Upper Primary Family Handbook 2026-27 SCHOOL YEAR | GRADES 2-5
Table of Contents Click titles and subtitles to jump to page 5 - OUR VISION
17 - SCHOOL DROP-OFF
5 - OUR MISSION
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18 - Procedures for Drop-Off
6 - NEW: OUR 2026-2031: COMPASS
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18 - Sibling Drop-Off Procedures
6 - PORTRAIT OF A GRADUATE
18 - SCHOOL PICK-UP
7 - BOARD OF TRUSTEES
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18 - Procedures
8 - LEADERSHIP
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19 - Sibling Pick Up
9 - HISTORY
19 - AFTER-SCHOOL AND HOLIDAY CARE
9 - HOUSE SYSTEM
19 - ASSEMBLIES
10 - THE SALTUS ALUMNI NETWORK: CONNECTING PAST, PRESENT, AND FUTURE
20 - VISITING THE SCHOOL
10 - CAMPUS DESCRIPTIONS
21 - RECESS AND LUNCH
11 - SCHOOL CALENDAR ACADEMIC YEAR 2026-27
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21 - Lunchboxes
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22 - Hot Lunch Program
12 - TUITION AT SALTUS
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22 - Personal Belongings
13 - YEARBOOK
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22 - Birthdays
14 - POWER WHAT MATTERS MOST: JOIN OUR GENEROUS COMMUNITY OF SUPPORTERS
23 - SCHOOL SUPPLIES
14 - HEALTH AND SAFETY •
14 - Emergency Procedures
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15 - Weather-Related School Closing Information
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15 - Local Field Trips
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15 - International Trips
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15 - Permission Slips
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15 - Medication
16 - SALTUS COMMUNITY ETHICS •
16 - NEW: Inclusion Statement
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16 - Safeguarding: Saltus’ employees’ legal obligation for Mandatory Reporting
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16 - Disclosure of Student Records
17 - USEFUL TELEPHONE EXTENSIONS
21 - STUDENT LEADERSHIP
23 - PRIMARY DEPARTMENT CODE OF CONDUCT •
23 - Our Philosophy
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24 - Responsibility of Parents
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24 - Responsibility of Students
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24 - Responsibility of Saltus Staff
25 - THE PARENT/TEACHER COMMUNICATION PROCESS •
25 - Identification of a Concern by Parents
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25 - Setting a Meeting with Faculty
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26 - Setting a Meeting with an Administrator
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26 - Effective Lines of Communication
27 - RESPECTFUL PARENT COMMUNICATIONS 27 - OTHER MEANS OF COMMUNICATION 27 - STANDARDS, EXPECTATIONS, AND CONSEQUENCES 28 - PROGRESSIVE DISCIPLINE
29 - ESSENTIAL EXPECTATIONS
47 - RESOURCES THAT SUPPORT LEARNING
31 - SCHOOL-WIDE POLICIES AND RULES
47 - ASSESSMENT THAT ENCOURAGES GROWTH
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31 - Academic Integrity
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32 - Off-Campus Conduct
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32 - Harassment
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32 - Identity-Based Slurs
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33 - Sexual Harassment
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33 - Bullying and Cyber-Bullying
49 - CO-CURRICULAR PROGRAMS
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33 - Reporting Bullying
50 - SERVICE LEARNING
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34 - Drug and Alcohol Use
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34 - Unsafe Practices and Possessions
50 - LEARNING STRATEGIES AND SUPPORT SERVICES AT SALTUS
35 - DISCIPLINARY RESPONSES TO MAJOR VIOLATIONS OF THE CODE OF CONDUCT 37 - APPEAL PROCESS •
37 - Student Discipline & Appeal Policy
37 - UPPER PRIMARY DRESS CODE & UNIFORM •
37 - Dress Code
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38 - Upper Primary Uniform
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40 - Grub Days
41 - CLASS ATTENDANCE & ABSENCES
48 - NURTURING CONFIDENT, CAPABLE LEARNERS 48 - LEARN MORE 49 - HOMEWORK
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50 - Our Approach: Multi-Tiered System of Support (MTSS)
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51 - The Role of the Learning Strategist
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51 - When External Agencies Are Involved
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51 - Learning Support Communication Workflow
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52 - Individualized Learning Plans (ILPs)
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52 - How Parents Can Help?
