Our Admissions Policy explains how children join Buckswood School Riyadh, from first enquiry to the first day of school. We welcome families from all backgrounds and nationalities, and we assess every applicant as an individual. The process begins with an application form and supporting documents (passports, recent school reports, medical and immunisation records). Children then complete an age-appropriate assessment and a friendly interview with parents, followed by a school tour wherever possible. Decisions are made holistically by the Admissions Team together with the Academic Principal, and families usually hear back within ten working days. If a year group is full, children can join a waiting list, and unsuccessful applicants may request feedback or appeal in writing. We are an inclusive school: we welcome applications from children with special educational needs and disabilities, provided we can meet their needs with reasonable adjustments. Mid-year entry is possible where places are available. All admissions procedures include safeguarding checks and comply with the Saudi Arabian Child Protection System.
This statement sets out our commitment to diversity, equity, inclusion, justice and belonging in everything we do — from how we recruit staff to how we admit students. Buckswood School Riyadh welcomes staff, students and families from a wide range of cultures, backgrounds and identities, and we believe an inclusive school is a stronger school. In recruitment, we apply safer recruitment standards, vetting all applicants thoroughly while ensuring every qualified person has fair access to employment. In admissions, every child is evaluated holistically and treated with fairness and dignity, regardless of race, nationality, religion, gender, learning needs or background. Guided by the Buckswood 12 Pillars, we do not simply accept diversity — we celebrate it, and we continually review our practices against international standards such as COBIS and the IB PYP.
Our Curriculum Policy describes what and how your child will learn at Buckswood School Riyadh, from Reception through to Year 13. Our education is built on the Buckswood 12 Pillars — a philosophy that balances academic rigour with sport, adventure, internationalism, charity, the arts, leadership, digital literacy, sustainability and character education. In the Early Years, children learn through play following the UK EYFS framework. In Primary (Years 1–6), we blend the UK National Curriculum with the Pearson iPrimary programme and the inquiry-based IB PYP approach, alongside Arabic and Islamic Studies as required by Saudi regulations. In Secondary (Years 7–11), students prepare for Cambridge IGCSE examinations with a broad choice of subjects, and in Years 12–13 they follow advanced programmes preparing them for university worldwide. The result is a genuinely holistic British international education, adapted for our Riyadh context and aligned with Saudi Vision 2030.
Our Assessment Policy explains how we measure, record and report your child’s progress. Assessment at Buckswood is not just about tests — it is a continuous process that helps teachers understand each learner and plan the next steps in their learning. We use a balance of formative assessment (day-to-day checks for understanding, feedback and self-reflection) and summative assessment (end-of-unit and end-of-year evaluations, plus external examinations such as IGCSE). Teachers meet regularly to moderate each other’s marking so that grades are consistent and fair, and assessment data is analysed collaboratively to improve teaching. Inclusion is central: tasks are differentiated, reasonable adjustments are made for students with identified learning needs, and language proficiency is taken into account so that children learning English are never disadvantaged. Parents receive regular reports and are invited to parent-teacher conferences to discuss progress.
Our Homework Policy sets out a balanced, age-appropriate approach to learning at home. In the Early Years and Key Stage 1 (up to Year 2) we operate a ‘no formal homework’ approach — instead we ask parents to read with their child for 10–15 minutes a day and enjoy informal learning through play. In Key Stage 2 (Years 3–6), homework is gradually introduced and should take no more than 30–45 minutes a day, including reading, spelling, times tables and creative projects. In Key Stage 3 (Years 7–9), homework becomes more subject-specific and should not exceed about an hour a day. In the examination years (Years 10–13), regular assignments and independent study are essential and may require two to three hours a day depending on courses. Above all, homework should never be a source of family stress — if your child is consistently struggling, we encourage you to contact the class teacher or Head of Year so we can help.
