ARBOR SCHOOL
PRIMARY STAFF HANDBOOK
2026-27
Contents Welcome to Arbor Primary School
This Staff Handbook provides an overview of our school, its vision, values, expectations and ways of working. It should be read in conjunction with the Parent Handbooks, which provide a broader picture of our school community, ethos and the experiences we seek to provide for our pupils and families. Our School Policies provide in-depth guidance on specific areas of school procedures and expectations. Staff are expected to familiarise themselves with those relevant to their role and to refer to them when further guidance or clarification is required.
Welcome
03
Vision, Mission & Ethos
08
Administration
11
Curriculum
23
Teaching & Learning
38
Pastoral Care
58
Our Staff
67
Arbor School
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Staff Handbook
Welcome to Arbor Primary Welcome from Head of Primary
4
Senior Leadership Team
5
Whole School Leadership Team
6
Term Dates
7
WELCOME
Head of Primary It is my great pleasure to welcome you to a new school year at Arbor and specifically to the Foundation Stage and Primary Departments.
Whether you are returning after a well-earned summer break or joining us for the first time, I am delighted you have chosen to be a part of our wonderful community. Our vision of “Enough for All, Forever” shapes everything we do. It is more than a guiding phrase - it is the foundation of our teaching, learning and daily interactions with children and families. In Primary, this means nurturing curiosity, independence, kindness, and resilience, while laying the strongest possible foundations for academic progress and personal growth. As staff, you play the most important role in bringing this vision to life. Each of you contributes not only to the quality of teaching in the classroom, but also to the warmth of the environment in which our children learn and thrive. Together, we create a place where every child feels safe, valued, and inspired to reach their full potential. This handbook is here to guide you through the routines, policies, and practices that ensure consistency and excellence across our school. Please use it as a reference throughout the year, but remember that it is our shared values, collaboration, and commitment to children that truly define Arbor. I am immensely proud of the vibrant, diverse, and purposeful community we are building together. Thank you for the passion, professionalism, and care you bring to your work each day. I look forward to an exciting and successful year ahead for us all.
AT THE HEART OF ARBOR
OUR SHARED VISION “Enough for All, Forever” guides every decision, interaction and learning experience
EVERY ADULT MATTERS Every member of staff helps children feel safe, valued and inspired
COMMUNITY Shared values and collaboration create excellence across our school
“Together, we bring our vision to life”
Kathryn Keeshan Arbor School
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Staff Handbook
WELCOME
Senior Leadership Team Committed to guiding with vision, care and collaboration. Together, we create a supportive and inspiring environment for staff and students, ensuring our values and mission are at the heart of everything we do. The team is here to: Provide strategic direction Celebrate successes Support staff to be successful in their roles Ensure the very best education for our community
Gemma Thornley Principal
Kathryn Keeshan Head of Primary
Phillip Waterworth Deputy Head Teacher – Academic
Ashley Robbins Deputy Head Teacher – Pastoral
Ayesha O’Dea Assistant Head Foundation Stage
Arbor School
Carrie Hoza Assistant Head Key Stage 1
5
Ellen Sawyer Assistant Head Key Stage 2
Staff Handbook
WELCOME
Whole School Leadership Team In addition to the Senior Leadership Team, we have whole-school Assistant Headteachers who play a vital role in driving our mission and advancing our school development priorities. They work closely across all phases of the school, ensuring consistency, collaboration and alignment with our vision. They work to: Shape key initiatives Support staff in delivering excellence Strengthen unity across our community
Euan Riddell
Assistant Head Eco and Environmental Education (E3)
Mohamed Khairy
Assistant Head Ministry of Education Subjects
George Spurling
Assistant Head Sport, Accomplished Learners & Enrichment
Vicki Brown
Assistant Head Inclusion
Primary Admin Team
Precious Mupanduki PA to the Head of Primary
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Hadhra Al Ketbi Primary Admin Assistant 6
Elle Hewitt Primary Secretary
Staff 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 19 October - Friday 23 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 - do not book holidays until confirmed by the school.
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Staff Handbook
Vision, Mission & Ethos
Enough for all, forever We are guided by: an ethic of material sufficiency an ethic of equity a responsibility to future generations
VISION, MISSION & ETHOS
Our Mission 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
“Enough for all, forever”
Spirit
Our guiding principle for every decision, every interaction and every learner
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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VISION, MISSION & ETHOS
The Big ‘5’ Whole School Development Priorities HEAD FOCUS: COGNITION Deepen Intellectual Challenge and Progress
HEART FOCUS: EMOTION Strengthen Student and Staff Wellbeing & Belonging
Raise academic attainment Embed high-challenge strategies Refine assessment and feedback systems Strengthen middle leadership accountability
Build an inclusive and compassionate culture Improve pastoral and SEND practices Prioritise wellbeing Elevate student voice and agency
HANDS FOCUS: ACTION Enrich Learning Through Action, Creativity & Professional Growth
SPIRIT FOCUS: CONNECTION Live Out the School’s Ethos and Global Vision
Expand co-curricular opportunities Launch enterprise and sustainability projects Embed professional learning culture Develop coaching and peer observation
Embed ecoliteracy and global citizenship Strengthen Arbor identity and pedagogy Deepen service learning opportunities Elevate student leadership
NATIONAL AGENDA FOCUS: EDUCATION 33 (E33) National and Local Alignment Align with UAE National Agenda Strengthen Arabic provision Prepare for future assessments such as PISA Ensure compliance with statutory requirements
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Administration
A Typical Day
12
The School Day
13
Late Arrivals & Collections
14
School Communication
15
Cover Procedures
16
Dress Code
17
Educational Regulation in Dubai
18
Emirati Culture & Islamic Values
19
Fire Safety
20
Medical Care
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Staff Childcare
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ADMINISTRATION
A Typical Day EYFS
The timetable balances teaching, outdoor learning and sustained child-led play. Children engage in a combination of phonics, literacy, mathematics, project learning, specialist subjects and extended Discovery Time, providing opportunities to explore, investigate and apply their learning in meaningful contexts. Students benefit from: Daily phonics teaching through the Read Write Inc. programme Significant periods of Discovery Time Daily outdoor learning experiences Focused teaching in Literacy, Magic Maths and Project Learning Specialist subject lessons and enrichment opportunities Weekly Mystery Reader sessions
✔ ✔ ✔ ✔ ✔ ✔
Key Routines Morning Meeting and Phonics (8:00am–8:30am) Snack time (as per class timetable) Lunch: 12:00pm (FS1) Lunch: 12:40pm (FS2)
✔ ✔ ✔ ✔
Primary The timetable balances core learning, specialist teaching, project-based inquiry, wellbeing and opportunities for personal growth. Students benefit from: Daily English and Mathematics lessons Weekly Ecoliteracy learning Project Learning experiences Dedicated library sessions House, assembly and tutor time sessions Specialist subject lessons and enrichment opportunities
✔ ✔ ✔ ✔ ✔ ✔
CLICK FOR EXAMPLE PRIMARY TIMETABLE
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ADMINISTRATION
The School Day Positive behaviours take time to develop into habits, but the effort invested at the start of each year is enormously useful to the student and the class.
CONSISTENCY IN ROUTINES UNDERPINS Smooth operations
High standards of behaviour
Foundation Stage Timings
Monday to Thursday
8:00am to 1:30pm
Friday
8:00am to 11:30am (pick-up from 11:00am)
Primary Timings Monday to Thursday
8:00am to 3:20pm
Friday
8:00am to 11:30am
In Term 1, Year 1 has an early pick-up option to support transition to primary timings
ARRIVAL & REGISTRATION STAFF EXPECTATIONS Must be on site and ready for work by 7:30am Teachers must be in classrooms from 7:40am Student arrival and registration begins at 7:45am
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STUDENT ARRIVAL Students should be greeted at the classroom door each morning All students must arrive by 8:00am, after this they are considered late Registration is a legal requirement and must be completed on time every day
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ADMINISTRATION
Late Arrivals & Collections Clear and consistent procedures help us ensure the safety and wellbeing of every child. Late Arrivals STUDENTS WHO ARRIVE AFTER 8:00AM PRIMARY Must sign in at the main reception desk
EYFS Must sign in at the EYFS reception desk
Registers: Front of House staff update registers for all late students
After Sign In Year 3 and above Must present a yellow late slip to their class teacher
EYFS to Year 2 Escorted to class by Front of House staff
STUDENT COLLECTION Children must be collected from their classroom or ECA by an authorised adult Year 5 and Year 6 students may use a Home Pass
Late Collection Procedures Primary Late Collection After 3:30pm
FS Late Collection After 1:40pm
(or after 4:30pm for ECA / Seedling Club)
Taken to FS Reception
Taken to GF Cafeteria
Names recorded in the late log book
Names recorded in the late log book
Collected by authorised adult
Handed to staff member on late pick-up duty
Late Duty LSA records time and adult name
SAFEGUARDING REMINDER Our collection procedures support the safety and wellbeing of every child
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ADMINISTRATION
School Communication Effective communication is essential to the smooth and successful running of our school. As a large and busy community, we use a wide range of communication channels to communicate both internally with colleagues and externally with students, parents and other stakeholders. Each channel has a specific purpose, and staff are expected to follow the appropriate communication process to ensure that information is shared accurately, efficiently and with the right people. Clear, timely and professional communication helps us to work collaboratively, avoid misunderstandings and ensure that our school community is well informed and supported.
