capital international schools early childhood stage

Academic Year 2018-2019

Student Name: ___________________

Grade /Year: _______

CAPITAL INTERNATIONAL SCHOOLS

Early Childhood Stage

Pre-K, KGI, KGII, FS1, FS2, G/Y1 & G/Y2 Student/Parent Handbook

Student/Parent Handbook

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Message from the School Superintendent

Dear Parents & Students,

It is my honor and pleasure to welcome you to Capital International Schools. On behalf of the

Board of Directors, and all staff members, I would like to express our profound appreciation for

opting CIS as your child’s school; we are truly humbled by entrusting us with your children. The

demands on the Head of any school in this Era of Accountability are as extensive and daunting as

ever. Fostering a healthy environment for our students that would help nurture young confident,

open-minded, resilient, and knowledgeable citizens is quite a challenge.

With the advent of the 21st Century and the leap in inventions and technology, it is our role to

prepare students for jobs and careers that do not even exist; therefore, we only act as facilitators

in our children’s learning journey. In any organization, there is always a need for a vision that

acts as a compass which, in the case of a school, guides it towards its goals/destination. It is

imperative that we assess the needs of our school community. In order to create a positive school

culture, it is vital that we reassess the needs of the community members to ensure that all

members/stakeholders are satisfied, feel secure, and valued.

Capital International Schools is committed to preparing well-rounded students, who will be

equipped with the essential 21st century skills and knowledge to excel in a future of their

choice. The school promotes a climate of trust and respect among all stakeholders. All resources:

human, financial, or technical, will be geared to fostering an environment that is conducive to

productive learning and working. The school acknowledges the diversity of every individual; it is

responsible for improving and developing its curricular and co-curricular programs to make

provisions for this diversity.

As the school leader, it is my role to help all stakeholders develop sufficient knowledge about the

need for a school-wide improvement plan so that all stakeholders are able to make informed

decisions. Ownership is a vital part of collaboration; all stakeholders need to believe they have

a stake in the successful operation of the school. For Capital International Schools, the

stakeholders are the students, teachers, administrators, parents, and community members.

There will definitely be barriers to promoting or maintaining a positive school culture; however,

this could be easily overcome with, what I call the 3Cs, these motivators that positively contribute

to a school culture are:

Commitment – Caring – Communicating.


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Commitment:

All stakeholders are committed to the beliefs and values of the school. Modeling this

commitment is vital not only to disseminate respect and trust, but also to ensure that all

members of the school’s community have the end product in focus: meaningful learning.

Caring:

In this fast paced world, it sometimes eludes us, as human beings, to notice the little gestures

that leave a strong impact on others or even on ourselves. In our personal lives, as daughters,

students, wives, employees, or even employers, we cannot underestimate the power of feeling

cared for, protected, and appreciated.

Communication:

One of the most important elements for the success of any organization is good communication.

The smooth flow and consistency of communication in schools are vital for keeping all

stakeholders updated and aware of matters pertaining to the school. Accordingly, a solid

communication policy will be established and adhered to in order to avoid discrepancy or

misunderstanding. Modeling sound communication skills with our students, parents, and peers

is essential to nurture a culture of respect.

These motivators are powerful elements that help all stakeholders understand the honesty and

integrity that assists in the re-building of a positive school culture. Building and maintaining

trust of all stakeholders is necessary to encourage them to be involved.

In conclusion, it is my role, as the School Superintendent to ensure and develop high quality

learning experiences in every classroom for each child. The quest for continuous improvement

starts at the top, and as the head of school, I set expectations for excellence on all levels; this

demands an openness to sharing, and connecting. Accordingly, we operate with an open door

policy; parents are welcome to set appointments with me on Mondays from 10:00 a.m. to 12:30

p.m. Looking forward to a successful and fruitful year with your support and collaboration.

Respectfully,

Sherine Z. Galal, M. Ed.

CIS School Superintendent,

Educational Consultant,

Teacher Trainer, &

AdvancED External Review Team Member


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Mission & Vision

VISION

Our vision is to empower Confident Achievers with

lifelong tools that will inspire them to be Proactive

and Innovative global citizens who are Tolerant of

diversity. They will nurture civic engagement whilst

becoming Admirable Leaders who will embrace

diversity of the community at large.

MISSION

Our mission is to develop young learners with skills that

will enable them to strive for self-discovery, develop a

love for learning, and be respectful and tolerant of the

diversity of the global community in which they live.


