GC Primary Handbook

Primary Handbook

Gardens Campus 2026-2027 Abu Dhabi, United Arab Emirates

Welcome to Gardens Campus Your Raha journey starts here!

This Handbook is here to ensure you have the information you need to help your child thrive at school. Please read it carefully and refer to it when you need any guidance.

Have a SUPER year ahead!

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Table of Contents 3 4 5 6 7 8 8 9 12 12 13 13 13 13 14 14 15 16 17 19 19 19 20 21 22 22 23 25 25 26

School Mission & Values Message from the Head of Primary International Baccalaureate (IB) Overview The IB Learner Profile The Primary Years Programme (PYP) at Gardens Who’s Who at Gardens Primary & Executive Leadership Teaching Teams Gardens Primary A to Z A Day At Gardens - Start and End of Day Procedures Attendance Being Prepared for School Behaviour and Pastoral Care Bicycles & Scooters Birthdays Buses BYO iPad Policy Class Parents Communication and Platforms Curriculum Overview Extra-Curricular Programs (ECPs) Field Trips and Special Events Food and Cafeteria Guidelines Health and Safety Policies Home Languages and Home Learning Lost Property Reporting and Assessment Student Support Services Timetable Uniform

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Our Mission We Grow People

Our Values Relationships

We build strong connections by working together, solving problems, and ensuring everyone feels they belong.

Excellence

We succeed through hands-on experiences and collaboration with others and our environment.

Aspiration

We value our children’s needs, interests, and voices and allow them to participate actively in their learning.

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Welcome from the Head of Primary It is my pleasure to welcome you and your family to another exciting year at Raha International School, Gardens Campus. Whether you are joining us for the first time or returning as part of our community, we are delighted to partner with you in your child’s learning journey.

At Gardens Campus, we are proud to be an International Baccalaureate Primary Years Programme (IB PYP) school. Through inquiry, action and reflection we support students to develop the knowledge, skills and dispositions they need to thrive both now and in the future. The IB Learner Profile and Approaches to Learning remain at the heart of our work, helping our students grow as confident, compassionate and capable young people.

Our vision, We Grow People, is brought to life every day through strong relationships, high expectations and a genuine commitment to wellbeing. We believe that every child should feel known, valued and empowered to contribute positively to the world around them. We celebrate achievement in all its forms and strive to create a learning environment where curiosity is nurtured, diversity is embraced and every learner is encouraged to reach their potential.

The strength of our school lies in the partnership between students, families and staff.

Together, we create a vibrant community where children feel safe to take risks, develop resilience, build meaningful friendships and discover a love of learning.

This handbook has been designed as a practical guide to life in the primary school.

Within these pages, you will find information about our programmes, routines, expectations and the many opportunities available to students throughout the year.

We encourage you to refer to it whenever needed and to reach out to us if we can provide any further support.

Thank you for entrusting us with your child’s education. We look forward to another year of learning, growth and memorable experiences together.

Simon James Head of Primary Gardens Campus

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The International Baccalaureate Established in 1968, International Baccalaureate (IB) programmes are offered in more than 4,000 schools worldwide. The IB aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

The IB programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

At Raha we offer all four IB programmes: the Primary Years Programme (PYP), Middle Years Programme (MYP) and Diploma Programme (DP) and the Career-related Programme (CP).

How does the IB define ‘international education’?

The International Baccalaureate® (IB) chooses to define ‘international education’ according to the following criteria: Developing citizens of the world in relation to culture, language and learning to live together Building and reinforcing students' sense of identity and cultural awareness Fostering students' recognition and development of universal human values Stimulating curiosity and inquiry in order to foster a spirit of discovery and enjoyment of learning Equipping students with the skills to learn and acquire knowledge, individually or collaboratively, and to apply these skills and knowledge accordingly across a broad range of areas Providing international content while responding to local requirements and interests Encouraging diversity and flexibility in teaching methods Providing appropriate forms of assessment and international benchmarking Read more at ibo.org

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The IB Learner Profile The IB learner profile promotes education of the whole person for a life of active, responsible citizenship emphasising intellectual, personal, emotional and social growth. The attributes and descriptions of the learner profile define the type of learner Gardens Campus hopes to develop through its programmes. All members of the Gardens Community including students, teachers, administration, support staff and parents strive to develop these qualities.

Attribute

Descriptor

Inquirers

We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

Knowledgeable

We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance

Thinkers

We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions

Communicators

We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

Principled

We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

Open–minded

We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

Caring

We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

Risk–takers

We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change

Balanced

We understand the importance of balancing different aspects of our lives— intellectual, physical, (spiritual) and emotional—to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.

Reflective

We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

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The Primary Years Programme

The PYP at Gardens Campus is designed for students from Early Years 1 through Grade 5, focusing on building a solid foundation of curiosity, independence, and global citizenship. Starting at age 3, our PYP curriculum encourages students to become active, compassionate, and lifelong learners.

Key Elements of the PYP: Inquiry-Based Learning: The PYP nurtures children’s natural curiosity, encouraging them to ask questions and explore both in the classroom and in the world around them.

Units of Inquiry: Each year, students dive into four to six ‘Units of Inquiry,’ where they investigate big ideas through six organizing themes. These themes help students make connections across subjects, including Language, Social Studies, Mathematics, Science, Technology, the Arts, and Personal, Social, and Physical Education.

