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
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.
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 the Arbor School we believe the concept of lifelong learning and the idea that both adults and students learn new things every day in a world class care and education environment We maintain that 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 about important things in their lives Our effective teaching will reflect the commitment and determination of all staff working in a professional capacity to ensure that every student succeeds and becomes the very best version of th l
Recognising the interconnected nature of the h spirit, and their roles in shaping learning, we are pursuing a holistic approach to teaching and learning, designed to prepare learners: to understand the interconnected concepts of sustainability, individual and collective well-being, 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
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 challenge injustice and inequity
The Secondary Team
Leadership Team Leadership Overview
Welcome to our Senior Leadership Team!
Frances Powell Head of Secondary MEd (CanTab), NPQSL, FCCT
Frances Powell joined the Arbor School as the inaugural Head of Secondary after fourteen years of experience internationally here in Dubai as well as South Korea, Singapore, Hong Kong, and the UK. Frances ensures a strong focus on values-based 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, Frances 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
Thomas Moriarty
Deputy Head - Curriculum, National Agenda & Exams
Thomas Moriarty is the Deputy Head of Secondary, bringing over a decade of experience in both UK and international educational settings His career demonstrates a commitment to data-driven school improvement, student-centred curriculum innovation, and holistic student development. Known for his inclusive leadership style, Thomas fosters a values-based environment where trust, empathy, and well-being are prioritised alongside high academic expectations. At his previous school, Thomas played a key role in expanding post-16 education, increasing Sixth Form enrolment from 26 to over 200 students, while implementing new curriculum pathways, including A-Levels, BTECs, and the Extended Project Qualification (EPQ) His efforts contributed to the school’s "Outstanding" rating for its post16 provision and to a 10% increase in A-Level pass rates. Thomas brings a wealth of experience in building strong community relationships, supporting both students and staff in achieving their best His approach is grounded in kindness, humour, and mutual respect, with a high-trust model that empowers educators and students alike Outside of school, Thomas enjoys reading, gaelic football, and boxing, is happily married and a father to three young children.
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 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. Daniel has a keen passion for sports, having previously competed in rugby, and cricket competitions.
Euan Riddell
Assistant Head (Whole School) - Eco and Environmental
Euan grew up in South Africa, Spain, Norway, Brunei, and Scotland, providing a global outlook and lifelong interest in sustainability Driven by a fascination with humans' place in the natural world, he pursued a degree in Zoology at the University of Glasgow, followed by a Master’s in Ecotourism at Edinburgh Napier University, and a PGCE from the University of Leeds. Over a teaching career spanning two decades, Euan has worked in innovative schools in the UK, Bahrain, Saudi Arabia, and Hong Kong. He is an interdisciplinary specialist and has taught Higher Level Key Stage 5 Environmental Science, Biology, Psychology and Sports Science. He has also held a variety of leadership roles, including Head of Year 13, Housemaster, Head of Biology, Head of Science, and Whole School Skills Leader. Guided by a holistic educational philosophy, Euan is passionate about fostering inclusive, inquiry-driven learning environments He supports outstanding teaching and learning by combining impactful practices from an extensive toolkit of methodologies. Ecoliteracy and systems thinking are core to his pedagogyas growth mindset and positive reinforcement are to his overall educational philosophy Euan is delighted to move to Dubai and reconnect with his professional interest in the Islamic Golden Age, and sustainability in the Gulf Region Joining an ecoliteracy inquiry school with a focus on positive education is a dream come true for Euan, who has found his ikigai at the Arbor School as Assistant Head: Teaching and Learning, and Environmental Inquiry
Helen Loxston Baker Assistant Head - Teaching & Learning
Helen moved to Dubai in 2014 alongside her husband, a fellow teacher, and they are proud parents of two daughters, aged 4 and 6. With 21 years of experience in education, she has held various roles throughout her career. Before joining Arbor she worked for GEMS Education for 11 years at both GEMS Wellington Academy in Silicon Oasis and GEMS Metropole. She has also worked as an educational consultant for a UAE-based learning & innovation firm. In her roles she has managed numerous learning and development projects in schools and for companies such as HP and Microsoft, whilst working closely with teachers and schools across the region to foster effective educational practices One highlight from her career was being asked to deliver professional development as a summer faculty member at Harvard Graduate School of Education’s Project Zero Helen is originally from the UK and received her honours degree in History from the University of Lancaster before studying for her PGCE at St Martin’s College. Helen’s philosophy for teaching and learning centers on creating memorable and elevant experiences for students by integrating real-world applications, fostering curiosity, and employing current pedagogical practices that promote critical thinking and engagement in the classroom She has a passion for reading, particularly historical fiction featuring female protagonists, as she believes that 'her' story is just as important as 'his-tory '