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52 - Attendance and Missed Work
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53 - Use of External Learning Support Providers On-Site
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41 - Attendance Policy
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41 - Planned Absences
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42 - Excused Absences
55 - STUDENT COUNSELLING SERVICES AT SALTUS
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42 - Absence Due to Illness
57 - DIRECTORY
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42 - Unexcused Absences
58 - PARENT CONNECTION
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42 - Lateness
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58 - Communication
43 - NEW: STUDENT COMMITMENT TO THE RESPONSIBLE USE OF TECHNOLOGY & AI
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58 - Expectations for Parents and Students
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58 - Emails/Telephone calls
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44 - Additional Expectations
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59 - SaltusLive
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45 - Additional Policies
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59 - Profile Updates
45 - CELL PHONES AND OTHER MOBILE DEVICES
59 - PARENT VOLUNTEERS
47 - BUILDING ESSENTIAL SKILLS FOR THE FUTURE
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60 - ClassList
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Message from the
Head of
School Dear Saltus Families, Welcome to a new school year at Saltus Grammar School. Whether your family is joining us for the first time or returning for another year, I am delighted to welcome you to our community. Thank you for the trust you place in us each day. It is a privilege to work in partnership with you as we support your child’s learning, growth, and well-being. At Saltus, we believe that children thrive when school and home are connected through open communication, mutual respect, and shared purpose. Your partnership matters deeply. Together, we create the conditions for students to feel known, valued, challenged, and supported as they discover who they are and who they are becoming. This year continues to be an exciting time in the life of our school. As a British Columbia Offshore School, we are proud to offer the BC Curriculum from Kindergarten through Grade 11, with our senior students continuing their journey toward the BC Graduation Program and the Dogwood Diploma. This internationally respected pathway supports academic excellence while emphasizing critical thinking, communication, collaboration, personal responsibility, and real-world application of learning. We are also pleased to continue offering Advanced Placement courses, providing further opportunities for academic challenge and university preparation. While curriculum and academic pathways are important, the heart of Saltus is our people. Our teachers and staff are committed to creating
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learning environments where students are encouraged to think deeply, act with integrity, care for others, and contribute positively to their community. Our core values of Belonging, Respect, Integrity, Courage, and Empathy guide how we learn, lead, and live together. This Family Handbook is designed to help you navigate the school year with confidence. It includes important information about daily routines, school expectations, communication, policies, procedures, and key dates. I encourage you to read it carefully and refer to it throughout the year. We also warmly invite you to be part of school life. Whether through the Saltus Association, community gatherings, your involvement strengthens the experience of our students and the life of our school. As we begin this year together, I look forward to joyful learning, meaningful growth, and many shared moments of pride. Thank you for being part of the Saltus community and for partnering with us in helping every student thrive academically, socially, and emotionally. Warmly,
Julie Rousseau Head of School, Saltus Grammar School
Director of Upper Primary Message Dear Saltus Upper Primary Families, It is with great pleasure that I welcome you to the Saltus Upper Primary Department. Whether your child is just beginning their journey with us or is transitioning into the exciting next steps of Grades 2 through 5, we are thrilled to have your family as part of our vibrant community. Our Upper Primary Department is a place where we provide a safe, inclusive, and nurturing environment built on the strength of positive relationships. At the heart of our program are the BC Core Competencies Communication, Thinking, and Personal & Social Awareness. We weave these essential skills into every aspect of daily life, empowering your child to express their ideas, think critically about the world, and develop a strong sense of self and community. We are dedicated to developing the whole child; our mission is to support their evolution into independent learners who take risks, solve problems with confidence, and navigate the complex challenges of the 21st century with empathy and resilience. Our dedicated teachers are a committed group of educators and are lifelong learners themselves, constantly researching best practices to ensure every child feels happy, challenged, and successful. At Saltus, we believe that we are a team. This ongoing partnership between home and school is the cornerstone of your child’s education, and we look forward to working closely with you to support their growth. This handbook is your guide to our learning environment, but our doors are always open. Please never hesitate to reach out to your child’s teacher or the office for support. I look forward to welcoming our students back to campus and to a wonderful, successful year of learning together. Sincerely,
Elizabeth (Liz) Dowdell Director of Upper Primary
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School Community OUR VISION
Inspiring students to lead us to a more just, fair and sustainable world.
