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Early Years Parent Handbook Early Years

Parent Handbook


EARLY YEARS PARENT & STUDENT HANDBOOK 2017 - 18 INDEX

1

Values, Mission & Aims

3

Welcome To DBIS

4

Welcome to Early Years

5

Staff Directory

5

The Early Years Curriculum

7

What is play-based learning?

7

The benefits of play

7

Prime Areas of Learning

8

Specific Areas of Learning

8

As a Mum or Dad how can I help?

9

IPC Curriculum

10

Ruth Miskin - Read Write Inc (RWI)

10

Specialist Lessons

11

The Role of outdoor provision

11

Forest Schools

12

A Typical Day

12

Your child's Learning Journey - recording and reporting achievement

13 A-Z Directory

A-Z Directory

14

Change of Address and Contact Details

14

Communication

14

Curriculum

15

Extra Curricular Activities (ECA)

15

Key Dates and Events

15

Leave of Absence During Term Time and absences due to illness

16


EARLY YEARS PARENT & STUDENT HANDBOOK 2017 - 18 Parental Absence

16

Personal Information

16

School Cancellation

16

School Hours and Contact Details

16

School Nurse

16

Uniform

16

Valuables and Toys

16

Withdrawal of Students

17

Uniform List

17

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EARLY YEARS PARENT & STUDENT HANDBOOK 2017 - 18

Our Core Values, Mission and Aims. OUR CORE VALUES • • • • • •

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. OUR AIMS • • • • • • • • •

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 inter-connected 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.

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EARLY YEARS PARENT & STUDENT HANDBOOK 2017 - 18 Welcome To DBIS Dear Parents Discovery Bay International School (DBIS) is very different to other international schools in Hong Kong. Centred in the wonderful community of Discovery Bay on the beautiful island of Lantau, the school derives much strength from its tranquil location and its surrounding active community. Establishing and maintaining strong, caring, respectful, and supportive personal relationships is key to the DBIS ethos. Our approach allows DBIS’ outstanding teachers to work in tandem with supportive and aspirational parents in focusing upon the individual. It also allows students to concentrate on the challenging task of learning, growing, and developing as individuals. I do hope that the contents of this Parent Handbook is useful for you. It has been designed to answer many of the questions that you may have regarding the day to day experiences of your children. The handbook contains a wealth of information about daily school life at the school. Paul Tough Head of School Discovery Bay International School

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EARLY YEARS PARENT & STUDENT HANDBOOK 2017 - 18 Welcome to our Early Years Foundation Stage (EYFS) at DBIS. Our Early Years is an open, warm and well resourced environment. Our curriculum acknowledges that all children are unique and developing and learning in varied ways and at different rates. We trust that you find the following information about our EYFS useful. You are warmly encouraged to come and visit us on one of our Open Days or through a pre-organized school tour. These take place regularly throughout the year. Please do come and talk to us if you have any further questions. Kind regards Eleanor Loran Head of Early Years Early Years Foundation Stage Vision We nurture creative, resilient and self-motivated learners, who are excited and confident to explore. They are supported and cared for through a safe, stimulating and play based environment. In partnership with families and carers, we are committed to working continually to enable children to commence the process of becoming active learners for life with a focus on the whole child. Children at DBIS EYFS are encouraged to become global citizens who demonstrate respect and responsibility for themselves, the community and the wider world. Early Years Foundation Stage Motto We play, learn and grow together. TEACHING STAFF Nursery Farm - Laura Clarke Starlight - Suzanne Carrigan Year Group Leader Sunflower - Charlotte Phillips Rainforest - Ketu Patel Seaside - Deirdre McCarthy Reception Airport - Ruth Brislen Safari - Sam Newman Garden - Nicola Hill Castle - Katie-Louise McGarey Year Group Leader Harbour - Emma McCartan 5


EARLY YEARS PARENT & STUDENT HANDBOOK 2017 - 18 SPECIALIST STAFF Music - Euan Kilpatrick ICT - Bev Hull PE - Leo Van den Bogaerde Mandarin - Michelle Inclusion - Linda Roxborough Library - Lori Tighe ADMINISTRATION Administration Officer - Angel Tang SUPPORT STAFF Nursery Farm - Melissa Fuchs Starlight - Bernadette Haggarty Sunflower - Jess Lees Rainforest - Poonam Malhotra Seaside - Virlie Hyde Reception Airport - Susy Borrelli / Moira Cameron Safari - Diana Calnan Garden - Brenda Dauz Castle - Radhika Gidwani Harbour - Analyn Hepper SPECIALIST SUPPORT STAFF Music - Gill Bredbury/Daniela Poon ICT - Natasha Patidar PE - Kirsten Brownlie Mandarin - Joyce Tan Inclusion - Gita Sherpa School Nurse - Jess Forrest/Vicky Koster 6


