POLICIES

Purpose

At Makers Learning School International (MLS), inclusion means more than access—it means belonging, support, and success for every child. We are proud to be a high-inclusion school that welcomes learners of all abilities, cultures, and backgrounds.

Grounded in our mission “Makers of the Future: Compassion-Inspired Innovators” and vision “Empowering thoughtful and independent visionaries to create a better world,” our inclusion policy reflects our commitment to nurturing innovation, integrity, compassion, well-being, and empowerment.

Aligned with the International Baccalaureate philosophy and the Conscious Discipline framework, we provide safe, caring, and stimulating environments where students learn to regulate themselves, collaborate with others, and grow as principled, resilient global citizens.

Philosophy of Inclusion

At Makers Learning School International, inclusion is a shared responsibility that reflects our mission to nurture compassion-inspired innovators and our vision of empowering thoughtful and independent visionaries. We believe that every learner’s journey is unique, and our role as a community is to provide flexible pathways that honor each child’s pace, strengths, and potential.

Our inclusion philosophy emphasizes

• Shared Understanding: Teachers, families, and learners collaborate to recognize and celebrate individual learning profiles.
• Flexible Design: Lesson planning, assessment, and classroom structures are adaptable, ensuring that time, space, and resources are used to meet diverse needs.
• Holistic Growth: Inclusion is not only about academic achievement, but also about nurturing resilience, well-being, social connection, and communication skills.
• Empowerment: Learners are supported in building the confidence and skills needed to succeed independently, in alignment with our values of innovation, integrity, compassion, wellbeing, and empowerment.
• Collaborative Support: School counselors, faculty, and leadership work in partnership with families and external specialists to ensure each child receives the support they need to thrive.

Through this approach, MLS fosters a culture where every learner feels valued, capable, and empowered to contribute to creating a better world.

We believe every child has the right to learn, grow, and thrive. Our inclusive practices ensure that

• Innovation drives creative strategies to meet diverse learning needs.
• Integrity guarantees fairness, transparency, and consistency in support.
• Compassion guides us in building empathy, connection, and respect.
• Well-being ensures balance, safety, and resilience in learning.
• Empowerment enables students to take ownership of their learning and advocate for themselves.

Inclusion extends beyond Special Educational Needs (SEN) to embrace

• Students with different learning styles and paces.
• English language learners (ELLs).
• Gifted and talented students.
• Students with socio-emotional needs.
• Diverse cultural and identity backgrounds.

General Guidelines and Objectives

At Makers Learning School International, inclusion is a culture of equity, belonging, and growth. From admission and throughout their school journey, we seek to understand each learner’s strengths and needs so that support is timely, purposeful, and empowering.

Our objective is to ensure that every student has access to meaningful learning opportunities, that their needs are identified as early as possible, and that teachers are confident and supported in responding to diversity. Instruction and assessment are flexible and differentiated, allowing all students to engage with the curriculum in ways that reflect their learning profiles. When needed, Individualized Education Plans (IEPs) or Support Plans are co-created with families, students, and specialists, and reviewed regularly to track progress and guide next steps.

Consistency and continuity are essential. Adaptations are sustained and refined to ensure academic growth while nurturing resilience, well-being, and independence. Collaboration is central: teachers, families, counselors, and specialists work together to create coherent and compassionate support systems. By upholding these guidelines, MLS ensures that all members of the community are aware of shared expectations and that inclusion is lived through our values of innovation, integrity, compassion, well-being, and empowerment.

Our Approach to Inclusion

Tiered System at MLS

• Tier 1: High-quality teaching, small-group learning, and differentiated strategies benefit all students within the classroom.
• Tier 2 & 3: Students needing additional support receive tailored interventions from the Learning Support (LS) team through push-in support, pull-out sessions, or small-group instruction.

Teachers and LS staff collaborate to develop Individualized Education Plans (IEPs) or Individualized Support Plans (ISPs) with clear, measurable goals. Progress is tracked, shared with families, and adjusted regularly.

Capacity

To ensure quality, no more than 2–3 students in each class typically receive Tier 2 or 3 support unless additional staffing allows for more. Learning Support teacher-student ratios are designed to provide personalized attention.

Partial Inclusion

In our commitment to true inclusion, we accommodate all students, including those who require external support (such as speech, occupational, and physical therapy). We do not want these students or their parents to feel overwhelmed and exhausted with the workload, so we organize specialized timings for the students to come in and leave at a certain time. They will then be able to experience a school environment whilst also meeting with

Identification and Support

Identification

• At the point of enrollment, parents/guardians are required to disclose any known learning needs, medical conditions, or factors that may affect their child’s holistic development. The Admissions Team may request supporting documentation, including medical records or professional diagnostic reports, to ensure a comprehensive understanding of the student’s circumstances.
• With parental/guardian consent, the school may engage with external specialists to collaborate with the school counselor, principal, and program coordinator in determining appropriate teaching and learning strategies.
• Student learning profiles are further informed through classroom observations, formal and informal assessments, and ongoing communication with families. Where additional support is indicated, referrals may be made to the Learning Support (LS) Department for targeted intervention in literacy, numeracy, behavior, or socio-emotional development.
• The school may recommend consultation with external specialists to secure accurate diagnoses and evidence-based strategies.

Support

• Support plans are developed by the LS Department in consultation with families and are reviewed regularly. These plans reflect the school’s commitment to partnership, accountability, and the provision of equitable access to learning.
• MLS addresses three types of learning support programs:
• Learning Support- the Learning Support program aims to address the learning needs of students with professionally diagnostic reports. We work in conjunction with external educational specialists to help our students reach their academic and behavioral goals.
• Academic Support- The Academic Support program addresses the potential academic gaps for our incoming and ongoing students. This includes students coming in from different schools or different countries. The program addresses English, Arabic, and Mathematics academic gaps.
• Behavioral Support- the Behavioral Support program includes our counseling department in helping our students achieve important life skills in self-regulation, effective socialization, and positive psychology methods in line with our Conscious Discipline framework.