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 support every 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, timetables, homework, behaviour updates, and key school communications.
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.
Microsoft Teams
Staff communication and collaboration
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ADMINISTRATION
Cover Procedures Clear procedures help ensure continuity of learning and support for colleagues and students.
YOMLY & MEDICAL RECORDS Staff must log absence, and upload supporting documents to the Yomly app
EMERGENCY ABSENCE Same-day absences, including leaving early, must be:
Medical certificate required when:
Report to Ashley Robbins (Deputy Head Pastoral)
Absence exceeds one day
Phone +971 50 114 2784 before 6:30am
Monday or Friday absence Before/after holidays
WhatsApp/email message = unauthorised absence
If specifically requested by HR
COVER WORK EXPECTATIONS Share cover work with your Head of Year or Line Manager as below:
PLANNED ABSENCE Must be approved by Head of Primary Examples include:
Emergency leave:
Requirements:
CPD
Submit via Yomly
Compassionate leave
Email Kathryn confirmation
Other leave requests
Inform Head of Year/Line Manager
Planned leave:
Shared before 7:00am
On desk before absence
Meaningful learning
Resources printed
Include duties and ECAs
Folder clearly labelled
ADDITIONAL EXPECTATIONS Appointments should be arranged outside school hours where possible Evidence may be requested for appointments during the school day Child illness absence requests are considered individually and parents are expected to have contingency plans and share responsibility where possible If you are leaving before 4:30 pm: Your line manager must know and approve that you are leaving. You must remain contactable by phone unti 4:30 pm.
Click here to download the Yomly App Arbor School
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ADMINISTRATION
Dress Code Professional, practical and respectful of our community PROFESSIONAL IDENTITY Staff dress and appearance contribute to our professional image and should reflect the standards of our community. We are expected to dress professionally, appropriately and with respect for the values of the school and cultural expectations of the UAE. We respect faith-based and cultural dress requirements, provided they do not create health and safety concerns. All Staff
✓ Smart, professional, clean clothing and footwear ✓ Neutral coloured, clean, trainer-style shoes ✓ Smart jacket or blazer for formal and public events
✕ Flip-flops, casual sandals or Birkenstock/Crocs-style shoes ✕ No denim during normal school days, except Fridays
Female Staff
Male Staff
✓ Dresses and skirts should be knee-length or longer ✓ Tailored trousers ✓ Modest necklines and opaque fabrics ✓ Shoulders and knees should remain covered
✓ Shirt with tailored trousers or chinos ✓ Neatly groomed appearance ✕ Denim jeans or denim trousers ✕ Shirts worn in an unprofessional manner
✕ Strapless or thin-strapped tops ✕ Sheer, revealing, form-fitting clothing ✕ Excessive make-up or unnatural hair colours
FRIDAY DRESS CODE Arbor branded shirt
Casual bottoms
Trainers permitted
All clothing should remain professional, modest and appropriate for a school environment. If an Arbor branded shirt is not worn, normal professional business attire is expected.
General Expectations Specialist teachers and practical support staff may wear role-appropriate clothing Arbor-branded clothing is encouraged when representing the school externally Jewellery should remain professional and appropriate Arbor branded shirts should be worn every Friday
Sport & Coaching Activities Staff should wear Arbor-branded sports tops and accompanying sportswear should:
✓ ✓ ✓ ✓
✓ Be professional and appropriate for the activity ✓ Provide suitable coverage and modesty ✓ Be free from offensive slogans and imagery ✓ Reflect the cultural expectations of the UAE
✕ Not expose midriffs or undergarments ✕ Not include inappropriate wording or graphics ✕ Not include flip-flop style footwear (except when supervising swimming activities)
POLICY REMINDER Staff are expected to dress appropriately on campus and when representing Arbor externally.
Leggings are only permitted when worn with an Arbor-branded sports top of an appropriate length.
Failure to follow the dress code may be managed in line with the Disciplinary & Misconduct Policy.
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Where sporting activities take place after school, staff should wear normal professional attire during the school day and change into sportswear when required.
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ADMINISTRATION
Educational Regulation in Dubai What is KHDA?
The Knowledge and Human Development Authority (KHDA) regulates private education in Dubai and ensures schools meet the educational requirements and national priorities of the UAE. KHDA oversees: Curriculum requirements School operations Academic standards Regulatory compliance
✓ ✓ ✓ ✓
DSIB Inspections
The Dubai Schools Inspection Bureau (DSIB) is responsible for inspecting private schools on behalf of the KHDA. Inspections: Evaluate educational quality Review the School Self-Evaluation Form (SEF) Assess the School Development Plan (SDP) Validate school improvement priorities Usually take place over one week
✓ ✓ ✓ ✓ ✓
In addition to KHDA and DSIB, schools must comply with the requirements of the UAE Ministry of Education (MoE), which sets national education policies and mandates the provision of subjects such as Arabic, Islamic Education, and Social Studies, as well as broader federal educational requirements. As a member of staff, you may hear frequent reference to KHDA and DSIB, as these are the bodies most directly involved in the operation, inspection, quality assurance, and ongoing improvement of private schools across Dubai.
MSC (Moral, Social & Cultural Studies)
MSC is a UAE curriculum requirement designed to develop ethical, responsible and culturally aware young people through shared values and human experiences. MSC is taught through Moral Education and Social Studies CHARACTER & MORALITY
INDIVIDUAL & COMMUNITY
CIVIC STUDIES
CULTURAL STUDIES
Developing values, ethics and personal responsibility.
Understanding relationships, belonging and contribution.
Exploring citizenship, responsibility and participation.
Developing appreciation of culture, heritage and identity.
The DSIB Framework 1
Attainment & Progress
4
Curriculum
2
Personal & Social Development
5
Protection, Care & Support
3
Teaching & Assessment
6
Leadership & Management
Key Areas Evaluated English • Mathematics • Science • MSC • Arabic • Islamic Education • Student Wellbeing • Inclusion & Safeguarding • Curriculum • Leadership
SCHOOL PERFORMANCE CATEGORIES Outstanding - Very Good - Good - Acceptable - Weak - Very Weak
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ADMINISTRATION
Emirati Culture & Islamic Values It is important that all staff develop an understanding of Emirati culture, heritage, and Islamic values, and demonstrate respect for these in their daily interactions and professional practice. As educators and role models, staff are expected to uphold the values of tolerance, respect, inclusion, and cultural understanding, helping students to develop an appreciation of the traditions and customs of the UAE while contributing positively to our diverse school community.
The Formation of the UAE 7th Century
16th-19th Century
1950s
1971-1972
Sheikh Zayed
Early Islamic Influence
European Influence
Discovery of Oil
Formation of the UAE
Founding Father
Islam strengthened Portuguese and later trade, culture and British influence regional shaped the region's connections. development.
Rapid economic growth and modernisation began.
The seven emirates Sheikh Zayed bin united to form the Sultan Al Nahyan led United Arab the unification and Emirates. development of the nation.
Emirati Culture
The UAE continues to balance rapid innovation with the preservation of its traditions and heritage. HERITAGE & TRADITION
LANGUAGE
HOSPITALITY
DRESS
CELEBRATIONS
Traditional music, dance, falconry, camel racing and dhow sailing.
Arabic is the official language, with English widely used across education and business.
Guests are warmly welcomed, often with Arabic coffee and dates.
Traditional dress reflects cultural identity, modesty and respect.
Eid Al-Fitr, Eid Al-Adha and UAE National Day are important national celebrations.
Islamic Values
Islamic values continue to influence daily life, community relationships and national identity across the UAE. FAITH & WORSHIP
RESPECT & COMPASSION
HONESTY & INTEGRITY
MODESTY & HUMILITY
SOCIAL RESPONSIBILITY
Guided by the Five Pillars of Islam.
Kindness, generosity and care for others.
Fairness, honesty and ethical conduct.
Respectful behaviour, dress and interactions.
Contributing positively to society and supporting others.
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ADMINISTRATION
Fire Safety Procedures In the event of a fire alarm, follow these steps immediately. STEP 2 - PREPARE TO EVACUATE Leave the building with the class in your care Turn off equipment if safe to do so Close doors behind you Take your high-vis vest and Go Bag containing: pen, register, green card and red card, if possible Leave non-essential items behind Ensure students do not bring bags or equipment
STEP 1 - STAY CALM The school maintains comprehensive fire safety systems that are regularly inspected and tested, including: Fire detection systems (smoke detectors) Fire alarms connected to emergency services Evacuation systems and emergency lighting Fire-fighting equipment, including sprinklers and extinguishers Remain calm and follow evacuation procedures immediately.
