2018-19 Academic Staff Handbook

11/2/2018 2018/19 Academic Staff Handbook - Google Docs

Academic Sta Handbook

2018/2019

Responsible: Principal
Review: August 2018
Date of Next Review: March 2019

CONTACT DETAILS OF DBS:

Telephone 062-445-3377, 02-157-3136
Address 58 Moo2 Ratchapruek Road, Om Kret, Pak Kret, Nonthaburi, 11120 Thailand
Website www.dbsbangkok.ac.th
https://docs.google.com/document/d/1tLKA-vdB-QhENe4ML4FcCQJ7fCtBtaAsW54KqLxﬂXU/edit 1/54
Contents

Welcome from the Principal Page 4
Mission and Vision Page 5

1 The School Page 7
1.1 Here at DBS
1.2 ‘Always to Greater Things’
1.3 Key Principles
1.4 Admissions Procedure

2 Sta ng Page 11
2.1 The Academic Team
2.2 The Administration/Operations Team
2.3 Professional Learning and CPD
2.4 School Branding
2.5 ICT Acceptable Use Policy
2.6 The Curriculum
2.6.1 Curriculum Overview
2.6.2 Thai and Mandarin
2.6.3 English as a Second Language (ESL)
2.6.4 Learning Support (Ace = Achievement Centre)
2.6.5 School Organisation
2.7 Pastoral Care
2.8 PSHE/Well-being (including growth mindset and mindfulness)
2.9 Specialist Teaching
2.10 Swimming
2.11 Homework
2.12 Daily Reading
2.13 School Policy
2.14 The House System

3 Basic Routines Page 21
3.1 The Academic Year
3.2 The Timings of the School Day
3.3 Children Entering and leaving the School
3.3.1 Student and Parent Access Arrangements
3.3.2 Pick Up Arrangements
3.4 School Bus Facility
3.5 Break Times
3.6 Arrangements for Break and Lunch times
3.7 Hot Weather Practice
3.8 Assemblies
3.9 Registration

4 Procedures Page 31
4.1 School Attendance
4.2 Sta Attendance
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5 Partnership with Parents Page 33
5.1 Parents and their role in School
5.2 Open Days
5.3 Teacher Consultations
5.4 Partnership Agreement between home and School

6 Teaching at DBS Page 36
6.1 Standards at DBS
6.2 Mobile Phones
6.3 Job Descriptions
6.4 Extra-Curricular Activities and Prep
6.5 Additional Duties
6.6 Dress Code
6.7 Holiday Contact
6.8 Photocopying
6.9 Expenses
6.10 Meetings
6.11 Smoking
6.12 Deliveries of food
6.13 Accommodation

7 School Uniform Page 41
7.1 Uniform
7.2 Jewellery
7.3 Hairstyles
7.4 Nail Varnish and Tattoos

8 Record Keeping and Assessment Page 46
8.1 Assessment
8.2 Marking
8.3 Self Assessment
8.4 Record Keeping

9 Classroom organisation Page 49
9.1 Furniture
9.2 Table Tops
9.3 Teachers’ Desks
9.4 Storage of resources and labelling
9.5 Display
9.6 Writing Tools

10 Communication Page 52
10.1 Parent-School Communication
10.2 Parent-Teacher Communication
10.3 Teacher-Parent Communication
10.4 Sta Communication
10.5 Email Protocol
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From Mark McVeigh, Principal

Dear Colleagues,

It is my great pleasure to welcome you to the 2018-19 academic year.

Denla British School is still in its infancy, and its continuing development will require a great deal
of hard work, collaboration and exibility, not to mention a sense of humour and perspective! But
it should be hugely rewarding and good fun too.

This handbook serves as an introduction to life at DBS, and brie y outlines key policies and
procedures. Please take the time to familiarise yourself with the content, and feel free to speak to
me, or any other member of the SMT. It is a working document, and is under constant revision. I
very much hope that you will feel free to contribute to it. The success of DBS relies upon genuine
cooperation.

I know that you share our distinctive vision for DBS: the inspirational teaching body is the driving
force for this. We are fortunate to have the exceptional student commitment and parental
engagement. The campus is one of the largest in Bangkok, and the facilities provide a most
stimulating teaching and learning environment.

I look forward to working with you, as we establish DBS as one of the best schools in SE Asia.

Best regards,

Mark McVeigh
Principal
Denla British School, Bangkok

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The Unique DBS Vision

DBS has a distinctive character, and provides excellent all-round education in a positive, happy
community.

The School’s vision is to nurture future leaders through:

An Enhanced British Curriculum

Our education programme combines a progressive and rigorous academic curriculum with a
ful lling and diverse co-curriculum. By combining these elements, students bene t from an
extended school day and the opportunity to develop as able, well-rounded young people. Our
enhanced British curriculum ultimately prepares students for IGCSEs/GCSEs and A-Levels.

Academic Excellence for All

With the encouragement and support of dedicated teachers, students bene t from a personalised
approach to teaching and learning that encourages them to reach their highest levels of
achievement. Our motto, Semper Ad Maiora (always to greater things) embraces challenge and we
want all Denla British School students to be fully engaged in their learning, work hard and excel.

Entrepreneurship

The demand for young people with an entrepreneurial mindset is continuously increasing. The
global economy that today’s young people graduate into necessitates individuals who are
business-minded, problem-solvers, strong leaders, and excellent team players. At Denla British
School, experiential learning helps students to develop these skills and introduces them to the
concept of entrepreneurship.

Preserving Thainess

We are committed to preserving the “Thainess” of our society, by placing importance on Thai
language, culture, and arts. We also value the need to teach our students the importance of respect,
thoughtfulness, kindness, generosity and mindfulness. Our students bene t from the rigour and
breadth of an enhanced British curriculum, without losing their strong links to Thai culture.

Our Motto

“Semper ad Maiora”, Always to Greater Things

Mission

“To provide an inspiring and nurturing environment in which students develop a lifelong passion
for learning and ful ll their unique potential.”

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Aims

DBS aims to o er an academically rigorous and well-rounded education that:

● Provides a stimulating learning community in which students can excel.
● Develops a culture of scholarship through inspiring academic teaching.
● O ers all students an extensive programme of co-curricular activities to discover interests
and talents beyond the classroom.
● Prepares every learner for a bright and successful future.
● Fosters a happy, safe and purposeful environment in which students can develop a sense of
belonging.
● Embraces and nurtures Thai values and culture.
● Creates an environment that encourages all students to be understanding and tolerant of
others.
● Adopts a ‘students come rst’ philosophy.
● Encourages entrepreneurialism, innovation and creativity.
● Serves the needs and aspirations of all parents, encouraging the home-school partnership.

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1. The School

1.1 Here at DBS:

Children come rst when:

● We nurture the development of the whole child.
● We value community well-being and provide a safe learning environment.
● We shape children to become global citizens who have an understanding of the complexities
of an ever changing world.
● We develop a passion for learning through enquiry, curiosity and active collaborative
participation.
● We respect the natural world and its resources both globally and locally.
● We prepare children to live their lives honestly with a spirit of respect for themselves and
others.
● We prepare children to take risks and show endurance and resilience to achieve
appropriately challenging goals.
● We challenge each student to be the best that they can be and discover who they might
become.

Foundations for the life-long process of learning are laid down in the Pre-Prep and Prep phase of
school. This is when a child’s interests are most readily stimulated by dynamic and creative teaching
and it is when intellect and mind are most receptive to new ideas, events, personal investigation and
positive feedback. We, as parents and teachers, share the responsibility for providing the
opportunities for young people to ourish, to give them a stake in their future, furnishing the means
by which they are able to make the best decisions, lead others and achieve high levels of personal
ful lment.

Here at DBS we are in a very fortunate position to be able to o er a rst class school, built to the
highest speci cation. Students are taught in an environment that promotes and stimulates teaching
and learning of real quality. Superb facilities o er the opportunity for children to build their
foundations for future success.

At DBS, parents can expect to:

● Receive a warm friendly welcome from all of our sta when they visit either with or without
their child.
● Have their views heard and recognised.
● View the School before the commencement of the School term.
● See children actively engaged in learning with interest and enthusiasm.
● See a broad and balanced curriculum in place, which o ers a variety of creative and academic
areas of learning.
● See classrooms and communal spaces which have stimulating display areas that re ect and
promote the high standards of the learning taking place in School.
● Interact with sta who are smart, presentable, personable and professional.

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1.2 Semper Ad Maiora (‘Always to Greater Things’)

At DBS we:

● Provide each child with the skills and opportunities to develop self-con dence,
self-motivation, independence and a positive self-image.
● Promote respect, tolerance, care, and consideration for others.
● Encourage students to reach their full potential, be proud of their achievements and become
motivated lifelong students.
● Develop an awareness of spiritual, social and cultural expectations in Thailand and globally.
● Develop an environment where happy, con dent and well-adjusted students can acquire an
enthusiasm for learning and take full ownership in the life of their school.
● Ensure that progress and success is maximised for each learner.
● Nurture leadership and entrepreneurial skills from EY1 to Y13.
● Foster a sense of pride and develop the School into a centre of excellence for learning and
personal achievement.

This is achieved through:

● The extensive state of the art facilities available at DBS.
● The expertise and experience of a well-quali ed, highly motivated team.
● Sta talents to ensure a relevant and enriched curriculum is maintained.
● Ensuring everyone at DBS is a learner and a role model.

1.3 Key Principles

● A commitment to every child’s success, ensuring each child feels included, secure and
valued.
● Learning and teaching is adapted and personalised to meet the needs of each individual.
● There is a culture of respect for others and their learning.
● Adults are ambitious for children and set high expectations.
● Opportunities are used wherever possible both within and beyond the School to help
children develop their personal qualities, emotional intelligence and social skills.
● Parents are fully engaged in the learning process.
● There is a shared belief in the growth mind-set, that learning is important, enjoyable and
that everyone can improve.

Assessment for Learning

● Assessment is viewed as an on-going process to identify where children are in their learning,
the next steps in their learning and the route to achieve it.
● Teachers use a range of assessment strategies to identify the next steps for students.
● Children are able to articulate their success matched against targets and assessment criteria.
They can make informed judgements about their work and re ect on their learning.
● There is an ethos based on mutual respect between teachers and children.
● There is a purposeful, e ective, coherent and manageable whole-school approach to
agreeing and revising individual targets.
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● Targets are matched against progress within the context of the dialogue that takes place
between teachers and children.
● ICT and on-line assessments are used to manage and analyse assessment data e ectively and
e ciently.
● The foundations for learning are built for subsequent success so that students can develop
the skills, knowledge, understanding, attitudes and values in the curriculum.

