoral programme. Lessons start at 8:00am/8.20am and finish at 3:20pm, Monday to Thursday, and at 12:00pm on Friday.
Gates will open at 7:30am and students can enter the school from the drop-off point closest to the biodomes, entering through the biodome gates and then up through the Secondary School staircase Students must be in their form room ready to learn by 7:45am or they will be marked as late. If students arrive after 7:45am, they will enter through reception, will be registered and be given a late slip.
End of the day
Break and lunchtime
Students have a morning break from 10:00 - 10:20am, and lunch is from 12:20 - 1:10pm. During both breaks, the students can eat and relax in the secondary breakout spaces, or they can choose to go outside during cooler weather. There are also a number of activities, clubs and interventions taking place over the lunch period.
From 1:10 – 1:20pm students return to their Form Room for mindfulness activities and check ins before starting afternoon lessons.
Lessons are either 40 or 60 minutes in Key Stage 3, depending upon subject.
At Key Stage 4, lesson length varies from 40 minutes, 60 minutes and 80 minutes, subject-dependent.
Lessons as Key Stage 5 will vary from 60 to 120 minutes, subjectdependent
Formal Assembly Monday
Each Monday, we start the week with a formal assembly centred around a theme
Wellbeing Wednesday
Wellbeing lesson for all students after lunchtime mindfulness
Family Friday
House activities in vertical groups led by older students and staff members
Planners
Students in Key Stage 3 and 4 have a physical planner which is based on positive education principles. This student planner is an incredibly valuable tool for students to stay organised, manage their time effectively, and achieve their academic goals.
The planner provides a visual representation of daily, weekly, and monthly schedules It allows students to plan their study time, check off when assignments are complete and plan their day, ensuring they can allocate time wisely. It also includes goal-setting sections, SDG goals and sections relevant to different subjects such as the periodic table and a world map. Students must write their homework in their planner when it is set and parents should check and sign each week
Students write their homework in in full
Each week the planner will be checked by the Form Tutor
Homework runs on a 2 week cycle (Week A&B). Students will be set, on average 2 pieces a night
By including the date due and ticking off when completed helps the student to stay organised
Parents are asked to check and sign the planner weekly
The student planner also includes space to record the homework timetable, ECA commitments as well as space for communication with home
Communication
Effective communication is essential to building a healthy partnership between a school and a parent in order to strengthen a student’s learning experience. The relationship between home and school is a vital part of our ethos, so please do give staff a smile, say hello and ask any questions you may have when you see them.
Your child’s tutor is the first port of call and will be able to help you with any questions you have or guide you to the relevant person. If you would like to have a formal conversation with the tutor, Head of Key Stage or specialist teacher, please contact them to arrange a mutually convenient time to meet online or in person, so that they can help and assist you.
Who do I contact?
Your child’s tutor is your first port of call
Your main ‘app’ for communication is Zenda, run through Nexquare. This is where you will pay your child’s fees, see their attendance and receive general updates from class teachers, tutors and Secondary Leaders including our weekly newsletter
When and how will I receive information?
Parent Teacher Conference
Whilst staff will respond to emails as soon as they can, they are busy during the day, but you should expect a response within 24-48 hours during the school week. Should your email be sent over a weekend, you should expect a response at the start of the working week.
For any general inquiries in relation to school matters, our parent relations team can be reached through the email below: reception@thearborschool.ae, or the main school phone line (04 581 4100).
For school accounts queries, please direct your communication to: finance@thearborschool.ae, or contact the main office (04 581 4100)
For IT related queries, please contact IT Helpdesk ITHelpdesk@thearborschool.ae, or contact the main office (04 581 4100)
We fully encourage face-to-face conversations and meetings in order to support and develop your child. However it is important to also have written data-driven information as well.
You will receive your child’s report in Term 1, Term 2 and Term 3. These reports are a structured document that provides an overview and evaluation of a student's academic performance, progress, and attitude for this term.
The report includes attainment grades, attitude to learning, attendance and punctuality, as well as recommendations for further development. Our school reports play a crucial role in fostering communication between teachers, students, and parents, serving as a valuable tool to track and support a student's educational journey. The report is an opportunity to reflect and prepare to move forward.
Term 1 uses SMART targets, Term 2 is data only and Term 3 is narrative.
Example Report
The student consistently tries their hardest and has a positive attitude towards their work in every lesson and all homework set They regularly go above and beyond what is expected, completing extension work and independent inquiry
their work in every
set.
The student sometimes needs to be reminded to stay on task or does not complete work/homework They do not push themselves to do more than the minimum Since talking through our expectations, they have demonstrated an improvement in their attitude to learning
The student consistently needs to be reminded to focus on their work and/or does not complete work/homework to the best of their ability Despite talking through our expectations, they continue to work below our expectations
Attitude to learning
Uniform
All students are expected to come to school in the correct school uniform to ensure consistency in appearance across the school. We ask for parental support in meeting these expectations.
As we continue to develop and embed sustainability as a whole-school approach, we have a 100% sustainable, organic/ d, and fair-trade uniform through our partnership with Kapes. They are among a few providers of sustainable uniform in the UAE and all products are made in ethically certified factories that guarantee employee welfare whilst paying fair wages, just one of the reasons we are proud to be partnered with them. Our uniform code in the Secondary School provided by Kapes is as follows:
Secondary uniform
White Arbor Shirt/Blouse of appropriate length and size
Arbor Trousers & Shorts (boys)
Arbor Skorts, Skirts & Trousers (girls)
School Jacket
Formal Plain Black unbranded Shoes (not canvas, sneakers, or trainers)
Plain White Socks (ankle length or trainer socks)
PE Shirt & Shorts and base layer if needed (see below for more details)
House Polo Shirt (Friday & School House Colour Days with uniform lower half)
Accessories & Jewellery
Sixth Form uniform
On Monday, students must attend in smart business dress
Tuesday to Thursday, students must wear Sixth Form polo shirt
Smart Trousers & Shorts (boys)
Smart Skorts, Skirts, Shorts & Trousers (girls)
Appropriate jacket - blazer/varsity/cardigan/jumper No jeans, baggy joggers or inappropriately tight/revealing clothing
Shoes - appropriate for work environment
On Friday students should wear House Polo Shirt (Friday & School House Colour Days)
Students with hair longer than shoulder length will be expected to tie it back during practical lessons for health and safety reasons. Hair should be appropriate to a school environment including hair accessories; hair must be a natural colour. Use of hair dyes, coloured extensions, shavings, or patterns is not permissible.