✓ ✓ ✓ ✓ ✓ ✓
✓ ✓ ✓ ✓
STEP 3 - EVACUATE SAFELY Walk, do not run Move in single file Proceed directly to your designated assembly point Avoid overtaking or causing congestion Keep noise to a minimum Ensure students remain silent and attentive
✓ ✓ ✓ ✓ ✓ ✓
ASSEMBLY POINTS
Main Assembly point for students and staff is on the Football Pitch Signage indicates assembly areas for each year group and class Alternative assembly point is front parking lot, for Admin staff and visitors and some SEND students
CLICK FOR ASSEMBLY POINTS MAP
STEP 4 - ROLL CALL
STEP 5 - WAIT FOR “ALL CLEAR”
Teachers must complete a roll call using their class register, then hold up one of the following cards:
Only the Principal or delegated deputy may give the “All Clear” once:
GREEN CARD All students present and accounted for
Stay calm Keep students together
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Roll call is complete Everyone is accounted for The building is safe After clearance, staff and students may re-enter
RED CARD One or more students are missing. SLT will support searches as appropriate.
REMEMBER
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Proceed directly to assembly points Await further instructions
Staff Handbook
ADMINISTRATION
Medical Care Know the procedure. Act quickly. Keep students safe. FIRST AID & EMERGENCY EQUIPMENT
MEDICAL CONTACTS
First aid kits are located across the school Emergency phones are in multiple locations Familiarise yourself with the locations in your area
Arbor Clinic clinic@thearborschool.ae School Doctor Dr. Quratulain Faisal qfaisal@thearborschool.ae
Automated External Defibrillator Locations: Medical Centre, Reception.Sports Centre MEDICAL EMERGENCIES In a medical emergency:
FIRST AID If a student requires treatment, immediate first aid will be provided by a trained first aider and parents will be informed by the Medical Care Team.
The school will call an ambulance immediately The Medical Care Team will follow the school's Emergency Medical Care and Hospitalisation Procedure Parents or guardians will be contacted as soon as possible
Important: Students must not contact parents directly to arrange collection Early collection must be authorised through the clinic Minor incidents will be communicated to parents by email and/or phone where appropriate
✓ ✓ ✓
Parents remain responsible for any medical costs incurred during treatment.
MEDICATION ADMINISTRATION All medication is managed by the Medical Care Team.
✓ Parent approval must be in place before medication can be administered ✓ Medication should be taken under clinic supervision only ✓ Students receiving medication must be escorted to the clinic by a member of staff ✓ The Medical Care Team will coordinate medication timings with teachers ✕ Students must not carry medication in their bags
ALLERGIES & MEDICAL CONDITIONS Before taking students off-site or supervising activities:
NUT & PORK FREE SCHOOL Arbor is a nut-free school due to severe allergies and anaphylaxis risks. ✕ No foods containing nuts ✕ No foods containing nut traces ✕ No nut products on school transport ✕ No nut products for celebrations, trips or packed lunches Arbor is a pork free school due to cultural and religious considerations.
✓ Check allergy and medical information for students in your care ✓ Review medical needs with the clinic before educational visits and trips ✓ Pay particular attention to students within your tutor group or class
REMINDER
Every member of staff shares responsibility for student wellbeing and should be familiar with emergency procedures, allergies and medical needs.
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ADMINISTRATION
Staff Childcare We are committed to supporting staff families while maintaining consistency, safeguarding requirements and smooth school operations.
August Induction Week
✓ Childcare provision is available ✓ A minimal fee applies Staff Inset Days ✕ Childcare provision is not available Contact details for external childcare providers may be shared upon request
✓
Parent-Teacher Conferences (PTCs) ✕ Childcare provision is not available ✕ Staff children should not remain on site during PTCs External childcare arrangements should be made in advance
✓
Weekly APLI/ CPD Sessions Staff children may: Attend paid Extra-Curricular Activities (ECAs) OR Be collected at the end of the school day
✓ ✓
After-School Meetings & Sports Fixtures Staff children must not remain unsupervised on school premises. Children should: Attend a staff-led ECA OR Be collected promptly ECAs operate daily except on CPD days.
✓ ✓
OUR COMMITMENT
Supporting staff families while maintaining safeguarding, supervision and smooth school operations.
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Staff Handbook
Curriculum Curriculum Framework
24
Core & Specialist Subjects
25
Woodtopia & Muddy Madness
26
‘Project’ Lessons
27
The 17 Sustainable Development Goals
28
English
29
Maths
32
Arabic & Islamic Education
33
Moral, Social and Cultual Studies
34
Integrating Islamic Values, Emirati Culture & MSC
35
Arbor Enrichment Experience
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Residentials, Trips & Competitions
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CURRICULUM
Curriculum Framework 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
Core & Specialist 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 ecoliterate learners.
CORE SUBJECTS
ENGLISH
MATHS
SCIENCE
ARABIC
ISLAMIC
MSC
SPECIALIST SUBJECTS
ECOLITERACY
MUSIC
ART
LIBRARY
MODERN FOREIGN LANGUAGES (KS2)
COMPUTING
PE
Defining Ecoliteracy
At Arbor, ecoliteracy is the knowledge, skills and character needed to understand how people, communities and natural systems are connected, and how they can flourish together now and in the future. It empowers learners to identify challenges, think critically, take meaningful action and contribute positively to environmental and social change.
Ecoliteracy at Arbor
Developing learners who understand the connections between people, communities and natural systems, and who have the knowledge, skills and character to help all flourish now and in the future. Arbor School
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CURRICULUM
Woodtopia & Muddy Madness Woodtopia and Muddy Madness are central to our Early Years approach, providing regular opportunities for EYFS and Year 1 children to learn through exploration, creativity, problemsolving and hands-on experiences in the natural environment. These sessions support physical development, language, mathematics, wellbeing and ecoliteracy while encouraging independence, confidence and a connection to nature.
Facilitate Exploration Lead one weekly Woodtopia and one weekly Muddy Madness session Encourage child-led inquiry and investigation Promote curiosity and discovery
Develop Skills Support creativity and problemsolving Extend mathematical thinking through practical experiences Develop language through rich questioning and discussion
Build Character Encourage resilience and perseverance Promote confidence and independence Support appropriate risk-taking and challenge
Connect with Nature Encourage sensory exploration Develop respect for the natural environment Promote sustainability and environmental stewardship
Staff Expectations ✔ Participate actively in all sessions ✔ Model enthusiasm for outdoor learning ✔ Support safe use of real tools ✔ Ensure all children are included and able to participate
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CURRICULUM
‘Project’ Lessons Project-Based Learning (PBL) is central to our curriculum and educational philosophy. Through three whole-school projects each year, students explore meaningful realworld questions, develop subject knowledge and apply their learning through inquiry, collaboration and action.
PROJECT LAUNCH Curiosity Begins Every project starts with: A project launch A big inquiry question Experiences that spark curiosity and engagement
INQUIRY PROCESS Exploring & Discovering Throughout the project: Guiding questions deepen understanding Students develop knowledge and skills Inquiry drives investigation and exploration
PROJECT LANDING Celebrating Learning Each project concludes with: A meaningful final outcome Celebration of learning Presentations, exhibitions or shared experiences
Curriculum Connections
Purpose of Project-Based Learning
The objectives for Project lessons are drawn from a range of curriculum areas, including:
Through inquiry, collaboration and reflection, students learn to:
✓ Think critically ✓ Make cross-curricular connections ✓ Develop creativity ✓ Build independence ✓ Apply learning in meaningful contexts
Science Geography History As a result these subjects are not taught as discrete lessons. Concepts from UAE Moral, Social and Cultural Studies is also included in Project Themes. This ensures learning remains authentic, connected and purposeful.
PARENT COMMUNICATION Teachers use project overviews to communicate: • Essential questions • Learning objectives • Assessment opportunities • Launches and landings • Key vocabulary and terminology Arbor School
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CURRICULUM
The 17 Sustainable Development Goals Established by the United Nations, the Sustainable Development Goals provide a shared framework for addressing global challenges and creating a more sustainable future. At Arbor, they help us explore the connections between environmental responsibility, economic prosperity and social wellbeing.
Sustainable Development Systems
Sustainable development recognises that long-term prosperity depends on balancing the needs of people, the planet and the economy. These interconnected systems form the foundation of the Sustainable Development Goals. ENVIRONMENTAL SUSTAINABILITY
ECONOMIC SUSTAINABILITY
SOCIAL SUSTAINABILITY
Protecting ecosystems, conserving natural resources and reducing pollution for future generations.
Supporting long-term prosperity and growth without depleting natural resources, ensuring economic health and stability.
Creating inclusive, equitable communities where people can thrive with access to opportunity, education and wellbeing.
Applied Systems Thinking
Applied systems thinking helps students understand complex challenges by exploring how different elements interact and influence one another within a wider system.
Principle
What It Means
Holistic Thinking Interconnectedness Interdisciplinary Approach Adaptive Thinking Dynamic Complexity
Looking at the whole system rather than isolated parts. Understanding how actions and events influence one another. Drawing on knowledge from different subjects and perspectives. Responding thoughtfully to change and new information. Exploring how systems evolve over time and create unexpected outcomes.
