|
REVIEW |
Biannually or following changes in guidance from the Ministry of Education |
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POLICY REVIEWED |
February 2023 |
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REVIEW DUE |
May 2025 |
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APPROVED BY THE SCHOOL BOARD |
Thursday 11th May 2023 |
Contents
1.Purpose
The purpose of this policy is to:
2.Scope
This policy applies to all active members of the ESF community – all students, staff and parents, as well as all prospective and future members of the ESF community.
3.Definitions
ESF Mission Statement
Working in partnership with the school community, ESF enables students to realise their full potential.
Students are supported to develop into independent and resilient individuals who are equipped with 21st century skills to contribute to the global society.
Core Values:
To provide a safe, inclusive educational environment where every student feels secure and valued within the school community. The school aims to provide all students with the tools needed to thrive upon graduation.
Encouraging students to work towards obtaining academic excellence, independence and a desire to develop into thoughtful members of the wider community
Philosophy:
The underlying philosophy is based on the principles that
Irrespective of race, colour or language it is the right of every child to be educated and given the same opportunity.
Students thrive when given opportunities to access a range of teaching and learning strategies.
Continuous development is essential.
Consistency and discipline play an important role in helping to create a safe, supportive educational environment.
A student will flourish and fulfil their potential when the school and parents work in unison to provide the conditions for a student to enjoy their studies and become a lifelong learner.
High-Quality Learning
Ensures access to the full breadth of the curriculum where students are confident to express their learning needs
Allows engagement with the subject material that encourages the natural curiosity of the student with access to a physical environment that is safe, welcoming and celebrates learning.
Scaffolds students to acquire a range of learning strategies to facilitate their learning as an inclusive, active process. This aids long term retention of knowledge and fluency in key skills and the application of these to help each student develop towards their full potential.
Encourages learners to embrace opportunities to reflect upon, share and take ownership of their learning.
High-Quality Teaching
Facilitates access to the curriculum for all students through informed planning.
Is engaging, supportive and challenging, utilising the natural curiosity of the student, providing a physical environment that is safe, welcoming and celebrates learning
Selects the appropriate teaching techniques and pedagogies to help each student develop towards their full potential
Provides opportunities for students to reflect upon, share and take ownership of and their learning
Global Citizenship
Global Citizenship is defined at ESF in three key areas
Global mindedness
Importance of developing each individual’s own sense of identity whilst exploring and celebrating the differences and similarities in the diverse cultures making up the school community.
Empathy, Equality and Equity
Knowing the importance of communication being without prejudice whilst placing a high value on demonstrating fairness, acceptance and compassion in interactions with others.
Environmentally Conscious
Understanding the challenges facing the environment. Knowing and acting upon the understanding that it is the responsibility of everyone to seek sustainable solutions that allow for positive change for the generations that follow.
Admissions Committee: Composed of senior leadership and coordinators in the appropriate campus of enrolment (e.g., Early Years, Middle or Secondary School). The final decision on all applications rests with the Head of School.
4.Policy Statement
ESF is an inclusive, English language International School which seeks to actively recruit and retain students for whom a British education and the obtaining of external qualifications at IGCSE and AS/A Level will address and provide growth for their future. The school understands the importance of global citizenship and the role of student well-being in embracing change and developing new tools and resources needed to live productively and sustainably.
The school’s Admissions Policy is driven by its Guiding Statements which aligns with its programme design for learning for complexity and challenge within a diverse and highly connected global world.
It is the mission of the Admissions Department to support recruitment, enrolment and retention in a professional and forthright manner, and to ensure that prospective and returning families understand the ESF Mission, Core Values and Philosophy of our school.
∙ We strive to give each family a thorough initial understanding of the British curriculum programmes and to respond to individual enquiries for additional information.
∙ Visits to the school are scheduled on an individual appointment basis and are highly encouraged. These visits are available during school hours and in-session days, and should be arranged as early as possible through our Admissions department.