Specialized Programs

• Arabic Support: Additional Arabic lessons are provided for students requiring language support (non-Arabic speakers and students with academic gaps). Arabic teachers coordinate with homeroom and LS staff for consistency.
• Gifted and Talented: Enrichment programs(Mawhiba), inquiry projects, and mentorships empower advanced learners to extend their interests and leadership.
• Counseling and Wellbeing: Counseling services address emotional, social, and behavioral needs utilizing Conscious Discipline. Conscious Discipline strategies build safety, self-regulation, and connection in all classrooms. Other Counseling services include: Pay It Forward Program, Co-created counseling plan, and Guidance and Career Counseling plans.

Shadow Teacher Policy

For students with significant needs, MLS may require a Shadow Teacher (provided by the family).

• Shadow Teachers work 1:1 with students daily, ensuring inclusion and success in the classroom.
• They must be qualified, approved by the SEN Department, and trained to align with MLS practices and Shadow Teacher Policy.
• Families are responsible for recruitment, fees, and training where required.

Fees for Learning Support Services

• Tier 1 – General Support: For students needing extra help without a diagnosed learning difficulty. Fees cover small-group sessions and resources.
• Tier 2 – SEN Support: For students with formally diagnosed needs requiring personalized support. Fees cover individualized planning, specialized resources, and coordination with families and specialists.

All fees are managed transparently by the Finance Department and reviewed annually.

MLS Inclusive Education Responsibilities Framework

Teachers & Classroom Staff

Core Responsibility: Deliver inclusive, high-quality education within diverse classrooms.

Key Actions

• Implement inclusive teaching strategies and Universal Design for Learning (UDL) practices.
• Reflect on and adapt teaching approaches to meet the evolving needs of all students.
• Collaborate with colleagues to plan lessons, share resources, and develop strategies.
• Attend ongoing professional development in inclusive practices, student well-being, and differentiation.
• Work closely with coordinators and counselors to address the needs of students with SEND.
• Maintain communication with families to support learning and wellbeing.

Leadership & Administration

Core Responsibility: Create, manage, and sustain a school-wide culture of inclusion.

Key Actions

• Develop and implement the school’s Inclusive Education Improvement Plan aligned with MLS values and policies.
• Ensure policies, procedures, and structures support equitable access and student success.
• Allocate resources, staff, and facilities to optimize inclusion (including accessibility compliance).
• Foster professional development, coaching, and mentoring for teaching staff in inclusive practices.
• Monitor and evaluate inclusive education outcomes; adjust strategies based on evidence.
• Promote accountability by providing systematic updates and ensuring compliance with school policies.
• Address discrimination and implement remedial measures when required.
• Build partnerships with other schools, universities, and specialist providers for training and capacity-building.
• Actively engage families, caregivers, and community professionals in supporting student learning.

Learning Support & Counseling Team

Core Responsibility: Provide specialized support and guidance to teachers, students, and families.

Key Actions

• Advise teachers and coordinators on meeting the needs of students with SEND.
• Support the design and implementation of individualized learning strategies.
• Facilitate collaboration between internal staff and external specialists (e.g., therapists, psychologists).
• Monitor student well-being and progress; guide interventions.
• Act as a liaison with families, offering strategies, counseling, and support.
• Contribute to professional development programs for staff in areas related to inclusion and wellbeing.

Monitoring, Evaluation, and Reporting in Inclusive Education

A rigorous system of monitoring, evaluation, and reporting is essential to ensure that inclusive education is effective, equitable, and continuously improving. These processes enable schools and authorities to track progress, gather meaningful feedback, and provide targeted guidance and support for students.

Key Strategies for Monitoring and Reporting

Collaborative Systems

• Work together across all relevant sectors to strengthen and harmonise monitoring and evaluation systems.
• Share insights and best practices to support continuous improvement.

Regular Review and Evaluation

• Conduct systematic reviews of inclusive education practices, student outcomes, and resource allocation.
• Use feedback to identify areas for improvement and guide decision-making.

Common Evaluation Framework

• Implement a unified framework for assessing the quality of inclusive provision.
• Monitor the effectiveness of teaching strategies, support services, and school-wide initiatives.

Transparent Reporting

• Produce regular reports on the implementation of inclusive education strategies and programs.
• Ensure findings are shared with leadership, staff, and relevant stakeholders to inform planning and accountability.

Targeted Action and Support

• Use monitoring insights to guide professional development, resource allocation, and interventions.
• Adjust practices to ensure that all students are supported to thrive.

Family and Community Partnership

Inclusive education thrives when families, caregivers, and community members are actively engaged as partners in learning. At MLS, we recognise that meaningful collaboration with families and the wider community strengthens student well-being, enhances learning outcomes, and builds a truly inclusive school culture.

• Invite families to participate in school decision-making, planning, and events.
• Encourage open communication between teachers, support staff, and caregivers to ensure that student needs are understood and addressed.
• Collaborate with families to support students’ learning, social development, and well-being.
• Parents are consulted in the creation and review of IEPs/ISPs.
• Regular updates and meetings ensure shared responsibility for student progress.
• Provide guidance and resources to help families reinforce learning and inclusive practices at home.
• Partner with community organisations, social services, healthcare providers, and local experts to provide holistic support for students.
• Leverage community resources to enrich educational experiences and create additional opportunities for students.
• Offer workshops, information sessions, and training for families and community members to understand inclusive education practices.
• Workshops and resources empower families to extend inclusive practices at home.
• Support families in advocating for their children’s needs and accessing relevant services.
• Establish regular channels for families and community partners to provide feedback on school practices.
• Use feedback to refine inclusive education strategies, programs, and interventions.

Confidentiality

We uphold the highest standards of integrity and privacy. Student information is confidential and shared only with relevant staff, families, and approved specialists.

Review and Development

This policy is reviewed annually with input from teachers, parents, students, and leadership. As a living document, it evolves with our community’s needs, ensuring MLS remains innovative and responsive in its inclusion practices.

Closing Statement

At Makers Learning School International, inclusion means belonging, support, and success for every child. Guided by our mission, vision, and values, we are committed to ensuring that every learner feels safe, respected, and empowered to reach their full potential.

Purpose

The MLS Assessment Policy outlines the role of assessment as an integral part of learning. Assessments at MLS are not simply final measures of achievement but ongoing tools that inform instruction, support differentiated learning, and provide clarity for students, parents, and teachers.