Transdisciplinary Approach: Subjects are integrated within each Unit of Inquiry, promoting a broad understanding and encouraging students to think across disciplines.

Early Years Learning: In our Early Years program, children learn through play and hands-on experiences in a safe, stimulating environment. Specialist teachers complement this approach, guiding young learners in exploring and discovering the world around them.

The PYP develops the whole child as an engaged and open-minded inquirer. To learn more, please visit www.ibo.org/pyp or speak with our PYP Coordinator at Gardens Campus.

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Who’s Who at Gardens Primary Leadership

Simon James Head of Primary

Amy Fenton Deputy Head EY1 to G1

Kerry Mesmer Assistant Head Early Years

Penny Thompson Deputy Head G2 to G5

Renee Dansey Assistant Head PYP Coordinator

Osama Abu Jafar Assistant Head Pastoral

Executive Leadership

Jan Stipek Principal

Simon James Head of Primary

Laura Osman Head of Secondary

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The Primary Team We are a highly experienced and dedicated team from a range of different countries and life experiences. Gardens Campus brings us all together through our passion for teaching and we are a proud PYP school.

Teaching Teams We have seven classes in Grade One and Two, and six classes in Grades Three to Five.

Each class in Grade One has a teacher and Learning Assistant. Classes in Grades Two to Five each have a homeroom teacher with multiple Learning Assistants working amongst the grade.

We have an experienced Specialist teaching team which includes teachers of Arabic, Islamic, PE, Art, Music and STEM (Science, Technology, Engineering and Mathematics).

Additionally, we have a dedicated StudentSupport Team with qualified and passionate educators trained to guide inclusive practice.

Grade One

Sharon Reagan (Grade Level Lead) Lewis Offer Jill Isayama Jill James Linda Morrisroe Ané de Beer Emily Bailey Learning Assistants: Emelissa Caliston, Asma Saqib, Maitha Alshaqaa, Anila Zindani, Shery Basta

Grade Two

Tammy Reen (Grade Level Lead) James Ross Lanu Tavae Francisca Arlegui David Blighe Cadine Miller Anna Parker Learning Assistants: Joan Lubos, Hafsah Abdulrahman, Rumaisa Farooq, Marijeta Zdravkovic

Grade Three

Adrian Devane (Grade Level Lead) Peter Gilbert Dorothy DeFraitas Rebecca Wormald Darcy Rahn Reseda Butler Learning Assistants: Corrine Moustache, Najwa Chishty

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The Primary Team Grade Four

Patricia Vargas (Grade Level Lead) Liam Blyde Jasmine Cotterill Dane Henegan Sarah Polding Adam Tierney Learning Assistants: Mei Wang, Sara Alhammadi

Grade Five

David O'Neil (Grade Level Lead) Kim Halavatau Max Serrano Lucy Maher Ash Brosnan Debbie Aiken Learning Assistants: Jonnalyn Ladines, Jenalyn Boston

Specialists

Innovation Hub - Alison Wighton Innovation Hub - Claudia Parentini Innovation Hub & Art - Angie Barnes PE - Louise O’Connor PE - Rian Humphries PE – Matthew Carnelley PE - Adrienne Ridley PE/Director of Sport - Ben Sapwell West Art - Jennifer Marsh Music - George Mills Music- Deena Ellinas Learning Assistants: Tamara Vidal, Mariam Sacare

Arabic

Ruba Abu Hijab (Head of Arabic) Ayat Azmi Zaki Mohammad Hamdan Fatima Abdelrahman Eltayeb Abusabah Hala Batiaineh Mariam Shafiq Sharif Dawass Mraady Ananzeh Nemah Abdulaziz Abdulqader Ahmed Noha Elsaid Mohamed Fakhreldin Ghazy Sanaa Abdallah Abdel Latif Hasayen Yahia Mobark Abdelrahman Adam

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The Primary Team Islamic and UAE Social Studies

Asmaa Mohammed Ezzeddin Kanaan Hanan Fatehllah Rand Al Qurani Wafaa Omar Marwan Omar Khatab

Student Support Team Ella Wazny (Team Lead) Siobahn Murray Sarah Omar Lucy Currie Lucy Woods Souad Selmania Eunji Ye

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Gardens Primary A to Z A Day At Gardens Start of the School Day

Our gates open at 7:20am with staff supervision on school grounds.

The National Anthem plays at 7:45am each morning. Prior to this, a bell will ring to alert students that it is time to enter their classroom. Parents should remain outside the building.

Your child is late if they enter class after 7:50am. Until 8am, late students should attend the Building L reception for a late slip. After 8am late students need to attend the Building A reception to receive a late slip. Late students will not be permitted into class without a late slip.

EY1 to G1 bus children will be dropped at class by a Bus Monitor in the morning.

End of the School Day

Dismissal is 2:50pm (11:30am Fridays) Muslim students may attend supervised prayer time before leaving school Monday-Thursday.

Parents collect their children directly from the classroom. Students who take the bus are escorted to the bus bay at dismissal time.

Bus students from Grades One and Two are escorted to the buses by their Learning Assistants, older students make their own way.

All students in Grades One to Five must be collected by a parent, guardian or sibling who is in Grade Nine or above Families should vacate the campus promptly after school. At 3:10pm MondayThursday/11:40am Friday, any uncollected students will be taken to the Assistant to Head of Primary’s office to have parents called.