∙ All prospective families are encouraged to familiarise themselves with the school and this admissions policy through the official ESF website http://www.skee.com/.
∙ Prospective families are generally encouraged to apply as early as possible at the start of the admissions season in order to reduce the possibility of classes filling up. All application materials, as well, can be accessed from the school’s portal at https://esfkw.com/
ESF encourages applicants from a variety of educational, linguistic, cultural and learning backgrounds.
While inclusive and celebratory of differentiation throughout its programmes, the school has chosen to offer a dynamic and intense academic preparation through a modified British curriculum where students study towards obtaining their IGCSE, AS and A level qualifications.
Such programmes demand a high level of enthusiasm, motivation and perseverance from students. Depending on certain factors, but especially in later grades where a student may be changing from a Key Stage or language of instruction, the school reserves the right to refuse admission should it be determined that a student’s needs will not be adequately supported throughout their time at ESF.
ESF is determined to offer a programme of study which delivers on our definition of high-quality teaching, high-quality learning and global citizenship. The school is designed to serve the needs of a highly mobile, international community, but also offers an alternative education model to local families in the South Kuwait area.
Admission to ESF is through an application process and the submission of application documentation implies acceptance of the general terms and conditions of the school mission, core values, philosophy and admissions policy. When otherwise demand may outweigh space availability, resulting in some successful candidates being placed in a waiting pool, the school may take into consideration various factors, such as a family’s length of stay in Kuwait, or the student’s background/experience in a British Curriculum School programme, or their linguistic profile in attributing the places that may become available in the future. All other things being equal, siblings of students already enrolled at ESF are given a priority in space attribution.
The admissions test is held following an application. These are undertaken to assess the suitability of ESF for that particular student and to check that ESF can meet a student’s learning needs, additional information may be requested, and an interview or language test may be a part of the admissions review process. When an in-person interview is not possible, a virtual meeting setup may be proposed. For students seeking entry to Grades 10 – 12, the interview is also an opportunity to ensure clear communication regarding school and family expectations, and the specificities of the IGCSE and A Level preparation for higher education. Further details of the transition through the Key Stages at ESF can be found in Appendix III
Owing to our commitment to high-quality teaching and differentiation at ESF which is able to take into account a wide variety of learning styles, strengths and needs, the specific year placement is based on the student age as of the school cut-off date of 15th September (please see Year Placement table in Appendix). In the exceptional case that a student’s age, development, or previous school experience or performance supports compatibility with a grade outside of that determined by the school cut-off date, this decision is evaluated through the Admissions Committee and promptly communicated to the family. Students whose age at high school would exceed 19 years old would not normally be enrolled in the school.
All Early Years candidates must be fully and reliably toilet trained before school begins, and able to feed and dress themselves reasonably independently. If this is not the case then agreements need to be committed to by the parents to make this the case prior to the student being accepted. Fluency in English is not a criterion for entry within the Early years department. From year 1, a minimum level of English is required.
Re-enrolment at ESF is an annual process, and families must inform the school during the re-registration period of their intention to re-enrol their child(ren) for the upcoming academic year. Re-enrolment requires submission of a registration contract and a non-refundable reservation deposit. Re-enrolment is contingent upon : (i) the school being able to continue to adequately address a student’s needs; (ii) student behaviour in accordance with the school values and guidelines found in the appropriate Early Years, Middle or Secondary School Handbook (consultable on our website at http://www.skee.com/. and (iii) all financial accounts current and in good standing. Should a family not inform the school of their intention to re-enrol a student by the deadline for the re-registration period, the school reserves the right to offer the space to a prospective family seeking enrolment.
ESF believes in a productive cycle of transparency, support and constructive collaboration amongst its staff, students and parents. The admissions process is an opportunity to share accurate and meaningful information with prospective new members of the ESF community. On the rare occasion where key information is knowingly withheld or obscured, the school reserves the right to refuse admission or withdraw a place already offered. In the event that student or parent behaviour directly violates the values of the community as stated in our Early Years, Middle and Secondary School Handbooks (consultable on our website at http://www.skee.com/, the school reserves the right to request the withdrawal of the individual(s) or family(ies) concerned.