Developing these habits of thinking helps students better understand the complexity of sustainable development and equips them to contribute to positive change. Arbor School
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CURRICULUM
English Our English curriculum develops confident communicators, enthusiastic readers and capable writers. Through rich texts and purposeful learning experiences, students build the language, literacy and communication skills needed to succeed both academically and beyond school. Students learn to:
✓ Speak fluently ✓ Write effectively ✓ Read confidently ✓ Listen actively Reading at the Heart of Learning (Reading is an integral aspect of the UAE National Agenda) KNOWLEDGE
EMOTIONAL GROWTH
Reading broadens understanding and develops knowledge across the curriculum.
Stories help students develop empathy, resilience and selfawareness.
CULTURAL UNDERSTANDING
SPIRITUAL DEVELOPMENT
Texts expose learners to diverse perspectives, experiences and ideas.
Reading encourages reflection, curiosity and deeper thinking.
Book-Based Approach Our curriculum is built around carefully selected texts, including:
✓ Fiction ✓ Non-fiction ✓ Project-linked texts These texts provide meaningful contexts for reading, writing, speaking and listening. Staff are expected to have read all of the core texts prior to the term commencing.
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Reading Development Reading development is carefully structured to build confident, fluent and enthusiastic readers from Foundation Stage through to Year 6. Strategies we use are outlined below.
DECODING Phonics instruction Shared reading Vocabulary development
FLUENCY
COMPREHENSION
Close reading Repeated practice Independent reading
Understanding texts Making connections Responding critically
FS1
FS2
✔ Environmental sound discrimination ✔ Stories, songs and rhymes ✔ Oral blending and segmenting activities ✔ Early mark-making and letter formation ✔ Language-rich learning experiences
✔ Recognition and articulation of phonemes ✔ Decoding simple words and sentences ✔ Early spelling and sentence writing ✔ Targeted phonics groups
Students begin their reading journey using Read Write Inc. to develop early listening, speaking and sound awareness skills. Through play-based learning and rich language experiences, children build the foundations needed for future reading and writing success.
Key Stage 1
Read, Write, Inc. Daily phonics and reading sessions support students to:
✓ Learn phonics systematically ✓ Blend and segment sounds ✓ Read high-frequency and tricky words Year 1 includes carousel phonics activities, while Year 2 teaching is informed by assessment and targeted intervention. Library visits encourage reading for pleasure, discussion and engagement with stories. Arbor School
Students build on their foundations, continuing with Read Write Inc., learning to recognise and apply phonemes within reading and writing. Teaching is tailored to each child's stage of development, ensuring steady progress towards the Early Learning Goals in Literacy.
Key Stage 2
Students use Accelerated Reader to encourage and monitor reading engagement and competency. Students continue to benefit from:
✓ Weekly library sessions ✓ Exposure to a wide range of genres ✓ Reading for pleasure and research Teachers use diverse strategies to build comprehension and develop a lifelong enthusiasm for reading.
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Reading Comprehension & Oracy Accelerated Reader (KS2) In Key Stage 2, we use Accelerated Reader (AR) to support students in developing reading fluency, comprehension and a lifelong love of reading. Following regular assessments, students are guided towards books within an appropriate reading range while also being encouraged to explore texts that spark their curiosity, imagination and interests. Through independent reading and regular quizzes, students can reflect on their understanding, celebrate progress and develop confidence as readers. AR sits alongside our rich reading culture and high-quality literacy provision, helping students to build the knowledge, vocabulary and critical thinking skills needed to engage deeply with the world around them and flourish as lifelong learners.
V
VIPERS Framework (KS2) At Arbor, comprehension develops through:
P
VOCABULARY
INFERENCE
PREDICTION
E
R
S
EXPLANATION
RETRIEVAL
✓ Decoding ✓ Fluency ✓ Understanding of the world
The VIPERS framework supports broad questioning and deeper discussion across a range of texts.
I
SEQUENCE / SUMMARISE
VIPERS is not a reading scheme; it is a framework that supports broad questioning and deeper understanding through targeted discussion.
ORACY
WHY ORACY MATTERS
We aim for every primary student to be:
Strong speaking and listening skills support:
✓ Knowledgeable ✓ Thoughtful ✓ Eloquent
✓ Academic success ✓ Confidence ✓ Employability ✓ Empathy ✓ Wellbeing
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STUDENTS REGULARLY EXPERIENCE
✓ Speaking opportunities ✓ Presentations ✓ Authentic
communication tasks
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CURRICULUM
Maths Mathematics is accessible, ambitious and inquiry-driven. We encourage students to explore mathematical ideas, ask questions and apply their learning to meaningful real-world contexts. Our Approach to Maths
EXPLORE Students investigate patterns, relationships and mathematical concepts.
QUESTION Inquiry and discussion encourage reasoning and deeper understanding.
Early Years
Children work towards the Early Learning Goals in Number and Pattern through: The Curiosity Approach Daily Magic Maths sessions Facilitated exploration Real-world resources
APPLY Mathematics is connected to authentic contexts and real-life situations.
Key Stage 1
Early Learning Goals are secured before transition into Key Stage 1.
Key Stage 2
Strong KS1 foundations are consolidated Support targets identified gaps
CPA Approach
Students develop: Number sense Subitising Number bonds to 10 Early counting patterns
✓ ✓ ✓ ✓
Maths is taught using: Concrete – Pictorial – Abstract (CPA) This includes: Manipulatives Visual models Abstract representations The approach supports: Deep conceptual understanding
White Rose Maths
Teaching is supported through the use of White Rose Maths, which is expected to be highly adapted to individual classes. Learning includes: Problem solving Reasoning Cross-curricular links
Arbor School
Calculation & Mental Maths
Calculation is prioritised through: Arbor Calculation Guidelines Students develop: Mental strategies Fluency in operations Daily mathematical practice
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Arabic & Islamic Education As guests in the UAE, we value and respect the country’s culture, traditions and heritage. Arabic and Islamic Education play an important role within school life and are statutory requirements set by the UAE Ministry of Education.
Arabic Education
Islamic Education
✓ ✓
Lessons follow UAE Ministry requirements and support students in developing understanding of Islamic values, beliefs and traditions.
Arabic is compulsory for all students from FS1 to Year 10. From Year 2 onwards, students are enrolled in: Arabic A (native speakers) Arabic B (non-native speakers) Learning supports language development, communication and cultural understanding.
Islamic Education is compulsory for students registered as Muslim.
Arabic Language Immersion Programme FS2 - Year 1 Collaboration between Arabic immersion teachers and class teachers is non negotiable E33 Shared Commitment for the Arabic Immersion Programme Every child in FS2 and Year 1 will experience: Arabic seen and heard daily Arabic used meaningfully every week Every week, every class will be immersed in: Morning routine and register in Arabic Arabic story session Arabic songs and rhymes An Arabic Phrase of the Week Topic and story vocabulary explicitly taught and displayed Key conversational vocabulary and phrases during formal and informal opportunities Modeled use of Arabic during morning greetings, registration, lining up, transition times, calendar/weather, learning reflection time. Arabic is not confined to Arabic lessons; it is embedded within classroom life, routines, stories, play and learning experiences across the week.
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Moral, Social & Cultural Studies MSC Studies prepares students to engage thoughtfully and positively with the world around them. Through meaningful learning experiences, students develop cultural understanding, social awareness and a strong sense of citizenship and community.
MSC (Moral, Social & Cultural Studies)
MSC is a UAE curriculum statutory requirement designed to develop ethical, responsible and culturally aware young people through shared values and human experiences. MSC is taught through Moral Education and Social Studies CHARACTER & MORALITY
INDIVIDUAL & COMMUNITY
CIVIC STUDIES
CULTURAL STUDIES
Developing values, ethics and personal responsibility.
Understanding relationships, belonging and contribution.
Exploring citizenship, responsibility and participation.
Developing appreciation of culture, heritage and identity.
Purpose of MSC MSC helps students to:
✓ Understand social change ✓ Develop citizenship and responsibility ✓ Build cultural understanding ✓ Engage positively with their community ✓ Appreciate national heritage and
MSC at Arbor
MSC is taught both as a standalone subject and across the wider curriculum. Learning is enriched through: Books and literature Videos and media Guest speakers Trips and experiences Whole-school events, assemblies and celebrations
identity
Examples include UAE National Day and International Day
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Integrating Islamic Values, Emirati Culture & MSC To strengthen students’ understanding of Islamic values, Emirati culture and heritage, and global cultures, teachers should identify meaningful interdisciplinary links across the curriculum. When planning UBD units, opportunities to connect MSC concepts, Islamic values and UAE culture should be clearly identified, intentionally planned and referenced within the designated section of the unit plan.