Students who take part in ECPs will be escorted to a meeting place after school, with pick up arrangements communicated to parents in a timely manner. There is no additional bus service after ECPs. Only students participating in ECPs are permitted to stay on campus after school Parents who wish to collect their child during the school day must email absent@ris.ae and go to the main office in Building A. Parents are not permitted to collect their children directly from the classroom.

Parents of bus students who will be collected by parents during the school day (not taking the bus home) must send an email to transportation@ris.ae, risprimaryreception@ris.ae, absent@ris.ae, and the homeroom teacher by 12pm.

Late pick-ups are monitored and if your child is collected late three times within a half term, parents will be asked to attend a meeting with the Primary Leadership Team.

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Gardens Primary A to Z Attendance

Students who arrive after 8am are considered late and must visit the front desk in Building A to receive a ‘late slip’ before going to their homeroom.

If a student will miss school for any reason their parent must email their homeroom teacher and absent@ris.ae.

If a parent wishes to collect their child early, they must visit front desk in Building A to receive an early dismissal form; office staff will collect the student from class.

Being Prepared for School

Health and Wellbeing A healthy amount of nighttime sleep for primary aged children is 9-12 hours. A healthy breakfast is vital for successful learning during the school day.

What to Bring

Backpack or trolley bag.

Lunch or pre-paid card for cafeteria.

Water bottle Hat iPad, fully charged (Grade 5 only) iPad compatible headphones (Grades 2-5 only) Library bag on borrowing days

Behaviour and Pastoral Care

PYP follows the Responsive Classroom approach of engaging academics, positive community, effective management, and developmental awareness. More information about the approach can be found HERE. A counsellor is on staff to support and guide students as necessary.

Each class creates an ‘Essential Agreement’ for the classroom community and behaviour codes. Moreover, school wide expectations for behaviour are regularly shared with all students. Breaches of these expectations are followed up according to the Behaviour Policy found HERE (insert link to where parents find the policy).

Bicycles and Scooters

Students who ride bicycles and scooters to school must wear a helmet.

There are racks to store bicycles and scooters at various locations around campus.

Bicycles and scooters must be pushed, not ridden, once on campus.

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Gardens Primary A to Z Birthdays

Birthdays are important to recognise for our children. We are happy to celebrate your child's special day in a small way. We will not host birthday parties in class but we will ensure your child feels special by singing happy birthday to them.

To make our celebrations fair, consistent, safe and practical we have the following guidelines: You may bring one small piece of fruit per child. Fruit kebabs are a great idea for a healthy treat.

As an alternative to food, we welcome parents to share a small toy as a gift with the class or even a board game or book for the class to enjoy for the whole year.

As per ADEK’s Food and Nutrition Policy (from Healthy Food Policy), staff will not be able to distribute any kind of sweets, cake, donuts or fast food etc.

There are to be no nuts in the food and the ingredients are to be clearly written so that if children have allergies, we are aware of what is in the food.

No knives, plates or accessories e.g. balloons.

If your child has an allergy then you may send an alternative, safe option so they can be included in the celebration - we will inform you of birthdays in advance.

Please see our Healthy Food policy on our website for clarification.

Buses

A bus service is run by an external provider, who shares relevant information with parents. The email contact for the external provider at Gardens Campus is sde-risg@sts-group.com.

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Gardens Primary A to Z Class Parents

The Parent Team recruits and co-ordinates Class Parents for each classroom between EY1 and Grade 5. Class parents have an essential role at Gardens Campus and provide much needed support to both teachers and parents. They are also the first point of contact when the Parent Team needs to communicate messages to the parent community or help co-ordinate grade-wide events. If you are interested in becoming a Parent Team volunteer or a Class Parent, please email parent.team@ris.ae.

Communication and Platforms

Please ensure your contact details are kept up to date with the admissions teams.

The table below highlights the typical use of communication platforms used at Raha.

Communication Type

Sent By

Platform

Termly Newsletters, Formal Communication, Surveys

Principal, Vice Principal and Head of School, PYP Coordinator

Email

Weekly Updates: “Raha Reminders”

Communications team

Email and school website HERE

Urgent Updates

Communications team

SMS/Email

Grade Level, Subject and Class Updates

Teachers

Toddle

Individual correspondence to and from families

Teachers and other staff

Email

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Gardens Primary A to Z Communication and Platforms

Please ensure your contact details are kept up to date with the admissions teams.

The table below highlights the typical use of communication platforms used at Raha.

Communication Type

Sent By

Termly Newsletters, Formal Communication, Surveys

Principal, Vice Principal and Head of School, PYP Coordinator

Email

Weekly Updates: “Raha Reminders”

Communications team

Email and school website HERE

Urgent Updates

Communications team

SMS/Email

Grade Level, Subject and Class Updates

Teachers

Toddle

Individual correspondence to and from families

Teachers and other staff

Email

Platform

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Gardens Primary A to Z Email

Email should be used to communicate with teachers, whose email addresses will be shared early in the school year. Please allow up to 24 hours for a reply, exclusive of weekends and holidays. Kindly note that teachers do not check emails during teaching time and may not have the opportunity to check emails until after school; urgent messages should be sent to the Assistant to the Head of Primary, Sehrab Alkilani: risprimaryreception@ris.ae.

