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AI Writing Tools | Center for the Advancement of Teaching Excellence | University of Illinois Chicago

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Aiding Creativity: Students can harness generative AI to spark creativity across diverse subjects, including writing, visual arts, and music composition.

Collaboration: Generative AI tools can partner with students in group projects by contributing concepts, supplying research support, and identifying relationships between varied information.

Communication: AI can offer students real-time translation, personalized language exercises, and interactive dialogue simulations.

Content Creation and Enhancement: AI can help generate personalized study materials, summaries, quizzes, and visual aids, help students organize thoughts and content, and help review content.

Teacher Support

Assessment Design and Analysis: In addition to enhancing assessment design by creating questions and providing standardized feedback on common mistakes, AI can conduct diagnostic assessments to identify gaps in knowledge or skills and enable rich performance assessments. Teachers will ultimately be responsible for evaluation, feedback, and grading, including determining and assessing the usefulness of AI in supporting their grading work. AI will not be solely responsible for grading.

Content Development and Enhancement for Differentiation: AI can assist educators by differentiating curricula, suggesting lesson plans, generating diagrams and charts, and customizing independent practice based on student needs and proficiency levels.

Continuous Professional Development: AI can guide educators by recommending teaching and learning strategies based on student needs, personalizing professional development to teachers' needs and interests, suggesting collaborative projects between subjects or teachers, and offering simulation-based training scenarios such as teaching a lesson or managing a parent/teacher conference.

Research and Resource Compilation: AI can help educators by recommending books or articles relevant to a lesson and updating teachers on teaching techniques, research, and methods.

School Management and Operations

Communications: AI tools can help draft and refine communications within the school community, deploy chatbots for routine inquiries, and provide instant language translation.

Operational Efficiency: Staff can use AI tools to support school operations and streamline administrative processes, including scheduling courses, automating inventory management, increasing energy savings, and generating performance reports.

Learning Management Systems (LMS): AI can analyze student performance data to provide insights to educators, helping them tailor instruction or interventions.

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Guidance |AI Guidance for Schools Toolkit | TeachAI

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A guide to appropriate and responsible use of artificial intelligence (AI), in particular generative AI technologies, in classroom instruction, school management, and systemwide operations for students, staff, and leaders.

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Globeducate is one of the leading international K12 education groups in the world, a network of 65+ premium bilingual and international schools, as well as online programmes, educating 40,000 students in 11 countries. The care of our community, which includes students, parents and staff, is very important to us and across our schools, there are many common needs, where the following policies may apply. Below is a list of our policies governing each of the matters listed below.

Globeducate Policies

Admissions Policy and Procedures

Introduction

The aims of this policy are:

- To define consistent and fair admissions procedures in Globeducate schools
- To clarify academic and other abilities appear to match the ethos and standards of the school and whose personal qualities suggest they have the potential to contribute sufficiently to the school community and benefit from the opportunities here.

The Head of School is accountable for implementing the admissions policy.

Those involved in selection and interviewing have received appropriate training.

Equality of Opportunity regarding Admissions

All Globeducate schools are committed to the promotion of equal opportunities amongst staff, students and prospective students, regardless of gender, gender identity, sexual orientation, age, gender reassignment, creed/religion, race or colour, nationality or ethnic background, pregnancy or maternity, social or marital status or special needs including disability.

All students and employees are of equal value and are entitled to equal provision, access, respect, courtesy and consideration.

Admission of Students with Special Educational Needs or Disabilities (SEND)

The School will do all that is reasonable to accommodate the needs of applicants who have disabilities for whom, with reasonable adjustments, the school could cater adequately. Parents of a child who has any disability or special educational or medical need should specify this information on the application form and provide the school with further details as requested.

The school needs this information in order to assess those needs to ensure that the school can provide adequately for the pupil throughout the admissions process (including at interview, on attendance at the School, taster days and during the Entrance Examination, or as appropriate).

Where there is a diagnostic report from an educational psychologist, medical expert or other professional report to support special arrangements, the school will make appropriate provision during entry assessments.

Our schools typically admit pupils from a wide range of abilities but a small number fall outside the ability range that we cater for. Progress to the next stage of education is dependent on a pupil making sufficient progress and the school judging that it can meet the pupil's needs for the following level of education. Any doubts about progression will be discussed with parents as early as possible before the end of the preceding spring term and a formal review will take place before the summer half-term.

The Early Years & Primary School Sections
Places are offered subject to availability following successful taster days and, where applicable, reports from the previous school.

The Secondary or Middle & High School Sections
After parents have applied for a place, and the application form has been reviewed, most pupils will be invited to the school for a visit. The school may also request information from previous schools before making an offer of a place.

Post-16 (Baccalaureate or VI Form)
Existing pupils will normally progress to the baccalaureate or VI Form years post-16, subject to prior satisfactory academic progress. New applicants are internally assessed by each Globeducate school. If it is not possible for an overseas pupil to visit the school, this interview will be carried out by the school´s chosen online meeting platform.

2. Applicant's age: In exceptional cases, Globeducate schools may offer places to pupils one year ahead or behind their standard year group if it is considered, as a matter of professional judgment, that this would be in the best interests of the pupil and the school.

3. Special circumstances: We recognise that a candidate's performance in admissions tests or taster days may be affected by particular circumstances and will take these into account when making a judgement for example:
a. If the candidate is unwell when taking tests or has had a lengthy absence from school;
b. If there are particular family circumstances such as a recent bereavement;
c. If there is a relevant educational history, e.g. education outside the relevant education system;
d. If the candidate has a disability or specific learning difficulties;
e. If the candidate's is not fluent in the language(s) of instruction.

Admissions Process

1. Enquiry

a. All admissions enquiries made to the school are recorded
b. All communication between the prospect family and the school is recorded

2. Visit

a. Prospective parents are encouraged to visit the school in order to assess the suitability of the school for their children. Open days are held at least once a term.

3. Application

a. Application Form
i. Parents are asked to fill in an application form and pay any application fee in line with school policy
ii. The prospect parent should send all documents requested as outlined on the application form as outlined in school policy

If any documentation is missing, the school will seek the additional information needed before inviting the prospective student to school

b. Prior School References (where applicable)
i. The School may ask for a written reference from the candidate´s current school, as to the candidate's academic progress, attitude, involvement in the school community, talents and interests, and any other special circumstances such as special education needs or a disability. The reference may also include the results of academic attainment.

c. Interview

4. Acceptance
a. Confirmation Letters
i. Letters offering places will normally be sent out shortly after completion of the admissions process
ii. To accept the offer, parents will typically be asked to complete and return the enrolment forms and pay the acceptance deposit
iii. Waiting list - where a place in not currently available, parents will be informed that their child has cannot yet be given a place but has been placed on the waiting list.

5. Enrolled
a. A student is officially enrolled at the school once the offer of place has been accepted by the prospective family, all documentation pertaining to the Admissions Process is fully complete and all payments have been made.
b. Enrolment Certificates can be issued at this point if required by the prospective family.

6. Started
a. A student has officially started at the school once the first day of class for the student's programme commences and the student is present and counted.

Complaints regarding the Admissions Process
Parents of prospective students who are unhappy with how the admissions policy has been handled and would like to lodge a complaint should refer to the Globeducate Complaints Policy.

School Policy for dealing with conflict between students (including preventing bullying)
This policy should be read and used in conjunction with the following documents:
Rationale

Safeguarding and Child Protection Policy

Exclusion Policy

This policy is based on the principle that all members of the school community have the right to enjoy their lives in a safe and caring environment, free from disruption, violence, and any form of harassment. Our mission is to prepare each student to become a global citizen who can shape the world. We uphold a culture of developing skills and attitudes that enable every student to flourish academically and personally.

Tension between children from time to time is natural and it is normal and inevitable that students will disagree and not everyone will be friends with everyone they meet; however, we expect high levels of mutual respect and of personal integrity. We will not tolerate unkind, disrespectful, or bullying behaviour.
Definitions
Members of staff investigate all forms of conflict and are committed to dealing proactively where behaviour is not within our set of expectations. We acknowledge that sometimes it might not be an intention to cause distress and hurt, but that this can be a consequence of a student's actions. We expect students to respond positively to the clearly articulated expectation to be respectful of one another but understand that this might need reinforcement and practical explanation, especially for younger students.
Bullying is not:
In all Globeducate schools we define bullying behaviour as repeated, intentional, malicious actions or words, which either directly or via other media cause distress, or make others feel unhappy, intimidated, humiliated, or insecure.

falling out between friends after a quarrel or disagreement

a disagreement where both sides express their views

Bullying hurts another student or group physically or emotionally. It can cause psychological damage and may be motivated by prejudice against particular students on grounds of race, religion, culture, sex, gender, gender identity, sexual orientation, SEN/disability, or because a child is adopted.

Bullying can be carried out directly and indirectly through cyber-technology, often through social media, and may include photographs or video. We acknowledge bullying is damaging to those who experience it and those who perpetrate it and that there are criminal laws which apply to harassment and threatening behaviour or communication.
Forms of bullying include:
Bullying can become a safeguarding/child protection issue and in these circumstances, cross reference should be made with the Globeducate policy on Child Protection and Safeguarding. Students and their parents must be aware of the school's responsibility to involve other statutory agencies where there is evidence of a crime having been committed or where child protection issues are involved.

Physical - being punched, pushed, or hurt; made to give up money or belongings; having property, clothes or belongings damaged; being forced to do something they do not want to.

Verbal - name-calling, sarcasm, teasing, insulting, making threats, spreading rumours, making comments which are racist, sexist, or homophobic in nature or which focus on special educational needs, disabilities or religious or cultural differences. Gender reassignment and transphobic bullying is also included.

Emotional - excluding, isolating, or ignoring, tormenting, being unfriendly, graffiti, chastising, teasing, name calling, making gestures, mimicking, mocking, being indifferent, spreading rumours, passing messages, and whispering.

Sexual - unwanted physical contact or comments of a sexual, sexist, or homophobic nature.

Electronic or 'cyber' bullying - bullying of any of the above types which makes use of electronic forms of communication e.g., messaging, posting offensive materials on the internet, sending pictures/video-clips, silent calls or abusive messages, emails, chat rooms, instant messaging and the use of personal websites or online personal polling sites. Any of the above includes AI-generated content.

Encouraging other to engage in bullying - manipulating a third party to tease or torment someone is considered to be bullying and it can involve complicity that falls short of direct participation.

Procedures for managing allegations of conflict or bullying behaviour
Students who are aware of bullying taking place but who choose not to report it will be considered associates of the bully.

Allegations of bullying or behaviour that falls short of our expectations will often initially be raised with a student's tutor. The tutor should inform the Senior Leadership Team and/or the Designated Safeguarding Lead, and ensure that the affected student feels safe and has been listened to. Other individuals involved in the incident should be interviewed separately.

We regard our students as individuals and acknowledge that they do not always want the same response when they raise concerns about unkind or disrespectful behaviour or make allegations of bullying. We make clear that the person they are talking to cannot keep what they are told to themselves and that they will have to share the information with other people in the school. Concerns raised by one child against another must be substantiated through investigation.

During the investigation, staff members will ascertain from an 'affected party' if they wish to be:

Wherever possible, the affected student's wishes will be respected, and they should feel empowered by the school's actions to ensure that appropriate action will be taken to end the unacceptable behaviour or threats of bullying. Where direct intervention or action by staff is required, this will be explained to the student concerned.
Reporting incidents of conflict
The parents of students who are either affected parties or perpetrators of substantiated bullying will be fully informed of actions taken to ensure the ongoing support of their children; however, they are not invited to attend meetings between students or to observe any other discussions that take place.

Students can raise their concerns about unkind or disrespectful behaviour or make allegations of bullying, in a variety of ways:
Tracking and recording incidences of conflict and bullying
By talking to:
Strategies for preventing bullying and conflict
All allegations of bullying behaviour or serious conflict are discussed with the Designated Safeguarding Lead or a Senior Leader, who will record the incident and investigation. This enables a consistent and coordinated response, as appropriate, while retaining the ability to deal with instances of bullying on a case-by-case basis. It also enables the school to maintain a record of all instances where a conflict between students has been investigated. Senior staff can identify trends and respond accordingly.

All substantiated allegations of bullying are reported to the Senior Leadership Team for review.

