Private Schools Policy and Guidance Manual

Private Schools
Policy and Guidance Manual

2014-2015
Disclaimer
Disclaimer
The Private Schools Policy and Guidance Manual (“Manual”) applies to all Private Schools
in the Emirate of Abu Dhabi. Users of this Manual, including school owners, Principals,
staff, students and Parents/Guardians, must note the following:
 The Arabic version of the Organising Regulations of Private Schools in the Emirate of
Abu Dhabi for the year 2013 is the binding version. In case of any discrepancy with the
English version issued by the Council, the Arabic version supersedes.
 This Manual will be updated periodically as needed in response to developments in
private education. Stakeholders will be notified in such instances.
 Whenever there is a reference to the Irtiqa’a Framework for the Inspection of Private
Schools in the Emirate of Abu Dhabi, the current version of this framework should be
referred to.
For any additional support regarding this Manual, please contact the Policy Planning and
Performance Management Division, Policies Team at the Private Schools and Quality
Assurance Sector by email: [email protected]
* This document is a translation of the original Manual in Arabic. It is provided as general

information for the convenience of non-Arabic speakers. The Manual in Arabic is the
official reference and shall supersede the English (or any other) translation and shall
govern in case of any conflict or inconsistency.
Foreword
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Foreword
“The real asset of any advanced nation is its people, especially the
educated ones, and the prosperity and success of the people are measured
by the standard of their education.”
Sheikh Zayed bin Sultan Al Nahyan
The Abu Dhabi Education Council (“ADEC”) has built its policies for the Private Schools
sector guided by the Emirate of Abu Dhabi’s Economic Vision 2030, which requires an
effective and influential private education that competes with public education and fulfils
the ambitious goals of the Emirate of Abu Dhabi.
This manual and its policies are guided by the Council’s strategic plan, which aims to build
a sustainable private education system that relies on self-improvement, good governance,
and mature operational capabilities. This will ultimately raise the overall quality of
education in our Private Schools and provide students with the opportunity to be
equipped with the knowledge, skills and values necessary to embark on further education
that supports a knowledge-based economy and achieves sustainable development. The
education system will prepare graduates to enter the workforce and be competitive in the
global society, while preserving the national identity of the UAE and its culture, traditions
and customs.
The Private Schools and Quality Assurance Sector (“PSQA Sector”) has exerted great
efforts in developing this Manual, in order to achieve the Council’s standards,
requirements and expectations as they relate to private schools. It is consistent with the
most up-to-date and best local, regional and international standards, and is aligned with
the government directives in the UAE, and provides clear direction for the advancement
of private sector education.
Therefore, it provides an essential trusted reference for private education in the Emirate
of Abu Dhabi.
Dr. Amal Abdullah Al Qubaisi

Director General
Abu Dhabi Education Council
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Table of Content
DISCLAIMER ..................................................................................................................................................... 3
FOREWORD ..................................................................................................................................................... 5
CHAPTER 1 DEFINITIONS ................................................................................................................................ 11
DEFINITIONS .................................................................................................................................................. 12
CHAPTER 2 THE CORE VALUES OF EDUCATION .............................................................................................. 15
POLICY 1: THE CORE VALUES OF EDUCATION AND MORAL OBLIGATION .......................................................................... 16

CORRESPONDING TO ARTICLES (2) AND (6) OF THE ORGANISING REGULATIONS ................................................................ 16
POLICY 2: ETHICAL LEADERSHIP ............................................................................................................................... 19
CORRESPONDING TO ARTICLE (4) OF THE ORGANISING REGULATIONS ............................................................................. 19
POLICY 3: STUDENTS PROTECTION ........................................................................................................................... 21
CHAPTER 3 SCHOOL LICENSING ...................................................................................................................... 25
POLICY 4: COMPULSORY LICENSING ......................................................................................................................... 26

POLICY 5: LICENSE CATEGORIES............................................................................................................................... 30
POLICY 6: GRANTING A TEMPORARY LICENSE FOR A NEW SCHOOL AND APPROVING THE OPERATIONAL PLAN ........................ 31
CORRESPONDING TO ARTICLES (9) AND (10) OF THE ORGANISING REGULATIONS .............................................................. 31
POLICY 7: TEMPORARY LICENSE RENEWAL................................................................................................................. 34
CORRESPONDING TO ARTICLE (11) OF THE ORGANISING REGULATIONS ........................................................................... 34
POLICY 8: GRANTING A GENERAL LICENSE ................................................................................................................. 35
POLICY 9: GENERAL LICENSE RENEWAL ..................................................................................................................... 37
POLICY 10: GRANTING ACCREDITED LICENSE* ........................................................................................................... 38
POLICY 11: LICENSE FEES AND FINANCIAL GUARANTEES............................................................................................... 39
POLICY 12: PUBLIC HOLIDAYS ................................................................................................................................. 40
POLICY 13: WEBSITE............................................................................................................................................. 41
POLICY 14: APPROVING THE SCHOOL CALENDAR ........................................................................................................ 42
POLICY 15: OFFICIAL PHOTOS AND THE UAE FLAG AND ............................................................................................... 43
NATIONAL ANTHEM............................................................................................................................................... 43
CHAPTER 4 SCHOOL’S ACCREDITATION .......................................................................................................... 45
POLICY 16: OBTAINING ACCREDITATION ................................................................................................................... 46

CHAPTER 5 GOVERNANCE, MANAGEMENT AND STAFF ................................................................................. 50
POLICY 17: GOVERNANCE ...................................................................................................................................... 51

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POLICY 18: APPOINTMENT OF THE BOARD OF TRUSTEES AND........................................................................................ 53
SPECIFYING ITS FUNCTIONS ..................................................................................................................................... 53
POLICY 19: FORMATION OF SUB-COMMITTEES OF THE BOARD OF TRUSTEES ................................................................... 58
POLICY 20: MEETINGS OF THE BOARD OF TRUSTEES.................................................................................................... 59
POLICY 21: SCHOOL’S COMPLAINTS COMMITTEE........................................................................................................ 61
CORRESPONDING TO ARTICLE (26) OF THE ORGANISING REGULATION ............................................................................. 61
POLICY 22: SCHOOL DEVELOPMENT COMMITTEE ....................................................................................................... 63
CHAPTER 6 HEADMASTERS/PRINCIPALS AND VICE PRINCIPALS ..................................................................... 65
POLICY 23: THE PRINCIPAL’S AUTHORITIES................................................................................................................ 66

POLICY 24: ACCREDITATION AND LICENSING OF THE PRINCIPAL AND............................................................................... 69
VICE PRINCIPAL..................................................................................................................................................... 69
POLICY 25: APPROVAL OF TEACHING FACULTY APPOINTMENTS ..................................................................................... 71
CHAPTER 7 FACULTIES AND OTHER BODIES ................................................................................................... 73
POLICY 26: LICENSING AND QUALIFICATIONS ............................................................................................................. 74

POLICY 27: TEACHING QUALITY .............................................................................................................................. 77
POLICY 28: CONTINUOUS PROFESSIONAL DEVELOPMENT AND PERFORMANCE MANAGEMENT ............................................ 80
POLICY 29: RIGHTS AND RESPONSIBILITIES ................................................................................................................ 84
POLICY 30: PROFESSIONAL CODE OF ETHICS .............................................................................................................. 85
POLICY 31: CONDITIONS OF EMPLOYMENT AND CONTRACTS ........................................................................................ 93
CHAPTER 8 SCHOOL REPORTS AND OTHER DOCUMENTS ............................................................................... 95
POLICY 32: SCHOOL REPORTS AND OTHER DOCUMENTS .............................................................................................. 96

POLICY 33: SCHOOL MANAGEMENT REPORTS............................................................................................................ 97
POLICY 34: FINANCIAL AUDITING AND REPORTS ......................................................................................................... 98
CHAPTER 9 RECORDS AND SCHOOL REPORTS REQUIREMENTS .................................................................... 100
POLICY 35: RECORDS .......................................................................................................................................... 101

CORRESPONDING TO ARTICLE (40) OF THE ORGANISING REGULATIONS ......................................................................... 101
POLICY 36: SCHOOL REPORTS ............................................................................................................................... 104
POLICY 37: GUARDIANS REPORTS .......................................................................................................................... 107
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POLICY 38: APPROVAL OF THE SCHOOL ADVERTISEMENTS AND PROMOTIONAL MATERIALS .............................................. 109
CHAPTER 10 FEES ......................................................................................................................................... 111
POLICY 39: TUITION, OTHER FEES AND SCHOOL INCOME ........................................................................................... 112
CHAPTER 11 CURRICULUM........................................................................................................................... 116
POLICY 40: ELEMENTS OF THE CURRICULUM............................................................................................................ 117

POLICY 41: APPROVING THE CURRICULUM .............................................................................................................. 121
CHAPTER 12 EXAMINATIONS, TESTS AND ASSESSMENT .............................................................................. 124
POLICY 42: EXTERNAL PERFORMANCE ASSESSMENT TESTS ......................................................................................... 125

POLICY 43: SCHOOL TESTS ................................................................................................................................... 127
CHAPTER 13 STUDENTS AND GUARDIANS ................................................................................................... 129
POLICY 44: STUDENT ADMISSION, REGISTRATION AND DISTRIBUTION .......................................................................... 130

POLICY 45: DISTRIBUTING STUDENTS IN CLASSES...................................................................................................... 134
ACCORDING TO AGE GROUP.................................................................................................................................. 134
POLICY 46: PROMOTING STUDENTS TO THE NEXT GRADES OR RETAINING THEM TO REPEAT ............................................. 137
POLICY 47: REPORTING REPEATERS TO THE COUNCIL................................................................................................. 140
POLICY 48: STUDENTS WITH SPECIAL EDUCATIONAL NEEDS ........................................................................................ 141
POLICY 49: EXTRA-CURRICULAR ACTIVITIES ............................................................................................................. 145
CORRESPONDING TO ARTICLE (54) OF THE ORGANISING REGULATION ........................................................................... 145
POLICY 50: STUDENT BEHAVIOUR POLICY ............................................................................................................... 148
POLICY 51: EXPELLING STUDENTS .......................................................................................................................... 153
POLICY 52: CORPORAL PUNISHMENT ..................................................................................................................... 155
POLICY 53: COUNSELLING SERVICES ....................................................................................................................... 157
CHAPTER 14 ATTENDANCE AND ABSENCE ................................................................................................... 159
POLICY 54: ATTENDANCE ..................................................................................................................................... 160

POLICY 55: ABSENCE .......................................................................................................................................... 162
CHAPTER 15 GUARDIAN’S INVOLVEMENT AND FAMILY RIGHTS .................................................................. 164
POLICY 56: INFORMING GUARDIANS OF THE SCHOOL PROGRAM ................................................................................. 165
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POLICY 57: INSPECTION OF STUDENT RECORDS ........................................................................................................ 168
CHAPTER 16 INSPECTION AND SELF-ASSESSMENT ....................................................................................... 169
POLICY 58: INSPECTION ....................................................................................................................................... 170

POLICY 59: SELF-ASSESSMENT .............................................................................................................................. 173
CHAPTER 17 SCHOOL DEVELOPMENT .......................................................................................................... 176
POLICY 60: SCHOOL DEVELOPMENT PLAN ............................................................................................................... 177

POLICY 61: ORDERS AND WARNINGS ISSUED REGARDING THE .................................................................................... 179
SCHOOL’S DEVELOPMENT ..................................................................................................................................... 179
CHAPTER 18 SCHOOL AND SUPPORT SERVICES ............................................................................................ 181
POLICY 62: SCHOOL AND SUPPORT SERVICES ........................................................................................................... 182

POLICY 63: FOOD SERVICES .................................................................................................................................. 183
POLICY 64: HEALTH, SAFETY AND ENVIRONMENT ..................................................................................................... 185
POLICY 65: PROTECTION FROM DANGERS OF THE GLOBAL INFORMATION NETWORK (THE INTERNET) ................................. 192
CHAPTER 19 BUILDINGS AND FACILITIES ...................................................................................................... 194
POLICY 66: CONSTRUCTION STANDARDS ................................................................................................................. 195

POLICY 67: SCHOOL BUILDINGS ............................................................................................................................ 199
POLICY 68: STAFF HOUSING ................................................................................................................................. 200
POLICY 69: REQUIREMENTS OF INSPECTING SCHOOL BUILDINGS .................................................................................. 201
CORRESPONDING TO ARTICLE (74) OF THE REGULATIONS ........................................................................................... 201
POLICY 70: DECLARING LICENSES AND ACCREDITATIONS ............................................................................................ 202
POLICY 71: EXTERNAL YARDS................................................................................................................................ 203
POLICY 72: OCCUPATION OF SCHOOL BUILDINGS ..................................................................................................... 204
CHAPTER 20 TRANSPORTATION ................................................................................................................... 205
POLICY 73: OWNERSHIP OF MEANS OF TRANSPORTATION.......................................................................................... 206

POLICY 74: THE CONDITION OF THE MEANS OF TRANSPORTATION ............................................................................... 208
POLICY 75: DRIVERS ........................................................................................................................................... 210
POLICY 76: BUSES SUPERVISORS ........................................................................................................................... 211
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CHAPTER 21 COMMITMENTS AND VIOLATIONS .......................................................................................... 213
POLICY 77: GRANTING ACCESS TO THE COUNCIL EMPLOYEES ...................................................................................... 214

POLICY 78: VIOLATING THE COUNCIL RULES AND REGULATIONS .................................................................................. 215
POLICY 79: GRIEVANCES ...................................................................................................................................... 222
POLICY 80: VOLUNTARY SCHOOL CLOSURE.............................................................................................................. 223
CHAPTER 22 BUSINESS DEVELOPMENT ........................................................................................................ 225
POLICY 81: BUSINESS DEVELOPMENT ACTIVITIES ...................................................................................................... 226

REFERENCES................................................................................................................................................. 228
REFERENCES................................................................................................................................................. 229
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Chapter 1
Definitions
11
Definitions
The following terms and phrases shall have the meaning shown beside them unless the
context dictates otherwise:
Term Definition
State / UAE The United Arab Emirates
Emirate The Emirate of Abu Dhabi
Ministry The Ministry of Education
Council / ADEC Abu Dhabi Education Council
The Director General of the Abu Dhabi Education Council

Director General or the person to whomever he deputises to assume his
duties.
Private Schools and Quality Assurance Sector, a sector at

PSQA Sector the Council specialising in regulating the affairs of Private
Schools.
Federal Law No. (8) of 1980 regarding the organisation of

Labour Law labour relations and its amendments, or any law
amending or replacing it.
The set of regulations laid down by Resolution No. 26 of

Organising the Year 2013 by the Chairman of the General Secretariat
Regulations of the Executive Council concerning the Regulations of
Private Schools in the Emirate of Abu Dhabi.
Private School /
Every non-government institution concerned with
Private Schools /
education from kindergarten to high school.
School/Schools
The school principal, head or leader (may also be referred

Principal/Headmas to as a headmaster or director by schools) who is the
ter leader responsible for the management of the daily
operations of the school.
Vice Principal/ The person who acts on behalf of the Principal and
Assistant represents him. The Vice Principal supports the Principal’s
Headmaster leadership role and leadership.
Administrative Administrative Faculty: Administrative faculty at a Private

Faculty: Teaching School, including the school’s Principal, Vice Principals,
Faculty; and supervisors and others who carry out administrative tasks
Technical Faculty or other administrators.
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Teaching Faculty: Teachers and teaching assistants.
Technical Faculty: Technical staff at a Private School,

including lab technicians, librarians, social workers,
psychologists and others who perform technical duties.
Educators Anyone who works in the education field, whether in

schools or at the Council (e.g. Principal, Vice Principal,
teachers, teaching assistants, librarians, lab technicians
and other specialists).
Parent/Guardian Father or mother of the student or someone who legally

performs their duties.
License The document issued by the Council for a Private School

which allows it to operate and provide services in
accordance with the procedures and standards stipulated
in the Organising Regulations and this Manual.
Owner/School The natural or legal person awarded a License from the

Owner Council to establish a Private School in the Emirate.
Operator The qualified legal person with experience managing

schools, appointed by the Owner to manage the daily
school operations, and whose appointment is subject to
the Council’s approval.
Commitments The permanent committee to be formed by the Director

Committee General decree and which has the authority to issue a
commitment order concerning the violations committed
by Private Schools.
Grievance The permanent committee to be formed by the Director

Committee General decree and which has the authority to consider the
grievances of Private Schools and to take appropriate
decisions therein.
Complaints The permanent school committee that is responsible for

Committee dealing with all written complaints made against the
school and its operations, whether presented by Parents /
Guardians, staff or other stakeholders.
School Disciplinary A school committee formed by the school Board of

Committee Trustees to look into and discuss student behavioural
issues and review disciplinary procedures taken against
students who violate according to the Guidelines for
Managing Student Behaviour in Abu Dhabi Schools.
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School The permanent sub-committee formed by the school
Development Board of Trustees, which is the committee in charge of
Committee preparing and monitoring the performance of the school’s
development plan, and any subsequent plans resulting
from a Development Order issued by the Council, or
inspection results or self-evaluation.
Accreditation The agency approved by the Council to accredit schools

Agency after schools complete the self-evaluation and go through
a review process conducted by the named agency. It
ensures the school fulfils standards of excellence to assure
quality, meeting Council requirements.
Appointment A letter issued by the Council to a person nominated by the

Letter school to be appointed as Principal, Vice Principal, or as
member of the Teaching Faculty at that school.
Electronic Student Information System developed and operated by

Student the Council for public and private schools in the Emirate.
Information
System (ESIS)
Irtiqa’a Framework A framework for the evaluation of Private Schools in the

for the Inspection Emirate of Abu Dhabi; being a combination of criteria
of Private Schools (performance criteria, evaluation criteria, self-evaluation,
in the Emirate of and the application of the Council’s evaluation process)
Abu Dhabi used by inspectors to judge the School’s performance.
Professional Code A set of principles by which the staff at the Council and its
of Ethics regional offices as well as Private Schools’ staff, trustees,
and Owners (Educators) are expected to adhere.
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Chapter 2
The Core Values of
Education
15
Policy 1: The Core Values of Education and Moral Obligation
Corresponding to Articles (2) and (6) of the Organising
Regulations
DEFINITION(S):
For the purposes of this policy, the core values of education are defined as follows:
 Teamwork: emphasising the values of cooperation with others.
 Integrity and honesty: commitment to the right behaviours under any
circumstances.
 Transparency: dealing with others in a clear, sincere and honest manner.
 Respect: respect for students, colleagues, guardians and community.
 Accountability: the individual bears responsibility of his words and deeds.
 Care and compassion: caring for others and feeling of responsibility toward them.
The moral obligation is defined as a set of ethical values and principles which are in
accordance with the religion of Islam and the values, ethics, identity and culture prevalent
in UAE society, and which respects other religions (see Policy (30)).
PURPOSE(S):
 To ensure that the core values of education are seen as integral to all aspects
of a School’s work, a task shared by all professionals responsible for it. These
core values represent a common foundation for all School policies and, where
necessary, should be strengthened through discussion at every level of the
School’s operation, and through staff professional development.
 To continuously promote and adhere to the moral principles in the educational
practices of all Schools.
 To ensure a shared and clear understanding among School leaders, teachers,
staff and students that allows them to differentiate between acceptable and
unacceptable practices, within the framework of values, ethics and customs of
UAE society, and to promote mutual respect and understanding of cultural
diversity.
POLICY:
Schools must apply these core values in all day to day work consistently. They must share
these core values actively among all in the School community. In this way, the core values
become shared values that play a significant role in safeguarding the rights of individuals.
Schools must establish and maintain a moral purpose and positive environment in all
aspects of their work. Schools will also secure the rights of all students to an education
that honours and follows the core values. Each School is required to emphasise the
importance of these core values to all its students, staff and visitors.
All educational practices and school operations shall be governed by a moral obligation.
School staff in the field of education shall exhibit good moral character, consistent with
UAE society’s morals, values, customs and traditions. Schools must develop a clear
16
statement of guiding moral principles and communicate it to staff. Schools should also
take full account of the religion of Islam and the values, morals, customs and traditions of
UAE society. The statement should be accessible to all members of the School community
and should be sent to students, staff, Parents/Guardians and other stakeholders. School
leaders, teachers and staff are required to take active steps to promote these principles
during everyday life at Schools through curricula, activities, events and services, etc.
All Schools must show respect to all religions and encourage respect, tolerance and
understanding for cultural diversity. Schools must never allow staff or students to
denigrate or abuse adherents of different religions, but must instead encourage students
to be culturally sensitive toward other religions.
ROLES AND RESPONSIBILITIES:
Schools will:
- Comply with all aspects of this policy and related regulations, including those relating
to curricula, extra-curricular activities, staff and students in daily operations and
strategic planning.
- Effectively implement this policy through the creation of a positive environment
engendering the spirit of teamwork.
- Incorporate into all of the School’s policies and strategies the principles of the religion
of Islam and the moral values of UAE society as prescribed by this policy.
- Convey a clear message that no educational activity can take place without having a
moral basis, whether it concerns leadership, administration, counselling, curricula or
extra-curricular activities.
- Afford respect to the religion of Islam and all religions, and ensure that students and
staff behave in a way that does not offend other religions.
- Appoint staff who are in tune with the moral values of education, and provide
leadership based on moral principles as stipulated by this policy.
- Create a positive environment that engenders teamwork, whether amongst staff or
between staff and students, and facilitate the involvement of Parents / Guardians and
the local community where possible.
- Promote the adoption of the values of integrity and honesty in all the School’s
operational, teaching and assessment aspects, and instil these values in students.
- Monitor the application of the principles of transparency in dealing with staff,
teachers, students and Parents / Guardians in a manner that is clear, honest and
trustworthy.
- Conduct all School affairs in a manner that ensures respect for students, Parents /
Guardians and the community, and encourage students to treat others in the
education process with respect as a core value.
- Work within a monitoring and follow-up framework to exercise their authority in a
manner in which people take responsibility for the consequences of their actions, and
in which people are held accountable for any shortcomings, thereby enhancing
accountability as a value associated with the exercise of rights and powers.
17
- Apply these policies in all School operations, with emphasis on empathy, caring and
responsibility for others. This includes having School management showing care to
staff, students and Parents/Guardians, and teachers showing care to students and
their educational interests.
- Ensure that all contractors and service providers to the School, in particular those
related to extra-curricular activities, abide by the core values of education. All
contracts made with them should include an explicit commitment to consider and
abide by the values, morals and traditions of UAE society.
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Policy 2: Ethical Leadership
Corresponding to Article (4) of the Organising Regulations
DEFINITION(S):
For the purposes of this policy, ethical leadership is exemplified by the adherence of
Principals, Boards of Trustees and Operators as well as Owners to the moral principles
and culture and heritage of the UAE, the core principles of education, and the Council’s
Professional Code of Ethics. In order to achieve this goal and to ensure that Schools
engender solid and positive educational values, relations within Schools must be based
on integrity, trust and mutual respect.
PURPOSE(S):
 To ensure that all School leaders adopt and apply the highest ethical standards
at all times, at all levels and in all aspects of their professional roles, and lead
by example in this regard.
 To make sure that School leaders deliver the most beneficial outcomes for their
Schools and students rather than obtaining personal gains through improper
use of position and abuse of power.
 To ensure that relationships in Schools are based on integrity, trust and mutual
respect.
POLICY:
School Leaders (including Principals, Boards of Trustees, Operators as well as Owners)
shall adopt ethical principles in all their actions and implement the core values of
education and the Council’s Professional Code of Ethics (see Policies (1) and (30)). They
must act at all times and at all levels with integrity, honesty and transparency. School
Principals must demonstrate excellent leadership skills through professional practices
and ethical values that are based on respecting the UAE’s culture and heritage. School
leaders and its Owners must not be conflicted between their business interests and the
quality of education provided.
Teachers are leaders in the classrooms must positively promote good ethics and values.
School leaders must create a healthy environment and must promote the Professional
Code of Ethics through fairness, respect, equality and trust, and through standing firmly
against oppression, discrimination, racism, prejudice and favouritism among staff,
between staff and students or among students. School leaders must put in place a system
to deal with oppression, discrimination, racism, abuse or any other improper behaviour,
which includes dealing with job applicants and Parents/Guardians wishing to enrol their
children at the School.
For example, the leader shall ensure that all appointments or promotions of staff are
done objectively without the influence of personal preferences, and based on the most
suitable characteristics and personal skills that match the position’s requirements. School
Leaders must take individual rights into account as much as possible during the decision-
making processes and the exercise of authority. School leaders shall consider, as much as
19
possible, the participation of members of the School community in its decision-making
processes, discussion of ideas and exercise of authority.
School’s Owner and Board of Trustees will:

- Appoint Principals and Vice Principals who embody ethical principles as prescribed
by this policy.
- Review the procedures necessary to bring their leadership fully in line with this
policy.
- Provide training and development to School leaders and potential leaders to meet
the expectations stated in this policy.
School’s Principal will:
- Share a copy of the Professional Code of Ethics with all Educators, as written
guidelines that will act as a reference and support in all day-to-day actions and
decision-making processes.
- Ensure a consistent practice of ethical principles in the School and taking action
when staff fail to adhere to such principles during the performance of their duties.
- Build ethical leadership capacity of potential leaders consistent with this policy.
- Carry out self-evaluation and gathering evidence about how others judge their
leadership, for example through offering those in their teams the opportunity to
participate in ‘360 degrees’ feedback to assess their leadership.
- Put in place audits mechanisms to ensure that Schools are free of unethical
practices.
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Policy 3: Students Protection
DEFINITION(S):
For the purposes of this policy, students protection is defined as all those measures, steps
and actions that must be taken to avoid subjecting students while at School or outside it,
during any School activities and during their transportation to any danger or harm, be it
exploitation, violence, physical harm, sexual abuse, any verbal insult, moral threat or harm
of any kind. It is every student’s right to be in a safe School environment that is free of
any form of abuse and that continuously offers care, support and protection to all
students without discrimination.
PURPOSE(S):
 To emphasise the protection of students as a core principle, which stems from
the moral obligation, and to safeguard them from abuse or harm and to ensure
their security and welfare, as required pursuant to applicable laws in force in
the UAE.
 To guide Private Schools in the Emirate to prepare comprehensive School
policies and procedures to:
- Protect students and prevent the exploitation, bullying, physical and/or
sexual abuse, insult or harm of any other kind which students may face, and
to identify those who may have suffered harm.
- Promote students’ cultural, social, and mental growth to enable them to
become strong, self-confident members of society.
POLICY:
All Schools are fully responsible for the care and protection of students whilst they are in
the School’s care, or travelling to and from the School using School-provided
transportation means, and while moving between all activities organised by the School.
Schools must take all possible measures to protect students from any form of
exploitation, abuse, oppression and insult and/or any other physical, sexual or emotional
threat, danger or harm. All Schools must exercise the utmost care over the security of
students in their care.
The School’s Principal shall accept in loco parentis (in the position of a Parent/Guardian)
responsibility for all students whilst they are in the School’s care, including travelling to
and from the School using School-provided transportation means, and while moving
between, waiting for, and taking part in all activities organised by the School.
School management must also ensure the supervision of students 45 minutes before the
start of the school day and 90 minutes after school hours, and must notify
Parents/Guardians of their responsibility toward their children outside of these two
periods.
Schools shall develop a student protection policy that follows, adheres to and aligns with
all the relevant laws and regulations issued by ADEC and the relevant authorities in the
21
UAE. This policy shall act as a reference in respect of all measures and procedures taken
by Schools to protect students from any form of abuse or harm. This policy shall include,
for example, the following:
 The safety of School buildings, transportation and School activities.
 Students’ health, welfare and well-being.
 Conduct and discipline of students.
 Confidentiality of students’ personal data.
 Security of School IT systems.
 Supervision of students at all times during school day hours and related School
activities.
 Counselling and School support services, enabling students to have access to
a trusted professional counsellor, or a social worker, or someone in an
equivalent position.
 Conducting the necessary background checks on all School personnel in
association with the relevant authorities.
 Reporting procedures in respect of any incident affecting the security of
students within the School to Parents/Guardians, ADEC and other related
government entities.
 Confidentiality of reports and investigations related to any kind of student
abuse and communications when dealing with the Council and relevant
 Provision of on-going First Aid training, and dissemination of knowledge
regarding all health, safety and prevention matters so that all School staff
know what is expected of them and what to look out for with respect to the
protection and safety of students (e.g. First Aid, CPR).
 Communicating with students and their Parents/Guardians to hear their
opinion through a variety of means, which may include surveys, group
discussions and opportunities for them to express their views while ensuring
their privacy. Additionally, Parents/Guardians shall be continuously informed
of and given clarification regarding the roles and responsibilities they share
with the School to protect their children.
Such a policy shall not only be concerned with prevention, reporting and investigation. It
should also foster a safe and positive environment inclusive of the School’s care system
as well as the accommodation of the personal and learning needs of the students, and
their rights and responsibilities, together with the School’s expectations of students’
behaviour.
Effective student protection is based on support and encouragement, as students need
(above all else) to feel a well-placed sense of trust and confidence in those they work
with, without fear of exploitation or abuse.
Reporting of Incidents
It is mandatory for all Schools to thoroughly investigate and report immediately to ADEC
all incidents of abuse which students may face including exploitation, violence and/or any
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other physical harm, sexual abuse, or any emotional threat, or harm of any kind, all of
which will be referred to as “abuse of students”. If any such incident is proven or
suspected, it is the responsibility of the School’s Principal (or in the case of the abuse
being carried out by the School’s Principal, the Chair of Board of Trustees/School Owner)
to:
 Take immediate steps to safeguard all those involved, such as reporting
incidents to the relevant official entities, taking into account other laws that
may be related to the incident.
 Immediately inform the PSQA Sector, Licensing and Accreditation Division, of
the incident by telephone, and in writing within 24 hours of the incident.
 Report the incident immediately to concerned Parents/Guardians.
 Immediately suspend any member of staff who is accused of an offence
involving student abuse if the alleged staff abuse involves a crime according to
the provisions of prevailing UAE Laws, as per article 112 of the Labour Law
(including notifying the relevant authorities), until an investigation in this
matter is completed and a decision is made concerning this member of staff’s
fitness to continue to work at the School.
 Carry out a formal investigation obtaining written statements from those
involved;
 Provide the PSQA Sector, Licensing and Accreditation Division, with a written
report within 24 hours of the incident via the official email account
([email protected]).
 Immediately terminate the employment of anyone found guilty by a
competent authority of an offence of student abuse, in accordance with the
provisions of United Arab Emirates Federal Law No. (8) of 1980 Labour Law
and its amendments.
ADEC shall require Schools, when handling cases of student abuse, to conduct an
investigation, and to maintain clear and scrupulous communications and actions when
dealing with relevant government entities such as the Health Authority – Abu Dhabi
(“HAAD”), the social welfare institutions and police departments. Schools should keep
relevant records and inform ADEC of such communications if so requested.
Where the School uncovers a case of severe abuse to a student outside of School, it must
take the matter seriously and follow up the case with the social worker. Schools shall take
the necessarily steps to protect the student, including by communicating with the
Parent/Guardian to discuss the matter, or by forwarding the case to the relevant official
entities in the UAE (social support institutions). Schools must prepare a detailed report
concerning the incident and procedures taken in this regard. This report should be kept
in the student’s folder. If the abuse is a crime, the School is required to notify the relevant
official entities.
Failure to Comply with this Policy

Anyone who fails to comply with this policy shall be subject to legal accountability and
the penalties stipulated in accordance with the Council’s regulations, policies and
23
requirements, notwithstanding any other penalties imposed by the Penal Code or any
other relevant law.
School’s Owner and Board of Trustees will:

- Ensure that buildings provide secure and supportive environments that comply with
ADEC’s requirements.
- Approve the School’s student protection policies, procedures and updates.
- Ensure that the School’s recruitment policy and procedures include a condition of
completing the required background checks on all School staff, in association with
the relevant authorities.
- Make sure that the School’s policy includes procedures that will prevent situations
which could give rise to the abuse of students, for example by supervising students
at all times while they are in the School’s care.
School’s Principal will:
- Develop a student protection policy and publish it in School, implement it effectively,
and review and update it as necessary.
- Ensure that all School staff have undergone the required background checks.
- Ensure that procedures are in place to prevent situations that could lead to the abuse
of students.
- Ensure that there is consistent emphasis within the School on the protection of the
students and for taking immediate action when there is suspicion of cases of student
abuse.
- Ensure that students and others can safely report their concerns without fear of
retribution or punishment.
- Canvass the views of students and Parents/Guardians regarding security and
protection inside the School.
- Report for investigation any case of possible abuse or harm to students in the School,
as required by ADEC’s guidelines.
- Ensure that all staff are appropriately trained in the area of awareness of student
protection issues and confidential investigation procedures.
- Maintain clear student records and update them periodically.
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Chapter 3
School Licensing
25
Policy 4: Compulsory Licensing
DEFINITION(S):
Licensing refers to the permission granted by the Council regarding the application made
by natural or legal persons to open and run a Private School in the Emirate.
PURPOSE(S):
 To clarify ADEC’s requirements for opening and running a School by a natural or
legal person.
POLICY:
Compulsory Licensing
Any natural or legal person is prohibited from establishing a Private School before
obtaining a Private School License from the Council, and such License shall be subject to
the School meeting the Council’s conditions and standards for the PSQA Sector.
Conditions Required in Applicants

If the applicant for a Private School License is a company, the following conditions must
be met:
 The company must be registered in the Emirate in accordance with the current
laws and regulations in this regard.
 The company must include one or more United Arab Emirates nationals as
shareholder(s)/partner(s), holding a minimum of 51% of the share capital.
 The company must provide evidence of adequate financial capability that would
enable it to fulfil all financial requirements listed in ADEC’s regulations, policies
and requirements, including those relating to licensing and operations, and
must show that it is capable of covering the cost of constructing or leasing an
appropriate building, and preparing it in accordance with licensing
requirements, such that it satisfies all ADEC’s requirements in this regard.
 The company must appoint a representative, who shall conform to the
requirements prescribed below for a natural person (with the exception of the
financial capability condition).
 The company must successfully pass the required auditing processes.
 The company must submit a complete licensing application, in the form issued
by the Council.
A natural person wishing to procure a Private School License must demonstrate the
following:
 That he is a national of the UAE.
 That he is not less than twenty five years old.
 That he enjoys full legal capacity.
26
 That he not be convicted of a crime carrying custodial sentence, being a felony
or a misdemeanour involving moral turpitude or dishonesty, unless said person
has been rehabilitated pursuant to the law.
That he has proved his financial capability which would enable him to fulfil all financial
requirements listed in ADEC’s regulations, policies and requirements, including those
relating to licensing and operations, and must show that he is capable of covering the cost
of constructing or leasing an appropriate building, and furnishing it in accordance with
licensing requirements, such that is satisfies all ADEC’s requirements in this regard.
 That he must successfully pass the required auditing processes.
 That he submit a complete licensing application, in the form issued by the
Council.
Despite what is mentioned above with regard to an applicant that is a company having to
have United Arab Emirates nationals having a minimum share capital of 51%, or an applicant
that is a natural person being a national of the UAE, applications submitted by citizens of
countries of the Gulf Cooperation Council are subject to Cabinet Resolution No. (4) of 2007,
regarding granting citizens of countries of the Gulf Cooperation Council the permission to
exercise economic and professional activities in the UAE, or any resolution that changes
or replaces that resolution. The exemption is in accordance with the resolution as adopted
by the Department of Economic Development in the Emirate.
Financial Capability
The Council requires investors wishing to apply for a School License to provide proof of
their financial capability. For this purpose, the Council requires the following:
 Investors not wishing to submit a land request from the Council should submit
proof of their financial capability to build a School.
 Investors wishing to request an educational land from the Council, should:
- In case of personal finance, 50% of the project value should be deposited in
the School’s bank account in one of the UAE’s banks prior to applying for a
license from the Council. After obtaining a temporary license letter, the full
amount should be deposited in the same school bank account designated
for the project. This should be done before submitting a request to obtain a
land from relevant entities, in addition to submitting a bank statement of
the School’s bank account for the last six months.
- In case of using bank finance, a bank letter should be submitted approving
the financing of the project and stating the total project value whether 100%
or a percentage of the total value of the project. The Owner should deposit
the remaining value of the project capital in the bank.
License Application Conditions

Applications should fulfil licensing conditions, and must include the main and important
points according to the Council’s licensing standards, procedures and regulations. The
application should not include inappropriate content or any copied or adapted content
without proper referencing. Anyone who seeks to establish and operate a School in a
27
manner that does not comply with the regulations for licensing Schools as outlined in this
policy, and in Policies (5) to (11), shall not be awarded a License to operate a School.
Acceptance of Applications
In the event that an application meets the licensing requirements of the Council, a letter
shall be issued to the License holder enabling them to complete the remaining procedures
with the relevant government entities.
Rejecting Applications
 Any application that does not fulfil licensing requirements will be rejected.
 The Licensing and Accreditation Division shall issue a report detailing the
application’s shortcomings. The applicant can resubmit an amended application
within thirty working days of receipt of the report, or forty working days from
the date the report was prepared, whichever is shorter.
 If the amended application is rejected because it does not fulfil licensing
conditions, then it cannot be amended again. The applicant may submit a new
application a full six months after the date of issuance of the decision rejecting
the amended application.
Transferring Licenses
A School is not allowed, during the Temporary License period or the General License
period, to change the company’s ownership whether by amending, adding or removing
partners, except after the approval of the Council. The Council’s approval is deemed a pre-
condition of the change; and will only be granted after ensuring that the transferee fulfils
the financial and legal conditions provided in the Council’s regulations, policies and
requirements and any other conditions and requirements that may be further specified by
the Council from time to time.
Amending the License