Toddle

It is imperative that all families connect to the Toddle app from the start of the school year. Along with acting as your child’s portfolio of learning, Toddle is the main way teachers communicate whole class updates and reminders. Link to Apple App HERE. Link to Google Play App HERE.

SchoolsBuddy

SchoolsBuddy is used for ECP and parent conference sign ups as well as field trip consent collection. App details can be found HERE. For all Toddle and SchoolsBuddy enquiries, please contact our Database Administrator, Rochelle Jaring: dbadmin@ris.ae.

Contact Information

Absences: absent@ris.ae Assistant to Head of Primary - Sehrab Alkilani: risprimaryreception@ris.ae Database Administrator: dbadmin@ris.ae (Toddle and SchoolsBuddy enquiries) ECP Coordinator: ecp@ris.ae Nurse: clinic@ris.ae Parent Team: parent.team@ris.ae Pool: pool@ris.ae Bus Transportation: transportation@ris.ae Magrudy’sForsan Mall (First Floor). Tel: 0503854799 Website: Magrudy’s

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Gardens Primary A to Z Curriculum

The International Baccalaureate's Primary Years Programme (PYP) is designed to build upon the natural curiosity of the child. The programme focuses on the development of the whole child as an inquirer, both in the classroom and in the world outside. Students participate in six 'Units of Inquiry' per year.

The subject areas of Language, Personal Social and Physical Education, Mathematics, Science and Technology, the Arts and Moral, Social and Cultural Studies are woven into the Units of Inquiry to provide a transdisciplinary approach to learning.

Upon enrollment, students are allocated as Arabic A or B learners and, where relevant, Islamic A or B students. Arabic A and Islamic A are taught through Arabic while Arabic B and Islamic B are for non-native speakers.

Extra-Curricular Program / External Providers

Each term, a wide range of exciting ECPs are offered, covering arts, STEM, sports and academic pursuits. Information about ECPs is shared in the weekly Raha Reminders and on a noticeboard outside Building A. Once signed up, parents should check for daily updates on Schools Buddy. Parents and students can see which ECP is taking place at what time, location and day. Further enquiries should be sent to the ECP Coordinator: ecp@ris.ae Teacher Led Extra Curricular Program (ECPS), including Raha Raptors Sports.

These are held after school and are either free or have a minimal cash fee to cover costs. Raha Raptors are sports specific ECPS. Sign-ups will be advertised by the ECP Coordinator and are through Schools Buddy. Students will be escorted to their group’s meeting place after school and must be collected by parents at the activity’s end time.

External Provider Extracurriculars

A number of external provider extracurricular activities are available throughout the year. These are advertised in the weekly Raha Reminders with flyers that include detailed information, including payment instructions. Signups are on Schools Buddy.

Field Trips and Special Events

Each grade level will take part in a number of field trips and special events during the school year. These are planned to enhance learning across various curriculum areas and are invaluable ways of bringing inquiries to life. As per ADEK guidelines, off site trips for students under 12 years old will be held within the emirate of Abu Dhabi only.

Communication about field trips and special events will include a link to the permission form on Schools Buddy, along with information regarding payment for participation.

It is vital that online payments are made by the deadline stated in communication.

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Gardens Primary A to Z Food and Cafeteria

There are two opportunities to eat each day Monday-Thursday, and one eating break time on Fridays. Food brought from home should contain NO NUTS, be healthy and substantial for a busy school day. We encourage each student to have a lunch box or insulated bag.

PYP students may purchase food from the cafeteria, which is run by Food Nation.

Payment can be with cash or prepaid cards. Menus are shared in the weekly Raha Reminders and more information, including how to purchase prepaid cards, can be found in the Food Nation Parent Pack HERE.

Eco Friendly

We strive to be as eco-friendly as possible. This is a mindset we instill in the children from day one, but the impact will be far more powerful if we have all parents and carers on board too.

You can help your child pack their waste-free lunch by using reusable containers, bags or bottles, or sending in loose foods without plastic wrapping.

Please remember the following: All food in reusable containers Whole fruits without packaging Drinks in reusable containers Reusable ice packs Please do not include: Individually wrapped snacks Plastic bags that are not reusable Disposable forks and spoons Plastic straws

Allergies

If you have a child with an allergy, you will need to disclose this information on your enrollment form.

All information and medications are stored by the school clinic and all teachers are informed of children's medical needs. Staff take allergies very seriously. Children are taught the importance of this in class and are not allowed to share food.

We urge you to choose carefully when selecting food for your child's lunch as some of our children's allergies are life-threatening.

DO NOT SEND ANY FOOD THAT CONTAINS NUTS OR NUT PRODUCTS

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Gardens Primary A to Z Health

Health and wellbeing is incorporated throughout the PYP curriculum, with healthy habits for the mind and body often discussed. Students are encouraged to have a healthy and balanced lifestyle.

If your child is unwell and needs to stay at home, please email their homeroom teacher and absent@ris.ae. Any sick leave notes from a doctor should be sent as soon as they are available.

Our team of nurses operates from Building I. Parents will receive an email or phone call if their child attends the nurse throughout the school day.

