School Policies

Brighton International Academy

Child Protection and Safeguarding Policy

This policy sets out how Brighton International Academy safeguards the welfare and safety of its students. It applies to everyone across the school community, including students, faculty, counselling and advising staff, and all other members of staff.

Safeguarding Leadership & Committee Team Contact List

SENIOR SAFEGUARDING OVERSIGHT / Designated Safety Board Members (DSBM)

DESIGNATED SAFEGUARDING LEAD (DSL)

DEPUTY DESIGNATED SAFEGUARDING LEADS (DDSLs)

SAFEGUARDING SUPPORT / COMMITTEE TEAM

EXTERNAL CONTACTS

AMAN Centre | www.aman.org.qa

Sidra Child Advocacy Program (S-CAP) | Sidra Medicine
www.sidra.org/clinic/children-young-peoples-services/sidra-child-advocacy-program-s-cap/

Reporting route: Staff should report safeguarding concerns immediately to a DDSL or the DSL. The Support / Committee Team assists with safeguarding implementation; designated safeguarding decisions, referrals and escalation remain with the DSL/DDSL structure.

Brighton International Academy Leaders and Staff – Policy Undertaking

All policies at Brighton International Academy form a core and binding part of the professional responsibilities set out in every staff member's employment contract. Each leader named below has read and accepted the policy outlined, and under the direction of the CEO and Principal, confirms the following:

• They have a clear understanding of the policy's content, purpose, requirements, and expectations.
• They agree to comply with the policy in full and are committed to putting it into active practice.
• They will communicate the policy clearly to any staff under their line management, and will hold them accountable for complying with it.
• They understand that any failure to follow Brighton International Academy policy — whether intentional or due to negligence — may result in disciplinary action, up to and including dismissal.

Contents

1. Introduction and legal framework

2. Scope, aims and safeguarding principles

3. Key terminology

4. Safeguarding governance and responsibilities

5. Safer recruitment, induction and staff training

6. Staff code of conduct and professional boundaries

7. Safe school environment, supervision and site security

8. Recognising abuse, neglect and vulnerability

9. Supporting and monitoring vulnerable students

10. Responding to safeguarding concerns and disclosures

11. Recording, confidentiality and information sharing

12. Working with parents and external agencies

13. Anti-bullying

14. Allegations, Concerns About Adults and Whistleblowing

15. Physical intervention and use of reasonable force

16. Self-harm, suicidal behaviour and serious mental health concerns

17. Online safety, mobile phones, photography and media consent

18. Support for those involved in safeguarding matters

19. Monitoring, evaluation and annual review

Appendices

Appendix 1 - Roles and Responsibilities

Appendix 2 - Signs of Abuse and Neglect

Appendix 3 - Staff Code of Conduct Acknowledgement

Appendix 4 - Safeguarding Reporting and Referral Flowchart

Appendix 5 - ITFCP Legal and Standards Alignment Checklist

Appendix 6 - Annual Safeguarding Review, Audit and Training Cycle

Introduction and legal framework

This policy sets out how Brighton International Academy safeguards the welfare and safety of its students. It applies to everyone across the school community, including students, faculty, counselling and advising staff, volunteers, visitors, contractors and all other members of staff.

This policy has been formulated in line with the principles and provisions established by the Qatar Foundation for the Protection of Women and Children under Law No. 8 of 1998, the United Nations Convention on the Rights of the Child (UNCRC) (1989), and the Sidra Child Advocacy Programme, a member of Qatar Foundation. In seeking to uphold high standards of child protection and safeguarding, Brighton International Academy draws upon recognised UK legislation and statutory guidance as examples of established good practice.

Relevant legislation and guidance referred to by the school include:

• Qatar Law No. 23 of 2015 Regulating Private Schools and its Executive Regulations;
• Current MOEHE policies, circulars and guidance relating to child protection, security, health and safety;
• Keeping Children Safe in Education (DfE, 2026);
• Working Together to Safeguard Children (HM Government, 2026);
• What to Do if You’re Worried a Child Is Being Abused (DfE, 2015);
• Information Sharing: Advice for Safeguarding Practitioners (HM Government, 2024);
• Children Acts 1989 and 2004, referenced as UK good-practice legislation;
• Education Act 2002, referenced as UK good-practice legislation;
• Education (Independent School Standards) Regulations 2014,
• Teachers’ Standards (DfE, effective 2012; updated 2021);
• Early Years Foundation Stage statutory framework, section 3

Additional State of Qatar and international safeguarding references

Where any local law, Ministry requirement, regulatory instruction or safeguarding authority guidance is revised or replaced, Brighton International Academy will review this policy and related procedures to ensure continued compliance. References to international and UK guidance are used as examples of recognised good practice and do not replace the school's duty to comply with the laws and requirements of the State of Qatar. The detailed WASC/ITFCP legal and standards alignment checklist is provided in Appendix 5.

Confidentiality is paramount when dealing with any safeguarding matter. Information must be shared only with those who have a legitimate need to know in order to safeguard and support the child.

Qatari laws require that professional caregivers report child abuse. Staff working with children are therefore bound by relevant criminal code requirements, including Qatari Penalties Law (11/2004), Chapter 3, Article 189, which provides a penalty for a public officer assigned to investigate or identify crimes if they neglect to inform about an offence they know about or postpone such information.

Safeguarding is the responsibility of every adult within the school community. This includes employees, volunteers and members of the Board of Directors. At all times, the safety, wellbeing and interests of students take precedence.

Brighton International Academy seeks to create an environment in which students feel secure, valued and supported. The school is committed to promoting the overall wellbeing and development of every child through a positive and protective learning environment. All safeguarding decisions and actions will be guided by what is considered to be in the child's best interests.

UNCRC alignment within school safeguarding practice

2. Scope, aims and safeguarding principles

The aims of this policy are to:

• support each child's development in ways that foster security, confidence and independence;
• provide a safe, supportive and respectful environment where students feel able to seek help and share concerns;
• ensure all staff understand their safeguarding responsibilities and can recognise and report concerns appropriately;
• identify, monitor and support students who may be vulnerable or at risk of harm;
• promote effective communication on safeguarding matters among all staff;
• ensure all members of the school community follow established procedures when responding to safeguarding concerns;
• establish and maintain effective partnerships with external agencies responsible for safeguarding and supporting children and families;
• ensure staff engaged in regulated activity are subject to appropriate pre-employment checks, including verification of identity, qualifications and relevant background checks;
• ensure this policy is published and distributed in both English and Arabic, and that safeguarding procedures are shared annually through staff induction.

School commitment: Awareness, Prevention, Reporting and Responding

3. Key terminology

Safeguarding and promoting the welfare of children: protecting children from abuse and neglect, supporting their health and development, ensuring they grow up in safe and nurturing environments, and enabling them to achieve the best possible outcomes.

Child protection: the actions and procedures undertaken to safeguard children who are experiencing, or are at risk of, significant harm.

Staff: all individuals working for or on behalf of the school, whether in a paid or voluntary capacity, and regardless of whether they are employed on a full-time, part-time, permanent, temporary or contracted basis.

Child: any individual under the age of 18. The school's duty of care extends to all students enrolled at Brighton International Academy, irrespective of age.

Parent: birth parents and any adult with parental responsibility or a caregiving role, including guardians, foster carers, adoptive parents and step-parents.

DSL: the Designated Safeguarding Lead with overall responsibility for coordinating safeguarding practice within the school.

DDSL: a Deputy Designated Safeguarding Lead who supports the DSL and acts in their place where required.

Disclosure: Disclosure is when a child tells somebody that they are experiencing abuse or neglect.

Child-on-child abuse: harmful behaviour by one student towards another, including bullying, coercive or intimidating behaviour, grooming, harmful online behaviour or sharing inappropriate material.

Whistleblowing: raising concerns about unsafe, unlawful or poor professional practice, including behaviour by colleagues that may place children at risk.

Additional safeguarding terminology required for policy clarity

4. Safeguarding governance and responsibilities

Responsibility for safeguarding sits with the Child Safety Team, led by the Principal as Designated Safeguarding Lead. Supporting the Principal are the Deputy Designated Safeguarding Leads.

Detailed responsibilities are provided in Appendix 1. The summary below explains the key accountability routes.

The CEO/Board provides strategic oversight of safeguarding but does not manage day-to-day child protection cases. Safeguarding will be included as a standing item on relevant leadership/Board agendas. The CEO/Board will receive an annual safeguarding report from the DSL/Principal, including anonymised safeguarding data, training updates, strengths, patterns or trends, areas for development and recommended actions. The CEO/Board will review and approve key safeguarding policies and may issue or approve an annual safeguarding statement.

Allegations or concerns about the conduct or suitability of staff, including senior leaders, volunteers or contractors must be reported directly to Ms. Eman Omar, Principal/DSL. Where the concern involves the Principal/DSL, it must be reported directly to the CEO, Mr. Khalid Essa Al Mannai, or designated Board Member, Dr. Ahmad Qabbary, without informing the Principal, in accordance with Section 14 and the Confidentiality, Privacy and Whistleblowing Policy.

5. Safer recruitment, induction and staff training

5.1. Safer Recruitment and Pre-Employment Checks

Safe adults are the foundation of a safe school. Brighton International Academy will apply safer recruitment, induction, training and probation procedures to help ensure that all adults are suitable to work with students and understand their safeguarding responsibilities.

The Recruitment, Hiring, Safer Recruitment, Induction and Staff Probation Policy is a linked HR policy and should be read alongside this Child Protection and Safeguarding Policy.

All staff, volunteers, contractors and external partners who work with, or may have access to, students must complete appropriate checks before starting their role. These may include identity checks, qualification checks, employment history checks, at least two professional references, current or most recent employer reference where possible, police or background checks, previous country checks where applicable, right to work or reside in Qatar, and confirmation of professional suitability.

HR must follow up any employment gaps, vague references, inconsistent information or safeguarding/conduct concerns before appointment. Referees must be able to verify whether any low-level concerns existed about the applicant’s behaviour, conduct, safeguarding suitability or professional boundaries.

HR, in liaison with the Principal / DSL – Ms. Eman Omar, is responsible for ensuring that checks are completed, followed up and recorded. No adult may have unsupervised contact with students until the required checks, induction and safeguarding sign-offs are complete. Any approved interim arrangement must be documented, risk assessed and supervised. It must not override the requirement for safeguarding training before contact with children.

At least two people should be involved in shortlisting and interviews, and their names should be recorded in the applicant file. Interview processes should include professional, role-related and safeguarding questions.

2. Adult Suitability, Conduct and Reporting Concerns

All adults must declare any matter that may affect their suitability to work with children and must update HR immediately if their circumstances change. They must follow the Child Protection and Safeguarding Policy, Staff Code of Conduct, online safety expectations, confidentiality requirements, whistleblowing procedures and reporting procedures.

External partners, volunteers and contractors must follow school safeguarding expectations. Contracts, service agreements and volunteer arrangements should include safeguarding requirements, identity checks, supervision arrangements, confidentiality expectations and reporting procedures.

Any concern about an adult’s conduct, behaviour or suitability must be reported immediately to the DSL or to the DDSLs

3. Induction, Safeguarding Training and Probation

All staff and volunteers must receive safeguarding induction before or at the start of their role. Induction must include reporting concerns, online safety, whistleblowing, professional conduct, confidentiality, the Staff Code of Conduct, child-on-child abuse, anti-bullying, vulnerable students, safe working practice, and how to report allegations or concerns about staff, volunteers, contractors or other adults.

All staff must complete Level 1 safeguarding training before contact with children and must receive annual safeguarding training and regular safeguarding updates. HR must keep signed acknowledgements, induction records and training evidence securely in the staff file.

New staff will complete a probationary period of 6 months, depending on contract and role. Probation should include clear role expectations, safeguarding responsibilities, professional standards, regular check-ins, feedback and support. Any concern about the conduct, behaviour or suitability of a member of staff, volunteer, contractor or other school adult must be reported directly and immediately to Ms. Eman Omar, Principal/DSL. Concerns about the Principal/DSL must be reported directly to the CEO, Mr. Khalid Essa Al Mannai, or designated Board Member, Dr. Ahmad Qabbary, without informing the Principal, in accordance with Section 14.

Training levels and specialist training

6. Staff code of conduct and professional boundaries

Brighton International Academy is committed to high standards of professional conduct to safeguard and promote the welfare of all students. The Staff Code of Conduct is a linked policy and should be read alongside this Child Protection and Safeguarding Policy.

All staff are in a position of trust and must act as positive role models, maintain professional boundaries and treat students with dignity, respect and fairness. Staff must follow all safeguarding, behaviour, online safety, health and safety, first aid, confidentiality and related school policies.

Staff must remain vigilant to signs of abuse, neglect, behaviour changes, bullying, online risk or any concern that may indicate a student is unsafe. Concerns must be reported immediately to the DSL, or to the DDSLs.

Staff must use appropriate language, meet students only in appropriate and visible settings, avoid secluded one-to-one situations, refrain from using student bathrooms or changing facilities, and follow school expectations for communication, social media, mobile technology, physical support and physical intervention.

Any inappropriate, exploitative or sexual relationship with a student, or former student, is strictly prohibited and may constitute a criminal offence. The creation, possession or sharing of indecent images of children, including electronically, is illegal.

All staff, volunteers, contractors, external partners, Board members and other adults who work with or around students must review and confirm that they have read, understood and will follow the Staff Code of Conduct and safeguarding expectations. This should be completed on appointment and reviewed annually where applicable. The Code of Conduct applies to behaviour on and off the school premises, including online conduct, communication, professional boundaries and any behaviour that may affect suitability to work with children.

7. Safe school environment, supervision and site security

• All leaders and staff are responsible for ensuring students are properly supervised throughout the school day to support their safety, welfare and wellbeing.
• The school’s duty of care begins at 6:30 a.m. Parents are informed that supervision is not available before this time. Students must be supervised during arrival, lessons, breaks, transitions, clubs and dismissal. No class, group or student should be left unattended.
• Students must remain on the school site unless authorised to leave by a parent/carer through the agreed school procedure. Early departures must be recorded and monitored.
• Duty staff must attend their allocated areas on time, actively supervise, remain vigilant and avoid distractions. Dismissal procedures must be followed so that students leave safely and are released only to authorised adults or approved arrangements.
• The school supports site safety through secure gates, CCTV, controlled access and a school identification system. Staff must wear their school identification lanyard while on site. Parents/guardians must present their school-issued parent card at the entrance before access is permitted. Visitors and contractors must sign in and wear the school-issued visitor lanyard while on the premises. Visitors must be accompanied during teaching hours unless authorised.
• Risk assessments are completed for premises, equipment, visits, transport and off-site activities, and must include safeguarding considerations. Educational visits require senior leader approval, Ministry approval where required, and written parent/carer consent. Staff must not transport students in private vehicles.
• The school conducts fire drills, maintains first aid arrangements and has a qualified nurse on site during the school day.
• An accident or injury does not automatically mean negligence. However, staff must take reasonable steps to safeguard students and follow school supervision procedures at all times.

7.1 Intimate Care

Early childhood and younger students require especially vigilant supervision, age-appropriate support, secure handover arrangements, careful toileting/changing procedures, and clear communication with parents and carers. Staff working with younger children must review the Intimate Care Policy.

7.2 Health and safety

Brighton International Academy Health and Safety arrangements are set out in a separate Health and Safety Policy. Safeguarding concerns arising through health and safety matters must be reported promptly to the DSL/DDSL where student welfare may be affected.

7.3 Safeguarding risk assessment and site audit expectations

Safeguarding risk assessment covers the school's premises, facilities, supervision systems and activities. The DSL/DDSL, safety officer, relevant senior leaders and activity leaders will consider safeguarding risk alongside health and safety risk.

8. Recognising abuse, neglect and vulnerability

All staff must be able to recognise possible signs of abuse, neglect, harm and vulnerability. Staff are not expected to decide whether a concern is accidental or non-accidental; all concerns must be reported immediately to the DSL or to the DDSLs.

Staff should be aware of key safeguarding risks, including physical abuse, emotional abuse, neglect, sexual abuse, bullying and cyberbullying, online harm, child-on-child abuse, children missing education, domestic abuse, child sexual exploitation, harmful behaviour, mental health concerns, self-harm, substance misuse and unsafe adult conduct.

Concerns may arise from a child’s behaviour, fear, anxiety, distress or reluctance to go home, or from parent/carer behaviour such as failure to seek medical care, rejection, unrealistic expectations, substance misuse, poor communication with school or domestic abuse concerns.

Detailed signs and indicators of abuse are included in Appendix 2.

9. Supporting and monitoring vulnerable students

Brighton International Academy recognises that children who experience abuse or witness violence may struggle with self-esteem, feelings of shame and emotional wellbeing. For some vulnerable children, the school environment may provide an important source of stability, safety and support.

The school understands that children who have experienced harm may display a wide range of behaviours, including those that appear typical, withdrawn or challenging. The DSL and Child Safety Team will ensure that safeguarding concerns are managed consistently and appropriately for all children who are vulnerable, at risk of harm, or suspected of experiencing abuse.

The school will support students by:

• promoting a safe and nurturing environment;
• building positive self-esteem and trust;
• working in partnership with relevant agencies;
• making timely referrals where concerns arise;
• providing appropriate early help where needed;
• contributing to assessments and support plans;
• ensuring the secure transfer of safeguarding information when a student moves to another school.

Some students may be at increased risk of abuse or neglect due to factors such as domestic abuse, family circumstances, discrimination, exploitation, social isolation or limited English proficiency. Such students will be identified, monitored and supported through the school's safeguarding systems.

9.1 Helping students to stay safe

• Students will be provided with regular opportunities to develop the knowledge, skills and confidence needed to recognise and manage risks safely, both online and offline.
• Safeguarding, wellbeing and online safety will be promoted through the curriculum, awareness initiatives and daily school life.
• The school will foster a culture of openness, respect and trust, encouraging students to seek support from a trusted adult whenever they have a concern.
• Year leaders, teachers and pastoral staff will conduct regular wellbeing check-ins, while student surveys will be used to identify concerns, monitor trends and inform pastoral support and intervention.

9.2 Student safeguarding curriculum, voice and awareness programme

The school will review its safeguarding education annually to ensure students receive age-appropriate, culturally appropriate learning through the PSHE/SEL Curriculum, assemblies, class discussions, online safety lessons and wellbeing activities. Content will be aligned with local laws, Islamic values education, and the school’s behaviour, anti-bullying, online safety and wellbeing systems.