Objectives and Scope

• Measures student understanding, critical thinking, problem-solving, and application of skills.
• Provides timely, differentiated feedback to students, teachers, and parents.
• Guides and improves teaching practices while shaping future learning pathways.
• Upholds academic standards through a balance of internal and external benchmarks.
• Promotes equity by ensuring accessibility and flexibility for diverse learning needs.

This policy applies to all MLS students across all subjects and assessment formats—written, oral, and practical—reflecting the school’s commitment to rigorous, inclusive, and student-centered learning.

Approach to Assessment

• Ongoing and Embedded: Assessment is part of daily instruction, supporting differentiation by identifying effective strategies for diverse learners.
• Multiple Entry Points: Tasks are designed to reflect individual capabilities, allowing students to demonstrate understanding in varied ways.
• Varied Tools: Formative and summative assessments, projects, portfolios, oral presentations, and practical applications ensure equitable opportunities for success.
• Reliable and Transparent: Evidence is gathered over time from multiple sources, ensuring validity and fairness while making expectations clear.
• Growth-Oriented: Feedback promotes self-reflection, goal setting, and continuous improvement. Teachers use results to adapt instruction, provide interventions, and extend learning.

Assessment Roles and Responsibilities

Student

MLS’s assessment policies encourage both academic growth and the development of lifelong learning skills. Students are expected to

• Take responsibility for completing assignments and assessments on time.
• Understand that late or missing work has consequences.
• In Middle and High School classes, late assignments will be deducted 5% per calendar day. If a student has a valid excused absence they will have an extension of 1 day to complete the assignment.
• In Middle and High School classes, assignments submitted more than 6 days after the original deadline will automatically receive a maximum score of 70%, regardless of quality or completion level. If the student does not submit the assignment within 15 calendar days it will automatically become 25%.
• Maintain academic integrity (details in the Academic Integrity policy) by submitting original work and properly acknowledging the work of others. Any breach in academic integrity will result in a 0%.

Reporting at MLS

MLS ensures that reporting provides accurate and transparent information about student progress and achievement based on curriculum standards. Parents are encouraged to discuss their child’s progress with teachers, and teachers or administrators will contact parents if there are concerns.

Student progress is communicated through

• Formal end-of-semester reports (official report cards issued twice a year)
• Parent communications via email and the Educore platform
• Student-led conferences

Parents are also welcome to arrange meetings with teachers at any time during the year.

Record Keeping at MLS

• Documentation: Exam papers, grading rubrics, and student scores are securely stored for at least three academic years.
• Confidentiality: Student grades and assessment records are confidential and shared only with authorized personnel (administration, parents/guardians).

PYP Assessment Policy (Pre K to Grade 5)

At MLS, building a strong, school-wide assessment culture ensures that everyone—students, teachers, and the learning community—understands the purpose and value of assessment in monitoring, documenting, measuring, and reporting learning. Assessment informs learning, teaching, and decision-making, and supports student achievement and progress.

Key steps to fostering this culture include

• Developing assessment skills and understanding within the school community.
• Creating a comprehensive policy that integrates assessment into all learning processes.
• Providing opportunities for teachers to plan, reflect, and moderate assessments collaboratively.
• Offering professional development focused on effective assessment practices.
• Emphasizing how assessments reveal what learners know and can do, guiding the next steps in their learning.
• Strengthening the links between monitoring, documenting, measuring, and reporting student learning.

In the PYP, assessment has four dimensions: monitoring, documenting, measuring, and reporting learning. Each dimension serves a specific purpose, but all work together to inform learning and teaching. While each dimension is important, monitoring and documenting are emphasized because they provide actionable feedback that directly supports student growth.

MS/HS Assessment Policy

Forms of assessment in MS/HS

Assessments at MLS will take place in both formative and summative formats. To ensure equity for all students, assessment tasks being used must provide evidence of achievement and must be completed under the supervision of a teacher. Marking is conducted with reference to the learning objectives and should identify successes and areas for improvement based on previously established success criteria (SC).

Formative Assessment

Formative assessment is an ongoing process embedded in daily instruction. For teachers, it provides continuous insight into student performance, enabling informed decisions about targeted support or enrichment. For students, it offers timely feedback on their progress toward learning objectives and clarifies the steps needed for improvement.

• Methods: Formative assessments include pre-assessment, class discussions, class activities, student participation, observations, quizzes, classwork, exit slips, homework, and peer/self-assessments.
• Purpose: They are guided by grade-level skills and standards, helping students measure progress against learning objectives and success criteria.
• Use of Results: Feedback supports student learning and improvement, and results only count toward report grades when specified.

Summative Assessments

Summative assessments evaluate student learning and the effectiveness of instruction at the end of a defined period, providing evidence of achievement against curricular standards.

• Purpose:
• Evaluate student learning and instructional effectiveness at the end of a defined period.
• Provide evidence of achievement against curricular standards.
• Assessment Formats:
• End of Unit Tests and Ministry Exams
• Essays, assignments, projects, presentations, demonstrations, and performance tasks
• Administration & Guidelines:
• Conducted under controlled conditions and graded by teachers. While completing a summative assessment, students must adhere to the guidelines provided by the teacher in charge.
• Aligned to curriculum objectives and contributes to overall report grades.
• Students are notified at least one week in advance.
• Rubrics are shared beforehand with clear expectations and support from teachers.
• Assessment length and duration may vary, keeping it appropriate to the grade level and subject.
• Teachers provide specific feedback within 5 school days.
• Weighting varies across grades as determined by the department.
• Standardized Testing (Grades 1–10):
• MAP (Measuring Academic Progress) is administered twice yearly in reading, language usage, mathematics, and science.
• Diagnostic in nature; results guide learning goals and inform teacher planning.

MLS Middle and High School Grading Scales

Below is the grade-to-GPA conversion table used at MLS for your reference.

