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ARBOR SCHOOL

PRIMARY PARENT HANDBOOK

2026-27

Contents Welcome to Arbor Primary School

Welcome

Meet the Team

Curriculum

Learning at Arbor

Pastoral Care

Useful Information

WELCOME

Head of Primary We are delighted to welcome you and your family to our community for the 2026-27 academic year. Whether you are joining us for the first time or continuing your Arbor journey, we look forward to partnering with you to ensure your child flourishes academically, socially, emotionally and personally. We believe education should inspire children to understand the world around them, care deeply about others and take meaningful action to create positive change. Our mission is rooted in the belief that there should be enough for all, forever, and this principle underpins everything we do. We want every child to feel known, valued and connected. A strong sense of belonging sits at the heart of our school and provides the foundation upon which confidence, wellbeing and academic success can flourish. Through rich learning experiences, meaningful relationships and a curriculum inspired by nature, we nurture curiosity, creativity and a lifelong love of learning. We encourage our students to ask questions, think critically, collaborate with others and develop the confidence to make a positive contribution to the world around them. Alongside academic excellence, we place equal importance on character development, wellbeing, sustainability and human flourishing. We believe children thrive when they are challenged, supported and empowered to discover their strengths, interests and passions. This handbook has been designed to provide key information about life in the Primary School and to support a strong partnership between home and school. We encourage you to read it carefully and refer to it throughout the year. Thank you for entrusting us with the privilege of educating your child. We are honoured to be part of their journey and look forward to working together throughout the year ahead.

AT THE HEART OF ARBOR

BELONGING A community where every child is known, valued and connected

CHARACTER Developing care, responsibility and respect for others

CONFIDENCE Supporting academic success, wellbeing and personal growth

“We want every child to feel known, valued and connected.”

Kathryn Keeshan Arbor School

Parent Handbook

WELCOME

Term Dates Our KHDA approved calendar is below:

Winter Term

Date

New Students and Thrive students begin

Tuesday 1 September

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

Wednesday 2 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.

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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

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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

Meet the Team

Primary Senior Leadership Team

Whole School Senior Leadership Team

Heads of Core Subjects

Heads of Year

Class Teachers

Thrive Department

Arabic & Islamic Department

Teaching Staff

Support Staff

MEET THE TEAM

Primary Senior Leadership Team Our Senior Leadership Team brings together extensive experience from leading schools across the UK and internationally. United by a shared commitment to Arbor’s mission, they work closely with students, staff and families to create a learning environment where every young person is known, supported and challenged to thrive.

Ms Gemma Thornley Principal

Ms Kathryn Keeshan Head of Primary

Mr Philip Waterworth Deputy Head Teacher – Academic

Mr Ashley Robbins Deputy Head Teacher – Pastoral

Ms Ayesha O’Dea EYFS Assistant Head Teacher

Arbor School

Ms Carrie Hoza Key Stage 1 Assistant Head Teacher

Ms Ellen Sawyer Key Stage 2 Assistant Head Teacher

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MEET THE TEAM

Whole School Senior Leadership Team Alongside our Primary Team, a number of Assistant Headteachers work across the whole school, leading expertly in specialist areas. United by a shared commitment to Arbor’s mission, they work closely with students, staff, and families to create a learning environment where every young person is known, supported, and challenged to thrive.

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Mr Mohamed Khairy

Whole School Assistant Head of MoE Subjects (Arabic & Islamic) mkhairy@thearborschool.ae

Mr George Spurling

Whole School Assistant Head - Enrichment, Sports & Academic Excellence gspurling@thearborschool.ae

Mr Euan Riddell

Whole School Assistant Head Ecological & Environmental Education eriddell@thearborschool.ae

Ms Victoria Brown

Whole School Assistant Head - Inclusion vbrown@thearborschool.ae

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MEET THE TEAM

Heads of Core Subjects Our Heads of Core Subjects form part of our Middle Leadership Team. Each leader plays a key role in driving high standards and consistency in their subject area, working closely with staff to support high-quality teaching and learning across the school.

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Ms Joanna McKeever

Head of Maths EYFS - Key Stage 1 jmckeever@thearborschool.ae

Ms Lauren Watkins

Head of Maths – Key Stage 2 lwatkins@thearborschool.ae

Ms Sarah Qadir

Head of English - EYFS/Key Stage 1 sqadir@thearborschool.ae

Ms Sarah Huddleston

Head of English - Key Stage 2 shuddleston@thearborschool.ae

Ms Ashmi Bhansali

Head of Science abhansali@thearborschool.ae

Ms Sarah Ward

Head of MSC swkhan@thearborschool.ae

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MEET THE TEAM

Heads of Year Heads of Year also form part of our Middle Leadership Team. They play a key pastoral and academic leadership role, supporting students’ wellbeing, behaviour and progress, and working closely with class teachers to ensure the best outcomes for every child. The Head of Year will be your next point of contact following your child’s class teacher.

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Ms Chloe Morritt

Head of FS1 cmorritt@thearborschool.ae

Ms Orla Campbell

Head of FS2 ocampbell@thearborschool.ae

Ms Tamara Stewart

Head of Year 1 tstewart@thearborschool.ae

Ms Amy Brown

Head of Year 2 abrown@thearborschool.ae

Ms Sophie Toms

Head of Year 3 stoms@thearborschool.ae

Ms Sophie Kaberry

Head of Year 4 skaberry@thearborschool.ae

Ms Clelia Durante

Head of Year 5 cdurante@thearborschool.ae

Ms Teri Doyle

Head of Year 6 tdoyle@thearborschool.ae

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MEET THE TEAM

Year 1 Class Teachers In most cases, your child's class teacher should be your first point of contact. We appreciate families following the school's communication structure, as staff working most closely with your child are usually best placed to resolve queries and concerns. Where necessary, matters will be directed to the appropriate member of staff.

Ms Tamara Stewart

Year 1 Camel tstewart@thearborschool.ae

Ms Milica Andelkovic

Year 1 Oryx mandelkovic@thearborschool.ae

Ms Sarah Ward

Year 1 Hedgehog swkhan@thearborschool.ae

Ms Daisy Fox

Year 1 Jellyfish dfox@thearborschool.ae

Ms Caoimhe Smyth

Year 1 Turtle csymth@thearborschool.ae

Ms Kelly Jacobs

Year 1 Sandcat kjacobs@thearborschool.ae

Ms Simone Schilling

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Year 1 Falcon sschilling@thearborschool.ae

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MEET THE TEAM

Year 2 Class Teachers In most cases, your child's class teacher should be your first point of contact. We appreciate families following the school's communication structure, as staff working most closely with your child are usually best placed to resolve queries and concerns. Where necessary, matters will be directed to the appropriate member of staff.

