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Opening A School in Dubai: Academic Plan Guide
Opening A School in Dubai: Academic Plan Guide
Opening A School in Dubai: Academic Plan Guide
www.khda.gov.ae
Opening a School in Dubai
Academic Plan Guide
All information contained in this guide including text, surveys, findings, recommendations,
images, designs, charts, graphics and methodologies are protected by copyright and/
or other intellectual property rights. All confidential and proprietary information and other
intellectual property rights in this report are the intellectual property of Knowledge and Human
Development Authority. You may not distribute, reproduce, modify, edit, alter, enhance,
broadcast or tamper with in any way or otherwise use any material contained in this guide
without the prior written consent of KHDA.
Section A
The Academic Plan
Section B
How we evaluate proposals
Part 1 – Principles....................................................................23
Part 2 – Process........................................................................23
Part 3 – Criteria........................................................................25
Section C
Extracts from successful applications.......................................29
2 Academic Plan Guide
Investing in Dubai’s Future
Dubai has developed a distinct identity as a modern and dynamic emirate. It enjoys a global reputation as
an economic hub and offers excellent opportunities for investment. In the long term, sustained economic
growth can only occur when it is supported by effective social development strategies. Education has been
identified as one of the key areas of social infrastructure that must be developed to meet international
benchmarks.
While Dubai’s public schools and universities provide free education to Emiratis, nearly half of Emirati students
in Dubai choose to study at private institutions. Together with an ever-increasing expatriate community,
there is now a great demand for high quality early learning, primary, secondary and higher education
provision in Dubai.
More than 85% of Dubai’s school students are enrolled in private schools. Nearly all of these schools rely on
parents or parents’ employers to fund their children’s education. International assessments highlight that
the quality of schools in Dubai is above that of any Middle East or North African country. More than 200,000
students are enrolled in Dubai’s 148 private schools. The student population has grown by an average of 7%
per year over the past five years.
Sustaining Dubai’s economic growth requires the recruitment, development and retention of a professional
local and expatriate workforce. To encourage more families to come and remain in Dubai, cultivate local
talent and enhance Dubai’s international prominence, the development of a strong, high quality private
school sector is essential. Dubai’s education authority maintains strong partnerships with private schools,
which invest in infrastructure, facilities and personnel to offer their students the best quality education
possible.
KHDA is committed to supporting the establishment of high quality education institutions to meet the needs
of Dubai’s expanding population. Transparency is one of the key principles of KHDA’s approach – both
in providing institutions with data about their strengths and areas of improvement, and in empowering
parents with all the facts they need to make an informed choice about their children’s schooling.
The purpose of this guide is to assist private sector investors in submitting an application to open a school
in Dubai. Our aim as an education authority is directly aligned with that of private sector investors and the
schools community - to establish schools that give students access to good quality education.
• A site plan for the proposed school or reserved location letter , with drawings2
Knowledge and Human Development Authority (KHDA) will use the information in the Academic Plan to
evaluate the proposal for a new school and decide whether to recommend an Educational Services Permit
to operate.
Section A of this Guide gives applicants detailed instructions and advice for preparing an Academic Plan that
meets KHDA requirements. We strongly recommend that all applicants read this Guide carefully and follow
the instructions it contains.
Section B of the Guide describes the process and criteria that KHDA will employ in evaluating proposals for
new schools.
Schools in Dubai are subject to the international assessment like TIMSS, PISA and PIRLS.
Private schools are subject to regular compliance visits and inspections by the Dubai Schools Inspection
Bureau (DSIB), which measures the following criteria:
• Curriculum quality
1 Proposals for applications for early childhood centres or nurseries within school premises have different requirements, though must be
accompanied by the Academic Plan. Please see KHDA for further details
2 Drawing can be submitted after getting initial KHDA approval on the academic plan
1 – Unsatisfactory: quality not yet at the level acceptable for schools in Dubai
Full information about the school inspection framework and the work of DSIB in general is available at:
http://publications.khda.gov.ae/en/
Section C of the Guide consists of extracts from successful submissions of Academic Plans. These are intended
as guides to help new applicants understand the quality required. They should not be regarded as models
for imitation.