Middle School Grade Conversion Chart Grades 6-8

Letter Grade

Percentage

ES (exceeding standard)

97 – 100

MS (meeting standard)

80 - 96

AS (approaching standard)

70-79

NYM (not yet met)

0–69

NYT (not yet taught)

High School Grade Conversion Chart Grades 9-12

Letter Grade

Percentage

GPA

A+

97 – 100

4.0

A

93 - 96

3.95

A-

90 - 92

3.7

B+

87 - 89

3.3

B

83 - 86

3.0

B-

80 - 82

2.7

C+

77 - 79

2.3

C

73 - 76

2.0

C-

70 - 72

1.7

D+

67 - 69

1.3

D

60 - 66

1.0

D-

50-59

0.5

F

Below 50

0

MS/HS Grade Distribution Criteria

Student Participation and

Homework

Formative Assessment

Summative Assessment

Ministry Assessment

20%

40%

20%

20%

MLS Assessment Retake & Make-Up Policy

At MLS, we believe every student should have the opportunity to demonstrate mastery across all subjects. To support this, students may reattempt assessments under the following guidelines

Retake Assessments

• Students scoring below 70% on a summative assessment may request a retake within 5 school days.
• Retakes apply only to summative assessments.
• Teachers will encourage students to retake assessments below 70%. If a student chooses not to, the teacher will notify parents by email (with the student copied).
• Before the retake, the student must have a one-on-one session with the teacher to review feedback and create an improvement plan.
• The retake must be completed within 1 week of the request.
• Retake scores are capped at 80%.
• If the retake score is lower, the higher of the two scores will be recorded.
• Each assessment may only be retaken once.
• If the student does not pass the retake, the teacher will formally inform parents by email.

Make-Up Assessments

• Students who miss an assessment due to legitimate reasons (e.g., illness, family emergency, or extenuating circumstances) may take a make-up assessment.
• A parent note or medical certificate must be provided.
• The timeline and format for make-up assessments will be determined by the school on a case-by-case basis.

Ministry Assessments

• Students may only make up a missed Ministry assessment if parents provide a medical certificate/sick note.

Purpose

At Makers Learning School International we nurture our students to develop high ethical standards in all areas of their behavior, including academic work. The purpose of this document is to provide guidance in relation to the ethos and application of ‘academic honesty’ at MLS International.

Philosophy of integrity at MLS International

MLS International is committed to developing compassion-inspired innovators to create a better world. To do so, students must pursue knowledge and academic excellence through personal integrity in all of their academic products. Academic integrity is a shared responsibility with each member of the MLS International family, where teachers and other staff members model responsible and ethical choices in their work.

Definitions

Plagiarism: A student’s formal presentation or submission of others' work, research, words, ideas, illustrations, or diagrams as one's own, without explicit citation or credit. This also includes the misuse of artificial intelligence (AI) tools, such as submitting AI-generated work without acknowledgement, relying on AI in place of original thinking, or failing to cite AI assistance when it has been used.

Collusion: Allowing one’s work to be copied or submitted by another student. For example, but not limited to, copying from another student's test or homework paper.

Collaboration: When students work together towards a common goal, with shared information, which results in an open and cooperative behavior that does not result in allowing one’s work to be copied for assessment by another student.

Duplication of Work: The presentation of the same work for different assignments.

Authentic Piece of Work: Work based on a student’s own indivاidual and original ideas, with the ideas and work of others fully acknowledged with explicit citation or credit.

Examination Malpractice: Using cheat sheets or other prohibited items during an assessment, looking at another student’s paper or screen during an assessment; providing another MLS student with the answers or questions during an assessment; exchanging old or current assessments with classmates without the teacher’s permission.

Technology Malpractice: Any abuse or misuse of technology to gain an unfair advantage by a student.

Encouraging Academic Integrity

Every student is responsible for ensuring that the final version of their assignments is their own. To support students’ understanding of academic integrity, embedded sessions regarding guidance on research and citation will be conducted throughout the curriculum. It is important to highlight that all subject teachers are responsible for modeling ethical use of resources and explicitly teaching how to research, cite, and elaborate bibliographies. Furthermore, students will also receive age-appropriate sessions on research and citation in both the Library and the English Lesson at the start of each academic year to ensure that the contents of this policy and academic integrity expectations are clear.

Expectations in Early Years

• Recognize authors and illustrators in books (pause during read-alouds to name them).
• Value their own work by adding their names to drawings, stories, and projects.
• Appreciate illustrations and discuss how pictures help tell a story.
• Give credit and connect authorship to themselves (e.g., “Young Authors” wall or class book).

Expectations in Elementary School

In Elementary School, academic integrity involves students completing their own work, giving proper credit when using others' ideas, and following the rules set by teachers for assignments and assessments. It lays the foundation for ethical behavior in learning and encourages honesty and responsibility.

Expectations in Middle School

Middle School students and teachers must familiarize themselves with the resources MLS has produced for them in order to appropriately comply with the requirements and expectations that are set out in this policy. The table below outlines requirements for all teachers and students

Students

• Submit their own work at all times
• Take pride in their own work and protect the authenticity of it; do not allow others to take credit for it
• Use the resources, displays, and teaching at MLS to acknowledge the work of others that has been used to support the development of their own work
• Include a list of references and/or bibliography in APA(7th ed.) format as part of the work they submit.
• Focus on learning, not just on grades.
• Speak up if they witness academic misconduct.

Expectations in High School

The rigor and level of academic honesty within High School reflects the academic demand of the curriculum as well as the need to be prepared for university-level assignments in the future. Therefore, students who are found to have been academically dishonest face stricter consequences.

Students

• Understand academic integrity standards by referring to Academic Integrity Policy.
• Use approved research and citation methods APA (8th ed.) on all assignments.
• Submit original work on all assignments.
• Report any policy violations observed to the class teacher through Google form

Evidence of Academic Dishonesty

The following information outlines how academic dishonesty may be evidenced

• Student admission of plagiarism
• Teacher's discovery of plagiarism
• Student admission of cheating
• Teacher or student observation of cheating

Responding to an Act of Academic Dishonesty

If an instance of academic dishonesty is suspected, the teacher will meet with the student to discuss the situation and explore the incident in relation to the Academic Integrity Policy. The student will be guided through a learning and reflective process. If the student is considered to be in breach of the Academic Integrity Policy, the corresponding Head will be informed. The incident will be recorded in the student’s file for monitoring purposes.

