Elementary School

Student-Parent Handbook

2019-2020

ABA – An IB World School

P O Box 372, Post Code 115, Madinat Al Sultan Qaboos

Tel: (00968) 24955800/24955801 | Fax No: (00968) 24603544 E-mail: admin@abaoman.org | Website : www.abaoman.org

mailto:admin@abaoman.orghttp://www.abaoman.org/

Welcome from the Elementary Principal

Welcome to ABA Elementary!

ABA is a wonderfully welcoming, warm and

diverse community of students, educators

and parents, united in working together

towards the school's mission to provide "an

international education of the highest

quality to enable students to be confident,

responsible, caring, life-long learners."

In the Elementary School, we value each

young person in our care as a unique

individual, each with particular strengths,

passions, ideas, areas of potential and

challenges. Our task is to nurture each child towards achieving their potential in all aspects of their

development. Along with a firm foundation in the academics, we strive to equip each child with skills and

attitudes that will enable them to thrive in, and contribute to an uncertain, fast-changing world.

The International Baccalaureate's Primary Years Programme provides an excellent framework within which

we can reach our goals for every student's success. Its focus on authentic, student-centred, inquiry-based

learning allows our children to work collaboratively to ask and answer questions, contribute and explore

meaningful ideas and develop a deeper understanding of the larger concepts underpinning all areas of

learning.

We hope you will find all the information you need in this Handbook. Please feel free to contact us directly

if you have any questions.

Sam Cook

Elementary Principal

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Table of Contents

Welcome from the Elementary Principal 1

Table of Contents 2

Location and Contact Details 4

Elementary Staff 2019-2020 5

Our Curriculum 7

THE IB LEARNER PROFILE 8

THE PROGRAMME OF INQUIRY 9

THE EARLY CHILDHOOD PROGRAMME 10

LANGUAGE 11

MATHEMATICS 12

SCIENCE 13

SOCIAL STUDIES 14

CREATIVE ARTS 14

PERSONAL, SOCIAL AND PHYSICAL EDUCATION (PSPE) 15

ADDITIONAL LANGUAGE - ARABIC 15

INFORMATION TECHNOLOGY AND DIGITAL CITIZENSHIP 15

LIBRARY 16

ASSESSMENT AND REPORTING 16

THE GRADE 5 EXHIBITION 17

The School Day 19

DAILY SCHEDULE 19

BEFORE SCHOOL 20

SNACK AND LUNCH TIMES 20

DISMISSAL 21

Elementary Life 23

After School Activities (ASA) program 23

Assemblies 23

Attendance and Absence 23

Behaviour 24

Celebrations 24

Dress Code 25

Eco Rangers 25

Emergency Procedures 26

Field Trips 26

Home Learning 26

Muscat Primary Sports League (MPSL) 27

Mufti Days 27

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Mother Language Programme 28

Not for school 28

Student Council 28

Telephone 28

Transport 28

Communication 29

Student Support Services 31

Health and Safety 33

Child Protection 35

Volunteer Police Checks 36

Admission and Re-enrolment 37

ABA Statement on Inclusion 37

Parent Teacher Association 39

Copies of permission forms 40

ELEMENTARY STUDENT–PARENT HANDBOOK ACKNOWLEDGEMENT 40

EXTRA CURRICULAR ACTIVITIES AND FIELD TRIPS - PERMISSION 40

MEDIA PERMISSION - USE OF YOUR CHILD’S IMAGE 41

HEALTH INFORMATION UPDATE 41

CHILD PROTECTION - PARENT COMMITMENT 42

THE ABA WAY - Roles, Responsibilities and Expectations 43

STUDENT INTERNET, EMAIL AND TABLET AGREEMENT (Grades 3-5) 44

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Location and Contact Details

Address American-British Academy

PO Box 372 PC 115

Madinat Al Sultan Qaboos

Telephone

Fax

+968 2495 5800

+968 2460 3544

Email registrar@abaoman.org

Website http://abaoman.org/wp-site/

Location Al Khuwair Heights District (Sheikh Khalili Estate)

Head of School Dr Sue Groesbeck

Elementary Principal Sam Cook

Assistant Principal & PYP Coordinator Wayne Derrick

Assistant Principal & Early Childhood Coordinator Erum Banatwala

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mailto:registrar@abaoman.orghttp://abaoman.org/wp-site/

Elementary Staff 2019-2020

Grade Class Teacher Teaching Assistant

K1 K1A Cassi Agee Samiyah Al Salmi

K1B Marina Barker Rahma Al Sharji

K2 K2M Paula Mundell Matlooba Al Raisi

K2I Amy Ivany Najla Abdulla Al Balushi

K2S Laxmi Sridhar Maryam Al Ajmi

K3 K3R Erika Roslee Maryam Al Balushi

K3P Aline Pizzarossa Jamila Al Balushi

K3 Teaching Assistant Iman Al Zadjali

Grade 1 1G Sophie Gamage Ameena Al Zadjali

1B Vicky Beech Miyasa Al Zadjali

1P Jonathan Park Aida Al Raisi

Grade 2 2G Kendra Glider

2L Mayada Lowman

2O Catherine O’Connor

Grade 3 3O Adrian O’Byrne

3M Bronwyn Matamu

3H Nancy Hanna

Grade 4 4C Charlie Bramley

4S Nadia Sheikh

4R Thomas Robb

Grade 5 5V Tracy Van Harmelen

5W Ian White

5D Megan Devine

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Area Specialists Designation Assistant

ICT Batool Yousuf ICT Facilitator- K2-K3, Early Intervention

Gloria Gill ICT Facilitator Gr1-5 Ghaliya Khamis

PE Swim

Neil Cook PE & Swimming

Raewyn Jack PE & Swimming (ASA Coordinator)

Albie Matamu PE & Swimming

SSS

Colette O’Driscoll Elementary Counselor

Hye Ra Chu Early Intervention Teacher K1-Grade 1

Viveca Smith Learning Support Teacher Grades 2-5

Theresa Gantz Learning Support - Reading Specialist

Dorothy Vis English Additional Language Teacher

Donna Chuula Student Support Services Coordinator

Arabic

Heba Al Said Arabic Language

Yasmina Al Zadjali

Salma Al Riyami

Nuha Al Abri Arabic Language

Salma Al Riyami Arabic Language

Radia Safouri Arabic Language

Library Mara Hakim Teacher Librarian Amal Al Salmi

Arts Jenny Stretch 50% Early Childhood Creative Arts Teacher

Nick Antolini Elementary Music G1- 5

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Our Curriculum

ABA follows the International Baccalaureate’s Primary Years Programme as its curriculum framework in the

Elementary school.

The International Baccalaureate Primary Years Programme (PYP) is part of the IB continuum of education,

leading into the IB Middle Years (MYP) and Diploma Programmes (DP), which are also offered at ABA.

The PYP is designed for students aged 3 to 12. It focuses on the development of the whole child as an

inquirer, both in the classroom and in the world outside. It is a framework guided by six transdisciplinary

themes of global significance, explored using knowledge and skills derived from six subjects areas, as well as

transdisciplinary skills, with a powerful emphasis on inquiry.

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THE IB LEARNER PROFILE

The Learner Profile guides all three programmes, and lists the attributes we hope to develop in our students as they become internationally minded lifelong learners.

As IB learners we strive to be:

Inquirers We nurture our curiosity, developing skills for inquiry and research. We know

how to learn independently and with others. We learn with enthusiasm and

sustain our love of learning throughout life.

Knowledgeable

We develop and use conceptual understanding, exploring knowledge across a

range of disciplines. We engage with issues and ideas that have local and global

significance.