Priya McPolin
Assistant Head - Pastoral & Wellbeing
Priya joins the Arbor School as Assistant Head of Secondary: Pastoral Care and Wellbeing, bringing a wealth of over 20 years of international experience and a demonstrated passion for student wellbeing. Priya is deeply committed to creating inclusive and nurturing learning environments that empower learners to thrive personally and academically. Originally from London, Priya received her BA (Hons) in History from SOAS, University of London and a PGCE from Canterbury Christ Church University. Priya's career spans diverse international settings, including Hong Kong, Bahrain, and Saudi Arabia. Her leadership experience of over 14 years includes roles as Assistant Headteacher in two outstanding international schools As a dedicated life-long learner, Priya is currently pursuing a Certificate of International School Leadership with the Principals’ Training Centre She holds a Master's in Counselling from Monash University, and her ongoing training in Positive sychology further enhances her ability to implement evidence-based strategies that empower and promote flourishing among students and staff Priya is a passionate advocate for positive change through student agency and has led pastoral initiatives that address mental health, neurodiversity, female inequality, sustainability and community action
George Spurling
Associate Assistant Head – Enrichment, Sport and Academic Excellence
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 10th 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. 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, and staying active through a range of activities, the most recent of which is golf (a sport where his enthusiasm far outweighs his skill).
Accomplished learner lead
James Harwood
Whole School: Accomplished Learner Lead
I'm thrilled to be stepping into the role of Accomplished Learner Lead at Arbor School. My journey in education has taken me from serving as a Vice Principal in the UAE to founding and leading innovation at Halls of Ivy Along the way, I’ve been lucky enough to work on whole-school improvement projects, curriculum redesign, and gifted education programmes across a variety of settings I’m passionate about creating personalised learning pathways, using data to drive effective teaching, and building partnerships that open up new opportunities for students. At Arbor, I’m excited to champion inclusive excellence for accomplished learners, supporting the school’s commitment to sustainability, wellbeing, and high performance My goal is simple: to make sure every learner has the chance to thrive
PA to Head of Secondary
Lorraine is our Head of Secondary PA Lorraine began her career over 30 years ago in the oil industry in London before re-training and relocating to the south coast of England, where she spent the next decade working for the NHS in the field of Audiology. Her career then shifted to the education sector, starting with a curriculum support role at a university medical school. In 2016, Lorraine moved to the UAE, serving as a PA at a school in Dubai for seven years. She joined Arbor in May 2024, bringing with her a wealth of administrative expertise and a strong commitment to supporting the secondary school team.
Lorraine Mackin
Whole School Head of Arabic & Islamic
Mohamed Khairy
Whole School Head of Arabic and Islamic
Mr Khairy joins Arbor as the Whole School Head of Arabic and Islamic. With over 22 years of experience in curriculum development, school inspection preparation, and academic leadership, Mohamed brings a wealth of expertise to the role He holds a National Qualification for Senior Leaders (NPQSL), a Professional Master’s in Education, and is also an accredited school inspector We are thrilled to welcome him to the Arbor leadership team
Heads of English, Maths & Science
Danielle Mortimer Head of English
Kate Pilgrim Head of Maths
Janine
O’Neill Head of Science
Danielle studied Sociology at the University of Leeds, graduating with First Class Honours, before completing the Teach First Leadership Development Programme for Secondary English combining her passion for teaching with a lifelong love of language and literature She achieved a distinction in this course and went on to earn an MA in Educational Leadership and an NPQML Danielle has served as a Progress Leader and Learning Director for KS4 English, demonstrating her strong academic drive to challenge students across all areas of English while nurturing a genuine love of literature. Prior to joining Arbor, she spent five years as Head of English
Kate studied Mathematics with Secondary Education at Edge Hill University in the United Kingdom. After receiving her QTS alongside a first-class degree, she taught in Liverpool for three years before moving to Dubai to lead the Mathematics department at an outstanding British International School She later went on to lead a department in Oman, gaining further international experience During her five years in the Middle East, Kate has taken on various leadership roles, including Head of Mathematics a position she values deeply for the opportunity it provides to ignite a love of maths and support students of all abilities to thrive. Now in her second year at Arbor as Head of Mathematics, Kate continues to inspire students both in and beyond the classroom, drawing on Arbor’s unique ethos to nurture academic excellence and curiosity She has also coached teams for the World Scholars Cup and supported students in a wide range of competitions such as STEAMathalon and the UKMT.
