SummeRISe - Issue 114

89 Thursday, Thursday 20 October 21 May 2016 2015 Issue 114 GENERAL GENERAL

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KG FS

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SECONDARY SECONDARY

PARIS SCHOOL CLINIC

Protection Care Support and Guidance of students

DATE

EVENTS November

Sunday, 06 November

Parent Student Conference

Tuesday, 07 November

Learning Support Parents Coffee Morning

Wednesday, 09 November

Open Day

Sunday, 13 November

Year 2 Field Trip

Wednesday, 16 November

16IVEI Classic Music

Thursday, 17 November

School Holiday

Sunday, 20 November

Professional Development Day

Thursday, 24 November

Nursery Blue Day

Monday, 28 November

DESC Junior Mathematics Cup December

Thursday, 01 December

Martyr's Day

Friday, 02 December

UAE National Day

Monday, 05 December

Year 3 Field Trip

Tuesday, 06 December

Nursery Field Trip

Wednesday, 07 December

Open Day

Thursday, 08 December

Year 6 Field Trip

Sunday, 11 December

Prophet's Birthday

Monday, 12 December

Nursery Green Day

Thursday, 15 December

FS Winter Concert

Thursday,18 December - Sunday, 31 December

Winter Break

Message from the Principal The welfare, safety and protection of our students Dear Parents, Last year we received a joint inspection and one of our key strengths was the provision of protection, care, guidance and support for our students.

The impact of this provision was judged to be outstanding and we certainly strive to maintain these high standards. The key points from the KHDA report stated: 

Students' learning was enhanced by the excellent physical environment. Throughout the school there were opportunities for students of all abilities to engage in challenging and motivating experiences.  The promotion of healthy living was an important part of the educational provision throughout the school. The curriculum included programmes relating to a healthy diet and lifestyles. Sports and exercise were a regular part of the school's healthy living approach. There were extensive shaded areas for students to participate in physical activities and to socialise.  Highly effective and efficient policies and procedures were in place for safeguarding, including child protection arrangements. Well-organised and delivered educational programmes alerting students of all ages to the issues of cyber-bullying and online safety were an integral aspect of students' learning.  Security had been further enhanced with the implementation of the parents’ and visitors’ ID card system. There were robust security protocols to ensure the school was safe and secure. Staff ensured that the bus travel arrangements were of the highest quality regarding student and adult safety and security.

This was then validated by our British Schools Overseas inspection report: 

The arrangements to ensure pupils’ welfare, health and safety are outstanding. A range of policies are regularly reviewed, updated and consistently implemented to ensure high standards. Keeping pupils safe is taken seriously and is a priority for this exceptionally caring school.  Arrangements for child protection and safeguarding are robust and exceed the current requirements in the United Kingdom and the requirements of Dubai. High quality training is provided for all staff and rigorous child protection arrangements are defined clearly and understood by pupils, staff and parents to ensure pupils are exceptionally safe. Cyber and e-safety are explicitly taught to help protect pupils against abuse.

The welfare of our students continues to be of paramount importance and we are constantly reviewing our policies, practices and procedures to make sure that our students are safe and secure. At RIS we have rigorous procedures for the safeguarding of students including child protection. All our teaching and support staff are trained in child protection and safeguarding and we have 11 fully trained Designated Child Protection Officers (all SLMT, school doctor and counsellor). Our students receive presentations on ‘staying safe’ and who to go to if they have concerns. Our aim is to make sure staff deal sensitively and effectively with students’ needs and concerns. Cyber safety is taken seriously and we make sure that practical steps and safeguards are in place to prevent abuse of students.

In addition, we strive to make sure that healthy living is systematically built into and promoted in all aspects of school life. Our school meals are regularly monitored by the school doctor and we invite feedback from student representatives on our Health and Safety Committee as well at the regular ‘Meet the Principal’ sessions. Along with the clinic, our PE and Games Department guide students on leading a healthy lifestyle as well as offering a broad and regular programme of physical education and sport.

We review our policies on a regular basis and monitor their effectiveness through regular safety checks, drills and surveying our students. Recent surveys of all students (over 1,200 student and over 500 parent respondents) focused on the following questions:       

I like being at this school: 91.6% (FS and Year 1) 95.9% (Years 2 and 3) 94% (Years 4 to 10) The school deals with any bullying that occurs: 92.1 % (Years 2 and 3) 83.1%(Years 4 to 10) The school shall provide appropriate health care and promote practices of healthy living to serve student wellbeing and enhance access to learning opportunities: 84.6% students agreed 93.1% parents agreed School policies and rules are known by parents and students and applied fairly: 90.3% parents agreed.

My child’s school is a welcoming and friendly place: 97.1% parents agreed.

I know what to do if there is an emergency at my school: 93.6% students agreed.

I trust the school’s emergency procedures such as for evacuation and I trust that my child is safe on campus: 96.6% parents agreed.

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I feel safe going on school trips: 93.4% students agreed I trust that my child is safe on school trips: 97% parents agreed.

My child is well looked after and safe at school: 89.5% parents agreed.

Whilst these survey results are very encouraging we are not complacent and continue to look at ways including your feedback to improve our health and safety, including child protection and safeguarding procedures. I will conclude this article with a quotation from the former Secretary General of the United Nations, "There is no trust more sacred than the one the world holds with children. There is no duty more important than ensuring that their rights are respected, that their welfare is protected, that their lives are free from fear and want and that they grow up in peace."

Kofi A. Annan Key terms: Child protection is the process of protecting individual children identified as either suffering, or likely to suffer, significant harm as a result of abuse or neglect. It involves measures and structures designed to prevent and respond to abuse and neglect.

Safeguarding is a term which is broader than ‘child protection’ and relates to the action taken to promote the welfare of children and protect them from harm. Safeguarding is everyone’s responsibility.

