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Policies

Admission Policy

Frontline International Private School is a British Curriculum School located in Ajman –Tallah-2. Admission is open to KG-1 to Grade 7 for 2018-2019 for students of the local and international community regardless of race, gender, religion, or country of origin.

The School has a transparent Admissions process. Currently the school enrolls students into an age appropriate grade based on their previous academic record in English, Mathematics, Science and Second language and a pass in the school Entrance Exam .

Enrollment for KG-1 to Grade-7

The admission forms can be downloaded from the website or completed online. Frontline School enrolls students on the basis of the past one/two years scholastic, as well as co-curricular records from previous schools. Only if considered necessary, an entrance test will be given to ensure that a student is placed in the appropriate grade. Whenever there is a doubt about the capability of the student, parents will be consulted and advised by the school about placing the student initially in the lower grade until it is established that she/he is capable of moving to the next grade.

Students from non-English speaking backgrounds

Students who cannot cope with the language of instruction, namely English, will be enrolled only on condition that they go through an intensive English Immersion  school Programe, on condition that they acquire the adequate language skills to handle the Cambridge Curriculum. This will be organized by the school whenever the need arises.

The school invites applications for the following classes for the Academic Year -2018-2019

Kindergarten (EYFS)– K1 and K2

Cambridge Primary  – Grade 1 to 7

Parents of new applicants will be given a detailed orientation about the philosophy, the benefits and demands of the Cambridge International Curriculum  to help them make an informed decision.

Health Care Policy

Frontline International School has a responsibility to ensure all students feel safe and supported and to provide equitable access to education and respond to diverse student needs, including health care needs.

Our school will:

  • Support student engagement in learning and well-being
  • Provide equitable access to education
  • Support and respond diverse student needs including health care needs.

IMPLEMENTATION

Students with identified health care needs including complex medical needs will have a Student Health Support Plan or other specific health management plan.

The Student Health Support Plan should:

  • Be based upon medical advice from the student’s medical/health practitioner and be developed in consultation with the student’s parents/guardians
  • Describe specific training requirements (not covered under basic first aid training)
  • Include procedures that make use of local medical services such as ambulances, local doctors, health centres and hospitals.
  • On enrolment or when a health care need is identified the school will develop and maintain clear plans and processes to support the student’s health.
  • Where a student has recently contracted an illness, is infectious and/or needs rest and recuperation, his/her care should initially be the responsibility of parents.
  • Time is allocated to discuss, practice and review health support based on the Student Health Support Plan. This includes maintaining clear plans and processes to support the identified health care needs of a student.
  • Supervision for safety
  • Routine health and personal care support
  • Specific personal care support needs (e.g. continence care, eating and drinking etc.)
  • Occasional complex medical care support
  • Making local decisions
  • Creating innovative solutions to meet all students’ needs
  • Emergency care needs
  • Anticipating, planning and managing health support

The school will store information on SPECIAL CASES about the student’s health condition and medication to be stored and supervised at school.

The school medical staff-nurse and doctor have training to meet specific student health care needs not covered under basic first aid training where necessary.

Complex medical care needs are managed by appropriately school nurse or doctor

Medications are managed according to the school’s Medication Management Policy.

Communication:

The school will communicate openly with parents/guardian and when appropriate with individual students about:

  • Successes achieved
  • Development and changes
  • Health and education concerns

Teacher’s Standards

Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils.

 A teacher must:

1.Set high expectations which inspire, motivate and challenge pupils

  • establish a safe and stimulating environment for pupils, rooted in mutual respect
  • set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
  • make use of formative and summative assessment to secure pupils’ progress
  • use relevant data to monitor progress, set targets, and plan subsequent lessons
  • give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.
  • demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

2.Promote good progress and outcomes by pupils

  • be accountable for pupils’ attainment, progress and outcomes
  • be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these
  • guide pupils to reflect on the progress they have made and their emerging needs
  • demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching
  • encourage pupils to take a responsible and conscientious attitude to their own work and study

3.Demonstrate good subject and curriculum knowledge

  • have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings
  • demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship
  • demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English.
  • if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies

4.Plan and teach well structured lessons

  • impart knowledge and develop understanding through effective use of lesson time
  • promote a love of learning and children’s intellectual curiosity
  • set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired
  • reflect systematically on the effectiveness of lessons and approaches to teaching
  • contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

5.Adapt teaching to respond to the strengths and needs of all pupils

  • know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively.
  • have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these
  • have a clear understanding of the needs of all pupils; those of high ability; those with English as an additional language; and be able to use and evaluate distinctive teaching approaches to engage and support them .

6.Make accurate and productive use of assessment

  • know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements
  • Make Use of formative and summative assessment to secure pupils’ Progress
  • use relevant data to monitor progress, set targets, and plan subsequent lessons
  • give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.

7.Manage behavior effectively to ensure a good and safe learning Environment

  • have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy
  • have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly
  • manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them
  • maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

8.Fulfill wider professional responsibilities

  • know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively
  • have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these
  • demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development
(Credits : Dept of Education)

Staff Induction policy

Rationale-

Moving to another school is always daunting and challenging as well as being an exciting event. This is true whether it be your first appointment or if you are an experienced professional. The information contained in  this policy is intended to allow new colleagues to make an assured start to their post at FIPS, confident that they are familiar with key procedures and policies and that they know who to contact for any kind of help that they may need. The checklist has items that need to be completed at various stages: some before starting school, many in the first few days, and some that are ongoing throughout the first few weeks of being in the job.

Many FIPS  professionals would willingly offer their services to new staff as an informal source of advice and support that could be invaluable during the first days of a new job. The support is readily available to new teachers who think that such a system would be useful to them. By providing this information the school is helping to safeguard its staff and students. Any safeguarding issues that arise at whatever stage of a teacher’s employment can be confidently addressed when staff know the key policies, obligations and contacts.

Aims:

  • To improve teaching by building on the knowledge and skills.
  • To ensure that the new teachers have access to appropriate programmes of support, monitoring and assessment during their first year of teaching;
  • To ensure that all new staff members feel valued and quickly become full members of the staff team.

Objectives:

  • To provide teachers with support and mentoring in the transition from initial training to the end of the induction year;
  • To assist all new staff members in knowledge, understanding and adoption of the school’s policies and practice;
  • To support the personal professional development of all new staff members.
  • To familiarize all new staff members with the school;
  • To help the teachers develop effective teaching practice and meet the induction standards;