Repton Al Barsha - Junior School Parent Handbook 2023-24

Junior School Parent Handbook 2023 - 2024

Contents

At Repton Al Barsha, our vision is to cultivate intellectual curiosity, empower students to lead with confidence and embrace a growth mindset.

Our school is a vibrant community where every day brings new opportunities for growth, discovery, and excellence.

melius cotidie - Every day, better

I am proud to welcome students and parents to our fantastic school. It is our mission to support each individual in the pursuit of their academic studies while providing them with as many opportunities as possible to explore, play, create and compete. Our students are the centre of our community and the school is alive with their music, their laughter, their activities, and their discussions.

It is my privilege, alongside our team of exceptional teachers, to impact, inspire and guide our young people to find success and fulfillment in whichever walk of life that they choose.

The school embodies the ethos and values that have underpinned the Repton School, UK, for over 400 years. These, combined with a spirit of innovation and our multicultural environment, develop our students to be lifelong learners who are future ready.

I hope that you have already felt the warmth and passion that radiates from every corner of our school community. I encourage you to explore the contents of this handbook thoroughly and utilise it as a reference throughout your journey with us. It will not only provide answers to your questions but will also offer insights into our vision, our shared goals, and the abundant opportunities available for your child's personal and academic growth.

Mrs Chandini Misra, Principal

I extend my warmest welcome to you and your family to Repton Al Barsha Junior School. Here, our motto, 'Everyday, better,' becomes a shared commitment to excellence, growth, and the development of well-rounded individuals We are dedicated to equipping your children with the knowledge, skills, and values necessary to thrive academically, personally, and as responsible global citizens.

It is our ambition that every child loves coming to school every day. We strive to foster a joyful and inclusive learning community, where our pupils feel valued, supported, and inspired. Our Reptonians take ownership of their learning, develop resilience, and embrace challenge. Within the Junior School, we are committed to instilling a genuine love for learning, knowing that this creates a strong foundation for future success.

It brings me great joy to welcome you into our Repton family and embark on this exciting educational journey together. At Repton Al Barsha, we believe in the power of community and strive to create a nurturing and inclusive environment where all students are valued, respected and supported. Reptonians exemplify our school values of being responsible, academic and kind each and every day.

As Deputy Head Teacher, I want to assure you that your child’s safety, wellbeing and happiness are our utmost priority. You are not just joining a school; you are becoming a part of our vibrant Repton community that is proud to embrace and enrich every individual within it. Together, we learn, grow, and celebrate each other's successes.

Mrs Hannah Cunningham, Head of Junior School

Mr Ben Fox, Deputy Head of Junior School

Summary of Term Dates 2023-24

Autumn Term 2022

New Student Induction

Start of Term for all Students

Prophet Mohammad’s (PBUH) Birthday

Half Term

National Commemoration Day & UAE National Holiday

Last day of Term

Spring Term 2023

Start of Term

Half Term

Ramadan begins No swimming or ASAs during this period

Friday 25th August

Monday 28th August

Friday 29th September*

Govt. and Islamic Holiday, School Closed TBC

Monday 16th October to Friday 20th October

Friday 1st December

Govt. Holiday, School Closed

Friday 8th December

Tuesday 2nd January

Monday 12th February to Friday 16th February

Monday 11th March*

Last Day of Term Friday 22nd March

Summer Term 2023

Start of Term

Eid Al Adha

Monday 15th April

Monday 17th June to Tuesday 18th June*

Govt. and Islamic Holiday, School Closed TBC

Last Day of Term Friday 5th July

*Dates of the religious festivals are approximate as these are reliant on phases of the moon

School Information

Junior School Structure

Phase Year Group Head of Year Foundation Stage Nursery

Mrs Laura Mottram lmottram@reptonalbarsha.org

Reception

First School Year 1

Mrs Aimee Kamara akamara@reptonalbarsha.org

Ms Zoe Morad zmorad@reptonalbarsha.org

Year 2

Ms Grace Adderley gadderley@reptonalbarsha.org

Lower School Year 3

Ms Caitlin Griffiths egriffiths@reptonalbarsha.org

Year 4

Ms Sarah Pugh spugh@reptonalbarsha.org

Upper School Year 5

Mr Gerard Doherty gdoherty@reptonalbarsha.org

Year 6

Mrs Jennifer McGirr

jmcgirr@reptonalbarsha.org

Timings of the School Day - Monday to Thursday

Timings of the School Day - Friday

Please note: All students should be inside the school gates no later than 8.20am.

Wrap-around Care

Breakfast Club

Children are invited to join our Breakfast Club from 7am. This takes place in the Dining Hall and is supervised by members of our Learning Assistant team. Children should bring their packed breakfast to enjoy, before taking part in games and activities with their friends. At 8am, children will be taken to their classrooms (FS) or the quad (Year 1 and above).

Fox Cubs

Fox Cubs provides after school care until 5:30pm. Children are invited to relax with their friends and take part in activities such as arts and crafts and board games, under the supervision of their experienced and trusted members of staff. Information on how to book is available from the school office.

Drop-off and Collection

Every effort is made to ensure that drop-off and collection arrangements are as smooth and safe as possible.

For children with siblings in Foundation Stage, all children can be dropped off and collected from the Foundation Stage reception area.

We believe that communication with parents and carers is crucial in order to ensure success for every child and so we encourage parents to drop-off and collect children from the classroom door from Nursery to Year 4, so that teachers and parents can touch base at the beginning and end of the school day. In Years 5 and 6, children can be collected from the main foyer.