KHDA staff are available to provide assistance and further clarification about any aspect of the application
requirements. Please contact KHDA on the following:
Email: rcc@khda.gov.ae
Office number: +971 4 3640000
e-services: http://eservices.khda.gov.ae/en/
Applicants must use the headings and numbering system set out in this Guide.
Please indicate clearly when any of the information requested does not apply to the proposal.
1.3 Proposed year and month of opening (Academic year and Month)3
The table for a girls’ school with a similar plan would look like this:
K 1 2 3 4 5 6 7 8 9 10 11 12
Girls 2 1 1 1 1 2 3
3 It is recommended for the academic plan to be submitted at least 12 months prior to the proposed start date of operations.
Number of classes
Year 2 K 1 2 3 4 5 6 7 8 9 10 11 12
Number of classes
Year 3 K 1 2 3 4 5 6 7 8 9 10 11 12
Number of classes
Number of days per year Number of hours per day Total hours per year
• The number of toilets and wash rooms available for students and staff
• A description of the facilities available for sports and other physical education activities
• Guidelines regarding building requirements and standards are available from KHDA on request.
Please indicate very briefly the nature of the proposed school’s curriculum. For example: ‘English National
Curriculum plus IB Diploma in the Sixth Form’; ‘US, based on the curriculum for State of California’; ‘Indian
CBSE Curriculum’ and others.
You will be asked to supply further details of the proposed curriculum later in the Academic Plan.
This refers to the language (or languages) that you propose to use for teaching (main languages for
instruction).
The criteria you will employ for admitting students. Provide a detailed rationale for any that involve the
assessment of students’ academic ability
If applicable, please explain any arrangement made with a managing company to run the school. Please
supply along with this proposal a copy of any contract (actual or proposed) with a managing company.
1.4: If the applicant has a plan for extending the school’s grade range, is it manageable and coherent?
1.5: Do the target numbers match the accommodation available, shown in the site plan?
1.5: Is the proposed class size appropriate? Is it based on international recommendations?
1.6: Is the total annual instruction time in line with international recommendations? [minimum 25 hours per
week Grades 3-12; minimum 20 hours per week Grades 1-2; around 190 days per year for all grades]
1.10: Is the admissions policy in line with the school’s mission, stated in Part 2? Does the proposal include
a coherent and reasoned approach to attracting Emirati national students? Does the proposal include the
procedures for admitting students with special educational needs?
• Its aims and goals for the students. Briefly describe why you believe that these goals will enable
your students to be successful as a result of having attended your school
The mission statement should be brief: a few paragraphs and no longer than one page. The entire school
community should be the audience for the mission statement. Please use clear and precise language,
avoiding jargon.
Under this heading please explain why you have chosen to open a school of this type, with these goals
and offering this curriculum. Explain how you think the proposed new school will contribute specifically to
education provision in Dubai and more generally to the achievement of the emirate’s educational ambitions.
You should refer to any analysis or market research that has led you to believe that there is a need for the
type of school you are proposing where you intend it to be situated.
Please explain why you expect the school to be successful in meeting the needs of its target student
population. Applicants are encouraged to refer to research findings and/or their prior experience.
Please describe the proposed self-evaluation processes in your school and specify who will have the
operational responsibility for the school’s internal oversight.
You should explain which sources of information you expect to use and how you expect to use them, for
example:
Also indicate any plans you have for gaining accreditation and or authorisation for the school from an
external organisation.
2.1: Does the school have a clear sense of purpose in terms of what it proposes to achieve for its students? Are
its aims and promises sufficiently ambitious, realistic and achievable?