Bringing Learning to Life
● Opportunities are designed to make learning relevant to a child’s stage of development, for

example, through play, rst-hand experiences, investigation and high quality interactive
visual stimuli.
● Whenever possible learning is connected to real life, other areas of the curriculum and
prior experience.
● To facilitate learning, full use is made of technology and the environment.
● Human resources, educational visits, links with home, employers, the wider community
and study support are used to enhance learning and teaching.
● The curriculum is designed to follow the new English National Curriculum that is
enhanced with an embedded co-curriculum programme. The curriculum is delivered
through a themed, inter-curricular approach where appropriate in Pre-Prep and Prep and
allows children to be immersed in learning and to make tangible and appropriate links
between the di erent subjects.
● A holistic approach to curriculum design allows the learning process to be viewed
meaningfully by both children and adults.
● The School timetable is designed to re ect a holistic approach to learning and is
su ciently exible for teachers to adapt to ensure that learning experiences are always
meaningful.
● Teachers bring creativity and passion to the learning which inspires children.

Excellent Teaching and Learning

● Teachers design and facilitate a range of learning opportunities that match the
developmental stage of the learner.
● Teachers are aware of the range of learning styles of individual children and design learning
experiences accordingly to challenge appropriately.
● Specialists bring up to the minute expertise to their subject areas.
● Creativity and imagination are used widely with the resources o ered by new technology
to engage, inspire, challenge and support students.
● Emphasis is placed on the learning process and the production of high quality nal pieces
of work.
● The e orts and achievements of children are valued and celebrated via whole school
occasions and high pro le displays.
● Teachers are highly skilled and con dent and able to demonstrate a range of cutting edge
approaches to enhance learning experiences.

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Development of the Whole Child

● Learning skills and the social/emotional curriculum are taught throughout the curriculum
to enhance children’s understanding and their attitudes to learning.
● Children are encouraged to make connections between subjects, to understand themselves
as students and ‘learn to learn.’
● Con dence and self-discipline are instilled to encourage children to manage their own
behaviours and learn independently
● Teachers are facilitators throughout this process.
● Children are helped to understand the learning process, identify their own preferred
learning styles, develop questioning and thinking skills, manage information and learn
from others.

1.4 Admissions Procedure

DBS is a fee paying independent school. Parents pay annual tuition fees which are inclusive of the
library use, books and other consumables. The annual tuition fee does not cover uniform, some
chargeable extra-curricular activities, additional ESL and Learning support and other activities
such as Field Trips, Residentials, Denla Academy activities, Saturday Programme, Holiday Camps,
individual music lessons or where outside agencies may be required to support.

Admissions duties are the responsibility of the Admissions Team. Any queries regarding entrance
or admission should be referred to the team.

Parents are invited to submit an application form to the School and an assessment and interview is
arranged. This is an opportunity to meet both the parents and the children concerned and allows
the child’s needs to be understood. If the child is to enter EY1 or EY2 this interview is kept very
informal and the child’s learning will be observed through a play based observation. Children
entering Year 1 and above will carry out assessment tasks with a teacher. Children are also invited to
spend a morning with the current aged class where informal assessments regarding attitude,
behaviour etc. can be made. Reports from their existing school where possible, will be obtained
and read prior to the interview. In some cases, a phone call to the existing school may be required
to obtain further information. Every e ort should be made to get as much information about a
child before a place is o ered.

In cases when a child cannot be seen in school, reports from their existing school will be obtained
and a telephone call to their existing school should be made to assess whether a place can be
o ered. The nal decision upon placements lies with the Principal.

Withdrawing a child

If a child is to be withdrawn from the School, a full term’s notice in writing must be given by the
parents. If prior notice is not given, one term’s tuition and any extra tuition fees will be charged.

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2. Sta ng

2.1 The Academic Team

The academic team is largely recruited from overseas and comprises of native rst language English
speakers who bring with them a wealth of experience and expertise as teachers.

The overseas academic sta are complemented by specialist trained Thai teachers.

2.2 The Administration/Operations team

DBS administration team are based on the ground oor of the D3 building and are available to
help parents and to support the DBS team.

The Librarian is responsible for the maintenance and up-keep of the library. Classes have
timetabled slots to visit the library, exchange books and carry out research.

2.3 DBS Professional Learning and CPD

Professional Learning refers to ongoing learning that occurs through re ection, discussion,
training, reading, sta meetings and many other activities. The professional learning of teachers
should have a measurable impact on student learning outcomes. Good practice should be shared
and for other sta , there should be measurable outcomes which are directly related to relevant areas
of professional practice. Examples may be a programme designed to improve learning in a speci c
area. Based on the outcomes, there will be a measurable impact on student learning once the
initiative is embedded in practice.

Continued Professional Development is generally taken to include speci c programmes of study or
courses that are required for your role, but may not be necessarily tailored to your speci c personal
needs. Performance Management / Development is linked to the Teaching Standards and
Leadership Standards to ensure quality and consistency of approach.

Sta Training and Preparation Days

The Principal, Vice-Principal Academic and Head of Pre Prep, in conjunction with the sta will
co-ordinate training days. There will typically be 5 days for new sta orientation and 5 days for
whole sta preparation at the start of each Academic Year. There will also be 1 day of sta training
before the start of Term 2, and 5 other professional development opportunities from 3pm to 5pm
during the school year, when the students will go home early.

Professionalism and Time Management

Teachers at DBS enjoy the exibility to manage their time in order to meet their professional
responsibilities which include:

● being prepared for and implementing learning;
● timely and appropriate communication with students, sta and parents;
● participating in designated meetings, school events, duties, and other professional days.
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Classroom and Learning Management

Academic expectations at DBS are high and sta are expected to maintain standards by:

● Preparing lessons thoroughly as per the policy and guidelines.
● Arriving punctually for class and expecting children to do the same.
● Marking and assessing learning thoroughly and following up on matters arising.
● Maintaining a good quality of display in their classroom, including a range of current work
mounted and clearly labelled in line with our Display Policy.
● Maintaining the general appearance of their classroom and its immediate surrounding area.
● Displays in shared areas are coordinated by the SMT in conjunction with the Art
Department and should conform to the standards set by the Learning Environment Policy.
These areas include administration o ces and all o ces are to have at least one learning
display showcasing student learning.

2.4 School Branding

The following should be employed for all types of formal communication no smaller than font size
12, Garamond.

Logo

Must only be placed top left, right, bottom right or centre of a document. Please refer to the
branding guidelines.

You should only use the o cial signature template with your DBS email address. Contact IT Dept
for help if required.

Grammar and Spelling

The British rules for grammar and spelling should be employed (not American), e.g. there should
be no full stops after Mr, Ms, Mrs etc.

Date Format: Date Month Year: 15 May 2006
Day Date Month Year: Monday, 15 May 2006

Place names

Place names within the School should always have an initial capital letter: Music Room.

Class Names

Year 5 (The year is always capitalised when written in full; 5 is in numerals; Y5 is also acceptable)

Subject Names

All subjects should start with a capital letter e.g. Thai, Mathematics, Science, English etc.

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Students

DBS children are referred to as students.

Terms

Terms are referred to as Term 1, Term 2, Term 3.

2.5 ICT Acceptable Use Policy

ICT Vision Statement

DBS challenges students to strive for excellence in the use of ICT; it empowers students to use it
critically, creatively and constructively.

ICT Ethos Statement

DBS regards the use of ICT as an essential ‘learning tool’ within the classroom and study
environment, however, it is crucial that a variety of learning and teaching strategies and activities
are o ered in order to ful ll the philosophy and objectives of the School. In particular, the e ective
use of ICT within DBS can develop the School’s aims.

General Acceptable Use

● DBS provides an exceptional standard and supply of educational technology tools. At DBS
we believe that students should access technology tools with purpose. To support the
appropriate and e ective use of technology (resources and services) sta , students and
parents are provided with an Acceptable Use Policy (AUP).
● If the internet and other communication technologies (e.g. mobile phone) are used to
facilitate misconduct such as harassment or involvement with inappropriate or illegal
material, the matter will result in disciplinary action.
● Any email sent to colleagues after 7.00pm or during the weekends does not need a response
until the next working day, unless there is an urgent response needed.
● The School will check and monitor sta work spaces and/or network activities at any time,
and to carry out an investigation of any breaches of the School’s Acceptable Use Policy.
● Breaches of the DBS Acceptable Use Policy will be treated seriously. The maintenance of
the physical and emotional safety of the learning environment is our paramount concern.
● When using DBS Technology, sta should follow the guidelines below:

a. Respect property – treat it like your own.
b. Keep food and drink away from all equipment.
c. Report any problems or damage.
d. Either book out or sign for equipment borrowed.
e. Take personal responsibility for any borrowed equipment – always return equipment
to its correct place and/or person.
f. Treat equipment with care. Do not use unnecessary force.
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g. Do not borrow equipment for others to use - you are responsible for all equipment
taken out.

● Sta will be responsible for all repair or replacement costs for property damaged or lost
whilst not on school premises.
● Sta are requested to be mindful of installing any outside software that might damage or
harm the computer or its data. Sta are responsible for all repair or replacement costs for
property damaged by installing or downloading unapproved applications.
● All laptops and iPads remain the property of DBS.

Acceptable Use of Electronic Resources

● Using DBS Electronic Resources (DBS network resources, network storage, shared areas of
the network, all school accounts including but not limited to email).
● Sta are responsible for their actions on the DBS network and for the contents of all
storage areas and accounts.
● If we have reason to suspect inappropriate behaviour, we reserve the right to monitor and
record all of your internet activity using DBS servers, including personal correspondence,
but we would do so only after notifying you that such monitoring will begin on a certain
date. Any inappropriate internet activity will warrant appropriate sanctions.
● DBS network resources should only be used for educational purposes.
● Never access, transmit or store any material (e.g. obscene, defamatory, harassing or
threatening, derogatory to any individual or group, lewd, obscene or pornographic
material) that would be considered in bad taste or otherwise inappropriate, o ensive, or
disrespectful of others.
● Never participate in any communications or other activities that may constitute
harassment, political activity, personal pro t or gain, or possible illegal activity.
● Abide by all applicable laws and regulations, including laws and regulations pertaining to
copyrights, trademarks, patents, and data, trade secret and software protection. Comply
with any rules related to the network or the site being accessed.

2.6 The Curriculum

2.6.1 Curriculum Overview

The English National Curriculum sets out a clear and full entitlement to the learning for all
students. It determines the content of what should be taught and sets targets for learning. It gives
teachers, students and parents a clear understanding of the skills and knowledge that students will
gain at DBS.