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Our Values

LEADERSHIP

We value and are committed to exercising leadership characterized by innovation and vision.

EXCELLENCE

We value excellence in teaching and service. We are committed to promoting creative and critical thinking

among faculty, students and staff within a culture of inspiration, high expectations, accountability and

quality service to students and external communities.

SOCIAL AND ETHICAL RESPONSIBILITY

We value honesty, fairness, respect, compassion, as well as professional and scholarly ethics among

faculty, staff and students.

DIVERSITY

We value respect for cultural, individual and role differences. We are committed to continuous critical

reflections of self and practice central to the true spirit of diversity, respect and human dignity.

COMMUNICATION AND COLLABORATION

We value open communication and collaboration. We are committed to maintaining a spirit of community

where differences of opinion are encouraged.


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Capital International Schools Code of Civility

It is the intent of Capital International Schools to promote mutual respect, civility and orderly conduct among all stakeholders: employees, parents, students and the general public. This policy provides rules of conduct that both permit and encourage participation in school activities and communication between parents, community members and school personnel.

EXPECTATIONS

Students, faculty, staff, parents, guardians and all other members of the community shall: 1. Treat one another with courtesy and respect at all times. 2. Take responsibility for one’s actions. 3. Be cooperative, to the greatest extent possible, toward one another and in solving problems based on what is in the best interest of students. 4. Refrain from behavior that threatens or attempts to disrupt school or school operations; physically harms someone; intentionally causes damage; employs loud or offensive language, gestures, or profanity; or inappropriately shows a display of temper.

RESPONSE TO UNCIVIL BEHAVIOR CIS does not condone a lack of civility by anyone, and recognizes the following appropriate administrative avenues for aggrieved parties to seek action or redress. 1. A student who believes that he or she has not been treated in a manner reflective of the Code of Civility should report such behavior to the appropriate building level administrator. 2. A parent, guardian or community member who believes that he or she has not been treated in a manner reflective of the Code of Civility should report such behavior to the staff member’s immediate supervisor or the student’s appropriate building level administrator. 3. An employee who believes that he or she has not been treated in a manner reflective of the Code of Civility should address the concern through the appropriate supervisory chain. If a communication such as voice mail or e-mail or any type of written communication is demeaning, abusive, threatening or obscene the employee is not obligated to respond. 4. Any visitor on school property who has breached this Civility Code may be directed to leave the premises by an administrator or security officer. If such person does not immediately and willingly leave, law enforcement may be called; this person will also be prohibited from entering school grounds until an official apology is accepted by the school.


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Our Academic Philosophy

Capital International Schools’ academic philosophy is very simple; education is the essence of life.

Educators provide a sacred service not a commodity. The learning process should be a

pleasurable experience, not one that is stressful; we, as educators, act as facilitators of such an

experience not only for our students but for our teachers as well. In order to secure a dynamic

school community, it is important that leadership ensures that teachers are provided

opportunities to thrive. As educational leaders, we have to empower our teachers, who in turn,

will empower our students. Offering a quality curriculum that is tailored to help the diverse needs

of students will equip students, help them explore and experience content, provide them with

the opportunities to reflect and revise their understanding is an integral part of their learning

journey.

We believe that the Humanistic Approach for our students is the most convenient as it stresses

the idea of a relaxed learning environment, where each student is respected and respects others.

Students do not fear voicing out their experiences, they share their learning experience and are

encouraged to be inquisitive. The humanistic approach is a move from the traditional teacher-

centered classroom to a student-centered one. Students develop critical thinking skills and

evidence-based practical learning.

Through providing our students with Innovation Lab classes, we empower them to discover,

create, and develop ideas, to refine them into useful forms, and bring them to life. The

innovation process begins with strategic thinking and setting the goal to create strategic

outcome.

We are committed to such unique approaches that distinguishes us from other international

schools to ensure the readiness of our students to face the world with innovative skills that make

them standout and emerge as innovative thinkers and lead to fostering a sense of ownership

and authenticity in the students’ learning experience.