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Ms Amy Brown

Year 2 AB abrown@thearborschool.ae

Ms Ashmi Bhansali

Year 2 ACB abhansali@thearborschool.ae

Ms Saranne Lourens

Year 2 SL slourens@thearborschool.ae

Mr Grant Hewitt

Year 2 GH ghewitt@thearborschool.ae

Ms Ruby Evans

Year 2 RE revans@thearborschool.ae

Ms Sara Hunter

Year 2 SH shunter@thearborschool.ae

Ms Abbie Ellis

Year 2 AE aellis@thearborschool.ae

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MEET THE TEAM

Year 3 Class Teachers In most cases, your child's class teacher should be your first point of contact. We appreciate families following the school's communication structure, as staff working most closely with your child are usually best placed to resolve queries and concerns. Where necessary, matters will be directed to the appropriate member of staff.

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Ms Sophie Toms

Year 3 ST stoms@thearborschool.ae

Ms Holly Mayo

Year 3 HM hmayo@thearborschool.ae

Ms Natasha Raber

Year 3 NR nraber@thearborschool.ae

Mr James Drake

Year 3 JD jdrake@thearborschool.ae

Mr Oliver O’Donnell

Year 3OD odonnell@thearborschool.ae

Ms Maliska Baartman

Year 3 MB mbaartman@thearborschool.ae

Ms Terri Iborra

Year 3 TI tiborra@thearborschool.ae

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MEET THE TEAM

Year 4 Class Teachers In most cases, your child's class teacher should be your first point of contact. We appreciate families following the school's communication structure, as staff working most closely with your child are usually best placed to resolve queries and concerns. Where necessary, matters will be directed to the appropriate member of staff.

Ms Sophie Kaberry

Year 4 SK skaberry@thearborschool.ae

Ms Jamila Burke

Year 4 JB jburke@thearborschool.ae

Ms Charlotte McCrossan Year 4 CM cmccrossan@thearborschool.ae

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Mr Tadgh Lynch

Year 4 TL tlynch@thearborschool.ae

Mr Samuel Holmes

Year 4 SH sholmes@thearborschool.ae

Ms Firdaus Hussain

Year 4 FH fhussain@thearborschool.ae

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MEET THE TEAM

Year 5 Class Teachers In most cases, your child's class teacher should be your first point of contact. We appreciate families following the school's communication structure, as staff working most closely with your child are usually best placed to resolve queries and concerns. Where necessary, matters will be directed to the appropriate member of staff.

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Ms Clelia Durante

Year 5 CD cdurante@thearborschool.ae

Ms Karlea Baker

Year 5 KB kbaker@thearborschool.ae

Ms Daniela Velasquez

Year 5 DV dvelasquez@thearborschool.ae

Ms Chloe Blake

Year 5 CB cblake@thearborschool.ae

Ms Sarah Huddleston

Year 5 SH shuddleston@thearborschool.ae

Ms Lauren Watkins

Year 5 LW lwatkins@thearborschool.ae

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MEET THE TEAM

Year 6 Class Teachers In most cases, your child's class teacher should be your first point of contact. We appreciate families following the school's communication structure, as staff working most closely with your child are usually best placed to resolve queries and concerns. Where necessary, matters will be directed to the appropriate member of staff.

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Ms Teri Doyle

Year 6 TD tdoyle@thearborschool.ae

Ms Carla Douglas

Year 6 CD cdouglas@thearborschool.ae

Mr Matthew Furniss

Year 6 MF mfurniss@thearborschool.ae

Mr Niall Jackson

Year 6 NJ njackson@thearborschool.ae

Ms Elizabeth Green

Year 6 EG egreen@thearborschool.ae

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MEET THE TEAM

Thrive Team Our Thrive Team provides inclusive support to ensure every child is able to flourish at Arbor. They work collaboratively with teachers and families to meet the needs of students with Special Educational Needs and Disabilities (SEND), English as an Additional Language (ELL) and our Accomplished Learners, ensuring that all students are appropriately supported, challenged, and empowered to reach their full potential.

Key Contacts Thrive is our collaborative network of support services, designed to identify strengths, personalise learning pathways and promote wellbeing, belonging and success for every child.

Vicki Brown Assistant Headteacher: Thrive vbrown@thearborschool.ae

Michelle Sakande Primary SENDCo msakande@thearborschool.ae

Alexandra Jurgensen Primary Counsellor ajurgensen@thearborschool.ae

Claire Dawson PA to Assistant Head Teacher Thrive cdawson@thearborschool.ae

Our Thrive Team SENDCo

SEND Teachers

English Language Learner Teachers

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External Specialists Counsellors

Learning Support Assistants

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MEET THE TEAM

Arabic & Islamic Department

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Mr Mohamed Khairy

Assistant Head Teacher - MOE subjects mkhairy@thearborschool.ae

TBC

Arabic B Lead - Primary

Mr Ahmad Jlelati

Islamic Lead ajlelati@thearborschool.ae

Ms Ola Khalil

Arabic Immersion Lead okhalil@thearborschool.ae

Ms Farida Moursy

Arabic Immersion Lead fmoursy@thearborschool.ae

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MEET THE TEAM

Teaching Staff Art

Ms Sam Brown

Ms Emmanuelle Vallet

Environmental and Ecological Education (E3)

Ms Sabrina Michael

Ms Agi Watts

Ms Susana Monteiro

Mr Lewis Johnstone

Library

Ms Sharon Govender Arbor School

Ms Janice Engelbrecht 21

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MEET THE TEAM

Teaching Staff Modern Foreign Languages

Ms Emmanuelle Vallet

Ms Rachel Richards

Ms Jennifer Murphy

Ms Romelyn Guerrero

Music

Ms Ros Hendron

Ms Saoirse Reilly

PE and Swimming

Mr George Spurling

Mr Grant Woods Arbor School

Mr James Wakefield

Ms Helena Knight

Ms Lucy Donkin

Mr Hari Subedi 22

Ms Tischina Pillay Parent Handbook

MEET THE TEAM

Support Staff Facilities

Ms Silvana Guglietti

Mr Manoj Yadav

Mr Tirath Singh

Ms Hadhra Al Kathebi

Mrs Elle Hewitt

Primary Admin

Ms Precious Mupanduki

Farmhouse

Mr Mikhail Aquino

Chef Yasser Syed

Mr Nishad Somanathan Mr Vishnu Santhosh Arbor School

Mr Zharko Maksimovski Parent Handbook

Curriculum

Curriculum Overview

Subjects

‘Project’ Lessons

Curriculum Overviews

Reading Development

Enrichment

Our Unique Spaces

School Trips

Residential Trips

CURRICULUM

Curriculum Overview Our Primary Curriculum combines the English National Curriculum with our commitment to ecoliteracy, enabling learners to develop the knowledge, skills and understanding needed to thrive in a changing world.

Six Eco Themes

The curriculum is built around six key concepts studied from FS1 to Year 6. CLIMATE SCIENCE

ECOSYSTEMS & BIODIVERSITY

CLIMATE JUSTICE

Understanding climate systems, causes of change and their impact on people and the planet.