Our Language Policy explains how languages work at our school. English is the primary language of instruction, and we are committed to helping every student reach a high level of English proficiency. For children who are still learning English, we provide a comprehensive English as an Additional Language (EAL) programme, combining support within the mainstream classroom with targeted intervention sessions. Arabic is a mandatory subject for all students in line with Ministry of Education requirements, taught as Arabic as a First Language for native speakers and Arabic as a Second Language for non-native speakers. Islamic Studies is provided as required by Saudi regulations. We also celebrate the many mother tongues spoken by our international families and offer additional modern foreign languages such as Spanish and French within the curriculum.
Our Academic Integrity Policy teaches students to be honest, responsible learners. It explains what academic misconduct means — plagiarism, collusion, cheating, fabricating data, re-submitting the same work, and the misuse of AI tools — and how we help children avoid it. Our approach is developmental: in Primary, children learn honesty, fairness and how to say where they found information; in Secondary, they learn formal citation (MLA/APA) and research ethics in preparation for IGCSE; and in Years 12–13 they are held to university-level standards. On artificial intelligence, students may use AI tools for brainstorming or checking grammar, but they must always disclose this and must never submit AI-generated work as their own. When misconduct occurs, our first response is educational — the student learns what went wrong and usually redoes the work — with parents informed and sanctions reserved for serious or repeated cases.
Our SEND Policy describes how we support children with special educational needs and disabilities, as well as those who are gifted and talented. We are an inclusive school: children with SEND learn alongside their peers in mainstream classrooms wherever possible. Support follows a four-part cycle — Assess, Plan, Do, Review — so that every child’s provision is carefully analysed, agreed with parents, put into practice by the class teacher, and regularly reviewed for impact. A dedicated Special Educational Needs Coordinator (SENCO) oversees provision and works with families, teachers and external specialists. We cover the full range of needs: communication and interaction, cognition and learning, social, emotional and mental health, and sensory or physical needs. Parents are our most important partners and are involved at every stage, with regular updates on progress.
Safeguarding is our highest priority. This policy explains how we keep every child safe at Buckswood School Riyadh. All staff receive regular safeguarding training and know how to recognise the signs of abuse, neglect and exploitation. Any concern about a child’s welfare is reported immediately to our Designated Safeguarding Lead (DSL), with a Deputy (DDSL) always available as backup. If a child tells a member of staff about abuse, we listen calmly, reassure the child, never promise secrecy, and report the disclosure straight away. In line with the Saudi Child Protection System, the school is legally required to report suspected abuse to the national Reporting Center (1919), and we work closely with external agencies whenever a child needs protection. Our safeguarding approach covers everything from safer recruitment of staff to online safety, and it applies to every member of our community, from EYFS to Year 13.
Our Anti-Bullying Policy sets out how we prevent and respond to bullying in all its forms — physical, verbal, emotional and social exclusion, cyberbullying, and prejudice-based bullying. Under the Saudi Child Protection System, bullying is treated as a form of abuse, and we take every report seriously. Students are encouraged to tell a trusted adult straight away; every report is investigated sensitively and confidentially, recorded on our school management system, and monitored until we are sure the bullying has stopped. Victims receive support to rebuild confidence, while those who bullied are helped to understand and change their behaviour, with sanctions applied in line with our Behaviour Policy and restorative approaches used where appropriate. Parents of all children involved are informed and invited to work with us. Prevention is woven into school life through PSHE lessons, assemblies, staff training and anti-bullying awareness campaigns.
This policy describes how we promote positive mental health for every student and member of staff, and how we respond when someone needs help. We use whole-school approaches — a caring ethos, a developmental PSHE curriculum, and visible signposting of support — alongside targeted help for vulnerable pupils. Staff are trained to spot early warning signs such as changes in eating or sleeping, social withdrawal, mood changes or falling achievement, and any concern is raised with the Designated Safeguarding Lead or our School GP. For students who need it, we draw up individual care plans together with the child, parents and health professionals, covering their condition, medication, emergency contacts and the school’s role. Mental health is taught explicitly through PSHE so that students develop the language and confidence to seek help for themselves or others.