The English National Curriculum allows students to make a smooth and seamless transition from
one school to another, throughout the world. Standard assessments are carried out throughout the
academic year and the results are used to compare our standards with other schools in the UK and
internationally.

Largely based upon the English National Curriculum, DBS will also take into account Thai
culture. All students will study and learn to speak Thai and Mandarin.

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The Prep School curriculum will also take into account the standards required for Common
Entrance at 13 and planning will ensure that all Key Stage 3 National Curriculum content will be
completed by the end of the Prep (Y8).

Students in the Senior School will sit IGCSE and A level.

Learning intentions are explicit.

e.g. children will:

(display knowledge) ... know, tell, list, describe, relate, locate, write, nd, state, name
(comprehend)... explain, interpret, outline, discuss, distinguish, predict, translate, compare,
describe (apply)... solve, show, use, illustrate, construct, complete, examine, classify
(analyse) ... distinguish, examine, compare, contrast, investigate, categorise, identify, explain
(synthesise) ... create, invent, compose, predict, plan, construct, design, imagine, propose, devise
(evaluate) ... judge, select, choose, decide, justify, debate, verify, argue, recommend, prioritise etc.

Short term plans are the teachers own for the week with learning intentions agreed with the Year
Group or Head of Department.

2.6.2 Thai and Mandarin

Throughout the School children experience lessons of Thai and Mandarin each week. When
possible, children will be grouped in two bands per year group; native speakers and non-native
speakers. Our specialist Thai and Mandarin teachers will di erentiate learning to meet the varying
language needs of our students.

2.6.3 English as a Second Language (ESL)

There are dedicated ESL teachers at DBS who work with sta and children to develop their
understanding of English so they can fully access the curriculum. Children work either
individually, in pairs or in small groups. Children may be withdrawn from certain lessons to work
with the ESL teacher or the ESL teachers may teach whole classes to prepare for learning in other
subjects.

2.6.4 Learning Support (ACe = Achievement Centre)

Children who have additional learning needs or have an Educational Psychologist’s report
con rming speci c learning di culties are eligible for support from ACe. We will share the
procedure for early identi cation of learning needs once all new sta have arrived.

2.6.5 School Organisation

The organisation of DBS follows the UK independent school model:

Pre-Prep: EY1 to Y2
Prep: Y3 to Y8 (with specialist teaching in every subject from Y5)
Seniors: Y9 to Y13
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Early Years (EY1 and EY2)

We aim to teach children how to grow into positive, responsible people who can co-operate with
others while developing knowledge and skills in order to ful l their potential.

During Pre-Prep, the Curriculum is based on the English National Curriculum. We structure
learning and teaching using ‘Birth to Three Matters’, ‘The Foundation Stage’ and ‘Key Stage One
Curriculum.

● The curriculum in the Early Years is based on the Revised Early Years Foundation Stage
Curriculum (EYFS), which provides a framework for the education of children from birth
to 5 years old. There are 3 prime areas: Communication and Language; Physical
Development; and Personal, Social and Emotional Development. When the children are
con dent in these 3 prime areas they then move on to the speci c areas: Literacy,
Mathematics, Understanding the World and Expressive Arts and Design.

● Under these seven areas of learning, sta provide activities that enable each child to achieve
the goals and objectives appropriate to his or her individual stage of development. The
children’s individual interests are observed and then developed further to extend their
learning. Therefore, there will be a number of di erent interests being developed at one
time to meet the needs of individuals.

Y1 and Y2 Curriculum (Pre-Prep)

● The Year One and Two curriculum is broad and balanced and is modelled on the National
Curriculum for England. All curriculum areas, including the core subjects of English and
Mathematics are taught through an active approach, as we recognise the importance of
activity and play-based learning in the Early Years. Activity based learning at Key Stage 1
builds on the active, hands on learning that has taken place in the Foundation Stage. It
allows children to engage in a variety of focused play activities and independent play based
games and activities, for example, construction, role-play, art/design and table top small
play activities utilising language and communication.

Subject Coverage includes:

● English
● Mathematics
● Science
● Design and Technology
● Information and Communication Technology and Computing
● Humanities: Geography, History and Culture and Philosophy
● Art and Design
● Music
● Physical Education
● PSHE: Personal, Social, Health, Education (‘Well-being’)
● Thai Language and Culture
● Mandarin
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● PE and Games
● Swimming

Many subjects are taught through a topic based, integrated curriculum approach. Valuable links
will also be made, where possible, to core subjects like English and Mathematics. Well-being is also
taught each week. At the beginning of each term parents will receive details of that term’s topic and
the intended curriculum coverage.

The following subjects are taught by specialist teachers: From EY1 upwards (in an age appropriate
way) Thai Language and Culture, Mandarin, Music, Physical Education/Games, Art & Design.
Computing/ICT is taught both as a discrete subject and also cross-curricular by the class teacher.

Prep School

In the Prep School the children are grouped according to ability in Mathematics to ensure that the
learning pace and teaching style are progressively tailored to each child’s particular needs from Y3.

Children will continue to learn in a connected way through themes and concepts and specialist
subjects will continue as per Y1 and Y2.

From Y5, children will be taught by specialist teachers for all subjects.

2.7 Pastoral Care

Children are members of a class under the care of a Class Teacher (up to Y4) or a Form Tutor (Y5 -
8).

The Class Teacher / Form Tutor is the rst line of pastoral care for all students, handling routine
issues, communicating with parents, maintaining records, liaising with his or her pastoral line
manager and passing the supervision of more serious issues on to him or her. The Class Teacher /
Tutor will be consulted in all matters relating to his or her students, except in situations of a highly
con dential nature.

The pastoral line managers with responsibility for the pastoral welfare of all sta and students, rests
with the Well-being Manager and Head of Prep School Pastoral and Co-curricular.

2.8 PSHE / Well-being (including growth mindset and mindfulness)

At DBS, we recognise the role that Well-being plays in the education of students at all stages. We
believe that it is important for students to learn about di erent cultures around the world. We
promote active learning including the use of artefacts, visits and visitors.

At DBS, Well-being is part of the whole school curriculum and we intend that it should be taught
alongside and through other curriculum areas in a connected way.

Well-being can be addressed in various curriculum areas. For example, respect for the rights of
other people to hold beliefs di erent from their own can be fostered through historical and
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geographical insights, and feelings of awe, wonder and celebration can be inspired by music, art
and dance.

Some themes lend themselves particularly well to a cross-curricular approach. For example, respect
for self and others, empathy and tolerance through literacy/geography/history.

To foster an appreciation that each person is special, we will teach an awareness, respect, kindness
and understanding of the similarities and di erences of individuals and communities alongside
celebrating the contribution that each person can make to society.

As part of our commitment to the development of the whole child and their well-being, we will
teach our children to have a growth mindset, to be mindful of their actions and behaviours and to
be aware of how their behaviours and actions impact on others.

2.9 Specialist Teaching

Thai Language and Culture

This is taught by specialist teachers of Thai language and should develop awareness and
understanding of the origin of the culture in which the children live and also equip them with
developing Thai language skills appropriate for their age and ability.

Class teachers may nd it useful to stay with their class for these lessons so that key principles and
themes can be continued and re ected in other curriculum areas. Thai will be taught from EY1 in
age appropriate ways.

Computing and ICT

Computing and ICT is incorporated into all curriculum areas and taught by the class teacher with
the support of the Digital Coach up to Y4. The School is equipped with resources of the highest
calibre and regards ICT as an invaluable tool for children to succeed. From Y5 Computing and
ICT will be taught by a specialist teacher.

All EY and Y1 classrooms have interactive at panel technology and 5 iPads. From Y2 students will
earn their iPad licence and the 1:1 iPad system will be developed (usually from Term 2) up to Y8.
Computing can also be taught in the ICT suite with the specialist teacher supporting class
teachers, if required, in order to ensure key skills are in place and secured.

Mandarin

Mandarin is introduced into the timetable from EY1 and lessons are devoted to this in Years 1 - 8.
In EYs Mandarin teachers will be timetabled into the EY environment to use song and role-play to
introduce Mandarin into the children’s day in an age appropriate way.

Music

DBS places a strong emphasis on the importance of music and the performing arts as a means of
self-expression for children. Music is integrated into other curriculum areas as a means of
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developing learning but is also taught by a specialist teacher. In EY, children will experience music

making in the learning environment - the music teacher will be timetabled into the EY
environment to encourage a love of music in an age appropriate way. From entering the School in
Y1, children receive specialist music teaching, where they experience aspects of composition,
listening and evaluating, expression singing and performance. The School holds concerts and
performances at various times throughout the year, to share and celebrate the achievements in this
area.

PE and Games

Children at DBS are fortunate to have excellent facilities for the teaching of Physical Education and
Games. The School has a gymnasium, a dance studio and a multi surface playing eld for team
sports and athletics events. It also has a 25 metre indoor swimming pool as well as an athletics
track, tennis courts and basketball courts. It even has a short game practise area for golf skills.

Students receive specialist teaching in all aspects of Physical Education. The PE lessons are
timetabled across the year. All classes have PE and swimming lessons each week all year plus their
co-curricular opportunities.

2.10 Swimming

It is a requirement that children participate in swimming activities and water safety instruction.

All relevant medical information must be transmitted to the school nurse and admissions
executives and must be updated throughout the year if required (especially any information
regarding asthma).
Children must wear the school swimming uniform which can be purchased from the DBS
uniform shop.

No jewellery may be worn for swimming at any time.

If a child has a verruca, he/ she must wear a verruca sock until the condition is cleared.

A bathing cap must be worn at all times.

If a child is unable to take part in swimming lessons the class teacher must be informed in writing
via the communication book or email by the parent. If the condition persists beyond 1 week a
doctor’s note may be requested.

2.11 Homework

At DBS, homework is seen as a partnership between parents, teachers and children. It is an
important part of a child’s learning, which aims to maintain standards of achievement and
maximise educational opportunity beyond the school day.

Homework is set regularly throughout the school, gradually increasing in quantity and complexity
as students get older. In Pre-Prep, teachers will share on a weekly basis, skills that would bene t
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from practice at home. This could include daily reading, phonics practise, basic number and theme

preparation.

In Y3 and Y4, longer term project-based homework will be set for students, which encourages the
development of skills. In Y5 and above, some age appropriate homework should be given every
night in the core subjects of English, Mathematics, Science, Mandarin and Thai. Further detail will
be provided in a homework timetable produced at the start of the academic year. Reading for
pleasure should be considered as part of the homework set.