We are fortunate to have a number of gates, each dedicated to a particular phase of the school, which we hope you will find most convenient when bringing your child back and forth from school. Gates:

Senior Leadership Team Head

Junior School Teaching Staff

Mrs

Mrs

Mrs

Mrs

Ms

Ms

Mrs

Ms

Ms

Ms

Ms

Mrs S Maidment 4SP Head of Year 4 smaidment@reptonalbarsha.org

Ms K McLay 4KM Head of Brewster House kmclay@reptonalbarsha.org

Ms N Raber 4NR nraber@reptonalbarsha.org

Mr S Devine 4SD sdevine@reptonalbarsha.org

Ms C Jeffrey 4CJ Student Leadership Lead cjeffrey@reptonalbarsha.org

Mrs L Morgan 4LM Head of lmorgan@reptonalbarsha.org

Specialist Teachers

Mr A Godwin 5GO / Computing Head of Digital Literacy and Deputy DSL agodwin@reptonalbarsha.org

Mr G Harrow 6GH / Humanities Humanities Coordinator gharrow@reptonalbarsha.org

Ms E Honey 6EH / Mathematics Mathematics Coordinator ehoney@reptonalbarsha.org

Mr G Doherty 5DH / Mathematics Head of Year 5 gdoherty@reptonalbarsha.org

Ms I Woodford 5IW / English English Coordinator iwoodford@reptonalbarsha.org

Mr D Hagger 6DH / English dhagger@reptonalbarsha.org

Mr J Young 6JY / MSC MSC Coordinator jyoung@reptonalbarsha.org

Ms L Williams 5LW / Science Science Coordinator lwilliams@reptonalbarsha.org

Mrs H McEnzie 5HM / Teacher hmcenzie@reptonalbarsha.org

Ms A Garner 5AG / Creative Arts agarner@reptonalbarsha.org

Mrs J McGirr 6JM / Art Head of Year 6 jmcgirr@reptonalbarsha.og

Ms L Honebon Drama Lead Drama Teacher lhonebon@reptonalbarsha.org

Mr R Williams Art Lead Art Teacher rwilliams@reptonalbarsha.org

Mr Y Khan Music Lead Music Teacher ykhan@reptonalbarsha.org

Mrs M Al-Tahar Music mal-tahar@reptonalbarsha.org

Dr H Yousri Islamic Assistant Head of Islamic and Arabic hyousri@reptonalbarsha.org

Mr A Saad Islamic asaad@reptonalbarsha.org

Mr M Talaat Arabic mtalaat@reptonalbarsha.org

Ms M Alhasan Arabic malhasan@reptonalbarsha.org

Mrs S Soliman Arabic ssoliman@reptonalbarsha.org

Mrs N Eltour Arabic neltour@reptonalbarsha.org

Mr A M Khedr Arabic mkhedr@reptonalbarsha.org

Ms E Maher Arabic emaher@reptonalbarsha.org

Ms S Yahya French syahya@reptonalbarsha.org

Ms M Underwood French munderwood@reptonalbarsha.org

Mr C Doel P.E. and Games Head of P.E. cdoel@reptonalbarsha.org

Ms E Bignell P.E. and Games Head of Games ebignell@reptonalbarsha.org

Mr R Heath P.E. and Games rheath@reptonalbarsha.org

Mr A Lawlor P.E. and Games alawlor@reptonalbarsha.org

Mrs V Stewart P.E. and Games vstewart@reptonalbarsha.org

Mr A Baker P.E. and Games abaker@reptonalbarsha.org

Mr T Asbury P.E. and Games Assistant Head of Senior School tasbury@reptonalbarsha.org

Mrs A Perry Learning Support Assistant Head of Inclusion aperry@reptonalbarsha.org

Ms L Newson Learning Support Emirati Achievement Lead lnewson@reptonalbarsha.org

Contact the School - Administration Department

PA to the Principal Ms H Cooper principalspa@reptonalbarsha.org

Registrar Ms E Horsford registrar@reptonalbarsha.org

Admissions Officer Mrs I Judeh registrar@reptonalbarsha.org

Admissions Officer Ms Y Mochaeva registrar@reptonalbarsha.org

Doctor Dr M Lakra mlakra@reptonalbarsha.org

Head Nurse Ms J Hurlin jhurlin@reptonalbarsha.org

Reception Ms R Rebolledo prepreception@reptonalbarsha.org

iSAMs/School Cloud Queries Mr D Harji portal@reptonalbarsha.org

Finance Ms R Cabus finance@reptonalbarsha.org

Email is the preferred method of communication as our staff are teaching or involved with duties during the school day. Please note that staff have up to 24 hours to respond to any queries.

Attendance and Punctuality

Absences

Research shows that attendance and punctuality are the single most important factors in school success. Absence will impact upon a student’s ability to maximise their potential. Occasionally, there may be times when absence is unavoidable and, on these occasions, it will be the student’s responsibility to catch up on all of the work missed.

For planned absences, parents must notify the relevant Class Teacher or Tutor with as much notice as possible, and submit an absence request form to the Principal. If approved, the information will be updated on our electronic registers. Please note, we are restricted by the KHDA as to what we are able to authorise as absence in term time. We ask that all holidays are only taken outside of term time and do not extend beyond this. Similarly, all medical should ideally be made outside of school working hours.

For unplanned absences, an email should be sent to the relevant Class Teacher or Tutor before 7.45am on the day of absence.

Medical appointments should be made outside of school hours. Students are not permitted to leave school for medical or dental appointments unless special approval is granted.

Inadequate Attendance

Missing approximately 14 days of school equates to around 77 hours of learning to catch up on.

Adequate Attendance

Missing approximately 7 days of school equates to around 38 hours of learning to catch up on.

Punctuality

Outstanding Attendance

Outstanding progress and attainment are likely.

Missing approximately 3.5 days of school equates to around 19 hours of learning.

As a school, we believe that punctuality displays a person’s respect for people and time. Being punctual is an indication that you are a reliable person and respectful of others. It is important to set positive patterns for the future and the development of such habits develop at a young age.

All students should pass through the entrance gates, at the latest, by 8:30am. Students who arrive after this time will be recorded as late.

If a student is late to school twice in one week, the Class Teacher or Form Tutor will contact parents.

A persistent pattern of lateness or poor attendance could result in parent meetings and eventual non-enrolment for the following academic year.

House System

We have a vibrant and inclusive School House System that promotes a sense of belonging, healthy competition, and leadership development among our students. The House System is designed to foster camaraderie, team spirit, and personal growth.

We have six houses, each named after a former Repton UK Headmaster. Upon joining Repton Al Barsha, each student is assigned to a house. Siblings are placed in the same house to promote a sense of unity and support within families.

Every house has a dedicated Head of House who provide guidance, support, and mentorship to the students and aim to lead their House to victory in competitions, events and overall points. Students have the opportunity to serve as House Captains, leading their respective houses and representing them in various school activities.

Throughout the academic year, students engage in friendly competitions among houses in various areas, including sports, arts, music, drama, academic quizzes, and debates. These competitions encourage teamwork, healthy competition, and the pursuit of excellence.

Students can earn points for their house through demonstrating our school values of being responsible, academic and kind. House points are tallied regularly, and the house with the highest points is recognised and celebrated.