Globeducate schools use a range of measures and initiatives to promote a safe and caring school environment where difference and diversity are celebrated. Stereotypes are challenged by staff and students across the school. We promote an atmosphere in which 'telling' is safe and acceptable. As a community, we recognise and celebrate international days relating to tolerance and anti-bullying.

We place importance on offering support and assistance to younger and to vulnerable students. We also provide in-service training which allows staff to understand and identify bullying, appreciate its consequences, understand where and when bullying is most likely to take place.

The catering, maintenance, and administrative staff are all encouraged to share concerns directly with teachers or a member of the Leadership Team, should they witness incidences of poor behaviour or suspect that bullying is taking place within the school.

We receive feedback from our students through channels such as questionnaires, tutorials, personal social and health education (PSHE) lessons, school councils and other teams to determine whether students believe that bullying is an issue for the school. We use their feedback to help develop the ways we deal with incidents of bullying and in turn shape future school policy.

Our IT department monitors the school's network and internet access. Certain sites are blocked by our filtering system and all students and staff have to sign the IT/ICT-AI Acceptable Use Policy to indicate that they have read and understood its terms. The document lays down the way in which the computer network and associated technology should be used. The school imposes sanctions for the misuse, or attempted misuse of digital technology, including the internet and AI.
Proactive Classroom Management
We offer guidance on keeping names, addresses, passwords, and other personal details safe, through ICT and PSHE lessons, e-safety presentations, and assemblies. These sessions explain what cyber-bullying is, the law in relation to digital safety and how to report cyber-bullying, as well as the importance of maintaining the same standards of online behaviour as in other aspects of one's personal behaviour.

Every member of staff should adopt a positive culture towards differing opinions, lifestyles, and attitudes to ensure that students see that discriminatory behaviour is not acceptable. Students should be given opportunities to discuss the potential consequences of letting discriminatory language go unchallenged. Ignoring such language can lead to it becoming ´the norm´ which can then lead to more serious discriminatory practices taking place. Please see the ´Pyramid of Hate´ developed by the Anti-Defamation League for a clear illustration of this point. Click here.

If members of staff see signs of tension or witness unkind behaviour, they should challenge the behaviour in a non-threatening manner on the spot, e.g., "that was nasty", "that was unnecessary" "why is that funny?" Teachers must ensure they record incidents along with any action they have taken, including verbal reprimands.
Support and Sanctions
We expect teachers to have in place an 'open door' policy with students - confrontations may not be reported if the teaching staff does not appear approachable or if students worry they will not be taken seriously.
Depending on circumstances, a range of sanctions and support strategies may be utilised including:
Any sanctions will be applied fairly, consistently, and reasonably, considering any special educational needs or disabilities and the needs of vulnerable students. Regard will be paid to the individual circumstances in each case of all students involved, including the age of students, their ability to understand the consequences of their actions and previous behaviour. It may be necessary to draw up a welfare plan / risk assessment to support students concerned.
In serious or repeated cases of bullying:

Reflective practice sessions to reinforce to the 'aggressor' that their behaviour is unacceptable

Where appropriate, the students will be reconciled through restorative practice

1:1 intervention sessions with the school counsellor or pastoral tutor

Raised awareness of unintentional distress or hurt caused, resulting in modified future behaviour by the 'aggressor'

Acknowledgement of intentional distress or hurt caused, resulting in modified behaviour and cessation of actions that fall short of the school's behaviour expectations

An offer of genuine apology, either verbally or in writing, by the aggressor and its acceptance by the affected party

A period of internal exclusion

Entry on a school behaviour log for the aggressor in order to dissuade against repetition or retaliation

A fixed term exclusion

Permanent exclusion from school / boarding

Early Years Settings
We would expect to see in an 'aggressor' an acceptance of the seriousness of the situation, the need to avoid unkind behaviour and to demonstrate respectful behaviour at all times. In addition, we would ensure that the 'aggressor' is aware that any repetition is likely to be considered as bullying and would lead to more serious sanctions.
Appendix 1: Giving advice to students Managing conflict
Our youngest children are encouraged to behave towards each other with kindness and consideration. We model and embed our school ethos and personal learning goals from Pre-School onwards and expect our children to behave accordingly. They should respect everyone and learn to value differences and diversity. Any concerns are quickly raised and addressed. We explain to children why some forms of behaviour are unacceptable and can be hurtful to others using and, though very rare, any instances that need to be referred to senior staff will be communicated to parents.
'It's okay to not get on with some people - we can't always be friends with everyone we meet. Sometimes you might not like someone when you first meet them, but you might find that as time goes on you start to like them more. Try not to judge someone before getting to know them!' 'We can't choose how we feel, but we can choose how we act. If you don't really like someone it is still possible to get along with them without being good friends.' Some ideas on how to minimise conflict may be:
Staff members may explain conflict to students with a tone of:
Are they really friends?

Always treat others as you would like to be treated yourself.

Be open minded. Don't listen with pre-conceived ideas - consider other people's opinions and points of view.

Stay calm and in control - take a deep breath, mentally remove yourself from the situation

When someone else is being 'picked on' or is in distress, tell the aggressor their behaviour is not acceptable, then walk away (take the affected party with you) and report it to a member of staff.

Don't argue back or become aggressive

Learn the difference between aggressive, passive, and assertive - be assertive

Watching and doing nothing may suggest you support the aggressor. This is especially the case in cases of cyber-bullying. Even if you are a bystander, or if you belong to an on-line group or use social media, YOU become involved.

Friends should never:
Friends are different to family or classmates. This is because you choose who you are friends with, and they choose you.

Sometimes friends fall out. Usually they make up again soon, but things can sometimes be more serious, and you may need support from a trusted adulted in school to help you resolve these issues.
Advice on combatting cyber bullying:
Childline also has some good advice for managing friendship issues. Click here to read this information on Childline.org.uk.

Always respect others - be careful what you say online or what images you send

Remember that when you send a message to someone, you cannot see the impact that your words or images may have on the other person.

What you think is a joke may really hurt someone else

Always ask permission before you take a photo of someone and ask for permission before you post it online.

If you receive a rude or nasty message or intimate picture about someone else, do not forward it, (You could also be breaking the law!)

Think before you send

It is important to think before you send any images or text about yourself or someone else by email or mobile phone, or before you post information on a website.

Avoid posting or sharing photos or videos which could be deepfake content or used to create deepfake content.

Question how realistic image/video seems before you share as it can be difficult to recognise deepfake technology. Reach out to a trusted adult who can help guide you.

Don't let anyone know your passwords and change them regularly

Remember that what you send can be made public very quickly and could stay on line forever. Do you really want your teacher, parents, or future employer to see that photo?

Only give your mobile number or personal email address to trusted friends.

Don't retaliate or reply. Replying to nasty messages, particularly in anger, is just what the aggressor wants.

Save the evidence. Learn how to keep records of offending messages, pictures, or online conversations

Take screenshots.

Tell an adult (e.g. a parent, your tutor / teacher)

Stand up for your friends - if you see cyber-bullying going on, report it to a member of staff (and your parents) and on-line reporting tools embedded into the programs or apps you are using.

Data Protection Policy for Students and Parents What this policy is for:
Each Globeducate school is a Data Controller for the purposes of Data Protection law. This policy is intended to provide information about how our schools will use (or "process") personal data about individuals including: its staff; its current, past and prospective students; and their parents, carers or guardians (referred to in this policy as "parents"). Collectively, we refer to these individuals as the school's community.

This information is provided because Data Protection law gives individuals rights to understand how their data is used. Staff, parents and students are all encouraged to read this Privacy Notice and understand each school's obligations to its entire community.

This Privacy Notice applies alongside any other information the school may provide about a particular use of personal data, for example when collecting data via an online or paper form.

Anyone who works for, or acts on behalf of, the school (including staff, volunteers, directors and service providers) should also be aware of and comply with the school's Data Protection Policy for Staff, which also provides further information about how personal data about those individuals will be used.
Responsibility for data protection
Each school has appointed a Data Protection lead. This member of staff will deal with all your requests and enquiries concerning the school's uses of your personal data (see section on Your Rights below) and endeavour to ensure that all personal data is processed in compliance with this policy and Data Protection Law.
Why the school needs to process personal data
In order to carry out its ordinary duties to staff, students and parents, the school needs to process a wide range of personal data about individuals (including current, past and prospective staff, students or parents) as part of its daily operation.

Some of this activity the school will need to carry out in order to fulfil its legal rights, duties or obligations - including those under a contract with its staff, or parents of its students.

Other uses of personal data will be made in accordance with the school's legitimate interests, or the legitimate interests of another, provided that these are not outweighed by the impact on individuals, and provided it does not involve special or sensitive types of data. The school expects that the following uses will fall within that category of its (or its community's) 'legitimate interests':

* For the purposes of student selection (and to confirm the identity of prospective students and their parents);
* To provide education services, including musical education, physical training, career services, and extra-curricular activities to students, and monitoring and reporting on students' progress and educational needs;
* To provide transport to and from the school
* For maintaining relationships with alumni and the school community, including social activities and fundraising activity;
* For the purposes of management planning and forecasting, research and statistical analysis, including that imposed or provided for by law (such as tax, diversity or gender pay gap analysis);
* To enable relevant authorities to monitor the school's performance and to intervene or assist with incidents as appropriate;
* To give and receive information and references about past, current and prospective students, including rating to outstanding fees or payment history, to/from any educational institution that the student attended or where it is proposed they attend; and to provide references to potential employers of past students;
* To enable students to take part in national or other assessments, and to publish the results of public examinations or other achievements of students of the school;
* To safeguard students' welfare and provide appropriate pastoral care;
* To monitor (as appropriate) use of the school's IT and communications systems in accordance with the school's Acceptable Use of IT policy;
* To make use of photographic images of staff, students and/or parents in school publications, on the school website and (where appropriate) on the school's social media channels in accordance with the school's policy on taking, storing and using images of students;
* For security purposes, including CCTV in accordance with the school's CCTV policy;
* To carry out or cooperate with any school or external complaints, disciplinary or investigation process; and
* Where otherwise reasonably necessary for the school's purposes, including to obtain appropriate professional advice and insurance for the school.
Types of personal data processed by the school
* This will include by way of example: names, addresses, telephone numbers, e-mail addresses and other contact details;
* Car details (about those who use our car parking facilities)
* Bank details and other financial information, e.g., about parents who pay fees to the school;
* Past, present and prospective students' academic, disciplinary, admissions and attendance records (including information about any special needs), and examination scripts and marks;
* Personnel files, including in connection with academics, employment or safeguarding;
* Where appropriate, information about individuals' health and welfare, and contact details for their next of kin;
* References given or received by the school about students, and relevant information provided by previous educational establishments and/or other professionals or organisations working with students;
* Correspondence with and concerning staff, students and parents - past and present;
* Images of students (and occasionally other individuals) engaging in school activities, and images captured by the school's CCTV system (in accordance with the school's policy on taking, storing and using images of children);
How the school collects data
Generally, the school receives personal data from the individual directly (including, in the case of students, from their parents). This may be via a form, or simply in the ordinary course of interaction or communication (such as email or written assessments). However, in some cases personal data will be supplied by third parties (for example another school, or other professionals or authorities working with that individual).
Who has access to the data and who the school shares it with
Personal data collected by the school will remain within the school, and will be processed by appropriate individuals only in accordance with access protocols (i.e. on a 'need to know' basis). Particularly strict rules of access apply in the context of:
* Medical records, which are held and accessed only by the school nurses and appropriate medical staff under his/her supervision, or otherwise in accordance with express consent; and
* Pastoral or safeguarding files.

A certain amount of any SEND student's relevant information will need to be provided to staff more widely in the context of providing the necessary care and education that the student requires.

Staff, students and parents are reminded that the school is under duties imposed by law and statutory guidance to record or report incidents and concerns that arise or are reported to it, in some cases regardless of whether they are proven, if they meet a certain threshold of seriousness in their nature or regularity.

Finally, some of the school's processing activity is carried out on its behalf by third parties, such as IT systems, web developers or cloud storage providers. This is always in accordance with Data Protection Law, and only in accordance with the school's specific directions. It is always subject to contractual assurances that personal data will be kept securely, including if data is transferred outside the European Economic Area (EEA).

If the parent of a student is based outside the EEA, we may transfer a student's personal data to the correspondence address provided by that parent. We will take all reasonable steps to ensure that such transfers are secure.
How long we keep personal data
The school will retain personal data only for the length of time necessary for a legitimate and lawful reason.