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Our School Song

At Capital Schools we embrace

Challenges, we surely face

Kindness is our living space

Knowledge is our target place

As we come to appreciate

Our power to innovate

Willingly we lend a hand

Chins up, we proudly stand

Spirits high with no bound

Feet down on solid ground

As we smartly collaborate


Differences are always there

Tolerance is all we dare

Compromise is what we care

Compassion we gladly share

As we proudly communicate


At Capital Schools we replace

Grumpiness with a smiling face

Forgiveness is a winning case

Grudges will not have a place

So we come to celebrate

That we empower to innovate


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COURSES AND SERVICES PROVIDED

Capital International Schools is a private co-educational day school. Founded in 2016, the school

offers two educational programs: the British Program and the American Program.

We are proud of our professional teaching staff composed of highly qualified educators who

continue to improve their education, knowledge, and skills.

Curriculum:

The British Program follows the UK and Wales National curriculum, while the American Program

follows the Common Core Standards in Math and Language Arts; all other subjects follow a U. S.

standard-based curriculum model. Language of instruction in both programs is English; the school

follows the Egyptian Ministry of Education’s curriculum in Arabic Language, Religious Studies, and

Social Studies. World Languages are offered starting Grade 1: French, German. Technology is

integrated into the curriculum school-wide.

The British Program is registered with Cambridge International Examination to teach, deliver and

run the programs and qualifications of Cambridge Primary, while the American Program is currently

a candidate for accreditation by AdvancED organization.

CIS Offers rigorous curriculum in both British and American schools which is delivered through

diversified teaching strategies in a professional learning community where each member is part of a

whole family.

FACILITIES AND LOCATION FACILITIES

Capital International Schools aims to provide the highest quality education. To help achieve that

goal, Capital International Schools leadership believe that in order to stimulate active, sociable and

functional learning, mind, body and soul need to be simultaneously stimulated. Therefore, CIS aims

to provide the highest quality facilities, whether educational (learning materials, classrooms,

libraries, science labs, innovation lab, computer labs, smart boards, high tech teaching solution

program, etc.), physical (multi sports facility that includes a soccer field, basketball, tennis, running

track, swimming pool, a multi gym, etc.) or social (school and after school clubs, restaurant, coffee

shop, community service, etc.). All this is combined with the highest of technology in tools, material

and equipment.

School Address:

Area 17 KH-El-Narges district

New Cairo, Egypt

Hotline: 16329

[email protected]

http://www.cie.org.uk/programmes-and-qualifications/cambridge-primary/cambridge-primary/index.aspx


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School Uniform Policy

CIS teachers and supervisors will ensure the implementation of the below school uniform policy. Our

students will be expected to adhere to this policy starting the first school day.

Students Dress Code Policy

CIS students are expected to attend school in the proper school uniform as designated for each program (British/ American) and each stage level. P.E. uniform should be worn only on days with the scheduled P.E. classes.

Not Allowed Items for Girls: Not Allowed Items for Boys:

Tight fitted/skinny or low waist clothing.

Dirty or ripped uniform.

Denim/ jeans

Colorful hairband/ head scarfs (the permitted colors are white, beige or grey)

Multiple ear piercings and dangly earrings (one stud is permitted).

Facial piercing.

Makeup and traces of makeup

Nail Polish.

Jewelry/ accessories such as Chokers, bracelets, rings (only a wristwatch is permitted).

Extreme hairdos/Hair Color.

Sneakers such as Nike, Adidas, Converse or Vans are ONLY allowed during normal school days if they are Black.

Tattoos or Hennah

Tight/skinny, extra baggy or low waist clothing.

Dirty or ripped uniform.

Denim/ jeans

Extreme hairdos, hair color or very long hair.

Piercing.

Accessories such as bands, bracelets, rings (only a wristwatch is permitted).

Sneakers such as Nike, Adidas, Converse or Vans are ONLY allowed during normal school days if they are Black.

Tattoos

Allowed School Shoes (Boy & Girls) Allowed School Bags

Black leather, Converse, or Vans shoes for normal school days.

P.E. shoes should not have any flashy colors. (Converse or Vans sneakers are not considered P.E. Shoes)

Students are advised to use an age/size appropriate school bag.

They can use either trolley, backpacks or cross bags.

Lunch Break Items:

Water bottles/ food containers are recommended to be stainless steel or plastic BPA-free. For safety reasons on school campus, please avoid sending glass bottles or containers.

Please ensure that all food and beverage containers are labeled with student's name.