Our Health, Safety & Wellbeing Policy explains how we keep the school site safe every day. Risk assessments are at the heart of our approach: we regularly assess the premises, classrooms, laboratories, sports facilities and off-site activities, and we act on what we find. Fire safety procedures include clearly marked exits, regular drills so that everyone knows what to do, designated assembly points, and lockdown procedures for external threats. A qualified school nurse/GP is on site, first aiders are trained across the staff body, and first aid kits are checked and stocked regularly. Security is tight: entrances are controlled, CCTV operates externally and in some internal areas, and facilities staff check the site boundaries daily. Any breach of security is reported immediately to the Principal.
This policy explains how medicines are handled safely at school. Medication is administered only by our Registered Nurses or staff who have completed a recognised medication-training course, and every dose is recorded on a Medicine Administration Record (MAR) chart and in the student’s health record. All medication is stored securely in the locked Health Centre — with refrigeration where needed and double-locked storage for controlled drugs — and students’ own prescribed medicines are kept separately and clearly labelled. If your child needs prescribed medication at school, we ask for a copy of the prescription and the medicine in its original packaging; where possible our school doctor will prescribe a Saudi-approved equivalent to avoid translation errors. Emergency medication is always quickly accessible, and careful arrangements are made for school trips. Out-of-date or unclaimed medicines are disposed of safely through a local pharmacy.
This policy keeps our campus secure by controlling who enters the school. All visitors must enter through the main reception, sign in using the Visitors Book, show photographic ID if unknown to staff, and wear a visitor’s pass at all times. Official ID is always checked for visitors from statutory agencies. Visitors are never left unsupervised with children, and contractors are accompanied and briefed on safety procedures. When leaving, visitors sign out and return their pass. The Principal may refuse entry to anyone whose presence is considered unreasonable or disruptive, and anyone arriving under the influence of alcohol or displaying threatening behaviour will be denied admission, with the police informed if necessary. All external entrances are secured with code locks, classrooms use key-fob entry, and CCTV is in operation.
This policy sets out the behaviour we expect and how we promote it. Our approach is positive: we teach and reward good behaviour rather than simply punishing bad behaviour. Every member of our community is expected to show respect, kindness and honesty, take responsibility for their actions, follow staff instructions, work hard, and look after the school environment. The Buckswood Code of Conduct spells out what this looks like in the classroom (arrive on time, be ready to learn, listen, do your best), around the school (move calmly, hold doors, keep the school tidy, use appropriate language) and online (be kind, stay safe, report concerns). When behaviour falls short, consequences are consistent, proportionate and applied fairly, always with the aim of helping the student learn and make better choices.
Our Uniform Policy explains what students wear and why it matters. The uniform fosters community, equality and pride, and removes fashion distractions from the school day. Primary students wear a white polo shirt with the school logo, navy trousers, shorts, skort or skirt, and a navy jumper or blazer. Secondary and High School students wear a white formal shirt or blouse, school tie (boys), navy trousers or skirt, and the navy blazer with logo. A separate official PE kit is compulsory for sports. Shoes must be plain black leather; hair must be neat and natural in colour; the only permitted jewellery is a watch and one pair of small stud earrings for girls; and makeup and nail polish are not permitted. We respect cultural and religious needs: a plain navy or white hijab may be worn, and traditional Saudi dress is welcomed on designated cultural celebration days.
To protect learning, wellbeing and focus, mobile phones and personal electronic gadgets are not allowed to be used during the school day. If a phone is brought for emergency purposes, it must be handed to the class teacher at the start of the day and collected at the end. Tablets, smartwatches and gaming devices must stay in bags and unused at all times on campus. The only exception is when a teacher plans to use school-provided devices for a specific lesson, with approval from school leadership. Devices found in a student’s possession during school hours are confiscated and returned only to a parent or guardian; repeated violations lead to meetings with parents and, in serious cases, further disciplinary action. This policy reflects global research on screen time and is endorsed by guidance from the UK Department for Education and UNESCO.