A School is required to amend their existing School License under the following
circumstances:
 Adding/reducing classes with no construction of sections involved.
 Adding/reducing classes with construction of sections involved (see Policy
(66)).
 Adding/reducing curricula, keeping in mind that a School is not allowed to teach
more than one curriculum although it may add an international diploma to a
British or American curriculum for the high school period after the School
receives certification from the relevant international organisation and after it
submits a request to the Council for approval to add the curriculum (see Policy
(41)).
 Changing Owners or partners.
 Changing the legal entity.
 Adding new buildings (see Policy (66)).
 Changing the name or address of the School.
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A School wishing to undertake any of the above must submit an electronic application
form and obtain the prior approval from the Council. An application to amend an existing
School License must also be submitted. The application form for amending a Private
School License is available in the Council’s offices and on its website.
Anyone intending to open or operate a Private School and amend its License will:
- Complete the requisite forms within the given timeframe as per the Council’s policy.
- Satisfy the requirements for natural or legal persons as outlined in this policy.
- Pass the required audit procedures.
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Policy 5: License Categories
PURPOSE(S):
 To identify the different categories of Licenses available for Private Schools.
POLICY:
The Council offers three different License categories: the first and second categories are
compulsory, while the third (being the Council-Accredited License*) is an optional high-
status License that is only granted to outstanding Schools eligible to be awarded it
pursuant to the conditions and requirements associated therewith.
As such, the categories are as follows:
1. A Temporary License for new Schools.
2. A General License.
3. A Council-Accredited License.
More details can be found in Policies (6), (8) and (10).
Qualified person(s) intending to open a School or acquire a License of a certain category

will:
- Familiarise themselves with the different categories of Licenses available and the
characteristics, and understanding the requirements of each one.
(*Note: all policies included in this Manual that relate to accreditation or the Council-
Accredited License are not yet in effect. The Council will announce the start of their
implementation at a later date.)
30
Policy 6: Granting a Temporary License for a New School and
Approving the Operational Plan
Corresponding to Articles (9) and (10) of the Organising
Regulations
DEFINITION(S):
Temporary License: a License that is granted by ADEC to the applicant to allow the School
to commence educational operations. Once the School’s request for a Temporary License
is approved by the Director General, the application together with any additional
conditions imposed by the Council, become in this case the suggested and approved
operational plan. This plan consists of the detailed documents submitted with the School’s
approved application, covering the three aspects: technical, financial and construction
aspects.
Technical aspect: is the aspect of the operational plan that shows grade levels, curricula,
assessment instruments, policies, number of classes, number of students, the educational
and administrative expertise that the School will attract, and other information that the
Council may require, in addition to adherence to the Council’s Professional Code of Ethics.
Financial plan: a plan prepared by the License applicant or their representative that
identifies the School’s capital and expected operating expenses for the first years of
operation depending on the License category, whether it is a Temporary License
application or obtained through a Request for Proposal. The financial plan can take
between five to seven years.
Construction aspect: is the aspect of the operational plan that shows the initial building
design and specifications of the School, reflecting its conformity with the Council’s
requirements and compliance with the required License category, and which allows for
future expansion if needed. This is subject to the Council’s approval, and the approval of
local relevant authorities in the Emirate.
PURPOSE(S):
To ensure that:
 School Owners and administration adhere to the Professional Code of Ethics.
 Owners have sufficient financial capability to establish and sustainably operate
a School.
 The application fulfils the technical, financial, building and design requirements.
 To ensure that each licensed School has an approved operational plan that is
sustainable and approved, focused on high quality education and suited to the
educational needs of the Emirate.
 To ensure the setup of each School, including all its settings and equipment, is
consistent with its approved operational plan.
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POLICY:
Granting a Temporary License for a New School

 The License applicant must provide a completed electronic License application
which contains the School’s technical, financial and construction aspects based
on the Council’s templates, which includes for example: capital, operating
expenditures, the projected student enrolment figures and academic matters
pertaining to teaching and learning.
 The Council requires that proper checks are undertaken for all people applying
for a License (see Policy (7)).
 The Director General may grant a Temporary License to operate a new School
based on the application submitted to the Council provided the application
meets the relevant requirements as set out in the Council’s regulations, policies
and requirements.
 Such License shall be valid for one year from the start of operation and may be
renewed pursuant to the rules and regulations applied by the Council (see Policy
(11)).
Any natural or legal persons successfully awarded land or vacant government-owned
School buildings by the Council for setting up and operating a Private School through a
Request for Proposal process shall be granted a Temporary License when they commence
their educational operations that are approved by the Director General (see Policies (77)
and (86)). All eligible proposals must meet the related requirements as set out in the
Council’s regulations, policies and requirements.
Operational Plan
Schools must adhere strictly to the Operational Plan without modification unless prior
approval by the Council is granted. Each School is responsible for adhering to and
implementing the approved plan during the establishment and operation of the School.
Those applying for a School License shall seek the issuance of an office license for the
School administration from the Department of Economic Development; and obtain
approvals on the building designs from other official entities.
Schools must submit a monthly report to the Council to demonstrate progress against the
Operational Plan and provide evidence of its compliance with the specified aspects
outlined in their Operational Plan.
By completing all aspects related to School facilities, teaching staff and curriculum, the
School becomes in a positions that qualifies it to commence its educational operations
after obtaining the Council’s approval.
Schools must submit all required documentations and approvals from relevant
government entities to the Council and undergo an inspection by the Council. If the School
is deemed ready to commence operations and receive students, the Council will issue it
with an approval to commence its educational operations.
32
Applicants for new Schools’ Temporary License will:

- Procure the required approvals from relevant entities such as the Ministry of
Interior and Department of Economic Development.
- Complete the application and submitting all required documents within the
provided timeframe as per the Council’s policy.
- Pay the appropriate application fees (see Policy (16)).
- If the application is approved, adhere strictly to the Operational Plan based on
which the License was granted. The plan cannot be modified or amended
without the Council’s approval.
- Submit monthly reports to the Council during the establishment of the School to
demonstrate progress achieved against the Operational Plan.
- Submit all required documentation and undergo an inspection by the Council
once the School is ready to commence the educational operations.
33
Policy 7: Temporary License Renewal
PURPOSE(S):
 To familiarise Owners with the requirements for renewing the Temporary
License.
POLICY:
The Temporary License for a new School remains valid for one year from the date of the
commencement of its educational operations. It may be renewed for one additional
academic year if:
 The School did not meet the requirements to obtain a General License after
undergoing a field inspection.
 The School submits a renewal application at least sixty days before the current
License’s expiry date.
 The School submits proper evidence to prove sufficient accomplishments
through the Operational Plan.
 The School has undergone a field inspection and the inspection results were
consistent with the Council’s requirements.
 The School submits valid licenses issued by other relevant government entities
(such as the Department of Economic Development, the Civil Defence
Directorate and HAAD).
 The latest School Development Plan is submitted along with the latest audited
report of financial accounts and any other requirements.
 Approval by the Council’s Health and Safety team.
 The School pays the stipulated renewal fees.
Schools will need to submit renewal of License documents as required through the
Council’s online licensing system.
Schools will:
- Submit the application and required documents within the specified timeframe.
- Adhere to the Council’s approved Operational Plan, without making any
amendments to it without prior approval from the Council.
- Pay the Temporary License renewal fees.
34
Policy 8: Granting a General License
PURPOSE(S):
 To outline the Council’s requirements and procedures for a School to obtain a
General License.
POLICY:
In order to remain operational, the School shall obtain a General License within two years
from the date of commencement of educational operations at the School. The General
License shall be valid for two years and may be renewed by a resolution of the Director
General. The Council grants such License for each School that is inspected and received a
grade of no less than “satisfactory”.
The Council’s General License requirements depend on the following conditions:
 The School submitting a License application at least sixty days before the expiry
date of the current License.
 The School undergoing a site evaluation, and satisfying Council’s requirements.
 The School submitting valid licenses issued by other relevant government
entities (such as the Department of Economic Development, the Civil Defence
 Submitting the latest School Development Plan along with the latest audited
financial accounts and any other requirements.
 The result of the latest inspection or the recommendations of the Council’s
monitoring visit.
 Payment of the stipulated General License fees.
The application for the General License shall be submitted through the Council’s online
licensing system (“OLS”). The General License shall remain valid for the same validity
period of Licenses issued by other government entities.
The School can maintain the General License as long as it fulfils the Council’s requirements.
The Temporary License will apply to Schools that have not met the conditions of granting
the General License.
35
Schools will:
- Complete the electronic application form and provide the required documents
within the specified timeframe.
- Undergo an inspection by the Council.
- Satisfy licensing requirements of relevant government entities.
- Pay the stipulated fees.
36
Policy 9: General License Renewal
PURPOSE(S):
 To outline the requirements for renewal of a General License.
POLICY:
The School must submit an application for renewal of the General License sixty days before
its expiry date.
The Council will base its approval on a number of means and requirements, including, by
way of example:
 The School submitting a License application at least sixty days before the expiry
date of the current License, in accordance with the Council’s approved form.
 The School undergoing a site evaluation with favourable results, and receiving
a rating of not less than “satisfactory”.
 The School submitting valid licenses issued by other relevant government
entities (such as the Department of Economic Development, the Civil Defence
 Submitting the latest School Development Plan along with the latest audited
financial accounts and any other requirements.
 The result of the latest inspection or the recommendations of the Council’s
monitoring visit.
 Payment of the stipulated General License fees.
Additionally, the Council may carry out other inspection and monitoring visits as necessary,
when considering an application for the renewal of a General License. The application for
the General License shall be submitted through the Council’s online licensing system
(“OLS”).
Schools will:
- Commit to the License conditions and renewal timeframe.
- Submit the License renewal application in accordance with the above.
- Pay the stipulated License renewal fees.
37
Policy 10: Granting Accredited License*
DEFINITION(S):
For the purposes of this policy:
 Accreditation is a vehicle for School improvement and a quality assurance
process leading to international recognition of the School itself by globally
recognised Accreditation Agencies that have been approved by the Council.
 A Council-Accredited License is the highest category of licensing among License
categories, acknowledging Schools that are able to provide high-quality
educational services. It is issued after a School has completed a self-evaluation
and undergone an external accreditation review focused on confirming high
standards.
PURPOSE(S):
 To encourage License holders to upgrade their School’s License from a General
License to a Council-Accredited License.
POLICY:
This policy is linked to Policy (21), which elaborates on how Schools can acquire accredited
status from an agency that is approved by the Council.
Schools must submit an application for the Council-Accredited License and pay the
stipulated fees. The Director General may grant the Council-Accredited License to a School
that has achieved Band (A) when inspected and which has been fully accredited by a
Council-approved Accreditation Agency. The School is then deemed to meet the Council’s
criteria for the License as outlined in Policy (21).
A Council-Accredited License shall be valid for a period of three years from the issue date
of the Director General’s decree to grant the License.
Schools applying to the Council for a Council-Accredited License will:

- Undergo an accreditation process and obtain external accreditation.
- Fill in the required Council-Accredited License application form and submit the
required documents within the specified timeframe, together with the
accreditation certificate issued by the Council-approved Accreditation Agency.
- Submit to the Council a viable five-year Strategic Development Plan.
(*Note: all policies included in this Manual that relate to accreditation or the Council-
Accredited License are not yet in effect. The Council will announce the start of their
implementation at a later date.)
38
Policy 11: License Fees and Financial Guarantees
DEFINITION(S):
For the purpose of this policy:
 License Application Fees are the stipulated fees relating to all licensing
procedures.
 License Issuance Fees are the stipulated fees for issuance and renewal of
Licenses.
 Bank Guarantee is a bank guarantee that the Council may require where
Schools do not adhere to the Organising Regulations and this policy.
PURPOSE(S):
 To identify the fees associated with each of the licensing categories.
 To highlight the Council’s right to charge License fees or to require financial
guarantees from Private Schools.
POLICY:
This policy sets out the requirement that all those who apply for a School License
(Temporary, General or Council-Accredited License) must pay the appropriate fees for that
License.
The Council will periodically determine the fees charged for granting, renewing or
amending any of the Licenses, through a decree issued by the Director General, after
approval by the Executive Council.
The Council may demand the non-accredited Schools to provide a Bank Guarantee to the
order of the Council so as to cover the value of the compensations, due to the School non-
commitment to any of the provisions of the regulations and this policy, to be reimbursed
to Parents / Guardians, any School staff or any other party. The Bank Guarantee value shall
be equal to (5%) of the total annual School fees for the maximum absorptive capacity of
the School, as per the licensing application approved by the Council. The Bank Guarantee
should be written in a way set by the Council and in accordance with its conditions.
Applicants for School Licenses, renewal of an existing School, or amendment thereof

will:
- Pay the stipulated fees for licensing procedures, cognisant of the fact that they
are non-refundable.
- Provide a financial guarantee for the benefit of the Council, to be used in the
cases described in this policy.
39
Policy 12: Public Holidays
DEFINITION(S):
For the purposes of this policy, public holidays refer to the non-working days
corresponding to religious celebrations such as Eid or national events like the National Day
or other occasions in the UAE as determined by the Director General.
PURPOSE(S):
 Working to harmonise, where possible, public holidays for all Private Schools in
the Emirate.
 Strengthening social cohesion between members of the community by
adopting unified School holidays and vacations.
POLICY:
Schools are prohibited from holding a School session on any day identified as an official
holiday in the Emirate, without prior written approval from the Council. The Director
General shall issue, from time to time, a circular identifying official holidays and Schools
must comply with these holidays, provided that they do not conflict with the dates for
international examinations, or the external examinations required by other education
systems within the country.
Schools shall comply with the unified School holidays as defined in the Cabinet Decree no.
(96/6K/2) of 2013, and any decree that might replace it, in addition to the measures issued
by the Council in this regard.
School leaders shall notify students and Parents/Guardians of the official holiday dates,
and must - together with all School staff - carry out their day-to-day duties at Schools
before and after any official holiday even in cases of low student attendance (e.g. when
some students are intentionally absent before or after official holidays without an
authorised excuse). The Council encourages School leaders and teachers to reinforce to
students the values of education and discipline and their long term effect on students’
higher education and future careers. School leaders and teachers must communicate the
Attendance and Absence Policies to students and Parents/Guardians to make them aware
of the consequences of non-compliance (see Policies (59) and (60)).
Schools will:
- Comply with all requirements of this policy.
- Identify official public holidays in the School calendar approved by the Council.
- Notify all School staff, students and Parents/Guardians of public holidays and
vacations in advance.
- Ensure that students and Parents/Guardians are aware of the attendance and
absence policies and its effects on students’ learning and progress.
40
Policy 13: Website
DEFINITION(S):
For the purpose of this policy, the School website is the Internet site that is developed and
designed by the School to serve School purposes. These pages contain information on the
School, such as school vision and mission statements, contact details and extra-curricular
activities.
PURPOSE(S):
 To efficiently use the School website as a means of communication with the
School’s stakeholders and the wider community.
 To keep interested members of the community and stakeholders informed
about the plans, operations and activities of the School.
POLICY:
Every School shall create a website and keep it up to date. The website shall, as a minimum,
provide an overview of School contact information, the services it provides, compulsory
School fees, transportation fees, fees for optional activities, other fees, management
annual reports, inspection reports, School Development Plans, students’ achievements
data and other policies of relevance to students or Parents/Guardians (e.g. admissions
policy, approved curriculum, Board of Trustees, upcoming activities such as parent-teacher
conferences).
The School Principal shall ensure that the website contains valuable content, is well
designed and frequently updated to enhance the professional image of the School. The
website content should be compatible with UAE cultural norms, values, morals and
customs. It should not include any information about the School that conflicts with the
School License approved by the Council. The School is responsible for ensuring the
confidentiality of its web pages which includes personal information on School staff and
students, and students’ assignments or records (see Policy (38)). The School Principal shall
also make sure that the website is easy to use and can act as a quick reference for students,
Parents/Guardians and the community.
Schools will:
- Develop their own websites and updating them frequently, as required by this
policy.
- Seek the assistance of professionals or administrators who shall be responsible
for setting up, updating and maintaining the School’s website.
41
Policy 14: Approving the School Calendar
DEFINITION(S):
For the purpose of this policy, a School calendar refers to the number of actual school days
during the academic year, taking into account School start and end dates for staff and
students, dates for final examinations, official holidays, school holidays, extra-curricular
activities or other matters as determined by the Council.
PURPOSE(S):
To ensure that Private Schools’ calendars comply with the Council’s School calendar and
its educational expectations and objectives.
POLICY:
The Council sets the School calendar and the minimum number of instructional hours,
provided that such shall not be less than 175 days each academic year. The School Principal
may discuss the School’s calendar with the School’s Board of Trustees, but each School
shall present its School calendar to the Council eight months prior to the commencement
of the academic year, for approval.
Schools shall comply with decrees issued by the Council as they relate to the School
calendar. The School calendar must include, for example, the following:
 Official holidays such as Islamic holidays and National Day (see Policy (12)).
 School holidays and vacations, and Schools shall commit to unifying School
holidays in accordance with the holiday periods identified in the Cabinet Decree
No. (96/6K/2) of 2013 (or any subsequent replacement decree) and the relevant
measures issued by the Council.
 Dates of final examinations.
 Specific extra-curricular activities as stated in Policy (49).
- activities that involve external personnel.
- activities that take place during all types of holidays and rest days.
- off-campus activities in the UAE.
- activities outside the UAE.
Schools will:
- Submit the annual School calendar for the Council’s approval within the specified
timeframe.
- Share the annual School calendar with School staff, students and
Parents/Guardians.
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Policy 15: Official Photos and the UAE Flag and
National Anthem
PURPOSE(S):
 To show reverence, respect and loyalty toward all UAE national symbols.
 To foster the national identity and a sense of belonging across all Schools in the
Emirate.
POLICY:
Schools show reverence and respect to all the UAE’s national symbols. Schools must
display the official photographs, fly the flag and sing the UAE’s national anthem as follows:
The Official Photos

The official photos of their Highnesses shall be placed prominently at the main entrance
of School buildings. The order of pictures shall be from left to right as follows:
1. The UAE’s Founder.
2. The UAE’s President.
3. The UAE’s Vice President.
4. The Crown Prince of the Emirate of Abu Dhabi.
Schools shall comply with all relevant matters regarding the positions of their Highness’
pictures and placements as stated in the “Positions of Their Highness Pictures and
Placements and Uses of Flags Manual” at Schools in the Emirate of Abu Dhabi.
The UAE’s Flag

Schools must fly the UAE’s flag prominently inside the School building (where the morning
assembly usually takes place) and in front of the School building all days of the week. The
flag should always be flown freely and close to the top of the flagpole. The flag shall always
be raised in its good and proper condition and it shall never be flown if it is damaged or
faded. In all cases, the flag should not touch, fall or lie on the ground. The flag shall be
lowered to half-mast in cases of an official mourning announcement in the UAE.
Schools shall consider all relevant matters regarding the uses of the UAE’s flag as stated in
the “Positions of Their Highness Pictures and Placements and Uses of Flags Manual” at
Schools in the Emirate of Abu Dhabi.
The UAE’s National Anthem

All Schools must organise a morning assembly each school day. The School’s Principal shall
be responsible for ensuring the proper conduct of the morning assembly. Students are
required to sing the national anthem at the beginning of the assembly. All School leaders,
teachers, staff, students and visitors must show proper respect for the national anthem
while it is being sung.
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All School students from kindergarten to Grade 12 (Year 13) shall attend the morning
assembly. It is therefore preferable that Schools hold the morning assembly in an adequate
area at the School where all students can fit comfortably. Each School is required to
efficiently use its facilities to enable all students to attend the morning assembly (e.g.
playgrounds, halls, classrooms, etc.). The School area(s) selected for conducting the
morning assembly should be shaded or covered to protect students from direct sunlight
or other weather conditions. The School leaders, teachers and staff should pay particular
attention to students with special needs and medical conditions that prevent them from
attending the assembly. Those students can be excused from participating in the morning
assembly subject to a medical report or a written request from their Parents/Guardians.

Discourteous treatment of the flag or the other national symbols shall result in disciplinary
actions against the School in addition to other necessary measure as per the Penal Code
(see Policy (78)).
Schools will:
- Comply with all regulations and requirements relating to this policy.
- Display the official photographs, fly the UAE’s flag, play the national anthem and
hold a proper and well organised assembly which follows all of the protocols
mentioned above.
44
Chapter 4
School’s Accreditation
*Note: all policies included in this manual that relate to accreditation or the Council-Accredited
License are not yet in effect. The Council will announce the start of their implementation at a later
date.)
45
Policy 16: Obtaining Accreditation
DEFINITION(S):
For the purposes of this policy, accreditation is a Council system used to distinguish the
most successful school models and encourage creativity and innovation at an educational
level and involves a highly reputed quality-assurance process leading to international
recognition via an ADEC-approved Accreditation Agency, and leading to a Council-
Accredited License. The term accreditation refers to the high status granted to successful
Schools.
A Self-Evaluation is the initial step of the accreditation process. Its primary intent is to
improve the quality of the instructional program of the School, and aims at paving the way
toward receiving accreditation. During this phase, the self-study teams determine the
School’s strengths and areas needing improvement, based on the standards of
accreditation.
A Council-Accredited License is targeted for Schools that received Band (A) in their
inspection results. This License is the third category of School licensing, the other two
being Temporary and General Licenses. Such License affords Schools public recognition,
prestige and other benefits, and is granted for a five-year period, during which the School
must maintain high standards and serve as an example of superior-quality education in the
Emirate.
Other measures used to qualify for this License include: evidence of effective oversight by
a Board of Trustees, and submission of a five-year strategic development plan clearly
linked to the report from the Accreditation Agency’s visiting team and the School’s self-
evaluation.
PURPOSE(S):
The goal of this policy is to inspire Schools to achieve Abu Dhabi’s Vision 2030: “A world-
class education system serving as a regional and international hub of education excellence
and providing relevant opportunities to all UAE learners.” This policy states the
requirements for acquiring accredited status and eligibility for the Council-Accredited
License. The Council’s intention is to engage Schools in a self-directed quality-assurance
process which motivates good Schools toward achieving excellence.
POLICY:
During the License period, the School is accountable to the Council through annual reports
and supervisory and monitoring visits by the Council during years two and four. The
Council shall carry out its periodic Irtiqa’a inspection toward the end of year five, unless
circumstances change and the School’s performance warrants conducting an immediate
“on command inspection” (as per Article 63 of the Organising Regulation on inspections).
Schools awarded this accreditation will be granted greater autonomy and benefits, as
detailed below:
 Exemption from the two-year renewal cycle of the General License by obtaining
a five-year Council-Accredited License.
46
 Exemption from the periodic Irtiqa’a inspections, unless exceptional
circumstances warrant it, for the first four years of the License. The periodic
Irtiqa’a inspection will only take place late in year five, but the School will remain
subject to supervisory and monitoring visits as specified in Policy (58).
 Exemption from requiring Council approval of extra-curricular activities within
permitted parameters, as outlined in Policy (49). Such information would be
submitted to the Council for reference purposes only.
 Exemption from requiring Council approval of internal School policies, such that
these would be submitted for reference purposes only if requested. All policies
must be aligned to policies and regulations issued by the Council’s PSQA Sector.
 Advertising and recognising the School’s achievements in media belonging to
the Council the extent to which the School participates in professional
development activities with other Schools.
 Receipt of a special plaque that the School may use to announce its
achievement of the highest License status awarded by the Council.
Granting the Council-Accredited License

To qualify for this License, the candidate School must be a Band (A) School and provide
the Council with seven key requirements:
1. The self-evaluation report submitted to the Accreditation Agency.
2. The Accreditation Agency School visiting team report.
3. The agency certification of accreditation.
4. The five-year strategic development plan, linked to requirements one and two.
5. Achieving a “good” or higher overall effectiveness grade on a periodic Irtiqa’a
inspection and no less than “satisfactory” for any of the evaluation criterion.
6. Evidence of having an effective governance system in place including a Board of
Trustees with well-defined roles and responsibilities.
7. Fulfil any other requirements in accordance with the provisions of the Private
Schools Policy and Guidance Manual.
A School seeking this License may apply to the Council and receive information about the
approved Accreditation Agencies, such that it may chose the agency which best suits it
contact it directly. All further engagement of the agency will be at the School’s initiative.
The License is granted to a School when all eligibility requirements have been successfully
met.
The School is responsible for all costs related to qualifying for a License, such as fees
charged by their chosen agency and costs associated with hosting visits by agency-
appointed personnel. The Council will not take any responsibility for any costs or fees
incurred by a School in obtaining or maintaining agency accreditation.
If a School is already accredited by a Council-approved agency and has received the
required grade in its most recent inspection, being an inspection taking place within a
period not exceeding one year from the date of the agency’s issued accreditation, such
School may qualify for the Council-Accredited License as long as it fulfils all other
requirements for the license.
47
Renewing the Council-Accredited License
In order to renew the Council-Accredited License, the School must achieve a recent Band
(A) (“good” or higher) overall effectiveness grade on a periodic Irtiqa’a inspection, which
would normally occur in year five of the School’s current five-year Council-Accredited
License. This result qualifies it to repeat the process of meeting all the requirements for
obtaining a Council-Accredited License. During the self-study and the visit during which
accreditation is renewed, the qualified School shall maintain its Council-Accredited License
under the condition that it meets all the Council requirements specified in this policy and
does not exceed a six month timeframe past the original five-year term of the Council-
Accredited License.
Should the School lose its accreditation from the accreditation body or if the self-
evaluation did not fulfil accreditation requirements or the visit period exceeded six months
past the five year term of the Council-Accredited License, the School’s Council-Accredited
License will be changed to a General License. The School will then fall under the terms and
conditions of the General License.
Violation of this Policy

Should it become evident that any Council-Accredited Licensed School fails to uphold
acceptable standards of operation or performance by a supervisory or monitoring visit or
a complaint (followed by an on-command inspection to verify the legitimacy of the
complaint), an Improvement or Commitment Order will be issued if required.
If the School fails to meet the conditions of the order within the specified period of time,
the Council has the right to withdraw the Council-Accredited License from the School and
replace it with a General License, if the requirements of such License are satisfied.
Continued failure to meet the conditions of the order can lead to administrative
punishments such as restricting or revoking the School’s License or closure of the School.
See Policy (78) regarding violations of the Council’s laws and regulations for detailed
consequences of failing to meet this policy.
Council-Accredited Licensed Schools will:

- Comply with their five-year strategic development plan.
- Exert every effort to maintain the same leadership team throughout the self-study
process.
- Contribute within their capacity to the Abu Dhabi Vision 2030 by providing
opportunities to other regional Schools’ Educators to participate in professional
development activities.
- Maintain their status, being top-quality Schools that meet the most rigorous
expectations of the Council.
- Maintain their position, being good standing members of the Accreditation
Agency to which they have elected to join.
- Fulfil any other requirements set by the Council.
- Submit the following documents to the Council within the stipulated due dates:
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1. The self-study report.
2. The Accreditation Agency visiting-team report.
3. The agency certification of accreditation.
4. The five-year strategic development plan, linked to requirements one and two.
5. Evidence of having an effective governance system in place including a Board
of Trustees with well-defined roles and responsibilities.
- Undergo supervisory monitoring visits in years two and four, and the full periodic
Irtiqa’a inspection in year five.
- Pay the required fees and renew other government entities’ licenses as required.
49
Chapter 5
Governance, Management
and Staff
50
Policy 17: Governance
DEFINITION(S):
For the purposes of this policy, governance is defined as the set of rules, practices and
procedures through which the School is directed and guided in a manner that guarantees
justice, accountability, transparency, quality, integrity and the balance of the interests of
all stakeholders without jeopardising educational values or the Council’s Code of Ethics.
Governance works by balancing the interests of a School’s stakeholders including students
and their Parents/Guardians, as well as Administrative, Teaching and Technical Faculty
members, service providers, government authorities, and the community at large in
addition to School Owners.
PURPOSE(S):
 To ensure that all Schools have systems of governance that have been properly and
effectively prepared, based on an effective Board of Trustees.
POLICY:
This policy is closely linked to Policy (18) on Appointment and Roles of the Board of
Trustees, and details some integral characteristics pertaining to its way of operation (e.g.
representation requirements, confidentiality and independence of members).
Each School shall have clearly defined Governance Rules outlining the composition,
responsibilities, functions and working mechanisms of the Board of Trustees in a way that
does not contravene the provisions of this Manual. Any governance rule shall be deemed
null and void if it contravenes any provisions of the Regulations, related decrees or this
Manual. These rules must be implemented at all times in conformity with the laws,
regulations, and decrees in effect and in accordance with the provisions of this Manual.
A School must present to the Council a copy of its Governance Rules for approval, as soon
as the School finalises the drafting of these, and within a period not exceeding three
months before the issuance of a School’s Temporary License. The School must also
present a copy of any amendments to the rules for approval, before they are adopted.
Taking into account the Council’s requirements, laws, regulations and associated decrees,
each School Owner shall have full discretion regarding the composition of the Board of
Trustees, Governance Rules adopted and the committee structures established to prepare
and support the Board of Trustee’s functions.
Ideally, a School’s Board of Trustees is based inside the UAE. In the event that an
Owner/Operator of a School has a management structure and/or existing governing board
outside of the UAE that satisfies the governance requirements specified in the Organising
Regulations and this Manual, an additional advisory council must be established inside the
UAE consisting of representatives of the teaching staff, Parents/Guardians and local
businesses as prescribed by this policy in order to achieve the Board of Trustees
membership requirements.
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This advisory council should not be the same as the typical Parent/Guardian council, which
ordinarily focuses efforts on supporting School activities and events, contributing to
improving student achievement, etc. Rather, this advisory council must serve as the local
voice of the School on School’s policies and governance matters and must be afforded a
channel to communicate with the Owner’s/Operator’s existing governance structure
outside of the UAE, by having a member of the Owner’s/Operator’s executive team serve
as a member of the School’s advisory council inside the UAE, if possible.
Should a School choose to have such an advisory council, the School must be able to
demonstrate to the Council’s inspectors that such advisory council serves a meaningful
role in the School’s governance and decision making process in accordance with the
Organising Regulations and this Manual.
License holders will:

- Prepare Governance Rules according to the provisions of this Manual and
present same to the Council for approval, within a period not exceeding three
months from the date of issuance of the Temporary License. The School must
also present a copy of any amendments to the rules for approval, before they
are adopted.
- Take urgent steps to establish a Board of Trustees, if one has not been
established yet, taking into consideration the intended structure, personnel
required and the proposed relationship between the Owner and Principal (see
Policy (18)).
- Ensure effective management and the presence of the necessary skills and
competences in the Board of Trustees.
The School Principal will:
- Set policies and procedures that enable the Board of Trustees to achieve its
goals, and maintain an up-to-date master copy of all policies and procedures on
the Schools’ information system.
- Ensure that all staff take into consideration policies and procedures that relate
to enabling the Board of Trustees to fulfil its objective.
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Policy 18: Appointment of the Board of Trustees and
Specifying its Functions
DEFINITION(S):
The Board of Trustees is defined as a board appointed by School Owners. Its members
include qualified representatives and Parents/Guardians. It exercises the roles and
authorities provided for in this policy in a manner that is defined in the School’s
Governance Rules.
Responsibilities of the Board of Trustees are the responsibilities that the Board carries out
and are outlined in this policy. They aim at directing and operating the School in a manner
that guarantees justice, accountability, transparency, quality, integrity and balances the
interest of all stakeholders without jeopardising the educational values or the Council’s
Code of Ethics.
For the purposes of this policy, conflict of interest refers to a financial interest, personal
interest or other interest that a member of the Board of Trustees may have with regards
to School affairs and that may be in conflict with the best interests of the School. Examples
include:
 To request that the School purchase goods or services rendered by a business
owned wholly or partially by a member of the Board of Trustees or one of
his/her immediate relatives.
 To request that the School employ a relative or a friend of a member of the
Board of Trustees without following due recruitment processes and without
such person satisfying the position’s requirements.
PURPOSE(S):
 To ensure that strategic decisions affecting the School are made collectively at
the Board of Trustees level in consultation with various stakeholders and are in
line with best practices and adhere to the values, morals and customs of UAE
society.
 To outline the representation requirements of Board of Trustees.
 To illustrate how the Board of Trustees operates.
 To emphasise the importance of confidentiality of Board of Trustees’
discussions and its independence (if needed, for example, discussing the
Principal’s contract).
POLICY:
This policy relates to the appointment of the Board of Trustees, defining its
responsibilities, and outlining the main characteristics of the way the Board of Trustees
operates, such as representation requirements, confidentiality, and independence of its
members. Taking into consideration the Council’s requirements, rules, regulations and
decrees, each School Owner is at liberty to form the Board of Trustees, agree the approved
53
Governance Rules and determine its structures that are to be established to support the
functions of the Board of Trustees.
Each member of the Board of Trustees must adhere to the Board of Trustee’s collective
responsibilities. No Trustee shall bear personal liability for any action or decision they take
if conducted with integrity, in a reasonable manner and in good faith.
The Board of Trustees is responsible before the Council for the implementation of the
School’s strategic plans, and achieving its goals and mission. The members of the Board of
Trustees play an important role in ensuring Principals are accountable for the way they
implement the School’s strategic plans, as well as fulfilling its mission and goals.
The Board of Trustees offers support and advice to the Principal and staff with regard to
clarifying the strategic vision and providing advice on financial matters, other professional
matters and quality assurance. In particular, they must increase the effectiveness of the
School’s structures of accountability, establish or support strategic vision, ensure that
there is efficient financial leadership, offer advice to the Owner, and evaluate the
effectiveness of the Principal in the implementation of Board of Trustees-approved
policies, strategic priorities and the management of the budget. The Board of Trustees
must leave operational matters to the Principal and his/her Administrative Faculty and
remain focused on strategic governance. The responsibilities of the Board of Trustees
include the following:
 Take responsibility before the Council to introduce the functions and objectives
of the school to the concerned persons from the school community.
 Reviewing periodically School aims and aspirations and working on
implementing and evaluating the progress made in this regards. The Board of
Trustees should also review its responsibilities and mission regularly to ensure
their success.
 Ensuring effectiveness and efficiency in the conduct and operation of the
School according to the Council’s regulations, policies and requirements.
 Having full knowledge of all applicable federal and local rules and regulations
relating to Private Schools, and doing what is necessary to ensure School’s
compliance and adherence to their provisions.
 Responding to the Council’s directives and requirements, for example in
relation to inspection outcomes and compliance issues.
 Appointing, appraising and dismissing, if necessary, the School’s Principal after
obtaining the Council’s approval.
 Holding the Principal accountable for his implementation of the Board of
Trustees-approved policies and plans.
 Approving School policies and development plans, and ensuring that the
Principal’s development policies and plans support achieving the School’s
mission and values.
 Setting out the School’s financial needs and operating budget, supervising the
preparation of the School budget and approving it.
 Approving the School’s strategic plan and other related development plans.
54
 Reviewing new School policies and changes to existing policies and approving
those deemed appropriate.
 Promoting ethical values, taking into consideration adherence to the values,
morals, norms and traditions of UAE society, and compliance with policies
through appropriate and effective oversight.
 Measuring the School’s success in implementing its mission and aims and
ensuring corrective actions are taken if results show there is a need.
 Investigating formal complaints against the School and taking appropriate
actions in accordance with the School’s complaints policy.
Other duties of the members of the Board of Trustees may include:
 Attending major School events such as the UAE’s National Day.
 Creating links and partnerships between the School and the wider community.
 Overseeing the management of the School’s finances.
 Ensuring the provision of buildings based on high quality building standards and
resources.
 Reviewing staff performance, salaries, privileges and working conditions,
compared to other similar Schools.
Neither Owner nor the members of the Board of Trustees shall be involved in the daily
operations of the School. They shall not have a permanent office base at the School, nor
should they disrupt the regular operation of the School by visiting it on a daily basis.
Confidentiality
The content of Board of Trustees’ discussions is strictly confidential. Its members, and any
others involved in any of its functions from time to time, agree as a condition of their
participation to keep such discussions strictly confidential. This condition applies both
during and indefinitely after their service term, provided disclosure is not legally required.
Independence
 The Board of Trustees will be chaired by a person who is neutral and whose
leadership is not compromised by personal or prejudicial interests. Members of
the Board of Trustees should not have interests that could compromise their
impartiality in promoting the best interests of the School. Such interests
constitute grounds for exclusion of the member from the Board based on the
School’s applicable Governance Rules.
 Members of the Board of Trustees are individually responsible for making
known to the other members any circumstances that could involve a potential
conflict of interest.
Representation
 An effective Board of Trustees shall consist of members of good moral
character and standing and with skills in relevant areas such as law, financial
management, education, social services and student protection, human
resources, marketing, project design and construction and other fields, and
who are familiar with UAE society’s values, morals and customs.
55
 In order to have effective and proper governance, the Board of Trustees must
include representation from the School’s community such as
Parents/Guardians. However, Parent/Guardian members of the Board of
Trustees should not use their presence on the Board of Trustees to defend their
personal interest or the interests of their children, but rather to contribute their
thoughts and insights to serve all students and achieve the School’s objectives.
As a best practice, it is recommended that the School’s Parents/Guardians elect
those who will represent them on the Board of Trustees.
 The Board of Trustees should include at least one representative of the
Teaching Faculty, as teachers could also make valuable contribution to the
Board of Trustee’s work. They too should not use their presence on the Board
of Trustees to defend their own personal interests. As a best practice, it is
recommended that the School’s Teaching Faculty elect the teacher or teachers
who will join the Board of Trustees.
 Representatives of local businesses will often have an important role to play in
achieving the School’s objectives and supporting the School’s programs. The
Board of Trustees is therefore encouraged to include in its membership such
representatives.
 The Owner may chair the Board of Trustees or be a member therein, and he/she
has the right to vote on decisions in accordance with the Governance Rules.
 Principals shall not have the right to vote like other members of the Board of
Trustees, but their role in the Board of Trustees (by virtue of their position) shall
be to provide useful information about School operations and to offer advice
and analysis to inform the Board of Trustees’ decision-making process. A
Principal shall not attend meetings of the Board of Trustees where matters
regarding their performance and compensation are to be discussed or at any
other time as the Chair of the Board of Trustees deems appropriate.
 The method of selection of members of the Board of Trustees must be clear and
transparent, and organised to maintain the Board of Trustees’ continuity and
institutional knowledge.
 All members of the Board of Trustees shall have full voting rights in respect of
its decisions.
 A School’s Board of Trustees shall comprise a number of members, being not
less than five and not more than nine members, including the Chair, unless the
School’s size and needs merit additional members.
 Potential Board of Trustees members are not permitted to give any financial or
other gifts to the Board of Trustees. Members of the Board of Trustees may not
accept such gifts on behalf of the School to secure or maintain the membership
of an individual in the Board of Trustees.
Membership Term in the Board of Trustees

 A member of the Board of Trustees should hold the position for a term of not
more than three years. If his/her membership terminates because of resignation
or dismissal from the Board of Trustees, a replacement member must be
appointed for the remainder of the term. A member of the Board of Trustees
56
may be appointed for an additional term via the selection process conducted at
the conclusion of the previous period in accordance with the School’s
Governance Rules. The Owner shall be exempted from the foregoing
restrictions on the membership term of a member of the Board of Trustees.
 Members of the Board of Trustees are to serve in an honorary capacity and
without remuneration, except for some School-related expenses that the Board
of Trustees deems appropriate.
In order to ensure continuous improvement and to formulate the following year’s Board
of Trustees’ goals and objectives, the Board of Trustees is encouraged to conduct an
annual review of its own performance and to invite feedback from the Principal as part of
the process.
Schools that fail to establish effective governance through such a Board of Trustees, as
judged by the Council’s inspection processes, shall be liable to punishments and sanctions
as per the Council’s regulations, laws, and decrees that are in effect.
Schools, represented by Owners and the Board of Trustees will:

- Abide by the requirements set out in this policy and relevant regulations.
57
Policy 19: Formation of Sub-Committees of the Board of Trustees
DEFINITION(S):
For the purposes of this policy, the sub-committee is a specialised committee permanently
or temporarily created by the Board of Trustees for a particular purpose. It operates
according to the responsibilities and authorities stated in its formation decision. Its role
should be to support and help the Board of Trustees.
PURPOSE(S):
 To clarify the Board of Trustees’ right to form sub-committees which support it
and assist it in conducting its affairs.
POLICY:
The Board of Trustees may create sub-committees which support its affairs and assist its
functions, by drawing on the skills of its members (e.g. the School Complaints Committee
(see Policy (21)), the School Development Committee (see Policy (22)), and the School
Disciplinary Committee (see Policy (50)). The Board of Trustees may also create other
committees with such functions as the following:
 financial affairs
 health and safety
 student protection
 school curricula and resources
 school buildings and facilities
 employee affairs.
Some of these functions may be combined within a single sub-committee, such as the
Finance and General Purposes Committees. These committees will have particular
significance when a School is applying for accreditation with an external Accreditation
Agency as a means of demonstrating good and effective governance.
School Board of Trustees shall have the right to:

- Create permanent or temporary sub-committees, where needed, to assist it in
conducting its affairs.
- Set out the mandates (roles, responsibilities and timelines) of these sub-
committees.
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Policy 20: Meetings of the Board of Trustees
DEFINITION(S):
Quorum refers to the number of members of a Board of Trustees that are required to be
present, being not less than two thirds, for the Board of Trustees to legally carry out its
functions.
A casting vote is the deciding vote (when all votes are equally divided).
PURPOSE(S):
 To emphasise the need for Boards of Trustees to hold regular meetings.
 To identify the quorum requirements and the mechanism for arriving at Board
of Trustees’ decisions.
POLICY:
The Board shall meet at least once every three months upon request of the Chair or Owner
of the School, to discuss and debate the courses of action relating to its roles and
responsibilities, to arrive at new decisions, and to ensure that the educational and
operational results presented to it are in conformity with the School’s vision, mission and
strategic plan.
A meeting of the Board of Trustees shall have achieved quorum if all members have been
invited and if it is attended by at least two-thirds of its members. Decisions of the Board of
Trustees shall be made by a majority of those members attending. In case of equal votes,
the side of the Chair of the meeting shall prevail. All meeting minutes of the Board of
Trustees shall be recorded and made available for the Council when required or requested.
The School Principal will attend the Board of Trustees’ meetings, without the right to vote
on decisions, in order to deliver an operations report and to respond to any questions on
the School’s operational performance. In case the School Principal cannot attend, the Vice
Principal shall be deputised to act on his behalf. The Principal or his designate should not
attend any Board of Trustees’ meetings when such relate to discussing the Principal’s
performance evaluation, or his financial matters, or at any other time the Chair deems
appropriate.
Official Board of Trustees’ meetings may be open or closed, at the discretion of the Chair.
At open meetings, stakeholders (e.g. Parents/Guardians, teachers, etc.) may be allowed to
attend as observers and may submit a topic for discussion beforehand. Its inclusion on the
agenda and the participation of stakeholders in the discussion will be decided at the
discretion of the Chair of the Board. It is expected that at least part of every regular Board
of Trustees’ meeting will be open. At closed meetings, only members of the Board of
Trustees, the School Principal, and others specifically invited by the Board of Trustees, may
attend. Only Board of Trustees members may attend closed executive meetings.
59
Schools (members of the Board of Trustees, the Principal and Vice Principal) will:
- Satisfy the requirements set out in this policy and relevant regulations.
60
Policy 21: School’s Complaints Committee
Corresponding to Article (26) of the Organising Regulation
DEFINITION(S):
For the purpose of this policy, the School Complaints Committee refers to the School
permanent sub-committee that is formed by the Board of Trustees and its responsibility is
to consider written complaints filed against the School and its modus operandi whether
from a Parent/Guardian, member of staff, student or any other stakeholder, hereinafter
referred to as the “complainant”.
PURPOSE(S):
 To address all complaints made against the School and its operations, and
dealing with them effectively and promptly.
POLICY:
Schools must establish a permanent School Complaints Committee that shall consider all
written complaints made against the School and its operations, and attempt to resolve
these, in line with the School’s policies and the Council’s regulations, policies and
requirements. The Principal shall chair the School Complaints Committee, and may
delegate this authority to others as he deems appropriate.
Complaints should be resolved at the School level, and if necessary with the help of the
Principal (e.g. in respect of complaints from Parents/Guardians, teachers or other School
staff). In case the parties are dissatisfied with the Principal-proposed solution, the
complainant should refer the complaint, in writing, to the School Complaints Committee.
If a complaint has been made against the Principal, then the Principal shall be excluded
from the committee and replaced with a member of the Board of Trustees. All written
complaints shall be acknowledged within 24 hours of receipt. The School Complaints
Committee shall review and respond to all complaints in writing within ten working days.
If the complaint has not been properly handled, the complainant has the right of appeal to
the Council against the decisions of the School’s Complaints Committee.
The School must keep a record of all meetings held between the members of the
committee and the complainant (being a Parent/Guardian, or teachers or stakeholders)
and to present the same to the Board of Trustees, and the Council, if requested. The School
must also provide the Council with the name and contact information of the Chair of the
School Complaints Committee, in order to facilitate communication with him/her.
School Owners and the Board of Trustees will:

- Establish a School Complaints Committee.
- Oversee the work of the School Complaints Committee.
- Ensure that the School Complaints Committee deals with all complaints
regarding the School and its operations professionally, effectively and promptly.
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Schools will:
 Handle all formal complaints professionally through the procedures
mentioned in this policy and its corresponding Article 26 of the Organising
Regulations and in line with the School’s policies.
 Inform Parents/Guardians, students, staff and other School stakeholders of
the roles and responsibilities of the School Complaints Committee.
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Policy 22: School Development Committee
PURPOSE(S):
 To supervise the progress made by the School with regard to the agreed key
performance indicators specified forth in the development plan.
 To ensure that School programs and operational standards are applied and
maintained at the high levels of quality required to achieve the School’s mission
in line with the Council’s requirements.
 To continuously develop the work of the School in order to meet the standards
of leading international educational systems.
POLICY:
The School Development Committee shall prepare School Development Plans and
monitor the implementation of these plans effectively and consistently. The Principal shall
be the Chair of the School Development Committee which shall include members of the
School’s Administrative and Teaching Faculties. The School Development Committee may
include representatives of Parents/Guardians and students.
The School Development Committee shall oversee the School’s progress in relation to the
agreed upon key performance indicators as specified in the School’s development plan.
The School Development Committee should encourage the members of the Board of
Trustees, staff, students and Parents/Guardians to propose innovations and other ideas to
improve the work of the School, its students and the wider community. The Council will
expects that Schools what have a Council-Accredited License will contribute to the
improvement of other Schools through initiatives entered into with less successful
Schools, in accordance with the Council’s strategic plan.
The School Development Committee shall submit all improvement plans to the School’s
Board of Trustees for approval, and to the Council as set out in Policy (60) (see also Policies
(59) and (61)).
School Owners and Trustees will:

- Establish a School Development Committee.
- Oversee the work of the School Development Committee.
- Ensure the School Development Committee develops clear strategies for
improvement based on recommendations of the School inspection reports.
- Review and approve the annual School Development Plan.
Principals will:
- Chair the School Development Committee and complying with the requirements
of this policy.
- Manage the School development planning process.
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- Ensure relevant stakeholder involvement in the development of School
Development Plans.
- Formulate School Development Plans in accordance with Policy (60) and
following up on their implementation.
- Ensure the compliance of School Development Plans with Council requirements.
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Chapter 6
Headmasters/Principals and
Vice Principals
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Policy 23: The Principal’s Authorities
DEFINITION(S):
For the purpose of this policy, the Principal or School Principal refers to the School chief
administrative and executive officer who is responsible for the day-to-day leadership and
management of the School. The School Principal is accountable to the School’s Board of
Trustees and the Council. The Vice Principal is the Principal’s deputy and his representative
who supports the Principal’s leadership role and is accountable to him.
PURPOSE(S):
 To emphasise the importance of the positions of Principal and Vice Principal.
 To identify the core responsibilities of the Principal, as the leading
administrator, as well as of the Vice Principal who supports that crucial role (see
Policy (2)).
POLICY:
The Principal is fully accountable for all aspects of the day-to-day operation of the School,
and acts as the School’s chief executive officer. Any official action taken by the Council
with respect to a School will be directed to the Principal. The Principal must notify the
School Owner and Chair of the Board of Trustees of such actions.
The Principal shall have the authority to establish the rules, procedures and educational
standards at the School in a manner consistent with the Council’s decisions and
regulations. The School Owner and/or members of the Board of Trustees should not
interfere with the authority of the Principal in the exercise of his daily duties and the
procedures for implementing these policies. The Principal must report to the Council any
breaches of its decisions or regulations within 24 hours of the occurrence of such breach.
The Principal or Vice Principal shall not be the School owner or one of its owners, directly,
indirectly or surrogate. The Principal or Vice Principal shall not be a first- or second-degree
relative of the School Owner or one of its Owners.
There are five key areas that represent the role of the Principal as set out in the Council’s
“Professional Standards for Principals”, being: strategic leadership, leading teaching and
learning, leading the organisation, leading individuals and leading the community).
The duties of the Principal shall be determined by the School’s Board of Trustees, in line
with the Council’s regulations. Such role clarity will ensure that all stakeholders understand
the accountability and authority of the Principal, to best enable them to successfully meet
their assigned mandates. There are specific roles that Principals are accountable for which
include, for example:
 Acting as the primary contact person for the School and as a communication
channel between the School and the Council.
 Committing to implement the Council’s regulations, policies and requirements.
 Leading the development, implementation and modification of policies.
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 Informing the Owner or Board of Trustees about the procedures approved by
the Council, based on the School’s applicable Governance Rules.
 Preparing an employee’s structure plan and submit the same to the Board of
Trustees for consideration, amendment and approval.
 Leading recruitment and appointment processes under said plan, and
submitting the necessary recommendations to the Board of Trustees to hire or
lay off staff.
 Choosing staff and defining their roles and responsibilities.
 Providing staff with guidance and professional development.
 Ensuring that staff appointments are done in a legal manner and in accordance
with the requirements of the Council and other relevant government entities.
 Building leadership capacities within the School.
 Engaging Parents/Guardians and stakeholders in the teaching and learning
process.
 Evaluating the School’s performance to identify the priorities for continuous
improvement and raising the standards.
 Implementing the School’s curriculum.
 Ensuring that all books and other learning materials in use at the School are free
of any content that conflicts with the values and customs of society, or which
insults religious beliefs or social practices, and that they are also free from any
content that is offensive to the UAE whether in terms of religion, ideas, society,
culture or politics.
 Providing instructional leadership, management and monitoring of teaching
and learning.
 Supervising student assessment processes and reporting systems.
 Ensuring the health and safety of all students, staff and visitors to the School.
 Providing protection and care and ensuring the welfare of students.
 Managing and overseeing the School enrolment records and daily attendance
records.
 Setting and overseeing the School budget.
 Following up on the maintenance of buildings and facilities.
 Managing facilities, resources and equipment.
The School Principals may also delegate some of these responsibilities as needed.

The School’s Principal will be legally liable by the Council if he does not perform his
responsibilities or breaches any of the Council’s regulations, policies and requirements.
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- Recruit School leaders and Teaching Faculty as per the relevant laws and
regulations.
- Work with and monitor the performance of Principals to ensure that
responsibilities are carried out to a high standard and as expected.
Principals will:
- Understand and adhere to their roles and responsibilities as detailed in this policy.
- Seek constantly to improve their effectiveness as leaders and managers.
- Participate in professional development activities to keep abreast of current best
practices.
- Through their own example and encouragement, develop the qualities of good
leadership and management in other staff, especially those with management
responsibilities.
- Carry out daily leadership and management responsibilities as the leading
administrator at the School.
- Ensure that educational and operational standards are maintained at the required
level to fulfil the Schools’ vision and mission.
- Ensure the alignment of all the School’s educational, social and leisure activities
with the School’s values, vision and mission, within the framework of the values,
morals and customs of UAE society.
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Policy 24: Accreditation and Licensing of the Principal and
Vice Principal
DEFINITION(S):
For the purpose of this policy, an Appointment Letter is a letter issued by the Council to
an academically qualified individual with professional experience enabling them to serve
as Principal or Vice Principal in a Private School in the Emirate. The letter shall state that
the Council has verified the individual’s experiences and qualifications, and that they meet
the Council’s requirements for Principal or Vice Principal, as detailed in Policy (31).
PURPOSE(S):
 To clarify requirements for appointing a Principal or Vice Principal.
POLICY:
This policy is integrally related to Policy (31), which identifies the minimum qualifications
and requirements to obtain the Council’s Appointment Letter and become eligible to serve
as Principal or Vice Principal in a Private School. The appointment of a suitably qualified
and experienced Principal is one of the most important responsibilities of the School’s
License holder and the Board of Trustees.
Approval of Appointment of Principal and Vice Principal

The School must abide by the following procedures in order to obtain the Council’s
Principal or Vice Principal Appointment Letter:
1. The School selects and interviews suitable candidates for Principal or Vice Principal,
who meet the Council’s minimum experience and qualifications requirements as
detailed in Policy (26).
2. The School and candidate complete the nomination form, curriculum vitae, self-
introductory form and criminal status certificate (issued by relevant government
entities in the UAE for the resident candidate, and issued by the candidate’s
country if he/she is new to the UAE), together with any other required
documentation and fees.
3. Should the candidate fail the required vetting, the School will need to submit new
forms for a new candidate before step four can then take place.
4. The Council shall coordinate an interview for the successfully vetted candidate at a
pre-agreed time and venue.
5. The Council issues an Appointment Letter for a specific duration for the Principal or
Vice Principal, after passing the Council’s interview.
Upon receipt of an Appointment Letter from the Council, the School can sign a contract
for a specific duration with the Principal or Vice Principal. The contract should include a
condition stating that the Principal will adhere to the Council’s regulations, policies and
requirements and will achieve the goals expected of him, and will maintain and develop
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the School’s performance standards. Any violation of the previous shall be considered one
of the reasons for his termination (see Policy (61)).
Principal or Vice Principal Characteristics

In assessing the qualities of applicants for leadership positions, School Owners and
members of the Board of Trustees must give full consideration to the qualities that would
be suitable for this position.
Successful Principals are those that exhibit the Council’s standards and specifications,
which include for example:
 leading through strong moral values
 thinking strategically and reflectively
 developing strategies based on working with and through people, and will have
strong interpersonal skills
 committing to achieving improvement, high standards and clearly defined goals
and closely monitoring the progress toward such goals
 balancing between the internal (i.e. within their School) and external (i.e.
dealing with other entities) demands of the job
 being able to manage a wide range of challenges, stresses and dilemmas.
Owners and Boards of Trustees will:

- Ensure that the Principal and Vice Principal hold valid Council-issued Appointment
Letters prior to joining the School.
- Ensure that recruitment policies comply with the Council’s regulations, policies
and requirements.
- Submit to the Council all required forms for vetting Principal and Vice Principal, in
order to verify the information with relevant government entities in a timely
manner, before commencing work at the School.
- Maintain documented evidence showing that the Principal and Vice Principal have
good standing certificates and they are medically fit to work with students and
staff.
Schools will:
- Submit applications from high calibre candidates, meeting or exceeding the
Council’s minimum requirements for Principal and Vice Principal.
- Secure the necessary approvals relating to Principals and Vice Principals, before
they commence work.
- Carry out a rigorous and fair performance review of the Principal and Vice Principal
every year.
- Ensure that the Principal and Vice Principal continuously receive relevant
professional development.
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Policy 25: Approval of Teaching Faculty Appointments
DEFINITION(S):
For the purpose of this policy, a Teacher’s License refers to a certificate issued by an
authorised government entity to an academically and professionally qualified individual to
allow him to work as a teacher in a Private School in the Emirate. The certificate shall state
that the authorised government entity has verified the individual’s experience and
qualifications, and that he meets its requirements for teachers, as detailed in Policy (26).
PURPOSE(S):
 To establish and reinforce best practice in Teaching Faculty appointments
across all Private Schools in the Emirate.
POLICY:
This policy is integrally related to Policy (26) on licensing and qualifications, which identifies
the minimum qualifications and requirements for teachers to obtain the Teacher's License
from the authorised government entity, to become eligible to work at a School. Schools
shall only employ Teaching Faculty who have been issued and hold a valid Teacher's
License from an authorised government entity. Pending the implementation of the
Teacher's License procedures, from such authorised government entity, Schools shall only
employ Teaching Faculty that hold valid Council-issued Appointment Letters.
Approval for Teaching Faculty Appointment (Transitional Arrangements)

The transitional arrangements for obtaining the Council-issued Appointment Letters to
appoint Teaching Faculty shall apply as set out below:
1. The School selects and interviews suitable candidates for the position of teacher
that meet the Council’s experience and qualifications requirements as detailed in
Policy (26).
2. The School and candidate complete the nomination form, curriculum vita, self-
introductory form and criminal status certificate (issued by relevant government
entities in the UAE for the resident candidate, and issued by the candidate’s
country if he/she is new to the UAE), together with any other required
documentation and fees.
3. Should the candidate fail the required vetting, the School will need to submit new
forms for a new candidate before step four can then take place.
4. The Council issues an Appointment Letter for the position of teacher, after
completing the required checks.
The School Principal is ultimately responsible for selection and appointment of Teaching
Faculty as per the specific needs of the School and in accordance with the Council’s
requirements detailed in Policy (26). The Principal shall submit details for any Teaching
Faculty candidates to the Council for review, in order to ensure the candidates meet the
stipulated requirements.
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Schools will:
- Submit the details of any proposed Teaching Faculty appointments to the Council
for review.
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Chapter 7
Faculties and Other Bodies
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Policy 26: Licensing and Qualifications
DEFINITION(S):
For the purpose of this policy, a license is a permit given by an authorised government
entity to qualified individuals to practice the teaching profession.
PURPOSE(S):
 To ensure that School staff (Principal, Vice Principal as well as Administrative,
Teaching and Technical Faculty members and the positions identified by the
Council) have achieved at least the minimum stipulated qualifications
prescribed for each position.
 To provide a clearly understood framework for all those applying to work in
Schools in teaching or other roles.
POLICY:
Principal and Vice Principal

A School shall only employ Principals and Vice Principals who have valid Council-issued
Appointment Letters (see Policy (24)).
The Council may from time to time revise its minimum requirements for the position of
Principal or Vice Principal, pursuant to a decision of the Director General. Any new Principal
or Vice Principal must have, as a minimum, the following:
 University degree in education (Bachelor’s degree or equivalent from a
recognised and accredited educational institution, and all certificates and
qualifications must be duly notarised and attested) and a minimum of five years
of teaching experience, including School management experience.
 Or a university degree in School management (Bachelor’s degree or equivalent
from a recognised and accredited educational institution, and all certificates
and qualifications must be duly notarised and attested), and a minimum of four
years of School management experience.
 Or a university degree in a different field (Bachelor’s or equivalent from a
qualifications must be duly notarised and attested), and a recognised and
accredited diploma in educational leadership, and a minimum of six years
teaching experience including School management experience.
Priority shall be given to any Principal or Vice Principal who has the following:
 A Master’s degree or another degree in Educational Leadership or management
(from a recognised and accredited educational institution, and all certificates
and qualifications must be duly notarised and attested).
 Minimum International English Language Testing System (“IELTS”) Academic
score of six or equivalent for non-native English speakers in any School
delivering a curriculum in English.
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 Being bilingual in Arabic/ English or any other language as per the School’s
needs is preferred.
Schools are expected to ensure that Principals and Vice Principals fulfil the above-
mentioned conditions.
Teaching Faculty
Pending the implementation of the authorised government entity’s teacher licensing
procedures, a School shall only employ members of the Teaching Faculty who have
Council-issued Appointment Letters (see Policy (25)).
The Council may from time to time revise its minimum requirements for the position of
teacher, pursuant to a decree of the Director General. Any new teacher must have, as a
minimum, the following:
 University degree in education (Bachelor’s degree or equivalent from a
qualifications must be duly notarised and attested) and a minimum of two years
of teaching experience.
 Or university degree in the subject to be taught (Bachelor’s degree or
equivalent from a recognised and accredited educational institution, and all
certificates and qualifications must be duly notarised and attested), and an
accredited and recognised teaching certificate or license, and a minimum of two
years of experience in teaching the subject.
 Or university degree in the subject to be taught (Bachelor’s degree or
equivalent from a recognised and accredited educational institution, and all
certificates and qualifications must be duly notarised and attested), and a
minimum of four years of experience in teaching the subject.
Priority is given to a teacher that has the following:
 Minimum IELTS Academic score of six or equivalent for non-native English
speakers and those who have completed their education in a language other
than English, in any School delivering a curriculum in English.
 Being bilingual in Arabic/English or any other language as per the School’s needs
is preferred.
Schools must ensure that existing Teaching Faculty meet the above-mentioned
standards.
Administrative Support Staff at Schools

All Schools shall employ a HAAD-licensed registered School nurse and submit to the
Council a copy of the valid license, together with evidence of full-time employment at the
School, which may be in the form of:
 A copy of a School health services provision agreement covering the current
school year, signed by the School with a HAAD-licensed healthcare provider and
includes the name of the HAAD-licensed registered School nurse assigned by
the healthcare provider to the School (and it is not permitted to replace the
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assigned School nurse except in compelling circumstances) and the details of
HAAD healthcare professional license.
 Or a valid work permit and residency visa issued by the relevant government
entities in the UAE for the HAAD-licensed registered School nurse, along with
an employment contract signed between the School and the School nurse and
attested by the relevant government entities.
Consistent with the requirements of Policy (70) on public posting of licenses and
approvals, a copy of the School nurse’s valid HAAD healthcare professional license for the
category of registered School nurses must be displayed at all times in the School clinic
along with a copy of the School clinic’s valid HAAD healthcare facility license for School
clinics. A copy of these licenses shall be placed on the bulletin board near the main
entrance of the School and must be kept in good condition.
For social or psychological specialists or student counsellor positions, some specializations
such as (Sociology, Psychology) with a university degree (Bachelor’s degree or equivalent
from a recognised and accredited educational institution, and all certificates and
qualifications must be duly notarised and attested). Schools must also satisfy the
conditions of employment of all other relevant government entities, such as the
Department of Transport for drivers and bus supervisors, the Ministry of Interior for
security guards, and other entities, if any.
Owners, Board of Trustees and Principals will:

- Ensure that they are familiar with and adhere to the appointment requirement as
stipulated by the Council and/or other government entities.
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Policy 27: Teaching Quality
DEFINITION(S):
The quality of teaching refers to the effectiveness and evaluation of both teaching and
learning provided by teachers. It also refers to a teacher’s effectiveness in providing an
engaging learning environment, which fosters the students’ intellectual and personal
growth, including their self-esteem. Well-qualified competent teachers use varied and
innovative strategies and methods to achieve optimal progress for all students in their on-
going process to acquire knowledge, concepts and skills.
PURPOSE(S):
 To ensure that teaching and learning are of the highest possible quality in all
Schools.
 To provide guidance to Schools for monitoring the teaching and learning cycle
to continuously improve upon its quality.
 To ensure that students will acquire the skills, knowledge and qualifications that
will ultimately contribute to the economic growth of the Emirate and for
successfully competing in the global market.
POLICY:
Schools must achieve high standards in teaching and learning. Schools shall implement the
following guiding principles as key indicators of teaching quality by ensuring that teachers:
 Are committed to exemplifying high standards and to meeting the outcomes of
an accurate and well-documented curriculum.
 Are suitably qualified and have excellent subject knowledge and instructional
skills, incorporating the use of technologies as tools with which to teach and
learn while covering curriculum components.
 Have a range of effective skills and approaches to classroom management
through reinforcing the ethos of mutual respect and trust.
 Use their own creativity and self-reflection to enhance their teaching methods.
 Actively engage with all students, including students with special needs and
talented and high-achieving students.
 The capacity to inspire and stimulate intellectual curiosity.
 Have a variety of well-chosen methods matching students’ learning styles,
individual needs and levels of intelligence.
 Are skilled in the effective deployment of varied resources for investigative and
inquiry-based learning beyond the textbook.
 Show a willingness to embrace change and harness curricula, instruction
methods, assessments and innovations to enrich their work within a subject.
 Employ rigorous assessment methods that measure students’ progress and are
used to diagnose and respond effectively to individual and collective needs.
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 Have a strong commitment to work collaboratively with colleagues in order to
maximise the quality of planning and adopting best practices in the School.
 Have a sincere desire to communicate effectively with Parents / Guardians as
partners in their child’s education.
Schools shall implement the following indicators of learning quality by ensuring that
learning occurs through:
 An equality of educational and developmental opportunities for all students.
 Documented, high standards of learning and achievement that will enable all
students to reach their full potential.
 A fostered development of many skills in addition to the academic curriculum
content, including: creative and critical thinking, problem-solving,
communication, collaboration, positive social and emotional practices, UAE
heritage and cultural appreciation and life-long learning.
 A focus on preparing students well for work and for contributing to society in
the 21st Century.
 A sense of shared responsibility for learning and maintaining a positive School
ethos.
 The students’ embracing high expectations for appropriate behaviour, self-
discipline and motivation.
 A strong commitment among all students to do their very best to learn and to
develop as effective, responsible citizens.
Ensuring the Quality of Teaching

Relevant or responsible parties in Schools are required to carry out periodic formal and
informal classroom observations, in order to annually appraise the performance of all
teachers as part of their commitment to quality assurance. Schools are expected to
identify each teacher’s key strengths and areas for development, while taking into account
the School’s development priorities as identified in the School Development Plan (see
Policy (60)).
Schools are further required to plan and implement professional development programs
that provide a minimum of twenty five hours of training per year for every teacher. The
aim of this requirement is to support teachers in addressing their own areas for
development as identified through the annual performance-appraisal process (see Policy
(28)).
Schools will:
- Strive for high quality in the teaching by appointing qualified teachers who are able
to teach consistently to a high standard and meet and/or exceed the key indicators
of teaching quality as prescribed by this policy.
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- Ensure that there is effective monitoring of teaching and learning through a
program of regular informal classroom observations and yearly performance
management of all teachers.
- Make use of the outcomes of performance management to inform their processes
of self-assessment and School development planning.
- Support innovation and development, especially in relation to the use of ICT and
other technologies to enhance and enrich learning across the School’s curriculum.
- Ensure that all teachers are provided with appropriate professional development
opportunities in order to build upon their teaching strengths, address any
weaknesses and to improve the quality of education for all students.
Teachers will:
- Do their utmost to work with their students by applying their experience, teaching
skills, attitudes and methods to ensure that optimal progress and results are
achieved by all.
- Reflect upon the effectiveness of their own teaching and their students’ learning
and undertake relevant professional development initiatives to improve the
quality of their performance.
- Make use of assessment data and exam results to inform their teaching to achieve
optimal learning progress by each student.
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Policy 28: Continuous Professional Development and
Performance Management
DEFINITION(S):
Continuous Professional Development covers all activities undertaken by Administrative,
Teaching and Technical Faculty to improve their skills competencies and effectiveness in
their work. It encompasses a wide variety of activities, such as achieving advanced
qualifications like Master’s degrees in education, attending short courses, one-day training
sessions or in-School collaborative planning opportunities and staff development
programs. Some of the important aspects of professional development include
collaboration, timely feedback, continuous improvement and measuring the impact in
terms of student outcomes and their achievement.
Performance Management is the periodic evaluation of the level of performance of staff.
It is normally carried out by the Principal or someone delegated for this purpose such as
the Vice Principal or direct supervisor. It involves assessing professional skills,
competencies and effectiveness through informal and formal classroom observations and
constructive feedback, self and peer review, student and Parent / Guardian feedback and
individual professional goals. The purpose of performance management is to provide
constructive guidance to staff which will provide a platform for further professional
development. Well-developed performance management systems are likely to include
professional objectives or targets for the staff concerned, which would contribute to the
School’s development plan.
PURPOSE(S):
 To ensure continuous development of the leadership and teaching skills and
competencies of staff, including introduction to innovative and creative
methods of leadership, planning, instruction and assessment.
 To provide a clear structure in which professional performance of staff is
evaluated and monitored and is aligned with goals for individual and School-
wide professional development targets.
POLICY:
Continuous Professional Development

As this policy is central to the Council’s strategic priorities for private education in the
Emirate, the Council requires that each School provide every member of the
Administrative and Teaching Faculty and all other bodies with a minimum of twenty five
hours of planned professional development per year at no cost to the staff. Training and
Professional development hours should not be counted as part of teaching loads for
teachers. The Council will follow up on the School’s compliance with this requirement
through licensing and inspections and monitoring visits, and will request evidence of how
Schools use these professional development hours.
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The Council requires School Owners and members of the Board of Trustees to ensure that
Principals and Vice Principals meet the professional standards and leadership
competencies detailed in the Council’s “Professional Standards for Principals”.
Principals are expected to work with the Administrative Faculty and the School
Development Committee, to identify the key professional development requirements
arising out of the School Development Plans. Their responsibility is to implement
professional development programs for all staff and to enable them to meet the targets
and priorities outlined in the plan. The success of the plan, in relation to the professional
development of staff and to the School as a whole, is measured through the performance
management process.
Teachers must contribute to their own development through collaboration with other
teachers, participation in professional development activities, regular self-assessment of
their performance and identification of priorities for continuous improvement using the
Council’s “Professional Standards for Teachers”. The Council expects teachers to be
ambitious in their pursuit of excellence for the benefit of the students they teach and the
School community as a whole.
Schools shall provide training through accredited government entities, and/or
professionally recognised organisations to ensure that the quality of the training content
and delivery benefits staff. Schools may opt to utilise a train-the-trainer approach from
time to time whereby the School selects staff who receive training from a recognised /
accredited agency or government entity who then provide the training and materials to
fellow staff members. Schools are responsible to ensure that the quality of the training
and materials from such an approach are of high quality.
Performance Management
The Council requires Schools to put in place a performance management policy and
process as part of the Employment Manual (see Policy (31)) to ensure that all staff have
the opportunity, at least once a year, to receive confidential feedback on their work.
Schools shall adopt an annual performance management cycle in which each staff member
shall set individual performance objectives for the following academic year and identify
relevant professional development needs that may be required to achieve the
performance objectives set. Schools are expected to ensure that their strategic goals and
improvement priorities are reflected into and linked to the performance objective setting
for each staff member.
The Principal or a delegated representative shall undertake an annual performance
appraisal, toward the end of the academic year, for each staff member and shall deliver a
confidential, written performance appraisal, to which the Council shall have access to upon
request.
The School’s Board of Trustees together with the Owner shall carry out the Principal’s
annual performance appraisal, evaluating the Principal’s performance throughout the
current academic year. The Principal’s performance objectives for the upcoming academic
year shall be approved by the School’s Board of Trustees, and the Board of Trustees shall
make every effort to provide professional development and other support as required for
the Principal to effectively lead the School. Best practice includes, as an example, a “360
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degree” appraisal element or a similar approach, in which certain data about specific and
agreed aspects of the Principal’s performance from staff, students and Parents/Guardians
shall be gathered and submitted directly to the Board of Trustees in order to better inform
the appraisal of the Principal’s performance, and as feedback to the Principal himself and
to the Board of Trustees. The Principal’s performance management appraisal must be
confidential and professional at all times. The Principal’s performance objectives shall be
directly linked to the School’s strategic goals and improvement priorities as set out in the
School Development Plan.
Schools must ensure that all staff are aware of and understand the performance appraisal
criteria against which they will be appraised, and that there should be no changes to the
criteria once the academic year has begun.
ROLES & RESPONSIBILITIES:
The Board of Trustees will:

- Ensure that Principals meet the professional standards and leadership
competencies as detailed in the Council’s “Professional Standards for Principals”.
- Organise and conduct the Principal’s performance management review.
- Ensure that Principals establish clear policies, processes and practices for
professional development and performance management of all staff.
- Monitor whether the identified professional development priorities and
performance management objectives are fully aligned with the School
Development Plans.
- Allocate a portion of the total School’s revenue toward staff training, and ensure
that this is incorporated in the Private School’s financial plan each year.
Principals will:
- Carry out a performance management review of the Administrative Faculty.
- Provide clear professional leadership and developing effective systems and
processes for the professional development and performance management of all
staff.
- Ensure that appropriate and effective support and expectations are provided for
underperforming staff.
- Ensure that all Administrative, Teaching and other Faculty members take part in a
planned program of professional development for a minimum of twenty five
hours every year.
- Report to School Owners and/or members of the Board of Trustees on the
measurable impact of professional development activities in terms of cost and
effectiveness.
- Ensure that performance management objectives are aligned with the School’s
Development Plan.
- Keep a copy of each confidential performance management evaluation report in
the School’s personnel files.
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- Submit a written report to the Council, at the end of each academic year, listing
the professional development sessions conducted for the School staff, detailing
staff participation records in accordance with the Council’s training requirement.
Teachers and other staff members will:
- Constantly strive to improve their performance and teaching approaches through
participation in relevant professional development activities.
- Identify their continuous professional development needs, using the Council’s
“Professional Standards for Teachers”.
- Actively participate in the Schools’ performance management process.
- Participate in a minimum of twenty five hours of professional development
activities per year.
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Policy 29: Rights and Responsibilities
DEFINITION(S):
Rights refer to the material, moral, ethical, and legal benefits and entitlements given to
School staff.
Responsibilities refer to the tasks and duties that need to be carried out or assigned to
School staff based on the employment contract, the nature of the job, and the ethics and
conduct of the profession.
The rights and responsibilities of staff are closely linked to the Professional Code of Ethics
(see Policy (30)).
PURPOSE(S):
 To ensure that all Abu Dhabi Private School staff are aware of their legal rights
and responsibilities.
POLICY:
The Council requires that all Schools comply in full with Federal Law No. (8) of 1980
concerning the Regulation of Labour Relations as amended and all its implementing
regulations, and any other related federal or local law or regulation that may be enacted
from time to time.
Schools shall ensure that the basic rights of all members of the School community are
protected at all times, and that all members of the School community understand the
responsibilities associated with the jobs they are appointed to. (see Policy (31)).
Principals will:
- Guarantee all staff statutory rights, and that staff will carry out their
responsibilities.
- Provide leadership in a way that reflects fully the legal and ethical responsibilities
that govern the operation of the School community.
- Provide hard copy or electronic copies of the labour relations regulations to School
staff, to act as a reference and to support daily conduct and decision making.
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Policy 30: Professional Code of Ethics
DEFINITION(S):
The Professional Code of Ethics is a set of principles by which employees at the Council’s
Headquarter and its regional offices as well as Private Schools staff, members of the Board
of Trustees and Owners (“Educators”) are expected to abide. It consists of twelve
professional and ethical standards which are to be met by all employees covered by the
Professional Code of Ethics and forms the basis for the identification of best practice in
professional and ethical conduct and any disciplinary action which a School may need to
take against individual members of staff in case of non-compliance with the Professional
Code of Ethics’ standards.
PURPOSE(S):
This policy is based firmly on the Council’s core values of education (Policy (1)), which
defines the conduct of the Council’s employees, School staff and others who regularly deal
with students in all procedures, which is:
 Teamwork: emphasizing the values of cooperation with others.
 Integrity and honesty: commitment to the right behaviours under any
circumstances.
 Transparency: dealing with others in a clear, sincere and honest manner.
 Respect: respect for students, colleagues, Parents / Guardians and community.
 Accountability: the individual bears responsibility of his words and deeds.
 Care and compassion: caring for others and feeling of responsibility toward
them.
This policy provides those who work in Private Schools with a firm set of principles to guide
all of their professional practice and behaviour. This policy also applies to Council
employees as they interact with Private School students and their Parents / Guardians,
School leaders, teachers, staff, members of the Board of Trustees and Private School
Owners. Its purposes are:
 To establish a firm foundation for ethical and professional conduct in all Private
Schools which are under the jurisdiction of the Council.
 To raise ethical and professional standards by giving all employees a clear vision
of the behaviour expected of them.
POLICY:
The Council expects that Private Schools ensure that all employees understand, accept and
embrace the principles enshrined in the Professional Code of Ethics, and thereby uphold
high standards of ethical and professional practice and behaviour in all their work and at
all times. The Professional Code of Ethics has been adapted from the “ADEC Public Schools
(P-12) Policy Manual” in the Emirate of Abu Dhabi.
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The Council requires all Schools to prepare and distribute to all their staff a code of
professional and ethical conduct that includes all of these principles. The School’s code of
conduct may also include other principles that are of specific relevance to the particular
context and mission of that particular School within the framework of the Professional
Code of Ethics.
The Council’s Professional Code of Ethics consists of twelve standards for all Private School
staff, members of the Board of Trustees, Owners, students and Parents/Guardians, as well
as Council employees who work with Private Schools. The lists within each standard are
intended as guidance and do not comprise a complete set of professional and ethical
behaviours that are expected of staff.
The main objective for the Council’s employees in its headquarters and regional offices, as
well as Private Schools staff, members of the Board of Trustees and Owners, is to achieve
the public good in regard to improving educational processes and outcomes, and also that
staff who regularly interact with students share an individual and collective accountability
for the effective education of students. For this reason, the term Educators is used
throughout this Professional Code of Ethics to describe all of them.
The Council’s Professional Code of Ethics for Private Schools includes the following
standards:
Standard 1 – Religion, culture, society’s customs and traditions: Educators will respect the
Religion of Islam, respect the Arabic culture and UAE society’s values, morals, customs, and
traditions.
Professional conduct includes, for example:
 Showing reverence to Islamic values and practices and respecting other
religions.
 Complying with all principles imposed by the Islamic religion in the UAE.
 Respecting UAE society’s values, morals, customs and traditions.
 Respecting the national symbols of the UAE.
Prohibited unprofessional conduct includes, for example:
 Behaving in a manner that is contrary to Islamic values in the classroom or other
workplace.
 Exhibiting disrespect toward UAE society’s values, morals, customs and
tradition.
Standard 2 – Tolerance and respect for diverse cultures: Educators will foster an
atmosphere of tolerance in Schools and the workplace.
 Exhibiting tolerance and respect to individuals of different religious, ethnic or
cultural backgrounds.
 Taking all necessary procedures to ensure that classrooms and other
workplaces are free from all forms of harassment and discrimination.
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 Treating all students and colleagues equitably, including those with special
needs.
 Discriminating against or harassing colleagues or members of the public on the
grounds of religion, race, origin, social status, age, gender or against pregnant
employees or those with a newborn.
 Discriminating against or harassing students, on the grounds of religion, race,
origin, social status, age or gender.
 Engaging in conduct that represents any kind of extremism or cultural
indoctrination.
Standard 3 –Dress code: Educators will dress appropriately in a manner consistent with
official work attire and which does not contradict with UAE society’s values, morals,
customs and traditions.
 UAE nationals observing the appropriate national dress.
 Expatriates dress in a professional manner reflecting proper work attire.
 Wearing any clothing that is tight-fitting or revealing or unsuitable for the work
environment.
Standard 4 – Relationship with students: Educators will maintain a caring, professional