Choosing safe water bottle/ food container tips:

Check the symbols that are imprinted on the bottom of most plastic bottles/ containers. The symbols, which differentiate the types of plastic, look like three arrows in the shape of a triangle that surround a number from 1 to 7. Numbers 1, 2, 4, and 5 are safe to use for food and beverages. Bottles that say “BPA-free” in


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addition to one of these numbers are also safe. Materials with a 3, 6, or 7 should be avoided for use with food and beverages.

School Hours & Attendance

Morning Arrival

On Sunday, Monday, Wednesday, and Thursday, classes begin at 08:00 a.m. until 3:10 p.m. Morning assembly begins at 7:30 a.m. No student should arrive on campus prior to 7:30 a.m. School Gates will be closed at 07:55 (from 07:55 to 08:15 a.m. students should use Gate 1) Students will NOT be allowed in the school after 08:15 a.m.

Afternoon Departure

Gates 4 and 7 opens at 3:00 for Gate pickups, parents should proceed to KGs and EYFS gated

area and wait at the steps, give the name of your child to the teacher at the gate and she will

get your child. Please remember children should be promptly picked up before 3:30, children

left after 3:30 will be left with the security and matrons. After 4 p.m., they will be taken to

the reception area.

All Gate Students MUST be picked up before 03:30 p.m. as no supervision will be available after 03:30 p.m. unless they are participating in a school-sponsored activity.

• On Tuesday, classes begin as normal, but students will be dismissed early

02:10 p.m.

Gate Students Arrival & Dismissal:

American School

Grades Entrance Gate Dismissal Gate

Pre-K to Grade 2 Gate 7 Gate 7

British School

Years Entrance Gate Dismissal Gate

Nursery to Year 2 Gate 4 Gate 4


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Extra-curricular activities

CIS will be offering many interesting Extra-Curricular Activities (ECA) and After School Activities

(ASA) Our offered Extra-Curricular Activities (ECA) will be scheduled during the normal school

day, whereas After School Activities will be after school hours and will range from athletics,

various sports, scouts skills, cooking club, debating, musical, arts and crafts and other various

activities to offer an opportunity for each student to choose the activity that appeals to

him/her interests. Please note that ONLY After School Activities will be charged with fees.

Dates for these activities will be sent to students and parents when needed. ECA and ASA usually commence the first week of October.

Parents Meetings and Communications Channels

Open House: as per school calendar

Parents Meetings We have 3 scheduled meeting during the year. If you are requesting or requested to meet with your child’s teacher, please notify the office and update us with the reasons because it is very difficult to arrange a meeting with parents without appointments. If you need an administrator to attend notify us ahead to attend. All meetings will be documented.

Communications Channels Everyday messages should be logged into students’ “Channel Book”. Confidential messages can be sent in sealed envelopes, clearly labelled and attached in the student’s Planner. Although the school’s main method of contact is via email, Parents are welcome to use the below channels as needed:

Department Email Mobile

KGs (Pre-K, KGI,KGII) [email protected] 01099772888

EYFS (Nursery, Reception) [email protected] 01099760999

American School Doctor [email protected] 01010860964

British School Doctor [email protected] 01068819278

mailto:[email protected]





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For any Transportation issues/concerns and Lost & Found:

Ms. Nehal Effat [email protected]

01016116603

Ms. Manar Rady [email protected]

01016116603

Other Departments

Department Email Mobile

Admissions [email protected]

01000087742

Students Affairs [email protected] 01020418886

Accounts Dept. [email protected]

[email protected]

01022201421

01091119554

Front Office 01000093155

We respect the hierarchy and chain of command, of your concerns or issues are not resolved through the person in charge and you wish to schedule a meeting with the School Superintendent, the following is assigned schedules:

American School: Mondays 10:00 a.m. to 12:00 p.m.

British School: Wednesdays 10:00 a.m. to 12:00 p.m.

All meetings should be pre-scheduled via email:

[email protected]

[email protected]










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Name Position Email

Se

nio

r Te

am

Sherine Galal School Superintendent [email protected]

Youssef Salah El Din School Educational

Consultant [email protected]

Nadia Badr El Din Superintendent Assistant

for Academic Affairs [email protected]

Hoda Touny Superintendent Assistant

for Academic Affairs [email protected]

Manal El-Mahdy Superintendent Assistant for Administrative Affairs

[email protected]

Reham Lotfy Superintendent Assistant for Administrative Affairs

[email protected]








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Attendance Records

CIS requires that classroom teachers keep accurate records of student attendance. The accurate recording

of student daily attendance is one of a teacher’s essential responsibilities. Attendance records provide

essential data concerning a student’s ability to move to the next grade level.