Originally from Ireland, Ms Janine brings a wealth of experience and enthusiasm to the Arbor School community She moved to Cambridge, UK, to complete her BSc at university before undertaking her teacher training in Bedfordshire and beginning her teaching career in the UK Since 2019, she has been living in the UAE, sharing her passion for science and inspiring young minds every day. With 15 years of experience as a dedicated science educator and leader, Ms. Janine is a physics specialist. She believes science should be hands-on, meaningful, and most importantly exciting! She loves nurturing curiosity in her students, helping each one discover how science connects to their everyday lives. Whether designing creative experiments, solving real-world challenges, or leading unforgettable international STEM trips (including visits to Japan and NASA in Florida), her lessons are always filled with energy, imagination, and care. Outside the classroom, she enjoys weightlifting, exploring the outdoors, and playing board games. She is also an avid traveller who has explored over 60 countries, always seeking new perspectives and ideas to bring back to her students. Ms. Janine is excited to work with students and families to make science an inspiring and enjoyable journey for everyone!
Thrive & Wellbeing
Rachel Smith-Green: Head of Thrive
Our Secondary Thrive team is 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 programmes for the inclusion of vulnerable students, such as TAHMs mental health programme, East London gang awareness scheme, and Disaffected and Vulnerable Student Identification programme. 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 Sakande: Secondary SENDCO
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 provisions for students with special educational needs (SEN) She later pursued self-employment, delivering SEN interventions to a specific clientele in homes and schools 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 utilising her Neuro-linguistic programming certification. Through these workshops, she provides valuable tools and techniques for cultivating a positive mindset and setting meaningful goals. Her commitment to holistic education extends beyond academics, empowering individuals to prioritise self-care and lead fulfilling lives.
Justine Van Impe: Inclusion Teacher KS3/KS4
As Arbor's KS3/KS4 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
Jaqueline Harrison: Secondary School Counsellor
Jacqueline worked in TV, advertising, and PR before retraining as a counsellor with a focus on supporting young people She holds a Postgraduate Certificate in Low Intensity CBT for children and adolescents and continues to undertake training in a variety of techniques to support emotional wellbeing. She believes strongly in providing all students with a safe space to be heard, to explore their emotions, and to access proactive, structured support when needed. Before joining Arbor, Jacqueline worked across several secondary schools and for an NHS provider in East Sussex, followed by four and a half years as Lead Counsellor at an international boarding school in Brighton. Now in her second year at Arbor, she continues to draw on this wealth of experience to support international students both one-to-one and through group work, and plays an active role in promoting a culture of positive emotional health and wellbeing across the school
Heads of Key Stage
Nicholas Cooke
Chris Martin
Teacher and Head of Key Stage 3 (Year 7 - 9)
Nicholas brings over 15 years of experience in leadership and pastoral care across both the UK and UAE. Now in his second year as Head of Key Stage 3, Nicholas continues to support students and families through their vital transitions from Primary into Secondary, and beyond. He has taught in both state and private schools in the UK, designing and implementing student-focused initiatives that motivate and challenge all learners Nicholas previously studied Directing for Theatre and Television at the prestigious Bristol Old Vic and enjoyed a successful career in theatre and events before focusing on his love of teaching English Literature and Theatre. He remains active in the British theatre scene as a consultant, working with companies to develop community engagement across London, and brings this expertise into the Drama Department as well.
History Teacher and Head of Key Stage 4 (Year 10 - 11)
Emily completed her Bachelor of Arts and Bachelor of Education with majors in History and Spanish at the University of Canberra, Australia She then moved to the UK, where she spent nine years teaching in Cambridgeshire as Head of History In 2023, she was appointed Trust Lead for History across the CAM Academy Trust, with a particular focus on student development at Key Stage 4 Now in her second year at Arbor and having fully embraced life in the UAE, Emily continues in her role as Head of Key Stage 4. She remains committed to building a strong sense of community with students and parents, ensuring every student finishes these crucial years with confidence, growth, and a wealth of future opportunities Passionate about history, she aims to ignite that same enthusiasm in her students Outside the classroom, Emily enjoys running, travelling, and spending time with her Labrador Retriever, Sonny.