relationship with all students, both inside and outside the classroom.
 Educators behaving in ways that promote the welfare of the students and
which affords them the necessary care, and taking all actions within their power
to ensure students’ safety.
 Educators reporting to relevant authorities if they suspect that a student is
being harmed or may possibly be harmed.
 Educators working to meet the individual learning needs of all students and
assisting them to achieve their potential and to develop their self-confidence.
 Educators striving to create a safe and supportive emotional environment for
students to learn and enjoy learning; one that is conducive to their knowledge,
values and abilities and does not cause intimidation or embarrassment.
 Educators striving to be fair and objective when dealing with students.
 Educators promoting student health through the support of School health
services and the facilitation of School health programs and initiatives
implemented in the School by the School nurse, the Council, or other
government entities (e.g. National Immunisation Program managed by HAAD),
as approved by the Council.
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 Educators being aware of, and complying fully with, all of the Council’s
regulations, policies and requirements related to student protection, health,
care and welfare.
Prohibited Unprofessional Conduct includes for example:
 Engaging in or encouraging inappropriate relationships with students inside or
outside of the classroom, including any behaviour constituting sexual
harassment or abuse.
 Sending any inappropriate messages, pictures or other communication to
students inside or outside of the classroom.
 Using any form of discipline that involves corporal punishment, emotional or
verbal abuse, or any punishment that may cause physical or emotional harm to
students (e.g. ridiculing a student’s point of view).
 Failure to discipline on-going bullying of a student (including cyber-bullying),
which may result in physical or emotional harm to the student (see Policy (65)).
 Behaving negligently or making decisions which endanger student welfare.
 Using professional relationships with students for personal gain (e.g. private
tutoring for students that are concurrently being taught by the teacher, asking
for favours from the student’s Parents/Guardians, etc.).
 Leniency in student grading, in a manner not consistent with the educational
process.
Standard 5 – Relationship with community: Educators will respect and cooperate with
Parents / Guardians and the local community in their daily work to advance student
learning.
 Establishing open, honest and respectful relationships with Parents/Guardians
and the local community.
 Involving Parents/Guardians and the community in the decision-making process
relating to students education and wellbeing.
 Communicating all decisions relating to students’ learning clearly and promptly
to students, Parents/Guardians and stakeholders in the community.
 Disregarding the views and concerns of Parents/Guardians and the School
community when making decisions about student learning.
 Behaving in a rude or hostile manner when interacting with Parents/Guardians
and the community.
Standard 6 – Relationships with colleagues: Educators shall follow direction from direct
supervisors and commit to collaborating with their colleagues in the best interest of
students and the education profession.
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 Complying with all official instructions and decisions from their direct
supervisors and from the relevant Council authorities.
 Encouraging and supporting colleagues to adopt and adhere to high
professional standards.
 Collaborating with other Educators in a way that develops a positive, supportive
professional environment for all.
 Assisting in the preparation and induction of new Educators through
mentorship and guidance.
 Harassing a colleague verbally or physically, including any inappropriate
behaviour that makes a colleague feel uncomfortable or unsafe.
 Spreading false statements or slandering the reputation of a colleague.
 Revealing confidential information concerning a colleague.
 Intentionally excluding a colleague from work-related or professional activities
or work-related information.
 Preventing colleagues from carrying out their official duties.
Standard 7 – Communications: Educators will ensure that all interactions and

communications with colleagues, students, Parents / Guardians and the public reflect the
values of respect, wisdom, and integrity.
 Ensuring that any public comments they make reflect the policies and priorities
of their School and of the Council.
 Ensuring that usage of the Council communication systems (e.g. computers,
phones, emails, eSIS) does not include any communication that may be
controversial or offensive.
 Maintaining the confidentiality of information relating to students and
colleagues unless disclosure is officially permitted and serves clear and specific
professional purposes.
 Making comments or statements, in an official or unofficial capacity, that
disparage the reputation of the Council, the School or colleagues.
 Sharing confidential or sensitive information with any party, inside or outside of
their School, who is not authorised to have the information.
Standard 8 – Legal obligations: Educators will abide by government laws and regulations
at all times and will be obligated to report violations of these laws to relevant authorities.
 Maintaining honesty and integrity while conducting work.
 Being aware of, understanding and adhering to the provisions of legislation,
laws and policies relevant to their work.
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 Falsifying or misrepresenting professional qualifications or employment history.
 Wilfully disobeying or disregarding any applicable laws.
Standard 9 – Alcohol, drugs and tobacco: Educators will refrain from using, possessing, and
being under the influence of alcohol and illegal drugs, and will not smoke in the workplace.
 Abiding by government laws with respect to the substances stated above at all
times.
 Refraining from providing alcohol or other drugs to students, or from
encouraging students to consume them, or from disregarding students’ use.
 School nurses supervising the administration of prescribed medications to
students, and ensuring compliance with the Council’s guidelines.
 Consuming or being intoxicated by alcohol or other drugs while performing
duties.
 Smoking in School buildings and/or on the Council’s premises.
 Encouraging students to use alcohol, tobacco or unauthorised drugs at any
time.
Standard 10 – Use of resources: Educators will use property and resources provided for their
work efficiently and only for official/work-related purposes.
 Complying with the Council’s Information Security Policy relating to acceptable
use of technology.
 Optimal usage of Council and School resources for work purposes to the extent
necessary to carry out the assigned work.
 Maintaining assets and possessions entrusted to them (because of their work),
and ensuring they are used wisely and responsibly.
 Taking advantage of public or work-related resources for personal benefit (such
as checking personal email) or for achieving personal gains or goals.
 Spending the Council’s or the School’s financial resources in a reckless or
wasteful manner.
Standard 11 – Conflicts of interest: Educators will avoid any situation that represents or may
be perceived to represent a conflict of interest in carrying out their professional
responsibilities and tasks.
 Carrying out all responsibilities and taking all decisions in an objective and
impartial manner.
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 Maintaining integrity and not accepting any bribes (gratuity), gifts, money or
services that might impair or influence professional decisions.
 Refraining from using their position for personal gains.
 Reporting a potential conflict of interest to supervisors, and recusing
themselves from situations giving rise to perceived conflict of interest.
 Involvement in any decisions in which family or friends may benefit.
 Accepting gifts from suppliers or local community members or gifts that may be
given in an attempt to influence official work, other than those of nominal value
(in most cases, a gift valued at over AED 100 will not be considered to be of
nominal value).
 Using School time to conduct non-School business.
Standard 12 – Sensitive issues: Educators will not make remarks regarding sensitive issues
that could cause anger or discomfort among students, colleagues or the community.
 Ensuring that classroom discussions are focused on the subject being taught.
 Being careful when making comments (particularly in relation to potentially
controversial matters, such as religion or politics).
 Preventing students from raising potentially controversial matters for group
discussions.
 Engaging in conversation with students about sensitive issues - such as religion
and politics – that do not serve any clear educational purpose and are not
related to the School’s approved curriculum.
School Owners, the Board of Trustees, sub-committee members, teachers and other
School Faculty should abide by the Council’s Professional Code of Ethics and its standards.
In cases such Professional Code of Ethics is violated, the School will impose appropriate
sanctions in accordance to the Council’s regulations, policies and requirements. The
sanctions imposed depend on the severity of the violation and the relevant staff’s
behavioural history.
Schools will:
- Distribute a code of conduct that includes all the standards contained in the
Professional Code of Ethics.
- Ensure that all Educators adhere to the Professional Code of Ethics.
- Encourage all staff to report serious violations of the Professional Code of Ethics
to their Principal or direct supervisor and keeping all reports confidential.
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- Offer awareness programs to ensure that all staff know and understand what is
expected of them.
- Monitor compliance with the Professional Code of Ethics and take strict actions
where there is evidence of non-compliance.
- Deal with any of the Professional Code of Ethics violations by imposing appropriate
actions dependent on the violation gravity and the behavioural history of the
employee.
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Policy 31: Conditions of Employment and Contracts
PURPOSE(S):
 To emphasise Private Schools’ obligation to comply with the UAE’s legal
requirements and best practices in its contractual arrangements with
employees.
 To emphasise the need for Schools to develop, publish, implement and regularly
review an Employment Manual.
POLICY:
All rules and regulations that govern School employee contracts and working conditions
shall be in accordance with the provisions of Federal Law No. 8 of 1980 concerning the
Regulation of Labour Relations as amended, and all its implementing regulations, and any
other laws or relevant federal or local regulations that may be enacted from time to time.
All Schools shall develop, publish and regularly review an Employment Manual. The manual
should be in compliance with the Council’s regulations, policies and requirements setting
out, for all employees, the School’s policies for all employment-related matters, including
for example:
 Details of School employment policies.
 The School’s organisational chart outlining jobs and job descriptions.
 Recruitment procedures and other procedures required to hire candidates.
 Procedures for criminal checks (no prior convictions).
 Required clearance procedures (self-introductory form) and reference letters
of prospective employees.
 A probationary period for at least three months or as determined by the
employment contract.
 Induction and training of new staff.
 Performance management arrangements for all staff.
 Service and contractual conditions.
 Salary scale, gratuity scheme and allowances.
 Infractions and subsequent disciplinary actions.
 Professional Code of Ethics (see Policy (30)).
 Other relevant employment matters.
The Employment Manual shall at all times be in line with this policy and related regulations,
the Council’s Professional Code of Ethics and the UAE’s Labour Law, and should also
include details for the provision for lessons covered by substitute teachers in the event of
long or short-term planned or unplanned staff absenteeism. The Employment Manual shall
further include any restrictions on employment contract terms (two or three years,
depending on the contract) and early termination or acceptance of resignations prior to
the end of the academic year or the end of the contractual term. Teachers may not resign
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from and leave their place of employment during the course of the school year, and this
shall be a term of the employment contracts for both Administrative Faculty and Teaching
Faculty.
The Council shall give its approval for all appointments after the employee has met the
requirements listed in Policies (24), (25) and (26), before the said appointments are
contractually confirmed by the School and before the employee commences employment
at the School.
As part of the License application for a new School, Schools must submit to the Council
their Employment Manual for approval.
Any application to recruit a member of Administrative, Teaching or Technical Faculty shall
be submitted at least sixty calendar days prior to the beginning of the academic year.
Teachers with acceptable reasons to quit work before the end of their contractual term
shall submit their resignation before the end of the academic year or one month prior to
the commencement of the new academic year. The Council shall deal with applications
made in exceptional circumstances flexibly.
Principals will:
- Ensure that an Employment Manual is produced, published, implemented and
periodically updated in accordance with this policy and related regulations.
- Ensure that all staff are fully aware of the implications of their contractual
arrangements.
- Apply clear and transparent systems for hiring employees and employee contract
terms.
- Ensure that the Employment Manual satisfies all the UAE’s labour laws and other
relevant legal requirements.
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Chapter 8
School Reports and Other
Documents
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Policy 32: School Reports and Other Documents
PURPOSE(S):
 To ensure that all Schools comply with essential reporting requirements.
POLICY:
All Schools shall maintain reports and documentation as listed in Policies (33) and (34).
A School License shall only be renewed by the Council if and when a School has duly
prepared these reports and submitted them to the relevant official at the Council’s PSQA
Sector.
Schools will:
- Maintain complete and accurate reports and documentation and submit them to
the Council at prescribed times and upon request.
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Policy 33: School Management Reports
DEFINITION(S):
An Annual Report is a report prepared by the School’s Board of Trustees and Principal
about the School’s different activities and its administrative, technical and financial affairs
over the previous academic year (often presented to an Annual General Meeting of the
Board of Trustees).
PURPOSE(S):
 To ensure that all Schools comply with essential requirements for preparing
required School reports and submitting them to the Council.
 To ensure that each School holds itself properly accountable for the exercise of
its functions and activities and for the finances which it receives and spends.
 To enhance key Council goals including full accountability, increased
transparency and the provision of evidence-based policy-making and planning
across the Private School sector.
POLICY:
Each School’s Board of Trustees shall submit an Annual Report about School management
to the Council including data, statistics and other information as may be required by the
Council. The annual management report shall include, amongst other items, a report on
the School’s operation, student achievements throughout the past academic year and a
summary of the financial statements (income statements, balance sheet and statement of
cash flows – see Policy (34)). It should also include the professional development plan,
inspection outcomes, School development performance standards and plans, and sharing
best practices.
Schools (Owners and Board of Trustees) will:

- Appoint at the beginning of each school year an approved external auditor to
conduct audit activities.
- Oversee the preparation of the Annual Report and give their final approval for the
submission of the report to the Council and taking responsibility for the information
contained within the report.
- Submit the financial statements and auditor’s report to the Council using the
relevant the Council template within sixty days from the end of the academic year.
- Use a secure storage mechanism for this report and other types of reports.
Principals are accountable to the Board of Trustees for:
- Ensuring that the financial coverage and contents of the Annual Report are
sufficient and accurate to meet the Council’s reporting requirements.
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Policy 34: Financial Auditing and Reports
PURPOSE(S):
 To ensure that all Schools comply with essential reporting requirements.
 To ensure that each School holds itself properly accountable for the exercise of
its functions and for its financial transactions.
 To create a consistent record and a bank of available data on the Private Schools
sector, to be maintained and used in appropriate ways by the Council.
POLICY:
This policy is related to Policy (33) on the school management report, which describes
what the Annual Reports should contain.
Within sixty days from the end of the School’s academic year, the School’s Board of
Trustees shall submit the School’s financial statements along with an auditor’s report using
the relevant template. These reports should include data and statistics that illustrate the
School’s income and expenditure, calculated profit or loss and any other information that
allows the Council to consider the School’s financial position. The financial statements
must be prepared and presented in a manner which meets the International Financial
Reporting Standards (“IFRS”).
The accounts must be audited by a certified external auditor. The auditor shall not be
related or connected to the School, its Owner or Board of Trustees in any way, except
contractually. The School shall inform the Council, in writing, of the name of such auditor
immediately after their appointment.
The Council will monitor all Schools’ Annual Reports and financial statements through the
licensing, inspection and monitoring processes, and may carry out additional audits to
ensure the validity of these reports and the financial status of the School from time to
time.
The provision of these documents is an essential element in the licensing process. Their
quality will be assessed by Council officers and through inspections. Schools that fail to
provide adequate financial or other required reporting shall be considered to be in breach
of their License obligations and, therefore, in violation of the rules and policies. They will
therefore be subject to steps as set out in Policy (78) on violations of the Council’s rules
and regulations.
School Owners and Board of Trustees will:

- Review the financial statements approved by the Principal.
- Present the School’s financial statements and auditor’s report to the Council within
sixty days from the end of the School’s academic year.
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- Appoint an external financial auditor to review the financial operations of the
School.
Principals are accountable to the Board of Trustees for:
- Providing and reviewing financial statements to the necessary extent in order to
give a fair and accurate picture of the School’s finances as they relate to the
balance sheet, working capital and income statements.
- Ensuring that the School’s budget for the coming academic year makes provisions
for the financial requirements arising out of the School’s development plan
reviewed by the Council.
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Chapter 9
Records and School
Reports Requirements
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Policy 35: Records
DEFINITION(S):
For the purposes of this policy, records refers to all information, whether hard copy or
electronic, related to School operations, student affairs, School staff, financial matters,
and other aspects of School operations.
PURPOSE(S):
 To inform all Schools of the requirement to maintain clear, accurate and high-
quality records.
 To ensure that the Council can keep reliable central records for each licensed
School.
POLICY:
The policy sets out the Council’s requirement that all School-related information and data
are generated and stored efficiently and safely. It should be read in conjunction with Policy
(36) on school reporting, which sets out the Council’s expectations of regular, accurate
and high-quality communication from Schools to the Council.
The production of records is essential to assist a School to operate efficiently. Schools will
maintain and produce adequate records in order to:
 Assist students’ academic progress by measuring their achievement:
 Manage the relationship between the Schools, students, and staff (e.g. records
documenting admission and enrolment, payment of tuition fees, non-academic
disciplinary actions)
 Provide support and other services and facilities to the students.
 Provide support to the student after they leave the School.
 Provide information as required by the Council.
Students’ Attendance, Academic Progress and Measuring their Achievement

The Principal shall maintain records on all students’ attendance, academic progress and
academic achievement in eSIS, in addition to any other achievement-related information
required by the Council. Historical information before the introduction of eSiS should be
stored appropriately (see storage of records section, below).
Student Medical Records

Schools shall create and maintain individual student medical records for all of its students
and keep the records in a secure place that ensures the confidentiality of health
information.
School nurses shall create a new medical record for new students enrolled in kindergarten
or Grade 1, and for students transferred from other Schools that do not provide School
health services (e.g. student transferred from a School outside the UAE).
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When a student is being transferred to another School, the School nurse or the School
administration shall transfer the student medical record to the new School. School nurses
shall obtain the medical records of students transferred from other Schools in the UAE.
Upon request, Parents/Guardians are to be provided with a medical report of their child’s
medical condition. However, the student medical record itself cannot be photocopied or
removed from the School clinic.
School nurses are not permitted to share student medical records with any of the School
staff. Only under the following specific circumstances may certain health information in
the student medical records be released by the School nurse or the School health services
administration to other parties:
1. Referral or a temporary transfer for specific treatment or diagnostic procedures or
in an emergency situation.
2. Where there is a threat to public health and where a failure to disclose information
may expose the student or others to risks of death or serious harm.
3. In case of formal investigations, by court order.
All requests to release health information from students’ medical records must to be
approved by HAAD, and the Council must be notified.
In addition, Schools shall adhere to all policies related to the management of student
medical records issued by specialised entities in the UAE, such as HAAD.
Staff Records
The Principal is responsible for keeping records for all teachers and other staff, outlining
their qualifications, employment terms, specific professional development, performance
management, salary and contractual matters, benefits, attendance, health and other
matters, as required by the Council and for the School’s proper administration.
Financial Records
The School’s Owners, members of the Board of Trustees and Principal shall have the right
to access the annual operational budget for the School. They shall also have access to
financial records that outline the income and expenditures of the School. They shall
provide the Council with full access to all such financial records (see Policy (34)).
Storage of Records
Due to the sensitive information in student and staff records (whether in hard copy or
electronic form), it is mandatory that records be stored in facilities and equipment that
are secure and accessible only to authorised staff whose work requires them to have
access. In addition, the facilities and equipment should provide appropriate environmental
conditions for the preservation of these records.
Storage facilities and systems should meet the same standards irrespective of where they
are located and who is responsible for managing them. Student records will become
relatively inactive once the student leaves the institution and the School may consider
transferring such records to other storage systems.
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Length of Time for Keeping Records
Students’ records must be preserved for at least five years after the student leaves the
School and it is preferable to use electronic archives to store the records if possible.
Records pertaining to staff shall be kept for at least five years after the termination of their
employment. Schools may keep these records for an additional period if these documents
are needed to run the School operations.
In addition, the School shall adhere to the medical records retention and disposal policies
set by specialised entities in the country such as HAAD and Abu Dhabi Health Services
Company (“SEHA”).
School Closure
Before any School closes, whether voluntarily or pursuant to an order from the Council,
the Owner or Principal must provide the Council with a clear plan with regard to the
preservation of records in accordance with this policy and shall permit authorised
personnel access to those records as needed (see also Policies (78), (79) and (80)).

- Oversee their School’s implementation of this policy.
Principals will:
- Maintain adequate records for all aspects of the School.
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Policy 36: School Reports
DEFINITION(S):
For the purposes of this policy, school reporting refers to the Council requirement that
Schools provide it with all information it may require, including current and accurate
information about students, student protection issues, core changes to curriculum,
buildings, land and use of the School premises, and any other information that may benefit
the Council in monitoring and evaluating Private Schools.
PURPOSE(S):
 To set out the Council’s expectations of regular, accurate and high quality
information it received from the Schools.
POLICY:
Each School must submit accurate and up-to-date data to the Council in writing. Schools
are required to register key contact information with the Council including names,
addresses, both postal and email, and telephone numbers, including landline and mobile
numbers.
The protocol for communication with the Council shall be as follows:
 Each School shall have computers to be compatible with the requirements of
the Council’s ICT Division, in order to enable the School to communicate with
the Council through an ADEC-generated email. The School shall also update and
maintain the appropriate infrastructure of operating systems and software,
including anti-virus protection software and make sure they are working
properly.
 Principals shall communicate with the Council’s PSQA Sector to obtain a
password in order to access the Council’s portal on a daily basis and deal with
official correspondences received from the Council. The Principal shall appoint
a designee to act on his behalf while he is on leave or during holidays to ensure
continuous communication with the Council.
 The School must only use the ADEC-generated email as an essential and
accredited means to communicate with the Council. The School must document
and archive all electronic documents received from the Council.
 The School shall abide by the UAE’s applicable laws and regulations, as well as
the Council’s information security policies regarding the safe use of information
and not to publish or disclose any of which to third parties, including e-mail
addresses.
 Schools must not share with or disclose to a third party any information about
the Council (such as contact lists/information) except to the extent required to
complete the work. Appropriate care should be taken to ensure that the third
party will keep the information confidential and sign a document to ensure
confidentiality.
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 It is the responsibility of the Principal to notify the School Board of Trustees of
correspondences received from the Council.
 All communications from the School to the Council shall be directed in the first
instance to the relevant official in the Council’s PSQA Sector as it is the relevant
authority.
Student-Related Information
All Schools must provide the Council with current and accurate student-related data, using
the eSIS system and other such reporting systems as may be defined through a decree
issued by ADEC’s Director General.
Changes in School Personnel

A School shall apply to the Council for approval of proposed changes to Administrative,
Teaching and Technical Faculties, such to comply with Policies (24), (25) and (26).
Core Changes to the Curriculum

Changes to the curriculum may involve the adding or removing or modification of subjects
or courses. A School must seek approval from the Council using a curriculum amendment
application in respect of any core changes to the curriculum used.
Changes to the Buildings or Lands

Changes to buildings include the addition of new buildings and the extension or demolition
of existing buildings. These include the installation of sports facilities, car parking,
playground facilities, etc.
A School must procure the approval of the Council in respect of any proposed material
changes to School buildings. No School or part of a School shall be transferred to another
building without the prior approval of the Council.
Changes in the Use of the School

Schools shall not change the intended use of their buildings and may not use their buildings
for any non-educational purposes without the approval of the Council.
Adverse and Favourable Rulings and Reports

A School’s Principal must, within seven days of receipt, submit to the Council a copy of any
adverse ruling or report concerning the operation of the School, the condition of the
building or land designated for the School, the professional qualification of teachers and
staff, or the effectiveness of the educational program. The words “adverse” or “ruling” or
“report” refer to any document reporting or ruling negatively on the School that is
officially issued by a specialised entity, a court of law, arbitration authority or Accreditation
Agency that the School is affiliated with or any other official governmental authorities. A
School’s Principal may also wish to provide the Council with a copy of any positive report
from such organisations that enhances the educational status of the School.
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Student Protection Reports
If the Principal receives any report concerning the abuse of a student by a teacher or other
member of staff, he must immediately submit a copy of this report to the Council (see also
Policy (3)), in accordance with the procedures required by the Council.

- Ensure that all reporting to the Council is accurate and meets all of the Council’s
requirements.
- Oversee the School’s implementation of this policy.
Principals will:
- Manage and take full responsibility for all aspects of their School’s
communications with the Council, as set out in this policy.
- Ensure that the School’s ADEC email address is used for routine and emergency
correspondence to respond to all communication from the Council.
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Policy 37: Guardians Reports
DEFINITION(S):
For the purposes of this policy, a school report contains clear information about the
student’s progress in their attainment levels and personal and behavioural aspects and
efforts. In evaluating progress and attainment, the report should refer to how well the
student is doing in relation to his or her individual potential and in relation to the progress
and achievement of his or her peers.
PURPOSE(S):
 Enhance effectiveness of school reports, as they are considered a vital part of
the School’s relationship with the Parents/Guardians and with the students.
POLICY:
Formal Reporting
Schools are required to prepare written reports describing the academic progress of each
student at least twice a year and to deliver the reports to the Parents/Guardians of the
students. Reports shall therefore include, in addition to matters relating to academic
performance, details concerning the student’s personal development (physical,
emotional, social, innovation and attitude), and any other relevant information (e.g.
involvement in School extra-curricular activities, personality and overall discipline) that
would be helpful to a Parent/Guardian in understanding the student’s progress and
academic performance at School.
Schools shall use eSIS, where applicable, to produce formal reports for the end of each
semester, and final reports to be issued at the end of the school year. Formal reports
should be complemented by meetings between Parents/Guardians and teachers and
informal communication between Parents/Guardians and the School.
Informal Reporting
Parents / Guardians shall have the right to meet with their child’s teachers, in accordance
with the School’s policy, at least twice a year to discuss progress, to gain a deeper
understanding of the information contained in the school report and to share any concerns
that they might have about aspects of their child’s experience at School.
In addition, Schools are encouraged to develop home–School communication and family
involvement, which would result in improved academic performance of students.
Parent/Guardian – teacher conferences, informal reports (written and verbal) and periodic
telephone calls are considered integral parts of home-School communication (see
Policy (56). The School may keep records of each informal report issued by it, clearly
defining dates and areas of discussion.
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Students With Special Educational Needs
Schools shall prepare periodic reports on students with special educational needs, who are
expected to meet identified individual learning outcomes, with such reports to be used to
identify progress. An Individual Education Plan (“IEP”) shall reflect the differentiated
teaching methods, curriculum modifications and assessments to be used in each relevant
subject.
Formal reports should clearly state the student’s level of achievement in meeting the
Individual Education Plan outcomes. Comments may include suggestions for support that
may be helpful to provide at home or beyond the School. Schools are expected to provide
reports (in form and content) that are suitable for students with special educational needs
and for the courses they are enrolled in, should they require a special report card.
Transcripts can be produced descriptively, instead of with grades, to reflect the student’s
performance in meeting expectations in each subject. Individual Education Plans should
be subject to regular reviews to update progress made and revise objectives accordingly,
and Parents/Guardians should be involved in the process whenever possible.
Schools will:
- Ensure compliance with the requirements of the eSIS for implementation of this
policy.
- Ensure confidentiality of all student reports, except with respect to authorised
staff.
Principals will:
- Hold at least two meetings between Parents/Guardians and teachers each year.
- Comply with all reporting requirements stated in this policy.
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Policy 38: Approval of the School Advertisements and
Promotional Materials
DEFINITION(S):
For the purposes of this policy, school advertising material refers to all means of
communications and marketing materials used to promote the School and its activities and
services to the wider public. These include all visual, audible and written means of
communications such as a School website, prospectus, advertisements of all types,
interviews on TV or radio, School transportation vehicles and the School’s profile on social
media outlets (Facebook, Twitter, etc.).
PURPOSE(S):
 To make sure that all school advertising material is accurate and supports its
long-term developmental plans.
 To avoid publishing misleading information about the School.
 To provide the community with clear and reliable information about Schools.
POLICY:
All school advertising material must be accurate and appropriate for the educational and
learning purposes and UAE society’s values, morals, customs and traditions. All School
publicity material must align with the School’s approved License by the Council. Schools
shall ensure that the school advertising material does not contain any misleading
information and that its content complies with the core values of the Council. Schools
must not give a misleading impression to Parents/Guardians or other stakeholders (e.g. by
providing deceptive descriptions or photographs of School facilities, curriculum offered
and assessment results).
Schools must not attempt to collect funds through grants, donations, bonds or in any
other way to support school advertising material or other activities without obtaining the
Council’s prior approval. School Owners and the Board of Trustees shall monitor all school
advertising material to ensure full compliance with the Council’s core values and this
policy. The School Principal will manage school advertising material in an ethical and legal
way. The School Owners, Board of Trustees and Principal will all be held responsible for
any school advertising material that is shared with the public and that contradicts with this
policy’s requirements.
Any non-compliant School will be required by the Council to withdraw misleading and/or
inaccurate advertising material, and to make a public announcement correcting and
undoing the effects of the misleading or inaccurate information.
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- Monitor the implementation of this policy to ensure that all advertising materials
issued by their School are fully compliant with this policy.
Principals will:
- Ensure that all publicity materials issued by their School are relevant, fully
compliant with the Council’s requirements, accurate and fit for its purpose.
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Chapter 10
Fees
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Policy 39: Tuition, Other Fees and School Income
DEFINITION(S):
For the purposes of this policy, tuition fees are those sums that are directly associated
with educating students. Other fees include textbooks, uniforms and transportation fees.
School fees refer to both tuition fees as well as other fees which a School charges to
Parents/Guardians.
The School’s annual financial statement should outline optional activities that incur
additional charges, falling outside tuition fees, for approval by ADEC. Fees associated with
optional, extra-curricular activities which incur separate charges should not be included as
part of tuition fees, as Schools may collect these charges subject to Parent/Guardian
approval as described in Policy (49).
PURPOSE(S):
 To adopt clear and transparent approach to the regulation of fees, for both
Private Schools and Parents/Guardians, that ensures tuition fees mirror the
quality of education and that School fees are reasonable and approved by the
Council.
 To outline the Private Schools’ “tuition fees” structure and the reasons behind
any fee increases.
 To enable Parents/Guardians to pay the required School fees in a timely and
convenient manner.
POLICY:
In regulating the Private Schools sector in the Emirate, ADEC aims to increase the capacity
of Private Schools to accommodate the growing number of students, and to ensure that
School fees will:
 Encourage the growth of the Private Schools market.
 Provide students with quality education that is consistent with tuition fees to
be paid, for various Private Schools.
 Offer a range of Schools that meet the needs of different segments of the
population and which are suitable for their cultural backgrounds, and which
meet the aspirations of Parents/Guardians.
The Council aims to ensure that Private School fees stabilise and do not dramatically
increase in subsequent years. A School should charge Parents/Guardians appropriate
School fees. In evaluating the “appropriateness” of a School’s fees, the Council will take
into account:
1. The provision of complete information, including a financial study prepared
using the Council’s finance template issued for this purpose.
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2. Comparisons with Schools of similar quality and curricula, taking into
consideration the overall effectiveness grade of the School in its most recent
inspection.
3. The cost of the School’s facilities and services.
4. Ensuring that fees are not set in such a way as to allow a School to make
excessive profits or to compromise educational quality.
Prior Approval of School Fees

School fees, together with payment schedules and procedures, must be approved by the
Council before they can be announced to Parents/Guardians and collected.
Proposed School tuition fees and other fees for new Schools / branches must be included
in applications for a Temporary License and are subject to approval by the Council. New
Schools must submit a full financial study using the Council’s finance template issued for
this purpose, such to include all information on proposed School fees and expected
profitability and operational and capital expenditures.
The Council will then verify if Schools comply with the Council’s fees template and if all
information has been provided. On the basis of this information, the Council will approve
or reject the proposed School fees. Schools are prohibited from charging
Parents/Guardians in excess of the School fees approved by the Council before the start of
the School academic year.
Approval of Other Sources of Income

The School must procure the Council’s prior written approval before it raises income from
other sources such as grants, endowments and the rental of School buildings, grounds and
facilities.
Collection of School Fees in Advance
Registration or Re-registration Fees

Schools may collect registration or re-registration fees up to four months ahead of the
commencement of the school year, provided that such an amount is deducted from
approved School fees and does not exceed 5% of Council-approved tuition fees. The
registration or re-registration fees are charged only when the student is enrolled, not
when applying.
Schools may retain the registration or re-registration fees collected for each student,
should the student attend any part, or days, of week 1 of the semester or fail to show up
at all without the Parent/Guardian notifying the School in writing sufficiently in advance
before the commencement of teaching. If the School fails to enrol the student as a result
of not having sufficient capacity, the School must reimburse to the Parent/Guardian the
full registration or re-registration fees. Schools are not allowed to obtain any financial
guarantees or deposits or application fees or first-time enrolment fees from
Parents/Guardians as a means to register students or as payment of any of the remaining
fee balance, even if such were refundable.
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Tuition Fees and Other Fees
There must be at least three equal instalments for tuition fees in each academic year in
order to enable Parents/Guardians to pay tuition fees. The School may collect the first
instalment within one month preceding the beginning of the school year. The first
instalment shall be in March for Schools that start their academic year in April and August
for Schools that start their academic year in September. The School may retain a certain
amount of the tuition fees in any of the following cases:
 If a student attends any part of week one of the term or fails to show up at all
without the Parent/Guardian notifying the School in writing sufficiently n
advance before the beginning of a term. In such a case, the School may retain
the value of the registration or re-registration fees.
 If a student attends from one week and up to three weeks in a term, the School
may retain the value of one full month of tuition fees.
 If a student attends over three weeks and up to six weeks in a term, the School
may retain the value of two full months of tuition fees.
 If a student attends over six weeks in a term, the School may retain the full-term
fee.
These cases apply to newly enrolled students as well as students that register after a term
has already commenced. Official holidays and absences from class are considered part of
the week. The value of one month of tuition fees is calculated by dividing the total tuition
fees for the school year by ten months. Any textbook and uniform fees paid to the School
are to be refunded to Parents/Guardians if such have not yet been used. Transportation
fees should be refunded in the same manner as tuition fees. School administration is to
notify the Parents/Guardians in writing of these conditions upon registration or re-
registration, ideally through a written agreement between the Parent/Guardian and the
School.
Non-Payment of School Fees

Schools must publish a clear, transparent policy for their response to non-payment or late
payment of School fees. The Council will check that Schools honour the right of
Parents/Guardians to have a payment system that is fair and reasonable and one in which
Schools do not apply sanctions in a punitive way.
Schools are not allowed to dismiss students due to a delay in the payment of School fees;
however, Schools may suspend a student for up to three days but only after sending three
warning notices each being one-week in duration each time to a student’s
Parents/Guardians. Further, Schools may withhold examination report cards, transfer
certificates (or block a transfer on eSIS) and/or re-registering a student until all
outstanding dues are settled. Schools are not allowed to prevent students from sitting for
any end-of-term or end-of-year examinations or any examinations assigned during the
term as a consequence of non-payment of School fees. Schools must act in a discrete
manner when dealing with non-payment issues in order to protect the student from
unnecessary attention and embarrassment.
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Increasing School Fees
The Council will determine the specific requirements for Schools that wish to apply for
approval to raise their School fees. The Council shall review these requirements and
communicate them to Schools before the start of the application submission period. These
requirements will include, for example:
 Completing the Council fee increase finance template.
 Submitting the audited financial statements for the period determined by the
Council.
 Demonstrating an improvement in their overall effectiveness of the School.
 Completing School Development Plans and a professional development
program based on inspection results and overall evaluation.
 Providing evidence of what has been invested to achieve School development.
 Lack of violations or warnings issued to the School.
 Validity of the School’s License.
 An increase in the School’s employees’ salaries.
The Council will determine dates during which Private Schools may submit their application
for approval to increase their School fees, provided at all times that Schools must complete
and submit the necessary documents and forms for review. The Council will not consider
applications that are incomplete or inaccurate or which are submitted after the application
deadline.
The Board of Trustees and the Principal will:

- Set the School policy on fees and the collecting thereof (e.g. tuition, uniform,
books, transport and other curricular activities) in a reasonable, clear and
transparent manner.
- Keep Parents/Guardians fully informed of such policy, by publishing fees on the
School’s own website and other available publishing means.
- Follow the Council’s procedures when submitting any request to increase School
fees.
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Chapter 11
Curriculum
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Policy 40: Elements of the Curriculum
DEFINITION(S):
A curriculum involves four key elements:
1. Content:
- A clear statement of the main aims, purposes and core values.
- A well-planned program of continuous and progressive learning.
- A range of subjects, specific educational units of instruction and relevant activities.
- Detailed learning objectives with required learning strategies.
- A description of the resources to support learning.
- Details of the language(s) in which the program may be conducted.
2. Expected learning outcomes with a clear assessment strategy:
- Showing what students at every age and stage are expected to know, understand
and be able to do.
- Identifying how students’ progress will be measured as they advance through the
curriculum.
- Showing how students’ attainment levels and achievements will be assessed,
monitored, supported and recorded as they complete their studies.
- Promoting the Arabic language and the national identity.
3. Organization of the curriculum, which will define:
- Minimum time requirements for the various subjects, courses and relevant
activities.
- Core (i.e. compulsory) components and optional components.
4. Governance and management of the curriculum, showing:
- How the School’s vision and mission are articulated through and promoted by the
curriculum.
- How the curriculum is implemented and monitored.
- Integrity and honesty in implementing the curriculum.
- Continued curriculum development.
PURPOSE(S):
 To ensure that the School’s curriculum meets the Council’s expectations and
requirements of providing students with a high-quality education in order to
develop their skills for life-long learning as well as strong ethics, attitudes,
behaviours and capabilities required to contribute to the UAE’s prosperity and
its ability to compete in the global market.
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POLICY:
The School’s curriculum shall provide a quality education that shall assist and challenge
every student to reach his or her potential regardless of talent or ability. The School’s
curriculum shall offer a large breadth and depth of study with flexibility in learning
pathways and address a variety of learning styles. It shall offer many opportunities for
integrating the learning objectives from a variety of subjects, in a relevant and highly
engaging manner.
The curriculum shall prepare students for success in their next level of education and
future careers. It shall also promote higher-level thinking skills, literacy, numeracy,
creativity, positive attitudes, strong ethics, self-management and adaptability. It shall
promote the Arabic language and the national identity and enhance the development of
21st century skills, including collaboration, communication, analysis, synthesis, critical
thinking, problem-solving, digital literacy, innovation and life skills. Schools shall consider
the guidelines below as minimum requirements in their curriculum design and
implementation:
Teaching and Learning Quality

Schools shall apply high standards in the teaching and learning of their curriculum. Schools
shall implement the guiding principles as key indicators of teaching and learning quality as
set out in Policy (27).
Assessments and Examinations

Regular assessments of student performance shall be used to inform and improve student
learning. External examinations shall be used to gain nationally and internationally
recognised qualifications and to provide a benchmark for student achievement. Schools
shall implement assessment and examination practices as an integral part of their
curriculum in line with the Council’s requirements as set out in Policies (42) and (43).
Students with Special Educational Needs (including gifted and talented students)
The School’s curriculum shall be designed to meet the needs of students with a wide range
of abilities, including those with special education needs and those who are gifted or
talented. Schools shall accommodate and cater for the educational needs of these
students as per the Council’s requirements set out in Policy (48).
ICT in the Curriculum