CIS takes student absence and tardiness very seriously as we consider both to go against our educational

expectations and school values. The school's Code of Conduct establishes a series of consequences for

each offense, and while most offenses follow the same progression of consequences, there is an

important difference when it comes to excessive absence and tardiness. Students who are excessively

absent and/or tardy will be dealt with according to the Code of Conduct.

Parents will be notified of the Attendance Policy at the beginning of each school year or upon enrollment.

In the event of an absence, the parent is expected to inform the school within 24 hours. If a student is

absent for an ex-tended period of time for medical reasons, documentation from a medical doctor may be

required at the discretion of the school administrator. The documentation will outline any limitations to

which the student must adhere.

Absence Notification

If the school has not been notified of an extended absence, the school shall make reasonable efforts to

contact parents. It is the parents’ responsibility to provide the school with the most recent telephone

contact number. Parents will be notified in writing of excessive school absences. Student absences will be

excused if the parent fills out the absence form found in this handbook and the student brings the form to

school upon his or her return from the absence.

Reasons for excused absence include:

• Illness • Family emergency • School business • Required attendance for judicial or government meetings • Doctor appointments • Death of family member

• Any reason approved by administration

Unexcused absences defined when a student returns to school after an absence and does not bring his or

her absence form filled out by parent. In addition, students will be unexcused if the reason for their absence

is other than those outlined as excused. Truancy is defined as when a student is not in class or school and

neither his or her parents nor the school knows of his whereabouts. Students cannot make up any school

work missed during the time they are truant.


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General Policies and Guidelines

Change of Transportation British/American Stage Office should be informed via email of any change in transportation on a specific day before 12:00 p.m. Similarly, a written note in the student’s Planner clearly stating the date can be sent to school. However, informing the bus matron of any change in transportation is not sufficient and will not be taken into consideration. Students who use the bus service and who, based on an emergency, need to change their

bus on a specific day can only be accommodated based on the availability of this service

according to the Transportation Department. British/American Stage Office must be notified

of said emergency before allowing student to leave. Details of students leaving early will be

logged in to an Early-Leave Register.

Illness and Medication Students who become ill at school are sent home based on the School Doctor’s recommendation. Parents are requested to arrange for their children’s pick-up at that time. Students sent home with contagious viruses or infectious conditions (such as hair lice) should not return to school until they are well and have a medical report to be submitted to the Stage Office the morning of their return. In case any student is required to take medication, the School Doctor will only administer medicine

sent by Parents which is clearly labelled with student’s name, dosage and time requirements. It is

advisable to keep students who are receiving medicines such as antibiotics and who do not feel well

at home until they are well enough to return to school.

Lost and Found All clothing and supplies should be clearly labelled with student’s name and class to avoid loss or exchange with other students’ belongings. Lost and Found items are kept in care of Ms. Nehal. Please

encourage your child to go through the items found if he/she loses their belongings. Lost and Found items will also be available on Parents’ Evenings. Remaining items will be donated at the end of each year.

Sick students Sick student will be sent to clinic. A written explanation from the doctor of the student’s case will be sent home. Special cases should be accompanied. Serious cases will be kept in the clinic until they get picked up by the parents. Injury or sick report will be given to the child and the office will receive a copy.

Head lice Children will be regularly checked by the school clinic. If your child picked up head lice, a letter will

be issued by the clinic asking you to treat them straight away. In that case the child MUST be kept

home for at least 3 days until completely clear. On the first day back to school the child needs to be

accompanied by the parent to the clinic first to be checked and sent to class form there. If the child’s

hair is not clear they must be taken home immediately.


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Spare clothes (Early Childhood Students) Accidents can happen, especially when children are busy enjoying themselves. We will need parents to provide the teacher with a spare set of clothes labeled with student's name.

Class Parties, dish parties or Birthday parties If a student wants to celebrate birthday with classmates, parents have to contact the school designated Offices (Early Childhood, British or American Offices) or message in the Channel Book for approval and it gets held during a certain agreed upon time and location. Cakes should not contain nuts or chocolate. To avoid the mess of cutting and distributing cake, we always recommend having cupcakes instead.

Cash Money Any money sent to school for trips, events, etc… should be sent in a sealed envelope clearly labelled with student’s name, class, amount enclosed and purpose.

