Al Alameen International Schools in Riyadh. British Islamic Schools

f childhood. We teach Islam in a balanced and fun way. We hold hajj eid and many sports events during the year. Field trips educational offered. Description

A British and Islamic SMART school Al-Alameen. (The two flags the logo is the Saudi and British flag side by side )


The British Islamic School is a unique educational environment where children come willingly to learn. We are proud to say we host a full SMART school, meaning we offer state of the art top of the range smart boards in all our classrooms, we now even offer a shared smart board KG smart rooms, All of the kg science and reading lessons are held through the smart boards. Montessori sections also have full use of the smart board kg rooms. The children can enter a smart board room for any given lesson. The school views a positive partnership between the staff and the parents as crucial to the education and happiness of the children. Parents are welcome to visit their child’s classroom at both the beginning and end of the school day. Our books come direct from the UK, they are the revised editions sent each year. We offer the highest British education in Riyadh today offering the colour text books from the best British private schools in the UK today. We are a smart school hosting smart board’s lessons and have smart board rooms from kg1.


*Fully licenced fully safe.

*Hassle free easy admission, with NO admission charges.

*Easy father access a personal men’s admission office.

*Great fees, hassle free easy admission.

* We Offer an after school fun soft play club and educational curricular support classes and exams support clubs every day until 2pm.

* We Offer a great teacher’s policy to meet them any day every day after 1pm.

* We offer a daily parents and teacher communication program. We send home detailed weekly plans and offer a complete reading program. Providing Reading teachers extra for your child, we host a wonderful British library.

* We offer support and a basic Arabic program for non-speakers of Arabic at any grade level and age.

* This is a school that offers a complete care system with a nanny on hand in every single bathroom.

*We also offer experienced nanny that takes care of each class, and the Children's lunch and bags.

*A Fluent in speaking English, nanny that remains in every class bathroom in every kg section for the extra pair of hands with the child’s needs lunch time support dressing for home time support and extra bathroom needs.

* Our school have top standards of cleanliness and hygiene. Nanny on hand in every bathroom in our school including grades. Our bathroom nanny’s follows are our strict Islamic bathroom guidelines on how to wash and preserve modesty at all times

*Have the best British official books direct from the original source imported from the UK the best and the same as the most expensive private schools of the UK.

*Authentic curriculum offers weekly up to date detailed weekly plans? And monthly evaluation reports on every subject. A school which combines the 2 main authentic curriculums, that of Saudi and the UK together for an advanced learning program.

* A school which meets the parent’s expectations and more . Who takes parents feedback and needs seriously.

*We have direct lines phones to all section heads, and the British native Academic coordinators, so a mother with a concern can be heard?

*A school than can cater for the whole family from age 2 to age 13years.

*A school that prides itself on excellence and high standards and fantastic exams results year after year.

*We take parents feedback into consideration?

*We send you detailed weekly plans; study guides revision sheets and monthly up to date progress evaluation.

* A School who offers the revised coloured British authentic curriculum books, free of charge to every student every year?

*A School who puts their profits back into the school to give the children the maximum benefit and fantastic faculties?

* Finally who put the parents and children first, in their every endeavours and decisions? a school that really listens and cares.

* We are the cheapest British school in Riyadh providing a quality education and quality teachers of very high standards. Our vision for 2011

The most important period of life is not the age of university studies, but the first one, the period from birth to the age of six. For that is the time when man’s intelligence itself, his greatest implement, is being formed

Smart classroom is a new technology which increases the communication between teachers and students during lessons. It is a teacher station equipped with computer and audio-visual equipment. It allows the teacher to present the lesson using a wide variety of media such as DVD, VHS, PowerPoint presentations etc. This technology enhances the visual memory of students which results in faster perception of knowledge. We follow the British Curriculum using original books combined with Arabic and Islamic Studies subjects. French, computers, P.E. and art and design. We believe that children who are brought up in an Islamic environment will inshallah thrive and grow with strong roots from the Islamic way of life. It has been established, and is well documented that long term life success is dependent on the child's leading environment. That is during the first few years of his or her life. In fact, the first five years are the time when children discover the world and how to learn, therefore, positive learning opportunities during those years are essential for children's emotional, social, language, cognitive and physical development. We believe that children should be given the opportunity to hear a clear accent. Childhood is the best time to learn and develop the accent. Children between 3 - 9 tend to imitate their teachers' accents. In our School, English subjects are taught by native teachers. Many who are new Muslims and understand and love Islam. Our school policies :-

Intimate Care Policy

This Policy also includes the Early Years Foundation Stage and Before and After
School Provision. Statement of Intent

