Rationale

Academic Integrity should also be part of an ‘ethical culture’ of any educational institution, be that a primary school or university. It is an obligation which must be embraced and fostered by the entire school community, so students continue their future life, whether in higher education or in the workplace, in strict adherence to this principle.

Purpose

ProEd Global School aims to instil strong ethical ideals in our students as valuable members of the learning community. Being a trustworthy and responsible learner is fundamental to who we are and what we aspire to be. Our aim is to help students become lifelong learners and possess the skills, integrity and resilience to participate in a changing global society. Academic integrity is fundamental to this notion.

What is Academic Integrity?

Academic integrity is a guiding principle in education and a choice to act in a responsible way whereby others can have trust in us as individuals. It is the foundation for ethical decision-making and behaviour in the production of legitimate, authentic and honest scholarly work.

ProEd Global School aims:

• To focus on the positive practice of academic integrity at all times, rather than what constitutes academic malpractice.
• To embed a culture of academic integrity across the school where students learn to proactively reflect on and regulate their own research, referencing and other assessment practices.
• To make all relevant stakeholders aware of what constitutes both integrity and malpractice and to deeply embed this in our learning culture

What is Student Malpractice?

Student Malpractice is defined as the deliberate or inadvertent behaviour that has the potential to result in the student, or anyone else, gaining an unfair advantage in one or more components of assessment. This may include but is not limited to, plagiarism, collusion, duplication of work, and any act that may threaten the validity of external examinations or internal assessments and enable a student to gain an unfair advantage or affect the results of another student.

What is School Maladministration?

School maladministration is defined as an action by a school or an individual formally associated with the school that infringes the rules and regulations, and potentially threatens the integrity of external examinations and assessments. It can happen before, during or after the completion of an assessment component or completion of an examination.

ProEd Global School is committed to:

• Following all the rules and regulations set forth by any external examination provider in regards to academic integrity, exam administration and security, and preparation of assessed materials.
• Training all relevant stakeholders to understand and apply both internal and external policies in this regard.
• Providing all appropriate technology and security in order to run our curriculum to a high educational and ethical standard.
• Dealing with any incident of school maladministration fairly.

How to Ensure Academic Integrity?

Academic integrity is encouraged and promoted across the school by:

• Making the academic integrity policy and expectations clear to all relevant stakeholders through professional development, parent workshops and teaching.
• Teachers reinforcing the importance of academic integrity and clearly outlining the expectations surrounding this in relation to all work set in class or for completion at home.
• Teachers supporting students in the use of commonly recognised referencing systems.
• Developing students’ planning, organisation and time management skills to support them in being principled learners.
• Making students aware that all formally assessed submissions of work are reviewed by the teacher and, where available, originality software such as ‘Turnitin.com’.

Procedures and Consequences

• ProEd Global School is committed to helping all students follow academic integrity rules and to giving them a fair chance to explain any issues that may arise.
• All suspected academic malpractice will be investigated by the relevant teacher.
• Serious cases are brought to the leadership team for consideration.
• Students and parents will always be informed about serious academic integrity issues and allowed to discuss the issue with the teacher and a member of the leadership team.
• Any investigation of academic malpractice will follow the procedures detailed in the Academic Integrity Procedures document.
• Although consequences may be given, ProEd Global School sees all academic practice as an opportunity for improvement and will support all relevant stakeholders to learn from the issue.
• Serious academic malpractice involving external examinations or assessment will be reported to the governing body and all stakeholders will then abide by the resulting decisions and consequences.

Discretionary Power

• ProEd Global School reserves the right to exercise its discretionary power when deciding on the appropriate consequences for students found to have committed an act of academic malpractice.
• Whilst matters related to academic malpractice are confidential, universities often ask about academic integrity and school reference letters may explicitly refer to any documented incidents

Rationale

Electronic devices, henceforth termed as 'devices', at ProEd Global School may be used with a teacher’s permission to complete school-related work. Using devices is a privilege, not a right. These rules are to be followed with school devices and with personal devices. This policy applies when using school-related content and platforms, such as Google Applications, at home. Please note that students in Reception through to Year 6 are not permitted to bring electronic devices to school. Instead, the school provides students, where necessary, access to electronic devices. When using devices, students are required to observe the following guidelines:

Respect Yourself

I will:

• Show respect for myself through my actions.
• Use school-appropriate language and images.

Protect Yourself

I will:

• Ensure that the information I post online will not put me at risk.
• Not publish contact details or personal information in public forums.
• Report any aggressive or inappropriate behaviour directed at me.
• Not share my password or account details with anyone else.
• Only use my school email account for school work and with teacher's permission.

Protect Others

I will:

• Report abuse.
• Forward only materials (including emails and images) that are appropriate.
• Not be a passive witness and will report to school staff any wrongdoing I am aware of.

Respect Others

I will:

• Not bully, harass or stalk people online.
• Not post photos or videos of classmates, teachers, or staff on social media without their consent.
• Not take photos or videos in class, unless authorised by the teacher.
• Only go to sites that are related to my schoolwork.
• Not share my password or login.
• Only change or modify other’s work with permission.
• Write emails that use appropriate language and grammar that is respectful.
• Not stream video/music unrelated to class work (e.g. YouTube to listen to music) or download non-school related materials.

Respect Copyright

I will:

• Follow the copyright guidelines and cite my sources.
• Request permission from the owner if necessary.
• Not steal or share music or other media in a manner that violates their licenses.
• Abide by the school's Academic Integrity Policy.

Protect School Property

I will:

• Not go into system programmes or preferences.
• Not vandalise by causing physical damage, reconfiguring the computer system, or destroying data.
• Only listen to music with the teacher’s permission.

Consequences

First Warning
The first time a teacher sees that you are not following the Acceptable Use Policy, you will be given a warning and asked to quit whatever you are doing. Your parents/guardians will also be notified.

Second Warning
The second time you are given a warning you will lose your device & school platform privileges for five (5) school days. Your parents/guardians will be notified and informed of the loss of school privileges.
 

Third Warning
If you receive a third warning you will lose your device & school platform privileges in school for ten (10) school days. Your parents/guardians will be asked to meet with the Head of School.
 

Beyond Third Warning
Your parents will need to meet with the Head of School to discuss further consequences.

Gaming

Games are not to be played on devices at ProEd Global School. The only exception to this rule would be if a teacher is using a specific game to teach a concept. Students who are found to be gaming on their devices will receive a warning. If there is a repeated offence, the student will be required to delete all games on their device and the teacher will notify their parents/guardians. The third offence will result in confiscation of the device and a meeting between parents/guardians and the Head of School before the device is returned.

Mobile Phone Usage

We acknowledge that middle and high school students may bring mobile phones or call/text-enabled smartwatches to school. However, to maintain a focused learning environment, these devices must remain in students’ lockers throughout the school day.

Any student found using or carrying a phone or smart device during school hours will have it confiscated. A parent/guardian will be required to collect the device from a member of the school leadership team. Additionally, parents/guardians will be asked to ensure that their child’s device remains securely stored in their locker during school time.

Device Preparedness
Students who have permission to bring a device to school should charge their device before they come to school so that they arrive at school with a fully charged device. Students should keep their apps and operating systems running smoothly by updating their devices regularly. Many problems with apps are linked to the device not being updated

Rationale

The administration of medicines within ProEd Global School is a critical aspect of ensuring the health and well-being of students. It is essential to establish clear guidelines and procedures to facilitate the safe and effective administration of prescribed medication while ensuring compliance with legal and ethical obligations. This policy aims to provide a framework for the responsible administration of medicines to students and to promote a safe and supportive environment for all individuals within the school community.

Purpose

The purpose of this policy is to:

1. Establish guidelines for the safe and consistent administration of prescribed medicines to students during school hours or during school-sponsored activities.
2. Ensure compliance with relevant laws, regulations, and best practices regarding the administration of medicines in an educational setting.
3. Promote the health and well-being of students by facilitating the proper and timely administration of prescribed medications as directed by healthcare providers.
4. Provide clarity to staff, parents/guardians, and students regarding procedures for administering medicines at ProEd Global School.
5. Ensure the safety and confidentiality of students' medical information and records in accordance with privacy laws and school policies.

Guidelines

Authorisation

• Medication will only be administered to students upon receipt of a completed and signed Medication Authorisation Form by the Parent/Guardian.
• The form must include details of the medication, dosage, administration schedule, possible side effects, and any special instructions.

Storage and Handling

• Medications must be delivered to the school in the original, labelled container by the parent/guardian.
• Medications requiring refrigeration or special storage will be stored in a secure location, inaccessible to students.
• Non-prescription medications will not be administered unless accompanied by a healthcare provider's written authorisation.

Administration Procedures

• Only trained and authorised staff members designated by the school (e.g. School Nurse) will administer medications.
• Medications will be administered according to the authorised schedule and dosage as specified on the Medication Authorisation Form.
• All medication administrations will be documented accurately, including the date, time, dosage given, and the name of the administering staff member.

Communication

• Parents/Guardians must inform the school of any changes in the student's medication or dosage promptly.
• Any adverse reactions or issues related to medication administration will be reported to the Parent/Guardian and appropriate school personnel.

Refusal to Administer Medication

• No staff member shall be forced or coerced into administering medications to students.
• Staff members who are uncomfortable or unwilling to administer medication will not be required to do so. Alternative arrangements will be made to ensure the student receives the necessary medication.

Note: ProEd Global School acknowledges that the refusal of staff members to administer medications does not impede the school's obligation to ensure the well-being of the student. Alternative solutions will be sought to fulfil this responsibility.

Rationale

The following admissions policy has been established to ensure a smooth and comprehensive admissions process for prospective students at ProEd Global School. These protocols aim to provide families with a transparent and informative experience while maintaining the school's commitment to academic excellence, student well-being, and a supportive learning environment and inclusion.

Protocols

1. School Tours
   • School tours will be scheduled on specific days and times to provide prospective families with an opportunity to visit our school and learn more about our educational environment. 
   • Prospective families are encouraged to schedule a tour in advance by contacting the specific school's Admissions Officer.
2. Tour Highlights
   • Each school tour will include a meeting with the Head of School. This will normally occur at the end of the tour. 
   • Prospective families will have the opportunity to visit the year-level class appropriate for their child's age to observe the learning environment. Parents must be advised in advance, by the Admissions Officer, not to talk or cause any disruption when entering or leaving a classroom.
   • The Admissions Officer must notify teachers of any visit in advance.
   • Prospective families will receive the school’s Information Pack at the conclusion of their school tour.
3. Admissions Process
   • Following the school tour, if the family wishes to proceed with the admissions process, they must complete the school's official Admissions Form.
4. Academic Assesment
   • Every child must undergo an academic assessment, conducted by our Learning Support Team, to determine whether they meet our English language proficiency requirements. 
   • We use the World-class Instructional Design and Assessment (WIDA) assessments to measure the English language proficiency of students who wish to enrol with us. It can help determine whether a student requires English as an Additional Language (EAL) support.
   • The assessment will be scheduled by the school's Admissions Officer and may include written tests, oral interviews, and other relevant evaluations.
   • The assessment results will be reviewed by the Head of School and the Learning Support Team. The family will be informed of the outcome within 48 hours by the Admissions Officer.
5. Invoicing
   • Once a family confirms they would like to enrol and the school has confirmed a place, then the Admissions Officer will contact our Finance Department to prepare an invoice.
   • Invoices are expected to be paid in advance before the child starts at school. 
6. Enrollment
   • Teachers will require at least two (2) days' notice to prepare for the new student joining their class.
   • Upon enrolment, families will be provided with all necessary information regarding school policies, schedules, and requirements. A child cannot join the school if the Admissions Form is incomplete.

Notes

1. Please note that different ProEd campuses may have other days and times for school tours.
2. All admissions inquiries must be referred to the specific school’s Admissions Officer. 
3. The school reserves the right to request additional documentation or interviews if necessary during the admissions process. 
4. Admission decisions are based on a combination of factors, including academic readiness, English language proficiency, and an overall suitability for the school's educational environment.
5. For inquiries made by families who are overseas, the following protocols will be followed:
   • An online interview with the Learning Support Team.
   • Satisfactory completion of the school's official Admissions Form.
   • Provided the Head of School is satisfied with the completion of the two steps above, a conditional acceptance can be offered. Full acceptance can be achieved based on:
     • a successful in-person interview with the Learning Support Team (once the family arrives);
     • space being available;
     • full payment of fees. 

By following these admissions protocols, ProEd Global School aims to ensure a smooth and transparent process for prospective families while maintaining the standards and values of our institution. We look forward to welcoming new students and their families into our school community.

Rationale

ProEd Global School is committed to providing a safe and healthy environment for all students, staff, and visitors by addressing air quality concerns. The policy aims to establish guidelines and procedures to mitigate the impact of poor air quality on the well-being and learning outcomes of our school community.

Purpose

This policy applies to all areas within the school premises, including indoor and outdoor spaces, where students, staff, and visitors may be exposed to air pollution. It encompasses measures to monitor and improve air quality, as well as guidelines for response and communication during periods of compromised air quality.
 