Homework should be recorded into the homework section of Communication Diaries (Y5-8) by
the student on the day that it is set. Some homework may be given to last over a number of nights
or it may need to be done for the next day. The completion date should be made clear when the task
is set. Guidance for students and parents is provided on the Parent Portal and the Homework
Policy, which is updated at the start of every academic year.

2.12 Daily Reading

A crucial part of home learning is daily reading. As a guide, we expect children to read each day.
Reading is the key to unlocking so much other learning; so as well as fostering a love of reading and
books, the impact on learning in other areas of the curriculum will be accelerated.

2.13 School Policy

It is important that sta follow school policy for all areas of teaching, the curriculum and
assessment, recording and reporting. School policies are available for reference on the shared
Google Drive and should be read and considered when planning curriculum work.

All policies and procedures are kept electronically on the Google Drive in the Policies and
Procedures section of the Education folder.

2.14 The House System

All students and teaching sta are allocated to one of four Houses and, once allocated, will stay in
that House throughout their time at DBS. The main function of the House is as a vehicle for
school competition, and to develop a vertical school ethos and integration of students. It does not
have a pastoral role, which is year based.

Each House has a teacher as its House Leader and, this person is supported by elected Prep School
students as House Captains. Each House has a male and female House Captain.
The Houses System:

● Is a focus for school competition.
● Provides a source of collegiality.
● Develops group identity and a sense of belonging.
● O ers an opportunity for the older students to lead and mentor the younger ones.
● Is the focus for community service projects across school

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Points are earned for each House in competitions throughout the term. The House with the most
points at the end of the term wins the House Shield, which will be presented in the nal Assembly
of the Term.

All members of teaching sta , with the exception of the Principal and SMT, and the Head of PE
and Games are allocated to a House.

House Colours

The children are allocated to one of four houses and each house has its own colour. The colours are
as follows:

Windsor - Red
Balmoral - Yellow
Sandringham - Green
Buckingham – Blue

3. Basic Routines

3.1 The Academic Year

The 2018-19 school year starts on 3rd September 2018 and nishes on 9th July 2019. These are 180
teaching days, de ned as days when students attend school or school organised activities such as
eld trips, sports days and scheduled exam days. There are also in-service training days on which
teachers are required to attend programmes organised by the school such as professional
development, curriculum writing workshops, and year level planning.

3.2 The Timings of the School Day

Year Start Lunch End Optional paid extra After School
Group of Day of Day Curricular activities Activities
EY1 8.00 - 8.30 11.45 – 12.45pm 3.00pm 3.40 - 4.40pm n/a
EY2 8.00 - 8.30 11.45 – 12.45pm 3.30pm 3.40 - 4.40pm n/a
Y1 & Y2 8.00 11.45 – 12.45pm 3.30pm 3.40 - 4.40pm 3.30-4.10pm
Y3 – Y8 8.00 12.30 – 1.30pm 4.50pm 5.00 - 6.30pm n/a

There will be a weekly sta brie ng on Mondays at 7.30am. All academic sta must attend this
meeting.

Children should arrive at the School no earlier than 7.30am. The School day begins at 8.00am for
all students from Y1 upwards. EY1 and EY2 children start between 8.00am and 8.30am. Parents
of EY1 and EY2 children will take their children directly to the classroom. Children from Y1
upwards will line up with their class teacher or form tutor at 7.50am.

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3.3 Children Entering and Leaving School

3.3.1 Student and Parent Access Arrangements

Year Group Morning Afternoon After ASA or ECA
EY1 Access: Access: Access:

8.00am - 8.30am 2.50pm - 3.10pm via 4.35pm - 4.50pm
Please enter D3 via Door 3. via Turnstile A only.
Door 3.
Pick up/waiting area Pick up/waiting
from 2.55pm: area from 4.35pm:
Floor 2, D3. The outdoor play area
Outside your child’s
classroom.

Late Pick up: Pick up after
via Door 3 (children 5.00pm:
will be waiting in the via Door 3 (children
dining hall). will be waiting in the
dining hall).
EY2 Access: Access: Access:

Please enter D3 via Door 3. via Turnstile A.
Door 3.
Floor 2, D3. The outdoor play
Outside your child’s area.
classroom.

Late Pick up: Pick up after
via Door 3 (children 5.00pm:
will be waiting in the via Door 3 (children
dining hall). will be waiting in the
dining hall).
Y1 & 2 Access: Access: Access for ASAs:

Turnstile A. Door 3. Turnstile A.

Floor 3, D3. The outdoor play
Outside your child’s area.
classroom.
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Y1 & 2 Access for ECA’s:

4.35pm - 4.50pm
Turnstile A.

Pick up/waiting
area from 4.35pm:
The outdoor play
area.

Late Pick up: Late Pick up:
via Door 3 (children via Door 3 (children
will be waiting in the will be waiting in the
dining hall). dining hall).
Y3 to 8 Access: Access: Access for ECA’s:

7.30am - 7.50am 4.45pm - 5.00pm Please pick up your
Turnstile A. Turnstile A. child at 6.30pm from
the ECA venue.

Pick up/waiting area
from 4.45pm:
The outdoor play area.

Late Pick up:
via Door 3 (children
will be waiting in the
dining hall).

In addition, kindly please note:

1. At the start of the day, if raining or wet, please enter by the canopy entrance (Door 3)
and wait with your child in the dining hall until it is time to line up or go to the
classroom.
2. At the end of the day, if raining or wet, please enter by the canopy entrance (Door 3) and
pick up for your child in the dining hall.
3. Visitors to the school who do not have a security pass and lanyard must check in with a
member of the security team who will issue a visitors badge after checking ID. The ID
will be held by security for safekeeping while the visitor is on the DBS campus.
4. Our security team have been instructed not to allow parents access to the school
buildings at any times other than those listed in the above table. Please cooperate with
the security team. Any limits they apply regarding access to school buildings are at the
direction of the DBS Senior Management Team.
5. Access to Building D2 is strictly prohibited at all times unless you are attending a school
arranged event open to parents or visitors or if accompanied by someone from the DBS
staff.
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EY1 and EY2

Students in EY1 and EY2 are to be brought to school between 8.00am -8.30am. EY children are
allowed to be accompanied by their parents and taken to their classroom where their class teacher
will greet them. Parents should enter D3 via Door 3 only, and then go up the stairs that lead o
from the dining hall to Floor 2 in D3.

Parents and children who arrive before 8.00am must wait in the outdoor EY play area. Parents are
responsible for the supervision of their child before 8.00am.

Parents of children in the Early Years should use the parent parking areas to the right hand side
(facing) of D3.

Y1 - 8

Children in Years 1-8 are to be brought to school no earlier than 7.30am and wait in the outdoor
play area. Parents can choose to either drop o their child at the Y1 – Y8 turnstile (A) or park and
wait with their child in the outdoor play area.

Parents of children in Y1 - 8 should use the parent parking areas to the left hand side (facing) of D2.

At 7.50am, a member of the SMT will line up the children with their class teacher or form tutor.
Children should be facing the front towards the play equipment, stood in silence and wearing the
correct uniform, smartly.

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At 7.55am, all parents are able to leave the school and the children will be led to their
class. The children are led through the EY play area entrance, and up the stairs that lead
oﬀ from the dining hall. this point, all parents are able to leave.

Late Arrivals

EY1 and EY2

Any student arriving after 8.30am is late.

Y1 - 8

Any student arriving after 8.00am is late.

If a child is late arriving at school for any reason, he/she must access D3 via Door 3 where they will
be signed in as late. This is essential in case of re or other emergency. This will also ensure the child
is awarded his/her attendance mark for that session.

Regular late arrival to school has a negative impact upon the student’s progress. As part of our
students’ personal development, we encourage personal organisation, part of which is being
punctual.

3.3.2 Pick Up Arrangements

EY1

Children in EY1 can be collected by their parents from their EY1 classroom at 3.00pm. Parents
should not enter the School building until 2.55pm and are requested to wait outside in the covered
walkway or outdoor play area until then. EY1 parents should use the parking areas to the right hand
side (facing) of D3 and the access building via Door 3.

The children will be handed over to their parents by either the class teacher or LA.

EY2 - Y2

Children in EY2 - Y2 can be collected by their parents from their EY2 - Y2 classroom at 3.30pm.
Parents should not enter the School building until 3.25pm and are requested to wait outside in the
covered walkway or outdoor play area until then. EY2 to Year 2 parents should use the parking areas
to the right hand side (facing) of D3 and the access building via Door 3.

The children will be handed over to their parents by either the class teacher or LA.
Y3 - 8

Children in Y3-8 will be taken from their classroom to the outdoor play area/ covered walkway at
4.50pm where parents should wait to pick up their child. Parents of children in Y3-8 are not
permitted to enter the school buildings.

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Late Pick Up Arrangements

EY1

Parents of children in EY1 who arrive after 3.10pm are late to pick up their child. In this situation,
one of the reception sta will call the parents. The child will be logged as a late pick up and
supervised at the dining hall, D3 until their parents arrive to collect them.

EY2 - Y2

Parents of children in EY2 - Y2 who arrive after 3.40pm are late to pick up their child. In this
situation, one of the reception sta will call the parents. The child will be logged as a late pick up
and supervised at the dining hall, D3 until their parents arrive to collect them.

Y3 - 8

Parents of children in Y3-8 who arrive after 5.00pm are late to pick up their child. In this situation,
one of the reception sta will call the parents. The child will be logged as a late pick up and asked to
wait in the School dining hall. Please note that we do not provide child supervision beyond
5.00pm.

Please also note that parents being late to pick up their children should be the exception and not
the norm. Children are left here by their parents at their own risk before 7.30am and after 5.00pm.

A nurse will monitor the late students until parents arrive.

Outdoor Play Area

The outdoor play area between Buildings D2 and D3 provides children in Y1 - 8 with an excellent
facility. The age-appropriate apparatus in the outdoor play area is for children aged 5 to 12 only. No
other children should play on this equipment at any time. Eligible children are allowed to play on it
whilst supervised by School sta at 7.30-7.50am and at breaks and lunchtimes. Children must not
play on this equipment at 3.30-5.00pm and when not supervised by School sta .

Directions given to parents for arrival and collection of children to school (as stated in the parents’
handbook)

Responsibilities

Each teacher is responsible for their own class at the beginning and end of each school day.
Specialist teachers will also be required to assist with duties. A rota for duties is drawn up and
distributed to sta prior to each term.

It is the class teacher’s responsibility to ensure the children in their class leave the premises safely. If
a child has not been collected – it is the class teacher’s duty to ensure the problem is resolved – i.e.
phone call to parents and then supervise children until they are collected.