The PSHE/SEL Curriculum will include safeguarding themes such as bullying and child-on-child abuse, trusted adults, personal safety, boundaries, online safety, safe and unsafe situations, neglect, wellbeing, emotional regulation, seeking help, and how to report worries. These topics will be taught sensitively and in an age-appropriate way, using Islamic values such as mercy, dignity, respect, responsibility, trustworthiness and protection from harm.

Student voice will be gathered through surveys, class discussions, pastoral check-ins and safe reporting routes. Leaders will review student feedback to improve safeguarding procedures, supervision, wellbeing provision and PSHE/SEL curriculum content.

Student voice will be used not only to gather feedback but also to improve safeguarding practice. Leaders will review student feedback, identify themes, act on concerns where appropriate, and report back to students in an age-appropriate way about actions or improvements made. Where appropriate, anonymised student voice findings may be shared with the CEO/Board to support safeguarding oversight and whole-school improvement.

10. Responding to safeguarding concerns and disclosures

Children may find it difficult to disclose abuse because of fear, shame, guilt or threats. Staff must listen calmly, reassure the child and take every concern seriously, including suspected, disclosed or historical abuse. Student safeguarding and welfare concerns must be reported immediately to Ms. Amany Al Sheikh, DDSL and main safeguarding contact, who coordinates with Ms. Eman Omar, DSL. Allegations or concerns about the conduct or suitability of school adults must follow the separate reporting route in Section 14: directly to Ms. Eman Omar, or to the CEO/designated Board Member where the concern involves her. Staff must not investigate, delay reporting or attempt to resolve the matter informally.

10.1 If a child shares a concern

Staff must:

• listen calmly and allow the child to speak freely;
• provide reassurance and tell the child they have done the right thing;
• avoid leading, investigative or repeated questioning;
• not investigate the concern;
• not make assumptions or give personal opinions;
• not promise confidentiality;
• explain, at an appropriate stage, that the information will need to be shared with the DSL/DDSL in order to keep the child safe;
• make an immediate factual written record using the child's own words wherever possible;
• include relevant dates, times, locations and individuals involved;
• Sign, date and submit the record without delay to Ms. Amany Al Sheikh, DDSL, through the school’s safeguarding reporting procedure.

10.2 Immediate reporting route

1. A student discloses a concern or a staff member becomes concerned about a student's welfare.
2. The staff member listens, reassures, records facts and does not investigate.
3. Report the concern immediately to Ms. Amany Al Sheikh, DDSL and main safeguarding contact. Urgent concerns must be reported verbally at once, followed by a factual written record.
4. Ms. Amany coordinates with Ms. Eman Omar, DSL, to assess the concern, agree immediate protective action and record decisions.
5. Ms. Eman leads any necessary external referral or escalation, including serious allegations. Safeguarding communication with parents/carers is managed by Ms. Amany or Ms. Eman, unless contact could increase risk or compromise safeguarding action.
6. Ms. Amany coordinates monitoring, records and follow-up with Ms. Eman. Case closure or transfer is agreed with the DSL and documented.

If Ms. Amany is unavailable, report directly to Ms. Eman or another DDSL without delay. Immediate danger requires urgent protective action and emergency assistance where necessary; staff must not wait for the usual contact. Concerns involving Ms. Amany must go directly to Ms. Eman. Concerns involving Ms. Eman must follow the CEO/Board reporting route without informing her.

The reporting route through Ms. Amany applies to student safeguarding and welfare concerns. Allegations or concerns about the conduct or suitability of school adults must be reported directly through the separate route in Section 14.

The safeguarding reporting and referral flowchart is included in Appendix 4.

10.3 Protocol for suspected or disclosed maltreatment, abuse or exploitation

All suspected or disclosed maltreatment, abuse, neglect, exploitation or serious welfare concerns must be treated as safeguarding concerns. Staff must not investigate, promise secrecy, contact alleged perpetrators, share information informally or delay reporting while seeking proof.

11. Recording, confidentiality and information sharing

All safeguarding and child protection matters must be treated as confidential. Information must only be shared with those who have a legitimate need to know in order to safeguard and support the child. The school concern recording form must be used where a written safeguarding record is required.

• The DSL or DDSL will determine what information should be shared with staff or other relevant parties in order to safeguard and support a child.
• Any disclosure or concern must be recorded promptly, using the child’s own words where possible, including relevant dates, times, locations and individuals involved.
• The written record must be signed, dated and submitted without delay to Ms. Amany Al Sheikh, DDSL and main safeguarding contact, or through the alternative reporting route in 10.2. Ms. Amany coordinates safeguarding records and follow-up with Ms. Eman Omar, DSL..
• Brighton International Academy will maintain accurate and up-to-date child protection and safeguarding records.
• Safeguarding records may be stored securely in either physical or electronic format.
• Records must be stored separately from ordinary student files, password protected where held electronically, and kept in a locked cabinet where held physically.
• Access to safeguarding records is strictly limited to those who require the information in order to safeguard and support the student.
• Safeguarding records must be transferred securely when a student moves to another school, where appropriate and in line with school procedures and applicable legal requirements.

Brighton International Academy will not use any non-disclosure agreement, confidentiality agreement or informal arrangement that prevents the transparent sharing of child safeguarding concerns, complaints, allegations, enquiries, investigations or findings with those who need to know in order to protect children.

All safeguarding concerns, disclosures, allegations, referrals, decisions and actions must be securely recorded and retained in line with school procedures and applicable legal requirements, including cases where no further action is taken. Safeguarding records will be reviewed periodically by the DSL/Principal, using anonymised information where appropriate, to identify possible patterns, repeated concerns, adult suitability issues, supervision weaknesses or areas requiring further action.

12. Working with parents and external agencies

Parents/carers will normally be informed before a referral is made to an external agency unless doing so could place the child at increased risk or compromise an investigation. Where uncertainty exists, advice will be sought from the appropriate safeguarding authority in Qatar, such as the Sidra Child Advocacy Program or AMAN.

Communication with parents regarding safeguarding concerns will be managed only by the DSL or DDSL.

Where concerns arise, the school will work with relevant agencies, healthcare professionals, the Ministry of Education, child protection services and other external services as appropriate. Referrals should be recorded, including the date, time, person contacted, advice received, action taken and outcome.

13. Anti-bullying & Child-on-Child Abuse

Brighton International Academy recognises that some student behaviours may place others at risk, including bullying, cyberbullying, grooming, sexting, coercion, intimidation, sharing harmful or inappropriate material, and initiation practices or rituals.

The school does not tolerate child-on-child abuse, especially where there is an imbalance of power or trust. All concerns will be recorded, assessed and referred where necessary.

Bullying is addressed through the separate Anti-Bullying Policy. Where bullying raises safeguarding concerns, it will be managed through safeguarding procedures.

The school will support any student who has been harmed, take appropriate action with the student who caused harm, communicate with parents where appropriate, and consider any further safeguarding, disciplinary or external agency action required.

14. Allegations, Concerns About Adults and Whistleblowing

Brighton International Academy takes all allegations, low-level concerns and whistleblowing concerns seriously. This includes concerns about any member of staff, volunteer or contractor whose behaviour has harmed, may have harmed, or may pose a risk to a child, whether the concern relates to conduct inside or outside school.

Staff must not investigate, ask leading questions or promise confidentiality. Concerns must be recorded clearly using the informant’s own words, signed, dated and reported immediately.

All allegations will be managed in line with Brighton International Academy procedures and relevant safeguarding guidance in Qatar. Staff subject to an allegation will be treated fairly, consistently and confidentially. Suspension is not automatic, but may be used where necessary to safeguard children, following consultation with Brighton International Academy Head Office Human Resources. Where the allegation involves the Principal, any decision regarding suspension will be made jointly by the CEO and the Board.

Staff also have a professional duty to raise concerns about unsafe practice, misconduct, poor safeguarding practice, health and safety concerns, misuse of school resources, or any behaviour that may place students at risk. Concerns raised in good faith will be treated confidentially, and staff will be protected from victimisation.

15. Physical intervention and use of reasonable force

• Physical intervention will only be used as a last resort to prevent harm to a student or others.
• Any intervention must involve the minimum reasonable force necessary.
• Staff will receive regular training in de-escalation and safe physical intervention techniques where relevant.
• All incidents involving physical intervention must be recorded, witnessed and retained securely.
• Parents should be informed where appropriate and in accordance with school procedures.
• Inappropriate or excessive physical intervention may result in safeguarding or disciplinary action.
• Staff will be provided with guidance on appropriate physical contact and professional boundaries when working with students.

16. Self-harm, suicidal behaviour and serious mental health concerns

Brighton International Academy will manage all concerns relating to self-harm or suicidal behaviour sensitively and in accordance with Islamic principles, Qatari law and national safeguarding requirements. Any suspected or confirmed incident will be reported immediately to the appropriate authorities, parents will be informed, and the school will work with relevant agencies, including healthcare and child protection services, to ensure appropriate support and intervention.

A student's return to school following an incident of self-harm or suicidal behaviour will be considered on an individual basis and will depend on professional medical advice, risk assessments and recommendations from relevant authorities. Where appropriate, the student will remain subject to ongoing safeguarding monitoring and support. The DSL/DDSL, counsellor and nurse should be involved as appropriate. All decisions, communications, referrals, risk assessments and support plans must be recorded securely and confidentially.

17. Online safety, mobile phones, photography and media consent

17.1 Online safety

This section should be read alongside Brighton International Academy’s Online Safety and Cyber Safety Policy, which provides detailed procedures for filtering and monitoring, cyberbullying, artificial intelligence, deepfakes, mobile devices, social media, digital images, reporting and record keeping.

Brighton International Academy recognises that digital technology plays an important role in students' learning and daily lives. The school also acknowledges the risks associated with online activity, including cyberbullying, online exploitation, inappropriate content, radicalisation and other forms of online harm. The school is committed to promoting safe and responsible use of technology and fulfilling its safeguarding responsibilities.

• All students and parents must sign the ICT Acceptable Use Agreement before access to school technology is granted.
• Students will receive regular education and guidance on online safety through the curriculum, PSHE, assemblies and pastoral programmes.
• Students will receive age-appropriate instruction on the safe and responsible use of technology.
• The school will maintain appropriate filtering, monitoring and firewall systems to restrict access to unsuitable online content.

17.2 Mobile phones, photography and media consent

• Staff and members of the school community are expected to use mobile devices responsibly and professionally at all times.
• Personal device use must not compromise student supervision, confidentiality or the quality of care provided, and all use should remain transparent and appropriate.
• A signed media consent form must be obtained for every student before any photographs or recordings are taken or published.
• Staff may only use and upload student images once appropriate consent has been received and verified.
• The use of photographs, video recordings and digital images must comply with school procedures and parental consent requirements.
• Visitors must obtain authorisation before taking photographs on school premises.
• Personal information and digital content must be stored securely.

18. Support for those involved in safeguarding matters

Safeguarding concerns and allegations can have a significant emotional impact on students, families and staff. Brighton International Academy will treat all safeguarding concerns and disclosures seriously, respond promptly, maintain confidentiality and ensure that information is shared only with those who need to know.

Ms. Amany Al Sheikh, DDSL, will normally act as the main point of contact and coordinate appropriate support in consultation with Ms. Eman Omar, DSL, who retains overall safeguarding responsibility. Where appropriate, the school will provide access to additional support services and will follow all relevant safeguarding, whistleblowing, complaints and disciplinary procedures. Where allegations involve a member of staff, separate points of contact will be appointed where necessary to ensure impartiality and avoid conflicts of interest.

19. Monitoring, evaluation and annual review

The effectiveness of safeguarding arrangements will be monitored and reviewed regularly through a range of quality assurance measures, including leadership reviews, consultation with staff and students, analysis of attendance and incident data, evaluation of risk assessments, consideration of parental feedback, and review of any changes to teaching and learning provision, including online learning.

The Principal/DSL will actively contribute to the ongoing review, evaluation and development of safeguarding and child protection policies, procedures and practices across Brighton International Academy. The Principal/DSL will provide an annual safeguarding report to the Brighton International Academy Board and CEO, including anonymised safeguarding data, training undertaken, strengths, areas for development and recommendations for improvement.

19.1 Monitoring, evaluation and safeguarding quality assurance cycle

Monitoring and evaluation must consider both whether procedures exist and whether they are effective in practice. The DSL/Principal will ensure that findings are used to improve systems, training, communication and student support.

The outcome of monitoring will feed into the safeguarding improvement plan, staff briefing priorities, curriculum review, risk assessment updates, recruitment improvements and annual report to the CEO/Board.

Appendices

• Appendix 1 - Roles and Responsibilities
• Appendix 2 - Signs of Abuse and Neglect
• Appendix 3 - Staff Code of Conduct Acknowledgement
• Appendix 4 - Safeguarding Reporting and Referral Flowchart
• Appendix 5 - WASC/ITFCP Legal and Standards Alignment
• Appendix 6 - Annual Safeguarding Review, Audit and Training Cycle

Appendix 1 - Roles and Responsibilities

Responsibilities of the Brighton International Academy Board

• Ensure that effective safeguarding arrangements are in place across all schools and that all children, particularly those who are vulnerable, in need, or at risk of harm, are safeguarded and protected.
• Ensure that a comprehensive Child Protection and Safeguarding Policy is in place, reviewed annually (or more frequently where required), and published internally and externally.
• Ensure that safer recruitment procedures are implemented and that appropriate procedures are in place for managing allegations against staff.
• Ensure that the roles and responsibilities of the Designated Safeguarding Lead (DSL) and Deputy Designated Safeguarding Leads (DDSLs) are clearly defined and effectively implemented.
• Support the Principal in ensuring that:
• the DSL undertakes appropriate inter-agency safeguarding training, updated at least every two years; all staff receive annual safeguarding training and read the Child Protection and Safeguarding Policy; the Head of Human Resources completes safer recruitment training; and
• staff receive training in safe physical intervention and de-escalation techniques to maintain the safety and wellbeing of students and staff.
• Ensure that safeguarding training is delivered at the appropriate level:
• Level 1: All staff
• Level 2: Staff with pastoral leadership responsibilities
• Level 3: The Designated Safeguarding Lead (DSL), Principal and Heads of School
• In the event of an allegation being made against the Principal, ensure that any decision regarding suspension is made jointly by the Chief Executive Officer (CEO) and the Brighton International Academy Board.

Responsibilities of the Principal / Designated Safeguarding Lead (DSL)

• Lead the implementation, monitoring and annual review of the Child Protection and Safeguarding Policy and all associated safeguarding procedures within the school.
• Serve as a member of the Child Safety Team and act as the school's principal source of safeguarding advice, guidance and expertise for staff.
• Ensure that all safeguarding concerns are assessed appropriately and that referrals to external agencies are made promptly, in writing following an initial telephone referral where required.
• Maintain up-to-date knowledge of local safeguarding procedures, referral pathways and threshold criteria, and liaise effectively with relevant agencies, healthcare professionals, the Ministry of Education and other external services.
• Ensure all safeguarding records are maintained securely and confidentially, stored separately from student files, password protected where held electronically, and transferred securely when a student moves school.
• Ensure the suitability of all adults working on school premises through robust safer recruitment procedures, including appropriate pre-employment checks and confirmation that candidates for management positions are not prohibited from managing independent schools.
• Complete and maintain appropriate safeguarding and Safer Recruitment training and ensure that all staff, volunteers, Year Leaders receive safeguarding induction, annual training and regular updates, including e-safety, whistleblowing, professional conduct and safe working practices.
• Ensure all staff and volunteers receive safeguarding induction, including the Child Protection and Safeguarding Policy, Employee Handbook, and details of the Designated Safeguarding Lead (DSL), Deputy DSLs (DDSLs) and Child Safety Team.
• Ensure all staff receive regular safeguarding updates, including training on e-safety, whistleblowing procedures and reporting concerns.
• Ensure Year Leaders receive in-house safeguarding training at least twice annually.
• Ensure all staff, students, parents and community users are aware of safeguarding procedures and reporting processes, and that the names and photographs of the DSL and Deputy DSLs are clearly displayed throughout the school.
• Ensure all parents are informed of the school's safeguarding arrangements through publication of the Child Protection and Safeguarding Policy on the school website and other appropriate communication channels.
• Ensure community organisations and external providers using school facilities are aware of, and comply with, the school's safeguarding expectations and procedures.
• Promote a positive safeguarding culture in which staff feel confident to raise concerns, students are taught how to keep themselves safe, including online, and anti-bullying procedures are effectively implemented.
• Ensure written records of bullying incidents are maintained, monitored and reviewed appropriately.
• Promote staff awareness that students with Special Educational Needs and Disabilities (SEND), and those perceived as different, may be at increased risk of bullying, abuse or neglect.
• Ensure vulnerable students, including those with SEND and students subject to Child Protection Plans, receive appropriate support and that any unexplained absence is followed up promptly.
• Ensure allegations against staff are managed appropriately, liaise with the Ministry of Education Link Officer where required, notify the CEO of significant safeguarding concerns, and, in conjunction with the CEO, notify the police where a crime is suspected.
• Ensure that any individual who has harmed, or may pose a risk to, a child is referred to the appropriate statutory or regulatory authorities, including referrals for barring where required.
• Ensure all incidents involving physical intervention are recorded in a secure log and that any intervention causing injury or distress is considered under safeguarding and disciplinary procedures.
• Ensure that all self-harm or attempted suicide concerns are managed sensitively and in accordance with Islamic values, Qatari law and local procedures, including immediate referral to the appropriate authorities, liaison with parents and external agencies, and implementation of multi-agency support arrangements.
• Ensure students returning to school following incidents of self-harm or attempted suicide meet agreed reintegration requirements and continue to receive appropriate safeguarding monitoring and support.
• Ensure parental consent is obtained before photographs or recordings of students are taken or published, that a student's full name is never published alongside their image.
• Ensure students are appropriately dressed in all photographs, videos and images, and that student images are not transmitted through personal email accounts or unauthorised platforms.
• Ensure all staff clearly understand expectations regarding the professional use of mobile phones and personal devices during working hours.
• Provide staff with clear guidance on professional boundaries, including appropriate physical contact, safe use of technology and mobile devices, the requirement that individual meetings with students, either in person or online, take place only through agreed school procedures, with appropriate authorisation, visibility, professional boundaries and safeguarding arrangements.
• Notify the relevant regulatory or inspection authorities of any serious safeguarding incidents or allegations as soon as reasonably practicable.
• Actively contribute to the ongoing review, evaluation and development of safeguarding and child protection policies, procedures and practices across Brighton International Acaemy.
• Provide an annual safeguarding report to the Brighton International Academy Board and CEO, including anonymised safeguarding data, training undertaken, strengths, areas for development and recommendations for improvement.
• Conduct and sign a monthly random audit of safeguarding case files, record any identified actions, assign responsibility and deadlines, and confirm that corrective actions have been completed.