Guidelines

1. Air Quality Monitoring
   • Summary of the Air Quality Index (AQI) levels, colour coding and description used in Indonesia:
   • 
   • Source: https://aqicn.org/faq/2015-07-18/real-time-air-quality-monitoring-in-indonesia/
     • The school will regularly monitor air quality using reliable and approved measurement methods and instruments.
     • Monitoring data will be collected and recorded to assess air quality on an ongoing basis.
     • The school will stay informed about local air quality reports and collaborate with relevant local authorities to ensure accurate and up-to-date information.
2. Indoor Air Quality
   • 
   • Source: https://greenecon.net/3-metrics-to-guide-air-quality-health-safety/carbon-footprint.html
     • The school will ensure proper ventilation systems are installed and regularly maintained to provide clean and fresh air indoors.
     • Regular inspections and maintenance of air conditioning systems, air filters, and exhaust systems will be conducted to ensure they are functioning efficiently.
     • Hazardous substances, chemicals, or pollutants that can negatively impact indoor air quality will be strictly controlled and minimised within the school premises.
3. Outdoor Air Quality
   • 
   • Source: https://aqicn.org/scale/
     • The school will take necessary measures to minimise students' exposure to outdoor air pollution.
     • During periods of compromised air quality, such as haze or high pollution index, outdoor activities may be adjusted, rescheduled, or relocated to indoor areas.
     • The school will follow guidelines and recommendations from local authorities regarding outdoor activities during poor air quality conditions
4. Communication and Awareness
   • Fine particle pollution such as wildfire smoke, dust, vehicle exhaust, and industrial and wood stove emissions are known as PM2.5. PM2.5 can seriously affect children’s health. The following health recommendations are designed to protect children from PM2.5 and may be applied to school and childcare activities, sports, events, camps and after-school programmes.
   • 
   • Notes
     1. Health conditions include asthma and other lung disease, respiratory infection, heart disease, and diabetes.
     2. Asthma action plans should be followed regardless of air quality for all levels of activity. When air quality is diminished, individuals should pay special attention to their asthma action plan
        • Source: https://spokanecleanair.org/wp-content/uploads/Air-Quality-School-Activities-Outdoor-Events.pdf
          • The school will proactively communicate air quality updates, guidelines, and precautions to all students, staff, and parents/guardians.
          • Information on air quality monitoring results, preventive measures, and actions taken by the school will be shared through official communication channels, such as newsletters, emails, and the school website.
          • The school will provide educational resources and awareness programmes to promote understanding and responsible actions related to air quality among the school community.
5. Emergency Response
   • The school will have a comprehensive emergency response plan in place to address severe air quality incidents or emergencies.
   • The plan will include evacuation procedures, communication protocols, and arrangements for affected individuals, such as students with respiratory conditions or sensitivities.
   • Staff members will be trained on emergency response procedures and protocols to ensure a swift and effective response in case of air quality emergencies.

Review and Continuous Improvement

This Air Quality Policy will be reviewed periodically to ensure its effectiveness and compliance with relevant regulations and best practices. The school will engage in continuous improvement efforts to enhance air quality management strategies and adapt to changing environmental conditions.

ProEd Global School is committed to maintaining a healthy and safe learning environment for all members of our community. By implementing this Air Quality Policy, we aim to reduce the potential impact of air pollution on the health and well-being of our students, staff, and visitors

Rationale
A commonly used definition of bullying is that bullying is intentionally and repeatedly causing distress or harm to the same individual. In addition, it is difficult for the bullied children to defend themselves. This refers to the power imbalance between the parties – the bullied child usually has less power or physical strength than the bully or bullies.
 

Bullying can take many different forms. Most often it consists of verbal abuse and public ridicule of the target, but there are many other forms of bullying as well. Often the targets are bullied in more than one way and bullying is more than just single attacks. It is a rather stable relationship between the bully and the bullied child, and this relationship is further embedded in the larger peer setting.
 

This policy is important because:

• Everyone at our school is entitled to feel happy and safe. Bullying, in its many forms, is never acceptable.
• Educational achievement is enhanced when people work and learn in a secure and positive environment.
• It reflects the care that ProEd Global School has for its students, teachers and community.
• The responsibility for reducing bullying at our school is shared across all school stakeholders, parents, staff and students.
• We recognise that this is an issue that affects a significant number of students during their school lives.

All forms of bullying, whether it is physical, verbal, social, psychological or cyberbullying are not tolerated at any level at ProEd Global School. This includes whether the bullying is occurring inside the school or in an online environment in the community.
 

Purpose
All students have the right to a safe environment where they can play, learn and express themselves without fear of victimisation. Most bullying is hidden, so students find it shameful to admit they have been harassed so they don’t tell anyone. Children need to feel able to speak out and inform staff, parents/guardians & Counsellors if they are being bullied.

Guidelines

1. ProEd Global School can unite against bullying through the:
   • Collaboration of staff, students, parents & community.
   • Training of staff.
   • Use of a variety of anti-bullying programmes.
   • Implementation of firm & consistent consequences as outlined in the Student Behaviour Management Policy.
2. Students, teachers, parents/guardians and members of the wider community have a shared responsibility to create a happy and safe environment, free from all forms of bullying. Consequently, there is an expectation that students will be safe at school and outside the school, free from fear of bullying, harassment and intimidation. Should a bullying incident occur the expectation is that all students will be provided with appropriate support.
3. To promote these expectations students, teachers, parents/guardians and members of the wider community have a responsibility to: 
   • Promote positive relationships that respect and accept individual differences and diversity within the whole community.
   • Support the school’s anti-bullying belief system through words and actions.
   • Actively work together to resolve incidents of bullying behaviour when they occur.
4. Students have a responsibility to behave appropriately in accordance with ProEd Global School’s rules. In responding to incidents of bullying the expectation is that students will act in accordance with this Anti-Bullying Policy and the Anti-Bullying Procedures.
5. Parents/guardians have a responsibility to support their children in all aspects of their learning, to support their children in developing positive responses to incidents of bullying and to support all students of the school to deal effectively with bullying consistent with and through the strategies of the school’s Anti-Bullying Procedures.
6. Teachers have the responsibility to respect and support students in all aspects of their learning, model appropriate behaviour and respond in an appropriate and timely manner to incidents of bullying according to the school’s Anti-Bullying Policy and Anti-Bullying Procedures.

Introduction
The role of ProEd Global School is to provide an appropriate education for all its students. A stable, secure learning environment is an essential requirement to achieve this goal. Bullying behaviour, by its very nature, undermines and dilutes the quality of education. Research shows that bullying can have short and long-term effects on the physical and mental well-being of students, on engagement with school, on self-confidence and on the ability to pursue ambitions and interests.
 

School-based bullying can be positively and firmly addressed through a range of school-based measures and strategies through which all members of the school community are enabled to act effectively in dealing with this behaviour. While it is recognised that home and societal factors play a substantial role both in the cause and in the prevention of bullying, the role of the school in preventative work is also crucial and should not be underestimated. School-based initiatives can either reinforce positive efforts or help counteract unsuccessful attempts of parents to change unacceptable behaviour. Parents and students have a particularly important role and responsibility in helping us prevent and address school-based bullying behaviour and to deal with any negative impact within school of bullying behaviour that occurs elsewhere. 
 

Types of bullying
We recognise that bullying can take many forms or types, which may include:

• Verbal bullying through name-calling, threats, abuse, rumours, laughter and embarrassing comments.    
• Physical bullying through hitting, tripping, pushing, kicking and punching.
• Social bullying through ignoring, isolating, rejecting or excluding.
• Emotional bullying through mimicry, teasing, interfering with others property, inappropriate use of email, phones, blackmail and threatening stares.
• Social exclusion is considered a form of bullying when a child feels alone or left out because of the manipulation of their peer relationships and social status.
• Cyber-bullying which is defined as the use of information and communication technologies to support repeated and deliberate hostile behaviour intended to harm others. It is sometimes used as an extension to other forms of bullying, and can result in the target of bullying experiencing social, psychological and academic difficulties.

Why Students Bully
Research about bullying suggests that there are three interrelated reasons why students bully.

• Students who bully have strong needs for power and (negative) dominance.
• Students who bully find satisfaction in causing injury and suffering to other students.
• Students who bully are often rewarded in some way for their behaviour with material or psychological rewards.

The Bullying Circle
Nearly one in five students in an average classroom is experiencing bullying in some way. The rest of the students, called bystanders, are also affected by the bullying.

Impact of Bullying
A single student who bullies can have a wide-ranging impact on the students they bully, students who observe bullying, and the overall climate of the school and community.
 

Students Who Are Bullied
Students deserve to feel safe at school, but when they experience bullying, long-lasting effects are often the result: depression, low self-esteem, health problems, poor grades, suicidal thoughts, etc.
 

Students Who Bully Others
Students who intentionally bully others should be held accountable for their actions.

Observers of Bullying
Students who see bullying happen also may feel that they are in an unsafe environment. Effects may include feeling:

• Fearful
• Powerless to act
• Guilty for not acting
• Tempted to participate

Schools With Bullying Issues
When bullying continues and a school does not take action, the entire school climate can be affected in the following ways:

• The school develops an environment of fear and disrespect
• Students have difficulty learning
• Students feel insecure
• Students dislike school
• Students perceive that teachers have little control and don't care about them

Strategies to Deal With Bullying
As part of the school’s well-being programme, we have designed units to prevent or reduce bullying throughout the school setting which involves individuals, classrooms, the entire school, as well as parents/guardians and the wider community.

What the School Will Do

• All incidents of bullying will be noted by the supervising teacher and recorded
• A set of consequences will be put in place for perpetrators.
• Education on bullying, tolerance and positive social behaviour will be included in our well-being programme.
• Emphasis will be placed on encouraging and focusing on children who are playing and interacting appropriately, through merit awards.
• Programmes that promote resilience, life skills and social skills will be provided regularly and/or included in our well-being programme.
• All staff will recognise and enforce the expectations regarding bullying as outlined in both the Anti-Bullying Policy and the Anti-Bullying Procedures.             
• Ongoing collegial support will be provided, and professional development arranged as appropriate, by the Leadership Team.
• Raise parents'/guardians’ awareness of what bullying is and why it is so harmful.
• Equip students with the skills and resources to treat each other respectfully when using cyber technologies.
• Teach students how to use cyber technologies in positive ways.

Strategies for Teachers to Deal with Bullying

• Listen to the complaints and act upon them; empathy for the target is vital
• Avoid labelling students.
• Focus on what you want when there is no bullying – move behaviour towards tolerance and acceptance; model this behaviour.
• Encourage students to be active bystanders, to talk about bullying and to support the target.
• Hold open discussions about bullying in the classroom; teach assertive skills.
• Provide feedback to all students involved in bullying incidents, so that they are aware of the consequences that have been implemented.

Staff Expectations

Staff are expected to model the preferred behaviour – we treat each other with respect and promote a culture of tolerance. It is expected that staff in classrooms will:

• Arrive punctually.
• Provide a safe and supportive school environment that encourages positive relationships between students, their peers and teachers.
• Establish expectations of student and teacher behaviour at the beginning of the year using a Positive Behaviour for Learning (PBL) model. For example: Be safe, Be respectful, Be responsible.
• Clarify the school policy on anti-bullying at the start of the year.
• Apply effective PBL language and strategies with clear rules and consequences that are consistently applied and reinforced.
• Take action – step in; don’t ignore bullying – record incidents and forward reports to the Counsellor and/or respective leadership member.

It is expected that staff on playground duty will:

• Arrive punctually.
• Regularly supervise “hot spots” such as toilets, Jungle Toppings Cafe and sports areas.
• Watch out for loners (potential targets).
• Interact positively with students. Provide the message to both targets and bullies that you are around and being vigilant.
• Walk & talk; active playground duty monitoring. Change your circulation pattern regularly.

Strategies For Parents to Deal With Bullying

• Disbelief is natural. Stay calm and accept that all of us can be involved in either the giving or receiving end of bullying     
• Listen calmly; note specifically what your child is saying.
• Let the school know what is happening.
• If the target, let your child know that it is not their fault.
• Find out the facts from the school. Do not ring other parents as this can cause unnecessary concern and often anger.

Strategies For Students to Deal With Bullying
There is no one response to stop bullies, nor a clear answer about the best actions students can take when they are being bullied. It can be very difficult for students to stop it on their own. Here are some suggested responses to students when they ask for help:

• Try asking them calmly and politely to stop it and then increase this to telling them firmly and loudly to stop it.
• Consider putting on a 'protective shell' by acting unimpressed. If you feel up to it, make a funny comment.
• Keep notes (what, who, where and when) and make sure they know about it.
• Talk to a friend and ask for support and ideas about what you could do to solve the problem.
• Don’t ignore it! Tell someone. If they don’t help you, tell someone else until it is dealt with. Bullying is too important not to report. This includes incidents which involve someone else as the victim, not just you.
• If the problem reoccurs then tell someone again.
• Don’t be fooled by the bully’s threats to “get you” if you tell. You have a much better chance of being protected if you can say, “I’ve already told Ms…… and she knows that if I’m hurt, she should come looking for you.”
• Avoid joining in to encourage bullying. Being part of a group that is bullying someone else is just as bad as bullying yourself.
• Try to remain in sight of adults if you have been bullied.
• Stay close to friends or other children whenever possible. Being on your own makes you more vulnerable.
• Leave expensive possessions and money at home. If you don’t have it with you, it can’t be taken away.
• By showing you are not upset or angry, you are giving the bully the message you are strong. (It’s okay if you yell or get upset later.) Taking some strong breaths will help you stay calm.
• When you let your hands hang loose by your sides, you are giving them the message that you are relaxed and you’re not afraid. (Even if you are a bit.)
• When you stand up tall, you are giving the message that you’re not going to be pushed around.
• When you look a bully in the eye, you are giving them the message that you are in control and they can’t be the boss of you.
• When you speak in a clear and steady voice, you are giving them the message that you know what you want and you’re going to get it. (Think of the voice your parents use when they say “NO” and really mean it.)
• When you tell the bully “Stop, I don’t like it when you……. I want you to stop”, you are giving them the message that you are not going to let them hurt you.