EARLY YEARS PARENT & STUDENT HANDBOOK 2017 - 18 The Early Years Curriculum Our Early Years Curriculum places great emphasis on overall development and active learning through play. Through hands on activities and appropriate resources, we encourage our students to acquire the effective characteristics of learning needed to succeed throughout school. Early Years Foundation Stage (EYFS) is how Early Years professionals describe the time in your child’s life between birth and age 5. It is the first stage of the National Curriculum of England and we adapt its framework to meet the unique needs of our students here at DBIS. This is a very important stage as it helps your child get ready for school as well as preparing them for their future learning and successes. From when your child is born up until the age of 5, their early years experience should be happy, active, exciting, fun and secure; and support their development, care and learning needs. What is play-based learning? Play is the way in which children learn. They learn most effectively when they feel safe and are having fun. Children’s learning becomes really meaningful when they are free to enquire and learn at their own rate and in their own way. A work orientated, rigid approach to learning is unlikely to provide children with the independent skills and attitude they need to be lifelong learners. Tension and anxiety inhibits learning. By providing for play, we ensure that our students have developed appropriate opportunities, resources and time for play. The benefits of play Play enables children to develop all of their skills, and as children develop, so does their play. Play provides opportunities to improve small and large muscle skills and maintain physical health. Play helps to develop imagination and creativity while providing a context in which to practise social skills. Play acts as an outlet for emotional expression and provides opportunities to understand value systems. Sustained periods of uninterrupted play builds children’s concentration and the inner motivation to take responsibility for their own learning. Play based learning does not mean that your child will do what they like all day. There are times when the children come together as a group, listen when others are talking, follow the rules of the group and begin to take responsibility for their actions and environment. We offer students learning opportunities that reflect their developmental stage. Play choices are determined by the teachers to challenge and support the students learning. In practical terms, a play based curriculum gives emphasis to students to express their own ideas – to represent their world in order to understand it. In the process of representation, language and social abilities are developed. Students are encouraged to think flexibly and creatively as they seek 7


EARLY YEARS PARENT & STUDENT HANDBOOK 2017 - 18 solutions to problems and conflicts. They share their understandings with others and explore and experience the content associated with the seven areas of the Early Years Foundation Stage (EYFS). Prime Areas of Learning Your child will be learning skills, acquiring new knowledge and demonstrating their understanding through 7 areas of learning and development. Children should mostly develop the 3 Prime areas first. These are: 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 4 Specific areas. These are: Literacy We provide students 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.

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EARLY YEARS PARENT & STUDENT HANDBOOK 2017 - 18 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; calculating simple addition and subtraction problems; and to describe shapes, spaces, and measures. Understanding the World Through a range of concepts and by following our students interests, we guide children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment. These 7 areas are used to plan your child’s learning and activities. At EYFS we support your child by making sure that the activities are suited to your child’s unique needs, yet are flexible enough to be able follow your child's interests. Children in the EYFS learn by playing and exploring, being active, and through creative and critical thinking, which takes place both indoors and outside. We ensure that your child experiences a range of activities inside and out and has the freedom to explore both environments independently and with adult support. Expressive Arts and Design We enable our students 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. As a Mum or Dad, how can I help with my child’s learning? All the fun activities that you do with your child at home are important in supporting their learning and development, and have a really long lasting effect on your child’s learning as they progress through school. If you make the time every day to do some of the following things with your child it will make a real difference to your child’s confidence as a young learner: Sing and tell nursery rhymes Talk about the numbers, colours, words and letters you see when you are out and about Allow your child to cut out and stick pictures from magazines Cook/bake together Plant seeds or bulbs in a pot or garden patch Observe the weather - shadows, rain, puddles, snow, wind and sun - to extend your child's vocabulary Explore the park at a different time of the year - go off the beaten track Share a book Talk to your child at every opportunity - eg what made you happy today? On a trip to the supermarket, talk about all the different packaging shapes 9