Exploring living systems, habitats and the importance of biodiversity.

Considering fairness, responsibility and the social impacts of environmental change.

RESILIENCE BUILDING

POST-CARBON ECONOMIES

SUSTAINABLE LIFESTYLES

Developing adaptability, problemsolving and positive responses to challenge.

Exploring sustainable innovation, technology and future economic systems.

Making informed choices that support personal, community and environmental wellbeing.

Curriculum Framework

The English National Curriculum provides the framework for learning, around which teachers design engaging learning experiences that:

✓ Develop knowledge ✓ Build understanding ✓ Strengthen skills

Our Curriculum Is

✓ Progressive ✓ Spiralling ✓ Broad and balanced ✓ Skills-focused

High Expectations for Every Learner High expectations are maintained through: Appropriate challenge for higher attainers • Tailored support where needed • A range of assessment strategies

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CURRICULUM

Subjects Our curriculum combines strong foundations in core subjects with a rich range of specialist disciplines. Together, these areas create meaningful cross-curricular connections and support the development of knowledgeable, skilled and eco-literate learners.

Core Subjects

ENGLISH

MATHS

SCIENCE

ARABIC

ISLAMIC

MSC

Foundation Subjects

ECOLITERACY

ART

COMPUTING

MUSIC

MODERN FOREIGN LANGUAGES (KS2)

Specialist teachers support learning in many subject areas, ensuring children benefit from expertise across the curriculum.

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CURRICULUM

‘Project’ Lessons Project-Based Learning (PBL) is central to our curriculum and educational philosophy. Through three whole-term projects each year, students explore meaningful real-world questions, develop subject knowledge and apply their learning through inquiry, collaboration and action.

PROJECT LAUNCH

INQUIRY PROCESS

Curiosity Begins Every project starts with: A project launch A big inquiry question Experiences that spark curiosity and engagement

Exploring & Discovering Throughout the project: Guiding questions deepen understanding Students develop knowledge and skills Inquiry drives investigation and exploration

Celebrating Learning Each project concludes with: A meaningful final outcome Celebration of learning Presentations, exhibitions or shared experiences

Challenge For All Project objectives are drawn from a range of curriculum areas, including:

Purpose of Project-Based Learning Through inquiry, collaboration and reflection, students learn to:

✓ Apply knowledge in meaningful contexts ✓ Make connections across subjects ✓ Develop research and inquiry skills ✓ Collaborate with others ✓ Present authentic outcomes ✓ Take action based on their learning

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PROJECT LANDING

Science Geography History This ensures learning remains authentic, connected and purposeful.

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CURRICULUM

Curriculum Overviews Our curriculum overviews provide a termly outline of the learning taking place across each year group and subject throughout the academic year. They are designed to help families understand the key concepts, knowledge and skills being explored, while providing opportunities to support learning at home and engage in conversations about your child's education. Please use the links below to access the relevant curriculum overviews.

Year 1 Curriculum Overview Year 2 Curriculum Overview Year 3 Curriculum Overview Year 4 Curriculum Overview Year 5 Curriculum Overview Year 6 Curriculum Overview

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CURRICULUM

Reading Development At Arbor, reading is at the heart of learning. It enables children to access the curriculum, expand their knowledge, develop empathy and build the skills needed for lifelong learning. Through high-quality texts, explicit reading instruction and opportunities to read for pleasure, we aim to develop confident, capable and enthusiastic readers.

Building Lifelong Readers Reading supports learning across every subject and helps children understand themselves, others and the world around them. We encourage all families to read regularly at home and see reading as one of the most powerful ways to support their child's development.

KEY STAGE 1

KEY STAGE 2

READING FOR PLEASURE

Children develop the foundations of reading through a structured approach that combines phonics, shared reading, guided reading, vocabulary development and reading comprehension. Systematic phonics instruction Shared and guided reading Vocabulary development Reading comprehension Reading for pleasure

Students continue to develop fluency and comprehension through high-quality texts and the Accelerated Reader programme. Reading lessons are structured around the VIPERS approach. Vocabulary Inference Prediction Explanation Retrieval Summarising

We believe children become strong readers when they develop a genuine enjoyment of reading.

✔ ✔ ✔✔ ✔

✔✔ ✔✔✔ ✔

Throughout the school, students are encouraged to explore a wide range of texts, visit the library regularly, share recommendations and participate in reading events and celebrations.

Reading at Home

Reading and Human Flourishing

Arbor School

The partnership between home and school plays an important role in developing confident readers. We encourage families to read regularly with their child, discuss books together and model positive reading habits. Recommended reading: at least four times per week.

Reading helps children develop knowledge, perspective, empathy and critical thinking. Through reading, children learn not only about the world around them, but also about themselves and their place within it.

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CURRICULUM

Arbor Enrichment Experience (AEX) Our whole-school approach to enrichment, designed to help every student discover interests, develop strengths and pursue meaningful opportunities beyond the classroom. Through a wide range of activities, experiences and leadership opportunities, students explore new passions, build confidence and contribute positively to the school community. Enrichment is an essential part of life at Arbor. Students are encouraged to participate regularly and take advantage of opportunities that support their personal growth, wellbeing and future aspirations.

7 Strands of Enrichment Arbor INQUIRES

Arbor COMPETES

Academic enrichment that deepens thinking and explores learning beyond the classroom

Structured physical challenge and sporting competition that builds resilience, commitment and teamwork

Arbor EXPLORES

Arbor INSPIRES

Curiosity-led experiences that help students build confidence and encourage discovery.

Leadership, service and entrepreneurship opportunities that develop purpose and responsibility.

Arbor PERFORMS

Arbor CREATES

Opportunities to express ideas Hands-on opportunities to and talents through design, make and innovate Arbor EXTENDS performance and through creative problemStretch pathways that take presentation. solving. learning further to leadership, partnerships and real-world experiences.

Activities take place before school, during lunch and after school Students are encouraged to participate in a broad range of opportunities Programmes include sport, performing arts, innovation, outdoor education, leadership, service and academic enrichment Additional opportunities include competitions, events, residential experiences and student leadership programmes Registration and participation are managed through SOCS

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CURRICULUM

Our Unique Spaces

Our campus has been thoughtfully designed to support our approach to learning, with inspiring spaces that connect students to nature, creativity and innovation. From biodomes and outdoor learning environments to specialist science labs, music technology suites and creative studios, each space is designed to support meaningful, real-world learning.

