2021-22 | DBIS Early Years Parent Handbook

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Early Years Early Years Parent Handbook 2021-22

Nursery, Reception, Early Years 1 (EY1) and Early Years 2 (EY2)

Our Core Values, Mission and Aims 2


We respect the needs and rights of each member of our community.


We show care, kindness and compassion to others.


We are supportive of each other.


We embrace diversity and celebrate individuality.


We are responsible and honest in our actions.


We promote a sense of personal identity and a global mindset.

OUR MISSION We provide an outstanding holistic international education to students in an inclusive and nurturing learning environment. We seek to inspire and empower students to succeed in fulfilling their individual potential as global citizens in a rapidly changing world.


To promote a culture of excellence in teaching and learning.


To provide a broad and balanced curriculum that reflects the international nature of the DBIS student community.


To encourage internationalism, providing students with the skills, dispositions, and knowledge to participate in an increasingly interconnected world.


To ensure a supportive, happy and secure environment for learning.


To develop leadership skills and a sense of service to others through a range of extra-curricular opportunities locally and internationally.


To encourage the physical and emotional wellbeing of each individual.


To use innovative pedagogy and technology to enrich learning.


To work in partnership with parents, alumni and the local and wider community in the ongoing development of the school.


To foster a learning community where every student, teacher, staff member, parent and DBIS alumni has an ongoing passion for learning.

The DBIS Community - Revised in 2014 and 2017.

Discovery Bay International School, Early Years Philosophy Discovery Bay International School’s Early Years (DBIS EY) phase of the school consists of Nursery, Reception at the Early Years campus and Early Years 1 (EY1) and Early Years 2 (EY2) up at the main campus. Our bespoke Early Years Curriculum has been designed with the children at the centre of all that we do with our approach to teaching and learning inspired by the principles of Reggio Emilia. We view children as full of potential with the ability to form their own understandings of the world around them. Our focus is upon nurturing creative, resilient and independent learners, who are excited and confident to experiment and explore through play and active learning. We offer a curriculum and experience which begins in Nursery and finishes at the end of EY2, at which point the children are fully prepared to transition to the Primary phase of the school. This experience is underpinned by our child centred, personalised learning approach that supports the development of the whole child and recognises the magic of childhood. Our children are supported to take risks, think critically and develop understandings by exploring through play. Teachers and Education Assistants are seen as partners and co-adventurers in the children’s learning journey, ensuring learning is continually placed in a meaningful context by engaging with the children’s interests and ideas. Our children experience authentic learning opportunities such as woodwork, forest and beach schools. We pride ourselves on our child-directed, Reggio Emilia inspired environments which support opportunities for open-ended enquiry. We place great importance on positive relationships and interactions amongst all members of our Early Years community as these support our holistic and inclusive approach, ensuring the focus is placed upon the development of the whole child. We derive much of our strength from the surrounding community, therefore establishing and maintaining supportive Early Years Foundation relationships is key to the DBIS EY ethos. By Stage Motto working together we can ensure that all children in our Early Years continue to value and enjoy their time here, that they are sufficiently challenged and supported in their learning, and make excellent progress in a happy and caring environment. After reading this booklet you will gain a sense of how our warm and caring environment as well as the provision of opportunities for stimulating play-based learning inspire our children to become curious, independent learners who demonstrate awe and wonder of the world around them.


Welcome to our Early Years Phase at DBIS Early Years (DBIS EY)

We play, learn and grow together. (Devised by EYFS Student Council 2017)

Best wishes Hannah Cole Head of Early Years


Reggio Emilia DBIS Early Years (Nursery, Reception, EY1 and EY2) have adopted the overarching principles taken from a Reggio Emilia approach to early childhood education. The Reggio Emilia Approach derives its name from its place of origin, Reggio Emilia, a city located in Northern Italy. Shortly after the Second World War, the parents of this region collaborated with Loris Malaguzzi, a lifelong educator, innovator and creative philosopher to find a unique system of early childhood education. The Reggio Emilia approach is based on the principles of respect, responsibility and community. There is an expression from the Reggio Emilia approach that ‘a child has a hundred languages’. This expression symbolically describes all the languages of learning. These can be displayed through innovation, nature, construction, fantasy, art, music, dance, building, writing, talking, signing, science, body and soul. The languages of learning are used to help children develop knowledge, make connections and understand the world around them.