2.2: Is there a convincing rationale that explains why the applicant considers a school of the kind proposed is
needed?
2.3: Is there evidence of a coherent plan for self-evaluation, drawing on a range of sources including the views
of parents?
See also DSIB Quality Indicators 6.1 – Quality of leadership; 6.2 – Self-evaluation and improvement planning
You should make clear how the curriculum, through the range and choices of subjects offered, will be
designed to meet the educational needs of all the students who are expected to attend the school: those
of different ages, nationalities, backgrounds, aptitudes and levels of academic attainment. Explain how
learning each proposed subject will contribute to the students’ overall education and to their understanding
of Emirati traditions and culture, including Islam, in the context of Dubai’s multi-cultural society.
Please ensure that your submission complies with the school statuary requirements, it could be found in the
below link.
One of the main areas mentioned within the statuary requirements is the mandatory subject, so please
explain what specific arrangements will be made to incorporate the following compulsory subjects in the
school’s curriculum:
Schools might make special arrangements for teaching these subjects for students aiming to undertake
higher education in the UAE or in another Arab country.
For more information on the above please visit the link below:
http://legislations.khda.gov.ae/en/
Please describe to whom, when and how frequently the activities will be offered.
Explain why you propose to offer this range of activities and indicate how they are designed to contribute to
students’ learning and personal and social growth, and how they support the school’s mission.
3.1: Is it clear that the proposed curriculum has been selected or constructed to meet the needs of the full
range of students who will be attending the school?
3.2: Does the proposed curriculum include all the specific requirements for Islamic Education and Arabic
language?
3.3: Is there evidence that the proposed extra-curricular activities have been deliberately chosen to support
the school’s mission (Part 2)?
See also DSIB Quality Indicator 4 – Curriculum quality
• Describe clearly how students’ special needs will be identified and monitored
• Describe the stages of support that will be provided for students with needs of different kinds,
including those whose progress is accelerated
• Describe the early intervention process you will follow to support students’ needs
- What criteria will be used to determine if a student should advance to the next grade?
- If a student does not meet the criteria for advancement, what types of interventions would
the school employ to accelerate progress?
• What will be assessed? Which subjects? Other aspects of the students’ performance in school?
• By what means? Please state clearly, where relevant, the public and external examinations
you expect students to enter and at which Grade (for example Grade 12 IB Diploma; Grade 10
Cambridge IGCSE etc.) Also outline briefly the internal (teacher) assessments you propose to
conduct, such as school-based formal and informal tests; tasks and projects; portfolios of work;
observation, questioning and checking in the course of teaching.
• Who will be assessed and when? All students? Particular grades? Identified groups? Annually?
Each term or semester? More frequently? You should make clear the qualifications that you
expect students to achieve at each relevant grade.
• How will assessment data be managed? Who will be responsible for keeping assessment
records? How will they be used? What analyses will be made? How will the analysis of assessment
data be used to track the progress of individual students and to improve student learning?
It might be helpful to present your assessment plan in the form of a chart, showing what will be assessed
and when, as in this example:
This example is intended to help structure your thinking. It is not intended as the prescribed format for
the presentation of the school assessment plan. You will need to decide how best to present the required
information in your Academic Plan.
Please give an outline of the proposed school policy on reporting to parents and the approach to consultation
over student progress. Indicate how often and when parents of students in all grades will receive information
about their children’s progress. What information will they receive and in what format? Explain the school’s
policy towards communication with the parents of individual students. How will regular consultations with
parents be organised? What arrangements will govern consultations at other times?
4.1: Is there evidence that the applicant has thought carefully about an overall strategy for teaching and learn-
ing for the school and is able to explain why it is likely to prove successful?
4.2: Is it clear which special educational needs will be catered for in the school? Is it in line with the school’s
admissions policy (Part 1)? Is there evidence that this range of needs will be adequately catered for?
4.3: Does the school propose to undertake some analysis of assessment results to identify strengths and rem-
edy weaknesses?