BIOPARK

ECO LABS

BIO FARM

SCIENCE LAB

FOOD TECH LAB

MUSIC ROOMS

ART STUDIO

LEARNING GARDEN

LIBRARY

SWIMMING POOLS

BASKETBALL COURTS

APIARY

BLACKBOX / DANCE STUDIO

PARENT CAFE

FOOTBALL PITCH

OUTDOOR COURTS

OUTDOOR CLASSROOM

REFLECTION GARDEN

AUDITORIUM

WOODTOPIA

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CURRICULUM

School Trips At Arbor, learning extends far beyond the school gates. Through day trips, residential experiences and fieldwork opportunities, students are encouraged to explore new environments, challenge themselves and develop a deeper understanding of the world around them. Each experience is carefully designed to support our curriculum and values, with a focus on leadership skills, ethical values and extending learning - whilst keeping a keen eye on environmental justice and sustainability.

DAY TRIPS

Throughout the year, students take part in a range of curriculum-linked visits that bring learning to life. From museums and cultural centres, to marine nature reserves, parks and community projects, these experiences help students make real-world connections and deepen their understanding of classroom learning. Day trips usually incur an additional charge to cover transport and entry fees. A payment link, which also includes the parental consent form, will be sent to families in advance. Both payment and consent must be completed by the stated deadline. Unfortunately, late payments cannot be accepted, as external providers often require advance payment, and all documentation must be finalised in advance for insurance and safeguarding purposes.

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CURRICULUM

Residential Trips RESIDENTIAL TRIPS Residential trips provide students with opportunities to develop independence, resilience and teamwork, while creating lasting memories with their peers. Through adventurous challenges, service opportunities and immersive learning experiences, students are encouraged to step outside their comfort zone, discover new strengths and broaden their perspective of the world.

As students progress through the school, they take part in an increasingly diverse range of experiences, each carefully linked to the curriculum and our school ethos, and are designed to bring learning to life through meaningful, real-world connections. In Year 2, students begin with an on-site overnight residential experience, helping them develop independence and confidence in a familiar environment. From Years 3 to 6, students progress to off-site residential experiences with external providers, offering increasingly challenging and enriching opportunities that support personal growth, teamwork, and resilience. Please note that educational visits and residential experiences incur additional costs. Full details will be shared with families in advance, with as much notice as possible. While attendance is not compulsory, it is highly encouraged due to the holistic nature and valuable learning experiences these opportunities provide.

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Learning at Arbor Arbor Learning Skills

Seeds of Growth Model

Responsive Learning Cycle

Developing the Whole Child

Thrive: Personalised Learning

Thrive: Personalised Support

Home Learning

Assessment

Reporting

LEARNING AT ARBOR

Arbor Learning Skills We believe success is not measured solely by what children know, but by how they learn. Our 7 Learning Skills provide a shared language for learning and help students develop the knowledge, behaviours and dispositions needed to succeed both in school and beyond. Self-Management Taking responsibility for learning, behaviour and wellbeing. Organisation • Resilience • Independence • Reflection • Perseverance Collaboration Working effectively with others towards a shared goal. Teamwork • Listening • Respect • Shared responsibility Communication Expressing ideas clearly and confidently. Speaking • Listening • Presenting • Discussion Explorative Play Learning through discovery, experimentation and hands-on experiences. Investigation • Risk-taking • Imagination • Discovery Creativity Generating ideas and approaching challenges in different ways. Original thinking • Connections • Expression • Innovation Critical Thinking Analysing information and making informed decisions. Questioning • Problem-solving • Evidence • Judgement Research & Inquiry Investigating questions and developing informed conclusions. Research • Analysis • Evaluation • Inquiry

These are embedded throughout daily learning, projects, reflection activities, enrichment opportunities and leadership experiences. They support students in becoming thoughtful, capable and responsible contributors to their communities and the wider world.

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LEARNING AT ARBOR

Seeds of Growth Model Inspired by the natural world, and reflecting our belief that learning develops over time through carefully planned experiences, challenge, support and reflection The Seeds of Growth Model provides a shared language for discussing learning, challenge and progress. As students move through the stages, they develop greater independence, apply their knowledge in more complex ways and deepen their understanding. Inspired by Webb's Depth of Knowledge framework, the model supports Arbor's commitment to ensuring every child is appropriately supported, challenged and encouraged to think more deeply.

LEVEL 1

LEVEL 3

LEVEL 2

LEVEL 4

The Sun

Seeds

Seedlings

Tribulus

Knowledge & Recall

Skills & Concepts

Strategic Thinking

Extended Thinking

Students learn to:

Students develop:

✔

Core knowledge & understanding Subject-specific vocabulary Key facts and concepts Basic skills and procedures

✔ ✔ ✔

✔

Students learn to: Apply knowledge in familiar contexts Explain and organise ideas Make predictions and solve problems Build confidence and understanding

✔

✔ ✔

✔ Compare, justify and evaluate ✔using Draw conclusions evidence ✔reasoning Explain their ✔ Make connections across their learning

Challenge For All

Growing Independent Learners

This model supports our commitment to ensuring every child is appropriately supported and challenged. Through carefully designed learning experiences, students access the same curriculum while progressing through increasing levels of challenge and complexity. Arbor School

✔ ✔ ✔ ✔

Analyse and synthesise ideas Design, create and innovate Think critically and reflect deeply Connect learning across subjects and contexts

The Seeds of Growth model helps students develop the habits and approaches needed for successful learning: Independence Reflection Strategic thinking Confidence

✔ ✔ ✔ ✔ 36

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LEARNING AT ARBOR

Responsive Learning Cycle Our teaching and learning is guided by the Responsive Learning Cycle. This approach helps teachers understand where students are in their learning, provide appropriate support and challenge, and respond to progress throughout the learning process. Baseline

Reflect

Helping students review progress, respond to feedback and identify next steps in their learning.

Linking Thinking

Encouraging students to make connections across subjects, experiences and realworld contexts.

Understanding what students already know, understand and can do through questioning, discussion and assessment.

Responsive Learning Cycle

Check for Understanding

Stretch & Scaffold

Providing the right balance of support and challenge to help every student make progress.

Modelling

Demonstrating new learning through clear explanations, worked examples and guided practice.

Using questioning, discussion and assessment to identify misconceptions and respond in real time.

The Responsive Learning Cycle ensures learning remains adaptive, purposeful and responsive, supporting every student to make progress and develop confidence as a learner

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LEARNING AT ARBOR

Developing the Whole Child We believe education should nurture the whole child. While academic success is important, we recognise that true flourishing comes from developing knowledge, character, wellbeing, purpose and action in equal measure. Our approach is guided by four interconnected dimensions:

HEAD FOCUS: COGNITION Developing Knowledge, Understanding and Thinking

HEART FOCUS: EMOTION Nurturing Wellbeing, Belonging and Relationships

Knowledge and understanding across a broad range of subjects Critical and creative thinking skills Curiosity and inquiry Problem-solving abilities Confidence as learners

Feels safe, valued and respected Develops empathy and compassion Builds positive relationships Understands their emotions Experiences a strong sense of belonging

HANDS FOCUS: ACTION Taking Action and Making a Difference

SPIRIT FOCUS: CONNECTION Developing Values, Character and Purpose

Apply learning in meaningful ways Care for people and planet Contribute positively to their community Develop leadership skills Take action for positive change

Integrity and honesty Courage and resilience Responsibility and stewardship Respect for diversity A sense of purpose and contribution

Flourishing People, Flourishing Planet Together, Head, Heart, Hands and Spirit provide a framework for developing knowledgeable, compassionate and capable young people who are prepared to navigate an increasingly complex world while remaining committed to the wellbeing of others and the health of our planet.