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After School Activities

Class teachers should be aware of which children attend any clubs. It is the responsibility of the
class teacher to ensure these children go to the correct place at the end of the school day.

3.4 Children using the School Bus Facility

We currently o er a limited School Bus Service. Any family interested should contact the DBS
Transport Manager for further information.

3.5 Break Times

If you are on duty at any time of the day, please ensure that you are constantly on the move,
covering the whole of the designated area. Please do not take drinks (only bottled water) or food on
duty with you.

In the event of an accident.

If the injured child is able to, send with another child straight to the school nurse who will
administer treatment accordingly.

If the injury is deemed more serious, please send two responsible children to fetch the School
Nurse.

Water Breaks

It is important to remember that we are working in a country with high temperatures. Children
can become dehydrated if they do not drink enough. Children should be encouraged to drink
water throughout the day. It is important that individual teachers take responsibility to organise
this with minimum disruption or break from learning.

Water should be brought in an appropriate container e.g. water bottles which children can use
independently and is clearly marked with their name. Alternatively, children can use the chilled
water machines that are situated close to the classrooms.

3.6 Arrangements for Break and Lunch Times

Duty Rotas will be organised and published by at the start of each term dependent on the areas in
use and sta available.

3.7 Hot Weather Practice

The comfort and safety of every child is of paramount importance to all of us at DBS. There will be
times throughout the year when we encounter unusually high temperatures. To prevent
unnecessary exposure to direct sunlight and very high temperatures during the school week, the
guidelines are as follows:

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Morning and Afternoon Break

During periods of very high temperatures children can access shade in several places in the outside
play area. This includes the overhead sail and the tunnel area at the rear of the play area. They may
also use the dining room as a quiet space and they can also request access to the library. In situations
where the temperatures are extremely high, students will not be allowed to play outside and the
same procedure as Wet Break will apply.
Lunchtime Break
Children can enjoy the dining room as a quiet and cooler space. In addition, children in Y3 - 7 can
sign up for one of the many lunchtime clubs on o er every day. This means that they can remain
inside for the duration of lunchtime. Children in Pre-Prep are encouraged to use the overhead sail
and the tunnel area at the rear of the play area; they must always have hats and water and are also
able to use the dining room.
Afternoon Games
Pre-Prep children (EY1 - Y2) have no outdoor lessons at this time. They are enjoying swimming
and PE, both of which take place indoors. Prep children (Y3-8) at DBS have two or three PE or
Games sessions each week. These sessions are very important to the full and balanced development
of our children.
Head of PE and all of our PE sta should be very mindful of the need to ensure the children’s
safety at all times and a programme should be prepared that provides a balance of indoor and
outdoor activity over a two-week period. No child will have all three sessions outdoors in any one
week.
In sessions which are held outside, the PE sta should ensure that the children always wear hats,
that they have regular water breaks and that as much direct teaching as possible should be done in
shaded areas. They will also use their judgement to make sure that unnecessarily vigorous activity
be avoided and that time outside in direct sunlight will be minimised.
If the temperatures are considered extremely high, the level at which the temperature and humidity
combine to make it ‘feel like’ 40 degrees celsius or more, then all activities will take place indoors.
This will also apply to morning and afternoon break.

3.8 Assemblies

Assemblies are held weekly. Themes should be mindful of culture. The weekly assembly will largely
focus on the sharing and celebrating of children’s work or events happening in and around school.
We will hold class assemblies for each class throughout the year, to which parents will be invited.
These should be appropriately linked to the curriculum and re ect learning taking place within the
classroom. The dates for these assemblies are published on the Whole School Calendar.

3.9 Registration

For full details please refer to the School’s “Attendance Policy”. Teachers must keep a daily
attendance register using 3Sys and children should be marked present or absent (using the correct
codes below).

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School will collect and publish data on their rates of unauthorised absence each term on individual

termly reports.

The o cial register needs to be completed by the class teacher within the rst ve minutes of the
day or as soon as possible. This can be done once the children are in the classroom and cross
checking by doing a headcount.

The school will telephone parents of children on their rst day of absence if school has not been
noti ed of this absence.

Register Keeping

It is important that registers are carefully maintained on 3Sys and any information about a child's
absence is recorded both by use of the symbols and by writing brief details in the school system.
Careful register-keeping is an indication that all absence is being questioned and followed up. This
is the responsibility of the class teacher.

Marking registers

All school registers should be taken at the beginning of the morning session.

Absences should be authorised where appropriate, using the standardised symbols. Only the
school can approve absence, not parents. The fact that a parent has o ered a note or other
noti cation in relation to a particular absence does not, of itself, oblige the school to accept if the
school does not accept the explanation o ered as a valid reason for absence. Under no
circumstances should an un-noti ed/unveri ed absence be regarded as authorised.

To distinguish between poor punctuality and non-attendance, it is necessary to set aside 15
minutes after which the register is closed. Children will receive a late mark from the class teacher in
the school registration system.

Completing the register

Each register must be marked at the beginning of the morning session according to the policy.

Standardised Marking Codes:

Present
/
Present at time of registration.

Education O -Site/Educational Visits V

To include school residential visits/sport etc. Only to be entered after veri cation of attendance at
o site base

Absent ?

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If a child is not present in the classroom by the end of the registration period, a QUESTION
MARK should be entered. The following codes should be added later to explain the absence.

Late L

A child who arrives late, after the start of morning registration, should be marked as late.

Sickness Authorised S

To be veri ed by the parent/Guardian, by email, letter or by telephone.

Unknown Absence ?

If we do not know the reason for the absence and are unable to contact the parent.

Unauthorised Absence O

The child is absent to a reason that is unauthorised.

Medical or dental appointment/treatment authorised M

Only to be entered after veri cation and normally noti ed in advance.

Religious festival authorised R

Day of religious observance in the religion to which parent/Guardian/child belongs.

Unknown Absence ?

School Closure - Forced Not Planned #

Exclusion/Suspension E

Speci c Responsibilities of Class Teachers Relating to Attendance and Punctuality

Class teachers hold important responsibilities for the general welfare of children in their classes;
attendance and punctuality is an important feature of their responsibility and is an expectation of
our school.

Attendance data must be completed accurately and in time.

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4. Procedures

4.1 School Attendance

The role of the parent/guardian in supporting the school's e orts in securing high levels of
attendance is critical. At DBS we intend to maintain close, e ective and positive links with our
parents and ensure that they are contacted at an early stage to deal with unexplained absences of
their child.

Unauthorised Absence

A telephone call (and if necessary an email) will be made on the rst day of absence if there has
been no communication from parents. This and brief details of any other communication made by
the school must be noted in the system.

Lateness

Regular lateness must be followed up in the same way as developing patterns of absence.

Early Intervention

Monitoring and encouraging attendance is an integral part of the class teacher's role. Class teachers
will receive support from the SMT if necessary. It is acknowledged that an early response to
developing patterns of absence can be most e ective. The circumstances of the individual child or
group of children must determine the nature of communication regarding attendance. At DBS we
will be particularly sensitive to issues of linguistic di erences in matters of communication, and of
cultural di erences in perception regarding attendance.

Major early signs of absenteeism are:

• Unauthorised absences.
• Lateness.
• Occasional / developing patterns of absence.

Strategies to be used by Class Teachers when tackling these early signs of absenteeism:

• Discussion with child (if appropriate).
• Communication with parent/guardian by telephone.
• Standard or personal letters from the school.
• School based interviews / meetings with parent or guardian.

Follow-Up action in cases of non-attendance

In all cases of absence, every e ort should be made by the class teacher, nurse and Head to obtain
the reason for absence, so that it may be authorised as appropriate. This may involve phone calls
home, or letters/emails being sent to the parents. The same procedure should be followed in cases
where a child is persistently late. The times of arrival should be recorded in the system. Parents and
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children should be reminded that being "too late for a mark" constitutes failure to attend and could
severely a ect a learner’s progress.

In recurring cases, where a child has persistent unauthorised absences, the school will invite parents
to a meeting with the Principal who will decide upon appropriate action.

All action taken by the school should be carefully dated and recorded in the school management
system.

If attendance remains poor, after all e orts by the school to resolve the problem within the
framework of the school's Attendance Policy then the Principal may sanction suspension.

Speci c details and guidance for issues relating to children’s attendance can be found in the DBS
School Attendance policy. The guidelines and procedures outlined in this document should be
followed to ensure children’s attendance is kept to a maximum at DBS.

4.2 Sta Attendance

All sta must notify the Vice-Principal Academic of illness, as soon as they know they will not be
able to attend work. For teaching sta this means contacting the Vice-Principal Academic by
telephone the night before, or before 6.00am on the morning they become un t for work.

All sta must let the school know how long they think they will be o work for, and when they
will be able to return to work.

Sta are required to produce a Doctor’s note letter to support absence after the second day of
illness.

Permission from the Vice-Principal Academic must be obtained beforehand to seek time o work
for any emergency visits to the Dentist, Doctor, Hospital etc.

Sta will be invited to attend a meeting with a member of the senior management team if they are
absent on 3 separate occasions in any one-term or if their attendance gives a cause for concern.
During this meeting, the member of sta will be asked about their absence, asked if there is
anything that the school can do to support the reasons for their absence and agree any required
next steps. The School does reserve the right to refer a member of sta to a doctor at any time and
at the School’s expense.

Unless in an emergency, all appointments should be made outside school hours, or during
school holidays.

All leave of absence must be approved in advance by the Principal.

All sta must be punctual, and be on site at DBS ready to begin work, at the appropriate time.

Teaching sta must be at school by 7.30am, at the latest to be ready for the school day.

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Teachers must ensure that they are in school to ful l their duties as determined by their individual
timetable. This may well be di erent each day depending upon your role.

5. Partnership with Parents

5.1 Parents and their role in School

Parents are welcome to visit the school but should always report to security rst. In the interests of
security and safety, visitors to the school are asked to sign in at the Security Point before their visit
where they will then be issued with a visitor’s lanyard to wear. On entry into the school building,
visitors should report to the main reception desk. Parents are issued with yellow parent lanyards for
easy identi cation but may wear a red, visitor’s lanyard if they forget their yellow parent lanyard.

Parents helping in school should always wear either their parent lanyard or a visitor’s lanyard.

5.2 Open Days

All new children and their parents are warmly invited to view the school and meet the sta on the
School Open Days held throughout the year.

Tours of the school for prospective parents are arranged every week, at agreed times.

5.3 Teacher Consultations

Teacher Consultation Meetings will be held every term. These meetings provide an opportunity for
you to meet with the teachers and discuss any aspect of your child’s education and progress. The
meetings will run on an appointment system and details will be sent home in advance. There will
also be opportunities for you to meet with the Specialist Teachers.