Guiding Principles Image of the Children

The Reggio Emilia philosophy believes in the rights and opinions of each child. A child is a competent, capable and natural learner who has the desire for knowledge and life, and is always ready for challenges.

The Role of the Teacher

The teacher plays a critical role by being the child’s partner and co-constructing learning possibilities. In order to further the learning process, teachers listen, observe, inquire, document, work together and reflect upon the experiences of children.

Environment as a Third Teacher

The learning spaces throughout our school are thoughtfully planned to ensure they are inviting places for the children to learn. The Reggio Emilia Philosophy believes that the environment in which your child explores is the third teacher, therefore time is invested to carefully plan these environments to allow learning to be taking place all the time. Materials in the classroom inspire children to think outside the box and support their independent expression of thought.



Each moment of your child’s day is filled with meaningful experiences and thoughtful interactions. In order to understand children and the way they learn, teachers work diligently to document all aspects of the learning process. Whether it be online learning journals, child-specific observations or the children’s artwork, all moments are considered pieces of the process and are made visible in the classroom for revisiting and reflection. Teachers and children alike are able to view their thinking and their learning process through documentation. Our child-directed, Reggio Emilia inspired environments and approach to teaching and learning come together to promote personalized learning experiences for our children.

Stuart Bridge Head of School sbridge@dbis.edu.hk

Hannah Cole Head of Early Years hcole@dbis.edu.hk

Lyndsay Coote Deputy Head Early Years lcoote@dbis.edu.hk

Ruth Brislen Assistant Head of Early Years rbrislen@dbis.edu.hk


Leadership Team

Early Years Leadership Team

Ruth Brislen Nursery Year Group Leader Emma Chambers Reception Year Group Leader

Gina Clothier Early Years 1 Year Group Leader

Emily Sharman Early Years 2 Year Group Leader


TEACHING STAFF Nursery Farm: Seaside: Starlight:

Ruth Brislen Deirdre McCarthy Chloe Foster

Reception Safari: Garden: Castle: Airport:

Emma Chambers Helen Reid Elle White Rachel Roberts

Early Years 1 EY1 GC: Gina Clothier EY1 LB: Laura Bell EY1 RG: EY1 FT:

Radhika Gidwani Francesca Thrower

Early Years 2 EY2 ES: EY2 JB: EY2 CS: EY2 EJ:

Emily Sharman Jane Broderick Ciara Sasikumar Emma Jones


Anne Horan


Angela Moriarty


Leo Van den Bogaerde and Rob White


Jenah Luo, Morna Shum, Cindy Xin, Carol Li


Serena Clark (Head of Inclusion), Sarah Beattie, Kristine Wills, Courtney Coll


Nilangi Thotawatte, Melanie Foti, Lolita Tupas

ADMINISTRATION Administration Officer: Angel Tang


SUPPORT STAFF Nursery Farm: Seaside: Starlight: Nursery EA:

Agi Caporn Virlie Hyde Mari Collier Jackie Man

Reception Safari: Garden: Castle: Airport:

Rasarin Rudall Susy Borrelli Monika Carruthers Melissa Fuchs

Early Years 1 EY1 GC: Anna Hudak EY1 LB: EY1 RG: EY1 FT:

Rose Talamayan Smith Grazyna Bobrowska Brenda Dauz

Early Years 2 EY2 ES: EY2 JB: EY2 CS: EY2 EJ:

Jean Capito Linda Taylor Vivian Yeo Maria Jaramillo


Irene Bang-Issac


Kirsten Brownlie and Gabriella Espina

Mandarin :

Wendy Shi and Susie Sun

Medical Team:

Karishma Pozzebon (EY Campus) Sarah Walker, Abby Tibbetts


Nilangi Thotawatte



Early Years Curriculum at DBIS Here at the Early Years section of the school we plan play based opportunities which are guided by the EYFS curriculum from the UK and the Primary National Curriculum for England yet follow a tailored curriculum that meets the needs of our unique international community (DBIS EY curriculum). We complement this with our specialist teaching in Music, Library, Mandarin, PE and Learning Technologies. Our Forest and Beach Schools programs, alongside our Woodwork opportunities, help to provide authentic learning experiences for our children and complement our DBIS EY curriculum across all seven areas of learning and development. The learning and development requirements of the DBIS EY curriculum are informed by the best available evidence on how children learn and reflect the broad range of skills, knowledge and understandings children need as foundations for good future progress. We guide the development of children’s capabilities with a view to ensuring that children under our care complete the Early Years ready to benefit fully from the opportunities ahead of them. The DBIS Early Years curriculum learning and development requirements comprise of: z

The seven areas of learning and development and the educational programmes (described below)


The Early Learning Goals, which summarise the knowledge, skills and understanding that all young children should have gained by the end of the Reception year, EY1 and EY2 and their time here with us at the Early Years phase of DBIS.


The assessment requirements (when and how practitioners must assess children’s achievements, and when and how they should discuss children’s progress with parents and/or carers)

There are seven areas of learning and development that must shape educational programmes in early years settings. All areas of learning and development are important and inter-connected. Three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive. These three areas, the Prime Areas, are: z

Communication and Language


Physical Development


Personal, Social and Emotional Development

We also support children in four specific areas, through which the three prime Areas are strengthened and applied. The specific areas are:







Understanding the world


Expressive arts and design

Overarching Principles Four guiding principles shape our practice here at DBIS EY. These are: z

Every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured.


Children learn to be strong and independent through positive relationships.


Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers.


Children develop and learn in different ways (characteristics of effective teaching and learning) and at different rates. Our framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities. In planning and guiding children’s activities, we reflect on the different ways that children learn and reflect these in our practice.

Three characteristics of effective teaching and learning are: z

Playing and Exploring - children investigate and experience things, and ‘have a go’.


Active Learning - children concentrate and keep on trying if the encounter difficulties and enjoy achievements.


Creating and Thinking Critically - children have and develop their own ideas, make links between ideas and develop strategies for doing things.

Play-based Learning Play is a powerful vehicle to enable children to learn. They learn most effectively when they feel safe, are engaged and having fun. Children’s learning becomes really meaningful when they are free to enquire and learn at their own pace and in their own way. It is for this reason that learning is facilitated through the children’s play as it is through quality play-based experiences, inspired by the children’s interests that children will be truly challenged. Prime Areas of Learning Your child will be learning skills, acquiring new knowledge and demonstrating their understanding through seven areas of learning and development. These are below in more detail: Communication and Language Through ongoing, varied and positive experiences, we give our students opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations. We recognise that for many of our students English is a second or third language and we promote opportunities for them to develop a rich and varied vocabulary building on their knowledge of their home language.


Physical Development Young children need to be active and interactive and to develop their coordination, control and movement. We help our students to understand the importance of physical activity and to make healthy choices in relation to food. Twice a week, under the guidance of a specialist teacher, our students participate in physical activities while practising the rules of safety, cooperation and gross motor skills development. Throughout the day our students are engaged in activities that promote the development of fine motor skills. Personal, Social and Emotional Development To flourish in all aspects of learning, children need to develop a positive sense of themselves and others. They need to form positive relationships and have respect for others. Through the teaching of the 8 Personal Goals (Adaptability, Respect, Resilience, Communication, Co-operation, Morality, Thoughtfulness, Enquiry) we help the students develop their social skills, to learn how to manage their feelings, to understand appropriate behaviour in groups and to have confidence in their own abilities. These prime areas are those most essential for your child’s healthy development and future learning. As children grow, the prime areas will help them to develop skills in four specific areas. These are: Literacy We provide children with access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest and to encourage a love of literature. Literacy development in the Early Years involves encouraging children to link letters and sounds and to begin to read and write. Our reading, writing and spelling programme, Ruth Miskin Read Write Inc (RWI), is a multifaceted approach to developing early literacy skills. Read Write Inc (RWI) RWI is a synthetic phonics programme that ensures reading, writing and spelling success. At the core of RWI is the vigorous teaching of synthetic phonics. Students learn the 44 common sounds in the English language and how to sound blend words over a short period of time, alongside letter formation and spelling. Importantly, they then read books with words that they can sound blend, so that they achieve early success in reading. The more sounds they learn the greater the range of texts they can read. RWI starts at the different points in the years dependent on the year group. Handwriting One of the basic skills for writing is learning letter formation. It is very important that a child holds the pencil in the correct way. The pencil should be held in the ‘tripod’ grip between the thumb and first two fingers. If the hold starts incorrectly it is very difficult to get it right later on. Please do not force the issue of letters or numbers as these will develop when your child is ready. Practise booklets will come home with your child when the RWI programme begins. We recognise that before children can begin to form letters, they need to build the correct muscles, therefore plenty of opportunities for pre-writing skills are offered within the environments.