The House Cup is annually awarded to the house with the highest overall performance.

Miss A Hemmings

Miss C Wilding-Reid

Miss A Gillingham

Miss K McLay

Miss L Honebon

Miss K Lee

Curriculum and Assessment

Early Years Foundation Stage (Years 1 and 2)

The Early Years Foundation Stage (EYFS) curriculum at Repton Al Barsha is designed to provide a strong foundation for your child's learning and development during their early years. It focuses on seven areas of learning, ensuring a holistic approach to their education.

1. Communication and Language:

This area promotes the development of speaking and listening skills, encouraging children to express themselves effectively, understand others, and develop their vocabulary.

2. Physical Development:

Emphasising both fine and gross motor skills, this area helps children develop coordination, control, and movement. It also encourages an understanding of healthy habits and the importance of physical activity.

3. Personal, Social, and Emotional Development:

The EYFS curriculum recognizes the significance of nurturing a child's emotional well-being and social skills. It focuses on building self-confidence, promoting positive relationships, and developing skills like empathy, self-awareness, and managing emotions.

4. Literacy:

This area fosters a love for reading and writing by introducing children to a variety of stories, rhymes, and imaginative play. It helps them develop essential skills such as phonics, handwriting, and comprehension.

5. Mathematics:

The curriculum introduces children to fundamental mathematical concepts through activities that involve counting, recognising numbers, solving simple problems, and exploring shapes and measurements.

6. Understanding the World:

This area encourages children to explore their environment, develop an understanding of the world around them, and appreciate different cultures. It covers topics such as nature, technology, people, and communities.

7. Expressive Arts and Design:

This area promotes children's creativity, imagination, and self-expression through various art forms, music, dance, and imaginative play. It allows them to develop their own ideas, experiment with materials, and engage in role-play activities.

Our youngest Reptonians also benefit from specialist lessons in music, French, Arabic and P.E., preparing them for the exciting challenges ahead in the First School. They are also introduced to phonics through the Read, Write, Inc.

Throughout the EYFS curriculum, learning is play-based, child-centered, and tailored to individual needs. Teachers provide a stimulating environment that encourages curiosity, exploration, and independent thinking. Regular observations and assessments are carried out to monitor each child's progress and identify areas for further support or extension.

At Repton Al Barsha, we aim to foster a love for learning, promote social skills, and lay the foundation for future academic success, ensuring that every child thrives in a nurturing and stimulating environment.

Curriculum and Assessment

First School (Years 1 and 2)

In the First School, pupils build upon the skills and knowledge acquired during the Early Years Foundation Stage. Learning experiences are designed to engage and inspire, promoting greater independence and fostering curiosity. The curriculum is based on the National Curriculum for England and Wales, enhanced by our approach to subject specialism and embracing our context as a school within the UAE.

Pupils’ class teachers are their first and most important point of contact for pastoral matters. Class teachers get to know their children incredibly well, adapting plans to meet children’s individual needs and to cater to their interests. Class teachers deliver the following subjects:

● English

● Mathematics

● Science

● History

● Geography

● Enrichment (for students of Arabic B)

● Art

● Drama

The curriculum is further enhanced by specialist teaching in a number of subjects:

● Music

● French

● Computing

● P.E., games and swimming

● Arabic (A and B)

● Islamic (for students of Arabic A)

We follow the Read Write Inc. approach to teaching phonics, which involves streaming the children across year groups.

At Repton Al Barsha, we strive to provide a well-rounded education that nurtures each child's academic, social, and emotional development. The KS1 curriculum encourages curiosity, critical thinking, and a love for learning, fostering a solid foundation for future success.

Lower Junior School (Years 3 and 4)

At Repton Al Barsha Junior School, the Year 3 and 4 curriculum is carefully designed to provide a comprehensive and engaging education for your child. Our curriculum is further enhanced by subject specialist teachers who bring their expertise and passion to each subject.

In addition to the subject specialist lessons on offer in the First School, in Years 3 and 4, art and drama are now taught by specialists. The presence of subject specialist teachers ensures that your child receives expert guidance and instruction in each subject area, creating a rich and dynamic learning environment. These teachers bring their passion, knowledge, and enthusiasm to their respective disciplines, fostering a deep understanding, and igniting curiosity in your child.

Moral, social and cultural studies is introduced

The Year 3 and 4 curriculum at Repton Al Barsha Junior School aims to provide a well-rounded education, equipping students with the necessary skills, knowledge, and confidence to thrive academically and personally. ,

Curriculum and Assessment

Upper Junior School (Years 5 and 6)

In Years 5 and 6, we follow a subject specialist model. This model ensures that your child receives specialised instruction from subject experts, maximising their learning potential and preparing them for the next stage of their education.

Every class has a form tutor, with whom they meet at the beginning and end of each day in addition to enrichment sessions and assemblies. The form tutor plays a crucial role in providing pastoral care, academic guidance, and fostering a positive and supportive learning environment for students.

Your child’s form tutor is your first point of contact for all pastoral and academic matters, as they are there to offer support and provide a safe environment where students are able to discuss any issues or concerns they may have. Form tutors actively collaborate with subject specialist teachers, sharing insights about individual students’ needs and supporting their holistic development.

The role of a form tutor in Year 5 and 6 extends beyond academics to encompass students' overall wellbeing, personal growth, and sense of belonging. They play a vital role in creating a nurturing and supportive environment, ensuring that each student thrives academically, socially, and emotionally during these crucial years of their education.

All subjects are taught by specialist teachers, who possess in-depth knowledge, training and expertise in their respective subjects, allowing them to provide focused instruction and facilitate in-depth learning experiences. Our subject specialists offer additional enrichment opportunities, such as clubs, competitions, workshops, and trips related to their subjects.These experiences deepen students' understanding, ignite their passion, and encourage them to pursue their interests beyond the curriculum. These subjects include:

● English

● Mathematics

● Science

● History

● Georgaphy

● Music

● Art and DT

● Drama

● French

● Arabic

● Islamic (for students of Arabic A)

● P.E., Games and Swimming

● Moral, Social and Cultural Studies

Importantly, the vast majority of our specialists in Years 5 and 6 are experienced Junior School practitioners, who understand the appropriate pedagogical and pastoral approaches to adopt with children of this age range.