Safeguarding is defined in Working together to safeguard children 2013 as:   

protecting children from maltreatment preventing impairment of children’s health and development ensuring that children grow up in circumstances consistent with the provision of safe and effective care and  taking action to enable all children to have the best outcomes Some user friendly and informative websites for parents and students. We use activities and information sessions from these websites for our students http://www.childnet.com/ https://www.thinkuknow.co.uk http://www.kidsmart.org.uk/

Mr. Michael William Clack Principal

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PRIMARY SCHOOL Dear Parents, At RIS, we feel students have an entitlement to quality care , support and guidance. We ensure this by providing high quality teaching and a curriculum that meets their needs, nurturing their creativity, innovative skills and integrity as highly valued attributes, high quality advice and guidance in relation to learning and next steps, personal and academic support through differentiated learning, intervention groups, next step marking, students are listened to and responded, leadership opportunities for Head boy and Head Girl positions, Learning and Student councils, House system, Tech leaders and environment initiatives , CIS Self-study, preparation and nurturing life-long learners and all this in a safe, nurturing and secure learning environment. There is a strong pastoral system in place with the Dean of Students, year coordinators, staff members , Student Support dept. and the school management team who give freely of their time to support our children.

RIS also expects that students support the school’s ethos of high expectations both inside and outside the classrooms, follow the school’s code of conduct and contribute positively to the life of the school.

After School Activities & Clubs Throughout the academic year we offer a range of different clubs and activities to students both during break times as well as after school.

We have twenty seven paid activities and eighty eight teacher led activities which include academic, cultural, sports and hobbies and interest.

Sports Fixtures Our students participate in a number of sports fixtures both within the Innoventure schools as well as with other schools in the region. We have made significant improvement over the years in the number and quality of team sports available to our children.

Fundraising Students host and participate in numerous charity and fundraising activities throughout the year. Innoventure GIVE foundation is raising funds to build three schools in Nepal.

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Productions: Students participate and are involved in numerous school productions. Mother’s day celebration, winter festival, annual productions, national and international day celebrations as well as student presentations at the weekly assemblies.

SEND Special education support and guidance is provided to students and families as determined by the school. Further, the department holds regular workshops and coffee mornings, to spread understanding and share information with the wider school community on special needs education; to bring about a culture of care and support.

Parent engagement RIS has made huge strides in increasing the quality and opportunities for parent engagement. PARIS ( Parent Association of Raffles International School, class parents, Parents Volunteers Reading programme (PVRP), Reading with Dad, Career Day, parent volunteers supporting school events are some of the ways parents are involved and engaged in the learning at RIS.

The school prides itself in the commendations it has received every year from various school inspection bodies, national and international, for the care and support our children receive at RIS, and for the very positive and nurturing relationship between staff and students; as well as respect and collaboration within the school community.

I am proud of the support I receive from our parents in making RIS a truly family and community school, where each member is valued and respected. Thank you for your continued support and appreciation. I look forward to meeting you on Tuesday, 25th October and Wednesday, 26th October at the parent workshops, organised to keep you informed of what and how learning takes place at RIS. Mrs. Zeba Khan Vice Principal and Head of Primary School

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Dubai pupils heading to Nepal to build school DUBAI // Excited pupils are making their final preparations before travelling to Nepal to help build a primary school.

Eleven teenagers from the Innoventures Education school network will travel to a remote area in western Nepal as part of their Adopt a School initiative.

Colin Scicluna, of Innoventures Education, said that after months of planning the team was eager to make the trip.

"It took a while to get all the required approvals and health checks but now, in a few weeks, the team will be heading to Nepal," Mr Scicluna said.

"This will hopefully be the first of yearly visits to Nepal to help with development."

The primary school will have capacity for 100 pupils but will also serve as a community learning centre.

"Not only are the pupils going to be getting their hands dirty and help with construction, but an important element is the cultural exchange aspect," said Mr Scicluna.

All team members will live with Nepalese families during their one-week stay.

"They will live as locals live, eat the food they eat and experience the culture first-hand," he said.

"The community in Nepal will benefit from the school and our pupils will have the chance to broaden their horizons and experience what life is like for people who do not have the comforts they are fortunate to have."

Fourteen people will travel, including the 11 pupils, aged between 14 and 18, from Dubai International Academy, Raffles World Academy and Raffles International School.

Three teachers will fly out with them on November 1 and return on November 7.

"They will be working two four-hour shifts each day to help create the school’s foundations," said Mr Scicluna.

But it will not all be hard manual labour. Each day they will have morning yoga classes with the community and cultural exchange sessions in the afternoons.

Ananya Mirchandani, 15, an Indian pupil in Year 11 at Dubai International Academy, said her passion for helping others was the main reason she signed up.

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"I’m looking forward to going to the country as I think it’s going to be a fantastic experience for us," Ananya said. "It’s really important to try to help others and by building the school we are doing that.

"It’s going to be a big learning experience for me as well, as we will have to work as a team with people we don’t really know."

Jacob Tullberg, 18, a Year 13 Swedish pupil also from the academy, said he was looking forward to understanding the culture of the village as much as building the school.

"When I was 11 we lived in India, so I got the chance to experience what life is like in another country and it was very interesting," Jacob said.

"I really like to travel and meet new people from different backgrounds, and on this trip I will be actually living with a local family."

This will be the second overseas project for Briton Matthew Cairns, 13, who is in Year 10 at Raffles International School.

"I did a community project with my family in Kenya in 2012 and it was a great experience for me," Matthew said.

"I believe it’s very important to help people who are less fortunate than ourselves, because everyone has a right to an education, no matter what your circumstances are."

Andrew Jennings, a teacher at Raffles World Academy, will be accompanying the group to Nepal.

"We had a shortlist of those who were going since June so it’s been a case of counting down the days until we leave for most of us," Mr Jennings said.

"We’re looking forward to meeting the host families and experiencing and learning how they live."