Management of Bullying Behaviour

• Students (bully & bullied) interviewed by the supervising teacher and allowed to speak about their behaviour
• Bullying incident detailed and recorded.
• Normal classroom/playground management is continued including a behaviour contract/detentions for incidents in line with the school’s Student Behaviour Management Policy.
• Student is counselled by the Counsellor, and parents/guardians are notified via a letter.
• If further actions or incidences occur, a meeting will be arranged between the Head of School, student and parents. Further consequences are to be determined at the meeting. These may include extended behaviour contracts, playground detentions, further counselling with the Counsellor, more detentions, confinement/exclusion from areas of the playground, withdrawal of privileges etc.
• Continued bullying or severe bullying may result in suspension and a meeting with the Head of School prior to re-entry. At this stage, the Director will also be informed.

Desired Outcomes
We know we are successful when:

• We have a happy and safe school with a caring environment where bullying in every instance is recognised as inappropriate behaviour and acted upon through a range of whole school responses.
• We have developed a range of anti-bullying responses that are shown to work.
• We effectively change the behaviour of students engaging in bullying behaviours.
• We provide students who are being bullied with ways of dealing with the issue that allow them to maintain control of the situation.
• Feedback from students being bullied indicates that they are happier and safer at school.
• Feedback from all groups (students, parents/guardians and teachers) within the school indicates that they have a clear understanding of what bullying is, how it hurts people and what they can do to help reduce the incidence of bullying.
• We effectively communicate with all parties involved, including parents in a manner that includes meaningful feedback.
• Instances of cyber-bullying both within and outside the school are minimal due to the effective education of students combined with effective responses to each cyber-bullying incident.
• We collect data from our own records that show a reduction in the issue from the data previously collected.

Rationale
ProEd Global School believes that regular attendance and punctuality are essential for providing a conducive learning environment and maximising students' educational opportunities. This policy aims to establish a culture where good attendance is valued, ensuring communication between the school and parents, safeguarding students' welfare, and complying with legal obligations.
 

Purpose
The purpose of this policy is to:

• Enhance teaching and learning through AI while maintaining a human-centred approach.
• Ensure ethical, safe, and equitable use of AI tools in the school environment.
• Build AI literacy among students and staff to prepare them for a technology-driven future.
• Protect student data and maintain transparency in AI applications.

Scope
This policy applies to:

• All students, staff, and parents of ProEd Global School.
• AI tools used for teaching, learning, administrative purposes, and extracurricular activities.

Principles for AI Use

• Human-Centered Learning: AI is a tool to augment, not replace, educators and students in the learning process.
• Ethics and Equity: AI must be free of bias, promote fairness, and provide equal opportunities for all students.
• Privacy and Security: Safeguard personal and sensitive data according to legal and institutional standards.
• Transparency: Clearly communicate AI’s role, capabilities, and limitations to students, staff, and parents.

Permitted Uses

• Personalised Learning: AI tools can offer tailored educational experiences based on individual needs and progress.
• Administrative Efficiency: Automating routine tasks like attendance, grading, and scheduling.
• Creative and Critical Thinking: Encouraging the use of generative AI for problem-solving and innovation.
• Language Support: Providing translation tools or supporting students with language acquisition needs.

Prohibited Use

• Academic Dishonesty: Using AI to plagiarise or generate assignments without learning intent.
• Unapproved Tools: Staff and students must only use AI platforms approved by the school.
• Over-Reliance: Avoid dependency on AI that diminishes the development of critical thinking and interpersonal skills.​​

Data Protection

• Ensure compliance with local and international data privacy laws.
• AI systems must be reviewed for security vulnerabilities to protect student and staff data.

AI Literacy and Training

• For Students: Introduce age-appropriate lessons on what AI is, how it works, and its implications.
• For Educators: Provide professional development on integrating AI into pedagogy effectively and ethically.
• For Parents: Host workshops to raise awareness about AI tools used in the school.

Rationale
ProEd Global School believes that regular attendance and punctuality are essential for providing a conducive learning environment and maximising students' educational opportunities. This policy aims to establish a culture where good attendance is valued, ensuring communication between the school and parents, safeguarding students' welfare, and complying with legal obligations.
 

Purpose
The Attendance Policy is designed to:

• Create a culture where good attendance is the norm and valued.
• Foster effective communication between the school and parents/carers regarding attendance.
• Safeguard students by tracking their whereabouts and ensuring compliance with legislation.
• Prevent truancy and work collaboratively with other schools to share best practices.
• Establish procedures for managing attendance-related issues.
• Encourage parental involvement in maintaining regular student attendance.
• Ensure duty of care through monitoring and intervention when necessary.
• Recognise students' rights while maintaining the integrity of the educational process.
• Address absence and tardiness, including their financial implications.
• Outline guidelines for approving leave of absence under exceptional circumstances.
• Define the roles and responsibilities of school personnel, parents, and students in upholding attendance standards.

Guidelines
School Aims and Expectations

• Cultivate a culture that values and normalises good attendance and punctuality.
• Demonstrate the importance of attendance to students, staff, and parents.

Duty of Care

• Monitor daily attendance and address poor or irregular attendance through communication with parents/guardians.
• Issue warnings and request meetings if a child's attendance drops below 80%.
• Establish emergency contact details for students and ensure their accuracy.
• Take the necessary steps for prolonged absenteeism concerning student well-being.

Attendance Rights

• Students must pre-arrange periods of low or non-attendance with the Head of School.
• Submission of official documentation for medical or family-related absences.
• Allocation of catch-up resources at the discretion of the school for missed studies.

Absence and Financial Implications

• No refund or additional tuition for missed periods; materials are provided at the school's discretion.
• Emphasise punctuality for all skill development sessions, inside or outside the campus.
• Clear guidelines for handling late arrivals that impact scheduled activities or learning sessions.

Truancy

• Treat truancy seriously due to its impact on learning and student safety.
• Build strong relationships with students and families to promote attendance.

Approving Leave of Absence

• Grant leave only in exceptional circumstances, considering various factors including the child's age and academic impact.
• Medical certificates are required for absences during formal assessments.

Role of Head of School

• Delegate responsibilities to ensure compliance and promote the importance of attendance.
• Monitor attendance data, set targets, and update policies regularly.
• Coordinate daily attendance monitoring, safeguarding, and communication with stakeholders.
• Implement interventions, support strategies, and rewards for attendance improvement.

Role of Parents/Carers

• Collaborate with the school to support their child's education and comply with the policy.
• Ensure punctuality and regular attendance, informing the school promptly of any absence or changes in contact details.
• Avoid term-time holidays unless, under exceptional circumstances, providing prior notice and completing necessary forms.

Role of Students

• Understand and comply with attendance and truancy policies.
• Recognise the importance of attending classes regularly and the consequences of truancy.
• Accept sanctions if caught playing truant and return to school promptly after illness.

Managing Attendance

• Establish a culture of attendance monitoring and regular discussions among staff.
• Model good attendance practices among school personnel.
• Outline procedures for addressing patterns of poor attendance or lateness.
• Establish effective communication channels between home and school.
• Safeguard students by monitoring and accounting for all absences.
• Comply with relevant legislation and develop procedures to prevent truancy.
• Collaborate with other schools to improve attendance practices.
• Encourage school personnel to be vigilant in identifying attendance trends and patterns.
• Provide support and understanding to students facing unavoidable circumstances impacting attendance.
• Emphasise parental responsibility in ensuring regular school attendance.

Purpose
This policy outlines the financial commitments and reimbursement conditions related to the school’s annual Camps Programme, where certain year levels participate in overnight off-campus experiences.

Scope
This policy applies to all students required to participate in our Camps Programme as part of the school’s educational programme. Participation in the Camps Programme is a compulsory component of the school’s curriculum, designed to enhance student learning and personal development through experiential education. Given the nature of camp-related bookings and the involvement of external vendors, financial commitments made towards camps are non-refundable.

Financial Commitments

1. Deposit Payment: A non-refundable deposit is required to secure each student’s place at camp. Once paid, this deposit cannot be refunded under any circumstances.
   This payment will likely be requested in the Term 2 school fees invoice.
2. Balance Payment: The remaining balance of the camp fee must be paid by the family as camps are compulsory. Due to contractual obligations with external providers, this balance payment is also non-refundable.
   This payment will likely be requested in the Term 3 school fees invoice.

Exceptional Circumstances
Refunds will not be provided for any reason, including but not limited to illness, withdrawal from the school, or unforeseen personal circumstances. In exceptional situations, families may apply for a case review, but approval for any form of reimbursement will be at the sole discretion of school management.

Rationale
ProEd Global School needs to ensure that all stakeholders understand that the school has a widespread closed-circuit television (CCTV) system and the purposes for which it is used.
 

Purpose
The purposes for which the CCTV system is to be used are:

• To protect the school buildings and assets.
• To increase the personal safety of students, staff and visitors and reduce the incidence of crime.
• To support school personnel in detecting and identifying incidents.
• To assist in managing the school.
• To assist concerning matters other than security, e.g. the promotion and compliance with the school’s Health and Safety Policy.
• To support appropriate disciplinary measures where appropriate.

The CCTV system will not be used to monitor staff conduct or performance, except where required to investigate the alleged commission of a crime, a breach of the Staff Professional Conduct Policy or school regulations.

Guidelines

1. The person appointed to manage the CCTV system at ProEd Global School is the IT Support person, referred to below as the CCTV Supervisor.
2. CCTV cameras shall be installed in all common areas, including counselling offices/areas and the school's sickbay, to ensure the safety and security of all individuals within the school premises.
3. CCTV footage shall be used for security purposes only and shall not be used for any other purposes without the consent of the Head of School.
4. Recorded footage will be held in a secure location accessible by the CCTV Supervisor and the Operations Manager.
5. Unless required for evidential purposes, the retention period of any images recorded by the CCTV system is one (1) month.
6. The school will notify visitors to the site of the use of CCTV using signs placed strategically around the campus. Parents will be notified on our admissions form and will sign that they acknowledge the presence of CCTV cameras in the school.
7. Regular checks of saved CCTV footage will be conducted by the CCTV Supervisor.
8. Regular maintenance checks will be conducted by the CCTV Supervisor.
9. Any requests for access to CCTV footage must be made in writing to the Head of School, specifying the reason for the request.
10. Access to live and recorded CCTV footage shall be restricted to authorised personnel only, such as the Head of School and designated administrators.
11. Images will only be released to third parties if authorised by the Head of School or Director.
12. During times of school closure, the CCTV system will continue to operate as normal and will be maintained by the CCTV Supervisor or Operations Manager and monitored by school security.
13. Any complaints about the CCTV system should be addressed to the Head of School. Cultivate a culture that values and normalises good attendance and punctuality.

Rationale
The physical and mental wellbeing of students at ProEd Global School is of paramount importance.
 

Purpose
At ProEd Global School, we are committed to providing a safe and nurturing environment for all of our students. We recognise that child abuse and neglect are serious issues that can have a profound impact on the physical, emotional, and psychological well-being of our students. To that end, we have developed this Child Protection Policy (and Child Protection Procedures) to ensure that all students are protected from abuse and neglect while they are in our care.
 

Guidelines

1. Identification and Reporting of Child Abuse and Neglect
   All employees, volunteers, and other individuals associated with ProEd Global School are required to report any suspected child abuse or neglect to the school's designated Child Protection Officer (CPO) as soon as possible. The CPO will then make a report to the appropriate authorities, as required by law. The Head of School will also inform the Director of any matters relating to child protection.
2. Training and Education
   All employees, volunteers, and other individuals associated with ProEd Global School will receive training and education on child abuse and neglect, including how to recognise the signs and symptoms of abuse and neglect, and how to report it.
3. Background Checks
   All employees, volunteers, and other individuals associated with ProEd Global School will undergo a criminal background check before beginning work or volunteering at the school.
4. Supervision
   All activities involving students will be appropriately supervised to ensure their safety and well-being.
5. Confidentiality
   All information related to child abuse and neglect will be kept confidential to the extent permitted by law.
6. Cooperation with Authorities
   ProEd Global School will cooperate fully with any investigation of child abuse or neglect by the appropriate authorities.
7. Prevention
   ProEd Global School will take all necessary steps to prevent child abuse and neglect, including providing a safe and nurturing environment for students, educating students on personal safety, and implementing appropriate boundaries between adults and students.
8. Consequences
   Any employee, volunteer, or other individual associated with ProEd Global School who is found to have engaged in child abuse or neglect will be subject to disciplinary action, up to and including termination of employment or volunteer service.

Definition

For the purposes of this policy, the following definitions shall apply:

• "Child abuse" refers to any intentional harm or threatened harm to a child's health or welfare, including physical, sexual, or emotional abuse, or neglect.
• "Neglect" refers to the failure of a parent or other person with responsibility for a child to provide for the child's basic needs, such as food, shelter, clothing, medical care, or supervision.
• "Mandated reporter" refers to any person who, by virtue of their profession or occupation, is legally required to report suspected child abuse or neglect to the appropriate authorities.

Rationale
It is important that complaints are handled in a professional and transparent manner in order to foster confidence and trust in the school’s ability to facilitate natural justice, as well as maintain congruence with the vision and mission of the school. All stakeholders must be able to confidently complain, knowing that the school will follow an established process and that there is no fear of retribution.