4.4: Is there evidence that parents will be encouraged to play a significant part in their children’s education?
Will their views be sought on important issues? Has the applicant thought about effective ways to communi-
cate with parents and respond to their concerns?
See also DSIB Quality Indicators 3.1 – Teaching for effective learning; 3.2 – Quality of students’ learning; 3.3 –
Assessment; 6.3 – Partnership with parents and the community
Briefly summarise the school’s approach to maintaining discipline and dealing with poor behaviour, including
its policy for excluding students.
5.2 Attendance
Provide a statement of the school’s policy for ensuring high attendance and good punctuality. This should
make clear the practical strategies the school will employ
5.1: Does the policy extend beyond a regime of disciplinary measures and sanctions? Does it propose how the
school will encourage positive behaviour?
5.2: Is there evidence that the applicant has thought about the practicalities of monitoring and encouraging
high attendance rates and good punctuality among students?
See also DSIB Quality Indicator 5.2 – Quality of support
6.1 Counselling
Please describe what support will be available to students who experience personal problems. Explain how
and by whom the support will be provided.
Please describe what advice and guidance will be available to students at different ages to prepare them
for the next stage in their education and employment. Explain when, how and by whom the advice and
guidance will be provided.
Please describe the arrangements for ensuring that students are kept safe at all times while on school
premises. Include the school’s approach to the assessment of risk and the maintenance of buildings, facilities
and equipment.
6.4 Food5
Please specify what food will be available for students while they are in school during recesses and lunch
breaks.
6.5 Health6
Please describe the medical services that will be available to students and how and by whom they will be
provided.
6.1/6.2: Will first-line health and counselling services be provided by suitably qualified people?
6.3: Is it clear that the applicant is aware of the importance of career and education guidance, particularly for
older students?
6.4: Does the proposed school have a comprehensive approach to ensuring the safety and security of students?
6.5: How well do these proposals fit with what the applicant says about promoting the health of the students?
See also DSIB Quality Indicator 5.1 – Health and safety
Please describe the anticipated working relationship and division of responsibilities between the governing
entity and the school’s professional leadership.
Please provide an organisational chart to show lines of reporting and accountability among the school’s
professional leaders and leading administrative staff. The chart and its accompanying text should explain
the responsibilities associated with each senior post.
Please explain the role of the school’s shareholders in relation to the management of the school and the
plan for their involvement.
7.3 Teachers
Assuming the target for student enrollment is reached in the first year of the school’s operation, please
indicate the number of teaching posts, their responsibilities and workloads, using a table as follows:
Teaching
Grades Any additional responsibility (e.g. Qualifications
Post (e.g. Teacher of science) hours per
taught subject leader) required
week
Please give a brief outline of how the school will recruit, review, and make staff hiring decisions.
You should describe who in the school will be involved in the recruiting and hiring process and who will
possess hiring authority.
Describe briefly the school’s approach to performance evaluation, including policies for managing poor
performance.
If applicable, describe how the analysis of student performance data will be incorporated into the evaluation
of teachers’ performance.
Describe your proposed arrangements for the induction of new staff; how the school will identify the
professional learning needs of school leaders, teachers and other staff and how it will provide training and
other development opportunities in response.
7.1: Will the proposed governing body include representatives of parents and others with a legitimate interest
in the work of the school? Are the responsibilities of the governing body expressed clearly?
7.2: Do the senior staff have clear and distinct responsibilities and accountabilities?
7.3/7.4: Do the proposed staff lists indicate that the full curriculum and range of student services will be de-
livered by suitably qualified people?
7.5: Is the recruitment plan likely to prove feasible in relation to the schedule for opening the school?
7.6: Does the recruitment strategy ensure that 100% of recruitment is done externally?
7.7: Is there evidence that the applicant has considered the practicalities of managing the performance of the
staff? How do these proposals match with the plans for school self-evaluation (Part 2)?