The project is in coordination with Dubai Cares and in partnership with US charity buildOn, which specialises in building schools.

"We’ve had briefings from buildOn and have been coordinating with them regularly over the last few months, and I think we are as prepared as possible for the work we will do," Mr Jennings said. nhanif@thenational.ae

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Message from the Dean of Students Here at RIS we strive to ensure that your children are safe and secure during the school day and full arrangements are made in relation to your child’s welfare and protection. In the last KHDA report under the heading of section 5.1 The Protection, Care, Guidance and Support of Students the school was rated as ‘outstanding’ in this vital area within the UAE Inspection Framework 2015-16.

Within this section the school is judged so that it makes ‘outstanding’ contributions towards these areas of protection.

As a result the school promotes and implements a variety of initiatives and incentives in order to meet these exemplary standards, here are a list of a few enterprises that happen within the school.

Bus Prefects The bus Prefect scheme which was introduced in order to ‘tackle’ problems in relation to behaviour on the school buses. Children within the school are nominated to take full responsibility of the younger children's behaviour and conduct on the buses. They are trained to report any incidents of bad behaviour on the buses to help ensure the school journey is a safe and pleasant one for their friends and peers. The bus prefects wear badges in order to identify them. As a result of the scheme it has been reported by the children and CRA’s that there is increased safety and good behavior. 66 children are involved in the scheme which is regularly monitored by the Dean of Students.

WITTS The 'WITTS' scheme has been embedded throughout the school and is regularly reviewed and monitored throughout the year, children are encouraged to be self-disciplined and to 'walk away' from problems if they are unable to solve them in the first instance by ignoring any issues that may arise, seeking help from adults and later are encouraged to use The Restorative Justice approach, empowering the children to resolve their issues, engaging both parties. Therefore, taking responsibility for their own actions resolving their actions themselves. The use of 'WITTS' and Restorative Justice were discussed and reinforced since the last inspection and reinforced recently this year within assemblies.

‘Who You Can Talk To’ Launched in assemblies ‘Who You Can Talk To’ all children are aware of members of staff who they can confide in if they have personal issues. All children feel safe, valued and supported, leading to effective relationships amongst students/staff. INSET training – Child Protection policy updated and reviewed / read by all staff/assemblies/homeroom/tutors- regular training and review.

Positive School Climate/Responsible Attitudes What does it look like? - When you walk into the RIS campus, you can immediately get a sense of the school climate by watching the interactions between people and noticing the school’s physical environment. Do the teachers, students, and school leaders seem happy to be there and are they treating each other with respect? Is the school clean and orderly? Are students engaged in their learning? Here at RIS you will find that there is a very positive environment promoted by all staff and that the school is clean, tidy and that all students are fully engaged in their learning.

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1) Assessing the current climate here at RIS - You have to know where you are starting from, in order to know where to go. By involving all staff to get on ‘board’ with the vision of the school, they feel like their voice is being heard. All voices and opinions are heard including teachers, other school staff, students and parents.

2) Creating a shared vision at RIS - Everyone who is employed here at RIS work together to create a shared vision of change and positivity.

3) Work together to carry out the shared vision and make it fun - Creating a positive school climate is an ongoing process that never really ends, but it’s a joyful one for all staff here at the school. Students, staff and parents work together to create a positive environmen that promotes the personal and social development of all students.

4) RIS Core Values - These create a sense of ownership for all students. All children throughout the school are aware of the Core Values and their meaning and this is regularly monitored.

Student/Learning Council and Student Leadership Team (Secondary) The RIS student/learning council team exists to provide opportunities for students across the school. Year 3-6 children address the interests and concerns of students and this also develops their leadership skills.

The children within the council meet on a regular basis and plans are put forward, debated and voted on.

Minutes are recorded and the children will aim to act on the agenda that is formed, tackling any issues that arise.

Behaviour in RIS A behavioural policy has been implemented a n d reviewed. This is by the Dean of Students, in collaboration with the and coordinators. The role is to model high expectations of children and young people a commitment to ensure that all children can achieve their full educational potential Through assemblies and allocated 'circle' times within the classroom, the schools core values are promoted on a regular basis, establishing fair, respectful, trusting, supportive and constructive relationships. The role includes knowing the current legal requirements, national policies and guidance on the safeguarding and promotion of the wel being of children young people.

Counselling Department The department provides guidance on safeguarding and promotion of the well-being of all children. At RIS we aim to ensure that all children feel safe, valued and supported, leading to effective relationships amongst students/staff. The team is a vital unit within the school, playing a key role, as they are able to address and support any student issues that may arise throughout the course of the year. They deal with them in a professional, supportive and caring manner. Counseling at RIS, develops, and reinforces the strengths and resilience inherent in every child, and harnesses these traits to help students succeed. We work from a multiple perspective approach: each child is assessed from developmental, social, emotional and cultural viewpoints. Our approach has resulted in behavioral and attitudinal changes that set students and families on a path to success.

House Points System In assemblies positive behaviour is addressed and reinforced. The children are awarded and recognised for their actions through positive rewards through the promotion of the House points system. On a weekly basis, the House Cup is awarded and presented to team captains in all assemblies, raising the profile of excellence and rewarding good behaviour. During INSET recently, the house reward

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system was promoted and discussed, procedures were explained and expectations of staff were reinforced. Further rewards are promoted within the classroom with the use of Edmodo and Dojo points.

After School Activities (ASA’s) The ASA programme aims to further develop a child’s full potential/increase social awareness, social skills, group responsibility and empathy/foster individual talents and interests.