OUR MISSION
To inspire a passion for learning and independent thinking through a commitment to academic excellence, personal integrity and service to others.
OUR VALUES
A school’s unique culture is expressed through values that guide the actions, interactions, and communication of our community including students, staff, and parents. Our values provide shared and consistent expectations for all while also uniting our school. At Saltus, we seek to teach and model our shared values throughout the school community creating a caring learning environment, building character, and promoting positive relationships. BELONGING
We create a welcoming community where everyone feels included, valued, and connected. RESPECT
We treat ourselves, others, and the environment with dignity and kindness. INTEGRITY
We are honest, responsible, and do what we know is right. COURAGE
We do not let fear prevent us from exploring new opportunities or facing difficult situations. EMPATHY
We seek to understand how someone else feels and see things from their point of view. 5
NEW: OUR 2026-2031: COMPASS
Navigating with purpose. Guided by excellence. Compass is more than the name of a strategic plan. It reflects a way of thinking, one that values clarity of direction, thoughtful decision-making, and the confidence to move forward with purpose. Like a compass, it does not dictate a single path. Instead, it provides orientation, requiring individuals to interpret their surroundings, think independently, and make informed choices. This new strategic plan mirrors our purpose at Saltus. Our goal is not to provide predetermined answers, but to develop the confidence, judgment, and independence students need to navigate complexity and shape their own futures. At Saltus, we equip students with the knowledge, character, and judgement to make thoughtful, informed decisions about their learning and their future. We invite you to review Compass, where you will see where we have clearly outlined the four distinct strategic directions that will guide us over the next few years along with some of the key programs that will continue to set Saltus apart in Bermuda.
Portrait of a Graduate The Portrait of a Saltus Graduate serves as the North Star of our strategic plan, Compass, guiding the development of the knowledge, skills, and character we seek to nurture in every student. A Saltus graduate is prepared to meet the world with confidence, integrity, and purpose, equipped to think critically, communicate effectively, and contribute meaningfully in a complex and changing world. These attributes are developed through learning, relationships, and real-world experiences, reflecting our enduring values and ensuring alignment between our strategic priorities and the student experience. Together, these attributes define the Saltus graduate. Grounded in Our School Values Acts with integrity and courage, respects the dignity and perspectives of others, and contributes to a community where everyone feels valued and included. 6
A Critical and Adaptive Thinker Demonstrates thoughtful inquiry, explores complex ideas, considers multiple perspectives, and applies learning creatively to solve problems. A Resilient and Reflective Learner Approaches challenges with determination, learns from both success and setbacks, and grows through reflection, feedback, and experience. An Engaged and Skillful Communicator Listens actively, expresses ideas clearly and thoughtfully, and builds meaningful connections through dialogue and collaboration. A Responsible Global Citizen Respects diverse cultures and perspectives, contributes positively to community and the wider world, and engages thoughtfully with local and global challenges.
