Issuu

ARBOR SCHOOL

EYFS PARENT HANDBOOK

2026-27

Contents Welcome to Arbor Primary School

Welcome

Learning at Arbor

Pastoral Care

Daily Life

Useful Information

Arbor School

Parent Handbook

WELCOME

Head of Primary It is my pleasure to warmly welcome you and your family to a new school year at Arbor School. We are delighted to begin this exciting journey with your children and feel privileged to be part of these important early years of learning and growth. At Arbor, we believe the early years are fundamental in shaping a child’s future. Our nurturing environment celebrates curiosity, independence, creativity, and the power of play, while ensuring every child feels safe, valued, and supported as an individual. Play lies at the heart of our approach. Through play and hands-on exploration, children develop imagination, confidence, problem-solving skills, and social-emotional understanding. Our learning environments are thoughtfully designed to inspire discovery, encourage risk-taking, and support meaningful learning experiences both inside and outside the classroom. Alongside this, we remain deeply committed to academic excellence. We provide developmentally appropriate opportunities across all areas of learning, balancing child-led inquiry with carefully planned teaching to ensure every child reaches their full potential. As an environmentally conscious school, we seek to nurture ecological responsibility from an early age. Through experiences such as gardening, outdoor learning, and nature exploration across our Biofarm and wider community, children develop a deep appreciation for the natural world and their role within it. We recognise the importance of strong partnerships between school and home and greatly value open communication with families. Together, we can create a caring and inspiring environment where your child can truly thrive. We look forward to a joyful and rewarding year ahead together.

AT THE HEART OF ARBOR

WONDER Exploring, discovering and learning through purposeful play

NATURE Building connections with people, place and planet

BELONGING Every child known, valued and supported individually

“Play lies at the heart of our approach.”

Kathryn Keeshan Arbor School

Parent Handbook

WELCOME

Assistant Head of Primary: Early Years At Arbor, we believe childhood should be filled with connection, joy and a strong sense of belonging. Our school is a place where children are known well, trusted deeply and encouraged to grow into thoughtful, capable and caring young people. In the Early Years, relationships sit at the heart of everything we do. We know children learn best when they feel safe, secure and connected to the adults and children around them. By building strong relationships and a nurturing environment, we help children develop confidence, independence and a positive sense of themselves as learners. Learning at Arbor is rooted in meaningful experiences, particularly through play and our connection with the natural world. Through Woodtopia, Muddy Madness, outdoor learning and inquiry-led experiences, children explore, investigate and make sense of the world around them. We believe there should be no distinction between learning and play; through play, children develop knowledge, skills and understanding in authentic and purposeful ways. Our environments are designed to spark exploration and encourage children to follow their interests, ask questions and develop their own ideas. Through careful observation and responsive teaching, our educators build on children's thinking to create rich learning experiences that support growth and development across all areas of learning. We also recognise the importance of strong partnerships between home and school. By working together, we can create a supportive and inspiring environment where children feel confident, valued and ready to thrive. We are delighted to welcome your family to Arbor and look forward to sharing this journey with you.

AT THE HEART OF ARBOR

RELATIONSHIPS Strong connections provide the foundation for learning and growth.

PLAY Children learn through exploration, inquiry and meaningful experiences

NATURE Outdoor learning builds connection with people, place and planet

“We believe there should be no distinction between learning and play.”

Ayesha O’Dea Arbor School

Parent Handbook

WELCOME

Vision, Mission & Ethos 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.

How We Meet Our Mission

HOLISTIC LEARNING APPROACH

Through teaching and learning approaches that: Integrate sustainability and ecoliteracy Promote academic excellence and character strengths Use inquiry-based learning Challenge assumptions and beliefs Provide real-world experiences Develop critical, systems, and futures thinking Encourage action and responsibility

We recognise the interconnected nature of:

Head

Our approach prepares learners to: Understand sustainability and social justice Find purpose and joy in relationships and the natural world Appreciate diversity Develop self-efficacy through meaningful action

Heart

Hands

Our guiding principle for every decision, every interaction and every learner

Spirit

an ethic of material sufficiency an ethic of equity a responsibility to future generations

Care, Challenge & Respect

What Makes Us Unique

Arbor School is a diverse and welcoming community that: Nurtures curiosity Celebrates connectedness with the natural world Recognises the academic, social, emotional, and physical needs of each individual Builds a culture of human flourishing, social harmony, and ecological abundance

Arbor School

We believe: Learning is lifelong Both adults and students learn every day Learning should be rewarding and enjoyable Creative teaching equips students with skills, knowledge, and understanding Every student can become the best version of themselves

Parent Handbook

WELCOME

What It Means to Be An Arborist Being an Arborist is about more than attending a school. It is about belonging to a community that values curiosity, kindness, responsibility and action.

CARE

APPROACH

ACT

LEARN

for themselves, others and the natural world

challenges with confidence and resilience

with integrity and compassion

with purpose and curiosity

CELEBRATE

TAKE ACTION

THINK

CONTRIBUTE

diversity and inclusion

for positive change

critically about the world around them

meaningfully to their communities

We believe every child has the potential to flourish. Through our curriculum, relationships and experiences, we seek to nurture learners who are academically successful, emotionally intelligent, environmentally aware and socially responsible. We aspire for every Arborist to leave our school with the knowledge, skills and values needed to lead a life of purpose, contribution and impact. Together, we are creating flourishing people and a flourishing planet.