EARLY YEARS PARENT & STUDENT HANDBOOK 2017 - 18 IPC Curriculum (Concept Planning) Enhancing our Early Years Foundation Stage curriculum is the International Primary Curriculum (IPC). Through the IPC, our students learn the subject knowledge, skills and understanding they need to become aware of the world around them. It enables our students to develop the personal skills they need in order to take an active part in their world throughout their lives. It helps our students develop an international mindset alongside their awareness of their own nationality and does each of these in ways that take into account up to date research into how children learn and how they can be encouraged to be lifelong learners. Ruth Miskin - Read Write Inc (RWI) Ruth Miskin (RWI) Read Write Inc is a synthetic phonics programme that ensures reading, writing and spelling success. At the core of Read Write Inc 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. Writing: 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 thumb and first two fingers. If the hold starts incorrectly it is very difficult to get it right later on. If you do any writing with / for your child, please use the same letters that we use at school. Please see the groups of letters below and note that with the RWI programme the main focus is on lower case letters. Each group is formed in a different way. Please do not force the issue of letters or numbers. These will develop when your child is ready. Practise booklets will come home with your child when the RWI programme begins.

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EARLY YEARS PARENT & STUDENT HANDBOOK 2017 - 18 Specialist Lessons We enhance our Early Years Curriculum with co curricular provision in Mandarin, Library, Music, ICT and PE. These lessons take place during the school day. Mandarin Twice a week for 20 minutes our students engage in Mandarin sessions with our Mandarin specialist teacher. The sessions are an introduction to the Mandarin language and Chinese culture through fun and inclusive songs and games. Music Our students enjoy music once a week with a specialist music teacher. Our students experience and develop the eight elements of music through song, musical instruments, listening to music and creative play. Information and Communication Technology (ICT) Our students learn about ICT through engaging with a wide range of technologies, software programmes and the Internet. Lessons take place once a week in our ICT suite and through in class support. Technology is embedded into authentic uses within the classroom and outdoor environments. Physical Education (PE) PE lessons take place once a week with a specialist PE teacher. The sessions support physical development through fun and engaging games. Library Each class visits the library once a week for 30 minutes to book browse, select books of preference and to learn about fiction and non-fiction texts. Our librarian shares a selection of stories with the students over the year, often rereading and revisiting favourite books and themes to foster a love of reading for enjoyment and as a source of information. Children are able to visit the library with an adult before school at 8:30 am until 8:55 am and after school 2:40 until 3:10pm from Mondays to Fridays. Each week our librarian focuses on a different theme and there are interactive displays for students and families to enjoy. The role of Outdoor Provision For young children’s wellbeing and development, the outdoor environment is as valued and important as the indoor environment. When given the choice, the outdoors is where most children want to be and playing outdoors is what they most want. The outdoors is different to indoors and these differences are what make it special and important. We ensure that our students 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.

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EARLY YEARS PARENT & STUDENT HANDBOOK 2017 - 18 Rain does not stop outdoor play, please can you provide a pair of Wellington Boots and light anorak for your child that can stay here at school. Our varied, rich, stretching and emotionally secure outdoor provision helps our students to: • develop a positive sense of themselves and others, getting to know themselves and what they can do and building a positive disposition to learn; • develop the confidence to use their communication, language and emerging 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. Forest Schools Based on a programme formalised by the Forest School Association in the UK, Discovery Bay International School has become the first school in Hong Kong to take on the principles of the programme and become a ‘Forest School’. Running at the school’s Early Years Campus, Forest School sessions take place every week giving our children a unique opportunity to investigate the natural world, work as a team, construct and build and begin to develop an awareness of our impact on the environment. Every child is required to bring into school wet weather gear so that they can participate in this exciting opportunity. A Typical Day Arrival : Children place their bags and hats in the outside basket and collect their name badge. Teachers greet the children with a warm welcoming smile at the door. Over the Threshold and Group Time : Children explore the classroom and a range of specifically targeted learning opportunities and challenges on entering the classroom. They then gather together for the start to the day. Specialist lessons take place each day for both year groups together with a focused time for mathematics. Reception children have a daily session for RWI. RWI is introduced in Nursery later in the year in an informal fun way, in preparation for Reception. However, the first stage of sound and letter development begins from the very start of our Nursery year.