The subject specialist model at Repton Al Barsha Junior School aims to provide a robust and well-rounded education for Years 5 and 6 students. By engaging with dedicated experts in each subject area, your child receives high-quality instruction, gains a deeper understanding of the subjects, and develops the skills necessary for their future academic and personal success.

Curriculum and Assessment

Assessment

At Repton Al Barsha Junior School, we believe in a comprehensive and well-rounded approach to assessment that provides a clear picture of each student's progress, achievements, and areas for development. Our assessment procedures are designed to support student learning, inform teaching practices, and ensure individualised support and challenge.

1. Formative Assessment:

Formative assessment is an ongoing process that takes place throughout the year, providing valuable feedback on student learning. Teachers use a range of formative assessment strategies, including observation, questioning, discussions, and informal assessments, to monitor student progress in real-time. Formative assessment allows teachers to identify students' strengths and areas for improvement, adapt their teaching strategies, and provide timely and targeted feedback to support individual learning needs.

2. Summative Assessment:

Summative assessments are conducted every half term in every subject to evaluate student achievement and provide a snapshot of progress at specific points in time. Summative assessments may include tests, quizzes, projects, presentations, and other assessments aligned with the curriculum objectives. These assessments provide a comprehensive overview of student attainment, inform reporting to parents, and guide future instructional planning.

3. Standardised Assessments:

From Year 2, standardised assessments are conducted to measure students' progress against national and international benchmarks. These assessments provide valuable insights into students' academic achievements and help benchmark their performance against a broader population. Every year, students sit standardised assessments in reading, English, maths and, from Year 3, science and Arabic. It is crucial that this information is used alongside internal data, which is more closely aligned to our curriculum, to ensure a holistic view of student progress.

4. Individualised Support:

Assessment data plays a crucial role in identifying students who may require additional support or extension. Teachers analyse assessment results to identify individual learning needs and tailor their teaching approaches accordingly. Individualised support plans may be developed to address specific areas of development, allowing students to progress at their own pace.

At Repton Al Barsha Junior School, our assessment procedures aim to provide a balanced and holistic understanding of each student's progress, taking into account their academic achievements, personal growth, and well-being. By utilising a variety of assessment methods, we ensure that our students receive individualised support, challenge, and feedback to reach their full potential. ,

At Repton Al Barsha, we believe in the transformative power of literature and its ability to inspire, educate, and ignite a lifelong love for reading and writing. The Literary Curriculum is a cornerstone of our approach, encompassing a rich and immersive exploration of language, literature, and creative expression from Year 1 to Year 6. Children have five English lessons a week.

Year 1 and 2:

In the First School, the Literary Curriculum focuses on nurturing a solid foundation in literacy skills. Through interactive activities, phonics instruction, and story-based learning, our dedicated teachers cultivate a love for storytelling, reading, and writing. Children are introduced to a variety of picture books, poetry, and short stories, such as “The Gruffalo” by Julia Donaldson and “Charlotte’s Web” by E.B. White, stimulating their imagination and fostering their language development.

Year 3 and 4:

As students progress to Year 3 and 4, the Literary Curriculum expands to include a diverse range of literary genres and texts. Our experienced teachers engage students in in-depth discussions, literary analysis, and creative writing activities. They explore classic and contemporary literature, encouraging critical thinking, empathy, and an appreciation for different writing styles. Students are encouraged to express their ideas through writing, using descriptive language and developing their own unique writing voice.

Year 5 and 6

In Years 5 and 6, the Literary Curriculum further builds upon the foundation laid in previous years. Students delve into more complex and challenging literary works, including novels, plays, and poetry. They explore themes, analyse characters, and develop a deeper understanding of literary techniques. Writing assignments become more sophisticated, encouraging students to craft narratives, persuasive texts, and poetry that reflect their growing skills and creativity.

At Repton Al Barsha, our aim is to instill a lifelong passion for reading and writing, enabling students to become confident communicators and critical thinkers. The Literary Curriculum is carefully designed to inspire a deep appreciation for literature, nurturing each student's individual talents and fostering a love for storytelling, language, and creativity.

Phonics

To support our youngest learners in developing strong phonics skills, we have implemented the highly effective Read, Write Inc. phonics programme from Foundation Stage to Year 2, which takes place for 30 minutes every morning in streamed groups.

Read, Write Inc. follows a systematic approach, introducing letter sounds and their corresponding graphemes in a carefully planned sequence. Students are taught to recognise and blend sounds to read words, as well as segment words into sounds for spelling. Daily Speed Sounds lessons are conducted to introduce new sounds, reinforce previously learned sounds, and develop sound recognition and blending skills. These lively and engaging lessons use a multisensory approach and ensure active participation.

Regular assessment is an integral part of the Read, Write Inc. programme. Children are streamed for phonics lessons into groups of pupils who are working at a similar level. Formative and summative assessment allows groups to be fluid and for children to progress at their own pace. Parents are encouraged to actively participate in their child's phonics learning journey. Resources and guidance are provided to support parents in practicing phonics skills at home, fostering a strong home-school partnership in developing early literacy skills.

Mathematics

At Repton Al Barsha, we equip our students with the essential skills and knowledge to become confident mathematicians. To achieve this, we have adopted the White Rose Maths curriculum for Year 1 to Year 6, renowned for its comprehensive and progressive approach to teaching mathematics.

The White Rose Maths curriculum is built upon a mastery approach, which aims for all students to develop a deep understanding of mathematical concepts before moving on to more complex topics. The curriculum focuses on developing fluency, reasoning, and problem-solving skills, ensuring that students can apply their mathematical knowledge in real-life situations.

The curriculum utilises a Concrete, Pictorial, Abstract (CPA) approach to help students grasp mathematical concepts effectively. Students start with hands-on manipulatives (concrete) to explore mathematical ideas, then progress to representational (pictorial) visuals before moving on to abstract symbols and calculations. This multi-sensory approach allows students to build a strong foundation and develop a deeper understanding of mathematical concepts.

The White Rose Maths curriculum breaks down mathematical topics into small, logical steps, allowing students to master each concept before moving forward. Clear progression maps and learning objectives ensure a structured and coherent learning journey, building upon prior knowledge and skills.

The curriculum places a strong emphasis on problem-solving and reasoning skills, encouraging students to think critically and apply their mathematical knowledge to solve challenging problems. Students are encouraged to explain their reasoning, justify their solutions, and communicate mathematically with clarity and confidence.