Thinkers We use critical and creative thinking skills to analyse and take responsible action

on complex problems. We exercise initiative in making reasoned, ethical

decisions.

Communicators We express ourselves confidently and creatively in more than one language and

in many ways. We collaborate effectively, listening carefully to the perspectives of

other individuals and groups.

Principled We act with integrity and honesty, with a strong sense of fairness and justice, and

with respect for the dignity and rights of people everywhere. We take

responsibility for our actions and their consequences.

Open-minded

We critically appreciate our own cultures and personal histories, as well as the

values and traditions of others. We seek and evaluate a range of points of view,

and we are willing to grow from the experience.

Caring We show empathy, compassion and respect. We have a commitment to service,

and we act to make a positive difference in the lives of others and in the world

around us.

Risk-takers We approach uncertainty with forethought and determination; we work

independently and cooperatively to explore new ideas and innovative strategies.

We are resourceful and resilient in the face of challenges and change.

Balanced We understand the importance of balancing different aspects of our

lives—intellectual, physical, and emotional—to achieve well-being for ourselves

and others. We recognize our interdependence with other people and with the

world in which we live.

Reflective We thoughtfully consider the world and our own ideas and experience. We work

to understand our strengths and weaknesses in order to support our learning and

personal development.

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THE PROGRAMME OF INQUIRY

The subject areas of mathematics, language, science, social studies, arts and personal, social and physical

education are organized under six transdisciplinary themes. These themes provide ABA with the

opportunity to incorporate local and global issues into the curriculum and effectively allow students to

“step up” beyond the confines of learning within subject areas:

Who we are

An inquiry into the nature of the self; beliefs and values; person, physical, mental, social and spiritual

health; human relationships including families, friends, communities, and cultures; rights and

responsibilities; what it means to be human

Where we are in place and time

An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries,

explorations and migrations of humankind; the relationship between and the interconnectedness of

individuals and civilizations, from local and global perspectives

How we express ourselves

An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and

values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic

How the world works

An inquiry into the natural world and its laws, the interaction between the natural world (physical and

biological) and human societies; how humans use their understanding of scientific principles; the impact

of scientific and technological advances on society and on the environment

How we organize ourselves

An inquiry into the interconnectedness of human-made systems and communities; the structure and

function of organizations; societal decision-making; economic activities and their impact on humankind

and the environment

Sharing the planet

An inquiry into rights and responsibilities in the struggle to share finite resources with other people and

other living things; communities and the relationships within and between them; access to equal

opportunities; peace and conflict resolution.

Each theme is addressed each year by all students from Kindergarten to Grade 5. These transdisciplinary

themes help teachers to develop a programme of inquiry - units exploring important ideas and requiring a

high level of involvement on the part of the students. These units of inquiry are substantial, in-depth and

usually last for several weeks.

Since these ideas relate to the world beyond the school, students see their relevance and connect with it in

an engaging and challenging way. Students who learn in this way begin to reflect on their roles and

responsibilities as learners and become actively involved with their education.

All students will come to realize that a unit of inquiry involves them in in-depth exploration of an important

idea, and that the teacher will collect evidence of how well they understand that idea. They will expect to

be able to work in a variety of ways, on their own and in groups, to allow them to learn to their best

advantage.

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THE EARLY CHILDHOOD PROGRAMME

Our early childhood programme is based on a foundation of play, through which children develop cognitive,

creative, physical and social skills with the guidance of our highly experienced Early Childhood teachers and

assistants. We capitalise on young children’s natural desire to explore, inquire into and understand

themselves and the world around them. Our EC curriculum is developed within the PYP framework and

gives children the best possible foundation for later success in the elementary years.

While children are learning many aspects of traditional subjects such as mathematics, reading and writing,

science, art and more during their time in Early Childhood, we prefer to view their development more

holistically. We use the following four domains as lenses through which to bring each child’s learning into

focus.

Personal, Social and Emotional Development

● Identity ● Interactions ● Communication

Physical Development

● Gross motor development ● Fine motor development ● Active living

Cognitive Development

● Mathematics - number, shape and space, measurement, pattern and function, data handling ● Language - reading, writing, speaking and listening, presentation

Creative Development

● Creating ● Responding

Children are often engaged in learning in all four domains simultaneously, but these lenses help teachers to

identify progress in each area and plan for next steps. We will also be using these domains to report to you

on children’s progress.

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To see the detailed learning objectives for each domain of learning, please follow this link:

http://abaoman.org/ec/curriculum

To find out more about the IBPYP, visit: http://www.ibo.org/programmes/primary-years-programme/

Further information about the units of inquiry and learning outcomes for each grade level can be found on

our website at www.abaoman.org/elementary

LANGUAGE

“Language is the major connecting element across the curriculum. Therefore, in a PYP school the focus is

not only on language for its own sake, but also on its application across the subject areas and throughout

the transdisciplinary programme of inquiry.” - Making the PYP Happen, IBO, 2009

The PYP has identified three strands of language that are learned across and throughout the curriculum.

● Oral language - listening and speaking ● Visual language - viewing and presenting ● Written language - reading and writing

The school utilises a whole language/balanced literacy approach to reading and writing. By this we mean

that language learning should be contextual wherever possible, and should include a balanced range of

opportunities to read and write for different purposes.

The focus of the reading programme at ABA is to foster a love of reading, strong comprehension skills, and

confident oral reading fluency. Students experience reading at and beyond their own level through regular

read-aloud and shared reading. They have regular guided reading sessions with their teacher, with a

particular instructional focus, and practice at their independent level during independent reading, and

when reading at home.

The writing programme ensures that students have opportunities to write frequently and for a variety of

purposes. Students learn the features of recount, narrative, information and opinion writing, and focus on

traits of good writing, such as ideas, organisation, word choice and conventions. They also have

opportunities to draft, edit and revise their writing through to publishing, and regular chances to

conference about their writing.

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MATHEMATICS

Our philosophy about learning and teaching of mathematics is based on the following statements. Maths is

learned best when:

● Learners see themselves as confident mathematicians who “expect math to make sense” and “puzzle over what they don’t understand”

● Learners develop a growth mindset in an environment where mistakes are expected, respected and inspected, enabling confidence to grow

● Learners approach mathematics in a playful way and connect it to the world around them. ● Learners can select and use appropriate strategies to solve practical, hands-on problem-solving

activities and realistic situations ● Learners construct ideas about mathematical concepts before they transfer their understanding

into symbols

● Conceptual understanding is developed when students are actively engaged in modeling, discussing, representing and applying mathematical ideas

● Fluency is developed through meaningful number activities that help students to “commit math facts to heart at the same time as understanding numbers and mathematics.” 1

● Learning engagements give opportunities for students to work at an appropriate level of challenge and to experience success (low floor - high ceiling)

● Learners are given the time to think deeply, consolidate and reflect on their understandings

At ABA, we make meaningful links between the programme of inquiry and maths learning wherever

possible. The mathematical strands of data handling, shape and space, and measurement are taught within a transdisciplinary unit of inquiry with additional focused teaching as required.

Number, pattern and function are taught throughout the year, using maths-based units of inquiry, and core mathematics teacher resources.

1 Fluency Without Fear Boaler, J; (2015)   

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Fig 1: How children learn mathematics (MTPYPH; 2009; pg 82)

When planning for mathematics, teachers will intentionally plan engagements that ensure children can

work at all of the above stages:

Constructing meaning about mathematics

“Learners construct meaning...by reflecting upon their interactions with objects and ideas....[at this

stage, teachers involve] learners in an active learning process, where they are provided with

possibilities to interact with manipulatives and to engage in conversation with others.”

