Providing a structured and well-rounded learning experience that promotes critical thinking, creativity, dedication, resourcefulness, and independence.
Offering personalized learning opportunities and individualized support to achieve equitable access to education for all students.
Utilizing technology, visual aids, and digital resources to enhance learning outcomes and raise the level of students’ success.
Implementing innovative teaching methods, developed classroom management strategies, updated curriculum mapping, and advanced lesson plans to improve students’ attainment and progress.
Promoting positive school culture to ensure staff retention, parents’ satisfaction, students’ well-being, as well as raising the overall school morale.
Our mission is to proffer holistic learning approach to enhance our students’ physical, cognitive, and intellectual growth as well as their social, behavioral, and emotional evolution in a way that makes them qualified enough to face this challenging and forward-thinking world.
Our vision is to be classified as the fundamental pillar of quality and inclusivity of education.
Glory British International School seeks to raise a promising generation that embodies best human values which always have effective and positive impacts on both the individual and society.
These values are:
With Sympathy; your child will learn how to show compassion and care when someone is being hurt or in need. He / She will realize that caring for others, is an act of kindness, not a sign of weakness.
Sympathy is a noble quality which encourages helping needy people without expecting anything in return.
Through Respect, your child will accept others for who they are, even when they ‘re different from him / her.
Respecting others contributes to healthier relationships, promotes collaboration, binds communities together, and fosters a world where everyone can coexist with kindness and understanding.
With a strong sense of honesty, your child will learn to do right things by nature, even when no one is watching or motivating.
Honesty builds trust. When we are honest and truthful about personal thoughts, feelings, and actions, a foundation of trust is being created where others can rely on whatever the consequences of the deeds they perform.
Through applying inclusivity, your child will understand that everyone has his / her own abilities, interests, strengths, talents, unique characteristics, learning requirements, and special goals that we have to respect and appreciate.
An inclusive approach to education aims at taking individual ‘s needs and priorities into account and that all learners should participate in the learning experience and achieve success together, ensuring that no student is left behind.
By practicing collaboration, your child will recognize the meaning of a partnership and the act of producing, making, and sharing something within a group, to achieve a common goal or a certain benefit.
Collaborative learning fosters critical thinking activities, develops oral communication, enhances self-management, and improves leadership skills.
Glory British International School has set this policy to take local legislation as directed by The National Council for Childhood and Motherhood into account.
Human Rights Studies – The National Council for Childhood and Motherhood
Our priority is to ensure that every student and employee at our school is safe, and that none of them are at risk of abuse or harm.
Our main goals are:
To achieve our goals, we commit to all Egyptian laws and regulations, as well as setting programs for qualifying and training our staff members to adhere to the Safeguarding policy.
In GBIS, we have our Designated Safeguarding Lead “DSL”, who is responsible for students safeguarding, protection and welfare and the reporting process is outlined in the Safeguarding / Student Protection form.
Concerns raised by teachers, staff, volunteers, or visitors must be reported to the DSL without delay, and recorded in writing in the previously mentioned form.
Any action taken following on from a reported concern must be recorded in writing on the same form, and given directly to the DSL.
Every single detail about the concern must be told and discussed with the DSL to determine the most appropriate resolution that should be done to finalize the issue.
Following the discussion, reasonable decisions would be made, and convenient action would be taken, then recorded in writing on the same form and given to the DSL for safekeeping and confidentiality.
If the student’s situation does not improve, the concerned staff member should require a reconsideration led by the DSL, and the School Principal.
All Safeguarding and Protection reports are kept securely in the Child Protection Office “CPO”, and transferred in a safe and timely manner whenever the student leaves the school.
The DSL will ensure that a “Pastoral Care” meeting takes place on weekly basis with the School Principal for the students’ sake.
The “Pastoral Care” meeting includes the DSL, Deputy DSL, Academic Dean (in case of academic concerns), and the School Principal. This meeting allows its members to address the diverse needs of students who require additional support regarding their academic level and behavior, or health and welfare.
The meeting also allows for a discussion and a review on safety planning for cases. The minutes of meeting and the discussed topics are recorded and kept safely, as mentioned before, to be reviewed on a monthly basis unless the needs of the students concerned immediately change.
All staff members, especially the DSL, will be aware of the school’s procedures in managing the incident reports or referrals. The DSL will provide staff members with clarity and support where and when needed. Taking into account that, information will be shared only when necessary and within the scope of confidentiality.
In special cases, the DSL will work alongside external agencies, maintaining continuous communication, including multi-agency liaison if needed, to ensure the well-being of the students involved.