Purpose
To ensure that complaints are dealt with in a fair, transparent and systematic manner.
 

Guidelines

1. Complaints and grievances may arise in a range of circumstances, including:
   • Behaviour by a member of the school community (staff, parent/guardian, volunteer, visitor or student) may have an adverse impact upon another member of the school community - affecting the performance of their duties, work or studies at the school or otherwise affecting them personally.
   • A conflict of interest.
   • Discriminatory or unprofessional behaviour or conduct.
   • A breach of school policies.
2. Complaints can come from staff, parents/guardians, students or other stakeholders.
3. All complaints must be taken seriously and dealt with according to the principles outlined below, no matter how frivolous they may appear.
4. All complaints must be transferred to the school’s complaints form.
5. All complainants should receive contact from the school about the complaint within 24 hours of the complaint being made.
6. Complaints should be handled by the person who is in the best position to:
   • Investigate the complaint AND
   • Make decisions to resolve the complaint.
7. Unless the person receiving the complaint is the same as referred to above, that person should simply listen to the complaint, clarify any information not clearly understood and then inform the complainant of the next step that will be taken - referral to the appropriate person to handle the complaint. Unless the complaint is about a simple procedure or a misunderstanding about a place, time or date, no attempt should be made by the person receiving the complaint to resolve the issue.
8. The complainant should always be referred to the level at which it is made. A simple complaint about classroom procedure should be referred initially to the classroom teacher. Failure to resolve the complaint should see it pass through the Head of School and Director. 
9. Any complaint that is serious, i.e. about student safety, staff conduct, bullying, must immediately be referred to the Head of School who will involve the Director where appropriate.
10. Protective disclosures (where the complainant does not wish to be identified) and anonymous complaints are difficult for the school to deal with in a transparent manner. If they are at the level of Guideline 9, they must be brought to the attention of the Head of School and investigated.
11. No parent/guardian should be informed of any consequences imposed on students or staff if, as a result of the investigation, there is a disciplinary consequence.
12. The complaints process must be clearly articulated to all stakeholders. It should appear in the Staff Handbook and be communicated to parents.
13. A (hard copy) file of complaints must be kept by the Head of School.
14. Disciplinary consequences arising from a complaint should be congruent with the seriousness of the complaint.

Rationale
Differentiation within ProEd Global School recognises the diverse learning needs and abilities of students. It aims to create an inclusive environment where every student can access the curriculum according to their individual strengths and preferences. This policy acknowledges the importance of addressing varying learning styles, abilities, and needs among students, ensuring an equitable learning experience for all. A curriculum that is differentiated for every student will help build on past achievements, present challenges to allow for further achievements, provide opportunities for success and remove barriers to participation.

Purpose
The purpose of this Differentiation Policy is to:

1. Ensure that all students, regardless of their abilities, learning styles, or backgrounds, have access to the curriculum and are provided with appropriate support and challenges.
2. Tailor teaching methods and tasks to suit individual student needs, fostering a sense of confidence and achievement in their learning journey.
3. Uphold the principles of inclusivity and statutory guidance for special educational needs and disabilities, ensuring diverse needs are met with appropriate support.

Guidelines

1. Differentiation Overview
   Differentiation refers to adapting teaching methods, tasks, and resources to accommodate varying student abilities, learning styles, and needs within a classroom setting. It involves five distinct forms:
   • By task - where students of differing abilities and/or learning styles are given tailored activities to enable them to achieve the learning objectives to the best of their abilities.
   • By outcome - where all students are given the same, open-ended tasks to complete allowing for student response at different levels and timeframes.
   • By support - where more support is given to some students than others. It should not be assumed that more support will necessarily be given to one particular student demographic. For example, in some situations, those students with Special Educational Needs and Disability (SEND) may need personalised support, while other students may need additional help to reach the next level of understanding
   • By choice - where more than one method or strategy may be deployed in order to achieve the same learning outcome and students are allowed to select the style/method that will work for them, and that they enjoy. This is most effectively used when accompanied by reflection on how each child learns best.
   • By resource - where a different array of resources may be provided based on attainment and understanding, since some resources may be more or less suitable depending on literacy, speed of working, need for stretch and challenge, etc. 
2. Implementation Strategies
   Teachers at ProEd Global School are encouraged to:
   • Acknowledge and respect diverse learning styles without restricting students' ability to learn in different ways.
   • Employ a flexible teaching approach using diverse resources (audio, kinaesthetic, visual) to cater to individual learning preferences.
3. Addressing Gifted or Talented Students
   To maintain engagement and motivation, challenging tasks and extended curriculum materials will be provided for gifted students in all lessons and homework assignments.
4. Learning Environment
   Create a supportive and stimulating learning environment that fosters independence, acceptance, and complexity to encourage active engagement and risk-taking among students.
5. Good Teaching Practices
   • Teachers strive to understand individual student needs and provide personalised attention during lessons, valuing student contributions and providing constructive feedback.
   • Systematic assessment records are maintained to track individual student progress and understanding.
6. Support for Special Educational Needs and Disabilities
   • Differentiation strategies must account for varying needs, providing tailored learning opportunities, resources, and support for students with disabilities or learning differences.
   • ProEd Global School will collaborate with parents/guardians and Specialist Support Services to ensure appropriate assessments and personalised guidance for students requiring additional support.

Rationale
The purpose of this policy is to outline the reimbursement procedure for parents or guardians who have incurred expenses for their child's participation in an excursion but had to withdraw due to illness. 

Purpose
This policy aims to provide clarity and fairness in handling such situations.

Coverage Criteria

Eligibility

Parents/Guardians of a child registered for an excursion are eligible for reimbursement if the child falls ill before the excursion, rendering them unable to attend.

Required Documentation
To initiate the reimbursement process, Parents/Guardians must provide:

• A doctor's note or medical certificate confirming the child's illness on or before the scheduled excursion date.
• Proof of payment or receipt for the expenses related to the excursion.

Reimbursement Procedure

Notification

Parents/Guardians must inform the school as soon as they become aware that their child is unwell and unable to participate in the excursion due to illness.

Submission of Documents
Within three (3) school days, the necessary documents (medical certificate and payment receipts) must be submitted to our Administration team.

Evaluation and Approval

The submitted documents will be reviewed by the school administration to ensure compliance with the policy criteria. Upon approval, reimbursement will be processed.

Reimbursement Method
The reimbursement will be made through the same method used for the initial payment (if possible), or through an alternative method agreed upon between the school and the Parents/Guardians.

Exceptions and Limitations

1. Reimbursement will only be considered for documented cases of illness preventing the child from attending the excursion.
2. Reimbursement will cover expenses directly related to the excursion (e.g., entry fees, and transportation costs) and will not include non-refundable expenses or any additional costs beyond the excursion's scope.
3. The school reserves the right to investigate or verify the authenticity of the submitted documents and may deny reimbursement if false information is provided.

Purpose
This policy outlines the measures our school will take in the event of extreme weather conditions or natural disasters to ensure the safety and wellbeing of students, staff, and visitors.

Scope
This policy applies to all students, staff, parents/guardians, and visitors of the school.
 

Definitions

• Extreme Weather: Severe weather events such as hurricanes, cyclones, heavy rainfall leading to flooding, thunderstorms, extreme heat, or strong winds.
• Natural Disasters: Events such as earthquakes, tsunamis, volcanic eruptions, landslides, and wildfires.

Preparedness Measures

1. Emergency Response Team
   • Establish a Crisis Response Team (CRT) consisting of designated staff members trained in crisis management.
   • Conduct regular emergency training and drills for staff and students.
   • Assign backup personnel for critical roles in case of absence.
2. Communication Plan
   • To ensure timely and effective communication, the school will use multiple channels:
     • Loudspeaker Announcements: For immediate on-campus alerts.
     • Emails and Text Messages: Direct alerts sent to parents/guardians by the Administration Team or the Head of School with important information.
     • Website Updates: An alert banner on the ProEd website, updated by the IT Coordinator.
     • Social Media: Official school accounts will post updates, managed by the designated social media team.
     • Parent Hotline: A designated phone number for emergency updates.
   • Maintain updated contact information for all families, to be verified every six months.
3. Emergency Supplies
   • Stock emergency kits in key locations, including first aid supplies, non-perishable food, water, blankets, flashlights and batteries.
   • Ensure emergency kits are accessible.
   • Conduct quarterly checks to replenish regularly.

Response Procedures
Phase 1: Immediate Response

• Notification: Upon the occurrence of extreme weather or a natural disaster, the CRT will assess the situation and notify the school community.
• Evacuation: If evacuation is necessary, follow the established evacuation routes to designated safe areas.
• Sheltering in Place: If evacuation is not possible, students and staff will follow lockdown and shelter-in-place protocols in designated safe zones (e.g., gymnasium, reinforced classrooms).

Phase 2: Post-Disaster Assessment

• Safety Evaluation: After the immediate danger has passed, the CRT will evaluate the safety of the school buildings and grounds.
• Decision-Making: Based on the assessment, the CRT will determine if it is safe for students and staff to return to classrooms or offices. If the campus is deemed unsafe, alternative arrangements will be communicated to all stakeholders.

When Unsafe to Return

• If the school is deemed unsafe for re-entry:
  • Secondary Meeting Point: The CRT will move operations to a predetermined secondary meeting point. This location will be communicated to parents/guardians.
  • Parent/Guardian Pickup: Parents/guardians will be notified to collect their children from the secondary meeting point.
  • Supervised Care: Students will be supervised by staff at the secondary meeting point until they are picked up.

Special Considerations

• Students with Special Needs: Ensure that additional support is available for students with special needs during emergencies.
• Mental Health Support: Provide mental health resources for students and staff post-disaster to address trauma and anxiety.

Recovery Procedures

• Debriefing: The CRT and school leadership will conduct a formal review of the incident response to identify areas for improvement.
• Infrastructure Recovery: The school will coordinate with local authorities and engineering teams to restore facilities. A structural engineer will evaluate the premises within 24 hours to assess safety and necessary repairs.
• Community Outreach: Updates will be shared with parents and staff through email, meetings, and social media.
• Recovery Plan: A structured recovery plan will be implemented, including the restoration of school operations, counselling services, community outreach, and academic recovery measures such as catch-up lessons or temporary remote learning if required.

Training and Drills

• The school will conduct bi-annual emergency drills covering fire, earthquake, extreme weather, and lockdown scenarios.
• Parent Awareness Sessions will be held once a year to ensure families understand emergency procedures.

Rationale
The purpose of this policy is to outline the reimbursement procedure for parents or guardians who have incurred expenses for their child's participation in an excursion but had to withdraw due to illness. 

Purpose
This policy aims to provide clarity and fairness in handling such situations.

Coverage Criteria

Eligibility

Parents/Guardians of a child registered for an excursion are eligible for reimbursement if the child falls ill before the excursion, rendering them unable to attend.

Required Documentation
To initiate the reimbursement process, Parents/Guardians must provide:

• A doctor's note or medical certificate confirming the child's illness on or before the scheduled excursion date.
• Proof of payment or receipt for the expenses related to the excursion.

Reimbursement Procedure

Notification

Parents/Guardians must inform the school as soon as they become aware that their child is unwell and unable to participate in the excursion due to illness.

Submission of Documents
Within three (3) school days, the necessary documents (medical certificate and payment receipts) must be submitted to our Administration team.

Evaluation and Approval

The submitted documents will be reviewed by the school administration to ensure compliance with the policy criteria. Upon approval, reimbursement will be processed.

Reimbursement Method
The reimbursement will be made through the same method used for the initial payment (if possible), or through an alternative method agreed upon between the school and the Parents/Guardians.

Exceptions and Limitations

1. Reimbursement will only be considered for documented cases of illness preventing the child from attending the excursion.
2. Reimbursement will cover expenses directly related to the excursion (e.g., entry fees, and transportation costs) and will not include non-refundable expenses or any additional costs beyond the excursion's scope.
3. The school reserves the right to investigate or verify the authenticity of the submitted documents and may deny reimbursement if false information is provided.

Rationale
ProEd Global School values the well-being of its staff and students, prioritising their safety by ensuring access to accredited first-aid training. This policy aims to establish guidelines and procedures for administering first aid, maintaining adequate medical supplies, and fostering a safe environment for all members of the school community.

Purpose
The purpose of this policy is to outline the principles and guidelines governing first-aid practices within ProEd Global School. It aims to ensure that trained personnel are equipped to respond effectively to medical emergencies, maintain up-to-date medical information, and provide a secure environment for students and staff.

Guidelines

Training and Preparedness

• All personnel are required to undergo accredited First Aid training.
• Regular refresher training sessions will be scheduled for staff.
• Training will include administering medication for severe allergic reactions.
• Emergency procedures will be well-known and practised by all staff.
• Allergy management strategies will be integrated into risk assessments for school events, visits, and sports activities.

Medical Information

• Systems will be in place to maintain updated medical records accessible to school personnel.
• Medical records will clearly indicate students requiring emergency medication like asthma inhalers or EpiPens.
• A 'no peanut' policy is strictly enforced due to allergy concerns, and parents/guardians of allergic students must provide necessary medications and clear instructions.

Medication Administration

• Medication will only be administered to students with explicit permission and instructions from parents/guardians by the School Nurse or designate.
• The Leadership Team and/or Head of School will oversee all medication administration in adherence to provided instructions. Within three (3) school days, the necessary documents (medical certificate and payment receipts) must be submitted to our Administration team.