Mathematics Early mathematical understanding is acquired through repeated experiences using hands-on materials in enjoyable, meaningful contexts. We provide children with opportunities to develop and improve their skills in counting, understanding and using numbers, solving problems and describing shapes, spaces and measures.

Understanding the World Through our Discovery Units and concept based planning, we guide children to explore their physical world and their community. Children in the EY phase of the school learn by playing and exploring, being active, and through creative and critical thinking, which takes place both indoors and outside of the classroom. Furthermore, the children’s interests play an important part in how we support their development to ensure learning is placed in a meaningful context. Expressive Arts and Design We enable our children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, drama and daily opportunities for imaginative play. Our Ateliers play and important role in facilitating opportunities for exploration and creativity. The children visit the Atelier to learn new skills as well as to experiment with different forms of media and materials. Discovery Units Our Early Years curriculum is enhanced by our Discovery Units. Through these units our children learn the subject knowledge, skills and understanding they need to become aware of the world around them. Our units focus on ways of thinking, communicating, conceiving and realising ideas and information. Early Years teachers act as facilitators and assist children to develop the capacity to design, create and evaluate processes to ensure creativity and innovation. Different concepts underpin the planning and the concepts represent the big, abstract ideas. Our Discovery Units also enable our children to develop the personal skills they need in order to take an active part in their world throughout their lives. They help our children develop an international mindset alongside their awareness of their own self, encouraging the children to become lifelong learners. The role of Outdoor Provision For young children’s wellbeing and development, the outdoor environment is as valued and important as the indoor environment. The outdoors is different to indoors and these differences are what make it special and important. We ensure that our children have access to a high quality outdoor environment and the climate here in Hong Kong provides a wonderfully rich and dynamic environment for exploration, play and discussion. Forest Schools and Beach Schools Discovery Bay International School was the first school in Hong Kong to adopt the principles of the Forest and Beach Schools programmes. These sessions take place every week giving our children a unique opportunity to investigate the natural world, work as a team, construct, build and begin to develop an awareness of our impact on the environment. Both these programmes enhance authentic learning opportunities for our children and are perfectly aligned to our DBIS EY Curriculum. Our varied, rich and emotionally secure outdoor provision and Forest and Beach School Programs, alongside Woodwork opportunities, help our children to:



Develop a positive sense of themselves and others.


Develop the confidence to use their communication, language and literacy skills for a range of situations and purposes.


Explore, enjoy, learn, practise and talk about mathematical ideas in a broad range of contexts.


Work at making sense of their world, encountering and exploring creatures, people, plants, tools and materials in natural and real life situations.


Be active and interactive, developing sensory integration, movement, coordination, control and manipulation.


Nurture their creative curiosity, exploration and play, using the full range of experiences to explore and share creative thoughts, ideas and feelings.

Woodwork Woodwork is part of our child-initiated provision. Having trained how to use the woodwork tools and equipment safely, the students are able to explore the woodwork area. They are encouraged to engage in the design process and implement their ideas using wood alongside a range of loose parts and other recyclable materials.

