Lower Primary Family Handbook 2025-26

Lower Primary Family Handbook

2025-26 SCHOOL YEAR

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• 21 - Lunchboxes

• 21 - Personal Belongings

• 21 -

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22 - PRIMARY DEPARTMENT CODE OF CONDUCT

• 22 - Our Philosophy

• 23 - Responsibility of Parents

• 23 - Responsibility of Students

• 23 - Responsibility of Saltus Staff 24 - THE PARENT/TEACHER COMMUNICATION PROCESS

• 24 - Identification of a Concern by Parents

• 24 - Setting a Meeting with Faculty

• 25 - Setting a Meeting with an Administrator

• 25 - Effective Lines of Communication

- RESPECTFUL PARENT COMMUNICATIONS

- OTHER

• 30 - Dress Code

• 31 - Lower Primary Uniform

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• 32 - PE Days

• 32 - Grub Days

33 - CLASS ATTENDANCE & ABSENCES

• 33 - Attendance Policy

• 33 - Planned Absences

• 33 - Absence Due to Illness

• 33 - Unexcused Absences

• 34 - Lateness

35 - SCHOOL POLICIES AND RULES

• 35 - Academic Integrity

• 35 - Off-Campus Conduct

• 35 - Harassment

• 35 - Identity-Based Slurs

• 36 - Sexual Harassment

• 36 - Bullying and Cyber-Bullying

• 37 - Reporting Bullying

• 37 - Unsafe Practices and Possessions

38 - DISCIPLINARY RESPONSES TO MAJOR VIOLATIONS OF THE CODE OF CONDUCT

39 - APPEAL PROCESS

• 39 - Student Discipline & Appeal Policy

39 - RESPONSIBLE USE OF TECHNOLOGY

• 40 - Proper and Ethical Use

• 41 - Additional Policies

42 - CELL PHONES AND OTHER MOBILE DEVICES

44 - BUILDING ESSENTIAL SKILLS FOR THE FUTURE

44 - RESOURCES THAT SUPPORT LEARNING

44 - ASSESSMENT THAT ENCOURAGES GROWTH

45 - NURTURING CONFIDENT, CAPABLE LEARNERS

45 - LEARN MORE ABOUT THE BC CURRICULUM

45 - THE SALTUS GROVE: A PLACE TO EXPLORE, DISCOVER, AND CONNECT

47 - SCHEDULE

47 - HOMEWORK

48 - CO-CURRICULAR PROGRAMMES

49 - LEARNING STRATEGIES AND SUPPORT SERVICES AT SALTUS

• 49 - Our Approach: Multi-Tiered System of Support (MTSS)

• 49 - The Role of the Learning Strategist

• 49 - When External Agencies Are Involved

• 50 - Learning Support Communication Workflow

• 51 - Individualized Learning Plans (ILPs)

• 51 - How Parents Can Help?

• 52 - Use of External Learning Support Providers On-Site

54 - STUDENT COUNSELLING SERVICES AT SALTUS

56 - DIRECTORY

57 - PARENT CONNECTION

• 57 - Communication

• 57 - Emails/Telephone calls

• 57 - SaltusLive

• 57 - ClassList

• 58 - Profile Updates

59 - PARENT VOLUNTEERS

60 - GLOSSARY OF TERMINOLOGY

Message from the Head of School

Dear Saltus Families,

Welcome to another exciting year at Saltus Grammar School! Whether you are joining us for the first time or are a returning family, I want to extend my warmest welcome and sincere thanks for choosing Saltus. Your trust means the world to us. We see our relationship with parents as a partnership—one rooted in mutual respect, shared purpose, and the belief that your child’s success is best supported through open, respectful, and timely communication. When school and home are connected, we are better positioned to respond to challenges, celebrate achievements, and support your child’s journey with care and purpose.

This year marks our second as a British Columbia (BC) Offshore School, and we are proud to now offer the full BC Curriculum from Kindergarten through Grade 10. With this milestone, our Grade 10 students begin the BC Graduation Programme—a three-year journey for our senior students that culminates in the Dogwood Diploma, a globally respected credential recognized by top universities and institutions worldwide. The BC Curriculum emphasizes real-world application of learning, personal responsibility, career exploration, and the development of core competencies such as critical thinking, communication, and collaboration.

Our first cohort of BC Curriculum graduates, set to complete their studies in 2027–28, will benefit from enhanced international mobility, strong university recognition, and a student-centred, academically rigorous education. In addition to the BC Graduation Programme, we are pleased to continue offering Advanced Placement (AP) courses for senior students, providing further opportunities for academic challenge and university preparation.

At Saltus, our commitment to academic excellence is matched by our belief in innovative teaching practices, experiential learning, and social-emotional development. The BC Curriculum empowers students to think critically, communicate effectively, and engage thoughtfully with the world around them, skills that are foundational for successful future-ready learners.

This Family Handbook outlines everything you need to know about daily life at Saltus, including school policies, procedures, communication expectations, and key dates. We encourage you to read it carefully and refer to it throughout the year.

To further support parent engagement, together with the Saltus Association, we are delighted to continue offering ClassList, an online parent-to-parent platform that allows parents to connect with each other, stay informed about school events, and build community. This has been a very successful initiative, strengthening our partnership with parents in meaningful ways.

We also warmly invite you to participate in school life, whether through the Saltus Association, by volunteering at events, attending parent speaker events, or joining us for celebrations throughout the year. Your involvement contributes positively to the student experience and reinforces the values we model together.

At the heart of Saltus is a caring and connected community. Our core values: Belonging, Respect, Integrity, Courage, and Empathy, guide everything we do. They shape teaching and learning, our relationships, and our vibrant school culture. We are proud to be a place where students are known, valued, and challenged to become the best version of themselves.

I look forward to a year of joyful, meaningful learning for your child(ren), shared milestones, and deepened partnership with you. With the support of our dedicated and caring staff, we will continue to create the conditions for every Saltus student to thrive, academically, socially, and emotionally.

Warmly,

Julie Rousseau Head of School, Saltus Grammar School

Director of Primary Message

Dear Parents and Guardians,

I would like to take this opportunity to welcome you to the Saltus Primary Department. We provide a safe, inclusive, and nurturing environment that is built on positive relationships. Our goal is to develop the whole child – emotionally, socially, and academically. We believe that our students are capable, unique individuals. We strive to co-facilitate their development into independent learners who are critical thinkers, and problem solvers of the 21st century. We believe that children should be risk-takers who are able to reason, explain and discuss their thinking.

At Saltus, we believe that together, with our parents, we form a team of support for each of our students. Therefore, we look forward to continuing the partnership with you so that we can provide your child with the best education possible.

Our dedicated teachers are lifelong learners, engaged in research of best practices to ensure the success of our students. We are committed to the well-being and happiness of all children, and I feel privileged to work with such a great team.

The Family Handbook is designed to provide you with information about the learning environment at Saltus. If there is anything else you need to know, please do not hesitate to contact your child’s teacher or the office for

I look forward to welcoming your child(ren), as well as working in a successful partnership with you over the

School Community

OUR VISION

Inspiring students to lead us to a more just, fair and sustainable world.

OUR MISSION

To inspire a passion for learning and independent thinking through a commitment to academic excellence, personal integrity and service to others.

OUR VALUES

A school’s unique culture is expressed through values that guide the actions, interactions, and communication of our community including students, staff, and parents. Our values provide shared and consistent expectations for all while also uniting our school. At Saltus, we seek to teach and model our shared values throughout the school community creating a caring learning environment, building character, and promoting positive relationships.

BELONGING

We create a welcoming community where everyone feels included, valued, and connected.

RESPECT

We treat ourselves, others, and the environment with dignity and kindness.

INTEGRITY

We are honest, responsible, and do what we know is right.

COURAGE

We do not let fear prevent us from exploring new opportunities or facing difficult situations.

EMPATHY

We seek to understand how someone else feels and see things from their point of view.

THE KEY – STRATEGIC PLAN

Prepare to meet the World

Saltus believes that students are the key to a better future. Our Strategic Plan – The Key – which was released in 2018 comprises four pillars that support the Saltus strategy:

Community – Be the first choice for top faculty and all deserving students. Programme – Empower teaching excellence and learning innovation. Image – Establish an international reputation for teaching excellence and learning innovation. Stability – Build strength and sustainability for future years.

We are committed to providing an exceptional educational journey that seeks to unblock each student’s unique potential, guiding them confidently toward their dreams, wherever they may lead.

We are adaptable, innovative, and responsive in our approach to teaching and learning. We strive for our students to be impassioned in their learning and equipped with the future-ready skills to be successful in life beyond our doors.

Portrait of a Graduate

At Saltus, we are dedicated to guiding our students through an enriching learning journey from the early years through to graduation. Reaching beyond the knowledge and future-ready skills they will acquire, we empower our graduates to develop a love for learning, intellectual curiosity, and the academic and social confidence required to chart their bright future. With these mindsets as their foundation, a Saltus graduate is equipped with the competencies to become:

A GLOBAL CITIZEN who embraces the diversity of culture, language, and values within their local and wider community and whose curiosity empowers them to make a positive impact.

A SKILLFUL COMMUNICATOR who is empathetic listens actively, speaks purposefully, and creates meaningful connections.

PERSISTENT in the face of adversity, showing strength and perseverance in order to achieve their goals.

An ADAPTABLE AND FLEXIBLE LEARNER who thinks creatively, seeks and considers multiple viewpoints, and is equipped to approach complex problems confidently.

A CRITICAL THINKER whose intellectual curiosity prepares them to navigate a fast-paced, everchanging world.

Board of Trustees

Michael E. Leverock

Ian Cook

Kevin Dallas ‘96

Alexander Green ‘96

Amy Jagoda

Liam Moloney

Sacha Simmons

Colm Singleton

Chair, Chair Risk Assessment Committee, Finance Committee, DEI Committee

Chair Building Committee, Risk Assessment Committee

Advancement Committee Chair, Risk Assessment Committee

Member at Large

Saltus Association President, Ex-Officio

Finance Chair, Risk Assessment Committee

Building Committee

Advancement Committee

Leadership Team

The Leadership Team supports the academic and business operations of the school. This team is led by the Head of School – Julie Rousseau, who in turn reports to the Board of Trustees.

Head of School Julie Rousseau 6222 Julie.Rousseau@saltus.bm

Deputy Head Nadia Robinson 6291 Nadia.Robinson@saltus.bm

Director of Advancement Katie Kostiuk 6264 Katie.Kostiuk@saltus.bm

Director of Enrolment Management Amanda Skinner 6269 Amanda.Skinner@saltus.bm

Director of Finance and Operations Paull Davis 6224 Paull.Davis@saltus.bm

Director of Facilities & Maintenance Lionel Cann 6252 Lionel.Cann@saltus.bm

Director of Communications & Marketing Darcy Hausselman 6242 Darcy.Hausselman@saltus.bm

Director of Primary Jeanne Bean 6324 Jeanne.Bean@saltus.bm

Assistant Director of Lower Primary Elizabeth Dowdell 6301 Elizabeth.Dowdell@saltus.bm

Director of Secondary Gary Godkin 6246 Gary.Godkin@saltus.bm

Assistant Director of Secondary (Middle Grades) Shayne Scott 6232 Shayne.Scott@saltus.bm

Assistant Director of Secondary (Senior Grades) Lorne Nannini 6279 Lorne.Nannini@saltus.bm

Director of Technology & Innovation Allwyn Bryner 6171 Allwyn.Bryner@saltus.bm

Director of Curriculum Jesse Sheppard 6294 Jesse.Sheppard@saltus.bm

History

Saltus Grammar School was founded in 1888 thanks to a generous gift from Samuel Saltus who bequeathed the funds for the building of a boys’ school in Bermuda. The school thrived for decades and evolved to include Cavendish Hall in 1972, a second campus devoted to young learners. Many facility enhancements were added over the years, including science labs, learning commons/libraries, music and art facilities, and a 25-metre swimming pool.