Key Rules Regarding First-Aid

• The submitted documents will be reviewed by the school administration to ensure compliance with the policy criteria. Upon approval, reimbursement will be processed.

Reimbursement Method
The reimbursement will be made through the same method used for the initial payment (if possible), or through an alternative method agreed upon between the school and the Parents/Guardians.

Exceptions and Limitations

1. Only certified first-aiders among the staff should administer emergency first-aid.
2. First-aiders will act in accordance with their training and capabilities.
3. The decision to call an ambulance in emergencies will be made by first-aiders in conjunction with the School Nurse and/or Head of School.
4. Regular checks and replenishment of all first aid kits will be the responsibility of the School Nurse.
5. First-aid kits will be checked monthly and immediately restocked after use.
6. Staff using the kits will report used items to the School Nurse for restocking and record keeping.
7. A trained first-aid member will be present with an updated kit during external learning activities.

Rationale
ProEd Global School is committed to continuous improvements in health and safety. It will monitor the frequency and severity of accidents and promote the safe and early return to work of injured employees and students. The school should have plans to cope with a range of possible emergency situations.

Purpose
This policy ensures that the school is adequately prepared to cope with emergencies and threats to health and safety. The school will ensure that there is a safe and healthy environment for staff, students, visitors and contractors. The requirements of all relevant health and safety legislation, standards and codes of practice will be followed in an independent manner.

Guidelines

1. Child Protection is the most important obligation  for the school. The school will maintain and review a separate Child Protection Policy.
2. All staff take individual responsibility for health and safety by:
   • Eliminating or minimising the potential for harm to people.
   • Reporting identified hazards.
   • Taking reasonable care to ensure the personal safety of students in on-site and off-site educational environments.
   • Abiding by the Staff Professional Conduct Policy.
3. The school will follow the requirements of the Student Behaviour Management Policy.
4. The school will develop and implement guidelines for dealing with bullying, including physical, mental and cyber bullying.
5. The school will ensure that all staff understand their obligations, outlined in the Staff Professional Conduct Policy.
6. Staff will have the opportunity  to contribute to the annual review of this policy and have the policy explained to them annually.
7. Significant issues regarding student safety must be brought to the attention of the Head of School in a timely fashion.

Background 
At ProEd Global School, we believe that homework is an integral part of a student's learning journey, complementing classroom instruction, fostering responsibility, and enhancing the partnership between school and home. This policy is designed to support student learning and well-being by reinforcing skills, applying knowledge, preparing for future lessons, encouraging creativity and nurturing lifelong learning habits.

Purpose
To ensure:

• That homework expectations are communicated to students and parents.  
• That students, parents and teachers understand their role in the homework process.  
• That there is a consistent approach to the homework process in the school. 
• Support the values of kindness, impartiality, integrity, human rights, accountability, respect and responsiveness.

Guidelines

1. Setting Homework 

   • At ProEd Global School, all homework set by teachers will be:  

     • Purposeful.

     • Curriculum-aligned.  

     • Appropriate to students’ skill level and age.  

     • Designed to help students develop as independent learners. 

     • Monitored by the teacher.  

     • Where appropriate, provide opportunities for parents/guardians to partner in their child’s learning. 

   • The types of homework that teachers at ProEd Global School will include are stated below:  

     • The school expects that all children undertake reading each night - this can be done independently or by reading to another person. Reading should be seen as an activity of enjoyment, relaxation and leisure.

     • The focus will be on literacy (e.g. reading word lists, spelling and writing) and numeracy, with a mixture of traditional ‘written’ work and possible online learning. 

     • Homework will be set on a weekly basis and is not expected to be completed on weekends.

     • The school understands that students have different learning strengths, preferences and interests and may approach learning activities and homework differently. If parents/guardians are concerned their child may not understand the homework tasks that have been set or is spending a long period of time completing their homework, we encourage parents/carers to speak to their child’s teacher. This could be an email or a face-to-face meeting.  

     • Homework should have some flexibility for families. Parents may ask/negotiate with their class teacher about their child’s homework and some modifications. This request must be made in writing stating the reasons. Parents should consider the impact on their child’s learning and also discuss this with the classroom teacher(s). 

2. Homework Expectations for Middle and High School Students

   As students progress to middle and high school, the volume and frequency of homework will increase. Homework will be assigned regularly across all subjects and will include reading, written assignments, research projects, and exam preparation. Homework will reinforce classroom learning, promote independent study skills, and support the development of time management.
    

   Middle and high school students will also be required to complete homework that prepares them for external examinations. This may include extended writing tasks, practice questions, and revision exercises tailored to their specific curriculum requirements. Students are expected to take greater responsibility for their learning and manage deadlines effectively.

3. Frequency and Volume
   • Our approach to homework frequency and volume is designed to foster a positive attitude towards learning, support the development of essential study habits, and ensure a balanced educational experience. Please refer to the following:
     • Long Term Projects
       In addition to regular assignments, students may have long-term projects or assignments that will be assigned well in advance to allow for proper planning and execution. These projects will vary by year level and subject matter.
     • Special Considerations
       We understand that students may have extracurricular activities (ECAs) and family commitments, and we encourage open communication between parents, teachers, and students if there are concerns about balancing homework with other aspects of a child's life.
     • Weekends and Holidays
       We believe that weekends and holidays should primarily be family time and restful periods. Therefore, we will minimize homework assignments during these times, with exceptions for long-term projects or special circumstances.
     • Holidays/Extra Homework Tasks 
       Special homework for children who are absent from school on a family holiday will not be provided. Suggested activities for children on holidays include keeping a travel diary, writing letters to friends and family, reading books of interest, reading maps and travel brochures, keeping a record of kilometers traveled, money spent, petrol used, etc.  If families want more homework than what is set, they should arrange this themselves. This could be extra reading, activity books purchased from a book shop or online learning. 
     • Communicating Homework Expectations  
       Parents will be advised at the beginning of the academic year about homework for their children. They will be asked to acknowledge and sign that they have read the homework guidelines.
   • The following people play a critical role in the process of homework and have the following responsibilities: 
     • Teachers
       • Set homework that is appropriate to the students they are teaching. 
       • It should be meaningful tasks related to class work and suit the student's learning needs.  
       • Emphasize the importance of reading to students.  
       • Ensure the homework requirements for children are communicated to the family at least twice a year (See Appendix 1).  
       • Correct students’ homework in a timely manner and give feedback e.g. verbal, or written comments.
       • Communicate to parents regularly about students’ homework, particularly if it is not being completed or they are having difficulty.
       • Support students with homework by explaining the tasks each week in class, reminding them of the due date and giving students access to resources they may need (e.g. paper, log in details for online learning, etc.).  
       • Adjusting homework requirements for students if requested by the parents or needed for the student (e.g. if the task is too easy/hard).  
       • Meet with parents, on request, to discuss homework.  Keep records of homework completed by individual students.
     • Parents
       • Work collaboratively with their child to create a regular homework routine.  
       • Set up an appropriate area in their home for their child to complete homework and have basic materials such as pens/pencils and paper for their child to use.  
       • Emphasize the importance of reading to their child and support them to do reading each night at home.
       • Show interest and give positive feedback about their child completing homework. 
       • Acknowledge they understand the homework requirements for their child. (See Appendix 2)  
       • Communicate any concerns about homework to the child’s teacher, for example, if the homework is too hard, too easy, too time-consuming or there are circumstances that will prevent the child from completing homework (e.g. family visiting overseas, extra practice required for a piano exam so homework cannot be done this week, computer issues).​​​​​​
     • Students

       • Read each night at home.  

       • Complete homework tasks each week and submit them on the due date.  

       • Put effort into completing homework and try their personal best.  

       • When homework is given out in class, ask any questions they have of their teacher.  

       • Seek help from their teachers and parents if they are having difficulty with homework.  

       • Give feedback to their teacher if homework tasks are too hard or easy.

          

Rationale 
ProEd Global School is mandated to uphold comprehensive inclusion, fostering an educational environment that prioritises the academic progress, attitudes, and well-being of all students. Embracing diversity, the school values each child's uniqueness and endeavours to cater to individual needs. The policy aims to create an inclusive space by accommodating various student groups and ensuring equitable access to opportunities and resources.

Purpose
The purpose of this policy is to affirm the commitment of ProEd Global School towards inclusivity and equality. It sets out guidelines to address the diverse needs of students, establish a nurturing and safe environment, and collaborate with stakeholders for holistic support. The policy aims to ensure equal treatment, celebrate diversity, and maximise the learning potential of every student.

Guidelines

1. Aims
   At ProEd Global School, all homework set by teachers will be:  

   • Ensure equality in all provisions for every student.

   • Provide places for all students expressing a preference for this school.

   • Offer equal learning opportunities for children irrespective of age, special educational needs, ethnicity, attainment, or background.

   • Ensure fairness in treatment and address individual student needs.

   • Promote the sharing of best practices among schools and ensure compliance with relevant legislation.

   • Collaborate with local authorities and the community to enhance and improve inclusivity practices.

2. Monitoring and Evaluation
   The school will monitor the policy's effectiveness by:
   • Setting challenging targets for students.
   • Analysing data to ensure all student groups achieve their potential.
   • Reviewing exclusion rates, attendance, and participation in school activities.
   • Addressing any breaches of the policy and reporting annually, to the Director, on its success and development.
3. Responsibilities of the Head of School
   The Head of School will:
   • Collaborate with the Senior Leadership Team to ensure policy compliance among school personnel, students, and parents.
   • Foster a positive school ethos that celebrates individual strengths and addresses needs.
   • Establish an effective student tracking system and early identification of individual needs.
   • Consult with stakeholders before modifying curriculum for individuals.
   • Ensure robust communication and partnerships with parents and external agencies.
   • Address incidents of discrimination and provide leadership in fostering equality.
   • Monitor, support, and train staff while upholding the policy.
4. Responsibilities of School Staff and Personnel
   All staff will:
   • Implement the policy and differentiate work to meet individual student needs.
   • Utilise diverse teaching styles for a balanced curriculum and create a positive classroom environment.
   • Track and support students, especially those with special needs.
   • Ensure participation and support for disabled, behavioural, English as an Additional Language (EAL) learners, and gifted students, including newcomers.
5. Responsibilities of Parents/Carers
   Parents/Guardians will:
   • Understand and support the policy, collaborating with the school for their children's benefit.
   • Participate in periodic feedback surveys and adhere to the school's Code of Conduct for smooth operations.

Philosophy
The aim at ProEd Global School is to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. 

Research indicates that academic growth in a student’s first language is linked to second-language academic success. ProEd Global School, therefore, recognises the importance of students’ language development in their mother tongue and aims to encourage and support parents in providing quality mother tongue development. The ability to communicate in two or more languages has both cognitive and practical advantages and ProEd Global School is required, under its Indonesian education accreditation, to provide Bahasa Indonesian language lessons as part of the school curriculum. Language is fundamental to all learning. It allows students to understand and express ideas and information confidently and creatively in a variety of mediums. ProEd Global School, therefore, recognises the importance of all teachers in developing language skills across all curriculum areas, and at all grade levels.
 

School Language Profile
ProEd Global School is located on the Indonesian island of Bali where the primary language spoken is Balinese. The Indonesian language, Bahasa Indonesia, is also widely spoken and understood due to its status as the national language of Indonesia. Balinese, while predominantly spoken by the locals, has various dialects across different regions of Bali. These dialects may exhibit slight differences in pronunciation, vocabulary, and sometimes grammar. Despite this, a standard form of Balinese is used for formal communication, literature, and in educational settings. Apart from Balinese and Indonesian, some people in Bali, especially those involved in the tourism industry or those involved in international business, might have proficiency in English or other foreign languages to communicate with tourists and foreigners.

English is the primary language of instruction at Proed Global School. The school community comprises families from many different countries with a variety of different mother tongue languages, as well as many local Indonesian families. Appendix B details the different languages spoken at the school and is updated annually.
 

ProEd requires that all overseas staff employed at the school be native English speakers to help provide quality language modelling both for students and local staff. Teacher Assistants are all Indonesians who are fluent in spoken English. Many of them are English graduates from Indonesian universities and most have completed their Indonesian teaching degrees. Overseas staff recognise the need to continually support local staff in their own development in English, but also to recognise the high level of language skills they have in their own mother tongue, Bahasa Indonesia. Many local staff also speak their own local dialects, so they are already additional language learners.

The Language of Instruction

• At ProEd Global School, English is the language of instruction. ProEd Global School promotes the explicit, transdisciplinary teaching of the English language through the curriculum the school offers.
• The approaches to teaching promote inquiry and concept-based, authentic language learning. The intended outcome for ProEd Global School students is to become increasingly confident communicators in English, by significantly improving their knowledge, skills and use of the English language, in all areas of language.

Support for Language of Instruction

• English as an Additional Language (EAL) teacher support
• During the teacher recruitment process, teachers with EAL training and/or experience are given priority to support language needs across the school.
• Teacher planning and practice, across all curriculum areas, recognises the need to support EAL learners in the classroom, as part of all lessons.
• The provision of new teaching materials is guided by the language needs of the student population. 
• EAL support will be offered, when needed, for students whose classroom teachers and EAL teachers feel it is necessary.

Other Additional Languages

• ProEd Global School is committed to offering its students other additional languages. This promotes intercultural awareness and understanding and supports our goal of developing international-mindedness
• All students study at least one language in addition to English. 
• At ProEd Global School the additional language is Bahasa Indonesia.