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LEARNING AT ARBOR

Thrive: Personalised Learning Some students may benefit from additional support or challenge beyond the core curriculum. Thrive works with families and teachers to create personalised pathways that help every learner reach their potential.

STUDENTS OF DETERMINATION

ACCOMPLISHED LEARNERS

ENGLISH LANGUAGE LEARNERS

✔ Individual(IEPs) Education Plans ✔ Accomplished Student ✔ Individual(ILPs) Language Plans Plans (ASPs) ✔ Learning support ✔ Curriculum extension ✔ Language support interventions ✔ Competitions and sessions ✔ Social skills programmes enrichment ✔ Classroom scaffolding Sensory support ✔✔Leadership opportunities ✔ Immersive language ✔✔Modified curriculum Additional challenge opportunities pathways ✔ Language development targets Belonging, Inclusion & Human Flourishing

Partnership with Families

Strong partnerships between home and school are central to the success of Thrive. Families are actively involved in review meetings, target setting, personalised plans and the celebration of progress.

✔ ✔ ✔ ✔ ✔

Every Child Should: Feel known Feel valued Feel respected Feel safe Feel they belong

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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

LEARNING AT ARBOR

Home Learning Home learning provides opportunities for children to consolidate learning, develop independence, explore interests and strengthen the connection between home and school. Our approach is designed to be purposeful, manageable and supportive of family life.

Supporting Learning at Home

Reading at Home

Reading remains the most important form of home learning.

Families can support learning by:

✔ Establishing regular routines ✔ Providing a suitable learning space ✔ Encouraging effort and perseverance ✔ Celebrating progress and achievement ✔ about learning experiences ✔ Talking Encouraging questions and discussion

✔ ✔ ✔ ✔ ✔

Regular reading supports: Fluency and comprehension Vocabulary development Writing skills Confidence and communication Empathy and understanding

Small, consistent actions often have the greatest impact on long-term success.

We encourage all children to read regularly at home and discuss their reading with family members.

Key Stage 1

Key Stage 2

Home learning focuses on developing positive habits and enjoyment of learning. It may include: Daily reading and phonics practice Mathematical fluency activities Practical learning experiences Project-linked inquiry opportunities

Children are encouraged to develop increasing independence and selfmanagement.

✔ ✔ ✔ ✔

✔ ✔ ✔ ✔ ✔

Home learning may include: Independent reading Mathematical fluency and reasoning Research and inquiry tasks Project-based learning activities Preparation for classroom learning

Please speak to your class teacher if you are finding any aspect of the Home Learning programme difficult or unmanageable as a family, or if your child is struggling. Home Learning should not cause any distress, and we are here to support you in finding the right balance.

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LEARNING AT ARBOR

Assessment Assessment is an ongoing process that helps teachers understand what children know, what they can do and what they need to learn next. Assessment informs teaching, celebrates achievement and ensures every child receives the right level of support and challenge.

A Balanced Approach to Assessment Teachers use a wide range of evidence when making judgements about student achievement, to ensure assessment information is meaningful, reliable and reflective of a child's learning journey.

CLASSROOM OBSERVATIONS

QUESTIONING & DISCUSSION

INDEPENDENT LEARNING

PROJECT OUTCOMES

STANDARDISED ASSESSMENTS

PROFESSIONAL JUDGEMENT

Looking Beyond Data

Whilst assessment information is valuable, it is only one part of understanding a child. We also value:

WELLBEING

CREATIVITY

LEARNING SKILLS

CHARACTER DEVELOPMENT

RELATIONSHIPS

COMMUNITY CONTRIBUTION

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Parent Handbook

LEARNING AT ARBOR

Assessment Summative Assessment There are a number of summative assessments that take place throughout the year, some of which are statutory requirements as part of our commitment to KHDA, and others which are statutory under the English National Curriculum (British Curriculum).

Beginning of the Academic Year The following standardised assessments help to determine students’ targets and support groupings:

✔ Cognitive Ability Test (CAT4) – takes place in Years 4–6 at the beginning of the academic year CAT4 is a standardised assessment that measures a child’s underlying reasoning abilities across verbal, non-verbal, quantitative, and spatial domains. It helps teachers understand how students learn best and supports the identification of potential, as well as areas where additional support or challenge may be needed.

✔ GL PASS (Pupils’ Attitudes to Self and School) – completed in Term 1

This assessment measures students’ attitudes to learning, wellbeing, and school life, providing valuable insight into how students feel about themselves as learners.

Throughout the School Year

✔ National Group Reading Test (NGRT) – takes place in Years 2–6 and is repeated three times

a year. The NGRT is a standardised reading assessment used to measure students’ reading ability and track progress over time. It monitors comprehension, decoding, and overall reading age against national benchmarks. The results provide teachers with valuable insight into each child’s strengths and areas for development, supporting targeted teaching and early identification of additional support needs.

✔ Arabic Benchmark Test (ABT) – takes place twice a year and assesses progress in Arabic language acquisition and understanding

At the End of the Academic Year

✔ Phonics Screening Check – takes place at the end of Year 1 ✔ GL Progress Tests (English, Maths, Science) – taken in Years 3–6 during Term 3 to monitor attainment and progress ✔ Year 4 Multiplication Tables Check – taken at the end of Year 4 to assess fluency and recall of times tables facts Arbor School

Parent Handbook

LEARNING AT ARBOR

Reporting We place great importance on maintaining strong communication with families regarding each child’s progress and development. Throughout the year, parents receive termly digital reports through Zenda, which provide an overview of attainment, progress, and next steps in learning across all subject areas. In addition to written reports, we also hold Parent-Teacher Conferences each term, providing an opportunity for meaningful face-to-face discussion between parents and teachers. These meetings allow us to share insights, celebrate achievements, and work together to support each child’s ongoing progress and wellbeing. You will receive your child’s report at the end of Term 1, Term 2 and Term 3. These are structured documents with an overview and evaluation of academic performance, progress and attitude to learning for the term. Term 1 - Short Report Term 2 - Short Report Term 3 - Long Report

Reports will: include grades for attainment, attitude to learning, attendance and punctuality, plus recommendations for further development be a valuable tool to track and support a student's educational journey be an opportunity to reflect and prepare to move forward include results from standardised attainment and progress assessments in the end-ofyear report.