Meals It is our policy to encourage children to eat healthy food whenever possible. Parents are kindly requested to send a healthy well packed lunch box for the child's consumption throughout the school day. Please make sure food sent is not messy or saucy to avoid spillage. Chewing gum, seeds, fizzy drinks, chocolate, sweets and hot drinks are not allowed at school. - Early Childhood students are not allowed to buy food from the canteen.

BUS RULES

1. Each student shall be seated immediately upon entering the bus. Students are not to stand or move from place to place while the bus is in motion. Students are allowed 10 minutes from the last period bell to get on the bus before the doors close after which they must find alternative transportation.

2. Absolutely no shoes are permitted on the seats. 3. Students should immediately fasten their seat belts. The school bus will not move until all

passengers have their seat belts on. 4. Avoid indulging in a conversation with bus drivers. 5. Windows and doors are to be opened or closed only with the permission of the bus matron. If

allowed, windows should only be opened to the indicated safety line. 6. Indecent conduct or loud, disruptive or profane language will not be permitted. 7. Passengers are not to behave in any manner, which infringes upon the rights of any other

passenger. This would include any form or type of bullying or misbehavior. 8. No student is to enter or leave the bus until it has come to a complete stop. Students may enter or

leave the bus only upon bus driver signal. 9. Students are not to throw objects of any kind on the school bus or out the windows. All parts of the

student’s body shall remain inside the bus at all times. 10. Drinks (except for water), chewing gum, seeds and chips are prohibited on the bus. 11. Absolutely no littering on the bus.

12. Students will not be permitted to bring such items as skate boards, radios, jam boxes, balloons, or

glass objects onto the bus. Any other object deemed to be unsafe cargo on the bus will be denied.


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The driver/matron will have authority to deny transportation to a student with such articles in

his/her possession. The driver and/or school corporation bears no responsibility for lost, stolen or

damaged items brought onto the bus.

13. Any student listening to IPods, MP3 players and any other personal stereo should ensure that the

volume is low, and not disturbing any other passengers.

14. Attend to matron’s requests and avoid talking inappropriately with matrons.

15. The privilege of riding the school bus may be denied to any student who does not conduct

himself/ herself in a safe and orderly fashion. School bus drivers and administration will

determine what is safe and orderly. The bus matron reserves the right to assign seating for any

student(s) that are disruptive in any way.

16. Sit with properly on the seat, your back against the seat, and your feet on the floor.

17. Keep your head, hands, arms, and all other objects to yourself and in the bus

18. As you get on or off the bus look both ways before you cross the street.


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Ealry Childhood Stage

Behavior Management Policy

At Capital International Schools, we believe that all children and adults in our Early Years setting have

the right to be treated with respect and to be in an environment which is calm and safe. We recognize

that children flourish best when their personal, social and emotional needs are met and where there are

clear and developmentally appropriate expectations for their behavior.

Young children need time to learn to consider the views and feelings, needs and rights, of others and the

impact that their behavior has on people, places and objects. We understand that this is a

developmental task that requires support, encouragement, teaching and modelling of what is positive

and considerate behavior.

This policy provides a range of strategies which can be used to promote positive behavior as we aim to

be consistent in our approach. However, we also recognize that each child is individual and develops in

their own way and at their own rate. Therefore, we understand the need to be flexible when supporting

individual children in our care

Aims

To encourage children to develop positive attitudes towards themselves and to learning.

To encourage children to show consideration for others and to exercise self-discipline.

To help to provide children with the skills to manage their own behavior and to solve their own problems through talk.

To ensure children respond to boundaries with encouragement and support and understand the shared behavioral expectations of the setting.

To safeguard children’s emotional development and well-being by establishing a safe and caring environment that supports and protects all children’s right to grow and learn.

To work in partnership with parents in managing their child’s behavior both at home and at school or nursery.

Framework for Positive Behavior

Consistent expectations of how children should behave.

Promoting positive and respectful relationships between staff, children and their parents.

Using positive language.

The organization and routines of the setting.


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Our Golden Rules

We are kind and gentle

We listen to each other

We share and take turns

We are helpful

We remember our manners

We look after our toys and books

We tell the truth

We are safe and happy as we Learn

Early Years staff use a range of strategies to promote positive behavior.