Mother Tongue

• At ProEd Global School, mother tongue describes the language(s) frequently spoken at home. 
• Admissions forms provide information on all languages spoken by parents and students and the predominant language (mother tongue) spoken at home.
• ProEd Global School recognises the importance and encourages the maintenance and development, of a student’s mother tongue. 
• When planning, teachers consider ways mother tongue can be shared, and given value.
• ProEd Global School promotes additive multilingualism, where students attain proficiency in other languages while continuing to develop their own.

Host Country Language and Culture

• ProEd Global School offers the host country language, Bahasa Indonesia, classes for all students.
• The culture, history and current events of Indonesia are included in this instruction.

Assessment

• The English level of new students is assessed using a variety of assessment tools, including WIDA MODEL tests.
• Teachers use inclusive practices and assessment tasks for EAL students.

Rationale
At ProEd Global School, the safety and well-being of our students are our top priorities. This policy outlines the requirements for students who ride motorbikes and the consequences of failing to adhere to these requirements. This policy applies to all students and their parents/guardians.

Requirements

1. Motorbike License
   • All students must possess a valid Indonesian motorbike license to ride a motorbike.
   • Students are prohibited from riding a motorbike to and from school or during any school-related activities without a valid Indonesian motorbike license.
2. Helmet Use
   • Students must wear a certified helmet at all times while riding a motorbike, whether as the rider or as a pillion passenger.
   • Parents/guardians must ensure that their children comply with this safety requirement.

Consequences for Non-Compliance

1. Riding Without a License
   If a student is found riding a motorbike without a valid Indonesian motorbike license, the following actions will be taken:
   • First Offense: The student will receive a formal warning, and the parents/guardians will be notified immediately.
   • Second Offense: The student will be suspended from school for one day, and a meeting with the parents/guardians will be required.
   • Subsequent Offenses: The student will face more severe disciplinary actions, which may include extended suspension or expulsion, at the discretion of the school administration.
2. Riding Without a Helmet
   If a student is found riding a motorbike without wearing a helmet, whether as the rider or as a pillion passenger, the following actions will be taken:
   • First Offense: The student will receive a formal warning, and the parents/guardians will be notified immediately.
   • Second Offense: The student will be suspended from school for one day, and a meeting with the parents/guardians will be required.
   • Subsequent Offenses: The student will face more severe disciplinary actions, which may include extended suspension or expulsion, at the discretion of the school administration.

Responsibilities

1. Students:
   Must adhere to all aspects of this policy and ensure they have a valid Indonesian motorbike license and wear a helmet at all times while riding a motorbike.
2. Parents/Guardians:
   Must ensure their children comply with this policy and reinforce the importance of motorbike safety.
3. School Leadership:
   Will enforce this policy consistently and fairly, ensuring the safety of all students.

Rationale
ProEd Global School prioritises the health, safety, and well-being of all students, staff, and visitors. Smoking and vaping pose significant health risks and can have adverse effects, particularly on young individuals. As an educational institution, it is our responsibility to create a safe and conducive environment for learning and growth. By implementing a strict no-smoking and no-vaping policy on campus, we aim to promote a healthy lifestyle and prevent exposure to harmful substances.
 

Purpose
The purpose of this policy is to:

• Safeguard the health of students, staff, and visitors by minimising exposure to secondhand smoke and harmful vaping emissions.
• Create a healthy and clean environment that supports learning, concentration, and overall well-being.
• Educate students about the dangers of smoking and vaping and encourage healthy lifestyle choices.
• Foster a culture of respect, responsibility, and consideration for others' health within the school community.

Guidelines

1. Prohibition of Smoking and Vaping: Smoking, including the use of cigarettes, cigars, pipes, and any other smoking devices, as well as vaping using e-cigarettes or similar devices, is strictly prohibited on school grounds. This includes all indoor and outdoor areas, such as classrooms, hallways, playgrounds, parking lots, and sports facilities.
2. Enforcement: The no-smoking and no-vaping policy applies to all students, staff, parents/guardians, visitors, and contractors while on school property or attending school-related events. Any violation of this policy will result in appropriate disciplinary action in accordance with school guidelines.
3. Education and Awareness: Through our well-being programme, the school will raise awareness about the dangers of smoking and vaping. These initiatives may include seminars, guest speakers, posters, and informational materials aimed at informing students, staff, and parents/guardians about the risks associated with smoking and vaping.
4. Compliance with Regulations: The school will update and adapt its policy as necessary to ensure compliance with any changes in local or national legislation.
5. Communication and Implementation: This policy will be communicated to all stakeholders, including students, parents/guardians, staff, and visitors, through the school's website, student handbooks, orientation programmes, and posted signage around the campus. Its implementation will be monitored and enforced consistently by the school administration and staff.

Rationale
At ProEd Global School, we prioritise the safety, emotional wellbeing, and academic progress of all our students. In situations where parents or guardians leave the island of Bali for work or personal reasons and delegate temporary care of their children to another adult, the school must be informed and involved. This policy ensures that appropriate communication channels are established to maintain the continuity of care, educational engagement, and student welfare.

Expectations

1. Parents/Permanent Guardian(s) must appoint a Caregiver/Guardian when leaving their child(ren) in Bali while they are off-island.
2. The school must be informed of this appointment prior to Parent/Permanent Guardian(s) departure. This Caregiver/Guardian should be over 18 years old and legally able to reside in Bali for the duration of the parents’ absence. 
3. The Parent/Permanent Guardian(s) and Caregiver/Guardian must inform the administration before the change in guardianship arrangements are made and contact information must be supplied. 
4. The student/s must live with the Caregiver/Guardian during the period of the Parent’s/Guardian’s absence. 
5. The Caregiver/Guardian must inform the school in advance regarding any student’s lateness/absence. In cases of absence or tardiness while Parent/Permanent Guardian(s) are away, Parent/Permanent Guardian(s) will be informed of all absences and tardies by the school office via the contact information listed as soon as possible. 
6. The school reserves the right to call on the parents to return to Bali if any emergency situation with the child arises at school. Further, the school must be provided with telephone information to contact the Parent/Permanent Guardian(s) directly if an emergency situation does arise. 
7. Parent/Permanent Guardian(s)ans and Caregiver/Guardian(s) are required to complete, sign and submit a form, ‘Parent Abroad Form’ for this arrangement.

Rationale
At ProEd Global School, we prioritise fostering a collaborative environment between educators, parents, and visitors to ensure the holistic development and safety of our students. We recognise the invaluable contributions and insights that parents and visitors bring to the educational experience. This policy aims to establish clear guidelines for parent and visitor involvement/observation within our institution, ensuring a supportive and secure learning environment for all stakeholders.
 

Purpose
The purpose of this policy is to:

1. Encourage and facilitate meaningful involvement and observation opportunities for parents and visitors that align with the educational objectives and values of ProEd Global School.
2. Ensure the safety, privacy, and confidentiality of students, staff, and the educational process while allowing for beneficial engagement from parents and visitors.
3. Define guidelines for parent and visitor involvement/observation to maintain a conducive learning atmosphere and respect the roles of educators and staff members

Guidelines

Scheduled Visits/Observations

• Parents and visitors interested in observing classroom activities or participating in school events must schedule visits in advance through the designated administrative channels.
• Classroom visits should be limited to specific time frames and should not disrupt the ongoing instructional process or student learning.

Guidance for Visitors

• All visitors must check in at security upon arrival and obtain a visitor's badge, clearly indicating their purpose and destination within the premises.
• Respect for student confidentiality is crucial. Observers should refrain from sharing any information or images of students without explicit consent from the Head of School.

Parent Participation and Engagement

• Opportunities for parental involvement in school activities, committees, or parent-teacher organisations will be encouraged and communicated regularly.
• Parent-teacher conferences, workshops, and events will be organised to foster collaboration between home and school.

Respect for Staff Boundaries

• While parents and visitors are welcome, it's essential to respect the professional boundaries of staff members.
• Observers should not interrupt ongoing classes or approach students without prior authorisation.

Confidentiality and Privacy

• Observers are required to maintain the confidentiality of information shared or observed during their visit, including student behaviour, academic progress, and any sensitive information disclosed during conversations or observations.
• Photography, video recording, or sharing of identifiable information regarding students, staff, or school premises without explicit permission are strictly prohibited.

Feedback and Communication
After the visit or observation, parents and visitors are encouraged to provide constructive feedback or suggestions through appropriate channels established by the school

Rationale
ProEd Global School is committed to providing a conducive and harmonious learning environment that fosters the academic, social, and emotional growth of our students. Collaboration between educators, students, and parents/guardians plays a vital role in achieving these objectives. The implementation of a Parent/Guardian Code of Conduct Policy is essential to outline expectations, responsibilities, and behaviours that support the well-being and success of our educational community.

Purpose
The Parent/Guardian Code of Conduct Policy aims to:

• Establish clear expectations for the conduct of parents/guardians within the educational setting.
• Foster positive and respectful communication between parents/guardians, staff, and students.
• Create a supportive and cooperative partnership between home and school for the benefit of the students' academic and personal development.
• Ensure a safe and inclusive environment that upholds the values of respect, courtesy, and cooperation among all stakeholders.

Guidelines
As a parent/guardian within our educational community, you are expected to:

1. Recognise and support the expertise of educators, allowing them to perform their duties without undue interference. 
2. Encourage and facilitate your child's attendance, punctuality, and completion of assignments.
3. Engage in constructive, respectful, and timely communication with teachers, staff, and administration. Refrain from using aggressive, abusive, or disrespectful language or behaviour in interactions with school personnel or other parents/guardians.
4. Encourage and model positive behaviour, respect for diversity, and inclusion. Refrain from behaviours that may disrupt or negatively impact the school environment, such as gossiping or spreading rumours.
5. Familiarise yourself with and adhere to school policies, procedures, and guidelines. 
6. Respect the school's rules regarding attendance, dress code, and other regulations.
7. Address concerns or conflicts through appropriate channels, such as scheduled meetings or discussions, rather than engaging in public or confrontational engagements.

Possible Sanctions
The following outlines a range of sanctions against any parent/guardian who has broken the Parent/Guardian Code of Conduct and continues to demonstrate unacceptable behaviour:

• Stage 1
  Initial instances of misconduct or non-compliance may result in a verbal warning, emphasising the need to adhere to the established guidelines.
• Stage 2
  Repeated infractions or serious violations may lead to a formal written warning, outlining specific areas of concern and the expectation of immediate improvement.
• Stage 3
  Continued disregard for the Parent/Guardian Code of Conduct may result in probationary measures, such as limited access to certain school activities or a probationary period for participation in school events.
• Stage 4
  In severe cases or persistent non-compliance, the school may restrict or revoke certain privileges, including participation in school events or access to school premises. In extreme cases where the conduct significantly disrupts the educational environment or compromises the well-being of others, the school reserves the right to take further appropriate actions, including legal recourse or expulsion from the school community.

Rationale
This policy provides a structured framework that outlines the financial obligations of students and their families toward ProEd Global School.

Purpose
The primary aim of this policy is to establish a fair, transparent, and sustainable financial framework that supports the educational mission, vision, and operational needs of ProEd Global School while promoting accessibility and inclusivity.

Guidelines
This policy details the various conditions and requirements applicable at ProEd Global School.

Types of Fees
All fees are listed in Indonesian Rupiah (IDR). Any adjustments will be communicated to parents/guardians in advance.

Enrolment Fee
A one-time, non-refundable fee of IDR 10,500,000 is payable when a place for a student is offered and accepted.
 

Re-enrolment Fee
A one-time, non-refundable fee of IDR 10,500,000 is required upon acceptance of an offer of placement for a student.
 

Placement Deposit
A one-time fee equal to 10% of the total school fees is required when a class is at capacity and a student is placed on the waiting list. If the student is subsequently offered a place, this Placement Deposit will be deducted from the total school fees.
 

Tuition Fees
Tuition fees cover the core academic programme and the delivery of the school’s curriculum by qualified teachers. This includes access to classroom instruction, assessments, academic reporting, and a range of co-curricular and enrichment activities that support students’ learning and development. Tuition fees are essential for maintaining high educational standards, investing in quality teaching staff, and providing a supportive and engaging learning environment for all students.
 

The tuition fees vary by campus and year level. Please refer to the official school fee schedule for detailed breakdowns.
 

Levies

1. Development Levy
   An annual, non-refundable Development Levy is payable in advance, as follows:
   
   - IDR 12,500,000 for students in Nursery, Reception, Years 1 to 6, and Towards Independence 1 and 2
   - IDR 15,000,000 for students in Years 7 to 13 and Towards Independence 3
   
   For students enrolling after Term 1, the levy will be applied on a pro-rata basis, calculated by term.
   
   The Development Levy contributes to the operational costs of ProEd Global School, including campus facilities and land lease expenses.
2. Materials and Resources Levy
   A non-refundable fee of IDR 14,500,000 is payable annually in advance. 
   
   For students enrolling after Term 1, this fee will be charged on a pro-rata (term-based) basis.
   
   This fee covers the cost of essential learning materials, classroom resources, and educational tools provided throughout the academic year. It includes items such as workbooks, stationery, art supplies, printed materials, digital learning platforms, science lab consumables, and other resources used to support daily teaching and learning activities. 
   
   The fee ensures that students have consistent access to high-quality materials without the need for individual purchases during the school year.
3. Pastoral Care Levy 
   An annual, non-refundable Pastoral Care Levy of IDR 5,000,000 is payable in advance. 
   