Transferring meaning into symbols

“Only when learners have constructed their ideas about a mathematical concept should they

attempt to transfer this understanding into symbols… Learners should be given the opportunity to describe their understanding using their own method of symbolic notation, then learning to

transfer them into conventional mathematical notation.

Applying with understanding

“...authentic activities should include a range of practical hands-on problem-solving activities and

realistic situations that provide the opportunity to demonstrate mathematical thinking through

presented or recorded formats. In this way, learners are able to apply their understanding of

mathematical concepts as well as utilize mathematical skills and knowledge.”

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SCIENCE

Science is taught within units of inquiry as part of the transdisciplinary programme of inquiry. There is an

emphasis on hands-on learning experiences, opportunities to inquire into authentic problems, and

challenging students to answer open-ended questions with investigations of their own design. The

knowledge component of science in the PYP is arranged into four strands.

Living Things: The study of the characteristics, systems and behaviours of humans and other animals, and of plants; the interactions and relationships between and among them, and with their

environment.

Earth and Space: The study of planet Earth and its position in the universe, particularly its relationship with the sun; the natural phenomena and systems that shape the planet and the

distinctive features that identify it; the infinite and finite resources of the planet.

Materials and Matter: The study of the properties, behaviours and uses of materials, both natural and human-made; the origins of human-made materials and how they are manipulated to suit a

purpose.

Forces and Energy: The study of energy, its origins, storage and transfer, and the work it can do; the study of forces; the application of scientific understanding through inventions and machines.

SOCIAL STUDIES

Social studies is taught within units of inquiry as part of the transdisciplinary programme of inquiry. There is

an emphasis on inquiring into significant and relevant areas of study, exploring a range of perspectives,

including individual, local, multicultural and global dimensions, and using factual information to deepen

conceptual understanding of the world. There is also a strong emphasis on empowering students to be

responsible and to take action in our world today. The knowledge component of social studies is arranged

into five strands:

Human Systems and Economic Activities: The study of how and why people construct organizations and systems; the ways in which people connect locally and globally; the distribution

of power and authority.

Social Organization and Culture: The study of people, communities, cultures and societies; the ways in which individuals, groups and societies interact with each other.

Continuity and Change through Time: The study of the relationships between people and events through time; the past, its influences on the present and its implications for the future; people who

have shaped the future through their actions.

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Human and Natural Environments: The study of the distinctive features that give a place its identity; how people adapt to and alter their environment; how people experience and represent

place; the impact of natural disasters on people and the built environment.

Resources and the Environment: The interaction between people and the environment; the study of how humans allocate and manage resources; the positive and negative effects of this

management; the impact of scientific and technological developments on the environment.

CREATIVE ARTS

Arts are a powerful mode of communication through which students explore and construct a sense of self

and develop an understanding of the world around them. Two common strands have been identified that

apply across the different art forms and the artistic process:

Creating: Opportunities to communicate meaning, develop technical skills, take creative risks, solve problems and visualise consequences. Students are encouraged to draw on their imagination,

experiences and knowledge as starting points for creative exploration. They have opportunities to

explore their personal interests, beliefs and values, and to engage in a personal artistic journey.

Responding: Opportunities for students to respond to their own and other artists’ works and processes. By responding to artwork, they can develop the skills of critical analysis, interpretation,

evaluation, reflection and communication. They also become more mindful of their own artistic

development and the role that arts play in the world around them.

In the PYP, arts are identified as music, visual art, dance and drama. Homeroom teachers deliver the Visual

Art programme and incorporate drama into units of inquiry wherever possible. PE teachers incorporate

dance into their programme.

Music is taught as a specialist subject and includes a performing strand along with creating and responding.

There is an emphasis on listening to, analyzing and learning music from a variety of cultures and historical

periods, working independently and collaboratively to create arrangements of songs, learning strategies for

reading musical notation, learning techniques for playing a variety of musical instruments, improvising

rhythms and melodies, creating and performing original compositions using musical concepts, and receiving

and providing constructive criticism.

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PERSONAL, SOCIAL AND PHYSICAL EDUCATION (PSPE)

At ABA, PSPE lessons are fun, engaging and active learning experiences. PSPE is taught through an

inquiry-based and transdisciplinary approach. Concepts, skills, knowledge, and attitudes are embedded

throughout the PSPE curriculum and students are encouraged to take ownership of their learning through a

process of planning and reflection. A focus on physical, social and emotional well being encourages

students to participate in an active and healthy lifestyle, through three strands:

● Identity ● Active living ● Interactions

Students are exposed to a number of learning experiences in the following areas:

● Individual Pursuits (Track and Field, Swimming) ● Movement Composition (Dance, Gymnastics) ● Games (Invasion games, striking and fielding games, net games) ● Health-Related Fitness ● Adventure Challenge

ADDITIONAL LANGUAGE - ARABIC

The acquisition of an additional language enriches personal development and is one of the keys to

promoting international understanding. It is a requirement for all PYP schools to offer an additional

language. At ABA, we offer the host country language, Arabic, for all students from Grade 1 onwards.

Students benefit from four 40 minute lessons, and are grouped according to their language background and

previous experience of Arabic. The primary focus is on gaining confidence in speaking and listening, but

students with more experience of Arabic also begin to learn to read and write Modern Standard Arabic.

INFORMATION TECHNOLOGY AND DIGITAL CITIZENSHIP

Information Communication Technology is of great importance at ABA. Our philosophy for the use of

technology is that it should be an integral tool for learning. Therefore, we have integrated the

use of technology into our programme ensuring the students all use technology for investigating, creating,

communicating, collaborating and organizing; as well as working towards becoming responsible digital

citizens.

Students in Early Childhood, Grades 1 and 2 have regular access to school iPads. Students in Grades 3-5 are

required to have their own tablet device in order to fully access the curriculum. It is possible to order

classroom-ready iPads with keyboard cover and required apps through the school. If you prefer to buy your

own device, the specifications and requirements are available on request. Students in Grades 3-5 are asked

to review our Student Internet, Email and Tablet Agreement (a copy is included at the end of this

Handbook), discuss with their parents, then sign and return it to school.

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LIBRARY

The elementary library is a hub for learning throughout the school day, as well as a haven for students and

parents to deepen their relationship with books. As the physical and virtual learning centre of the school,

the library offers close to 15,000 resources in audio, image, fiction, non-fiction, electronic and foreign

language resources for use by students, teachers and parents. All students have a weekly opportunity to

check out books from the library, as well as time to connect with their units of inquiry, develop their

research skills and experience the pleasure of reading. For more information, explore the Elementary Library Homepage.

ASSESSMENT AND REPORTING

Teachers use a variety of ongoing assessment tools and methods to find out what children know,

understand and can do. Formative assessments are ongoing throughout daily teaching and learning, and

help children and teachers to determine what children already know, in order to plan the next stages of

learning. Summative assessments give students opportunities to demonstrate what they have learned.

Some of the many assessment strategies used by teachers include:

● observing students’ behaviour and responses to a particular task ● taking photos of learning in progress and annotating them ● asking children open-ended questions to assess their understanding and recording their responses ● giving children open-ended tasks, individually or in groups, observing the process and the product

to assess knowledge, skills and understanding

● written or recorded tasks, including simple tests

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Seesaw - online portfolio

Parents can access a broad picture of what their child is learning through Seesaw, our online portfolio.