Islamic Values
Islamic values form an important part of life in the UAE and underpin many aspects of education and community life. Tawhid - Oneness of God Justice - Adl Compassion - Rahmah Honesty - Sidq Respect - Ihtiram Humility - Tawadu Responsibility - Amanah Community - Ummah Patience - Sabr Gratitude - Shukr Charity - Zakat Forgiveness - Maghfirah Integrity - Amanah Respect for Parents - Birr al-Walidayn
Equality - Musawah Self-Discipline - Mujahada Generosity - Karim Honouring Contracts - Wafa’ bil ‘Ahd Peace - Salaam Sincerity - Ikhlas Charitable Giving - Sadaqah Trust in God - Tawakkul Modesty - Haya Courage - Shaja’ah Kindness - Lutf Unity - Tawhid al-Ummah Social Justice - Haq al-‘Adl Family Values - Usrah
MSC Framework Domains
The Four Pillars Character & Morality
Individual & Community
Cultural Studies
Civic Studies
Supporting Our Emirati Students - Teachers should:
✓ Contribute to Emirati support plans and review them termly ✓ Use seating plans and differentiation strategies that support learning needs ✓ Encourage participation in extracurricular activities ✓ Promote leadership opportunities and student voice ✓ Celebrate Emirati values, culture and heritage ✓ Create inclusive and culturally responsive learning environments ✓ Engage students in conversations about their identity and traditions Arbor School
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CURRICULUM
Arbor Enrichment Experience (AEX) Enriching Every Path, Every Child Through purposeful enrichment beyond the classroom, students are encouraged to think deeply, act confidently, care for others and develop a strong sense of who they are. From early exploration to purposeful leadership, AEX ensures every student is supported to grow, belong and thrive in their own way.
7 Strands of Enrichment Arbor COMPETES
Arbor INQUIRES
Structured physical challenge and sporting competition that build resilience, commitment and teamwork
Academic enrichment that deepens thinking and explores learning beyond the classroom
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.
Staff Expectations
All enrichment opportunities delivered by staff are aligned to one of the seven Arbor Enrichment pathways and approved by the relevant pathway lead. SOCS is the school's central platform for managing enrichment activities, registers and student participation. Additional Contribution Staff are expected to: Deliver high-quality enrichment experiences Where staff lead major programmes, events or that reflect Arbor's ethos super-curricular opportunities, flexibility may be Provide meaningful opportunities beyond the applied across the academic year to reflect the taught curriculum Offer at least one enrichment activity each term scale and impact of the contribution. Support wider enrichment programmes where appropriate
✓ ✓ ✓ ✓
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Residentials, Trips & Competitions Educational visits and enrichment experiences help bring learning to life by; Supporting project-based learning Connecting learning to real-world contexts Developing environmental and cultural awareness Encouraging curiosity and reflection Providing the opportunity to collaborate and compete with other schools
While not all staff will plan and lead on trips, it is an expectation that all staff support trips relevant to their area of expertise, or job role, including both day trips and residential trips where required.
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Teaching & Learning Our Unique Approach
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Arbor Ways of Working Teachers
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Arbor Ways of Working - LSAs
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Seeds of Growth Model
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Learning Skills
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Classroom Environments
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Thrive - Inclusion
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Assessment & Reporting
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Home Learning
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Online Platforms
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CPD
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Teaching & Learning DNA
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Coaching Model
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TEACHING & LEARNING
Our Unique Approach Enough for All, Forever as an educational philosophy
Our approach to Teaching and Learning is rooted in our Head, Heart, Hands and Spirit model. We believe that meaningful learning develops the whole child - nurturing intellectual curiosity and critical thinking (Head), emotional intelligence, empathy and wellbeing (Heart), practical skills, creativity and purposeful action (Hands), and a sense of connection, values, purpose and belonging (Spirit). This holistic approach underpins our curriculum and pedagogy, ensuring that learning is not simply about acquiring knowledge, but about developing confident, compassionate and capable young people who are ready to make a positive difference in the world.
FEEL Build empathy, awareness and meaningful connections
Teaching and Learning Our teaching and learning is centred around: Clear learning objectives Purposeful questioning Assessment-informed planning Independence and collaboration Feedback that supports growth Arbor School
THINK Develop understanding, curiosity and critical thinking
Challenge for All Students are stretched through: Depth Independence Application Challenge is about deeper thinking rather than simply providing more work.
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ENGAGE Apply learning through action, responsibility and contribution
Responsive Learning Cycle The Responsive Learning Cycle ensures: Continuous formative assessment Responsive teaching practices Learning adapted to student needs
Staff Handbook
TEACHING & LEARNING
Arbor Ways of Working - Teachers These eight ways of working define what effective professional practice looks like at Arbor. They are the minimum expectations we should reasonably have of one another as professionals, and they underpin everything we do.
These are not your performance targets. They are how we work at Arbor.
No evidence folders. No eight-box checklist.
“If we want the world to improve, then we need schools that learn.” Peter Senge et al.
01. Learning First
02. Know Learners and Respond
We plan and teach so that students think, participate, learn and make strong progress.
We use assessment, curriculum knowledge and our knowledge of students to identify what they need and adapt accordingly.
03. Inclusion is Everyday Practice
04. High Expectations, Strong Learning Culture
We create ambitious, accessible learning so that every student can belong, participate and succeed.
We create purposeful, respectful environments where students take responsibility for their learning.
05. Curriculum with Purpose
06. Professional Responsibility
We deliver an ambitious, coherent curriculum with challenge, progression and Arbor’s ecological purpose.
We are reliable, professional and accountable in everything that comes with the role.
07. Learn as a Professional
08. Contribute to Arbor
We engage openly with coaching, feedback, reflection and continued learning.
We work collaboratively and contribute positively to the life, culture and improvement of our school.
View Ways of Working Framework
EVERY LEARNER, EVERY CLASSROOM, EVERY DAY Arbor School
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Arbor Ways of Working - LSAs These eight ways of working define what effective professional practice looks like for our Learning Support Assistants. They are the minimum expectations we should reasonably have of one another as professionals, and they underpin everything we do.
These are not your performance targets. They are how we work at Arbor.
No evidence folders. No eight-box checklist.
“If we want the world to improve, then we need schools that learn.” Peter Senge et al.
01. Learners First
02. Know Learners and Respond
We put the needs of our students at the centre of them to feel safe, supported and ready to learn.
We know our learners, understand their needs, and adapt our approach to help them participate, progress and build confidence.
03. Inclusion is Everyday Practice
04. High Expectations, Positive Support
We create a welcoming, respectful and accessible environment so every student feels they belong, can participate and succeed.
We encourage effort, independence and resilience, and support positive behaviour and learning environments.
05. Being Part of the Curriculum
06. Professional Responsibility
We support teaching, learning and enrichment by helping to remove barriers and enable learners to engage fully in the curriculum.
We are reliable, professional and accountable, following school policies, maintaining confidentiality and acting in the best interest of our learners.
07. Grow and Learn Together
08. Contribute to Arbor
We are open to feedback, willing to learn and committed to developing our skills, knowledge and practice.
We work collaboratively with colleagues, support a positive and inclusive school community and help to bring our vision and values to life.
View Ways of Working Framework
EVERY LEARNER, EVERY CLASSROOM, EVERY DAY Arbor School
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Seeds of Growth Model Supporting challenge, independence and deeper thinking across Years 1-6
The Seeds of Growth Model helps teachers design learning experiences that develop increasing levels of challenge, independence, depth of understanding and complexity of thinking. Based on Webb's Depth of Knowledge framework, it supports students in moving from knowledge acquisition towards deeper understanding, application and mastery.
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4
The Sun
Seeds
Seedlings
Tribulus
Recall & Reproduction
Skills & Concepts
Strategic Thinking
Extended Thinking
Students:
Students:
Students:
Students:
✓ Apply skills and concepts ✓ Make simple connections ✓ Demonstrate
✓ Recall facts ✓ Reproduce knowledge ✓ Demonstrate basic understanding
understanding through practice
✓ Use reasoning ✓ Work on complex problems ✓ Explain their over time thinking ✓ Draw upon acquired ✓ Solve more knowledge complex problems ✓ Demonstrate deeper mastery ✓ Make strategic ✓ Apply procedural and decisions
conceptual understanding independently
Understanding the Levels Levels 1-3 may be achieved within a single lesson or short sequence of lessons. Level 4 typically develops over an extended period of time and often forms part of larger projectbased learning experiences. At Arbor, knowledge includes both factual and procedural understanding, and students are encouraged to demonstrate mastery through application, inquiry and independent thinking.
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Learning Skills - EYFS Learning skills are an integral part of teaching and learning at Arbor. Staff are expected to explicitly reference the relevant learning skills within lessons, helping students to understand not only what they are learning, but how they are learning. The agreed learning skill visuals should be incorporated into presentations and classroom resources to provide a consistent language and visual reminder for students. This consistent approach helps students recognise and celebrate the skills they are developing and encourages them to take increasing ownership of their learning. 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.
When FS students demonstrate competence in a particular learning skill, staff should recognise this by awarding the corresponding learning skill sticker. Arbor School
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Learning Skills - Primary 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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EYFS Environments EYFS learning environments, which include outdoor areas, should be purposeful, responsive and reflective of children's current interests, inquiries and development. Provision, resources and displays should be regularly reviewed and adapted to support engagement, independence and high-quality learning.
KEY LEARNING AREAS INNOVATION AREA Designing, building, constructing and problem-solving. CREATIVE AREA Open-ended materials that encourage expression, making and exploration.