It is regularly reviewed and monitored/ASA policy implemented/reviewed with whole staff/INSET training in relation to safety/supervision of the children.  develop a child’s full potential  increase social awareness, social skills, group responsibility and empathy  foster individual talents and interests Gary William Dean Of Students

ICT @RIS eSafety @RIS The Internet can be a wonderful resource for children. They can use it to research school reports, communicate with teachers and other students, and play interactive games. Children who are old enough to swipe a screen can have access to the world. But that access can also pose hazards.  Cyberbullying  Exposure to inappropriate material  Online predators  Revealing too much personal information Raffles International School believes that everyone in the school community has the right to learn and to teach in a supportive and caring environment without fear of being bullied. We are committed to helping all members of the school community to benefit from information and communication technology, whilst understanding its risks, and to equip children with the knowledge and skills to be able to use it safely and responsibly.

We empower our students to be responsible and safe users of internet. Unsafe websites are blocked and students are given lessons on Cyber safety and the rules to be followed while using the Internet. There are dedicated ICT lessons on Internet safety for all Year groups. The school has a comprehensive Cyber bullying policy which is reviewed annually.

We would like our parents to support us on this by talking to your children at home and by keeping a close eye on their activities. By talking to them about potential online dangers and monitoring their computer use, you'll help them surf the Internet safely.

Link to our Cyber bullying policy http://www.rafflesis.com/media/2602/ris-cyber-bullying-policy.pdf

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RIS Development football squads took part in a tournament held at Kings’ Al Barsha last week.

Kings’ Football Tournament U10s Football B Team 1st Place U11s Football B Team 2nd Place The U10s Football team finished 1st and the U11s finished 2nd in the first tournament of the year. Akos (Captain) was the top scorer with two goals in three games. He was awarded the player of the tournament award. Hamdan (Captain) of the U11s also scored which lead the team to 2nd place in the tournament. Hamad Al Najaar’s (goalkeeping) performance was heroic in all three games. Hamad was named player of the tournament for the U11 team. Haider was very impressive with his goal in the second game along with excellent performances by Alessandro and Taj. Well done to all the players who participated and represented RIS at the tournament.

U10s

U11s

RIS 1-0 Jumierah Primary School

RIS 1-0 Hartland

Goal: AKOS

Goal: ZAIN

RIS 3-0 Foremarke

RIS 1-0 Horizon

Goals: AKOS, HAIDER, ALESSANDRO

Goal: HAMDAN

RIS 0-1 HORIZON

RIS 0-3 Foremarke

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Physical Education and Sport to Promote a Healthy Lifestyle.

Being healthy is more than the lack of illness or injury – it is a holistic concept, focused on complete mental, physical and social well-being. At Raffles International School, we strive to promote a happy and healthy life balance in all students. Alongside healthy eating education and opportunity to eat well at the school canteen, every pupil also experiences multiple opportunities to learn and develop sporting skills and understanding. Physical Education lessons provide a wide breadth of study where children can challenge themselves, improve fitness and develop coordination. A fast paced, all inclusive programme gives students the chance to experience a variety of sports. From basketball to swimming, gymnastics to cricket, our children are encouraged and guided by a team of experienced and highly qualified professionals as they build transferable knowledge, skills and understanding while exercising.

“If exercise were a pill, it would be one of the most cost-effective drugs ever invented,” (Dr. Nick Cavill -British NHS Health Promotion Consultant) “Exercise is the single best thing you can do for your brain in terms of mood, memory and learning” (Dr. John Ratey, Harvard Medical School Psychiatrist) The children at Raffles have the opportunity to add to their PE experiences, by opting into our extensive co-curricular programme. This includes a combination of free and paid activates, before morning registration, at lunch break and after school. Raffles competes in numerous leagues, cups and tournaments on a weekly basis – further extending students sporting opportunities to get the heart, lungs and muscles working toward a healthier lifestyle.

Some of the key benefits of regular exercise Exercise controls weight Exercise combats health conditions and diseases Exercise improves mood Exercise boosts energy Exercise promotes better sleep (www.mayoclinic.org)

The mental, physical and social benefits of regular exercise are overwhelming and at Raffles we believe that every child should have the opportunity to discover and develop a lifelong love for sport. Raising the heart rate daily is universally recognized across the medical profession as having multiple benefits – benefits we are passionate that our students experience.

Mr. Andy Clements Head of Physical Education

Counselling Department Mum, the kids at school are calling me fat.” WHAT DO YOU SAY? It is the most common reason a child is bullied, but many parents do not know how to deal with it. Alexandra Carlton has tips.

“Mum, a kid at school said I was fat.” It is a sentence that strikes dread through a parent’s veins. Your instinct tells you to soothe your child’s feelings straight away using words such as “Nonsense” or “They are just a bully, do not listen to them” The fact is, while this response may assuage feelings temporarily, it may not be the best way to help your child in the long run if they are overweight or obese.

Few parents accept that their child could have a weight issue and fewer do anything about it. According to a meta-analysis of 15,000 children published in Pediatrics in 2014, more than half of parents of an overweight child thought he or she was normal weight or under, or for those with an obese child, they believed he or she was normal weight or just slightly overweight.

“It is such a touchy area,” says Lisa Renn, accredited practising dietitian and author of Diet Proof Your Kids. “So many women have such a hard time with their own weight, there is a natural resistance to subjecting their kids to talking about it.”

Considering the serious health implications – overweight and obese children are more likely to become obese adults and potentially lower their life spans by two years – it is worth taking the opportunity to chat.

“It is a difficult conversation to bring up with your child so if they come home and tell you they have been teased, use it as a golden opportunity,” clinical psychologist Dr. Judith Locke says.

BUILD UP THEIR SELF-ESTEEM The first step is making sure your child understands you are on their side. “Start by saying, ‘that was not very nice but let us focus on what people like other people for’,” Renn says. “A parent can say, ‘I choose my friends because they are funny, caring and reliable. Nobody chooses friends because of what they look like. And if they do, they’re not really going to be great friends anyway’.” Staying calm and positive here is key.

Next, it is about focusing on what your child’s body can do rather than what it looks like. “Draw attention to your child’s abilities,” Renn says. Talk to them about how strong their legs are or other positive qualities they have.

