ACADEMIC POLICIES

Punctuality

Reporting Absences

If your ward is unable to attend school, please fill out the leave form provided in the handbook. Timely communication regarding absences helps us maintain accurate attendance records and plan for your child’s educational needs. Long absences (more than 3 working days) must be communicated by sending an email to the principal ggesprincipal@ggearthschool.edu.instating the valid reason and attach documents if required.

   Frequency and ‘no homework’ days are fixed at the beginning of the academic year

We value open communication between parents, students, and the school. Our aim is to work together to ensure the health and well-being of our students, while also maintaining academic progress.”

Absence due to Illness:

We prioritise the well-being of our students and encourage parents to keep their children at home when they are sick. Students should not attend school if they are unwell to prevent the spread of illness and support their recovery.

Request for Exam Rescheduling:

In cases where students are unable to take GGES exams (CMA, Interims, Progression – excluding Cambridge exams) due to valid medical reasons, parents should send a request email to ggesprincipal@ggearthschool.edu.in to reschedule assessments. Proper documentation from parents, such as a medical certificate or doctor’s note, will be required to support the request. However, parents have to stick to the rescheduled timings and not further request for more rescheduling.

Health Education:

We incorporate health education into our curriculum to promote awareness and understanding of healthy habits, nutrition, personal hygiene, and overall well-being. Students are encouraged to adopt healthy lifestyles and make informed choices about their health.

• Please understand that despite our best efforts, minor injuries may occur during school activities. We request parents to work with us to ensure appropriate care is given to the child.
• We will not administer any oral medication to your child without consulting you first. For sprains or minor scrapes, we will apply topical medication.
• Keep your child at home if they are unwell, showing symptoms of illness, or have a contagious condition.
• In case of illness or injury during school hours, your child will be asked to rest in our wellness room, and we will contact you promptly.
• If a health-related situation arises, our teachers will call parents from the school office. If necessary, we may request that your child be picked up from school to ensure their well-being.
• For minor scrapes, single instance vomiting, our teachers will post a first aid notification in Google Classroom.

Safe Environment

Hand Hygiene

Students should practice regular handwashing with soap and water for at least 20 seconds, especially before meals, after using the restroom, and when hands are visibly dirty.

Personal Hygiene

Students should maintain good personal hygiene, including daily bathing or showering, brushing their teeth at least twice a day, and wearing clean (washed and ironed) uniforms and clean socks and shoes.

Clean and Neat Appearance

Students should maintain a clean and neat appearance, including trimmed nails, properly groomed hair, and following the school’s dress code guidelines.

Proper Use of Restrooms

Students should use restrooms responsibly and maintain cleanliness by flushing toilets, and use  handwashing facilities appropriately, and reporting any maintenance issues to the school staff.

Cleaning and Disinfection

Students should cooperate with school staff in maintaining cleanliness by disposing trash properly, keeping their desks/cubbies clean, and following any additional cleaning protocols provided by the school.

Health Concerns

Students should inform their parents, teachers, or the school nurse if they are feeling unwell or experiencing any health concerns. Parents should keep the school informed about any contagious illnesses, allergies, or medical conditions their child may have.

For Kindergarten

Timely Pick-up Responsibility:

Parents must ensure their children are picked up on time, either from the school bus or through their own conveyance.

Late Pick-up Protocol:

 If parents are not available at the designated bus stops on time, the school bus attendants will retain the children on the bus. Parents will then be required to pick up their children from the school premises.

Parent Access Timing:

Parents can enter the school premises only between 2.15-2.30 p.m. for KG and after 3.40 p.m. for other classes.
For Grades 1 to 5

 It is essential for parents to ensure timely arrival at the designated bus stop for pick-up and drop-off. Buses will strictly adhere to the schedule and will not wait for latecomers during pick-up. In the evenings, if no one is present at the bus stop, the buses will return the children back to school. It is the responsibility of parents to be punctual and present at the bus stop to ensure a smooth and safe transition for their children.

Escort Card System:

 Parents or authorised individuals picking up primary students must present a valid escort card issued by the school. The card helps ensure that only authorised individuals are allowed to collect the students.

Written Permission for Bus Changes:

Parents should provide written permission via email or a designated form (special bus pass) if there are any changes in the regular bus arrangements for their child. This helps maintain clear communication and ensures the safety of the students during transportation.

Designated Pick-up/Drop-off Area:

A specific area will be designated for primary students’ pick-up and drop-off. Students will not be allowed to get down in different bus stops unless requested by the parent through prior written permission.

Identification Checks:

 School staff will verify the identity of individuals collecting the students by comparing it with the information provided on the escort card or through prior communication with parents.

Communication of Absences:

 Parents should notify the school if their child will be absent or if there will be a change in the regular pick-up routine. This helps prevent confusion and ensures the safety and well-being of the students.

Grades 6 to 10

Identification Checks:

Our school staff will conduct occasional identification checks to ensure that only authorised individuals are collecting the students.

Communication of Changes: Parents are encouraged to inform the school in advance if there will be any changes in the regular pick-up or drop-off routine for their secondary-level child. This helps maintain clear communication and assists the school in ensuring the safety of the students.

Independently walk back home:

Secondary students will be allowed to independently walk back home from the drop-off point only if their parents have provided explicit consent. However, even in such cases, strict safety measures will be followed. Students will not be permitted to disembark the bus at random locations or in areas with high traffic. They will be required to use parent-designated routes, avoid crowded areas, and exercise caution while crossing roads during pick-up and drop-off times.