Please note the clinic procedures for common health issues: Vomiting: At School or On the Bus: If a child vomits at school or on the way to school on the bus, they must be collected from school immediately and should stay at home for 24 hours. The child will not be able to travel home by the bus.

At Home: If a child vomits at home, parents should keep the child at home for 24 hours.

Head Lice: If your child has live head lice, the clinic will contact you. The clinic will provide information on the necessary steps to treat the lice. We encourage parents to collect their child and follow the advice given by the clinic.

Infections and Contagious Conditions: If your child has any infections or contagious conditions (e.g., hand, foot, and mouth disease or conjunctivitis), please communicate with the clinic. It is important that the clinic receives a medical certificate, so the school can deep clean classrooms and inform other parents of the case (a general letter will be sent, and no children or families will be named).

If there are updates to your child’s health record or treatment plan please email their homeroom teacher, admissions and the school nurse with relevant details. The clinic should always be able to contact a parent, please update contact details when necessary. If a parent is travelling, ensure there is a relative or responsible adult who is contactable in case of emergencies.

Remember to keep the clinic and homeroom teachers well informed regarding allergies and current medical conditions. If your child has an Epipen or inhaler it is essential the clinic and teaching staff know, one should be kept in school in case it is needed. It is always useful to share past health conditions e.g. glue ear or prior cases of asthma so everyone can be aware and vigilant.

Please note that the school’s stance is that if a student is well enough to attend school, they are well enough to participate in PE and swim lessons. Thank you for your cooperation in keeping our school community healthy and safe.

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Gardens Primary A to Z Home Languages

We are proud to have over 80 home languages amongst our student community.

Students and families are strongly encouraged to embrace and celebrate their home languages through classroom learning, socialising and events. We welcome parents to partake in Language Clubs and encourage you to reach out to your child's homeroom teacher to see how you can be part of the classroom environment.

Home Learning

At the beginning of each Unit of Inquiry, the PYP Coordinator will send a selection of suggested home learning tasks that will complement the knowledge, skills and understandings being explored at school. While most of these tasks are optional, we strongly recommend your child engages with them to reinforce and extend their learning. At times, there may be need for students to prepare or complete one off tasks at home with a due date as negotiated with the teacher.

Daily reading at home is vital.

Fostering a love of reading, and the skills to promote this love, is a key way families can assist their children’s learning. All students should read daily at home, from both targeted books assigned by teachers and a range of self-selected literature and informative texts. Families are encouraged to read to their children, including in their home languages.

Arabic A and B Home Learning Weekly spelling words to practise plus suggested home learning tasks published on Toddle.

Lost Property

Please ensure all items brought to school are clearly labelled with your child’s name.

The Parent Team organises lost property on campus and helps reunites students with their lost belongings. Lost items are collected outside the entrance to L Block and in the cafeteria. Periodically, all uncollected items are displayed in a prominent place for a period of time before being donated to a worthy cause.

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Gardens Primary A to Z Reporting

Our reporting schedule consists of invitations to visit school to participate in current learning, interviews and written reports:

When

What

Description

September

Meet the Teaching Teams Evening

An introduction to the PYP for parents plus a chance to meet the teaching team for each grade level.

September

Settling In Meetings

Discussion between the parent and homeroom teacher sharing information about the student.

October/ November

Written Learning Checkpoint 1

Brief statement from teacher about how the student has settled into the new grade.

November

Student Led Conference

Student showcases and reflects upon recent learning with parents.

December

Written Learning Checkpoint 2

A written report summarising students’ Term One progress in the Approaches to Learning Skills and subject attainment.

March

Parent Teacher Interview

A formal discussion between parents and teachers about the students’ social, emotional and academic progress, to complement the interim report card.

March

Written Learning Checkpoint 3

A written report summarising students’ current attainment. Presented in conjunction with the Parent Teacher Interview.

June

Three Way Conference

Discussion between student, parent and teacher about successes from the year’s learning, and what next steps will be.

June

Written Learning Checkpoint 4

A written report summarising students’ Term Three progress in the Approaches to Learning Skills and subject attainment.

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Gardens Primary A to Z Reporting

Written reports include the following grade values and attitudes:

Subject Assessment Scale Grade

Description

Not Yet Evident

Student is unable to access expected learning outcomes and requires continuous adult support

Beginning

With adult support, the student shows some progress towards some expected learning outcomes

Developing

With increasing independence, the student shows progress towards some expected learning outcomes

Meeting

Student is meeting many learning outcomes

Applying

Student is meeting and applying most expected learning outcomes

Exceeding

Student exceeds expected learning outcomes

Excelling

Student is extending well above expected learning outcomes

Attitude to Learning Assessment Scale Attitude

Description

Inconsistent

Student is not consistently motivated or reflective. They work with an inconsistent level of interest, enthusiasm, effort and attitude toward their learning.

Consistent

Student is consistently motivated and reflective. They work with the expected level of interest, enthusiasm, effort and attitude toward their learning.

Exemplary

Student is highly motivated and reflective. They work with a high level of interest, enthusiasm, effort and attitude toward their learning.

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Gardens Primary A to Z Student Support

At Raha, our Student Support Register is comprised of students requiring support in the areas of Special Educational Needs (SEN), English Language Learners (ELL) and Gifted and Talented (GT).