Responsibilities of the Head of Human Resources

• Complete Safer Recruitment Training at least every five years and maintain an up-to-date training record.
• Ensure safer recruitment procedures are implemented across Brighton International Academy, including robust pre-employment checks, reference verification, background screening and risk assessment.
• Liaise with the Principal to ensure all required checks are completed, including confirming that candidates for management positions are not prohibited from managing independent schools.
• Ensure that safeguarding concerns or allegations against adults are referred to the appropriate authorities and that referrals are made where individuals are deemed unsuitable to work with children.

Responsibilities of the Deputy Designated Safeguarding Leads (DDSLs)

• Ms. Amany Al Sheikh is the main point of contact for safeguarding and student welfare concerns. She receives reports, coordinates records and follow-up, and works with Ms. Eman Omar, DSL, on safeguarding assessment and action. Serious allegations and matters requiring external referral are escalated promptly to the DSL.
• Deputy Designated Safeguarding Leads are members of the Child Safety Team and support the Principal/DSL in the effective implementation of safeguarding and child protection procedures across the school.
• Support the implementation, monitoring and review of the Child Protection and Safeguarding Policy and ensure staff comply with their safeguarding responsibilities.
• Where involved in recruitment, complete Safer Recruitment Training and support the Principal in ensuring the suitability of all adults working with children through robust recruitment and pre-employment checks.
• Support the Principal in ensuring all staff and volunteers receive safeguarding induction, annual training and regular updates, including e-safety, whistleblowing, professional conduct and safe working practices.
• Act as a source of safeguarding advice and support for staff, promoting a culture in which children are listened to and concerns are raised promptly.
• Remain alert to safeguarding concerns, including domestic abuse, children missing education, child trafficking, bullying, self-harm, peer-on-peer abuse, and the needs of vulnerable students, including those with SEND and young carers.
• Develop and maintain a working knowledge of local safeguarding procedures, early help processes, referral thresholds and child protection case management arrangements in Qatar.
• Seek advice from the Principal/DSL and liaise with external agencies and professionals as appropriate when concerns arise or referrals are required.
• Keep detailed, accurate and confidential safeguarding records, ensuring that records are stored securely, password protected where held electronically, and transferred securely when students move school.
• Ensure action is taken where a student subject to a Child Protection Plan is absent without explanation, and support the Principal in maintaining accurate safeguarding data and reports.
• Share safeguarding information strictly on a need-to-know basis and ensure all safeguarding matters are handled confidentially.
• Promote awareness and implementation of the Anti-Bullying Policy, ensure records of bullying incidents are maintained, and raise staff awareness that students with SEND or perceived differences may be more vulnerable to abuse or bullying.
• Support the management of allegations against staff, child-on-child abuse incidents, incidents involving physical intervention, and ensure appropriate procedures are followed in all safeguarding cases.
• Ensure all incidents involving physical intervention are recorded appropriately and that any intervention causing injury or distress is considered under safeguarding or disciplinary procedures.
• Support the Principal in responding to incidents of self-harm or attempted suicide in accordance with Qatari law, Islamic values and school procedures, including liaison with parents, relevant authorities and external agencies.
• Support the Principal in ensuring that students returning to school following incidents of self-harm or attempted suicide meet agreed reintegration requirements and continue to receive appropriate safeguarding monitoring and support.
• Ensure parental consent is obtained before photographs or recordings are taken or published, that students are appropriately dressed in all images
• Provide staff with guidance on professional boundaries, including appropriate physical contact, safe use of technology and the requirement that individual meetings with students, either in person or online, take place only through agreed school procedures, with appropriate authorisation, visibility, professional boundaries and safeguarding arrangements.
• Actively contribute to the ongoing review and evaluation of safeguarding policies, procedures and practice across the Academy.
• Ensure that contact with parents regarding safeguarding matters is made only by the Designated Safeguarding Lead or Deputy Designated Safeguarding Lead.

Responsibilities of All Staff

• Safeguarding and promoting the welfare of children is the responsibility of all staff. All staff must remain vigilant to signs of abuse, neglect and safeguarding concerns, including those involving child-on-child abuse.
• Listen carefully to children who disclose safeguarding concerns, take all concerns seriously, and report them immediately to the Designated Safeguarding Lead (DSL) or Deputy Designated Safeguarding Lead (DDSL).
• If receiving a disclosure, staff must not investigate, ask leading questions, make assumptions or promise confidentiality. Staff must explain that concerns will only be shared with those who need to know in order to keep the child safe.
• Make an immediate, accurate and factual written record of any concern or disclosure, using the child's own words wherever possible, and submit this to the DSL or DDSL without delay.
• Seek advice and support from the DSL or DDSL whenever concerns arise regarding a student's welfare or safety.
• Remain alert to concerns regarding the conduct of colleagues and report any behaviour that may have harmed, or may pose a risk of harm to, a child. Concerns regarding staff should be reported to the Principal/DSL, while concerns regarding the Principal must be reported directly to the CEO or the Brighton International Academy Board.
• Raise concerns about poor or unsafe safeguarding practice, including concerns relating to the management of safeguarding or the actions and attitudes of colleagues.
• Familiarise themselves with, and comply with, the Employee Handbook, Staff Code of Conduct, Child Protection and Safeguarding Policy, and all associated safeguarding procedures.
• Use mobile phones and technology responsibly and professionally at all times. Personal device use must not compromise student supervision, confidentiality or the quality of care provided. All use remains open to scrutiny.
• Respect parental preferences regarding photographs and media consent, ensure visitors have authorisation before taking photographs, and keep all digital content and personal information secure.
• Use physical intervention only as a last resort to prevent harm and apply the minimum force necessary. All incidents involving physical intervention must be recorded, signed and witnessed.
• Maintain student safety online and adhere to the school's online safety expectations and procedures.
• Maintain appropriate professional boundaries at all times and must not meet with students individually, either in person or online, outside agreed school procedures.

Appendix 2 - Signs of Abuse and Neglect

Brighton International Academy recognises its responsibility to ensure that all staff are aware of current safeguarding issues and receive appropriate guidance on identifying and responding to concerns. In addition to abuse and neglect, staff will receive training and support in relation to specific safeguarding risks, including bullying, children missing education, child sexual exploitation, domestic abuse, substance misuse, fabricated or induced illness, youth violence, gender-based violence and mental health concerns.

Recognising abuse

Abuse and neglect are forms of maltreatment. Somebody may abuse or neglect a child by inflicting harm or by failing to act to prevent harm. Abuse may be committed by adult men or women and by other children and young people. There are four categories of abuse: physical abuse, emotional abuse, sexual abuse and neglect.

Staff are not expected to determine whether an injury is accidental or non-accidental. Any concern must be reported immediately to Ms. Amany Al Sheikh, DDSL and main safeguarding contact, or through the alternative reporting route in 10.2.

Physical Abuse - indicators

Common injury sites

Physical abuse concerns

Emotional Abuse - indicators

Neglect - indicators

Child Sexual Abuse - indicators

Appendix 3 - Staff Code of Conduct Acknowledgement

I confirm that I have read and understood the Staff Code of Conduct and the Child Protection and Safeguarding Policy. I understand my responsibility to safeguard students, maintain professional boundaries, report concerns immediately and comply with all school safeguarding procedures.

Appendix 4 - Safeguarding Reporting and Referral Flowchart

The following flowchart summarises the school reporting and referral route for safeguarding concerns.

The flowchart is included in the downloadable PDF version of this policy.

Appendix 5 - ITFCP Legal and Standards Alignment

Appendix 6 - Annual Safeguarding Review, Audit and Training Cycle

Aim

The aim of this policy is to keep students safe when using school technology, internet access, online platforms, devices, AI tools and digital communication. It promotes safe, respectful and responsible online behaviour, protects students from online harm, and supports the school safeguarding system.

Scope

This policy applies to all students, staff, parents/guardians, volunteers, visitors, contractors and any person using school devices, school accounts, school internet access, approved online platforms or digital communication linked to Brighton International Academy. It applies on school premises, during school activities, on school trips, during online learning and where online behaviour outside school affects student safety, wellbeing, learning or the reputation of the school.

Policy Statement

Brighton International Academy is committed to providing a safe digital learning environment. Online safety is part of child protection and safeguarding. Student safeguarding concerns must be recorded factually and reported immediately to Ms. Amany Al Sheikh, or to Ms. Eman Omar or another DDSL if she is unavailable. School-adult conduct concerns must follow Section 14 of the Child Protection and Safeguarding Policy. Staff must not investigate online safeguarding concerns themselves, promise confidentiality, delete evidence, forward harmful images or contact alleged perpetrators. Immediate safety, accurate recording and timely reporting are the priority.

Online Risks Covered

• Cyberbullying, harassment, threats, exclusion through group chats, online humiliation or repeated unkind digital communication.
• Unsafe contact, grooming, impersonation, pressure from unknown adults or requests for private information, photos, videos or meetings.
• Harmful content, including violent, sexual, extremist, self-harm, eating disorder, gambling, drug-related or age-inappropriate material.
• Image-based abuse, including sharing private images, taking photos without consent, edited images, fake images and deepfakes.
• AI misuse, including unsafe AI chatbots, fake content, deepfake media, automated bullying, plagiarism, misinformation and uploading identifiable student information.
• Data breaches, weak passwords, shared accounts, unauthorised access, phishing links, scams, malware or misuse of school accounts.
• Harmful online challenges, livestream risks, excessive screen use, age-restricted platforms and online behaviour that affects school safety or wellbeing.

Roles and Responsibilities

• School Leadership: ensures online safety systems, staff training, supervision, accountability and policy implementation are in place.
• DSL - Ms. Eman Omar: has overall safeguarding oversight of online safety concerns, records, risk decisions, parent communication and referrals where needed.
• DDSLs - Ms. Rubita Tahir, Ms. Ouassila Abbi, Ms. Amany Elshikh and Ms. Susan Oommen: support the DSL with student follow-up, concern review, recording and safety actions.
• ICT/IT Team: maintains filtering, monitoring, approved platforms, accounts, devices and technical evidence when authorised by school leadership/DSL.
• Teachers and Staff: supervise technology use, model safe behaviour, protect student data, teach safe use and report concerns promptly.
• Students: use technology respectfully, keep passwords private, report concerns, and do not record, share or post content that could harm others.
• Parents/Guardians: support safe device use at home, monitor age-appropriate access, report concerns early and work with the school to keep children safe.
• Visitors, Volunteers and Contractors: use school systems only when authorised and must follow safeguarding, confidentiality, photography and reporting expectations.

Acceptable Use, Accounts and Password Safety

1. School technology, accounts, internet access and platforms must be used for authorised learning and professional purposes only.

2. Students, parents/guardians and staff must complete the relevant Acceptable Use Agreement before access to school systems or devices is granted. Student acknowledgement must be supported in an age-appropriate way.

3. School accounts must not be shared. Passwords must be private, secure and changed when a risk is suspected.

4. Staff must not allow students to use staff accounts, staff devices or unlocked screens.

5. Unauthorised software, apps, VPNs, proxy sites, external storage must not be used on school systems without approval.

6. Any suspected account breach, phishing message, inappropriate access or data loss must be reported immediately to ICT/IT and the DSL/DDSL where student safety or data is involved.

Filtering, Monitoring and Technical Controls

1. Filtering and monitoring systems are used to block unsuitable content and identify possible online safety risks.

2. The ICT/IT Team will maintain appropriate access controls, approved platforms, device settings and monitoring records.

3. Repeated blocked searches, attempts to bypass filters, access to harmful content or unusual account activity must be reviewed and reported where needed.

4. Technical evidence may be preserved only by authorised staff. Staff must not search students’ devices or accounts unless this is permitted through school procedures and authorised by leadership/DSL.

5. Filtering and monitoring evidence will be reviewed at least termly by the DSL, supported by the DDSLs, ICT/IT and the safeguarding committee.

AI Tools, Chatbots, Deepfakes and Digital Content

1. AI tools may be used only for approved educational or professional purposes and must be supervised appropriately.

2. Staff must not upload identifiable student information, safeguarding records, assessment data, images or confidential school information into AI tools unless the tool has been approved by the school for that purpose.

3. AI tools must not be used to make safeguarding, behaviour, disciplinary, admissions, assessment or risk decisions about students.

4. Students must be taught that AI content may be inaccurate, biased or unsafe and that they must not use AI to bully, impersonate, create fake images, deepfakes or misleading content.

5. Any deepfake, fake image, sexualised image, impersonation, AI-generated abuse or harmful AI chatbot concern must be treated as an online safeguarding concern and reported immediately.

Mobile Devices, Images, Video and Social Media

1. Student mobile phone use must follow the school mobile phone and behaviour procedures. Unauthorised use, filming, photographing, recording or sharing content is not allowed.

2. Students must not take, edit, share or post images, videos or voice recordings of others without permission and school approval.

3. Staff must use school-approved devices, accounts and platforms for school communication and must not contact students through personal social media or private messaging.

4. Staff must not store student images or videos on personal devices. Any accidental capture, sharing error or media concern must be reported promptly.

6. Cyberbullying, humiliation, threats, group-chat targeting, image sharing, fake accounts or harmful social media posts linked to school must be recorded and reported.

Reporting and Response Procedure

1. Listen, reassure and take the concern seriously. Thank the student or adult for reporting.

2. Check immediate safety. Separate students or secure supervision where needed.

3. Do not investigate, question widely, delete evidence, forward harmful images or ask students to show distressing material unnecessarily.

4. Record the concern factually, including the student’s or informant’s own words, date, time, platform, people involved, location of existing evidence and immediate action taken. Do not create screenshots, copies or downloads of harmful images. Evidence handling must follow authorised safeguarding procedures.

5. Report student safeguarding concerns immediately through Section 10.2 of the Child Protection and Safeguarding Policy. Allegations or concerns about school-adult conduct must follow Section 14.

6. Inform ICT/IT where technical action is needed, such as securing an account, preserving evidence, checking filtering logs or blocking access.

7. Safeguarding parent/carer communication must be managed by the DSL/DDSL under Section 12 of the Child Protection and Safeguarding Policy. Parents must not be contacted where this could increase risk or compromise safeguarding action.

8. Agree and record follow-up actions, including student support, behaviour response, parent communication, technical action, monitoring and referral where required.

Education, Prevention and Parent Partnership

• Students are taught online safety through ICT, PSHE/SEL, assemblies, class reminders, homeroom discussions and age-appropriate awareness activities.
• Teaching will include safe communication, trusted adults, cyberbullying, privacy, passwords, age restrictions, online grooming, AI risks, deepfakes, harmful content and respectful online conduct.
• Parents/guardians will receive online safety reminders and may be offered guidance on age-appropriate apps, screen time, parental controls, reporting and responding to cyberbullying.
• The school will use student voice, posters, assemblies and wellbeing activities to encourage students to report concerns early and seek help from trusted adults.

Record Keeping and Confidentiality

• Online safety concerns must be recorded accurately, securely and in line with the Child Protection and Safeguarding Policy, Behaviour Policy, Anti-Bullying Policy and Data Protection procedures.
• Records should include dates, times, platform/device, students involved, what was seen or reported, immediate actions, parent contact, evidence location and follow-up review.
• Sensitive evidence must be handled carefully and only shared with staff who need to know. Harmful images must not be printed, copied, forwarded or stored on personal devices.
• Where a data breach is suspected, the school data/confidentiality procedures must be followed alongside safeguarding reporting where student safety is involved.

Monitoring and Evaluation

Online safety will be monitored through training records, Acceptable Use Agreement trackers, filtering and monitoring logs, incident records, student voice, parent communication, curriculum evidence, safeguarding records and ICT/IT review. The DSL, supported by the DDSLs, will review online safety evidence with ICT/IT and the safeguarding committee at least termly. Patterns will be used to improve supervision, technical controls, PSHE/SEL teaching, parent communication and staff training.

Policy Management and Review

Aim

The aim of this policy is to set clear expectations for mobile phone use, personal devices, photography, video recording, media consent, social media boundaries and professional communication at Brighton International Academy. It supports student safety, effective supervision, confidentiality, privacy, professional conduct and respectful communication with families.

Scope

This policy applies to all staff, students, parents/guardians, volunteers, visitors, contractors and adults working with or on behalf of Brighton International Academy. It applies on the school site, during arrival and dismissal, school activities, trips, events, bus supervision and any school-related context where mobile phones, photographs, recordings, social media or school communication may be used.

Policy Statement

Brighton International Academy recognises that mobile phones and school communication can support safe school operations. However, personal device use, unauthorised photography, informal messaging and social media activity can create safeguarding, confidentiality, supervision and reputational risks. All use of phones, photographs, videos, media content and school-related communication must be safe, professional, transparent, authorised where required and consistent with school procedures.

Key Principles

• Student safety, supervision, dignity and privacy must always come first.
• Staff must keep personal phones away from students during teaching, supervision and duty time.
• Students must hand in mobile phones according to school procedure and must not use them during the school day unless authorised.
• Photographs and videos of students must only be taken, stored and used through approved school procedures and with the correct media consent.
• Staff must not use personal accounts or personal numbers to communicate privately with students.
• School-related posts, images and videos must be authorised, respectful and checked against consent records.
• Any concern involving a phone, image, recording, message or social media post must be reported promptly to the Principal/DSL or a DDSL.

Roles and Responsibilities

Student Mobile Phone Procedure

Staff Mobile Phone and Personal Device Expectations

Photography, Video Recording and Media Consent

Social Media and Professional Communication

Visitors, Volunteers, Contractors and External Providers

• All visitors, volunteers and contractors must follow sign-in, identification and supervision procedures.
• Personal phones must not be used to photograph, film or record students, staff or school activities.
• Where a visitor requires a device for work purposes, use must be authorised and must not compromise student privacy or supervision.
• Any concern about device use by a visitor or contractor must be reported to the supervising staff member and the DSL/DDSL immediately.

Confidentiality and Data Protection

• Passwords and access codes must not be shared with students, parents, visitors or unauthorised staff.
• Lost devices, accidental sharing, unauthorised access or suspected breaches must be reported immediately to the Principal/DSL and HR where relevant.
• Where a breach may place a child at risk, the DSL/DDSL must be informed immediately and safeguarding procedures must be followed.