In 1966, post-desegregation in Bermuda, Saltus widened its mandate for diversity and became one of the first multi-racial private schools in Bermuda. In the 1990s Saltus became fully co-educational. The result has been that students enjoy a diverse, real-world learning environment that elevates all.

The history of Saltus is as fascinating as the history of Bermuda itself. To learn more, click here for the full story.

House System

In 1931, when Henry C. Cox was Head of School he instituted the ‘House System’ using the names of Trustees who had a long association with the school. To this day, Saltus students are still divided into these four Houses: Butterfield (green), Darrell (blue), Watlington (yellow), and Saltus (red). Siblings are placed in the same House and if a parent is an Alumni of Saltus their children will be placed according to the parent’s House. The students will earn points for their House and represent their house in various school events meant to enrich the school community through friendly competition.

The Saltus Alumni Network: Connecting Past, Present, and Future

Saltus alumni represent an important connection between our school’s proud history and the future success of our students. From the moment students join Saltus, they become part of a lifelong community that spans generations and extends across the globe. Alumni regularly engage with the school by sharing their experiences, offering career insights, and inspiring current students through guest lectures, mentorship opportunities, and networking events. This connection helps students envision the many possibilities that a Saltus education can unlock, both during their time at school and beyond.

We greatly value the role our alumni play in supporting and promoting Saltus. They serve as ambassadors in their communities, advocates for the school, and mentors for future generations of Saltus graduates. We are committed to keeping our alumni engaged and involved through regular communications, reunions, volunteer opportunities, and special events. Their ongoing participation strengthens the Saltus community and ensures that our students benefit from a network that is both deeply rooted in tradition and focused on future possibilities.

Campus Descriptions

Our Lower Primary (Junior Kindergarten, Kindergarten and Grade 1) is located at our Devonshire campus. There are three main buildings that are all connected to the Hall. Junior Kindergarten has its own separate wing with two outdoor playgrounds overlooking the farmlands of Devonshire. The Kindergarten and Grade 1 classrooms overlook the main field and playground which is a beautiful open space for the students’ PE, recess, and lunch times.

On our St. John’s Road campus, the Upper Primary (Grades 2-5) is located on the Western side while the Middle grades (Grades 6-8) and Senior grades (Grade 9 - SGY2) are located on the Eastern side. At the heart of the campus is the beautiful Woodlands Administration Building, which dates back to the 1800s.

The Upper Primary campus has classrooms surrounding an open courtyard with a large Gymnasium/ Hall, Library, well-equipped Music Room, and Art Studio. The Middle and Senior campus boasts a state-of-the-art Design Technology Department, a Music Audio Visual Suite with cutting-edge technologies and software, a Black-box Theatre, a large Gymnasium with Fitness Centre, and six fully equipped Science labs. Both departments share the use of the 25-metre pool along with the large two-acre field.

School Calendar Academic Year 2025-26

Please note that the dates provided below are subject to change. Please consult the events calendar at www.saltus.bm for updated information as needed.

FALL TERM 2025

Monday, 1st September

Tuesday, 2nd September

Wednesday, 3rd September

Monday, 20th – Friday, 24th October

Monday, 27th October

Tuesday, 28th October

Tuesday, 11th November

Wednesday, 17th December

Thursday, 18th December – Monday, 5th January

WINTER TERM 2026

Monday, 5th January

Tuesday, 6th January

Monday, 9th – Friday, 13th February

Monday, 16th February

Friday, 20th March

Monday, 23rd March – Friday, 3rd April

SPRING TERM 2026

Monday, 6th April

Tuesday, 7th April

Friday, 24th April

Thursday, 21st May

Friday, 22nd May

Thursday, 4th June

Monday, 15th June

Wednesday, 24th June

Labour Day (School closed)

New Student Induction

Classes Begin

Half-Term Break

Professional Learning Day (No students)

Classes Resume

Remembrance Day (School closed)

End of Term (Early dismissal)

Winter Break

Professional Learning Day (No students)

Classes Resume

Half-Term Break

Classes Resume

End of Term (Early dismissal)

Spring Break

Professional Learning Day (No students)

Classes Resume

AG Show (School closed provisionally)

Professional Learning Day (No students)

Bermuda Day (School closed)

Graduation

National Heroes Day (School closed)

End of Term (Early dismissal)

Tuition at Saltus

Each year, the administration and the Board’s Finance Committee establish the tuition and fees for the upcoming school year. As a non-profit independent school with charitable status, all tuition fees are dedicated to covering all of the school’s operating expenses, including facilities upkeep and improvements, salaries, and general operating expenses. Tuition covers 87% of the operating expenses of the school. The school relies on other revenue sources, including fundraising, to make up the difference.

Annual Tuition for 2025/26 is $27,075.

An administrative fee is applicable to accounts registered for the 2, 3, and 10 payment plan options. Our families can select one of the following payment plans:

One (1) Payment Plan

Two (2) Payment Plan

Three (3) Payment Plan

Ten (10) Payment Plan

$27,075 Payment is due in full on 1st August.

$27,515

$27,825

$27,975

Two (2) payments of $13,757.50 due on 1st August and 1st February

Three (3) payments of $9,275 due on 1st August, 1st December, and 1st April.

Ten (10) payments of $2,797.50 due on the 1st day of each month commencing on 1st August through 1st May.

Paying Tuition On-time: Parents are responsible to ensure payment deadlines are met.

• Accounts in arrears will be charged a monthly 1% finance charge and those that are 90 days overdue may lead to the suspension of student accounts.

• No student with an overdue fee balance will be permitted to go on school trips abroad without the permission of the Head of School.

• Any fees unpaid may result in the withholding of report cards and transcripts at the discretion of the school.

Changing Your Payment Plan: Please contact the finance office by 5th June prior to the academic year to make any changes to your payment plan. We are not able to change payment plans after the 5th June.

How to Pay Tuition: Payments can be made by credit card, cheque, transfer or standing order. Please contact the Finance or Admissions office for local account or international wire information. Credit card payments can be made on our Tuition & Fees Portal

Accessing Your Statement: The Finance Billing Portal is the Primary Source to access student balances. Statements will continue to be sent every month; however, these will serve as a secondary reminder. Non-receipt or late review of statements will not justify non-payment of outstanding balances or reversal of late fees. We strongly encourage parents to register online to avoid late fees.

The Finance Billing Portal is an online platform that provides real-time access to your student account. You can view transaction history and obtain up-to-date balances. This will remove the reliance on statements which may end up in junk mail. If you have not yet signed up, please create your account here. You can also view this short video tutorial

Student billing is processed monthly, and a link to your statement is sent to you each month via email. For security purposes, this link is available for ONLY 14 days. When you receive the email you should print or save your statement. If the 14-day access window expires, you can log in to the Finance Billing Portal. If you have any questions please contact the Finance Office at financestaff@saltus.bm

Financial Assistance: For details, please contact the Director of Enrolment Management or refer to our Financial Assistance tab for comprehensive information. The due date for the Financial Aid applications through FAST is the end of January, before the academic year you are applying to. However, we are happy to work with you throughout the year so don’t hesitate to call.

Re-enrolment: Every year in February, families are asked to complete a Re-enrolment Form to confirm their plans for September. According to the terms of the agreement within our Enrolment Contract: Withdrawal

Once the Student has entered into the school, we agree to give one full term’s advance notice in writing in order to withdraw the Student from the School. We understand that we must therefore give the following written notice to withdraw the Student and to relieve us of financial responsibility for the next term’s fees:

• By the end of March for students not returning in September.

• By the end of August for students not returning in January.

• By the end of December for students not returning in April. If the written notice is not given, the next term will be payable irrespective of whether the Student remains enrolled in the school. We agree that the absence, academic failure, or withdrawal of the Student during the academic year shall not excuse, alter, abate or nullify the obligations for tuition and other charges or fees throughout the academic year.

Yearbook

Our student yearbook committee produces an annual yearbook – The Martlet. This publication is available for purchase and is added to student school accounts. All Saltus students that are enrolled by Friday, 29th November will be included.

Power What Matters Most: Join Our Generous Community of Supporters

At Saltus, we are fortunate to have a generous community of parents, alumni, and friends who share in our commitment to providing an exceptional and accessible education. Their generosity powers the experiences that set Saltus apart—while helping to keep fees as competitive as possible for all families.

Like most independent schools around the world, Saltus relies on annual fundraising to bridge the gap between tuition revenue and the true cost of delivering a world-class education. This model allows us to keep tuition costs down while also raising essential funds for Financial Assistance, making a Saltus education possible for students from a wide range of backgrounds.

Now, families can choose where their gift will make the greatest impact through one of our four targeted Impact Funds:

• Financial Assistance Fund – Providing life-changing opportunities for students from diverse financial backgrounds.

• Head’s Discretionary Fund – Enabling our Head of School to respond quickly and strategically to the school’s most urgent needs.

• Program Innovations Fund – Fueling creativity and innovation in our classrooms and learning programs.

• Campus Improvements and Learning Environments Fund – Enhancing the facilities and spaces where our students learn, collaborate, and grow.

We invite every Saltus family to join this tradition of generosity. Your participation—at any level— helps power the Saltus experience for today’s students and for generations to come.

Scan to Give.

You can also click on the link below to make your gift.

https://giving.saltus.bm/forms/annualgiving

If you have any questions about giving, please contact the Advancement Office at (441) 292-6177 or advancement@saltus.bm

Health and Safety

Emergency Procedures

In line with the Bermuda Government requirements, we carry out regular drills including Evacuations, Secure Drills, and Hold (shelter in place) Drills at Saltus. During an Evacuation, our students leave the buildings and follow the organised process of lining up at a safe distance on the field. In the event of a true emergency situation where students are required to evacuate the building, students will proceed to their designated holding area where student attendance will be taken. Supervision will be in place until the emergency situation is resolved.

Conversely, during a Secure Drill, the campus is locked down and our students stay inside classrooms. During a Hold Drill (shelter in place), students are kept in classrooms with business as usual. Staff and faculty training is conducted for these scenarios and our teachers are well-equipped to inform and reassure students as needed.

A school Lock Down occurs in the event of imminent danger (e.g., violent intruder). In such circumstances, the school’s Emergency Response protocols are triggered and authorities are informed of the situation. When a Lock Down is initiated, staff and students remain quiet and out of sight in a secured location until they are informed that the Lock Down is over. Lock Down drills are part of our Emergency protocols to ensure preparation in the event that an actual Lock Down is required.

Weather-Related School Closing Information

In the event of severe weather, closure notices will be posted on www.saltus.bm and there will be an announcement made through the local media outlets and on our social media to inform families of any need to close the school. If school is in session when the school closure is initiated, parents will be contacted via email and students will need to be collected as quickly as possible.