To determine the appropriate retention period for personal data, we consider the amount, nature and sensitivity of the personal data, the potential risk of harm from unauthorised use or disclosure, the purposes for which we process your personal information and whether we can achieve those purposes through other means.

Files for accounting purposes are retained for according to local law, student files are retained according to local law and ordinary staff files are retained according to local laws. Incident reports and safeguarding files are retained in accordance with specific legal requirements. Where a minimum retention period is required by law, we comply with that minimum period plus additional time for us to anonymise or delete information in accordance with our internal processes.

A limited and reasonable amount of information will be kept indefinitely for archiving purposes. Access to archives is strictly limited.

If you have any specific queries about how our retention policy is applied, or wish to request that personal data you no longer believe to be relevant is considered for erasure, please contact the designated staff member.

Also note that even where you have requested we no longer keep in touch with you, we will need to keep a record of the fact in order to fulfil your wishes (called a "suppression record").

Keeping in touch and supporting the school

The school will use the contact details of parents, alumni and other members of the school community to keep them updated about the activities of the school, or alumni and parent events of interest, including by sending updates and newsletters, by email and by post. Unless the relevant individual objects, the school will also:

* Share personal data about parents and/or alumni, as appropriate, with organisations set up to help establish and maintain relationships with the school community
* Contact parents and/or alumni by post and email in order to promote and raise funds for the school or other worthy causes;
* Should you wish to limit or object to any such use, or would like further information about them, please contact the school offices. You always have the right to withdraw consent, where given, or otherwise object to direct marketing or fundraising. However, the school is nonetheless likely to retain some of your details (not least to ensure that no more communications are sent to that particular address, email or telephone number).
Your rights
Individuals have various rights under Data Protection Laws to access and understand personal data about them held by the school, and in some cases ask for it to be erased or amended, to have it transferred to others, or for the school to stop processing it - but this is subject to certain exemptions and limitations.

Any individual wishing to access or amend their personal data, or wishing it to be transferred to another person or organisation, or who has some other objection to how their personal data is used, should put their request in writing to the school.

The school will endeavour to respond to any such written requests as soon as is reasonably practicable and in any event within statutory time-limits (which is one month in the case of requests for access to information, but actually fulfilling more complex requests may take 1-2 months longer).

The school will be better able to respond quickly to smaller, targeted requests for information made during term time. If the request for information is manifestly excessive or similar to previous requests, the school may ask you to reconsider, or require a proportionate fee (but only where Data Protection Law allows it).

Requests that cannot be fulfilled

You should be aware that the right of access is limited to your own personal data, and certain data is exempt from the right of access. This will include information which identifies other individuals (and parents need to be aware this may include their own children, in certain limited situations - please see further below), or information which is subject to legal privilege (for example legal advice given to or sought by the school, or documents prepared in connection with a legal action).

The school is also not required to disclose any student examination scripts (or other information consisting solely of student test answers), provide examination or other test marks ahead of any ordinary publication, nor share any confidential reference given by the school itself for the purposes of the education, training or employment of any individual.

You may have heard of the "right to be forgotten". However, we will sometimes have compelling reasons to refuse specific requests to amend, delete or stop processing your (or your child's) personal data: for example, a legal requirement, or where it falls within a legitimate interest identified in this Privacy Notice. All such requests will be considered on their own merits.
Student requests
Students can make subject access requests for their own personal data, provided that, in the reasonable opinion of the school, they have sufficient maturity to understand the request they are making (see section Whose Rights? below). A student of any age may ask a parent or other representative to make a subject access request on his/her behalf.

Indeed, while a person with parental responsibility will generally be entitled to make a subject access request on behalf of younger students, the law still considers the information in question to be the child's: for older students, the parent making the request may need to evidence their child's authority for the specific request.

Students aged 13 and above are generally assumed to have this level of maturity, although this will depend on both the child and the personal data requested, including any relevant circumstances at home. Slightly younger children may however be sufficiently mature to have a say in this decision, depending on the child and the circumstances.
Parental requests
It should be clearly understood that the rules on subject access are not the sole basis on which information requests are handled. Parents may not have a statutory right to information, but they and others will often have a legitimate interest or expectation in receiving certain information about students without their consent. The school may consider there are lawful grounds for sharing with or without reference to that student.

Parents will in general receive educational updates about their children. Where parents are separated, the school will, in most cases, aim to provide the same information to each person with parental responsibility, unless there is a court order to the contrary, or there are other reasons which justify withholding information to safeguard the welfare and best interests of the child.

All information requests from, on behalf of, or concerning students - whether made under subject access or simply as an incidental request - will therefore be considered on a case-by-case basis.
Consent
Where the school is relying on consent as a means to process personal data, any person may withdraw this consent at any time (subject to similar age considerations as above). Examples where we do rely on consent are: use of student images together with full name. Please be aware however that the school may not be relying on consent but have another lawful reason to process the personal data in question, even without your consent.

That other lawful reason will usually have been asserted under this Privacy Notice, or may otherwise exist under some form of contract or agreement with the individual (e.g. an employment or parent contract, or because a purchase of goods, services or membership of an organisation such as an alumni or parents' association has been requested).

The rights under Data Protection Law belong to the individual to whom the data relates. However, the school will often rely on parental authority or notice for the necessary ways it processes personal data relating to students - for example, under the parent contract, or via a form. Parents and students should be aware that this is not necessarily the same as the school relying on strict consent (see section on Consent above).

Where consent to process data is required, it may in some cases be necessary or appropriate to seek the student's consent. Parents should be aware that in such situations they may not be consulted, depending on the interests of the child, the parents' rights at law or under their contract, and all the circumstances.

In general, the school will assume that students' consent is not required for ordinary disclosure of their personal data to their parents, e.g. for the purposes of keeping parents informed about the student's activities, progress and behaviour, and in the interests of the student's welfare. That is unless, in the school's opinion, there is a good reason to do otherwise.

However, where a student seeks to raise concerns confidentially with a member of staff and expressly withholds their agreement to their personal data being disclosed to their parents, the school may be under an obligation to maintain confidentiality. Exceptions to this may be if, in the school's opinion, there is a good reason to do otherwise; for example where the school believes disclosure will be in the best interests of the student or other students, or if required by law.

Students are required to respect the personal data and privacy of others, and to comply with the school's IT acceptable use policy and the school rules. Staff are under professional duties to do the same covered under the relevant staff policies.
Data accuracy and security
The school will endeavour to ensure that all personal data held in relation to an individual is as up to date and accurate as possible. Individuals must please notify the relevant school staff of any significant changes to important information, such as contact details, held about them.

An individual has the right to request that any out-of-date, irrelevant or inaccurate or information about them is erased or corrected (subject to certain exemptions and limitations under Data Protection Law): please see above for details of why the school may need to process your data, and who you may contact if you disagree.

The school will take appropriate technical and organisational steps to ensure the security of personal data about individuals, including policies around use of technology and devices, and access to school systems. All staff and directors will be made aware of this policy and their duties under Data Protection Law and receive relevant training.
This policy
The school will update this Privacy Notice from time to time. Any substantial changes that affect your rights will be provided to you directly as far as is reasonably practicable.

Queries and complaints

Any comments or queries on this policy should be directed to the school directly through the school's administration offices.

If an individual believes that the school has not complied with this policy or acted otherwise than in accordance with Data Protection Law, they should utilise the school Complaints procedure and should also notify the designated officer through the school office.

Health and Safety: Accessibility Plan
What is an 'Accessibility Plan'?
An Accessibility Plan is a pragmatic framework used to support the implementation of the school's policies, facilitating access to disabled students and those with learning difficulties. The plan provides evidence of reasonable adjustments made to mitigate against potential sources of discrimination at Globeducate schools.
An Accessibility Plan covers the following areas:
The plan should be reviewed annually by the Special Educational Needs and Disabilities (SEND) Committee or Senior Leadership Team.
Current Range of Known Disabilities and Prioritising Accessibility Solutions
Globeducate schools have children and young people with a wide range of disabilities, both medically identified, such as visual impairments, and learning difficulties such as ASD, ADHD/ADD and dyslexia. This list is not exhaustive.
Prioritising Accessibility Solutions
This is shown on a 1-5 scale where the following potential impacts on members of the school community apply:

1. low priority with very low impact
2. low priority with low impact
3. medium priority with moderate potential impact
4. medium priority with moderate current impact
5. high priority with significant current impact

Where identified as 'current' impact, we have a student for whom an item is relevant. 'Potential' impact allows for current students, whose needs may change and need further assessment.
Feasibility of Accessibility Solutions:
Feasibility of solutions is scored as follows:

1. Problematic due to building/planning restrictions, such as 'listed' status
2. Problematic due to internal financial constraints.
3. Requires specific time/financial and external input. May be included in updates if necessary
4. Requires specific time/financial planning and internal input. May be included in updates if necessary
5. Can be updated 'as and when' necessary via the internal maintenance team.

Where identified as 'external', input would require work to be undertaken by external contractors. 'Internal' input would require the school maintenance team to undertake the work.

Where a 'solution' has high priority but low feasibility, risk assessments are undertaken to mitigate potential negative impact on individuals/groups

Access to the Sport Curriculum

It will be hard for a student with a mobility impairment to access fully the team sports and games programme. However, an alternative fitness programme may be constructed as necessary. Students with sight impairments may find it hard to fully access team sports programmes; however, there will be sports in which they can participate should they wish to do so. Students with a hearing impairment should be able to take a full part in the sports programme. If they wish to do so, they may wear hearing aids during matches.

Curriculum trips & co-curricular activities require individual students' needs to be considered in order to ensure appropriate staffing/supervision and safety provision and to devise a suitable activity programme. The vast majority of venues now include access arrangements which will enable students with a mobility impairment to be able to partake fully in curriculum trips. An exception might be a Geography field trip, for example. Many venues now include audio/visual technology that enhances the experience for partially sighted people and care would be taken to choose these venues where possible over others. To support students with a hearing impairment, due regard is given to the facilities offered for hearing aid loops etc.

Recreational and co-curricular activities include excursions and trips, and consideration is given according to the needs of the individual, to include appropriate supervision and safety precautions.

Measures outlined here are in addition to measures or reasonable adjustments outlined in student's individual plans, school SEND policies and procedures and the schools Equality policy.

Objective

Implementation

By whom

Success Criteria

Date Reviewed & comments

E.g.Improve curriculum accessibility via use of appropriate technology

E.g. Facilitate access to sport curriculum

E.g. Allow students with visual difficulties to participate in lessons

Special Educational Needs & Disabilities (SEND) Provision
(including Early Years Settings)

Our SEND policy and information report aims to:

Special educational provision is additional to, or different from, that made generally for other children or young people of the same age.

Students have SEND if they have a learning need or disability which calls for special educational provision to be made for them. They have a learning need or disability if they have:
3. Roles and responsibilities
3.1 The SENCO

The SENCO will:

Work closely with the Senior Leadership Team and Globeducate Education Department to determine the strategic development of the SEND policy and provision in the school

Have day-to-day responsibility for the operation of this SEND policy and the co-ordination of specific provision made to support individual students with SEND

Provide professional guidance to colleagues and work with staff, parents, and other agencies to ensure that students with SEND receive appropriate support and high quality teaching

Advise on the deployment of the resources required to meet students' needs effectively

Be the point of contact for external agencies, such as local authorities and support services

Liaise with potential next providers of education to ensure students and their parents are informed about options and a smooth transition is planned

Work with the Senior Leadership Team to ensure that the school meets its responsibilities with regard to reasonable adjustments and access arrangements

Ensure the school keeps the records of all students with SEND up to date

3.2 The Globeducate Education Directors
The Globeducate Education Directors will:

Help to raise awareness of SEND issues through liaison with the Senior Leadership Team and the SENCO regarding the quality and effectiveness of SEND provision within the school and update the directors on this

Work with the Senior Leadership Team to determine the strategic development of the SEND policy and provision in the school

3.3 The Head of School
The Head of School will lead the Senior Leadership Team to:

Work with the SENCO to determine the strategic development of the SEND policy and provision in the school

Have overall responsibility for the provision and progress of learners with SEND and/or a disability

3.4 Class teachers
Each class teacher is responsible for:

4. SEND Information Report

4.1 The kinds of SEND that are provided for:

4.2 Identifying students with SEND and assessing their needs

The school will use a range of tools to assess each student's current skills and levels of attainment, as appropriate.