Breaches, Reporting and Follow-Up

Related Policies and Documents

• Child Protection and Safeguarding Policy
• Confidentiality, Privacy and Whistleblowing Policy
• Data and Privacy Policy
• Teaching and Non-Teaching Staff Code of Conduct
• Student Behaviour, Psychological Support and Disciplinary Policy
• Anti-Bullying Policy
• Media Consent Forms

Policy Management and Review

Aim

The aim of this policy is to establish clear expectations for confidentiality, privacy, professional information handling and whistleblowing at Brighton International Academy. It ensures that personal information is protected, safeguarding information is handled securely, and all adults know how to raise concerns about unsafe practice, misconduct or behaviour that may place students at risk.

Scope

This policy applies to all staff, leaders, volunteers, contractors, visitors and adults working with or on behalf of Brighton International Academy. It applies during the school day, school activities, educational visits, meetings, parent communication, administrative work, safeguarding practice and any situation where school information, student welfare, professional conduct or personal data may be affected.

Policy Statement

Brighton International Academy respects the privacy and dignity of students, parents/guardians, staff, governors and the wider school community. Confidential information must only be accessed, discussed, recorded or shared where there is a legitimate professional need. Student safeguarding and child protection concerns must be reported immediately through Section 10.2 of the Child Protection and Safeguarding Policy. Allegations and concerns about school adults must follow Section 14 of that policy and the reporting routes below.

Staff must never allow confidentiality to prevent action where a child may be at risk of harm.

Key Principles

• Student safety, welfare and best interests are the first priority.
• Confidential information is shared only on a strict need-to-know basis.
• Staff must not promise secrecy to students, parents or colleagues.
• Safeguarding records must be factual, dated, secure and accessible only to authorised staff.
• Concerns about adults, unsafe practice or misconduct must be reported without delay.
• Concerns raised in good faith will be treated seriously, confidentially and without victimisation.
• All staff must follow the Child Protection and Safeguarding Policy, Staff Code of Conduct, Data and Privacy Policy and related procedures.

Confidentiality and Information Sharing Procedure

Safeguarding Confidentiality

Student safeguarding information must be shared immediately through Section 10.2 of the Child Protection and Safeguarding Policy. Information concerning allegations or concerns about school adults must follow Section 14.

• Staff must never investigate a safeguarding concern themselves or delay reporting while seeking further proof.
• Students must be reassured that they have done the right thing by speaking, but staff must not promise to keep a concern secret.
• Information may be shared with parents/guardians, external agencies or authorities where this is necessary, lawful and in the best interests of the child.
• Safeguarding files must be kept separate from general school records and accessed only by authorised staff.
• All conversations about safeguarding must take place privately and professionally, away from students, parents, visitors and unauthorised staff.

Confidential Records, Privacy and Data Handling

• Personal information must be accurate, relevant, secure and used only for legitimate school purposes.
• Student, parent, staff, medical, safeguarding, HR and financial information must not be discussed casually or shared informally.
• Confidential documents must not be left unattended in classrooms, reception areas, printers, meeting rooms or shared spaces.
• Access to files, passwords and systems must not be shared with unauthorised individuals.
• Information must be disposed of securely when no longer required, in line with school retention procedures.
• Any suspected loss, unauthorised access, mistaken disclosure or breach of confidentiality must be reported immediately to the Principal/DSL and HR where relevant.

Professional Conversations and Meetings

• Staff must speak respectfully and professionally about students, parents, colleagues and school matters.
• Sensitive discussions must be held in appropriate private spaces and must not be overheard by students, parents or visitors.
• Meeting notes, minutes and action points must be factual and stored securely when they include confidential information.
• Staff must not seek confidential information unless it is necessary for their role.
• Where a member of staff is unsure whether information can be shared, they must seek advice from the Principal/DSL or HR before sharing.

Whistleblowing, Allegations and Low-Level Concerns

Brighton International Academy takes all allegations, low-level concerns and whistleblowing concerns seriously. This includes concerns about any member of staff, volunteer, contractor, leader or adult whose behaviour has harmed, may have harmed, or may pose a risk to a child, whether the concern relates to conduct inside or outside school.

Whistleblowing includes raising concerns about unsafe practice, poor safeguarding practice, misconduct, breaches of confidentiality, failure to follow procedures, misuse of school resources, serious health and safety risks, dishonest conduct, abuse of authority, cover-up of wrongdoing or behaviour that may place students or staff at risk.

How to Raise a Whistleblowing Concern

1. Report the concern using the correct route below as soon as possible.
2. Record what you saw, heard or were told, including dates, times, names, locations and any immediate action taken.
3. Do not investigate, question witnesses, alert the person of concern or discuss the matter informally.
4. If you believe a child is at immediate risk, treat the matter as urgent and escalate immediately.
5. Concerns raised in good faith will be handled confidentially and staff will be protected from victimisation or retaliation.

Reporting Routes

How Concerns Will Be Managed

• The receiving leader will acknowledge the concern, consider immediate safety needs and decide the next steps.
• Safeguarding concerns will be referred to the DSL/DDSL and handled in line with the Child Protection and Safeguarding Policy.
• Staff conduct concerns may involve HR, the CEO/Board or external advice depending on the nature and seriousness of the concern.
• Records will be kept confidential, factual and secure, with access limited to those who need to know.
• The person raising the concern may not be given full details of the outcome where this would breach confidentiality, but they should be reassured that the matter has been received and considered.
• Suspension is not automatic. It may be considered where necessary to protect students, preserve evidence or allow a fair process.

False, Malicious or Vexatious Concerns

Staff will never be penalised for raising a concern in good faith, even if the concern is not substantiated. However, deliberately false, malicious or vexatious allegations may be treated as a disciplinary matter. The school will consider the difference between a mistaken concern raised honestly and a concern raised with intent to harm.

Breaches of Confidentiality

• Any breach or suspected breach must be reported immediately to the Principal/DSL and HR where relevant.
• The school will act to contain the breach, protect affected individuals, retrieve or secure information where possible and record action taken.
• Where a breach involves safeguarding information, the DSL will decide whether further safeguarding action or external advice is required.
• Serious or repeated breaches may result in disciplinary action, up to and including dismissal, and may be referred to external authorities where required.

Training and Communication

• All staff will receive safeguarding, confidentiality and reporting expectations through induction and regular training.
• Staff must confirm that they have read and understood this policy and related procedures.
• Leaders will remind staff regularly that confidentiality does not prevent safeguarding reporting.
• This policy will be made available to staff and reviewed annually or sooner if legislation, guidance, safeguarding practice or school procedures change.

Monitoring and Evaluation

This policy will be monitored through safeguarding review, HR records, staff training records, safeguarding audits, incident review, whistleblowing records and leadership oversight. Patterns, concerns or repeated breaches will be used to improve training, supervision, systems and policy implementation.

Related Policies and Documents

• Child Protection and Safeguarding Policy
• Data and Privacy Policy
• Staff Code of Conduct
• Safer Recruitment Policy
• Online Safety Policy
• Health and Safety Policy

Policy Management and Review

Aim and Scope

This policy sets clear expectations for the rare use of physical intervention at Brighton International Academy. It applies to all staff, students, volunteers and adults working with students during the school day, trips, activities and school events. It should be read with the Behaviour Policy, Child Protection and Safeguarding Policy and Health and Safety Policy.

Policy Statement

Physical intervention must only be used as a last resort to prevent immediate harm to a student or others. Property damage or leaving safe supervision justifies intervention only where it creates an immediate risk of harm. Intervention must never be used for punishment, convenience, intimidation or simple non-compliance. Any intervention must be necessary, proportionate and use the minimum force for the shortest possible time.

After Any Physical Intervention

• Make the area safe, check the student and any others involved, and provide first aid or nurse support if needed.
• Report the intervention promptly through Section 10.2 of the Child Protection and Safeguarding Policy and complete a factual, signed and dated incident record. Any concern about excessive force or inappropriate adult conduct must be reported directly through Section 14. Obtain factual witness accounts where available and record if no witness was present.
• Parent/carer communication must be managed by the DSL/DDSL under Section 12 of the Child Protection and Safeguarding Policy, normally promptly after the incident, unless contact could increase risk or compromise safeguarding action.
• The student and staff involved should be debriefed, support offered, and future prevention strategies agreed where needed.
• Repeated or foreseeable risk must lead to a reviewed risk assessment, behaviour support plan and staff briefing.

Monitoring, Review and Policy Management

Incidents will be monitored by the Principal/DSL to identify patterns, training needs and further support. This policy will be reviewed annually or sooner following a serious incident, complaint or safeguarding update.

Policy Management and Review

Aim

The aim of this policy is to support students' health, dignity, privacy, independence, wellbeing and safety by ensuring that intimate care, toileting and bathroom arrangements are safe, clean, respectful, culturally appropriate and consistently managed for all students.

Scope

This policy applies to all students, staff, parents/guardians, visitors, volunteers, contractors and other adults involved in school activities. It applies on school premises and during school trips, events and activities where intimate care or toileting support may be required.

Definition of Intimate Care

• Intimate care means any support that involves toileting, washing, changing, dressing, continence support, menstrual management, cleaning after an accident, or touching/supervising intimate personal areas.
• It includes direct care and the supervision of students who are carrying out intimate self-care but still need adult support because of age, development, disability, medical needs or temporary circumstances.
• Medical or more specialist care must only be provided by the school nurse or by authorised staff following an agreed health or intimate care plan.

Policy Statement

Brighton International Academy is committed to safeguarding and promoting the welfare of all students. Students will be supported with sensitivity, privacy and respect. The school will encourage independence wherever possible and will work with parents/guardians, the school nurse and relevant staff to provide safe, appropriate and well-recorded support where additional care is needed.

Key Principles

• Students must be treated with dignity, privacy, kindness and respect at all times.
• Staff must encourage students to do as much for themselves as is appropriate for their age, ability and needs.
• Staff must explain what support is being offered, use respectful language and seek the student's permission before direct intimate care begins.
• If a student is distressed, reluctant or says no, staff must pause where safe to do so, reassure the student and seek support from the school nurse, DSL or a DDSL as appropriate.
• The religious, cultural and family values of students must be considered, especially regarding modesty and the gender of the adult providing support, where this is possible and safe.
• Students must not be excluded, shamed or treated unfairly because they require toileting, continence, menstrual or intimate care support.
• Confidentiality must be maintained. Information should only be shared with staff who need to know in order to keep the student safe and supported.

Safeguarding and Staff Conduct

• Only authorised school employees may provide direct intimate care. Volunteers, visitors, contractors and student helpers must not provide intimate care.
• Where a student needs planned regular intimate care, the arrangements must be written in an Individual Intimate Care Plan agreed with parents/guardians and relevant staff.
• Where direct intimate care is required, a second adult should be present or nearby where possible, in a way that safeguards the student and staff member while preserving the student's privacy.
• Staff must avoid being alone with a student in a toilet cubicle or bathroom area unless there is an immediate health, safety or safeguarding need. If this happens, it must be recorded and reported to the appropriate staff member.
• No member of staff may carry or use a mobile phone, camera, smart watch camera or similar device while providing intimate care.
• Staff must use appropriate hygiene procedures, including handwashing, gloves/PPE where needed, safe disposal of waste and cleaning of the area after an accident.
• Any concern, disclosure, unexplained injury, repeated toileting issue, inappropriate behaviour, student distress or worry linked to intimate care or bathroom use must be reported to the DSL, Ms. Eman Omar, or to a DDSLs.

Individual Intimate Care Plans

• A written Individual Intimate Care Plan must be created for any student who needs regular or ongoing intimate care support.
• The plan should be agreed with parents/guardians, the school nurse, relevant class staff and, where needed, the DSL, DDSL or Head of Learner Support.
• The student should be involved in the plan where this is appropriate for their age, communication and understanding.
• The plan should record the student's needs, level of independence, agreed staff, communication approach, preferred terminology, supplies, dignity/modesty considerations, medical guidance, parent communication and recording arrangements.
• Any known historical concern, trigger, anxiety or safeguarding information should be considered on a need-to-know basis to reduce risk and support the student safely.
• Plans must be reviewed at least annually and earlier if the student's needs change, staff arrangements change, a concern is raised, or the student attends a trip/activity where care arrangements may be different.

Procedures for Occasional Accidents or One-Off Support

• Students should be encouraged to clean or change themselves independently where they can do so safely and appropriately.
• Staff may talk a student through changing, washing or organising clothing from outside the cubicle or bathroom area where this protects privacy.
• The school nurse should be involved when there is a health, hygiene, injury or repeated accident concern.
• Parents/guardians should be informed the same day if their child required direct intimate care, had a significant accident, needed spare clothing or there is a pattern of concern.

Procedures for Planned Regular Intimate Care

• Staff must follow the student's Individual Intimate Care Plan and provide only the agreed level of support.
• Before starting, staff must explain what they are going to do, check the student is comfortable and seek permission in an age-appropriate way.
• Staff must maintain privacy by using appropriate bathroom/changing spaces and keeping doors or screens positioned to protect dignity while still following safeguarding arrangements.
• Staff should use agreed supplies and hygiene procedures, including gloves/PPE where required.
• Staff must record the care provided, any concerns and whether parents/guardians were informed, according to the plan.

Menstrual Care, Changing and Personal Hygiene

• Students who need menstrual support must be treated sensitively, discreetly and without embarrassment.
• Sanitary products should be available through agreed school arrangements, and disposal facilities should be clean, private and hygienic.
• Where a student needs support with changing clothing, washing or personal hygiene, staff should encourage independence first and provide direct support only where necessary and agreed.
• Any repeated concern about hygiene, menstruation, toileting accidents or distress should be discussed with parents/guardians and the school nurse, and referred to safeguarding staff if there are welfare concerns.

Roles and Responsibilities

General Bathroom and Hygiene Guidelines

• Bathrooms must be clean, safe, well ventilated and suitable for student use.
• Separate facilities are provided for boys and girls, with appropriate privacy.
• Bathrooms must have soap, water and hand-drying facilities wherever possible.
• Early years students receive gentle support to build independence while maintaining dignity.
• Staff must follow school routines so students are accounted for when leaving class to use the bathroom.
• Any damage, broken fixtures, hygiene concerns, unsafe behaviour or lack of supplies must be reported immediately.
• The school follows Qatar education authority expectations and internal safeguarding, wellbeing, health and safety and hygiene procedures.

Cleaning Log Book and Monitoring

• A bathroom cleaning log book must be kept for each bathroom area or block.
• The Facilities Officer or Cleaning Supervisor must check the log book daily to make sure cleaning has been completed and concerns have been followed up.
• Urgent hazards, hygiene issues or maintenance concerns must be reported immediately and the bathroom should be closed if it is unsafe.
• The cleaning log book is for cleaning and maintenance monitoring only. It must not include private student information.

Recording and Reporting

• All direct intimate care must be recorded using the Intimate Care Support Record or another agreed secure school system.
• Records should include the date, time, student name, care provided, staff involved, second adult/nearby adult, parent communication and any concerns.
• Parents/guardians must be informed the same day when a student needs support outside their normal plan, has an accident requiring support, requires spare clothing, or where there is a welfare or health concern.
• Repeated accidents, significant changes in toileting behaviour, distress, unexplained marks or injuries, disclosures or concerns about adult conduct must be reported to the DSL or a DDSL immediately.
• Intimate care records must be treated as confidential and stored securely. Cleaning logs must not be used to record student care details.

Educational Visits, Trips and Activities

• Individual Intimate Care Plans must be considered when planning trips, events, PE, swimming or any activity where bathroom or changing arrangements may differ from the normal school day.
• Risk assessments should include privacy, staffing, supplies, transport, access to suitable facilities, parent communication and emergency arrangements.
• Parents/guardians should be consulted before trips where additional intimate care arrangements are required.

Monitoring and Evaluation

The school will regularly monitor the cleanliness, safety and condition of bathroom facilities and the effectiveness of intimate care arrangements. Inspection findings, cleaning log books, staff feedback, student concerns, parent communication and safeguarding records will be used to make improvements and ensure that care remains safe, respectful, hygienic and suitable for use.

Policy Management and Review

Aim

The aim of this policy is to define acceptable and unacceptable behaviour, provide a positive behaviour management system, outline fair disciplinary measures, and ensure students receive appropriate psychological, counselling and wellbeing support.

Scope

This policy applies to all students, staff and administration at Brighton International Academy. It applies during lessons, break times, transitions, school buses, trips, activities, online learning spaces and any school-related context.

Policy Statement

Brighton International Academy has high expectations for student behaviour. Students are expected to show adab, respect, honesty, responsibility and care for others so that everyone is safe, valued and able to learn without disruption. Behaviour responses will be consistent, staged, restorative and focused on learning, wellbeing and improvement.

Roles and Responsibilities

School Management - ensure this policy is implemented fairly, approve serious disciplinary action, and ensure staff, students and parents understand expectations.
DSL: leads safeguarding decisions where behaviour may involve harm, abuse, bullying, self-harm, neglect, child-on-child abuse or serious risk.
DDSLs: support the DSL, advise staff, record safeguarding concerns and follow up where needed.
Homeroom Tutor: first point of contact for families; checks in with students, reinforces expectations, records concerns and liaises with subject teachers, floor monitor, counsellor/psychologist and DSL/DDSL.
Floor Monitor: reports concerns, documents incidents, supports supervision and liaises with students, staff and the school psychologist/social worker.
School Psychologist / Counsellor / Social Worker: provides guidance sessions, family liaison, student support, behaviour plans, case studies and advice on escalation or de-escalation.
Teachers and All Staff: model positive behaviour, use the staged approach, record incidents accurately and report concerns promptly.
Students and Parents: follow school expectations, work respectfully with staff and support agreed behaviour targets.

Routine behaviour communication may be undertaken by authorised teachers and pastoral staff. Where safeguarding is involved, parent/carer communication must be managed by the DSL/DDSL under Section 12 of the Child Protection and Safeguarding Policy. Staff must not contact parents where this could increase risk or compromise safeguarding action.

General Guidelines

1. Rules and expectations are clearly explained, displayed and reinforced consistently across the school.
2. Staff build positive relationships through fairness, listening, emotional safety and respect.
3. Positive behaviour is recognised through praise, stickers, points, certificates, Star of the Week and the house point system.
4. Consequences are proportionate, staged, immediate where possible, and focused on reflection and learning rather than punishment alone.
5. Students are given verbal reminders before formal consequences, unless the incident is serious or unsafe.
6. Behaviour is recorded on Engage or the approved school behaviour log, and the floor monitor/social worker is informed when needed.
7. Individual support may include behaviour plans, counselling/psychologist support, parent meetings and reintegration targets.
8. Student safeguarding concerns must be reported immediately through Section 10.2 of the Child Protection and Safeguarding Policy. Concerns about school adults must follow Section 14. Behaviour procedures must not delay safeguarding action.