Make up and nail varnish is not permitted, all students wearing makeup will be requested to remove it. For safety and hygiene, nails for all students should be short. Students are only permitted to wear one pair of small stud earrings in the earlobe and a watch All jewellery must be removed during PE lessons and interschool matches Students are individually responsible for its safekeeping. The Arbor School’s sustainable uniform can be ordered via the Kapes website. To place your uniform order, please visit shopkapes com and use the code 7enHB3Uk2P to log in
Uniform
PE Kit
Physical Education
Secondary School students are required to come to school in full uniform every day even if they have a sporting ECA or match after school. On the days in the week where students have PE and swimming, they may come to school in their PE kit. If they have a morning ECA they must bring uniform to change into.
Arbor PE Sports Top Arbor PE Green Shorts or PE leggings
Arbor Base Layer Tops and Bottoms (worn with green Arbor PE top/shorts over for modesty or comfort reasons – these must be worn in tandem with their PE kit)
Sports trainers (non-marking sole, suitable- no converse, vans, air max)
Swimming Kit
Girls should wear navy or black onepiece swimming costume
Boys should wear navy or black swim shorts with an optional rash vest of the same colour.
Longer wetsuit style costumes are also permissible for boys or girls
School uniform swim caps and own brand goggles are required
On swimming days, students are expected to bring a swimming bag large enough to hold a towel, swimming costume, flip-flops/rubber shoes, swim cap and goggles.
If a student is deemed to be in breach of the dress code, the school will contact parents to request the appropriate changes.
Required Resources
Large pencil case or plastic wallet with zipper to hold all stationary items
2 HB Pencils
3 or 4 Pens (black, blue, and purple)
Ruler
Eraser
Scientific Calculator (non-programmable)
Highlighter Pens – 2 or 3 different colors
Water Bottle
Stylus for device
Pencil Sharpener
Coloured Pencils
Glue Stick (2)
Our Secondary Pastoral Care is at the very core of who we are as a school. Our students are cared for with individual attention and support and guided to
Coloured Felt Tip Marker Pens
Small Stapler & Staples
30 cm Ruler
Scissors
Personal Headphones (students should not wear these around the corridors, during breaks or in lessons without permission)
The Role of a Form Tutor The Form
Please ensure that all items are clearly labelled with your child’s name. Please note that devices which are necessary to support and enhance the curriculum will be provided by the school and students should not bring their own devices from home into school
The school provision of a device differs for each year group and students will have to sign an Acceptable Use Policy at the start of every year.
School Administration
Lost property
As the students move into Secondary School, they are expected to take responsibility and look after they own belongings. All students will be allocated a secure locker to store their items throughout the day
There is a lost property box on the Second Floor which students can find any lost items. Lost property can be collected from reception at the end of the school day
Phone Policy
The Arbor School has a zero-visibility policy with regards to students and phones. We do, however, appreciate that as a student moves into Secondary School, they may wish to have access to them on the way to and from school If parents would like their child to have a phone for this purpose, then the phone must be switched off and be stored safely in bags between 7:30am and 3:20pm each day. Should phones be seen by a member of staff during this time, they will be confiscated until the end of the school day, and parents informed. The school will not take responsibility for lost or damaged phones that are brought into school.
Medical
The health and safety of our students is of the utmost importance, and the Arbor School has a designated School Clinic, staffed with a full-time Doctor and Nurse on the Second Floor to deal with all medical concerns.
The medical team works closely with the pastoral team to ensure our students are fully supported. You must inform the team of any medical needs or allergies so your child can be given the best care possible. The medical team will contact parents regarding the annual schedule of DHA mandated checks and vaccination schedule.
Transportation
A school bus can be accessed for easy transportation to and from school, or one way The Arbor School partners with STS, Dubai’s leading school transport service provider, to offer parents a safe, convenient, and cost-effective alternative for transporting students to and from school, adhering fully to all applicable KHDA and RTA safety regulations governing school transport All details regarding school transportation, fees, and Terms and Conditions can be found here.
Absences
We understand the vital role that regular attendance plays in your child's educational journey. High levels of attendance not only foster academic success but also encourages social and emotional development.
We align with the expectations set forth by the KHDA and If attendance rates become a concern, school will act as per the KHDA (Knowledge and Human Development Authority) parent contract While we value the importance of every school day, we also understand that occasional absences may be unavoidable due to illness or other unforeseen circumstances. We encourage open communication between parents and the school to support your child's attendance and academic growth effectively
Planned Child absence
Education is our priority and as children and families have weekends and holidays, the Head of Secondary may not grant any leave of absence to students during term time unless they consider there to be ‘exceptional circumstances’ At the Arbor School an absence for ‘exceptional circumstances’ is defined as an absence that cannot be reasonably avoided Requests for term-time absence must be made in writing to the Head of Secondary School via the Zenda app. This should be done at least 3 weeks in advance and prior to making any firm travel plans. All requests will be considered on an individual basis. In circumstances such as a bereavement, family emergency please request planned absence in writing to Head of Secondary or through the Zenda app.
Unplanned Child Absence
In the event your child is absent from school, please email the Parent Relations Team (reception@thearborschool.ae) and your child’s Form Tutor, no later than 7.30am on each morning of absence. If we are not informed of the reason for absence our Parent Relations Team will contact you. From the third day of medical absence, parents should submit supporting medical documentation, including an absence note from the Doctor to Parent Relations via email, which will then be shared with the School Clinic for their review and follow-up as appropriate.