Challenge at DBIS DBIS follows Professor Françoys Gagné’s definition of Challenge - as the possession of natural abilities or aptitudes at levels significantly beyond what might be expected for one’s age, in any domain of human ability. Provision for Challenge children is a school wide responsibility. All staff are responsible for differentiating the curriculum for Challenge children and will monitor their progress. Teachers will review and monitor the progress made by children in their subject area and the efficacy of resources and other curriculum material. At DBIS EY we support your child by making sure the learning opportunities are suited to your child’s unique needs, yet are flexible enough to be able to follow your child’s interests. .

Electronic Learning Journey


Recording and Reporting Achievement Throughout your child’s time in the Early Years we will record learning outcomes in an Electronic Learning Journey (Seesaw) to celebrate his or her experiences. Over time it will tell a story about your child and their learning, their friends and the activities they enjoyed sharing with others. Teachers carefully observe each child at play, as it helps us to understand and support their individual wellbeing and development. We really get to know our children as unique people with special skills, interests and ideas. The more we understand about your child, the better we can specifically support them. Though it is online, the electronic learning journey belongs to you and your child.

The Electronic Learning Journey profile may include: z

Photographs and Videos - these capture moments and sequences of your child’s activity, their interests and explorations. We will write down exactly what your child says about the photographs, so we know your child’s point of view. This is also an accurate record of language development.


Observations - these are quick notes of significant moments we notice in your child’s learning. Please note that these are spontaneous observations and may be pictures of notes, or erasable markings.


Your child’s creations - these could be photos of models, photos of their role-play, marks they have made, artwork - with an observation to explain what your child did or said.


Learning story episodes - these special detailed observations give snapshots of learning that our students have initiated themselves, and teachers go on to think about the learning and how to respond specifically to the child’s way of thinking and doing things.

Assessment in the Early Years Sharing your child’s learning - Nursery & Reception:

3 Parent Teacher Conferences (PTCs) throughout the year August, December, March

- EY1 & 2:

2 Parent Teacher Conferences (PTCs) throughout the year - August and March

- Nursery:

Long report (End of Term 3)

- Reception:

Long report & EYFS Profile (End of Term 3)

- Year 1:

2 x long report (December and June) plus EY 1 Profile

- Year 2:

2 x long report (December and June) plus EY 2 Profile

A-Z Directory: Change of address and contact details A change of address and details form can be found on our Parent Portal accessed via the DBIS Hub.

Communication Clear communication between home and school is essential. Our communication system utilises 3 platforms to communicate with our parent community. They are as follows:


The Parent Hub The Parent Hub is our main platform for communication between school and home. All communication to parents regarding upcoming events and information will be found on the Parent Hub. Any calendared event will have a parent bulletin 2 weeks prior to the event taking place. All bulletins are sent to parents in a consolidated email each Sunday so parents can organise the forthcoming 2 weeks. The Parent Hub also contains the current DBIS school calendar which contains term dates as well as the dates of all upcoming school events.

iSAMS Parent Portal and App Parents can access all student specific information via the iSAMS Parent Portal and App. This platform is used to communicate confidential information about your children such as School Reports and attendance data. The App can be downloaded free from the App Store and Google Play Store. The school code is DBIS and you will need your personal iSAMS username and password to log on here.

CHQ Activities and Trips Platform All information about your child’s Extra Curricular Activities (ECAs), fixtures, camps and trips can be found via the CHQ platform. You will need a personal iSAMS username and password to log on. Once you are logged on you will be able to see all of the activities your child is involved with.

Contacting Teachers If you wish to communicate with the teacher, please do so by writing in the student diary. Alternatively, you may put a letter in the reading folder or hand it to a staff member in your child’s class. You may also email the school office at dbis@dbis.edu.hk and the email will be forwarded to the teacher directly.

Clubs and Activities A range of extra curricular clubs (ECAs) are available to all children at DBIS. You can sign up for the ECAs via the CHQ Activities Manager. From time to time extra curricular clubs and activities need to be cancelled. The most common cause of this is inclement weather. In the event of a cancellation a bulletin will be posted on the Parent Hub.


