Secondary School Family Handbook 2024-25
INCLUDES MIDDLE AND SENIOR GRADES - GRADE 6 TO SGY2
5 - OUR VISION
5 - OUR MISSION
6 - THE KEY – STRATEGIC PLAN
6 - PORTRAIT OF A GRADUATE
7 - BOARD OF TRUSTEES
8 - LEADERSHIP
9 - HISTORY
9 - HOUSE SYSTEM
10 - CAMPUS DESCRIPTIONS
11 - SCHOOL CALENDAR ACADEMIC YEAR 2024-25
12 - ADMINISTRATIVE INFORMATION
• 12 - Tuition and Fees, Additional Fees, Finance Policy & Financial Assistance Policies and Procedures
12 - YEARBOOK
12- SUPPORTING OUR SCHOOL
12 - HEALTH AND SAFETY
• 12 - Emergency Procedures
• 13 - Weather-Related School Closing Information
• 13 - Local Field Trips
• 13 - International Trips
• 13 - Permission Slips
• 13 - Medication
14 - SALTUS COMMUNITY ETHICS
• 14 - Religion
• 14 - Inclusion Statement
• 14 - Safeguarding: Saltus’ employees’ legal obligation for Mandatory Reporting
• 14 - Disclosure of Student Records
15 - USEFUL TELEPHONE EXTENSIONS
16 - SCHOOL DROP OFF
• 16 - Procedures
16 - SCHOOL PICK-UP 17 - VISITING THE SCHOOL
19 - ASSEMBLIES
19 - SGY COMMON ROOM
20 - STUDENT LEADERSHIP
21 - RECESS AND LUNCH
• 21 - Lunches and ‘Lunch Leave’
• 21 - Hot Lunch Programme
• 21 - The Tuck Shop
• 22 - Personal Belongings
22 - SCHOOL SUPPLIES
23 - SECONDARY SCHOOL CODE OF CONDUCT
• 23 - Our Philosophy
• 23 - Responsibility of Parents
• 23 - Responsibility of Students
• 23 - Responsibility of Saltus Staff
25 - THE PARENT/TEACHER COMMUNICATION PROCESS
• 25 - Identification of a Concern by Parents
• 25 - Setting a Meeting with Faculty
• 25 - Setting a Meeting with an Administrator
• 25 - Effective Lines of Communication
26 - RESPECTFUL PARENT COMMUNICATIONS
26 - OTHER MEANS OF COMMUNICATION
26 - STANDARDS, EXPECTATIONS, AND CONSEQUENCES
28 - ESSENTIAL EXPECTATIONS
• 29 - Discipline Guidance
30 - SECONDARY DRESS CODE & UNIFORM
• 30 - Dress Code
• 31 - Middle & Senior Uniform
• 34 - SGY2 - Business Casual
• 35 - Secondary - Grub Days
35 - CLASS ATTENDANCE & ABSENCES
• 35 - Attendance Policy
• 36 - Planned Absences
• 36 - Class Attendance
• 36 - Absence Due to Illness
• 36 - Unexcused Absences
• 37 - Lateness
38 - SCHOOL POLICIES AND RULES
• 38 - Academic Integrity
• 38 - Off-Campus Conduct
• 38 - Harassment
• 39 - Identity-Based Slurs
• 39 - Sexual Harassment
• 40 - Bullying and Cyber-Bullying
• 40 - Reporting Bullying
• 40 - Drug and Alcohol Use
• 41 - Unsafe Practices and Possessions
42 - DISCIPLINARY RESPONSES TO MAJOR VIOLATIONS OF THE CODE OF CONDUCT
43 - APPEAL PROCESS
• 43 - Student Discipline & Appeal Policy
44 - RESPONSIBLE USE OF TECHNOLOGY
• 44 - Proper and Ethical Use
• 46 - Additional Policies
• 46 - Cell Phones and other mobile devices
47 - CURRICULUM AND ASSESSMENT
49 - EXAMS
50 - HONOUR ROLL
50 - HOMEWORK
52 - CO-CURRICULAR PROGRAMMES
• 54 - Service Learning
• 54 - The Duke of Edinburgh’s Award
55 - GUIDANCE
• 55 - Academic Support and Enrichment
• 55 - School Counsellor
• 55 - University and Careers Guidance Counsellor
56 - PARENT CONNECTION
• 56 - Communication
• 57 - Emails/Telephone calls
• 57 - SaltusLive
• 58 - Profile Updates
58 - PARENT VOLUNTEERS
59 - DIRECTORY
59 - GLOSSARY OF
Letter from the Head of School
Dear Saltus Families,
Welcome to a new and exciting year at Saltus Grammar School! I am thrilled to welcome both new and returning families as we embark on another year of learning and growth. Thank you for choosing Saltus as the place to nurture your child’s educational journey. Your trust and partnership are invaluable to us, and together, we will continue to create a vibrant, supportive, and enriching learning environment.
This year holds special significance as it marks our first year as a British Columbia (BC) Offshore School. We are incredibly excited to implement the BC Curriculum from Kindergarten to Grade 9. This milestone is a testament to our commitment to providing a world-class education, blending academic excellence with innovative teaching practices. With dual accreditation from CAIS and NEASC, you can rest assured that your child is receiving the highest quality education that meets rigorous international standards.
We will be grandfathering the BC Curriculum each subsequent year until our first graduates receive the Dogwood Diploma in 2027-28. This phased implementation ensures that our students steadily benefit from a curriculum designed to foster deeper understanding, critical thinking, and realworld application of knowledge.
At Saltus, we believe in nurturing the innate curiosity of our students. Our dedicated educators work tirelessly to create learning opportunities that connect students with the world around them. We are committed to empowering our students to think critically, solve problems, collaborate effectively, and access information efficiently. These skills are essential for thriving and leading in a global society.
We also want to reassure you that we will continue to support our Year 11 students as they complete
their IGCSEs. Additionally, we will continue to offer Advanced Placement (AP) courses for our senior students, ensuring they have the opportunity to challenge themselves and prepare for higher education.
Our faculty is continuously growing through collaboration with all stakeholders. By engaging in ongoing professional development, we refine our skills and expertise, ensuring that we provide the best possible education for our students.
The pages of this handbook are filled with important information regarding school policies and procedures. We encourage parents and students to review the contents together. If you have any questions, please don’t hesitate to contact us. Open and clear communication between school and home is vital to your child’s success and to the success of our educational programme.
At Saltus, we believe in the power of partnership between the school and our parent community. We welcome your participation in the Saltus Association and in the life of the school. A collaborative effort will enable us to reach our collective goals and celebrate the achievements of our students and school community.
We look forward to working with you and your child and to a wonderful, productive school year filled with rich learning experiences. It is our sincere hope that your child’s learning journey is filled with joy and that your child is empowered to be the very best version of themselves.
Warmly,
Julie Rousseau Head of School, Saltus Grammar School
Secondary Director’s Message
Dear Saltus Parents and Guardians,
It is my pleasure to welcome you and your child to the 2024-25 academic year at Saltus. Whether you are joining our school community for the first time or have been with us before, we are delighted that you have chosen Saltus as your educational home.
Secondary School encompasses the Middle grades (grades 6-8), and the Senior grades (Year 11-SGY2). It serves as a transformative phase where our students progress from childhood to adolescence and eventually transition to young adulthood. They learn the art of effective communication, build relationships with peers and adults, and cultivate friendships while also developing conflict resolution skills when needed.
The Secondary School Staff at Saltus thoroughly enjoys working with students across these diverse stages. We are inspired by their unique sense of humour, passion, and unwavering determination to make a positive impact in the world.
Our Secondary School is not simply a bridge between Primary School and further education; it possesses its own distinct purpose and identity. We strive to create an environment that: Equips our students with the necessary academic and social knowledge, skills, and attitudes to succeed not only in Secondary School but also in higher education and their future careers. Fosters a sense of positive self-worth, self-respect, and self-confidence, instilling in every student
Provides ample opportunities for self-development, decision-making, and taking calculated risks. Offers experiences and activities that promote responsible personal behaviour, individual
We cannot emphasise enough the importance of the partnership between home and school. Open lines of communication are vital, so please feel free to reach out to us with any questions,
We are eagerly looking forward to an exceptional year ahead, filled with growth, learning, and
School Community
OUR VISION
Inspiring students to lead us to a more just, fair and sustainable world.
OUR MISSION
To inspire a passion for learning and independent thinking through a commitment to academic excellence, personal integrity and service to others.
OUR VALUES
A school’s unique culture is expressed through values that guide the actions, interactions, and communication of our community including students, staff, and parents. Our values provide shared and consistent expectations for all while also uniting our school. At Saltus, we seek to teach and model our shared values throughout the school community creating a caring learning environment, building character, and promoting positive relationships.
BELONGING
We create a welcoming community where everyone feels included, valued, and connected.
RESPECT
We treat ourselves, others, and the environment with dignity and kindness.
INTEGRITY
We are honest, responsible, and do what we know is right.
COURAGE
We do not let fear prevent us from exploring new opportunities or facing difficult situations.
EMPATHY
We seek to understand how someone else feels and see things from their point of view.
THE KEY – STRATEGIC PLAN
Prepare to meet the World
Saltus believes that students are the key to a better future. Our Strategic Plan – The Key – which was released in 2018 comprises four pillars that support the Saltus strategy:
Community – Be the first choice for top faculty and all deserving students. Programme – Empower teaching excellence and learning innovation. Image – Establish an international reputation for teaching excellence and learning innovation. Stability – Build strength and sustainability for future years.
We are committed to providing an exceptional educational journey that seeks to unblock each student’s unique potential, guiding them confidently toward their dreams, wherever they may lead.
We are adaptable, innovative, and responsive in our approach to teaching and learning. We strive for our students to be impassioned in their learning and equipped with the future-ready skills to be successful in life beyond our doors.
Portrait of a Graduate
At Saltus, we are dedicated to guiding our students through an enriching learning journey from the early years through to graduation. Reaching beyond the knowledge and future-ready skills they will acquire, we empower our graduates to develop a love for learning, intellectual curiosity, and the academic and social confidence required to chart their bright future. With these mindsets as their foundation, a Saltus graduate is equipped with the competencies to become:
A GLOBAL CITIZEN who embraces the diversity of culture, language, and values within their local and wider community and whose curiosity empowers them to make a positive impact.
A SKILLFUL COMMUNICATOR who is empathetic listens actively, speaks purposefully, and creates meaningful connections.
PERSISTENT in the face of adversity, showing strength and perseverance in order to achieve their goals.
An ADAPTABLE AND FLEXIBLE LEARNER who thinks creatively, seeks and considers multiple viewpoints, and is equipped to approach complex problems confidently.
A CRITICAL THINKER whose intellectual curiosity prepares them to navigate a fast-paced, everchanging world.
Board of Trustees
R. Gil Tucker ‘71
Michael E. Leverock
Alexander Green ‘96
Liam Moloney
Ian Cook
Kevin Dallas ‘96
Robert Cooney
Sacha Simmons
Amy Jagoda
Board Chair
Designate Chair, Chair Risk Assessment Committee, Finance Committee, DEI Committee
Member at Large
Finance Chair, Risk Assessment Committee
Chair Building Committee, Risk Assessment Committee
Advancement Committee Chair, Risk Assessment Committee
Advancement Committee
Building Committee
Saltus Association President, Ex-Officio
Leadership
The Leadership Team supports the academic and business operations of the School. This team is led by the Head of School – Julie Rousseau, who in turn reports to the Board of Trustees.