Parent absence
We understand that there may be times when you need to leave the UAE and need to appoint a local guardian to assume loco parentis. If this is the case, it is essential that you complete the Local Guardianship Form available from Parent Relations.
Absences
Late pick up
We know that there may be times when you are running late to collect your child from school If you can, please let us know via email (if before 2pm) to Parent Relations (reception@thearborschool.ae) and your child’s teacher Students will wait in reception
No students should be waiting around until 4:20 for a sibling to finish an ECA. They must attend an ECA or homework session in Thrive
Early pick up
o
Early pick up is discouraged but we acknowledge that there may be extenuating circumstances that mean you need to collect your child early from School. If this is the case, please let us know via email to Parent Relations, and your child’s tutor providing as much notice as possible. We can then plan accordingly for this. Parents or guardians should collect children from the Main Reception to sign them out but please note, children will not leave their class until the parents arrive, this ensures that children are maximising learning and not waiting in Reception for their parents to arrive. Please note that all communication regarding pick up must come through an ‘official’ channel (clinic or secondary admin), students must not call home and organise a pick up.
Attendance & Punctuality
We expect all students to be in school on time every day and to attend school every day unless they are unwell. The KHDA parent contract provides details on the stipulated acceptable percentages for attendance in the UAE.
Outstanding 100%
>99%
You will receive a letter if your child goes below these expectations to ensure we support your child going forward.
School lunches
With the aim of more closely aligning our food operations with Arbor's core pillars of ecoliteracy, sustainability and environmental justice, we have a "farm-to-fork" canteen concept run by The Farmhouse at Arbor. The concept makes full use of school-grown produce in the provision of food to students, complemented by the careful sourcing of seasonal ingredients from local and sustainable suppliers. The Farmhouse offers a variety of meal options including vegetarian, vegan and a Simply Farmhouse Menu for our less adventurous eaters.
Secondary School students can access the Farmhouse Café on the Second Floor in the Wahah at breaktimes and lunchtimes with a full range of healthy snacks and drinks. During lunchtime they also have the option of the Farmhouse Canteen in The Marketplace for a full healthy meal with a drink provided. In order to purchase food and drinks students must use their student card which parents can top up easily. Students are also able to bring their own packed lunch and snacks into school to be eaten in the appropriate area.
Visit our website here for more details on each of the menus and how to order.
Curriculum SECTION 4
Curriculum
Arbor offers a purpose driven education, an education that respects the best traditions of the British curriculum, applied within the context of authentic local, and global challenges.
Students will be taught by specialist teachers, in all subject areas, in order to deepen their knowledge, and as they move from one classroom to the next, they will develop organisational skills and further independence.
The following booklets are available for more information: Year Group Curriculum Maps
Key Stage 4 Option Booklet
Key Stage 5 Option Booklet
Homework
Aim
Homework should support and develop student’s learning, facilitating opportunities for students to find and develop their areas of passions The quality and type of homework set is key to ensuring it becomes an integral part of learning, building knowledge and understanding To maximise the impact of homework students must be provided with feedback on their work or it should be applied actively in their lessons Homework is provided on a timescale which takes into account potential commitments outside of school, the importance of family time and support student’s wellbeing
Using research and evidence based studies we will endeavour to only set homework which enhances student’s learning As such teachers will predominantly set one of three main types of homework depending on the subject, the individual and/or the module studied.
LaggedHomework/SpacedRetrieval
Practice Homework should support and develop student’s learning, facilitating opportunities for students to find and develop their areas of passions The quality and type of homework set is key to ensuring it becomes an integral part of learning, building knowledge and understanding To maximise the impact of homework students must be provided with feedback on their work or it should be applied actively in their lessons Homework is provided on a timescale which takes into account potential commitments outside of school, the importance of family time and support student’s wellbeing
KnowledgeOrganisers
This form of homework is a type of blended learning where students engage with content and gain knowledge before the lesson topic is introduced. This is often in the form of reading or a video and note-taking. This allows students to develop their own critical insight and independent knowledge, which is then extended and stretched in their lesson by their teacher In in the form of reading or a video and note-taking This allows students to develop their own critical insight and independent knowledge, which is then extended and stretched in their lesson by their teacher
What happens if students are not completing their homework?
STEP 1: Students are given the chance to get the homework completed
STEP 2: If not completed despite the chance, students will complete a reflection time at break / lunch and complete the homework
STEP 3: If repeated, the concern will be passed to the Head of Department The HoD to contact parents for a meeting
STEP 4: Persistantly late or incomplete work will be dealt with by the Head of Key Stage and Assistant Head to follow up with parent meeting This could lead to student report
References
FlippedLearning
This form of homework is a type of blended learning where students engage with content and gain knowledge before the lesson topic is introduced This is often in the form of reading or a video and note-taking This allows students to develop their own critical insight and independent knowledge, which is then extended and stretched in their lesson by their teacher
Expectations
Students will write their homework into their planner, with the due date.
Students will complete the homework set by the deadline given ensuring they produce work they are proud of
Students will ask for help if they do not understand the homework set, before the deadline
Students will manage their time effectively using the resources given, and will be supported by school and home to do so
Students should draw a line under their work with they have completed the assigned amount of time If they want to carry on they should write under this line This shows the teacher what has been achieved in the time allocated
KeyStage3
Homework follows a rotational two week timetable with core subjects being set every week, and non-core subjects set every two weeks. Homework tasks will be 20-25 minutes per subject, totalling 50 minutes maximum per day. Students will always have at least four days to complete homework
KeyStage4
Homework follows a one week timetable with core subjects and non-core subjects set every week. Homework tasks will be no more than thirty minutes per subject, totalling 60 minutes maximum per day.
KeyStage5
For every hour of teaching time, an equivalent of one hour of independent study is expected. This is course-dependent.
Global Impact Certificate
Through curricular and co-curricular opportunities to study global issues, environmental science and sustainability, our young adult learners are preparing to articulate, design and create their preferred futures.