Specialised teachers in the Student Support Team (SST) work across the primary school to support and closely monitor particular students as they work towards specific goals outlined in their individual educational plan which is called a Student Support Passport. At least twice a year these students, their parents and teachers meet to review their goals. If a child receives support from external services such as (but not limited to) occupational therapy, speech therapy, educational psychology, CAMHS, collaboration with school is encouraged.

Depending on the need, students on the SST register may be supported through in class adaptations for learning, in class or pull out interventions, or with ongoing 1:1 adult assistance.

Technology

We recognise the reality of the present world we live in in terms of technology. We teach relevant skills and competencies while encouraging healthy habits and critical evaluation of when and how to use technology both by students and teachers.

As any responsible and forward-thinking educational institution, we carefully manage the balance between teaching our students skills and developing competencies to be ready for the world, while shielding them from unnecessary exposure to meaningless screen time, and encouraging healthy social lives.

This vision will be supported next academic year by the newly appointed Digital and AI Integration Lead whose remit will be to ensure any use of technology and AI is integrated into teaching and learning only to aid our curriculum in an informed way.

Our ongoing approach will be to use technology sporadically, but meaningfully.

Grades One to Four Each grade level has access to a trolley of school-owned iPads, with the equivalent of one class set shared across each cohort of students. These devices remain on campus and are used to support purposeful, teacher-planned learning experiences.

Families are asked to provide a set of iPad-compatible headphones, which should be kept in their child’s school bag. This helps us maintain good hygiene practices by avoiding the sharing of headphones between students.

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Gardens Primary A to Z Grade Five Grade Five is a key transition year into Secondary. As such, students are encouraged to take increasing ownership of their learning and digital organisation. Personal devices allow students to access learning resources, work on longer term projects, collaborate with peers, create and share their work, and develop the digital literacy skills needed for success in the years ahead. That said, many lessons and experiences do not involve devices at all and their use is planned for purposefully and carefully monitored.

Grade Five works within a Bring Your Own Device (BYOD) model. At Gardens Campus, this means Grade Five students bring an Apple iPad and compatible headphones to school each day. A Bluetooth keyboard and stylus are strongly recommended to support learning across the curriculum.

Distance Learning During periods of distance learning, it is assumed that families have devices at home that can be used by students to access live lessons and asynchronous tasks. Where possible, live calls will be timetabled to minimise overlapping times between grade levels without BYOD, although this cannot be guaranteed.

Mobile Phones and Smartwatches - All Primary Grades To minimise distractions, students should not use or display smartwatches (watches with communication, messaging or internet-connected features) or mobile phones during the school day. If you need to reach your child, please contact Primary Reception and we will relay any urgent messages.

Timetable

All homerooms start with registration and Morning Meeting and finish the day with Closing Circle. Specialist lessons (PE, Art, Music and Innovation Hub) are scheduled throughout the week.

Arabic A students attend 5 Arabic lessons (6 for Grades 1-3) and a Social Studies A lesson. Arabic B students attend 4 Arabic lessons and take Social Studies with their homeroom teacher. Islamic A students attend 2 lessons per week (3 in Grades 1-3) and Islamic B students attend 2 lessons per week. There are times when Arabic B and non-Muslim students remain in the homeroom while their peers attend extra lessons as listed above; no new content is introduced in these homeroom sessions and the time is used for revision. For clarification about whether your child is Arabic/Islamic A or B, please see the curriculum section.

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Gardens Primary A to Z Student Support - Special Education Needs At Gardens Campus, we use a three-tiered model to provide the right support at the right time.

This approach ensures that students receive help matched to their needs—whether through inclusive classroom strategies, short-term interventions, or highly personalised plans.

The model is flexible and responsive. Students may move between levels of support as their needs change, and decisions are always made in partnership with families.

While all students benefit from inclusive teaching, only those receiving Level 2 (Targeted) or Level 3 (Intensive) support have a formal learning plan.

Level 1

Students receiving Level 1 support are included through differentiated,

Universal

engaging, and responsive classroom practice. Teachers plan with learner variability in mind from the outset.

Removing barriers to access, engagement and expression

Some students may have an external report (e.g. Educational Psychologist), but no formal plan is required.

✔ Inclusive, strength-based teaching ✔ Flexible grouping and classroom scaffolds ✔ Progress tracked by class teacher

✘ No formal learning plan or scheduled meetings

Level 2

Targeted Unlocking potential by narrowing gaps in skills, knowledge and understanding.

Students receiving Level 2 support participate in additional small-group or oneto-one teaching to address specific learning needs. Interventions supplement— not replace—classroom instruction.

✔ Short-to-medium-term intervention ✔ Guided by internal data or external reports ✔ Regular review and classroom integration Written updates shared every half term Progress discussed during regular Parent–Teacher Conferences Formal Plan: Learning Intervention Plan (LIP)

Gardens Primary A to Z Level 3

Individualised Creating personalised pathways to meet significant or ongoing needs

Students receiving Level 3 support follow highly individualised learning plans.

These may include one-to-one sessions, specialist teaching, or modified curriculum goals. The focus is on long-term progress and wellbeing.

✔ Specialist or one-to-one instruction ✔ Multidisciplinary input ✔ Aspirational, personalised goals

Written updates shared every half term Progress discussed during three formal IEP meetings per year Formal Plan: Individual Education Plan (IEP)

Our Partnership with You At Raha, we believe inclusion is a shared responsibility, not a place or a programme, but a mindset and a commitment. Whether your child is supported through everyday classroom strategies or has a formal learning plan, they are part of a school community that believes deeply in their growth, voice, and potential.