Head of School Julie Rousseau 6222 Julie.Rousseau@saltus.bm
Deputy Head Nadia Robinson 6291
Nadia.Robinson@saltus.bm
Director of People and Culture Crystal Heyliger 6286 Crystal.Heyliger@saltus.bm
Director of Advancement Katie Kostiuk 6264 Katie.Kostiuk@saltus.bm
Director of Enrolment Management Amanda Skinner 6269 Amanda.Skinner@saltus.bm
Director of Finance and Operations Paull Davis 6224 Paull.Davis@saltus.bm
Director of Facilities & Maintenance Lionel Cann 6252 Lionel.Cann@saltus.bm
Director of Communications & Marketing Darcy Hausselman 6242 Darcy.Hausselman@saltus.bm
Director of Primary Jeanne Bean 6324 Jeanne.Bean@saltus.bm
Assistant Director of Lower Primary Elizabeth Dowdell 6301 Elizabeth.Dowdell@saltus.bm
Director of Secondary Cynthia Hassell 6246 Cynthia.Hassell@saltus.bm
Assistant Director of Secondary (Middle Grades) Shayne Scott 6232 Shayne.Scott@saltus.bm
Assistant Director of Secondary (Senior Grades) Lorne Nannini 6279 Lorne.Nannini@saltus.bm
Director of Curriculum Jesse Sheppard 6294 Jesse.Sheppard@saltus.bm
History
Saltus Grammar School was founded in 1888 thanks to a generous gift from Samuel Saltus who bequeathed the funds for the building of a boys’ school in Bermuda. The school thrived for decades and evolved to include Cavendish Hall in 1972, a second campus devoted to young learners. Many facility enhancements were added over the years, including science labs, learning commons, music and art facilities, and a 25-metre swimming pool.
In 1966, post-desegregation in Bermuda, Saltus widened its mandate for diversity and became one of the first multi-racial private schools in Bermuda. In the 1990s Saltus became fully co-educational. The result has been that students enjoy a diverse, real-world learning environment that elevates all.
The history of Saltus is as fascinating as the history of Bermuda itself. To learn more, click here for the full story.
House System
In 1931, when Henry C. Cox was Head of School, he instituted the ‘House System’ using the names of Trustees who had a long association with the school. To this day, Saltus students are still divided into these four Houses: Butterfield (green), Darrell (blue), Watlington (yellow), and Saltus (red). Siblings are placed in the same House and if a parent is an Alumni of Saltus their children will be placed according to the parent’s House. The students will earn points for their House and represent their House in various school events meant to enrich the school community through friendly competition.
Campus Descriptions
Our Lower Primary (Junior Kindergarten, Kindergarten, and Grade One) is located at our Devonshire campus. There are three main buildings that are all connected to the Hall. Junior Kindergarten has its own separate wing with two outdoor playgrounds overlooking the farmlands of Devonshire. The Kindergarten and Grade 1 classrooms overlook the main field and playground which is a beautiful open space for the students’ PE, recess and, lunch times.
On our St. John’s Road campus, the Upper Primary (Grades 2-5) is located on the Western side while the Middle grades (Grades 6-8) and Senior grades (Grade 9 - SGY2) are located on the Eastern side. At the heart of the campus is the beautiful Woodlands Administration Building, which dates back to the 1800s.
The Upper Primary campus has classrooms surrounding an open courtyard with a large Gymnasium/ Hall, Library, well-equipped Music Room, and Art Studio. The Secondary campus boasts a state-ofthe-art Design Technology Department, a Music Audio Visual Suite with cutting-edge technologies and software, a Black-box Theatre, a large Gymnasium with Fitness Centre, and six fully equipped Science labs. Both departments share the use of the 25-metre pool along with the large two-acre field.
School Calendar Academic Year 2024-25
Please note that the dates provided below are subject to change. Please consult the events calendar at www.saltus.bm for updated information as needed.
FALL TERM 2024
Monday, 2nd September
Tuesday, 3rd September
Wednesday, 4th September
Monday, 21st – Friday, 25th October
Monday, 28th October
Tuesday, 29th October
Monday, 11th November
Wednesday, 18th December
Thursday, 19th December – Friday, 6th January
WINTER TERM 2025
Monday, 1st January
Monday, 6th January
Tuesday, 7th January
Monday, 10th – Friday, 14th February
Monday, 17th February
Friday, 21st March
Monday, 24th March – Monday, 4th April
SPRING TERM 2025
Monday, 7th April
Tuesday, 8th April
Friday, 18th April
Friday, 25th April
Thursday, 22nd May
Friday, 23rd May
Thursday, 5th June
Monday, 16th June
Wednesday, 25th June
Labour Day (School closed)
New Student Induction
Classes Begin
Half-Term Break
Professional Learning Day (No students)
Classes Resume
Remembrance Day (School closed)
End of Term (Early dismissal)
Winter Break
New Year’s Day (Public Holiday)
Professional Learning Day (No students)
Classes Begin
Half-Term Break
Classes Resume
End of Term (Early dismissal)
Spring Break
Professional Learning Day (No students)
Classes Resume
Good Friday (School closed)
AG Day (School closed provisionally)
Professional Learning Day (No students)
Bermuda Day (School closed)
Graduation
National Heroes Day (School closed)
End of Term (Early dismissal)
Administrative Information
Tuition and Fees, Additional Fees, Finance Policy & Financial Assistance Policies and Procedures
Please refer to our website www.saltus.bm/admissions/tuition-and-financial-assistance for the most current fee structure and financial aid information. If you require assistance, please submit an email request to financestaff@saltus.bm
Yearbook
Our student yearbook committee produces an annual yearbook – The Martlet. This publication is available for purchase and is added to student school accounts. All Saltus students that are enrolled by Friday, 29th November will be included.
Supporting our School through the Saltus Fund
The Saltus Fund is one of the most powerful ways to enhance our students’ learning experiences. While school tuition covers the basics, the Saltus Fund provides so much more. It supports financial aid, diverse classroom learning experiences, a wide range of academic programmes, visual & performing arts, athletics, design technology as well as supporting and enhancing the learning tools that drive innovation and learning.
The Saltus Fund is at the heart of everything we do for our students.We ask every family to consider making an annual gift to the school. Your contributions help us continue offering the high-quality programmes that make a Saltus education exceptional, enriching our students’ lives now and into the future.If you have any questions about supporting Saltus, please contact the Advancement Office at (441) 292-6177 or advancement@saltus.bm
Heatlth and Safety
Emergency Procedures
In line with the Bermuda Government requirements, we carry out regular drills including: Evacuations, Secure Drills, and Hold (shelter in place) Drills at Saltus. During an Evacuation, our students leave the buildings and follow the organised process of lining up at a safe distance on the field. In the event of a true emergency situation where students are required to evacuate the building, students will proceed to their designated a holding area where student attendance will be taken. Supervision will be in place until the emergency situation is resolved.
Conversely, during a Secure Drill, the campus is locked down and our students stay inside classrooms. During a Hold Drill (shelter in place), students are kept in classrooms with business as usual. Staff and faculty training is conducted for these scenarios and our teachers are well-equipped to inform and reassure students as needed.
A school Lock Down occurs in the event of imminent danger.(ex. violent intruder) In such circumstances, the school’s Emergency Response protocols are triggered and authorities are informed of the situation. When a Lock Down is initiated, staff and students remain quiet and out of sight in a secured location until they are informed that the Lock Down is over. Lock Down drills are part of our Emergency protocols to ensure preparation in the event that an actual Lock Down is required.
Weather-Related School Closing Information
In the event of severe weather, closure notices will be posted on www.saltus.bm and there will be an announcement made through the local media outlets and on our social media to inform families of any need to close the school. If school is in session when the school closure is initiated, parents will be contacted via email and students will need to be collected as quickly as possible.
Local Field Trips
We have formal school Guidelines and parental permission requirements for all local trips. Risk assessments are conducted for all field trips and supervisors are assigned for all trips. The school’s student Code of Conduct applies to all off campus school-related events. Faculty take all reasonable safety precautionsn to provide the highest standards of safety for our students.
International Trips
International trips are a key component of the educational experience at Saltus. They enable our students to build confidence, increase
motivation, and expand their worldview. We are mindful to offer such opportunities at various upper grade levels. They are opportunities to take their learning beyond the school gates and also help to build stronger teacher-student relationships.
Student Code of Conduct While on Trips
It is important to note that our student code of conduct applies during all school-related events and during all local and/or international field trips. Students displaying behaviour issues and/or experiencing difficulties in adhering to the student code of conduct (either through repetitive conduct issues and/or engaging in serious misconduct) prior to a school-related trip, may have their privilege of participating in the school trip removed.
Permission Slips
All permission slips for field trips during the school year will be issued and completed through SaltusLive. Upon logging into your SaltusLive profile, there will be a yellow banner notice alerting you that there are forms to complete.
Medication
All students requiring medication at school must submit a Medication Waiver completed by their parent/legal guardian (form available on SaltusLive). All medications requiring refrigeration will be kept in a school refrigerator and administered by the teacher, office staff, or the First Aid Attendant. Children should never keep medicine of any kind in their lunch boxes. Please note that it is school policy to administer medicine to students only if the exact dosage and time to be taken are clearly written by parents/guardians. This includes rescue inhalers for children with asthma. Some medicines are forgotten at pick-up time so please pour the necessary dosage into a separate bottle or container. Please also be aware that the school does not provide sunscreen. If you wish your child to wear sunscreen, please apply it before he/she comes to school.
Saltus Community Ethics
Religion
Saltus is non-denominational. Saltus offers students the opportunity for reflection, learning and/or dialogue on spiritual and ethical matters. While assemblies and holiday celebrations may sometimes reflect the Christian tradition of the school, we respect the religious diversity of the student body and endeavour to be inclusive in our recognition of events.
Inclusion Statement
Saltus is committed to establishing a safe and inclusive, equitable, and welcoming environment in which all members of the community are respected and valued and can contribute to and participate in the life of the school. We value intellectual curiosity, and difference and believe that growth and learning can only come from interaction among people with different experiences and worldviews. We respect and value individuals whose differences include but are not limited to, race, ethnicity, national origin, gender expression, gender identity, religion, sexual orientation, or any other aspect of their identity.
Safeguarding: Saltus’ employees’ legal obligation for Mandatory Reporting
Our Staff and Faculty are mandated by law to report any suspected child abuse to the Department of Child and Family Services. If there is any suspicion of abuse, Family Services will be contacted immediately, and they will proceed with the case according to their procedures.
Disclosure of Student Records
The school regards the privacy of all individuals as an important requirement. Our full privacy policy is outlined on our website at www.saltus.bm. If you have any complaint relating to the school’s use of personal information please contact our designated Privacy Officer, Darcy Hausselman at privacy@saltus.bm so that we may be given the opportunity to resolve the issue.
Useful Telephone Extensions
School Drop-Off
We welcome all Secondary students on campus from 8:00 am when full supervision is in place to ensure a safe and secure start to the day. As soon as our students arrive, they are engaged in numerous activities.
If students have siblings in Upper Primary, please drop them off at Upper Primary during their siblings’ drop-off time.They can then walk back to the Secondary School area using the designated crosswalks.
Procedures
Entering at the St. John’s Road entrance, you will drive onto the right-hand side of the road where students are dropped off under the covered porch. Drop-off on the left by the piazza is prohibited. When you exit the school, you will stay on the right-hand side of the road allowing the left-hand side to remain clear for the Upper Primary drop-off. Please do not park, continue driving and exit onto Woodlands Road.