All Arbor School students completing Key Stage 4 will earn a Level 1 Global Impact Certificate (L1GIC).
All students completing Key Stage 5 will earn a Level 2 Global Impact Certificate (L2GIC)
LEVEL 1 - The Level 1 Global Impact Certificate has three main components.
Time allocated for L1GIC will include more than 130 hours of guided course instruction and additional time for completion of the other components
LEVEL 2 - The Level 2 Global Impact Certificate has three main components.
MSC and Islamic values
Moral Social and Cultural Studies is an innovative, engaging curriculum designed to develop young people of all nationalities and ages in the UAE with universal principles and values, that reflect the shared experiences of humanity. Students are taught through two lenses: Moral Education and Social Studies
Moral Education helps to create a strong foundation of moral purpose, an ethical outlook, character development and an understanding of shared values of humanity. It will help prepare youth to compete in a rapidly changing environment and make meaningful contributions to society. The programme also teaches students practical life skills that will encourage them to develop into well-adjusted adults MSC covers four pillars.
Islamic Values
Islamic values form the foundation of everyday life in the UAE and are integral to its education system. These values include:
Faith and Worship: Central to Islam are the five pillars: Shahada (faith), Salah (prayer), Zakat (charity), Sawm (fasting during Ramadan), and Hajj (pilgrimage to Mecca). These practices are deeply ingrained in daily routines and community activities
Respect and Compassion: Islam emphasises respect for parents, elders, and neighbours, as well as compassion and charity towards the less fortunate. This nurtures a supportive and cohesive community spirit
Honesty and Integrity: Islamic teachings advocate for honesty, integrity, and ethical conduct in personal and professional dealings, reflecting in the transparent and fair practices expected in all sectors.
Modesty and Humility: Modesty in behaviour, dress, and speech is encouraged, promoting a respectful and humble approach to interactions
Social Justice and Responsibility: Islam places a high value on social justice, urging individuals to contribute to the well-being of society and to protect the rights of others.
Pastoral Care SECTION 5
Pastoral Care
Our Secondary Pastoral Care is at the very core of who we are as a school. Our students are cared for with individual attention and support and guided to achieve their potential through close relationships with our teachers, thus allowing them to flourish.
Here at Arbor Secondary we provide a personalised pastoral programme which is strengths-based and restorative, facilitating our students to reflect, explore and thrive, becoming the best versions of themselves. Our core values and character strengths are highly valued and modelled by all in the school.
Our tutor groups are purposefully small in number with carefully chosen Form Tutors assigned to them allowing for individualised care and attention. They are supported by our Counselling team, Thrive department, Medical Care Team and the Assistant Head (Pastoral Care) The support system in our school is multifaceted ensuring students always have someone to talk to.
It is important to us that every child in our care feels safe, valued, and supported.
Heads of Key Stage
The Head of Key stage oversees the pastoral and academic support for students in Key Stage 3 (year 7 - 9), Key Stage 4 (Year 10 - 11) and Key Stage 5 (year 12- 13). Their role supports the Assistant Head Pastoral Care with aspects of the school’s mission, values and beliefs in action, and support the Assistant Head of Curriculum to ensure student’s academic data is analysed and curriculum needs are met Working closely with students and tutors, Head of Key Stages ensure that emotional, social and personal wellbeing is monitored so that appropriate and effective support, guidance and challenge is provided throughout, including transition into and out of the Key Stage.
The Role of a Form Tutor
The Form Tutor plays a crucial role in setting expectations for all our students by creating a positive learning environment, establishing excellent relationships, and encouraging a collaborative approach aligned to Arbor values. Students will be tutored in small groups, meaning Form Tutors will have a thorough insight into students’ academic progress and social development. They will promote excellence in everything our students do, from behaviour, attendance, punctuality, and uniform. Form Tutors will also be the first point of contact between home and school for any curriculum or pastoral queries.
Pastoral Care
Pastoral programme
Students see their Form Tutor twice a day – in the morning and afternoon allowing for close relationships and regular check-ins to occur. Tutors also deliver a full tutor lesson once a week. Our wellbeing and pastoral curriculum aim is to support the holistic development of students, focusing on Emotional, Cognitive and Social growth. It also includes Relationship Social and Health Education, Digital Safety, Positive Education and instilling both Arbor and UAE values
Emotional
Encouraging students to develop self-awareness, resilience, and emotional intelligence. This includes helping them set personal goals and develop skills for coping with challenges.
We combine our individual knowledge of students with research-based, explicit pastoral curriculum to teach students the key concepts of wellbeing so they can live healthy, fulfilling lives These sessions allow our students to gain the skills needed to help them flourish.
We have the following student groups in the school which support our vision and ethos:
Social Teaching students to build positive relationships, communicate effectively, and collaborate with peers. This includes promoting respect, empathy, and inclusion
Class Representatives
Cognitive Supporting students in developing critical thinking, decision-making, and problem-solving skills. This includes helping them set academic goals and providing opportunities for intellectual growth.
Digital Wellbeing
Year Group Representatives
Student Council
Eco Council
Wellbeing Council
Educating students about navigating the digital world safely and responsibly, including understanding the impact of social media and screen time on mental health.
Thrive Council
House Leaders
Values and Ethics
Instilling strong values such as honesty, integrity, and respect for others, aligned with our school and the cultural context of the UAE.
Global Awareness Council
Innovation Council
Relationship and Social Health Education
(RSHE)
The Secondary Relationship Health and Social Education programme reflects the school’s values and ethos and encourages respect for other people. Our aim is to equip our students with the knowledge and skills that will help them outside of their academic studies and to become valued members of the community. We provide students with accurate, ageappropriate information about relationships ad health including topics such as promoting healthy lifestyle choices, safe relationships, body image, and online safety.