It is always better to talk to somebody early on to avoid the prospect of a minor problem becoming
a larger issue. We encourage parents to communicate with the class teacher throughout the year by
making appointments as required.

There will also be an induction meeting at the start of the academic year.

5.4 Partnership Agreement between Home and School

DBS strongly believes that a child will achieve the best results when there is a true partnership
between teachers and parents. DBS is committed to providing excellent teaching and resources to
enable all children to reach their maximum potential and experience a ful lling and rich education.
The DBS partnership with parents is outlined in the following Home - School Agreement which is
sent to parents at the start of the academic year or as part of the student induction process for new
students who join throughout the year. Parents are asked to read and then sign and return them to
the School.

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DBS HOME - SCHOOL AGREEMENT

Parents are responsible to seek and make available communication with the school by checking
communication diaries, attending parent consultations and downloading the DBS communication
channel, Seesaw and the school’s parent portal.

In accepting a child at DBS, the Principal and sta are committed to providing a structured and
stable environment within which each child will be encouraged to develop his or her potential in
both academic, physical and personal terms.

DBS places great value on maintaining close, constructive communication with parents and seeks to
establish the education of each learner as a joint endeavour, not merely a process.

The School seeks:

● To meet students’ academic and personal needs and to promote the acquisition of moral values.
● To provide an environment in which children feel valued and learn to work co-operatively within
the school community.
● To provide a balanced and challenging curriculum and a wide range of co-curricular
opportunities.
● To ensure a high degree of personal care, support and guidance.
● To encourage students to achieve their academic potential and to foster a climate in which
teaching and learning of the highest quality are given central priority.
● To respond to children’s aspirations and to be attentive to those of their parents and to their
views.
● To uphold fair and equitable treatment for all students and to provide equal opportunities for
them.

Whilst academic performance to the maximum of each learner’s potential is a central objective of
both the school and parents, the school seeks with equal emphasis to prepare its students for the
wider and longer experience of life beyond the school and to promote in them qualities of
self-con dence, self-discipline, diligence, acceptance of responsibility and challenge, honesty,
unsel shness, humility, courtesy, fairness, trustworthiness, respect, loyalty, sensitivity to the needs
and views of others, courage, and the capacity to look to the future.

Education is not a commodity and the payment of fees is no guarantee of ultimate success. For an
education at DBS to be really successful, it is essential for parents, students and the school to work in
partnership with a clear understanding of these values and of moral discipline. The school will at all
times insist on high personal and moral standards of behaviour. Parents are expected to support the
school in this objective and to hold the personal and moral discipline of their children as a priority.

Children will be required to attend all school occasions and events in the appropriate DBS school
uniform or sports’ kit, to represent the school as a priority when selected, whether in games or in
other activities, after school, in holidays or at weekends, and to behave at all times to the credit of the
school, on or o the premises.

DBS students will be expected to observe the stated term dates and times of attendance and parents
are speci cally urged not to request absence for less than vital reasons. In the collective interests of the
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School, the Principal may refuse requests for absence, particularly in respect of holidays. In all cases
of a child’s absence from school, parents are requested to supply written noti cation and reasons.

The School reserves the right to take appropriate action where a student is in breach of school
regulations and, where disciplinary decisions have to be taken, every e ort will be made by the School
to inform parents rapidly and sensitively of circumstances, after proper investigation. Parents are
expected to share the values and discipline of the School and to support the sta in representing its
ethos and code of conduct and in any decisions taken. Whilst every care will be taken for the
individual, the School must act in the wider interests of its whole community. The Principal reserves
the right to suspend or expel a child where such action is deemed necessary.

In matters relating to a student’s academic progress, every care will be taken to advise parents and to
place a learner according to his or her ability. Choice of syllabus, assessment, marking, references and
allocation to classes, sets and teaching groups remain matters for the school’s professional judgement.
Parents are asked, as a matter of priority, to attend Parents’ Consultation Meetings in order to discuss
their child’s progress, and to play an important part in monitoring performance through regular
communication, e.g. Seesaw, E2P/Parents’ Time, Home/School Communication Book.

Parents are asked to ensure that children come to school with the correct equipment for learning,
including sports kits etc. and are appropriately dressed in accordance with the School’s uniform
policy. Parents are expected to support children in devoting an appropriate amount of time to home
learning, in circumstances conducive to study. Parents are also reminded to ensure that their
children’s social behaviour is in full accordance with the standards of the school when coming to
school, at school and when returning home.

In the development of a young person through a school career there will inevitably be moments of
concern, just as there will be cause for celebration. Provided that domestic circumstances are stable
and that communication between home and the school is positive, prompt and frank, there are very
few di culties which cannot be safely and happily overcome and the occasions for the celebration of
personal achievement will be all the more rewarding and frequent. Unequivocal parental support for
the values and objectives of the School is a fundamental prerequisite for a learner’s success and it is
understood that this support is implicit in the acceptance of a place at DBS.

Parents may speak with the Principal or any member of the senior management team, if there are any
concerns regarding the content of this agreement.

PARENTAL AFFIRMATION

I have read and understand the DBS Partnership Agreement between Home and School. I con rm
my support for school policies which seek to implement its aims.

Name of Child ______________________________________ Class
_________________________

Signed (Parent/Guardian) _______________________ Date
________________________________

This Agreement is under annual review and will be re-issued at the start of the new academic year.
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6. Teaching at DBS

6.1 Standards at DBS

DBS is a school which promotes the highest standards throughout. Sta should always be aware of
their position both in and out of the school. DBS expects sta to conduct themselves appropriately
and professionally at all times. Any misuse or abuse of their position or poor conduct will be taken
very seriously.

Although DBS is a British school the school very much respects and re ects the attitudes and
values displayed and held by the host country of Thailand. Teachers should bear this in mind
and become familiar with the expectations.

The students are expected to speak English at all times around the DBS campus, except in Thai or
Mandarin language lessons. This is to promote a united community and excellence in oral English.
Clearly, this needs to apply to sta as well.

Please consider carefully the following sta code of conduct:

Students:

● Always ensure that the students in your care have your full attention.
● Promote an air of calm at all times by not raising your voice – issues can be dealt with
quickly and calmly. Seek help from your line manager or colleagues on the rare occasions
when this will be necessary.
● Never be alone in a room with a child; keep doors open whenever possible.

Parents:

● Always greet parents and children warmly and politely.
● Never lose your temper or raise your voice.
● If an apparent issue cannot be resolved please refer it to your line manager, who will if
necessary refer it to the Principal.

Out and About:

● Remember news spreads fast and often turns into rumour and hearsay. You will be noticed
out of school, especially as the parents and children get to know you.
● Always maintain a professional ‘distance’ from parents, however friendly or persistent they
may be.
● Be fully aware of local laws so that you never cause o ence.

Con dentiality:

● Never discuss the business of DBS, its students, sta , curriculum, or assets with others. If
you are unsure always consult with the Principal.

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6.2 Mobile Phones

Mobile phones should not be used in the classroom during lesson hours.

Teaching sta should turn o their phones or switch to silent. In the case of an emergency, sta
can be contacted through the School Reception and a message will be given immediately. If you are
using your mobile phone during break times it should be in a discreet area and never in view of the
children or parents. School leaders, however, may need to use mobiles during the day.

6.3 Job Descriptions

All members of sta will have been issued an individual Job Description which outlines their role
and responsibilities within the school as part of their contract.

Job descriptions are drawn up by the Principal and are reviewed regularly. Any queries or concerns
relating to job descriptions should be discussed with the Principal.

6.4 Extra Curricular Activities and Prep

It is the responsibility of the sta to ensure the safety and well-being of all children involved in
prep/extra-curricular activities and ensure children are collected and dismissed from the activities
appropriately.

Teachers must not leave the site until all children in their care have been collected or
appropriate provision has been made.

Any extra-curricular club or activity must follow normal school procedure and should be of an
equally high standard in terms of content and organisation as that of any curriculum activity.

6.5 Additional Duties

Teachers at DBS may be required to undertake some additional roles and duties.

Professional Development

Keeping abreast of developments in relevant subjects and teaching methods in order to maintain a
high level of professional competence. Participating in arrangements within the agreed framework
for Performance Review, including training.

Health and Safety

Maintaining good order and discipline among students and safeguarding their health and safety
both on the school premises and when they are engaged in school activities elsewhere. Being fully
aware of all school emergency procedures. Alerting the relevant sta of any area of the school
which may cause a Health and Safety risk.

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Cover

Supervising and so far as practicable, teaching children whose teacher is not available to teach them
as required.

Meetings

Participating in meetings which relate to the school curriculum, school organisation, school
administration; attending assemblies, etc.

School Duties

Undertaking supervision of children as required by the duty rota.

6.6 Dress Code

All sta (teaching and non-teaching) are required to dress smartly and to set a very high standard
of personal appearance whilst at school, so that an appropriate professional working environment
is maintained. We are judged by how we look and therefore it is very important that we convey the
correct message to both parents and children at all times.

Female Sta

Female sta are required to dress in a way that is smart and respectful to the profession:

● Smart business suit (either trousers or skirt), or
● Smart skirt and blouse, or
● Smart trousers and blouse (no leggings, jeans, cords or denim), or
● Smart business like dress.
● Clean formal shoes (no ip op style or trainers) Smart open toe shoes are acceptable. Flip
ops are too casual and show too much of the foot.
● Sunglasses should not be worn on the head or hanging out of the pocket. They should
only be worn when outdoors and necessary.
● Jackets are required for parents’ evenings and school events.
● Jewellery should be kept to a minimum and be discreet. Nose rings/studs are not
acceptable.
● Nail varnish should be subtle (i.e. not draw undue attention).

Skirts should be neither too tight or too short. Knee length is a minimum.

Blouses should not be made of see through material, should not be too tight and should not be low
cut.

Sleeveless blouses are not acceptable. Casual t-shirts should not be worn to school. Shoulders
should always be covered and no bare midri s.

Hair should be a natural colour and not draw unnecessary attention in its style.

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Male Sta

● Smart, formal, tailored trousers (no jeans, chinos or cords).
● Smart formal shirt and tie (top button on shirt fastened).
● Clean formal shoes (no sandals, ip ops or training shoes).
● Sunglasses should not be worn on the head or hanging out of the pocket. They should
only be worn when outdoors and necessary.
● Suits/jackets are required for parents’ evenings and school events.
● Clean shaven every day or a trimmed moustache or beard.