Student portfolios support a purposeful and ongoing process of reflection, by collecting student and

teacher selected work designed to document ongoing student learning and growth in a meaningful and

powerful way. Portfolios serve to:

● celebrate products or achievements ● document the learning process ● show goal-setting and working towards goals ● reflect on learning ● demonstrate student agency ● record learning in a variety of areas - knowledge, skills, approaches to learning, attributes of the

learner profile, self-reflection

● facilitate regular feedback on learning from teachers and peers The primary audience of the portfolio is the student. It provides a continuous tool for personal reflection

about learning and growth, as well as a platform to share and articulate their learning and reflection (eg;

when talking about learning with their parents at home or during conferences). The portfolio also provides

information to teachers and parents on student progress, giving opportunities for student feedback,

individual reflection and data collection.

Conferences

Parents are invited to a conference with their child twice a year. The first, in October, is facilitated by the

teacher and is an important opportunity to share initial progress, strengths, goals and action plans in the

months leading up to the mid-year reporting period. The second conference is held in March and is

student-led. Children prepare a plan to help them guide you through the learning they would like to share

with you. They will also share with you their progress towards the goals they have set, and new priorities

for learning. They can also share their learning in the specialist subjects during this conference.

Written reports

You will receive two written reports, one at the end of each semester (February and June). In Early

Childhood, these reports are organised around the four domains of learning. In Grades 1-5, you will receive

information about your child’s progress in language, maths, specialist subjects and their approaches to

learning, as well as their learner profile.

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Continuums are teachers’ main way of recording student progress over time in the areas of reading, writing

and mathematics. Rather than expecting all children to reach specific targets at specific times, we see

student learning as a journey, and the continuum as a map that can show how far each student has come,

and what the next steps are. Teachers mark continuums twice a year, and use this information to track

progress.

THE GRADE 5 EXHIBITION

The Exhibition is an important part of the PYP for all students. In the final year of the programme, students

undertake a collaborative, transdisciplinary inquiry process that involves them in identifying, investigating

and offering solutions to real-life issues or problems. As the culminating experience of the PYP, the

Exhibition offers students an exciting opportunity to demonstrate independence and responsibility for their

own learning.

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The School Day

We offer the following classes in our Early Childhood programme

Class Age range Session timing # of classes # of students per class

K1 3-4 year olds (age 3 by 1st September) 7.30am-12.00noon 2 16

K2 4-5 year olds (age 4 by 1st September) 7.30am-1.00pm 3 20

K3 5-6 year olds (age 5 by 1st September) 7.30am-2.00pm 2 22

DAILY SCHEDULE

Classroom doors open at 7.15am for all classes.

Class School day timings

K1 7.30am-12.00noon

K2 7.30am-1.00pm

K3 7.30am-2.00pm

G1-5 7.30am-2.10pm

Students in Kindergarten benefit from a staggered

start and end time for the first few weeks to help

them settle in. Information will be sent to parents about arrangements for the start of the year.

All Kindergarten and Grade 1 classes have a full time Teaching Assistant.

To enrich and strengthen the classroom program students benefit from Specialist teachers delivering

scheduled classes in Music, Library, IT, Arabic (Grades 1-5), and Physical Education (including swimming

from K2).

Class teachers will send home copies of their schedule in the first week of school to assist families’

preparations for school.

All students from K2(second semester)-Grade 5 have weekly swimming classes and all students are

expected to participate. If a student is unable to participate in PE or swimming for a medical reason, a

note from parents is required and should be passed to the PE teacher.

BEFORE SCHOOL

Classroom doors open at 7:15 am. Students who arrive prior to this time must be supervised by the adult

who brings them to school.

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Students who arrive at school after 7.40am MUST report to Reception and collect a late slip so that

attendance can be updated. This is particularly important to maintain our safety requirements and be

aware of all students on campus.

Cars are expected to drop students and leave the school grounds promptly, as this ensures a steady flow

of traffic. Parents and drivers are expected to observe the directions given by the guards in the car park.

Priority is given to pedestrians using the pedestrian walks in the car park.

The main gate has a security guard and an ID pass must be shown to access the ABA Campus. ID passes

are available from the school reception.

Students need permission from parents and a gate pass from the reception to leave campus during the

school day. The student may be collected from the classroom or arrangements should be made at

reception.

The safety of students is a primary concern and we ask for your cooperation, particularly at the end of the

day. If you do not collect your child, please stress our expectations to employed drivers.

SNACK AND LUNCH TIMES

All classes have two breaks during the day - each including time to eat, and time to play.

Grade 1-5 breaks are 9:00-9:30 and 11:30-12:10 pm. Supervised break-time locations vary throughout the

year according to the temperature.

K1-Grade 2: All students bring their food in a chilled lunch box or bag. We encourage children to bring healthy food that is low in sugar and salt. Soft drinks are not permitted. All children bring a water bottle

which can be refilled from coolers at school.

Grades 3-5: Students can bring their lunches and have the option to purchase snacks or lunch from the cafeteria. We encourage families to use the cafeteria intermittently, recognizing that it does provide a

convenient alternative.

Children are not permitted to share food items for health and safety reasons.

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DISMISSAL

Students in Kindergarten have supervised dismissal. This means that parents or designated adults collect

them from the classrooms. No child will be released to an adult who has not been previously authorized by

the parents.

Children in Grades 1 and 2 also have supervised dismissal; however parents can contact teachers in person

or by email to make alternative arrangements.

Grades 3, 4 and 5 students dismiss on their own. Parents need to arrange with them beforehand where you

will meet and how they will get home. If you are collecting them by car they need to sit and wait in the

car-line waiting area.

If a student has not been collected by 2:30pm, they should come to Reception (younger children will be

accompanied). Here, the office staff will record their names, and will ask the person who collects them to

sign and record the time of departure. Office staff can also help children to call their parents if necessary.

Students are not allowed to remain on the Elementary Campus after school, including the playground,

unless they are supervised by an adult or are participating in a school-sponsored activity. The library is not

open to unsupervised children after school.

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Elementary Life

After School Activities (ASA) program The program is coordinated by Ms. Raewyn Jack for children in Grades 1-5. After School Activities run from

2.15-3.00pm on Sundays, Mondays and Wednesdays, and there are four sign-up sessions. Please note that

activities for Grade 1 students begin in the second semester. The programme includes a broad range of

ASAs run by staff members. The activities fall into the following categories: Arts and Crafts; Performing

Arts; Recreation and Sports; Technology; and Supporting the Classroom. More information can be found

on the ABA website, and will be sent to parents ahead of sign-up times.

Assemblies

The elementary school holds regular assemblies where parents are invited to attend. Each grade level leads

one assembly, and it is designed to showcase their ongoing learning. Students take the lead in planning,

organising and presenting their assemblies, and the finished product reflects their learning and

collaboration over time. Assemblies may not always be polished performances with elaborate costumes or

props, but they will always reflect the children’s authentic learning and participation. Grade level teachers

will keep parents notified of the upcoming assembly dates.

Attendance and Absence The School’s instructional program is based on regular and consistent attendance of students to allow

them to maximize their learning. Attendance is recorded every morning and is noted on student reports. If

a student is absent, parents are requested to email the classroom teacher indicating the reason for the

absence.

The following guidelines concerning student attendance are supported by School Board Policy 7.3.1 Student

Attendance (revision 18/01/2017)

The School’s instructional program is based on regular and consistent attendance of students to

allow them to maximise their learning. Since irregular or insufficient attendance is regarded as

seriously disruptive to the student’s studies and the instructional programme, the Head of School is

authorised to take the necessary action.

The Head of School shall establish appropriate attendance Regulations. These Regulations shall be

published in the Student-Parent Handbook and shall be followed by students.