Parent Teacher Conferences (PTCs) A Parent Teacher Conference is held each term. These are held in person, with appointments booked online via the School Cloud booking system. Full details on how to book are shared with parents in advance of each conference. We ask that parents try to attend on the published dates, as teachers are fully prepared for these scheduled sessions and arranging alternative times can be disruptive. Where required, online meetings can be arranged on the same dates upon request. During weeks when Parent-Teacher Conferences (PTCs) take place, there are no teacher-led ECAs scheduled.

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Parent Handbook

Pastoral Care

Pastoral Overview

Arborhaviour

Arborhaviour: Consequences and Support

Recognition & Transition

House Culture

Student Ambassadors

Health & Wellbeing

Food, Nutrition & Healthy Habits

Medical Care

Extreme Weather

Safeguarding

PASTORAL CARE

Pastoral Overview Pastoral care is at the heart of life at Arbor. Through strong relationships, personalised support and a culture of care, we provide a wrap-around approach to student wellbeing, helping students flourish academically, socially and emotionally. Working in partnership with families, teachers and pastoral leaders, we ensure that every student feels supported, valued and empowered to achieve their full potential.

Arbor Support Network

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Parent Handbook

PASTORAL CARE

Arborhaviour Positive relationships, clear expectations and a strong sense of belonging create the conditions for learning and human flourishing.

Creating a Positive Culture for Learning 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

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

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

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Parent Handbook

PASTORAL CARE

Arborhaviour: Consequences and Support We believe children learn best when expectations are clear, relationships are positive and behaviour is managed calmly, consistently and fairly. Most behaviour is managed positively within the classroom through praise, encouragement, gentle reminders and restorative conversations. Where additional support is needed, we follow the below Arborhaviour Steps.

Year 1

Year 2 to Year 6

Children in Year 1 follow a slightly more graduated approach than older pupils. At this stage of development, children are still learning to regulate their emotions, understand social expectations and develop independence. By providing additional reminders and opportunities to reflect, we support them in learning the behaviours needed to be successful in school.

Reminder: A quiet reminder of expected behaviour and opportunity to make a better choice. Reflection with Teacher: Time to reflect, followed by a restorative conversation about what happened, who was affected and how the situation can be put right. Reflection with Head of Year: If needed, the Head of Year will support the child in reflecting on their behaviour and agree appropriate next steps. Internal Referral: For serious incidents, or where behaviour continues despite interventions, a member of the Senior Leadership Team will become involved and parents will be informed.

For serious incidents, such as bullying, fighting, discriminatory language, vandalism or behaviour that places others at risk, we may move directly to Senior Leadership involvement. Our aim is always to help children understand the impact of their actions, repair relationships and develop the skills to make positive choices.

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PASTORAL CARE

Recognition & Transition We celebrate positive choices, effort, contribution and personal growth, recognising both achievement and character.

Rewards & Recognition Verbal Praise

House Points

Arborhaviour Cards

Above & Beyond Postcards

Celebration Assemblies

Leadership Opportunities

Transition Where possible, students remain with the same class group for two academic years before classes are reorganised. Research suggests that children benefit from a balance of stability and carefully managed change, helping them to build secure relationships while also developing the resilience and adaptability needed to thrive in new situations.

When creating new classes, we carefully consider a wide range of factors, including academic profile, additional learning needs, behaviour, gender balance and positive peer relationships. Whilst friendships are important, our priority is to create balanced, happy and successful classes. This may occasionally mean separating close friends if it is in the children's best educational interests.

There are occasions when classes need to be reorganised annually, usually because of changes in cohort size or the number of classes in the next year group. For example, if five Year 5 classes become six Year 6 classes, students will be redistributed accordingly.

Arbor School

Class organisation is not influenced by parental requests. Once classes have been finalised, students take part in a comprehensive transition programme, including teacher handovers, Move Up Morning and Meet the Teacher events, ensuring every child starts the new academic year feeling confident, secure and excited.

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

HOUSE FRIDAYS

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 Students participate in House events, competitions and assemblies

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 50

✓ Pride ✓ Healthy competition ✓ Community values Parent Handbook

PASTORAL CARE

Student Ambassadors We believe leadership is not defined by a title, but by the choices students make every day. Through a wide range of leadership opportunities, students are encouraged to develop confidence, responsibility, teamwork and service, while making a positive contribution to the school community. Student leaders receive training through the Student Ambassador Programme helping them develop the skills, mindset and character strengths needed to lead with purpose and integrity.

Opportunities Students in KS2 can apply to be a student ambassador in a range of leadership groups, including:

STUDENT VOICE

COMMUNITY & WELLBEING

Student Council UAE & Global Ambassadors Inclusion Ambassadors

Wellbeing Ambassadors Eco Council Digital Ambassadors Arbor Helpers

LEARNING & INNOVATION

HOUSE & SPORT

Innovative Caretakers Science Ambassadors Reading Ambassadors Performing Arts Ambassadors

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House Captains Sports Ambassadors

Parent Handbook

PASTORAL CARE

Health & Wellbeing ILLNESS & RETURNING TO SCHOOL

HEALTHY LIFESTYLES

Children who are unwell should remain at home until they are fit to return to school.

We encourage children to develop healthy habits that support both wellbeing and learning, including:

A medical certificate from a doctor is required for any student returning to school after three or more consecutive days of absence due to illness. This helps us ensure that students are well enough to return to school and supports the health and wellbeing of the wider school community.

✔ Regular physical activity ✔ Healthy eating and hydration ✔ Adequate sleep ✔ Positive relationships ✔ Time spent outdoors and in nature

These habits help children feel their best and make the most of every school day.

MENTAL HEALTH & EMOTIONAL WELLBEING

Supporting emotional wellbeing is an important part of school life. We aim to create an environment where children feel safe, supported and able to seek help when needed. Through pastoral care, positive relationships and wellbeing initiatives, students are supported to: Understand and manage emotions Develop resilience and coping strategies Build confidence and self-awareness Form positive relationships Develop a strong sense of belonging

✔ ✔ ✔ ✔ ✔

Staff work closely with families to ensure children receive appropriate support whenever challenges arise.

At Arbor, wellbeing is woven throughout daily life. By prioritising physical health, emotional wellbeing and positive relationships, we create the conditions for every child to feel safe, connected, valued and ready to learn.

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Parent Handbook

PASTORAL CARE

Food, Nutrition & Healthy Habits Healthy habits established at Arbor 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.

Hygiene 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.

Arbor School

Healthy Choices

Food Safety To support student safety:

✔✔ No nut products No sesame products ✔✔ No pork products Grapes should be cut appropriately ✔clearly Containers should be labelled Birthday Book

We encourage students to donate a new or gently used book to the library on their birthday. The book may be wrapped and given to the class teacher to celebrate during the school day, where it will be shared and read where possible. It will then be added to our special Birthday Books shelf in the school library, helping to build a lasting collection enjoyed by all students.