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EARLY YEARS PARENT & STUDENT HANDBOOK 2017 - 18 Child Directed and Adult Supported learning : We recognise that students develop their own interests and preferences for ideas when learning. Our continuous provision ensures that there is a range of challenging activities, which engage our students and from which they can independently self select resources to develop a range of skills, knowledge and understanding. We track the children’s interests through their own enquiries and this learning is reflected and celebrated alongside the themed topics covered each year. Adult Directed learning : An adult directed focus on a specific learning objective related to the children’s understanding is incorporated into the day, e.g. introducing a sound, making sets of five objects, a floating and sinking investigation, or introducing the parts of an insect. Outdoor Provision : Our outdoor provision enhances all of the wonderful learning opportunities inside the classrooms. Great care is taken to ensure that our students develop a range of social skills when playing and interacting with each other outdoors. Our provision develops the students’ coordination, gross and fine motor skills, the personal skills of perseverance, and creatively responding to challenges. Snack Table : Each day our students participate in snack preparation and independently access snacks. Snack times involve our students in developing their mathematical skills along with their personal and social skills. We provide fresh fruit and vegetables. The cost is covered by EYFS DBIS. Any allergies are taken into consideration. Lunch Time : All students eat lunch at school each day. Lunch can be dropped into the children’s lockers at the start of school or into the lunch collection boxes outside the office by 11:15 am. Our students eat in the dining hall on the ground floor. Healthy eating activities and food preparation activities are incorporated into the curriculum. Quiet Time : Nursery students have quiet time after lunch and outdoor play. Students need to bring a small blanket and pillow for rest time. These are taken home each Friday for cleaning. Home Time : Everyone ends the day sitting together, sharing reflections on the day’s learning or sharing a story. The teacher opens the classroom door and calls individual children who are met at the door by their parent or carer. If your child is going home with another adult (for example on a play date), please inform the class teacher via the signup sheet on the class noticeboard. Your child’s Learning Journey Recording and Reporting Achievement Throughout your child’s time in the Early Year Foundation Stage we will record learning outcomes in an Electronic Learning Journey to celebrate his or her experiences. Over time it will tell a story about your child – 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 students as unique people with special skills, interests and ideas. The more we understand about your special child, the better we can specifically 13


EARLY YEARS PARENT & STUDENT HANDBOOK 2017 - 18 support him or her. Please feel welcome to join us in watching out for and noting new things by contributing to your child’s Electronic Learning Journey. So much happens so quickly! When you tell us about your child, a clearer picture unfolds and together we can plan more effectively to help progress their learning. We can share pleasure and excitement in their learning. At the beginning of the year, we will advise you of how you and your extended family (Grandparents, Aunties, Cousins) can contribute to the Learning Journeys wherever you are around the globe. We will regularly look through the Learning Journey with your child to remind us of happy times, providing a starting point for talk about shared memories. When children are ready, they can also choose to put things that are important to them in their Learning Journey. Though it is online, it belongs to you and your child. The Electronic Learning Journey profile may include: Photographs / 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. At the end of the Early Years Foundation Stage we prepare a written report that summarises your child’s learning in all of the areas of learning. This is called an Early Years Foundation Stage profile. This summarises your child's achievements in all the occasions, learning and development. This also supports their transition into Primary school.

A-Z Directory: Change of address and contact details A change of address and details form can be found on our Parent Portal and on the DBIS website. Communication Communication between home and school is vital for us to work together in partnership to develop the children’s learning. There are a variety of ways we may communicate together in addition to regular posts to the online learning journeys, Parent Teacher Conferences and end of year reports. Teachers are always available for brief catch ups at drop off and pick up. If the communication may take longer an appointment can be made at a mutually convenient time. Our Parent Portal provides an avenue for receiving a summary of major school news and events as 14