Positive Education
Alongside our Pastoral Care programme are the which focuses on positive education values which underpin our communication, relationships and Pastoral Care in the school. Positive Education concepts come from Positive Psychology ideologies which focuses on facilitating people to move into positive levels of wellbeing, rather than merely feeling okay. We aim to build skills and strategies with our students to allow them to thrive, and provide a strengthsbased approach to growth and development.
Pastoral Care
Positive behaviour philosophy
Underpinned by our commitment to Positive Education and restorative practices, we put into effect our approach for promoting positive behaviour through our our behaviour expectations and student code of conduct.
Rewards and consequences
Our overarching aim is that our students are intrinsically motivated. We hold the belief that emphasising positivity, acknowledging both the process and the outcome with praise, and actively noticing students will bring optimal results. The Arbor School uses a combination of extrinsic rewards such as ‘subject postcards’ to encourage good behaviour and intrinsic rewards, targeted praise and encouraging students to value good behaviour and learning for itself, not because of some other outcome. These rewards are scaffolded by ensuring consistent class norms, focusing on explicitly positive learning and social behaviours.
Pastoral Care
Whilst exciting, engaging lessons and positive praise and reward may be enough for most children, unwanted behaviour may still present itself. Behaviour steps are used to address unwanted behaviour such as not listening to instructions, low-level disruption, rudeness, or swearing. We ensure that steps are gone through with dignity, care and consideration, taking individual needs into account where necessary.
In cases of extreme behaviour (racism, fighting etc) teachers may escalate to the Assistant Head Pastoral, Head of Secondary or in the most serious cases, the Principal. Parents may be contacted at any stage regarding their child's behaviour choices, depending on the severity or frequency; this may be via a phone call, email or formal meeting.
Stage 1 - Reminder, Reflection
Dealt with by class teacher or Form Tutor
Stage 2 - Reflection
Dealt with by Head of Department or Head of Key Stage
Stage 3 - Formal meeting, Assistant Head Behaviour Report, Assistant Head Reflection
Dealt with by Head of Key Stage and Assistant Head
Stage 4 - Formal meeting, Internal/External Reflection, Head of Secondary Behaviour Report
Dealt with Assistant Head and Head of Secondary
Stage 5 - Formal meeting, Expulsion
Dealt with by Head of Secondary and Principal
Our unique school spaces
Complementing its unique approach to learning, the Arbor Secondary School offers unique facilities designed for a transformational experience. Each learning space is inspired by nature, blended with cutting edge design and functionality. The result is a range of learning and recreational spaces which allows students to connect to their future. State of the art science laboratories, computing room and music technology suites have been carefully curated to help develop students’ creative skills and innovative expertise.
The Marketplace
Embracing students’ creativity, the open and airy Marketplace provides an area to reflect and study, socialise, present to peers, or display artefacts produced in the atelier, from design, fashion, textiles, and fine art to digital media. Students will use this space for flexible learning, social time and a canteen space at lunch.
The Biodomes
The jewel in the school’s crown The school’s three mini biodomes are dedicated to everything from reading spaces to plant nurseries. The first biodome is a dedicated space for Secondary Biology lessons having been transformed into a Biology Laboratory allowing for fully immersive and exploratory learning. It is available to be booked by other subjects in order to extend and develop learning
All of our classrooms feature ‘writing walls’ allowing for active learning, and our many breakout spaces are used by teachers to provide flexibility to their lessons We also have a specific Sixth Form common room and seminar rooms for our older students.
Enrichment SECTION 6
House culture
All students and staff belong to one of four school Houses. Houses are allocated on entry to the school based on existing numbers in each house, and siblings are generally placed in the same house. Our students are very proud of their House and have a strong sense of belonging to their House family. House Captains and Vice Captains lead assemblies and organise their House teams for the various competitions.
FamilyFridaysinHouses
Each Friday, students and staff meet in their houses to a take part in house activities. The aim of this time is to further enhance a sense of belonging amongst our students, but also offer further opportunities to work with students from other classes and year groups Sessions are organised and led by older students giving them a sense of ownership, responsibility and accountability, as well as develop their leadership skills.
HousePoints&Competitions
During the year there are a variety of inter-house competitions; these can be academic, sporting, creative, cultural or linked to community service. Competitions are organised both horizontally and vertically throughout the school, so that a strong house spirit across all age groups is developed. Students also have the opportunity to earn house points through their daily work, by displaying exemplary behaviour, by showing acts of kindness and for giving of their best.
OurHouses:SustainabilityChampions
The names of the houses have been chosen to reflect the environmental ethos and focus of the school.
Dr. Jane Goodall is renowned for her pioneering research on chimpanzee behaviour and her profound contributions to wildlife conservation and environmental education, founding the Jane Goodall Institute to promote ecological preservation globally
Sir David Attenborough is celebrated for his influential nature documentaries that have raised global awareness about environmental issues and the urgent need for biodiversity conservation, making significant strides in public education on sustainability
Ken Yeang is an architect and ecologist known for integrating sustainable principles into architectural design, creating eco-friendly buildings and urban planning solutions that emphasise harmony with the natural environment
Isatou Ceesay has made a remarkable impact on sustainability through her grassroots initiative in Gambia, transforming plastic waste into reusable products and empowering women through the development of sustainable, community-based recycling programs
B E L O N G I N G C O M P E T I T I O N F R I E N D S H I P F U N
Student Leadership
Leadership is about who you are, and how you lead, rather than a title.
Students at the Arbor School have a variety of councils they can join, and potentially lead. It is important to us that leadership is focused on ‘everyday’ leadership and the character strengths of fairness, perspective, teamwork, zest, kindness as well as leadership.
All student leaders will undergo training based on the five exemplary principles of ‘the student leadership challenge®’. At Arbor School we aim to ensure that these practices provide a framework toward students understanding leadership and facilitate successful leadership moments.
We have the following student groups in the school which support our vision and ethos:
Innovation Council Wellbeing Council Eco Council Library Council Student Council Class Reps
Global Awareness Council Year Reps Senior Students House Representatives Sports Captains Equity, Diversity and Inclusion Council
Extra Curricular Activities
Extra-curricular activities are a key component of school life at the Arbor School, providing space and time for students to develop their passions. All students are expected to undertake at least two ECAs a week, and most students take part in at least three.