Class teachers will make regular assessments of progress for all students and identify those whose progress:
* Is significantly slower or faster than that of their peers starting from the same baseline
* Fails to match or better the child's previous rate of progress
* Fails to close the attainment gap between the child and their peers
* Widens the attainment gap

This may include progress in areas other than attainment, for example, social needs.

Slow progress and low attainment will not automatically mean a student is recorded as having SEND.
When deciding whether special educational provision is required, the school will start with the desired outcomes, including the expected progress and attainment, and the views and the wishes of the student and their parents. This will be used to determine the support that is needed and whether the school can provide it by adapting its core programme, or whether something different or additional is needed.
4.3 Consulting and involving students and parents
The school will have an early discussion with the student and their parents when identifying whether they need special educational provision. These conversations will make sure that:
* everyone develops a good understanding of the student's areas of strength and difficulty
* parents' concerns are taken into account
* everyone understands the agreed outcomes sought for the child
* everyone is clear on what the next steps are

The student's needs will be summarised on the student's profile and notes of these early discussions will be added to the student's record. The school will formally notify parents when it is decided that a student needs to receive SEND support.
4. 4 Assessing and reviewing students' progress towards outcomes
The school will follow the graduated approach and the four-part cycle of assess, plan, do, review.
The class or subject teacher will work with the SENCO to carry out a clear analysis of the student's needs.

This will draw on:

the teacher's assessment and experience of the student

their previous progress and attainment and behaviour

other teachers' assessments, where relevant

the individual's development in comparison to their peers and national data

the views and experience of parents

the student's own views

advice from external support services, if relevant

The assessment will be reviewed regularly.

All teachers and support staff who work with the student will be made aware of their needs, the outcomes sought, the support provided, and any teaching strategies or approaches that are required. The school will regularly review the effectiveness of the support and interventions and their impact on the student's progress.
4.5 Supporting students moving between phases and preparing for adulthood
As part of the admissions process parents are asked to share details of their child's needs and any relevant reports from professionals. Each application by a student identified as SEND will be carefully considered to ensure that the student's needs can be met with the current provision in place. Once a member of the school, each stage will be transitioned with an individual plan which is shared with parents for discussion.

If a student leaves the school, the SENCO will liaise with the next setting to ensure the student's needs are known and understood. The school will agree with parents and students which information will be shared as part of this and where appropriate we will provide transitional support to the student.
4.6 Our approach to teaching students with SEND
Teachers are responsible and accountable for the progress and development of all the students in their class. High quality teaching is our first step in responding to students who have SEND. This will be personalised for individual students.

Common support approaches include:

Some support approaches may incur a cost.

4.7 Adaptations to the curriculum and learning environment

The following are examples of adaptations that may be used to ensure all students' needs are met:

4.8 Equipment and facilities

There is a range of resources to support a wide variety of needs and effective interventions available for a variety of identified needs. The SENCO, teachers and Teaching Assistants develop or buy resources for specific students to use according to need and within the necessary budgetary constraints.

4.9 Evaluating the effectiveness of SEND provision
Our SEND provision is evaluated through:

4.10 Enabling students with SEND to engage in all activities
* Globeducate is an inclusive group of schools, and Globeducate schools must ensure that all students have the opportunity participate in all activities offered. Communication with parents and carers is crucial to ensure this happens.
4.11 Complaints about SEND provision
Any concerns about SEND provision in school should be made to the SENCO in the first instance. Any written complaints will be managed in line with the school's complaints policy.

The parents of students with disabilities have the right to make disability discrimination claims if they believe that our school has discriminated against their children. They can make a claim about alleged discrimination regarding:

Safeguarding and Child Protection

All Globeducate schools are committed to safeguarding and promoting the welfare of children and we aim to create a culture of vigilance.
Introduction
Safeguarding is defined as:

The term 'safeguarding children' covers a range of measures including child protection procedures. It encompasses a preventative approach to keeping children safe that incorporates student health and safety; school behaviour and preventing bullying; supporting students with medical conditions; personal, health, social economic education; providing first aid and site security.

Child Protection is one element of safeguarding. It refers to those actions that are taken to protect specific children who may be suffering, or at risk of suffering, significant harm.

Consequently, this policy should be read in alongside other policies relevant to the safety and
welfare of our students.
For the purposes of this policy: Expectations
Safeguarding is the responsibility of everyone in the organisation and we should always act in the best interests of the child.

All staff, whether teaching or non-teaching, volunteers or Globeducate Directors, play an important part in safeguarding for children. They are required to ensure that the correct procedures are followed, in order to protect children from abuse or further abuse.

All members of staff are advised to maintain an attitude of 'it could happen here' where safeguarding is concerned and should understand they have a responsibility to take appropriate action and report concerns or allegations of risk of harm to students.

To this effect, all staff should be:

In addition, all teaching staff are involved in the implementation of individual education programmes, integrated support plans.

All staff and volunteers in school must be familiar with, and understand, the school's safeguarding policy and have completed the mandatory Safeguarding training and certification.

If staff have any concerns about a child's welfare, they should act on them immediately. If staff are unsure, they should always speak to the designated safeguarding lead (or senior leader).

Staff Behaviour Policy (for safer working practice)

Globeducate schools are committed to positive academic, social and emotional outcomes for our students underpinned by a strong safeguarding ethos. All staff members have a responsibility to provide a safe environment in which children can learn. Globeducate is equally committed to the protection and welfare of our staff, who are expected to adhere to the highest standards of professional behaviour.

The Staff Code of Conduct sets out staff behaviours that should be avoided, as well as those that constitute safe practice, and supports our commitment to safeguarding children.

Staff are required to wear the official school Identification lanyard/badge or branded clothing when on site during the school day.
Visitors
All visitors complete a signing in/out form, wear a school Visitor ID and are provided with key safeguarding information including the contact details of safeguarding personnel in school.

Scheduled visitors in a professional role are asked to provide evidence of their role and employment details (usually a photo identity badge) upon arrival at school. If the visit is unscheduled and the visitor is unknown to the school, the school will contact the relevant organisation to verify the individual's identity.
Curriculum - teaching about safeguarding
Our students access a broad and balanced curriculum that promotes their spiritual, moral, cultural, mental and physical development, and prepares them for the opportunities, responsibilities and experiences of life.

We provide opportunities for students to develop skills, concepts, attitudes and knowledge that promote their safety and well-being. Our school curricula focus on areas of personal, social, health and citizenship education and specifically focus on the following objectives:
Online safety
Students are safeguarded from potentially harmful and inappropriate online material through appropriate filters and monitoring systems without unreasonable restrictions as to what children can be taught with regard to online teaching and safeguarding. The effectiveness of these filters and monitoring systems should be reviewed at least annually.
Safer recruitment
Globeducate schools follow a safer recruitment policy, detailing the procedures followed for the recruitment of all staff, including volunteers.
Early help
Early help means providing support as soon as a problem emerges at any point in a child's life, from the early years through to the teenage years. Staff should be prepared to identify a child who may benefit from early help; they should discuss their concerns with the designated staff member for safeguarding.

Any member of staff may be required to support other agencies and professionals in an early help assessment and in some cases act as the lead professional in undertaking an early help assessment. Any such cases should be kept under constant review and consideration may be given to a referral to local authorities if the situation does not appear to be improving or is getting worse.

Any child may benefit from early help, but all school staff should be particularly alert to the potential need for early help for any child who:

is disabled and has specific additional needs

is misusing drugs or alcohol themselves

is a young carer at risk of modern slavery, trafficking or exploitation

is frequently missing/goes missing from care or from home

has special educational needs

is showing signs of being drawn into anti-social or criminal behaviour

is in a family circumstance presenting challenges for the child, such as substance abuse, adult mental health problems or domestic abuse

has returned home to their family from social care

is showing early signs of abuse and/or neglect

is at risk of being radicalised or exploited

is a privately fostered child

is frequently missing/goes missing from home or care

Children absent from education
Globeducate schools put in place appropriate safeguarding responses to children who are absent from education, particularly on repeat occasions, to help identify the risk of abuse and neglect, including sexual abuse or exploitation, and to help prevent the risks of them being absent from education in future.

As part of the admissions process, we request more than one emergency contact number for each student to ensure the school can make contact with a responsible adult when a child is identified as a welfare and/or safeguarding concern.

Children with Special Education Needs and Disabilities (SEND)

Students with additional needs face an increased risk of abuse and neglect. Staff take extra care to interpret correctly apparent signs of abuse or neglect. We never assume that behaviour, mood or injury relates to the student's additional needs without further exploration. Staff understand that additional challenges can exist when recognising abuse and neglect in students with SEND, including communication barriers.

Staff recognise that children with SEND are also at a higher risk of peer group isolation and can be disproportionately affected by bullying. To address those additional challenges, extra pastoral support is considered for children with SEND and they are also encouraged to discuss their concerns.
Looked-after Children
When dealing with looked after children and previously looked after children, it is important that all agencies work together and prompt action is taken when necessary to safeguard these children, who are a particularly vulnerable group. The Designated Safeguarding Lead (DSL) ensures that the Local Authority and appropriate staff members have all the information they need about the child's status, contact arrangements with parents, care arrangements. This also includes their looked-after legal status, whether they are looked after under voluntary arrangements with consent of parents or on an interim or full care order, and the child's contact arrangements with birth parents or those with parental responsibility, any delegated authority to carers as well as details of the child's social worker.

The safeguarding team are aware that a previously looked after child potentially remains vulnerable and all staff should have the skills, knowledge and understanding to keep previously looked after children safe.

The DSL also has responsibility for promoting the educational achievement of children who have left care through adoption, special guardianship or child arrangement orders or who were adopted from state care.

Designated safeguarding leads should hold the details of the local authority's point of contact appointed to guide and support students, and should liaise with them as necessary regarding any issues of concern.
Visits: School trips and exchanges
Globeducate Schools carry out a risk assessment prior to any off-site visit. School documentation designates the specific roles and responsibilities of each adult, whether employed or volunteers. We use the Globeducate code of conduct for host families and work with Globeducate schools abroad to ensure that similar assurances are undertaken prior to any overseas visit by our students.
Mobile Devices & Communication with Students:
Personal mobile phones and non-school devices such as personal tablets or cameras should not be used by staff or students while in school unless in an emergency. Staff and students are not permitted to use mobile phones or any other mobile / recording devices in areas where students are changing.

Staff should avoid any contact with students outside school and should not give students their home address, personal phone number or e-mail address or send personal communications to students (i.e., communications not pertaining to school 'work' and professional matters), unless agreed by a senior leader.
Types of Abuse & Specific Safeguarding Issues
All staff members should be alert to the signs of neglect and abuse (emotional, physical, sexual) and be aware of and know how to respond to the following specific safeguarding issues:

Allegations involving sexual impropriety

Children and the court system

Children with family members in prison

Child sexual exploitation (CSE)

Child criminal exploitation

Domestic abuse

Faith (& Spiritual) abuse

Female Genital Mutilation (FGM)

Forced Marriage

Gangs and youth violence

Homelessness

'Honour-based' violence (HBV)

Hate crime

Peer on Peer abuse

Radicalisation and vulnerability to extreme viewpoints

Sexual violence and sexual harassment between children in schools

Trafficking

Human-produced Sexual Imagery or "Sexting"

AI-produced sexual imagery or "sexting"

Mental Health
Any concerns regarding self-harm, eating disorders, suicidal thoughts or ideation should be raised with the school nurse / medical officer immediately, who will in turn liaise with the DSL. Where it is suspected that a student's behaviour may be related to an on-going or emerging mental health problem, the school nurse / medical officer will make a professional judgement about how best the student can be supported; this may include a 'suicide risk assessment'. This may include consultation with parents, the school doctors (for registered students) or referral to other outside agencies.

Students who raise concerns about another child should be dealt with sensitively to minimise potential distress, however, staff members cannot promise confidentiality regarding the source of the concern, particularly if there the concern is raised in isolation.
Reporting and Responding to concerns, disclosures or allegations
The Designated Safeguarding Lead is the most appropriate person to advise colleagues on how to respond to safeguarding concerns. Staff members should never assume that another colleague or professional will take action and share information that might be critical in keeping children safe. They should be mindful that early information sharing is vital for effective identification, assessment and allocation of appropriate service provision.

If in any doubt about sharing information, staff should speak to the DSL. Fears about sharing information must not be allowed to stand in the way of the need to promote the welfare, and protect the safety, of children.