Local Field Trips

We have formal school guidelines and parental permission requirements for all local trips. Risk assessments are conducted for all field trips and supervisors are assigned for all trips. The school’s student Code of Conduct applies to all off campus school-related events. Faculty take all reasonable safety precautions to provide the highest standards of safety for our students.

Permission Slips

All permission slips for field trips during the school year will be issued and completed through SaltusLive. Upon logging into your SaltusLive profile, there will be a yellow banner notice alerting you that there are forms to complete.

Medication

All students requiring medication at school must submit a Medication Waiver completed by their parent/legal guardian (form available on SaltusLive). Any medication requiring refrigeration will be kept in a school refrigerator and administered by the teacher or first aid attendant. Children should never keep medicine of any kind in their lunch boxes. Please note that it is school policy to administer medicine to students only if the exact dosage and time to be taken are clearly written by parents/ guardians. This includes rescue inhalers for children with asthma. Some medicines are forgotten at pick-up time so please pour the necessary dosage into a separate bottle or container. Please also be aware that the school does not provide sunscreen. If you wish your child to wear sunscreen, please apply it before he/she comes to school.

Saltus Community Ethics

Religion

Saltus is non-denominational. Saltus offers students the opportunity for reflection, learning and/or dialogue on spiritual and ethical matters. While assemblies and holiday celebrations may sometimes reflect the Christian tradition of the school, we respect the religious diversity of our student body and endeavour to be inclusive in our recognition of events.

Inclusion Statement

Saltus is committed to establishing a safe and inclusive, equitable, and welcoming environment in which all members of the community are respected and valued and can contribute to and participate in the life of the school. We value intellectual curiosity and difference and believe that growth and learning can only come from interaction among people with different experiences and worldviews. We respect and value individuals whose differences include but are not limited to, race, ethnicity, national origin, gender expression, gender identity, religion, sexual orientation, or any other aspect of their identity.

Safeguarding: Saltus’ employees’ legal obligation for Mandatory Reporting

Our Staff and Faculty are mandated by law to report any suspected child abuse to the Department of Child and Family Services. If there is any suspicion of abuse, Family Services will be contacted immediately, and they will proceed with the case according to their procedures.

Disclosure of Student Records

The school regards the privacy of all individuals as an important requirement. Our full privacy policy is outlined on our website at www.saltus.bm. If you have any complaint relating to the school’s use of personal information please contact our designated Privacy Officer, Darcy Hausselman at privacy@saltus.bm so that we may be given the opportunity to resolve the issue.

Useful Telephone Extensions

School Drop-Off

We welcome our students from 8:00 am when full supervision is in place to ensure a safe and secure start to the day. As soon as our students arrive, they are engaged in numerous activities. School dropoff for Kindergarten and Grade 1 is between 8:00 – 8:20 am. Junior Kindergarten students may be dropped off between 8:00 – 8:30 am

For their safety, your child will exit the vehicle on the same side as their drop-off. For Junior Kindergarten and siblings, this is the rear seat on the driver’s side of the vehicle. For Kindergarten and Grade 1, this is the rear seat on the passenger’s side of the vehicle. Students should not be exiting the vehicle by themselves, nor should they be exiting into potential traffic. This is for their safety.

We also ask that you do not stop or park on the zebra crossing, unless directed by a staff member to do so.

Kindergarten and Grade 1 students that arrive between 8:20 – 8:30 am may be dropped off through the Field Gates on the Porch side. Should you arrive after 8:30 am and the Field Gate is closed, please continue along Christ Church Lane to the Delivery Gate. Use the intercom to contact the office and once the gate opens, drive up the hill, park and come to the office to sign in your child.

Junior Kindergarten: Parents should enter Christ Church Lane from the eastern entrance. Please keep to your left and remember that Christ Church Lane is a two-way road. Drive in through the Field Gate from Christ Church Lane and stay on the right. Students are dropped off at the Porch. Do not park, continue driving and exit onto Watlington Road.

Kindergarten: Parents should enter Christ Church Lane from the eastern entrance. Please keep to your left (as it is a two-way road) until the lay-by and then continue straight ahead to the Christ Church Lane steps. After dropping your child off, continue along Christ Church Lane to Middle Road.

Grade 1: Parents should enter Christ Church Lane from the eastern entrance. Please keep to your left as Christ Church Lane is a two-way road. Students are dropped off on the Field so you will drive in through the Field Gate from Christ Church Lane and stay left. Do not park, continue driving and exit onto Watlington Road. In inclement weather, you will drive in through the Field and stay right to drop your child off on the Porch with the Junior Kindergarten children, where they will be monitored by the duty teachers.

Sibling Drop-Off

All Siblings will be dropped off at the Porch.

School Pick-Up

Lower Primary pick-up is conducted in stages to aid traffic flow. Please adhere to the assigned times for pick-up as noted below. All students will be called by duty teachers and then placed in your car as you drive through. Your child’s named car sign is provided on the first day of school and we request that the car sign be clearly displayed on the windshield for the entire school year, as this helps to speed up the pick-up process. If you need an additional sign for two household families or for another person who regularly collects your child, please email your child’s teacher and an additional sign will be provided.

Pick-up Procedures

Junior Kindergarten: Pick-up is between 2:45 and 3:00 pm from the Porch. Parents should enter Christ Church Lane from the eastern entrance and keep to your left, please do not block any driveways along the lane. You will drive through the Field Gate from Christ Church Lane and stay on the right-hand side.

Kindergarten: Pick-up is between 2:45 and 3:00 pm from the Christ Church Lane Steps. Parents should enter Christ Church Lane from the eastern entrance and keep to your left, please do not block any driveways along the lane. After the lay-by, continue straight to collect your child from the Steps.

Grade 1: Pick-up is between 2:55 and 3:10 pm from the Field. Parents should enter Christ Church Lane from the eastern entrance and keep to your left, please do not block any driveways along the lane. You will drive through the Field Gate from Christ Church Lane and stay on the left-hand side.

Sibling Pick Up

All Siblings will be collected starting at 3:00 pm from the Porch.

Changes in Pick-up Arrangements

If there are any changes to the arrangements for your child’s journey home, please inform the teacher and Mrs. Queary at 236-3215 before 2:30 pm. If you are late, please contact the office as soon as possible. Late pick-up will be from the office.

After-School and Holiday Care

Our After-School & Camps Program Manager, Kallie Marcus, is responsible for our After-School Program. After-School hours: 3:00 – 5:30 pm. For full details and registration please go to our website for After-School Program.

Saltus also offers Holiday Camps for our Lower Primary Students during the school breaks and summer holidays, providing a safe and fun camp option for them. During these camps, there are many different and exciting activities and outings. For more information, please contact Kallie Marcus: email kallie.marcus@saltus.bm, cell 535-8956 or refer to our Saltus Camps webpage on www.saltus.bm

Assemblies

Assemblies are held weekly in Lower Primary as a chance to celebrate our community and share learning and investigations across year groups. We also enjoy welcoming older students and members from our community onto campus to inspire our students and share their knowledge and expertise.

Visiting the School

When visiting the Lower Primary Department between 8:30 am and 4:00 pm, you will enter and exit through the gate at the top of the stairs located on Christ Church Lane. Please park on Christ Church Lane and press the intercom button on your right at the top of the stairs. The office will acknowledge you and release the gate. Once at the reception office, all visitors (including parents/guardians) are asked to sign in and visitors will return to the office to sign out when leaving the campus. For attendance purposes, parents are asked to inform the receptionist if they are taking their child(ren) off campus before the end of regular school hours.

Classroom Guests/Speakers: Classroom guests and/or speakers will have completed a guest speaker sign-in form and will report to the main reception to sign in and out.

Parent/Guardian attendance at School Related Events: Parents and/or visitors attending a scheduled school event during or after school hours, are not required to sign in.

Student Leadership

At Saltus, we provide students with opportunities at every level to step out of their comfort zones and take on leadership roles. From being a ‘line leader’ in Junior Kindergarten, a Music Prefect in Grade 5, to a Senior Prefect in Secondary School, every student has the chance to shine and learn what it means to be a true leader. Leadership at Saltus is about inspiring others through collaboration and creative problem-solving from day one.

Developing leadership skills in young children looks like creating opportunities for decision-making, teamwork, communication and problem-solving. Initiative is also encouraged. Through group activities, role play, classroom jobs, problem solving challenges, storytelling and discussions, our students develop these important skills to prepare them for the next steps in leadership at the Upper Primary.

Recess and Lunch

Students are encouraged to bring healthy options for lunch and recess to school each day. At Lower Primary precautions can be in place for students with food allergies and will be communicated with parents directly.

Lunch boxes

Each student brings his/her own packed lunchbox (no backpack, lunchboxes only). A cloth napkin/ placemat is needed for the children to set out their food on the table. We request that healthy choices such as fresh fruit or raw vegetables be eaten at recess time. It is suggested that recess be packed in a separate container. There will be no junk food or sodas allowed. Please limit cakes, cookies, etc. and send in ‘trash-free’ lunch boxes.

Personal Belongings

Please ensure that all belongings (including plastic containers, napkins, water bottles, lunch boxes, etc.) are clearly labelled. This also includes all uniform pieces, in particular hats and sweaters. If your child has lost any items, there are ‘lost and found’ locations in each Department. The school is not responsible for replacing lost or damaged student belongings.

Birthdays

Birthdays will be recognized during assemblies and the students will receive a card. We have a Birthday Book Program where you can donate a book to our library in your child’s name. Information explaining the Birthday Book Program will be shared at the start of the school year.

In keeping with the Healthy School Initiative, we kindly ask that you do not send in any food, cupcakes, party bags, special treats, etc. on your child’s birthday or any other special occasions. In an effort to minimize disappointment, we also ask that you please distribute birthday invitations to parents outside of school.

School Supplies

Lower Primary students are provided with the general school supplies they will need in the classroom. These include pencils, pens, erasers, exercise books, sharpeners, crayons, rulers, etc. Tablets for classroom use will also be provided. Please do not send school bags/backpacks as storage is limited. Personal toys are not allowed at school.

Each student is required to have the additional supplies (by year group):

Junior Kindergarten

• Red pouch*

• Drawstring bag with a change of uniform (to stay at school)

• Hat (to stay at school)

• Towel or small blanket (if a child has rest time), clearly named

• Bicycle helmet (to stay at school)

• Raincoat and rainboots (to stay at school)

Kindergarten and Grade 1

• Red pouch*

• Hat (to stay at school)

• Indoor/slip-on shoes to be worn in the classroom (no laces) (to stay at school)

• Raincoat (to stay at school)

* Please note that those items marked above may be purchased at the Saltus Shop

**If your child attends SASP, they will need an additional hat that will remain at school.

Primary Department Code of Conduct

Our Philosophy

At Saltus, we believe in fostering a community built on mutual respect and genuine concern for the emotions, possessions, and personal rights of everyone. Our philosophy emphasizes the importance of honouring individual differences and supporting the development of each person’s potential within a caring school environment.

We live by our core values of belonging, respect, integrity, courage, and empathy. A positive school culture is achieved when all community members uphold these values and conduct themselves responsibly, as outlined in

our student code of conduct. Respect for one another is crucial for achieving our collective goals, ensuring the safety and continuation of our community, and maintaining an environment where learning and trust thrive.

One of the most effective ways to encourage good behaviour and strong academic achievement is through positive reinforcement. We actively encourage students to develop self-discipline and self-regulation to maintain a positive learning atmosphere. Our goal is to help young people understand what it means to be responsible citizens. This includes recognizing that one’s choices and actions can impact others negatively.