Arbor School

Parent Handbook

Learning at Arbor

Term Dates

Our Curriculum

Teaching & Learning

Arabic Immersion

Home Learning

Learning Skills

Assessment & Reporting

Thrive Team

Personalised Support

LEARNING AT ARBOR

Term Dates Our KHDA approved calendar is below:

Winter Term New FS2 student induction day FS1 staggered starts begin

Date Tuesday 1 September

Term 1 starts - First day of academic year for returning students

Wednesday 2 September

Full days begin for FS1 students

Monday 14 September

Half term

Monday 12 October - Friday 16 October

End of Term

Friday 11 December

Spring Term Term 2 starts

Monday 4 January

Ramadan starts

Monday 8 February* (Shorter school days)

Eid Al Fitr

Monday 8 March - Friday 12 March*

End of Term

Friday 2 April

Summer Term Term 3 starts

Monday 12 April

Staff CPD

Friday 14 May

Eid Al Adha

Monday 17 May - Tuesday 18 May*

Hijri - Islamic New Year

Saturday 5 June*

End of term

Friday 2 July

*Actual dates are subject to change - please do not book holidays until confirmed by the school.

Arbor School

Parent Handbook

LEARNING AT ARBOR

Our Curriculum Our curriculum is built upon the Early Years Foundation Stage (EYFS) Framework and delivered through a child-centred approach that values play, exploration and meaningful experiences. We recognise that every child is unique and develops at their own pace. Through carefully planned environments, responsive teaching and opportunities for child-led inquiry, we support children's learning and development across all areas of the curriculum. Communication & Language Children develop speaking, listening and communication skills through conversation, storytelling, play and meaningful interactions. Physical Development Children build coordination, strength and confidence through active play, movement and opportunities to develop both gross and fine motor skills. Personal, Social & Emotional Development Children learn to build relationships, manage emotions, develop independence and grow in confidence as members of the community. Literacy Children develop a love of stories, begin their reading journey and explore early writing through purposeful and engaging experiences. Mathematics Children develop mathematical understanding through practical experiences involving number, pattern, shape, space and measure. Understanding the World Children explore people, places, communities and the natural world, developing a growing understanding of the world around them. Expressive Arts & Design Children communicate ideas, thoughts and feelings through art, music, movement, role play and imaginative experiences.

Children will have the opportunity to experience specialist lessons including Arabic, Islamic (for our Muslim students), Ecoliteracy, Creative Arts, Library, P.E. and Swimming.

Arbor School

Parent Handbook

LEARNING AT ARBOR

Teaching & Learning Learning is driven by play, exploration and meaningful experiences. Our teaching combines child-led discovery with carefully planned teaching to support children's development across all areas of learning.

Projects Each term, children explore a project inspired by our ecoliteracy curriculum and centred around a driving question that encourages thinking, discussion and investigation.

LAUNCH

DISCOVERY TIME

FOCUSED TEACHING

RESPONSIVE LEARNING

LANDING

Every project begins with an engaging launch experience designed to spark interest, generate questions and inspire learning.

For much of the day, children engage in Discovery Time, where they explore, investigate and learn through purposeful play, both indoors and outdoors.

Alongside Discovery Time, children participate in focused teaching sessions in Phonics, Mathematics and Project Learning.

Teachers carefully observe children's interests, ideas and development, adapting learning experiences and environments to build upon their thinking.

Each project concludes with a landing, where children share and celebrate their learning with others.

Through play, inquiry and meaningful experiences, children develop knowledge, skills and understanding while building confidence, independence and a love of learning.

Arbor School

Parent Handbook

LEARNING AT ARBOR

Arabic Immersion We believe that Arabic should be a natural and meaningful part of every child's learning experience. Through our Arabic Immersion Model, children hear, see and use Arabic throughout the school day in ways that are engaging, purposeful and enjoyable.

Our Approach

This approach is part of Dubai's wider commitment to strengthening Arabic language learning and celebrating the culture, heritage and identity of the UAE. It aligns with the Knowledge and Human Development Authority (KHDA) Policy on Arabic Language Provision in Early Childhood Education, developed in partnership with the Ministry of Education (MOE), and supports the ambitions of Dubai's Education 33 (E33) Strategy, which places Emirati values, culture and language at the heart of every child's educational journey.

Supporting at Home

Curriculum

Key vocabulary, phrases, songs and rhymes will be shared through Seesaw and curriculum communications to support learning at home. We encourage families to engage with Arabic learning through simple everyday experiences such as: Practising the weekly Arabic phrase together Singing Arabic songs and rhymes at home Reading and discussing stories linked to classroom learning Celebrating and encouraging children's attempts to use Arabic wellbeing.

Beginning in FS2, Arabic is integrated into everyday classroom life through: Daily routines and greetings Songs, rhymes and stories Play and inquiry-based learning experiences Classroom displays and learning environments Key vocabulary linked to topics and class texts Each FS2 and Year 1 class works with an Arabic Teacher/LSA and the Class Teacher to ensure that children develop confidence and positive attitudes towards the Arabic language, while developing an appreciation of the culture, heritage and traditions of the UAE.