A comprehensive set of ICT outcomes shall be included in the School’s curriculum along
with methods for integrating some or all of them into other subjects. Schools shall be
responsible for the safety of their students by maintaining instructions on the correct use
of School’s IT systems (please refer to Policy (65)).
Educational Support
The School must provide a range of support and guidance services as appropriate for each
student’s stage and age group. Schools must follow the guidelines that help them to
develop their practice of guidance and support services whether academic, vocational or
personal as set out in Policy (53).
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Homework
Homework is an integral part of the School academic program. It helps students to
reinforce what they learn in class and develop independent learning skills. Schools shall
include homework as part of their curriculum and take into account the following
requirements:
 Homework should be aligned to the chosen curriculum and assigned reasonably
as students have many other learning activities such as School activities, family
commitments, personal interests, etc. which can be equally educational.
 Homework should increase progressively as the student moves through the
grade levels.
 Homework shall not be used as a form of punishment or disciplinary action.
 Homework, assignments and tests shall be coordinated to ensure students
have an overall fair and balanced afterschool workload.
Schools shall develop, implement and regularly review a School homework policy to
ensure it is relevant to the needs of their students and consistent with this policy. The
School homework policy shall outline the types and timeframes of homework,
expectations of the students, teachers and Parents/Guardians, and successful practices for
setting School homework at each grade level. A copy of the School homework policy
should be distributed to staff, students and Parents/Guardians at the time of student
enrolment, and also made available on the School’s website.
Extra-curricular Activities
Schools shall offer a range of extra-curricular activities that complement and enrich the
formal curriculum. These activities shall comply with the Council’s requirements as set out
in Policy (49).
Parental Engagement and Communication

The Council encourages Schools to build strong professional relationships with
Parents/Guardians and offer a range of opportunities for Parents/Guardians to contribute
and participate in the life of the School and learning of their children as set out in Policies
(56) and (57).
Curriculum Development and Review

Schools shall continuously evaluate and review their curriculum in order to ensure that
they meet the needs of their students. The Principal is responsible for ensuring that
curricula, all textbooks and other learning materials in use at School are free of any content
that may violate the religious, moral, cultural and national norms of the UAE. Schools may
form a sub-committee, under the supervision of the School Principal to review the School’s
curriculum and ensure that it complies with the Council’s requirements.
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- Oversee the implementation of this policy to ensure their School’s curriculum
complies with the Council’s requirements.
Principals will:
- Meet the Council’s requirements as they relate to the School’s curriculum.
- Ensure that the School curriculum is delivered by experienced and qualified
teachers, in order to develop a world-class education system that will help prepare
students to meet future workforce demands and effectively compete in the global
market.
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Policy 41: Approving the Curriculum
PURPOSE(S):
 To specify the Council’s requirements regarding School-offered curricula that
provide students with a broad, balanced, appropriate and exceptional
education that enables them to achieve world-class standards in their
education.
 To inform Schools of the Council’s requirements for the compulsory ‘core’
subjects.
 To foster the Islamic and Arab character and the national identity by focusing
on high-quality teaching of the Arabic language, Islamic education and UAE
social studies subjects.
POLICY:
All curricula shall provide breadth, balance, relevance, continuity and progression and be
designed to provide students with a high-quality education. Schools will comply with the
Council’s requirements as stated in Policy (40).
Approval of the Council

Every School is required to seek and obtain approval for its curriculum from the Council in
line with the approved curricula by the Ministry. In completing the Temporary License
application for a new School, the Council requires that the School’s curriculum is set out in
documents that clearly outline the School’s programs of study with details of what
students should know, understand and be able to do, at every stage of the educational
process. Any curriculum which fails to meet these requirements will not be approved by
the Council.
During the process of issuing a Temporary License for new Schools, the Council may
provide additional guidance to new School Owners on changes to the proposed curriculum
that the Council will require before a Temporary License is granted. Through the on-going
licensing and inspection processes for existing Schools, the Council may specify
improvements to the curriculum that will be required for the School’s continuing
operation.
In evaluating, through the licensing process, curricula that are derived from the curriculum
of other foreign countries, the Council will require evidence that such curricula are in
alignment with the curriculum standards and requirements applicable in those countries.
Similarly, for curricula that are based on an international curriculum, the Council will
require evidence of accreditation of curricula by the relevant body (e.g. the International
Baccalaureate Organization). This evidence is taken into account in the successful granting
and renewing of a License.
A School that proposes significant changes to its curriculum must seek approval from the
Council through the licensing process (see Policy (4)). The proposed changes must comply
with the approved curriculum and its requirements. “Significant changes” involve the
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addition, cancellation or amendment of any subjects and courses and changes to the
syllabus and examinations.
Islamic Education, Arabic Language, and Social Studies Subjects

All Schools must teach the three compulsory subjects consistent with the Ministry, or as
determined by the Council, as follows:
 Islamic Education is a compulsory subject from grade one to the end of the
secondary stage for all Muslim students and is an optional subject for non-
Muslim students.
 Arabic Language is a compulsory subject from grade one to the end of the
secondary stage for all native Arabic speakers. The Arabic Language subject is a
compulsory subject from Grade 1 to Grade 10 or non-native-speakers of the
Arabic language and optional thereafter. The Arabic language subject must be
taken in Grades 11 and 12 in order to meet the equivalency requirements of the
UAE’s general secondary education certificate (Al Thanawiya).
 Social Studies is a compulsory subject from grade one to grade nine for all
students whether Arab or non-Arab.
All Private Schools must teach these three compulsory subjects for students as determined
by the Council and according to the following tables:
Minimum number of instruction periods per week for Arab
students in foreign and Asian curriculum Schools
G1–3 G4–6 G7–9 G 10 – 12
Grade
Islamic Education 3 2 2 2
Arabic Language 6 5 4 4
UAE Social Studies 1 1 2 --
Time Minimum 40 minutes per instruction period
Minimum number of instruction periods per week for non-Arab

students in foreign and Asian curriculum Schools
G1–3 G4–6 G7–9 G 10 – 12
Grade
Islamic Education 2 2 2 2
Arabic Language 4 4 4 4
UAE Social Studies -- 1 1 --
Time Minimum 40 minutes per instruction period
Schools shall use the Ministry-approved curricula of the subjects listed above. Schools are
also encouraged to add additional teaching and learning resources (after seeking the
Council’s approval) to support and enrich the teaching of these compulsory subjects in
order to reach a high-quality level of education. Private Schools must hire qualified,
experienced and talented teachers to deliver these subjects at high quality.
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No exemptions or exceptions from the requirements of teaching and learning Arabic
Language, Islamic education and social studies will be made. All Schools shall adjust and
provide enough support and resources to accommodate students’ needs (including those
with special needs and those who are gifted and talented) in order to fulfil their potential
in these core and compulsory subjects, in order to satisfy the equivalency requirements of
the UAE’s general secondary education certificate (Al Thanawiya).
These subjects shall be given appropriate attention and focus in all Private Schools to
ensure the preservation of the Islamic and Arabic character and the UAE’s national
identity, in compliance with the Council’s requirements which are based on the directions
of the UAE’s leadership.
Student Transfers and Equivalency Matters

Students may transfer between curricula. However, Schools shall make Parents/Guardians
aware of the potential problems that may arise from a break in the continuity and
progression provided by one curriculum and a shift to another curriculum, especially for
those who seek equivalency to the UAE’s general secondary education certificate (Al
Thanawiya). The Council will from time to time issue further decrees and guidelines about
curriculum and equivalency matters.

- Oversee the implementation of this policy to ensure the School’s curriculum
complies with the Council’s requirements.
Principals will:
- Submit to the Council for approval the School’s curriculum, and ensure that the
curriculum complies with the Council’s requirements.
- Ensure that matters of equivalency and compliance with any standards or
requirements of the accreditation and compliance authorities are fully and
successfully addressed, before the curricula are sent to the Council for approval.
- Communicate the equivalency requirements to students and Parents / Guidance
clearly.
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Chapter 12
Examinations, Tests and
Assessment
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Policy 42: External Performance Assessment Tests
DEFINITION(S):
Assessment generally refers to the processes through which students’ learning, abilities
and skill levels are determined. For the purpose of this policy, external assessment refers
to the methods used to determine students’ learning, skill-levels and abilities in
comparison to the class, grade level or age group - often in comparison to other students
beyond the School or UAE - using reliable, reputable instruments obtained externally to
the School itself.
National and international external assessments are standardised tests that enable
students’ results to be compared with other examinees and analysed to produce
meaningful data. They include standardised questionnaires, interviews, or individually
administered intelligence tests.
Standardised tests are given in a consistent manner in terms of rules, questions,
administration procedures and scoring procedures. Such assessments are believed to be
reliable, valid indicators of students’ performance in comparison to their peers.
Other uses of external assessments: Some external assessments are geared toward
providing evidence of aptitudes, abilities or intelligence, and some may be used for
diagnosing special education needs or giftedness. The results of others, such as SAT
(Standardised Achievement Tests) or TOEFL (Test of English as a Foreign Language) or
IELTS (International English Language Testing System) may be used to help obtain
university acceptance.
PURPOSE(S):
 To ensure high-quality external assessment methods are used to provide
students and their Parents/Guardians, teachers, School leaders and the Council
with meaningful indicators of individual student and peer-group performance,
teacher effectiveness, and the School-wide measurement of student learning
and achievement.
 To encourage Schools to take part in external standardised assessments of
student progress and achievement and to make use of the resulting data to
improve the School.
POLICY:
Each School is required to develop, publish, and regularly review an Assessment Policy that
includes its approaches and intentions to use external assessment measures. Standardised
test data produces a rich source of information that provides School leaders and the
Council with meaningful measurements of progress toward the Abu Dhabi government’s
strategic aim of having a high-performing education system.
Schools that participate in external standardised tests in accordance with the Council’s
directions and instruction shall not change their Council-approved curriculum to fulfil the
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requirements of such tests. Hours spent preparing for such tests should not be counted as
part of the minimum instructional hours per academic year.
Schools are expected to subject their students to external, standardised tests as required
by the Council, and to select other external assessments suited to their own uses or
approved curriculum. The required instruments may include the local Common
Educational Proficiency Assessment (“CEPA”) examinations used for gaining admission to
local universities in the UAE and the occasional sampling of students for inclusion in widely
used international tests.
International assessments may include the Council making use of some Private Schools for
some tests, such as the Program for International Student Assessment in Schools (“PISA”)
for 15-year-olds, Trends in International Mathematics and Science Study (“TIMSS”),
Progress in International Reading Literacy Study (“PIRLS”) and Performance Indicators in
Primary Schools (“PIPS”).
Private Schools should make and review their own choices of internationally recognised
external assessments after researching their options, as they can provide useful data
showing Schools how well their students are performing. Some ways in which data can be
used include comparisons of:
 Students’ current achievement and their own prior attainment.
 The attainment levels of different skill areas within the same subject.
 Strengths and weaknesses within one or more classes and a School.
 Individuals and other groups of students within the same School.
 Students in other local or international Schools.
Through the inspection process, the Council will take account of the national and
international external assessments used by the School. Inspectors will also consider the
analysis of resulting data to inform teaching and improve the quality of instruction and
student achievement. The Council encourages all Private Schools to seek reputable
instruments with which to measure and understand the academic growth of its students.
Schools will:
- Prepare and implement an Assessment Policy that takes full account of the
Council’s regulations and policies on international, national, and School-based
assessments.
- Monitor the impact of this policy on students with the aim of informing and
improving teaching and academic achievement.
- Take improvement action as necessary, such as when inconsistencies in
perceptions of students’ abilities arise and when changes are indicated for
instruction to better meet individual students’ needs.
- Organize and implement external assessment measures to provide data leading
to better teaching and optimal achievement.
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Policy 43: School Tests
DEFINITION(S):
For the purpose of this policy, school assessments refer to in-class assessments, which
encompass an on-going process to measure students’ learning, achievement, and skills
development.
Continuous assessments use a variety of techniques to assess how well students are
learning. Continuous assessments may include student assignments, research projects,
presentations, reports, quizzes and practical activities. Continuous assessment activities
measure student performance relative to established learning outcomes in the approved
curriculum and provide teachers with data to guide their classroom instruction to best
meet students’ needs. These data are used along with summative assessments to
determine student marks. Continuous assessments give both teacher and student interim
feedback on how well the student is learning and provides indicators of strengths and
areas requiring more attention. Continuous assessments lead to better-informed
instruction.
Summative assessments include tests given at the end of a term as well as end-of-year
examinations. Continuous and summative assessments contribute to marks or grades
given to a student at the end of a term, and at the end of the school year. Diagnostic
testing may be used to help identify specific learning deficits, differences or exceptional
abilities in order to design student-specific instruction to meet individual needs.
PURPOSE(S):
 To enable more effective teaching and learning by ensuring Schools use on-
going, varied and real measures of what students have learned and which
attitudes, habits, skills and concepts require improvement.
 To ensure that students’ attainment levels, for all areas of study, are measured
and reported reliably and accurately.
 To encourage Schools to gather and analyse student assessment data to make
full professional use of all forms of assessment to inform their teaching.
POLICY:
Each School is required to develop, implement and regularly review Assessment Policies
fully aligned with the Council’s requirements. These policies shall include details about how
teachers assess students’ progress, through continuous assessment and formal tests and
examinations. These policies shall also include details on how teachers use the results of
this assessment to support the teaching and learning process and enhance its
effectiveness. These policies shall also indicate acceptable weightings to be given to
continuous and summative assessments, in order to arrive at a final mark or letter grade.
This may vary among subjects and grade levels. In addition, the results of assessments
should reflect a fair and accurate picture of individual, group and class achievements.
The Principal shall ensure that teachers carry out regular, continuous assessments of all
students including those with special education needs. Teachers are to use a variety of
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measures that may include: observation, direct questioning, classroom discussions,
research tasks, presentations, reports, tests, problem-solving activities and practical
activities. Teachers must monitor the progress of students, set suitable challenging
learning targets and help them to continually improve.
The Principal shall require teachers to share their daily learning objectives with students
and to explain, in a manner that students can understand, the assessment criteria used to
judge the students’ work. Shared learning objectives, assessment criteria and specific
learning targets will enable students to self-assess and think critically about their own
work and that of their peers, thereby becoming more independent and capable as
learners.
Schools are required to develop good practices in the use of assessment tools and make
regular and full use of these assessments to improve the effectiveness of their teaching
and learning. Successful Schools have qualified and professional teachers who understand
not only how students learn, but also what needs to be done to help them learn better.

- Review and approve the School’s Assessment Policy and oversee the
implementation of such policy.
Principals will:
- Implement an Assessment Policy that guides teachers and takes full account of
the Council’s regulations and policies on school-based assessments, including the
weightings of assessments and the use of standardised assessments.
- Monitor the impact of this policy on students’ achievement and progress.
- Ensure that teachers are using a range of assessments to achieve optimal learning
for each student.
- Implement a system that results in valid and reliable measuring and reporting of
student achievement.
Teachers will:
- Use a variety of valid and reliable assessment tools for on-going monitoring of
student progress, in accordance with the School’s applicable Assessment Policy.
- Collaborate regularly with colleagues in order to share data, review good practices
and agree on grade-wide assessment approaches and instruments.
- Utilise the individual assessment results and data to inform their teaching practice
to better meet individual student needs.
- Share objectives, assessment criteria and constructive feedback with students.
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Chapter 13
Students and Guardians
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Policy 44: Student Admission, Registration and Distribution
DEFINITION(S):
For the purposes of this policy, admission covers the requirements of and procedures for
admitting students to School.
Registration is the process whereby Schools offer students a place and then enter them
on the School admissions roll.
Placement of students refers to the normal expectation that students be placed with their
peer group in terms of age, whose birthdays fall within the defined dates of the school
year.
PURPOSE(S):
 To provide assurance that all Schools operate fairly and appropriately in their
decisions about admission, registration and placement of students.
POLICY:
This policy sets out the Council’s minimum requirements for the admission, registration
and placement of students. The School must prepare admission, registration and
placement of students policies and submit these to the Council for approval along with the
Temporary License application, for a new School, or any other category of licensing. The
policy shall set out the School’s proposed procedures for admission, enrolment and
placement.
The School’s admission, registration and placement of students policies shall take into
account the School’s obligations as defined in Federal Law No. (29) of 2006 on the Rights
of Persons with Special Needs and in the Council’s related regulations and policies. It shall
set out the School’s order of priority for the admission of students if there are more
requests than places available. The Council shall review the proposed admission,
registration and placement of students’ policies and may require the School to make
changes to it as a condition of granting and/or renewing the Council License.
Admission
Schools shall comply with the admission requirements below and take them into account
in their admission, registration and placement of students’ policies:
Fair, Non-Discriminatory and Transparent Approach

- Schools are required to adopt an open approach to accepting students from
different races and ethnicities to achieve fairness, equality and transparency.
- The School shall allow prospective Parents/Guardians and their children to visit the
School prior to registration so that they may familiarise themselves with it.
- Schools are required to re-register its students in the next grade, if the
Parents/Guardians wish so, as long as there are no behaviour issues that justify
refusal of the students’ re-registration.
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- Schools shall admit students with mild to moderate special education needs and
offer additional appropriate learning support as required or needed (see Policy
(48)).
- Schools shall not refuse or withhold admission of students with chronic health
conditions (e.g. diabetes, asthma, congenital heart diseases, epilepsy and obesity)
and must offer appropriate support as per the student’s needs.
Interviews and Placement Tests

 Schools must admit students into their kindergarten stage (KG1 or KG2) which
precedes the mandatory education stage without requiring the students to sit
for any form of tests or interviews.
 The School may conduct an interview with a student during the mandatory
education stage and may require the student to take certain placement tests to
give an indication of their performance level(s) to be able to provide proper
learning support and not for the purpose of accepting or rejecting a student.
 The School may conduct an interview with a student with mild to moderate
special needs, and may require the student to take certain placement tests to
give an indication of their performance level(s) to be able to provide proper
learning and psychological support and not for the purpose of accepting or
rejecting a student.
Admission Information, Documents, and Records

 The School shall require Parents/Guardians to complete a registration form
giving full contact details for the student’s Parents / Guardians, and details of
the student’s:
- Basic details (full name in both Arabic and English, date and place of birth,
nationality, address, information about Parents/Guardians, etc.).
- Official documents (identity card issued by the UAE, vaccination card, etc.).
- School records for the previous year, if the student has previously attended
a school in another Emirate or outside of the UAE.
- Documents pertaining to students with special educational needs such as
previous individual education plans and relevant assessments, as well as
evidence pertaining to gifted and talented students such as advanced
learning plans and provisions (if needed).
- Any other relevant information deemed necessary by the School.
 If a student is transferring from one School to another in a different Emirate, a
transfer certificate to the other Emirate is needed. If no transfer certificate
exists, a report card or equivalent document from the previous School shall be
sufficient for the purposes of the new school.
 Schools must ensure that all newly admitted students (including the students
transferred from other schools in the Emirate, from other Emirates, or from
schools aboard) submit their vaccination cards and medical records as an
integral part of the admission and registration procedure for such students:
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- Students that have been admitted to kindergarten (KG1 or KG2) or Grade
one must submit a vaccination card that fulfils the “Childhood Immunisation
Schedule” of the current HAAD Immunisation Schedule.
- Students that have been admitted to Grades 2 to 12 (Year 13) must submit a
vaccination card that fulfils the “Childhood Immunisation Schedule” and the
“School Immunisation Schedule According to Grade” of the current HAAD
Immunisation Schedule.
- Schools shall not refuse or withhold admission of students who do not have
vaccination cards or do not meet all the requirements on their vaccination
cards but should accept them on the condition they complete the necessary
vaccinations and provide a vaccination card that meets all requirements
within the school year. This shall be considered a condition for re-
registration for the next school year.
- The School nurse must create new medical records for students registered
in kindergarten or Grade 1.
- The School nurse must obtain the medical records of transferred students
from other schools within the UAE.
- The School nurse must create new medical records of transferred students
from schools outside the UAE.
 Schools must keep records of all student admission files including required
information and documents.
Student Capacity and Admission Priorities

 Taking into account the content of Policy (66), Schools shall have a maximum
number of twenty five students for each kindergarten class (KG1 and KG2).
 Taking into account the content of Policy (66), Schools shall have a maximum
number of thirty students for each class of Grades 1 to 12 (Year 13).
 Schools may apply admission priorities if there are more requests for places
than available places, as follows:
1. Students who attended the School in the previous year or period.
2. Students with siblings already in the School.
3. Children of School staff.
4. Students who live near the School.
Registration
 Schools shall officially register a student once the student meets the admission
requirements and conditions.
 Schools shall register the student on the Council’s eSIS system in accordance
with the dates determined by the Council each year.
 Schools may register students at any time of the year at their discretion, subject
to space availability and provided that the School satisfies itself that the student
is capable of keeping up with those in the same peer group and can successfully
pass the academic year. Refer to Policy (39) regarding registration and re-
registration fees.
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 A student may transfer between Schools in the Emirate (taking into account the
curriculum and equivalency requirements of the high school certificate in the
UAE). In such cases, the student’s registration on the Council’s eSIS system and
the School’s own management systems shall be immediately amended
accordingly.
Placement of Students
Students will be placed in school years or grades according to their age and grade
progression (if a student has had to repeat any grade). For further information, refer to
Policy (45).

- Review and approve the School’s Admission, Registration and Placement of
Students Policy.
- Monitor the implementation of the approved Admission, Registration and
Placement of Students Policy.
Principals will:
- Prepare an Admission, Registration and Placement of Students Policy, and ensure
its compliance with the Council’s requirements.
- Submit the Admission, Registration and Placement of Students Policy to the Board
of Trustees for confirmation and to the Council for approval.
- Ensure the implementation of the Admission, Registration and Placement of
Students Policy.
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Policy 45: Distributing Students in Classes
According to Age Group
DEFINITION(S):
For the purpose of this policy, placement of students according to age group refers to the
normal expectation that students be placed with their peer-group in terms of age, whose
birthdays fall within the defined dates of the school year.
PURPOSE(S):
 To emphasise the principle that it is usually right for students to be educated
with others of the same age group.
 To make clear the Council’s requirements in relation to the age- and level-
appropriate placement of students.
POLICY:
All students, including those with special education needs, are normally to be placed in
year groups according to their age and grade progression. Thereafter, they will generally
move with their peer group, sequentially from grade to grade and from year to year.
Schools must comply with the requirements stipulated in Policy (46) as they relate to the
conditions for promoting students to the next year or retaining them.
Education is about much more than academic levels of attainment and includes students’
social and personal development. Placing students in a class of younger students has
potential difficulties, since their level of maturity may be very different and they may feel
detached from their peer group. There may be exceptions that would benefit the student’s
overall development, in which case certain procedures set out in Policy (46) should apply.
Ages of Attendance
It is mandatory for children in the Emirate who are between the ages of six and sixteen to
be enrolled at a school (public school or Private School licensed by the Council).
Parents/Guardians are responsible for ensuring that their children of mandatory school
age are enrolled in school no later than the deadline announced by the Council or by the
Schools every year. Students under this mandatory age may be enrolled for one or two
years of kindergarten prior to grade one, in accordance with the ages and dates as
determined by the Council below:
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Age Group School Stage Cut-off Dates as per School Calendar
Four years Kindergarten One  The student must have turned

four years old on or before 31st
of December of the school year
during which the student is
registered, for Schools whose
academic year starts in
September.
 The student must have turned
four years old on or before 30th
of April of the school year
academic year starts in January.
four years old on or before 31st
July of the school year during
which the student is registered,
for Schools whose academic
year starts in April.
Five years Kindergarten Two  The student must have turned
five years old on or before 31st
of December of the school year
September.
five years old on or before 30th
five years old on or before 31st
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Six years Grade 1  The student must have turned
six years old on or before 31st
December of the school year
September.
six years old on or before 30th
six years old on or before 31st

- Review the School’s admissions policy to ensure that it takes into account the
Council’s minimum requirements in relation to the age- and level-appropriate
placement of students.
- Approve the policy before submitting it to the Council.
Principals will:
- Include a requirement in the School’s admissions policy concerning the placement
of students with others of the same age group.
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Policy 46: Promoting Students to the Next Grades or Retaining
Them to Repeat
DEFINITION(S):
For the purpose of this policy, the promotion of students to the next grade is understood
as moving individual students sequentially from the current grade to the next grade, after
fulfilling promotion requirements. Retention is where students are held back in their
current grade or year, rather than moving up with the rest of their peers due to their failure
in meeting requirements of promotion to the following grade, and after following the
guidelines included in this policy.
The Academic Review Committee (educational) is a School sub-committee responsible for
determining whether or not a student should be retained, and is convened by invitation of
the School Principal.
PURPOSE(S):
 To emphasise that students should normally be educated in a group consisting
of students of the same age group, because research indicates that requiring
students to repeat a grade level does not generally lead to the improvement of
students’ educational level, attainment and achievements.
 To set out clear guidelines with regard to students who are considered
exceptions to the general rule set out in Policy (45), in order to safeguard their
interests.
POLICY:
Promotion or Retention
It is typically right for students to be promoted with others of the same age sequentially
from year to year. It is the School’s responsibility to ensure that students remain on track.
Each School will develop a Promotion and Retention Policy. In this policy, Schools shall
include a clear statement of the age requirements for each year-group or grade level
according to the Council’s requirements, and an explanation of the processes and criteria
that the School will use in determining the need to retain a student in the same year group.
Kindergarten and Cycle 1 (Grades 1 to 5)

- All students in KG and Cycle 1 will be promoted to the next grade, except in rare
circumstances. The decision to retain a student in the same grade will be taken after
considering the guidelines included in this policy.
Cycles 2 and 3 (Grades 6 to 12)

- All students in grades 6 to 11 will be promoted to the next grade except when they
do not meet the promotion requirements as per the Council-approved curriculum.
A student cannot be retained in a certain grade more than two consecutive times
as a maximum, and no more than two different grades during the entirety of his
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School education. The School must provide such student with the necessary
learning support.
- The Council follows the Ministry’s graduation requirements for Grade 12 students
in Schools adopting the Ministry’s curriculum. The other Schools shall follow the
graduation requirements for Grade 12 students as per their approved curricula’s
requirements.
Students with special education needs

-
- All students on an Individual Education Plan who meet their objectives progress to
the next age-appropriate placement and grade-level sequence. Schools are not
permitted to retain or fail students with special needs in a grade/year level. If a
student with special needs is not making the expected progress, this would suggest
that the goals and objectives set forth in their personal Individual Education Plan
need to be adjusted (see Policy (48)).
Guidelines and Considerations

The research findings indicate that requiring students to repeat a grade/year level does
not lead to improved achievement for the student. Therefore, Schools must explore all
potential alternatives to retention. If a student is failing to make the expected progress,
the School must immediately notify the student’s Parents / Guardians and hold a meeting
to discuss measures to be taken to provide the student with additional learning support.
The School must propose particular ways of helping the student through its interventions,
which may include modifications/improvements to the teaching program, to support the
student in making the desired progress. The School must report back to the
Parents/Guardians concerning the impact of such interventions on a regular basis. The
School cannot decide to retain a student in the same grade except after following all
procedures outlined in this Manual.
When a School considers retaining a student, the decision shall be made by not by any
individual person, but rather by a School sub-committee (Academic Review Committee
(educational)) which is headed by the Principal. The Principal should consult with the
members of the Academic Review Committee (educational) concerning the retention of
the student or their promotion to the next grade, and the final decision shall be based on
the collective decision of the following:
 All teachers who have taught or worked with the student during the current
academic year.
 The social worker and heads of the Teaching Faculties.
 The School’s Special Educational Needs Coordinator, or someone with a similar
position.
 The Parents/Guardians.
The Academic Review Committee (educational) shall consider a number of factors which
may improve the student’s education levels, paying particular attention to the following
considerations especially when a final decision is being taken:
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 The social and developmental impact on the student that would result if he or
she were separated from their peers.
 School reports showing progress or lack of progress over two or more years.
 The School’s curriculum as approved by the Council.
 The capacity of the School to provide an improved, differentiated learning
experience and support for students who have in the past been retained.
 Whether or not the student has already been previously retained.
 Whether a student has been assessed for special education needs, and whether
the student is in need of an Individual Education Plan which can better serve
his/her individual learning needs (see Policy (48)).

- Review the School’s Promotion and Retention Policy to ensure that it takes into
account the Council’s requirements in this regard.
Principals will:
- Develop and implement the School’s Promotion and Retention Policy and ensure
that it makes clear the School’s approach to the promotion and retention of
students.
- Review all students’ progress and make sure that the correct procedures are
carried out in each case of promotion or retention.
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Policy 47: Reporting Repeaters to the Council
PURPOSE(S):
 To monitor the progress of students who perform below expected standards
and learning outcomes and to ensure that Schools have offered them
appropriate support and intervention programs.
 To keep a record of all cases of failing students as a reference for the Council,
School, students and Parents/Guardians.
POLICY:
Schools are required to explore all possible alternatives before considering a student’s
retention as set out in Policy (46).
Schools that do not have a Council-Accredited License are required to prepare mid and end
of academic year reports, listing the names of all students who are unable to achieve any
particular academic progress, outlining the procedures implemented by the School to
support them. These reports should be submitted to the Council if requested. The report
shall include the list of the names of students who are unable to make any particular
academic progress, with details and evidence of measures taken by the School to support
those students. For example, periodic student reports sent to Parents/Guardians (see
Policy (37)), details of support strategies made available to the student, and meetings with
Parents/Guardians at which the student’s lack of progress was discussed.
Schools will:
- Report to the Council (if requested) cases of failing students and measures taken
to support those students.
- Keep Parents/Guardians appraised of the process to be implemented.
- Keep all relevant documents in the student’s record.
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Policy 48: Students with Special Educational Needs
DEFINITION(S):
For the purposes of this policy, Special Educational Needs (“SEN”) is the generic term for
any disability, disorder, difficulty, impairment, exceptional needs (rare cases) or other
additional needs that may be caused by mental, behavioural, physical, emotional or
cognitive factors and which may affect a student’s learning and his or her educational
performance. These students require additional educational support beyond that
provided in general classrooms in order to achieve the greatest benefit from the
curriculum.
Gifted and talented students have exceptional abilities and talents either academically or
in a specific field. These are students whose outstanding abilities make them capable of
high performance, but are not labelled as Special Education Needs. Their needs require
specific consideration within regular mainstream educational programs. Their current
attainment or perceived potential places them significantly ahead of the majority of their
peers in one or more of the following areas:
- Intellectual ability.
- Subject-specific aptitude (e.g. in science or mathematics).
- Social maturity and leadership.
- Mechanical/technical/technological ingenuity.
- Visual and performing arts (e.g. art, theatre, recitation).
- Psychomotor ability (e.g. sport).
Special education is the additional provision of support designed to meet students’
learning differences and needs, such as special planning and specific teaching techniques,
procedures and assessments, and tailored programs and materials, to ensure that such
students (including gifted and talented students) reach their full potential, achieve a
greater level of personal independence, accessibility to the curriculum, and succeed in
School and beyond.
These categories are not intended to specifically identify all medically diagnosed
conditions and syndromes that may have an impact on the student’s needs and
educational program, but they reflect the main categories defined by the Ministry
guidance “School for All: General Rules for the Provision of Special Education Programs
and Services (Public and Private Schools) of 2010” and also the Council’s “Special
Education Policy and Procedures Handbook”.
PURPOSE(S):
 To increase the capacity of Private Schools to include and offer places to
students with mild to moderate Special Education Needs and those who are
gifted and talented.
 To ensure that students with mild to moderate Special Education Needs and
those who are gifted and talented are able to reach their full potential within a
well-designed and supportive educational environment.
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POLICY:
Special educational needs of the students shall not constitute, themselves, a hindrance to
the application or enrolment in any Private School. Special Education Needs students
should be treated without discrimination and similarly to their peers. Everyone shall be
given equal educational opportunities.
Students who require special education shall not be denied access to a full education
program that meets their learning needs. Schools should admit, without prejudice,
students with mild to moderate special education needs, and shall further provide them
with equal educational opportunities as compared to their peers.
Private Schools in the Emirate shall admit and accommodate students with special needs
(mild to moderate). The School shall provide high quality services to meet their different
needs and involve them as much as possible with others in daily School activities. Each
student with such mild or moderate delays or disabilities is expected to be admitted to the
School and to be treated with due respect and utmost care by the entire School
community.
Admission of Students with Special Education Needs

The School’s admission policy shall follow the School’s obligations as defined in Federal
Law No. (29) of 2006 Regarding the Rights of Persons with Special Needs, and in the
Council’s regulations and policies. Students with mild and moderate special needs shall be
admitted as per their age group and grade sequence. Schools may charge
Parents/Guardians additional fees for the provision of extra support, provided that such
fees may not exceed 50% of the approved School tuition fees for other students.
The School’s Special Education Needs Policy

All Schools shall develop a policy for supporting mild to moderate Special Education Needs
students and those who are gifted and talented. In its own policy formulation, Schools
shall take account of the following key principles as minimum requirements:
 Schools shall adopt an integrated and welcoming approach to students with
mild to moderate Special Education Needs through their admissions and
provision of suitable curricula and activities.
 Schools shall develop integrated individualised programs, which do not deny
access to Special Education Needs students.
 Special Education Needs students should be able to:
- Participate in the School’s general education system to the greatest extent
possible.
- Have full access to the curriculum.
- Achieve learning standards set for all students and modify them to suit the
learning needs of students with mild to moderate Special Education Needs
through their individualised plans and programs.
- Interact with other students, and develop interdependent relationships so
that they can take part in the community successfully as adults.
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- Have academic support services available if they experience difficulties in
their education program.
- Participate as much as possible in extra-curricular activities.
 Schools shall have on staff a qualified Special Education Needs Coordinator,
who shall be responsible for managing all aspects of services for Special
Education Needs and gifted and talented students, as well as a dedicated team
of qualified staff to support the Special Education Needs Coordinator in
meeting the needs of these students in a timely and effective manner.
 The School’s Special Education Needs Coordinator is expected to meet with the
Parents/Guardians of Special Education Needs students prior to the beginning
of each new school year and no later than within the first month of the student’s
academic year to make arrangement to properly accommodate the students’
needs and ensure their success.
 Schools shall place Special Education Needs students in a class with students of
their own age and grade sequence.
 Schools will develop an Individual Education Plan for Special Education Needs
students if they experience difficulties in accessing or being able to learn the
curriculum. The Individual Education Plan is used mainly by the teachers and
students to guide instructional practice, including modifications of the program
and adaptations of the environment or aspects of instruction and assessment.
These must be tailored to the individual student’s needs to enable optimal
learning success.
 Schools will develop an Advanced Learning Plan (“ALP”) for gifted and talented
students who are exceptionally exceeding academic expectations in their
academic program. The ALP is to identify ways in which teachers can enrich the
student’s learning in order to achieve according to their potential.
 It is not permitted to retain students with special needs in a year level. If a
student with special needs is not making the expected progress, this would
mean that the goals and objectives set forth in his/her Individual Education Plan
need to be adjusted.
 Schools should encourage and welcome the involvement of Parents/Guardians
of students with Special Education Needs in School affairs, as described in Policy
(56).
 Meeting the needs of Special Education Needs students and those who are
gifted and talented the shared responsibility for the whole School.
Further Information and Guidelines

For further details and guidelines, please refer to the Ministry guidance “School for All:
General Rules for the Provision of Special Education Programs and Services (Public and
Private Schools) of 2010” and the Council’s Special Education Policy and Procedures
handbook.
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ROLES AND RESPONSIBILITIES

- Monitor their School’s Admission Policy and the services provided to Special
Education Needs students to determine the extent to which the School complies
with this policy.
- Ensure that any non-compliance is addressed in the School Development Plan.
Principals will:
- Evaluate their current practice in admitting and providing services for mild and
moderate Special Education Needs students, and monitor same to ensure that
their School complies with this policy.
- Make appropriate modifications to the Individual Education Plan, and
differentiate and adapt the curriculum where required to meet students’ needs.
- Ensure that student progress reports to Parents/Guardians identify clearly that
modifications and services being provided to a student who has a mild to
moderate Special Education Needs, or who is gifted and talented.
- Recruit teachers and support staff who are trained and skilled in dealing with
Special Education Needs students.
- Be a part of the support staff, and carefully monitor and assess the responses to
learning difficulties identified in a student’s Individual Education Plan.
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Policy 49: Extra-Curricular Activities
DEFINITION(S):
For the purposes of this policy, extra-curricular activities refer to a range of meaningful
complementary programs that extend and enhance the taught curriculum and develop the
potential of all students whether on-campus or off-campus (e.g. field trips, social or
physical activities like horseback riding and running). These additional optional programs
or activities may be offered in several ways and cover a variety of areas of student
development and student interests, taking into account the religious, social and cultural
norms of the UAE.
Graduation ceremony refers to the official event organised and supervised by the School
to confer certificates to Grade 12 (Year 13) students who have successfully attended the
current academic year. A graduation ceremony can also refer to the event organised and
supervised by the School when students end a particular stage such as kindergarten or
primary school.
PURPOSE(S):
 To ensure that all Schools provide additional activities for a wide range of
students’ needs and interests in order to help them develop as healthy,
confident, creative, socially adept and culturally aware individuals.
 To guide Schools with regard to organizing extra-curricular activities and
graduation ceremonies in terms of financial cost, supporting services and
participants.
POLICY:
All Schools shall offer comprehensive, balanced and appropriate extra-curricular activities
to support students’ growth and encourage their participation. Schools shall record
students’ attendance in these activities that shall be properly and continuously supervised.
All Schools shall develop, implement and publish a policy for the organisation of School
extra-curricular activities. The policy shall set out the School’s procedures for organizing
such activities, making reference to rigorous assessment of potential risks, detailed
planning and safe supervision. All Schools shall offer students extra-curricular activities
that create enjoyable learning experiences and opportunities. Schools are free to
determine their own programs of extra-curricular activities and should wherever possible
take into account students’ and Parents’/Guardians’ ideas and interests when planning
such programs.
Extra-curricular activities shall not be conducted when compulsory classes are taking
place. Such activities normally take place before the beginning of classes, during breaks,
after the end of the compulsory school day and on weekends or during School holidays. If
any extra-curricular activity requires payment of fees by students, the School shall set the
fees at a reasonable and affordable level to enable the majority of students to participate.
Schools are not permitted to seek to make a profit from these activities. All extra-curricular
activities shall consider religious, cultural and social norms of the UAE and the morals,
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customs and traditions of UAE society, and must abide by the Council’s requirements as
follows:
Written Consent Forms

Every participating student must have a prior signed written consent form from his/her
Parent/Guardian to take part in any School extra-curricular activity. The consent form must
be retained as a reference document with the responsible staff member. This form should
provide all essential information to Parents/Guardians such as the type and objective of
the activity, duration, place, cost (if any), name of School supervisors, contact details and
transportation arrangements.
Proper Supervision at all Times

Schools must provide adequate and qualified adult supervision for all School activities,
including local trips and trips abroad as well as recreational, break and play times.
Supervisors must take into account the nature of the activity and the ages and numbers of
participating students, and must ensure that an emergency plan has been prepared.
Students must not be left unsupervised at School at any time, whether before, during or
after the day’s lessons and/or during extra-curricular activities. Students attending after-
School activities or field trips are to be supervised until they are picked up by authorised
people or are delivered home via School transportation. Schools shall accurately and
continuously record students’ attendance at all School extra-curricular activities.
The Availability of Medically Qualified Staff and Risk Assessment

Whenever sporting or other extra-curricular activities take place, a qualified person shall
be on duty to provide emergency first aid services. A first aid kit must be available at all
times to administer emergency treatment to an injured or sick person before professional
medical care is available. The School shall conduct risk assessments for all extra-curricular
activities and ensure that all such activities are managed at all times in a safe and secure
manner.
The Council’s Permission

All Schools must apply for the Council’s PSQA Sector for permission to conduct the extra-
curricular activities stated below two months in advance of their start, in order for the
Council to complete the required vetting and coordination with other relevant
government entities. Schools shall indicate these extra-curricular activities in the School
calendar (see Policy (14)).
 All activities that involve personnel from outside the School.
 All activities that take place during holidays and rest days.
 Off-campus activities which take place inside the UAE and which exceed one
day.
 Activities outside the UAE.
Schools with a Council-Accredited License shall be exempted from obtaining approval
from the Council for extra-curricular activities, provided they are within the Council’s pre-
set parameters.
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Graduation Ceremony
Schools are expected to have a graduation policy at the end of the educational stage
(Kindergarten, primary or secondary), outlining clearly the requirements of participation,
rules, traditions, procedures, as well as a dress code and a risk management plan that
relates to the safety of student and attendees.
Schools are not permitted to charge students and/or their Parents/Guardians any fees
related to certificate distribution or graduation ceremonies. The ceremony is arranged by
the School in appreciation and recognition of the students who completed the School’s
academic program. Parents/Guardians may opt to participate by bringing needed materials
to the School for the use at the graduation. No requests shall be sent to Parents/Guardians
to buy these materials.
It is better for the Schools wishing to conduct graduation ceremonies to use their facilities
or the facilities of other educational institutions that belong to the public or private sector
after receiving the required approvals. Should a School wish to conduct their graduation
ceremony in a hotel or other non-educational facility, the School must include this activity
in the School calendar to obtain the Council’s approval. The School must bear all related
expenses, whether the ceremony is being held inside or outside the School, and must
officially invite the Parents/Guardians to the ceremony.
The minimum hours of instruction should be maintained and timetables should not be
disrupted when scheduling the graduating ceremony. Student safety should be a priority
when planning and conducting the ceremony. During the ceremony, everyone including
students, teachers, Parents/Guardians and others are expected to demonstrate exemplary
behaviour. The School should ask anyone failing to do so to leave the ceremony
immediately.