Most ECAs take place from 3.20pm- 4.20pm from Monday to Thursday. We offer a wide range of activities from gardening and music technology to drama and art, with a large focus on Ecoliteracy, sustainability and the environment. Some also take place before school.
As part of the ECA programme external specialist ECAs are provided for a small charge. These are run through our ECA provider and booked through the same ECA programme. These range from Falconry and Robotics to Chemical Engineering.
Representative sports teams will also run during the ECA slot and some development sports squads for those will run in the mornings before school. We are part of the BSME Games team competitions, participate and host swim galas, and compete in the DASSA leagues for many sports such as football, netball, basketball, swimming, athletics, and racquet sports.
Our ECA programme runs on a termly basis and sign-up takes place using the school cloud system, with launch and sign-up dates publicised through the Zenda app and the newsletter There is a bus service after ECAs.
We also have a full lunchtime ECA programme which allows students to participate in academic enrichment or other areas of passion.
In addition to our ECA offering, there are a multitude of activities taking place at school outside of hours and at weekends. We have students competing in F1 competitions, Model United Nations, Dyson Sustainability Challenges and Debating competitions. We encourage all students to be involved in as much as possible to develop their passions.
School Trps
All of our day and residential trips adhere to our mission as a school and our school aims. They all focus on allowing students to shine in different ways, outside of a regular classroom setting and allow students to apply their values of care and compassion to real life situations.
Our trips are carefully planned with expert and experienced providers to focus on leadership skills, ethical values, adventurous challenges whilst keeping a keen eye on environmental justice and sustainability.
Day Trips
Students in the Secondary School have a range of opportunities to engage in learning and service outside the classroom. Subject specialists and our Scientist in Residence design and plan a range of local day trips. These place-based learning opportunities are designed to bring the curriculum to life through visits to land-based and marine nature reserves, cultural centres, museums, local businesses, and other attractions.
Jebal Ali Wildlife Sanctuary - JAWS also known as EMEG
All Year groups will travel to JAWS for one day in the school year. The Emirates Marine Environmental Group, who are stewards of JAWS, has a mission to preserve biodiversity in the United Arab Emirates by planting mangroves and by:
Protecting endangered wildlife through conservation strategy
Actively participating in endangered species conservation efforts
Advancing scientific research through collaboration
Promoting environmental education within the local community
Conserving fragile ecosystems for future generations
School Trps
Residentials
Every year group are expected to attend one or two residential trip options during our week without walls. For some of our students, these overnight trips are their first real taste of independence Experiencing this independence in a safe and positive environment will boost our students’ self-confidence and allow them opportunities to be brave outside of the classroom. Residentials are essential for personal and social development, allowing new friendships to bloom and new challenges to be faced.
Experiences that take students out of their comfort zone are essential for personal growth and developing an appetite for trying new things. Day trips and residential trips enable our students to enjoy experiences that cannot be replicated in the classroom environment: the ambience of the large open spaces of the desert or the excitement and power of a live encounter with animals in their natural habitat.
With each of our year group trips, our students venture into undiscovered territory and as their life experience grows, so does their perspective on the world we live in. We follow a progressive programme with students experiencing a range of different options as they move through the school. All of our trips have tight links to our curriculum as well allowing for optimal, real life learning experiences.
All school trips have additional fees, ranging from low-cost local bus transport and admission fees to more expensive residential and international travel programmes.
Useful Information
wider support
Arbor prides itself on being a responsive environment where the mental health and wellbeing of its whole community is prioritised through establishing a sense of belonging, a safe place to thrive and opportunities to practice living with vitality. Positive psychology and Positive education practices (including the PERMA-V model) are the platforms which guide the whole school towards self-awareness, positive mindset and lifelong learning.
The school counsellors and Thrive teamwork alongside the pastoral leaders to offer therapeutic input, mindfulness sessions and relationship building programs. The school psychologist and counsellor are available to respond to children’s personal, social, emotional or educational concerns, always promoting a caring and supportive environment. Supporting your child's wellbeing is a multifaceted task that benefits from a variety of resources and perspectives. Here are some excellent guides and resources that can help you in this journey:
The Wellbeing Hub All parents in Secondary have free access to The Wellbeing Hub. The hub is a trusted source of support for your parents, pupils and staff designed by experts to meet the social, emotional and educational needs of young people Parents can sign up here: https://club.teentips.co.uk/register/parents-universalcontent/?ca=68c44420d4f08c38b71a8e12e832d433
American Academy of Paediatrics (AAP) - This website offers comprehensive advice on physical, emotional, and mental health for children of all ages It covers topics from nutrition and fitness to emotional development and coping with stress. Website: HealthyChildren.org
The Child Mind Institute: A leading independent nonprofit organisation dedicated to transforming the lives of children and families struggling with mental health and learning disorders. They provide resources on a wide range of topics, including anxiety, ADHD, and coping with stress. o Website: Child Mind Institute Positive Psychology Center - University of Pennsylvania: The birthplace of the PERMA model, this center offers a wealth of information and resources on positive psychology, including PERMA and its application in education and family life. Website: Positive Psychology Center
VIA Institute on Character: Provides resources and tools to help individuals, including children and families, apply positive psychology principles like PERMA in their lives. The VIA Survey for youth can be particularly useful. Website: VIA Institute on Character
wider support
MindEd for Families: An online resource offering free advice and information on a wide range of mental health issues that can affect children and young people. Website: MindEd for Families
Parenting for Lifelong Health (PLH): A set of open-access, evidence-based parenting resources designed to promote child well-being and prevent violence. Website: PLH Parenting
Medical
The school manages the provision of basic medical care to children through the deployment of a Dubai Health Authority licensed Medical Care Team consisting of a fulltime School Doctor and three full-time School Nurses operating out of two fully equipped school clinics. The Medical Care Team is available and on call at all times during school operating hours as well as during morning and afternoon extra-curricular activities and school-sponsored events on campus. Dr. Quratulain Faisal, the school Doctor, can be contacted via email on qfaisal@thearborschool.ae.