Our E-Safety Policy explains how we help students use technology safely, responsibly and ethically. School internet access is filtered, and students are taught to access only age-appropriate content, never share personal information online, think critically about what they read, and report anything inappropriate immediately. Personal devices are restricted in line with our No Gadget Policy. On social media, students under 13 should not have accounts at all, and older students are taught to think before they post and to report cyberbullying. Staff never communicate with students through personal social media — only official school channels. During online learning, the same code of conduct applies as in the physical classroom. Cyberbullying is treated as seriously as any other bullying under our Anti-Bullying Policy.
Regular attendance and punctuality are essential for learning, and this policy explains how we promote and monitor both. We expect every student to attend school every day and to arrive on time, and we work in partnership with parents to make that happen. Attendance is recorded every morning and every lesson, and unexplained absences are followed up promptly with parents. If your child is ill, we ask you to inform the school on the first day of absence. Holidays during term time are strongly discouraged and require prior approval, as missing school has a direct impact on progress. Where attendance concerns arise, we contact parents early and work together on support plans before difficulties escalate, celebrating excellent attendance as part of our positive school culture. Buskwood focuses on embracing the diverse cultural backgrounds of our students and teachers. With a mix of Middle Eastern students and British and American staff, we promote global understanding and respect through a curriculum that highlights different cultures and fosters cross-cultural dialogue.
Educational trips are a valued part of the Buckswood experience, and this policy explains how we keep them safe and well organised. Every trip is led by a named Trip Leader who plans the visit, completes a thorough risk assessment, and is the main point of contact throughout. Staff-to-student ratios are set as minimums and increased for younger children or higher-risk activities: one adult to four students in EYFS, one to six in Years 1–3, one to ten in Years 4–6, and one to fifteen in Years 7–13. At least one qualified first aider accompanies every trip with a comprehensive first aid kit, a clear emergency plan is in place, and all transport comes from reputable companies meeting safety standards. For residential and international trips, at least one accompanying staff member matches the students’ gender. Students remain bound by the school Code of Conduct at all times off site.
Good communication keeps our community strong. This policy explains the channels we use and what you can expect from us. Formal communication — reports, attendance records and important announcements — runs through our school management information system, supplemented by email, the school website, termly newsletters and regular parent-teacher conferences. We aim to respond to all parent communications within 24–48 working hours. For academic questions, your first point of contact is your child’s Homeroom Teacher or Subject Teacher; for pastoral or general concerns, the Head of Key Stage. If your child is injured or unwell at school, the School Nurse will contact you immediately. All communication is professional, courteous and confidential, with sensitive information shared only on a need-to-know basis.
This policy gives parents a clear roadmap for raising questions and concerns, so every inquiry reaches the right person quickly. It works in four stages: first, contact your child’s Homeroom Teacher or Subject Teacher, who knows your child best; second, if the matter is not resolved, it goes to the Academic or Pastoral Head (Head of Key Stage or Department); third, School Management becomes involved where middle or senior leadership input is needed; and fourth, the Senior Leadership Team steps in for highly urgent or serious wellbeing and safeguarding matters. All school visits must be pre-arranged — appointments with teachers are scheduled through the Homeroom Teacher, and meetings with leadership are booked in advance through the appropriate channels. This structure lets us keep our open-door philosophy while giving every family the attention it deserves.
We want to hear concerns early and resolve them fairly. Our Complaints Policy provides a clear, staged procedure. Most concerns are resolved informally at Stage 1 by speaking with the relevant teacher or staff member. If that does not resolve the matter, Stage 2 is a formal written complaint to the Principal, who acknowledges it promptly, investigates thoroughly and responds in writing within a defined timeframe. If you remain dissatisfied, Stage 3 is an appeal to a Complaints Panel convened by the Board of Governors, including at least one member independent of the school’s management; the panel hears the complaint and its decision is final. All complaints are handled confidentially, records are kept, and no parent or student is ever disadvantaged for raising a concern in good faith.