Behaviour Zones and Staged Responses

Hygiene difficulties and toileting needs must be addressed through welfare, health and intimate-care support. Students must not be punished for medical, developmental, disability-related or family support needs beyond their control. Any safeguarding concern must be reported immediately.

Suspension, Expulsion and Non-Continuation

Suspension may be used for serious or unsafe behaviour, normally for one or two days, after review by school leadership and communication with parents. The student must complete a reintegration meeting before returning to class.
Expulsion or non-continuation may only be considered for extreme or repeated Red Zone behaviour, serious safeguarding/safety risks, or where previous support and interventions have not led to improvement. This must be approved by senior leadership and handled in line with school procedures and applicable Ministry expectations.
Disciplinary action must never replace safeguarding action. Where there is risk of harm, staff must report immediately through Section 10.2 of the Child Protection and Safeguarding Policy.

Psychological, Counselling and Wellbeing Support

Students should receive support alongside consequences. Support may include check-ins, guidance sessions, restorative conversations, behaviour targets, parent meetings, individual behaviour plans, counselling/psychologist input and social worker follow-up. The aim is to help students understand behaviour, repair harm, rebuild trust and return successfully to positive learning.

Monitoring and Evaluation

The school monitors behaviour, interventions and disciplinary actions through observation, Engage/behaviour logs, incident records, parent communication, student feedback, case reviews and termly review by the social worker/psychologist and school leadership. Patterns are reviewed to improve supervision, wellbeing support, staff guidance and the overall behaviour system.

Policy Management and Review

Aim

The aim of this policy is to keep all students safe, valued and respected. Brighton International Academy does not accept bullying in any form. The school will prevent bullying through clear expectations, PSHE/SEL learning, Islamic character education, supervision and student voice. When bullying is reported, the school will respond quickly, fairly and consistently, with support for the student affected and clear follow-up with the student showing bullying behaviour.

Scope

This policy applies to all students, staff, parents and visitors. It applies in classrooms, corridors, playgrounds, toilets, buses, school trips, online spaces, school events and during transition times. It also applies to online or out-of-school behaviour where it affects a student’s safety, wellbeing or learning in school.

Definition of Bullying

Bullying is behaviour that is intended to hurt, frighten, humiliate or exclude another student. It may happen more than once, or it may be a serious single incident where there is intimidation, harm, a power imbalance, discrimination, online abuse or a safeguarding concern.

• Physical bullying: hitting, pushing, kicking, taking or damaging belongings.
• Verbal bullying: name-calling, insults, threats, teasing or offensive comments.
• Social or emotional bullying: exclusion, spreading rumours, humiliation or controlling friendships.
• Cyberbullying: unkind messages, images, group chats, online threats, sharing private information or encouraging others to target a student.
• Prejudiced or discriminatory bullying: bullying linked to nationality, language, culture, religion, disability, appearance, family background or any personal characteristic.

Policy Statement

BIA promotes a culture of kindness, respect, rahmah (mercy/compassion), adab (manners) and responsibility. Students are encouraged to speak up, report concerns and support one another. All reports will be taken seriously. The school response will be educational, restorative where appropriate, and protective of student safety. Serious or repeated bullying may lead to sanctions in line with the Behaviour Policy.

Prevention and Whole-School Approach

• PSHE/SEL themes, Islamic character links and Homeroom Time discussions will teach friendship, respect, kindness, safe choices and asking for help.
• Anti-bullying awareness activities, assemblies, class pledges, student voice and poster campaigns will be used during the year.
• Staff will supervise high-risk areas such as corridors, toilets, playgrounds, buses and transition points.
• Students will be reminded to use trusted adults, the Feelings Box Box, class teachers, coordinators, the social worker/counsellor, DSL or DDSLs when they need help.
• Parents will be encouraged to report concerns early and work with school staff to resolve issues.

Roles and Responsibilities

• Principal and Senior Leadership Team: ensure the policy is implemented consistently and support serious or repeated cases.
• DSL: leads safeguarding decisions where bullying involves risk of harm, disclosure, abuse, discrimination, online safety or serious wellbeing concerns.
• DDSLs: Support the DSL with safeguarding follow-up, records and student safety actions.
• Coordinators / Year Leaders: support investigation, parent communication, behaviour actions and monitoring of repeated concerns.
• Social Worker / School Counsellor: provide wellbeing support, check-ins, student reflection work and restorative support where appropriate.
• Homeroom Teachers and Class Teachers: teach PSHE/SEL links, monitor class relationships, record concerns and report promptly.
• All Staff and Supervising Adults: remain alert, intervene safely, reassure students and report routine bullying concerns on the same day. Safeguarding concerns must be reported immediately through Section 10.2 of the Child Protection and Safeguarding Policy.
• Students: show respect, do not join in bullying, speak up, and report concerns to a trusted adult.
• Parents: support the school’s approach, report concerns calmly and work with the school to resolve issues.

Reporting and Response Procedure

1. Listen and reassure the student. Thank them for reporting and remind them that they have done the right thing.

2. Check immediate safety. Separate students if needed and ensure supervision is in place.

3. Record the concern on the correct school form or behaviour/concern log on the same day.

4. Inform the Coordinator/Year Leader of routine bullying concerns. Any safeguarding concern must be reported immediately to Ms. Amany Al Sheikh, or to Ms. Eman Omar or another DDSL if she is unavailable. Concerns about school adults must follow Section 14 of the Child Protection and Safeguarding Policy.

5. Authorised staff may establish the facts of routine bullying incidents fairly and sensitively. Where abuse, serious harm or another safeguarding concern is suspected, staff must not investigate or question witnesses independently. The DSL will determine the appropriate next steps.

6. Authorised staff may contact parents about routine bullying matters. Where safeguarding is involved, parent contact must be managed by the DSL/DDSL under Section 12 of the Child Protection and Safeguarding Policy and must not occur where it could increase risk or compromise safeguarding action.

7. Agree actions: support for the student affected, reflection and consequences for the student showing bullying behaviour, and any class or year-group support needed.

8. Monitor and review. A named adult should check in with the student affected and review whether the bullying has stopped.

Support and Intervention

For the student affected:

• Provide reassurance, a trusted adult, check-ins and a clear plan for where to go if they feel unsafe.
• Offer support from the social worker/counsellor where needed.
• Inform parents when appropriate and keep them updated on agreed actions.

For the student showing bullying behaviour:

• Use reflection, behaviour support, restorative conversation where safe, and clear consequences.
• Involve parents for confirmed, repeated or serious incidents.
• Escalate to behaviour sanctions, suspension or further action where behaviour is serious or repeated, in line with the Behaviour Policy.

For the wider class/year group:

• Use PSHE/SEL lessons, circle time, assemblies and reminders to rebuild a safe and respectful culture.
• Monitor friendship groups, transition times and online behaviour where concerns have been identified.

Record Keeping and Confidentiality

All bullying concerns must be recorded accurately and stored securely. Records should be factual and include dates, times, location, students involved, witnesses, what happened, immediate action taken, parent contact, agreed outcomes and follow-up review. Records should be shared only with staff who need to know. Where bullying raises a safeguarding concern, it must be reported immediately through Section 10.2 of the Child Protection and Safeguarding Policy. Detailed safeguarding information must be stored separately from routine behaviour records.

When Bullying Becomes a Safeguarding Concern

Some bullying concerns may indicate that a child is at risk of significant harm. Staff must report immediately through Section 10.2 of the Child Protection and Safeguarding Policy if bullying includes threats, serious physical harm, sexualised behaviour, discrimination, online exploitation, sharing images, self-harm concerns, repeated intimidation, or any disclosure of abuse or neglect.

Monitoring and Evaluation

The school will review the effectiveness of this policy through incident records, student voice, parent concerns, staff feedback, safeguarding records and termly wellbeing/behaviour review. Patterns will be identified and used to improve supervision, PSHE teaching, awareness activities and support for students.

Policy Management and Review

Aim

The purpose of this policy is to ensure clarity and consistency in managing student's daily operations and welfare. It provides guidance on uniform and dress, hygiene, toileting, break times, healthy food, and handling lost and missing items to enhance student safety, health, and a sense of belonging. 

Scope  

This policy applies to all students, parents, staff, and relevant stakeholders at Brighton International Academy. 

Policy Statement

Brighton International Academy is committed to maintaining a safe, healthy, and supportive learning environment. The school promotes positive behaviour, respect for cultural values, and student well-being through clear expectations regarding uniform, hygiene, break times, healthy eating, and personal responsibility. 

Roles and Responsibilities

Administration

• Ensure implementation and monitoring of the policy  
• Maintain the Lost & Found system  
• Communicate with parents regarding concerns or non-compliance  

Teachers & Staff

• Monitor student compliance with uniform and behaviour expectations  
• Supervise break times and ensure student safety  
• Promote hygiene practices and healthy habits  
• Support management of lost and found items  

School Nurse

• Oversee student health and hygiene practices  
• Provide guidance on illness and infection control  
• Ensure students with contagious illnesses return only when safe  

Parents and Guardians

• Ensure students wear correct uniform and maintain personal hygiene  
• Provide healthy and balanced meals  
• Support school expectations and student well-being 

General Guidelines

Uniform and Dress

1. Students must wear clean, neat, and correct school uniform  
2. Uniform reflects school pride and community values  
3. Modest dress and cultural respect must be maintained (including hijab options)  
4. Jewellery must be minimal; no make-up or nail polish allowed  
5. Hairstyles should be neat and natural  

Hygiene

1. Students must wash hands regularly (after toileting, before eating, after play)  
2. Hygiene supplies are provided by the school  
3. Sick students must remain at home until fully recovered (48 hours symptom-free)  
4. Hygiene is taught daily with respect for privacy and culture  

Toileting

1. Clean, safe, and separate toilet facilities are provided  
2. Younger students are supported in developing independence  
3. Facilities are maintained according to Qatar guidelines 

Break Time

1. Breaks are supervised to ensure safe and respectful play  
2. Unsafe behaviour is not allowed  
3. Indoor breaks may be arranged during extreme weather  

Healthy Food

1. Students should bring balanced and nutritious meals  
2. Sugary and processed foods are discouraged  
3. Healthy eating is promoted through school activities and awareness programs  

Lost and Found

1. Lost items must be reported immediately  
2. Found items are stored in a designated Lost & Found area  
3. Unclaimed items may be donated after one term with prior notice 

Monitoring and Evaluation

The policy will be regularly monitored by school leadership through observations, feedback, and incident reviews. Adjustments will be made to improve effectiveness and ensure alignment with best practices and cultural expectations. 

Policy Management and Review

Aim

The aim of this policy is to promote high standards of personal and environmental hygiene throughout the school to safeguard the health, safety, and wellbeing of all students, staff, and visitors and to reduce the risk of illness and infection 

Scope

This policy applies to all students, staff, contractors, volunteers, visitors, and any individuals using school facilities or participating in school activities. 

Roles and Responsibilities

School Administration

• Ensure appropriate hygiene procedures, facilities, and resources are available throughout the school. 
• Monitor compliance with hygiene standards and arrange regular cleaning and maintenance of school premises. 
• Promote hygiene awareness and implement measures to prevent and manage the spread of illness. 

Teachers

• Model and reinforce good hygiene practices among students. 
• Monitor classroom hygiene and encourage students to maintain clean and organised learning environments. 
• Report hygiene concerns, hazards, or potential health risks to the appropriate personnel. 

Students

• Follow good personal hygiene practices, including regular handwashing and proper respiratory etiquette. 
• Help keep classrooms, shared spaces, and school facilities clean and tidy. 
• Report any hygiene concerns, illness, or unsafe conditions to a member of staff. 

Parents/Guardians

• Encourage and support good hygiene practices at home. 
• Ensure their child attends school in a clean and hygienic condition and with any required personal hygiene items. 
• Keep children at home when they are unwell and inform the school of any contagious illnesses where appropriate. 

School Nurse

• Promote health and hygiene awareness among students and staff through guidance and education. 
• Monitor and support students with hygiene-related or communicable health concerns and provide appropriate advice. 
• Work with parents/guardians and school staff to help prevent and manage the spread of illness within the school community. 

General Guidelines

1. The school promotes good personal hygiene to help students stay healthy and feel well. 
2. Students are encouraged to wash their hands regularly, especially after using the bathroom, before eating, and after outdoor play. 
3. Soap and water are available at all times, and hand sanitiser is provided when needed. 
4. The school nurse supports student health and provides guidance on hygiene-related concerns. 
5. Students with contagious illnesses should stay at home until they have fully recovered, typically for 48 hours after symptoms have stopped. 
6. Good hygiene habits are taught as part of the daily school routine while respecting students' cultural backgrounds and privacy. 

Monitoring and Evaluation

The school will regularly monitor hygiene practices, cleanliness standards, and health-related incidents to ensure a safe and healthy environment for all members of the school community. Hygiene procedures and this policy will be reviewed periodically to assess effectiveness and identify areas for improvement. 

Policy Management and Review

Purpose

The purpose of this policy is to explain how health and safety are managed at Brighton International Academy. It sets clear expectations for teachers and staff, outlines responsibilities and describes procedures used to reduce risks, protect students and respond to emergencies, including evacuation, lockdown, shelter-in-place, emergency alerts, site safety, manual handling and incident reporting.

This policy should be read alongside the school’s safeguarding, supervision, emergency, lockdown, site safety and school transport procedures.

Scope

This policy applies to everyone on the school premises and during school activities, including school leadership, teaching and non-teaching staff, students, visitors, parents, volunteers, contractors and service providers.

It applies during lessons, break times, arrival, dismissal, events, trips, clubs and any school-led activity on or off site.

Key Principles

• Student safety, wellbeing and safeguarding are everyone’s responsibility.
• Risks must be identified early, reported quickly and followed up properly.
• Students must be supervised appropriately during lessons, movement, break times, arrival, dismissal, trips, events and emergencies.
• During evacuation, lockdown, shelter-in-place or an official alert, staff must follow the instructions of the Principal/SLT and keep students calm, supervised and accounted for.
• Student safeguarding concerns must be reported immediately to Ms. Amany Al Sheikh. If she is unavailable, report directly to Ms. Eman Omar or another DDSL. Concerns about school adults must follow Section 14 of the Child Protection and Safeguarding Policy.
• Staff should not ignore hazards, unsafe behaviour, blocked exits, unsafe equipment, site defects or supervision concerns.
• Records should be clear, factual, dated and stored securely.

Definitions

• Health and safety: actions taken to protect people from harm, injury or illness at school.
• Hazard: anything that could cause harm, such as unsafe equipment, blocked exits, spills or poor supervision.
• Risk assessment: identifying hazards, deciding who may be harmed and agreeing control measures.
• Emergency evacuation: leaving the building safely during fire or serious internal danger.
• Lockdown: securing students in safe rooms during a direct threat on or near the school.
• Shelter-in-place: remaining indoors or moving to a safer internal area during an external hazard or official alert.
• Controlled movement: organised movement to a safer area only when directed by SLT or emergency services.
• All-clear: confirmation by the Principal/SLT that the immediate danger has passed.
• Safeguarding concern: any worry that a student may be at risk of harm, unsafe supervision or unsafe adult behaviour.
• Contractors: external or internal workers carrying out maintenance, repairs or services at school.

Health and Safety Committee / Responsible Team

The school will maintain a Health and Safety Committee or responsible team appropriate to the school context. The group may include leadership, facilities, medical, safeguarding and staff representatives where appropriate.

• The committee or responsible team will review health and safety matters regularly and after any significant incident, drill, change in procedure or serious concern.
• The group will monitor site safety, accident and incident records, hazard reports, emergency drills, fire safety, risk assessments, contractor safety, staff training and follow-up actions.
• Actions agreed by the committee or responsible team should be recorded, assigned to the relevant person or team and reviewed until completed.
• Urgent risks must be escalated immediately to the relevant leader and should not wait for the next scheduled meeting.

Emergency Evacuation

• Fire exits, alarms, evacuation routes and assembly areas must be clearly marked, accessible and kept clear.
• Emergency evacuation procedures must be shared with staff and practised through scheduled drills.
• Registers must be taken at the assembly point and any missing student, staff member or visitor must be reported immediately.
• Students who need additional support must be considered in evacuation planning.
• Any evacuation issue, blocked exit, unclear signage, alarm concern or hazard must be reported and reviewed promptly.

Fire Safety and Civil Defence

• The school will follow applicable Qatar Civil Defence requirements and maintain appropriate fire safety arrangements.
• Fire alarms, extinguishers, emergency lighting, evacuation diagrams, exits and routes must be checked as part of site safety procedures.
• Fire exits, corridors, stairways and escape routes must never be blocked by furniture, displays, bags, storage or equipment.
• Staff must know the nearest exit routes, assembly point and procedure for supporting students during an evacuation.
• Concerns about fire equipment, alarm systems, evacuation maps or blocked routes must be reported immediately.

Emergency Alert, Shelter-in-Place and Controlled Movement

This section applies during any official Qatar National Alert System message, siren, Ministry/Civil Defence instruction, nearby emergency, explosion, suspected falling debris, chemical/pollution concern, severe external hazard or other incident affecting the school site.

• Brighton International Academy will follow instructions issued by Qatar authorities, including the Ministry of Interior, Civil Defence, Ministry of Education and Higher Education and emergency services.
• Internal danger, such as fire, smoke, gas smell, chemical spill or unsafe structural damage inside the building, usually requires evacuation or controlled movement away from the danger.
• External danger, such as a siren, Ministry alert, suspected falling debris, shrapnel, nearby emergency or unsafe outdoor condition, usually requires shelter-in-place and keeping students indoors.
• If the situation is unclear, staff must begin the safest immediate protective action, usually shelter-in-place, and wait for SLT/security/emergency services to confirm the next instruction.

Safe areas may include internal corridors, internal classrooms, covered internal areas and other SLT-identified safe zones away from windows, glass, external walls, exposed entrances and open-roof areas.

• Outdoor fire assembly points must not be used during falling debris or external danger unless directed by the Principal/SLT or emergency services.

Immediate actions during a siren, Ministry alert or official warning:

1. Stop lessons, play, transitions, assemblies, clubs and non-essential movement immediately.

2. Use calm, short instructions, such as: “Stop, listen, stay with me, move calmly.”

3. If students are outside, bring them quickly and calmly to the nearest safe internal covered area using the shortest safe route.