School Pick-Up
Students may be collected at 3:40 pm unless they have been instructed to walk to a location outside of the school grounds. By 4:00 pm daily, students should either:
• Leave the school premises (car pick-up or on foot)
• Work quietly in the Learning Commons in a supervised area
• Attend an extracurricular activity (registration required)
The Learning Commons
After school students have the option to stay and complete homework, study or read in the Learning Commons under the supervision of the Learning Commons staff. Students are not permitted to be in the Learning Commons without supervision.
Visiting the School
Campus Safety
The safety of our students and employees is our top priority. For this reason, our campus is a closed campus which requires all visitors to report to the main reception for sign in. Visitors must have an appointment and/or a reason to be on campus. For safety and supervision reasons, we reserve the right to ask any/all visitors who are on site without a clear purpose, to leave the school campus.
Visitor Sign-In
When visiting the St. John’s Campus between 8:30 am and 4:00 pm, all visitors will enter and exit through the St. John’s Road gates. The security guard may request to see photo ID and direct visitors to the reception. Once at the reception, all visitors (including parents/ guardians) are asked to sign in and be issued a visitor pass which must be worn at all times while on campus. Visitors will return to sign out and return their visitor’s pass when leaving the campus. For attendance purposes, parents are asked to inform the receptionist if they are taking their child(ren) off campus before the end of regular school hours.
Classroom Guests/Speakers: Classroom guests and/or speakers will have completed a guest speaker sign in form and will report to the main reception to sign in and obtain a visitor’s pass.
Parent/Guardian attendance at School-Related Events: Parents and/or visitors attending a scheduled school event during or after school hours, are not required to sign in.
Parent/Guardian Drop Off & Pick Up: Parents/ guardians do not require to sign-in for drop off or pick up. However, if you are looking for your child at pick up time, we encourage you to reach out to supervisors on site and/or check in with the executive assistant at the main reception area.
Student Drivers
Our policy regarding student-driven vehicles is to ensure the safety of everyone while meeting the needs of those families who rely on the convenience of a student-driven vehicle.
Students are not permitted to bring cars onto the campus. Students who are 16 years or above are permitted to ride motorbikes to and from school. The following points must be followed to ensure the safety of student riders and the school community as a whole:
1. Students are asked to register vehicles that will be driven to school with their advisor. A record of student registration plate numbers will be kept by the Secondary School Administrative Assistant.
2. Students are to ride in a safe manner at all times and be mindful of themselves, others, and the wider school community.
3. Students must park in the designated bike parking bays on campus. Students should not be parking their bikes on roads neighbouring the school such as Euclid Avenue given the fact that these inconveniences our neighbours going about their daily business.
4. Students must use the one-way system in place at all times. During the period from 3:30-4:00 pm, students are not permitted to leave the campus via the St. John’s Road entrance. This goes against the flow of traffic and is dangerous.
5. In accordance with the law, students must not have ‘pillion passengers’ unless the driver is 18 years of age.
6. We encourage students to wear a full face helmet to reduce the risk of head injuries in the case of an accident.
The school reserves the right to ban students from driving vehicles to school if they are in contravention of any of the above points.
The Advisory Programme
At Saltus, we believe in the importance of strong teacher-student relationships, and our Advisory Programme is a testament to that commitment. Each student is paired with an Advisor who plays a crucial role in supporting their social-emotional development. As the one trusted adult, the Advisor gets to know each student well and moves up grade levels with them throughout their secondary journey.
Our Advisory Programme is designed to aid students in their social, emotional, and intellectual growth. Advisory groups meet daily, and once a week for a longer 65-minute session. During these meetings, students gather in small groups with their Advisor to discuss academic and school life issues, set academic goals, and talk about co-curricular and community service involvement. With their Advisor’s guidance, students regularly review and revise their goals throughout the year.
The consistency of having the same Advisor throughout secondary school ensures that strong bonds are formed, and Advisors gain a thorough understanding of each student’s progress. When students
reach SGY2, their Advisor, in collaboration with the school’s University Guidance Counsellor, writes their university recommendation, highlighting their achievements and growth.
At Saltus, we place a significant emphasis on these advisory relationships, recognising their importance in fostering a supportive and enriching educational environment for every student.
Assemblies
Assemblies take place once a week and are an opportunity for us to build a strong school community and culture. Regular assemblies provide student leadership opportunities, celebration of achievements, receive information and important reminders, nurture and empower our school values and hear a speaker or view a presentation on a variety of topics. All students are expected to attend assemblies in their #1 Uniform and will be monitored by their advisor at such events. These assemblies will be supplemented by grade/year group meetings as well as advisory lessons.
SGY Common Room
The Goose Gosling Centre is an excellent facility. The Reiss Centre (SGY Common Room) was purpose-built to accommodate the SGY programme. It is expected that all students will engage in respectful interactions with each other while interacting in this common space.
The same courtesy and consideration are also to be afforded to the collaboration space/hub within the Gibbons Centre next to the SGY Common Room. All students are expected to contribute to the wellbeing of these areas and to tidy up after themselves. Any students who damage or litter the communal areas will have to make good any damage and will lose the privilege of using the facility for a designated time.
These spaces were designed specifically to foster a sense of community within our Saltus Graduate Years (SGY) programme. These spaces provide students with their own personalised arewhere students can work, interact, study and socialise while also introducing them to the concept of student centres that are found in most universities and institutions of further education.
Student Leadership
At Saltus, we provide students with opportunities at every level to step out of their comfort zones and take on leadership roles. From being a ‘line leader’ in Junior Kindergarten, a Music Prefect in Grade 5, to a Senior Prefect in Secondary School, every student has the chance to shine and learn what it means to be a true leader. Leadership at Saltus is about inspiring others through collaboration and creative problem-solving from day one.
Our leadership opportunities help students build confidence, resilience, and decisionmaking skills, essential qualities for success in university and beyond. Students are encouraged to act as role models and fulfill their responsibilities in line with the expectations of their roles.
Senior Prefects receive guidance from a staff liaison to help them refine their job descriptions and set challenging goals. This leadership model ensures that our students are well-prepared for the future, whether in higher education or the professional world.
Recess and Lunch
Students are encouraged to bring healthy options for lunch and recess to school each day. Microwaves are available for students on a first come first serve basis.
Lunches and ‘Lunch Leave’
Grades 6-9 & Year 11 students will stay on the school premises during recess and lunch. SGY2 students, with a signed permission form, may leave the premises and lunch, unless they have designated activity, but must ensure that they sign out when they leave. They are also expected to return at least 10 minutes before the start of their next lesson and sign back in when doing so. This privilege is extended to select SGY1 students during Term 2 and Term 3 based on their academic performance. Parental permission will be required for any student leaving campus. The Upper Primary Department, including the part of the drive alongside Woodlands, and the field including the play equipment, is out of bounds to students in the Secondary School.
Hot Lunch Programme
Hot lunches are available through La Trattoria lunch programme. Order forms for the hot lunches are sent home at regular intervals throughout the year and students may only obtain lunch if they are signed up online.
For the academic year 2024-25, students who sign up for a hot lunch at the school (Upper Primary and Secondary) should purchase a “BPA free” lunch container (which is portioned). These containers are a part of the 02GO ecological product line, and include a reusable knife, fork, and spoon. They are available from the School Shop or reception at a cost of $16.
Once La Trattoria receives the hot lunch order form (shared via email) they will enter your choices in a database that will give them the names of those having lunch that day. All your child(ren) will have to do is leave their Bento Box in our hot lunch serving area and lunch will be served. If your child is unable to attend school, simply send La Trattoria an email (manager@trattoria.bm) the day before or in the morning before school starts so that food will not be sent for them, this way food will not get wasted. Your credit will then be rolled over into the next academic term.
After eating their lunch, students bring the box home and return with it the next time they are scheduled to have lunch. Only one lunch box will be issued per student and if they lose the box then parents are to supply another food container. The same is true if the cutlery is lost.
On the odd occasion that a student has simply forgotten their box, they will be served in a non-plastic disposable container. This will be monitored. Replacement cutlery is available for an additional fee. Proceeds will go to the Eco Club.
The Tuck Shop
La Trattoria services a canteen for students who wish to purchase lunch or snacks on a daily basis. The canteen is located inside the Secondary building where a menu and the price list are displayed. As an example of options, you may find sandwiches, salads, soups, wraps, muffins, and popcorn.
Personal Belongings
Please ensure that all belongings are clearly named. If your child has lost any items, there are ‘lost and found’ locations in each Department. The school is not responsible for replacing lost or damaged student belongings.
School Supplies
Secondary School students are each assigned a locker and will be issued a 2024-25 student planner. Students in Grades 6-9 will also receive a binder to assist them to develop organisation skills. During the first week of school we will spend time with students to help them to use this binder effectively. Each student is required to purchase a school laptop, although SGY students have the option to sign up for the BYOD (Bring Your Own Device) programme. The BYOD form is available at the school Help Desk.
Students are required to purchase the following supplies:
• Laptop case *
• Earbuds/headphones *
• Lock for locker*
• Black or blue ballpoint pens
• Pencils
• Eraser
• Highlighters
• Coloured pencils
• Pencil sharpener
• Pair of compasses
• 30cm ruler
• Calculator
• Protractor
* Please note that those items marked above may be purchased at the Saltus Shop.
Secondary School Code of Conduct
Our Philosophy
At Saltus, we believe in fostering a community built on mutual respect and genuine concern for the emotions, possessions, and personal rights of everyone. Our philosophy emphasizes the importance of honoring individual differences and supporting the development of each person’s potential within a caring school environment.
We live by our core values of belonging, respect, integrity, courage, and empathy. A positive school culture is achieved when all community members uphold these values and conduct themselves responsibly, as outlined in our student code of conduct. Respect for one another is crucial for achieving our collective goals, ensuring the safety and continuation of our community, and maintaining an environment where learning and trust thrive.
One of the most effective ways to encourage good behaviour and strong academic achievement is through positive reinforcement. We actively encourage students to develop self-discipline and self-regulation to maintain a positive learning atmosphere. Our goal is to help young people understand what it means to be responsible citizens. This includes recognizing that one’s choices and actions can impact others negatively.
We will work with students to support their understanding of, and adherence to, our expectations. At the same time, we recognise that adolescents, like adults, may make mistakes. Therefore, we have established a system of progressive discipline to guide and support students in their growth.
Responsibility of Parents
A strong partnership between the school and parents/guardians is essential in supporting our students. Parents are expected to review the Code of Conduct with their child(ren) to
ensure they understand the expectations. As important role models, parents are expected to address concerns and issues respectfully and productively with Saltus faculty and staff, as well as with other parents, students, and stakeholders.
Open dialogue and communication between home and school are actively encouraged to strengthen partnerships. If concerns arise, we ask that parents address issues following clear lines of communication.
Responsibility of Students
Students are responsible for knowing, understanding, and following the expectations outlined in our Code of Conduct, including school rules, regulations, and guidelines. We expect students to contribute positively to a supportive, respectful, and inclusive learning environment and to maintain positive relationships with their peers, faculty, and staff.
Our Code of Conduct emphasizes positive behaviours, extending to respect for all possessions, personal rights, and areas within our school. The buildings and property of the school should be respected and valued.
Responsibility of Saltus Staff
Saltus staff will provide a safe, respectful, and inclusive learning environment that supports the whole child. At the core of a caring learning environment is a studentcentered programme that supports the needs of students and enriches their full development as learners. Faculty and staff will communicate expectations productively with students and parents, promoting reflection, responsibility, and behaviour conducive to learning.