- Review and approve the School’s policies, procedures and plans in relation to the
safe and effective provision and organisation of extra-curricular activities.
Principals will:
- Implement the School’s policies and procedures, in accordance with this policy
and related regulations, and monitor plans in relation to the provision and
organisation of extra-curricular activities which are enjoyable, beneficial and
stimulating for students.
- Encourage students to make full use of the opportunities provided, through their
active participation in the extra-curricular activities organised by the School.
- Ensure that students and Parents/Guardians incur no additional compulsory
expenses to participate in graduation ceremonies.
- Inform participating students and their Parents/Guardians of the School’s
graduation ceremony policy as well as the place, time, rules, norms and
procedures relating to it.
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Policy 50: Student Behaviour Policy
DEFINITION(S):
For the purposes of this policy, students’ behaviour refers to students’ responses to a
number of daily life situations and activities, such as the appropriateness or
inappropriateness of their words, mannerisms, attitudes and actions toward each other or
toward the Teaching Faculty or other members of the wider School community.
PURPOSE(S):
 To promote positive student behaviour in Schools.
 To set out the Council’s requirement that all Schools regularly review a
Behaviour Policy which makes clear to all students and their Parents/Guardians
the School’s expectations of students’ behaviour and how the School will deal
with any misconduct.
POLICY:
This code is based on the Council’s “Guidelines for Managing Student Behaviour in Abu
Dhabi Schools”. With regard to student behaviour and discipline, all Schools are required
to issue and commit to implementing a code, which must be approved by the Council. This
code should include details of the School’s procedures for promoting positive behaviour
and its guiding and disciplinary action to modify misconduct. This code must be distributed
to all students and their Parents/Guardians at the beginning of each school year and it must
be discussed from time to time with students, staff, and Parents/Guardians to ensure that
it is understood throughout the School community. A School shall take into account the
following guiding principles when preparing its student Behaviour Policy:
Reinforcing Positive Student Behaviour

Schools shall adopt strategies and frameworks that recognise, reward and reinforce
positive behaviour, and shall not rely only on a set of rules and punishments for dealing
with student misconduct. Schools shall consider the following important co-dependent
factors for positive student behaviour:
 Heritage and culture: a sense of the behavioural values and principles that
address the UAE’s culture and traditions.
 Positive School environment: a School environment that is welcoming, caring,
safe, enriching, professional and respectful to students.
 Management of student behaviour: by using role models from students’
families, teachers and all other staff and through maintaining an effective and
consistent system for shaping and managing student behaviour appropriately
based on age and gender.
 Partnerships with Parents/Guardians and the local community: active
involvement of Parents/Guardians and strong community partnerships.
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Student Code of Conduct
All students must respect the main code of conduct. Additionally, a School should add its
own particular aspects to the code, which would apply while students are at School, or
while participating and attending any School field trips and extra-curricular activities. The
Council expects that all students will comply with the following main rules:
 Comply with all School rules and instructions.
 Behave responsibly and not endanger the safety and welfare of others or self.
 Care for the facilities and property of the School and of others.
 Arrive at School and lessons on time and justify any tardiness and absences.
 Participate in promoting a positive School community image.
 Demonstrate a positive attitude and apply the very best effort toward learning.
 Behave responsibly so as not to disrupt the classroom or the learning of others.
 Commit to the heritage and culture of the UAE.
 Show respect to all members of the School community, and Parents/Guardians
and other members of the local community.
Managing Students’ Misconduct

Schools shall use the appropriate guidance and disciplinary actions to encourage students
to understand why their behaviour is unacceptable and how to behave better in the future.
In their response to incidents of student misconduct, Schools shall take into consideration
the students’ individual circumstances and personalities, including the social, emotional,
and psychological factors that may underlie a student’s behaviour. Managing students’
misconduct must be consistent with the following:
Disciplinary Actions
To provide guidance to Schools in determining the appropriate progression of discipline,
the Council categorises students’ misconduct into three levels, as follows:
 Level One - Any behaviour that results in disruption of the teaching and learning
environment, which may include, for example:
- Tardiness (lateness/unpunctuality).
- Unexplained absences.
- Not bringing the necessary books and equipment to class.
- Incorrect School uniform (including sports uniforms).
- Disruptive behaviour in classrooms and in School.
- Breaking School rules including in classrooms, hallways, playgrounds and
buses.
- Defying orders from School management and staff.
- Mocking others.
- Disruptive behaviour on School buses (e.g. vandalizing bus seats).
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 Level Two - Any behaviour that results in severe disruption to the teaching and
learning environment or that may cause harm to self or others and or property
damage, which may include, for example:
- Skipping classes or School.
- Sneaking into School after school hours without the presence of
supervisors.
- Using abusive or inappropriate language toward peers and/or teachers.
- Fighting with other students and/or bullying them.
- Theft.
- Vandalizing School property or the property of others.
- Using cell phones during School time without the School administration’s
permission.
- Possessing or viewing pornographic or other inappropriate material.
- Cheating in exams or assignments.
- Providing false documents (e.g. forging Parents’/Guardians’ signatures).
- Misuse or abuse of the School’s IT systems.
 Level Three - Any behaviour that results in physical danger to others, or which
violates applicable laws in the UAE, which may include, for example:
- Assaulting Teaching Faculty members, staff or members of the local
community.
- Distributing (or participating in the distribution of) pornographic material.
- Wilful damage to, or destruction of, School and personal property.
- Possessing or selling weapons or explosives.
- Using or promoting illegal drugs or substances in violation of public order
and morals.
- Exchanging any inappropriate materials, such as letters or photos.
- Committing major actions contradictory to public morals such as sexual
assault.
 Banned Disciplinary Actions - It is forbidden to use any of the following
methods as disciplinary actions:
- All forms of physical punishment (see Policy (52)).
- Lowering or threatening to lower grades.
- Group punishment for an individual’s misconduct.
- Imposing more School work.
- Mocking or insulting the student in private or in public.
- Preventing the student of using washroom facilities or consuming food.
Staged Approach for Dealing with Wilful or Persistent Misconduct

Students should be given appropriate guidance and opportunities to identify the
motivation and purposes behind their actions and to rectify any negative behaviours
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before disciplinary action (e.g. warnings, written notices) is taken. Student misconduct
shall be dealt with as follows:
 Firstly, the School shall provide counselling for the student, with a clear
explanation, with reasons, of the changes in behaviour that are required of the
student by the School.
 Next, the School will put in place a strategy, with the appropriate monitoring
and support, to address and correct the student’s unacceptable behaviour.
 If there is a need for further escalation of response, the School shall inform
Parents/Guardians by letter and hold a meeting or a series of meetings with
them to agree to a reasonable joint home-School strategy. Parents/Guardians
shall be required, at this stage, to sign an undertaking to support the agreed
strategy.
 Should the student continue to behave unacceptably, the School may suspend
the student temporarily from School for up to five days and shall issue to the
student and his or her Parent/Guardian a final warning.
 In the final stage, if the student fails to modify his or her behaviour in
accordance with the requirements of the School, the School may apply to the
Council to transfer the student to another School or to permanently exclude the
student concerned. In making an application to the Council, the School shall
include evidence that all these stages have been followed.
School Disciplinary Committee

Schools shall form a School Disciplinary Committee to review and discuss student
behavioural issues, provided that disciplinary actions by the committee must be fair and
equitable to all students without exception. All disciplinary actions shall be appropriate to
the student’s age and the severity of the misconduct as per the levels identified in this
policy. A transparent and fair appeals process for sanctions will be available to students
and Parents/Guardians.
The School Disciplinary Committee shall keep a record of the disciplinary offences of each
student and the actions taken in response. Schools, the Council and any supervisory
authorities shall treat all information about students’ behaviour as strictly confidential.
Students With Special Educational Needs

 Students with special education needs are required to follow the same rules and
conduct as other students. However, any disciplinary action for a student with
special education needs must take into account the nature of the student’s
special education need and the Individual Education Plan for that student.
 Students with special education needs must not be subject to more severe
consequences than those imposed on the rest of the students, for comparable
violations.
 The implementation of a School code of conduct must not generally
differentiate between students with special education needs and other
students.
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The document “Abu Dhabi Education Council Guidelines for Managing Student Behaviour
in Abu Dhabi Schools” provides additional details and guidance on all guiding principles
mentioned in this policy.

- Review and approve the School’s behaviour and discipline policy, and ensure that
the Behaviour Policy is fully compliant with the requirements of the Council’s
regulations and policies.
- Monitor the School’s implementation of its Behaviour Policy.
- Create a School Disciplinary Committee.
Principals will:
- Implement the School’s behaviour and discipline policy and related procedures.
- Ensure, through regular review of the Behaviour Policy, involve students,
Parents/Guardians, teachers and other staff, that the importance of the Behaviour
Policy is understood and accepted by all members of the School community.
- Chair the School Disciplinary Committee.
Teachers will:
- Exert efforts to establish the motivation behind and the purpose of the student’s
misconduct, in order to respond to it with a suitable solution, rather than simply
taking a punitive approach.
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Policy 51: Expelling Students
DEFINITION(S):
For the purposes of this policy, expulsion of students refers in particular to permanent
exclusion from the School in accordance with the Council’s official procedures. Suspension
refers to temporary exclusion of students for a short period of time as determined by the
Council. Unofficial suspension refers to student suspension without complying with the
formal Council’s or School procedures, for example, sending a student home for the rest
of the day or removing the student from the classroom.
PURPOSE(S):
 To set out the parameters within which Schools may expel, dismiss or suspend
students.
 To minimise issues related to the right to educational, disruption to the
student’s education, student protection and safety, family cohesion and social
order, by requiring Schools to follow best international practice in dealing with
potential exceptions.
POLICY:
A School may not expel or dismiss a student, or require him/her to leave the School, against
the wishes of their Parents/Guardians, without first obtaining written approval from the
Council.
Schools shall prepare, obtain the Council’s approval for, implement, publish to
Parents/Guardians and regularly review a policy on expulsion and its related procedures.
In drafting its own policy, the School must comply with the Council’s related regulations
and policies and must consider the guidance included in the Council’s “Guidelines for
Managing Student Behaviour in Abu Dhabi Schools” and a School may add its own
particular aspects to it.
Guidelines for Suspension and Expulsion

Schools shall give appropriate opportunities to help students act positively before any
disciplinary action is escalated. Schools shall never require any student to leave the School
for any period of time as a disciplinary action without going through the formal staged
procedures as set out in Policy (50). Schools shall in every case look for alternative ways to
handle and rectify a student’s unacceptable behaviour before giving consideration to the
expulsion of the student.
Formal discipline may include measures that range from a verbal warning, to a written
notice, suspension, disciplinary transfer or expulsion. Failure to comply with one type of
discipline will lead to increasing severity and consequences. The Council requires all
Schools to use both temporary and permanent suspension measures very cautiously and
judiciously, since all students are entitled to an education and because expulsion can lead
to depriving students of an education and therefore the loss of protection, social order
and general progress toward maturity.
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Temporary Suspension
Temporary suspension shall only be considered in circumstances where it is necessary to
provide respite from behaviour that is seriously disruptive to the normal life of the School,
where the behaviour poses a threat to the safety and welfare of other members of the
School, Levels 2 and 3 of misconduct in Policy (50), and where all other attempts to correct
the disruptive behaviour have been unsuccessful.
The Principal, through the School Disciplinary Committee which he chairs, may only
suspend the concerned student after following formal discipline measures. The Principal
shall ensure that a staged approach is followed to correct the student’s misconduct, shall
review the documented history of misconduct incidents and shall notify Parents/Guardians
and the Council of such. The period of suspension must not exceed five school days.
Expulsion
Expulsion must apply only to students who have been suspended from studying because
of repeated disciplinary infractions and those who are above the mandatory school age.
The School Disciplinary Committee must seek the Council’s approval in order to expel a
student from the School.
Students have the right to seek out alternate education institutions.

- Review and approve the School’s expulsion policy, and ensure that such policy is
compliant with the requirements of the Council’s regulations, policies and
guidelines.
- Monitor the implementation of the expulsion policy at the School.
Principals will:
- Develop and implement the School’s expulsion policy and related procedures.
- Maintain accurate records of all suspensions or expulsions of students.
- Seek approval from the Council before expelling any student.
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Policy 52: Corporal Punishment
DEFINITION(S):
For the purposes of this policy, corporal punishment is defined as any physical
chastisement that inflicts harm on a student and causes him/her pain or discomfort even
if it is light, such as holding and shaking, slapping or hitting with a cane, by hand or any
other object (see Policy (3)).
PURPOSE(S):
 To make it clear to all employees of Schools in the Emirate that all forms of
corporal punishment of students are strictly prohibited and unacceptable.
 To create a safe and attractive learning environment, where students are
adequately protected.
POLICY:
Any form of corporal punishment of students is strictly prohibited in all Schools in the
Emirate. While at School, students should feel secure from all types of physical punishment
and abuse. Schools shall maintain an atmosphere of mutual respect, trust and courtesy
between students, teachers, staff and administrators. Schools are required to promote
positive student behaviour at all times including when applying disciplinary actions for
student misconduct. All School based behaviour management systems must be aligned
with the Council “Guidelines for Managing Student Behaviour in Abu Dhabi Schools” (see
Policy (50)) and must follow all relevant UAE laws, regulations and policies set by the
Ministry and the Council. All Schools shall take clear measures to ensure that all School
staff understand and abide by this policy.
If any incident of corporal punishment occurs, whether the incident is proven or
suspected, it is the responsibility of the Principal (or in the case of the offence being
carried out by the Principal, the Chair of Board of Trustees or School Owner) to:
 Take immediate action to safeguard all those involved, such as notifying
relevant official entities, while complying with other laws that may be related
to the incident such as the Penal Code.
 Report the incident immediately to PSQA Sector, Licensing and Accreditation
Division, by telephone within a maximum of 24 hours of the incident.
 Report the incident immediately to concerned Parents/Guardians.
 Immediately suspend any member of staff who is accused of abusing any
student, until the investigation is completed and a decision is made concerning
the member of staff’s eligibility to continue to work.
 Carry out a formal investigation obtaining written statements from those
involved.
 Provide the Council with a written report within 24 hours of the incident via
official email ([email protected]) addressed to PSQA Sector,
Licensing and Accreditation Division.
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 Anyone found guilty of committing abuse will immediately be dismissed.

Anyone who violates this policy is subject to legal accountability and is subject to penalties
stated by regulations, policies and guidelines issued by the Council, notwithstanding any
punishment of greater severity stated in the Penal Code or any other law.

- Ensure that the School adopts a robust policy prohibiting all forms of corporal
punishment, and is in full compliance with the Council’s requirements.
Principals will:
- Follow scrupulously the Council’s required processes in response to alleged
corporal punishment, reporting the incident to the Council immediately and
presenting a report to the Council within 24 hours of the incident, knowing of the
incident or suspecting it to have occurred inside the School.
Teachers will:
- Observe and reinforce student positive behaviour.
- Adopt positive behaviour at all times.
- Report known or suspected incidents of corporal punishment to the Principal or if
the Principal is a party to the incident, to the Board of Trustees or Owner.
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Policy 53: Counselling Services
DEFINITION(S):
For the purposes of this policy, counselling services encompass a range of procedures,
often involving specialist staff, and which involve the provision of services designed to
promote students’ progress, engagement and emotional well-being, or guide students in
their future academic or professional path.
PURPOSE(S):
 To set out the Council’s requirement that Schools shall provide a range of
advice, information and guidance for all students.
 To enable students to make good progress at School and to prepare them for
successful futures.
POLICY:
Schools shall provide for their students a range of counselling services as appropriate to
the students’ age and life stage. Schools shall consider the following guidelines to help
them develop their practice of guidance services:
Careers Guidance
Careers guidance is intended to prepare students for the next stage of their lives, whether
in advanced educational studies or in the world of employment. Traditionally, Schools have
offered a library of books, pamphlets and other information sources, detailing the
opportunities that may be available and the qualifications required for particular courses
or jobs. Nowadays, such ‘libraries’ are increasingly IT-based, in particular enabling students
to take web-based aptitude tests to identify possible career choices, and to search
websites and other Internet sources.
Schools are encouraged to take students or advise them to visit careers exhibitions to find
out about the type of universities, as well as the type of majors and jobs in demand. Careers
specialist advice is provided either by a dedicated careers teacher or adviser, or by a
teacher who has added this area of expertise to their existing commitments. Students may
need support in a number of ways, for example:
 Making sense of what they are being told about the various options.
 Matching courses realistically to their own abilities as well as to their aspirations
(the two are not always aligned).
 Preparing application forms, curricula vitae (CVs) or personal statements.
 Getting ready for university and job interviews.
 Preparing for a very different life, for example living away at university.
 Dealing with emotional upheavals that often accompany key stages in life
(leaving family, friends, and familiar environments).
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Personal Counselling
Many students undergo times when they feel lonely or insecure, lacking in self-esteem or
self-confidence. Counselling offers a parallel but often connected set of support systems.
Personal anxieties or even panic attacks are widespread throughout adolescence. Young
people may often feel hesitant to confide in a Parent / Guardian or a teacher with whom
they meet daily; and it may be easier for them to do so to a trusted professional counsellor
or a social worker, depending on the nature of the concern.
Academic Guidance
Academic guidance services are part of the curriculum, and mostly focus closely on the
academic needs and concerns of individual students. Therefore, teachers are expected to
offer guidance and support to students according to their ability and area of expertise
within School working hours. Schools must also employ dedicated professional specialists
to offer additional academic guidance services to students.
Support from Fellow Students

The role of the students themselves in providing support for each other should not be
underestimated. Some Schools use peer mentorship programs, in which an older student
befriends a younger one, to provide an introduction and guidance to the School when
anything seems strange or uncomfortable, as is always the case for new students who join
a large secondary school.

- Ensure that appropriate guidance services are offered to students and that these
services are constantly reviewed for further improvement and development.
Principals will:
- Plan and deliver guidance services effectively and appropriately, whether as part
of the curriculum or via the School’s other services.
- Ensure that members of staff with counselling responsibility make a strong and
effective contribution to the provision of guidance services.
- Employ specialists to provide particular guidance and support, or add this area of
expertise to the existing commitments of the Teaching Faculty at the School.
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Chapter 14
Attendance and Absence
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Policy 54: Attendance
DEFINITION(S):
For the purposes of this policy, attendance refers to the total number of school days
attended by the student during the school year based on the School calendar.
PURPOSE(S):
- To ensure that students are attending all classes and activities that result in their
understanding of the curriculum and the subjects being taught.
- To set out the Council’s expectations in relation to full attendance at School by all
students without exception, through a clear policy and effective communication
with Parents/Guardians.
POLICY:
This policy is linked to Policy (55) on absence, which elaborates on authorised absences.
At the beginning of the academic year, each School shall issue to Parents / Guardians its
Council-approved attendance policy setting out procedures to deal with absences and to
ensure that students punctually and regularly attend School and all lessons, and that all
attendance data is accurately recorded.
Basic requirements and responsibilities in relation to students’ attendance at School are
as follows and reflected in the School’s attendance policy:
 Students are expected to attend School on every school day as specified in the
School calendar.
 Students shall arrive at School punctually every day, attend morning assembly,
and attend classes on time.
 Teachers shall maintain a record of attendance by students for every lesson.
 Schools will maintain accurate daily attendance data for each student, including
timely or late arrival to School.
 Parents / Guardians will make every effort to ensure that their children attend
School every school day and arrive on time.
 If students need to be absent from School for a particular day,
Parents/Guardians must inform the School accordingly (see Policy (55)).
 When a student returns to School following an absence, Parents/Guardians
must send a signed note to the School indicating the reason for the student’s
absence.
 Students are responsible for completing all assignments missed during their
absence (see Policy (55)).
 Parents/Guardians should seek to ensure that family vacations take place during
scheduled School holidays.
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Principals will:
- Develop, implement and regularly review the School’s policies and procedures for
promoting good attendance, and follow up on excessive absence including
truancy, and ensure full compliance with the Council’s requirements.
- Ensure that the School’s attendance policies and procedures are implemented and
adhered to.
- Ensure effective administration of student attendance and recording daily
attendance at all lessons.
- Provide clear information about the consequences of poor attendance to
Parents/Guardians, students and School staff.
- Set procedures for dealing with poor attendance and tardiness.
- Recognise students with exemplary attendance records.
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Policy 55: Absence
DEFINITION(S):
For the purposes of this policy, absence refers to the days when students fail to attend
School. A student who does not miss a single class throughout the year is said to have a 0%
absence record or a 100% attendance record. Absence rates above 10% should be regarded
as a cause for concern. Authorised absences are to be distinguished from unauthorised
absences or truancy.
PURPOSE(S):
 To encourage students to attend all classes in a timely manner, so that they
maximise the educational benefit of being in School.
 To ensure that unauthorised absences are dealt with firmly and effectively.
POLICY:
The policy is linked to Policy (54) on attendance, which highlights the need for students to
punctually and regularly attend School and all lessons.
Schools shall seek to achieve low absence rates by:
 Following up on all unexplained absences immediately.
 Providing a safe, caring and engaging learning environment that encourages
and stimulates students.
 Recognizing and rewarding excellent or improved student attendance.
 Implementing strategies and programs to address attendance problems for
individual students.
 Providing clear and specific information about the rules and consequences of
poor attendance to Parents/Guardians, students and School staff.
Types of Absences
Authorised Absences
The following types of absences may be regarded as authorised when confirmed by a
signed letter from Parents/Guardians or by way of official documents:
 Illness.
 Death of first or second degree relative.
 Scheduled doctor appointments.
 Official community task.
 Mandatory appearance before an official body.
 Essential urgent family travel for matters such as medical treatment or the
death of a family member.
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Unauthorised Absences
The following types of absences are to be regarded as unauthorised:
 Shopping trips.
 Unnecessary travel.
 Other types of absences not included in the authorised absences list.
Students are considered to be truant if they are absent from School without their
Parents’/Guardians’ knowledge or consent, or if Parents/Guardians have colluded with the
student so that they are absent without authorization. Truancy is an unauthorised
absence, and Schools must immediately inform the student’s Parents/Guardians of
incidents of truancy and shall hold discussions with them and the student and closely
monitor the student’s attendance.
If an absence is authorised, the student has the right to make up the work and tests that
were missed. If an absence is unauthorised, the School will agree with the
Parents/Guardians on the appropriate course of action pending completion of the
investigation into the circumstances surrounding the absence.
School administration will excuse students for being late in the morning during days with
adverse weather conditions (e.g. heavy fog).
Parents/Guardians who plan to have their children miss several days of School are required
to notify the School at least ten days before the anticipated absence, in order to allow
teachers time to prepare the list of assignments that will be missed during the absence.
The student or Parent/Guardian shall be responsible for contacting the School
administration to learn of all assignments and tasks given to the student. These
assignments must be completed by the student and returned to the relevant teachers
either before leaving or shortly after returning from the absence.
Principals will:
- Develop, implement and regularly review the School’s policies and procedures
for promoting good attendance.
- Follow up on repeated absence, including truancy, and ensure full compliance
with the Council’s requirements.
- Provide clear information about the consequences of poor attendance to
Parents/Guardians, students and School staff.
- Ensure that the School’s policies and procedures for promoting good School
attendance are implemented and adhered to.
- Ensure effective administration of student attendance and recording daily
attendance at School and at all lessons.
- Set procedures for dealing with poor attendance and tardiness.
- Regularly report to the relevant Council division on student attendance.
- Address and limit excessive absences including truancy, as per the Council’s
requirements, and seek to identify the root causes of such behaviour.
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Chapter 15
Guardian’s Involvement
and Family Rights
164
Policy 56: Informing Guardians of the School Program
DEFINITION(S):
For the purposes of this policy, parental/guardian engagement covers all aspects of a
School’s life in which Parents/Guardians should be encouraged to be involved in, taking an
active interest in their children’s welfare and progress and becoming committed members
of the school community through their own participation.
PURPOSE(S):
To encourage schools to communicate effectively with Parents/Guardians by offering a
range of opportunities for Parents/Guardians to contribute to and participate in School life
and to achieve the School’s vision and mission.
POLICY:
Schools must develop a policy on parental/guardian engagement in the educational
process and provide Parents/Guardians with a handbook that includes information about
the School program and policies relevant to students and their Parents/Guardians. Schools
should develop and maintain good relationships with Parents/Guardians. Schools should
encourage the involvement of Parents/Guardians in School affairs, and determine the
areas and roles they can play, taking into account the following guidance:
School’s Role
The School’s Principal and staff shall recognise the important role Parents/Guardians play
in the student’s educational development, and shall therefore:
 Outline communication and correspondence (in terms of frequency, content,
and nature) that Schools are expected to use with Parents/Guardians, using
various methods and media, such as School newsletters, telephone calls, SMS,
e-mails, letters, Internet portals and meetings (please see Policy (37)).
 Encourage teachers to contact Parents/Guardians when necessary to discuss
academic or behavioural issues that arise in the classroom or other areas
relevant to the School and its activities.
 Outline communication and reporting mechanisms to inform Parents/Guardians
about their children’s academic performance, such as holding regular
information sessions about the School’s curriculum, teaching methodology,
assessments, and the Parent/Guardian support of their children’s learning at
home.
 Outline opportunities available for Parents/Guardians to visit the School and
meet with the Principal, heads of Teaching Faculties and teachers who are
involved in their children’s education.
 Outline opportunities available for Parents/Guardians to participate in School
activities.
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 Inform Parents/Guardians of all relevant School policies and procedures and
ensure Parents/Guardians have continuous and easy access to said policies and
procedures.
 Keep a record of all communication with and involvement of Parents/Guardians.
Parents/Guardians’ Role
Schools will encourage Parents/Guardians to be actively involved in some specific areas,
including:
 Attending periodic Parents/Guardians meetings and evenings.
 Participating in extra-curricular activities organised by the School such as
scientific, cultural, social, sporting or art events.
 Voluntary participation in School and community events such as the UAE’s
National Day celebrations, graduation ceremony, and other similar activities and
events.
 Participating in other School activities such as Parents/Guardians councils.
 Participating in committees formed by the School’s Board of Trustees.
 Playing an active role in their children’s education in accordance with the
School’s policy on parental/guardian engagement, including: ensuring their
children’s punctual attendance at School every day, their completion of
homework assignments, and staying informed of their progress.
Parents’/Guardians’ Rights
All Parents/Guardians shall have the right to become familiar with the School’s day-to-day
life and goals. Schools shall ensure parental/guardian rights are addressed including, but
not limited to:
 Protecting their child’s privacy in all ways, including protection from the
dangers of the Internet (see Policies (5) and (65)).
 Receiving regular reports on students’ progress.
 Meeting his or her child’s teachers at least twice during the year for the purpose
of discussing the child’s behaviour and academic performance.
 Visiting a classroom in which their child is attending a lesson at least once during
each academic year, after informing the Principal and receiving permission to
do so.
 Obtaining information about the placement of their child in a teaching group,
and their right to give their written approval of the proposed arrangements.
 Being informed about all School policies that have an impact on
Parents/Guardians and their children, such as the student code of conduct,
attendance policy and tuition fees.
School owners and board of trustees will:
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- Monitor School policies and procedures relating to parental/guardian
engagement in the educational process.
- Ensure that the School’s policies and procedures for promoting effective
parental/guardian engagement are fully compliant with the Council’s
expectations and requirements as prescribed in this policy and related
regulations.
Principals will:
- Develop, implement and regularly review the School’s policies and procedures
for promoting effective engagement of Parents/Guardians, and ensure
compliance with the Council’s expectations and requirements in relation to
effective parental/guardian engagement.
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Policy 57: Inspection of Student Records
DEFINITION(S):
For the purposes of this policy, inspection of student records means Parents/Guardians
having personal access to review their children’s files on the School premises, in the
presence of assigned School personnel.
PURPOSE(S):
 To support Parents’/Guardians’ right of access to their children’s School
records.
POLICY:
All Parents/Guardians shall have the right to access their children’s School records, and the
Schools shall fully support this right following the procedure outlined below:
 A Parent/Guardian shall seek the Principal’s permission or his representative to
access their children’s School records.
 A Parent/Guardian who disagrees with information contained in their child’s
records, may submit a written request to the School Principal asking that the
disputed information be corrected, and enclosing documents and evidence
supporting and proving their claim.
 The Principal shall provide a written response to the Parent/Guardian within ten
working days of receipt of the request.
 If the School has followed its own policy and procedures which justifies
retaining the disputed document in the student’s record, the Principal may
reject the Parent’s/Guardian’s request to correct it, accompanied by a written
explanation.
 If the dispute is not settled, the Parent/Guardian may refer the complaint to the
School Complaints Committee (please see Policy (21)).
 The School shall include all responses in the student’s record.
Schools will, within the time and processes prescribed by this policy and related
regulation:
- Provide Parents/Guardians with information on their children’s education,
progress, behaviour, etc.
- Fully support Parents’/Guardians’ right of access to review their children’s School
record.
- Give due consideration to any written complaint from Parents/Guardians, and
provide a clear and timely written response to rectify or justify the situation to the
Parents/Guardians.
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Chapter 16
Inspection
and
Self-Assessment
169
Policy 58: Inspection
DEFINITION(S):
 School Inspection is defined as an expert quality assurance system conducted
by inspectors who carry out evaluations of the quality of education in Private
Schools in the Emirate.
 The inspection framework (“Irtiqa’a Framework For the Inspection of Private
Schools In The Emirate of Abu Dhabi”) sets out common criteria (performance
standards, evaluation criteria, self-evaluation and operational details of the
Council’s inspection process) which inspectors use and follow in order to make
judgments on a School’s performance using a scale made of grades or criteria
to judge the quality of education.
 Inspectors are highly experienced professionals who understand the inspection
framework and the context of education in the Emirate, and are conversant
with international educational standards and best practices.
PURPOSE(S):
 To periodically identify performance quality levels in Private Schools in the
Emirate.
 To provide Schools with clear recommendations for improvement.
 To inform policy-making in the PSQA Sector and the Council in general.
 To encourage the sharing of best practices in education and the exchange of
professional expertise.
 To provide stakeholders and Parents/Guardians with information about
individual Schools and the School system as a whole.
POLICY:
The Council may inspect a School at any given time. The framework defines the standards
and procedures for School inspection. These procedures include a system of periodic self-
evaluation undertaken by the Principal and the School leadership team, including the
development of a School self-evaluation report (please see Policy (59)). This report is
considered a part of the inspection process requirements conducted by the Council-
approved inspection team. Through this report, Schools learn of their strengths and
required areas of improvement.
Administrative punishments listed in the Organising Regulations shall be imposed on
Schools that get “very unsatisfactory” or “poor” performance levels. These punishments
may result in a decree to close the School. Inspection reports and grades are published on
the Council’s and the School’s websites to inform the public.
The Council regards inspection as an effective tool of School improvement. All Schools
shall comply at all times with the requirements of the inspection framework. The Council
shall review the inspection framework and issue a revised edition as needed.
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All Schools shall fully cooperate with the Council’s appointed inspectors before, during and
after inspections, providing all information (including self-evaluation forms), data and
other assistance, as required, and meeting all the inspectors’ requests to access School
buildings, facilities and every aspect of the School’s services, and to meet members of the
School community to allow for accurate evaluations.
Types of Inspection
The Council may inspect any School at any time as it sees necessary. The types of
inspections conducted by the Council are as follows:
Periodic Inspection
All Schools shall undergo a full periodic inspection every set period of time, as per the
conditions of each category of License and in accordance with the following:
- Schools that have a General License: every two years.
- Schools holding a Council-Accredited License: every five years, in addition to
supervisory and monitoring visits during the second and fourth year. The aims of
these visits are to check the School’s continued compliance with self-evaluation, to
maintain its high performance level, as well as its continued capacity to innovate
and develop.
- New Schools: within the first year of its opening.
In reviewing applications for Temporary, General and Council-Accredited Licenses, the
Council will take into account inspection findings, and may assign special inspections for
specific purposes.
On-Command Inspection (Emergency)

The Council will make unannounced visits to Schools when necessary regardless of the
School’s type of License. This inspection may be full inspections or shorter in duration, to
assess a School’s response to a warning encompassing a Development Order or a
Commitment Order or a closure order or any other order (see Policy (61)).
Monitoring Inspection
The Council will carry out brief monitoring visits for Schools identified as having “very
unsatisfactory” or “poor” performance grade in periodic inspections, in order to follow up
on its performance and ensure quality. Such visits will take place annually or twice yearly,
as required.
Themed Inspection
The Council will also carry out from time to time themed inspections (for a specific
purpose), to gather data on specific aspects of the education system in order to inform
policy-making discussions. Such inspections will focus on one particular aspect of a School,
such as the teaching of a particular subject, the achievement of a particular group of
students, or the impact of information technology and its applications on learning.
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Failure to Comply With this Policy
The Council requires all Schools to engage fully in the inspection process as outlined in this
policy. Refusal by a School to undergo inspection will invoke progressive administrative
punishments, which may lead ultimately to the revocation of the School’s License (see
Policy (78)).
School Owners and Boards of Trustees will:

- Familiarise themselves with the inspection framework.
- Oversee the Principal’s leadership of the School in preparing for inspections and
in take improvement action after inspections.
- Give full consideration to the inspection report and the recommendations
contained therein.
- Ensure that the School Development Committee prepares and implements a plan
to address the recommendations contained in the School’s inspection reports
(see Policy (22)).
Principals will:
- Attend the Council-organised briefings and training workshops, and provide
training workshops at their Schools to inform staff of the Council’s requirements
in relation to inspection, self-evaluation and School improvement.
- Lead the self-evaluation process using the specific form devised for this purpose
(see Policy (59)).
- Cooperate fully with inspectors before, during and after inspections, and provide
all necessary documentation and responding to all legitimate requests.
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Policy 59: Self-Assessment
DEFINITION(S):
For the purposes of this policy:
 Self-assessment (or self-evaluation) is defined as a process whereby Schools
formally review their own performance, through comparing their performance
against the performance standards criteria of the inspection framework, and
against their own set aims and objectives (see diagram below).
 The Self-Evaluation Form (“SEF”) is an official document designed to help
Schools to evaluate the quality of education and care offered to students. It
derives from and relates closely to the structure of the inspection framework.
PURPOSE(S):
 To set out the Council’s requirements that all Schools shall undertake helpful
and purposeful self-evaluation and maintain an up-to-date Self-Evaluation Form.
 To encourage Schools to monitor the quality of education they provide and to
explore ways of doing better through continuous School improvement.
 To inform the process of School inspection, by providing inspectors with secure
evidence-based assessments in line with the inspection framework.
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POLICY:
The School Principal and School leadership team shall follow a series of self-evaluation
procedures as part of the School development process, recorded and updated constantly
in the School’s Self-Evaluation Form in accordance with the Council’s template. These
procedures require Schools to complete and maintain up-to-date Self-Evaluation Forms as
part of the School inspection process and improvement cycle. The Council may request
from the School at any time an up-to-date version of its Self-Evaluation Form.
Schools must provide School inspection teams with a completed copy of the Self-
Evaluation Form when they are notified of a full inspection. Inspectors shall consider the
Self-Evaluation Form in which Schools record their judgments about themselves and
supporting evidence very carefully. It is therefore essential that Schools adopt a rigorous,
truthful and scrupulously professional approach to self-evaluation. The Self-Evaluation
Form consists mainly of important basic School information, the School’s evidence-based
judgments and the School Development Plan.
The Principal is ultimately held responsible for the completion of the Self-Evaluation Form
and should take into account the following practices:
 Involving others with leadership roles and key teaching roles in the process of
the self-evaluation of some School departments, and ensuring that all
judgments are supported by evidence that is well-founded and clearly
documented. The Vice Principal, department heads, heads of Teaching Faculties
as well as staff with responsibility for management of support services and
financial affairs shall be involved in the School’s self-evaluation process.
 Allowing teachers to contribute to the self-evaluation process both as subject
specialists and as informed members of the School’s professional team.
 Through reflective professional dialogue, evidence-based evaluation and
discussion, the Principal shall create and nurture a professional climate in which
staff will focus on improving the School’s development.
 Seeking the views of students and their Parents/Guardians through discussions,
questionnaires, focus groups and meetings.
 Seeking the views of individuals outside the School community about the
School’s effectiveness and its impact upon the community.
 The School’s Board of Trustees shall carry out a self-evaluation to assess its own
effectiveness, providing evidence on the extent of its impact on the School
development in accordance with the Council’s regulations, policies and
requirements.