Parents should request, in writing to the appropriate principal, permission for absence, at least one week

prior to an intended absence. When considering the request, the appropriate administrator will consider

academic performance, attendance and lateness record, reason for the request and the individual needs of

the child before determining an absence as authorised or unauthorised.

● If cumulative unauthorised absences are more than 10% (approximately 18 days) by the end of the academic year this may result in repeating the grade level.

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Behaviour

We take a positive and proactive approach to behaviour management. We use the IB Learner Profile and

PYP attitudes to help us frame agreements about appropriate behaviour around school. Classes often begin

the year by collaboratively developing behaviour agreements, and all our expectations are framed around

the ideas of being safe, showing respect for self, others and the environment, and doing our best.

Kelso’s Choices encourage students to solve small problems using a variety of strategies, and all teachers

use these as a reference point to encourage independence.

However, when a classroom, school, or playground expectation is not met, students should be aware that

there will be a consequence. Consequences are discussed with students, and are intended to provide an

opportunity for them to learn from their choices and put better choices into practice in the future.

Consequences may include:

● A time-out or cooling-off period ● A reflection of their actions or choices, sometimes in written form ● Missing a break or other favourite activity ● A compensatory action - to attempt to resolve the conflict ● Negotiating a behaviour plan ● Students who repeatedly break rules or defy adult directions may be sent to the Assistant Principal ● Students who intentionally hurt others will be sent to the Assistant Principal ● Repeated visits to the Assistant Principal may result in a student being sent home

Bullying

No form of bullying or harassing behaviour will be tolerated at ABA. Bullying is defined as “intentional,

repeated, hurtful acts, words or other behaviour, including name-calling, threatening, shunning and

deliberate exclusion, by one or more persons against others.” Bullying may be physical, verbal, emotional,

or occur online. In cases where bullying is found to be occurring, the Assistant Principal or Principal, in

collaboration with the counselor and class teacher, will be involved in determining appropriate

consequences to ensure all students feel emotionally and physically safe at school.

Celebrations

Parents are welcome to have a small celebration for their child’s birthday. They may bring in a cupcake or savory for each child. Juices, candies, give away bags and presents for students are not permitted. Please

talk to your child’s teacher if you would like to arrange a birthday celebration for your child. The end of the

day usually works best for such celebrations.

There are many diverse celebrations that hold importance for members of our school community, and we

encourage children to learn about these (rather than celebrate them), with the aim of developing

intercultural understanding and respect. If a parent would like to share a story or information about a

cultural or religious celebration, we ask that you share the content with the class teacher first. We are

required to abide by local laws and aim to ensure that we share information appropriately and sensitively.

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Classes generally hold two class parties a year. These are a good time to contribute food to share, but we

ask parents to be mindful of food allergies or restrictions, and to try to avoid food waste and single-use

plastic.

Dress Code

In the elementary school, the dress code is used to ensure that children are comfortably and safely dressed

for learning, including physical activity.

● EC students can wear a crew-neck ABA t-shirt in white, navy blue, light blue or yellow. Students in Grades 1-5 can wear an ABA polo shirt in white, navy blue, light blue and yellow. On PE days,

students in Grades 1-5 should wear a house t-shirt.

● Skirts, skorts, leggings (for girls) and shorts or trousers (for all) should be blue, black, dark grey or khaki.

● Footwear can include shoes or trainers; sandals should have a back strap; flipflops are not allowed. ● ABA, Vipers or plain blue, white, black or grey sweatshirts are allowed during cooler weather or

throughout the year.

● For PE, Grade 1-5 students wear cotton black or navy-blue shorts, ABA House T-shirts (Jabrin: red Jalali: yellow Mirani: green Nizwa: blue) and sports shoes.

● For swimming, girls should wear a one-piece bathing suit, and boys should wear proper swim shorts (above the knee, not too baggy). Swim caps are required for hygiene reasons, and goggles

are recommended. All items should be labeled with the student’s name.

● Clothing should be loose-fitting and plain (no embroidery, large logos etc). Wearing of jewelry is discouraged. ABA cannot accept responsibility for jewelry, watches or other expensive items

brought to school.

● ABA has a “no hat, no play” policy.

EC Dress Code

Our EC students are now included in our school dress code, so that they can visibly identify as part of our

ABA school community, as well as be comfortably and practically dressed for learning.

Crew neck t-shirts are on sale in five sizes and four colors. Students are asked to wear shorts, skirts, leggings

or trousers in black, dark blue or khaki - elastic waists are best!

All ABA shirts, PE shorts, Vipers hoodies, and ABA hats and caps are available for purchase in the uniform

shop (opening times are available from Reception).

Eco Rangers

The Eco Rangers elementary environmental club has student representatives from each classroom and is

guided by a teacher supervisor. The Eco Rangers promote environmental awareness through their bulletin

board displays, at assemblies and through class representatives facilitating conversations and activities with

their classmates. The Eco Rangers also participate in the Eco Schools Muscat Eco Summit, which is hosted

by a different member school each year. The Eco Ranger members are (p) elected by their classmates and

the representatives change 2-3 times during the year to allow for more students to participate as Eco

Rangers.

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Emergency Procedures

Evacuation and lockdown procedures are posted in each classroom. There are regular drills to familiarize

the children, teachers and administrative staff with emergency procedures. Parents that are in the building

when the evacuation alarm sounds are asked to observe the same rules as the children and evacuate the

campus immediately, calmly and silently or follow staff members’ instructions.

Field Trips

Field trips support and enrich the curriculum. Parents will be informed of the details of each trip and the

signed permission slip must be returned to the teacher before the child can participate. The ratio of adults

(including teachers) to children is 1: 12.

Home Learning

We describe home learning as any activity in which students are involved outside of the normal school day

that contributes to their learning. Our priority for home learning is that it is relevant and engaging for

children, and that it should not create stress or pressure. Free play, after school activities, family time and

exercise are also very important in your child’s development.

Reading should form a natural part of the daily home routine and emphasis should be on a shared

enjoyment of reading. Reading at home is an excellent means of developing thinking skills, increasing

fluency, developing language skills and helping children develop confidence with their reading.

Our expectation is that every child should spend some time at home daily, reading or sharing books they

have chosen, with a focus on pleasure and enjoyment. From EC - Grade 2, we strongly recommend that

reading time is shared with an adult, and should include adults reading aloud to their children. Beyond

Grade 2, while children are able to read more independently, adults are still encouraged to regularly spend

time reading, sharing and talking about books with their child, including reading aloud to them. Reading in

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the home language is also essential and encouraged.

Apart from reading, children may sometimes be invited to participate in home learning activities connected

with the learning in class, or encouraged to pursue their own personal inquiries. Home learning tasks might

involve collecting information from sources at home, responding to tasks at school using technology, or

undertaking small personal projects. By Grades 4 and 5, some more regular tasks may be set to give

children practice in important skills and encourage time-management. Home learning will be shared and

celebrated at school, but will not be used for assessment purposes.

Muscat Primary Sports League (MPSL) The Muscat Primary Sports League (MPSL) provides member schools in Muscat the opportunity to conduct

inter-school athletic activities. MPSL strives to;

● Promote and encourage fair play ● Provide a quality sports programme for all participating students ● Encourage students to perform to the best of their ability

There are two divisions in the MPSL, U9 for the Grade 2-3 students and U11 for the Grade 4-5 students.

Throughout the year our students have the opportunity to participate in tournaments and clinics in a

variety of sports such as; basketball, benchball, TBall, athletics, swimming, etc.

Mufti Days

On the last Thursday of each month the dress code changes to enable students to wear casual clothes. On

various occasions children are asked to donate 200 baisa to allow the student council to raise funds for

needy charities and student related equipment. Some Mufti days are themed, based on Student Council

requests.