We will work with students to support their understanding of, and adherence to, our expectations. At the same time, we recognize that adolescents, like adults, may make mistakes. Therefore, we have established a system of progressive discipline to guide and support students in their growth.

Responsibility of Parents

A strong partnership between the school and parents/guardians serves as an essential foundation in supporting our students. Parents are expected to review the Code of Conduct with their child(ren) to ensure that they understand the expectations. Parents are important role models for their children and as such are expected to address concerns and issues in a respectful and productive manner with Saltus Faculty and Staff as well as with other parents, students and stakeholders.

Open dialogue and communication between the home and the school are actively encouraged as it serves to strengthen partnerships. If concerns arise, we ask that parents address issues following clear lines of communication.

Responsibility of Students

It is the responsibility of students to understand and follow the expectations outlined in our Code of Conduct regarding school rules, regulations

and guidelines. Students will contribute to a supportive, respectful and inclusive learning environment and will maintain positive relationships with their peers, faculty, and staff.

Our Code of Conduct emphasizes positive behaviours, and this extends to all possessions, personal rights and areas within our school. The buildings and property of the school should be respected and valued.

Responsibility of Saltus Staff

Saltus Staff will provide a safe, respectful and inclusive learning environment which supports the whole child. At the core of a caring learning environment lies a studentcentred program that supports the needs of students and enriches their full development as learners. Faculty and staff will communicate expectations in a productive manner with students and parents. Staff will seek to promote reflection, responsibility and behaviour for learning. Central to our approach to discipline is the belief in maintaining student dignity. Staff will endeavour to support the whole child, providing them with opportunities for reflection, ongoing growth and a sense of responsibility. When it becomes necessary to apply progressive discipline, staff will demonstrate consistency and fairness.

The Parent/Teacher Communication Process

Identification of a Concern by a Teacher/ Staff Member

When a teacher identifies a concern, contact will be made with a parent as soon as possible, ideally within 24 hours.

Some examples of concerns include:

• Irregular attendance – chronic lateness and/ or unexcused absences

• Consistent academic difficulty

• Consistent non-completion of homework

• Noticeable drop in academic standing

• Serious academic or behavioural difficulty

• Violation of the Code of Conduct

Faculty and staff may communicate via email, phone call, or by requesting a face-to-face meeting.

Identification of a Concern by Parents

When a parent communicates a concern to a teacher, a response will be made as soon as possible, ideally within 24 hours during a school week, or upon return from a weekend or holiday. If a face-to-face meeting is desired, please request one in advance.

Setting a Meeting with Faculty

Appointments should be scheduled ahead of time with your child’s teacher and/or faculty member. We encourage parents to send an email to the relevant staff member to set up a mutually convenient time for the meeting. Please provide context for the meeting (e.g., concern regarding my child’s learning, checkin on child’s progress, concern on social interaction at recess). This allows the teacher to be informed and prepared to provide

the necessary assistance and information. Parents who arrive without an appointment will be asked to schedule one unless it is an emergency requiring an Administrator’s attention.

Setting a Meeting with an Administrator

We encourage parents to follow the lines of communication when addressing issues. Meetings with Administrators need to be scheduled ahead of time. When requesting a meeting, parents should provide context related to their concern in advance. This allows the Administrator to gather the necessary information and ensure a productive and focused discussion.

Effective

Lines of Communication:

Steps for Parents to Address Concerns

At Saltus, we strive to resolve issues collaboratively and productively. We ask that parents follow these steps to address concerns:

Step 1: Communicate with the Teacher/Staff Member

For classroom-related concerns, parents should first discuss the issue with their child’s teacher. Most issues can be resolved at this stage without involving the Director of Primary

or Assistant Director of Lower Primary. Our teachers are dedicated to the success of all students and seek to find solutions and strategies to address concerns raised by parents.

Step 2: Communicate with the Director or Assistant Director

If the issue remains unresolved after Step 1, parents may inform the Director of Primary or Assistant Director of Lower Primary. The Director will verify if the preceding steps have been followed before addressing the matter. They will collaborate with all parties to resolve issues, as we are partners in your child’s education.

Step 3: Communicate with the Deputy Head of School

If the issue is still unresolved after Steps 1 and 2, parents may inform the Deputy Head of School. Appointments can be made through Patra Phillips, the Senior Executive Assistant to the Head of School, at patra.phillips@saltus.bm.

Step 4: Communicate with the Head of School

If the issue is still unresolved after Step 3, parents may inform the Head of School. Appointments can be made through Patra Phillips, the Senior Executive Assistant to the Head of School, at patra.phillips@saltus.bm.

Respectful Parent Communications

Effective communication is essential for positive partnerships and your child’s success. At Saltus, we expect parents and guardians to communicate in a manner that aligns with our values of respect, integrity, and empathy. Harassing or disrespectful comments directed at any member of the Saltus community, whether in person or in writing, will not be tolerated. Such behaviour is unacceptable and will require an in-person meeting with the Head of School to resolve the issue.

While email is timely, it can be easily misinterpreted. Some matters are best communicated in person. We are happy to schedule a personal meeting to discuss your concerns and remind you that issues related to your child’s academic performance should first be addressed with their teacher.

• Parent-Teacher conferences

• Curriculum information evenings

• Meetings by request

• Parent Coffee Mornings

• The Week Ahead newsletter

Standards, Expectations, and Consequences

Students and staff have a right to work and study in an atmosphere that is free of any form of harassment or intimidation and we all share a responsibility for ensuring that such an environment always exists. Central to our philosophy is the expectation that students will respect the school environment and each other.

Other Means of Communication Progressive Discipline

Students are at various stages of learning acceptable behaviour, and positive practices may not always effectively address inappropriate behaviours. At Saltus, each individual is responsible for their own actions and behaviour and is expected to be a good citizen. Discipline is a formative process of development, not just a tool for times of misbehaviour. It is achieved when the school community clearly understands the rules and guidelines within which they learn and feels comfortable with the structures in place.

Responsibility for Monitoring and Upholding Discipline

The following staff members are responsible for monitoring and upholding school rules, the Code of Conduct, and imposing disciplinary actions:

• Assistant of Lower Primary

• Director of Primary

• Deputy Head of School

• Head of School

These individuals, along with their designates, consult with students, staff, parents, and others as deemed appropriate.

Progressive Discipline Approach

At Saltus, we believe young children are constantly learning how to interact with the world around them. Behaviour is seen as an opportunity for growth, learning, and support. We take a progressive discipline approach that is age-appropriate, fair, and responsive to each child’s developmental stage.

This approach involves a continuum of strategies, ranging from gentle reminders to more structured support, designed to help children build self-regulation, empathy, and responsibility over time.

In cases where more serious behaviours occur, decisions around consequences (such as suspension) are made thoughtfully by the Head of School and Deputy Head of School, taking into account the child’s age, intent, understanding, and any mitigating circumstances.

Every situation is addressed individually, with the understanding that fairness does not always mean treating each case exactly the same. Each child is unique, and we strive to respond in a way that supports their learning and well-being.

Possible Interventions and Supports

Our progressive discipline process may include one or more of the following:

• Reviewing behavioural expectations in a developmentally appropriate way

• Verbal reminders and redirection

• Communication with parents/guardians

• Limiting specific privileges temporarily (e.g., playground equipment, special activities)

• Creating a simple behaviour support plan

• Offering opportunities to reflect, repair relationships, and make amends

• Involving our counselling team for additional support

• Taking brief breaks from the classroom environment, if needed

• In rare and serious cases, short-term at-home suspensions may be considered

In all circumstances, the school will endeavour to gather facts and information regarding the student’s behaviour or issue. Students will be treated with fairness and as individuals, considering the unique aspects and circumstances of each situation within the overall framework of consequences and consistency of expectations, as outlined in the Code of Conduct.

Our Commitment

In every case, we work to:

• Understand what happened and why

• Support the child in learning from their behaviour

• Communicate clearly and respectfully with families

• Maintain consistency with our Code of Conduct while being sensitive to individual needs

We deeply value the partnership between home and school. Together, we can help our young learners develop the social and emotional skills they need to thrive.

Acknowledgement

Students and parents are expected to review this Code of Conduct policy and acknowledge in writing that they are aware of, and accept, its content, through the school form on SaltusLive.

Our Shared Expectations: A Safe and Respectful Start to Learning

At Saltus, we believe that the early years are a time to build strong foundations, not only in learning but in kindness, respect, and responsibility. Our youngest learners are growing socially and emotionally every day, and we are here to guide them gently and positively.

To support this growth, we have clear and caring expectations for all our students. These expectations help children feel safe, respected, and ready to learn, both on and off campus. We know that learning how to follow these expectations is a process, and we are committed to working closely with families every step of the way.

What We Encourage in Our Young Learners

At Saltus, we support and encourage children to:

• Understand and follow simple classroom and school expectations that help create a safe and positive environment.

• Treat others with kindness, empathy, and respect, even during disagreements.

• Celebrate differences by practicing inclusion, active listening, and care for all.

• Take care of themselves, others, and their surroundings, including school materials and shared spaces.

• Ask for help and speak up if something feels confusing, unsafe, or uncomfortable.

• Come to school ready to learn, with curiosity, honesty, and pride in their appearance and behaviour.

These values help create a joyful, respectful, and secure learning environment where every child can thrive.

When Behaviour Needs Support

Children in the early years are still learning how to express themselves, solve problems, and navigate social interactions. Sometimes, this means they make mistakes. At Saltus, we see these moments as chances to guide children, model positive choices, and support their growth.

Behaviours we work together to address include:

• Not following classroom routines or expectations

• Speaking unkindly or using inappropriate language

• Using technology in ways that aren’t safe or respectful

• Wearing a uniform incorrectly or frequently forgetting needed items

• Having difficulty completing tasks or transitioning smoothly

• Teasing, excluding, or being unkind to others

• Being dishonest or disrespectful

• Actions that disrupt the learning environment

• Unsafe or rough behaviour during play or physical activities

• Inappropriate use of social media (for older primary students where applicable)

• Careless treatment of school property or spaces

We understand that these behaviours may arise as part of normal development. Our role is to guide children consistently, and in partnership with families, always focusing on helping them learn new skills and understanding the impact of their choices.

A

Safe and Caring Environment for All Saltus is deeply committed to maintaining a school environment where every child feels safe, included, and valued. We do not tolerate:

• Bullying or cyber-bullying

• Exclusion or marginalization

• Threatening or intimidating behaviour

• Any form of physical or verbal aggression

• Discrimination of any kind, including based on race, gender, religion, ability, or background

• Retaliation against anyone who shares a concern or asks for help

• Emotional, physical, or verbal abuse

We work proactively to prevent these behaviours and respond with care and professionalism when concerns arise. Our goal is always to protect the well-being of every child and foster a school culture grounded in kindness, inclusion, and respect.

Discipline

Guidance

Depending on the severity of the incident, the following steps serve to provide guidance for progressive discipline. A reminder that all incidents are not the same.

• Step 1: Polite Warning

The teacher will speak to the student about their behaviour and will offer suggestions for improvement. This will be considered a polite warning.

• Step 2: Contact with home (email/phone call) The class teacher will speak to the student again and the class teacher will make contact with home, documenting the conversation.