Learning Areas Should Include:
✔ Learning Challenge ("We Are Learning To...") ✔ Ultimate Challenge ✔ Learning Skill Animal linked to the current focus ✔ Examples of children's learning ✔ Accessible resources and self-selection opportunities ✔ Writing materials and
Every EYFS Classroom Should Display:
✔ Learning Skills Animals ✔ Wow Work Display (updated termly) ✔ Our Learning Journey Board ✔ House System Display ✔ Class Essential Agreements ✔ Three Simple Agreements
INVESTIGATION AREA Opportunities to observe, question, explore and analyse. ROLE PLAY AREA Imaginative experiences that develop communication, literacy and understanding of the world
purposeful mark-making opportunities
Display Expectations
✔ Breakout zones updated half-termly ✔ Corridor displays updated termly Arbor School
LOOSE PARTS AREA Natural and openended resources that support mathematical thinking and inquiry.
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Primary Classroom Environment Our classrooms are intentionally designed to support wellbeing, independence and meaningful learning. Learning environments should inspire curiosity, promote calmness and encourage collaboration, reflection and student ownership.
SUBJECT DISPLAYS ENGLISH BOARD Should include: Core text Keywords Themes MATHS BOARD Should include: Resources Current learning questions
“The Environment is the Third Teacher”
Every Classroom Should Include:
Learning & Reflection Displays:
✓ Work from every child ✓ UAE National Anthem ✓ Positive Class Charters ✓ TAG Feedback ✓ Reading Area
✓ Responsive Learning Cycle ✓ Presentation Guidance ✓ Seeds of Growth ✓ Three Simple Agreements ✓ Arborhaviour Steps
PROJECT BOARD Should display: Overarching questions Inquiry questions Student work Learning journey evidence
Display Expectations
Displays should remain purposeful, student-centred and refreshed at least every half term.
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TEACHING & LEARNING
Thrive - Inclusion Philosophy Thrive is Arbor's collaborative network of Inclusion Support Services, designed to identify strengths, personalise learning pathways and promote wellbeing, belonging and success for every child.
Key Contacts
Vicki Brown Assistant Headteacher: Thrive vbrown@thearborschool.ae
Thrive Team
Michelle Sakande Primary SENDCo msakande@thearborschool.ae
Alexandra Jurgensen Primary Counsellor ajurgensen@thearborschool.ae
SEND Teachers
Counsellors
Learning Support Assistants
External Specialists
SENDCo English Language Learner Teachers
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.
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Assessment in Early Years Sharing Learning
How We Assess
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 strongpartnershipsbetween home and school help ensure every child receives the support, encouragement and opportunities they need to thrive.
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TEACHING & LEARNING
Assessment in Primary We follow best practice in assessment within the British curriculum, including assessments such as the Phonics Screening Check and Year 4 Multiplication Tables Check. In addition, as a British curriculum school in Dubai, operating under the governance of the KHDA, we are required to complete specific assessments in designated year groups. The data from these assessments contributes to our understanding of student attainment and progress and forms part of the evidence considered during DSIB inspections. Given the breadth and requirements of the KHDA assessment programme, we do not additionally administer the full suite of UK National Curriculum SATs. Instead, our assessment approach ensures that we meet all Dubai and KHDA requirements while maintaining a purposeful and manageable assessment programme that supports teaching and learning.
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
Tracking Data Go 4 Schools (G4S) is our platform for recording and tracking student achievement and progress. Teachers regularly update attainment judgements on G4S at agreed assessment points throughout the year. Judgements reflect the range of evidence gathered through teaching and learning, including classroom observations, questioning and discussion, independent learning, project outcomes, standardised assessments and professional judgement. No single assessment should determine a student’s overall attainment judgement. Data recorded on G4S will support teachers and leaders to: monitor individual and cohort achievement and progress; identify strengths, gaps and students requiring additional support or challenge; inform responsive teaching, planning and intervention; and evaluate the impact of teaching and curriculum provision over time. Assessment and tracking should always serve teaching and learning. The purpose of G4S is to provide a clear, consistent picture of student achievement that enables teachers to make informed decisions about what students need next.
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TEACHING & LEARNING
Assessment in Primary Formative Assessment We use ‘The Responsive Learning Cycle’ as our approach to formative assessment. It provides a consistent framework for teachers to gather evidence of starting points, respond to pupils’ needs and adapt teaching accordingly.
Summative Assessment Summative assessments are used to support teacher judgments and tract attaintment and progress against international benchmarks. The following assessments are used:
END OF UNIT ASSESSMENTS
Internal WEEKLY MENTAL MATHS & SPELLING TESTS
Internal
Arbor School
CAT4
GLS Statutory
Statutory
NGRT
PHONICS
Statutory
Screening
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PASS
ARABIC Statutory
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TEACHING & LEARNING
Student Feedback At Arbor, feedback is an integral part of the learning process. Effective feedback helps students understand what they have done well, identify areas for improvement and recognise the next steps in their learning. Staff should provide feedback that is timely, purposeful and focused on moving learning forward, while encouraging students to reflect on and respond to feedback.
Feedback & Presentation Feedback at Arbor is: Specific Timely Actionable
Presentation guidance includes: DUMLUMS Handwriting Layout expectations Digital evidence on Seesaw
✓ ✓ ✓
We use the Four Quarters Model which includes: Live marking Teacher feedback Self-assessment Peer assessment
The aim is to: Promote pride in work Build independence Maintain high expectations
✓ ✓ ✓
TAG Feedback This is used to ensure we are moving learning on. T - Tell, A - Ask, G - Give a next step
Y2-6 Feedback Yellow stickers are used to create groups of printed next steps. Teachers = green Self marking = blue Peer marking = purple
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Reporting to Parents Parents receive regular updates regarding their child's progress and attainment throughout the academic year.
1
Parent Teacher Conferences. One PTC scheduled per term
2
End of Term Reports: A short report in Term 1 and Term 2 and a full End of Year Report in Term 3
3
Learning updates through school communication platforms such as Seesaw and Go 4 Schools
4
Individual meetings where required
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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TEACHING & LEARNING
Home Learning Home learning is designed to reinforce classroom learning, develop independence and encourage positive learning habits. Tasks should be purposeful, manageable and supportive of student wellbeing and family life.
PURPOSEFUL Home learning should: Be age-appropriate Follow SMART principles Support classroom learning
LIFELONG
PARTNERSHIP
Tasks should:
Home learning helps:
Encourage curiosity Develop independence Promote positive learning habits
Strengthen Communication Support family engagement Reinforce learning beyond school
RESPONSIBILITY Students are encouraged to: Follow homework schedules Complete compulsory tasks Develop time management skills
EARLY YEARS
In Early Years, with the exception of reading, learning beyond school should remain play-based, exploratory and centred around real-world experiences
Homework Standards
Homework should: Be specific and measurable Be linked to classroom learning Receive teacher feedback Respect students’ social and recreational needs
✓ ✓ ✓ ✓
SCHEDULE
Student Expectations
Students are expected to: Follow homework schedules Complete compulsory tasks Engage positively with learning activities
✓ ✓ ✓
FORMAT Shared through one weekly slide Posted on Seesaw Stored in homework folders
Set on Fridays Reviewed on Thursdays
TYPES OF TASKS INCLUDE: Reading • Spelling practice • Multiplication fluency • Revision tasks • Retrieval practice • Online learning • Subject-specific activities • Flipped learning opportunities
RESPONSIVE LEARNING
Home learning supports Arbor’s Responsive Learning Cycle by reinforcing classroom learning and helping teachers respond effectively to student needs.
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Online Platforms Familiarise yourself with the online platforms used across Arbor. As a Microsoft School, we use Teams for remote learning, as well as internal communincation and OneDrive for shared storage, both of which can be accessed securely from anywhere.
Student Devices and Logins
Students do not use personal devices in school and mobile phones are not permitted during the school day. All students have a Microsoft account that can be accessed from home using their individual AF Number. IT Support can assist with password resets when required.
Go4Schools Access attendance, reports, timetables, homework, behaviour updates, and key school communications.
Seesaw Classwork Homework Share learning with parents Class and year-group communication
CPOMS Safeguarding reporting
SOCS Extra-Curricular Activities (ECAs)
Zenda School fees Trip payments Other school payments
National Online Safety (NOS) Online safety resources Guidance for staff and families
School Cloud Parent-Teacher Conference bookings
Microsoft Teams Staff communication Online learning Staff collaboration
Accelerated Reader Monitor reading progress Assess reading comprehension Support independent reading
Times Tables Rock Stars Develop times tables fluency Engaging maths practice and challenges Track progress and achievement
NEED SUPPORT? For login issues, password resets or technical support, please contact the IT Team: helpdesk@thearborschool.ae
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Continued Professional Development The APLI four-week cycle
APLI stands for Action, Professional Learning and Information. It guides a rolling four-week CPD cycle designed to balance whole-school communication, professional learning, practical application and independent growth.