Consequences in Elementary School

• At the first incident, the teacher will speak directly with the child.

• At the second incident, the teacher will inform the PYP Coordinator and the Principal by email.

• At the third incident, the parents will be formally notified.

• For repeated incidents beyond the third, a parent meeting will be scheduled to create a behavior plan in collaboration with the teacher, PYP Coordinator, and Principal.

Consequences in Middle School

Stage

Consequence

First instance of academic dishonesty

• Meeting with the student and verbal warning
• The incident will be recorded in the student’s file
• The student will be required to resubmit the work

Second instance of academic dishonesty

• Written warning
• Meeting with the student and their family
• The incident will be recorded in the student’s file and will be shared with any schools the student may wish to transfer to
• The student will be required to submit the work

Third instance of academic dishonesty

• Warning is shared with the school the student wishes to transfer to.
• Failing grade for the specific assignment.

Consequences in High School

Stage

Consequence

First instance of academic dishonesty

• Meeting with the student and verbal warning
• An email is sent to the student’s family to inform them of the incident
• The incident will be recorded in the student’s file
• The student will attend a personalized academic integrity intervention plan
• The student will be required to resubmit the work

Second instance of academic dishonesty

• Written warning
• Meeting with the student and their family
• The incident will be recorded in the student’s file and will be shared with any schools the student may wish to transfer to
• The student will be required to resubmit the work

Third instance of academic dishonesty

• The student’s eligibility for High School graduation may be at risk.

The reputation of MLS among universities is built on academic integrity, amongst other aspects. All MLS university applications will benefit from our reputation. For any cases of academic dishonesty, the school has an obligation to maintain academic integrity and report academic malpractice. This reporting may be done through the common application form, UCAS, or any other pertinent university application platforms.

Repeated acts

In the case of repeated academic dishonesty, all instances will be reviewed with the student’s academic records. All meetings with the student and their family will be considered to determine what additional steps can be taken to support the student’s understanding of academic integrity, including necessary skills and philosophical understanding.

MLS Safeguarding Policy

The Safeguarding Policy for Makers Learning School in accordance with the Child Protection Law of Saudi Arabia.

Purpose

Makers Learning School is committed to providing a safe and secure environment for all children who attend the school. We recognize that child abuse and neglect are serious issues that can have significant and lasting effects on children’s physical, emotional, and psychological well-being. This safeguarding policy outlines the measures we take to protect the children in our care and the procedures we have in place to respond to any concerns or allegations of child abuse or neglect.

Commitment to Safeguarding

Our school promotes a safe, supportive, and inclusive environment that ensures the welfare and well-being of all children. To achieve this, we will

• Maintain a safe and secure physical environment through regular risk assessments and effective health and safety measures.
• Ensure all staff and volunteers are trained in safeguarding and child protection and understand their responsibilities in preventing harm.
• Foster an ethos of respect, inclusion, and equality where every child feels valued and supported.
• Provide age-appropriate education and resources on personal safety, healthy relationships, and online safety.
• Implement robust policies for the safe recruitment, induction, and supervision of staff and volunteers.

Definitions

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

• Safeguarding – The process of protecting children from abuse, neglect, or harm, and of promoting their welfare, safety, and overall well-being.
• Child – Any individual under the age of 18 years.
• Child Abuse – Any act or omission that causes physical, emotional, sexual, or psychological harm, or neglect to a child. This may be perpetrated by an adult or another child.
• Staff – All individuals employed by the school, whether in teaching or non-teaching roles.
• Designated Safeguarding Lead (DSL) – The appointed individual responsible for leading and coordinating safeguarding practices within the school, and ensuring that all staff are aware of, and act in accordance with, their safeguarding responsibilities.

Roles and Responsibilities

The School

The school is responsible for

• Ensuring that all staff and volunteers are aware of their safeguarding responsibilities and receive appropriate training.
• Taking reasonable steps to maintain a safe and secure environment, including regular risk assessments and implementation of health and safety measures.
• Maintaining accurate and up-to-date records of safeguarding concerns or allegations, in line with legal requirements.
• Cooperating fully with external agencies, including the Ministry of Education and Saudi Arabian authorities, in matters relating to child protection.

Designated Safeguarding Lead (DSL)

The DSL is responsible for

• Acting as the main point of contact for staff, parents, and external agencies regarding safeguarding matters.
• Ensuring all staff are trained and fully aware of their safeguarding responsibilities.
• Overseeing the school’s safeguarding policies and procedures, ensuring they are reviewed and updated regularly.
• Responding promptly and appropriately to any concerns or allegations of abuse, neglect, or other safeguarding issues in line with legal and policy requirements.
• Maintaining confidentiality and ensuring that safeguarding records are securely stored.

All Staff

All staff members are responsible for

• Safeguarding and promoting the welfare and well-being of all children in the school.
• Being alert to the signs and symptoms of abuse, neglect, or other safeguarding concerns, and knowing how to respond appropriately.
• Reporting any concerns or allegations immediately to the DSL or a senior member of staff.
• Following the school’s safeguarding policies and procedures at all times.

Parents and Guardians

Parents and guardians play a vital role in safeguarding and are responsible for

• Promoting the safety, well-being, and positive behavior of their children both at home and in school.
• Communicating openly with the school about any concerns regarding their child’s welfare or safety.
• Supporting and reinforcing the school’s safeguarding policies and procedures.
• Ensuring that the school has up-to-date emergency contact and medical information.
• Cooperating fully with the school and relevant authorities if safeguarding concerns arise.

Students

Students are expected to contribute to a safe school environment by

• Treating themselves and others with respect at all times.
• Speaking to a trusted adult (teacher, DSL, or counselor) if they feel unsafe, worried, or know someone else may be at risk.
• Following the school’s rules and behavior expectations to support a safe and positive environment.
• Understanding that bullying, harassment, or unsafe behavior will not be tolerated.

Child Protection Procedures

If a staff member has concerns that a child may be at risk of harm, abuse, or neglect, the concern must be reported immediately to the DSL or, in their absence, a senior member of staff. The DSL will

• Record the concern or allegation, including all relevant details of the child and the nature of the concern.
• Notify the appropriate external authorities (e.g., Social Services or police) in line with legal requirements.
• Ensure appropriate support is provided to the child and their family.