By implementing the White Rose Maths curriculum, we aim to foster a deep understanding, confidence, and enthusiasm for mathematics among our students. It empowers our students to become skilled mathematicians, equipped with the tools they need for success in their mathematical journey and beyond.

Science

We are committed to providing an exceptional education that prepares students for a rapidly changing world. In the Junior School, science lessons are designed to foster curiosity, scientific inquiry, and a deep understanding of the natural world. Students actively participate in hands-on experiments and practical activities, using the science labs in Years 5 and 6, allowing them to explore scientific concepts through direct engagement. This approach ignites their curiosity, promotes critical thinking, and deepens their understanding of scientific principles.

Students are encouraged to ask questions, make observations, design experiments, and draw conclusions. This fosters independent thinking, problem-solving skills, and a genuine appreciation for the process of scientific inquiry. The science curriculum is designed to make meaningful connections with mathematics, technology, engineering, and the arts. This interdisciplinary approach enhances students' understanding of scientific concepts and encourages creative problem-solving.

Students explore how scientific principles are relevant to everyday life, environmental sustainability, and global issues. This, in addition to enrichment opportunities and our inspiring STEM week, enables them to understand the impact of science on society and encourages them to become responsible global citizens.

History and Geography

Humanities lessons take place for an hour each week and have either a history or geography focus each half term. These lessons foster a deep understanding of the world, develop critical thinking skills, and promote cultural awareness.

Over the course of the Junior School, children learn about the rich tapestry of British history, offering students a comprehensive understanding of the UK’s cultural heritage. From the Celts to the Romans, Tudors to Victorians, and beyond, students explore key historical events, influential figures, and societal developments that have shaped Britain.

Recognising the international setting of Dubai, our humanities curriculum also takes a global approach. Students learn about diverse cultures, societies, and civilisations from around the world. This broadens their understanding of different perspectives, fosters cultural sensitivity, and encourages an appreciation for the interconnectedness of the global community. Our curriculum embraces the unique context of Dubai and the UAE, incorporating local history, geography, and culture, learning about Neil Armstrong and Haza Al Mansouri as significant people in Year 1, for example. Students learn about the rich heritage of the region, its rapid development, and the contributions of diverse communities. This helps students forge a connection with their immediate surroundings and appreciate the cultural diversity within Dubai.

We believe in fostering a spirit of inquiry among our students. Our humanities curriculum encourages students to ask thought-provoking questions, investigate historical and geographical phenomena, and develop their research and analytical skills. This empowers them to become independent learners, critical thinkers, and lifelong seekers of knowledge.

Creative Arts

The creative arts are an important part of the curriculum at Repton Al Barsha, with music taught by a specialist from Nursery and art and drama being taught by a specialist from Year 3.

Art lessons nurture creativity, self-expression, and cultural appreciation. Students explore various art forms, including drawing, painting, sculpture, and digital media, while also integrating local and global artistic influences. Through hands-on projects and engaging lessons, students develop their artistic skills, experiment with different techniques, and gain confidence in their creative abilities. Our art curriculum encourages students to think critically, reflect on their work, and express their unique perspectives.

The music curriculum is designed to ignite a passion for music, develop musical skills, and foster creativity. Students explore a range of musical genres, styles, and instruments, nurturing their appreciation for diverse musical cultures. Through engaging lessons, ensemble performances, and opportunities for solo expression, students develop their musical abilities and confidence. Our music curriculum encourages collaboration, self-expression, and critical listening skills.

Drama unleashes creativity, builds confidence, and develops expressive communication skills. Students explore a range of dramatic techniques, including improvisation, character development, and storytelling. Through engaging lessons, group performances, and theatrical productions, students develop their acting abilities, teamwork, and stage presence. Our drama curriculum fosters self-expression, critical thinking, and empathy, allowing students to explore different perspectives and understand the power of storytelling. It cultivates a love for the performing arts, nurtures confidence, and equips students with skills that extend beyond the stage.

Computing

From Year 1, children benefit from a computing lesson with a specialist teacher every week. Students engage in hands-on learning experiences using iPads, exploring a wide range of educational apps and digital tools. They develop essential coding skills, problem-solving abilities, and computational thinking through interactive programming activities.

Our Creativity Festival, STEM week, Digital Leaders and enrichment programme provide a wealth of opportunities beyond the classroom for students to apply their computing skills and knowledge to real-world contexts. Blockchain workshops and Digital Passports ensure that our students have the confidence to engage with technology and feel ready to take on the future digital landscape that they will inhabit.

As an Apple Distinguished School, we are committed to leveraging technology to enhance learning, foster creativity, and prepare students for the digital age. Our computing curriculum equips students with the skills and mindset necessary to thrive in a rapidly evolving technological landscape.

Arabic

Arabic lessons are a compulsory part of the curriculum in the Junior School, with an Arabic A (for Arab children) and Arabic B (non-Arab children) pathway. Arabic teaching is an essential component of the curriculum, reflecting the importance of the Arabic language and culture in the local context.

Arabic B is based upon the Ministry of Education’s syllabus. Tteaching is tailored to students' language proficiency levels. Beginners start with basic Arabic language skills, including letter recognition, pronunciation, and simple vocabulary. As students progress, the curriculum advances to more complex grammar, reading comprehension, and written expression.Alongside language learning, students are exposed to Arabic culture, traditions, and customs. They learn about Arab history, literature, music, and celebrations, fostering cultural understanding and appreciation.

The Arabic A curriculum is carefully designed for our individual learners; it is based on the Ministry of Education’s curriculum and is extended with additional topics, resources and activities that enrich the language.

Regular assessments and progress monitoring are conducted to track students' Arabic language development. This helps identify areas for improvement, provide targeted support, and celebrate progress.

Islamic Studies

Arab Muslim students undertake Islamic Studies, where the curriculum is taught in Arabic. Islamic Education is anchored to books and resources approved by the Ministry of Education. While most topics are repeated over time, levels of understanding increase as students progress through the curriculum. ,

French

At Repton Al Barsha, we believe that learning a Modern Foreign Language is an amazing opportunity for personal growth, cultural enrichment, and academic success. Learning French at our school is an exciting journey towards becoming multilingual. Our dedicated team of language teachers employs innovative teaching methodologies to make language learning an engaging and interactive experience. Through immersive activities, interactive technologies, and authentic resources, we ensure that students develop strong language skills in listening, speaking, reading, and writing.