Parents are required to update the school of any change in their child’s medical or surgical history, the discovery (or suspicion) of any allergies, and any vaccinations taken, as well as any change in contact details. The Medical Care Team will ensure that your child’s medical records are maintained.
Individual Healthcare Plans
The school’s Medical Care Team will develop, along with parents and outside health care providers, an individual health care plan (IHCP) for every child with chronic illnesses and / or conditions that may occasion the need for emergency treatment or may require the Medical Care Team to routinely administer prescribed medication. IHCPs will be prepared for any child suffering from asthma requiring the regular or occasional use of an inhaler; anaphylaxis requiring access to a prescribed epinephrine auto-injector (i.e. EpiPen); diabetes requiring regular monitoring of blood sugar levels and access to glucose tablets, carbohydrate snacks and / or sugary beverages; and other chronic illnesses and conditions.
wider support
IHCPs will detail the medical condition, what to look out for, how to respond (i.e. treatment plan in case of a reaction or incident), general precautions, special considerations (i.e. control measures that will help prevent an incident), and regular medication (if applicable) IHCPs will be shared with and signed by all staff with a supervisory or care role in the applicable student’s school life. If your child has sustained an injury or has undergone a recent operation and will need additional medical support or intimate care at school (i.e. if they are in a wheelchair or using crutches etc.) please inform the school Doctor (qfaisal@thearborschool.ae) before returning to school so that adequate support can be in place.
Medical event and incident management
As detailed in the school’s Health and Safety Policy, the school will make every reasonable effort to prevent students, staff and others from suffering an injury or illness whilst in the school’s care but is prepared to deal with medical events and incidents as and when they do occur. The school categorises and will respond to medical events and medical incidents as follows:
Classification Description Response Min. Communication
Medical Event Minor Injury or Illness First-Aid / Treatment by Medical Care Team
Email to Parents
Medical Incident Injury or Illness of a more Serious Nature Referral to Outside Health Care Provider Phone Call to Parents Medical Emergencies Emergency Hospitalisation Phone Call to Parents
Medication management
Ingestible medication may only be handled and administered to students by (or under the authority of) the school’s Medical Care Team after obtaining approval from parents or guardians
The school’s clinics are well-stocked with necessary medicines which will be dispensed to those in need after parents have been contacted. If the parents in question are not reachable, our Medical Care Team will administer appropriate treatment when it is seriously indicated.
wider support
Unless otherwise specified in a signed IHCP, children are not allowed to carry medicines in their bag and should only take medicine in supervision of the Medical Care Team, who shall remind the teacher about the time when the child must take the medicine. It is the responsibility of the parent to provide the school with up-to-date medication and equipment clearly labelled in a suitable container, if appropriate Parents must ensure that medications are replaced after use or after expiry and must ensure that medications are collected from the school at the end of each term and replaced at the beginning of each new term
Staying at home if unwell
Limiting the transmission of communicable illnesses begins at home Parents are therefore strongly encouraged to monitor their children’s health closely, and to remain alert for any symptoms that may indicate an infection with a communicable illness. Such symptoms include, but are not limited to:
· Abdominal pain
· Body ache
· Cough Diarrhoea
· Fever (i e temperature of 37 5°C or higher)
· Headache
· Loss of smell / taste
· Nausea
· Runny nose
· Shortness of breath
· Sore throat
If any of these symptoms are detected before departing for school in the morning, your child should stay home. If symptoms are mild but persist for more than 24 hours, parents are requested to take the student to visit their doctor. If their symptoms are severe, parents should visit their doctor immediately
If any of these symptoms are detected at school, the child’s parents may be contacted and asked to collect the child (or seek outside medical care) if the Medical Care Team deems advisable. We appreciate that the collection of a student during the school day can be inconvenient and stressful for both parents and children. The Medical Care Team will therefore take the following action in such cases:
wider support
Monitor and re-evaluate patients for up to 30 minutes, unless it is evident that their condition will not improve;
· Review and understand the student’s medical history as well as any circumstances that may have contributed to their illness (e g heat, diet and / or physical exercise); Offer parents the option to delay the child’s pick-up, during which time the patient may be placed in the school’s Isolation Room (adjacent to the clinic); The Medical Care Team will be ultimate judge of whether or not child is fit to stay in school or if it advisable for child to go home or seek outside medical attention.
Extreme weather
Hot weather in Dubai impacts the time students can safely learn and play outside, we treat hot weather conditions and air quality with the utmost importance. The display below refers to the various flags you may see throughout the year on flagpoles installed in the Learning Garden, the Playground and next to Biodome 3. The Operations team check the Heat Index (taking into account both temperature and humidity) and Air Quality Index at 8am, 10am, 12pm and 3pm every day, and will change the flags as necessary, allowing staff to see what degree of outdoor play and learning is acceptable in both ‘shaded areas’ and ‘unshaded areas’ at any point in time and our provision is adjusted according to this system Children are encouraged to drink lots of water, to have a hat and sunscreen in school.
Child Protection
At the Arbor School, we believe that all children in our care have a right to learn and develop in a safe environment. We are committed to adhering strictly to all applicable safeguarding child regulations and guidelines, as well as implementing safeguarding best practices in a holistic manner, that involves staff, parents, students, and other members of the school community.
At the Arbor School, we believe that all children in our care have a right to learn and develop in a safe environment. We are committed to adhering strictly to all applicable safeguarding child regulations and guidelines, as well as implementing safeguarding best practices in a holistic manner, that involves staff, parents, students, and other members of the school community.
The school upholds the basic principle that children have the right to life, safety and are entitled to education (Child Rights Law, UAE).