Key dates and events 2021-22: Autumn Term 18 August 2021 New Student Orientation & Nursery Parent Orientation 19 August 2021 Reception, EY1 & EY2 children start Term 1 19 - 20 August 2021 Reception, EY1 & EY2 Parent Teacher Conferences Nursery children will receive individual notice of orientation and starting dates 22 September 2021 1 October 2021 11 - 15 October 2021 10 December 2021

Public Holiday Public Holiday Half Term Holiday End of Term 1

Spring Term 3 January 2022 31 - 4 February 2022 1 April 2022

Start of Term 2 Chinese New Year Half Term Holiday End of Term 2

Summer Term 19 April 2022 2 May 2022 9 May 2022 3 June 2022 30 June 2022

Start of Term 3 Public Holiday Public Holiday Public Holiday End of School Year

Leave requests during term time and absences due to illness

Leave requests during term times must be submitted for approval via the Parent Portal and Administration Officer. Absences for sickness should be reported to school on the first day and any subsequent days.

Parental Absence Please notify the school if you are planning to take a trip out of town for more than a day. The school office will require details of appointed guardians and emergency telephone numbers.

Personal Information It is very important for the school to have complete and up to date information about all of our children and those whom we may need to contact in case of emergency. Please complete the online form in the Parent Portal to update your details.

School Cancellation Please familiarise yourself with the school’s ‘Wet Weather and Weather Warning Policy’ regarding the closure of school. The school website will display weather warnings and notification of school closure where applicable.


School Hours and Contact Details Early Years Campus (Nursery and Reception) Hours: Contact Details: Website: Early Years Phone: Email:

8:55am - 2:40pm atang@dbis.edu.hk www.dbis.edu.hk 2914 2142 dbis@dbis.edu.hk

Main Campus (EY1 & EY2) Hours: 8:25am - 3:10pm Website: www.dbis.edu.hk Main Campus Phone: 2987 7331 Email: dbis@dbis.edu.hk

Please note that there is no supervision before school. z

The school day starts at 8:25am when class registers will be taken.


Children arriving at school after 8.35am need to go to the Main Office to sign in before going to class.


Morning break is from 10.05am until 10.25am and this is when children will eat their morning snack.


Lunch is from 12.10pm. Children eating a packed lunch do so in their classrooms. Children eating food from the canteen eat there before all children go out to play at 12.25pm.


At 1:05pm, the first bell is sounded to indicate that children have 5 minutes to fill water bottles, have a drink and use the toilets before the end of break. Lessons resume after the second bell at 1.10pm.


The school day finishes at 3.10pm.


The ECA programme starts at 3.30pm. Please ensure that children are supervised between the end of the school day and the start of the ECA programme. All teachers are part of the ECA programme so are not available to supervise children after 3.10pm.

We expect all children in EY1 & EY2 to be collected from school by an adult. Children will be dismissed one by one from their classroom to the care of their supervising adult. Parents should ensure the class teacher is made aware of any changes to the children’s pick up schedule (including play dates).


Early Years Campus

Warmer Weather (Summer) Uniform:

Cooler Weather (Winter) Uniform:

Girls Clothing:

Girls Clothing:

DBIS gingham dress

Or DBIS navy blue skort worn with a DBIS PE polo shirt (untucked) Sleeveless or long sleeved school fleece for cooler days


DBIS navy blue skort worn with a DBIS short or long sleeved PE polo shirt (untucked)

DBIS sleeveless or long sleeved school fleece or hoodie or wool vest or wool pullover or padded jacket Footwear:


Black school shoes with navy blue ankle socks

Black school shoes with navy blue ankle socks



Navy / black sandals (please note: no socks are to be worn with sandals)

Boys Clothing: DBIS navy blue shorts and DBIS PE polo shirt (untucked) Sleeveless or long sleeved school fleece for cooler days


Black school shoes with navy blue ankle socks


Navy / black sandals (please note: no socks are to be worn with sandals)

DBIS navy blue trousers worn with a short or long sleeved PE polo shirt (untucked)

Black school shoes with navy blue tights


Compulsory Uniform Requirements

Boys Clothing: DBIS navy blue shorts and DBIS short or long sleeved PE polo shirt (untucked) Or DBIS navy blue trousers and DBIS short or long sleeved PE polo shirt (untucked) DBIS sleeveless or long sleeved school fleece or hoodie or wool vest or wool pullover or padded jacket Footwear:

Black school shoes with navy ankle socks

With the exception of shoes and tights, all items should be purchased from the DBIS Uniform Shop.