PE

● PE/Games teachers will be provided with DBS branded navy shirt and shorts.
● All members of sta should be dressed appropriately for PE or swimming lessons.
● Sta should change for the lesson and then change back into formal wear at an appropriate
time if they are required to support the lesson/sports day etc.
● Sta should change into PE clothing even if they are supporting a specialist teacher.
Teachers will be provided with a DBS polo shirt and other kit as appropriate for their role.

Tattoos and body piercings should not be visible.

Sta should not chew gum.

A dress code for sta is a matter of sensitivity and does rely on personal judgement. Please
remember that we need to appear professional at all times. We are models for our students and we
will also meet parents and visitors.

Identity badges must be worn at all times and are used to access school.

6.7 Holiday Contact

All members of sta are required to provide a contact address and telephone number during
school holidays. This should be given to the HR prior to the holidays and should be accurate. It
will only be used in extreme circumstances.

6.8 Photocopying

Photocopying should be only done when absolutely necessary.

ICT capability in classrooms prevents the need to copy. Any worksheets used should be considered
and devised carefully to ensure they are appropriate and meaningful. In most cases children will be
recording work in their own exercise books/folders/technology and will not require any
photocopied material.

Monitoring of photocopied material will take place.

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6.9 Expenses

Teachers should not buy items for school without prior approval from the Principal or their
delegated person on the SMT. Any claims for transport expenses incurred on school business and
for sundry approved expenses on behalf of the school should be made on a claim form and
supported by a receipt. Completed forms with relevant authorisation, should be passed to the
Principal.
6.10 Meetings
Senior Management Team meetings

Senior Management Team meetings are held twice a week. Subject leaders and other sta members
will be asked to attend these meetings if issues that involve them are being addressed. They will be
noti ed of this in advance. Other meetings will be arranged as necessary as the school develops.

Sta meetings

Sta meetings are held each week and will focus on sta development and training. Please see the
meetings schedule for dates and times. All sta are expected to attend punctually and with the right
mindset.

Heads of Department meetings

Heads of Department meetings are held regularly.

6.11 Smoking

DBS is a non-smoking school. Smoking is not permitted anywhere on the school premises at any
time, which includes the sta accommodation block. A designated smoking area outside at the rear
of the apartments will be provided.

6.12 Deliveries of Food

Any member of sta (teaching or support) ordering a food delivery should ask that it is delivered to
Reception. The member of sta should pick up the delivery from there and ensure that
appropriate payment has been made. Under no circumstances should external delivery personnel
be delivering food or drinks direct to classrooms or o ces for both professional and health and
safety reasons. No students at all should be permitted to purchase external deliveries of food into
school; DBS has an o cial caterer to provide this service and it is necessary to be able to monitor
food sources for health and safety reasons. Please note that DBS is a nut free campus.

Hot drinks may be carried around the school or kept in classrooms but only in a sealed lid
container. Open lid drinking vessels for hot drinks are not permitted.

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6.13 Accommodation

Teachers are provided with accommodation, which is rent-free, for at least their rst year at DBS. If
a teacher wants to move o -site, the following guidelines are pertinent:
● Overseas teachers are able to take a Housing Allowance from the second year of
employment.
● An o -site housing allowance can be requested by writing to the Principal no later than
28th February in the rst or subsequent years, of their contract.
● The School can provide you with general advice, local knowledge about locations and
support with the translation of documents.
● Time o work will not be permissible for the purposes of property viewings, etc.
● The School must be provided with a copy of the lease agreement in the member of sta ’s
name.
● In the case where the monthly rental is lower than the housing allowance, then this
amount will be paid.
● In the case where sta elect to share, the housing allowance provided will be on a case by
case basis and this should be discussed with the Principal before any binding commitments
are made.
● The School will not be able to support an o -site housing allowance if the member of
sta ’s spouse or partner already receives this bene t.

7. School Uniform

7.1 Uniform

School uniform is compulsory throughout the school. Our DBS Uniform Shop provides DBS
Uniform including swimwear PE kit and accessories.

Please see below for further information:

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It is essential for the appearance of all students to be compatible with their attendance at a
uniformed school, which has high expectations of good behaviour. The uniform regulations above
constitute part of the conditions signed by parents when they accept a place for their child at the
school.

7.2 Jewellery

For reasons of safety and hygiene, girls are permitted to only wear 1 pair of small stud earrings
which must be removed for all PE and swimming lessons. Simple watches (not Apple watches etc.)
may be worn from Y2 upwards provided they are clearly identi ed and that they are not too
elaborate in design. Children should not wear any other form of jewellery to school. The school
cannot be responsible for loss or damage to watches or personal possessions.

7.3 Hair Styles

Hair should be kept neat and tidy at all times. Girls with long hair should wear it tied back for
school with a navy bobble, scrunchie or hairband. Plain hair clips may also be worn. Boys hair
should be kept to a short, neat and tidy style.

7.4 Nail Varnish and Tattoos

The above are not permitted in school for children.

8. Record Keeping and Assessment

8.1 Assessment

In Early Years at DBS assessment is predominantly formative and based on regular planned and
informal observations of every learner by their teachers against the ELGs.

From Years 1 to 8 we place an emphasis on formative assessment in reading, writing, maths and
science. We also use annual summative assessment in the form of GL Progress Tests in core subjects,
merely to corroborate judgements made by teachers and to allow our data to be internationally
benchmarked. In all other subjects, teacher assessment will allow us to track the progress, depth and
mastery of knowledge, skills and conceptual understanding of our students.

Teacher Assessment levels will be updated in the E2P system regularly by the teachers and is the
teacher’s responsibility to stay on top of this so data is up to date. Teachers will make use of
non-contact time for this as well as for re ection, planning and marking.

Assessment Calendar

In summary, the assessment calendar is outlined below. Please refer to the online Whole School
Calendar for speci c dates as these will vary year on year.

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DBS Assessment Calendar Overview
End of Term
End of Term 1 End of Term 2 3
Admission On entry December March June
Play based
observation ELG assessment ELG progress ELG progress ELG progress
against UK through teacher update; Term 1 update; Term 2 update; Term 3
Early Learning observation Report Report Report
EY1 (3-4) Goals (ELG)
Play based
observation ELG assessment ELG progress ELG progress ELG progress
against UK through teacher update; Term 1 update; Term 2 update; Term 3
Early Learning observation Report Report Report
EY2 (4-5) Goals (ELG)
Play based
observation,
phonics, Teacher Teacher GL Y1
reading, writing GL EY2 Assessment; Assessment; Progress Tests;
and maths Progress Tests Term 1 Report Term 2 Report Term 3 Report
Y1 (5-6) activity
Play based
observation, UK SATs; GL
phonics, Teacher Teacher Y2 Progress
reading, writing GL Y1 Progress Assessment; Assessment; Tests; Term 3
and maths Tests Term 1 Report Term 2 Report Report
Y2 (6-7) activity
GL Y2 Progress Teacher Teacher
GL Y3
Tests Assessment; Assessment;
Progress Tests;
Y3 (7-8) CAT4 Term 1 Report Term 2 Report
Term 3 Report
GL Y4
Progress Tests;
Term 3 Report
GL Y5
Progress Tests;
Term 3 Report
UK SATs; GL
GL Y5 Progress Teacher Teacher Y6 Progress
Y6 Tests Assessment; Assessment; Tests; Term 3
(10-11) CAT4 Term 1 Report Term 2 Report Report
GL Y6 Progress GL Y7
Y7 Tests Progress Tests;
(11-12) CAT4 Term 1 Report Term 2 Report Term 3 Report
Y8 Tests Progress Tests
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Y9 Tests Progress Tests;
GL Y9 Progress GCSEs and
Y10 Tests iGCSEs; Term
(14-15) CAT4 Term 1 Report Term 2 Report 3 Report
Y11

Ongoing Records

Learning Journals

From Years 1 to 7 Learning Journals are a record of each child’s learning journey throughout the
year. They include personalised targets, re ections, achievements as well as an ongoing record of a
learner’s progress, conferences and academic performance. We use Seesaw as the online vehicle for
the journal so that children can track and re ect on their learning and sharing it with parents when
appropriate.

Every half term the teacher will conference with each individual learner. This gives each child an
opportunity to re ect on their learning and comment on their academic targets, as well as add
social targets they may feel appropriate.

Target Setting

In Years 1 to 7, Baseline Assessments should be carried out within the rst 2 weeks of a child joining
DBS. It is from this information that teachers set personalised targets for each learner for the end of
the year.

Assessment is the process of forming a judgement based upon data and evidence. The majority of
assessment that goes on in the classroom is used to inform the teacher about how to organise the
learning. If used e ectively it can help to fashion the approach of the teacher by helping to identify
di culties that a child might have with a piece of learning, strategies to develop learning and the
most e ective ways of teaching.

8.2 Marking

Learning, progress and attainment is well supported when students are aware of what they are
trying to achieve in particular pieces of work, and when, through careful feedback and marking,
they have a clear picture about what they have done well and where they need to do better next
time.

Marking and feedback is a formal or informal recognition of completed work or learning in
progress. This includes open ended questioning, dialogue focusing on learning intentions, and
writing observations and learning targets onto work. Speci c formative comments on a child’s
work acts as a record as well as being a reminder of the focus for future progress.

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Assessment in EY takes the form of observation and involves the EY teachers and learning
assistants. Evidence is gathered through photos, individual child observations, samples of work and
dialogue with children. This information is used to ensure that future planning re ects identi ed
needs. This evidence is collated to support completion of the EYFS online pro les. Each child’s
level of development is recorded against the Early Learning Goals (ELGs) and completed in
accordance with whole school assessment procedures and timings.

8.3 Self-Assessment

Children should have opportunities to respond to assessment, for instance through re ection on
their learning, by revising or correcting/uplevelling work. Students can be involved in the process of
assessment as part of taking responsibility for their own learning e.g. in developing their ability to
be appropriately self-critical, or in setting targets for their subsequent learning.

At DBS there are opportunities for students to develop the skills and vocabulary needed for self-
assessment and this is built on year by year. Learning intentions are shared with children and used
as a focus for dialogue when discussing work and progress.

8.4 Record Keeping

Teachers should use the school system of record keeping to review students’ progress regularly and
to set appropriate targets for the future. Good records can help teachers to evaluate the e ectiveness
of their teaching programmes and in uence lesson preparation and longer term curricular
planning.

At DBS extensive records of children’s work and achievement are kept including:

● Medium and short term planning sheets.
● Class record keeping, showing coverage and attainment both within and beyond National
Curriculum.
● Tracking in the core subjects.
● Work sampling and moderation.
● Reading records and teacher records.
● Learning Journals.
● Children’s' exercise books.
● Photographs of children’s work.
● Displays of children’s' work in classroom and around the School.
● Tests - GL Progress Test, CAT4, RWI progress grids, Phonics screening, SATs.
● Teacher assessments.
● Termly reports.