✔ ✔ ✔ ✔ ✔

✔ ✔ ✔ ✔

Working Together Through our shared partnership between school and home, we aim to foster a lifelong appreciation for Arabic as a language of communication and as an important part of life in the UAE.

Arbor School

Parent Handbook

LEARNING AT ARBOR

Home Learning In the Early Years, our main home learning focus is reading. Sharing books regularly helps children develop language, vocabulary, comprehension and a lifelong love of stories. We encourage families to make reading part of their daily routine and to enjoy books together as often as possible.

Reading Books Once children begin learning phonics, they will receive a reading book matched to their reading stage. Changed weekly, these are carefully selected to support decoding, fluency and early reading confidence.

Library Books Each week, children choose a library book to take home and enjoy with their family. Library books are changed weekly and provide opportunities to share stories, develop vocabulary and encourage a love of reading.

Little and Often Just 10–15 minutes of daily reading can make a significant difference to a child's language development, comprehension and confidence. Whether reading a school book, a library book or a favourite story from home, regular reading is one of the most valuable ways to support your child's learning journey.

Arbor School

Parent Handbook

LEARNING AT ARBOR

Learning Skills FS students are introduced to seven Learning Skills. These skills help children recognise and describe the behaviours and attitudes they are developing as learners. They are adapted from the seven competencies within our ecoliteracy curriculum.

Exploring Eagle You are curious and enjoy exploring new things.

Communicating Crocodile You like sharing your ideas with others and listening to the ideas of your friends.

Responsible Rhino You think before you act and make positive choices.

Inquiring Iguana You enjoy asking questions and learning about new things.

Collaborative Crab You enjoy working with others to complete tasks and achieve shared goals.

Creative Caterpillar You use your imagination when you play, create, and solve problems.

Thinking Thresher You use your thinking skills to make connections and deepen your understanding when learning.

Arbor School

Parent Handbook

LEARNING AT ARBOR

Assessment & Reporting How We Assess

Sharing Learning

Assessment takes place throughout daily learning and is primarily based on: EYFS Curriculum Framework objectives Individual age and stage of development Observation during play and exploration and everyday learning experiences Independent application of skills Teacher knowledge and professional judgement Our focus is on understanding how children apply their learning in meaningful and authentic contexts.

Families receive weekly updates through Seesaw, where learning experiences, achievements and next steps are shared throughout the year. This provides a valuable window into your child's learning journey and helps strengthen the partnership between home and school.

✔ ✔ ✔ ✔ ✔

Reporting to Parents

Parents receive formal updates on progress throughout the year, including: Termly reports on phonics and reading Week to Shine stay-and-play sessions (Term 1) Parent Teacher Conferences (Terms 2 & 3) Regular updates via Seesaw

✔ ✔ ✔ ✔

KHDA Age Cut Off

The UAE Ministry of Education has introduced updated age placement regulations for schools and nurseries from the 2026–2027 academic year. This guide has been created to help Arbor families understand the changes and how they may apply to your child’s school journey.

These opportunities allow families and teachers to work together to support each child's development and wellbeing.

Working Together Regular communication and strong partnerships between home and school help ensure every child receives the support, encouragement and opportunities they need to thrive.

Arbor School

Parent Handbook

LEARNING AT ARBOR

Thrive Team Philosophy Thrive is Arbor's collaborative network of support services, designed to identify strengths, personalise learning pathways and promote wellbeing, belonging and success for every child.

Key Contacts

Vicki Brown Olive Balmes Michelle Sakande Alexandra Jurgensen Assistant Headteacher: Thrive Thrive Support Teacher Primary Counsellor Primary SENDCo vbrown@thearborschool.ae msakande@thearborschool.ae obalmes@thearborschool.ae ajurgensen@thearborschool.ae

Our Thrive Team SENDCo

SEND Teachers

Counsellors

English Language Learner Teachers

Learning Support Assistants

External Specialists

What Thrive Supports Intellectual Curiosity Supporting confidence, engagement and academic growth. Learning for Life Developing independence, self-awareness and future readiness. Flourishing Promoting wellbeing, belonging and positive relationships. Therapeutic Support Providing targeted interventions and specialist support where required. Arbor School

Parent Handbook

LEARNING AT ARBOR

Thrive: Personalised Support Every child develops at their own pace and brings unique strengths, interests and needs to school. When additional support, challenge or intervention is required, the Thrive Team works closely with families and teachers to ensure children receive the most appropriate provision.

Referral Process

Individual Pathways

If concerns arise regarding a child's learning, development or wellbeing, a referral may be made to the Thrive Team. The process typically includes: Teacher observations and assessment Parent consultation Classroom strategies and support Thrive review and recommendations Individual planning where appropriate This graduated approach ensures that support is carefully tailored to each child's needs.