Week 1 Information Whole-school updates, policy guidance, strategic priorities and school events
Week 4 Independent CPD Reading, webinars, courses, action research and self-directed learning
APLI
Week 2 Professional Learning Training linked to school priorities, directed professional development and collaborative learning
Action Professional Learning Information
Week 3 Action Instructional coaching, departmental collaboration, moderation, data response & StepLab implementation
INFORMATION
PROFESSIONAL LEARNING
ACTION
INDEPENDENT CPD
Shared updates and school priorities.
Developing knowledge, skills and practice.
Applying learning through coaching and collaboration.
Personalised professional growth.
Independent CPD Expectation
Staff are expected to complete and log a minimum of 12 hours of independent professional development across the academic year. Examples include professional reading, webinars, online courses, conferences, action research and subject-specific development. A balanced cycle of learning, action, reflection and growth.
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Staff Handbook
TEACHING & LEARNING
Teaching & Learning DNA The Ghaf tree is a symbol of resilience, stability and growth within the UAE. As the national tree, it is known for thriving in challenging desert conditions through its deep roots and ability to sustain life around it. The Ghaf represents tolerance, sustainability and connection to the environment values that align with our approach to teaching and learning. BRANCHES: Flourishing Practice Teachers engage in personalised professional learning that promotes innovation, leadership and professional excellence. These opportunities encourage reflection, creativity and professional growth, enabling staff to explore new ideas and contribute meaningfully across the school. Examples Action Research (CEAR / HP IDEA) National Professional Qualifications Teacher-led professional development Innovation and professional excellence Aspiring Teacher pathways and secondments
✓ ✓ ✓ ✓ ✓
TRUNK: Sustaining Great Practice At the heart of our model is a culture of continuous improvement. Through coaching, feedback and collaborative professional learning, teachers regularly reflect on and refine their practice. Like the trunk of the Ghaf tree, this layer provides strength, stability and connection, sustaining professional growth over time. Examples StepLab drop-ins Teaching & Learning coaching Whole-school focus areas Phase, year group and subject priorities Professional Learning Communities
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ROOTS: Firm Foundations Just as the Ghaf tree relies on deep roots to thrive in challenging conditions, our teaching and learning culture depends on secure foundations. These foundations create the consistency, trust and shared expectations that enable teachers to grow in confidence and deliver exceptional learning experiences. Examples KHDA and BSO compliance Consistent teaching standards Probation observations Deep dives
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TEACHING & LEARNING
Coaching Model At Arbor, coaching is one of the most powerful drivers of professional growth, collaboration and continuous improvement. Our coaching model supports colleagues at every stage of their professional journey, creating opportunities to reflect, develop expertise and contribute meaningfully to our school community.
GROW LEARNING
GROW EDUCATORS
GROW CULTURE
Instructional Coaching Supports teachers in refining classroom practice through purposeful, evidenceinformed coaching.
Leadership Development Supports colleagues in developing leadership capacity and exploring future career pathways.
Strategic & Cultural Development Supports colleagues in contributing to Arbor's environmental ethos, vision and wider school improvement.
Key features StepLab instructional coaching Regular drop-ins and feedback Coaching conversations Reflective practice Incremental improvement
Key features Leadership coaching Career development Professional reflection Leadership qualifications Future opportunities
Key features Strategic projects Environmental leadership Community engagement Curriculum innovation Shared ownership of vision
STRAND
COACHING FOCUS
COACHING PARTNER
Classroom Practice
Heads of Department / Heads of Year
Leadership Development
Senior Leaders
Strategic Contribution
School-wide initiatives and projects
✓ ✓ ✓ ✓ ✓
Grow Learning
Grow Educators
Grow Culture
✓ ✓ ✓ ✓ ✓
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Our Coaching Philosophy
Coaching at Arbor is collaborative, developmental and values-driven. It is designed to help every colleague grow in confidence, refine their practice and contribute positively to our school community.
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Pastoral Care
Pastoral Approach
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Wellbeing Overview
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Daily Responsibilities
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Arborhaviour
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Recognition, Reflection & Growth
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House Culture
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Safeguarding
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Parent Communication
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PASTORAL CARE
Pastoral Approach Pastoral care at Arbor supports every student's wellbeing, personal development, behaviour and emotional needs. Through strong relationships, proactive support and a culture of care, we create a safe, inclusive and nurturing environment where every child can thrive.
CARE
Building positive relationships
SUPPORT
Meeting individual needs
THRIVE
Helping every child flourish
WELLBEING JOURNAL
POSITIVE EDUCATION
WELLBEING & BEHAVIOUR
PASTORAL TOOLKIT
Students use wellbeing journals throughout the year to reflect on emotions, celebrate growth, set goals and support their personal development.
Positive Education promotes resilience, emotional intelligence, mindfulness and healthy relationships, supporting students both academically and personally.
Students are encouraged to demonstrate kindness, responsibility, self-discipline and respect. Behaviour is supported through restorative approaches and wellbeingfocused practices.
Staff use a range of pastoral systems and strategies to monitor wellbeing, provide support and guide students’ academic, emotional and social development.
Every child known, valued and supported.
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PASTORAL CARE
Wellbeing Overview We know that wellbeing is fundamental to learning, growth and human flourishing. We are committed to supporting the physical, emotional, social and mental wellbeing of every student, creating an environment where children feel happy, healthy and ready to learn.
OUR APPROACH Wellbeing is embedded throughout school life. Through our curriculum, pastoral care and relationships, we support students to develop confidence, resilience, positive relationships, emotional awareness and a strong sense of belonging. Our Head, Heart, Hands and Spirit framework reflects our commitment to developing the whole child and helping every student thrive.
Arbor Pastoral Support Network Class Teacher Daily support and guidance Pastoral Leadership Whole-school pastoral strategy and support
Counselling Team Emotional wellbeing support
Student Heads of Year Pastoral oversight and student progress
Thrive Team Additional learning and wellbeing support
Medical Team Health and medical support
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PASTORAL CARE
Daily Responsibilities
DUTY EXPECTATIONS Staff on duty should:
Daily supervision plays a vital role in maintaining a safe, positive and supportive learning environment. Every member of staff contributes to student wellbeing through visible presence, proactive supervision and positive interactions throughout the school day. Dubai's Climate & Outdoor Safety The school follows KHDA weather protocols to ensure student safety during periods of extreme heat and severe weather. Staff should: Remain aware of weather conditions Follow guidance regarding outdoor activities Prioritise student safety during all outdoor learning and play
✓ Be visible and engaged
✓ Supervise all areas carefully
✓ Address unsafe behaviour
Outdoor Breaktimes
immediately
Outdoor learning and play are important parts of student development. Breaktimes provide opportunities for: Active play Social interaction Independence Positive engagement All outdoor spaces should be actively supervised.
movement around
✓ Ensure calm campus
✓ Avoid phone use except in
emergencies
✓ Support
colleagues
✓ Maintain
punctuality
Key Principle
We exhibit deliberate botheredness at all times Arbor School
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PASTORAL CARE
Arborhaviour
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 Childrenare ready to learn when they:
✔ Arrive prepared ✔ Bring the resources they need ✔ Wear the correct uniform ✔ Approach learning positively
RESPECTFUL
SAFE
Children demonstrate respect when they:
Childrenhelp keep themselves and others safe when they:
✔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
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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PASTORAL CARE
Recognition, Reflection & Growth 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
The Arborhaviour Approach When challenges arise, staff respond in a calm, supportive and restorative manner, helping children reflect on their choices, understand the impact on others and repair relationships where needed.
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REMINDER, REFLECTION A quiet reminder of expectations and an opportunity to make a positive choice.
REFLECTION WITH TEACHER Supported reflection and discussion about behaviour and next steps.
REFLECTION WITH HEAD OF YEAR Additional support from pastoral leaders where required.
INTERNAL REFERRAL Referral to the Pastoral Deputy and/or Head of Primary. Parents informed and support agreed.
Strong partnerships between home and school help children develop kindness, responsibility, respect and self-awareness. By maintaining high expectations alongside high levels of care and support, we help every child flourish.
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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:
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✓ Pride ✓ Healthy competition ✓ Community values Staff Handbook
PASTORAL CARE
Safeguarding #safewithme - Be the adult every Arbor child deserves The Rights of a Child Every child has the right to learn, develop and thrive in a safe environment. Safeguarding is embedded across school life through: Staff vigilance Student education Parent partnerships Curriculum opportunities The UN Convention on the Rights of the Child All adults working with Arbor students are expected to uphold the highest standards of safeguarding, conduct and professional responsibility.
What is Safeguarding? Safeguarding is the responsibility of every adult within our community. According to Keeping Children Safe in Education (KCSIE), safeguarding includes: Protecting children from harm and maltreatment Preventing impairment of physical and mental health Ensuring children grow up in safe and effective environments Taking action to enable all children to achieve the best possible outcomes
✓ ✓ ✓ ✓ ✓
✓ ✓ ✓ ✓
If a Child Makes a Disclosure: LISTEN 1. Listen carefully and calmly. 2. Reassure the student. 3. Speak in a quiet but open environment. 4. Do not show disbelief. 5. Never promise secrecy. 6. Avoid pressuring the student for information. 7. Thank the student for speaking up.