Central to our approach to discipline is the belief in maintaining student dignity. Staff will endeavor to support the whole child, providing opportunities for reflection, ongoing growth,
and a sense of responsibility. When necessary to apply progressive discipline, staff will demonstrate consistency and fairness.
Parent/Guardian Setting a Meeting with Faculty: Appointments should be scheduled ahead of time with your child’s teacher and/ or faculty member. We encourage parents to send an email or connect with the school’s executive secretary via telephone or in person to first set up a mutually convenient time for the parent-staff member meeting. We ask that parents provide context for the meeting. (Ex. concern regarding my child’s learning, check-in on child’s progress, concern on social interaction at recess etc) This provides
your child’s teacher with an opportunity to be informed and prepared to provide the required assistance and/or information. Parents who do not have an appointment will be asked to make an appointment upon arrival, unless it is an emergency that needs to be addressed by an administrator.
Setting a Meeting with an Administrator: We encourage parents to follow the lines of communication when addressing issues. Meetings with Administrators also need to be scheduled ahead of time so that focused attention and required information can be gathered ensuring a productive meeting.
LINES OF COMMUNICATION
The Parent/Teacher Communication Process
Identification of a Concern by a Teacher/Staff Member When a teacher identifies a concern, contact will be made with a parent as soon as possible, ideally within 24 hours.
Some examples of concerns include:
• Irregular attendance – chronic lateness and/ or unexcused absences
• Consistent academic difficulty
• Consistent non-completion of homework
• Noticeable drop in academic standing
• Serious academic or behavioural difficulty
• Violation of the Code of Conduct
Faculty and staff may communicate via email, phone call, or by requesting a face-to-face meeting.
Identification of a Concern by Parents
When a parent communicates a concern to a teacher, a response will be made as soon as possible, ideally within 24 hours during a school week, or upon return from a weekend or holiday. If a face-to-face meeting is desired, please request one in advance.
Setting a Meeting with Faculty
Appointments should be scheduled ahead of time with your child’s teacher and/or faculty member. We encourage parents to send an email or connect with the school’s executive secretary via telephone or in person to set up a mutually convenient time for the meeting. Please provide context for the meeting (e.g., concern regarding my child’s learning, checkin on child’s progress, concern on social interaction at recess). This allows the teacher to be informed and prepared to provide the necessary assistance and information. Parents who arrive without an appointment will be asked to schedule one unless it is an emergency requiring an administrator’s attention.
Setting a Meeting with an Administrator
We encourage parents to follow the lines of communication when addressing issues. Meetings with administrators need to be scheduled ahead of time. When requesting a meeting, parents should provide context related to their concern in advance. This allows the administrator to gather the necessary information and ensure a productive and focused discussion.
Effective
Lines of Communication:
Steps for Parents to Address Concerns
At Saltus, we strive to resolve issues collaboratively and productively. We ask that parents follow these steps to address concerns:
Step 1: Communicate with the Teacher/Staff Member For classroom-related concerns, parents should first discuss the issue with their child’s teacher. Most issues can be resolved at this stage without involving the Director or Assistant Director of the respective school (Middle, Senior, or SGY). Our teachers are dedicated to the success of all students and seek to find solutions and strategies to address concerns raised by parents.
Step 2: Communicate with the Director or Assistant Director If the issue remains unresolved after Step 1, parents may inform the Director of Secondary School or Assistant Directors. The Director will verify if the preceding steps have been followed before addressing the matter. They will collaborate with all parties to resolve issues, as we are partners in your child’s education.
Step 3: Communicate with the Deputy Head of School If the issue is still unresolved after Steps 1 and 2, parents may inform the Deputy Head of School. Appointments can be made through Patra Phillips, the Senior Executive Assistant to the Head of School, at patra. phillips@saltus.bm.
Step 4: Communicate with the Head of School
If the issue is still unresolved after Step 3, parents may inform the Head of School.
Appointments can be made through Patra Phillips, the Senior Executive Assistant to the Head of School, at patra.phillips@saltus.bm.
Respectful Parent Communications
Effective communication is essential for positive partnerships and your child’s success. At Saltus, we expect parents and guardians to communicate in a manner that aligns with our values of respect, integrity, and empathy. Harassing or disrespectful comments directed at any member of the Saltus community, whether in person or in writing, will not be tolerated. Such behaviour is unacceptable and will require an in-person meeting with the Head of School to resolve the issue.
Other Means of Communication
While email is timely, it can be easily misinterpreted. Some matters are best communicated in person. We are happy to schedule a personal meeting to discuss your concerns and remind you that issues related to your child’s academic performance should first be addressed with their teacher.
• Parent-Teacher interviews
• Parent-Teacher conferences
• Curriculum information evenings
• Meetings by request
• Parent Coffee Mornings
• The Week Ahead newsletter
Standards, Expectations, and Consequences
Students and staff have a right to work and study in an atmosphere that is free of any form of harassment or intimidation and we all share a responsibility for ensuring that such an environment always exists. Central to our philosophy is the expectation that students will respect the school environment and each other.
Progressive Discipline
Students are at various stages of learning acceptable behaviour, and positive practices may not always effectively address inappropriate behaviours. At Saltus, each individual is responsible for their own actions and behaviour and is expected to be a good citizen. Discipline is a formative process of development, not just a tool for times of misbehaviour. It is achieved when the school community clearly understands the rules and guidelines within which they learn and feels comfortable with the structures in place.
Responsibility for Monitoring and Upholding Discipline
The following staff members are responsible for monitoring and upholding school rules, the Code of Conduct, and imposing disciplinary actions:
• Assistant Directors of Secondary
• Director of Secondary
• Deputy Head of School
• Head of School
These individuals, along with their designates, consult with students, staff, parents, and others as deemed appropriate.
Progressive Discipline Approach
Saltus employs a progressive discipline approach to address inappropriate behaviour. This approach uses a continuum of interventions, supports, and consequences that build upon strategies to promote positive behaviours. While suspension and expulsion are supported for serious incidents, the Head of School and Deputy Head of School will consider all relevant and mitigating factors before making such decisions.
Although the severity of the consequences and the positive steps taken will generally align with the nature and degree of the misbehaviour, each case will be handled individually. No two incidents are exactly alike, and the needs of those who caused harm may differ. Fairness and equity do not equate to identical consequences or interventions. Each student is recognised as a unique individual, and all factors affecting their behaviour will be considered throughout the progressive discipline process. Consequences will be age and developmentally appropriate.
Possible Interventions and Consequences
Progressive discipline may include the following interventions and consequences:
• Review of expectations
• Warnings
• Issuance of infractions
• Notification of parents/guardians
• Restricted privileges
• Behaviour contract
• Restorative practices including reflective practices, community service and/or other relevant opportunities for growth
• Referral to counseling and/or consultation
• Removal from class
◊ in-school suspension
◊ short-term out-of-school suspension
◊ long-term out-of-school suspension
• Expulsion/dismissal
In all circumstances, the school will endeavour to gather facts and information regarding the student’s behavior or issue. Students will be treated with fairness and as individuals, considering the unique aspects and circumstances of each situation within the overall framework of consequences and consistency of expectations, as outlined in the Code of Conduct.
Acknowledgement
Students and parents are expected to review this Code of Conduct policy and acknowledge in writing that they are aware of, and accept, its content, through the school form on SaltusLive.
Essential Expectations
At Saltus our students:
• Understand and follow expectations set out in the Code of Conduct
• Have the right to feel safe in all learning environments and experiences both on and off campus
• Set respectful boundaries for themselves while being considerate of others
• Strive to interact with others respectfully and seek to resolve differences or issues in a productive manner
• Respect the diversity of their peers, and of members of the local and global community, by practising active listening, empathy and kindness
• Demonstrate respect and care towards themselves, peers and the school environment
• Demonstrate a willingness to engage in their learning
• Demonstrate academic integrity
• Demonstrate digital citizenship and follow the guidelines outlined in the responsible use of technology
• Are punctual and come to school prepared for their learning
• Understand and follow the school uniform guidelines and present themselves with pride
• Report dangerous or uncomfortable situations to faculty or staff immediately
• Seek help and/or assistance from staff
As outlined above, Saltus has clear expectations related to student behaviour. Central to these expectations is the assumption that students will respect the school environment and each other.
The following constitutes unacceptable behaviour:
• Chewing gum
• Poor behaviour on the field
• Failure to follow a classroom rule
• Repeated incomplete assignments
• Inappropriate language
• Inappropriate use of technology including cell phone, air pods etc.
• Inappropriate or incomplete uniform
• Frequent tardiness
• Teasing
• Unauthorised leaving of school grounds
• Lying or cheating
• Bullying, cyber-bullying, discrimination, and intimidation
• Being rude or disrespectful to peers, staff and visitors
• Exhibiting any behaviour that detracts from the learning of others
• Use, possession, or distribution of alcohol, drugs, e-cigarettes (vaping), or being under the influence of alcohol, or non-medicinal drugs in any form including edibles when attending school-related functions (e.g., dances, excursions, sporting events). There is no smoking/vaping of any kind on school property or when attending school-related events whether students are in uniform or not
• Inappropriate representation on social media platforms
• Vandalism
At Saltus, we strive to provide a safe and caring learning environment. Caring environments are free from:
• Bullying, cyber-bullying, harassment, and/or marginalisation
• Threats and intimidation
• Violence in any form
• Discrimination in any form including race, colour, gender, religious beliefs, disability, sexual orientation, ancestry, or national origin
• Retribution against a person who has reported incidents
• Abuse in any form
Discipline Guidance
The following steps serve to provide guidance for progressive discipline.
• Step 1: Polite Warning
The teacher will speak to the student about their behaviour and will offer suggestions for improvement. This will be considered a polite warning.
• Step 2: Infraction
The teacher will speak to the student and will issue an infraction and may also send an ‘Official Note’ to document the conversation.
• Step 3: Meeting with Assistant Director
If the behaviour continues unabated, the student will be required to meet with the Assistant Director and attend (one or more) reflection sessions. This is at the discretion of the Assistant Director based on circumstances (including frequency and mitigating factors).
• Step 4: Parent Meeting
Parents will be asked to participate in a meeting with the Assistant Director, the student, and other appropriate parties to discuss a plan of improvement.
This may include regular conversational checkins which may be with the Assistant Director and/or the School Counsellor.
• Step 5: Escalation of Consequences
Repeated violations after the meeting referenced above will result in an escalation of disciplinary responses as referenced in the ‘Major School Rules’ section of this handbook.
The infraction system is designed to reinforce the values that underpin our school community and to maintain mutual respect. When a student’s actions run counter to the code of conduct and/or our school values (belonging, respect, integrity, courage, empathy), an infraction may be issued. Accumulating five infractions will result in a one-hour detention on Friday afternoons from 3:45-4:45 pm.
Infractions can be issued for reasons such as missed homework, technology violations, incorrect uniform, disruptive behaviour, and other minor conduct issues. During detention, consequences may include the completion of missed work and/or assignments, behaviour reflections, and/or community service.
Secondary Dress Code & Uniform
The following outlines expectations regarding dress code and uniform. Exceptions can be made at the discretion of the Deputy Head of School or Head of School with respect to the needs of the individual. Such accommodations may be related to cultural or religious needs, body type needs, medical requirements, and/or disability.
The Saltus School Shop is located on Woodlands Road and supplies all uniform pieces as well as other specialty items. The shop will be open Mondays, Wednesdays, and Fridays by appointment only. Our Saltus Shop is also available online for your convenience.