Board of Trustees
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Michael E. Leverock
Chair, Chair Risk Assessment Committee, Finance Committee, DEI Committee
Ian Cook
Chair Building Committee, Risk Assessment Committee
Kevin Dallas ‘96
Advancement Committee Chair, Risk Assessment Committee
Alexander Green ‘96
Member at Large
Amy Jagoda
Saltus Association President, Ex-Officio
Liam Moloney
Finance Chair, Risk Assessment Committee
Sacha Simmons
Building Committee
Colm Singleton
Advancement Committee
Leadership Team The Leadership Team supports the academic and business operations of the school. This team is led by the Head of School – Julie Rousseau, who in turn reports to the Board of Trustees. Head of School
Julie Rousseau
6222
Julie.Rousseau@saltus.bm
Deputy Head
Nadia Robinson
6291
Nadia.Robinson@saltus.bm
Director of Advancement
Katie Kostiuk
6264
Katie.Kostiuk@saltus.bm
Director of Enrolment Management
Amanda Skinner
6269
Amanda.Skinner@saltus.bm
Director of Finance and Operations
Paull Davis
6224
Paull.Davis@saltus.bm
Director of Facilities & Maintenance
Lionel Cann
6252
Lionel.Cann@saltus.bm
Director of Communications & Marketing
Stacey Sellars
6242
Stacey.Sellars@saltus.bm
Director of Lower Primary
Jeanne Bean
6324
Jeanne.Bean@saltus.bm
Director of Upper Primary
Elizabeth Dowdell
6301
Elizabeth.Dowdell@saltus.bm
Director of Secondary
Gary Godkin
6246
Gary.Godkin@saltus.bm
Assistant Director of Secondary (Middle Grades)
Shayne Scott
6232
Shayne.Scott@saltus.bm
Assistant Director of Secondary (Senior Grades)
Lorne Nannini
6279
Lorne.Nannini@saltus.bm
Director of Technology & Innovation
Allwyn Bryner
6171
Allwyn.Bryner@saltus.bm
Director of Curriculum
Jesse Sheppard
6294
Jesse.Sheppard@saltus.bm
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History Saltus Grammar School was founded in 1888 thanks to a generous gift from Samuel Saltus who bequeathed the funds for the building of a boys’ school in Bermuda. The school thrived for decades and evolved to include Cavendish Hall in 1972, a second campus devoted to young learners. Many facility enhancements were added over the years, including science labs, learning commons/libraries, music and art facilities, and a 25-metre swimming pool. In 1966, post-desegregation in Bermuda, Saltus widened its mandate for diversity and became one of the first multi-racial private schools in Bermuda. In the 1990s Saltus became fully co-educational. The result has been that students enjoy a diverse, real-world learning environment that elevates all. The history of Saltus is as fascinating as the history of Bermuda itself. To learn more, click here for the full story.
House System In 1931, when Henry C. Cox was Head of School he instituted the ‘House System’ using the names of Trustees who had a long association with the school. To this day, Saltus students are still divided into these four Houses: Butterfield (green), Darrell (blue), Watlington (yellow), and Saltus (red). Siblings are placed in the same House and if a parent is an Alumni of Saltus their children will be placed according to the parent’s House. The students will earn points for their House and represent their house in various school events meant to enrich the school community through friendly competition.
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The Saltus Alumni Network: Connecting Past, Present, and Future Saltus alumni represent an important connection between our school’s proud history and the future success of our students. From the moment students join Saltus, they become part of a lifelong community that spans generations and extends across the globe. Alumni regularly engage with the school by sharing their experiences, offering career insights, and inspiring current students through guest lectures, mentorship opportunities, and networking events. This connection helps students envision the many possibilities that a Saltus education can unlock, both during their time at school and beyond. We greatly value the role our alumni play in supporting and promoting Saltus. They serve as ambassadors in their communities, advocates for the school, and mentors for future generations of Saltus graduates. We are committed to keeping our alumni engaged and involved through regular communications, reunions, volunteer opportunities, and special events. Their ongoing participation strengthens the Saltus community and ensures that our students benefit from a network that is both deeply rooted in tradition and focused on future possibilities.
Campus Descriptions Our Lower Primary (Junior Kindergarten, Kindergarten, and Grade 1) is located at our Devonshire campus. There are three main buildings that are all connected to the Hall. Junior Kindergarten has its own separate wing with two outdoor playgrounds overlooking the farmlands of Devonshire. The Kindergarten and Grade 1 classrooms overlook the main field and playground which is a beautiful open space for the students’ PE, recess, and lunch times. On our St. John’s Road campus, the Upper Primary (Grades 2 - 5) is located on the Western side while the Middle grades (Grades 6 - 8) and Senior grades (Grade 9 - SGY2) are located on the Eastern side. At the heart of the campus is the beautiful Woodlands Administration Building, which dates back to the 1800s. The Upper Primary campus has classrooms surrounding an open courtyard with a large Gymnasium/ Hall, Library, well-equipped Music Room, and Art Studio. The Middle and Senior campus boasts a state-of-the-art Design Technology Department, a Music Audio Visual Suite with cutting-edge technologies and software, a Black-box Theatre, a large Gymnasium with Fitness Centre, and six fully equipped Science labs. Both departments share the use of the 25-metre pool along with the large two-acre field.