Confidentiality

All staff are expected to maintain strict confidentiality when handling safeguarding concerns or allegations. Information should only be shared

• Where there is a legal obligation to do so; or
• Where sharing is necessary to protect a child from harm.

The school will ensure that all staff are trained in their responsibilities regarding confidentiality and the safe handling of sensitive information. Any breach of confidentiality will be treated seriously and addressed in line with school policies and disciplinary procedures.

Safeguarding Training Framework

Induction and Core Training

• Induction: All new staff receive safeguarding induction before working with students.
• Annual Refresher: All staff complete refresher safeguarding training every year.

Specialist Training for DSLs

• Enhanced Training: Designated Safeguarding Leads (DSLs) and deputies receive enhanced, role-specific safeguarding training every two years.

Training Content

Safeguarding training for staff covers

• Recognizing abuse: Signs of abuse, neglect, or harm.
• Reporting: How to record and report concerns.
• Confidentiality: Information sharing and maintaining confidentiality.
• Safer working practices: Professional boundaries and conduct.
• Online safety: Keeping students safe in digital environments.
• Context-specific safeguarding: Guidance tailored to school settings, such as Physical Education, trips, and extracurricular activities.

Specialist Areas for DSLs and Deputies

In addition to the core content, DSLs and deputies receive training in

• Interagency working: Collaborating with external safeguarding agencies.
• Managing allegations: Handling allegations against staff appropriately.
• Record-keeping and data protection: Ensuring safeguarding records are accurate, secure, and compliant.

Record Keeping (Safeguarding)

• Recording: Concerns logged immediately, factually, and clearly (date, time, child’s words, action taken).
• Confidentiality: Access limited to DSL/safeguarding team; records stored securely (locked/encrypted).
• Retention: Kept per statutory guidance; securely transferred if the student moves school.
• Monitoring: DSL reviews regularly to spot patterns and ensure compliance.

Safer Recruitment

The school is committed to safeguarding and will follow strict recruitment procedures, including background checks and references, to ensure only suitable staff and volunteers work with children.

E-Safety

The school prioritizes online safety by providing guidance and education for children, supported by filters and monitoring systems to protect them when using digital technologies.

Whistleblowing

Staff are encouraged to report concerns about the conduct of colleagues or others working with children. All concerns will be taken seriously and investigated appropriately.

Conclusion

Safeguarding is a shared responsibility. The school is dedicated to maintaining a safe environment, protecting children’s welfare, and regularly reviewing this policy to keep it current and effective.

Purpose

Makers Learning School (MLS) is committed to leveraging technology to enhance teaching, learning, and operations in alignment with its School Development Plan and Technology Strategy. This policy outlines the procedures and expectations regarding purchasing, storage, redeployment, and ethical use of technology, both school-owned and personal (BYOD).

Technology Tools in Use at MLS

MLS utilizes a range of technology tools to support learning, teaching, and administration, including but not limited to

• Laptops
• Interactive Whiteboards and Displays
• Makerspace Equipment (e.g., 3D printers, robotics kits)
• Library-based checkout systems
• Google Workspace for Education

Emerging Technology

• Proposals for new or emerging technologies must include:

• Intended educational or operational use
• Cost estimates and maintenance needs
• Required training or professional development
• Compatibility with existing infrastructure
• Compliance with data privacy and safeguarding policies

• Approved proposals are piloted, reviewed, and either scaled or discontinued based on feedback and impact.
• All emerging tech is reviewed bi-annually for relevance and sustainability.
• Equity and accessibility are key considerations in all tech implementations.

Bring Your Own Device (BYOD) Policy

• MLS supports BYOD for students and staff where appropriate.
• All personal devices must comply with MLS security protocols before connecting to the school network.
• Use of personal devices must support educational or professional activities.
• Devices used for personal entertainment, social media, or non-educational purposes during school hours are not permitted.
• MLS is not liable for loss or damage of personal devices.

Storage and Ownership of Digital Resources

• All shared drives are accessible to staff, with restrictions applied for leadership, administrative, and confidential folders.
• Documents created during employment and stored on MLS platforms are considered the intellectual property of the school.
• All staff sign a Non-Disclosure Agreement (NDA) upon joining and leaving MLS, emphasizing confidentiality and data protection.
• Downloading or sharing of materials unrelated to official duties requires leadership approval.

Inventory and Management of Hardware

• All technology is tracked via an up-to-date inventory system.
• New purchases are logged, and damaged or retired items are recorded under the ‘Out of Use’ tab after necessary approvals.
• Missing equipment is also documented and investigated.

Reporting Damage or Repair Requests

• Staff report damaged devices via email to the Technology Department, including relevant photos.
• Devices are inspected, and a summary is sent to the Head of Technology for next steps, which may involve repair, replacement, or financial coordination.

Checkout and Return of Technology

• All tech equipment is barcoded and checked out through the library system.
• Staff and students must complete a Google Form when borrowing miscellaneous tech items. The condition and photo of the item are logged.
• Upon return, the item is inspected. Any damage is reported before it is scanned back into the system.

Ethical and Responsible Use of AI

MLS supports the use of artificial intelligence in ways that align with ethical standards and educational goals.

Guiding Principles

• Transparency: Clear communication when AI is used in learning or administrative processes.
• Equity: AI use must not reinforce bias; inclusivity is paramount.
• Data Privacy: No personal or learner data should be entered into external AI platforms without approval.
• Critical Thinking: Staff and students are encouraged to question and verify AI-generated content.

Acceptable Use

AI may be used to

• Support lesson planning and content creation
• Assist with administrative tasks
• Personalize student learning experiences

AI must not be used to

• Replace authentic student work
• Violate academic integrity
• Store or share confidential information

Professional Modelling

MLS staff will

• Distinguish AI-generated work from original content
• Attribute AI assistance where appropriate
• Evaluate and discuss AI tools critically with learners

Student Guidance

• Students receive age-appropriate training in digital literacy and AI usage.
• Expectations for AI in coursework are outlined in academic integrity policies.
• Students will explore both the benefits and limitations of AI.