When a student is in danger, or at risk of harm, or has been harmed, the referrer, will be notified of the action that will be taken within one working day of the referral / report that is being referred / reported.
The school will not wait for the result of an investigation, as it starts protecting the victim, and related parties immediately.
Across all stages of the reporting process, the student will be informed by the reasons of all decisions and actions taken. Discussions of concerns with parents will only happen in a way that wouldn’t put the students or others at potential risk of harm. The school will work closely with parents to ensure that the student and all the involved parties understand the arrangements in place.
Any concern about the safeguarding practices will be raised with the Senior Learning Team “SLT”. If a staff member is unable to raise it with the SLT, he / she should raise it with the School Principal or the School Owner.
Staff members will receive Safeguarding and Student protection training at the induction period, which will be updated on annual basis or whenever there is a change in legislation.
Also, all staff members will receive any updates happened through staff briefings, shared bulletin updates, and access to national guidance.
Training will cover:
The DSL and Deputy DSLs will receive safeguarding and protection training, and update this training at least every two years and attend any relevant or refresher training courses, ensuring that they keep up-to-date with any development relevant to their role.
This policy is reviewed at least annually by the DSL and the School
Principal. This policy will be updated if needed to ensure it is up-to-date with recent safeguarding issues as they emerge and evolve, including any lessons learnt.
Any changes or modifications made to this policy will be communicated to all staff members, who are required to adapt themselves with all procedures outlined in this policy as part of their induction program.
At GBIS FS, our children will grow in a healthy and fruitful learning environment, which adopts a positive self-image and a driven passion towards education.
Children at this age always inquire and have a strong motive towards discovery, which is considered as a solid ground to build our main pillar of ensuring stability, preventing isolation, and nurturing their emotional and learning skills.
We apply play-based learning as a holistic approach to meet the diverse needs of our kids who are taught to be social, confident, believe in themselves, listen actively and respond smartly, express their feelings bravely, and participate in the school activities in a way that achieves their satisfaction and overall well-being.
Key Stage 1 is the next stage of education for our children covering Years 1 and 2. During Key Stage 1, children continue to build upon the foundation skills gained and developed in the Foundation Stage, with a focus on further developing literacy and numeracy skills.
In Key Stage1, our children are asked to develop their habit of reading widely and often, both for pleasure and information, which allows them to know the meaning of a new vocabulary, discuss the main idea and events of many exciting and appropriate stories, poems, plays, and information books.
Also, Children are going to learn their addition and subtraction facts, times tables using simple multiplication and division problems, for which they will be given objects to help them work out what is being asked.
Key Stage 2 is the next stage of education for our children, covering from Year 3 to Year 6. It focuses on the development of each child’s knowledge, enjoyment, and confidence in learning process, building skills that all students need to communicate easily, express themselves, organize their thoughts, prioritize their interests, and support them in their future learning.
The objectives of Key Stage 2 acquire a wide vocabulary, an understanding of grammar, and a knowledge of linguistic conventions of reading, writing, and spoken language.
In this Stage, GBIS provides an outline of core knowledge around which teachers can adopt exciting and stimulating lessons to promote students’ cognitive and intellectual skills as part of the wider and more inclusive school curriculum that the student will be required to study in the future.
Key Stage 3 is the next stage of education for our children, covering Years 7,8, and 9. In this stage, we prepare our students to determine their academic goals, identify their needed skills, highlight their main interests and attitudes towards their learning experience.
At GBIS, we pave the road for our students to start realizing their favorite subjects, that they will choose to study in Key Stage 4 by promoting teaching and learning approaches that engage and motivate students demanding their active participation and practical support.
In addition, the school seeks the recruitment of highly qualified teachers and educators for Key Stage 3, by setting highly advanced and standardized exams for all candidates to select the best of them for all subjects. Those teachers always undergo a challenging and updated professional development program, as they are responsible for providing students with the basis of secondary education in Year 7 all the way up to Year 9, which allows them to excel in their IGCSE exams, as well as guiding them to the path of success in their future academic across Key Stage 4 and future career.
Key Stage 4 is the next stage of education for our children, covering Years 10,11, &12. It marks the true beginning of the IGCSE program, where students have the exciting opportunity to choose from a variety of subjects according to their strengths and interests.
Key Stage 4, represents an important milestone in a student’s education, as it is the last three years of compulsory school. At this stage, we help our students make academic choices through consultations involving parents, students, and Senior Leadership Team (SLT) to ensure that each student selects the subjects that are best suited for his / her academic success and personal growth.
At GBIS, we equip our students with the knowledge and skills needed to excel in their chosen subjects’ exams, as well as preparing them for the admission tests and requirements of the top universities in Egypt and around the world.
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