Language and culture are inherently intertwined. At Repton Al Barsha, we emphasise cultural appreciation alongside language acquisition. By exploring the vibrant cultures of French counties, our students gain a deep understanding of their traditions, literature, art, music, and history. This fosters intercultural competence, respect, and a broader perspective on the world.

P.E., Games and Swimming

At Repton Al Barsha, sport plays a vital role in our students' education, fostering physical fitness, teamwork, and character development. With our extensive sporting facilities and comprehensive curriculum, we offer a diverse range of sporting activities to cater to every student's interests and abilities.

In the Foundation Stage, children enjoy a P.E. lesson every week and two terms of swimming in Reception. From Year 1, swimming takes place on a weekly basis and games lessons are introduced from Year 2, so that they enjoy at least three hours of sport at school across the week. Fixtures form an important part of our calendar and we encourage as many of our students as possible to become involved in sporting opportunities beyond the classroom.

Sport at Repton Al Barsha goes beyond the physical aspect, instilling values such as discipline, perseverance, and leadership. It contributes to the holistic development of our students, enhancing their confidence, character, and overall well-being. Through our sports programme, we aim to foster a lifelong passion for sport, equip students with valuable life skills, and promote a healthy and active lifestyle.

Moral, Social and Cultural Studies

The Ministry of Education provides the UAE MSC Curriculum. This new framework was released in July 2021 and is a programme of study that is taught in school through a national directive. It is an innovative, engaging curriculum designed to develop young people of all nationalities and ages in the UAE with universal principles and values which reflect the shared experiences of humanity.

We offer students information and skills for the Arab World, as well as the United Arab Emirates. Students study the geography of the United Arab Emirates and Islamic countries and their relationships to geographical locations of Europe and the American continent. Students also study Islamic history, commerce, economy, and population distribution. Skills, knowledge and understanding in Social Studies are consolidated through project work, so students develop an understanding of the United Arab Emirates and an understanding of Emirati identity.

Homework

We encourage our pupils to be independent in their learning and to establish excellent habits that will benefit them in the long term. Consequently, we encourage children from Nursery to read with an adult on a daily basis, both for pleasure and also to reinforce the phonics learning that has taken place in school. We also ask that parents support their children in learning their numberbonds, times tables and high frequency spellings for their respective year groups.

Formal homework is set from Year 2, alternating between English and mathematics.

Homework in the Junior School is important for several reasons. Firstly, it reinforces learning and allows students to practice and consolidate the concepts they have learned in class. It helps to deepen their understanding and knowledge across various subjects. Secondly, homework encourages responsibility, time management, and independent study skills, preparing students for the increasing workload and expectations as they progress into senior school. It also fosters a sense of accountability and discipline. Homework also provides an opportunity for you as parents to be involved in your child's education, supporting and monitoring your child’s progress, and reinforcing the importance of learning outside of the school environment.

From Year 3, English and maths homework is set on a weekly basis. Homework is set on Fridays, to be handed in or completed by the following Thursday. In Years 5 and 6, homework is set in other subjects on a rotational basis.

iPads

At Repton Al Barsha, we take pride in being recognized as an Apple Distinguished School, a testament to our commitment to leveraging technology in education. Our teachers are Apple qualified, equipped with the skills and knowledge to effectively integrate iPads into the learning environment.

We embrace the use of iPads in our classrooms to enhance learning experiences and promote independence among our students. With a 1:1 device ratio from Year 2 onwards, our students have the opportunity to explore, collaborate, and create using these powerful tools.

In Years 2 to 4, the devices are kept in school, ensuring a controlled and focused learning environment. This allows teachers to seamlessly integrate iPad activities into their lessons, providing interactive and engaging experiences that enhance understanding and retention.

As our students progress to Years 5 and 6, they are entrusted with the responsibility of taking the iPads home. This promotes self-directed learning, encourages digital organization, and prepares them for the increasing use of technology in their educational journey and future careers.

Inclusive Teaching for Inclusive Learning

At Repton Al Barsha, we are committed to supporting each of our students in achieving their full potential. We are dedicated to creating an enabling environment where each of our students can thrive, regardless of their abilities or challenges. Whether it is outsourcing therapeutic services, developing individual targets or tailoring the curriculum in response to individual needs, our highly skilled Inclusion team are able to here to help.

“Inclusive education providers create a culture of collaboration, in a landscape of mutual respect and equality for all” (Dubai Inclusive Education Policy Framework , 2017)

The Inclusion Team support students in a variety of ways based on a Push-In/ Pull-Out model. The Inclusion team may work with students on specific goals in small groups or one to one over a set period of time, monitoring progress and areas for development. In addition to this, the team may work directly with students in supporting them in achieving their personalised goals in a whole class setting. We monitor progress through Individual Education Plans and Learner Profiles which are reviewed with parents and are developed in line with the student’s voice.

Mrs Ami Perry is the Head of Inclusion and Assistant Principal. She leads a skilled team of highly qualified practitioners who work directly with students everyday. We are supported by an experienced team of Learning Support Assistants working across the whole school driving forward inclusion provision.

Inclusion at Repton Al Barsha is supported by a number of key stakeholders. These include:

● Speech and Language Therapists

● Occupational Therapists

● Clinical Psychologists

● Educational Psychologists

● Physiotherapists

● Challenge & Enrichment Coordinator

● Behaviour Specialist

● Play Therapists

● Language Development Specialists

Miss L Newson is a fully qualified SENCO working in the Primary phase of school. She is also the school Emirati Achievement Coordinator.

Mrs Ami Perry

Miss T Garrity is a qualified Level 7 Specialist Assessor working in the Secondary Phase of school.

We value strong partnerships with parents and understand the importance of effective communication. We strive to keep you informed and engaged in your child's education journey. Here are the various ways in which we will communicate with you:

Weekly School Newsletter

We will provide a weekly school newsletter that highlights key events, achievements, and important updates. This newsletter serves as a valuable resource to stay up-to-date with the school's activities, academic matters, and upcoming events. It will be sent directly to your registered email address. Please look out for these weekly emails which will be sent each Friday, and ensure to update settings if they are sent to spam folders.