• Step 3: Meeting with Assistant Director/ Director

If the behaviour continues unabated, the student will be required to meet with the Assistant Director/Director and attend (one or more) reflection sessions. This is at the discretion of the Assistant Director/Director based on circumstances (including frequency and mitigating factors).

• Step 4: Parent Meeting

Parents will be asked to participate in a meeting with the Assistant Director/Director, the student, and other appropriate parties to discuss a plan of improvement.

This may include regular conversational checkins which may be with the Assistant Director/ Director and/or the School Counsellor.

• Step 5: Escalation of Consequences

Repeated violations after the meeting referenced above will result in an escalation of disciplinary responses which may include a behaviour contract, probation, suspension, and expulsion.

Lower Primary Dress Code & Uniform

The following outlines expectations regarding dress code and uniform. Exceptions can be made at the discretion of the Head of School with respect to the needs of the individual. Such accommodations may be related to cultural or religious needs, body type needs, medical requirements and/or disability.

The Saltus School Shop is located on Woodlands Road and supplies all uniform pieces as well as other specialty items. The shop will be open Mondays, Wednesdays, and Fridays by appointment only. Our Saltus Shop is also available online for your convenience and items will be delivered directly to your child’s classroom.

The School supports many charities and events which usually result in one or two ‘Grub Days’ a half term where students may dress in their casual clothes.

Dress Code:

• Students should wear their uniforms in a respectful manner

• Shirts should be tucked in, including to and from school

• Pants/trousers should be worn correctly and should be school appropriate (combat, drawstring, or cargo style are not acceptable)

• Skorts/skirts should be A-line and not have pleats/pockets or buttons

• The Saltus ¼ zip sweatshirt may be worn

• Students are permitted to wear a wristwatch

• Students are permitted to wear 2 small plain studs max per earlobe or small hoops

• Necklaces or bracelets are not permitted, with the exception of Medic-Alert necklaces or bracelets

• Hair should be neatly groomed. Longer hair will be required to be tied back for practical subjects for safety reasons

• Natural hair colouring is acceptable

• Hats are to be worn on the field

• Aprons will be provided for Art

• School shoes should be black or brown polishable shoes (not sneakers)

• Sneakers are to be worn with PE uniforms only, or on a Grub Day

Students are expected to dress neatly and in the correct uniform. Students/Parents will be reminded if they are not in the correct attire.

Lower Primary Uniform

Lower Primary Uniform

Shirt

Trousers/Shorts/Skort

Socks

Shoes

Belt (if needed)

Hair ties/ bands

Sweater

Saltus white or navy polo shirt

Khaki shorts, long khaki trousers, khaki ‘A’ line flat front skort

* see preceding notes.

Knee length khaki or white socks with shorts or skorts

Short white or khaki socks with long trousers

* white tights may be worn under skort.

Black / brown polishable (sneakers can be worn for Junior Kindergarten only)

Black / brown

Solid red / white / navy blue / black / brown

Navy blue Saltus sweater or vest or cardigan

LOWER PRIMARY UNIFORM

Kindergarten and Grade One: PE Uniform

Navy Saltus P.E. shorts or skort

Saltus T-Shirt in House colour

Proper athletic shoes (non-marking soles and no high tops) with plain white ankle socks

Saltus Tracksuit (used on cold days, inter-school and community events)

PE UNIFORM

PE Days

Students have PE on Mondays and Wednesdays. Junior Kindergarten students wear their regular school uniform and sneakers on PE days. Students in Kindergarten and Grade 1 come to school dressed in their PE uniforms. On cold days, students may wear the red Saltus tracksuit over top of their PE uniform. No other tracksuits are permitted.

Grub Days

Grub Days at Saltus allow students to dress casually and participate in themed events, such as House colours, fundraisers, or other special themes. These days support various charities and events, usually occurring once or twice per half term.

Clothing must adhere to health or safety requirements, including requirements arising from participation in specialized programs and events such as PE or playing on the field (no Crocs or flip flops).

Class Attendance & Absences

Attendance Policy

Consistent student attendance is crucial for academic success, fostering a sense of responsibility, and ensuring continuous learning. Regular attendance helps students stay engaged with the curriculum, build strong relationships with peers and teachers, and develop essential life skills. By attending school consistently, students are better prepared for future educational opportunities.

If a student needs to leave campus for an appointment, parents should email the Class Teacher and Administrative Assistant.

Planned Absences

We urge families to consider the impact of absences carefully. A student’s absence can affect not only their learning but also that of their peers due to shared presentations, assignments, co-curricular commitments, and leadership responsibilities. Consistent attendance is crucial for your child’s progress.

Excused absences include student illness (with a medical note for absences longer than three days), bereavement, religious holidays, family emergencies, exceptional circumstances, and representing their nation in a sporting competition.

Parents/guardians must request permission from the Assistant Director for student absences. Permission is typically granted for religious observations, memorial services, family weddings, participation in sporting events, or medical appointments.

Please notify the school in advance of any planned absences and avoid scheduling appointments, travel, or extended holidays during school time. In case of sudden absence requests, the Assistant Director will respond promptly.

For non-school-sponsored activities requiring multiple days off, parents/guardians must consult the Assistant Director. The Assistant Director will discuss the absence with the family, and work may be provided based on the individual circumstance. However, teachers will not provide work for absences due to family vacations outside of school holidays. We appreciate your support in ensuring your child’s regular attendance and academic success.

Absence Due to Illness

Please do not send students to school unwell. Thank you for your understanding. Our priority is always the health and safety of the Saltus Community.

We follow the Bermuda Government’s School Infection Control Guidelines.

Unexcused Absences

It is the parent’s responsibility to report any absence to the school via the relevant Administrative Assistant. Any unreported absence will be considered unexcused.

Extended (more than three (3) days) absences due to illness will require a doctor’s note, or other appropriate medical documentation

is provided. These absences will not count towards the total number of absences, but excessive absences of this nature may lead to a required medical leave.

Absences due to a school-sponsored event will be sanctioned and will not count towards the total number of absences.

Lateness

Students are expected to be on campus and in class on time in the morning. Class for Kindergarten and Grade 1 starts at 8:25 am, and Junior Kindergarten starts at 8:35 am. If you know that your child(ren) will be late, please call or email the relevant Administrative Assistant and classroom teacher, so that they can be excused. Children will be marked late at 8:40 am.

Continued, or a pattern of habitual tardiness will lead to a parent meeting.

School Policies and Rules

It is very rare for a Primary Student to be engaged in any of the below, however, should a student contravene any of these school policies and rules, a parent meeting will be called immediately.

These Policies and Rules apply to the entire school community.

Academic Integrity

The principle of academic integrity is the cornerstone of a school environment. Unless assignments are specified as collaborative endeavours, assignments are to be completed by the individual students. Academic dishonesty is unacceptable at Saltus.

Expectations regarding academic integrity shall be communicated to students by staff throughout the Primary Department (including how to acknowledge others’ work or ideas) and reinforced regularly with our students.

Off-Campus Conduct

School rules, regulations, and guidelines apply to all students whenever they are on school property or participating in school-sponsored activities. We encourage all community members to uphold our school values and the Student Code of Conduct in their private lives as well. While conduct outside of school and school-sponsored activities is primarily the responsibility of students and their parents, we generally do not monitor or regulate private behaviour unless it is reported to us as unsafe or disruptive to members of the school community. This policy also applies to students’ responsible use of technology while off-campus.

Harassment

Harassment against any individual whether or not based on a protected ground (whether actual or perceived) such as sex, sexual orientation, gender identity or expression, race, colour, religion, national origin, ethnicity,

family status, political opinion or disability will not be tolerated. Harassment in this context is defined as any unwelcome conduct that has the purpose or effect of violating a person’s dignity and creating a hostile environment such that the conduct interferes with, limits, or denies an individual’s educational access or opportunities. A single incident can amount to harassment. Harassment can also include treating someone less favourably because they have submitted or refused to submit to such behaviour in the past. Harassment may be related based on actual or perceived membership in a protected class. Harassment and/or discriminatory behaviour can result from conduct that is verbal (e.g., innuendos, threats, ethnic slurs, derogatory jokes, pejorative epithets, propositions or gestures), non-verbal (e.g., obscene gestures), written (including online communications), visual (e.g., graphic posters and drawings) or physical (e.g., unwanted touching, assault) that is severe or pervasive and objectively offensive.

Identity-Based Slurs

The school will not tolerate the use of identitybased slurs nor identity-based terms used as a pejorative by anyone in our school community whether on school property, on school-related trips off school property, at any schoolsponsored activities or social functions. The use of identity-based slurs (including but not limited to insults historically and currently related to ability, ethnicity, religion, gender identity and expression, race, sexual orientation or any other protected ground) or identity-based terms used as a pejorative are offensive and harmful to specific individuals and erode the welfare of

the Saltus community In these instances, the detrimental impact of the identity-based slur on the community member(s) will take precedence over the intent of the alleged harasser(s).

Reports of incidents involving identity-based slurs or terms used as a pejorative may be made to any student, faculty member, or school administrator, who must inform the appropriate Assistant Director. Any community member with knowledge that a student has been the target of an identity-based slur or term used as a pejorative is encouraged to immediately report the act to that student’s Assistant Director or Director. Reports (including online harassment) will be investigated by the Assistant Director or Director and may lead to interviews with the reporting and responding students, as well as any witnesses to the incident(s), and include the evaluation of any information that may be relevant to the case. The school will endeavour to safeguard the identity of persons reporting incidents and will address any and all retaliatory behaviour targeting persons who have reported the behaviour.

In addition to appropriate disciplinary responses, the Assistant Director or Director may require the responding student to participate in educational training, engage in a restorative process or meet with the School Counsellor, and/or any other appropriate measures aimed at repairing fractures created by the responding student’s choiceswords and/or actions.

Sexual Harassment

The school will not tolerate sexual harassment of students by anyone, whether on school property, on school-related trips, off school property, at school-sponsored social functions, online or elsewhere. In a school setting, sexual harassment is conduct that 1) is sexual in nature; 2) is unwelcome; and 3) has the purpose or effect of creating an intimidating, hostile or offensive environment.

Examples of Sexual Harassment:

Verbal:

• sexual innuendos

• suggestive comments

• jokes of a sexual nature

• sexual propositions

• threats or extortion

Non-verbal:

• sexually suggestive objects

• pictures, or messages sent via email, text, or social media

• graphic commentaries

• suggestive or insulting sounds obscene gestures

• unwanted physical contact

Bullying and Cyber-Bullying

Bullying is classified as unwanted behaviour that involves a real or perceived power imbalance. The behaviour is repeated and may be offensive, intimidating, malicious or insulting behaviour which can make a person feel vulnerable, upset, humiliated, undermined or threatened. Below are various forms of bullying that can occur in person or online.

It is our intention through the teaching of the Second Steps program that students have a clear understanding of what constitutes bullying and harassment.

Examples of bullying may include:

Verbal Bullying (in person or online):

• Teasing

• Name calling

• Inappropriate sexual comments

• Taunting

• Threatening to cause harm

Social Bullying (in person or online):

• Cancel, ostracizing and/or intentionally shun someone

• Spreading rumours about someone

• Embarrassing someone in public for the purpose of humiliating them

• Sharing images/videos/comments online for the purpose of intimidation and/or embarrassment

Physical Bullying:

• Making mean or rude hand gestures

• Hitting/kicking/pinching

• Spitting on someone

• Tripping/pushing/pinching

• Taking or breaking someone’s possessions

• Making mean or rude hand gestures.