Art Teacher and Head of Sixth Form (Year 12 and 13)
Chris is entering his second year as Head of Sixth Form and remains deeply proud to be working in a school with a vision so closely aligned with his own With extensive experience leading post-16 education in both the US and the Middle East, Chris continues to draw on this as Arbor’s Sixth Form grows and develops An Art teacher and a creative person by nature, Chris is also 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 we are at on our own educational journeys. Chris prides himself on being positive, enthusiastic, and adaptable, and he is never happier than when collaborating with others be it students, parents, or fellow professionals Originally from London, England, Chris lives with his wife and three young children
Futures Counsellor
Ms Sherifa Amin
Sherifa is an experienced University and Futures Counsellor with a passion for guiding students toward meaningful and successful educational pathways With a Bachelor's degree in Political Science and two Master's degrees one in Education and one in Philosophy Sherifa brings a distinctive blend of academic depth and philosophical insight to her counselling practice. With over a decade of experience in education across both school and university settings, she has a strong grasp of the challenges and opportunities that shape students’ futures At Arbor, she continues to support students in navigating the exciting journey of higher education and life beyond school Outside of her professional work, Sherifa is an animal lover, aspiring chef, adventure traveller, and avid scuba diver. Her wide-ranging interests reflect her belief in embracing life’s experiences to gain a well-rounded and reflective perspective an approach she also brings to her work with young people.
Emily Kerr-Laslett
Heads of Year
Year 7 tutors
Year 8 tutors
Ms Burcu Celik
Mr Garv Grover
Ms Monnay Sewell
Ms Jessica Tickner
Ms Gemma Sykes
7BCe
Ms Katy Provan
Ms Emma Nanson
Ms Davina Looker
Head of Year 7
Head of Year 8
Head of Year 10
Ms Sarah Clarke
Mr Aaron Read Ms Rós Hendron
Mr Conor O’Malley
Mr Ryan Higgins
Year 9 tutors
Year 10 tutors
Year 11 tutors
Ms Brooke Williams
Mr Fazal Ahmad
Ms Rachel Richards Mr Luke O’Neill
Ms Janie Lufford
Year 12 tutors
Year 13 tutors
In addition to these tutor groups, students are also placed in teaching groups, language groups and PE groups. Further to this, students also take part in regular activities in their house and will be grouped with other students from year 7 - 13
For Key Stage 4 and 5 (Year 10 and above) students are also split into their option choices. This allows students to have the opportunity to develop close friendships whilst also spending time with a range of students.
Ms Emily Bell
Ms Abbey O’Donnell 13EBe 13AOd
Mr Adam Coulston 12ACo
Mr Dale Heath 12DHe
Digital Lead and IT
David Smale
Digital Technology Lead and Computing Teacher
Our IT Team include:
Mr Daniel Lasrado
Mr Nishad Somanathan
Mr Vishnu Santhosh
They can be contacted via ITHelpdesk@thearborschool ae
David has been teaching IT & Computing for over 18 years He started his teaching life in Plymouth, UK where he was nominated for TES Young Teacher of the Year award. 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
Mr Mohamed Khairy
Mr Abdullah Layla
Ms Eman Al Shaikh
Ms Elham Ellisy
Librarian
Sharon Govender
Sharon brings over two decades of experience in library and information services, having led library programmes in both public libraries and international schools She has worked in South Africa, Kuwait, China as well as Abu Dhabi and Dubai She joins Arbor School Dubai with a passion for developing dynamic, inclusive library environments that inspire curiosity, creativity, and lifelong learning. Sharon’s approach to teaching and learning is rooted in the belief that libraries are the heart of a school spaces where students grow as independent thinkers, ethical researchers, and lifelong readers She champions literacy in all its forms and is deeply committed to fostering eco-literacy and sustainability through library collections, programming, and partnerships that reflect the values of Arbor School ensuring the library is a vibrant, inclusive, and future-ready space for all.
Emma is very excited to be part of the Arbor School community as exams officer With seven years of experience in managing exams and over 12 years in education/administration/assessment coordination, she is dedicated to ensuring that student, staff, and families have a smooth and supportive experience. Outside of work, she enjoys cooking, DIY projects, keeping an active and fit lifestyle is important and she likes to exercise and go hiking - when the Dubai weather is not too hot!