The school supports many charities and events which usually result in one to two ‘Grub Days’ a term where students may dress in their casual clothes.
Dress Code:
• Students should wear their uniforms in a respectful manner
• Shirts should be tucked in, including to and from school
• Ties should be worn properly
• Pants/trousers should be worn correctly and be school-appropriate (combat or cargo style are not acceptable)
• Skorts should not have pleats/pockets or buttons
• The Saltus ¼ zip sweatshirt may be worn,
• Students are permitted to wear a wristwatch
• Students are permitted to wear two small plain studs max per earlobe, small hoops, and a single bracelet. Single cartilage studs are permitted.
• Nose piercings are acceptable but studs only not hoops
• Natural-looking make-up, polish or nails are acceptable
• Bracelets are not permitted save for Medic-Alert bracelets (Safety reasons in sport)
• Hair should be neatly groomed. Longer hair will be required to be tied back for practical subjects for safety reasons.
• Natural hair colouring is acceptable
• Hats may be worn on the field during the hotter months
• Aprons/lab coats are required for Design Technology and Science but will be provided
• School shoes should be black or brown polishable (not sneakers)
Students are expected to dress neatly and in the correct uniform. Students/Parents will be reminded if they are not in the correct attire.
Middle & Senior Uniform
Grade 6 – Year 11 Uniform
Shirt Saltus white polo shirt
Trousers/Skort
Socks
Shoes
Belt (if needed)
Hair ties/ bands
Sweater (optional)
Khaki shorts, long khaki trousers, khaki ‘A’ line flat front skort
Knee-high-length khaki or white socks with shorts or skorts
Short white or khaki socks with long trousers
Black/brown polishable (no sneakers)
Black/brown
Solid red/white/navy blue/black/brown
Navy blue Saltus sweater/vest/cardigan Saltus ¼- zip sweatshirt
Grade 6 – Year 11 # 1 Dress Uniform – to be worn in assembly, with guest speakers & when representing the school, for example. Notice will be given when #1 Uniform is required.
Shirt White button down
Tie Saltus tie
Trousers/Skort
Socks
Shoes
Belt (if needed)
Hair ties/ bands
Blazer
Khaki shorts, long khaki trousers, khaki ‘A’ line flat front skort
Knee-high-length khaki or white socks with shorts or skorts
Short white or khaki socks with long trousers
Black/brown polishable (no sneakers)
Black/brown
Solid red/white/navy blue/black/brown
Navy blazer with Saltus Crest
Navy Saltus P.E. shorts, bike shorts or skort
Saltus T-Shirt in House colour
White ankle-length socks
Proper athletic shoes (non-marking soles and no high tops, ‘slides’ or crocs)
Red Saltus #4 shirt (required for external events)
Saltus Track Suit (used on cold days, inter-school and community events)
Suitable P.E. bag
Swim attire: swim shorts (blue, black or red), one-piece swimsuit (blue, black, red), sun shirt, goggles, swim cap (for longer hair) and towel
*Note: Hoodies are not part of the school uniform and should not be worn at school.
Trousers/Skort
Socks
Khaki shorts, long khaki trousers, khaki ‘A’ line skort
Knee-high-length khaki or white socks with shorts or skorts
Short white or khaki socks with long trousers
Shoes Black/brown polishable (no sneakers)
Belt (if needed) Black/brown
Sweater (optional)
Saltus sweater/vest/cardigan
Saltus ¼- zip sweatshirt
PE Uniform
SGY1 and SGY2 Uniform
Shirt
SGY polo shirt (light blue)
SGY1 & 2 #1 Dress Uniform – to be worn in assembly, with guest speakers & when representing the school, for example. Notice will be given when #1 Uniform is required.
Shirt
Tie
Trousers/Skort
Socks
Light Blue button
Saltus SGY2 tie
Short or long khaki trousers
Khaki ‘A’ line skort / skirt
Knee-high-length khaki or white socks with shorts or skorts
Short white or khaki socks with long trousers
Shoes Black/brown polishable
Belt (if needed) Black/brown
Blazer
Navy blazer with Saltus Crest
*Note: Hoodies are not part of the school uniform and should not be worn at school.
GRADE 6-YEAR 11 #1 UNIFORM
SGY1 AND SGY2 #1 UNIFORM
CARDIGAN AND REGULAR UNIFORM
RED SALTUS TRACKSUIT AND PE UNIFORM
SGY2 - Business Casual
On Mondays, SGY2 students are permitted to attend school in business casual, professional attire. Students should dress as if they were spending the day in a professional working environment. This is a privilege and students are expected to abide by the following guidelines:
• Shirts must have a collar
• Saltus ¼-zip may be worn
• Denim may be worn, but cannot be overly baggy or ripped
• Clothing must be professional in style and school-appropriate
• Rubber flip-flops / ‘slides’ are not permitted. Students needing a different shoe due to a medical accommodation will be asked to provide a medical note
• No sports leggings
• Clothing may not be worn that promotes the use of tobacco, illegal drugs or alcohol; advocates illegal activity; denigrates or promotes hatred of a person or persons
• Clothing may not be worn that contains profanity, pornography or obscene images
• Mid-thigh length shorts and/or skirts may be worn. They should be worn no higher than mid-thigh.
• Pants, skirts & shorts to be worn around, not below the waist
• Tops are required to cover the chest, back and midriff
• Strapless, backless or cropped tops cannot be worn
• At no time should undergarments be showing
• Clothing must conform to health or safety requirements, including requirements arising from participation in specialised programmes and events. (i.e., DT, Science & PE)
• If students fail to abide by the following guidelines, they will be asked to return home to change.
Grub Days Dress Code:
Grub Days at Saltus allow students to dress casually and participate in themed events, such as House colors, fundraisers, or other special themes. These days support various charities and events, usually occurring once or twice per term.
While students are encouraged to enjoy these days and express their creativity, it is important to maintain a dress code that aligns with our commitment to a safe and inclusive learning environment. Therefore, clothing on Grub Days must adhere to the following guidelines:
• Clothing should not display inappropriate images or messages, including those promoting tobacco, illegal drugs, alcohol, illegal activities, or containing profanity, pornography, or obscene images.
• Shorts and skirts should be no higher than mid-thigh.
• Pants, skirts, and shorts must be worn at the waist, not below.
• Tops must cover the chest, back, and midriff. Strapless, backless, or cropped tops are not allowed. Undergarments should not be visible at any time.
• Clothing must meet health and safety requirements, especially for specialised programmes and events (e.g., DT, Science, PE).
If a student’s attire does not meet these expectations, they will be addressed discreetly and respectfully. They may be asked to adjust their clothing (e.g., covering up) or, if necessary, return home to change. We appreciate your cooperation in maintaining the standards that ensure a positive school environment for all.
Class Attendance & Absences
Attendance Policy
Consistent student attendance is crucial for academic success, fostering a sense of responsibility, and ensuring continuous learning. Regular attendance helps students stay engaged with the curriculum, build strong relationships with peers and teachers, and develop essential life skills. By attending school consistently, students are better prepared for future educational and career opportunities.
Students are expected to arrive at all required commitments on time, prepared and ready to participate as needed. Required appointments include class meetings, athletics, and similar extra-curricular obligations, and all school events. If a student is unable to attend school due to illness, the parent or guardian should contact the school at attendance@saltus.bm.
Student attendance information is available to parents and guardians through the Parent
portal and to students through the Student portal on SaltusLive
Students wishing to leave school campus should have written (email to their advisor and or attendance@saltus.bm) permission from parents if they are leaving for an appointment.
Signing Out Procedures – Illness, Accidents or Appointments
If students feel unwell or have an accident, they must tell their advisor or a teacher. The Secondary Administrative Assistant will then be contacted. Students cannot call home from their cell phone and then leave. They must let a school adult know (administrative assistant, advisor, teacher etc). If the injury is deemed to be more serious then they will call for a First Aid Attendant. If they are too ill to remain at school, or if hospital treatment is necessary, then the First Aid Coordinator will contact parents/guardians to make suitable
arrangements and give permission to have the student sign out. Under no circumstances should students leave school or go home without permission and without signing out.
If a student has an appointment during school hours or must leave school during the day for any reason, then parents must contact their advisor as well as our attendance officer (attendance@saltus.bm). Students are required to sign out before leaving school property and, if they return on the same day, must also sign back in before returning to class.
Planned Absences Protocols & Impact on Learning
We urge families to consider the impact of absences carefully. A student’s absence can affect not only their learning but also that of their peers due to shared presentations, assignments, co-curricular commitments, and leadership responsibilities. Consistent attendance is crucial for your child’s progress
Excused absences include student illness (with a medical note for absences longer than three days), bereavement, religious holidays, family emergencies, exceptional circumstances, and representing their nation in a sporting competition.
Parents/guardians must request permission from the Assistant Director (Director for SGY1 & 2) for student absences. Permission is typically granted for religious observations, memorial services, family weddings, participation in sporting events, or medical appointments.
Please notify the school in advance of any planned absences and avoid scheduling appointments, travel, or extended holidays during school time. In case of sudden absence requests, the Assistant Director (Director for SGY1 & 2) will respond promptly.
For non-school-sponsored activities requiring multiple days off, parents/guardians must consult the Assistant Director (Director for
SGY1 & 2). The Assistant Director (Director for SGY1 & 2) will discuss the absence with the family, and work may be provided based on the individual circumstance. However, teachers will not provide work for absences due to family vacations outside of school holidays. We appreciate your support in ensuring your child’s regular attendance and academic success.
Class Attendance
Faculty prepare for classes and look to engage students in the classroom and partner with students to achieve high standards of scholarship. Consistent school attendance contributes greatly to student engagement and student learning success. Students are expected to be present and prepared for each class period. Attendance is taken at the beginning of each class.
Absence Due to Illness
Please do not send students to school unwell. Any student who is unwell at school may be isolated and sent home.
Thank you for your understanding. Our priority is always the health and safety of the Saltus Community.
Unexcused Absences
Student Responsibility
If a student is notified of an unexcused absence, the student is responsible for ensuring that a parent or guardian emails attendance@saltus.bm to excuse the absence. Notifications of absences will be sent via Official Note.
Consequences for Unexcused Absences:
Consequences of unexcused absences will follow a progressive discipline approach.
*Please note:
• Extended (more than three days) absences due to illness will be sanctioned once a doctor’s note or other appropriate medical documentation is provided. These absences
will not count towards the total number of absences, but excessive absences of this nature may lead to a required medical leave.
• Absences due to a school-sponsored event will be sanctioned and will not count towards the total number of absences.
Lateness
Students are expected to be on campus on time and ready for class for 8:30 am. If you know that your child(ren) will be late, please email attendance@saltus.bm so that they can be excused.
Continued, or a pattern of habitual tardiness, will lead to a parent meeting and progressive discipline measures will be applied.
School Policies and Rules
Academic Integrity
Academic integrity is the cornerstone of our school environment. Unless assignments are designated as collaborative, they must be completed individually by each student. Academic dishonesty is unacceptable at Saltus.
Expectations regarding academic integrity will be communicated to students by staff at the beginning of the school year, including how to properly acknowledge others’ work or ideas, and will be reinforced regularly.
Examples of academic dishonesty include:
1. Plagiarism – the unacknowledged use of another’s words or ideas:
• Using another’s words without quotation marks and proper citation.
• Using someone else’s research without giving credit.
• Paraphrasing or changing words from a source without crediting the original idea.