EARLY YEARS PARENT & STUDENT HANDBOOK 2017 - 18 well as individual student information. Be sure to regularly access the portal to keep in touch with what is happening in your child’s year group. School Newsletter – Each Thursday the school’s e-newsletter is sent home and available on our website. The newsletter provides a snapshot into the weekly school events. You are invited to sign up to follow us on Twitter for Nursery and Reception to receive regular tweets and updates of the learning taking place. Twitter @dbisnur Twitter @dbisrec Curriculum Our Early Years Curriculum is based on the Early Years Foundation Stage Framework of England 2014. The framework develops concepts, skills, learning strategies and positive attitudes in the intellectual, social and physical areas of learning. To ensure this, we provide many opportunities for individual, small group and whole group instruction. Our curriculum is based on open-ended themes allowing children to build on what they already know. Students then explore, extend and enrich their knowledge in the following prime and specific areas of learning. Extra Curricular Activities (ECA) Our Early Years children are able to participate in the Early Years Singing Club, Breakfast Club, Art Club, Talk for Writing, Buzzing for Books, Zumba Club and Stretch & Grow. These clubs take place before or after school one day a week of respective clubs. Details of how to sign up to attend are available on the Parent Portal. Key dates and events 2017/2018 : Term 1 begins 16 August 2017 Half term 2-6 October 2017 End of Term One 15 December 2017 Term Two begins 8 January 2018 CNY Break 16 February - 19 February 2018 End of Term Two 29 March 2018 Term Three begins 16 April 2018 End of Term Three 22 June 2018 Main Whole School Events: Carols on the Pitch - December 2017 Chinese New Year Flower Market - February 2018 DBIS Annual Food Fair - February 2018

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EARLY YEARS PARENT & STUDENT HANDBOOK 2017 - 18 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 students 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 Hours: 8:55am - 2:40pm Contact Details: atang@dbis.edu.hk Website - www.dbis.edu.hk Early Years Phone - 2914 2142 Email - dbis@dbis.edu.hk 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 students 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 Students are asked not to bring valuables or toys into school. Occasionally, students 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.

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EARLY YEARS PARENT & STUDENT HANDBOOK 2017 - 18 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. Warmer Weather (Summer) Uniform:

Early Years PE Uniform:

Girls Clothing:

Girls Clothing:

DBIS gingham dress

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

Or

Or DBIS navy blue skort worn with a DBIS PE polo shirt (untucked) DBIS navy blue track pants and DBIS short or long sleeved PE polo shirt (untucked) Sleeveless or long sleeved school fleece for cooler days Sleeveless or long sleeved school fleece or DBIS hoodie. Footwear: Please note: PE uniform may be worn for the Black school shoes with navy blue ankle socks entire school day if a PE class is scheduled Or Footwear: Navy / black sandals (please note: no socks are Trainers with plain, white ankle socks. to be worn (Trainers should be in conservative colours with sandals) (E.g. white, grey or blue), without flashing lights and without obvious pictures. Boys Clothing: DBIS navy blue shorts and DBIS PE polo shirt (untucked)

PE shoes may be worn for the entire school day if a PE class is scheduled

Sleeveless or long sleeved school fleece for cooler days

Boys Clothing:

Footwear:

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

Black school shoes with navy blue ankle socks

Or

Or

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

Navy / black sandals (please note: no socks are Sleeveless or long sleeved school fleece or DBIS to be worn with sandals) hoodie

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EARLY YEARS PARENT & STUDENT HANDBOOK 2017 - 18 Cooler Weather (Winter) Uniform:

Footwear:

Girls Clothing:

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. PE shoes may be worn for the entire school day if a PE class is scheduled.

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

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

Sleeveless or long sleeved school fleece or DBIS Shoes / Sandals: hoodie School shoes should be black and either laced, Footwear: buckled or fastened with Velcro. Beach sandals Black school shoes with navy blue ankle socks and high top sports shoes are not permitted. Trainers should be in conservative colours (E.g. Or white, grey or blue), without flashing lights and without obvious pictures Black school shoes with navy blue tights Hats: Boys Clothing: Hats are mandatory for playtime, PE lessons and during any off campus school event (day trips, sports days, travel between campuses etc). Or Children are not required to wear the school DBIS navy blue trousers and DBIS short or long uniform hat, they may wear a hat of their choice. We suggest that your child’s hat sleeved PE polo shirt (untucked) provides adequate sun protection for faces, Sleeveless or long sleeved school fleece or DBIS necks and ears. hoodie Waterproof Clothing: Footwear: All Early Years children need to bring in a pair Black school shoes with navy ankle socks of Wellington boots, waterproof trousers and coat. With the exception of shoes, backpacks and tights, all items should be purchased from the Backpack: DBIS Uniform Shop. In Nursery, children may choose their own backpack or school bag of appropriate size, however bags with wheels are not permitted. DBIS navy blue shorts and DBIS short or long sleeved PE polo shirt (untucked)

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.

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