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

✔ ✔

✘ Sweets/chocolate ✘ Fast food ✘ Fizzy drinks

Celebrations There are multiple celebrations throughout the school year in our diverse community. To ensure celebrations remain inclusive, safe and sustainable, families are asked not to send any food, treats or gifts into 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

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 their Arbor hat every day 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

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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

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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.

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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

Useful Information Family Experience

Communication

The School Day: Drop Off

The School Day: Pick Up

Absences

School Transport

Farmhouse School Lunches

Uniform

Administration

Directory

Accounts/Finance

USEFUL INFORMATION

Family Experience Isil Tumer Head of Family Experience and Community Engagement ifloden@thearborschool.ae

Our Parent Relations and Family Experience team plays a key role in supporting families throughout their journey at Arbor. Working closely with parents, students and staff, they can provide guidance, answer queries, and help families navigate school processes and procedures. The team is based in the Main Reception, readily accessible to parents.

Throughout the year there are opportunities to participate in: Parent workshops Information sessions Celebrations of learning Community events Sustainability initiatives Student showcases and performances Parent Teacher Conferences These help strengthen the connection between home and school and help build a vibrant, engaged community.

Friends of Arbor We warmly encourage parents to become active members of our parent association, Friends of Arbor, which plays an important role in bringing families together, supporting school life through a range of events, initiatives and community activities. Whether you would like to volunteer, share ideas or simply connect with other families, Friends of Arbor offers an opportunity to get involved and contribute to our vibrant school community. For more information or to get involved, please contact them at: foa@thearborschool.ae

For general enquiries, support and day-to-day assistance, please contact: reception@thearborschool.ae or primaryadmin@thearborschool.ae +971 (0) 4 581 4100

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Parent Handbook

USEFUL INFORMATION

Communication In most cases, your child's class teacher should be your first point of contact. We appreciate families following the school's communication structure, as staff working most closely with your child are usually best placed to resolve queries and concerns. Where necessary, matters will be directed to the appropriate member of staff.

Communication Principles CLARITY

RESPECT

Providing accurate, timely and relevant information

Maintaining positive and professional relationships

COLLABORATION TRANSPARENCY Working together to support children effectively

Sharing information openly and honestly

PARTNERSHIP Working together to ensure your child’s success

Communication Platforms We use a range of communication channels to keep families informed, including: Seesaw

Sharing learning experiences and celebrations. GO 4 Schools Access attendance, reports and timetables.

Zenda

Weekly newsletter, school announcements and fees/trips payments.

Formal communication between school and families.

Parent Information Sessions and workshops

Opportunities to learn more about curriculum, wellbeing and key school initiatives.

Parent Teacher Conferences

Regular opportunities to discuss progress, attainment and next steps.

Flourishing Together

When schools and families work in partnership, children benefit enormously. Together, we can nurture confident learners, compassionate individuals and responsible citizens who contribute positively to their communities and the wider world. Our shared goal is simple: to help every child flourish.

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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. KS1 may wait in the ground floor canteen but must be supervised by an adult.

The school day for Primary is 8am 3:20pm.

KS2 may make their way to the first floor canteen where staff will be on hand to supervise

In Term 1, Year 1 have the option of an early finish to support transition.

Developing Independence

Late Arrivals

✔ Students arriving after 8am will be marked late ✔ Late arrivals should be brought to the main reception and their adult

✔

Key Stage 1 Children should be accompanied to their classroom.

needs to wait with them until they are registered

✔

Key Stage 2 Students are encouraged to enter independently.

✔ Y3 and below will be escorted to their classroom. ✔ Y4 and above will be issued a late slip to present to their teacher.

Stop, Drop and Go A Stop, Drop and Go option operates at designated locations to support the efficient flow of traffic. Students must exit the car to the right side and step onto the pavement. Students from Year 2 upwards may use this option

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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: ✔ Communicate collection time is at 3:20pm arrangements clearly to school ✔11:30am Friday: Home time is at At hom ✔to arrangements Communicate changes as early ✔onlyChildren are released as possible to authorised adults or siblings in Secondary ✔notPrimary students are permitted to drop off ✔adults Ensure authorised or collect siblings in EYFS are known to the school

ECAs

✔ Home time after ECA is at 4:20pm ✔ Children are released only to authorised adults or siblings in Secondary

✔ ECAs do not run during Parent Teacher Conference Week

✔ Students should not wait unsupervised for a sibling to finish an ECA.

Home Pass

✔haveChildren in Y5 and Y6 the option to

request a ‘Home Pass’. This means that they can either walk home or meet an adult at a specified location.

✔passChildren with a home may carry a mobile

phone but this must be given to the class teacher at the start of the school day.

Collection Procedures

Late Collection

✔theirStudents will remain with class teacher for 10 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.

Parents are asked to:

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

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Parent Handbook

USEFUL INFORMATION

Absences We recognise that excellent attendance plays a vital role in a child's learning, wellbeing and sense of belonging. Regular attendance helps children build strong relationships, access the full curriculum and participate fully in school life.

ATTENDANCE & PUNCTUALITY We expect students to attend and arrive on time every day, unless they are unwell. The KHDA parent contract provides details on the stipulated acceptable percentages for attendance in the UAE.

Illness If your child is unable to attend school, please notify absence@thearborschool.ae as soon as possible and cc the class teacher. A medical certificate is required after 3 days of consecutive illness. Medical appointments should be made during school holidays or outside of school hours where possible.

Early Pick-up

Term Time Absence Requests

This is discouraged; however, we understand there may be extenuating circumstances. In such cases, early pick-up should be reported to reception@thearborschool.ae, with the class teacher copied in.

Requests should be avoided and are generally not authorised, except in exceptional circumstances. Requests for leave during term time must be submitted in advance by email to the Deputy Head Pastoral, clearly outlining the reason for the request.

KHDA Guidelines 98% > Outstanding 96% > Very good 94% > Good 92% > Acceptable

Arbor School

Children should be collected and signed out at Reception and will not leave their class until their parent/guardian arrives. Due to the busy nature of the school day, there may be a short waiting time to collect your child.

Each case is reviewed individually, and approval will only be granted where it is deemed appropriate, in line with school policy and attendance expectations. Please note that approved absence will still affect students’ overall attendance grade. Parent Handbook

USEFUL INFORMATION

School Transport A positive start and end to the school day helps children feel settled, confident and ready to learn. For families who choose to use school transport, we work closely with our transport partner to ensure students travel in a safe, supportive and well-managed environment.

School Transport We partner with STS to provide safe and reliable school transport that complies with all KHDA and RTA regulations. For information regarding routes, fees and transport arrangements, please contact the Transportation Department. transportation@thearborschool.ae

School Buses Students arriving by bus are supervised by trained staff. Students are expected to:

✔ Behave safely and respectfully ✔ Follow staff instructions ✔ Demonstrate positive Arborhaviour

Buses are considered an extension of the school day and normal expectations continue to apply.