We follow the UK Department for Education guidance and the Federal Law No. 3 of 2016 concerning child rights (Wadeema’s Law) in our Safeguarding practices and training
Safeguarding promotes the welfare of children and is defined by the UK Department for Education as:
Protecting children from maltreatment;
Preventing the impairment of children’s mental and physical health or development;
Ensuring that children grow up in circumstances consistent with the provision of safe and effective care; and taking action to enable all children to have the best outcomes. KCSIE 2024.
If you have any concerns about the safety of a child, please do not hesitate to contact Ms Frances Powell at headofsecondary@thearborschool.ae. Your concerns will be dealt with sensitively.
Child Protection
Parent, carer or guardian expectations
When on site, we expect all adults to:
Wear the school lanyard assigned to you at all times (orange for registered parent/guardian and black for visitors signing in). You MUST sign in and report if you do not have your lanyard and you will be assigned a purple lanyard Report inappropriate or unacceptable behaviour immediately (child or adult).
Be aware that verbal interactions with a child could be interpreted as being inappropriate
Be aware that contact with a child from the Arbor School outside the campus may be inappropriate.
Alongside this, we state all adults must not:
Use the marked students-only toilets.
Take photos or film inside the school unless you have received the school's permission.
Initiate or respond to physical contact with children (report this immediately).
Be alone with a child of whom you are not the guardian
Exchange personal information with children.
Physically or verbally abuse any child.
Parent lanyards
Campus access is limited to authorised individuals only; parents, carers or guardians are required to visibly wear their orange lanyard, with their school issued photo ID attached in order to access the site, whether they are accompanied by their children or not. Whilst it is essential to the safety of our community that we know who is on site, our students are also taught about the different lanyards and what each colour represents; this allows them to feel safe and secure at school so that they can identify who is a trusted adult and so on.
At drop off and pick up times, security teams are stationed at the gates and can issue temporary visitor passes to parents, carers or guardians who have forgotten their lanyard; they will be required to submit basic personal information and one form of ID. Lanyards are issued through Parent Relations at the time of registration; replacements can be sought through the Parent Relations team by emailing reception@thearborschool.ae
Remote learning guidance
Guidance for Students
There may be times when we are required to switch to ‘remote learning’, the Arbor safeguarding team would like to give you some essential guidelines in regard to safeguarding your children when using Microsoft Teams for online and/or interactive calls with Arbor Staff members. The health and safety of our children is paramount even when they are at home. It is our duty to continue to safeguard and support students during this time.
In school or online, it is still important that we remain ‘OPEN to learning’.
Being ON TIME for all lessons, with our screens on in an appropriate learning space.
Ensuring we are PREPARED for each lesson. Wearing sensible clothing, working at a desk/table and have all of the things we need to hand.
ENGAGED in our learning by interacting during the lesson and completing activities and work set.
Just because we are on the screen there should be NO EXCUSES for any of the above If you are having difficulties, contact your subject teacher or tutor directly. We are always here to help!
Even through a screen it is important that we remain respectful to teachers and friends, showing empathy towards others, and being kind online
It is imperative that we keep safe online by asking for help when we need it, using technology for learning and not sharing private information.
Guidance for Staff
We will ensure the safety of all students by using school issued platforms and accounts only We will be wearing our work clothes, and where possible, our background will be blurred.
We will remain vigilant to the health, safety and wellbeing of our students, any concerns will be addressed in line with our safeguarding policy.
We will provide clear and concise instructions to all students regarding online learning, learning tasks, and expectations
We will register all students and follow up any unknown absences.
We will be available to students for help and guidance (including technical support through the IT team at ithelpdesk@thearborschool.ae).
We will remain flexible and adaptable to meet the diverse needs of students in the online learning environment, utilising Thrive team, adjusting teaching methods and resources as necessary
Guidance for Parents
We will tell our child’s teacher/tutor if we are unable to engage in online learning.
We will support our child's online learning by providing a conducive environment at home, including a quiet space for studying and necessary resources, if possible
We will encourage our child to actively participate in online learning activities and complete assignments to the best of their ability.
Parents are to be reminded that underage children are not to be left unattended at home. Please ensure that your children are supervised at home at all times by a suitable adult, as per the UAE Federal Law No 3
Staffing 2024/25
Senior Leadership Team
Frances Powell: Head of Secondary - fpowell@thearborschool.ae external - headofsecondary@thearborschool.ae
Daniel Mortlock: Assistant Head Curriculum & Teaching & Learning - D&T Teacher - dmortlock@thearborschool.ae
Hannah Mainds: Assistant Head - Purpose & Pedagogy - Global Perspectives Teacher - hmainds@thearborschool ae
Vanessa Mitchell: Assistant Head of Secondary - Pastoral Care - Psychology Teacher - vmitchell@thearborschool ae
Lorraine Mackin: PA to Head of Secondary - lmackin@thearborschool.ae
Heads of Key Stage
Chris Martin: Head of Sixth Form & Art Teacher - cmartin@thearborschool.ae
Emily Kerr-Laslett: Head of KS4 & History Teacher - ekerrlaslett@thearborschool.ae
Nicholas Cooke: Head of KS3 & Drama Teacher - ncooke@thearborschool ae
Heads of Department
Danielle Mortimer: Head of English - dmortimer@thearborschool.ae
Kate Pilgrim: Head of Mathematics - kpilgrim@thearborschool.ae
Gemma Sykes: Head of Science -gsykes@thearborschool.ae
George Spurling: Head of Whole School PE - gspurling@thearborschool ae
Kate Perry: Head of Humanities and Ecoliteracy and Geography Teacher - kperry@thearborschool ae
Emily Birks: Head of MSC and History Teacher - ebirks@thearborschool.ae
Rachel Richards: Head of World Languages and Spanish Teacher - rrichards@thearborschool.ae
Amer Haj Ali: Head of Whole School Arabic and Islamic Studies - ahajali@thearborschool.ae
David Smale: Digital Technology Lead and Computing Teacher - dsmale@thearborschool.ae
Aaron Read: Head of Creative Art and Design Technology - aread@thearborschool ae