Additional Support Exams Officer Data Officer
Neby Michael Thrive: Alternative
The Thrive Team are ably supported by:
Angelie Pananganan
Christopher Aldus
Katerina Oramusova
Kimberly Mangapa
Krishna Kuniyil
Kudzai Magwenzi
Lady Bonsu
Lily Dawson
Lizelle Grucio
Mohammed Muwonge
Rhea Dias Steven
Simon Munguryek
Jennefer is originally from the Philippines She graduated from Adamson University with a Bachelor of Science in Electronics and Communication Engineering Since 2018, she has held the role of Data Manager, where she is responsible for ensuring data accuracy, supporting school operations, and producing timely and reliable reports to guide decision-making She is passionate about using data to create positive impact in the educational environment and take pride in being detail-oriented, efficient, and supportive to her team. Outside of her professional life, she enjoys cooking and taking care of the people she loves. She is truly excited to bring her experience, dedication, and heart into this new opportunity with Arbor School
George Mathew
Godwill Nsoh
Technician
Rabab Buhaliqa Art LSA
Chrissie Venter Food Lab Technician
Vivai Probadora Library Assistant
Marites Ottong (Tess) Secondary Admin
Ms Emma Lewins
Jennefer Balboa
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.
Break and lunchtime
Break and lunchtime are staggered for KS3 and KS4/5. KS3 students have a morning break from 09:40 - 10:00am, and lunch is from 11:40 - 12:20pm. KS4/5 have a morning break from 10:0010:20am, and lunch is from 12:30- 13:20pm During both breaks, the students can eat and relax in the secondary break-out 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. Following lunchtime for KS3 students return to their Form Room for mindfulness activities and check ins before starting afternoon lessons.
End of the day
Pick-up is at 3:20pm (Monday-Thursday) and 12:00pm on Friday. Students and those travelling on a bus will depart from school at 3:30pm (Monday-Thursday) and 12:00pm (Friday). ECAs are also on offer Monday - Thursday from 3:20pm – 4:20pm which we encourage all students to sign-up to.
Should you need to inform the school of any changes to pick-up/transportation arrangements, then Parent Relations, Secondary Admin and the Form Tutor should be informed of this by 11:00am that morning.
A typical day
A typical timetable
Lessons are either 40 or 60 minutes in Key Stage 3, depending upon subject.
At Key Stage 4, lesson length varies from 40 minutes to 60 minutes, subject-dependent.
Lessons at Key Stage 5 will vary from 40 - 60 minutes, subject-dependent.
Formal Assembly Monday
Each Monday, we start the week with a formal assembly centred around a theme
Family Friday
House activities in vertical groups led by older students and staff members
Wellbeing Wednesday
Wellbeing lesson for all students after lunchtime mindfulness
Wellbeing Journal
Students in Key Stage 3 and 4 have a physical Wellbeing Journal which is based on Positive Education principles. This student’s journal is completed in weekly wellbeing sessions an incredibly valuable tool for students to record their individual wellbeing and academic goals. The journal supports students in setting personal or academic goals and tracking their progress, encouraging self-motivation and accountability.
While the journal is primarily for personal reflection, students may choose to share insights with their tutor or wellbeing lead as part of mentoring or check-in conversations.
Through guided questions, students are encouraged to reframe setbacks and celebrate effort, helping develop a positive attitude toward learning and self-improvement.
Weekly sections explore themes such as gratitude, empathy, or perseverance, allowing students to reflect on their character and how they interact with others.
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.
SIMs Next Gen provides a centralised platform for parents to stay informed and engaged with your child's school life. Parents can access and manage information about their children's education, including attendance, reports, and school calendar, through a dedicated app/portal.
Zenda app allows you to pay your child’s fees, trips and other school-related financial transactions.
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)
Communication Reports
We fully encourage face-to-face conversations and meetings in order to
and develop your child. However it is important to also have written datadriven 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
Please note this is an exampleeach Key Stage has a slightly different format and each term has a different focus
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.
student consistently
their
and has a positive attitude towards their work in every lesson and with all homework 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
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, and fair-trade uniform through our partnership with Zaks:
Secondary Uniform Sixth Form Uniform
White Arbor Shirt/Blouse of appropriate length and size
Arbor Trousers & Shorts (boys)
Arbor Skorts, Skirts & Trousers (girls)
School Jacket and pull over
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)
House Polo Shirt (Friday & School House Colour Days with uniform lower half)
Monday
Formal Business Wear
Tuesday & Thursday
Sixth Form polo shirt with appropriate trousers/skirt
No jeans/joggers/legging or hoodies
Varsity jackets can be worn
Smart/Formal shoes
Wednesday
PE Kit - shorts or school leggings
T-shirt must be of appropriate length
Friday
House Polo Shirt with appropriate trousers/skirt & formal shoes
Accessories & Jewellery
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 uniform can be ordered via the Zaks website, on the app or in person at their Al Barcha location. Uniform will arrive in early August ready for the school term. Zaks also offers a tailoring and alteration service for parents in store when purchasing the uniform.