Reporting Bullying

The school recognizes the importance of maintaining open lines of communication to prevent and address bullying. Students and parents are encouraged to report bullying as soon as possible and to utilise support systems offered by Saltus. Students who are victims of bullying and/or have witnessed bullying behaviour are encouraged to seek out the immediate assistance of a trusted adult. This can include a parent, a classroom teacher, Assistant Director, and Director. Staff is committed to preventing, recognizing, investigating, and addressing bullying issues in as timely a manner as possible. Progressive and age-appropriate discipline will be used to address bullying behaviours.

The person reporting the bullying has the option to request anonymity.

Violence

Students are expected to resolve issues in a productive non-violent manner. If a student experiences any type of unwanted behaviour, they are encouraged to seek the assistance of trusted adults to address differences and seek an acceptable resolution with peers. The use of physical force (such as shoving,

pushing, slapping, punching, kicking, fighting) is unacceptable behaviour that may result in consequences including but not limited to:

• removal of privileges

• participation in restorative meetings

• in-school suspension

• out-of-school suspension

• expulsion/dismissal

Unsafe Practices and Possessions

Unsafe practices and possession of items that might compromise the safety of others are not allowed and may be grounds for probation, suspension, and/or expulsion. Because the school values the health and well-being of everyone, we do not allow students to place themselves or others at risk by their actions or their possessions. The following are examples of guidelines concerning personal and community safety:

Fires: A student may not light a flame or create a fire on the campus without specific permission from a faculty member. Lighting a flame or intentionally setting fire in any building or tampering with smoke detectors or other fire safety equipment may result in consequences including probation, suspension, and/or expulsion.

Weapons: Use or possession of ammunition or any offensive weapon presents a danger and such items are prohibited. Any violation of this policy would be a major violation of the school’s Code of Conduct and will result in disciplinary action up to and including expulsion.

Reckless endangerment: Students may not engage in dangerous pranks or other activities that pose threats to the personal safety of themselves or others. This includes bringing to school replicas of weapons.

Disciplinary Responses to Major Violations of the Code of Conduct

If it has been determined that a major school rule violation has occurred, the Assistant Director, in consultation with the Director and the Deputy Head of School, will determine the appropriate consequence.

In all cases, prompt communication with the student’s parent/guardian will be established to discuss the major violation incident. A meeting with parents and the student will be established to discuss the incident, the impact of the incident and the consequence of the behaviour. Written documentation will be sent to the student’s parent(s) or guardian(s) notifying them of the offence and any action taken in response. Based on the severity of the violation the following disciplinary sanctions may be implemented:

1. No Action/Internal Action:

For minor offences, a student may be assigned internal consequences such as a meeting with the Assistant Director and or Director, community service, a lunchtime reflection period, restrictions of privileges, etc. The Assistant Director and or Director will document the offence and the action taken.

2. Official Letter of Warning:

A letter of warning will be written by the Assistant Director and or Director outlining the facts of the case and indicating censure of the behaviour in question and directive to avoid any other violations. The letter will be kept in the student file. If later, another school violation is noted, the letter and incident will be considered while determining the appropriate response. A letter of warning may be used in concert with Community Restoration.

3. Community Restoration:

Community Restoration can last two weeks or longer depending on the severity of the

violation and the discretion of the Assistant Director and or Director. During this time the student is expected to reflect and fully commit to meeting the standards of the school.

The student’s behaviour and progress will be assessed by the Assistant Director and or Director at the midpoint of the restoration period. As part of this review, the Assistant Director and/or Director will collect statements from the student’s current teachers and classroom teacher.

The Assistant Director and/or Director will meet with the student to review progress in meeting the expectations of Community Restoration. The information collected for the midpoint review will be part of the overall assessment of the student at the final review. Prior to the final review, the advisor and Assistant Director will gather information from teachers relating to the student’s progress.

During the final review, the student will be expected to: reflect upon the behaviour that had resulted in being placed on Community Restoration, demonstrate their progress with reflection, learning, and rebuilding trust, and present reasons for the Assistant Director and or Director to permit the student to be relieved of disciplinary action.

After consideration of the reports and conversations with the student and advisor, the Assistant Director and or Director will decide either: that the student passes the review or that the review should be extended.

4. Probation:

Probation is the school’s strongest disciplinary response short of suspension or expulsion. Any additional violation of a major school rule while on general probation is likely to result

in that student’s suspension or expulsion. When a student is placed on probation, it will usually be for the length of a school term and a behaviour contract will be in place. During this time the Assistant Director and or Director will work with the student, parents, and School Counsellor (where appropriate) to come up with a plan of support. This will take the form of a contract with clear expectations and goals for the student to achieve during their time on probation. At the end of the probationary period, the Assistant Director will work with the Director to determine whether the probation period will be removed or needs to remain in place.

5. Suspension:

In rare instances, a student may be removed from classes or from campus for either an in-school suspension or an out-ofschool suspension. A suspension may be required when the behaviour was deemed to be egregious or violent, other previous interventions have failed, or the student has violated warning or probation status.

Appeal Process

Student Discipline & Appeal Policy:

6. Dismissal/Expulsion:

In rare instances, the Director and Assistant Director may recommend to the Head of School that a student be expelled. In such circumstances, the Head of School will review:

a. the facts related to the incident

b. the student’s conduct and conduct history

c. the school support and interventions offered to the student

d. the steps taken for fair procedural process

The Head of School will meet with the student and parents/guardians providing them with an opportunity to:

• hear the facts regarding the major Code of Conduct violation

• advocate for their child to voice any concerns

Following a parent meeting, the Head of School will take the necessary time to gather any additional information needed to decide the consequences issued. The Head of School will inform parents of the decision in written form. Consequences for major violations of the code of conduct may include out-of-school suspension or expulsion.

Saltus Grammar School is committed to maintaining a positive and respectful learning environment. Our Student Discipline and Appeal policy is designed to ensure fairness and clarity. Each disciplinary case is considered individually, with a focus on the context and perspectives of those involved. In instances of serious breaches, parents/guardians can appeal discipline decisions through the Head of School, with further recourse to the Board Chair’s Review Committee if necessary. For more detailed information, please refer to the Student Discipline and Appeal Review Policies

Responsible Use of Technology

Technology is used regularly in all classrooms at Saltus Grammar School. While the Primary classrooms have Aquosboards, Chromebooks, and tablets, Secondary students have personal devices. The following points address awareness for every student in the school from Junior Kindergarten through to the Saltus Graduate Years.

Proper and Ethical Use

Using technology resources responsibly and with respect for others are the key tenets of the Saltus Grammar School Responsible Use Policy. Students should use Saltus technology and their personal technology, following the same guidelines used with other school resources. These guidelines include protecting your personal safety and that of others, respecting school and classroom rules, honouring the rights of others, and abiding by all rules regarding the use of technology.

Students in Grade 6 through Grade 10 participate in our One-To-One Device Program and are required to purchase a tablet or laptop through the school. Students in SGY1/SGY2 have the option to join the One-To-One Device Program, lease a laptop from the school or sign up for the BYOD (Bring Your Own Device) option. Each student is responsible for ensuring that this essential learning tool is always available and in good working order. The tablet or laptop’s purpose is for educational rather than recreational use.

A Saltus student is expected to exemplify the principles of the Code of Conduct at all times, including when using technology. Students are expected to abide by the Technology Use Guidelines, which govern the use of technology, and to commit to the Responsible Use Agreement on SaltusLive.

Our Responsible Use of Technology agreement will be shared with all students and families at the start of each school year from Junior Kindergarten - SGY2. Parents will be required to confirm their acknowledgement of this agreement via digital form. Students will be required to review and acknowledge digitally from Grade 6 through to SGY2.

Responsible Use of Technology Agreement

As a digital citizen, I will use devices (computers, tablets, phones, etc.), the internet, and information technology tools responsibly to gather knowledge, learn collaboratively, and share my understanding online. I promise to be a good digital citizen by following these expectations:

• I will read, discuss, and sign this agreement together with my parents.

• I will use technology for school work, and with the permission of a supervising adult.

• I understand that the school may monitor the technology I use and what I do online, but that ultimately, I am the one responsible for my behaviour with technology.

• I will follow rules set by my teachers, and will not allow technology to distract me from my learning or the learning of my peers; for example, by playing games, listening to loud music, or using social networks that are not related to my school work.

• I will ask an adult when I am unsure about how or when I may use technology.

• I will return all school-owned technology to its proper storage place after use each day and inform the teacher upon return.

• If I bring a mobile/smartphone to school, it will be turned off and kept in my locker during school hours. If I need to use my mobile/smartphone during school hours, I will ask the permission of my teacher.

• I will not use technology to be mean, rude, or unkind to other people, and will be respectful and thoughtful when sharing my own work, commenting on the work of others, and communicating with others online.

• I will respect copyright laws, and will not use technology to access inappropriate, offensive, or illegal material.

• I will keep my passwords private and will respect the privacy of others’ passwords.

• If I see or read anything on a computer/ device that makes me feel uncomfortable or that I know is not acceptable at school, I will close the device, not respond to comments or show others, and tell an adult in the Saltus community right away.

• I will not share personal identifying information (such as full name, address, email addresses, or phone numbers) online, and I will not take or share photos or videos of others without their permission.

• I will not attempt to harm, damage, or bypass the school’s technology systems.

• I will look after my device and any school

device by keeping it in a case and keeping food and liquid away from it; always closing the lid before carrying it and being careful not to drop it, and telling an adult right away if there is any damage.

• I will not use another student’s device.

• If I am allowed to bring my own device, I will bring it fully charged and/or with a charger.

• I am responsible for taking care of my device and for any damage that occurs at school.

• I am responsible for taking care of any borrowed school device and for any damage that occurs to the device at school or not (provided the device is allowed off school property)

• I understand that my behaviour using technology at school and out of school may have consequences as outlined in the Student Code of Conduct.

Additional Policies

It must also be noted that, in addition to the guidelines above, individual departments may create and implement additional (ageappropriate) policies for technology use. These may include time of day restrictions (i.e., no tech recess or lunch), location restrictions (e.g., no devices in bathrooms), and device restrictions (e.g., no cell phones throughout the teaching day).

Being a Good Digital Citizen at Lower Primary

When I use technology like tablets, computers, or the internet, I will be safe, kind, and responsible.

I promise to:

• Use devices with permission from a teacher or adult

• Use technology for learning and not to play games or watch videos that are not for school.

• Ask for help if I am not sure what to do.

• Be kind and respectful when I am using technology—no mean words or sharing things that might hurt others.

• Take care of devices by using them gently and putting them away properly.

• Keep my passwords private and never use someone else’s device without asking.

• Tell an adult right away if I see something that makes me feel upset, worried, or confused.

• Keep personal information private, like my full name, address, or phone number.

• Use my own device properly and follow school rules about when and how I can use it.

I understand that I need to be a good digital citizen at school and at home.

Cell Phones and Other Mobile Devices

Students at Lower Primary are not permitted cell phones or other mobile devices.

Older students are permitted to have cellular phones and personal entertainment devices on campus, but they must be powered off and stowed during the school day (8:00 am to 3:30 pm). Students may not use these devices during class unless directed by a teacher to use them for instructional purposes. Kindles or other eBook readers, including iPads with eBook apps are permitted; however, the school is not responsible for damage or loss. These devices must be operated in stand-alone mode and cannot be connected to the school’s Wi-Fi network. All parent communication to the school during the academic day must come through the school Reception.