Where a child is suffering, or likely to suffer, significant harm, the DSL will consider further actions required, including consultation with, and referral to, the local children's social care authorities.

Staff involved in supporting a child or receiving information about a safeguarding concern will be expected to play a part in any referrals/assessments.

The options available for the child will then include:-

managing any support via the school´s own support processes; or

a referral for statutory services, for example as the child might be in need, is in need or suffering, or is likely to suffer harm.

Contextual Safeguarding
All staff should be aware that safeguarding incidents or behaviours can be associated with factors outside the home and school. All staff, but especially the DSL, should always consider the context within which such incidents and/or behaviours occur and be aware of any local risks, e.g. incidents in a certain area of the local town. This is known as contextual safeguarding. This will allow any assessment to consider all the available evidence and the full context of any abuse.

Record Keeping, Escalation and Whistle blowing procedures
Record keeping and information sharing
Information sharing is vital in identifying and tackling all forms of abuse and neglect. Data Protection Acts and GDPR do not prevent or limit the sharing of information for the purposes of keeping children safe. This includes sharing information without consent.
All Globeducate Schools must:
Globeducate is committed to work in partnership with parents and carers. In most situations, we will discuss initial concerns with them. However, the DSL may not share information if there are concerns that this would:
Escalating concerns
It is important for children to receive the right help at the right time to assess risks and prevent issues from escalating. Staff members must feel confident and able to professionally disagree and challenge decision-making, as this forms a part of their professional responsibility to promote the best safeguarding practice. If, after a referral, the child's situation does not appear to be improving, the DSL and any staff involved should consider following local escalation procedures to ensure their concerns have been addressed and, most importantly, that the child's situation improves.
Whistleblowing
All staff can raise concerns about poor or unsafe practice and potential failures in the school's safeguarding practice. Our whistleblowing procedures, which are reflected in staff training and our Code of Conduct, are in place for such concerns to be raised with the Head of School.

All staff should remember that the welfare of a child is paramount and should not delay raising concerns because a report could jeopardise their colleague's career. Any allegation of abuse will be dealt with in a fair and consistent way that provides effective protection for the child and at the same time supports the person who is the subject of the allegation.

The circumstances should be kept strictly confidential and the school / parents / carers should make every effort to maintain confidentiality and guard against unwanted publicity while an allegation is being investigated or considered.

In situations where there is deemed to be an immediate risk to children or there is evidence of a possible criminal offence, the school will want to involve the police immediately. Where there is no such evidence, the school will discuss the allegations with local authorities to determine whether police involvement is necessary. Where a crime may have been committed, discussions will be held with local authorities and the police may be informed. Allegations against a teacher who is no longer teaching at the school and any historical allegations of abuse will be referred to the police.

If a staff member feels unable to raise an issue with the Head of School, or if there is a concern against the Head of School, they may contact Daniel Jones, the Globeducate Director with responsibility for Safeguarding at the following email address: daniel.jones@globeducate.com.

In the case of allegations against boarding or residential staff, arrangements for alternative accommodation will be made for the child or children in question, pending an investigation into the safeguarding concern.
Teacher misconduct
For all cases involving serious professional misconduct, the Head of School has a statutory duty to make a referral to the appropriate authorities.
Directors: Monitoring and review
As key strategic decision makers and vision setters for the school, Globeducate Directors will make sure that policies and procedures are in line with local and national safeguarding requirements.

The Directors ensure that safeguarding is an agenda item for every board meeting. Heads of School must ensure that safeguarding is an agenda item for Senior Leadership meetings.

The Directors ensure that this policy is reviewed annually or earlier as required by changes to legislation or statutory guidance. Our Directors monitor schools' safeguarding and safer recruitment practice. The Globeducate Designated Safeguarding Officer will meet with the school DSLs every term and will work with senior leaders to make sure that robust safeguarding practices are in place:

All staff including volunteers are informed of our safeguarding procedures during induction. This includes:

Meeting the Designated Safeguarding Lead

Receiving a copy of the following documents which staff are required to read and sign:

Whole school safeguarding training occurs every September. In addition, all staff members receive safeguarding and child protection updates (via email & staff meetings) as necessary and at least annually. Staff are also required to complete online safeguarding training certificated by Educare.
Advanced training
The DSLs and The Heads of School all receive advanced safeguarding training. This is updated at least every two years. Their knowledge and skills are refreshed at least annually, e.g. via e-bulletins or safeguarding networking events with other DSLs.
Safeguarding training for students
Safeguarding training is provided by the DSL to the school community. This includes appropriate action to take should they receive any allegations of abuse or have concerns about the safety and welfare of students.
Safer Recruitment
At least one person on any appointment panel has undertaken Safer Recruitment Training. This training is updated every five years as a minimum.

The role of the Designated Safeguarding Lead

It is the responsibility of the Designated Safeguarding Lead to ensure that any deficiencies or weaknesses in Safeguarding and Child Protection arrangements are remedied without delay.

Safeguarding: ICT Acceptable Use

This policy is in conjunction with the School Safeguarding Policy and the Code of Conduct for Staff.
Summary of key policy details
This policy covers, but is not limited to, all devices listed below (private and school-owned):

School computers

Mobile telephones

Digital Tablets

Mobile games consoles

Digital cameras

Digital recording devices

Smart watches

Whilst the school embraces the use of technology for educational purposes it also recognises its daily use in social environments and the need to protect students and safeguard the learning environment.

Use of all digital devices should be in line with the school's code of conduct and behaviour expectations. Devices may be used for educational reasons in lessons with the class teacher's permission. Access to the internet must be via school Wi-Fi. 'Hot spotting' is not allowed. It is forbidden to use the school network to access, create or send material, which is offensive in the normal context of a school, or in breach of the law.

Mobile devices should be turned off or set to silent and may not be used when moving around the school campus. Mobile devices must never be used in changing rooms or toilets, when moving about the school campus, at the front of school, in corridors, or the dining room, regardless of the time of day / day of the week.

It is forbidden to distribute information about a member of the school community without their permission, or share any information that defames, undermines, misrepresents, or tarnishes the reputation of the school or its users.

Electronic communication between staff and students must be through official school-approved platforms.

Students and staff should report any suspicious online sexual advances or threatening behaviour to the Designated Safeguarding Lead (DSL) or Head of School, and also to local authorities where appropriate.

The school may, at any time and without further notice, monitor the use of IT systems and online behaviour to maintain safety and also compliance with this policy. It is not permitted to share passwords or log on details for accessing the school network.

The school accepts no responsibility for the safety or replacement of personal devices which are lost, stolen or damaged, unless the device has been issued as part of the school's own digital technology roll-out provision. It is recommended that individuals take out their own insurance for all personal devices.

Behaviour expectations

What individuals do or say online is covered by a number of laws, and increasingly people are being prosecuted for offensive and illegal comments made by electronic communications and on social media sites.

It is at all times forbidden and potentially illegal to use any online or electronic method to send or publish offensive or untrue messages or post unpleasant comments/imagery that could intimidate, harm, or humiliate others. This includes sending or publishing AI-created images of others, including deepfake images. To this effect it is strictly against school policy to use a mobile device to video, photograph, upload, distribute, store or create material containing another member of the school community without their express permission or that of a member of staff.

Individuals should at no time use mobile devices to bully, harass, denigrate, post or distribute private information about a third party whether that be through the use of email, messaging, telephone calls, apps, photographs or video images, social networking or any form of electronic or printed communication. This includes using AI-created images of others, including deepfake images.

It is forbidden to use the school network to access, create or send material, which is:

violent or which glorifies violence.

criminal, terrorist or which glorifies criminal activity (including drug abuse).

racist or designed to incite racial hatred.

of extreme political opinion, blasphemous or mocking of religious beliefs / values.

racist or homophobic.

could be construed as bullying or harassment.

vulgar, pornographic or with otherwise unsuitable sexual content.

crude or with unsuitable language.

aims to create a malicious deepfake or AI representation of another member of the community.

offensive in the normal context of a school.

in breach of the law including copyright law, data protection and computer misuse.

Any individual who breaches this policy and causes harm or distress to another member of the school community will result in disciplinary action in accordance with school policies.

Any individual caught using a mobile device to cheat in examinations or other formal testing opportunities will face disciplinary actions in line with those as laid down by the relevant examining body and in line with the school rules.
Protecting identities online
Identity theft is an online danger that is increasing. Students and staff are recommended not to upload or reveal personal details of themselves, their family or other school users online (e.g., address, phone number, date of birth, financial details, passwords etc.) School members should be aware that the use of a mobile device may reveal their precise GPS location at a given date and time, and therefore may reveal movements and locations to third parties.

Unauthorised access to IT systems, accessing others' social networking accounts, e-mail accounts etc., without their permission is an offence.
Reporting concerns
Students should immediately report any suspicious or inappropriate sexual advances, messages or similar online behaviour to their parent, teacher or DSL; they may also report serious or urgent suspicions to the police. Staff should report any concerns to a member of the Leadership Team and safeguarding concerns to the DSL.
Log-ons
By logging onto the school network and any other school IT systems, staff and students agree to the guidelines and policies for ICT use at the school. Passwords should be difficult to guess, and should not be seen by others. It is good practice to have different passwords for different systems rather than the same password for all. IT support must be informed if any member of the school community believes someone has obtained their passwords.

Do not log on to a computing device or any ICT system using another person's password, or use such devices or systems that have been left logged on prior to your use. At the end of a session, all members of the school community should exit and close any IT systems and always log off computers and any password protected sites.
Consequences of Unacceptable Use
The school will act strongly against anyone whose use of ICT could bring the school into disrepute or risks the work of other users; this remains valid even if the incident occurs outside of school. The consequences of misuse, abuse, illegal use or the breaking of any of the rules, as set out in this policy will be dealt with by the Head of School and could include referral to outside agencies such as the Police as appropriate.

Any device that is suspected to have been used to bully, harass or transmit offensive material may be searched by a member of staff, in accordance with the school's search policy.

Students who infringe any of the expectations set out within this policy could face having the devices in question confiscated and permissions to access the school network revoked. Any student device that is used inappropriately in school is liable to be confiscated. Staff must record any confiscations.

Repeated infringements or refusal, by a student to hand over the mobile device when asked to by a member of staff will be seen as a serious infringement of the school's policies. Should the infringement pertain to a Child Protection matter, the device will be given to the DSL, who will log receipt of the device and act in accordance with the relevant school policy and advice from external agencies.
Theft or damage
All devices should make use of security features to ensure that they cannot be accessed by a third party should they become lost; thereby eliminating the ability of a third party to distribute unsolicited information by pretending to be the owner of the device.

Students and staff are solely responsible for the safekeeping of their devices and should ensure that they are kept securely and marked with the owner's name so they can be returned to their owner if found.

Items that are found and are not clearly marked or identifiable will be handed to the Head of School. Students and staff will be made aware that such devices are held in lost property.
Email
School email addresses are supplied to staff and students for all school-related communication. The school cannot accept responsibility in any way for the content of emails transmitted or received by third-party email servers.
Monitoring & Filtering
The welfare of students is of paramount importance. To this end, the school uses systems to monitor internet use and e-mail traffic whilst respecting privacy at all times. The school reserves the right to inspect data files and network logs if automatic detection of illicit content is triggered.

Manual investigation of email transmissions will only be carried out with the approval of the Head of School or another member of the Senior Leadership Team. Emails may be automatically forwarded to IT Support when detecting viruses, forbidden words, forbidden attachment file types.

Although the school cannot control the content of the Internet, third-party software is used to block sites which are illegal. Filters are constantly updated and amended to prevent unacceptable media entering the school system. Parents are encouraged to contact the IT staff if they have any concerns over the use of email or the internet by their child.
Liability
The school accepts no responsibility for the repair or replacement of personal mobile devices that are lost, stolen or damaged whilst on school property or during extracurricular activities, trips or when travelling to and from school on school transport. It is recommended that staff/parents/guardians take out their own insurance for all personal devices not issued by the school.

Although the systems offer a very high level of protection, the school cannot be held responsible or accept liability for any damage or loss of data, or the consequences of such damage or loss, whilst any member of the school uses the school system. The school accepts no liability for any damage caused by any type of computer virus, however it originates. The school accepts no liability in the unlikely event that damage is sustained to a privately owned computer as a result of its being connected to the network.

The school accepts no liability for any damage caused if AI is used to deceive or impersonate.

Any questions regarding this policy should be directed to the Head of School.