Annual Review

This policy, including the BYOD and AI guidelines, will be reviewed annually to remain responsive to new technologies, educational needs, and best practices.

For staff

Purchasing and Budget Alignment

• All technology purchases align with the school’s 10-year purchasing plan and annual technology plan, both linked to the broader School Development Plan.
• These plans are reviewed regularly to meet changing needs and priorities.
• Miscellaneous or departmental requests are submitted to the Head of Technology for approval and then processed by the Purchasing Department.

Device Redeployment and Retirement

• School devices are checked, updated, and repaired before being reissued.
• The Technology Team is responsible for timely reporting and maintenance of devices.
• Devices deemed obsolete are either:

• Reused for hands-on learning in Makerspace
• Donated or disposed of (with leadership approval)

Purpose

Learning is a lifelong journey of discovery, action, and reflection that builds knowledge, skills, values, and attitudes. At MLS, it is a transformative, learner-centered experience where students grow as compassionate thinkers and courageous innovators, curious, responsible, and empowered to create and lead a better future (تمكين الطلاب ليصبحوا مبتكرين وقادرين على صناعة مستقبل أفضل)

Philosophy

At MLS, our teaching and learning philosophy is guided by our mission—makers of the future: compassion-inspired innovators—and our vision—empowering independent visionaries to create a better world. We believe every child is a capable, curious learner who thrives in an environment of inquiry, creativity, and compassion. Grounded in the IB Primary Years Programme, American Common Core standards, and the Saudi Ministry of Education, we offer a rigorous, balanced, and culturally responsive education that emphasizes inquiry, empathy, innovation, high expectations, and global awareness. This philosophy unites our community—students, educators, leaders, and parents—in fostering a safe, inclusive, and inspiring environment where learners grow as independent thinkers, compassionate leaders, and contributors to a better world.

Principles of Effective Teaching and Learning

At MLS, our approach to teaching and learning is guided by our core values, Compassion, Well-Being, Integrity, Innovation, and Empowerment, and by our mission and vision. We believe that all learners have the potential to grow, succeed, and make meaningful contributions to the world.

The following Principles of Learning form the foundation of effective teaching and learning across our school

Parental and Community Engagement

At MLS, we view parents and the wider community as essential partners in learning, enriching education, building trust, and supporting student success. Families are invited to engage through activities like Mommy and Me sessions, student-led conferences, workshops, PYP showcases, and STEAM fairs, while community resources—guest speakers, fieldwork, cultural events, and service projects—connect classroom learning to real life. Through clear, consistent communication via conferences, workshops, digital platforms, and school events, we keep families informed and involved, working together to nurture compassionate, innovative learners prepared to make a positive impact locally and globally.

Student Agency and Voice

At MLS, we nurture agency by empowering children to make choices, express ideas, and take responsibility for their learning. Students are encouraged to take ownership of activities, materials, and problem-solving approaches, while opportunities for leadership and contribution—such as classroom roles, decision-making in routines, and input on group projects—foster engagement. Reflection and evaluation through student-led conferences, learning journals, and visual portfolios help children revisit and discuss their work, building confidence, resilience, and a growth mindset that embraces mistakes as part of learning.

Professional Practice

At MLS high-quality teaching and learning are supported by committed, reflective educators who work collaboratively. Our professional practices integrate interdisciplinary connections, designing learning experiences that link literacy, numeracy, the arts, sciences, and social-emotional development. Teachers engage in ongoing professional growth through continuous learning, inquiry, and reflection, fostering a culture that empowers them as lifelong learners and innovators. Across all grade levels, observations, documentation, and assessments guide teaching strategies and support individual learner needs, while strong family and community partnerships ensure parents are informed, involved, and active collaborators in their child’s learning journey.

Learning Environment

At MLS, we believe children learn best in a safe, welcoming, and stimulating environment that encourages exploration, play, and inquiry both indoors and outdoors. We provide developmentally appropriate, open-ended, and culturally relevant materials, along with opportunities for collaboration, problem-solving, and expression through multiple languages of learning—oral, visual, artistic, digital, and physical. Our approach fosters a climate of care and respect where mistakes are embraced as part of learning, supported by routines that build security while promoting independence and responsibility.

Purpose

Makers Learning School (MLS) is an international, co-educational school serving students from Pre-K through Grade 12. English is the primary language of instruction, with Arabic taught in accordance with Ministry of Education requirements, and additional foreign languages offered across divisions.

The MLS Language Policy establishes a whole-school framework guiding language learning, teaching, assessment, and support. It ensures coherence and consistency in language practices across all grade levels and aligns with

• CIS Standards
• Saudi Ministry of Education regulations
• IB Primary Years Programme (Pre-K–Grade 5)
• American Common Core framework (Grades 6–12)
• MLS Mission, Vision, and Values

This policy supports equitable access to learning and promotes multilingualism, intercultural understanding, and academic excellence.

Guiding Principles

Language is central to learning, identity, communication, and intercultural understanding. At MLS

• Every student is a language learner.
• Every teacher is a language teacher.
• Language shapes thinking and supports meaningful inquiry.
• Multilingualism enriches cognitive development and global citizenship.
• Students’ home languages are essential to identity and learning.
• Language learning must be inclusive, accessible, and culturally responsive.

MLS is committed to continuity and progression in language development from Pre-K through Grade 12.

Languages of Instruction and Learning

English

English is the primary language of instruction across all subjects. Academic English development is integrated into all disciplines to ensure students build strong literacy, communication, and research skills.

Arabic

Arabic is taught in accordance with Ministry of Education requirements. Native and non-native pathways are provided to ensure appropriate instruction and progression for all learners.

Home Languages

MLS recognizes that home languages are essential to students’ identity and cognitive development. Families are encouraged to maintain and develop their child’s mother tongue. Multilingual materials and resources are accessible across the school.

Modern Foreign Languages

French and Mandarin are offered in the Early Years and Elementary School and may continue in Middle School based on program availability.

Division-Specific Implementation

Early Years (Pre-K–KG2)

MLS provides a daily bilingual Arabic–English program in the Early Years division. This includes Toddlers, Pre-K, and KG2, where students receive structured exposure to both languages through developmentally appropriate, play-based, and inquiry-driven learning experiences.