Uniform
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.
PE Kit
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, suitableno converse, vans, air max)
Swimming Kit
Girls should wear navy or black one - piece 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 colours
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
The Role of a Form Tutor The Form
Personal Headphones (students should not wear these around the corridors, during breaks or in lessons without permission)
Please ensure that all items are clearly labelled with your child’s name.
Digital Device
All students will be required to bring a Windows 11 Pro based device. To enable it to function on the school network students will need to hand the device to IT Support for it to be configured. This will take about an hour.
Mininum Requirements
Windows 11 Pro
Intel i5 / AMD Ryzen 5
RAM: 12 GB
Storage 500GB
Optional Elements
Touch Screen
Headphones
Spare Power adapter
Laptop carry case
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 4:20pm for a sibling to finish an ECA. They must attend an ECA or homework session in Thrive
Early pick up
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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%
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 https://thearborschool.ae/school-lunches/ 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
The Arbor Promise
Arbor Secondary is committed to the ‘Arbor Promise’, aimed at providing a dynamic and engaging educational experience that enables our students to thrive in a rapidly changing world. Our curriculum is designed to develop critical thinking, creativity, and global citizenship through an interdisciplinary and inquiry-driven approach with an ecological focus, geared towards promoting our values and mission
1. Establish a deep understanding of key concepts and themes, and have the opportunity to transfer this learning to unfamiliar topics
2 Develop collaboration, critical thinking, creative problemsolving, and communication skills
3. Cultivate empathy, global awareness, and environmental stewardship.
4. Prepare students to be active participants in shaping a sustainable and equitable future
5 Empowering students to take action through interdisciplinary and inquiry-driven projects
Key Features of Key Stage 3 Projects
Integration of NCfE with our unique Ecoliteracy Principles and Concepts, the Local Context and the SDGs
Blended Inquiry-Based Teaching and Learning Concept-Based Practice
Three termly projects, broken into Social, Environmental and Economic themes, to promote ‘joined up, systems thinking’ Curriculum teams to collaborate on planning, including field work and enrichment activities, e.g. guest speakers / trips etc.
Students in Key Stage 4 and 5 work on service and action through the Global Impact Certificate (GIC) which integrates purpose, passion and perception projects. This is independent, although there will be teachers to mentor and facilitate. All students at Key Stage 4 take the CIE Global Perspectives iGCSE, using the eco lens for research, and we offer this at A-Level too. We also offer various ‘ green ’ ECAs throughout the year, available to all year groups.
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. Arbor School students completing Key Stage 4 will earn a Level 1 Global Impact Certificate (GIC 1)
during lesson times Islamic students work on a Civic Engagement project through MSC and are encouraged to take service-based ECAs at Key Stage 4 The Level 1 Global Impact Certificate has three personal projects to complete over the twoyear course, focusing on: PASSION, PURPOSE & PERCEPTION combining elements of direct, indirect, research or advocacy service learning.
This is entirely student-directed in sustainability-related service, enterprise, recreation, learning and the arts.
Global Impact Certificate Level 2 (GIC 2)
GIC Level 2 is an advanced, student-led project qualification that promotes global citizenship, ecoliteracy, and sustainable thinking IT has been designed around the UN’s Sustainable Development Goals and the Competencies for Education for Sustainable Development.
The students independently study, with supervisor and teacher support, with an emphasis on critical thinking, research skills, self-reflection, and academic writing
Participation in Global Seminars with two cycles: Cycle 1: Expert-led, exploring key themes like biodiversity, post-carbon economies, equity & justice which are student interest-driven and allows expert members of our community to become involved Cycle 2: Student-facilitated discussions based on personal research
Project Pathways (choose one)
Dissertation: A 5000–6000 word academic essay with a clear argument
Investigation: Data-driven report (4000–5000 words) based on practical research
Performance: A live or recorded event with a 1500–3000 word analytical write-up
Artefact: Creation of a physical/digital object (e.g., website, sculpture) with a 1500–3000 word explanation.
Key Requirements
Submission of a Project Proposal Form by December
Maintenance of a detailed Activity Logbook
Biweekly meetings with an assigned supervisor for feedback and reflection.