7.8: Do the proposals demonstrate commitment to promoting the professional development of the staff?
7.9: Consider the practicality of these proposals against the financial plan (Part 8).
See also DSIB Quality Indicators 6.4 – Governance; 6.5 – Staffing, facilities and resources
Has the applicant provided evidence of competence in managing financial issues, income and expenditure?
Specifically:
Is there a target for an operating surplus to be generated to meet future capital costs?
Will there be sufficient checks and balances to properly account for income and expenditure?
Does the school have a marketing plan designed to maintain or increase student numbers?
Do the proposed fees reflect market conditions and the need to generate a surplus sufficient for future devel-
opment?
Where applicable, does the school have proper procedures for the award of scholarships and bursaries?
Is there a clear parental contract that sets out when and how fees are to be paid?
Are there adequate debt control procedures?
Is future capital expenditure clearly set out in the plan?
Will sufficient resources be devoted to planned and day-to-day maintenance of the school?
• Construction cost estimates, including dimensions, classroom spaces, special-use areas etc.
• If the applicant has an existing school in the UAE or elsewhere, please provide reports on their
quality performance.
Section B
How We Evaluate Proposals
Part 1: Principles
KHDA employs four key principles in the evaluation of every proposal to open a new school:
1. Rigour. It is essential that consistent international standards of quality in school provision are
maintained in Dubai in order to secure optimum outcomes for students. We therefore apply a
scrupulous process for the evaluation of proposals to open new schools.
2. Simplicity. Our procedures for processing applications are straightforward and transparent.
We take all reasonable steps to ensure that individuals and organisations are easily able to
understand them and respond appropriately to their requirements.
3. Differentiation. All applications, irrespective of their origin, are treated equally, but not all are
of equal quality. We therefore include a ‘fast track’ facility, which minimises the length of time
required for reviewing and determining the success of excellent applications.
Part 2: Process
Applicants are required to start the process of finding land as soon as they have informed KHDA of their plans
to open a school. Potential schools can acquire land from two sources – private and government landlords,
detailed below.
1. Knowledge Fund
• Website: www.kf.gov.ae
• Email: info@kf.gov.ae
• Website: www.wasl.ae
3. Free Zones authorities (e.g. Dubai Technology and Media Free Zone, Dubai Silicon Oasis, Emaar, Dubai
Health Care City, Dubai Industrial City and Dubai International Financial Centre.)
Upon reserving the plot of land from the concerned entity, the applicant may submit the Academic Plan
to KHDA. KHDA will contact each applicant by email to acknowledge receipt of the Academic Plan and to
detail any further information and/or documents we may require before we can evaluate the plan. If the
application meets all requirements the applicant will be asked to pay due fees, the receipt of which will
mark the start of the process.
Within ten working days, KHDA will provide the applicant with email feedback on the quality of the Academic
Plan, and advise where the applicant is expected to make required modifications.
KHDA will arrange a face-to-face meeting with the applicant at a mutually convenient time. At the meeting,
applicants will be able to present the changes as recommended by KHDA and to answer queries and justify
and/or clarify rationale.
Within ten (10) working days of the meeting, we will inform the applicant in writing about the next steps
in the procedure. The process of evaluating the academic plan will take approximately (30) working days
from the date of sending the acknowledgement email to the applicant. Successful applicants will receive an
initial approval7. Unsuccessful applicants may apply again within a time frame most appropriate to them.
7 Initial approval is valid for a period of 60 days and is not renewable. It is expected from the applicant to submit specific legal
documents.
Evaluators consider the quality of the information provided in each part of the Academic Plan. They do so
with the Quality Indicators employed by the Dubai Schools Inspection Bureau (DSIB) in mind, in particular:
• How well the curriculum meets the educational needs of all students
Approval is given to plans that KHDA considers capable of producing schools whose potential overall
effectiveness is likely to be rated ‘Good’ by DSIB, using the four-point scale:
4 – Outstanding
3 – Good
2 – Acceptable
1 – Unsatisfactory
• Is the plan well organised with clear numbering, bullets, paragraphs, headings etc. to guide the
reader?