Safeguarding: Safer Recruitment

This policy should be read in conjunction with the school's current Child Protection and Safeguarding policy
Introduction
The school's Safer Recruitment Policy is based upon best practices, guidance or requirements outlined in statutory documentation.
Aims and Objectives

Roles and Responsibilities

It is the responsibility of every Globeducate Senior Leadership Team to:

Ensure the school has effective policies and procedures in place for recruitment of all staff and volunteers in accordance with statutory guidance and legal requirements.

Monitor the school's compliance

It is the responsibility of the Head of School and Senior Leaders involved in recruitment to:

Ensure that the school operates safe recruitment procedures as outlined in the Safer Recruitment Checklist (see Appendix 1).

Make sure all appropriate checks are carried out on all staff and volunteers who work at the school.

Monitor contractors (please refer to the Health and Safety Policy) and agencies' compliance with this document.

Promote welfare of children and young people at every stage of the procedure.

Ensure that visiting 'speakers' and extra-curricular events are only permitted with the authorisation of the Head of School.

Ensure that at least one person on the interview panel has had appropriate Safer Recruitment training.

Short Listing and References

Short listing of candidates will be against the person specification for the post.

References for short listed applicants will normally be requested immediately after shortlisting, unless an applicant has indicated that they do not wish their current employer to be contacted. In such cases, references may be requested immediately after interview.

The Globeducate Reference Request form should be used for all teaching positions

Any offer of employment must be conditional pending reference and background checks.

A minimum of two professional references must be provided, including a reference from the current employer. If there is no current employer, a reference will be obtained from the most recent employer, including reasons for leaving.

Referees should hold a senior position with appropriate authority to provide the reference.

Open references or testimonials must not be accepted.

References from friends or relatives must not be accepted and the school will verify that any references received electronically originate from a legitimate source.

Referees will be contacted by telephone or email in order to clarify any anomalies or discrepancies. A detailed written note will be kept of such exchanges.

Where appropriate, previous employers who have not been named as referees may be contacted in order to clarify any anomalies or discrepancies, with the agreement of the applicant. A detailed written record will be kept of such exchanges.

Referees must provide a written reply to the specific questions about:

- The candidate's suitability for working with children and young people.
- Any disciplinary warnings, including time-expired warnings, that relate to the safeguarding of children.

Candidates will always be required:

Before the start of their employment all successful applicants are required to:

A personnel file will be used by the HR team to keep all paperwork obtained, and a checklist will be retained on personnel files.

In exceptional cases, it is possible for an employee to start work before all procedures are completed as long as:

Members of staff are aware of their obligation to inform the Designated Safeguarding Lead of any cautions or convictions that arise between these checks taking place.

Dealing with convictions

The school operates a formal procedure if a Disclosure Certificate is returned with details of convictions. Consideration will be given to:

A formal meeting will take place to establish the facts with the Designated Safeguarding Lead, a risk assessment will be undertaken, and decision will be made, in conjunction with the Head of School and the DSL following this meeting.

Proof of identity, Right to Work and Verification of Qualifications and/or professional status.

All applicants invited to attend an interview at the school will be required to bring their identification documentation such as passport, birth certificate, driving licence, with them as proof of identity/eligibility to work in the country in accordance with statutory legislation.

In addition, applicants must be able to demonstrate that they have actually obtained any academic or vocational qualification required for the position and claimed in their application form by producing original certificates.
Medical Fitness
Anyone appointed to a post involving regular contact with children must possess the appropriate level of physical and mental fitness before any appointment is confirmed. A medical questionnaire and where appropriate a doctor's medical report may be required.
Overseas checks
At the Head of School's discretion, satisfactory police check in the relevant country will be required if it is felt that a background checks have limited relevance due to the time spent abroad.
Induction
All new employees will be given an induction programme which will clearly identify the School policies and procedures. All staff will be required to undertake Safeguarding training.
Single Central Record (SCR) of Members of Staff
In addition to the various staff records kept in School and on individual personnel files, a single centralised record of employment checks should be kept up to date and retained by the Human Resources Team.
The Single Central Record will contain details of the following:

Record Retention/Data Protection

The school will retain all interview notes on all unsuccessful applicants for a period of time that complies with local legislation, after which time they will be destroyed. This will also allow the school to deal with any data access requests, recruitment complaints or to respond to any complaints made to an Employment Tribunal.

All information retained on employees should be kept centrally in the Human Resources office. With the exception of the Single Central Record, records on former employees are retained after the employee's last day of employment, according to local legislation, after which time they will be destroyed.
Use of Agencies or Third-parties
The school will obtain written notification from any agency or third-party organisation that they have carried out the checks on the individual as required by this policy. Identity checks will be carried out by the school on arrival.
Ongoing Employment
The school recognises that safer recruitment and selection is not just about the start of employment but should be part of a larger policy framework for all staff, as identified through the appraisal procedure. Renewed or additional employment checks will be carried out on existing staff if there are any concerns about their suitability.
Leaving Employment at the school
Despite the best efforts to recruit safely, there will be occasions when allegations of abuse against children and young children are raised. In cases relating to the behaviour of an employee, the school's Disciplinary Policy will apply.
Oversight
The Head of School and Human Resources Manager will be responsible for ensuring that this policy is monitored and adhered to throughout the school.
Appendix 1: Safer Recruitment Checklist

Create Application Info Pack with Person Specification, Job Description and statement regarding safeguarding procedures during recruitment. Add statement that DBS/police & suitability checks will be carried out

Insist that shortlisted candidates have completed the school or Globeducate Application Form

Scrutiny of dates, gaps, discrepancies on Application Form and review of suitability using Person Spec/JD, judged against criteria. Shortlist of strongest candidates created.

3. References requested

Send Globeducate Reference Request Form to at least two appropriate referees (one must be the head of current school where applicable). Safeguarding questions must be completed

Compare information with that of Application Form. Note any issues of concern that must be followed up with candidate or referee

Candidate told he/she must provide proof(s) of identity, evidence of qualifications and right to work in the country.

Internet Search check of all main Social Media Channels

Panel must include at least one person who has completed Safer Recruitment training. Panel must include people who are authorised to appoint staff (normally SLT). The same panel interviews all candidates

Check any discrepancies in application form/ references/ identity/qualification evidence, suitability to work with children

Explore safeguarding / child protection understanding

Records made of questions/answers

8. Conditional offer of employment

Make clear to successful applicant that the offer of employment is conditional on successful vetting and other employment checks (eg medical)

Unsuccessful candidates: keep data for 6 months* from date of appointment of successful candidate (include name of interviewers with safer recruitment training)

Successful candidate: placed in personnel file and kept until termination of employment plus 6 years* (include name of interviewers with safer recruitment training)
*timings may vary according to country legislation

Whistle Blowing Policy
Introduction
All organisations face the risk of things going wrong or of unknowingly harbouring malpractice. In Globeducate schools, we encourage staff and members of the school community to raise worries or concerns. With this in mind, it is important that all members of our community are aware that:

A Whistle Blower is the term used to describe someone who becomes aware of a serious problem and then raises this matter so that it can be investigated and corrected. Examples could include:

Our whistle blowing policy will ensure that concerns are properly raised and expressed in the school and will encourage a culture of openness and accountability, reassure everyone that no one will be victimised for expressing concerns, deter fraud and malpractice, help staff to feel valued, identify and help resolve damaging personal conflicts, avoid public criticism and potential crises.

1. The staff code of conduct makes clear what is expected of staff and the school rules makes clear what is expected of students. Anything that is unclear to members of staff should be discussed with line managers or senior leaders, with normal lines of communication for students.

2. If it is preferred, a concern can be raised through a colleague or friend.

3. The school will support employees and students who report a concern and will protect them from reprisals or victimisation. Such reporting will not affect a staff member's career nor enjoyment of the job, nor the student's enjoyment of school life.

4. The school will do everything that it can to respect confidentiality, although both staff and students have to be made aware that, under certain conditions, confidentiality cannot be kept, but the school will ensure that only relevant people are informed.

5. If attempts are made to discourage, victimise, or criticise either students or staff concerned from raising concerns, the school will treat this as a disciplinary offence.

In the vast majority of cases, the correct procedure for raising concerns is through the line manager for staff and through the normal lines of communication for students. However, employees may speak to the Head of School or other member of the School Leadership Team, asking them for a confidential meeting.

In any case involving child protection issues, it is vital that the procedure laid down in the Safeguarding Policy is followed and advice is sought from the Designated Safeguarding Lead (DSL) for the school.

If there is a serious concern involving the Head of School, it may be deemed necessary to contact the school's Directors directly. In these cases, please contact Daniel Jones, Chief Education Officer: daniel.jones@globeducate.com

Anyone raising concerns needs to be aware that such issues will need to be fully investigated by the school. The school needs to treat with absolute fairness both the person raising the concern and also any others who might be involved.

Should they request it, anyone raising a concern will be informed of the results of any investigation which has taken place and of any proposed action which might result, except in the case of child protection issues.

No one reporting a concern in good faith has anything to fear, however abuse of this reporting system by maliciously and deliberately raising unfounded allegations will result in serious action being taken.

This procedure is separate from the school's procedures regarding grievances and employees should not use the whistleblowing procedure to raise grievances about their personal employment situation.

At Globeducate, we acknowledge that artificial intelligence (AI) has long been a part of the educational landscape, from adaptive learning platforms to data analytics tools that assist in personalised education. What has recently captured attention, however, is the emergence of generative AI. This next wave of AI innovation poses both opportunities and challenges. We need to adapt and transform our educational programmes and assessment practices so that teachers and students can use these new AI tools safely, ethically, and effectively to enhance learning.

Our schools will guide and support students on how to use these tools ethically in line with principles of academic honesty and integrity. When crafting assignments, Globeducate students should be aware of the changing assessment landscape, especially with the increased use of generative AI. It is essential to cite the use of generative AI transparently and collaborate closely with assignment instructors for guidance on incorporating AI ethically.

We do not consider work solely generated by AI tools as the student is own. Like citing quotes or external sources, AI-generated content in assignments must be properly credited in the text and bibliography. Assignments heavily reliant on AI-generated content, like those filled with quotes, may not receive high scores.

We understand that digital AI detection tools may not be infallible. Therefore, we stress the importance of ethical AI usage and encourage students to communicate openly with educators during the homework and assessment process to navigate this evolving landscape effectively. This stance aligns with the position of the IBO, Cambridge, and other external assessment providers. It also complies with our schools' policies of academic honesty and integrity.

As the use of generative AI is a fast-moving and changing landscape, Globeducate will continue to monitor closely. Our approach will evolve as the landscape changes, always with the aim to enrich the quality of student learning and to comply fully with curriculum standards and legislation.

Given the sensitivity and ethical considerations surrounding the use of generative AI, we recommend that students below the age of 13 should not use these technologies. For those between the ages of 13-18, the use of generative AI should only be permitted with parental consent. This recommendation is made to strike a balanced and responsible integration of technology in education, with the aim of putting safeguarding first, preserving ethical integrity, and ensuring academic quality.

As AI technology continues to progress, we anticipate even more transformative impacts on the educational sector. Globeducate aims to be a leader in shaping how we use AI in education. Our schools are focused on using new technologies and innovate new methods of teaching that make learning better, whilst also making sure we are safeguarding our students and educators.

Overview
Globeducate, with its network of 65+ K-12 schools across four continents, aims to integrate Artificial Intelligence (AI) technologies to enhance educational quality, streamline administrative tasks, and improve overall institutional effectiveness. This document outlines the regulations, policy, and implementation plan for AI technologies across Globeducate schools, taking into account the regional specificities, legal requirements, and cultural considerations in Portugal, Cyprus, Spain, Morocco, Holland, France, Italy, Andorra, the UK, Canada and India.
1. Purpose and Scope
1.1 Purpose

The purpose of this policy is to provide a comprehensive framework for the responsible and ethical use of AI technologies within Globeducate schools.

1.2 Scope

This policy is applicable to the Globeducate organisation, all Globeducate schools, educators, students, staff, and third-party vendors engaging with AI technology.
2. Regulations
Given the varying legal requirements related to AI technologies in different countries, it is crucial for each school to abide by its respective national and regional laws. Globeducate schools are expected to adhere to rapidly evolving regulations concerning AI technologies, particularly in areas considered high-risk, such as student grading, data management, admissions, and human resources. All updates must be incorporated promptly to maintain compliance with the latest legal standards.School leaders and cluster leaders must stay vigilant and adaptable, as regulations and legislation are continually evolving in various parts of the world. Such changes can come about quickly and necessitate immediate action across either the entire organisation or specific schools.