   For students enrolling after Term 1, the fee will be applied on a pro-rata basis, calculated by term. 
   
   This levy supports the school’s commitment to student well-being, helping to fund programs and services such as counselling, mentoring, character education, well-being workshops, and community-building initiatives. It ensures that every student has access to the guidance and support needed to thrive in a safe, inclusive, and nurturing environment. 
   
   *Please note that this fee applies exclusively to the Umalas campus.

Individualised Education Programme (IEP) Fee
A non-refundable fee of IDR 25,000,000 is payable annually for students requiring customised learning plans.
 

Integration Aid Fee
A non-refundable annual fee of IDR 100,000,000 is payable for students requiring a 1:1 Teacher Assistant.
 

English as an Additional Language (EAL) Fee
A non-refundable termly fee of IDR 5,000,000 is payable on a termly basis for students requiring English language development support.
 

Camp and Excursions Fee
This fee covers the costs associated with student camps, field trips, and educational excursions organised throughout the academic year. It includes expenses such as transportation, accommodation, meals, entry fees, activity materials, and supervision. These experiences are designed to enhance classroom learning, foster personal growth, and encourage teamwork, independence, and real-world understanding.

Attendance at camps for Year 7 and above is compulsory. If a student is unable to participate due to personal, social, emotional, or physical reasons, this must be discussed directly with the Head of School. Please note that camps incur an additional cost for families, and students may attend one camp per academic year.

Students also take part in regular excursions, usually once each term. To keep these experiences accessible for all families, the school strives to limit the cost of each day trip to no more than IDR 450,000.
 

Bus Service Fee
This fee covers the cost of providing safe and reliable transportation for students between their homes and the school. It includes expenses related to fuel, vehicle maintenance, insurance, and the employment of trained drivers and bus attendants. The Bus Service Fee ensures a convenient and secure commuting option for families, with routes and schedules designed to accommodate the needs of the school community.

1. Families are encouraged to make an upfront yearly payment to enable the continuous planning and development of our programme to the highest standard.
2. All invoices must be paid in advance for students to receive educational support unless alternative arrangements have been made with the Head of School.
3. Parents/guardians must adhere to the specified payment deadlines to avoid penalties

Monthly Payment 
Parents/guardians may apply for a monthly payment plan if they can provide written evidence that:

1. The family has experienced a loss of more than 40% of their monthly income for a consistent period of five (5) months or more, or
2. The family’s primary earner has been unemployed for five (5) months or more.
3. The monthly payment plan incurs a one-time surcharge of IDR 10,000,000, which is added to the current annual fees. Additionally, all levies must be paid in the first instalment.
4. While school fees are paid monthly, the total annual tuition fee is divided across the first three terms of the academic year. This means that payments during Terms 1, 2, and 3 will be higher, with no standard tuition payments required in Term 4.
5. Parents/guardians on a monthly plan must continue payments up to and including the term in which they choose to withdraw from the school. 
   If a parent/guardian defaults on a payment or demonstrates inconsistency, the student may be withdrawn from the school by the Head of School or Director.
6. The monthly payments are not eligible for any discounts, except for the sibling discount.

Payment Methods
Payments can be made via:

1. Bank Transfer
   Bank Name:             Bank Mandiri
   Bank Account Name:         Yayasan Proeducation International Center
   Bank Account Number:         1750002598034 (IDR)
   Bank Account Number:         1750002598042 (USD)
   SWIFT Code:             BMRIIDJA
   Cash and Credit Card
   Available Monday through Friday before 3:00pm.
   *Note that the credit card payment via the school’s Electronic Data Capture (EDC) machine incurs a 2% surcharge.
2. All payments must be made in Indonesian Rupiah (IDR), unless otherwise specified.
3. Parents/guardians are responsible for any bank fees or transaction charges.
4. A copy of the transfer slip, including the invoice number and student name(s), should be submitted to the Finance Team upon completion of the transaction

Late Payment Policy

1. A late payment fee of 2% per month will be charged on any payments not received by the due date.
2. Failure to pay tuition fees within the grace period may result in a temporary suspension of the student from school activities.
3. Continued non-payment may lead to cancellation of enrolment and, if necessary, legal action.

Refund Policy

1. Enrolment, Levies, and Integration Aid fees are strictly non-refundable.
2. Tuition fee refunds will only be considered in exceptional cases and must be requested in writing.
3. Refund eligibility and amounts will be determined based on the school's refund guidelines and the timing of the withdrawal request.
4. Students in serious breach of ProEd Global School policies may be removed from the course without a refund.

Discount

1. A 5% discount is offered on tuition fees when the full annual payment is made in advance.
2. Families enrolling a second child are eligible for a 5% discount on that child's tuition fees.
3. A 10% discount is available exclusively at the Nuanu Campus for families who are part of the Nuanu Community. To qualify, parents or guardians must provide proof of employment with a Nuanu Community Member.

Withdrawal and Transfer Policy

1. Parents/guardians must provide written notice at least one term in advance if they intend to withdraw or transfer their child.
2. Failure to provide timely notice may result in additional financial obligations.
3. All outstanding payments must be settled before the withdrawal or transfer process is finalised.

Dispute Resolution
Any disputes or disagreements regarding payments or financial matters will first be addressed through direct communication between the persons responsible for fee payments and the School's Business Manager. If a resolution cannot be reached, the matter will be escalated to the school's leadership team for further review and a final decision.
 

Force Majeure 

1. The school shall not be liable for any failure or delay in fulfilling its obligations due to events beyond its control, including but not limited to natural disasters, pandemics, political unrest, or government regulations.
2. In such circumstances, the school reserves the right to adjust its academic calendar, learning format, or financial policies as necessary.

Contact Information

1. For any payment-related inquiries, parents/guardians may contact the school's finance office via email or phone.
2. All official communications regarding tuition and fees will be sent through the school’s designated channels.

Data Protection
ProEd Global School is committed to protecting the personal and financial information of all families. All data collected as part of the payment process will be handled following the school's data privacy policy.

Rationale
Staff and students should not make use of prohibited or dangerous substances in any circumstances regardless of time or place. ProEd Global School is committed to providing a drug-free community through education and recognises the need to equip students with the knowledge, skills and strategies to cope with any exposure to prohibited substances.
 

Purpose
To support the school in keeping a safe learning environment and to provide guidance to stakeholders in dealing with issues surrounding the use, possession and supply of prohibited substances.
Guidelines

1. Illegal drugs, alcohol, tobacco and smoking materials and associated paraphernalia are inappropriate and a hazard in the school environment including events outside of the classroom. Their possession or use by students will not be tolerated.
2. Any students found with or associated with illegal drugs, alcohol, tobacco or associated paraphernalia in their possession or involved in their use while under school care will be dealt with under the school disciplinary procedures.
3. Breaches of this policy will be judged on a case-by-case basis but will involve serious disciplinary consequences.
4. Students found to have breached this policy and who still remain in the school will, in addition to their disciplinary sanctions, be required to prove that they are no longer using prohibited substances and will be required to receive counselling.
5. The school supports Indonesian government initiatives for the random drug testing of students.
6. The school supports Indonesian government initiatives for the annual drug testing of expatriate staff. Failing a drug test will be considered gross misconduct.
7. The school will provide education on the misuse of prohibited substances.
8. Any staff member found to be using or under the influence of illegal drugs or alcohol during school hours or while on an excursion with students will be dealt with under staff disciplinary procedures.
9. All school events, including those off-site or places or situations where staff and students are clearly identifiable as representing ProEd Global School, will be drug, alcohol and tobacco-free. This will also include any visitors to such events.
10. The school will involve the Indonesian Police where the law has been broken.

Purpose
The Student Behaviour Policy outlines the expectations for student conduct at ProEd Global School, the procedures for promoting positive behaviour, and the consequences for unacceptable behaviour. The policy aims to create a safe, nurturing, and inclusive environment for all students.

Scope
This policy applies to all students of ProEd Global School, both on and off school premises during school-related activities.

Objectives

1. Promote Positive Behaviour
   • To encourage and reinforce positive behaviour that reflects the school’s values of kindness, respect, and doing our best.
   • To create a supportive environment where students feel safe, valued, and respected.
2. Establish Clear Expectations
   • To clearly define behaviour expectations for all students.
   • To ensure consistency in the application of behaviour standards across all classes and activities.
3. Encourage Self-Discipline
   • To help students develop self-discipline and an understanding of the consequences of their actions.
   • To foster a sense of accountability and responsibility for their behaviour. 

Behaviour Expectations

1. Respect
   • Show respect for oneself, others, and the school environment.
   • Listen to and accept the opinions and feelings of others.
2. Responsibility
   • Take responsibility for personal actions and their consequences.
   • Arrive on time, prepared for class, and ready to learn.
   • Act honestly and fairly in all situations.
   • Follow school rules and exhibit good citizenship.
3. Collaboration
   • Work cooperatively with peers and staff.
   • Contribute positively to group activities and discussions.

Procedures for Promoting Positive Behaviour

1. Positive Reinforcement
   • Recognise and celebrate positive behaviour through rewards, praise, and recognition programmes.
   • Implement a system of incentives for students who consistently meet behaviour expectations.
2. Behaviour Education
   • Provide regular lessons and workshops on social skills, conflict resolution, and emotional regulation.
   • Encourage student involvement in creating a positive school culture through leadership opportunities and peer mentoring.
3. Open Communication
   • Maintain open lines of communication between students, teachers, and parents regarding behaviour expectations and concerns.
   • Encourage students to express their feelings and concerns in a constructive manner.

Consequences for Unacceptable Behaviour

1. Tiered Response System
   • Minor Infractions: Addressed by the classroom teacher through verbal warnings, reflection time, or loss of privileges.
   • Moderate Infractions: May involve a meeting with the teacher, parent notification, and a behaviour plan developed in collaboration with the student.
   • Severe Infractions: Such as bullying, violence, or significant disruption may result in immediate referral to school leadership, a formal meeting with parents, and potential suspension or expulsion.
2. Restorative Practices
   • Implement restorative practices that focus on repairing harm and rebuilding relationships, rather than solely punitive measures.
   • Encourage students to reflect on their behaviour and participate in discussions about how to make amends.
3. Documentation
   • Maintain accurate records of behaviour incidents and interventions to monitor patterns and inform future actions.
   • Review behaviour records regularly to identify areas for improvement and inform school-wide strategies.

Rationale
ProEd Global School must be a safe, caring and orderly learning environment in which the rights of all students to learn and all teachers to teach must be supported. We also recognise the need to develop and nurture a culture which promotes respect and positive relationships within (and beyond) the school community.
 

Purpose
This policy sets the framework through which ProEd Global School manages student behaviour. It is based on the principles of procedural fairness and does not permit corporal punishment of students.
 

Guidelines

1. Every student has the right to access education free from impediments caused by inappropriate behaviour by others.
2. Teachers have the right to teach. Our teachers plan and implement a classroom management plan, which outlines consequences for inappropriate behaviour as well as reinforcing appropriate behaviour.
3. Students should accept responsibility for their own behaviour. Behaviour occurs as a result of choices, conscious or unconscious, which are based on the student’s perception of the best way to satisfy a particular need. In our classrooms, we display behaviour expectations and students will be helped to meet these through consistent approaches.
4. Good behaviour management is based on rules that are maintained consistently. Every classroom should have a set of classroom rules or expectations that apply to all students and operate fairly and predictably for them.
5. All behaviour has consequences, which affect future opportunities. Good behaviour management provides students with a choice by making clear the consequences that result from particular behaviours. Students need opportunities to alter inappropriate behaviour. Classroom management plans are discussed with students at the commencement of each academic year and will be reviewed if and when necessary throughout the year. A “step” warning system is used, when appropriate so that students can exercise a choice about continuing inappropriate behaviour before a consequence occurs.
6. Inappropriate behaviour requires a response which protects the rights of students who want to learn, supports the rights of teachers to teach, and offers the students involved a chance to learn how to make a more appropriate choice in the future. To support students, teachers will consistently refer to classroom rules or expectations and the Student Code of Conduct, provide students with the opportunity to behave appropriately, use consequences that are previously understood by students, apply consequences firmly but without the use of physical or verbal aggression, use the Head of School or Counsellor to remove an unwilling student from a class.
7. The relationship between the student and the teacher is at the heart of learning and disciplining and confronting disruptive behaviour is initially the teacher’s responsibility. Other staff will not become involved unless requested or the Head of School or Counsellor deems it necessary.
8. Students should not be allowed to engage in behaviour that is not in the best interest of themselves or the best interests of others. We operate a supervised arrangement (with the Head of School or designate) for students who move beyond the full range of classroom management steps.
9. Appropriate behaviour applies equally to out-of-lesson times such as break time, lunchtime, in school buses travelling to and from school and on excursions. A break time or lunchtime school detention system is in place to provide consequences in such circumstances. No student will be prevented from eating, drinking or going to the bathroom during a detention.
10. We will adopt a Restorative Justice approach as a platform for student management for students in Grades 3-6. Restorative Justice is a whole school commitment to quality relationships. It establishes a philosophy and a set of practices that reflect a commitment to inclusiveness, collaboration and problem-solving, and provides strategies to manage students’ behaviours while maintaining the respect and dignity of all parties. A key feature of our Student Behaviour Management Policy is to provide students with a fair process that allows for the opportunity to take ownership of their actions and the opportunity to change behaviour. This aligns with the school’s attitude towards restorative justice operating on the premise that conflict harms relationships. Therefore, individuals must accept the responsibility for repairing that harm.
11. Students who repeatedly fail to meet our expectations may face consequences, including the possibility of being ineligible to represent the school in sports events or other school-related functions. Representing the school is a privilege that comes with the responsibility of upholding our values and standards of behaviour.