4. If students are inside, keep them inside and move them away from windows, glass doors, external walls and exposed entrances.

5. Take the register/headcount and report missing, extra or injured students to SLT through the agreed communication route.

6. Students must not be sent alone to toilets, offices, reception or other rooms during the active alert.

7. Do not allow students or staff to film, photograph, post on social media, gather near windows or touch any unknown object/debris.

8. Visitors, contractors and parents on site must be directed to the nearest safe internal area and remain with school staff.

9. If buses are on school grounds, students should be moved to the nearest safe internal covered area if this is safer than remaining on the bus.

10. No one leaves the safe area until an official all-clear or controlled movement instruction is confirmed by the Principal/SLT.

After the all-clear:

• Facilities/security must check routes, entrances, classrooms, toilets and outdoor areas before students are moved.
• Teachers must complete final headcounts and report any injuries, distress, missing belongings or student concerns.
• Parent communication must confirm whether normal dismissal, delayed dismissal, staggered collection or transport changes will apply.
• An incident review must be completed to identify any improvements required.

First Aid and Medical Support

• A qualified school nurse is available during school hours and trained first aiders are appointed where required.
• First aid kits are available in key areas and checked regularly.
• All accidents, injuries and medical incidents must be recorded clearly and parents contacted where needed.
• Medication is only given in line with school procedures and parent/guardian authorisation.
• Unexplained, repeated or concerning injuries must be reported to the DSL or a DDSL.

Medical Conditions and Allergies

The school will take reasonable steps to support students with known medical needs or allergies. Staff should follow the information shared by the school and must not make independent medical decisions outside their role.

• Parents/guardians are expected to inform the school of relevant medical conditions, allergies or medication needs.
• Where needed, the school may agree suitable care or support arrangements with parents/guardians and relevant staff.
• Emergency medication or student medication must be stored, accessed and administered only in line with school procedures.
• Staff must report any concern about a student’s medical presentation, repeated injury, allergic reaction or pattern of absence/injury to the relevant leader, nurse or safeguarding team as appropriate.

Infection Control and Illness

Students and staff should not attend school when they are unwell in a way that may affect their own wellbeing or the wellbeing of others. The school may send a student home if they become unwell during the school day.

• Children should be kept at home or may be sent home for symptoms such as fever, vomiting, diarrhoea, contagious illness, unexplained rash, conjunctivitis or other symptoms of concern.
• Return to school should follow school guidance, medical advice where required and any relevant public health or Ministry guidance.
• Staff must encourage good hygiene, including handwashing, safe disposal of tissues/waste and reporting of spills or bodily fluids.
• Cleaning or bodily fluid incidents must be reported so that the correct cleaning and safety procedures can be followed.

Safeguarding and Child Protection Link

• If a health and safety issue creates a student safeguarding concern, staff must report immediately to Ms. Amany Al Sheikh, or to Ms. Eman Omar or another DDSL if she is unavailable. Concerns about school adults must follow Section 14 of the Child Protection and Safeguarding Policy.
• Staff must not investigate, question the student in detail or promise confidentiality.
• Staff must listen calmly, record facts and use the school safeguarding reporting procedure. Reporting must be immediate and must not be delayed until the end of the day or until the written record is complete.
• Examples include unexplained injuries, disclosure of harm, neglect concerns, bullying, unsafe adult behaviour, unsafe student supervision, online safety concerns or concerns about a visitor/contractor.

Site Safety and Supervision

• Staff must wear their school identification lanyard while on the school premises.
  • Parents/guardians must present their school-issued parent lanyard at the entrance before being permitted access. Each family is issued two parent lanyards.

Checks should be carried out to identify hazards in classrooms, corridors, stairs, toilets, playgrounds and shared areas.

Staff must actively supervise students during lessons, transitions, break times, arrival and dismissal.

Hazards such as spills, broken equipment, damaged furniture, unsafe displays, exposed wires, blocked exits or unsafe play must be reported immediately. Floor monitors have the log book and will follow up with the maintenance supervision to ensure it is fixed in a smooth and timely manner.

Toilets, nurse visits and movement around school must follow the school’s supervision and hall pass procedures where applicable.

• Staff should challenge or report unsafe behaviour, unknown adults, unsupervised contractors or students in the wrong area.

Visitors and Contractors

• All visitors and contractors must sign in at reception, wear the school-issued visitor lanyard while on site and follow school instructions.
• Contractors must be supervised or monitored as appropriate and must not have unsupervised contact with students.
• Visitors and contractors must not take photographs, request personal contact details or interact with students unless authorised by the school.
• Tools, chemicals and equipment must be stored safely and personal protective equipment must be used when required.
• Any concern about a visitor or contractor’s conduct must be reported directly and immediately to Ms. Eman Omar, Principal/DSL. Concerns involving Ms. Eman Omar must follow the CEO/designated Board Member route without informing her.

Workplace Safety

The school environment must be kept safe, clean, organised and suitable for students, staff, visitors and contractors. Good housekeeping reduces slips, trips, falls, fire risk and supervision concerns.

• Classrooms, corridors, stairways, toilets, playgrounds, offices, staff areas, storage areas and shared spaces should be checked regularly for hazards.
• Floors, carpets, tiles, doors, gates, windows, glass panels, ceilings, walls, lighting, AC units, furniture, displays, sockets, cables and outdoor equipment must be reported if damaged or unsafe.
• Emergency exits, fire routes, corridors, stairways and access points must be kept clear of bags, furniture, displays, boxes, storage, cleaning equipment and other obstacles.
• Spills, leaks, wet floors, broken glass, damaged furniture, exposed wires, pest concerns or unsafe equipment must be reported immediately and isolated where needed.
• Electrical equipment should be used safely. Sockets must not be overloaded, trailing cables should be avoided, and faulty plugs, wires or devices must be removed from use and reported.
• Storage areas must be organised so that heavy items are not stored unsafely at height and materials do not fall, block routes or create fire risks.
• Staff working at desks or screens should use safe seating and avoid poor posture, trailing wires or cluttered workspaces where possible.
• Facilities/site staff should record maintenance issues, prioritise urgent hazards and confirm when actions have been completed.
• Areas that present a serious risk must be restricted or closed until they have been made safe.

Manual Handling

Manual handling includes lifting, carrying, pushing, pulling, moving or supporting items such as boxes, furniture, resources, equipment, displays or deliveries. Staff must not place themselves, students or others at unnecessary risk.

• Staff should assess the task before lifting or moving anything: check the weight, size, route, distance, grip, floor surface and whether help or equipment is needed.
• Heavy, awkward, unstable or high-level items should not be moved alone. Staff should ask for help from the facilities/site team or another adult where needed.
• Trolleys, suitable equipment or team lifting should be used where available.
• Staff should avoid twisting, rushing, carrying items that block vision, lifting above shoulder height or moving items across crowded student areas.
• Students must not be asked to move heavy, sharp, unsafe or awkward equipment.
• Furniture and displays should be moved only when safe to do so and should not block exits, routes, doors or supervision lines.
• Any injury, near miss, unsafe storage or manual handling concern must be reported and recorded.
• Higher-risk moving tasks should be risk assessed and planned in advance.

Trips, Events and Off-Site Visits

• Trips, events and off-site visits must be planned in advance and approved in line with school procedures.
• Staff must know who is responsible for registers, first aid arrangements, emergency contacts, student grouping, toilet supervision and collection/dismissal arrangements.
• Students must be supervised throughout the activity and staff must follow school procedures if a child is missing, injured, unwell or at risk.
• Any incident, near miss or concern during a trip or event must be recorded and reviewed.

Weather, Heat, Dust, Rain and Air Quality

The school will consider weather and air quality conditions when deciding whether outdoor activities, PE, break time, trips or events should continue, be adjusted or move indoors.

• Leadership or the delegated staff member may check weather, heat, dust, rain, wind or air quality information and decide appropriate actions.
• Actions may include indoor break, reduced outdoor play, changes to PE, postponing outdoor activities, additional water breaks, shaded areas, parent communication or early collection where appropriate.
• Students should be encouraged to drink water regularly, especially during hot weather and physical activity.
• Staff must be alert to signs of heat stress, breathing difficulty, dehydration, slips during wet weather or reduced visibility during dust/wind.
• Parents should be informed when significant changes affect the school day, outdoor provision, trips, events or collection arrangements.

Missing Child Procedure

If a child is believed to be missing, staff must act immediately, calmly and in line with school safeguarding and security procedures.

• Keep calm and ensure the remaining students are supervised safely.
• Inform the nearest member of leadership and security/reception immediately.
• Check registers, toilets, nurse room, playgrounds, classrooms, specialist rooms, common areas and any likely route or location.
• Secure gates/exits and check whether the child has been collected, signed out, moved to another activity or taken to the nurse.
• If the child is not found quickly, leadership will decide the next steps, including parent contact and further escalation where required.
• The incident must be recorded and reviewed to identify any supervision, communication or site safety improvements.

Hazardous Substances

Hazardous substances include cleaning chemicals, maintenance materials, science materials, sprays, paints, solvents or any substance that could cause harm if misused. These must be managed safely and kept away from students unless used as part of a planned, supervised activity.

• Chemicals and hazardous substances must be stored securely, labelled clearly and accessed only by authorised staff or contractors.
• Staff must follow safety instructions, use personal protective equipment where required and report spills, leaks or unsafe storage immediately.
• Tools, cleaning equipment, maintenance materials and science equipment must be stored safely before, during and after use.
• Contractors are responsible for safe use and storage of their equipment and substances and must follow school instructions.
• Students must not be left unsupervised with hazardous substances, tools or specialist equipment.

Accident, Incident and Hazard Reporting

• Accidents, incidents, near misses and hazards must be recorded and followed up by the relevant staff member or leader.
• Serious incidents must be escalated to the School Principal or relevant member of leadership and, where safeguarding is involved, to the DSL or a DDSL.
• Records should be factual, dated, stored securely and reviewed to identify patterns or required improvements.
• Staff should report small hazards as well as serious concerns, as early reporting helps prevent harm.

Roles and Responsibilities

All staff have a role in keeping students safe. Specific responsibilities may vary by role, but the expectations below apply across the school, including during evacuation, lockdown, shelter-in-place, emergency alerts, trips and daily site safety routines.

Policy Management and Review

• This policy will be reviewed annually, or sooner after a serious incident, safeguarding concern, emergency drill, lockdown, shelter-in-place activation, site safety issue, accident trend or relevant guidance change.
• Records of accidents, incidents, hazards, drills, risk assessments, training, site checks and actions will be stored securely and used to improve procedures, training and student safety.
• Staff are expected to read, understand and follow this policy and linked procedures.

Purpose

To maintain a safe, secure and well-supervised school environment by controlling access, identifying risks, responding to threats, and setting clear supervision and emergency procedures for students, staff and visitors.

Scope

This policy applies to all students, staff, leaders, contractors, visitors, volunteers and parents on school premises, school transport, trips, events and all school-related activities.

Definitions

Security: measures used to protect people and property. Threat Assessment: a structured review of concerning behaviour, risk or potential threat. Supervision: active monitoring of students by assigned staff. Incident: any event that may affect safety, security, wellbeing or supervision.

Policy Statement

Brighton International Academy is committed to a secure learning environment where students are safe, supervised and protected. All security concerns, supervision gaps, suspicious behaviour, unsafe access, incidents and potential threats must be reported and recorded immediately. Student safeguarding concerns must be reported immediately to Ms. Amany Al Sheikh, or to Ms. Eman Omar or another DDSL if she is unavailable. Concerns about school adults must follow Section 14 of the Child Protection and Safeguarding Policy.

Roles and Responsibilities

General Security and Supervision Procedures

1. Entry and exit points must be controlled, monitored and kept secure.
2. Visitors must sign in, show identification when required and wear a visitor badge. During teaching hours they must be accompanied unless an authorised arrangement permits otherwise. Unchecked adults and contractors must not have unsupervised contact with students.
3. Students must be supervised during arrival, dismissal, lessons, breaks, transitions, buses, trips and activities.
4. Duty rotas must cover gates, corridors, stairs, playgrounds, toilets, lunch areas and bus areas.
5. Unknown adults must be challenged politely and directed to reception/security.
6. Incidents, hazards, supervision gaps, suspicious behaviour and near misses must be reported and recorded.
7. Security information must be shared only on a need-to-know basis.

Threat Assessment and Incident Response

Staff must report serious security concerns immediately to school leadership. Student safeguarding concerns must also follow Section 10.2 of the Child Protection and Safeguarding Policy, and concerns about school-adult conduct must follow Section 14. The concern will be assessed using available evidence, context, risk level, safeguarding information and immediate safety needs. Actions may include increased supervision, parent contact, student support, behaviour intervention, temporary removal from an area, emergency procedures, external agency advice, police/Ministry contact where required, and a written follow-up record. Where safeguarding is involved, parent/carer communication must be managed by the DSL/DDSL under Section 12 and must not occur where it could increase risk or compromise safeguarding action.

Emergency Procedures

The school will maintain procedures for lockdown, evacuation, fire drills, medical emergencies, missing students, unauthorised access, severe behaviour incidents and transport incidents. Staff must know alarm signals, assembly points, lockdown expectations, register procedures and how to account for students. Drills and safety reviews will be completed regularly.

Monitoring and Evaluation

The school will monitor effectiveness through supervision checks, incident logs, visitor records, duty rota reviews, drill evaluations, risk assessments, staff/student feedback and regular leadership review. Patterns will be used to improve site security, supervision, training and communication.

Policy Management and Review

Aim

The aim of this policy is to ensure the safe, orderly and efficient arrival, dismissal and school bus transport of all students at Brighton International Academy. It supports effective supervision, safe handover between home and school, safe bus use, clear communication with parents/guardians and consistent procedures for managing risks, delays, incidents and behaviour concerns.

Scope

This policy applies to all students, parents/guardians, staff, visitors, contractors, drivers, bus supervisors and transportation personnel involved in arrival, dismissal, collection, drop-off or school transport. It applies during regular school days, after-school activities, school events, educational visits, school-organised transport and any situation where students arrive at or leave the school site.

Policy Statement

Brighton International Academy is committed to maintaining a welcoming, caring, respectful and safe learning environment. Students must be supervised, accounted for and released only through agreed procedures and to authorised adults. School bus transport is an optional service provided for an additional fee and must operate according to clear safety, supervision and behaviour expectations. Any breach of arrival, dismissal or transport safety procedures will be addressed promptly to safeguard students and maintain order.

Key Principles

• Access to the school site is controlled through the school’s identification and lanyard system for staff, parents/guardians, visitors and contractors.
• Student safety, supervision and wellbeing are the first priority at all times.
• Arrival and dismissal must take place through designated entry, exit, waiting and collection points.
• Students must only be released to authorised adults or through the agreed bus/transport arrangement.
• Parents/guardians must follow drop-off, pick-up, parking, timing and communication procedures.
• Students using the bus must follow bus safety rules, remain seated, wear seat belts and respect others.
• Incidents, delays, unauthorised collection attempts, changes to transport or safety concerns must be reported and recorded promptly.
• The school may adjust procedures, routes or timings where required for safety, operational needs or emergency circumstances.

Arrival Procedures

1. Students must enter the school through designated entry points only.

2. Staff supervision must be in place at key gates, corridors, waiting areas and entry points during arrival time.

3. Staff must wear their school identification lanyard while on the school premises.

4. Parents/guardians must present their school-issued parent lanyard at the entrance before access is permitted.

5. Visitors and contractors must sign in through reception and wear the school-issued visitor lanyard while on site.

6. Students should move calmly and safely to their class, assembly point or agreed waiting area as directed by staff.

4. Parents/guardians must follow the school’s traffic, parking and drop-off instructions and must not create congestion or unsafe conditions.

5. Late arrivals must follow the school’s late arrival procedure and be recorded as required.

6. Any concern about a student’s arrival, absence, handover, wellbeing or safety must be reported promptly to the relevant staff member or senior leader.

Dismissal Procedures

1. Dismissal must be supervised and organised by class, year group, gate, bus line or collection point as directed by school leadership.

2. Staff must follow the school’s identification and authorisation procedures before releasing a student where there is any uncertainty regarding the collecting adult.

3. Staff must check any change to collection arrangements before releasing a student. If there is uncertainty, the student must remain supervised until confirmation is received.

4. Early dismissal must be requested through approved school procedures, recorded by the school and managed through reception or the agreed office system.

5. Parents/guardians must collect students on time and inform the school as early as possible if they are delayed.

6. Any student who is not collected on time must remain supervised in a safe location. Staff must inform the relevant supervisor or senior leader and contact parents/guardians as required.

7. Students attending after-school activities must follow the agreed activity dismissal and collection procedure.

School Bus Service

The school bus service is an optional transportation service for enrolled students and is provided subject to payment, route availability, seat availability and operational capacity. Buses should be safe, air-conditioned, appropriately maintained and equipped with seat belts. A bus supervisor accompanies students to support their safety and wellbeing during morning and afternoon journeys.

1. Parents/guardians must pay transportation fees on time to ensure uninterrupted service.

2. Parents/guardians must follow agreed bus schedules, routes and pick-up/drop-off points.

3. If a student is absent, parents/guardians must notify the bus supervisor before the bus departure time.

4. Parents/guardians must inform the school in advance of any change of address so that route changes can be reviewed. Changes are subject to availability and operational approval.

5. Parents/guardians must receive their child at the designated drop-off point on time, especially for EYFS and lower primary students.

6. The school will notify parents/guardians as soon as possible of delays or emergencies such as vehicle breakdowns, severe weather, road closures or other transport disruptions.

7. The school may modify bus routes or schedules where necessary for safety, efficiency or operational reasons. Parents will be informed whenever possible.

Student Bus Rules

1. Follow all safety instructions from the bus driver and bus supervisor.

2. Wear the seat belt throughout the journey and remove it only once the bus has stopped safely.

3. Remain seated in the assigned seat while the bus is moving.

4. Use respectful language and behaviour towards the driver, bus supervisor and other students.

5. Keep the bus clean and do not damage, tamper with or misuse any part of the bus.

6. Do not extend any body part out of the window, throw objects, shout from the bus or act in a way that distracts the driver.

7. Do not eat or drink on the bus unless approved by the school or required for medical reasons.

8. Board and leave the bus safely, calmly and in an orderly manner under the direction of the bus supervisor.

Bus Behaviour and Sanctions

Emergency, Incident and Safeguarding Procedures

1. All incidents, accidents, hazards, unsafe handover concerns, bus behaviour concerns, delays and transport changes must be reported and documented promptly.