Teachers are expected to follow the agreed assessment calendar and to liaise with the Principal to
ensure assessment at DBS is e ective, relevant and accurate.

9. Classroom Organisation and Children’s Work

In the interests of continuity, school ethos and to promote independence, classrooms must be
organised to include the following aspects:
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9.1 Furniture

● Furniture has been provided to allow some exibility within individual classrooms,
however clear routes to exit doors must be maintained.
● Under no circumstances should teachers bring their own items of furniture or introduce
any curtaining, screens, or additional storage boxes. Classrooms must remain with only the
designated items of furniture unless permission is sought from the Vice-Principal
Academic or the Head of Pre-Prep.
● Table organisation should be exible according to the requirement of the lesson. However,
it is good practice to have designated areas of learning to include zones for writing;
mathematics; presentation; art/design work.
● Every classroom from EY1 to Y8 must have a welcoming area devoted to reading for
pleasure.
● Any furniture or equipment used outdoors should be monitored carefully to avoid
heat/rain damage. Furniture should be brought close to the building and under shade on
an evening and at weekends.

9.2 Table tops

● All classrooms have a wealth of storage space which means that sink areas, work surfaces
and table tops can be kept clear, clean and tidy.
● Desktops should be kept as clutter free and tidy while children are working. The concept of
‘Tidy Table, Tidy Mind’ is true and children will work at their best if they have an
organised workspace.
● Table tops and the cupboard tops should be utilised as display areas for children’s 3D
models and artefacts or topic related stimulus. They should be regarded as an important
display area and given as much consideration as wall display areas.

9.3 Teacher's Desks

Where supplied, teachers’ desks are for use by the teacher for marking and preparation work, when
the children are not present. They should not be used as a point from which to discuss work with
children or a place for unnecessary clutter. Teachers should not be sitting at their desks when
children are in the classroom.

9.4 Storage of Resources and Labelling

Classrooms should be organised in such a way that they promote independence in the children.
Resources should be made available to students and should be kept in an organised and e ective
‘child friendly’ manner.

A variety of resources should be available to children to use and they should be encouraged to get
out their own equipment so that they become adept at selecting appropriate materials.

Trays and storage units should be clearly labelled and arranged so that items can be returned by the
children.

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All labels on furniture e.g. trays, storage boxes must be computer printed using Black Times New
Roman font and laminated on white card.

9.5 Display

A detailed display policy is in place and must be adhered to. DBS prides itself on its appearance and
regards display as a very important aspect of developing and valuing children’s work and setting
standards.

A brief checklist for display:

Do:

● Display work that is of a high standard and re ects individual children’s achievement.
● Ensure work is double mounted and the mounts are of equal size around the four edges.
● Use muted colours so that the quality of the child’s work is appreciated and nothing else.
● Use artefacts, objects or books to extend a display onto a table top.
● Use labels that support and add to the work and don’t distract or over shadow it.
● Use letter templates (when available) to label displays appropriately. Letters should be
shadowed in colours matching the mounted work.
● Ensure there is a range of displays in classrooms – ones which value and share children’s
work and achievements, and informative initial stimulus displays which engage children in
their learning.
● Ensure displays are predominantly of children’s work and ensure that they re ect the work
being done in the class.
● Ensure there is a breadth of children’s samples – not the same children’s work all of the
time.
● Ensure written work is positioned at eye level so it can be read by children.
● Make sure children’s work is at to the wall.

Don’t:

● Use blue-tac, sellotape or drawing pins to x work to the display boards.
● Use bright garish colours that detract from the children’s work.
● Over crowd displays – you don’t have to make sure every child has a piece of work on every
board!
● Overlap work – it devalues the child’s e orts.
● Use large labels to name pieces of work – name labels should be used discreetly so as not to
detract from the quality of the work.
● Have displays hanging across classrooms e.g. washing lines etc. unless agreed with the
Vice-Principal Academic or the Head of Pre-Prep for a speci c purpose.
● Display written work on angles that make it di cult to read.

9.6 Writing Tools

Pencils

Each child should always have access to a good quality HB pencil that is sharp.
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Ruler

These should be available at all times, but it isn’t necessary that every child should have one.

Erasers

The use of erasers should be restricted. A small eraser will be made available for use by the class
teacher.

Line Guides

These should be made available as and when children are ready to use them. They should be paper
clipped using large paper clips behind the page of writing.

Pens

School will provide Black Berol handwriting pens for all children at the appropriate time.

Under no circumstances will biros or felt tipped pens be used in school as part of formal learning.

10. Communication

An important element of the school’s ethos is our ability to communicate e ectively. To ensure that
there is a systematic way in which information is shared, the following procedures have been
developed.

10.1 Parent-School Communication
A weekly newsletter is sent home to celebrate the achievements of the week and inform parents and
sta about upcoming events or issues of importance. The DBS newsletter is produced on a weekly
basis on Thursday. The newsletter will be emailed to all parents and sta on Friday.
The newsletter, along with past newsletters, will also be available on the school website.
Seesaw provides daily communication between parents and teachers. Teachers should check the
inbox and respond to messages every day.
Parent information meetings and curriculum information sessions will be organised for parents in
each part of school.
Student progress will be reported formally to parents each term in a termly report in addition to
other methods of sharing progress (through the E2P and the Seesaw app etc.).

10.2 Parent-Teacher Communication

In order to maintain good communication with parents the following guidelines will be helpful:

● Record of Communication
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All signi cant communication with parents must be recorded and placed in students’ records on
3Sys. Following a meeting or telephone call, a record of the discussion should be recorded and any
concerns arising raised with the immediate line manager.

● Letters from parents

A letter which raises complaint or criticism about an aspect of teaching and learning or classroom
behaviour, should be discussed without delay with the Vice-Principal Academic or Head of
Pre-Prep. The matter should not be raised with the student(s) concerned.

● All letters to the school will receive a reply in an appropriate form.

Letters seeking factual information about work or student progress should receive a written
response. The student diary will be appropriate for this in many cases. The Vice-Principal
Academic or Head of Pre-Prep. should be informed if correspondence continues or the tone
changes.

10.3 Teacher-Parent Communication

Whenever you wish to send out a formal communication to parents please discuss this with your
line manager rst. Replies to letters or e-mails, after acknowledgement of receipt, should be sent, or
other action taken as appropriate and agreed, within a maximum of three working days. Any
written response should be discussed with a member of the SMT and the Principal must approve
all letters to parents before they are sent.

Telephone Calls

In the case of a di cult or potentially di cult telephone call, such as an aggressive or irate parent,
challenge and confrontation should be avoided. The parent should be politely informed that it is
not possible to discuss the matter at time of calling and that a return call will be made as soon as can
be arranged. The matter should be referred to the appropriate line manager without delay. The
Vice-Principal Academic or Head of Pre-Prep should also be consulted. As an emotionally
intelligent school we must always use our professional judgment but erring on the side of caution
where one senses or identi es an element of accusation or the tone and/or language of the
communication is unpleasant. Speed and e ciency of internal communication are essential to
ensure an appropriate response from the school.

10.4 Sta Communication

Formal communication takes place through:

● Weekly sta brie ng.
● Google drive calendars and shared documents.
● E mail.
● Bulletins posted on the boards in the sta room when appropriate.
● Whole sta meetings.

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10.5 Email Protocol

In any organisation email is a very useful tool that aids speedy communication and dialogue
between employees. However, it is vital that email is used with a certain amount of etiquette and
emotional intelligence in order for it to work well. Below are some rules for ensuring email is used
appropriately and e ciently at DBS:

● Never write something in an email that you would not be prepared to say to someone’s
face.
● Make sure you consider carefully who (if anyone) needs to be copied into the email.
● Never put more than one name in the ‘to’ box in an email if the email requires a direct
action from one person (such as proof reading a letter) – doing so leads to confusion as
recipients will not know who should be actioning/replying to the email. This leads to
wasted time by all parties.
● CC (carbon copy) is for information only purposes meaning that you should not expect a
reply from a CC recipient.
● Do not CC a person into an email just because they hold a position of responsibility and
only CC them if they NEED to know about your email content and it is important.
● Please use BCC (blind carbon copy) when pasting in group email addresses for parent/sta
emails where you do not want each recipient to see each other’s email address.
● DO NOT CAPITALISE in an email. It is considered rude and may be perceived as
SHOUTING.
● Do not write in red in an email to exaggerate a point.
● Do not expect a reply from anyone that you email unless you speci cally ask for one, i.e.
‘please let me know your thoughts/get back to me asap/what do you think?
● Always start and end an email correctly and politely whenever possible – Dear… and
Regards…
● If a parent emails regarding an issue reply within 24 hours. At the very least you must send a
response thanking the parent for their email and informing them when you will respond to
their query in more detail and giving this timeframe of doing so.
● Never engage in a protracted discussion/argument via email with a parent or colleague – a
phone call or a face-to-face meeting will resolve most issues quickly.
● Spend no more than around one hour a day on email responses – if you need to spend
more than this time, please speak to your line manager who can support you.

Remember schools are fundamentally about people and communication is the key to our success in
every interaction. Every interaction should therefore be positive and constructive to re ect our
ethos of respect and kindness (even when we might not feel like it, a fake smile is better than a
frown!)
DBS is a place where valued teachers facilitate engaging learning for happy children and parents are

proud to have chosen our School.
Thank you for reading this important (and lengthy) document!
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2018/19

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The Unique DBS Vision

1.2 Semper Ad Maiora (‘Always to Greater Things’)

● Opportunities are designed to make learning relevant to a child’s stage of development, for

Development of the Whole Child

Classroom and Learning Management

developing learning but is also taught by a specialist teacher. In EY, children will experience music

from practice at home. This could include daily reading, phonics practise, basic number and theme

3.3 Children Entering and Leaving School

EY1 Access: Access: Access:

EY2 Access: Access: Access:

Y1 & 2 Access: Access: Access for ASAs:

Y1 & 2 Access for ECA’s:

Y3 to 8 Access: Access: Access for ECA’s:

Late Pick Up Arrangements

After School Activities

Morning and Afternoon Break

School will collect and publish data on their rates of unauthorised absence each term on individual

DBS HOME - SCHOOL AGREEMENT

6.2 Mobile Phones

10.5 Email Protocol

DBS is a place where valued teachers facilitate engaging learning for happy children and parents are

Thank you for reading this important (and lengthy) document!

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