Direct Emails

Our dedicated pastoral and academic staff will occasionally communicate with you via email. These emails will focus on your child's individual progress, areas of improvement, academic support, and other important information specific to their class. We believe in personalised attention and will address any concerns or questions you may have. Please note that school working hours are between 7.30am and 4.30pm and that teachers are involved in lessons and duties throughout the day. Please allow up to 24 hours for an email response.

iSAMS Parent Portal

We utilise the iSAMS parent portal, a secure online platform where you can access various school-related information. This app can also be downloaded from any smartphone app store. Through the portal, you can download your child's school reports, and view our school calendar. This platform ensures convenient access to important information regarding your child's educational journey.

School Cloud - https://reptonalbarsha.schoolcloud.co.uk/

Our Parents' Evenings offer a valuable chance for you to meet with your child's teachers face-to-face. These events allow you to discuss your child's progress, strengths, and areas for improvement. We believe that these personal interactions strengthen the connection between home and school, promoting collaborative support for your child's education. Parents’ Evenings will take place in Autumn and Spring term.

To streamline the Parents' Evenings process, we utilise the School Cloud booking system. This online platform enables you to schedule specific time slots to meet with each of your child's teacher(s).

School Cloud is also the portal through which parents may make bookings for before-school and after-school activities.

School Reports

Regular and comprehensive reporting is provided to parents, offering insights into their child's progress and achievements. Parents’ evenings take place twice in the year, once in Term 1 and once in Term 2.. Written reports are sent home at the end of Term 1 and Term 3. However, we emphasise the importance of a partnership between parents and teachers and would not wait for a formal reporting opportunity to express concerns around a child’s attainment or progress. Reports are published on the iSAMS parent portal.

Friends of Repton

We are incredibly proud of our supportive body of parents, who work tirelessly to arrange community events and foster a culture of collaboration across the school. Our parent committee are proudly named, Friends of Repton (FOR). The FOR Committee regularly meet with the school leadership team to arrange a variety of fun events and initiatives.

These are just a few of the wide range of exciting initiatives that our wonderful FOR have been integral in organising or supporting with. If you are interested in joining this fabulous committee, please contact the PA to the Principal, Miss Helen Cooper principalspa@reptonalbarsha.org

Mrs Lizzie Tebbs is Chair of our Friends of Repton Committee and is always open to any further suggestions or ideas for new initiatives.

Expectations

We are fortunate to work in a close-knit, caring and supportive community at Repton Al Barsha. As in all such communities, however, rules and routines must be formulated and adhered to for the benefit of all. We aim to ensure that behaviour at Repton Al Barsha is consistently of a high standard and creates an environment in which effective learning and teaching can take place and in which students can mature in harmonious and safe surroundings. The following principles and guidelines are designed to support this aim:

Behaviour and Conduct

● Positive behaviour, both in and on the way to and from school is expected of all

● Positive behaviour will be praised and recognised

● Inappropriate and coarse language are not tolerated at Repton Al Barsha

● Exemplary manners are always used and greetings of ‘Good morning/afternoon’ should always be used

● For safety reasons, students walk in the corridors

● Behaviour that jeopardises the learning, safety or sense of security of other students, or which brings the school into disrepute, will not be tolerated

Academic Integrity

● Willingness to give the very best effort in all lessons

● Children should be prepared for all lessons

● It is a requirement for children to participate in swimming lessons

● When using school devices, high standards of online safety are maintained at all times

● Pupils are expected to complete homework on time and with quality effort; parent support is optional

Attendance and Punctuality

● Regular attendance is vital for academic success

● We expect the children attend to the KHDA outstanding expectation of 96%

● Children should attend school unless there are unavoidable circumstances

● Students are expected to attend school on time in the morning

Responsibility and Kindness

● Respect and show politeness towards everyone within the school environment and beyond is a core expectation

● Reptonians must show consideration to other people and have respect for their property and feelings

● Pupils should go out of their way to support and help their friends when in need

● All members of the school community should strive to make the most of every opportunity to develop and grow as learners and individuals

Presentation

● We expect high standards of uniform and all children to fully comply to the school uniform policy

● Nail polish and make-up of any kind must not be worn at school

● Jewellery of any kind should not be worn at school

● Smart watches and telephones are not permitted in school

Communication and parental involvement

● Parents will be kept fully advised of any concerns and the school will support students experiencing difficulties

● Parents are expected to keep up with notices announced in the school’s weekly newsletters and on Showbie

● Class parent representatives will provide additional updates for individual classes

● Compliance with the UAE law is expected at all times

Responsible, Academic, Be Kind

Essential Documents

The below documents must be submitted to the Admissions Department before the student joins the school. Failure to submit the documents may result in your child not being registered with the Knowledge and Human Development Authority (KHDA) and therefore not being able to attend Repton Al Barsha under the instruction of the Ministry of Education.

Documents required by the Knowledge and Human Development Authority (KHDA)

❖ Original Transfer Certificate (leaving from previous school)

❖ Copy of Student’s Passport x 1

❖ Copy of Student’s Residence Visa x 1

❖ Emirates ID card (front and back of both parents and students) x 1

Documents required by Repton Al Barsha School:

Sponsor’s Passport copy

Sponsor’s Residence Visa copy

Sponsor’s Emirates ID copy

Student’s Passport copy

Student’s Residence Visa copy

Student’s Emirates ID copy

Medical Consent Form

Student Medical History

Contact Information Form

Code of Conduct

Home School Agreement

BYOD/iPad Agreement

Photography Permission Form

This documentation is required at the time of offer acceptance in order to complete your son/daughter’s enrolment. Once forms are returned and your son/daughter is enrolled, please ensure you inform us of any changes to your son/daughter’s contact details.

Please notify the nurse of any changes to your son/daughter’s health.

Should a new passport and/or residence visa and/or Emirates ID Card be obtained for the student and/or parents, please provide a copy without delay.

Parent School Contract

The Knowledge and Human Development Authority (KHDA) recently introduced an initiative called The Parent/School Contract. This contract has been introduced to ensure that through clarity and transparency, schools and parents are aware of their duties and responsibilities towards each other and towards their children. It benefits both schools and families by clearly identifying agreed terms and conditions in the form of a contract; these terms and conditions stipulated in the contract will also be a reference for dispute resolution. KHDA will uphold the agreement stipulated in the contract when a party refers a matter to KHDA for deliberation and endorsement. Families are encouraged to read the contract carefully and seek clarification regarding any queries prior to signing it.