Beginning in the 2026–2027 academic year, the bilingual Arabic–English model will also be implemented in KG1, ensuring continuity of dual-language development across the entire Early Years phase.

The bilingual program supports

• Early oral language development in both English and Arabic
• Foundational literacy skills in both languages
• Vocabulary development through structured blocks and integrated learning experiences
• Cultural awareness and identity formation

This model reflects MLS’s commitment to multilingualism, inclusion, and strong foundational language acquisition.

Primary School (Grades 1–5)

English serves as the medium of instruction under the IB PYP framework. Arabic is taught as a separate subject in alignment with Ministry requirements. Literacy instruction emphasizes inquiry, academic vocabulary, reading comprehension, and written expression.

Secondary School (Grades 6–12)

English Language Arts is aligned with the American Common Core standards. Students develop disciplinary literacy, academic writing, research skills, and critical thinking across subjects. Arabic continues per Ministry requirements, with advanced literacy pathways available.

Language Support Programs

MLS provides equitable access to learning through structured language support services.

English as an Additional Language (EAL)

Students identified through screening may receive targeted support through push-in or pull-out models. Collaboration between EAL specialists and classroom teachers ensures academic language development.

Arabic Support

Separate pathways are available for native and non-native speakers. Beginners receive structured support to develop foundational proficiency.

Inclusion and SEND

Differentiation, scaffolding, accommodations, and co-teaching models are implemented to ensure all students can access language learning meaningfully.

Gifted and Advanced Learners

Enrichment opportunities, advanced texts, and extended research tasks are provided to challenge and extend high-achieving students.

Assessment of Language Learning

Language development is assessed through formative and summative measures.

• English Language Arts assessments align with Common Core standards in secondary.
• Arabic assessments align with Ministry of Education expectations.
• EAL progress is monitored regularly.
• Reporting reflects both academic achievement and language development.

Assessment practices ensure consistency, fairness, and alignment with curriculum standards.

Roles and Responsibilities

School Leadership

Ensures alignment with CIS, Ministry of Education, IB PYP, and Common Core standards. Provides oversight, professional development, and resource allocation.

Teachers

Integrate language development across subjects. Differentiate instruction to support varied proficiency levels and collaborate with specialists.

Language Specialists (Arabic, EAL, MFL)

Deliver targeted instruction, adapt assessments, and support mainstream teachers in meeting diverse language needs.

Library Specialist

Maintains multilingual resources and supports literacy and inquiry development.

Parents

Support reading at home, encourage development of home languages, and engage in school communication.

Students

Use English as the academic language of learning, respect linguistic diversity, and actively participate in language development.

Learning Environment and Resources

MLS provides

• Multilingual classroom and library collections
• Leveled readers and digital tools
• Visual supports and culturally responsive materials
• Language-rich learning spaces and displays.

The school promotes respect for all languages represented in the community and celebrates linguistic diversity through events and activities.

Inclusion

MLS is committed to creating an inclusive environment where all students feel valued and supported. Language access is considered an essential component of equity. Admission and placement decisions consider available support services to ensure students can benefit from the educational program offered.

Purpose

Regular attendance is essential to student learning, well-being, and academic success. At MLS, consistent school attendance supports continuity of learning, social development, and the formation of responsible habits. This policy establishes clear expectations and procedures to ensure that attendance is monitored consistently and aligned with MLS’s mission, vision, and values.

Through shared responsibility among students, families, and staff, MLS promotes punctuality, accountability, and respect for learning time.

Philosophy

This Attendance Policy reflects MLS values of Integrity, Wellness, Empowerment, Innovation, and Compassion by promoting responsible habits, supporting student well-being, and encouraging a culture of respect and accountability within our school community.

• Regular attendance is fundamental to academic achievement.
• Punctuality reflects responsibility, integrity, and respect for others.
• Learning is most effective when students actively participate in daily instruction.
• Families and schools work in partnership to support consistent attendance.
• Clear procedures promote fairness, accountability, and student well-being.

Attendance is not only a measure of presence but a reflection of engagement and commitment to learning.

Attendance Expectations and Procedures

Attendance is recorded daily to ensure accuracy and consistency across divisions.

Attendance

Attendance will be taken in the first lesson. If a student arrives after 7:25 am, she will be marked as tardy. Students may have up to 3 tardy passes per term, but after that, parents will need to inform the admin office about the reason for a student's tardiness. If you know that your child will be late or absent, kindly inform your homeroom teacher in advance to avoid a tardy being given.

Students are expected to arrive on time and prepared for learning each day. Repeated tardiness or absences may require follow-up communication with parents and, when necessary, intervention from school leadership.

Absences

The maximum number of unexcused absences permitted by the Ministry of Education (MOE), which allows up to 10% absence during the academic year.

Absences may be categorized as

• Excused Absences: Documented illness, medical appointments, and family emergencies.
• Unexcused Absences: Absences without prior communication or valid documentation.

Parents are responsible for informing the school of absences as early as possible. Documentation is required for extended or repeated absences.

Students are responsible for completing missed work, and teachers will provide reasonable opportunities for makeup assignments.

Monitoring and Follow-Up

MLS monitors attendance patterns to ensure student well-being and academic progress. When attendance concerns arise

• The homeroom teacher will communicate with the student and parents.
• The school counselor will meet with the student.
• The administration may schedule a meeting with the parents if patterns persist.
• Support plans may be developed to improve attendance consistency.

Our approach emphasizes partnership, communication, and early intervention. However, all absences are officially recorded and the total number of missed days is monitored. Accumulated absences may impact a student’s eligibility for promotion to the next grade level in accordance with Ministry of Education regulations and school requirements.

Roles and Responsibilities

School Leadership

• Ensures consistent implementation of attendance procedures.
• Monitors attendance data and addresses concerns.
• Communicates expectations clearly to families.

Teachers

• Take accurate daily attendance.
• Communicate concerns promptly.
• Support students in completing missed work.

Parents

• Ensure regular and punctual attendance.
• Inform the school of absences or tardiness in advance.
• Provide necessary documentation when required.

Students

• Arrive on time and prepared to learn.
• Take responsibility for missed assignments.
• Demonstrate respect for learning time.