Renn then suggests making a big effort as an entire family to eat healthily (see the box, right, for ideas).

Dr Locke agrees, “Teach your children how to make changes for themselves.”

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TACKLE THE TEASING In the meantime, while those new, healthy choices take effect, what should your child say back to the schoolyard bullies? That depends on their social skills, Locke says.

“Sometimes it might be as simple as being ‘smart-alecy’, telling the other kids, ‘Yep I am big. I also have a big brain’,” Locke says. Other strategies include ignoring the bully, telling them to stop, acting untroubled, or going somewhere safe.

Whatever the approach, ensure your child understands they’re not to blame for being teased. Also encourage them to talk to their teacher, so the school can help tackle it from their end.

Visit youthbeyondblue.com for more information on bullying.

Jacynta Hodges Head of Counselling

News From the Clinic In an effort to provide students with the healthiest environment, we encourage you to follow healthy food choices and focus on the food portion.

Healthy snacks and lunches give children the essential nutrients and sustained energy they need to concentrate throughout the school day.

While there is no denying the fact that breakfast is the most important meal, it is equally important to note that eating a healthy breakfast is the key to staying fit and alert throughout the day.

Why eat breakfast?  Healthy breakfast improves memory power and academic performance at school.  Kids miss fewer days from school if they have breakfast every morning.  Kids who eat breakfast do better in sports.  People who eat breakfast are one third less likely to be obese than those who skipped meals.

Examples of healthy breakfast:  Oat meal topped with any seasonal fruits or berries.  Whole grain bread and eggs.  Smoothies or yoghurts  Milk  Sandwiches Dr. Reem Ragheb School Doctor

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October 2016: RIS ADHD Awareness month ADHD children often increasingly finds it difficult to complete homework. Parents of ADHD children can support their children in regards to homework by implementing the following strategies. The following strategies can further shorten homework completion time and reduce stress at home.

Establish time for homework

 Some children need a break after classes. Others work best while still in “school mode.” If after-school activities make a regular schedule impossible, post a weekly calendar that

lists homework start and finish times.

Schedule a five-minute break for every 20 minutes of work

 Short, frequent breaks help children with ADHD recharge.

Respect your child’s “saturation point.”

 If your child is too tired or frustrated to finish his homework, let him stop. Write a note to the teacher explaining that he did as much as he could. If he has problems focusing, writes slowly, or needs extra time to understand concepts, assignments will consistently take longer than they should.

Develop a plan which ensures that completed homework returns to school.

 Colour coded folders are useful for all completed work.

Parents can check to make sure homework is completed, is put in the appropriate folder and is packed in the book bag for the next day.

Talk with the teacher

 If homework sessions are often emotionally exhausting, "work with the teacher" to determine whether assignments are too long or are too difficult for your child.

‘All children with special needs just need a little help, a little hope, and someone who believes in them’ Faryal Saeed Head of Learning Support

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Primary School Learning and Student Council We are pleased to announce that the Primary School ‘Learning’ and ‘Student Council’ have been formed.

Students were asked to give a ‘one minute’ speech based on a specific topic and criteria in their classes.

From every class one student representative was chosen by means of voting. Nineteen student representatives for each Council from Year4 to Year 6 were elected.

Learning Council – During our first meeting the students were able to give valuable feedback and have also started with their first assignment ‘Lesson of the day’. Student’s views and opinions are recorded and will be evaluated by the management.

Student Council - The students discussed different activities that they could help out with both within the school and the larger community. They have now started with their first activity, the collection of oranges for “Kids Who Share’ in conjunction with “Mums Who Share”.

Head Boy/ Head Girl Elections Elections were held for the position of Head Boy and Head Girl. The Year 6 Student/Learning Council representatives were given the opportunity to stand for the elections. They had to give a 2 minute speech on the topic ‘Which RIS Core Value did they consider to be most important and why?” The students did extremely well with their preparations and some brilliant thoughts were portrait in their speeches. All the Year 6 teachers along with Ms Zeba were a part of this elections and voted for the Head Boy and Head Girl.

We are pleased to inform you the results: Primary School Head Boy – Taj Popatlal

Primary School Head Girl – Yeowon Lim

The Student/Learning Council meets every Wednesday from 2.30 to 3.30 p.m.

To accomplish their goals, these student bodies will need the help and support of many others like their classmates, teachers and parents. We wish them all the best and a successful year 2016– 2017.

Ms. Mitchelle Carvalho Primary School Learning and Student Council

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Child protection is an extremely sensitive and complex area. We believe that every member of staff in our nursery is aware of their responsibility towards each individual child. During the course of our work may be times when our Nursery staff may be concerned about a child’s welfare In addition, appropriate support/training enables them be vigilant in the identification o f any possible signs of harm, abuse or neglect and be familiar with what do if any concerns are raised Child Protection Policy, Raffles Nurseries It is our belief that children’s overall welfare and protection are paramount regardless of gender, ethnicity, disability or beliefs. This is clearly specified in our policies and procedures as laid down by the Ministry of Social Affairs, U.A.E in its Child Department publication “Guide to Quality Service Standards in Nurseries.’

We have created a safe, secure and caring environment for all children by working closely appropriately with, parents/carers, other interested adults and the local community It is the responsibility o f any member of staff, who has cause for concern that a child may be suffering, or is likely to suffer, significant harm as a result of suspected abuse to confidentially refer the matter to named designated person, which in the case of the Nursery is the Assistant Head, Early Years (Garima Kapoor). Any breaches of our Child Protection Policy Procedure by nursery staff will result in disciplinary a nd grievance procedures being activated

We also aim to work closely with other interested agencies, such as the Ministry of Social Affairs, psychologists, behaviour therapists etc, and the local community in support of the children in our care.

Identification of child abuse is difficult and will normally be a combination of both social and medica assessment. We endeavour to be sensitive to all involved in any child protection issues and to discuss concerns on need to know basis in order to maintain confidentiality.