Empowering Young Learners Through the BC Curriculum at Saltus (Primary Years)

At Saltus, we strive to elevate student voices and nurture their passions while upholding high academic standards across every stage of their learning journey. The British Columbia (BC) Curriculum provides a robust framework that enables our students to flourish as independent thinkers and compassionate global citizens.

Through BC’s rigorous, competency-based approach, Saltus students engage in rich learning experiences that deepen their understanding of the world around them. They explore phenomena, concepts, and ideas through interdisciplinary study and a variety of mediums, both in the classroom and beyond our walls. Community partnerships further enrich this learning, offering authentic contexts and opportunities to consider diverse perspectives.

Building Essential Skills for the Future

The BC Curriculum helps children develop important skills beyond remembering facts. From the earliest years, students learn to share ideas, solve problems, and work collaboratively with their classmates. They are encouraged to explore their own thinking, try new strategies, and build confidence in their abilities.

At Saltus, we believe that learning should feel purposeful and joyful. By engaging in hands-on activities and real-world experiences, our students learn to adapt, ask questions, and persevere when faced with challenges. These early experiences set the stage for success not only at Saltus but in all the years ahead.

To bring the BC Curriculum to life in our Primary classrooms, we use a variety of high-quality resources that support skill development across subjects:

• Raz Plus for building strong reading and comprehension skills

• Nelson Science and Social Studies to inspire curiosity about the natural world and communities

• MathUP and IXL Math to deepen understanding of numeracy and problem-solving

• IXL English Language Arts to strengthen language and writing skills

• IXL Science for exploring scientific ideas in engaging ways

• Heggerty (Junior Kindergarten to Grade 1) to build strong phonemic awareness

• UFLI Foundations (Kindergarten to Grade 3) to support early reading success

• Spelling Connections (Grades 3 to 5) to help students develop confidence and accuracy in spelling

These tools ensure that every child receives a well-rounded, engaging learning experience tailored to their developmental needs.

Resources that Support Learning Assessment that Encourages Growth

At Saltus, assessment is an important part of understanding how each child is learning and growing. Teachers gather information from many different sources: observations, conversations, daily work, and traditional assessments like quizzes and tests. This triangulation of data helps us see the whole picture of each student’s progress.

Assessments are always rooted in clear expectations and are designed to celebrate achievements while identifying areas where additional support may be needed. By combining traditional and handson approaches, we ensure that students can show their learning in many ways.

In alignment with the BC Reporting Order, we provide three comprehensive reports each year—in December, March, and June—so families have clear, up-to-date information about their child’s

progress. In addition to these reports, parents are invited to participate in conferences and studentled conferences to discuss goals, celebrate successes, and plan next steps together.

Regular communication and partnership with families are central to our approach. We value the opportunity to collaborate with parents in supporting every child’s unique learning journey.

Nurturing

Confident, Capable Learners

At Saltus, we know that the early years are the foundation for a lifetime of learning. Our Primary School Program, guided by the BC Curriculum and supported by thoughtful resources, empowers children to build curiosity, resilience, and confidence.

By fostering a safe, inclusive environment where each child feels valued and inspired, we help every learner grow into a thoughtful, engaged, and compassionate member of their community.

Learn More About the BC Curriculum

To explore further details about British Columbia’s Curriculum and assessment practices, visit British Columbia’s Curriculum and Assessment.

At Saltus, we are proud to offer an educational experience that supports our youngest learners as they embark on their journey to become confident, capable, and caring leaders of tomorrow.

The Saltus Grove: A Place to Explore, Discover, and Connect

The Saltus Grove is a beautiful, nearly one-acre open space located near our Cavendish Campus, thoughtfully designed to inspire wonder and exploration in every learner. This vibrant natural setting provides countless opportunities for students to engage in hands-on, experiential learning that connects seamlessly to the BC Curriculum and reflects the principles of Reggio Emilia. Whether observing seasonal changes in nature, investigating scientific concepts, collaborating on creative projects, or reflecting quietly under the trees, children are encouraged to follow their curiosities and make meaningful connections to the world around them. The Saltus Grove nurtures a deep sense of belonging, stewardship, and respect for the environment, while supporting the development of critical thinking, problem-solving, and collaboration in authentic, open-air contexts.

Schedule

Our subject specialists work across all departments of Saltus. This contributes to our robust academic program and includes subjects such as PE, Music, Art and Spanish, providing more options for our students. Parents will be provided with their child’s schedule, to show the ten-day rotation. It will also be posted on SaltusLive, on their child’s Bulletin Board page so they will know their child’s daily schedule. Schedules are subject to change on occasion.

Homework

In Lower Primary we set homework that is intentional and may be differentiated by class and student. It may be sight word practice, reinforcing a concept taught, games and activities based on the curriculum objectives, a question to ponder, or research to conduct at home depending on your child’s learning needs at any given time.

Reading homework is expected to be done every night. Guidelines for reading are 10 minutes each night for Kindergarten and Grade 1.

If you have questions about your child’s progress, as always please contact your child’s teacher.

Co-Curricular Programs

In addition to the core program, Saltus offers numerous clubs and activities to enhance their experience in many valuable ways throughout their Saltus journey. At Lower Primary, clubs are offered in Term 1 and Term 2 for Kindergarten and Grade One students.

Co-curricular activities are designed to help students find their passion and complement their learning journey. Whether based on athletics, service learning, or the range of clubs offered at Saltus; each student has the opportunity to explore options that encourage their creativity and dedication.

We also may have co-curricular programs offered by other providers. While these programs are run separately from Saltus, they are located on our campus. Generally, registration information will be in The Week Ahead

Service Learning

In keeping with our Mission Statement, we consider community service an important part of our program. We hold various events throughout the year to support local and international charities. Over the years we have supported many charities such as: Keep Bermuda Beautiful (KBB), Meals on Wheels, Red Cross, St. John Ambulance, the SPCA and many more.

Learning Strategies and Support Services at Saltus

Our Commitment to Student Success

Every Child Learns Differently — And We’re Here to Help

At Saltus, we know that each student has a unique learning style. Some students may need extra time, different strategies, or targeted support to help them thrive. That’s why we offer Learning Strategies and Support Services to help every child succeed — academically, socially, and emotionally.

Our Approach: Multi-Tiered System of Support (MTSS)

We use a school-wide approach called MTSS (Multi-Tiered System of Supports) to make sure every student gets what they need. Here’s how it works:

• Tier 1: All students get strong classroom teaching with built-in supports for different learning styles.

• Tier 2: Some students with emerging needs may require small group instruction or short-term support.

• Tier 3: A few students with significant or ongoing challenges may need more personalized and intensive support on an ongoing basis.

We work together — teachers, parents, Learning Strategists, and students — to make sure the right supports are in place at the right time.

The Role of the Learning Strategist

Our Learning Strategists serve as key members of the Learning Support Team across Primary, Middle, and Senior Schools. They:

• Develop and implement Individualized Learning Plans (ILPs)

• Deliver small group and 1:1 instruction in or outside of classrooms

• Support teachers with differentiation and accommodations

• Coordinate testing accommodations and monitor student progress

• Liaise with internal teams and external agencies as appropriate

• Participate in MTSS and case review meetings

When

External

Agencies Are Involved

At times, Saltus may recommend or collaborate with external professionals when a student’s needs exceed the scope of school-based support. This may include:

• Psychoeducational assessments to diagnose learning disabilities or attention challenges

• Speech and Language Therapists for communication-related concerns

• Occupational Therapists for sensory or motor planning needs

• Educational Psychologists or Mental Health Professionals for emotional, behavioural, or executive functioning challenges

Engagement with these services is typically coordinated in partnership with families and may inform or update ILPs. All external documentation is handled confidentially and shared with consent.

Learning Support Communication Workflow

To ensure effective collaboration and timely support, Saltus follows this communication workflow for learning-related concerns:

• Step 1: Initial Concern

By: Parent or Teacher

Action: Raise concern with Classroom Teacher (Primary) or Subject Teacher/Advisor (Middle & Senior)

• Step 2: Teacher Response

Action: Implement classroom strategies; communicate with home; monitor for 2–3 weeks If further support is needed Refer to Learning Strategist

• Step 3: Referral to Learning Strategist

Action: Observation, informal assessments, strategy recommendations If sustained challenges exist Proceed to ILP development

• Step 4: Case Meeting / ILP Development

Led by: Learning Strategist

With: Teachers, Parent(s), Student (as age-appropriate), Advisor, and relevant specialists

Action: Formalize supports and accommodations; set progress review schedule

• Step 5: Monitoring and Communication

Action: Ongoing check-ins, teacher collaboration, termly family updates

Adjust ILP or refer to external agency if progress is insufficient

• Step 6: Escalation to Head of Learning Strategies

Trigger: Complex needs, unresolved parent concerns, multi-agency coordination

Action: Department Head leads case review and next steps

All steps involve confidential documentation and regular communication with families.

Individualized Learning Plans (ILPs)

Students receiving Tier 2 or Tier 3 support may have an ILP that outlines:

• Areas of strength and need

• Goals and accommodations

• Roles of staff, student, and family

• Evaluation and review timeline

“Your child’s Individualized Learning Plan (ILP) may include learning goals such as: ‘Student will use graphic organizers to structure writing assignments,’ or accommodations like: ‘Extended time on inclass writing tasks.’ These plans are reviewed each term in collaboration with families.”

How Parents Can Help?

You play a key role! Saltus values the partnership with families in supporting student learning. Here’s how you can support your child’s learning:

• Raise concerns early with classroom or subject teachers

• Participate in ILP planning and review meetings

• Support the implementation of strategies at home

• Communicate with Learning Strategists about observed progress or concerns

Attendance and Missed Work

Families are reminded that extended absences may impact access to interventions, assessments, or support services.

This absence reflects time away from school initiated by the family for personal reasons. It is recorded as non-school-sanctioned leave. Students remain responsible for missed work in alignment with school policies. ILP-related supports may not be rescheduled during family-initiated absences.

For students with ILPs, staff will work with families to ensure continuity of essential supports where possible, but certain interventions may not be rescheduled.

Additional Information for Families

Our Annual Support Timeline

• Sept–Oct: Observations and referrals

• Nov: ILPs created and shared

• Jan & Apr: Check-ins and updates

• June: End-of-year review and transition planning

How Can Parents Help?

• Talk with your child’s teacher if you have concerns

• Attend ILP planning and review meetings

• Try strategies at home

◊ Use timers and checklists to support homework routines

◊ Read aloud or use audiobooks together

◊ Allow for breaks during homework

◊ Create a quiet, distraction-free workspace

◊ Maintain consistent sleep and meal routines

• Stay in touch with your child’s Learning Strategist

Commonly Used Accommodations

• Preferential seating

• Extra time on tests or assignments

• Use of assistive technology (text-to-speech, audiobooks)

• Breaks during long tasks

• Copies of class notes or visual aids

Use of External Learning Support Providers On-Site

At Saltus, we prioritize student success through a coordinated, school-based approach to learning support. While our core model is internally managed, there are times when we may invite external professionals into the school to observe a student or participate in planning conversations. These visits are arranged in collaboration with the Learning Strategies team and are intended to enhance internal supports, not to replace them.