Mother Language Programme

As in many international schools, the language profiles of our students are complex and diverse. While the

language of instruction is English, we strongly acknowledge the role that development of mother tongue

language has in cognitive development, and in maintaining cultural identity. We actively seek ways to

promote and celebrate students’ mother tongues, and make connections with these and the languages to

which they are exposed at school.

The Mother Language Program is an after-school language program which is coordinated and paid for by

parents. The classes are taught by native language-speaking teachers from the community. MLP is for ABA

students who speak a mother/native/first language other than English at home with at least one of their

parents/family. For more information, please see the MLP webpage, or contact one of the coordinators on mlp@abaoman.org.

Not for school

Mobile phones, expensive watches, and real or pretend weapons should never be brought to school.

Sometimes teachers ask children to bring items of interest from home to share. Apart from at these times,

it is best to keep personal belongings at home, to avoid potential upset if lost or damaged. The school

cannot take responsibility for items lost at school

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http://abaoman.org/wp-site/mother-language-program/mailto:mlp@abaoman.org

Student Council

The Elementary School Student Council (Grade 1-5) is an elected group of students who liaise to improve

the quality of student life in the elementary school. There are:

2 representatives from each class in Grades 1 and 2

1 representative from each class in Grades 3-5

1 Executive Council member from each of the Grade 5 classes.

Students meet weekly to address issues, raise awareness and plan activities such as spirit days and

fundraisers. Representatives further enable communication between students and administration.

Telephone

Students may use school telephones for local calls but only with the permission of their teacher and the

office staff. Students should not bring mobile phones to school.

Transport

The business office provides information concerning bus companies that provide transport to and from

school. Students travelling to and from the ABA must reflect the highest standards of behavior at all times.

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Communication

Weekly ABA Newsletter

This is the main ABA communication with the entire parent body, and is sent by email to the community

every Thursday.

Communication with teachers

Teachers will share information about the grade and the class at the start of the year, and then as the need

arises. Teachers will also regularly update SeeSaw, our platform for sharing student learning with parents.

Your class teacher will share information with you about how to sign up for SeeSaw.

Teachers are always available to discuss questions or concerns you may have about your child. They can be

contacted by email, and this is probably the best way to arrange a mutually convenient time for a

conversation. Brief information-sharing is possible at the start of the day between 7.15am and 7.30am, or

during dismissal. Please arrange a meeting for anything more involved.

Communication with the Principal

The Elementary Principal has an office in the Administration Building. Appointments can be made through

Reception. You are welcome to contact the Principal for any of the following:

● You have spoken with your child’s class teacher but still have questions or concerns. ● You would like to discuss a matter that is not directly connected to your child and their class, but is

of a more general nature such as curriculum queries, or organisational matters.

● In case of emergency.

Contact with the Business Manager

In all cases dealing with routine financial matters, contact the Business Office.

Contact with the Head of School

The Head of School is based in the Administration Building. Appointments can be made by contacting

admin@abaoman.org . You are welcome to arrange a meeting with the Head of School for any of the following:

● The matter has already come to the attention of the Elementary Principal and has not been resolved to your satisfaction

● The matter is not related to the routine operation of the academic program and social life of the school

● The matter is more than a routine financial one ● The matter is of a serious, dangerous, threatening or urgent nature, requiring immediate, high-level

administrative action

Contact with the Board of Directors

Parental approach to the Board is an action of last recourse. Consequently, the Board of Directors acting

collectively, will deal with a parental concern only in the following circumstances:

● The matter has been brought to the attention of the Head of School, and in the opinion of the

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mailto:admin@abaoman.org

parent, the Head of School has not dealt with it or has dealt with it unsatisfactorily

● The parents present the matter in writing to the Board Chair, at least three days prior to a regular board meeting

Procedurally, the Chair will then consult with the Head of School with a view to resolving the issue and

taking appropriate action. Should this not be possible, or if the chairperson feels that the full Board should

be consulted, the matter will appear on the agenda for the next Board meeting. Whilst it is important to

highlight the procedures for concerns across the various sections of the school and the Board of Directors,

the school and community enjoy a very positive and professional relationship in serving the needs of our

students. The identification of these procedures ensures clear lines of communication in the event of

parental enquiries and concerns.

   

 

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Student Support Services

The Learning Support , EAL and Counseling programs are under the umbrella of the Student Support

Services department. The programs provide support to students, teachers and parents. Learning support

teachers are available as resources to support in-class interventions, to help identify areas of need and to

provide specialized support, including early literacy intervention. EAL teachers provide support to students

in Grades 1-10 who have English as an additional language. Our mission is to help students develop English

language skills, cultural awareness and learning strategies which will enable them to become successful

learners and positive contributors to the wider community in which they live.

ABA is an IB World School, and as such, values and models inclusion. Our collaborative approach to support

uses an evidence, data and strengths-based model with a focus on growth, progress and learning. We aim

to increase independent access and success for students at ABA.

ABA Student Support Services Mission statement

The Student Support Services department is committed to proactively supporting our students and

community. We achieve this through an inclusive, collaborative approach grounded in current

evidence-based practice.

ABA Statement on Inclusion

ABA recognizes that all learners benefit from a safe and supportive environment; that understanding and

nurturing each child’s academic, social, physical and personal growth is imperative to their success. We are

committed to supporting, including, and celebrating diversity in our community.

As an IB World School, we believe that “Inclusion is an ongoing process that aims to increase access and

engagement in learning for all students by identifying and removing barriers. This can only be successfully

achieved in a culture of collaboration, mutual respect, support and problem solving. Inclusion is the learner

profile in action, an outcome of dynamic learning communities.” Learning diversity in the International Baccalaureate programmes (2010).

Inclusion at ABA applies to all our students, parents, faculty and community. Admission is open to students

for whom we can provide a program that is accessible and from which they can benefit. ABA is equipped to

provide support for a managed number of students representing a range of learning needs, as well as

English language learners, based on the school’s enrolment policy and resources. ABA does not discriminate

on the basis of religion, ethnic or national origin, or gender.

We understand that inclusion involves change, it is a journey that requires us to review and evaluate

regularly in order to respond to the diversity of our students and community. ABA recognizes that inclusion

in education is one aspect of inclusion in society. Equity of access, holistic, strengths-based instruction and

assessment, and data based decision making are the foundation of our practice. ABA faculty is committed

to working collaboratively, flexibly and with an inclusive mindset to ensure that all students are able to

overcome barriers to learning and achieve success within the curriculum. We use the language of inclusion

(learning support, barriers to learning, participation and support for diversity) to drive our practice.

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Admissions and Learning Support capacity:

ABA admits students with learning needs who are able to access and benefit from the educational program

in a mainstream environment. To ensure optimum student-teacher ratios and service to a high standard,

enrolment in Learning Support shall not normally exceed 10% of the enrolment at any grade level. ABA is

equipped to provide moderate support for a managed number of students normally not exceeding 5% of

the total school enrolment and not more than four moderate students per grade level.

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Health and Safety

The nurse’s office is located behind the Administration building and is open from 7.15am – 5.00pm. A

Registered Nurse is always on duty.

An emergency contact form will be completed by all parents at the beginning of each year to ensure that

we have the most up to date contact information on record.

If students need to take prescribed medicine while in school, parents must provide the medicine together

with written details as follows: student’s name and class, reason for medication, dosage, route, time, and

parent's signature. All medication must be kept in the nurse’s office. Students should bring the medicine

to the nurse’s office upon arrival at school. A note should also be sent to inform the teacher. Students are

not permitted to carry medication of any kind in school, with the exception of an asthma inhaler or

Epi-pen, which must be reported to the nurse’s office.