As per the Child Protection Policy Raffles Nurseries and its implementation, the Nursery staff (teachers and class room assistants) receive annual training in the area of Child Protection and Safeguarding.

Our Objectives in the Nursery are to ensure that: Children are protected from any harm, abuse or neglect Staff  Aware of their responsibilities as regards any child protection issues especially in light of the vulnera age group they work Aware of possible signs and symptoms of abuse or children at risk  Familiar with the procedures to be followed if they have any concerns around the safety of a

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Our nursery environment and procedures are structured to meet statutory requirements for our children’s well-being: 

Stay safe and healthy Support learning in all areas of a child’s development  Work closely with parents to ensure children understand responsibility and their role in the community. 

“Children have a right to protection from being hurt, and from violence, abuse and neglect” (United Nations Convention on the Rights of the Child, Article 19). The UAE Child Protection Law took effect on June 15th, 2016.

This is certainly a very big step in the right direction for child care professionals and parents alike.

Mrs. Garima Kapoor Assistant Head Early Year The sense of touch Casa’s G’s Red Day Practical Life Activity

Charity Box Appeal

Exploring the sense of smell

Learning about the art of giving

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FS News “To assist a child we must provide him with an environment which will enable him to develop freely.”

Maria Montessori.

November is around the corner and we have completed our first few weeks of school and the culture of learning is visibly in the classrooms. Our aim is to provide a carefully planned, stimulating environment which helps the children to develop the attitude, skills and ideas essential for a lifetime of creative thinking and learning. The lessons of Grace and Courtesy are a vital part of our curriculum. There is emphasis on using polite words, while encouraging listening, showing respect for others by waiting for our turn and following classroom etiquette.

Over a couple of weeks children have enjoyed our topic “Healthy eating”. Our next topic will be “My city Dubai” where children will learn and have a good understanding of the culture and traditions of Dubai and UAE. The children enthusiastically attend the school Library once a week where the teacher reads a story and the students are able to borrow a book for a week. Please return the book to class for collection as soon as you have read it at home, this will enable your child to take another one the following week.

Due to the pleasant change in the weather, the children have started enjoying outdoor play time almost every day. We would like to remind you of the ‘no hat no play’ policy to ensure the wellbeing of all students. Please make sure your child has a hat in class and it is labelled with their name.

The Weekly Chronicle gives you an overview of the topics covered during the coming week. We would request that you check it on regular basis.

A genuine thank you to all the parents who sent contributions with their little ones for the Box appeal.

This charity event will go a long way to give some essential items to workers and laborers who build the beautiful city of Dubai.

FS Team

Year 1 News As time passes by we see the children becoming more responsible towards their learning. They are beginning to articulate what they are doing in the classroom. The children are using the didactic materials which caters to the needs of all kind of learners. The Montessori materials help us develop the whole child, teaching them the importance of working with concentration, developing their eye hand co-ordination and finally tidying up after themselves. We have introduced the children to the Core Value of the school, Integrity, Collaboration, Responsibility, Achievement and Respect.

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In mathematics, we are working on comparing two numbers and identifying the bigger number using the greater sign. In English, we are working on the formation of letters. Homework has started going out every Thursday and we will continue to send out a spelling list and the sight words introduced in class. Please continue to practice these at home. In class we are talking about the importance of eating healthy food. Kindly encourage the children by sending in healthy snacks and lunch. Kindy note, we are a nut and chocolate free environment.

Year 1 News

Year 2 News In Year 2 we ensure that all students feel cared for and protected in school. We aim to guide and support our students into making decisions which are safe for them whether this be on the internet, in the playground or when at home.

In ICT children have been learning about internet safety this week which is a growing concern in our society. They learned to never talk to strangers on the internet, as well as strategies they can use in dealing with this situation if it was ever to arise.

During our Year 2 assembly, Mr. Williams spoke about stranger danger and how to react if they were approached by someone they don’t know. We also learned how to stay safe by always staying with an adult when in busy places where children could easily get lost.

In class we strive to provide open and supportive classroom environments where children feel safe to ask questions, share ideas and make mistakes. Year 2 will continue to support our children in their learning and this will hopefully result in confident and independent young people who can excel in the wider world.

Year 2 Team Year 3 News Year 3 have been very busy over the past few weeks. We have been carrying out experiments and learning new things in class. The ASAs are now in full swing and all the children look forward to participating weekly.

In English, we started writing our own stories using WOW words to describe the setting and characters.

We have also learnt how to use the correct punctuation and the importance of using paragraphs to write about different ideas or parts of a story. We also explored using speech marks in our writing to make it more captivating.

In mathematics we have been observing shapes around us and analysing their angles and lines of symmetry. We also created symmetrical patterns and challenged each other to find as many lines of symmetry as possible.

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In Mental Mathematics, we reviewed the times tables as well as the concepts of doubling and halving.

Our journey exploring the 5 senses has continued this week. What fun we had tasting different foods and identifying the various flavours using our taste-buds. We also drew diagrams of our tongues and labelled the various taste buds. It was so strange to eat with our eyes closed and predict the food item as well as identify the specific taste buds being used.

In Social Studies, we learnt about the hobbies of the Founder of the UAE. We researched horsemanship and falconry using laptops and learnt more about these activities. The children were happy to share their hobbies with their peers and explain the importance of maximizing their talents. We also learnt how to become better citizens by showing integrity and respect in different situations. It was very interesting to see the fantastic ideas the children had to share about the Core Values and the school rules. The children appreciate that the school rules are there to keep them safe and happy.

Internet safety was also tackled during ICT lessons. The children were shown how to browse the net safely and reminded to always ask an adult for permission before accessing any websites.