• This principle extends beyond academic work to speeches, application essays, or academic competitions.
2. Unauthorized Use of Notes or Aids –using unauthorized materials during an assessment or copying from another student’s work.
3. Giving Unauthorized Aid – allowing another student to copy or use one’s test, paper, or homework.
4. Exceeding Homework Limits – using external resources on homework or takehome tests beyond what the teacher specifies.
5. Using Translation Software – using translating software without the teacher’s permission.
Special Note:
Saltus is committed to adapting to new technologies and will be developing an acceptable use policy for artificial intelligence (AI) tools. This policy will ensure that AI use aligns with our standards of academic integrity and supports student learning in an ethical manner. Until such time as a policy is developed, we encourage students to clearly cite the use of AI.
Consequences for Violation of Academic Integrity
Upon identifying a situation where a student is in violation of expectations for academic integrity, as a first step school staff will gather information to assess the student’s understanding of the violation and the circumstances surrounding the violation. Consequences for violation of academic integrity will follow a progressive discipline approach up to and including suspension.
Off-Campus Conduct
School rules, regulations, and guidelines apply to all students whenever they are on school property or participating in school-sponsored activities. We encourage all community members to uphold our school values and the Student Code of Conduct in their private lives as well. While conduct outside of school and school-sponsored activities is primarily the responsibility of students and their parents, we generally do not monitor or regulate private behaviour unless it is reported to us as unsafe or disruptive to members of the school community. This policy also applies to students’ responsible use of technology while off campus
Harrassment
Harassment against any individual whether or not based on a protected ground (whether actual or perceived) such as sex, sexual
orientation, gender identity or expression, race, colour, religion, national origin, ethnicity, family status, political opinion, or disability will not be tolerated. Harassment in this context is defined as any unwelcome conduct that has the purpose or effect of violating a person’s dignity and creating a hostile environment such that the conduct interferes with, limits, or denies an individual’s educational access or opportunities. A single incident can amount to harassment. Harassment can also include treating someone less favourably because they have submitted or refused to submit to such behaviour in the past. Harassment may be related based on actual or perceived membership in a protected class. Harassment and/or discriminatory behaviour can result from conduct that is verbal (e.g., innuendos, threats, ethnic slurs, derogatory jokes, pejorative epithets, propositions or gestures), non-verbal (e.g., obscene gestures), written (including online communications), visual (e.g., graphic posters and drawings) or physical (e.g., unwanted touching, assault) that is severe or pervasive and objectively offensive.
Identity-Based Slurs
The school will not tolerate the use of identitybased slurs nor identity-based terms used as a pejorative by anyone in our school community whether on school property, on school-related trips off school property, at any schoolsponsored activities or at social functions. The use of identity-based slurs (including but not limited to insults historically and currently related to ability, ethnicity, religion, gender identity and expression, race, sexual orientation or any other protected ground) or identity-based terms used as a pejorative are offensive and harmful to specific individuals and erode the welfare of the Saltus community In these instances, the detrimental impact of the identity-based slur on the community member(s) will take precedence over the intent of the alleged harasser(s).
Reports of incidents involving identity-based slurs or terms used as a pejorative may be
made to any student, faculty member, or school Administrator, who must inform the appropriate Assistant Director. Any community member with knowledge that a student has been the target of an identity-based slur or term used as a pejorative is encouraged to immediately report the act to that student’s Director or Assistant Director. Reports (including online harassment) will be investigated by the Assistant Director and may lead to interviews with the reporting and responding students, as well as any witnesses to the incident(s), and include the evaluation of any information that may be relevant to the case. The school will endeavour to safeguard the identity of persons reporting incidents and will address any and all retaliatory behaviour targeting persons who have reported the behaviour.
In addition to appropriate disciplinary responses, the Assistant Director may require the responding student to participate in educational training, engage in a restorative process or, meet with the School Counsellor, and/or any other appropriate measures aimed at repairing fractures created by the responding student’s words, choices and/or actions.
Sexual Harassment
The school will not tolerate sexual harassment of students by anyone, whether on school property, on school-related trips, off school property, at school-sponsored social functions, online or elsewhere. In a school setting, sexual harassment is conduct that 1) is sexual in nature; 2) is unwelcome; and 3) has the purpose or effect of creating an intimidating, hostile or offensive environment.
Examples of Sexual Harassment:
Verbal:
• Sexual innuendos
• Suggestive comments
• Jokes of a sexual nature
• Sexual propositions
• Threats or extortion
Non-verbal:
• Sexually suggestive objects
• Pictures, or messages sent via email, text, or social media
• Graphic commentaries
• Suggestive or insulting sounds
• Obscene gestures
• Unwanted physical contact
Bullying and Cyber-Bullying
Bullying is classified as unwanted behaviour that involves a real or perceived power imbalance. The behaviour may be repeated, offensive, intimidating, malicious or insulting behaviour which can make a person feel vulnerable, upset, humiliated, undermined or threatened. Below are various forms of bullying that can occur in person or online.
Examples of bullying may include:
Verbal Bullying (in person or online):
• Teasing
• Name-calling
• Inappropriate sexual comments
• Taunting
• Threatening to cause harm
Social Bullying (in person or online):
• Cancel, ostracise and/or intentionally shun someone
• Spreading rumours about someone
• Embarrassing someone in public for the purpose of humiliating them
• Sharing images/videos/comments online for the purpose of intimidation and/or embarrassment
Physical Bullying:
• Making mean or rude hand gestures
• Spitting on someone
• Tripping/pushing/pinching
• Taking or breaking someone’s possessions
• Kicking/hitting/punching
Reporting Bullying
The school recognises the importance of maintaining open lines of communication to
prevent and address bullying. Students and parents are encouraged to report bullying as soon as possible, and to utilise support systems offered by Saltus. Students who are victims of bullying and/or have witnessed bullying behaviour are encouraged to seek out the immediate assistance of a trusted adult. This can include a parent, an advisor, a year coordinator, a teacher, the Director and Assistant Director. Staff are committed to preventing, recognising, investigating, and addressing bullying issues in as timely a manner as possible. Progressive and ageappropriate discipline will be used to address bullying behaviours.
The person reporting the bullying has the option to request anonymity.
Violence
Students are expected to resolve issues in a productive non-violent manner. If a student experiences any type of unwanted behaviour, they are encouraged to seek the assistance of trusted adults to address differences and seek an acceptable resolution with peers. The use of physical force (such as shoving, pushing, slapping, punching, kicking, fighting) is unacceptable behaviour that may result in consequences including but not limited to:
• In-school student reflection period,
• Removal of privileges,
• Participation in restorative meetings,
• In-school suspension,
• Out-of-school suspension,
• Expulsion/dismissal.
Drug and Alcohol Use
The use or possession of illegal drugs and alcohol as well as the misuse of prescription drugs and other chemical substances are detrimental to the well-being of the individual and the community and are incompatible with the purposes and objectives of the school. Rules regarding the purchase, possession, distribution, or use of these substances are essential to maintaining a healthy academic and social environment. The school expects
students to take immediate action to get help from adults when they have knowledge of another student who is impaired and in danger from the use of drugs or alcohol.
Saltus aspires to be a drug-free community. Any purchase, possession, distribution, or use of illegal drugs, prescription drugs (such as ADD medication or narcotics) not fully in accordance with a physician’s prescription, or the abuse of any other chemical substances (including over-the-counter medications, cigarettes, and e-cigarettes) will lead to immediate suspension. Any misuse or abuse (including excessive use or distribution) of one’s own prescription or another student’s prescription is also a suspension-level offence.
A student in possession of paraphernalia that can be used to consume illegal and/ or controlled drugs should expect to be drug tested (unless the paraphernalia has evidence of drug use) in which case the student faces immediate suspension. A student should also expect to be tested if there is reason to believe that they violated this policy. For fairness and thoroughness, any student present during the suspected use of drugs, whether directly involved or not, should expect to be tested. Drug testing will be conducted by a 3rd party company such as Benedict Associates.
Refusal by the parent/student to permit or refusal by the student to submit to drug testing will result in an escalation of disciplinary responses up to and including suspension.
Purchase, attempt to purchase, possession, distribution, or use of drugs or alcohol in any form by students is grounds for suspension. Alcohol is prohibited on school grounds and at any school-sponsored events unless provided by the school to adults over the drinking age.
In the event of possession of an unlawful item, such as a weapon, cigarette, vape pen, alcohol, or illegal substances, the item will either be disposed of or handed into the police.
Unsafe Practices and Possessions
Unsafe practices and possession of items that might compromise the safety of others are not allowed and may be grounds for probation, suspension, and/or expulsion. The school values the health and wellbeing of everyone, we do not allow students to place themselves or others at risk by their actions or their possessions. The following are examples of guidelines concerning personal and community safety:
Fires: A student may not light a flame or create a fire on the campus without specific permission from a faculty member. Lighting a flame or intentionally setting fire in any building or tampering with smoke detectors or other fire safety equipment may result in consequences including probation, suspension, and/or expulsion.
Weapons: Use or possession of ammunition or any offensive weapon presents a danger and such items are prohibited. Any violation of this policy would be a major violation of the school’s Code of Conduct and will result in disciplinary action up to and including expulsion.
Reckless endangerment: Students may not engage in dangerous pranks or other activities that pose threats to the personal safety of themselves or others. This includes bringing to school replicas of weapons.
Disciplinary Responses to Major Violations of the Code of Conduct
If it has been determined that a Major School Rule violation has occurred, the Assistant Director, in consultation with the Director and the Deputy Head of School, will determine the appropriate consequence.
In all cases, prompt communication with the student’s parent/guardian will be established to discuss the major violation incident. A meeting with parents and the student will be established to discuss the incident, the impact of the incident, and the consequences of the behaviour. Written documentation will be sent to the student’s parent(s) or guardian(s) notifying them of the offence and any action taken in response. Based on the severity of the violation the following disciplinary sanctions may be implemented:
1. Internal Action:
For minor offences, a student may be assigned internal consequences such as a meeting with the Assistant Director (Director for SGY1 & 2), community service, a lunchtime reflection period, restrictions of privileges, etc. The Assistant Director (Director for SGY1 & 2) will send a follow-up Official Note documenting the offence and the action taken.
2. Official Letter of Warning:
A letter of warning will be written by the Assistant Director (Director for SGY1 & 2) outlining the facts of the case and indicating the censure of the behaviour in question and a directive to avoid any other violations. The letter will be kept in the student file. If later, another school violation is noted, the letter and incident will be considered while determining the appropriate response. A letter of warning may be used in concert with Community Restoration.
3. Community Restoration:
Community Restoration can last for two to six weeks depending on the severity of the violation and the discretion of the Assistant Director (Director for SGY1 & 2). During this time the student is expected to reflect and fully commit to meeting the standards of the school.
The student’s behaviour and progress will be assessed by the Assistant Director (Director for SGY1 & 2) at the midpoint of the restoration period. As part of this review, the Assistant Director (Director for SGY 1& 2) will collect statements from the student’s current teachers and Advisor.
The Assistant Director and/or Director will meet with the student to review progress in meeting the expectations of Community Restoration. The information collected for the midpoint review will be part of the overall assessment of the student at the final review. Before the final review, the Advisor and Assistant Director (Director for SGY 1 & 2) will gather information from teachers relating to the student’s progress. In addition, the students may wish to submit a report from a chosen faculty member. During the final review, the student will be expected to: reflect upon the behaviour that had resulted in being placed on Community Restoration, demonstrate their progress with reflection, learning and rebuilding trust, and present reasons for the Assistant Director (Director for SGY1 & 2) to permit the student to be relieved of disciplinary action.