The proprietor and staff of our School fully recognise the contribution it makes to
safeguarding and promoting the welfare of children. We recognise that all staff, including nannies, have a full and active part to play in protecting our pupils from harm. All staff believe that our school should provide a caring, positive, safe and stimulating environment, which promotes the social, physical and moral development of the individual child. The school recognises the importance of working within the framework for Every Child Matters: Change for Children and the five outcomes outlined within it:
To be Healthy
To Stay Safe
To enjoy and achieve
To make a positive contribution
To achieve economic well-being
The Staff at our school realise that the issue of intimate care is a difficult one and
will require staff to be respectful of children's needs. Children's dignity will be preserved and a high level of privacy, choice and control will be provided to them. All Staff who provide intimate care to children have a high awareness of Safeguarding issues. Staff behaviour is open to scrutiny and staff at our work in partnership with parents and carers to provide continuity of care to children and young people wherever possible. Staff deliver a full personal safety curriculum to all children, as part of our Personal, Social,
Health and Emotional Education curriculum (PSHE), as appropriate to their stage of development and understanding. This work is shared with parents who are encouraged to reinforce the personal safety messages at home. Our School is committed to ensuring that all staff responsible for the intimate care
of children will undertake their duties in a professional manner at all times. we recognises that there is a need to treat all children with respect when intimate care is given. No child should be attended to in a way that causes distress or pain. The Protection of Children

Where appropriate, all children will be taught personal safety skills carefully matched to their level of development and understanding. The Ethos & Aims of The British Islamic School

Ethos

The British Islamic House has a strong family background. This results in a very safe and caring environment, one which is often reflected in a family itself. Feeling part of the BIS family is emphasised in the way the children are taught and helped to develop into strong individual characters, who will be able to succeed in the world today. Our School emphasises that education should be fun, but that each child
should work hard to achieve their best, reflected in the school’s motto “learn to live.” This is achieved through the dedication of the teaching staff, and the facilities on offer to the children. Aims

The British Islamic School aims to give the children the facilities of a large school . This offers each individual child the opportunity to learn and fully develop his/her abilities:


Academically
Socially
Emotionally
Physically



Teaching and Learning Policy For the junior and foundation section at The British Islamic School Riyadh section. Pupils of all abilities at The British Islamic School will be given equal opportunities to learn in order to achieve their full potential. Varied teaching methods and strategies will be used effectively and appropriately to accommodate differing learning styles. School self-evaluation is the key to improvement in order to identify priorities for development in line with the cycle of whole school improvement planning. It is the responsibility of all staff and pupils to evaluate their own performance. By knowing and understanding how staff and pupils are performing, staff at all levels can enhance and share strengths and identify potential for improvement

Central Concept
Learning is the acquisition of knowledge, skills, attitudes and understanding. Learning must be enjoyable and effective and based on co-operation and respect. Learning is achieved through a wide range of teaching routines. Policy Aims

The aim of this policy is to:

Demonstrate a commitment to quality teaching and a sensitivity to children’s
needs;
Underpin all other policies, both curriculum and supplementary;
Provide a comprehensive guide to teaching and learning strategies;
Promote high standards of achievement through effective and enjoyable
teaching and learning. The Role of the Teacher

We acknowledge that the teacher must employ a range of strategies in an effort to match the teaching with the learning. There are times when the teacher will:

Train and inform;
Provide or promote;
Guide or facilitate. There are times when the teacher needs to stand back and allow development
to take place and times when intervention is necessary. Praise, reward, review and consolidation are also a very important aspect of
learning. Teachers must demonstrate a caring attitude towards children, look at the
children as individuals, value their efforts, listen to them and show a
sensitivity to their needs. Teachers should, at times, be inspirational, enthusiastic, challenging and not
afraid to make mistakes. Teachers can be formal, interactive or open-minded, depending on the
learning situation. Above all the teacher is a role model and should show all the characteristics
and attitudes that we would hope to develop in the child. The Role of the Parent

We aim to create a partnership with parents, which begins before the child starts
school. Parents are expected to be fully involved in their child’s education and this
involvement will differ depending on individual circumstances and the needs of the
child. Parents must make sure that their child attends school every day (health
permitting). They should take opportunities, which are provided, to familiarise
themselves with school procedures. They should provide substantial opportunity for reading development and other homework tasks. They should take a general interest in their child’s progress and make arrangements to see the class teacher at least once a year. Interest in school is not always welcomed by the child, but parents should not be daunted, it is important that the parents have a positive view of school which is transmitted to the child, and they should contact the school immediately there is a problem with any aspect of their child’s care or education. Homework

Homework is an increasingly important facet of a child’s development. Tasks
provided for home should be lively and interesting enough to engage the child’s
attention easily. There is a place for hearing children read everyday, revision type
practical tasks and also, learning tasks. Tasks at home are valuable to the children in so far as home may offer opportunities for individual study or prolonged periods of quiet. Home also often allows for one to one support. The Learning Process

Learning is planned in the long, medium and short term. Long term planning ensures coverage, medium term planning ensures progression and short term planning ensures that learning is purposeful and that the learning can be evaluated and assessed. Shared planning, as a whole school or in the various departments, is often used particularly when introducing new ideas or developing long and medium term plans. The advantages of sharing planning are numerous, it can be supportive where staff are unsure of the content in a particular curriculum area, it can expand the teachers understanding of what is happening elsewhere in school and it can also provide facilitators with valuable information on the way subjects are being delivered elsewhere. Each policy determines how subjects are organised and taught and what the specific aims of the subject and its development are with regard to the achievement of the children. Learning takes place in a range of settings matched to intended learning goals:

Whole class teaching
Children working in groups or similar tasks;
Thematic approach-small groups working independently to contribute to the
whole;
Groups rotating around prescribed tasks or activities;
Individual or paired work using explanatory work cards or text books with
accessible materials and resources; Individual study and development;
Focused or open-ended play. Children are sometimes given opportunities to develop their own ideas, particularly as this is often where the best learning takes place. Such things as projects, together with involvement in the day to day running of the school. Parents and other adults are used in school for a range of learning situations. Where the adults are teaching using their own expertise learning can often be enhanced. Enhancement through visitors providing dramatic or other stimuli will also extend the children’s learning, often beyond the range of the teacher. Assessment and Evaluation

The assessment of children’s ability is of paramount importance if children are to be moved on from where they are rather than where they should be. Short term planning provides an opportunity for individuals and groups to be assessed by their teacher against achievements in specific and very small steps forward. By virtue of their professional skill teachers are able to make diagnostic assessments of pupils in the broadest range of situations. Where they cannot they will seek assistance from the Co-ordinator. The process is on-going and pupil performance is monitored using a very wide range of strategies. The chosen assessment method should, in all cases, match the learning method that it is associated with. A child’s knowledge may be judged initially by their capacity for
recollection. Skills can be assessed by a child’s use of them in a given context. Understanding, however, may only be judged by their application and skills
in a range of new situations. Assessment is usually directed at the specific learning objectives related to the
teaching, but where a broad range of achievement is being assessed levels of
achievement are pre-determined according to National Curriculum descriptors. Individual assessment will often give rise to the need for individual targets, which can be negotiated with the children themselves
Children should be encouraged to make judgements about their ability and define the targets needed to move them on. Notice should be taken of these and steps taken to neutralise the problems. It may sometimes be the fault of the teacher or even other children or simply a physical constraint in the classroom. Above all the learning process and the environment in which it takes place must be flexible. Children’s individual and group needs may differ on a day to day basis and the school must be ready to adapt its practices, resources and even its physical environment to benefit the learning of the children within. It is important that children and parents are made aware of how best they can develop their children’s learning and why certain strategies are used, such as LOOK, COVER, WRITE, CHECK in spelling and that children are aware of how they learn best, e.g. through physical participation. Training and Development We recognise the need for continuous training of staff as well as pupils. Education never stands still and new initiatives have to be appraised and assimilated all the time. Development needs are flagged up by individuals through self-reflection, appraisal or as a result of monitored feedback. They are also introduced by outside agencies. There is an appreciation that training is on-going to keep abreast of recent initiatives or even to reaffirm age old practices. The teacher need not always be seen as the expert and often some of the best learning takes place when the teacher is learning with the class. The school can provide staff development in a number of ways:

Internal support from colleagues;
Use of expert outside providers;
Use of training and support materials;
Attendance of meetings or training courses;

The crucial element to all forms of training must be the provision of time. Quality Assurance and Evaluation

The whole process of teaching and learning is a living process, ever-changing making an infinite number of demands on the staff and children. Evaluation of the process comes through a wide spectrum of means, and innumerable informal opportunities. Formal opportunities for monitoring and evaluation include:

Meeting with staff to discuss professional development and set targets;
Analysis of assessment data;
Facilitator monitoring with department teams;
Review of policies and planning;
Target setting and review. We have supervisors constantly making rounds checking the assistants and observing the bathroom rules and taking supervisors daily forms. We care for what matters most. British and American native, or native like, clear accents born and raised teachers, for all of the kg and Montessori sections. All Grade English subjects and reading. Grades native British for English ( Native meaning Born raised and educated in England ). Native Saudi for the Saudi curriculum. Five star outdoor play area basketball area Indoor air tight cool soft play centre and games rooms. British library, and The British Oxford reading club program used in 80% of British primary schools today. After school extra support clubs. 12-2pm

There are two terms in an academic year.



*contacts:-

School office: - 4649666
Admissions Manager:-0530208907

*To reach an Academic coordinator for Grades or KG please kindly call 0544544068 to discuss any issues.

* email [email protected]
Or [email protected]

* School times

KG 1 times 7.10 until 12.00. KG2, 3 & Montessori 7.10 am to 12.30pm
Smart classes Grades 1pm. The Management and coordinators for grades and KG are British qualified natives. Each class room is fitted with state of the art smart boards and the latest ICT equipment projectors. We are advanced learning and at the lowest affordable cost in Riyadh. If you would like the chance to join our exciting team please send CV to if you reside in Riyadh. [email protected]

[email protected]

[email protected]



www.britishislamicschool.com

www.alalameenschool.com