We provide personalised pathways to support a wide range of learners. These may include:

✔ ✔ ✔ ✔ ✔

✔ Additional support for Students of Determination ✔ Extension opportunities for highly able learners ✔ English language support for students new to English ✔ Individualised transition arrangements ✔ Targeted interventions to

support development and wellbeing

Individual Learning Plans

External Partnerships

✔ ✔ ✔

This may include: Occupational Therapists Speech and Language Therapists Physical Therapists Assessment Centres Medical Professionals

Arbor works closely with approved external specialists where appropriate.

Where appropriate, personalised plans may be developed to support individual needs.

✔ ✔ ✔ ✔ ✔

These may include: IEPs (Individual Education Plans) ASPs (Accomplished Student Plans) ILPs (Individual Language Plans) Plans are developed collaboratively with families and reviewed regularly to ensure children are making progress and receiving appropriate support.

Arbor School

Collaboration between school, families and external specialists helps ensure the best outcomes for children.

Parent Handbook

Pastoral Care

Behaviour

Recognition, Reflection & Growth

House Culture

Safeguarding

Wellbeing & Family Support

Medical Care

Health & Wellbeing

Extreme Weather

PASTORAL CARE

Behaviour

Creating a Positive Culture for Learning Positive relationships, clear expectations and a strong sense of belonging create the conditions for learning and human flourishing. Our approach is rooted in Positive Education, restorative practice and the belief that behaviour is a learning opportunity. We support children to understand the impact of their choices, take responsibility for their actions and contribute positively to our community.

Our Three School Agreements

READY

RESPECTFUL

SAFE

Children are ready to learn when they:

Children demonstrate respect when they:

Children help keep themselves and others safe when they:

✔ Arrive prepared ✔ Bring the resources they need ✔ Wear the correct uniform ✔ Approach learning positively

✔kindness Treat others with ✔perspectives Value different ✔language Use positive and actions ✔theCare for people and environment

✔ Follow instructions ✔ Make sensible choices ✔ Use spaces appropriately ✔ Look out for one another

Behaviour & Learning Skills Positive behaviour supports the development of key learning skills including selfmanagement, collaboration, communication and critical thinking, helping children become increasingly independent and responsible learners.

Arbor School

Parent Handbook

PASTORAL CARE

Recognition, Reflection & Growth We use a combination of praise, encouragement and recognition to celebrate positive choices and learning behaviours.

Rewards & Recognition Verbal Praise

House Points

Class Celebration

Stickers

Above & Beyond Postcards

Our aim is to help children develop intrinsic motivation and take pride in making positive choices.

Reflection & Growth

The Arborhaviour Approach

When challenges arise, we support children to reflect on their actions in a calm, supportive and ageappropriate way.

A consistent framework for supporting behaviour and relationships. 1.Reminder A gentle reminder of the agreed expectations and an opportunity to make a positive choice. 2.Reflection with Teacher Supported reflection with a trusted adult to discuss actions, feelings and next steps. 3.Reflection with Head of Year Additional guidance and support from the Head of Year or Assistant Head. 4.Internal Referral For more serious incidents or ongoing concerns, support is provided by senior leaders and parents may be contacted.

Children are encouraged to consider: What happened How others may feel How relationships can be repaired What positive choices can be made next

✔ ✔ ✔ ✔

This approach helps children develop emotional awareness, responsibility and self-regulation.

Children develop at different rates and bring different experiences to school. Our approach always takes into account each child's age, stage of development and individual needs. By combining high expectations with care, consistency and support, we help children develop the confidence and skills needed to become positive members of the Arbor community. Arbor School

Parent Handbook

PASTORAL CARE

House Culture All students and staff belong to one of four houses, creating a strong sense of belonging, teamwork and community across the school. HOUSE POINTS & COMPETITIONS

HOUSE SYSTEM

FRIDAYS IN HOUSES

Students earn points through: • Academic achievement • Positive behaviour • Kindness • Participation • Community service Inter-house competitions include academic, sporting, cultural and creative events.

Every student and member of staff is allocated to one of four houses. The house system encourages: Belonging Teamwork Participation

On Fridays: Students and staff wear house shirts House events and assemblies take place Staff actively support participation and house spirit

SUSTAINABILITY CHAMPION HOUSES

GOODALL

ATTENBOROUGH

YEANG

CEESAY

Jane Goodall Pioneering primatologist and conservationist known for her work with chimpanzees and global environmental advocacy.

David Attenborough Broadcaster and natural historian who has inspired global awareness of sustainability and the natural world.

Ken Yeang Architect and environmentalist recognised for sustainable building design and ecological urban planning.

Isatou Ceesay Environmental activist known for transforming plastic recycling and empowering communities through sustainability initiatives.

WHY HOUSE SPIRIT MATTERS House spirit helps students develop:

Arbor School

✓ Teamwork ✓ Leadership ✓ Belonging 20

✓ Pride ✓ Healthy competition ✓ Community values Parent Handbook

PASTORAL CARE

Our Safeguarding Culture Safeguarding and promoting the welfare of children is our highest priority. We are committed to providing a safe, secure and nurturing environment where every child feels protected, valued and able to flourish. Safeguarding is everyone's responsibility and relies on strong partnerships between school, families and the wider community.