We value open, ongoing communication with families. While we hold scheduled meetings for students with Individual Education Plans (IEPs) or Individual Accommodation Plans (IAPs), any parent or caregiver is welcome to request a meeting at any time to discuss their child’s learning, wellbeing, or support needs.

If you have questions or would like to talk about the support your child receives, please contact their Homeroom Teacher or Inclusion Teacher. We are here to work alongside you, every step of the way.

Gardens Primary A to Z Student Support - English Language Learners At Gardens, we view multilingualism as a strength to be nurtured, not a barrier to overcome. Our English Language learners bring diverse linguistic and cultural perspectives that enrich our school community and align with the IB’s vision of international-mindedness. We provide layered support that focuses on both social and academic language development, ensuring students can access the curriculum and express their understanding confidently. Through inclusive classroom strategies, targeted interventions, and language acquisition plans where needed.

Universal

Targeted

Individualised

Building language for learning through inclusive classroom practice

Developing language through targeted digital intervention

Creating personalised pathways for significant language needs

Students in Band D/E access learning through responsive, language-rich teaching. Teachers are expected to embed academic language from the outset. No formal plan is required.

Students in Band B/C receive targeted support through structured digital tools and teacher-guided strategies. Support supplements, not replaces, classroom learning.

Students in Band A follow individualised plans to support foundational language acquisition. Support includes one-to-one guidance, specialist input, and close home–school collaboration.

✔ Visuals, modelling, structured talk, and ✔ Short-to-medium-term digital ✔ Personalised language goals scaffolds intervention ✔ Medium-term digital intervention ✔ Academic vocabulary integrated into ✔ Pull out/Push in intervention sessions ✔ Pull out/Push in intervention sessions subject lessons ✔ One-to-one support as needed ✔ Language Acquisition Plan Student Support - Gifted, Talented, and High Ability Learners

ME 115 AN –1 26

115 MEA –1 26 N +1 27

ME AN

12 7+

At Gardens, we recognise that some students demonstrate advanced potential in their thinking, problem-solving, or conceptual understanding. Our approach to supporting higher ability learners is built on providing the right level of challenge at the right time. We focus on developing each student’s knowledge, skills, and understanding through differentiated instruction, enrichment opportunities, and personalised pathways. Students may be supported through classroom-based strategies, individual learner profiles, or mentoring, depending on their needs.

Exceptional Ability & Mentoring Extending learning through mentoring and acceleration

Strengths-Based Enrichment Deepening learning through personalised planning

High Potential Responsive Teaching and Differentiation

Inclusion Referrals Quick guide to ensure no child is missed Start with a Conversation Class Teacher discusses concerns with the parents and recommends involving the Inclusion Team.

Class Teacher shares classroom observations and specific examples with parents.

Class Teacher submits referral using Microsoft Forms (on STeP).

1

Review Existing Information 2

Inclusion Teacher acknowledges receiving referral within 48 hours.

Inclusion Teacher checks school data (CAT4, NGRT, reports).

Class Teacher provides recent student work and/or behaviour notes.

Gather More Evidence (if needed) 3

Inclusion Teacher observes student and/or reviews further work.

Inclusion Teacher may conduct formal assessments (e.g., SENT, PROBE, Dyslexia Screener, FlashAcademy.

Inclusion Teacher may seek observational notes from other teachers.

Decide Next Steps 4

Inclusion Teacher and Class Teacher meet to agree on next steps within 2 weeks of referral.

Parents are informed of the outcome by: Class Teacher if the student is not added to the Inclusion Register and next steps are classroom-based adjustments or monitoring.

Inclusion Teacher if the student is added to the Inclusion Register (including Level 1: classroom strategies) or if further intervention or formal assessment is required.

Decision Point – Inclusion Register A student is added to the Inclusion Support Pathway (Inclusion Register) by the Inclusion Teacher if:

!

Data, observations, and assessments confirm specific learning needs.

The student requires ongoing targeted support beyond classroom strategies.

The student requires consistent classroom based accommodations to access and engage with the learning.

This decision is made collaboratively with the Inclusion Teacher, Class Teacher, and Parent input.

Gardens Primary A to Z Uniform

All school uniform, including PE uniform and hoodies, can be purchased at Magrudy’s at Al Forsan Mall or through their online platform.

All uniform pieces must be clearly labelled with black permanent marker or embroidery with the student’s first and last name.

The Parent Team runs and operates the Secondhand Uniform Shop year-round to provide Gardens Campus families with affordable but gently used uniforms.

Details about times and locations are shared in the weekly Raha Reminders newsletter.

Students should wear PE uniform on the two days per week they have PE lessons.

All students are also encouraged to wear PE uniforms on Fridays for ‘Fitness Friday’.

Throughout the year there are themed and casual dress down days. Please help your child select outfits that are appropriate to the culture and climate of the UAE. The primary school uniform consists of a white Raha polo shirt with red trim, grey Raha trousers, grey Raha shorts (boys) or skort (girls). Enclosed black or white shoes (sneakers or similar) and appropriate socks should be worn.