While we recognize that some families work with external tutors, specialists, or therapists privately, we do not permit external service providers to work inside classrooms or provide in-school interventions during the school day.

Why This is Our Practice

• Student-Centered Planning: Our Learning Strategists are trained to develop tailored, evidencebased interventions in alignment with curriculum and classroom goals.

• Consistency and Confidentiality: Having external adults in the classroom disrupts learning routines and may compromise the privacy of other students.

• Professional Oversight: All in-class interventions must be supervised by Saltus staff who are familiar with school policies, student safety expectations, and instructional strategies.

• Inclusive Learning Environment: We strive to support all students within the classroom environment, using differentiated strategies and accommodations developed by our internal teams.

How External Providers Can Still Be Involved

If families are working with an external specialist (e.g., speech therapist, psychologist), we welcome collaboration through:

• Sharing written reports or recommendations with our Learning Strategies team

• Participating in ILP or case review meetings on invitation

• School determined one-on-one intervention and support with an external specialist

• School determined an invitation to the external specialist to engage in student observations for the purposes of strengthening intervention strategies.

• Coordinating after-school services or consultation

We value our partnership with families and encourage communication about external services. Our goal is to ensure any additional support aligns with school goals and enhances student growth in a coordinated and respectful manner.

Sharing External Assessments and Collaborating with External Providers

We value strong partnerships with families and recognize that some students benefit from private assessments or therapeutic services. To ensure the best possible support, we encourage families to share any external evaluations—such as psychoeducational assessments, speech and language reports, or occupational therapy findings—with our Learning Strategies team. These insights help us understand the student’s learning profile more deeply and guide the development of effective, personalized strategies and accommodations.

All documentation is treated confidentially and shared only with relevant members of the student support team.

We also welcome collaboration with external providers in the following ways:

• Sharing written summaries or recommendations with the Learning Strategies team

• Participating in ILP or case review meetings (virtually or outside of instructional time)

• Coordinating services outside school hours

While we do not permit in-classroom support from external providers, these forms of collaboration help ensure consistency between home, school, and outside services. Our goal is to maintain a cohesive approach that supports student growth while aligning with school goals and practices.

• Sharing written reports or recommendations with our Learning Strategies team

• Participating in ILP or case review meetings (virtually or outside of instructional time)

• Coordinating after-school services or consultation

We value our partnership with families and encourage communication about external services. Our goal is to ensure any additional support aligns with school goals and enhances student growth in a coordinated and respectful manner.

Student Counselling Services at Saltus

Our Commitment to Wellness

At Saltus, student well-being is a core pillar of our educational philosophy. We recognize that emotional health, social connection, and resilience are fundamental to student success. Our counselling services provide students with a safe, confidential, and supportive environment to navigate challenges, build coping strategies, and thrive within the school community.

Our Counselling Team

Saltus is proud to have dedicated, professionally trained school counsellors who support students across all divisions:

• Primary & Grade 7: Mr. Nic Scanlon – School Counsellor (Grades K-7)

• Secondary (Grades 8 to SGY2): Mrs. Melisa Judd – School Counsellor

Role of the School Counsellor

Our counsellors are integral members of the Student Support Team and work in close partnership with:

• Teachers

• Learning Strategists

• Academic Directors

• Advisors

• Parents and guardians

They provide:

• Short-term individual and group counselling

• Social-emotional learning and classroom guidance sessions

• Transition and change support

• Crisis response and post-crisis follow-up

• Referrals to external mental health or support services, when appropriate

Confidentiality and Trust

Confidentiality is a cornerstone of the counselling relationship. Students can expect that their privacy will be respected within the limits of the law and school policy. Information shared with a counsellor remains confidential unless:

• There is a risk of harm to self or others

• There is suspected abuse or neglect

• Legal disclosure is required

• The student gives permission to share with a trusted adult for support

In such cases, the counsellor will make every effort to inform the student of the next steps while prioritizing their safety and well-being.

Collaborative Support for Students

All stakeholders at Saltus—including teachers, advisors, Learning Strategists, and administrators— work closely with our counsellors to ensure students receive comprehensive and compassionate support. When concerns arise, the process generally follows this workflow:

Typical Communication Workflow

1. Initial Concern: Raised by teacher, parent, or student (self-referral)

2. Consultation: Staff member consults with counsellor and/or Learning Strategist

3. Consent & Support: Where appropriate, the counsellor obtains consent and engages with the student

4. Monitoring and Communication: Ongoing collaboration among stakeholders with regular check-ins

Note: In urgent cases (e.g., emotional distress, crisis situations), the counsellor may intervene immediately and coordinate support as needed.

Crisis Support and School-Wide Response

Our counsellors also play a vital role in supporting students and the broader community in times of crisis. Saltus has an established Crisis Response Team and clear protocols for addressing incidents such as:

• Loss of a student or staff member

• Mental health crises

• Community emergencies

Support may include:

• Psychological first aid

• Grief and trauma counselling

• Communication with families

• Referrals to community mental health resources

When External Agencies Are Engaged

Our counsellors may recommend or liaise with external agencies when a student’s needs exceed the scope of in-school support. Examples include:

• Child psychologists or therapists for long-term mental health needs

• Social services for family or home safety concerns

• Crisis hotlines or psychiatric emergency teams for urgent interventions

This is always done in consultation with families, except where immediate safety overrides the need for prior consent.

Mandated Reporting

All Saltus staff, including counsellors, are Mandated Reporters under Bermuda law. We are legally required to report any suspicion of abuse, neglect, or risk of harm to the Department of Child and Family Services. Reports are made in the best interest of the child and with sensitivity and care.

What Else Parents Should Know

• Counsellors may be contacted directly by parents for concerns about their child’s emotional health

• Students can self-refer by visiting the counsellor’s office or through teacher nomination

• Parent education sessions on wellness topics may be offered throughout the year

• Counsellors are active contributors to the school’s overall culture of care and inclusion

We encourage open communication and value the trust families place in us as we support the holistic development of every student.

Directory

Please refer to our school directory online at www.saltus.bm for a full list of teachers and staff currently employed by Saltus.

Parent Connection

Communication

We believe it is important that teachers and parents take shared ownership in the learning and well-being of every student. Communication is highly encouraged and should begin with the student’s classroom teacher. We believe that open communication between teachers and parents will have a positive impact on the student’s overall progress in school. Avenues of communication will include newsletters, report cards and the school website. Conversations will also occur via telephone calls, conferences, and various school-based activities.

As part of our commitment to clear communication with students, staff, and parents, we have developed guidelines to ensure that we can meet and manage the expectations of our community. These guidelines are meant to be used in adherence to our Code of Conduct.

Expectations for Parents and Students:

• Our first priority is teaching and learning with our students. Therefore, we have a 24-hour (or a weekend) turnaround time for Faculty and staff to answer emails. Faculty and staff are not required to answer emails in the evening or over the weekend. If parents have an emergency, please contact the appropriate school office.

• A respectful, balanced, and healthy approach to communication is integral to our beliefs and values as a school. All members of our community should ‘think before you send’. If your concern is of a sensitive nature, please ask for a face-toface meeting or a telephone call.

• Faculty and staff will only use school email addresses to communicate with parents and students. They are not permitted to give out personal contact information.

• The digital environment in which we learn

means that the school will often publish photos and videos created by and/or containing images of members of our school community (including students).

Emails/Telephone calls

Teachers’ email addresses are provided in an effort to maintain healthy communication between the school and our parents. If a teacher has a concern, expect a call or email within 24 hours and all other matters, within 48 hours. A meeting after school hours may be requested. Teachers are always available for consultation, given reasonable notice, and welcome the opportunity to meet with parents to discuss students’ progress.

SaltusLive

SaltusLive is a single ‘sign-on’ education portal located at www.saltus.bm. Each member of the Saltus community (parents, students, alumni, etc.) has an existing record in SaltusLive. Information such as class schedules, school holidays, permission forms, student billing, emergency contact details, grading, and report cards can all be accessed through this portal. Once log-in/access is established users have control over updates to contact information and system settings for email and notifications. To log in click on SaltusLive in the top right corner of the screen at www.saltus.bm

Guidance is available via a link entitled ‘Forgot login or First time logging in?’ if needed. Should you experience any problems with accessing your account, or need to access historical data, please contact livehelp@saltus.bm or telephone 292-6177 ext. 6287.

ClassList

Over the past several months, with the support of the Saltus Association, we have been using ClassList as our parent-to-parent communications platform with great success. The app has already enhanced how families

connect and share information within our school community, offering a secure and user-friendly alternative to class WhatsApp chats. Designed specifically for schools, ClassList allows parents to choose what contact information they share, manage the type and frequency of notifications they receive, and easily engage with others through features such as event coordination, emergency alerts, volunteer sign-ups, and social group planning—all in one convenient place.

Please note that ClassList is intended solely for parent-to-parent communication and does not replace SaltusLive or The Week Ahead. If you haven’t yet joined, invitations will continue to be sent via email from “no-reply@classlist.com,” and we encourage you to activate your account to take full advantage of this inclusive and efficient communication tool. For more information, review this quick start guide

Profile Updates

Personal profile data fields, including phone numbers, addresses, etc. in SaltusLive will be locked in an effort to improve the reliability of information available in our school database. If you would like to make changes to your personal profile at any time, please send an email request to live.profile. changes@saltus.bm and provide the information to be updated.

Parent Volunteers

Saltus Association (SA): The Saltus Association is Saltus’ Parent/Teacher Association (PTA), and all parents and staff are automatically welcomed as members. This energetic parent volunteer group has three main initiatives:

1. Build a sense of community throughout Saltus by hosting events for our students, teachers and Saltus families to enjoy together.

2. Create forums where parents have an open platform to collaborate with school administrators and teachers to have an informed community about events and school initiatives.

3. Run initiatives that help raise funds for the school that will ultimately enhance all students’ experience at Saltus.

The Saltus Association meets on the first Wednesday of the month and invites you to join in their efforts to enrich Saltus students’ lives and enhance the Saltus community. If you are interested to learn more, please contact pta@saltus.bm.

Class Parent Program (Lower/Upper Primary): Class Parent Coordinators (a Saltus Association volunteer elected role) and Class Parents (volunteers appointed by the Director of Primary or Assistant Director of Lower Primary) are volunteers who work together with classroom teachers to help organize class parties, field trips, sports days, holiday fairs, etc. Further, these volunteers play an integral role in the communication and connection between parents, the Saltus Association and Saltus staff. Class Parents work closely with the Class Parent Coordinators and are encouraged to share parent feedback either with their Class Parent Coordinator or the Saltus Association directly in an effort to support a collaborative school community.

Parents may also volunteer in a variety of ways such as library support, field trips, lunch duty and accompanying classes to The Saltus Grove. Teachers and/or Class Parents will be in touch when volunteers are needed. Thank you in advance for your support of our school.

Glossary of Terminology

As a BC Offshore School, we have adopted the BC Curriculum for teaching and learning. As such, we now refer to student “grades” versus “years” to align with all BC Curriculum documentation. Please see below how we refer to student grade levels in 2025-26 up to Grade 10.

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Year 7

Year 8

Year 9

Year 10

Year 11

SGY1

SGY2

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Grade 9

Grade 10

Grade 11

(Curriculum implemented in 2026/27)

Grade 12

(Curriculum implemented in 2027/28)

For more information about the BC Curriculum please visit curriculum.gov.bc.ca or saltus.bm/bc-curriculum.