Compulsory Uniform Requirements PE Uniform:

Additional Information

Girls Clothing:

Shoes / Sandals:

DBIS navy blue skort and DBIS short or long sleeved PE polo shirt (untucked)

School shoes should be black and either laced, buckled or fastened with Velcro.

Sleeveless or long sleeved school fleece or DBIS hoodie

Beach sandals and high top sports shoes are not permitted. Trainers should be in conservative colours (E.g. white, grey or blue), without flashing lights and without obvious pictures.


DBIS Hats:

Or DBIS navy blue track pants and DBIS short or long sleeved PE polo shirt (untucked)

Trainers with plain, white ankle socks. Trainers should be in conservative colours (E.g. white, grey or blue), without flashing lights and without obvious pictures.

H a t s a r e mandatory for playtime, PE lessons and during any off campus school event (day trips, sports days, travel between campuses etc).

Boys Clothing:

DBIS navy blue shorts and DBIS short or long sleeved PE polo shirt (untucked)

DBIS Rucksack:

Or DBIS navy blue track pants and DBIS short or long sleeved PE polo shirt (untucked) Sleeveless or long sleeved school fleece or DBIS hoodie Footwear: Trainers with plain, white ankle socks. Trainers should be in conservative colours (E.g. white, grey or blue), without flashing lights and without obvious pictures.


Early Years Campus

Please note: PE uniform and shoes may be worn for the entire school day if a PE class is scheduled.

Children are required to wear the school uniform hat.

DBIS rucksack is part of the school uniform. All Early Years children are required to purchase this from the Uniform Shop. Waterproof Clothing: All Early Years children need to bring in a pair of Wellington boots, waterproof trousers and coat. Jewelry: Watches and stud earrings are the only jewelry to be worn at school. Please seek permission from the Head of Early Years if any variations need to be considered.

Compulsory Uniform Requirements Main Campus EY1 and EY2 Jewellery Watches and small stud earrings are permitted. Necklaces, bracelets and anklets are not permitted. School Socks Day wear with regular uniform is navy blue ankle socks available from our uniform shop, PE wear is white ankle socks available from our uniform shop. Daywear Shoes Dark blue or black sandals for day wear (no adornments and not to be worn with socks) or black leather slip on shoes (girls) or black leather shoes (must be able to be polished, no coloured laces, adornments or sports shoes) and socks as noted above. Sports Shoes Students should wear appropriate footwear that adequately supports their feet during physical education lessons and activities. Sun hats It is of the utmost importance that we promote sun safety with our students. To assist in this, our Primary School compulsory uniform hat is a wide brimmed, well ventilated style that must be worn by all students. Primary students without a school hat will not be allowed to play outside. PE Uniform On PE days, children in EY1 and EY2 may come to school in their PE kit (including trainers) for the whole day. Hair We expect that any student, boy or girl, with shoulder length or longer hair, has it tied up during the school day. If a student has dyed hair we would expect it to be in a natural colour.

Nursery, Reception, EY1 and EY2 Withdrawal of Students To withdraw a student, notice in writing by parents must be given to the Head of School not less than 60 days (excludes July and August) before the student leaves the school. If students are not returning to school after the summer holidays, official notice must be given on or before 30 April. The school will charge school fees if the above notice period is not adhered to. School Nurse An on site school Nurse meets the medical needs of the children on a day-to-day basis working closely with teachers and parents to do so. The school is unable to administer medicines to children unless a permission form has been completed via the online Parent Portal. Uniform Our uniform shop is located on the Primary / Secondary campus and is open on Tuesday and Thursday from 8:15 am - 11:00 am during term time. If possible we ask you to please bring your own carry bag with you to take away uniform items. Valuables and Toys Children are asked not to bring valuables or toys into school. Occasionally, children may wish to bring items into school as part of a project or other piece of school-related work. Under these circumstances, any items should be given to the class teacher for safekeeping.