• Does the plan use plain language to make points precisely, with relevant details and suitable
examples to illustrate key points?
• Where tables and diagrams are included, are they clear and fit for their purpose?
• Is the plan concise, with about the right length and balance between subsections, without
unnecessary elaboration?
3. Coherence
• Are the subsections coherently aligned with each other and with the school’s mission, so that
the implications of one section are properly addressed in other connected sections?
4. Compliance
• Does the plan comply with the letter and the spirit of the requirements in the Guide to Preparing
an Academic Plan?
Once KHDA has approved the Academic Plan for a new school, applicants will be asked to provide further
detailed information about their organisation and proposal. This process is described at
http://newschool.khda.gov.ae/en/
Academic Plan
Required improvement
Grade 4 Grade 3 Grade 2 Grade 1
to the plan
Rating scale This aspect This aspect This aspect This aspect
of the plan of the plan of the plan of the plan
is fully is broadly requires falls well
satisfactory in satisfactory further short of
all important but would development in satisfying
respects and benefit from some the criteria
requires no further significant in several
further development in respects significant
Academic Plan development one or two re- respects
Elements spects
Overview of the
Academic Plan
Mission, rationale
and QA
Curriculum
Teaching, learning
and assessment
Behaviour and
attendance
Student services
Human resources
Financial plan
Clarity and
conciseness
Coherence
Compliance
These extracts have been taken from applications that have been approved by KHDA in the recent past.
In every case, the extracts represent only a part of the text submitted in each particular section of the proposal.
They are intended as guides to help new applicants understand the nature of the information required and
to indicate appropriate styles of presentation. They should not be regarded as models for imitation.
The school takes its strength from the very best of British education. The expertise of our highly qualified
teaching staff, combined with the support of advanced information and communication technology, provides
a centre of educational distinction.
The school will be a centre of excellence from pre-school to 6th form with opportunities for adult learning
outside of school hours. Students will pursue a curriculum that offers social, cultural and global awareness
as well as the highest of academic standards with options in the secondary phase for a range of British
qualifications.
The school is designed to service the community and its eve- changing needs and technological growth. A low
student / teacher ratio, excellent staff and infrastructure, combined with professional training programmes
will ensure up to the minute expertise and excellence in teaching and learning.
The school will be tailor-made for modern Dubai, serving the needs of the local population and ever increasing
expatriate population, whilst offering a relevant and appropriate education to the local population via Arabic
language and social studies with advanced study options.
The school will be one of the first schools in the Emirate to fully integrate, via its personalised learning
programme, students with moderate learning difficulties in a faculty based setting.
Special educational needs consultancy and advice will be integral to the services offered by the school.
Where innate talent has been identified there will be fast-track learning for gifted and talented students.
• Are interested in people and are able to work with and communicate with a broad range of their
fellow men and women
• Have open and enquiring minds and can observe and reflect critically upon what they see
• Are thoughtful, sensitive and perceptive, interested and enthusiastic learners with confident
linguistic skills, numeracy, logical reasoning and a global perspective on life.
Extract 2: Curriculum
Introductory statement
The school will meet the ever-changing needs of its learners, both local and expatriate. It will be a learning
community at every level, in touch with the needs of its population (including teachers) and ready to
embrace continued development as a necessary process to remain effective in an ever changing and rapidly
progressing society.
The school will offer Foundation Stage and primary curricula based on the English National Curriculum and
at secondary level IGCSE and A-Level programmes. In tandem with local commerce the school will also offer
vocational training programmes such as GNVQ, which directly link qualifications to a career path and the
new IB vocational courses.
The school aims to offer a breadth of education and qualifications to cater for the needs of students at every
level, encouraging the pursuit of excellence in higher education at both local and international institutions.