The School’s failure to complete the Self-Evaluation Form is considered a breach of the
School’s commitments, indicates the School’s unwillingness to cooperate with inspectors,
and reflects weakness in the School leadership and management. This will negatively
impact the School’s inspection results and make it subject to administrative punishments.
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- Carry out an evaluation of their own effectiveness and their impact on the School’s
wellbeing and strategic development (see also Policy (18)).
Principals will:
- Attend training workshops held by the Council and subsequently offer their own
staff training and support, to ensure that the self-evaluation is effective.
- Manage the accurate completion of the School’s Self-Evaluation Form according
to the Council’s regulations, policies and requirements.
- Ensure that the content of the Self-Evaluation Form is based on evidence that is
logical, realistic and evidenced by clear documentation.
- Use all possible mechanisms to ensure that the Self-Evaluation Form is a high-
quality, reliable and truthful document.
- Present the completed Self-Evaluation Form to the inspection team assigned to
the School by the Council.
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Chapter 17
School Development
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Policy 60: School Development Plan
DEFINITION(S):
For the purposes of this policy, the School Development Plan is a document that includes
the objectives identified as part of the School’s strategic priorities and the outcomes of
the inspection processes and evidence-based self-evaluation, in addition to the procedures
and mechanisms needed for implementation and follow-up. The objective of the School
Development Plan is to improve the quality of education and the achievements of
students.
PURPOSE(S):
 To create and support a climate of continuous improvement in all Private
Schools in the Emirate.
 Schools will take responsibility for the continuous improvement of their
services, particularly in relation to the quality of teaching and learning and
making full use of inspection and self-evaluation findings in their School
Development Plans.
 To enhance the three stages of the improvement cycle (diagram below) and
ensure the process occurs continuously.
Self-
Evaluation
(1)
School
Development Inspection
Planning (2)
(3)
POLICY:
All Schools shall develop and implement a School Development Plan that is linked and
related to the School’s strategic priorities and the outcomes of inspections and self-
evaluations. Within thirty working days of the publication of the inspection report, the
School is required to present a School Development Plan to the Council for review,
comment and guidance. The Council’s inspection teams will therefore expect Schools to
maintain and continuously update a School Development Plan, based on progress
achieved and improvements made.
Through the inspection process the Council will evaluate a School’s progress in
implementing its School Development Plan. The Council’s inspectors will place central
importance on this as they make an overall inspection judgment about the School’s
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capacity to improve. A review of the School Development Plan by the Council will be a
condition for renewing the School’s License and the School must consider the Council’s
observations as much as possible (see also Policy (9)).
The Principal is ultimately held responsible for the implementation of the School
Development Plan through the School Development Committee. The Principal shall set out
the details of the School’s strategies in relation to each of the improvement objectives
identified in the inspection report and others identified by the School.
The School Development Plan shall set out clearly prioritised improvement objectives, with
targets and deadlines, and details of roles, responsibilities and resources needed to
achieve them. For each improvement objective there shall be timelines and milestones
with key performance indicators and data requirements specified for every stage. A good
School Development Plan should be clear, focused, practical and understood and
supported by everyone in the School. The School Development Plan shall be approved by
the School’s Board of Trustees prior to submission to the Council.

The School’s failure to fully implement its School Development Plan constitutes a breach
of the School’s obligation, and the Council will apply progressive administrative
punishments, which may ultimately lead to the revocation of the School’s License (see
Policy (78)).

- Establish a School Development Committee (see Policy (22)).
- Oversee the work of the School Development Committee to ensure that it
develops a clear strategy for improvement, which takes full account of the
recommendations contained in the inspection report.
Principals will:
- Lead and manage the School’s development planning processes in order to
prepare the School Development Plan, and ensure that it makes provisions to
address the recommendations contained in the inspection report.
- Submit the School Development Plan to the Council in a timely manner, and
make any required amendments to the plan as may be specified by the Council.
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Policy 61: Orders and Warnings Issued Regarding the
School’s Development
DEFINITION(S):
Development Order: An order issued by the Council following inspection to Schools that
failed to achieve a satisfactory level of performance, or did not fulfil the Council’s
requirements. The Development Order identifies the educational aspects that the School
should improve or adhere to by performing corrective actions within the specified
timelines.
PURPOSE(S):
 To ensure Schools’ compliance with the high standards expected by the Council
regarding development and compliance.
POLICY:
DEVELOPMENT ORDERS
If it appears to the Council, following an inspection, that the School failed to achieve a
satisfactory level, or to comply with one or more of the Council’s regulations, policies or
requirements, the Council may issue a School Development Order identifying the
shortcomings in the educational aspects that need to be addressed within specific
timeframes. In such an event, the School will be added to the list of Schools that do not
fulfil the Council’s conditions and standards.
The School should prepare the required School Development Plan quickly and within the
timeframe stipulated in the Development Order. Inspectors will carry out unannounced
monitoring visits to measure the progress achieved in responding to issues outlined in the
Development Order as well as the extent to which such issues are being addressed within
the required timeframe. At the end of the timeframe specified in a Development Order,
inspectors will conduct a periodic inspection of the School to ensure that the situation has
improved. If the inspection result is positive, the School will be removed from the list of
Schools that do not fulfil the conditions and standards.
If the School receives an “unsatisfactory” inspection rating, the Council may look at the
basis on which the Board of Trustees may dismiss the Principal for failing to provide a
satisfactory level of leadership for the School. In such a case, the Council may instruct the
School to institute procedures for removing the Principal from his post, in accordance with
regulations and procedures in this regard in the Labour Law.
COMMITMENT ORDERS
The Council shall issue a Commitment Order to a School that it considers has failed to
comply with one or more of its regulations and policies. The Commitment Order will
specify the corrective procedures that the School is required to take and the required
timeline to complete them. Following that, the Council will undertake unannounced
monitoring visits to measure the School’s progress in response to the recommendations
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specified in the Commitment Order. For the purposes of Policy (78) of this Manual, a
Development Order and Commitment Order shall be considered a First Warning.

If a School receives any such orders, it must take the necessary actions as outlined therein.
If the School fails to do so, the School will be subject to progressive punishments in
accordance with Policy (78).

- Ensure that the School takes urgent corrective procedures in response to a
Development Order or Commitment Order.
- Initiate dismissal procedures of the School Principal in case the Council issues
such an order, or in case the Board of Trustees believes that such an action is
beneficial for the School and students, subject to the approval of the Council.
The School will bear all the consequences resulting from such a decision in
accordance with the Labour Law.
Principals will:
- Maintain the School performance level and working toward developing it in a
way that meets the Council’s expectations, and which is in accordance with the
- Implement all required improvements or commitments, as specified in the
warning which includes the Development Order, Commitment Order or any
other order directed toward the School.
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Chapter 18
School and Support
Services
181
Policy 62: School and Support Services
PURPOSE(S):
 To ensure that Private Schools in the Emirate comply with the requirements
stipulated by all relevant government entities.
POLICY:
All Private Schools shall fully comply with the requirements of all relevant government
entities. Such entities include the Ministry of Labour, Abu Dhabi Urban Planning Council,
Department of Economic Development, Department of Municipal Affairs, the Civil Defence
Directorate, HAAD, Department of Transport, Abu Dhabi Food Control Authority, General
Directorate of Residence and Foreigners Affairs of Abu Dhabi and other government
authorities.
Schools may refer to the Abu Dhabi Government website to find out more information
about these government entities and departments (http://www.abudhabi.ae). See also
Policy (70).
School Owner, Board of Trustees and Principal will:

- Ensure compliance with the requirements of the Council and all relevant
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Policy 63: Food Services
DEFINITION(S):
For the purposes of this policy, food services are arrangements made by Schools for
students and staff to obtain healthy food choices through a School canteen during the
school day and during extra-curricular activities.
The School canteen is the place equipped for the preparation, distribution and sale of
healthy permitted food for students and staff in a School.
PURPOSE(S):
 To ensure that School canteens in Private Schools comply with the current
“School Canteen Standards” set forth by the Abu Dhabi Food Control Authority
(“ADFCA”) and ADEC.
 To ensure that Private Schools carry out their duties in promoting healthy eating
within their School communities.
POLICY:
The School shall adopt a program to provide students and employees with healthy
nutrient-rich food, while avoiding excessive consumption of food with low nutritional
value. The School shall fully comply with the rules and requirements specified by Abu Dhabi
Food Control Authority in this regard. The School shall also obtain the necessary and
effective licenses and maintain inspection records and notifications.
This policy follows the “School Canteen Standards” established by the ADFCA regarding
the mandatory requirements and the appropriate management of School canteen
facilities, food safety and hygiene, and by HAAD regarding nutrition and healthy eating in
Schools, healthy food choices and food allergies.
A School wishing to provide food services for students and staff may do so through a
School canteen during the school day. These Schools shall maintain a record of related
valid licenses, inspection visits and notices.
The process of offering food shall always comply with the requirements of the ADFCA, the
Council, and HAAD and the requirements stipulated in the “School Canteen Guidelines of
the Emirate of Abu Dhabi”. These requirements are related to School canteen facilities
management, School canteen health conditions, nutrition and healthy-eating standards,
School canteen suppliers and reporting food-related complaints including cases of food
poisoning.
Schools offering a food service through a School canteen shall develop a healthy eating
and nutrition policy and distribute it to School staff, students and Parents / Guardians. This
policy shall include a commitment to promote and encourage students to develop healthy
eating habits by supporting the provision of healthy nutrition for all members of the School
community.
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Schools are expected to maintain a healthy environment and promote and encourage a
healthy life style through education using both the curriculum and extra-curricular
activities.
Schools will:
- Oversee food service provided by the School to ensure that such services
conform in full to the standards required by ADFCA and HAAD and any other
relevant official authorities in this regard.
- Maintain a record of all food-related complaints and outlining procedures duly
taken in that regard.
Principals will:
- Ensure that any food service provided by the School conforms in full to the
standards required by ADEC, ADFCA and HAAD.
- Ensure that all requirements, specifications and procedures for School canteen
facilities, hygiene and safety, nutritional requirements, and food supplier
requirements are followed by the School as specified in the “School Canteen
Standards of the Emirate of Abu Dhabi”.
- Ensure that the School canteen complies with all current regulations of ADFCA,
and that any inspections required by ADFCA or the Council at any time are
facilitated.
- Ensure full compliance with the process for filing food-related complaints and, in
particular, when related to cases of food poisoning or cases of suspected food
poisoning (“School Canteen Standards of the Emirate of Abu Dhabi”).
- Develop and distribute a School policy on healthy eating and nutrition.
- Ensure a full understanding of roles and responsibilities in relation to this policy,
and any additional responsibilities that are specified in the “School Canteen
Standards of the Emirate of Abu Dhabi”.
- Provide evidence of fulfilling such obligations to the Council upon request or
upon the License renewal.
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Policy 64: Health, Safety and Environment
DEFINITION(S):
For the purposes of this policy, the term Health, Safety and Environment refers to the
requirement for Schools to ensure that students and staff are kept safe and healthy in
School and when out of School in situations for which the School has a responsibility.
PURPOSE(S):
 To safeguard all students and staff, by requiring Schools to have clear policies,
based on good and up-to-date practices, to set high standards for health, safety
and environment to ensure that students and staff are not exposed to any
danger or disease.
 To set out the Council’s clearly defined conditions that all Schools shall meet the
health, safety and environment requirements of the Council and all relevant
 To build a culture where everyone in Private Schools’ operations and activities
accepts responsibility and accountability toward protection of the environment
and health and safety of all individuals and the community.
 To ensure that all Schools provide access to high quality School health services
to all students through School-based clinics, without any additional cost to
students, while complying with all regulations and mandatory requirements set
out by the Council and HAAD.
POLICY:
Schools shall develop, implement and maintain an Environment, Health and Safety
Management System (“EHSMS”) for their operations in full compliance with the “Abu
Dhabi EHSMS Regulatory Framework” and the “Education Sector EHSMS Requirements”
and any relevant policies set out by the Council and other government entities.
The Principal, Board of Trustees, and the Owners share ultimate accountability when it
comes to offering a safe and healthy environment. The School Principal, in consultation
with the Board of Trustees and the Owners, shall prepare, implement and regularly review
a Health, Safety and Environment Policy which is aligned with the Council’s health and
safety regulations, policies and requirements. The School policy must also set out the
School’s commitments and responsibilities and identify the staff specialised in health and
safety matters. It must also set out procedures to ensure the following:
 Maintaining a healthy, safe and risk-free environment throughout the School,
and all of its external facilities, taking into account aspects of public health,
including the areas where students, staff and visitors use for arrival and
dismissal.
 Providing a safe, risk-free and healthy environment for students and staff during
extra-curricular activities (excursions and field trips).
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 Complying with policies, procedures, programs and special instructions issued
by the Council or any other governmental or regulatory entity regarding School
buildings, facilities and equipment used, and their conformity with
environmental, health and safety specifications contained therein.
 Obtaining the necessary valid licenses and permits from the Council,
Department of Municipal Affairs, Civil Defence Directorate, HAAD, Abu Dhabi
Food Control Authority and any other concerned governmental entity, and
maintaining the related inspection records carried out by these entities and the
observations made in their regard.
 Equipping the School with integrated and effective protection systems, fixed
and mobile, for fire protection and detection, including fire sensors and
detectors, fire extinguishers, water systems, pumps, taps, hoses, nozzles and
sprayers to extinguish fires provided that they fully meet the specifications laid
down by the Civil Defence Directorate. The School must obtain the necessary
valid licenses and maintain inspection records and notifications on these
systems.
 Equipping the School with integrated and effective security and access systems,
including procedures and records for entering School buildings, surveillance
cameras, and the like, when needed. These must be installed so as to cover
School campuses, buildings and facilities, and they must be categorised as
sensitive sites to ensure the safety and security of students, employees, visitors
and contractors.
 Providing a special clinic for regular and emergency medical services within the
School buildings. The clinic must be equipped with qualified and licensed staff,
such as a School nurse, as well as the resources and equipment needed to work
full time during School working hours, and in full compliance with the
requirements and standards of HAAD. The School shall obtain the necessary
valid licenses and maintain inspection records as required.
 Promoting and integrating health, safety and environmental education within
the curriculum and School extra-curricular activities.
The School shall regard the promotion of health and safety education as essential at all
times. It shall be the responsibility of every staff member to ensure that correct health and
safety procedures are followed at all times, in accordance with the requirements of the
School’s Health, Safety and Environment Policy and all other policies and regulations
applicable in the Emirate. They shall also be responsible for informing the School’s Principal
or his delegated representative and the Council and relevant authorities, within required
timeframes, of any health and safety breaches at the School.
SECURITY VIDEO SURVEILLANCE CAMERAS (CCTV)

Schools shall be equipped with integrated and fully functioning access and security
systems, including access procedures and logs, security video surveillance cameras and
other devices or procedures installed to cover all School buildings and facilities, and
classifying these as sensitive locations, to ensure:
 The promotion of a safe learning environment.
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 The safety and well-being of students, staff, visitors and contractors while
protecting individual privacy at all times.
 The prevention and detection of crime, vandalism, unlawful behaviour and
inappropriate conduct.
 The protection of School buildings and their assets.
The security video surveillance cameras (CCTV) comprise a number of fixed cameras
located within and around the School buildings, which shall provide coverage of the
following areas:
 All entrances and exits of School buildings and grounds.
 All walkways and public areas (corridors, stairs, courtyard, sports hall, sports
fields, canteen, libraries).
 Student pickup and drop-off areas (private vehicle and bus).
 Security areas and hazardous areas (control room).
 Exterior areas surrounding the School grounds.
The security video surveillance cameras (CCTV) shall not be installed in classrooms,
lavatories, changing rooms or any other of area where there is a reasonable expectation
of privacy.
CCTV monitors shall be installed in the office of the School Principal or Vice Principal. Other
monitors may be installed as needed for access by security guards for the purpose of
monitoring the facilities outside of school hours and overnight. Male security guards shall
not have access to viewing CCTV footage of female students and female staff during the
school day.
Parents/Guardians, School staff and visitors must be informed that security video
surveillance cameras are present with signs in the School stating that the School is under
camera surveillance.
Schools must install security video surveillance cameras according to the specifications of
the Council’s “CCTV Guidelines for Private Schools”.
ACCESS TO CCTV RECORDINGS

CCTV recordings are considered confidential. The School Principal and Vice Principal are
the only School-based staff authorised to view and retrieve CCTV recordings at their
School. CCTV recordings of female students and staff shall only be monitored by female
School Principals and Vice Principals. All other School-based staff members are strictly
prohibited from accessing recordings.
CCTV records must be retained for a period of 180 days. In the event that an incident
captured in a CCTV recording requires clarification beyond the School level, the School
Principal or Vice Principal must immediately notify the PSQA Sector, Licensing and
Accreditation Division, in order to deal with the incident.
No copy of any recordings may be shared with any person or entity unless requested by a
judicial order or by prior written approval from PSQA Sector’s Executive Director. Copying
or distribution of CCTV recordings is strictly prohibited and punishable by law, in
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compliance with Federal Law No. (2) of 2006 on the prevention of information technology
crimes.
SCHOOL CLINICS
All Schools shall establish School clinics on School premises and adhere to all mandatory
requirements set by the Council and HAAD for the establishment and the management of
School clinics and the provision of School-based health services.
The Owners, the Principal and the School nurse are responsible for fully understanding and
strictly adhere to all of the Council and HAAD regulations, policies, and standards relating,
directly or indirectly, to the establishment and management of School clinics and the
mandatory provision of School health services to all School students in their Schools.
All Schools must obtain and maintain a HAAD healthcare facility license for School clinics
at all times. A copy of the School clinic’s valid HAAD healthcare facility license must be
displayed at all times in the School clinic along with a copy of the School nurse’s valid HAAD
healthcare professional license of the category of registered School nurses, and these may
never be removed or tampered with.
All Schools shall employ a full-time School nurse that holds a valid HAAD healthcare
professional license for registered School nurses. The School nurse shall be available on
School premises on a full-time basis, every school day, including exam days, according to
the Council-approved School calendar. School nurses shall comply with professional
qualifications requirements set for School nurses by HAAD, and meet the expectations for
their performance criteria.
Principals shall ensure that the School clinic is never used for any purposes other than the
provision of School health services. School clinic furniture and equipment shall not be
transferred to other Schools, according to the School clinic requirements set by HAAD.
School clinics shall be designed to maintain the segregation between male and female
students at all times. It is mandatory for all Schools to appoint a female School nurse in all-
female student Schools and a male School nurse in all-male student Schools. In co-
education School environments:
 A female School nurse shall attend to all male and female students in
kindergarten (KG 1 and KG 2) or in Cycle 1 (from Grade 1 to Grade 5 (Year 6)).
 A female School nurse shall only attend to female students, in Grade 6 (Year 7)
to Grade 12 (Year 13).
 A female or male School nurse may attend to male students in Grade 6 (Year 7)
to Grade 12 (Year 13).
ADMINISTRATION OF MEDICATION
School nurses shall ensure that they fully understand and strictly adhere to all HAAD
standards that regulate the administration of medications in Schools at all times.
Medications shall only be administered by the School nurse as prescribed by a HAAD-
licensed physician for acute or chronic conditions or as required in an emergency situation.
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The School nurse must procure the consent of Parents/Guardians before administering
medications (whether prescribed or in emergency situations). Consent must be renewed
annually or every time there is a change in the medication administration requirements.
According to HAAD standards, medications that can be administered by the School nurse
in emergency cases are limited to the following:
 Epinephrine for acute allergic reactions.
 Metered-dose Inhalers.
 Paracetamol.
 Antihistamine cream.
All medication administered information and related activities and reactions shall be
recorded in the student’s medical record. All cases of suspected adverse reactions to
medical products and medication errors shall be reported by the School nurse to HAAD, as
required by the relevant HAAD policies. For more information, refer to HAAD standards for
the administering of medication in Schools.
HEALTH SCREENING
HAAD requires “basic health screening” to be conducted every school year on all students
of all grades (Grade 1 to Grade 12). HAAD also recommends “comprehensive health
screening” for students in Grades 1, 5 and 9.
It is the responsibility of the School nurse to conduct mandatory health screening on
students in accordance with HAAD standards for School health screening. All screening
results shall be maintained in the students’ health records.
When a case of head lice is detected among students in School and in cases of head lice
outbreaks, Principals and School nurses shall adhere to the Council’s “Head Lice Detection
Flow Chart”, for related procedures.
SCHOOL-BASED IMMUNISATION PROGRAMS

The immunisation program is mandated by the UAE’s Ministry of Health at the national
level and is regulated and managed in the Emirate by HAAD.
The School-based Immunisation Program is fully funded by HAAD and is free to all eligible
students, regardless of their nationality or health insurance coverage.
HAAD appoints health providers to administer vaccinations to all eligible students in
Schools.
Schools shall allow access to HAAD-appointed health providers and must facilitate their
task of conducting the School-based immunisation program to students and their Parents
/ Guardians.
Schools shall provide the HAAD-appointed health providers with complete and accurate
data of students eligible for vaccination as per HAAD’s standards, within a deadline set by
the health provider, as required. Schools shall ensure that complete vaccination records
for all students are kept in the School clinic at all times and are made available to HAAD-
appointed health providers, as required.
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All Schools shall distribute the “Vaccination Consent Form” and “Pre-vaccination
Checklist” provided to the School by the health provider to all eligible students and ensure
that they collect the completed and signed forms from all Parents/Guardians within a
deadline set by the health provider, as required. The School nurse is responsible for
collecting the consent or non-consent forms and for ensuring that they are completed and
signed by Parents/Guardians. All Schools shall regularly follow up on behalf of the HAAD-
appointed health providers with students and their Parents/Guardians regarding the
submission of required documentation and completed and signed consent forms.
Principals or their representatives shall attend mandatory “School-based immunisation
program” awareness workshops conducted by HAAD, the Council or HAAD-appointed
health providers, as required.
For further information, refer to HAAD’s “Standard for Childhood and Young Adult
Immunisation”.
GENERAL SAFETY MEASURES

Additionally, Schools will ensure that:
 Procedures relating to the secure storage and safe use of potentially dangerous
substances and equipment (e.g. laboratory chemicals and equipment, biological
materials, cleaning substances, workshop tools and maintenance equipment)
are followed scrupulously at all times.
 All equipment used by the School are regularly tested and maintained in safe
working condition.
 Relevant staff bear responsibility for all health and safety matters in relation to
facilities and have relevant licenses and approvals from relevant entities.
 The School carries out all regular safety assessments (e.g. fire safety) as
required by the Council and all other applicable government entities, including
emergency evacuation plans.
It is the joint responsibility of the Principal, the Board of Trustees and the Owner to ensure
that Schools are equipped with fully functioning and effective fixed and portable
protection systems for fire prevention and detection. The School must be fully compliant
with the Abu Dhabi Civil Defence General Directorate policies and all other applicable
regulations and policies in the Emirate. The School shall obtain appropriate and valid
licenses and maintain records for inspections.
CLEANING STAFF
Schools shall ensure that all cleaning staff work on the following schedule:
School Stage Gender

Female cleaners only during official
KG & Cycle 1 (Male / Female students)
working hours
Male cleaners only during official
Cycles 2 & 3 (Male students)
working hours
Female cleaners only during official
Cycles 2 & 3 (Female students)
working hours
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EMERGENCY SITUATIONS
Student safety is the primary concern in any emergency. The Principal has the
responsibility for determining what circumstances amount to emergency situations and
what action the School should take. Some of these actions include cancellation of School,
early dismissal and evacuation of students and staff from the School.
Principals must organise efficient emergency drills at least once a year, as these assist
School leaders to assess the preparedness of their School for crises and address potential
weaknesses or gaps.

- Approve and oversee the implementation of the School’s Environment, Health and
Safety Policy and ensure that the School’s environment, health and safety provisions
conform in full to the standards required by the Council and other relevant
The Principal will:
- Prepare and implement the School’s Environment, Health and Safety Policy and
ensure that it conforms in full to the standards required by the Council and other
relevant government entities.
- Obtain valid licenses and permits and maintain records of any relevant inspections
from relevant government entities.
- Provide medical services to students through a School clinic, staffed with a HAAD-
licensed nurse, and which is compliant with HAAD requirements.
- Ensure that all School employees are aware of the School’s Environment, Health and
Safety Policies.
- Meet all other requirements stated in this policy.
School staff will:
- Ensure that correct environment, health and safety procedures are followed at all
times, in accordance with the requirements of the School’s Environment, Health and
Safety Policy and all other applicable regulations and policies in the Emirate.
School nurses will:
- Ensure the School clinic is staffed at all times during official School operating hours,
and provides medical services to students as needed.
- Provide health education and awareness to students, School staff and
Parents/Guardians.
- Implement the relevant requirements of this policy and other policies in this Manual.
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Policy 65: Protection from Dangers of the Global Information
Network (the Internet)
DEFINITION(S):
For the purposes of this policy, protection from dangers of the global information
network includes the measures taken by Schools to:
 Protect students from exposure to online harmful materials, communications
and behaviours, by means that shall include the use of a reliable filtering system
that alerts the School’s Principal and teachers to inappropriate Internet usage
by students and prevents students from gaining access to offensive and other
unsuitable websites.
 Prevent unauthorised persons from gaining access to School data.
Cyber-bullying is defined as the use of electronic and information devices, such as email,
instant messages, text messages, mobile phones and websites to send or post messages
or images that may harm an individual or a group.
PURPOSE(S):
 To set out the Council’s requirement that students are protected from morally
offensive, inappropriate or other undesirable content on the Internet and
preventing access to websites that contain such materials.
 To educate students on the proper use of the Internet and sharing of personal
information.
 To promote good practices in using secure Internet systems.
POLICY:
The School shall use a filtering system for websites in order to monitor students’ usage and to
ensure that they are protected from morally and socially inappropriate materials. In this
regard, Principals shall prepare, implement and regularly review an Internet Security Policy
which includes, for example, the following points:
 Installing an Internet filtering and security system in order to monitor students’
Internet use and to ensure their protection from online materials that are not
consistent with morality, decency or public order.
 Prohibiting the viewing or downloading of any inappropriate material
(offensive or immoral remarks, jokes or any other comments that may offend
someone based on their physical or mental disability, age, religion, social status,
political affiliations, and ethnicity).
 Monitoring Internet usage by the School’s IT department.
 Having teachers and librarians take an active role in protecting students from
the dangers of the Internet and monitoring websites accessed by students as
well as monitoring students during a School trip in case they have access to
electronic devices that are connected to the Internet.
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 Guiding students in on-line activities that will support learning outcomes,
depending on the students’ age and maturity.
 Prohibiting the use of the Internet to attempt unauthorised access to other
computers, information or prohibited services.
 Not to open e-mails or attachments from unknown sources.
 Prohibiting the downloading or copying of copyrighted material, including
software, books, articles, and photographs etc., which are not licensed for use
by the School.
 Prohibiting the undertaking of any activity that may introduce viruses or other
malicious software to the School’s network.
All Schools shall ensure that the personal information placed on the School’s Internet and
intranet is secure, even for a password-protected website.
Schools should endeavour to communicate with the Council using available technologies
(e.g. email, etc.), ensure safe and confidential lines of communication.
Schools will:
- Ensure that an effective and reliable Internet filtering system is in place.
- Develop and implement an Internet Security Policy that includes, by way of example,
the requirements prescribed in this policy.
Principals will:
- Schedule continuing professional development to keep teachers aware of the most
recent Internet safety developments.
- Periodically review the School’s technology infrastructure with appropriate technology
staff, make improvements as needed.
Teachers, librarians and other staff members will, at a minimum:
- Educate students not to open e-mail or attachments from unknown sources.
- Ensure there is an academic purpose before allowing students to go online
(students should not be allowed to surf the Internet without a specific purpose).
- Educate students on the types of information that are safe to share with others
online, and information that should never be shared as it could put them at risk.
- Teach students to recognise the various forms of cyber-bullying and know what
steps to take if confronted with that behaviour.
- Inform students of all aspects of the School’s Internet Policy.
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Chapter 19
Buildings and Facilities
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Policy 66: Construction Standards
DEFINITION(S):
For the purposes of this policy, building standards refer to the Council’s and other
government entities’ minimum design and construction specifications and requirements
that each School Owner and Operator must meet in order to provide the quality of
education in terms of educational outcomes, curricula, health and safety and design and
construction.
PURPOSE(S):
 To ensure Private Schools’ compliance with the design and construction
specifications and requirements as determined by the Council and other
relevant government entities.
 To ensure that all Schools make good provision for their students’ education in
terms of the buildings, facilities, services and grounds which they use and that
the standards of facilities, such as specialist laboratories, special education
resources, etc., are capable of supporting the demands of a high-quality
education as well as offering the assigned curriculum.
POLICY:
Educational buildings and facilities for Private Schools must be:
 Educationally suitable ‐ to provide multiple teaching and learning environments
to accommodate the present and future needs of the School’s chosen
curriculum.
 Healthy and stimulating ‐ to enable students and teachers to achieve maximum
potential by providing a healthy, safe and comfortable environment.
 Cost Effective ‐ to design buildings and facilities that are easy to build, maintain
and operate.
 Sustainable and environmentally friendly ‐ to minimise negative environmental
impacts and maximise the use of non-polluting, renewable resources.
A School shall provide educational facilities that are appropriate and adequate for the
assigned curricula and the required courses of study and that are suitable for the number
of students in each class. The School building must comply with the Council’s standards on
design and with all other government requirements and regulations applicable to School
buildings. Buildings and facilities must undergo all necessary periodic maintenance. The
School buildings shall be equipped with fully functioning security, alarm and fire-
prevention and protection systems, including surveillance cameras (see Policy (64)), that
meet or exceed the standards set by the Council and other relevant government entities
in accordance with the standards that are applicable in the Emirate.
Schools should adhere fully to the requirements stipulated in the approved version of
“Design Manual Minimum Requirements for Private School Facilities”, which include:
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 Limiting the student capacity of each grade level, in which the number of
kindergarten students and those of a similar age does not exceed twenty five
students per class, and not more than thirty students per class for students in
Cycles 1, 2 and 3 (Grades 1 to 12) and those of a similar age. This restriction
applies unless the teaching program stipulates different class sizes, subject to
first obtaining the Council’s approval.
 The classroom area should be a minimum of 54 m2 as a standard for twenty five
kindergarten students and students of a similar age, or 2.16 m2 per student.
These classrooms must be on the ground floor. In Cycles 1, 2 and 3 Schools
classrooms should have a minimum area of 50 m2 per thirty student or 1.67 m2
per student.
 Toilet, sink and drinking fountain health requirements shall be calculated
according to the “International Building Code”, latest edition, or local
requirements, whichever is more stringent.
 Each kindergarten and Grade 1 classroom and classrooms for students of a
similar age shall have a washroom with one toilet and one sink, attached and
accessible internally from within the classroom. The School shall take into
account that such sanitary equipment be appropriate for children in terms of
dimension and scale.
 The provision of appropriate rooms and resources to accommodate students
with special needs. The buildings must be suitable for such students by ensuring
they have access to all School departments, as well as by providing them with
toilet facilities.
 The need for special classrooms like: art, music, laboratories, etc. shall be
determined in accordance with the approved curricula to be taught, taking into
consideration how many hours per week a particular subject will be taught in a
particular space, and the amount of space that will be available (capacity).
 Laboratories’ minimum space shall be 69 m2 for thirty students or 2.3 m2 per
student.
 Laboratories that have chemicals shall be equipped for emergencies and must
include a separate lockable chemicals storage room and a preparation room.
 Laboratories and preparation rooms must have appropriate ventilation and
emergency shut off controls.
 Prayer rooms for students of both genders with appropriate ablution facilities.
 Toilet facilities design should ensure privacy.
 Schools must have separate changing rooms for male and female students of
all grades, to allow them to change clothes for physical education classes or
extra-curricular activities. The changing rooms must be available to students at
all times the School is open.
 Parking and School entrance requirements must be as detailed in the
Department of Transport’s Regulations and the Council’s, as detailed in
“Building Standards”.
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 Kindergarten students must get on and off the bus from the right side, adjacent
to the building and near the entrance. It is prohibited to design bus stops which
allow buses to drive in reverse.
LIQUID PETROL GAS (“LPG”) USAGE

Schools are prohibited from using LPG except for educational purposes, and the following
procedures shall be followed:
 The main LPG supply must be located outside of School buildings and properly
secured from access by students and any other unauthorised persons. This main
LPG supply must comply with the requirements of the Directorate of Civil
Defence.
 LPG should be distributed through a complete system that incorporates sensors
that can cut off the main LPG supply in the event of any leakage. This system
must be linked into the School’s fire alarm system and must comply with the
requirements of the Directorate of Civil Defence.
Schools shall make the necessary arrangements to insure the buildings and premises
sufficiently through insurance companies licensed in the Emirate. In addition, specialised
companies shall be appointed to maintain the firefighting and alarm system, which shall
be approved by the Directorate of Civil Defence. Students and staff must also be insured
against any legal liabilities incurred by a School, its staff, or members of the Board of
Trustees in accordance with the laws of the Emirate of Abu Dhabi and the UAE.
BUILDING STANDARDS
The Council’s code for the design and specifications of School buildings is set out in the
“Design Manual Minimum Requirements for Private School Facilities”. All Private Schools
must adhere to the requirements of this code in the design and construction of any new
School building or facility.
School buildings and facilities should be equipped with systems to minimise energy
consumption and should use environmentally-friendly materials. Schools are expected to
outline a broad plan for periodic maintenance and repair that keeps the buildings and
facilities in a satisfactory state.
All Schools must meet the design and construction specifications as determined by the
Council and other government entities (such as the Abu Dhabi Municipality and Abu Dhabi
Urban Planning Council, HAAD, Civil Defence and other relevant government entities), to
enable the School to implement its curricula. A School building shall be maintained at all
times to the standards required for meeting these specifications.
All Schools operating from buildings that do not conform to the Council’s standards may
be required to submit to the Council a development plan showing how they intend to meet
the Council’s building design standards within a period of time agreed to by the Council.
SCHOOL LAND OR BUILDING AND FACILITIES EXPANSION

A School wishing to undertake any land or building expansion must obtain prior approval
from the Council and shall be required to submit an application form to amend their
existing School License (see Policy (4)). This application shall be completed as per the
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guidelines available on the Council’s website and published documents. The School shall
submit the License amendment application along with existing as-built drawings and
proposed expansion designs, providing clear justification for the expansion, including
documentary evidence showing the financial viability of this expansion.
A School’s application for a License amendment for land, building or facilities expansion
will be evaluated on the basis of:
 Proposed procedures to ensure the non-disturbance and continuation of
educational activities with the same effectiveness.
 The School is overall effectiveness results (Band (A) or (B)).
 The School Development Plan.
 The School’s proposed concept plan for a building or facilities expansion must
comply with the Council’s standards on School buildings and “Design Manual -
Minimum Requirements for Private School Facilities”, as per this policy and
Policy (67), and with all other government requirements and regulations
applicable to School buildings.
 The School’s proposed concept plan must be consistent with all environmental,
health and safety policies and requirements set out by the Council (see Policy
(64)) and any other government authorities.
 Any effects on the School’s maximum student capacity.
 The financial implications of the School’s License amendment request.
The Council will approve land extension applications at its discretion and after consultation
with the relevant governmental entities.
School Board of Trustees, Owners and Principal will:

- Comply with the design and construction requirements as set out in the Council’s
“Design Manual Minimum Requirements for Private School Facilities”.
- Complete the required applications and submitting the required plans referred to
in this policy.
- Ensure that the School’s buildings and facilities conform to the requirements
specified in this policy.
- Provide evidence-based justification for any planned land, building or facilities
expansion prior to obtaining the Council’s approval.
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Policy 67: School Buildings
DEFINITION:
For the purposes of this policy, buildings and facilities refer to all places located within or
outside of the School boundaries that are used for School purposes and contribute to the
School’s operation.
PURPOSE(S):
 To ensure the Schools’ commitment to constructing School buildings on land
designated for educational purposes in compliance with health, safety and
environmental requirements, as well as other basic requirements for
constructing a School building or facility.
POLICY:
All new and existing School buildings must meet the Council’s minimum requirements for
Private School facilities. All such facilities must be subject to Council approval through the
licensing process.
Schools are not permitted to operate from buildings intended for residential or
commercial usage, nor may they operate from plots of land that have not been designated
by the Abu Dhabi Urban Planning Council for school use.
The Council may close any School that is operating from buildings intended for residential
or commercial purposes, or from other sites that have not been designated by the Abu
Dhabi Urban Planning Council for school use, without the need for any Court order or
judgment. In doing so, the Council may solicit the assistance of any competent executive
authority such as the Abu Dhabi Police General Directorate, Abu Dhabi Civil Defence
General Directorate and other relevant government entities.
Schools will:
- Ensure that their new and existing buildings are approved by the Council.
- Ensure that their plots of land have been designated by the Urban Planning
Council for school use.
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Policy 68: Staff Housing
DEFINITION(S):
For the purpose of this policy, staff housing refers to buildings or other premises
designated for the residential purposes of School staff.
PURPOSE(S):
 To ensure that School buildings and grounds are used exclusively for teaching
and student learning.
POLICY:
Boarding and residential accommodation for staff and students shall not be located inside
School buildings unless pre-approved by the Council.
The security guard’s room should be inside the School campus and near the School’s main
gate and should only include utilities.
Principals will:
- Ensure that the School complies with this policy.
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Policy 69: Requirements of Inspecting School Buildings
Corresponding to Article (74) of the Regulations
PURPOSE(S):
To ensure that all regulations set by the Council and other government entities regarding
School buildings are applied and that all standards specified in this policy and other related
polices are met.
POLICY:
The Principal shall at all times cooperate with the Council or any relevant government
entity to facilitate inspection procedures of the School’s buildings to ensure compliance
with the approved standards. The Council may delegate such work to a third party.
The Inspection Framework includes a procedure to evaluate the quality of the School’s
buildings and premises. These are specified in detail in the Framework which covers the
size of the site and buildings, the requirements for maintenance of the School buildings,
the need to provide a prayer room, safety of electrical and other equipment, and storage
of dangerous substances (see Policy (66)).
Principals will:
- Cooperate with the Council, and any entity assisting the Council, or any other
relevant government authorities to ease inspection procedures on School
buildings to ensure their compliance with all relevant standards.
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Policy 70: Declaring Licenses and Accreditations
DEFINITION(S):
For the purposes of this policy, public posting refers to the act of posting copies of licenses
and certificates issued by the Council and other government authorities on a bulletin board
near the School’s main entrance in order to exhibit School compliance with all Council and
other governmental authorities’ requirements.
PURPOSE(S):
 To inform the Council and stakeholders that the School fulfils licensing and
certification requirements issued by the Council and relevant government
entities.
 To facilitate the duties of the inspectors from the Council and other relevant
government entities by posting licenses on a bulletin board near the main
entrance of the School.
POLICY:
The Principal shall post on a bulletin board near the main entrance of the School building
a copy of any license or certificate from the Council and any government entity that has
conducted an inspection of the School facilities.
Schools must maintain documentation confirming that:
 Premises are in good condition, are in accordance with all legal requirements,
and are safe and fit for its purpose throughout the License period.
 Buildings comply with all applicable legislation throughout the License period.
 They have periodic maintenance inspection reports to identify and repair any
defects.
 Safety assessments (e.g. fire safety) are carried out regularly, as required by the
Council and in accordance with all applicable government entities’
requirements.
Principals will:
- Ensure that the licenses or certificates issued by the Council or other government
entities and displayed by the School are recent and valid, and that the School
meets the other requirements prescribed by this policy.
- Place copies of those licenses and certificates on the bulletin board near the main
entrance of the School.
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Policy 71: External Yards
PURPOSE(S):
To ensure that students have all the protection needed while in the external yards of the
School by maintaining the School yards in a safe, clean and healthy state, and providing
appropriately shaded spaces to protect students from direct exposure to sunlight, as well
making clean and cool drinking water available near the outdoor play yards.
POLICY:
The School external yards shall be maintained in a safe, clean and healthy condition. The
design of the outdoor play area needs to be carefully designed in order to minimise injuries
and to ensure that students’ needs and interests are catered for.
The School external yards should also provide sufficient drainage and be free of harmful
plants and dangerous objects (e.g. cactus plants, objects with sharp edges, etc.).
Each School shall ensure that there are an adequate number of covered areas to protect
students from direct sunlight. Schools should consider “invisible” risks (e.g. metal and
plastic surfaces can heat up in direct sunlight and burn students’ skin on contact). Schools
should ensure that such equipment is placed in covered areas to avoid direct sunlight and
should continue to monitor the surface temperature during outdoor play time.
Each School shall provide fresh and cool drinking water near the outdoor play areas,
readily available for students to use.
The School external yards shall be designed to allow for easy supervision of students.
Students playing in external yards should never be left unsupervised and first aid kits
should be available in case of any injury or illness.
School Owners and Operators are expected to provide green spaces as stated in the
Council’s “Design Manual Minimum Requirements for Private School Facilities”.
School Owners and Operators will:

- Ensure that external yards meet the Council’s design and construction
requirements.
Principals will:
- Ensure that the School complies with this policy.
- Ensure that students are supervised at all times.
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Policy 72: Occupation of School Buildings
DEFINITION(S):
For the purpose of this policy the term Request for Proposal (“RfP”) refers to the requests
for proposal submitted by companies or individuals (investors or Operators) interested in
operating vacant former governmental school buildings as Private Schools in accordance
with the Council’s requirements.
PURPOSE(S):
 To regulate the requirements for allocating former governmental School
buildings temporarily to private Operators or investors through an RfP process,
in order to allow them to operate a School in the short term until the building
of a new permanent School building is completed, in accordance with the
governmental procedures approved by competent authorities.
POLICY:
The Director General, based on the recommendation of the Tenders and Biddings
Committee, may grant permission to a Private School Operator who has submitted a
proposal in respect of a tender, to temporarily occupy a governmental school building,
with the proposal being supported by the required evidence and showing the Operator’s
ability to construct a new School that fulfils the minimum standards set by the Council.
The Director General, following the recommendation of the RfP Evaluation Committee via
the Tenders and Biddings Committee, may grant permission for the temporary leasing of
governmental school buildings by Private School Operators or investors who have
successfully participated in an RfP process to operate such government School buildings.
These participants need to submit documents that prove:
 Their educational experience in managing and operating Private Schools.
 Their sufficient financial capability to manage and operate vacant former
governmental school buildings and build new School buildings or develop
vacant lands set aside for education purposes.
 That they meet the Council and other relevant government entities’ minimum
standards, in respect of the leased governmental schools as well as the new
School buildings, services and associated facilities.
 That they can construct and operate new Schools within a period not exceeding
three years.
School Owners and Operators may:

- Participate in an RfP to temporarily lease vacant former government school
buildings.
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Chapter 20
Transportation
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Policy 73: Ownership of Means of Transportation
DEFINITION(S):
 Specialised student transport operators (or third party transport companies),
refers to operators that are approved by the Department of Transport and are
contracted by the School to transport students to and from Schools.
 Students’ transport is the process of taking students to and from School, as well
as to and from School functions, using a student transport vehicle, irrespective
of whether this is done for a fee or for free.
 Student transport vehicle is the vehicle that is used during an academic year to
transport School students only (school buses), and which meet the
requirements of the Department of Transport and the Vehicles and Drivers
Licensing Department.
PURPOSE(S):
 To emphasise the School’s responsibility to ensure the safety of students during
the transportation process up until the students’ arrival at the School or at their
homes.
POLICY:
The transportation of students involves a number of different activities, each of which
must be performed properly and coordinated carefully, to ensure a safe and seamless
student transport system. This policy applies equally to both third-party transport
companies and School-operated or-owned student transport vehicles.
It is mandatory that the transport of students is done safely, efficiently and in compliance
with the specific requirements of the Council and other government departments with
jurisdiction over aspects of the student transportation system. In that regard, Schools and
third party transport companies should specifically comply with the Department of
Transport and Vehicles and Drivers Licensing Department pertaining to student transport
to and from School; for instance, School transport vehicles should not be used for the
transportation of passengers outside the School community.
Additionally, the one-way journey for a school bus should not exceed 1 hour and 15 minutes
from the starting point to the final destination (picking up the first student until the last
student is dropped off).
Only Schools and specialised student transport operators that have obtained a license to
operate from the Department of Transport have the right to operate student transport
vehicles. Schools are ultimately responsible for the safety of students and all individuals in
the transportation process, even If the Schools rely on third-party operators.
Schools and specialised student transport operators should procure the approval of the
Department of Transport before registering or renewing any transport vehicle.
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In line with Department of Transport regulations, Schools should ensure adequate
insurance coverage for student transport vehicles.
Schools will:
- Abide by the Department of Transport’s rules and regulations.
- Provide safe and high quality bus transport services at affordable prices.
- Ensure that third-party providers are selected through an open and competitive
process, provided they are licensed by the Department of Transport.
- Ensure adequate insurance coverage for student transport vehicles.
- Develop student awareness of bus safety as part of the curriculum and extra-
curricular activities.
- Inform Parents/Guardians of school bus times, fees and routes.
- Employ a bus supervisor and informing operators and Parents/Guardians of their
name and contact numbers.
- Comply with all other requirements within this policy.
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Policy 74: The Condition of the Means of Transportation
PURPOSE(S):
 To emphasise the need for School transport vehicles:
- To be regularly and adequately maintained in order to ensure the safety of
students and all members in the transportation process.
- To include a CCTV camera system, a GPS device and an electronic tracking
device (in line with Department of Transport requirements).
POLICY:
It is the expectation of the Council that the transport of students is done safely, efficiently
and in compliance with the specific requirements of the Council and other government
departments with jurisdiction over aspects of the student transportation system.
Buses must be maintained and operated with the highest degree of care and must receive
the required maintenance on a regular basis at a specialised service centre. It is forbidden
to carry out any maintenance activities of transport vehicles inside the School premises.
Buses shall be properly equipped with fire extinguishers and first aid kits for emergencies
and must meet all technical or safety specifications as determined by the Council and the
Department of Transport. Buses must be air conditioned and must provide adequate
seating for the maximum number of students that are assigned to the bus. Buses must
also be equipped with signalling devices that warn oncoming traffic that students are
getting on or off the school bus.
Each school bus must be equipped with a CCTV camera system that includes at least four
cameras that continuously records on a video recording system the maximum possible
interior coverage of the bus. The purpose of the camera system is to record the activities
of the students during the transport service and to record the bus supervisor’s final sign
indicating that the bus is empty of students at the conclusion of the route. The recordings
produced by the camera system must begin with the entry of the first student and must
continue without interruption until the final signal of the bus supervisor indicating that
there are no more students on the bus. The recordings must be securely preserved for
thirty days or longer if so requested by the Council or another government department.
The recordings may be used to justify the need for disciplinary punishment for student
misbehaviour or other improper actions as evidenced by the recordings. The recordings
are considered to be the property of the School and shall be kept in a secure location and
be used only for official School purposes. It is the School’s responsibility to maintain these
recordings and to prevent dissemination, publication or access to the recording by
unauthorised personnel.
Each school bus shall be equipped with a GPS tracking device that allows for the
transportation supervisor to monitor and determine the location of any school bus. Each
school bus (with the supervisor or bus driver) shall be provided with a mobile phone for
prompt and constant communication with the School transportation supervisor. Students’
Parents/Guardians are responsible for any damage students cause to School
transportation vehicles (see Policy (50)).
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Schools will:
- Comply with the requirements of this policy.
- Inform Parents/Guardians of their responsibilities toward School transportation.
- Comply with Department of Transport requirements.
- Obtain proper licensing from other relevant government authorities.
- Ensure that all buses have comprehensive insurance coverage with an insurance
company in accordance with the relevant laws.
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Policy 75: Drivers
PURPOSE(S):
 To outline the eligibility requirements for drivers of student transport vehicles
(school buses).
POLICY:
School buses must be driven by licensed, experienced and cautious drivers, who have good
and safe driving skills. Drivers must hold a valid license authorizing them to drive a school
bus with at least three years’ experience in driving heavy or medium buses, according to
the School’s need for any of the two types. This experience should include at least one
year’s experience in the UAE. In addition, the driver’s age should not be less than twenty
five years old, and he should be conversant in either Arabic or English. The driver shall be
of good conduct and must never have been convicted of any crime involving moral
turpitude, whether inside or outside the UAE, or any traffic violation which inherently
threatens the safety of the students. The School shall inform the Abu Dhabi Police General
Directorate of any suspected incident of a criminal nature or which contradicts morals and
laws.
Each bus driver must fulfil the required conditions of the Vehicles and Drivers Licensing
Department and the Department of Transport regarding training, qualification and
licensing. In particular, school bus operators will ensure that school bus drivers drive
carefully during foggy weather and remain stationary in a safe location when vision is
completely blocked by heavy fog. The bus driver shall abide by the policies and conditions
specified by the Department of Transport and the Vehicles and Drivers Licensing
Department.
Schools will:
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Policy 76: Buses Supervisors
PURPOSE(S):
 To outline the Council’s expectations of school bus supervisors.
POLICY:
Schools bear responsibility for student safety during transport, as it is deemed an
extension of the school program. Students are expected to treat the school bus
environment as a school environment and are expected to abide by the School’s rules on
student behaviour while involved in student transport. Students may be disciplined by a
School official for misbehaviour on a School bus. Therefore, Schools should ensure that
student discipline policies include provisions for student behaviour while the student is
being transported (see Policy (50)).
The School must appoint at least one adult to supervise each school bus. The bus
supervisor shall receive proper training from the School to effectively fulfil their duties.
The supervisor must also procure the Council’s approval prior to appointment. The bus
supervisor must be able to read and speak Arabic or English. Female students shall be
accompanied by a female supervisor at all grade levels as well as in co-educational Schools.
Kindergarten and Cycle 1 students shall be accompanied by a female supervisor
irrespective of whether students are males or females.
The bus supervisor should sign an undertaking agreeing to accept the responsibilities of a
Parent / Guardian in keeping the students safe and secure while on the bus and until their
arrivals and receipt by Schools officials or Parents/Guardians. Bus supervisors shall commit
to the following:
 Maintaining discipline on the bus.
 Ensuring that students remain seated while the bus is moving, with seat belts
fastened.
 Ensuring that each student exits the bus at their assigned stop.
 Each student exiting safely.
 Releasing Students who are eleven years old or younger from the bus to an
authorised adult.
 Having students of close age ranges sitting close to each other.
 Having male and female students, twelve years old or above, sitting separately.
No person convicted of a crime, the nature of which could pose a risk of harm to students,
shall be allowed to perform the duties of school bus supervisor. The Council may adopt
additional requirements for the qualifications of supervisors as it deems necessary.
The bus supervisor shall not leave the bus unattended at any time that students remain on
the bus. Following completion of the route, the bus supervisor must conduct a thorough
inspection of the bus by walking the full length of the bus and looking at each seat and
under each seat to ensure there are no students remaining on the bus. The supervisor shall
not permit the driver to depart until the inspection is completed.
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The bus supervisor shall report to the School transportation supervisor any incident of
inappropriate behaviour or unsafe driving by the bus driver. Parents/Guardians and bus
drivers should be provided with the bus supervisor contact details.
Schools will:
Principals will:
- Be fully responsible for student safety on School transport (whether owned or
contracted by the School for this purpose).
- Ensure that a bus supervisor is assigned for each school bus transporting
students as per the requirements of this policy.
- Ensure that bus supervisors are approved by the Council and that they receive the
proper training to fulfil their responsibilities
- Ensure that policies include provisions regarding student discipline and behaviour
while being transported.
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Chapter 21
Commitments and
Violations
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Policy 77: Granting Access to the Council Employees
DEFINITION(S):
For the purposes of this policy, the Council’s employees include the Council employees
and representatives from any entity authorised in writing by the Council to access School
buildings in order to complete certain tasks such as inspection, observation and
compliance monitoring, etc.
PURPOSE(S):
 To enable and facilitate the Council’s employees to accomplish their assigned
tasks.
POLICY:
School Principals shall facilitate and support the role of the Council’s employees and shall
provide them with access to School buildings, records and financial data. Principals shall
also allow the Council’s employees to monitor teachers, staff and students while carrying
out their duties. Principals are responsible for providing the Council’s employees with
copies of any required information, records or reports requested. Principals are also
encouraged to keep accurate records of information made available, the purpose for
which it was made available and to whom it was provided.
Schools will:
- Facilitate the work of the Council’s employees or those designated by the
Council.
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Policy 78: Violating the Council Rules and Regulations
DEFINITION(S):
For the purposes of this policy, progressive punishments refer to a series of administrative
punishments, leading ultimately to School closure in cases of extreme or repeated
violations of the Council’s regulations, policies and requirements.
PURPOSE(S):
 To inform Schools of the need to comply with Council regulations, policies and
requirements and the steps that will be taken if they fail to meet these.
 To work with transparency and consistency by setting out the implications of
non-compliance with the Council’s regulations, policies and requirements so
that consequences are contemplated and known in advance when the Council
takes actions against violating Schools or those not complying with the
POLICY:
All Private Schools shall comply with the Council’s regulations, policies and requirements.
If a School is found to be in violation, the Council may impose administrative punishments
depending on the type of the violation, including written warnings with corrective action
to be taken, a series of progressive punishments up to License restriction and cancellation,
and closure of the School in cases of extreme or repeated offenses as described in detail
below.
1. First Warning (Development Order or Commitment Order – see Policy (61))

If the Council finds that a School has committed a violation, depending on the nature and
severity of such violation, the Council shall issue a Development Order, Commitment Order
or First Warning, depending on the cases. The First Warning shall be issued by the
Commitments Committee based on the recommendation of the PSQA Sector as a result of
violations or inspection results.
The School shall work on removing the violation within the period specified by the Council.
By issuing such warning, the violation committed by the School is deemed to have been
officially documented. The Council will follow up with the School to ensure that it has
responded to what is included in the Warning.
2. Second Warning
If the Council finds that a School has not responded to the First Warning (Development
Order or Commitment Order) or has not achieved sufficient progress as per the timeline
set out by the Council, the Council will issue a Second Warning. The Second Warning shall
be issued by the Commitments Committee based on the recommendation of the PSQA
Sector as a result of the School’s non-commitment to the requirements of the
Development Order or the Commitment Order or the First Warning.
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Pursuant to this warning, the School shall be notified that it is being monitored. The
Council may also restrict the License or withdraw the accreditation from the School
holding a Council-Accredited License or place the School under financial and administrative
supervision pursuant to the procedures detailed later. The School shall take the necessary
procedures to rectify its status within the period specified by the Council.
3. Final Warning
Should the School fail to undertake its commitment to make the necessary rectifications
within the specified timeframe, despite the First Warning (Development Order or
Commitment Order) and Second Warning, a Final Warning approved by the Director
General shall be issued against the School based on the recommendation of the PSQA
Sector and the Commitments Committee. The decision in this case may include:
- Restricting the School License. In this case, the Council may place the School under
financial and administrative supervision and assign a specialised third party
(institutions - companies) to manage and operate the School.
- Or cancel the License and close the School.
At such a time, the School has the right to appeal to the Commitments Committee to
reconsider the Final Warning within a period not exceeding two weeks. This shall include
an amended and detailed operation plan including solutions proposed by the School for
rectifying the violations. The Council may grant or reject this appeal.
Procedures Associated with Warnings
Placing a School under Financial and Administrative Supervision

If the Council issues a decree to place a School under Financial and Administrative
Supervision:
 The Council shall appoint a supervisory body, which may be an independent
third party, to manage the School financially, administratively and technically.
 The School-appointed administrators shall refrain from interfering in all School
affairs.
 The supervisory body shall seize all documents and School records.
The supervisory body shall submit a monthly report to the Council regarding its work, the
financial and administrative standing of the School, and any other violations previously
committed by the School which are discovered upon review of the School’s papers,
records and documents. The Council may decide to end the financial and administrative
supervision of the School. In such a case, the supervisory body shall hand over everything
in its custody from School papers, documents and records and shall also submit an overall
report on administrative and financial work conducted by the body during the financial and
administrative supervision period.
License Restriction
The Council shall be entitled to restrict the License when the School fails to respond to the
Council’s warnings and orders. In this case, the School shall be prohibited from submitting
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to the Council any requests related to School affairs, particularly a request for License
renewal, increasing fees, expansion of buildings or curriculum.
License Cancellation and School Closure

In addition to the possibility of cancelling the License and closing the School as part of the
progressive punishments mentioned previously, the Council may immediately revoke a
School’s License in any of the following cases:
 A major breach in health, safety and security requirements endangering the
lives and safety of the students.
 Committing practices which violate decency and public morals.
 Conducting programs or activities detrimental to Islamic beliefs and civil values
recognised in the UAE or affecting UAE policy and security.
 Continuing with the violation or not redressing the violation despite receiving
two written warnings.
The Director General issues a decree to close the School upon the School committing any
of the above-mentioned cases, based on the recommendation of the Commitment
Committee which shall be supported by evidence and proof. A later date shall be set for
the closure of the School, giving enough time to take and complete the necessary
procedures so that such closure does not affect students’ interests. However, the
following shall be implemented immediately:
- The appointed management shall refrain from interfering in all School affairs,
except to the extent decreed by the Council.
- The Council shall appoint a supervisory body, which may be an independent third
party, to manage the School financially, administratively and technically in
preparation for its closure.
The previously mentioned procedures do not prejudice the criminal liability, if any, of the
relevant parties.
Procedure for School Closure

In case a School closure is decided, the closure date will be determined. The Council may
announce the closure date by placing a sign outside the School and advertising the same
in all available media. In that case, the School or the supervisory body responsible for the
School management which is appointed by the Council should follow the following steps:
- Providing the necessary support to transfer students to other Schools.
- Not undermining the acquired rights of third parties toward the School.
- Collecting any amounts owed to the School and settling any such amounts.
- Refunding undeserved tuition fees to Parents / Guardians.
- Cancelling other governmental licenses related to the School.
- Obtaining Council approval to dispose of School assets.
- Submitting the students’ records and files to the Council within a period not
exceeding twenty days from the date of closure.
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Specific Orders for Frequently Violations
The following tables identify typical violations and what resulting orders could be issued.
The tables should not be considered complete lists of violations and resulting orders. The
orders shall be issued along with the First Warnings issued in writing.
Student Affairs Violations

Student affairs violations that would require a Development or Commitment Order include
areas of: assessment of students’ levels; student discipline; student activities; and support
services. Some of the frequent student affairs violations and common Development or
Commitment Orders are:
Violation Development or Commitment Order
Student abuse (such as detention, The possibility of suspending the staff

corporal punishment or mental harm), or member while an investigation is
neglect in dealing with cases of staff undertaken and a determination can be
abuse of students. made concerning the member of staff’s
fitness to continue in that job pending a
decision of an investigation committee or
Court, if applicable. The decision to suspend
the staff member depends on the severity
of the abuse.
Placement of students in a way that is not Conducting an evaluation of students in

compatible with their age group or accordance with the Council’s policy and
academic progression. correcting the placement of students
accordingly.
Registration of students in a way that is Following the Council’s procedures on

not compatible with the Council registration.
requirements.
Staff Affairs Violations

Staff affairs violations that would require a Development or Commitment Order include
the areas of: employment contracts; qualifications; salaries; and allowances. Frequent
staff affairs violations and common Development or Commitment orders are:
Employing unqualified teachers or those Employing qualified teachers that are

with inadequate credentials. sufficiently well qualified, have appropriate
experience and have the legally accredited
documentations as required by the Council.
Not having Ministry of Labour contracts or Registering the appropriate contracts with
Labour Cards (or any equivalents). Ministry of Labour or obtaining the
necessary Labour Cards.
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Appointing staff without Council Obtaining the necessary authorisation
authorisation or appointing them in areas from the Council or employing staff in
other than those authorised by the Council. suitable areas and subjects approved by
the Council.
Academic/Educational Programs Violations

Academic violations that would require a Development or Commitment Order include the
areas of: level of teaching quality; use of appropriate tools; resources and equipment;
examination and placement results; classroom capacity; equipment; and learning
environment. Frequent academic violations and common Development or Commitment
Orders are:
Student exam results and placement Investigating the circumstance to

tests: Staff falsifying exam results or determine evidence of non-compliance
placement tests, or undeservedly with the Council’s Professional Code of
promoting students to the next grade. Ethics, and determining the member of
staff’s fitness to continue in the job.
Correcting falsified exam results,
placement tests, or undeserved student
promotions to the next grade.
Failure to teach required UAE courses and Hiring qualified staff and scheduling
the three compulsory subjects in foreign classes as needed.
curriculum Schools.
Overcrowded classrooms without the Redistributing students.

Council’s permission.
Operations Violations
Operations affairs violations that would require a Development or Commitment order
could include aspects of: health, safety and health facilities; transportation and security;
and suitability of buildings and grounds and their maintenance and supervision. Frequent
operations violations and common Development or Commitment orders are:
Failure to raise the UAE’s flag or to chant Installing the flag and maintaining it in good
the national anthem during the morning condition and chanting the national anthem
assembly. daily during the morning assembly.
School not operating with a License or not Obtaining a License or renewing the
renewing the School’s License. School’s License.
Unsafe transportation practices including Implement new safe transportation

employing bus drivers not properly policies.
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licensed and having overcrowded and/or
unclean buses.
School session held on an official public Adopting the Council policy on official
holiday (with the exception being on a day holidays.
when international exams are conducted).
Medical or other School areas unclean. Cleaning and sanitizing medical or other
School areas.
Principal or designee not available during Ordering Principal or designee to be

School emergency. available via mobile phone or in person.
School security is inadequate and does not Providing suitable School security.
meet requirements.
Unavailability of a licensed and qualified Providing a licensed and qualified School

School nurse. nurse in compliance with HAAD’s
requirements.
Failure to have suitable learning Making improvements to facilities and

environment. classrooms.
Governance Violations
Governance violations that would require a Development or Commitment Order could be
within the areas of: School Owner interference with education operations; failing to
appoint an appropriate Board of Trustees; not cooperating with inspection officials; tuition
and other fees; violating the general order, public morals and the political system of the
UAE; and violating the UAE’s norms, customs and traditions. Frequent governance and
financial violations and common Development or Commitment Orders are:
Auditors preparing incorrect financial Correcting and re-issuing reports.

reports. Conducting an investigation to determine if
false reporting was intentional and
determining relevant members of staff’s
fitness to continue in their jobs.
School Owner’s office is at School or Immediate removal of the office from the
Owner’s involvement in daily operations of School.
School or academic affairs.
Failure to implement a School Development Order implementation of the plan with a

Plan. timetable for completion.
Failure to properly appoint a Board of Appoint a Board of Trustees within a specific

Trustees. timetable.
220
Holding fewer than 175 teaching days. Adding a suitable number of teaching days
to the School calendar.
Failure to prepare a modified education plan Preparing a modified education plan and
for the Council’s approval. halting all changes until the amendments
are approved by the Council.
No Parent/Guardian complaints procedure. Implementing a Parent/Guardian complaint

procedure and establishing a School
Complaints Committee.
Excessive tuition fees. Redressing fee issue.
Unethical behaviour of any School staff Disciplining the offender and determining
member and violation of the Council’s offender’s fitness to continue in that job
regulations. pending any judicial order or judgment.
Violation of public order, morals, customs, Suspending the staff member, whilst an
traditions and political system of the UAE. investigation is undertaken to determine the
staff member’s fitness to continue in that
job pending a court ruling.
School Owners, Board of Trustees and Principals will:

- Respond to any Development or Commitment Order issued by the Council, by
implementing a clear and effective Development Plan within the timelines specified
by the Council.
- Follow up on any orders and procedures as specified by this policy and the
applicable regulations.
221
Policy 79: Grievances
DEFINITION(S):
For the purposes of this policy, grievances refer to the process performed by a license
holder or person concerned with an administrative decision to seek a review or reversal of
the Council’s decision issued pursuant to the provisions of the Council regulations, policies
and requirements.
PURPOSE(S):
 To deal promptly with grievances from Schools and individuals in respect of the
Council’s rulings.
POLICY:
The Grievance Committee shall receive grievance requests against the Council’s decisions
issued in respect of such decision with respect to the following matters:
 The Council’s resolutions regarding License-related issues.
 The Council’s application of administrative punishments.
 The Council’s resolutions regarding tuition fees, other fees and School income.
The Council’s Grievance Committee shall acknowledge the receipt of grievances within
three working days and shall normally decide on the request within thirty working days.
Its decisions shall be deemed final. The Director General shall specify the procedures for
reviewing grievance requests and may amend them from time to time.
Schools will:
- Comply with grievance procedures in accordance with this policy and other related
policies.
222
Policy 80: Voluntary School Closure
DEFINITION(S):
Voluntary School closure refers to the decision a School may take to discontinue its
operations and activities.
PURPOSE(S):
 To clarify the procedures that should be taken and commitments that should be
made in case of a voluntary School closure.
POLICY:
School Owners and Boards of Trustees may decide that students would have better
educational opportunities in a different setting, and following a proper consideration of
all available options may decide to close the School. In this case, it is not permissible to
crease any School activities until the approval of the Council is first procured.
A School wishing to discontinue and cease its operations and activities must submit a
request to the Council giving details of the reasons behind the decision to close and the
proposed closure date, and setting out proposed arrangements for the transfer of
students to other Schools. Additionally, any School considering this possibility must submit
a request to the PSQA Sector, Licensing and Accreditation Division, at least six months
before the end of the school year as per the School calendar. The School wishing to
discontinue its operations is granted this period of time in order to be able to complete
the closure process and to provide sufficient time to make the necessary decisions and
take the actions needed for the benefit of students and staff.
The School Owners and Boards of Trustees must fulfil the following conditions:
 Time the closure to coincide with the end of the academic year, in order to
minimise repercussions on students and their Parents/Guardians.
 Fulfil all existing contractual commitments (both legal and financial) toward
teachers, School staff and external parties.
 Cancel all other government licenses.
 Submit to the Council or its regional offices, within twenty days of the date of
closure, all student records and files.
Schools will:
- Notify the Council at least six months in advance of its decision to close the
school, providing reasons behind the decision and identify the proposed closure
date and the proposed arrangements for the transfer of students to other
Schools.
- Time the closure to coincide with the end of the academic year.
223
- Notify all stakeholders of the closure decision.
- Fulfil all existing contractual commitments (both legal and financial) toward
teachers, School staff and external parties.
- Obtain legal and financial clearances.
- Cancel all other government licenses.
- Submit to the Council or its regional offices, within twenty days of the date of
closure, all student records and files.
- Present student’s files, end-of-year academic certificates and transfer certificates
to the Parents/Guardians.
224
Chapter 22
Business Development
225
Policy 81: Business Development Activities
DEFINITION(S)
Educational lands: Council-owned lands designated for educational purposes.
PURPOSE(S):
 To encourage business development activities for the purpose of increasing the
capacity of the Private Schools sector and making rapid and necessary
development in this sector to cope with Council priorities and strategic plans.
 To grant the Council a degree of flexibility that allows it to take whatever
necessary action to identify investors and private educational institutions and
provide incentives to attract and encourage them to work in the Emirate
including establishing partnerships with them.
 To authorise the Council to take necessary actions and set out mechanisms
required to increase the number of Private Schools that provide exceptional
education in the Private School sector in the Emirate.
 To facilitate partnerships and mechanisms that increase the availability of high
quality Schools across the Private School education sector in the Emirate.
 To provide the required support to increase the number of high-quality Private
Schools that meet the needs of particular socio-economic groups based on
School curriculum demands, targeted groups and tuition fees.
 To provide a mechanism to support the Operators in establishing newly licensed
Private Schools.
POLICY:
The Council encourages investment in the Private School sector in the Emirate in line with
the economic vision 2030 for the Emirate of Abu Dhabi. The specialised division of the
Council shall issue publications and manuals related to investment opportunity and
welcomes investors’ suggestions in this regard.
Those wishing to apply to lease educational land or vacant government school buildings
may submit their requests to the Council in accordance with the conditions and
requirements set by the Council from time to time.
Further Information
For further information, investors and/or Operators may refer to the Council’s
“Investment Guideline”.
School Investors and Operators will:

- Provide the Council with sufficient information regarding investors and Operators
intending to establish Private Schools in the Emirate.
226
- Ensure that the establishment of Private Schools complies with all ADEC and other
relevant government authorities’ requirements before commencing operations.
227
References
228
References
Local References
 Law No. (8) of 2008 Concerning the Reorganisation of Abu Dhabi Education
Council.
 Abu Dhabi Emirate School Transport Regulations, 2012.
 Organising Regulations of Private Schools in the Emirate of Abu Dhabi, 2013.
 Abu Dhabi Emirate Environment, Health and Safety Management System,
Regulatory Framework.
 Abu Dhabi Education Council Guidelines for Managing Student Behaviour in Abu
Dhabi Schools.
 Special Education Policy and Procedures Handbook, ADEC, 2013.
 ADEC Public Schools (P-12) Policy Manual, 2013-2014
 HAAD Medical Record/Health Information Retention and Disposal (Policy
PPR/HCP/MRHI/07).
 HAAD Policy on Reporting Medication Errors, PHP/PHM/0002/09.
 ADEC Information Security Policy.
 SEHA Comprehensive Preventive Screening for Students (Policy AHS-SH-014).
 SEHA Confidentiality, Access and Release of Information (Policy AHS-SH-027).
 SEHA Medical Records Retention and Disposal (Policy AHS-SH-009).
 SEHA Students Medical Records Documentation (Policy AHS-SH-017).
 SEHA Consent (Policy AHS-SH-028).
 SEHA Creating and Managing Student’s Health Record (Policy AHS-SH-032).
 Design Manual Minimum Requirements for Private School Facilities, ADEC, 2011.
 HAAD Standards for Administration of Medication in Schools, 2012.
 HAAD Standard for Healthcare Facility Licensure, 2012.
 School Canteen Standards of the Emirate of Abu Dhabi 2013-2014.
 HAAD Standard for Childhood and Young Adult Immunisation – (Policy
HAAD/CHIM/SD/0.9).
 HAAD Standards for School Health Screening – Policy PHR/FSH/01.
 School Transport Regulations and Guidebook, Abu Dhabi Department of
Transportation, 2012.
 Positions of Their Highness Pictures and Placements and Uses of Flags Manual,
ADEC.
 eSIS User Manual, ADEC.
 SEHA School Health Manual.
 Irtiqa’a Framework For the Inspection of Private Schools In The Emirate of Abu
Dhabi, ADEC.
229
 Education Sector EHSMS Requirements.
 Professional Standards for Principals, ADEC.
 HAAD School Nurse Professional Qualifications Requirements, 2011.
 CCTV Guidelines for Private Schools, ADEC, 2013.
 HAAD Registered School Nurses Scope of Practice, 2010.
 Abu Dhabi Economic Vision 2030.
 ADEC Strategic Plan.
 Schools Calendar, ADEC.
 Headlice Detection Flow Chart, ADEC.
 SEHA Student’s Referral Form.
 SEHA General Consent Form.
 SEHA Allergy Alert Form.
230
Federal References
 Federal Law No. (8) of 1980 regarding the organisation of labour relations and
its amendments.
 Federal Law No. (3) of 1987 Promulgating the Penal Code (Criminal Law).
 Federal Law No. 29/2006 on the Rights of Persons with Special Needs, United
Arab Emirates, 2006.
 Federal law No. (2) of 2006 on the Prevention of Information Technology
Crimes.
 Federal law no. (15) of 2009 Regarding Tobacco Control.
 UAE Cabinet Resolution No. (4) of 2007 Allowing the GCC Nationals to Exercise
the Economic Activities and Professions of the UAE.
 Council of Ministers Decision no. (96/6K/2) of 2013 about unifying schools
holidays.
 General Rules for the Provision of Special Education Programmes and Services
(Public & Private schools), MOE 2010.
 Student Conduct Disciplinary Bylaw in Schools Community, MOE, 2011.
 The Teacher’s Charter: Professional Code of Conduct, MOE.
 Ministerial Decision No. (4532) of 2005. Amending articles (31&32) of the
Executive Notice of the Private Education Law issued by the Ministerial Decision
no. (4592) of 2001.
 MOE Decree No. (963) of 2002 on Mandatory Education in Government Schools.
 Minister Decree No. (1.363) of 2009 regarding chanting raising the national
anthem and UAE flag in the morning assembly.
 Administrative publication regarding extracting the year end results 2010/2011,
MoE.
 Ministerial Decree No. (820) of 2014 on Registration Terms for Student.
 Ministerial Decree No. (165) of 2014 on Schools Calendar for School Year
2014/2015.
 General Secondary Education Certificate Exam Schedule, Ministry of Education.
231
Other References
 The European Council of International Schools Policy Manual, 2012.
 The European Council of International Schools Policy Planner, 2012.
232

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Private Schools

Policy and Guidance Manual

* This document is a translation of the original Manual in Arabic. It is provided as general

Dr. Amal Abdullah Al Qubaisi

CHAPTER 1 DEFINITIONS ................................................................................................................................ 11

CHAPTER 2 THE CORE VALUES OF EDUCATION .............................................................................................. 15

POLICY 1: THE CORE VALUES OF EDUCATION AND MORAL OBLIGATION .......................................................................... 16

CHAPTER 3 SCHOOL LICENSING ...................................................................................................................... 25

POLICY 4: COMPULSORY LICENSING ......................................................................................................................... 26

CHAPTER 4 SCHOOL’S ACCREDITATION .......................................................................................................... 45

POLICY 16: OBTAINING ACCREDITATION ................................................................................................................... 46

CHAPTER 5 GOVERNANCE, MANAGEMENT AND STAFF ................................................................................. 50

POLICY 17: GOVERNANCE ...................................................................................................................................... 51

CHAPTER 6 HEADMASTERS/PRINCIPALS AND VICE PRINCIPALS ..................................................................... 65

POLICY 23: THE PRINCIPAL’S AUTHORITIES................................................................................................................ 66

CHAPTER 7 FACULTIES AND OTHER BODIES ................................................................................................... 73

POLICY 26: LICENSING AND QUALIFICATIONS ............................................................................................................. 74

CHAPTER 8 SCHOOL REPORTS AND OTHER DOCUMENTS ............................................................................... 95

POLICY 32: SCHOOL REPORTS AND OTHER DOCUMENTS .............................................................................................. 96

CHAPTER 9 RECORDS AND SCHOOL REPORTS REQUIREMENTS .................................................................... 100

POLICY 35: RECORDS .......................................................................................................................................... 101

CHAPTER 10 FEES ......................................................................................................................................... 111

CHAPTER 11 CURRICULUM........................................................................................................................... 116

POLICY 40: ELEMENTS OF THE CURRICULUM............................................................................................................ 117

CHAPTER 12 EXAMINATIONS, TESTS AND ASSESSMENT .............................................................................. 124

POLICY 42: EXTERNAL PERFORMANCE ASSESSMENT TESTS ......................................................................................... 125

CHAPTER 13 STUDENTS AND GUARDIANS ................................................................................................... 129

POLICY 44: STUDENT ADMISSION, REGISTRATION AND DISTRIBUTION .......................................................................... 130

CHAPTER 14 ATTENDANCE AND ABSENCE ................................................................................................... 159

POLICY 54: ATTENDANCE ..................................................................................................................................... 160

CHAPTER 15 GUARDIAN’S INVOLVEMENT AND FAMILY RIGHTS .................................................................. 164

POLICY 56: INFORMING GUARDIANS OF THE SCHOOL PROGRAM ................................................................................. 165

CHAPTER 16 INSPECTION AND SELF-ASSESSMENT ....................................................................................... 169

POLICY 58: INSPECTION ....................................................................................................................................... 170

CHAPTER 17 SCHOOL DEVELOPMENT .......................................................................................................... 176

POLICY 60: SCHOOL DEVELOPMENT PLAN ............................................................................................................... 177

CHAPTER 18 SCHOOL AND SUPPORT SERVICES ............................................................................................ 181

POLICY 62: SCHOOL AND SUPPORT SERVICES ........................................................................................................... 182

CHAPTER 19 BUILDINGS AND FACILITIES ...................................................................................................... 194

POLICY 66: CONSTRUCTION STANDARDS ................................................................................................................. 195

CHAPTER 20 TRANSPORTATION ................................................................................................................... 205

POLICY 73: OWNERSHIP OF MEANS OF TRANSPORTATION.......................................................................................... 206

CHAPTER 21 COMMITMENTS AND VIOLATIONS .......................................................................................... 213

POLICY 77: GRANTING ACCESS TO THE COUNCIL EMPLOYEES ...................................................................................... 214

CHAPTER 22 BUSINESS DEVELOPMENT ........................................................................................................ 225

POLICY 81: BUSINESS DEVELOPMENT ACTIVITIES ...................................................................................................... 226

State / UAE The United Arab Emirates

Emirate The Emirate of Abu Dhabi

Ministry The Ministry of Education

Council / ADEC Abu Dhabi Education Council

The Director General of the Abu Dhabi Education Council

Private Schools and Quality Assurance Sector, a sector at

Federal Law No. (8) of 1980 regarding the organisation of

The set of regulations laid down by Resolution No. 26 of

The school principal, head or leader (may also be referred

Administrative Administrative Faculty: Administrative faculty at a Private

Technical Faculty: Technical staff at a Private School,

Educators Anyone who works in the education field, whether in

Parent/Guardian Father or mother of the student or someone who legally

License The document issued by the Council for a Private School