After consideration of the reports and conversations with the student and Advisor, the Assistant Director (Director for SGY1 & 2) will decide either: that the student passes the review or that the review should be extended for one additional three- to five-week review period.
4. Probation:
Probation is the school’s strongest disciplinary response short of suspension or expulsion. Any additional violation of a major school rule while on general probation is likely to result in that student’s suspension or expulsion. When a student is placed on probation, it will usually be for the length of a school term and a behaviour contract will be in place. During this time the Assistant Director (Director for SGY1 & 2) will work with the student, parents, and School Counsellor (where appropriate) to come up with a plan of support. This will take the form of a contract with clear expectations and goals for the student to achieve during their time on probation. At the end of the probationary period, the Assistant Director will work with the Director to determine whether the probation period will be removed or needs to remain in place.
5. Suspension:
In rare instances, a student may be removed from classes or from campus for either an in-school suspension or an out-ofschool suspension. A suspension may be recommended when the behaviour was deemed to be egregious or violent, other previous interventions have failed, or the student has violated warning or probation status.
6. Dismissal/Expulsion:
In rare instances, the Director and Assistant Director may recommend to the Head of School that a student be expelled. In such circumstances, the Head of School will review:
a. the facts related to the incident
b. the student’s conduct and conduct history
c. the school support and interventions offered to the student
d. the steps taken for the fair procedural process
The Head of School will meet with the student and parents/guardians providing them with an opportunity to:
• hear the facts regarding the major Code of Conduct violation,
• advocate for their child to voice any concerns.
Following a parent meeting, the Head of School will take the necessary time to gather any additional information needed to decide the consequences issued. The Head of School will inform parents of the decision in written form. Consequences for major violations of the Code of Conduct may include out-of-school suspension or expulsion.
Appeal Process
Student Discipline & Appeal Policy:
Saltus Grammar School is committed to maintaining a positive and respectful learning environment. Our Student Discipline and Appeal policy is designed to ensure fairness and clarity. Each disciplinary case is considered individually, with a focus on the context and perspectives of those involved. In instances of serious breaches, parents/guardians can appeal discipline decisions through the Head of School, with further recourse to the Board Chair’s Review Committee if necessary. For more detailed information, please refer to the Student Discipline and Appeal Review Policies.
Responsible Use of Technology
Technology is used regularly in all classrooms at Saltus Grammar School. While the Primary classrooms have Aquos Boards, Chromebooks, and iPads, Secondary students have personal devices. The following points address awareness for every student in the school from Foundation Year through to the Saltus Graduate Years.
Proper and Ethical Use
Using technology resources responsibly and with respect for others are the key tenets of the Saltus Grammar School Responsible Use Policy. Students should use Saltus technology and their personal technology, following the same guidelines used with other school resources. These guidelines include protecting your personal safety and that of others, respecting school and classroom rules, honouring the rights of others, and abiding by all rules regarding the use of technology.
Students in Grade 6 through Year 11 participate in our One-To-One Device Programme and
are required to purchase a tablet or laptop through the school. Students in SGY1/SGY2 have the option to join the One-To-One Device Programme, lease a laptop from the school or sign up for the BYOD (Bring Your Own Device) option. Each student is responsible for ensuring that this essential learning tool is always available and in good working order. The tablet or laptop’s purpose is for educational rather than recreational use.
A Saltus student is expected to exemplify the principles of the Code of Conduct at all times, including when using technology. Students are expected to abide by the Technology Use
Guidelines, which govern the use of technology, and to commit to the Responsible Use Agreement on SaltusLive
Our Responsible Use of Technology agreement is shared with all students and families at the start of each school year from KindergartenSGY2. Parents will be required to confirm their acknowledgement of this agreement via digital form. Student will be required to review and acknowledge digitally from Grade 6 through to SGY2.
As a digital citizen, I will use devices (computers, tablets, phones, etc.), the internet, and information technology tools responsibly to gather knowledge, learn collaboratively, and share my understanding online. I promise to be a good digital citizen by following these expectations:
• I will read, discuss, and sign this agreement together with my parents.
• I will use technology for school work, and with the permission of a supervising adult.
• I understand that the school may monitor the technology I use and what I do online, but that ultimately, I am the one responsible for my behaviour with technology.
• I will follow rules set by my teachers and/ or the Information Technology Department (Helpdesk), and will not allow technology to distract from my learning or the learning of my peers; for example, by playing games, listening to loud music, or using social networks that are not related to my school work.
• I will ask an adult when I am unsure about how or when I may use technology.
• I will return all school-owned technology to its proper storage place after use each day and inform the teacher or Information Technology Staff (Helpdesk) upon return.
• If I bring a mobile/smartphone to school, it will be turned off and kept in my locker during school hours. If I need to use my mobile/smartphone during school hours, I will ask the permission of my teacher.
• I will not use technology to be mean, rude, or unkind to other people, and will be respectful and thoughtful when sharing my own work, commenting on the work of others, and communicating with others online.
• I will respect copyright laws, and will not use technology to access inappropriate, offensive, or illegal material.
• I will keep my passwords private and will respect the privacy of others’ passwords.
• If I see or read anything on a computer/ device that makes me feel uncomfortable or that I know is not acceptable at school, I will close the device, not respond to comments or show others, and tell an adult in the Saltus community right away.
• I will not share personal identifying information (such as full name, address, email addresses, or phone numbers) online, and I will not take or share photos or videos of others without their permission.
• I will not attempt to harm, damage, or bypass the school’s technology systems.
• I will look after my device and any school device by keeping it in a case and keeping food and liquid away from it; always closing the lid before carrying it and being careful not to drop it; and telling an adult right away if there is any damage.
• I will not use another student’s device.
• If I am allowed to bring my own device, I will bring it fully charged and/or with a charger.
• I am responsible for taking care of my device and for any damage that occurs at school.
• I am responsible for taking care of any borrowed school device and for any damage that occurs to the device at school or not (provided the device is allowed off school property)
• I understand that I have a limited print credit and will use printers for schoolrelated work and items only. I understand going over my limit will require approval from my advisor to have any credit added.
• I understand if the Information Technology Department contact me regarding issues
and updates that I need to apply any requests or report to Helpdesk as soon as I can.
• I understand that should I maliciously or accidentally damage someone else’s technology equipment or laptop, I may be responsible for paying for repairs.
• I understand that my behaviour using technology at school and out of school may have consequences as outlined in the Student Code of Conduct.
Additional Policies
It must also be noted that, in addition to the guidelines above, individual departments may create and implement additional (age appropriate) policies for technology use. These may include time of day restrictions (i.e., no tech recess or lunch), location restrictions (e.g., no devices in bathrooms), and device restrictions (e.g., no cell phones throughout the teaching day). Student laptops on the One-toOne Devices Programme will be installed with our security software, ‘Securus’. Securus is an e-Safety Platform that is only triggered if a breach of the policy is detected. Once a breach is detected an automatic screenshot will be taken and saved. As a school, this allows us to protect our students from harm and offer reassurance that our school networks are safe and secure. It also encourages our students to assess risk and take responsibility for their actions. The information Securus collects
is stored electronically until viewed by the relevant Director or Assistant Director who will take appropriate action that is proportionate to the content of the incident in question. Captures will be monitored over the course of the academic year (September-June).
Cell Phones and other mobile devices
Students are permitted to have cellular phones and personal entertainment devices on campus, but they must be powered off and stowed during the school day (8:20 am to 3:30 pm). Kindles or other eBook readers, including iPads with eBook apps, are permitted; however, the school is not responsible for damage or loss. These devices must be operated in stand-alone mode and cannot be connected to the school’s Wi-Fi network. All parent communication to the school during the academic day must come through the school Reception.
A privilege of the SGY Programme is that students are allowed to use their devices in the SGY Common Room. Students are provided with access to the ‘SGY’ wireless network and are required to adhere to the school’s ‘Technology Use Agreement’ at all times. Devices are not permitted to be used outside of the designated areas. If students are found in contravention of this then their device will be confiscated, placed in an envelope, and handed to the school receptionist. A letter to parents will be issued and they will be expected to come and collect the device.
Academic Programme
Curriculum and Assessment
At Saltus, we strive to hear the voices of our students as we explore their interests while ensuring that essential academic standards and skills are being met throughout our students’ learning journey.
Through BC’s rigorous competency-based curriculum, students engage in rich learning opportunities that deepen their understanding of phenomena, concepts and ideas of the world around them. Students are encouraged to explore content through an interdisciplinary approach and a variety of mediums, in the classroom, and beyond our walls at Saltus with the support of community partnerships, as they develop an understanding of multiple perspectives, concepts and ideas.
Our competency-based approach to learning allows students to develop skills that will allow for the transfer of knowledge to novel, complex problems rather than simply a recall of content. Our students are propelled to become articulate, collaborative, critical thinkers and problem solvers. We believe that through meaningful, contextualized experiences they will develop skills that will enable them to succeed throughout their time at Saltus and beyond.
Curriculum, assessment and teaching are all connected. By looking closely at a student’s performance on assessments—not just their grades—teachers can identify any informed changes that need to be made to their
instructional approaches. At the same time, our purpose is to prepare students for the world they will inherit. Our curriculum, assessment and teaching practices are authentic, centred around real-world relevance to enable students to develop the curricular competencies and thinking strategies to take with them into the wider world.
How we assess reflects our belief about the abilities and potential of all students and is rooted in a shared understanding of the goals and criteria required for every assessment. Throughout a term, a school year and a student’s journey through their years at Saltus, assessments provide a set of snapshots that when put together, portray a student’s progress towards their learning goals. A full picture of a student’s learning based on multiple assessments, observations, oneon-one conferences, daily work, reflections, performance tasks, and traditional tests and quizzes.
To learn more about British Columbia’s curriculum and assessment, please visit: https://www2.gov.bc.ca/gov/content/ education-training/k-12/support/curriculumand-assessment
Year 11 students will continue to follow the UK National Curriculum and complete the (I) GCSE examinations. The (I)GCSE, is offered internationally and covers a range of subjects, including core areas like Mathematics, English Language, and Sciences, as well as optional subjects. The qualification is awarded based on a combination of coursework and final examinations.
Our Saltus Graduate Years (SGY) programme offers Advanced Placement (AP) Exams offered by the College Board in the United States and
Canada. AP courses provide our students with the opportunity to earn college credit and demonstrate their proficiency in specific subjects before entering higher education. AP Exams are designed to be challenging and rigorous, resembling college-level coursework.
AP Exams cover a wide range of subjects, including Mathematics, Sciences, Social Sciences, Languages, Arts, and more. While AP Exams are primarily associated with the United States and Canada, they are recognised by universities around the world. AP Exams are offered annually in May. The testing schedule includes specific dates for each subject.
SGY 1 students also sit The Preliminary SAT (PSAT) which is a standardized test administered by the College Board in the United States. It serves as a practice test for the Scholastic Assessment Test (SAT).The PSAT provides valuable feedback on their readiness for the SAT as well as potential areas for improvement.
Parents will be provided with opportunities to review progress/assessments and to meet with teachers. A thorough report will be provided three times during the year for Year 10 and SGY1 students. Due to study leave and examinations, Year 11 and SGY2 students will only receive two reports – one at the end of the winter term and one at the end of the spring term.
For Term 3, Year 11(i) GCSE exams will start in early May and run until late June.
Term 3 for SGY2 will run from Tuesday, 8th April - Thursday 24th April. Following a week for study leave, AP exams and internal exams will run during the weeks of Monday, 5th & 12th May.