Below are the links to region-specific policy, regulations and legislation (updated weekly on Mondays):
3. Policy
3.1 Data Privacy and Security

Globeducate is committed to ensuring the privacy and security of all data used in AI applications. As part of our company policy, we employ stringent data encryption methods and adhere to best practices in cybersecurity to safeguard sensitive information. In line with recent data privacy regulations, Globeducate ensures that student data protection remains a top priority. This includes stringent safeguards against unauthorised access and the ethical handling of all data, particularly for vulnerable groups such as minors. We expect staff and educators to be vigilant in their use of AI tools, ensuring they only access and enter data through secure and authorized platforms, in compliance with our data privacy protocols.

3.2 Ethical Use

All AI technologies employed within the Globeducate network must align with ethical standards, including but not limited to fairness, accountability, and transparency. Globeducate mandates that all AI-driven decisions involving student performance, admissions, or staff evaluations include human oversight. Furthermore, clear pathways for contesting and reviewing AI decisions will be made available to all stakeholders.

Our ethical framework extends to ensuring that AI tools do not perpetuate or introduce biases related to factors such as gender, race, or socio-economic status. We also place great importance on accountability, ensuring that the deployment and outcomes of AI applications are continually monitored, evaluated, and reported in a transparent manner.

Staff and educators are expected to actively participate in this ethical oversight, engaging with the AI tools responsibly and alerting relevant bodies of any discrepancies or issues they may observe. This approach aims to maintain the highest level of ethical conduct in the implementation and usage of AI across our organisation.

3.3 Accessibility

AI technologies should be designed to be accessible to all users, including those with disabilities or special learning needs. Globeducate is committed to ensuring that AI tools deployed in schools provide equitable access for all students, including those with disabilities or non-native language speakers. All AI systems must meet stringent accessibility criteria, ensuring that no group is disadvantaged by their deployment.

Generative AI can significantly enhance the educational experience for students, staff, and educators by offering personalised learning pathways and tailored educational content. However, it's essential to acknowledge that AI can sometimes inadvertently hinder the learning experience for others. For instance, a lack of multilingual support in some AI tools could pose barriers for users who are non-native English speakers.

It is important that when AI tools are deployed that equitable access is considered at multiple levels. This includes not only the accessibility of the technology itself but also the availability of internet access and the requisite hardware to engage with these tools. Staff and educators are responsible for ensuring that the use of AI technologies is as inclusive as possible, thereby aligning with Globeducate's commitment to equitable education for all.

3.4 Procurement

AI vendors must meet the criteria outlined in Globeducate's Vendor Assessment and Benchmarking Tool. This tool serves as a comprehensive checklist ensuring that prospective vendors align with our organisational values, ethical standards, and data security requirements. All vendors must demonstrate full compliance with applicable AI regulations, including transparency in data use and adherence to ethical standards. Vendors will be regularly audited to ensure continued compliance with Globeducate's rigorous criteria for inclusion. Staff and educators involved in the procurement process are advised to consult this document to ensure that any AI technology under consideration fulfills our stringent criteria for inclusion.

3.5 Staff Training

Globeducate is committed to the ongoing support and education of staff and educators in the ethical and responsible use of AI. To that end, a range of training methods will be employed, such as webinars, workshops, and an upcoming digital learning platform. To ensure that training meets individual needs, and due to the rapidly changing AI technology environment, an anonymous skills inventory will be conducted annually. This allows us to design targeted, inclusive training programs effectively.

3.6 Staff Use of AI Tools

It's crucial for all Globeducate staff and educators to use AI tools in an ethical and responsible manner. The incorporation of AI in our educational system offers numerous benefits, such as automating administrative tasks and enhancing learning experiences. However, its responsible use is paramount to maintaining the trust and integrity of our educational framework.

Below are some guidelines for Globeducate staff and educators to adhere to when utilising AI tools:
Data Privacy and Confidentiality

Do not enter or share personal or confidential information about students, colleagues, or the institution within generative AI platforms. This includes academic records, personal identifiers, and financial information.
Ethical Safeguarding

Ensure secure and ethical use of AI tools, especially when they are used to analyse student data or performance metrics. Always use secure and trusted platforms and follow institutional protocols for data handling.
Academic Integrity

Use AI tools to supplement teaching, not to replace it. While AI can assist in grading or identifying plagiarism, it should not be the sole arbiter of academic integrity or educational quality.
Transparency and Accountability

Clearly communicate to students and other stakeholders how AI tools are being used, and for what purpose, to maintain transparency.
Accuracy and Reliability

Do not assume that AI-generated data or suggestions are always accurate. Always cross-verify information and use your professional judgment in making educational or administrative decisions based on AI outputs.
Intellectual Property

Do not use AI to generate content that is passed off as your own original work for publication or instructional materials without proper attribution or compliance with copyright laws.
Sensitivity and Inclusivity

Exercise caution when using AI tools that interact with students or analyse data to ensure that they are free from biases related to gender, race, or socio-economic status.
Compliance and Updates

Keep abreast of updates in AI technology and relevant laws and institutional policies to ensure ongoing compliance.

For more details on academic integrity, data privacy, and other related policies, please refer to the relevant institutional documents. Failure to adhere to these guidelines may result in disciplinary actions and could have legal implications.

4. Implementation

4.1 Timeline

The implementation of AI technologies will be carried out in phases across all schools over a period of 3 years. The first year focuses on intensive training for staff and educators, along with the initial integration of AI tools into the educational environment. During the second year, we will evaluate the effectiveness of these tools, further integrate them into teaching practices, and work on developing new methods that utilise AI. The third year will see full integration of AI technologies, ongoing skills upskilling, and the potential development and implementation of new AI tools.

First Year: Training, learning, and initial integration

Second Year: Evaluation, further integration, and methodology development

Third Year: Full integration, continued development, and upskilling

4.2 Budget Allocation

A budget will be allocated for AI-related projects, broken down by region and school.

4.3 Risk Assessment

A risk assessment will be conducted prior to the adoption of any new AI technology within the Globeducate network of schools. This comprehensive approach is aimed at ensuring the secure, ethical, and effective use of AI technologies in our educational settings.
Vendor Safeguarding and Assessment
Globeducate has a vendor safeguarding and assessment tool designed to evaluate new technologies on multiple criteria. These include but are not limited to:
Organisation-Wide Risk Audits
Risk assessments are not confined to new technology adoption alone. Periodic AI risk audits are conducted across the organisation as well as at individual schools. These audits cover various aspects, including:

Collaboration between IT, AI, and safeguarding teams ensures that these audits are thorough and up-to-date.
Transparency and Communication
To foster transparency, we closely communicate with schools about the results of risk audits. This open channel ensures that everyone involved is aware of the steps being taken to mitigate risks and improve safety.
Educator Risk Assessment
Understanding that the backbone of any educational institution is its educators, anonymous risk assessments are conducted to gauge their awareness of safety measures and potential risks associated with AI technologies. These assessments are not meant as an evaluation of capabilities but rather as a tool to identify areas where additional training can be beneficial. The objective is to equip our educators with the knowledge and skills they need to navigate the ever-evolving technological landscape safely and effectively.
5. Review and Compliance
5.1 Annual Review

This policy will be reviewed annually to accommodate changes in AI technology and regulations.

5.2 Non-Compliance

Failure to comply with this policy may result in disciplinary actions and/or legal consequences.

For any questions or clarifications regarding this policy, please contact Globeducate AI Oversight Committee.

This document is subject to changes and updates.

Last updated: 14 October 2024.

Introduction
Globeducate is committed to fostering responsible global citizens by encouraging academic integrity in the use of new technologies, such as Artificial Intelligence (AI). This policy outlines the ethical use of AI in academic work, emphasising honesty and responsibility in assignments that may involve generative AI. All AI use must be clearly cited, akin to referencing a book or other academic sources.
Definitions
To maintain clarity, the following relevant terms are defined:

Policy Guidelines

Transparency and Citation
Any use of generative AI in assignments must be openly disclosed. Students are expected to cite AI contributions just as they would cite any other source.

Age Restrictions and Parental Consent
Students under 13 should not use generative AI tools. For students aged 13-18, written parental consent is required before any use of these tools in academic tasks.

Educator Involvement
Teachers are responsible for guiding students in the ethical and appropriate use of AI, ensuring it aligns with the assignment's learning objectives.

Student Assignments
Work solely generated by AI is not considered the student's own. Substantial should result in students' work being rejected due to the lack of personal contribution and understanding. Globeducate schools do not use AI detection software, as these tools have proven unreliable.

Ongoing Review
This policy will be subject to periodic review to remain relevant as AI technology and associated regulations evolve.

Responsibilities

School Leaders: Ensure the successful implementation of this policy, provide teacher training, monitor adherence, and engage with parents and the community for necessary awareness and consent.

Teachers: Provide clear guidance on when and how AI can be used in academic tasks and explain the importance of this policy to students.

Students: Uphold academic integrity by using AI tools ethically and transparently, following the guidelines outlined.

Parents: Understand the AI policy and, for students aged 13-18, provide consent where applicable.

Expectations for the School Community
Understanding AI
Artificial Intelligence (AI) is becoming integral in various sectors, including education. A shared understanding of its role, potential, and limitations is vital.

Learning AI's Limits
Generative AI tools can make errors or show biases, so it is crucial to know when to use these tools responsibly. Teachers and students should be aware of the boundaries of such technologies.
Ethical Use of AI in Academics
Honesty
All generative AI use must be transparent. Any assistance received from AI tools must be explicitly stated, similar to citing a book or article.

Integrity
Students must be mindful of the ethical implications of using AI, ensuring that it supplements their own work rather than replacing it.
Conclusion
This policy is a living document designed to guide the responsible use of generative AI in educational settings, maintaining academic honesty and integrity. It will be updated as new technologies emerge and regulations evolve.
Last update: 14 October 2024 Quick Guide for Students: FAQs on Using Generative AI
Can I use generative AI to write my essays or assignments?
No, you cannot submit work generated by AI as your own. Using generative AI tools to write your essays is considered plagiarism and violates academic integrity policies. Always consult your teacher for specific guidelines on using AI in your academic tasks.

Can I use generative AI like ChatGPT, Bard, Copilot, Gemini, or Claude to assist with brainstorming or structuring my work?
Yes, you can use these AI tools for brainstorming ideas or to get advice on structuring your essay or assignment. However, you should follow your teacher´s guidelines, and be clear in indicating that you have used such a tool. The final work should be your own, reflecting your thoughts and analysis.

How do I cite generative AI if I use it for academic purposes?
There are no standardised citation styles for generative AI yet, but a common practice is to refer to it as a form of personal communication or software, depending on your assignment. Always consult your school's library or teachers for specific citation guidance as this is evolving.

Can I use generative AI for my university application?
No, your university application or personal statement should be entirely your own work to ensure authenticity. While you can use generative AI for brainstorming or checking readability, the final submission should be your own. Refer to university guidelines on using generative AI in applications.

Is generative AI reliable for research?
Generative AI can offer prompts or ideas, but these are not reliable sources for academic research. Generative AI can occasionally hallucinate. AI tools cannot verify the data they generate, so it is crucial to consult primary and secondary sources for your research.
Quick Guide for Teachers: FAQs on Using Generative AI
How can I authenticate my students' work?
Authentication is a critical part of the academic process. Strategies include reviewing document revision history, conducting viva voce sessions, and discussing assignments with students. AI detection tools are unreliable and should be avoided. Instead, fostering a relationship of trust and open communication is key.

What should I do if I suspect a student used generative AI for coursework?
If you suspect a student used generative AI, begin with a conversation rather than an accusation. A thoughtful dialogue will often help clarify the situation.

How can I support students in maintaining academic integrity?
Clearly outline learning objectives, encourage ethical use of technology, give clear instructions for when and how to use generative AI in the task, and foster ongoing discussions about AI's role in academics. Regular check-ins and structured support can ensure students are staying true to their work.

Can I use generative AI in my teaching?
Yes, but with transparency. If you use AI to produce materials, inform students and highlight its limitations. While AI can assist in content creation or feedback, it should not replace professional judgement.

What is the stance of exam boards on generative AI?
Exam boards recognise the growing use of AI in education and stress academic integrity. Teachers should stay updated with the latest policies from boards like the IBO, Cambridge CAIE, Pearson Edexcel or AQA. Open discussions with students about exam malpractice and AI use are critical for compliance.