Statutory requirements
The school will promote inter-cultural awareness at every opportunity. The full required Arabic language,
Islamic and Cultural Studies Programme will be available as an option for any student. Otherwise students
will study the Arabic and Social Studies Programme for students in Foreign and Private Schools as stated in
law. Studies in Arabic language and culture will extend into local cultural centres and places of historical and
geographical interest and exchange programmes in the arts and music.
Extra-curricular provision
A Senior Teacher will be appointed to coordinate all extra-curricular activities, working closely with Physical
Education and Arts staff to organise core activities such as Sport and Music. Opportunities will be made for
staff to work in different phases in the school to that in which they normally teach.
Students will have a voice and the opportunity to make representations to the school management via their
own elected School Council.
Performance will be central to the extra-curricular programme of the school, whether in the sports stadium,
swimming pool or school theatre.
For those students with alternative interests, opportunities outside of the curriculum will be made for in-
depth research into a science project of interest or a design concept.
Artists, scholars, writers, musicians and sportsmen/ women in residence will be key to the work of the
school. It is envisaged that they will fully participate in the extra-curricular programmes of the school during
the periods that they are resident, offering demonstrations, master-classes, training, workshops, exhibitions
and performances. These will also be open to parents on occasions.
All children requiring learning support for any reason will follow an Individual Education Plan (IEP). The
advice of consultants and external agencies will be translated into targets for teaching and learning in the
IEP.
Additional Learning Support will feature strongly in the annual Staff Development and Training Programme.
It will involve input from Specialist and Support Staff within the School and highlight exemplary teaching and
expertise, for example of working with children who are identified as dyslexic. Presentations and workshops
at tutor and faculty levels will ensure strengthening of the whole school approach and ethos with regard to
special educational needs. Whole staff conferences will feature invited Consultant Specialists.
This will be supported in the secondary sector by a distinctive tutorial based teaching programme that
incorporates innovative personal use of ICT to enhance learning. The very nature of Personalised Learning
will ensure that the curriculum is inclusive for pupils who have moderate learning difficulties and those who
require fast t rack accelerated learning in particular areas of the curriculum.
Additional classes and small group tutorials in a purpose designed and language laboratory will, according
to the students’ ages and aptitudes, be available to those children who require English Language Support.
These will be coupled with support and advice for parents who may not have English as their first language,
so that all lines of communication with the school remain open.
Parents will have the opportunity to regularly keep up to date with student academic progress and
contribute to school life via regular curriculum vitae reviews where students’ personal targets and progress
are discussed.
Termly parent and staff meetings will outline expectations and work programmes for the term ahead.
A monthly school newsletter will celebrate successes throughout the school and inform parents of future
events.
Regular workshops will be held for parents on developments in teaching and learning and how they might
help at home.
The school web-site and learning Portal will be a constant and up to date source of information about all
aspects of school life for parents.
Direct lines of communication to personal tutors will be available via the Learning Portal.
Once the school is fully established a Parents Association will support the work of the school and arrange
fund raising, charity and social events.
The Governing Body will be responsible for protecting and ensuring the continued existence and future
development of the school. It will establish basic policies working closely with the Heads of School. The
Governing Body will delegate the day-to-day running of the school to the Heads of School, who will ensure
that approved policies and strategic programmes are adhered to.
All members of the Governing Body will be hold office at the discretion of the majority of members. The
Governing Body will have a minimum of six and a maximum of twelve members at any one time.
Members will be elected teachers, parents, representatives of the parent company and responsible persons
in the community, chosen on the basis of experience, reputation, integrity and interest in education and
school welfare.
The only members of the Governing Body who serve fixed terms of office are the parent governors nominated
by the parent body, the teacher representatives, elected by staff and any co-opted governors.
It is the responsibility of Governors to declare to the Governing Body any circumstances that could involve
a conflict of interest.