At ProEd Global School, the following list outlines the expectations of all students:

1. I will show respect for other people and their property by:
   • Respecting the rights of others to learn.
   • Following my classroom’s routines/guidelines/directives/expectations.
   • Showing courtesy and respect towards others.
   • Showing respect for other people’s property.
   • Helping to create a peaceful and positive school environment.
   • Greeting each other politely and with a smile, especially visitors to the school.
2. I will demonstrate pride and respect in my school uniform by:
   • Wearing the school uniform every school day, unless otherwise specified (e.g., special dress days or events).
   • Wearing the school PE uniform whenever I have PE that day.
   • Wearing closed-toe shoes to and from school. Sandals or flip-flops are not permitted for safety reasons. 
   • Wearing a hat when outdoors.  
     • Note: On designated special dress days or themed events, students may be permitted to wear attire that deviates from the standard school uniform. However, attire should remain appropriate and in line with school values.
3. I will respect the school environment by:
   • Doing all I can to keep our school clean and tidy.
   • Putting rubbish in bins.
   • Caring for plants, furniture, equipment and buildings.
   • Taking my water bottle, lunch containers and leftovers home each day.
4. I will work and play safely and sensibly in appropriate places by:
   • Staying on the school grounds.
   • Playing sensibly and safely in school-designated areas.
5. I will know what to do at break time and lunchtime by:
   • Sitting down and eating my snack or lunch in my classroom or at the picnic tables (when supervised by my teachers).
   • Choosing suitable things to do during break time and lunchtime.
   • Knowing where to go, including rainy days.
6. I will know what I can bring to school by:
   • Bringing food and drink that is suitable for playtime or lunchtime.
   • Bringing a plastic drink container/bottle.
   • Leaving toys, games, money and other special things at home unless the teacher allows it for a special occasion.
     • Note: Mobile phones must be kept within the school bag during the day and must not be used during the day unless a teacher gives permission.
7. If I utilise school transportation (bus) I will travel to and from school safely by:
   • Wearing a seatbelt.
   • Sitting quietly and behaving sensibly on the bus.
   • Stowing my bag safely.
   • Not eating on the bus (drinking water is allowed).
   • Taking all of my rubbish with me.
   • Not using personal devices such as phones, iPads, laptops, and handheld games on the school bus.
     • Note: Should I be reported for unsatisfactory behaviour, either of a serious nature or frequently, my parents will be notified and I will be warned that a subsequent referral will prohibit me from travelling in the school bus for a period of time determined by the Head of School. In this case, parents will be responsible for arranging alternative transport to and from school.
8. I will not be a bully by:
   • Keeping my hands and feet to myself.
   • Being kind and respectful.
     • Note: We are determined to ensure we have a learning environment free of any form of bullying. Therefore if at any time you do not feel safe at school, or are concerned about the safety of another student, inform your teacher immediately. You will be listened to and supported to ensure a positive and safe resolution.
9. I will ensure that my movement around the school is safe and considerate by:
   • Walking only in designated areas on school grounds.
   • Moving carefully and safely when travelling to and from parked vehicles.

Rationale
The physical and mental wellbeing of students in ProEd Global School is of paramount importance.
 

Purpose
To ensure that procedures are put in place to ensure the safety of students at  ProEd Global School.
 

Guidelines

1. The school will follow the requirements of the Health and Safety Policy.
2. The school will follow the requirements of the Student Behaviour Management Policy.
3. The school will develop and implement guidelines for dealing with bullying, including physical, mental and cyber bullying.
4. The school will ensure that all staff understand their obligations, outlined in the Staff Professional Conduct Policy.
5. Staff will have the opportunity to contribute to the annual review of this policy and have the policy explained to them annually.
6. Significant issues regarding student safety must be brought to the attention of the Head of School in a timely fashion

Rationale

Bali's tropical climate exposes our students, staff, and community to significant sun exposure throughout the year. Understanding the prevalence of skin cancer due to UV radiation exposure and the heightened risk in our tropical setting, we are committed to implementing effective measures to mitigate sun-related risks. Our intention is to cultivate an environment that promotes sun safety awareness and ensures the well-being of everyone under our care.

Purpose
The purpose of this Sun Protection Policy is to ensure the implementation of proactive measures that promote sun safety and minimise the risks associated with sun exposure within the school community. By raising awareness, educating, and enforcing sun protection practices, we aim to:

1. Educate students, staff, and parents about the importance of sun safety.
2. Minimise the risk of skin damage, sunburn, and skin cancer caused by prolonged sun exposure.
3. Encourage the adoption of sun protection measures during school hours and outdoor activities.
4. Ensure access to adequate sun protection resources and facilities on the school premises.

Guidelines
Bali's tropical climate exposes our students, staff, and community to significant sun exposure throughout the year. Prolonged exposure to the sun's harmful ultraviolet (UV) rays poses health risks, including sunburn, skin damage, and an increased risk of skin cancer. As a responsible educational institution, ProEd Global School acknowledges the importance of safeguarding the well-being of our students, staff, and visitors against the harmful effects of excessive sun exposure.

1. Sun-Smart Clothing: Encourage the use of protective clothing, such as wide-brimmed hats, long-sleeved shirts, and sunglasses with UV protection, especially during outdoor activities.
2. Sunscreen Application: Encourage the regular application of sunscreen with a sun protection factor (SPF) of 30 or higher. Sunscreen should be applied before students arrive at school and reapplied during the day as needed, especially before outdoor activities.
3. Shaded Areas: Ensure that shaded areas are available and accessible during outdoor activities or breaks, encouraging students and staff to seek shelter from direct sunlight when possible.
4. Outdoor Activities Timing: Schedule outdoor activities and physical education classes during times when the sun's intensity is lower, typically in the morning or late afternoon.
5. Water Provision: Encourage the consumption of water throughout the day to maintain hydration levels, especially during outdoor activities.
6. Staff and Parental Support: Encourage staff and parents to model sun-safe behaviours and support the school's efforts in implementing sun protection measures.

Rationale

The safety and well-being of our students are paramount priorities at ProEd Global School. This supervision policy is designed to ensure a secure and conducive learning environment throughout the school day and during school-related activities. Effective supervision fosters a sense of security, prevents accidents, and promotes positive behaviour among students, contributing to their holistic development.
 

Purpose
The purpose of this supervision policy is to outline the responsibilities and expectations of staff members regarding the supervision of students before, during, and after school hours, as well as during excursions, including overnight camps. This policy aims to ensure the safety, security, and positive engagement of students at all times.
 

Guidelines
Before School

• Staff members assigned to morning supervision duties must arrive on time and be present in designated areas to welcome students.
• Staff members should monitor students' behaviour, intervene when necessary, and provide assistance as needed.

During Break Time and Lunchtime

• Adequate supervision should be maintained in all areas where students congregate during break times and lunch hours.
• Staff members must actively supervise students, ensuring appropriate behaviour, resolving conflicts peacefully, and promoting inclusive and positive interactions.
• Identify designated play areas and ensure they are safe and conducive to play.

After School

• Staff members must supervise students until they have safely departed from the school premises or have been collected by authorised individuals.
• Ensure students waiting for transportation or pickup are under adult supervision.
• Communicate any late pick-ups to administration staff and ensure the safety of waiting students.

Excursions and Overnight Camps

• Conduct thorough risk assessments before excursions or overnight camps and ensure adequate adult-to-student supervision ratios.
• Appoint responsible staff as excursion leaders and ensure they are briefed on emergency procedures and student medical needs.
• Implement a buddy system to account for all students during excursions or overnight stays.
• Establish a clear communication plan between staff, parents, and emergency services if needed during excursions or camps.
• All staff who accompany students on excursions must complete and submit a copy of the Excursion Chaperone Guidelines.

Rationale

As a school offering the Cambridge Curriculum in Indonesia, ProEd Global School is required to develop and implement a broad and balanced curriculum which incorporates the requirements of the Indonesian Ministry of Education, the Cambridge Curriculum and the Vision and Mission of ProEd Global Schools. In order to meet those requirements, teaching staff are responsible for ensuring that the written curriculum is accurately and faithfully reflected in the taught curriculum using research-based and internationally accepted best practices. This taught curriculum must be delivered in a manner that takes into account the needs of all students in the school, including students identified as having learning support needs.

Purpose

1. To ensure alignment between the written and taught curriculum of ProEd Global School.
2. To ensure that all teachers use teaching methods and strategies that are congruent with our Teaching and Learning Philosophy.
3. To ensure a common understanding of expected teaching practice throughout the school.
4. To guide classroom visits used for teacher development purposes.

Guidelines

1. Expected classroom practice will be clearly outlined in the staff handbook.
2. Teaching practice should incorporate most, if not all, of these approaches to teaching:
   • Inquiry
   • Conception understanding
   • Developed in local and global contexts
   • The promotion of teamwork and collaboration 
   • Barriers to be removed
   • Informed by assessment
3. This practice will be reinforced through lesson observations and walkthroughs.
4. In-school professional development linked to teacher development will be dedicated to ensuring staff are supported in aligning the written and taught curriculum.
5. External professional development will be used to ensure alignment between ProEd Global School and international best practices.

Rationale

The primary objective of this policy is to fortify and harmonise the safety and confidentiality of all data retained within ProEd Global School. It emphasises the importance of seeking voluntary consent from parents/guardians for the utilisation of school-related photographs of students and activities for promotional purposes. This policy aims to maintain a respectful and considerate approach by obtaining explicit permission from parents before any official school publications. It also ensures transparency by informing parents when the school permits an official press photographer to capture images during school events for potential publication in the local press or other mediums.

Purpose

1. To establish clear guidelines for the respectful and appropriate use of images of students and school-related activities across various mediums.
2. To collaborate with other educational institutions, local authorities, and the community to exchange best practices and enhance the implementation of this policy.

Guidelines
Consent and Usage of Images

1. Seek written permission from parents/guardians during enrollment on photo release forms for the use of school-related photographs for marketing purposes.
2. Obtain explicit permission from parents/guardians before any official school publications.
3. Notify parents when an official press photographer is authorised to take photographs during a school event for potential publication
4. Request permission from parents/guardians to use images of their children in the school prospectus, website, webcam for internal use, printed educational publications, or professional videos intended for marketing purposes.

Photography Procedures

1. Ensure that photographs taken of students during school events are captured using a school camera by school personnel.
2. Prohibit school personnel from using personal mobile phones to photograph students or distribute images to parents/guardians.
3. Safeguard against unauthorised taking and publishing of images of school personnel.

Purpose Statement
The purpose of our school's withdrawal policy is to provide a clear and efficient framework that respects the needs and decisions of students and their families while ensuring a smooth transition out of our school. Our withdrawal protocols seek to maintain open lines of communication, uphold privacy and confidentiality, and gather valuable feedback to continually improve our educational services. Ultimately, our goal is to ensure that every student's withdrawal from ProEd Global School is a positive and respectful experience.

Withdrawal Protocols

1. Notification of Departure
   When a student's family intends to withdraw the student from the school, they must notify the Admissions Team or our Administration Team in writing via the school’s Withdrawal Form at least one (1) month in advance. This notification should include the intended departure date. In Term 4, this notice must be submitted at least one (1) month before the final day of the academic year, or earlier, regardless of the student’s intended departure date.

2. Student Records
   The school will maintain a comprehensive student file that includes academic records, attendance records, health records, and contact information.

3. Academic Clearance
   The classroom teachers will assess the student's academic status to ensure that all library books and school materials have been returned. 

4. Financial Clearance
   The school's finance department will review the family's financial records to ensure that all outstanding fees, tuition, and other financial obligations have been settled. This includes:

   • Tuition fees

   • Lunch fees (Jungle Toppings)

   • Extracurricular activity fees (if applicable)

   • Outstanding fines or debts

5. Exit Certificate
   Once all academic, library and financial obligations have been met, the school will issue an ‘Exit Certificate’ for the departing student. This certificate confirms the start and end dates of enrolment and that the student is cleared to leave the school without any outstanding obligations.

6. Withdrawal Letter
   Once a Withdrawal Form has been submitted to the school, you will receive a confirmation letter. These letters will be sent promptly once the student’s departure is confirmed, to ensure clear communication and proper closure for all parties.

7. Student Records Transfer
   On request, the school will prepare a copy of the student's academic reports and transfer them to the new school and/or provide them to the parents for their records. 

8. Reference Letters 
   All reference letter requests must be directed to the Admissions Office in the first instance. While letters will be prepared in coordination with relevant staff, all reference letters will be confidential and require final approval from the Head of School. Once approved, the letter will be sent directly to the requesting school.

9. Return of School Property
   The student or their parents should return any school-owned property, such as library (or class) books, in good condition.

10. Exit Interview
    The school may request an exit interview with the student and their parents to gather feedback about their experience at the school and to address any concerns or suggestions they may have.

11. Refund Policy
    If applicable, the school will provide information regarding any refunds for prepaid fees or services that will not be utilised by the departing student. Refunds may or may not apply, depending on our payment policy, which can be viewed on the school’s website. 

12. Forwarding Contact Information
    The family will provide the school with their updated contact information in case there is a need to reach them after the student's departure.
    These withdrawal protocols aim to ensure a smooth transition for both the departing student and the school while maintaining financial transparency and resolving any outstanding financial obligations.