2. In the event of a vehicle breakdown, road closure, severe weather or other emergency, the school and transportation team will take reasonable steps to keep students safe and inform parents/guardians as soon as possible.

3. If a student is not collected from school or the bus drop-off point, the child must remain supervised and the school must contact the parent/guardian and follow safeguarding procedures if required.

4. If an unauthorised person attempts to collect a student, staff must not release the student and must inform a senior leader immediately.

5. Any medical concern, injury or serious welfare concern must be reported immediately to the relevant school leader, nurse, DSL/DDSL or emergency services as appropriate.

6. Confidentiality must be maintained. Information about students, incidents or family arrangements must be shared only with staff who need to know in order to protect or support the student.

Communication, Complaints and Changes to Arrangements

1. Parents/guardians must use approved school communication channels for changes to arrival, dismissal, collection or transport arrangements.

2. Same-day changes should be communicated as early as possible and must be confirmed by the school before the student is released to a different arrangement.

3. The school will provide reasonable communication channels for transport queries, route updates, complaints and safety concerns.

4. Complaints or suggestions relating to arrival, dismissal or bus transport will be reviewed fairly and handled confidentially where appropriate.

5. Parents/guardians and students are expected to communicate respectfully with all school and transportation staff.

Monitoring and Evaluation

• Daily supervision checks during arrival and dismissal times.
• Review of incident reports relating to handover, transport, late collection, bus behaviour and safety.
• Monitoring of bus routes, delays, student conduct and communication with parents/guardians.
• Feedback from staff, students, parents/guardians and transportation personnel.
• Regular review of procedures, duty points, training needs and policy implementation.

Policy Management and Review

Parent/Guardian Acknowledgement - Bus Service

Acknowledgement

I confirm that I have read, understood and agree to follow the Arrival, Dismissal and Bus Policy and all related procedures issued by Brighton International Academy. I understand that the school bus service is optional, subject to the school’s transport arrangements, and that my child must follow all bus safety and behaviour expectations.

Purpose

The purpose of this policy is to set clear standards for the maintenance, cleanliness and safe use of all school facilities at Brighton International Academy.

The policy supports a safe, clean, well-maintained and welcoming learning environment for students, staff, visitors and contractors.

It also explains how maintenance concerns, cleaning records, contractor access, hazards and safeguarding matters are reported, monitored and followed up.

Scope

This policy applies to all school facilities, including:

• classrooms, laboratories, libraries and learning areas;
• administrative offices, staff areas and meeting rooms;
• toilets, restrooms, corridors, stairways and common areas;
• cafeteria, clinic, storage rooms and high-use areas;
• sports fields, playgrounds, outdoor areas, parking areas and walkways;
• electrical systems, plumbing, HVAC, fire safety systems, furniture and school equipment.

It applies to school leadership, teaching and non-teaching staff, cleaning staff, maintenance staff, contractors, students and visitors.

Definitions

Facilities Maintenance: The routine care, repair and monitoring of school buildings, equipment and outdoor areas.

Preventative Maintenance: Planned checks and repairs used to prevent hazards, damage or breakdowns.

Hazard: Anything that may cause harm, injury, illness or risk to students, staff, visitors or contractors.

Contractor: An external person or company carrying out repairs, servicing, maintenance, cleaning, inspection or renovation work on school premises.

Cleaning Log Book: A written or electronic record used to confirm when areas have been cleaned, checked and followed up.

Safeguarding: Actions taken to protect students from harm and to ensure their safety, privacy, dignity and wellbeing.

Procedures

1. Reporting Maintenance Issues

All staff must report any broken, unsafe, unhygienic or damaged facility to the Facilities Manager, Maintenance Team or school administration as soon as possible.

• Urgent hazards must be reported immediately and the area must be made safe or closed until repaired.
• Maintenance requests must be recorded, tracked and followed up until the issue is resolved.
• Where a facility issue creates a safeguarding concern, staff must also report it to the DSL or DDSLs.

2. Maintenance Schedules and Follow-Up

The school will maintain a planned schedule for key systems and facilities, including HVAC, plumbing, electrical systems, fire safety equipment, playgrounds, toilets, furniture and general building condition.

• Routine checks will be completed and recorded by the Maintenance Team or Facilities Manager.
• Seasonal maintenance, such as grounds work, air-conditioning checks and drainage checks, will be planned in advance.
• Follow-up inspections will be completed to confirm that repairs have been completed safely and properly.

3. Emergency Maintenance Procedures

In urgent situations such as power outages, gas leaks, flooding, electrical faults, blocked exits or serious damage, staff must immediately alert school administration and the maintenance team.

• Affected areas must be secured and students must be kept away from the hazard.
• Emergency repairs must be prioritised to protect health, safety and safeguarding.
• An after-hours response plan should be used for emergencies outside normal school hours.

4. Cleaning and Sanitation

The school will maintain a daily cleaning routine for classrooms, toilets, corridors, offices, high-touch surfaces, cafeteria areas and shared spaces.

• Toilets, corridors, stairways and high-use areas must be checked regularly throughout the school day.
• Soap, tissue and hand-drying facilities must be available and replenished as needed.
• Cleaning products must be suitable, safely stored and used according to health and safety requirements.
• Waste must be collected and disposed of safely, with recycling encouraged where possible.

5. Cleaning Log Book and Monitoring

A Cleaning Log Book must be used to record cleaning checks for toilets, classrooms, corridors, cafeteria areas and other high-use areas.

• Cleaning staff must sign the log after each scheduled cleaning or check.
• The log should include the date, time and area cleaned.
• The Cleaning Supervisor Facilities Manager must check the Cleaning Log Book daily to make sure cleaning is completed properly.
• School leadership must review cleaning records regularly and follow up on repeated concerns or missed checks.
• Any hygiene, privacy or student safety concern must be reported immediately.

6. Safeguarding and Student Safety

All maintenance, cleaning and contractor work must protect students’ safety, privacy, dignity and wellbeing. Staff must remain alert to any facility concern that may place students at risk.

Any safeguarding concern must be reported immediately to the DSL. If the DSL is unavailable, it must be reported to the DDSLs.

• Students must not be left unsupervised in areas where maintenance work, tools, chemicals or unsafe conditions are present.
• Student privacy must be protected when maintenance or cleaning takes place near toilets, changing areas or sensitive spaces.
• Staff must report broken toilet locks, damaged doors, unsafe lighting, graffiti, bullying concerns, hidden areas or any privacy concern immediately.
• Facilities must be checked to ensure there are no unsafe gaps, blind spots, broken windows, exposed wires or unsecured access points.

7. Contractor Safeguarding Rules

Contractors must follow school safeguarding and health and safety procedures at all times.

• Contractors must sign in and out at reception and wear a visitor badge while on site.
• Contractors must only work in approved areas and must be supervised where required.
• Contractors must not be left alone with students or interact with students unnecessarily.
• Contractors must not use student toilets or enter student-only areas unless authorised and supervised.
• Contractors must not take photographs or videos on school premises without permission from school leadership.
• Tools, ladders, sharp items, chemicals and equipment must never be left unattended where students can access them.
• Contractors must report hazards, accidents, concerns or unsafe behaviour to the Facilities Manager or school administration immediately.

8. Toilets, Privacy and Sensitive Areas

Toilets and sensitive areas must be clean, safe, private and well maintained.

• Toilet doors, locks, lighting, ventilation, floors, soap, tissue and hand-drying facilities must be checked regularly.
• Cleaning and maintenance in toilets must be carried out with appropriate signage and care for student privacy.
• Any toilet or privacy issue that may affect safeguarding must be reported to the DSL or the DDSLs.
• Students should know how to report broken facilities, unsafe areas or concerns to a trusted adult.

9. Risk Assessments Before Major Work

A risk assessment must be completed before major repairs, renovation, electrical work, plumbing work, painting, chemical use, work at height or any project that may affect student movement and safety.

• The assessment must consider student access, supervision, noise, dust, tools, chemicals, barriers, emergency exits and timing of the work.
• Work should be scheduled outside student hours where possible.
• If work must happen during the school day, the area must be clearly separated and supervised.

10. Repairs, Renovations and Temporary Disruption

• Minor repairs should be addressed promptly to prevent further damage or risk.
• Major repairs and renovation projects must be approved by school leadership and planned carefully.
• Parents, staff and students should be informed in advance if repairs affect classrooms, toilets, entrances, exits or learning arrangements.
• Temporary alternative arrangements must be made where needed to reduce disruption and protect safety.

11. Health and Safety Compliance

• Fire alarms, extinguishers, emergency exits and evacuation routes must be checked regularly.
• Electrical and plumbing work must be completed by competent or licensed professionals where required.
• Hazardous materials, cleaning chemicals and laboratory substances must be stored securely and handled safely.
• Staff responsible for hazardous materials must receive suitable guidance or training.

12. Grounds and Outdoor Areas

• Playgrounds and sports fields must be inspected regularly for hazards, damage, debris and unsafe equipment.
• Parking areas, walkways and entrances must be clear, safe, well lit and suitable for student arrival and dismissal.
• Landscaping, gardens and trees must be maintained to prevent hazards and keep outdoor areas safe and welcoming.

13. Energy and Resource Management

• The school will promote energy efficiency by encouraging staff to switch off equipment when not in use.
• Water conservation should be encouraged through responsible use and suitable fixtures where possible.
• The school will support sustainability by reducing waste and maintaining recycling practices where appropriate.

Roles and Responsibilities

Monitoring and Evaluation

The school will monitor facilities, cleaning standards and maintenance records to ensure that the premises remain safe, hygienic and suitable for learning.

• Daily cleaning checks will be recorded in the Cleaning Log Book and monitored by the Cleaning Supervisor or Facilities Manager.
• Routine facility checks will be completed by the Facilities Manager or Maintenance Team.
• Outdoor areas, toilets, corridors, stairways, fire exits and high-use areas will be checked regularly.
• Repeated concerns, incomplete cleaning records or unresolved maintenance issues will be reported to school leadership.
• Safeguarding concerns linked to facilities, toilets, privacy, unsafe areas or contractor conduct will be referred to the DSL or the DDSLs .
• The policy will be reviewed annually or earlier if there is a serious incident, significant change to the site, or repeated facilities concern.

Policy Management and Review

Purpose

Brighton International Academy is committed to high standards of professional conduct to safeguard and promote the welfare, safety and wellbeing of all students. All staff are expected to act as positive role models, maintain professional boundaries, uphold the school’s values and follow the Staff Code of Conduct and all safeguarding-related policies.

Staff must raise concerns in good faith, especially where there are child protection, safeguarding, professional conduct or welfare concerns. Concerns should be reported through the school’s agreed reporting and whistleblowing procedures.

This Code of Conduct sets out key professional expectations for all teaching and non-teaching staff. It should be read alongside the Child Protection and Safeguarding Policy, Behaviour Policy, Online Safety Policy, Health and Safety Policy, Physical Intervention procedures, Staff Acceptable Use Agreement and other relevant school procedures.

Scope

This policy applies to all teaching and non-teaching staff, senior leaders, administrative staff, support staff, temporary staff, supply staff, volunteers, visitors, coaches, contractors and any adult working with or on behalf of Brighton International Academy.

The Code of Conduct forms part of the school’s professional and disciplinary framework. All staff must read, understand and follow it. Breaches may lead to guidance, monitoring, further training, disciplinary action or referral to relevant authorities where required.

If an allegation or concern is raised about an adult’s conduct or suitability to work with children, the school will follow its Allegations Against Staff and safeguarding procedures.

Definitions

• Safeguarding: protecting students from harm and supporting their wellbeing.
• Child protection: action taken when a student may be at risk of abuse, neglect or serious harm.
• Professional boundaries: keeping staff-student relationships appropriate and school-related.
• Confidentiality: keeping private information secure and sharing it only when needed.
• Whistleblowing: reporting a genuine concern about unsafe or improper practice.
• Low-level concern: a worry about adult behaviour that may be inappropriate or unsafe.
• Allegation: a serious concern that an adult may have harmed, or may pose a risk to, a student.
• Physical intervention: limited physical contact used only to prevent immediate harm.
• Intimate care: support with toileting, changing or personal care while protecting dignity and privacy.

Procedures

1. Principles of Professional Practice

All staff members, in accordance with their specific roles and responsibilities, are required to:

1. Make students’ wellbeing, safety and educational development the primary focus of their professional conduct.

2. Set and maintain high standards for every student, actively challenge underperformance, and support students in making progress regardless of their personal circumstances or background.

3. Act with fairness and respect towards students, giving due consideration to their ideas, opinions, experiences and feelings, while valuing diversity and individual differences.

4. Lead by example by demonstrating the personal and professional qualities they seek to develop in students, including integrity, curiosity, tolerance, patience, responsibility, care for others, adab, amanah and ihsan.

5. Show awareness and sensitivity to students’ varied home situations and life experiences, and acknowledge the important role parents and guardians play in supporting learning and development.

6. Work collaboratively with parents and guardians by valuing their perspectives and encouraging open communication, shared understanding and cooperation.

7. Reflect on professional practice, develop knowledge and skills, seek guidance when needed and remain open to learning from colleagues.

2. Position of Trust and Professional Boundaries

All staff are in a position of trust and must maintain professional boundaries with students at all times. Professional boundaries apply in person, online, during school activities, during educational visits, when using school systems, and outside school where contact relates to a student or former student.

Any inappropriate, exploitative, abusive or sexual relationship with a student, or former student where there is a continuing imbalance of power or safeguarding concern, is strictly prohibited and may constitute a criminal offence. Staff must also be aware that the creation, possession, accessing, storing or distribution of indecent images of children, including through electronic means, is illegal and may result in criminal prosecution, dismissal and referral to relevant authorities.

• Staff must never use their role, authority, influence or access to students for personal benefit.
• Staff must not encourage secrecy, special relationships, favouritism, dependency or exclusive emotional relationships with students.
• Staff must report any situation where their actions may have been misunderstood or where a boundary concern has arisen.

3. Core Expectations for All Staff

Staff are expected to:

• treat all students with dignity, respect and fairness, and promote positive, respectful and safe behaviour;
• remain vigilant to signs of abuse, neglect, exploitation, bullying, online harm, emotional distress or changes in behaviour that may indicate a safeguarding concern;
• follow all safeguarding, behaviour, online safety, health and safety, first aid, confidentiality and related school policies;
• use appropriate language and maintain professional standards in all interactions with students, parents, colleagues and visitors;
• ensure meetings with students take place only in appropriate, visible settings and never in secluded areas;
• refrain from using student bathrooms, changing rooms or shower facilities;
• obtain consent before providing physical support where appropriate and use physical intervention only as a last resort, in accordance with school procedures;
• follow school expectations regarding communication with students, social media, mobile technology, searching and screening procedures;
• report all safeguarding concerns immediately in accordance with school procedures;
• sign the Staff Code of Conduct upon commencement of employment and annually thereafter.

4. Confidentiality and Information Sharing

Staff may, in the course of their duties, have access to confidential information relating to students and families. Personal or confidential information must only be shared on a strict need-to-know basis and must never be disclosed unnecessarily. Where it is not essential to identify a student, information should be shared in an anonymised form.

Confidential information must never be used to intimidate, humiliate, gossip about, embarrass or disadvantage a student, parent or member of staff. Information must be stored securely and must not be removed from school premises unless it is held on authorised, password-protected school equipment and there is a clear professional reason.

Where abuse, neglect, harm or risk is suspected, staff must report immediately through Section 10.2 of the Child Protection and Safeguarding Policy. Allegations and concerns about school adults must follow Section 14. Information must remain confidential and be shared only with those who need to know.

5. Whistleblowing and Speaking Up

All staff have a responsibility to raise concerns about unsafe, unethical, illegal or poor safeguarding practice. Concerns must be raised in good faith and without delay. Staff who raise genuine concerns should not be treated unfairly or subjected to retaliation.

Any allegation, low-level concern or concern about the conduct or suitability of a member of staff, volunteer, visitor, contractor or other school adult must be reported directly and immediately to Ms. Eman Omar, Principal/DSL. If the concern involves Ms. Eman Omar, report directly to the CEO, Mr. Khalid Essa Al Mannai, or designated Board Member, Dr. Ahmad Qabbary, without informing her. Follow Section 14 of the Child Protection and Safeguarding Policy and the Confidentiality, Privacy and Whistleblowing Policy.

6. Propriety, Behaviour, Reputation and Appearance

All staff have a responsibility to maintain public confidence in their ability to safeguard the welfare and best interests of students. An individual’s behaviour, either in or out of the workplace, must not compromise their position within the school or bring Brighton International Academy into disrepute.

Dress and appearance are matters of personal choice and self-expression; however, staff must ensure that they are dressed decently, safely and appropriately for their role, duties and the school context. Staff who dress or present themselves in a way that may be viewed as inappropriate may place themselves at risk of criticism or allegations of unprofessional conduct.

Items or materials of a sexually explicit, offensive, discriminatory, extremist or otherwise inappropriate nature, including books, magazines, videos, images, digital content or files on electronic devices, must not be brought onto, kept on, accessed from, or shared on school premises or school systems.

7. Gifts, Rewards and Favouritism

Staff must take care not to accept any gift, payment, benefit or favour that could reasonably be perceived as an attempt to influence their professional judgement or secure preferential treatment. Small tokens of appreciation from students or parents at appropriate times, such as the end of the academic year, may be acceptable where they are modest and transparent.

Accepting gifts regularly, privately, secretly, or of significant monetary value is not permitted. Staff must not give personal gifts to individual students, as this may be misinterpreted as favouritism, grooming behaviour or an attempt to influence a student. Rewards must align with the Behaviour Policy, be applied fairly and consistently, and be recorded where appropriate.

8. Social Contact, Social Networking and Electronic Communication

Staff must not seek to form personal or social relationships with students or encourage friendships outside a professional context. This includes contact through social media platforms, messaging services, gaming platforms, blogs, personal email accounts, personal telephone numbers or any unofficial communication channel.

Staff must not share personal contact details with students, including home or mobile phone numbers, personal email addresses, social media accounts or home addresses, unless there is a clear professional need and prior approval has been obtained from senior management.

Communication with students and parents must be professional, necessary, transparent and through approved school channels. Staff must not delete, hide or move safeguarding-relevant messages outside school systems. Any inappropriate communication received from a student must be reported and recorded.

9. Physical Contact, Personal Privacy and Intimate Care

There are situations in which physical contact between staff and students is appropriate and necessary; however, such contact must always be consistent with the staff member’s professional role and responsibilities. Contact must be in response to the student’s immediate needs, brief, necessary, age-appropriate, culturally sensitive, non-secretive and open to scrutiny.