Showing appropriate behavior

If a child is displaying an unwanted behavior, praise a child sitting close who is displaying the correct

behavior in a positive tone of voice. For example, ‘I like the way you are sitting with your hands in your

lap.’

State the positive

Aim to use positive language and focus on ‘do’ rather than ‘don’t’. For example, rather than stating ‘No

running,’ staff should say, ‘Walk inside, it is safer.’ Instead of saying ‘No, don’t throw your toys,’ you

could say ‘Let’s put the toys in the box together.’

Offer a choice Providing children with a choice can be empowering for the child. For example, if a child wants the same toy that another child is using, ‘……has the orange car, you can have the blue or green one.’ When going on a walk a child may be given the choice to; ‘Hold my hand or go back to the classroom.’

Divert children’s behavior

It is important that staff intervene to prevent a situation becoming worse, especially if it could result in

an aggressive attack taking place or a child hurting themselves or another child. Sensitive adult

interaction can support children by rearranging an activity, taking the role of referee, encouraging the

children to work together.

Express feelings

In Early Years, we acknowledge that children can have strong and changing emotions. We encourage

children to express themselves by providing the words children need to describe their feelings. E. g. ‘You

look very angry’ or ‘You don’t look very happy, what’s the matter?’


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Assertiveness

In Early Years, we are keen to provide the children with the skills to solve their own problems. If a child

has behaved inappropriately towards another child, we try to encourage the children to explain what

they did not like. For example, ‘Don’t pull my hair, I don’t like it.’ Or use ‘I feel’ statements. ‘When you

pull my hair I feel sad because you hurt me.’ Staff can also use ‘I feel’ statements. E. g. ‘When you won’t

come when I call you, I feel sad because I have to come and get you.’ Children in the early stages of

language acquisition can also say ‘stop’ and use a hand signal.

Explaining rules

There are times when children do not understand what is expected of them therefore Early Years staff

should always strive to explain the reasons behind what is expected behavior.

Code of Behavior

CIS students are expected to conduct themselves in a disciplined manner in school, on the playground and traveling to and from school. We expect students to be responsible for their own behavior and not to interfere with the learning opportunities of others. We encourage students to exercise self-discipline and to respect the rights of others. Parents, we ask that you give your active and positive support to this Code of Behavior. It is critical for us to maintain a safe and orderly environment for all students.

The following behavior is not acceptable at CIS: Physical aggression towards another student Physical aggression towards adults Physical aggression towards any living thing (e.g. animal or plants) Dangerous behavior Bringing harmful substances or objects onto the school premises Damaging school property Swearing, rude language or gestures Verbal or visual harassment by an individual or a group Deliberately disturbing the learning environment Actions or words which prevent other students from learning. When inappropriate or

unacceptable behavior occurs, students must expect to face the consequences of their actions. The purpose of the disciplinary procedure is threefold:

Consequences/Disciplinary Action: To protect students from the negative actions of others To help the offending student make a genuine effort to modify his/her behavior To ensure that students take responsibility for their actions


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Application of the Code of Conduct: It is expected that all students at CIS will make an effort to be sensitive, respectful, cooperative and caring. It is expected that they will work hard and do their best. If a child misbehaves he will be given the chance to explain his actions, to apologize and to find strategies to improve his behavior. In cases of severe or recurring bad behavior, the student in question may be asked to leave the school.

Consequences and Disciplinary Actions include (in this order): Informal student conference with teacher Formal student conference with teacher Time-out Parent contact by mail Parent/teacher conference Formal student conference with Key Stage Head/School Coordinator Written notification to parents Parent/teacher/ Key Stage Head/School Coordinator conference Removal of privileges An external professional report & recommendations will be requested Regretfully, you will be asked to find another school

At CIS we expect that our teachers and parents demonstrate respectful attitudes towards each other, acting as positive role models for the students.

Ingredients for a Top-Notch Education:

Strong Leadership + Great Teachers = Top-Notch Education

“Given a good teacher and locate him in a cellar, an attic, or a barn, and the strong students of the

institution will beat a path to his door. Given a weak teacher and surround him with the finest array of

equipment that money can buy, and permit the students to choose, as in the elective courses, and his

classroom will echo its own emptiness.”

American Association for the Advancement of Science

At Capital International Schools our mission is to provide our students with a Top Notch

Education. We aspire that with the support of all stakeholders, the school will be able to achieve its vision.

EMPOWER TO INNOVATE

capital international schools early childhood stage

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