Our Commitment

Creating a Safe Environment

✔✔ Promoting Protecting children from harm wellbeing ✔careCreating a culture of vigilance and ✔respected Ensuring children feel safe and ✔ariseProviding support when concerns ✔ Meeting safeguarding requirements

✔ ✔ ✔ ✔ ✔ ✔

Children learn about: Personal safety Online safety Healthy relationships Respect for self and others Emotional wellbeing Responsible decision-making

We have a trained safeguarding team responsible for overseeing child protection procedures and supporting students and families when concerns arise.

At Arbor, safeguarding is not simply a policy or procedure. It is a culture built upon: Trust Respect Belonging Compassion Vigilance

All staff receive regular safeguarding training and understand their responsibilities in identifying, responding to and reporting concerns. Arbor School

Parent Handbook

PASTORAL CARE

Safeguarding Procedures Safeguarding is embedded throughout school life and supported by clear procedures, strong communication and effective partnerships with families.

Visitor & Collection Procedures

Our approach promotes a culture of care, vigilance and responsibility, ensuring children feel safe, respected and supported.

#SafeWithMe

W IT H

Collection

✔ Children released only to authorised adults ✔ Changes communicated promptly ✔ Safeguarding procedures followed at all times

Visitors

✔✔ Sign in at Reception Wear visitor identification ✔✔ Follow safeguarding procedures Remain accompanied where required

Parent & Visitor Expectations

Online Safety

To help ensure a safe and secure environment for all members of the Arbor community, visitors are expected to: Wear school-issued lanyard on site Follow visitor and safeguarding procedures Report concerns regarding a child's safety or wellbeing Respect school expectations and boundaries

Technology provides valuable opportunities for learning, creativity and communication. We teach students to use technology responsibly, safely and respectfully.

✔ ✔ ✔ ✔

✔✔ ✔✔ ✔

Students learn to: Protect personal information Communicate respectfully online Recognise potential risks Report concerns appropriately Make safe and responsible choices when using technology We encourage families to continue these conversations at home and support healthy, balanced use of technology.

✘ Take photographs or videos without permission ✘ Enter student-only areas ✘ Be alone with a child who is not their own ✘ Exchange personal information with students

If you have any concerns regarding the safety or wellbeing of a child, please contact: Mr Ashley Robbins Designated Safeguarding Lead arobbins@thearborschool.ae All concerns will be treated sensitively and appropriately.

Arbor School

Parent Handbook

PASTORAL CARE

Primary Safeguarding Team

Governor - Director of Education Ken Jones kjones@thearborschool.ae

Principal Gemma Thornley principal@thearborschool.ae

DDSL / Head of Primary Kathryn Keeshan headofprimary@thearborschool.ae

DSP (Primary) Carrie Hoza choza@thearborschool.ae

DSP (Foundation) Ayesha O’Dea aodea@thearborschool.ae

DDSP (EYFS) Chloe Morritt cmorritt@thearborschool.ae

DSL / Deputy Head - Pastoral Ashley Robbins arobbins@thearborschool.ae

DSP (KS2) Ellen Sawyer esawyer@thearborschool.ae

Eco & E-Safety Lead Sabrina Michael smichael@thearborschool.ae

Counsellor - Primary Alexandra Jurgensen ajurgensen@thearborschool.ae

DDSP (KS2) Teri Doyle tdoyle@thearborschool.ae

Counsellor - Secondary Jacqueline Harrison jharrison@thearborschool.ae

DDSP (Library Assistant) Janice Engelbrecht jquinto@thearborschool.ae

Family Experience Isil Tumer ifloden@thearborschool.ae

Medical Dr Quratulain Faisal qfaisal@thearborschool.ae

Arbor School

*Designated Safeguarding Lead (DSL) **Deputy Designated Safeguarding Lead (DDSL) ***Designated Safeguarding Person (DSP) ****Deputy Designated Safeguarding Person (DDSP)

PASTORAL CARE

Lanyard Identification Who Are We?

STAFF

PARTNERS

PARENT

BOARD

STUDENTS

TEMPORARY PARENT ID

PROJECT

Arbor School

VISITOR

Parent Handbook

PASTORAL CARE

Wellbeing & Family Support Wellbeing is at the heart of school life. We aim to create a responsive, caring environment where children feel safe, connected and supported. Our approach is guided by Positive Education, including the PERMA-V model, helping children develop self-awareness, confidence, positive relationships and lifelong wellbeing habits. Our counsellors, psychologist, Thrive Team and pastoral leaders work together to support children’s personal, social, emotional and educational wellbeing. Support may include: Therapeutic input Relationship-building programmes Mindfulness and wellbeing sessions Guidance for families Referrals or signposting where appropriate

✔ ✔ ✔ ✔ ✔

Here are some guides and resources that can help you support your child: HealthyChildren.org Advice from the American Academy of Pediatrics on children’s physical, emotional and mental health.

CDC Child Development Guidance on developmental milestones and child wellbeing. MindEd for Families Free advice and information on children and young people’s mental health.

Child Mind Institute Resources supporting children and families with mental health, anxiety, ADHD, learning differences and stress.

Parenting for Lifelong Health Evidence-based parenting resources designed to support child wellbeing and positive family relationships.

Positive Psychology Center Information and resources on positive psychology, including the PERMA model.

Zero to Three Resources focused on early childhood development and wellbeing.