Final assessed presentation to peers in Term 1 of Year 13
Homework
At Arbor, our approach to homework is rooted in our commitment to meaningful, student-centred learning Homework is designed to support and extend classroom learning, while also providing students with opportunities to explore their interests, deepen understanding, and build independent learning habits We believe that the quality and type of homework are key to its success Tasks should be purposeful, relevant and connected to classroom learning To maximise impact, students should receive timely feedback on their work, or have opportunities to apply their learning meaningfully in lessons We are mindful of students' out-of-school commitments, the importance of family time, and the need to support overall wellbeing Homework is therefore assigned with realistic time expectations, aiming to ensure a healthy and balanced approach to learning beyond the classroom
Lagged Homework/Spaced Retrieval 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
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 notetaking This allows students to develop their own critical insight and independent knowledge, which is then extended and stretched in their lesson by their teacher
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 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
All homework will be set and tracked on SIMs, ensuring clarity for students, parents, and carers regarding what is expected and when it is due. Teachers will also introduce homework during lessons and assign it via the relevant subject platform (e.g., Teams, Educake, Sparx). In addition, students have a Wellbeing Journal to help them independently manage their time and record key deadlines.
At Key Stage 3, students follow a structured and balanced weekly homework schedule designed to reinforce core skills, support conceptual understanding, and encourage independent inquiry Homework is carefully planned to promote consistency across subjects while remaining manageable for students
Students will be expected to complete the following each week as set by the teacher. Each homework set allows for modification depending on a student's current working level and age-related expectation:
30-45 minutes of Sparx Maths – personalised and adaptive tasks to consolidate numeracy and develop fluency.
30-45 minutes of Accelerated Reader – focused reading time to build comprehension, vocabulary, and a lifelong love of reading.
30-45 minutes of Educake – low-stakes, self-quizzing science homework to strengthen retention and understanding.
30-45 minutes of Arabic/Islamic Studies – subject-specific language, comprehension, or reflective tasks
60 minutes of Concept-Based Project Work – an inquiry-driven task linked to the termly concept explored across multiple subjects This will involve independent research, reflection, and creativity, encouraging students to make connections and think deeply
This model ensures students engage in a broad range of learning experiences each week, with a balance between knowledgebuilding, reading, and creative inquiry It also supports the development of independent study habits and personal responsibility in managing time and workload
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 strengthsbased 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 Pastoral Care team. The support system in our school is multi-faceted ensuring students always have someone to talk to.
It is important to us that every child in our care feels safe, valued, and supported.
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.
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 Head of Year
provides day-to-day pastoral oversight and academic monitoring for students within their year group They work closely with tutors, students, and families to ensure each student is known, supported, and challenged in line with the school’s mission and values Supporting the Assistant Head Pastoral Care and Assistant Head of Curriculum, the Head of Year helps to embed a strong culture of wellbeing, responsibility, and academic progress. They play a key role in tracking student data, responding to individual needs, and supporting transitions both into and beyond the year group.
Pastoral Care
Pastoral Programme
Students see their Form Tutor twice a day – in the morning and afternoon allowing for close relationships and regular checkins 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
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.
Emotional
Encouraging students to develop selfawareness, resilience, and emotional intelligence This includes helping them set personal goals and develop skills for coping with challenges.
Cognitive
OSocial
Teaching students to build positive relationships, communicate effectively, and collaborate with peers This includes promoting respect, empathy, and inclusion.
Supporting students in developing critical thinking, decisionmaking, and problem-solving skills. This includes helping them set academic goals and providing opportunities for intellectual growth.
Digital Wellbeing
Educating students about navigating the digital world safely and responsibly, including understanding the impact of social media and screen time on mental health
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, age-appropriate information about relationships and health including topics such as promoting healthy lifestyle choices, safe relationships, body image, and online safety
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.
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 strengths-based 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.
ndent ning.
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.
Our unique school spaces
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.
The Zen Zone
Situated in our Thrive area, next to the school clinic and Counselling space, is our Zen Zone. This encompasses our mindfulness colouring walls, beanbag chill-out spaces and a Sensory room in the Thrive room. It is important to provide students with these calm spaces during their busy school day.
The Wahah
At the heart of the Secondary School, the Wahah is a hub for social interactions and provides a flexible learning space. Social activities are provided such as giant chess and table tennis with breakout spaces. It houses the Farmhouse Café, part of Arbor’s in-house farm-to-fork dining concept for students and staff, and a mini-auditorium for innovative learning opportunities
Music Tech Suite
Three state of the art recording studios on the second floor allow students to apply their knowledge in Music Technology but the studios are also used for Music Production ECAs, music practice, sound bites for projects and podcast recording.