The school will prepare the contract for each new student and it will be forwarded to parents in digital format to read and sign, once registered with the KHDA.

Please note that the parent contract also outlines expected behaviour from parents to all members of school staff and wider community. We have a duty of care to all members of staff and inappropriate behaviour will not be tolerated.

Thank you in advance for your assistance in completing the contract signing.

Personal Presentation and Uniform

The aim of our uniform is for students to present a smart and neat appearance at all times and to demonstrate pride in being members of Repton Al Barsha. Personal presentation is very important. A high standard of personal appearance is expected of all students at all times, both inside the school and outside in the local Dubai community. Students are permitted to wear a watch, although smart watches are not permitted, and girls may wear one small stud earring in each ear lobe. No other piercings or jewellery are permitted. Long hair should always be tied back. Make-up and nail polish must not be worn. Jewellery items of religious significance may only be worn with prior approval from the Head of Year, following a formal written parental request.

The uniform is compulsory throughout the school and can be bought directly from the uniform shop located in the main school foyer which can be accessed via Gate 8. The shop is open Monday - Friday 8.00am - 4.00pm during term time.

Foundation Stage Girls

Repton Dress

Repton Cardigan

· Repton White Ankle Socks

Regulation Black Shoes

Repton Sunhat

First School (Year 1-2)

Girls

Repton Dress

Repton Cardigan

· Repton White Ankle Socks

·

Regulation Black Shoes

Repton Sunhat

Lower Junior School (Years 3-4)

Girls

Repton Blazer

· Repton Girls White Short-Sleeved Shirt with Crest House Tie

Repton Grey Cardigan (optional)

· Repton Skort

Repton White Ankle Socks

Regulation Black Shoes

· Repton Sunhat/Cap

Repton Back Pack

Upper Junior School (Years 5-6)

Girls

Repton Blazer

Repton Girls White Short-Sleeved Shirt with Crest

· House Tie

·

Repton Cardigan (optional)

Repton Long Skirt or Trousers

Repton White Ankle Socks

· Regulation Black Shoes

Repton Sunhat/Cap

Repton Back Pack

· A Blue or Black Hijab (Optional)

Boys

Repton Navy Polo

· Repton Jumper

Repton Grey Shorts

Repton White Ankle Socks

· Regulation Black Shoes

Repton Sunhat

Boys

· Repton Boys White Short-Sleeved Shirt with Crest

Repton Jumper

Repton Grey Shorts

· Repton Grey Ankle Socks with Logo

· White blouse with Repton Al Barsha Logo

Regulation Black Shoes

Repton Sunhat

Boys

· Repton Blazer

Repton Boys White Short-Sleeved Shirt with Crest House Tie

· Repton Jumper (optional)

Repton Grey Shorts

Repton Grey Ankle Socks with Logo

· Regulation Black Shoes

· Repton Sunhat/Cap

Repton Back Pack

Boys

Repton Blazer

Repton Boys White Short-Sleeved Shirt with Crest

· House Tie

Repton Sweater (optional)

Repton Long Grey Trousers

· Repton Grey Ankle Socks with Logo

Regulation Black Shoes

Repton Sunhat/Cap

· Repton Back Pack

PE, Games and Swimming Uniform

Please ensure that all clothing and equipment is clearly marked with the student’s name and form.

PE Kit Boys Games Kit (Football)

Girls Games Kit (Football)

Boys Games Kit (Rugby)

Girls Games Kit (Netball)

Boys Games Kit (Cricket)

Girls Games Kit (Rounders)

Swimming

FS1 - Year 1 House Shirt (Coloured)

PE Shorts

White Socks Trainers

House Shirt (Coloured)

PE Shorts

White Socks Trainers

Year 2 House Shirt (Coloured)

Repton Shorts

Long Repton football Socks Trainers or Boots

Year 3 - 6 Repton Games Shirt (Male)

Repton Shorts

Long Repton football Socks Trainers or Boots

Year 2 House Shirt (Coloured)

Repton Shorts

Long Repton football Socks Trainers or Boots

Year 3 - 6 Repton Games Shirt (Female)

Repton Shorts

Long Repton football Socks

Trainers or Boots

Year 2 House Shirt (Coloured)

Repton

Rugby Shorts

Long Repton football Socks Trainers or Boots

Year 3 - 6

Repton

Rugby Shirt (Y4 - 6 only)

Repton

Rugby Shorts (Y4 - 6 only)

Long Repton football Socks

Mouthguard

Trainers or Boots

Year 2 House Shirt (Coloured)

PE Shorts

White Socks Trainers

Year 2 House Shirt (Coloured)

PE Shorts

White Socks Trainers

Year 2 House Shirt (Coloured)

PE Shorts

White Socks Trainers

FS1 - Year 1

School Swimming Shorts/ Costume

House Swimming Hat

Towel

Goggles

Flip Flops or Crocs

Year 3 - 6

Netball Shirt

Repton Skort

White Socks Trainers

Year 3 - 6

Repton Games Shirt (Male) Repton Shorts

White Socks Trainers

Year 3 - 6

Repton Games Shirt (Female)

Repton Shorts

White Socks Trainers

School Swimming

Shorts/ Costume

House Swimming Hat

Towel

Goggles

Flip Flops or Crocs

Footwear and Appearance

Examples of Acceptable Shoes

Examples of Unacceptable Shoes

Canvas, trainers, pumps, vans, ankle boots, boots, converse (any type), sandals, heels

Full and correct uniform must be worn in and whilst travelling to and from school. This also applies after school and travelling home after activities and on all school trips, unless otherwise instructed by a member of staff.

Head scarves should be black, white, grey or navy.

We particularly ask for parents’ support and cooperation in this respect to ensure that students represent themselves, their families and Repton Al Barsha well in the local Dubai community.

Food and Drink

In keeping with local culture and students with allergies, no pork , nuts or products (containing nuts) should be brought into school; nor should any soda, cake/cupcakes, donuts and sugary foods. The school promotes healthy eating.

All pupils can enjoy a nutritious and tasty hot lunch, using our school provider, once COVID-19 restrictions allow. Lunch is served in the school dining facility and can cater to students’ dietary requirements with fresh, healthy food prepared on site by our service provider, Ginza. Currently, we are able to provide individually packed lunches to students who choose our school provider as their dining option.

Alternatively, students can bring their own lunch from home. All students will dine together, regardless of whether they purchase school lunches or bring food in from home.