VIA Institute on Character Tools to help young people and families explore and apply character strengths.

Arbor School

Parent Handbook

PASTORAL CARE

Medical Care Our Medical Team includes a full-time School Doctor and School Nurses who can provide basic medical care throughout the school day, enrichment activities and school events. Parents should ensure all medical information, allergies, surgeries, medications and emergency contact details remain up to date. A DHA medical form and general consent form must be completed and submitted annually by parents for each student. These are issued by the Medical Team at the start of each academic year and ensure we have up-to-date health and consent information for all students. INDIVIDUAL HEALTHCARE PLANS

MEDICATION & SUPPORT

Students with chronic illnesses and/or conditions such as asthma, diabetes or severe allergies are supported through Individual Healthcare Plans (IHCPs) developed in partnership with families and healthcare professionals.

Medication can only be administered by the Medical Team with parental consent and in accordance with school procedures. If your child requires additional support following illness, injury or surgery, please contact the School Doctor before they return to school.

School Doctor Dr Quratulain Faisal qfaisal@thearborschool.ae

CHILD ILLNESS

Parents should monitor their child's health and keep them at home if they display symptoms such as fever, nausea, diarrhoea. Seek medical advice if this persists for more than 24 hours. If a child becomes unwell at school, our Medical Team will assess and contact parents, where appropriate.

Students who require crutches or wheelchair support need a Personal Evacuation Emergency Plan (PEEP). This must be put in place by the class teacher before the student returns to school.

Medical Events & Incidents Our Medical Care Team manages many minor illnesses and injuries during the school day. Parents will be contacted where the nature of the illness or injury requires their awareness, further treatment, collection from school, or emergency care. Minor illness or injury requiring simple first aid or treatment by the Medical Care Team – managed in school; parents will not normally be contacted. Illness or injury requiring collection from school or referral to an external healthcare provider – parents will be contacted by telephone. Medical emergency requiring hospitalisation or emergency services – parents will be contacted immediately by telephone. Arbor School

Parent Handbook

PASTORAL CARE

Health & Wellbeing STAYING HOME WHEN UNWELL Limiting the spread of illness begins at home. Parents are encouraged to monitor their child's health and keep them at home if they are displaying any of the following symptoms: Fever (37.5°C+) Cough Sore throat Runny nose Shortness of breath

Diarrhoea Nausea Abdominal pain Headache Body ache Loss of taste or smell

If your child becomes unwell If symptoms are mild but persist for more than 24 hours, seek medical advice. If symptoms develop during the school day, the Medical Team will monitor and assess the student before contacting parents regarding collection or further medical support.

A medical certificate is required after 3 days of consecutive illness.

Intimate Care As part of our care for younger children, there may be occasions when staff need to support a child with changing clothes or personal care following a toileting accident. Parents are asked to complete the school’s Intimate Care Consent Form so staff can respond promptly and sensitively when support is needed. Intimate care is always carried out respectfully, in line with safeguarding procedures, and in the presence of two female members of staff. Even where consent has been provided, parents will be contacted by telephone and given the option to collect their child for a shower on site or at home before they return to class.

Arbor School

Parent Handbook

PASTORAL CARE

Extreme Weather Outdoor learning and recreation are an important part of life at Arbor. To ensure students remain safe and comfortable throughout the year, the school closely monitors both heat index and air quality and adapts outdoor activities accordingly. A flag system is used across campus to indicate the level of outdoor activity that is appropriate in shaded and unshaded areas.

REMINDERS Send a labelled water bottle every day Ensure your child has an Arbor hat available Apply sunscreen before school where appropriate Encourage regular hydration throughout the day

Heat index and air quality are monitored throughout the day, with outdoor learning and recreation adapted accordingly

Arbor School

Parent Handbook

Daily Life

Uniform

Swimming

Start and End of School Day

School Transport & Site Access

Food, Nutrition & Healthy Habits

Attendance & Procedures

Class Allocation & Transition

DAILY LIFE

Uniform Our school uniform reflects our identity as a community and helps promote a sense of belonging, equality and pride. We ask all students to wear their uniform correctly and present themselves in a way that reflects the values and expectations of our school.

UNIFORM SHOP

Uniform

Footwear

House Shirts

Hair & Appearance

All students are expected to wear the approved Arbor School uniform, available through our uniform supplier, Zaks. Polo shirt Skort, shorts or trousers School jacket House polo shirt School dress All items should be clearly labelled with the student's name

Students should wear:

Every Friday, children wear their House shirt as a celebration of House identity and community spirit.

To support health, safety and presentation:

✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

Jewellery & Devices

✔ Plain black school shoes or plain black trainer-style shoes ✔ Plain white or black trainers on PE days ✔ Plain white socks

✔ Hair longer than shoulder length should be tied back Children wear the ✔ Hair should be a house shirt with the natural colour uniform shorts or ✔ Hair accessories skort, however, girls should be simple and who usually wear the school appropriate school dress may wear ✔ Nails should be kept PE shorts or plain black short

Footwear should be practical, comfortable and suitable for active school life

Children may wear: One pair of small stud earrings through the earlobe Religious jewellery, where appropriate Jewellery must be removed during PE lessons. Children are responsible for the safekeeping of personal items. Smart watches and personal electronic devices are not permitted.