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The Farmhouse

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Farmhouse School Lunches We offer a ‘farm-to-fork’ canteen concept run by The Farmhouse. This makes full use of school-grown produce in student meals, complemented by careful sourcing of seasonal ingredients from local and sustainable suppliers. The Farmhouse offers a variety of meal options including vegetarian which have been carefully designed by our in-house Chef. Years 1–3 Parents select one of the fixed menus for their child as part of a term-based subscription. Years 4–6 Students may personally select food items from any of the available menus at the school’s canteen. Meals in these year groups are purchased on a pay-as-you-go basis using credits loaded into a top-up account, which is managed by parents. Each student will be issued a cashless card linked to their top-up account, along with a green Arbor lanyard. These cards are the responsibility of the student. Visit our website to view menus, prices and how to order.

Please note we are a nut and pork-free school

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Parent Handbook

USEFUL INFORMATION

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

Hair & Appearance

All students are expected to wear the approved Arbor School uniform, available through our uniform supplier, Zaks.

Students should wear:

To support health, safety and presentation:

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

✔clean,Uniform should be smart and worn correctly ✔clearly All items should be labelled with the

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

student's name

✔ Hair longer than shoulder length should be tied back ✔ Hair should be a natural colour ✔ Hair accessories should be simple and school appropriate ✔ Extreme hairstyles are not permitted

Jewellery

Bags & Belongings

✔✔

Students should bring: A suitable backpack. A water bottle. Any required learning resources. For practical and safety reasons: ✘ Trolley bags are not permitted. ✘ Valuable personal items should remain at home.

Students may wear: One pair of small stud earrings Approved religious jewellery For safety and wellbeing: ✘ Smart watches are not permitted

✔ ✔ ✔

Ready For School

✔

Being ready for school means: ✔ Wearing the correct uniform ✔ Bringing required equipment ✔ Arriving punctually

Demonstrating a positive attitude towards learning These expectations support our school agreements of being Ready, Respectful and Safe, and help create the conditions for every child to flourish. Arbor School

Parent Handbook

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House Shirts House shirts are worn on Fridays as part of our school uniform. This is a whole-school tradition in which all staff, including teaching, support, administrative, and security teams, also wear their House colours. This shared practice helps to build a strong sense of community, belonging, and team spirit across the school, celebrating our Houses and strengthening connections between students and staff.

House Shirts

House shirts should be worn with standard uniform bottoms on Fridays, unless students have PE. House Shirts are worn at other points in the year such as on Sports Day or for House Competitions.

UNIFORM SHOP

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

USEFUL INFORMATION

PE & Swimming Kit Primary students are required to arrive in full uniform every day, even if they have a sports ECA or match after school. On days where students have PE and swimming, they may arrive 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 shorts Sports trainers in plain black or white (non-marking sole, no Converse, Vans, Air Max)

Swimming Kit Girls: navy or black one-piece swimming costume Boys: navy or black swim shorts with optional rash vest of the same colour Longer wetsuit style costumes are also permitted Arbor swim caps and own brand goggles Students should bring a swim bag containing a towel, swimming costume, flip-flops/rubber shoes, swim cap and goggles

REMINDER If a student does not have the correct school clothing, we will contact parents to request the appropriate changes.

Arbor School

Parent Handbook

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Administration Lost Property

All personal belongings should be clearly labelled with your child's first and last name. This includes uniform, hats, water bottles, lunch boxes, bags, swimming kits, and any other items brought to school. Lost property boxes are located in each year group corridor. Unclaimed items are regularly transferred to the main Lost Property area at Gate C. Clearly labelled items can usually be returned to their owner much more quickly. Students are expected to take responsibility for their own belongings, and teachers should not be expected to spend time searching for lost property during the school day.

Phone Policy

We have a zero-visibility mobile phone policy. We do, however, appreciate that older students may need them on the way to and from school. If you would like your child to have a phone for this purpose, it must be switched off and given to their class teacher at the start of the school day for safekeeping. Any phones seen before 3:20pm or 4:20pm on an ECA day will be confiscated and parents informed. We do not take responsibility for lost or damaged phones that are brought into school.

Photo Consent

Photographs and videos are regularly taken by class teachers and our marketing department to capture and celebrate learning across the school. Media footage taken as part of teaching and learning evidence does not require parental consent, as it is used solely for internal digital platforms or displayed within the school. Media footage taken by our marketing department may be used on external platforms, including social media. If you do not wish for your child’s image to be used in school publications, marketing material and in social media, please email reception@thearborschool.ae

Local Guardianship

Families travelling outside the UAE without their child must provide details of a designated local guardian. This ensures the school can maintain appropriate communication and safeguarding arrangements if required. Local Guardianship Form

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Parent Handbook

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Directory Below is a list of key contacts from across the school. If required, please email them directly and avoid copying in the whole staff team - direct your query to the person with oversight.

SENIOR LEADERSHIP TEAM Gemma Thornley - Principal - principal@thearborschool.ae Kathryn Keeshan - Head of Primary - headofprimary@thearborschool.ae Philip Waterworth - Deputy Head (Academics) - pwaterworth@thearborschool.ae Ashley Robbins - Deputy Head (Pastoral) - arobbins@thearborschool.ae Ayesha O’Dea - EYFS Assistant Head Teacher - aodea@thearborschool.ae Carrie Hoza - Key Stage 1 Assistant Head Teacher - choza@thearborschool.ae Ellen Sawyer - Key Stage 2 Assistant Head Teacher - esawyer@thearborschool.ae

PRIMARY SPECIFIC LEADS Joanna McKeever - Mathematics (EYFS / KS1) - jmckeever@thearborschool.ae Lauren Watkins - Mathematics (KS2) - lwatkins@thearborschool.ae Sarah Qadir - English (EYFS / KS1) - sqadir@thearborschool.ae Sarah Huddleston - English (KS2) - shuddleston@thearborschool.ae Ashmi Chirag Bansali - Science - abhansali@thearborschool.ae Sarah Ward - MSC, Positive Education and World Cultures - swkhan@thearborschool.ae Ros Hendron - Performing Arts - rhendron@thearborschool.ae Janice Engelbrecht - Head of LSAs - jquinto@thearborschool.ae Agi Watts - House System - awatts@thearborschool.ae Sabrina Michael - E3 - smichael@thearborschool.ae James Wakefield - Head of Primary PE - jwakefield@thearborschool.ae

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Parent Handbook

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Accounts/Finance

David Kennedy Accountant

Chathurani Madhuwanti Accounts Receivable Officer

Michael Bautista Accounts Payable Officer

Contact Details

School announcements, newsletters and payment platform for school fees, trips and other transactions.

Accounts queries finance@thearborschool.ae or call 04 581 4100

Arbor School

Parent Handbook

2026-27