The school nurse’s responsibilities include:

● Providing acute, chronic and emergency care for students and staff ● Assessing student health status; health checks for all new entrants. ● Health education and health promoting activities ● Maintaining up to date student health records ● Advising and keeping records of all childhood immunizations ● Identifying health problems and making referrals ● Medication administration ● School/community/healthcare provider liaison

All parents of students enrolling in ABA are required to complete the Student Health Record and provide

documented proof of immunizations. The parents’ / legal guardians’ signature is required to provide

consent for the school to seek medical assistance in the case of an emergency.

It is school policy and practice to call a parent immediately if a child requires urgent medical assistance. In

cases where contact is not possible, ABA will call an ambulance who will then transport the student to one

of the following hospitals (Khoula Hospital, Muscat Private Hospital or The Royal Hospital). The cost of any

medical consultation or treatment is the responsibility of the parents, although any medication or

treatment given by the school nurse is free of charge.

Illness

If your child shows any signs of illness you should keep him or her at home, both for individual recovery

and protection of other children and staff at school. Our policy is that a child who is well enough to come

to school is well enough to attend all lessons and outside break time activities unless the school nurse has

authorized exemption from certain activities.

If a child has a fever they must not return to school until 24 hours has elapsed with no fever and no need

for medication. Likewise, in cases of diarrhea or vomiting they must not return to school for 24-48 hours

after the last episode.

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All students who have been on sick leave MUST report back to the school nurse so that appropriate

records and measures can be taken, including exemption from sport etc if necessary.

Always inform the teacher and school nurse if your child is on sick leave.

Head lice

Preventing head lice in schools requires constant vigilance and attention. Please check your child weekly

and notify the teacher if your child develops head lice so that the necessary precautions can be taken.

When head lice are detected at school, the nurse will contact the child’s parents so that they can collect

him or her from school. The nurse will provide the parents with a letter explaining how to eradicate the

head lice and the procedure for readmission to class.

Accident Reporting

Any accident and/or injury sustained by a student will be reported to the school nurse. If necessary, the

school nurse will complete an Accident Report form. For more serious accidents that occur on campus,

parents will be telephoned by the nurse.

Minor Injuries (Non-Life Threatening) If able, students should report to their classroom first and inform the teacher. The student should then

report to the Nurse’s Office

1. The school nurse will assess the student’s condition

2. Non-prescription medication may be given for fever, cold, cough or allergy

3. Student is allowed to rest for one class period, and is observed

4. Student either returns to class or the school nurse will contact the parent to pick up the child

5. The incident is recorded in the log book

6. All students must wait in the Nurse’s Office until they are picked up by a parent/driver. Parents

are requested to promptly pick up sick students from the Nurse’s Office

Moderate/Severe Injuries

1. Student reports or is transported to Nurse’s Office

2. Students condition is assessed and emergency care provided

3. Parents will be contacted

4. School nurse will determine if more advanced care is needed

5. The school nurse will call an ambulance who will transport student to a medical facility

6. Incident will be documented

7. Accident form completed

Advance medical care is required when:

● Injury involves severe bleeding ● Injury involves head and/or spine ● Injury has impaired breathing ● Moderate musculoskeletal injuries are suspected

The parents / legal guardian will be contacted immediately. If unable to contact the parents, the student

will be transported to a hospital by ambulance (Muscat Private, Khoula Hospital and/or The Royal

Hospital).

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Child Protection

Child Protection Policy 7.6.3 ABA seeks to be a safe haven for all our students. Child Protection procedures derived from this policy will

be stated in an ABA Child Protection Handbook. This handbook will be communicated to all who work with

ABA students.

All staff employed at ABA must report suspected incidents of child abuse or neglect whenever the staff

member has reasonable cause to believe that a child has suffered, or is at risk of suffering abuse or neglect.

Reporting and follow up of all suspected incidents of child abuse or neglect will be in accordance with

Omani Law and the child protection procedures resulting from this policy statement. The ABA

administration shall be responsible for ensuring that screening and criminal background checks for staff are

provided.

Child Protection Parent Commitment

Parents are asked to read carefully the Child Protection Handbook, which can be viewed on the parent

portal, before reading and signing a copy of the following Child Protection Parent Commitment.

We acknowledge that by enrolling our children at ABA, we understand the commitment to upholding rights and

protecting all children. We also recognize the importance of these values in the education of our children, and agree to

reinforce these values at home.

I / We undertake to:

● Support the ABA Child Protection Policy and procedures included in the Child Protection Handbook which is located

within the Parent Portal Handbook tab on the ABA website.

● Be present in Muscat, and if we must leave, arrange a caretaker for our child/children, and inform the school of

those arrangements, including emergency contact information, to the Secondary School or Elementary School Main

Office. This caretaker must be able to serve in the capacity of in loco parentis, with full authority to make parental

decisions to ensure appropriate supervision and to respond to a medical emergency.

● Share in the responsibility to bring forth information that supports the ABA Child Protection Policy with respect to

the “Child Protection Disclosure Flowchart” found in the Child Protection Handbook.

The ABA Child Protection policy works for the child, for the family, and for our community. Research indicates that

international communities are as prone to child abuse as communities in their home country. Child abuse is a

multi-faceted issue that involves dynamics of the child, the family, and the community. The ABA Child Protection Policy

works to respond at all three levels.

Parents will receive a copy of this form to sign and return at the start of each school year. A copy of the

form is at the back of this handbook for your reference.

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Volunteer Police Checks Our common commitment and agreement at ABA is to provide a safe and secure environment for all our

students. As part of our recent accreditation process, the Middle States Association alerted us to the need

to ensure that all our faculty, staff, including outside company or organisation staff, and school volunteers are eligible to work with children, from a child protection standpoint. It has always been standard practice

for employees at ABA to submit a police clearance certificate. This is also expected of employees who work

for companies and organisations that are regularly engaged by the school. The requirement is asking us to

apply the same rigour to the screening of all adults in direct contact with our children. This expectation is in

line with our own Child Protection policies and procedures, as well as international best practice.

Volunteer contributions to the school community, whether accompanying students on field trips or working

with small groups on activities such as cooking or storytelling are valued highly and seen as an integral part

of our home school partnership and we hope that we can continue to benefit from this generous sharing of

your time.

If you are willing to volunteer to work with our students, please talk to your child’s class teacher. If you

already have a police clearance certificate, we will make a copy and add you to our ‘cleared’ list. If you do

not have a police certificate but would like to volunteer, please ask - it is very simple to obtain one.

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Admission and Re-enrolment

ABA Statement on Inclusion

ABA recognizes that all learners benefit from a safe and supportive environment; that understanding and

nurturing each child’s academic, social, physical and personal growth is imperative to their success. We are

committed to supporting, including, and celebrating diversity within our community.

As an IB World School, we believe that “Inclusion is an ongoing process that aims to increase access and

engagement in learning for all students by identifying and removing barriers. This can only be successfully

achieved in a culture of collaboration, mutual respect, support and problem solving. Inclusion is the learner

profile in action, an outcome of dynamic learning communities.” Learning diversity in the International Baccalaureate programmes (2010).

Inclusion at ABA applies to all our students, parents, faculty and community. Admission is open to students

for whom we can provide a programme that is accessible and from which they can benefit. ABA is equipped

to provide support for a managed number of students representing a range of learning needs, as well as

English language learners, based on the school’s enrolment policy and resources. ABA does not discriminate

on the basis of religion, ethnic or national origin, or gender.