This policy explains how we protect your family’s personal information. We comply with the Saudi Arabian Personal Data Protection Law (PDPL) and follow GDPR as a standard of best practice. In plain terms: we collect only the data we genuinely need, use it only for legitimate school purposes, keep it accurate and up to date, store it securely, and never keep it longer than necessary. Sensitive information — such as health data — receives extra protection and is shared strictly on a need-to-know basis. Parents and students have rights over their data, including the right to access the information we hold and to ask for corrections. Any third party that processes data on our behalf must meet the same standards, and confidentiality obligations apply to all staff.
This policy sets out how we make sure every member of our community is treated fairly and with respect. Buckswood School Riyadh does not discriminate on the basis of race, ethnicity, nationality, religion, gender, disability or socioeconomic status — in admissions, in the classroom, in employment or in any aspect of school life. We actively celebrate the diversity of our international community and work to remove barriers so that every child can participate fully and every staff member can thrive. The policy covers equal access to the curriculum and activities, inclusive teaching that reflects our students’ backgrounds, and fair employment practices. It aligns with the UK Equality Act principles, the UN Convention on the Rights of Persons with Disabilities, and Saudi Vision 2030’s commitment to an inclusive society.
This policy sets the professional standards every member of our staff must meet. It requires staff to act as role models, maintain appropriate professional boundaries with students at all times, and avoid any favouritism or personal contact with students outside school, including on social media. Any physical contact must be appropriate, necessary and in the child’s best interests. Staff must treat colleagues with respect, work collaboratively, and complete regular safeguarding training. In accordance with the Saudi Child Protection System, every member of staff is legally obligated to report any suspected case of child abuse to the national Reporting Center (1919). The policy gives parents confidence that the adults working with their children are held to the highest professional and ethical standards.
Our Grievance Policy gives every employee a fair, confidential way to raise workplace concerns. It follows three stages. First, concerns are raised informally with the line manager, and most matters are resolved at this point within 14 days. Second, if unresolved, the employee submits a formal written grievance to the Principal, who acknowledges it within one working day, investigates thoroughly and responds in writing within 28 days. Third, the employee may appeal to a Grievance Panel of at least three people — including at least one person independent of the school’s management — whose decision is final. The policy guarantees that no employee will suffer any detriment for raising a grievance in good faith, and all records are kept confidentially.
Our Whistleblowing Policy protects anyone who reports serious wrongdoing at the school. It covers concerns such as criminal offences, failures to comply with legal obligations, dangers to health and safety, damage to the environment, or the concealment of any of these. Concerns should normally be raised first with a line manager or the Principal — or with a Board Member if the concern involves the Principal — and they will be investigated thoroughly and impartially, with the person who raised the concern kept informed. Disclosures are treated confidentially, anonymous reports are accepted and investigated as far as possible, and anyone who victimises a whistleblower faces disciplinary action. If someone does not feel able to raise a concern internally, they may go directly to external bodies such as the Ministry of Education or the Royal Commission for Riyadh City.
Our Staff Dress Code ensures that all staff present a professional, modest appearance appropriate to an international school in Saudi Arabia. It provides detailed guidance on professional attire — tailored trousers, knee-length or midi skirts and dresses, professional blouses and shirts with modest necklines, blazers, and smart professional footwear — in neutral and professional colours. The code reflects both the professional standards expected of educators and respect for local cultural norms, helping staff model the smart appearance we ask of our students.
This page provides a summary for general guidance only. The complete, detailed version of this policy — including all procedures, appendices and regulatory references — is available on request from the school administration. Please contact the school office or email the administration team, and a copy will be shared with you.