The primary PE uniform consists of a grey Raha polo shirt and grey Raha shorts or trousers. Running/sports shoes should be worn (no cleats).

Students may wear a grey Raha uniform hoodie in cooler weather.

It is advised to keep some spare uniform items in your child’s school bag.

Hair should be neat, of a natural colour and not of a distracting nature to the student or others.

Hair accessories must be white, dark grey or black.

Jewellery should be minimal and plain (no dangling earrings).

Items such as shaylas, belts and hair clips should be plain and compliment the uniform colours (white, dark grey or black) Headwear must be removed inside the buildings, excluding shaylas.

Primary students are not permitted to wear makeup.

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Gardens Primary A to Z Visiting Campus

We love welcoming parents on campus! Please remember to always wear your parent ID badge and follow our campus dress code.

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The Raha GC Parent Team The Raha Parent Team is a dedicated and enthusiastic group of volunteer parents on Gardens Campus who are elected to various roles that help support our mission. The principal mission of the Raha Parent Team is to help build a sense of community, and we do this in a number of ways: Welcoming New Families: One of the most important things that the Parent Team does is welcome new families to the community. Our Welcome Ambassador, Natasha Miguel, is your first point of contact on the Parent Team and a reliable source of information about Raha and the wider community. She also organizes specific Coffee Mornings and visits to culturally important sites in Abu Dhabi to help families settle into their new school and city.

Class Parents & Grade Parents: The Parent Team recruits and co-ordinates Class Parents for each classroom between EY1 and Grade 5 and Grade Parents from Grade 6 to 12. Our Class Parent Coordinators this year are Maha Dahdah Katra and Smriti Vishkawarma.

Our Secondary Grade Parent Coordinator is Michelle Ahmed.

Class Parents and Grade Parents play an important role at Raha, and provide much needed support to both PYP teachers, Secondary Heads of Grades and parents. They are also the first point of contact when the Parent Team needs to communicate messages to the parent community or help organize events.

Volunteers: The Parent Team has an active group of parent volunteers that we can call on when needed. If you are interested in joining the WhatsApp group and helping out periodically on campus, please reach out to our Volunteer Coordinator, Ekta Hinduja, via our email or Instagram. You can also use the QR code on the Parent Team board at the Raptors Nest to send us your contact details.

SHUS: In addition, the Parent Team operates a Secondhand Uniform Shop (SHUS) in an effort to provide Raha families with affordable but gently used uniforms for students from EY to DP. We provide a donation box on campus at the Main Gate for those families that want to drop off uniforms they no longer need. Our SHUS Coordinator, Samar Aboudi, washes and re sells these uniforms and hoodies to the community for AED50 each. Please ensure you bring cash when you visit the SHUS – we do not accept cards or bank transfers. Our shop hours are posted on our Instagram page and on the Parent Team board near the Raptors Nest.

The Raha GC Parent Team Lost Property: There are always a large number of lost items that end up in the Canteen at our Lost Property. Parent Team member, Hala Al Sharif, checks on the Lost Property area weekly to keep it clean and organized. She also organizes a Lost Property Clean Up each term in an effort to declutter the lost property area and help re-unite students with their lost items. You can help by ensuring that all items brought to school (hats, water bottles, hoodies, swim kits, uniforms, etc) are properly labelled with the first and last name of the student.

Events: We organize a number of events to benefit the entire school community including the Holiday Bazaar, Global Village, Movie Night, Activ’ and Creativ’ Events, Coffee Mornings, and International Women’s Day. We also help show our gratitude to the school staff by organizing an event for World Teachers Day and a Staff Appreciation Week. Each year, the Parent Team also raises funds for breast cancer awareness through a Pinktober Charity Sale. For the second annual year, the Parent Team organized The Giving Campaign, which allowed students, staff, and parents to collect and distribute over 100 donation boxes filled with essential items to our maintenance, cleaning, security, and transportation teams.

School Activities: The Parent Team also provides the school with extra resources to support their activities on campus. These include providing parent volunteers for events like the Color Run, Sports Days, selling tickets for all of the musical productions organized by the Arts Department, or donating funds where needed (Graduations, Sports Awards Ceremony, Stem Week).

Contact Us: To get in touch with any member of the Parent Team, or to join our group of Class Parents, Grade Parents or parent volunteers, you can email us at parent.team@ris.ae or DM us on our Instagram page. Often you can find us on campus in our blue Parent Team shirts! We also encourage all parents to read our weekly newsletter by clicking on the Parent Team link in the Raha Reminders.

Important Contacts Main Reception +971 (0)2 556 1567 frontdesk@ris.ae

Database / School Systems Support

For absent reporting: absent@ris.ae

Gladys Reyes Database Administrator dbadmin@ris.ae

School Assistants

Extra-Curricular Program

Sehrab Alkilani Assistant to the Head of Primary PrimaryReception@ris.ae

School Clinic / Nurses clinic@ris.ae

Accounts Department Sharen Baretto Accounts Assistant accounts@ris.ae

Ameena Al Ali Accounts Assistant accountsassistant@ris.ae

Pippa Conway ECP Coordinator ecp@ris.ae

Transportation

Phone: +971 (0)50 665 1780 Email: sde-risg@sts-group.com

Parent Team

parent.team@ris.ae

Withdrawals

Should you be leaving us, please email GCadmissionsadmin@ris.ae