Learning Support

ABA admits students with learning needs who are able to access and benefit from the educational program

in a mainstream environment. To ensure optimum student-teacher ratios and service to a high standard,

placement for students requiring Learning Support shall not normally exceed 10% of the enrolment at any

grade level. ABA is equipped to provide moderate support for a managed number of students normally not

exceeding 5% of the total school enrolment and not more than four students requiring moderate support

per grade level.

We require that parents provide any and all formal documentation identifying diagnosed areas of need

(strength and challenge) to the school, in order to give their child the best chance of success at ABA.

Age of students and grade placement

Students are placed in the age-appropriate grade level according to their age on September 1st.

K1: 3 years old

K2: 4 years old

K3: 5 years old

Grade 1: 6 years old

Grade 2: 7 years old

Grade 3: 8 years

Grade 4: 9 years

Grade 5: 10 years

Re-registration Fees

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A re-registration fee R.O. 100 is required each year by 15th April to hold a place for a student already

enrolled at ABA. This R.O. 100 will be deducted from the annual or semester fee at the beginning of the

new school year. This fee is not refundable if the student does not take up a place the following year.

Refund Policy

Parents of students withdrawing from school are required to notify the Registrar at least one term in

advance except in extenuating circumstances. If a student leaves ABA before the end of the second week

of the beginning of any term, fifty percent of the tuition fees for the current term will be refunded. In

addition, any fees paid in advance for tuition that applies to future terms will be refunded one hundred

percent. Students expelled from ABA do not qualify for any fee refund.

Withdrawal

When a student leaves ABA, he/she may request a leaving certificate and/or official reports if required.

Two weeks’ notice is necessary for the preparation of final reports in the event of a family’s departure

from Oman. Official withdrawal and consequent action on any relevant refunds of tuition fees will be

conditional on ABA’s receiving notification, in writing from the parent, at least two weeks prior to

departure. Reports at the end of a reporting period can, on written request, be mailed to a forwarding

address. All students are required to complete the established check-out procedure. Prior to the issuance

of leaving documents, parents must clear all matters concerning textbooks, library books and school

property. If parents change address or telephone number it is important to inform the Registrar

immediately.

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Parent Teacher Association

The Parent Teacher Association holds a very special place at ABA. All parents and teaching staff are

members. The PTA’s remit is threefold:

● Acts as a liaison between the Board of Directors, the parents, the teachers and the students ● Organizes cultural and social events to enable the school community to interact and bond

with each other in a social setting

● Undertakes fund raising activities for purchasing items which are non-curricular in nature

The PTA is elected annually from the parent community at the end of each academic year. Its members are

dedicated parents who work on a voluntary basis. Monthly meetings are usually held on the first Monday of

every month which provides an opportunity for communication between the parent community and the

leadership of the school.

Welcome to New Parents

An important role of the PTA is to welcome and assist new families upon their arrival at ABA. The situation

for parents in Oman can be very different from other parts of the world. Settling children into a new school

is just one of the things which can cause anxiety for families. New parents can feel vulnerable, uniformed

and lonely amongst settled expatriates. The PTA helps to alleviate such situations and has created a role -

New Parent Representative - dedicated to helping new parents feel welcome. The PTA also has created

“The Little Blue Book” which is updated from time to time. It contains a lot of useful information and tips

relevant to living in Oman.

PTA Coffee Mornings and Tuesday Talks

These social mornings are held at the beginning of term and then as required/desired by individual grades.

Beginning of the term coffee mornings are a way to meet new parents and get together with returning

parents. Mid-term coffee mornings typically take place as a way to discuss specific programs within the

school. For instance, there are often Middle School Coffee mornings dedicated to helping Grade 6 parents

adjust to the various changes that occur in the transition from Elementary to Middle School. Each year the

number of coffee mornings and the topics discussed vary.

Homeroom Parents Program

This is a very rewarding experience as parents are able to “get involved” with their children’s classes and

get to know other parents of the class. Each class in ECE and Elementary has one Homeroom Parent and

Assistant who assist the teacher to enlist help for field trips, class activities or holiday celebrations. In

Middle School and High School there is often one Homeroom Parent per class or per grade. The Homeroom

parents and Assistants also play a key role in mobilizing volunteers for PTA events. The Homeroom Parent

Program is another way the PTA makes contact with new parents to help them feel welcome in the ABA

community. The Homeroom Parents are informed of new families and are often the first point of contact

with the ABA Community.

Each year the PTA organizes a number of social events aimed at bringing families together and celebrating

the cultural diversity we enjoy at ABA. The annual International Cultural Festival is the highlight of our

school year, and this along with other events organized around "special holidays" provide ample

opportunities for our ABA community to socialize in a familiar setting.

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Copies of permission forms

At the beginning of each school year, you will be asked to complete and return the following forms. They

are copied here for your reference.

ELEMENTARY STUDENT–PARENT HANDBOOK ACKNOWLEDGEMENT

We have read through the Student-Parent Handbook and understand and accept the rules and the

procedures of the ABA Elementary School.

STUDENT’S NAME: ________________________________________________________________________

GRADE: ___________________ TEACHER: ________________________________________________

STUDENT’S SIGNATURE: __________________________________________________

SIGNATURE OF FATHER: ____________________________________________

SIGNATURE OF MOTHER: ____________________________________________

(Both parents’ signatures are kindly requested)

EXTRA CURRICULAR ACTIVITIES AND FIELD TRIPS - PERMISSION

We encourage extra-curricular activities and field trips as an important part of a student’s education. Many

take place outside normal school hours and some entail travel away from the school campus. To enable

your child to participate in extra-curricular activities, please sign the following:

My child has permission to participate in extra-curricular activities and field trips outside school hours and on or off school premises, if accompanied by an adult to whom the Head of School has delegated authority. I understand that parents are responsible for any medical expenses.

SIGNATURE OF PARENT/GUARDIAN: __________________________________

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MEDIA PERMISSION - USE OF YOUR CHILD’S IMAGE

Students and teachers regularly use IT to record images to support everyday learning experiences. These

images are shared within the school community on internal platforms. At times, images are selected for use

on the ABA website. Student names are never associated with images when published to a public domain

such as the website or a school publication.

If you DO NOT wish your child’s image to be posted to the website, please inform your child’s teacher.

We would like to remind you that the material in your child’s digital portfolio (SeeSaw) is private and should

not be shared on social media.

HEALTH INFORMATION UPDATE

Please include relevant information for your child regarding recent Immunizations, e.g. boosters, any recent

illnesses, current medications, or allergies.

Boosters

Recent illnesses

Current medication

Allergies

EMERGENCY TELEPHONE: ____________________________________________

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CHILD PROTECTION - PARENT COMMITMENT

Child Protection Policy 7.6.3 ABA seeks to be a safe haven for all our students. Child Protection procedures derived from this policy will be stated in

an ABA Child Protection Handbook. This handbook will be communicated to all who work with ABA students.

All staff employed at ABA must report suspected incidents of child abuse or neglect whenever the staff member has

reasonable cause to believe that a child has suffered, or is at risk of suffering abuse or neglect.

Reporting and follow up of all suspected incidents of child abuse or neglect will be in accordance with Omani Law and

the child protection procedures resulting from this policy statement.

Parent commitment

We acknowledge that by enrolling our children at ABA, we understand the commitment to upholding rights and

protecting all children. We also recognize the importance of these values in the education of our children, and agree

to reinforce these values at home.

I / We undertake to:

● Support the ABA Child Protection Policy and procedures included in the Child Protection Handbook which is locate