ESF will review on a bi-annual basis its Admissions Policy to ensure alignment and coherency with the school’s Guiding Statements, and reserves the right to modify the policy, as appropriate. Subject to internal governing bylaws, all modifications will be subject to review and approval by the ESF School Board. The latest version of the Admissions Policy may be consulted at all times on the school website or through internal electronic archives. Through written request, a family or student may request removal of personal details from the school database or revoke photo permissions previously accorded during the registration process. All members, prospective or current, are encouraged to read our Data Protection Policy on our website http://www.skee.com/, and to contact the school with any questions or concerns about how ESF processes and protects personal data.
5. Procedures
Before a student may be admitted to ESF, they must complete and submit a full set of application documents for review. The application process and submission of materials is available through the ESF online application portal located on our website, https://esfkw.com/. The application requirements will vary slightly depending on the age of the child. Families should direct any questions or concerns as regards the application materials, status of application evaluation or process to our Admissions Department at reg1@skee.com.
Enrolment is conducted on a rolling admissions basis, beginning in January of the upcoming academic year, and continuing throughout the academic year, subject to space availability. Applications will be reviewed by the Admissions Committee on an on-going basis and in order of completion, and formal notification of the Committee decision (acceptance, waiting pool, denial) communicated within approximately 7-10 business days, beginning in mid-January of the upcoming academic year. Student reference forms are requested and collated from the pupil’s previous school to assist in the transitioning process.
Policy last reviewed March 11/3/23
6. Appendix: Year placement chart
| Year | Student Age on Sep. 1st |
|---|---|
| KG | 3 Years & 5 Months |
| Reception | 4 Years & 5 Months |
| Year 1 | 5 Years & 5 Months |
| Year 2 | 6 Years & 5 Months |
| Year 3 | 7 Years & 5 Months |
| Year 4 | 8 Years & 5 Months |
| Year 5 | 9 Years & 5 Months |
| Year 6 | 10 Years & 5 Months |
| Year 7 | 11 Years & 5 Months |
| Year 8 | 12 Years & 5 Months |
| Year 9 | 13 Years & 5 Months |
| Year 10 | 14 Years & 5 Months |
| Year 11 | 15 Years & 5 Months |
| Year 12 | 16 Years & 5 Months |
| Year 13 | 17 Years & 5 Months |
Transition through the Key Stages
Entry to Key Stage 1
Entry to Year 1 as for KG and Reception, with the number of vacancies dependent on the number moving to Year 1 from the previous session’s Reception.
Entry to Key Stage 2
For entry to Primary (Years 3 – 6) Applicants will be assessed on performance in tests of language and numeracy, and on the report of academic progress, social skills and participation/aptitude in expressive arts activities requested from each candidate’s current primary school.
Entry to Key Stages 3 and 4
For entry to Secondary (Years 7-11) The Assessment consists completion of CAT4 tests. In addition, a report on academic progress, social skills and participation/aptitude in expressive arts and extra-curricular activities requested from each candidate’s current school is also taken into consideration, and the assessment includes an interview with the Principal/Deputy Principal of Secondary.
Entry to the 6th Form
Entry to Years 12 and 13 is based mainly on an interview with the Head of the Sixth Form, evidence of the candidate’s performance at their current school, and particularly the attainment in the previous IGCSE examinations as the courses in the Sixth Form are for study at A-level (AS and A2). In addition, a report on academic progress, social skills and participation in expressive arts and extra-curricular activities requested from each candidate’s current school is also taken into consideration.
Withdrawal policy:
The withdrawal procedures should be granted after meeting the following steps:
All dues should be paid and outstanding textbooks should be returned (or paying the equivalent amount for it), then the guardian is entitled to claim for fees clearance from the accounting department to be collected within two working days from the date of request.