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.
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.
House Points & 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.
Our Houses: Sustainability Champions
The names of the houses have been chosen to reflect the environmental ethos and focus of the school
(Dr. Jane) Goodall
(Sir David) Attenborough (Ken) Yeang
(Isatou) Ceesay
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 programmes
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 cornerstone of school life at the Arbor School, offering students the space, time, and opportunity to explore their interests, connect with others, and develop personal passions. All students are expected to take part in at least two ECAs per week, and most choose to join three or more.
Our main ECA programme runs Monday to Thursday from 3:20pm–4:20pm, with additional opportunities available before school from 6:40am–7:30am and during lunchtimes, depending on the club or training session A wide variety of activities are offered each term ranging from drama, yoga, robotics and chess to gardening, debate, music technology and art. Many clubs include a strong focus on ecoliteracy, sustainability, and global citizenship.
For the 2025–2026 academic year, we are proud to introduce a values-led enrichment model, reflecting the Arbor ethos of Head, Heart, Hands, and Spirit:
ead – Deepen intellectual curiosity through challenge and ritical thinking
Heart – Promote wellbeing, belonging, and emotional growth
ands – Learn through doing, making, experimenting, and ngaging.
pirit – Connect with purpose, values, and the world around us.
Students are encouraged to take part in at least one activity from each of these four areas over the course of the year, ensuring a balanced, purposeful, and personally meaningful enrichment journey.
In addition to staff-led clubs, a number of external specialist ECAs are available for a small fee led by carefully selected ECA partners, including exciting opportunities such as Falconry, Robotics, Coral Reef Exploration (with scuba training) and Chemical Engineering. Representative sport remains a proud tradition at Arbor. Following our most successful sporting year to date, we are expanding opportunities to include more age groups, new sports, and development squads Training and matches take place during the ECA slot and before school. Arbor students represent the school in BSME Games, DASSA leagues, swim galas, and tournaments across football, netball, basketball, athletics, and more.
The ECA programme operates on a termly basis. Registration opens via the SOCS system, with dates and guidance shared through parental communication including the weekly newsletter Beyond the main programme, students are also invited to take part in external competitions and events such as Model United Nations, F1 in Schools, the Dyson Sustainability Challenge, and debating tournaments. At Arbor, enrichment is not seen as extra it’s essential. We encourage all students to take risks, follow their interests, and help shape a culture of curiosity, creativity, and connection.
School Trips
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.
School Trips
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 programmes.
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: Wellbeing Hub
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.
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
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
Wider Support
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 full-time 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
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
Wider Support
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.
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.
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
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
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.
Guidance for Students
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 2025/26
Senior Leadership Team
Frances Powell - Head of Secondary headofsecondary@thearborschool.ae
Thomas Moriarty - Deputy Head of Secondary tmoriarty@thearborschool ae
Daniel Mortlock - Assistant Head of Secondary - Data & Assessment dmortlock@thearborschool ae
Priya McPolin - Assistant Head of Secondary - Pastoral Care & Wellbeing pmcpolin@thearborschool ae
Helen Loxston-Baker - Assistant Head of Secondary - Teaching & Learning hloxtonbaker@thearborschool ae
Euan Riddell - Whole School Assistant Head - Eco & Environmental eriddell@thearborschool.ae
George Spurling - Associate Assistant Head – Sport, Accomplished Learners & Enrichment gspurling@thearborschool.ae
Heads of Key Stage
Nicholas Cooke - Head of KS3 & Drama Teacher ncooke@thearborschool ae
Emily Kerr-Laslett - Head of KS4 & History Teacher ekerrlaslett@thearborschool ae
Chris Martin - Head of Sixth Form & Art Teacher cmartin@thearborschool ae
Heads of Year
Katy Provan - Head of Year 7 & Languages Teacher kprovan@thearborschool.ae
Emma Nanson - Head of Year 8 & PE Teacher enanson@thearborschool ae
Davina Looker - Head of Year 10 & English Teacher dlooker@thearborschool ae
Heads of Subject Areas
James Harwood - Whole School: Accomplished Learner Lead Practitioner jharwood@thearborschool.ae
Mohamed Khairy - Whole School Head of Arabic and Islamic mkhairy@thearborschool.ae