Year 3 News Year 4 News In English, Year 4 are continuing to work hard during lessons based on ‘Fantastic Mr. Fox’. The children have been completing different tasks and activities related to the novel. Students were able to do character descriptions and setting descriptions. We have also completed diary entries and letter writing. They are now able to use paragraphs in their writing. Students are working on their creative writing skills and practicing using better vocabulary to write.

In mathematics, the students have being working on problem solving in addition and subtraction. They have been encouraged to create their own problem sums and use different addition and subtraction strategies. Children are also working hard in practicing their multiplication through the times tables and will be introduced to the multiplication of larger numbers and problem solving.

Last week in science, the classes of Year 4 were introduced to the importance of medicines and why we need these when our bodies are feeling ill. They have now completed their unit on the Human Skeleton, bones, muscles and medicines and will be completing an end of unit test.

In Social Studies, children have focused largely on the environment. Students are aware of the ways in which we can help our environment and avoid pollution. They have also focused on deforestation and global warming. We have now completed the Unit on Environment and will have a written end of unit test. Classes have moved on to their second country in Circle of Culture lessons.

In Year 4 we ensure care, security and protection throughout the year for our students. Children’s classrooms provide a safe and stimulating environment for them to learn where situations that may occur are dealt with sensitively by the teachers.

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At transition times, children are supervised and move around the school in an organised manner, guided from one location to another. Children are also provided with their own designated lunch area in the canteen to ensure each child feels comfortable and supported by their classmates. For us, our students happiness means a lot.

Year 4 Team Year 5 News One of the most vital parts of our jobs as educators is to ensure the protection and welfare of all the students in Year 5. Our passionate team has undergone child protection training from which we have learnt to identify and assist any student who may be in need. Students need to feel safe and cared for at school and we strive to create an environment in which they feel they can take risks without the fear of failing. Each teacher has worked hard to establish a strong sense of community in their classrooms. Rules and expectations are clearly laid out and the students work with their teachers in a positive and supportive manner. Additional support is provided to those students who face more complex struggles or challenges. With the guidance of the primary school counselor, students are taught multiple strategies to handle complex situations in order to safeguard their own personal growth.

Students have been exploring stories from different cultures in English and learning about narrative writing. They have just completed writing their own stories set in the UAE. The Burj Kahlifa caused great excitement in mathematics as students applied their knowledge of squared numbers to construct towers and solve challenge questions. The beautiful and well researched cultural boxes this week have formed the basis of our Social Studies lessons. We have loved learning all about the different cultures that we have in Year 5. Students excitedly ask everyday if they will be able to listen to their peers presentations.

Critical thinking and challenge was the key element in science this week. Students had to use all their prior learning about light and its properties to design their own experiment to choose the best material to make a reflective jacket out of. They loved the hands on activities and getting to put into practice all the things that they had learnt. Bring on the periscope making this week.

Year 5 Team

Year 6 News Year 6 have now settled down well in their new classrooms and working on various skills with increasing comfort and confidence. The BYOD programme has given opportunities for self-learning and extend learning beyond classroom topics. Students have also been using Prezi and Thinglink in a number of lessons. Coming up soon are the first round of topic assessments; topics and schedule have been sent out earlier.

At RIS, a concerted effort is made to take good care of our students’ safety and well being. Students have been reminded of high expectations while moving through hallways and from one lesson to another.

As the weather has cooled down, students are now out during their snack and lunch break. During lunch breaks Year 6 students now ‘eat and go’ and move to the field on their own from canteen.

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Year 6 have also elected Primary School Head-boy and Head-girl who will model the RIS core values at all times and lead the school at various events and assemblies. This also provides another area where students can showcase their leadership qualities.

We are heartened to see that students are becoming more focussed with responding to teachers’ marking and doing their best to answer the next step questions.

After the assessments are over, students will be going for a field trip to Burj Khalifa, venue and date will be intimated soon.

Year 6 News

Scholastic Reading Winner RIS would like to congratulate Seojung on becoming our Scholastic Reading Winner as she read the most amount of minutes throughout the summer.

The whole of the primary school were asked to log the minutes they spent reading through the Scholastic website after setting themselves a class target at the beginning of the summer.

On our return in September we were pleased to see the children of RIS had logged 259,388minutes of reading, ranking 156th from thousands of school worldwide. The top readers from each year group were congratulated in assembly, however, it was Seojung who had logged the highest amount, over 27,000 minutes of reading.

Thank you to all children who took part, keep reading and why not enter another reading competition in support of the UAE Year of Reading, http://www.thenational.ae/uaereadschallenge Ms. Rebecca Green Primary English Subject Leader

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The protection, care, guidance and support of students In all schools, the protection, care, guidance and support of students is of utmost importance.

According to the NSPCC (National Society for the Prevention and Cruelty to Children) safeguarding is “the action that is taken to promote the welfare of children and protect them from harm” Safeguarding means:  protecting children from abuse and maltreatment  preventing harm to children’s health or development  ensuring children grow up with the provision of safe and effective care taking action to enable all children and young people to have the best outcomes(1).

I am delighted to work for a school that has made sure that all of its employees (including academic, support staff, bus drivers, cleaners, security guards) have received basic Child Protection and Safeguarding training and are fully aware of the importance of this particular subject. At RIS, we also have 10 qualified Child Protection Officers that students can talk to, in confidence, should they need to.

Listed below are other key elements that RIS focus on specifically in making sure our students are provided with outstanding care and support during every school day.          

Care, welfare and safeguarding of students, including child protection Arrangements to ensure health, safety and security Quality of maintenance and record keeping Suitability of premises and facilities for all students, including those with special educational needs Provision for, and promotion of, safe and healthy lifestyles Staff-student relationships and behaviour management Promotion and management of attendance and punctuality Identification of students with special educational needs, and those who are gifted and/or talented Support for students with special educational needs, and those who are gifted and/or talented Guidance and support for all students

In terms of attendance, RIS proudly can report that 98+% of students are present in school each day.