Exams
The academic programme at Saltus includes both internal and external examinations. The examination schedule is as follows:
Year 11: Students will have mock exams in January. These are diagnostic tools and will ensure teachers are best placed to address any areas of concern in advance of their external examinations in May/June. These dates are in line with those set by each examination board.
SGY1: Students taking AP papers in May will have mock examinations in January. These are then supplemented by end-of-year exams in May. The May examination cycle will coincide with the external Advanced Placement (AP) exam schedule. For those students taking courses that are not externally examined, they will be expected to gain a passing grade of 55%. If they fail to do so, then they will be expected to re-take. Re-takes will be ‘capped’ at 55%. These grades will then be entered into class gradebooks as an assessment grade. The passing of certain SGY1 courses is a prerequisite for entry into SGY2. For full details, you are encouraged to refer to the ‘SGY Course Pathways’ document.
SGY2: Students will have mock exams in January. These are then supplemented by end-of-year examinations in May. The May examination cycle will coincide with the external Advanced Placement (AP) exam schedule. For those students taking internal courses, they are expected to achieve a passing grade of 55%. If they fail to do so, then they will be expected to re-take. The passing of all courses is a prerequisite for graduation in June. However, when making a final decision we will take into account a student’s academic performance over the course of the year.
Honour Roll
In the Senior School, the Head of School’s Honour Roll is awarded to students who achieve an overall average of 85% or above for all their subjects. Honour Roll is awarded to those students who have achieved an overall average of 80-84% or who have gained a Saltus Attitude to Learning (SAL) grade of 1.5 or less.
Homework
We set homework that is intentional and may be differentiated. It could be skills practice, reinforcing a concept taught, a question to ponder, or research to conduct at home depending on your child’s learning needs at any given time.
Mathematics and English homework are expected to be done weekly. Science homework will be set regularly. Other homework may be assigned by the teacher when appropriate for skills practice, reinforcing a concept or research.
We do not set homework for one lesson which is due the very next day. Time for completion will be given.
We do not set ‘holiday’ assignments.
Homework will be posted on SaltusLive, with a due date.
If you have questions about your child’s progress, as always please contact your child’s teacher or advisor.
Appropriate tasks for homework:
Tasks should have a clear objective, linked to schemes of work. Subject departments must ensure that homework time is not regularly used simply for finishing off work carried out in class. This can often place too heavy a burden on some children and too light a demand on others. Homework should be suitable for all students concerned.
The three main types of homework are:
Practice exercises - providing students with the opportunities to apply new knowledge, or review, revise, and reinforce newly acquired skills.
Preparatory homework - providing opportunities for students to gain background information on a unit of study so that they are better prepared for future lessons.
Extension assignments - encouraging students to pursue knowledge individually and imaginatively.
The following is provided as a guideline only:
6 - 8
Sanctions for failure to complete homework:
The completion of homework and the quality of work produced will be closely monitored and recorded by the subject teacher. If a student submits work which is not commensurate with his or her ability or if he or she fails to produce complete homework without good reason, prompt action will be taken.
Where there is no valid reason for a student not to complete homework, the following sanctions will apply.
• If a child is persistent in not doing homework, the class teacher contacts parents to determine the next steps in terms of support.
• If the Assistant Director or Director notices a pattern of persistent behaviour, they too will contact parents to ensure that the student is supported.
• Students may be placed on a subject or homework report.
Grades
Grades 9 & Year 11
Co-curricular Programmes
In addition to the core programme, Saltus offers numerous clubs and activities to enhance their experience in many valuable ways throughout their Saltus journey.
Co-curricular activities are designed to help students find their passion and complement their learning journey and complement their learning journey. Whether based in athletics, service learning, or the range of clubs offered at Saltus; each student has the opportunity to explore options that encourage their creativity and dedication.
Service Learning
In keeping with our Mission Statement, we consider community service an important part of our programme. We hold various events throughout the year to support local and international charities including: The St. Baldrick’s Foundation, Meals on Wheels, Red Cross, St. John Ambulance, SPCA, and many more. There is an expectation that Grade 6 students complete 5 hours and Grade 7 & 8 students complete 10 hours of community service per academic year. Students in Grade 9 and Year 11 are expected to perform 15 hours of community service a year.
Community service in SGY is a requirement of Graduation.
SGY students are expected to perform a minimum of 20+ hours although this does not have to be in just one institution/charity. There is an official school form that must be signed by the relevant institution on completion of the service and returned to Advisors.
The Duke of Edinburgh’s Award
Senior students are given the opportunity to enroll in the highly prestigious Duke of Edinburgh’s Award Scheme. In Year 10 all enrolled students will work towards earning their Bronze Award while the Year 11 students are given the opportunity to earn their Silver Award. Community service hours completed during Duke of Edinburgh will count as their community service requirement.
Guidance
Academic Support and Enrichment
Our Learning Strategist ensures that all students are receiving the necessary tools to best cope with our rigorous curriculum. As we work closely with all of our students to ensure they have the highest possible chance at academic success, there are times where some students may need to receive more focused and individual attention. If you have a concern about your child’s academic progress and believe that he/she has a learning challenge, you are encouraged to contact: Andrée Dugal (andree.dugal@saltus.bm)
School Counsellors
Our School Counsellors, Nic Scanlon and Melisa Judd, are on-site full time and are available to offer support to our students. They works with our Faculty to ensure that the policies and processes are followed regarding any students who are in need of additional emotional or social support. They have office space at each campus and work closely with the other support services and with the parents. If you have concerns regarding your child, please do not hesitate to contact Nic Scanlon (Primary & Middle Grades) or Melisa Judd (Senior grades & SGY) to arrange a meeting at nicholas.scanlon@ saltus.bm, ext.6256, cell phone: 535-2847.
University and Careers Guidance Counsellor
Tanja Walker is our full time University and Careers Guidance Counsellor. Mr. James Anthony, will also support designated students as he takes on an extra post as University and Careers Counsellor. Ms. Walker and Mr. Anthony will work closely with our Senior students to help them with their course selections. Their primary responsibilities are to assist the SGY students/parents with selecting the right university. Our University and Careers Guidance Counsellors spend a great deal of time teaching the students how to write applications, perform well in interviews, investigate potential career paths, and, finally, select the right university. Our students are joining highly regarded universities around the world. For more specific information, please contact Tanja Walker at tanja.walker@saltus.bm
Parent Connection
Communication
We believe it is important that teachers and parents take shared ownership in the learning and well-being of every student. Communication is highly encouraged and should begin with the student’s classroom teacher. We believe that open communication between teachers and parents will have a positive impact on the student’s overall progress in school. Avenues of communication will include the ‘Week Ahead’, official notes, report cards, and the school website. Conversations will also occur via telephone calls, conferences, and various school-based activities.
As part of our commitment to clear communication with students, staff and parents, we have developed guidelines to ensure that we can meet and manage the expectations of our community. These guidelines are meant to be used in adherence to our Code of Conduct.
Expectations for Parents and Students:
• Our first priority is teaching and learning with our students. Therefore, we have a 24-hour (or a weekend) turnaround time for Faculty and Staff to answer emails.
Faculty and Staff are not required to answer emails in the evening or over the weekend. However, they will be checking them on a regular basis. If parents have an emergency, please contact the appropriate school office.
• A respectful, balanced and healthy approach to communication is integral to our beliefs and values as a school. All members of our community should ‘think before you send’. If your concern is of a sensitive nature, please ask for a face-to-face meeting or a telephone call.
• Faculty and Staff will only use school email addresses to communicate with parents and students. They are not permitted to give out personal contact information.
• When parents have queries regarding a student’s academic courses, the first step is to contact the subject teacher directly. Education is a shared partnership between the parents and the school and we believe that open communication will enhance the student’s progress.
• The digital environment in which we learn means that the school will often publish photos and videos created by and/or containing images of members of our school community (including students).
Who to contact at the Secondary School if you have a concern relating to:
Your child’s academic performance or classroom issue
The Secondary School curriculum
Emergency procedures
School time appointments & absence, medical, dental
School time absences/vacations - planned
School time absences – unplanned (illness etc.)
Athletics
Report Cards
Risk Management
Your son/daughter’s social or emotional wellbeing
Emails/Telephone calls
Teachers’ email addresses are provided to maintain healthy communication between the school and our parents. If a teacher has a concern, expect a call or email within 24 hours and all other matters, within 48 hours. A meeting after school hours may be requested. Teachers are always available for consultation, given reasonable notice, and welcome the opportunity to meet with parents to discuss students’ progress.
SaltusLive
SaltusLive a single ‘sign-on’ education portal located at www.saltus.bm. Each member of the
Please contact:
The teacher in question and the advisor. If you require further information, you may contact the Assistant Director or Director
Jesse Sheppard (Director of Curriculum)
Nadia Robinson (Deputy Head of School)
Dejah Denbrook (Administrative Assistant) and/ or the Advisor
Assistant Director or Director
Attendance - attendance@saltus.bm
Tim Figureido (Director of Athletics)
Assistant Director or Director
Nadia Robinson (Deputy Head of School)
Your son/daughter’s Advisor or the School Counsellor
Saltus community (parents, students, alumni, etc.) has an existing record in SaltusLive. Information such as class schedules, school holidays, permission forms, student billing, emergency contact details, grading, and report cards can all be accessed through this portal. Once log-in/access is established users have control over updates to contact information and system settings for email and notifications. To log in click on SaltusLive in the top right corner of the screen at www.saltus.bm.
Guidance is available via a link entitled ‘Forgot login or First time logging in?’ if needed. Should you experience any problems with accessing your account, or need to access historical
data, please contact livehelp@saltus.bm or telephone 292-6177 ext. 6287.
Profile Updates
Personal profile data fields, including phone numbers, addresses, etc. in SaltusLive will be
Parent Volunteers
locked in an effort to improve the reliability of information available in our school database. If you would like to make changes to your personal profile at any time, please send an email request to live.profile.changes@saltus.bm and provide the information to be updated.
Saltus Association: The Saltus Association is Saltus’ Parent/Teacher Association (PTA), and all parents and staff are automatically welcomed as members. This energetic parent volunteer group has three main initiatives:
1. Build a sense of community throughout Saltus by hosting events for our students, teachers and Saltus families to enjoy together.
2. Create forums where parents have an open platform to collaborate with school administrators and teache to have an informed community about events and school initiatives.
3. Run initiatives that help raise funds for the school that will ultimately enhance all students experience at Saltus.
The Saltus Association meets on the first Wednesday of the month and invites you to join in their efforts to enrich Saltus students’ lives and enhance the Saltus community. If you are interested to learn more, please contact pta@saltus.bm.
Directory
Please refer to our school directory online at www.saltus.bm for a full list of teachers and staff currently employed by Saltus.
Glossary of New Terminology
As we transition to the BC Curriculum for teaching and learning, we need to adopt the language recognised within the curricular standards. This alignment ensures that teachers, students, and parents, who have access to all online curriculum documentation, are using the same terminology. Please see below the change regarding how we will refer to student year levels starting in 2024-25:
Year 2
Year 3
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
Year 11
SGY1
SGY2
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
(Curriculum implemented in 2025/26)
Grade 11
(Curriculum implemented in 2026/27)
Grade 12
(Curriculum implemented in 2027/28)
For more information about the BC Curriculum please visit curriculum.gov.bc.ca or saltus.bm/bc-curriculum.
Legacy Saltus Terms
BC Curriculum Terms