RECORD 8. Explain that the information must be recorded. 9. Complete a yellow form and log the incident on CPOMS. 10. Reassure the child that support will be provided.
REPORT 11. Seek medical help if necessary. 12. Inform relevant professionals if applicable. 13. Report immediately to the Designated Safeguarding Lead (DSL). 14. Concerns involving staff should be reported directly to senior leadership.
PROFESSIONAL RESPONSIBILITIES
DESIGNATED SAFEGUARDING LEADS
Staff should: • Use approved communication channels only • Maintain professional boundaries • Follow the Arbor dress code • Be mindful of their digital footprint
Whole School DSL Ashley Robbins arobbins@thearborschool.ae Staff Safeguarding Gemma Thornley gthornley@thearborschool.ae
Staff must not: • Use personal WhatsApp, text or email with parents • Post student photographs on personal social media • Use public personal social media accounts that may compromise professional standards
Safeguarding is the responsibility of EVERYONE
Arbor School
REMEMBER
Head of Health & Safety Silvana Guglietti sguglietti@thearborschool.ae
CPOMS (Child Protection Online Monitoring System) is Arbor's platform for reporting safeguarding and child protection concerns. If in doubt, report the concern and seek advice from a Designated Safeguarding Lead.
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PASTORAL CARE
Parent Communication Strong partnerships between home and school are essential to student success. Clear, respectful and proactive communication helps ensure that students receive consistent support both in school and at home.
BUILDING EFFECTIVE PARTNERSHIPS
RESPECTFUL & TIMELY COMMUNICATION
Parental Responsibility Parents are expected to: Support positive behaviour standards Work in partnership with the school Inform the school of any difficulties affecting their child Reinforce school expectations at home
Parents should: • Treat staff respectfully • Adhere to the KHDA Parent Contract • Attend meetings when concerns arise Staff should: Respond to emails within 48 hours Avoid responding outside working hours Provide meeting summaries when appropriate Send a weekly Friday message via Seesaw, following the agreed year group format established by the Year Leader and personalised to reflect the learning and experiences of their class
Effective Communication Clear and proactive communication is essential. Parents should never be surprised by significant concerns regarding their child’s wellbeing, behaviour or academic progress.
RECORDING COMMUNICATION All meetings and phone conversations with parents must be recorded on the school management system to ensure accurate records of communication and student support
Parent Information Meetings (PIMs)
Parent Engagement Opportunities Parent-Teacher Conferences (PTCs) PTCs: Take place termly Focus on progress, targets and support strategies Should not introduce unexpected concerns
PIMs provide information on: Curriculum Assessment and reporting Homework Wellbeing Revision strategies School systems and expectations
EYFS Week to Shine takes place each term. Each child receives a focus week, including additional Seesaw updates highlighting progress and next steps. In Term 1, parents are invited into school for a Stay and Play session. In Terms 2 and 3, PTCs follow the Primary model.
Arbor School
Reporting Reporting procedures help track student progress, wellbeing, behaviour, and communication between staff and parents. Parents will receive a short report at the end of Term 1 and Term 2 and a longer report at the end of the academic year. 66
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Our Staff Foundation Stage 1
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Foundation Stage 2
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Year 1
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Year 2
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Year 3
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Year 4
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Year 5
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Year 6
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E3: Environmental and Ecological Education Team
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Specialists
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The Farmhouse & Green Facilities
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Key Contacts
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OUR STAFF
Foundation Stage 1
Head of Foundation Stage 1
Chloë Morritt
Foundation Stage 1 Classes
Sunflower Chloë Morritt
Buttercup Stacey Mercer
Daisy Anisha Pervaz
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Clover Aoibhinn Butler
Lavender Pamela Woodall
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OUR STAFF
Foundation Stage 2
Head of Foundation Stage 2
Orla Campbell
Foundation Stage 2 Classes
Bluebell Garnet van Schie
Gerbera Fareen Aslam
Heather Sarah Sharp
Lotus Rachel Mayhew
Orchid Sarah Qadir
Poppy Orla Campbell
Tulip Joanna McKeever
Rose Zita Guilfoyle
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OUR STAFF
Year 1
Head of Year 1
Tamara Stewart
Year 1 Classes
1MA Milica Andelkovic
1AW Caoimhe Smyth
1KJ Kelly Jacobs Arbor School
1SS Simone Schilling
1DF Daisy Fox 70
1TS Tamara Stewart
1SW Sarah Ward Khan Staff Handbook
OUR STAFF
Year 2
Head of Year 2
Amy Brown
Year 2 Classes
2AE Abbie Ellis
2ACB Ashmi Bhansali
2SL Saranne Lourens Arbor School
2AB Amy Brown
2RE Ruby Evans 71
2SH Sara Hunter
2GH Grant Hewitt Staff Handbook
OUR STAFF
Year 3
Head of Year 3
Sophie Toms
Year 3 Classes
3HD James Drake
3OD Oliver O’Donnell
3MB Maliska Baartman
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3TI Terri Iborra
3HM Holly Mayo
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3ST Sophie Toms
3NR Natasher Raber
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OUR STAFF
Year 4
Head of Year 4
Sophie Kaberry
Year 4 Classes
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4CM Charlotte McCrosson
4SH Samuel Holmes
4TL Tadgh Lynch
4JB Jamila Burke
4SK Sophie Kaberry
4FH Firdaus Hussain
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Year 5
Head of Year 5
Clelia Durante
Year 5 Classes
5CD Clelia Durante
5KB Karlea Baker Arbor School
5CB Chloe Blake
5LW Lauren Watkins
5DV Daniela Velasquez
5SH Sarah Huddleston 74
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OUR STAFF
Year 6
Head of Year 6
Teri Doyle
Year 6 Classes
6NJ Niall Jackson
6CD Carla Douglas
6TD Teri Doyle
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6LW Elizabeth Green
6MF Matthew Furniss
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OUR STAFF
E3: Environmental and Ecological Education Team Our specialist sustainability and ecology team supports ecoliteracy across the school. It plays a key role in developing environmental awareness through teaching, fieldwork, CPD, and cross-curricular initiatives.
Ben Hren Director of E3
Euan Riddell Whole School Assistant Head Teacher E3
Sabrina Michael Head of Primary E3
Susana Monteiro Primary Ecoliteracy Specialist
Agi Watts Primary Ecoliteracy Specialist
Dr. Tiffany Delport Scientist in Residence
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Specialists
Samantha Brown Primary Head of Art
Emanuelle Vallet Primary MFL/Art
Sharon Govender Whole School Head of Library
James Wakefield Primary PE Lead Arbor School
Romelyn Guerrero Primary Expressive Arts
Janice Engle Primary Asst Librarian
Lowella Bernas EYFS Asst Librarian
Lucy Donkin Primary PE
Helena Knight Primary PE 77
Jennifer Murphy Primary Head of Music
Grant Woods Lead Swim Coach Staff Handbook
OUR STAFF
The Farmhouse & Green Facilities The Farmhouse and Green Facilities teams play an important role in supporting Arbor's commitment to sustainability, wellbeing and experiential learning.
The Farmhouse
Green Facilities
Our on-site catering service providing delicious, fresh, sustainable meals using local and organic ingredients. There are daily live cooking stations which can be pre-ordered. Discounts are available when you bring your own reusable mug.
This team manages and maintains the school’s outdoor learning spaces and green environments. Key Responsibilities Maintenance of gardens and outdoor areas Supporting eco-learning projects Ensuring safe interaction with plants and animals Supporting teaching requests (2–3 days’ notice required)
Facilities Ground Floor Café (Parents & Staff) Second Floor Café (Staff & Students) Key Information Card, cash or account options available in the ground floor café Top-up account required for Second Floor café access: thefarmhouse.thearborschool.ae Email: thefarmhouse@thearborschool.ae
Arbor School
Important Note All planting, harvesting, or interaction with school ecology spaces must be coordinated with the Green Facilities team in advance.
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OUR STAFF
Key Contacts A number of operational teams work together to ensure the smooth, safe and effective running of the school. Staff should familiarise themselves with key contacts and support services available across campus.
PROCUREMENT & RESOURCES
FACILITIES TEAM
Anoop Veedu – aveedu@thearborschool.ae
Led by Silvana Guglietti Email: facilities@thearborschool.ae Support includes: Maintenance requests (furniture, repairs, painting) Campus operational support
CLINICS & FIRST AID Clinics Ground Floor: Foundation Stage & Primary Second Floor: Secondary clinic@thearborschool.ae
MEDICAL CARE TEAM Includes a doctor and three nurses providing full student health support across campus clinics.
First Aid & Emergency Equipment First aid stations located across campus AEDs located at: Medical Centre Reception Sports Centre
Team Members Dr. Quratulain Faisal – School Doctor Nurse Bisola Nurse Jeeva Nurse Razia
TRANSPORT
SECURITY
Saeed Khan – transportation@thearborschool.ae
On-site 24/7 Emergency contact: +971 52 420 8169
REMINDER
For operational, medical or facilities support, contact the appropriate team as early as possible to ensure issues can be resolved efficiently and safely.
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