Communication:

Parents must  inform the school admin team about any concerns, changes, or unexpected circumstances related to pick-up or drop-off. If change of bus (one time or permanent) is required, parents must send an email to the admin team and request for the same.

Child Safety Guidelines for Kindergarten Learners 

• Safety Education: Children will be taught age-appropriate safety measures, including personal hygiene, stranger danger, difference between safe and unsafe touch, to empower them to make informed decisions and stay safe.
• Emotional Health : Kindergarten learners will have regular sessions with the school psychologist and counsellor to develop their social and emotional skills. In case the child is experiencing challenges such as an illness, trauma, grief or family issues, parents can work with the counsellor to support the child.

Child Safety Guidelines for Primary Learners (Grades 1 to 5)

Physical Safety in School:

• We teach our learners basic safety rules such as walking instead of running in school corridors, using handrails on stairs, and being cautious around potentially dangerous objects or areas.
• We discuss the importance of following playground rules, using equipment safely, and seeking adult supervision when needed.
• We instruct our young learners about road safety, including looking both ways before crossing the street, using crosswalks, and following traffic signals.

Emotional Safety and Setting Boundaries:

• We encourage our learners to express their feelings and emotions and create a safe and supportive environment for them to share their experiences.
• We teach our learners about personal boundaries and empower them to say “no” when they feel uncomfortable or unsafe.
• We discuss the importance of treating others with kindness, empathy, and respect, promoting a positive and inclusive school environment.

Abuse Awareness:

• We teach our learners about the difference between safe and unsafe touches and encourage them to trust their instincts when something feels wrong.
• We explain the concept of personal privacy and the importance of not sharing personal information with strangers, both online and offline through our digital literacy program.
• We establish open lines of communication with our learners and let them know they can always approach us or a trusted adult if they have any concerns or if someone makes them feel unsafe.

 

Child Safety Guidelines for Secondary Learners (Grades 6 to 10)

Physical Safety in School:

• We remind our learners about the importance of being aware of their surroundings and reporting any safety concerns or potential hazards to a teacher or school authority.
• We discuss safe practices during physical education classes, sports activities, and laboratory experiments, emphasising the use of appropriate safety equipment and following instructions.

Emotional Safety and Setting Boundaries:

• We help our learners understand and recognize healthy relationships, including the importance of mutual respect and communication through social emotional learning sessions.
• We encourage our learners to set personal boundaries and advocate for their own well-being, teaching them to say “no” to situations that make them uncomfortable or compromise their safety.
• We discuss the potential risks of online interactions, including cyberbullying and online predators, and educate our learners on safe internet practices through our digital literacy program.

Abuse Awareness:

• We educate our learners about different forms of abuse, such as physical, emotional, and sexual abuse, and ways to avoid potentially harmful situations.
• We discuss the importance of reporting any instances of abuse or suspicious behaviour to a trusted adult, emphasising the need to support and believe survivors.

At our school, we  prioritise teaching self-regulation skills, promoting connection, and utilising restorative justice practices to manage conflicts. Our approach focuses on empowering students to make positive choices and develop their social-emotional skills. We have established the following guidelines:

Routines and Procedures:

Conscious Discipline:

• Teachers practise conscious discipline, which emphasises building positive relationships and teaching children self-regulation strategies.
• We model and teach skills like deep breathing, using positive self-talk, and recognising and managing emotions effectively during the SEL sessions.
• We encourage open communication and create a safe space for students to express their feelings and needs.

Restorative Justice:

• We promote restorative justice as an approach to resolving conflicts and repairing relationships.
• When conflicts arise, we focus on understanding the impact of actions, taking responsibility, and finding solutions that meet the needs of all involved.
• We facilitate discussions and encourage empathy, active listening, and problem-solving skills to foster understanding and growth.

School Counselor Support:

• Our school counsellor is available to support students, teachers, and families in promoting positive behaviour and resolving conflicts.
• The counsellor provides guidance on social-emotional development, conflict resolution strategies, and promoting a positive school climate.
• Students have the opportunity to engage in individual or group counselling sessions, allowing them to express their concerns and receive additional support.

Positive Reinforcement:

• We celebrate and acknowledge students’ efforts and achievements through verbal praise, encouraging notes, or small rewards, fostering a sense of accomplishment and motivation.
• We highlight positive behaviours and acts of kindness, reinforcing the values of empathy, respect, and cooperation.
• We encourage peer recognition and appreciation to create a supportive and inclusive classroom community.

 

Kindergarten:

• Positive Approach: Our school believes in a positive approach to discipline and behaviour management. We do not use physical, emotional, or verbal punishments. Instead, we focus on connecting with our students before correcting their behaviour.
• Conscious Discipline: We follow a conscious discipline approach, emphasising the development of social and emotional skills in our students. Through classroom routines and ground rules, we teach and reinforce positive behaviour.
• Collaborative Efforts: Our teachers work closely with the school counsellor to support students in developing their social and emotional skills. Together, they create a nurturing environment that encourages respectful behaviour and conflict resolution.
• Expectations and Consequences: Clear expectations for behaviour are established and communicated to students. Appropriate consequences are implemented to help students understand the impact of their actions and encourage personal responsibility.