✔ ✔ ✔ ✔ ✔

or white shorts.

Additional Items

Children are required to bring: School hat School book bag Lunch and snack bag Swimming cap* Swimming costume* Trolley bags are not permitted for safety and practical reasons.

✔ ✔ ✔ ✔ ✔

Swimming

Girls may wear: A full swimming costume A two-piece tankini with a fulllength top A wetsuit-style costume Bikinis are not permitted. Boys should wear: Blue or black swim shorts An optional blue or black rash vest

*Swimming in FS1 begins in Term 2.

A Shared Responsibility

The partnership between home and school is essential in maintaining high standards of presentation. Thank you for supporting your child to arrive at school each day feeling confident, prepared and ready to learn. Arbor School

Parent Handbook

DAILY LIFE

Swimming Swimming is an important part of the EYFS curriculum, helping children develop water confidence, essential water safety skills and a lifelong enjoyment of physical activity.

Swimming Kit

Preparing Your Child

Please ensure your child brings the following items on their swimming day:

Before swimming lessons begin, you can support your child by: Talking positively about swimming and what to expect Visiting a local swimming pool to build confidence Practising getting changed with increasing independence Labelling all swimming items clearly

✔ ✔ ✔ ✔

✔ Arbor School swimming costume or swim shorts ✔ Swimming cap ✔ Towel ✔ Goggles ✔ Separate swimming bag ✔ Flip-flops or pool shoes

These simple steps can help your child feel more confident and ready for their lessons.

Please ensure all items are labelled with your child’s name.

Safe & Supported Lessons

Safety & Wellbeing

Every swimming lesson is carefully supervised by qualified staff to ensure a safe, enjoyable and confidence-building experience. Each lesson includes: A qualified PE teacher Two in-water swimming instructors A dedicated lifeguard Learning Support Assistants to help children with changing and personal care where required. Lessons operate at a supervision ratio of 1 adult to 6 children, depending on individual needs and swimming ability. If your child is feeling nervous, our staff will work at their pace, providing encouragement and reassurance to help them build confidence in the water.

The safety and wellbeing of every child is our highest priority. All swimming staff hold appropriate qualifications, first aid certification and paediatric CPR training. Staff complete annual safeguarding and emergency response training and follow Arbor's safeguarding procedures at all times. Boys and girls use separate changing facilities supervised by two female members of staff. Mobile phones and cameras are not permitted in changing areas. Parents are informed of any incidents or concerns in line with the school's safeguarding procedures.

Building Confidence for Life Swimming lessons at Arbor help children develop confidence, resilience and important lifelong water safety skills in a nurturing and supportive environment.

Arbor School

Parent Handbook

USEFUL INFORMATION

The School Day: Drop Off A calm, organised start and end to the school day helps children feel secure, confident and ready to learn. Our routines are designed to support wellbeing, safety and independence while ensuring the smooth operation of the school.

Arrival at School

The School Day

✔ School site opens from 7:30am

✔ Classrooms open at 7:45am ✔ Registration begins promptly at 8:00am ✔ Learning starts immediately

Families arriving before classrooms open may use designated supervised areas. FS students, along with the adult responsible for dropping them off at school, may wait in the ground floor canteen.

The school day for EYFS is 8:00am to 1:30pm.

FS students must be accompanied by their responsible adult and dropped off directly at their classroom door.

Late Arrivals

✔ Students arriving after 8am will be marked as late ✔ Late arrivals should be brought to the Foundation Stage Reception and their adult should wait with them until they are registered

Arbor School

Parent Handbook

USEFUL INFORMATION

The School Day: Pick Up A calm, organised end to the school day helps ensure that students leave safely and positively. Our collection procedures are designed to support children's wellbeing, independence, and safeguarding, while ensuring a smooth and efficient dismissal for all families. End of the School Day

Routine and Safety

✔Home Monday - Thursday: time is at 1:30pm ✔11:30am Friday: Home time is at ✔onlyChildren are released to authorised adults

✔ Communicate collection arrangements clearly to school

At hom ✔ Communicate changes to arrangements as early as possible

✔ Primary students are not permitted to drop off

or siblings in Secondary

✔adults Ensure authorised are known to the

or collect siblings in EYFS

school

Collection Procedures

Late Collection

✔theirStudents will remain with class teacher for 10

Parents are asked to:

✔ Arrive promptly ✔procedures Follow collection ✔ Wear required identification or collection

minutes at the end of the day.

✔collected Students who are not will be brought to the ground floor canteen where a phone call to parents will be made.

lanyards

Persistent Late Collection

May result in additional support measures being implemented to ensure student wellbeing and safeguarding. If a student is placed in a paid ECA this will come at an additional cost.

Arbor School

Parent Handbook

DAILY LIFE

School Transport & Site Access The safety and wellbeing of our community is our highest priority. Clear procedures help ensure children, families and visitors can access the school safely and confidently. Access to the school site is limited to authorised adults and visitors. Thank you for supporting our safeguarding procedures.