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Globeducate Education Policies - Globeducate is one of the world´s leading K12 education groups with 65+ premium bilingual and international schools, and online programmes, in 11 countries, educating 40,000 students.

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Building consensus for a meaningful AI policy

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Building consensus for a meaningful AI policy

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Building consensus for a meaningful AI policy - ISC Research

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In this article, Chris Ferrara discusses ways international schools can build a consensus for a meaningful AI policy.

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How to Establish an AI Policy at Your School - Veracross

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In the age of artificial intelligence, your school needs an AI policy. Learn how to craft a policy and what to include.

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The increasing prominence of Artificial Intelligence (AI) is reshaping the way we access information, influencing multiple professions. The speed and extent of the change has led the United Nations (UN) Secretary General to issue a statement advocating the creation of a new UN agency focused on AI, recognizing the potential existential threats it may pose (Fung, 2023). The potency and magnitude of AI's potential integration into the world of education is such that it has precipitated dialogues, debates, and decisive actions among educators, policymakers, and stakeholders. Whether perceived as a benefit or harm, the undeniable truth remains; AI's influence in education is a reality, and its implications are profound. As AI becomes more prominent in schools, we should examine the background of some of the issues related to AI in education and provide guidelines for creating AI policies in schools.
The Influence and Importance of AI in Modern Education
Conversations regarding educational reform are nothing new. However, the advent of AI cannot be contained to theoretical discussion and is arguably the biggest revolution in access to knowledge since the mass adoption of the internet. Research has emphasized the myriad of ways AI can personalize the learning experience (Stanford University, 2023). Such systems, driven by machine learning algorithms, can adapt in real-time to students' needs, identifying areas of weakness and strength, and tailoring lessons accordingly. As a result, educators are provided with invaluable insights and data, enabling them to design more effective, engaging, and individualized curricula. Furthermore, AI has the capability to democratize education, making it accessible to all irrespective of geographical boundaries. Massive open online courses (MOOCs) powered by AI can potentially cater to millions of students simultaneously, breaking down barriers of location and socio-economic status. AI-driven chatbots and virtual assistants can provide instant responses to student queries, simulating the experience of one-on-one instruction, and thereby potentially reducing the educational gap between developing and more developed nations. At a microscopic level, access to AI could even reduce learning gaps among students in the same classroom.

Availability and Accessibility of AI Tools: Monitoring Content Production

Nevertheless, the availability and accessibility of AI tools to students can seem to challenge to the very foundations of academic honesty. With AI-driven platforms capable of crafting essays or solving complex problems, the boundaries of plagiarism and academic integrity are being redefined. The issue with (dis)honesty is not just about copying someone else's work anymore, instead it is about the use and potential misuse of AI tools that can easily and subtly subvert the learning process (e.g., Bloom's Taxonomy). Recent literature has highlighted several concerns regarding the impact of AI in education. The most prominent among these is the potential for learners to cheat by presenting AI-generated work as their own. However, this is just the tip of the iceberg. A significant challenge is that, unlike with traditional plagiarism detectors, there is no reliable way to identify AI-produced content. While many companies, including Turnitin, assert their capability to detect AI-generated work, there is not a comprehensive database of AI-written materials to verify the authenticity of students' submissions. As a result, AI detection tools can be easily circumvented, whether by adding details that seem too personal or specific to be AI-produced, using specially designed websites that adjust writing to mimic a student's style, or by giving AI tailored commands that control the output's style (Cook, 2023). Conversely, English as an additional language (EAL) students or those with learning needs who depend heavily on writing frameworks and scaffolding might inadvertently trigger AI detection systems, putting them at a disadvantage (Williams, 2023). To mitigate the risks of AI plagiarism and prevent discrimination against specific student groups, educational institutions must swiftly implement policies that monitor the means of students' content production and incorporate assessment methods that evaluate students' understanding of their own work.
Policy Guidelines for Students' Use of AI and Assessment of Learning
AI Impact on Bloom's Taxonomy

The use of AI in the classroom depends on the task and Bloom's Taxonomy stage. For example, as younger students form the foundation of their knowledge, they spend much of their time remembering and understanding facts and events. Using AI at this stage may defeat the purpose of such tasks. Supporters of AI in the classroom sometimes underestimate the importance of these early stages in Bloom's Taxonomy, forgetting that they needed to go through these stages at some point in their lives. Nonetheless, they argue that schools have often focused too heavily on these foundational stages and hope to see educational institutions dedicate more time and effort to teaching and assessing higher levels of the taxonomy such as application of knowledge. Their aim is to leverage the use of AI in the classroom to optimize learning as application and transfer of knowledge is seen as more important and crucial than the more rudimentary skills such as memorization.

However, this debate may appear futile as the conversations of the purpose of learning tasks and stages are not always clear. A dynamic and open AI policy in an international school should encompass guidelines regarding the types and purpose of learning tasks that should avoid or incorporate AI depending on the task's alignment with Bloom's Taxonomy. This way, educators can make informed decisions on when and how to integrate AI into the learning process to achieve the best educational outcomes.

Ethical Licensing and Referencing

One other point of contention is how AI should be referenced ethically. Current guidance from American Psychological Association (APA) advises, "In your assignment, describe what AI tool you used and how you used it. Include the exact text of the question(s) or prompt(s) you entered and relevant portions of the AI-generated response" (Mamak & Mosher, 2023). Although such advice does provide some guidance on how to acknowledge AI assistance, it does not consider where the information was taken from originally. Ethically, this could infringe on the rights of the original authors from whom the content was harvested. This links back to the need for a global consensus on how AI is licensed and how it gains access to information it provides in responses.

At this point in time, the full-scale impact of AI in education is still unknown. While AI's role in education brings unimagined opportunities, it also presents distinct challenges, especially concerning academic honesty. It is essential for institutions to pre-emptively adapt their academic honesty policies, ensuring that they remain relevant as AI changes and evolves over the coming years. Some larger institutions, such as International Baccalaureate (IBO), have already adapted policy to specify how AI produced content should be cited (International Baccalaureate, 2023). For schools not led by the guidance of larger authorities, such as IBO, it is imperative to navigate this new landscape internally to ensure they do not fall behind. Policy that has an impact in curriculum design should ideally be determined by all stakeholders, teachers, and administrators as well as students. According to a study in the Harvard Educational Review, when educators, students, and administrators collaboratively engage in curriculum design, the outcomes are not only more relevant but also more impactful (Harvard University, 2022). As schools stand at the door of this revolution in how knowledge is accessed combined with the inability of conventional plagiarism software to detect AI generated content, the path ahead demands insight, adaptability, and a deep commitment to preserving the essence of academic integrity. As we stand at the crossroads of technological advancement and educational integrity, it becomes paramount for institutions globally to be proactive, ensuring that the transformative power of AI augments educational objectives rather than detracting from them.

Provided that students understand the appropriate ethical uses of AI and are aware that any attempt to use artificial intelligence for unethical reasons-such as cheating on assignments, tests, or exams-is strictly forbidden and illegal, they should be encouraged to use AI for research assistance or as supplemental tutoring software. Alternatively, if the task permits students must provide a statement in where they include what tool, how, and in what portion of the assignment AI was used to assist.
Policy Guidelines for Teachers' Use of AI

Shifting Teacher Workloads

A survey conducted by the Ed Week Research Center found that teachers in the United States of America work a median of 54 hours per week, but less than half of this time (46 percent) is spent directly on teaching (Hardison, 2022). The remaining hours are allocated to a variety of non-teaching tasks, including grading (five hours), planning (five hours), and administrative work (three hours), among others. AI technologies, such as GPT based chatbots, have the potential to significantly reduce these non-teaching burdens. For instance, these chatbots could handle routine tasks such as curriculum updating, organizing timelines, assist in creation of modules (e.g., Canvas), scheduling, or even help with short assessments and even formative grading tasks. As schools consider integrating AI technologies, it is imperative that they also develop a comprehensive AI policy that includes the extent to which teachers are allowed to use AI for administrative tasks. This policy should prioritize the use of AI to shift teachers' workloads away from administrative tasks, allowing them to focus more on direct teaching and student interaction.

Ethical and Responsible Usage

In terms of educational content, AI tools that customize learning materials to meet individual student needs are encouraged, as long as they adhere to privacy regulations. While AI can be a useful tool for creating formative assessments, it is crucial for teachers to oversee and validate these results to ensure a high quality of instruction. AI chatbots can also be beneficial for facilitating communication outside of school hours, although they should not serve as a substitute for direct, either face-to-face or digital, interactions between teachers and students, especially concerning sensitive or complex issues. Finally, it is strongly recommended that teachers undergo training to understand the ethical and responsible usage of AI technologies in educational settings.
Policy Guidelines for General School Wide Use of AI
When considering school-wide policies for the use of AI, it is essential to adopt a multifaceted approach that addresses various aspects of technology integration including student and teacher ongoing training in the appropriate use of AI. Input should be actively sought from students, parents, and teachers to determine the most effective ways to implement AI in classrooms. This input should be in the form of surveys, parents' cafés, or any dedicated event for this purpose.

Additionally, schools must ensure equitable access to these technologies for all students and staff while implementing robust systems to safeguard data privacy. AI usage should align with educational frameworks like Bloom's Taxonomy; for instance, while AI may not be suitable for practicing basic skills, it could be indispensable for advanced analytical projects as previously explained. Further, students and parents should be educated on the importance of data security and privacy in the context of AI. Compliance with data protection regulations is mandatory, and explicit consent for data collection and usage must be obtained. Accessibility concerns, including country-dependent regulations. More importantly, schools must guarantee equitable access including those students with special needs. Schools need to scrutinize AI tools for algorithmic biases that could disproportionately discriminate against certain student groups. Finally, ongoing monitoring and audits should be implemented to ensure that AI tools achieve the intended educational outcomes.

Reflection

As AI becomes more prominent, it is vital that we examine its use and reflect on its implications on educational practices. AI has the potential to be an incredible asset to the teaching profession as long as we provide clear, ethical guidelines for creating AI policies in schools.
References
Hardison, H., 2022. How Teachers Spend Their Time: A Breakdown. Education Week. [online] Available at: https://www.edweek.org/teaching-learning/how-teachers-spend-their-time-a-breakdown/2022/04 [Accessed 30 August 2023].

Harvard University, 2022. Report of the Harvard Future of Teaching and Learning Task Force, s.l.: Harvard University.

International Baccalaureate, 2023. ibo.org. [Online]
Available at: https://www.ibo.org/news/news-about-the-ib/statement-from-the-ib-about-chatgpt-and-artificial-intelligence-in-assessment-and-education/#:~:text=Students%20should%20be%20aware%20that,been%20copied%20from%20such%20software.
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Stanford University, 2023. HAI.Standford. [Online]
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Fung, B., 2023. cnn.com. [Online]
Available at: https://www.cnn.com/2023/07/18/tech/un-ai-agency/index.html
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Williams, B., 2023. The London Economic. [Online]
Available at: https://www.thelondoneconomic.com/lifestyle/ai-detectors-can-harm-esl-and-efl-students-what-can-they-do-to-prevent-it-353510/
[Accessed 18 September 2023].

Cook, J., 2023. Forbes. [Online]
Available at: https://www.forbes.com/sites/jodiecook/2023/06/15/train-chatgpt-to-write-like-you-in-5-easy-steps/?sh=35d6a615530f
[Accessed 18 September 2023].

Mamak, L. & Mosher, L., 2023. Normandale Commmunity College Library. [Online]
Available at: https://www.normandale.edu/_files/documents/library/ai-apa.pdf
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Adam Duckworth is an is an experienced English, English language learners, and social studies teacher. He has worked in a variety of international schools, teaching International Baccalaureate Diploma Program, Cambridge Curriculum, and United States curriculum. He is currently working as an English teacher at Concordia International School in Shanghai.

Dr Yujiro Fujiwara is an international science, technology, engineering, and math (STEM) educator. He has specialized in curriculum and instruction and is currently the head of STEM and high school mathematics lead at Concordia International School in Shanghai.

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Artificial Intelligence Policy Creation Guidelines for International Schools | The International Educator (TIE Online)

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It is vital that we examine the use of AI, reflect on its implications on educational practices, and provide guidelines for creating policies in schools...

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Crafting AI Policy for Schools: A Step-By-Step Guide