Staff should seek the student’s consent before initiating physical contact where appropriate and must be attentive to the student’s verbal and non-verbal responses. Physical contact must never be casual, secretive, for the personal gratification of the adult, or involve any misuse of authority.

Students have a right to privacy and dignity when changing clothes, using bathrooms, showering, receiving first aid or receiving personal care. Staff must not use student bathrooms, changing rooms or shower facilities. Supervision must be appropriate to students’ age, needs, dignity and safeguarding requirements.

Staff whose roles include intimate care responsibilities must receive specific training and written guidance. No other staff member should perform intimate care duties unless there is an emergency and immediate action is required to protect a student.

10. Behaviour Management and Physical Intervention

All students have the right to be treated with respect and dignity. Corporal punishment is prohibited. Staff and volunteers must not use degrading treatment, humiliation, sarcasm, insensitive comments, demeaning comments, aggressive shouting, intimidation, discrimination or any form of physical punishment.

Physical intervention may be used only as a last resort to prevent immediate harm to a student or others. Damage to property or leaving a supervised area justifies physical intervention only where it creates an immediate risk of harm. Disruption, refusal, non-compliance or an offence alone does not justify physical force. Any intervention must use the minimum necessary force for the shortest possible time and must be reported and recorded under the Physical Intervention Policy.

11. First Aid, Medication and Medical Support

The school must have trained first aiders or designated staff. Staff should only administer first aid or medication if they have received appropriate training and authorisation, except in an emergency where immediate action is required to protect life or prevent harm.

In urgent situations, reasonable efforts should be made to locate a trained first aider before an unqualified person administers aid. Any intervention must be safe, necessary, non-invasive where possible, and recorded according to school procedures.

12. One-to-One Situations and Meetings with Students

Staff working individually with students are more exposed to potential allegations. One-to-one interactions must be carefully planned, necessary, professional, transparent and risk assessed where appropriate.

When a one-to-one meeting is unavoidable, staff must avoid remote or secluded areas of the school. Where possible, doors should remain open or visual or auditory contact with others should be maintained. Arrangements for one-to-one meetings should be reviewed regularly to maintain safety.

Pre-arranged meetings with students outside school premises, or on site when the school is not in session, are not permitted unless prior approval has been obtained from the student’s parent or guardian and a senior colleague with delegated authority.

13. Transporting Students

In certain circumstances, such as off-site activities, staff may be involved in transporting students. Transport arrangements must be planned in advance by a designated member of staff wherever possible.

Staff must not transport students in private vehicles. School-related transport must use approved school transport arrangements. In an emergency, staff must obtain emergency assistance and follow the school’s emergency procedures. Mobile Technology, Online Safety, Searching and Screening

14. Educational Visits and School Clubs

Staff must exercise particular care when supervising students during educational visits, residential trips, school clubs, after-school activities, competitions and events where the environment may be less formal. Staff continue to hold a position of trust and the same professional standards apply at all times.

Activities must be appropriately planned, risk assessed, supervised and authorised. Staff must follow the school’s Educational Visits procedures and ensure that safeguarding, medical, behaviour, transport, emergency and communication arrangements are clear.

15. Photography, Videos, Recordings and Image Use

Many school activities involve capturing images or recordings of students for curriculum purposes, extracurricular activities, school events, publicity or celebration of achievement. Since an image of a child is personal data, appropriate parental or guardian consent must be obtained before photographs or videos are used for websites, productions, publications, displays or other public purposes.

Staff must remain aware of the potential misuse of images, including grooming, bullying, identity concerns, online harm or the creation of indecent content. Activities involving photography or filming must be carefully planned, approved and supervised, especially where students are young, vulnerable or may not fully understand the purpose.

Students’ preferences regarding the recording of their image must be respected where age-appropriate. Images must not be displayed in public spaces, shared online, published, sent externally or used for promotional purposes without proper consent.

• If a student is named, do not use their photograph; if a photograph is used, avoid naming the student.
• Images must be stored securely and accessed only by authorised staff.
• Be clear about the purpose of taking images and what will happen to them once the lesson or activity is completed.
• Inform a senior member of staff when photography or recording equipment is being used and explain the purpose.
• Ensure images are available for review to check appropriateness.
• Be able to justify why images were taken.
• Avoid creating images in one-to-one situations with a student unless there is a clear, approved and recorded reason.
• Do not take, display, publish or share images of students without proper consent.

16. Internet Use and Inappropriate Material

The school’s Online Safety Policy form part of this Code of Conduct. Staff must use school systems safely, legally, respectfully and professionally.

Staff must never access inappropriate images or content on school equipment or while on school premises. Deliberate access to pornography, sexually explicit content, extremist content, discriminatory content, illegal content or harmful material on school devices is gross misconduct and constitute a criminal offence.

17. Sharing Concerns, Recording Incidents and Low-Level Concerns

All staff have a responsibility to remain vigilant, share concerns and report incidents. Staff must not investigate safeguarding concerns themselves, promise confidentiality to a student, delay reporting, or assume that another person has reported the concern.

Student safeguarding concerns, disclosures and related records must be factual, dated, signed and submitted immediately through Section 10.2 of the Child Protection and Safeguarding Policy. Allegations, low-level concerns and adult suitability concerns must be submitted directly through Section 14. Routine behaviour records must follow the Behaviour Policy. Detailed safeguarding information must be stored separately in restricted safeguarding records.

A low-level concern is any concern, no matter how small, that an adult working in or on behalf of the school may have acted in a way that is inconsistent with this Code of Conduct, including conduct outside school, but which does not meet the threshold for a formal allegation. Low-level concerns must still be reported, recorded and reviewed so that patterns can be identified and addressed.

18. Examples of Red Flag Behaviours

Staff must report any of the following behaviours, as they may indicate a breach of professional conduct, a low-level concern or a safeguarding concern:

• allowing a student to be treated poorly and ignoring or pretending not to notice it;
• inappropriately sharing information, gossiping or breaching confidentiality;
• exhibiting discriminatory behaviour or using offensive, aggressive or inappropriate language;
• dressing in a manner that is not suitable for the professional role;
• treating students unfairly or showing favouritism;
• failing to maintain appropriate personal and professional boundaries;
• using a position of trust to intimidate, threaten, coerce, control or undermine others;
• appearing to have an inappropriate social, emotional or online relationship with a student;
• displaying special, secretive or unequal relationships with a student or group of students;
• seeking unnecessary opportunities to be alone with a student;
• using personal devices or personal accounts to communicate privately with students;
• taking, storing or sharing images of students without consent or approval;
• failing to report safeguarding concerns immediately.

Roles and Responsibilities

All adults working with or on behalf of Brighton International Academy share responsibility for safeguarding and professional conduct. Specific responsibilities are outlined below.

21. Allegations Against Staff and Suitability Concerns

Any allegation or concern that an adult has harmed a student, may have harmed a student, may have committed a criminal offence involving or related to a student, behaved in a way that indicates they may pose a risk of harm to children, or behaved in a way that raises concerns about suitability to work with children must be reported immediately.

The school will manage allegations and suitability concerns in accordance with its Allegations Against Staff procedures, safeguarding procedures, disciplinary procedures and any required reporting to external authorities. Staff must not discuss allegations inappropriately, investigate them independently or take any action that may compromise a safeguarding process.

22. Child Safeguarding Competencies for Staff

Staff who work with children and young people should demonstrate the following competencies:

Emotional Awareness

• recognises and understands a wide range of emotions in themselves and others;
• shows empathy towards the concerns and feelings of others;
• listens attentively to both direct and indirect expressions of emotion;
• encourages open communication and expression of feelings;
• manages strong emotions effectively and responds constructively to the source of problems;
• accepts personal feedback without becoming defensive;
• remains calm and constructive in highly stressful situations, helping to de-escalate and reassure others;
• uses a variety of strategies to manage stress appropriately;
• respects the feelings, perspectives and circumstances of others.

Seeking and Using Professional Support

• recognises when professional guidance is needed and seeks support appropriately;
• understands and adheres to principles of confidentiality;
• asks for advice from the DSL, or the DDSLs, when unsure about safeguarding or professional conduct.

Self-Awareness

• maintains a balanced understanding of oneself and others;
• has a realistic awareness of personal strengths and areas for development;
• demonstrates flexibility in approach to different situations;
• appreciates the challenges involved in working with children and young people;
• recognises personal stress, bias or emotional responses and seeks support when these may affect professional judgement.

Safeguarding and Promoting the Welfare of Children and Young People

• understands the importance of safeguarding and applies this understanding to meet the needs of all children and young people, regardless of their individual circumstances;
• possesses a secure understanding of the safeguarding agenda and the school’s procedures;
• actively contributes to creating and maintaining a safe environment;
• keeps up to date with relevant training, policy updates and current developments;
• demonstrates a commitment to promoting best practice in safeguarding;
• shows a personal and professional commitment to the welfare, dignity and protection of children.

Monitoring and Evaluation

Monitoring Arrangements

Implementation of this Code of Conduct will be monitored through induction records, annual staff acknowledgements, safeguarding training records, supervision, appraisal, staff briefings, safeguarding audits, incident reviews, low-level concern reviews, educational visit checks, online safety monitoring and safeguarding committee oversight.

This policy will be reviewed annually, or earlier if there are changes in safeguarding practice, school procedures, Ministry of Education and Higher Education expectations, legal requirements or identified safeguarding risks.

Purpose

• To safeguard the privacy and confidentiality of all student, staff, and school information. 

• To establish clear procedures for the responsible collection, storage, and sharing of confidential data. 

• To ensure full compliance with relevant data protection laws and regulations. 

Scope

This policy applies to all personal and confidential information held by Brighton International Academy, including: 

• Student Data: Personal details, academic records, health records, disciplinary records, and other student-related information. 
• Staff Data: Personal information, employment records, and performance evaluations. 
• School Information: Administrative, financial, and operational information related to the management and running of the school.  

This policy applies to all school employees, contractors, volunteers, and any other individuals who have access to confidential school data. 

Definitions

Confidential Information: Any data or information that is private, sensitive, or otherwise restricted, requiring protection against unauthorized access or disclosure.  

Personal Data: Any information relating to an identifiable individual, including names, contact details, identification numbers, and other personal identifiers. 

Data Subjects: Individuals whose personal data is collected, processed, or stored, including students, parents, staff members, and other individuals associated with the school. 

Procedures

1. Collection of Data

• Consent: The school will obtain consent from students (where applicable), parents, and staff before collecting personal information, particularly sensitive data like health or financial details. 
• Purpose of Data Collection: Personal data will only be collected for legitimate reasons, such as student enrollment, tracking academic progress, staff employment, and general school administration. 
• Data Minimization: Only the essential personal information needed for the intended purpose will be collected. 

2. Storage and Security of Confidential Information

• Physical Security: All confidential physical records, like files and documents, will be kept in locked, secure cabinets. Access is restricted to authorized personnel only. 
• Digital Security: Digital records will be stored on secure servers with measures such as password protection and encryption. Only staff with proper authorization can access this information. 
• Data Retention: Confidential information will only be kept for as long as it is needed. Any data that is outdated or no longer required will be safely deleted or destroyed. 

3. Access to Confidential Information

• Authorized Personnel: Only staff who need confidential information to perform their duties—such as teachers, administrators, counselors, and other relevant personnel—are allowed access. 
• Role-Based Access: Access to sensitive data is granted strictly on a need-to-know basis, ensuring employees can only see information necessary for their role. 
• Parental Access: Parents or guardians can request access to their child’s records, including academic or health information, by submitting a formal request to the school administration. 

4. Data Sharing and Disclosure

• Internal Use: Confidential information may be shared internally among authorized staff for legitimate educational or administrative purposes, always maintaining strict confidentiality. 
• External Disclosure: Confidential information will not be shared with outside parties without explicit consent from the individual (or their parent/guardian), except in specific situations: 
• When required by law, such as requests from government authorities or legal investigations. 
• When necessary for health or safety reasons, like medical emergencies. 
• To transfer student records to another school, with parental consent. 
• Third-Party Service Providers: When working with external providers (e.g., IT services or educational platforms), the school will ensure they follow strict data protection standards and sign confidentiality agreements. 

5. Confidentiality of School Information

• Administrative Information: Confidential information related to the school’s management and operations—such as financial records, strategic plans, and sensitive communications—must be protected and accessed only by authorized personnel. 
• External Communications: Any sharing of confidential school information with external parties, including vendors, contractors, or partners, requires prior approval from school administration and must comply with confidentiality requirements. 

6. Rights of Parents and Students

• Access to Information: Parents and students (where relevant) have the right to view the personal information the school holds about them. Requests must be submitted in writing, and the school will respond within a reasonable timeframe. 
• Correction of Information: Parents and students can request updates or corrections if any personal information is inaccurate or incomplete. 
• Right to Deletion: In certain cases, parents or students may ask for personal information to be deleted, provided that keeping it is not required by law or school policy. 

Roles and Responsibilities

Confidentiality Obligations of Employees

• Confidentiality Agreements: All employees and contractors who have access to confidential information are required to sign a confidentiality agreement as part of their employment or contractual obligations. 
• Code of Conduct: Employees must follow the school’s Code of Conduct, acting with integrity, professionalism, and discretion when handling confidential information. 
• Breach of Confidentiality: Any employee who improperly discloses or mishandles confidential information may face disciplinary action, up to and including termination, depending on the severity of the breach. 

Responding to Data Breaches

• Reporting a Breach: If there is a data breach that affects the security or confidentiality of student, staff, or school information, it must be reported immediately to the school administration. 
• Investigating the Breach: The school will examine all reported breaches to understand their scope, evaluate the impact, and take steps to minimize any harm. 
• Notifying Affected Individuals: Students, parents, or staff whose personal or confidential information has been compromised will be informed promptly. 

Monitoring and Evaluation

Adhering to Data Protection Laws

• Legal Compliance: Brighton International Academy is committed to following all applicable data protection and privacy laws to safeguard confidential information, including local regulations and relevant international standards. 
• Staff Training: The school provides ongoing training for staff to ensure they fully understand their responsibilities regarding data protection and confidentiality. 
• Policy Review and Updates 
• Annual Review: This policy will be reviewed every year to make sure it stays up to date with best practices and legal requirements. 
• Communicating Changes: Any updates to the policy will be shared with all staff, parents, and students, and the latest version will be made accessible to the school community. 

Brighton International Academy is dedicated to protecting the privacy and confidentiality of all personal and school-related information. Following this policy ensures that student, staff, and school data are managed responsibly, securely, and with integrity. 

Policy Management and Review

Purpose

To provide clear guidelines for the recruitment, safeguarding, supervision and involvement of volunteers at Brighton International Academy. This policy ensures that volunteer support is safe, purposeful, well managed and aligned with the school vision, mission, values and educational aims.

Scope

This policy applies to all volunteers, including parents, guardians, community members, external individuals and organisations supporting classroom activities, school events, extracurricular programmes, trips or non-confidential administrative tasks.

Definitions

Volunteer: any unpaid person supporting school activities. Supervision: active oversight by an assigned staff member. Safer checks: identity verification, application review, police clearance/background check and any additional risk checks required. Confidentiality: protecting student, staff and school information.

Policy Statement

Brighton International Academy values volunteers and recognises their contribution to school life. Student safety is always the first priority. All volunteers must be approved before starting, follow school procedures, respect confidentiality, complete safeguarding expectations and work under the direction of school staff.

Volunteer Opportunities

Volunteers may support classroom reading or projects, school events, cultural celebrations, sports days, academic fairs, after-school clubs, trips and approved administrative preparation. Volunteers must not replace staff, carry out staff-only duties, discipline students, assess students academically, handle confidential records or supervise students alone unless explicitly authorised by school leadership after all checks and a risk assessment.

Safeguarding Requirements

1. All volunteers must complete an application form and provide identification before commencing their volunteering role.
2. Volunteers must receive a safeguarding induction, including the Child Protection and Safeguarding Policy, Staff Code of Conduct, confidentiality expectations and reporting procedures. They must sign to confirm that they have received the induction and understand their safeguarding responsibilities while working with, or having contact with, students.
3. Student safeguarding concerns must be reported immediately to Ms. Amany Al Sheikh. If she is unavailable, report directly to Ms. Eman Omar or another DDSL. Concerns about school adults must be reported directly to Ms. Eman Omar. Concerns involving Ms. Eman Omar must go directly to the CEO or designated Board Member without informing her.
4. Volunteers must not use personal phones to photograph students, contact students privately, meet students outside school procedures, give personal gifts, transport students, or share student information.
5. All visitors and volunteers must sign in and out, wear an ID or visitor badge at all times, and remain in approved areas only.

Roles and Responsibilities

General Guidelines

1. Volunteers must act as positive role models and treat all students and staff with respect.
2. Volunteers must follow health, safety, emergency, fire drill, first aid and visitor procedures.
3. Volunteers must maintain professional boundaries and must not favour, isolate or be alone with a student unnecessarily.
4. Volunteers must not use offensive language, inappropriate behaviour or physical punishment.
5. Volunteers must follow data protection rules and must not discuss student performance, behaviour, family matters or school concerns outside authorised staff conversations.
6. Brighton International Academy welcomes volunteers from all backgrounds and will make reasonable adjustments where possible, provided student safety is not compromised.

Training, Support and Termination

Volunteers will receive an induction covering their role, safeguarding expectations, confidentiality, health and safety, reporting routes and relevant procedures. Ongoing guidance will be provided by the supervising staff member. Volunteer service may end by mutual agreement or may be ended by the school if conduct is inappropriate, checks are incomplete, confidentiality is breached, safeguarding expectations are not followed, or the role is no longer required.

Monitoring and Evaluation

The school will monitor volunteer practice through sign-in records, supervision checks, incident/concern logs, staff feedback, volunteer records and annual policy review. Any safeguarding, conduct or confidentiality concern will be recorded and escalated to school leadership and the DSL/DDSL as appropriate.

Policy Management and Review

The Code of Ethics for Private Schools and Kindergartens is issued by the Ministry of Education and Higher Education of the State of Qatar and is binding on all private schools and kindergartens in Qatar. It regulates the relationship between all parties to the educational process — owners, principals, staff, teachers, students, parents and boards — and sets out their ethical responsibilities, grounded in the heritage of Qatari society and Islamic values.

Brighton International Academy is committed to this Code, which informs its Staff Code of Conduct and Child Protection and Safeguarding Policy. The Arabic version is the Ministry’s main reference for the Code.