This figure meets the Dubai Schools Inspection Bureau’s target in the outstanding category. The image below quickly shows the importance of attendance (and punctuality) and the reality should students miss 10 minutes of school each day. .

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In relation to identifying students with potential Gifts and/or Talents, RIS use the Cognitive Abilities Test (CAT4) as a starting point. This test identifies students underlying reasoning skills (not attainment) in four specific areas (verbal, non-verbal, quantitative and spatial). Although this test is extremely powerful in the identification process, further information is acquired from a variety of sources. Below is an example question from the verbal classification of the CAT4 test. The three words smirk, scowl, grin are similar in some way. Decide how they are the same. Then choose the word from the answer choices that goes with the first three words. Please give it a try‌‌

As always, if you would like to communicate with me regarding anything related to the Second School at RIS, please do not hesitate to send me an e-mail, give me a call or stop by the office.

Ian Plant Deputy Head of Secondary ianp@rafflesis.com References https://www.nspcc.org.uk/preventing-abuse/safeguarding/

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Year 7 News Innoventure’s Year 7 Science fair was a huge success in that it showcased the inquisitiveness of our youngest and brightest minds. Over the past few weeks the Year 7s have worked tirelessly, conducting experiments to prove their theories and demonstrate their findings to a captive audience.

In small groups they exemplified our core values perfectly as the embodiments of collaboration, achievement and responsibility. Projects ranged from evaluating the effects of photosynthesis; judging how different surfaces effect friction and investigating how diffusion works by using food colouring. I must congratulate both the students and the teachers for an engaging and informative morning.

The best is yet to be said though. Out of the four Innoventures schools, it was RIS who walked away with the winning trophy. The winners were Kaisei Tsuchida, Daniel Erlank and Alex Kelly of 7A. They investigated how the intensity of sound changes when sound travels through different materials. To do so they made effective use of modern technology by generating sound using an iPad application and directing the sound through different materials. They then used another iPad with a sound detector on it to measure the intensity of sound coming out of the materials. They presented their results in tables and graphs and linked this into real life applications such as sound proofing.

A big well-done to all the participants, who worked well and conducted themselves in an admirable manner.

Year 7 Team

Year 8 News Year 8 is a time of changes for many students, and one of the most important changes is their emotions. Students in year 8 have to deal with a whole range of new emotions as they get older, and it will take them a while to learn how to manage them. As head of year 8 I know how important it is for staff and parents alike to make sure that students are supported at this time. One of the sessions that I will be running with students as we go through the year is on emotional intelligence and managing emotions.

It is important too that students look out for each other, often the first place a student will turn to is their peer group for guidance. It is vital therefore that there is a supportive atmosphere and no student feels left alone. If a student feels confused or unsure in their emotions they can go to visit the school Counsellor, Jacynta Hodges. She is an expert in helping students managed the changes they are going through, be it everything from emotional changes to problems in friendship groups. Likewise all our form tutors are trained in child protection and are able to guide students through the tricky journey of becoming teenagers. Remember, we have all been there too.

Year 8 Team

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Horrible Histories field trip Year 7 and 8 Barmy Britain part 2!

Humanities field trip written by Hana feteha The trip was about Barmy Britain. It talked about Henry the eighth and his six wives, it talked about the Romans who came to Britain, it also talked about two brothers who did many nasty and horrible things, which I am not going to mention, Those things they did were absolutely unimaginable and creepy, and they also talked about Queen Victoria and last but not least Queen Boudica. It also spoke about the diseases that faced Great Britain like the Black Death and its stages.

For those of you who don’t know what’s Horrible Histories , Horrible histories is a British show , that make you Learn Humanities in a fun way.

They didn’t just talk and act, they also sang and rapped, and finally danced. For example if you wanted to memorize all Henry the Eighth’s six wives, you can listen to their song , and memorize it. song

lyrics

Divorced, Beheaded and died,

Divorced beheaded

survived, I am Henry the Eight. I had six sorry wives, some might say I ruined their lives.

09 OCTOBER 2016 Trip date

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Year 9 News At RIS in Year 9 we have been looking at what it means to be aspirational and to have dreams about our future. In assembly we discussed the importance of having a vision of what job, role or achievement we would like in the future, and how we can strive to make this a reality. These included being a marine biologist, in the army, visiting another planet and the dream of many, to be a professional footballer. However, one of the key thoughts which emerged from this was the importance of guidance, care and support from school and home. Working as a team with our students and children. Having a network of care and advice behind us to provide a safe structure, with boundaries and direction is key in achieving success. At school we can direct and motivate students to achieve their potential and help them to understand the importance of respect for all. At home supporting your child with homework, organizing their time effectively, taking a keen interest in their studies and reinforcing the importance of attendance and punctuality at school promotes success too.

These life skills are taught with your guidance and support, helping to direct your child to their aspirations and dreams.

As a Year 9 team we want to work with you all and we are always easily contacted via email; bryonyl@rafflesis.com Head of Year 9 carolineg@rafflesis.com 9A phillipj@rafflesis.com 9B Remember we wish our students to be FIT for learning and we need your help to do this: Correct stationery for each day Diaries being used to record homework and signed each week by parents Homework completed

Year 9 Team

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Year 10 and 11 News I am glad to see that our school plays a wider role than just delivering academic results. It is our responsibility as educators to encourage good morals and values in students. Academic skills are vital but students need the character to use their knowledge well. It is the responsibility of every member of staff to promote appropriate social, emotional, academic and career growth for all students.

Pastoral support is provided to students through year tutor groups where the students spend some time each day with their form tutor. Tutor time is held during the morning registration and is an opportunity for the students to explore and discuss both pastoral and academic issues.

Further support is available by any other teacher but especially through the Heads of Years and the school counselor. We are committed to helping students learn about their personal interests and strengths, develop healthy managing strategies, and assist them during crises.

Year 10 and 11 Team