School Transport We partner with STS to provide safe and reliable school transport that complies with all KHDA and RTA regulations. Information regarding routes, fees and transport arrangements can be accessed through the STS portal. For transport enquiries: transportation@thearborschool.ae

Lanyards Parents, carers and guardians must wear their school-issued orange lanyard and photo ID whenever accessing the school site. Families who forget their lanyard may obtain a temporary visitor pass from Security by presenting identification. Replacement lanyards can be requested through Parent Relations: reception@thearborschool.ae

Children learn to recognise different lanyards and trusted adults, helping them feel safe and confident around the school.

Arbor School

Parent Handbook

DAILY LIFE

Food, Nutrition & Healthy Habits Healthy habits established in the early years help support children's growth, wellbeing and learning. We work in partnership with families to encourage nutritious choices and positive attitudes towards food, hygiene and celebrations.

Snack & Lunch Children enjoy a daily snack and lunch at school. Families may provide food from home, order through The Farmhouse, or combine both options.

The Farmhouse Our farm-to-fork dining experience uses fresh ingredients and schoolgrown produce to provide healthy and nutritious meal options. This online form will enable you to sign up for meals, and view prices, terms and conditions.

Healthy Choices Packed lunches should support a balanced diet. Water only Nutritious snacks and meals

✔ ✔

✘ Sweets ✘ Fast food ✘ Sugary drinks

Food Safety

Hygiene

Celebrations

To support student safety: No nut products No sesame products No pork products Grapes should be cut appropriately Containers should be clearly labelled

Children are supported in developing good hygiene habits, including handwashing and personal care routines. Learning environments and bathrooms are cleaned and sanitised regularly throughout the day.

To ensure celebrations remain inclusive, safe and sustainable, families are asked not to send treats or gifts into school.

✔✔ ✔✔ ✔

Instead, children are encouraged to share a favourite story with their class on special occasions such as birthdays.

SUPPORTING HEALTHY HABITS By working together, we can help children develop positive habits that support their wellbeing, independence and lifelong health.

Arbor School

Parent Handbook

DAILY LIFE

Attendance & Procedures Regular attendance helps children build relationships, develop confidence and make the most of every learning opportunity. We work closely with families to promote excellent attendance and support children in establishing positive habits from the earliest years. Attendance

Reporting an Absence

Planned Absence

Regular attendance supports children's learning, wellbeing and sense of belonging. The school follows KHDA attendance requirements and works proactively with families where attendance becomes a concern.

If your child is unable to attend school, please notify the school before 8:00am.

Requests for planned absence should be submitted in writing to:

✔✔

Ms Ayesha O'Dea Assistant Head of Primary: EYFS

Please email: absence@thearborschool.ae cc in your child's class teacher For safeguarding purposes, the school will contact families if a child's absence has not been reported.

Mr Ashley Robbins Deputy Head of Primary Requests should be made as early as possible. Approved absences will still affect attendance grade.

Local Guardianship

After School Care

Early Collection

Seedling Club provides supervised childcare from 1:30pm–4:20pm, Monday to Thursday.

Where possible, appointments should be arranged outside school hours.

If parents leave the UAE without their child, a designated local guardian must be appointed.

Children enjoy relaxed games, activities and opportunities to socialise. Additional after-school activities are also available throughout the year.

If early collection is required: Notify Parent Relations and your child's teacher in advance Collect from Main Reception Children remain in class until parents arrive

Families are required to complete a Local Guardianship Form to ensure appropriate communication and safeguarding arrangements remain in place.

✔ ✔ ✔

LATE COLLECTION

If you are running late, please contact Reception as soon as possible on +971 (0)4 581 4100 Children will be supervised until collection. Persistent late collection may result in additional support measures, including referral to paid childcare or the safeguarding team.

Arbor School

Parent Handbook

DAILY LIFE

Class Allocation & Transition As children move into a new year group, classes may be reorganised to create balanced cohorts, broaden friendships and support children's continued growth and development. We understand that class placements feel significant for both children and families. Please be assured that a great deal of thought, care and collaboration goes into this process each year. Our aim is always to create the best possible environment for every child to feel confident, supported and ready for the year ahead.

Friendships & Relationships

Individual Needs

✔ ✔ ✔ ✔

When allocating classes, we consider: Learning styles Individual needs Wellbeing Levels of support and challenge

Positive relationships play an important role in children's wellbeing and school experience. When creating classes, we carefully consider: Existing friendships Peer connections Social development Opportunities to build new relationships Our aim is to help children feel secure while continuing to develop confidence and independence.

Every child is unique and brings different strengths, interests and learning needs.

✔ ✔ ✔ ✔

This helps ensure all children are placed in an environment where they can thrive.

Balanced Classes

Positive Transitions

We carefully balance classes to support positive relationships, effective learning and a strong sense of belonging for all children. Class groupings are informed by the professional judgement of staff who know the children well.

Transitions provide opportunities for children to develop confidence, build new friendships and embrace new experiences. Our team works closely together to ensure every child feels supported and ready for the year ahead.

Class placements are made with the wellbeing and success of all children in mind. Once published, class lists are considered final, allowing staff to focus on preparing for a positive and successful start to the new academic year. Arbor School

Parent Handbook

Useful Information

Communication

Parent Relations

Key Staff