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School Calendar Academic Year 2026-27 Please note that the dates provided below are subject to change. Please consult the events calendar at www.saltus.bm for updated information as needed.
FALL TERM 2026 Monday, 31st August Tuesday, 1st September Tuesday, 1st September Wednesday, 2nd September Friday, 4th September Monday, 7th September
New student induction (Grades 6-11) Grade 6 Connection Day (Offsite) New Primary Student Drop-in (9:00-11:00 am) Classes Begin Back to School BBQ (4:00-6:00 pm) Labour Day (School closed)
Monday, 19th – Friday, 23rd October
Half-Term Break
Monday, 26th October Tuesday, 27th October Wednesday, 11th November Wednesday, 16th December
Professional Learning Day (No students) Classes Resume Remembrance Day (School closed) End of Term (Early dismissal)
Thursday, 17th December – Monday, 1st January
Winter Break
WINTER TERM 2027 Monday, 4th January Tuesday, 5th January
Professional Learning Day (No students) Classes Resume
Monday, 8th – Friday, 12th February
Half-Term Break
Monday, 15th February Thursday, 25th March Friday, 26th March
Classes Resume End of Term (Early dismissal) Good Friday (School closed)
Monday, 26th March – Friday, 9th April
Spring Break
SPRING TERM 2027 Monday, 12th April Tuesday, 13th April Friday, 23rd April Thursday, 27th May Friday, 28th May Thursday, 3rd June Monday, 21st June Wednesday, 23rd June 11
Professional Learning Day (No students) Classes Resume AG Day (School closed provisionally) Professional Learning Day (No students) Bermuda Day (School closed) Graduation National Heroes Day (School closed) End of Term (Early dismissal)
Tuition at Saltus Each year, the administration and the Board’s Finance Committee establish the tuition and fees for the upcoming school year. As a non-profit independent school with charitable status, all tuition fees are dedicated to covering all of the school’s operating expenses, including facilities upkeep and improvements, salaries, and general operating expenses. Tuition covers 87% of the operating expenses of the school. The school relies on other revenue sources, including fundraising, to make up the difference. Annual Tuition for 2026-27 is $27,820. An administrative fee is applicable to accounts registered for the 2, 3, and 10 payment plan options. Our families can select one of the following payment plans: One (1) Payment Plan
$27,820
Payment is due in full on 1st August.
Two (2) Payment Plan
$28,260
Two (2) payments of $14,130 due on 1st August and 1st February.
Three (3) Payment Plan
$28,570
Three (3) payments of $9,523.33 due on 1st August, 1st December, and 1st April.
Ten (10) Payment Plan
$28,270
Ten (10) payments of $2,872 due on the 1st day of each month commencing on 1st August through 1st May.
Paying Tuition On-time: Parents are responsible to ensure payment deadlines are met. • Accounts in arrears will be charged a monthly 1% late payment fee and those that are 90 days overdue may lead to the suspension of student accounts and, at the school’s discretion, the student may be unenrolled in accordance with the school’s enrolment policies. • No student with an overdue fee balance will be permitted to go on school trips abroad without the permission of the Head of School. • Parents are responsible for ensuring that payment deadlines are met. • Any fees unpaid may result in the withholding of report cards and transcripts at the discretion of the school. Changing Your Payment Plan: Please contact the finance office by 5th June prior to the academic year to make any changes to your payment plan. We are not able to change payment plans after the 5th June. How to Pay Tuition: Payments can be made by credit card, cheque, transfer or standing order. Please contact the Finance or Enrolment office for local account or international wire information. Credit card payments can be made on our Tuition & Fees Portal. Accessing Your Statement: The Finance Billing Portal is the Primary Source to access student balances. Statements will continue to be sent every month; however, these will serve as a secondary 12
reminder. Non-receipt or late review of statements will not justify non-payment of outstanding balances or reversal of late fees. We strongly encourage parents to register online to avoid late fees. The Finance Billing Portal is an online platform that provides real-time access to your student account. You can view transaction history and obtain up-to-date balances. This will remove the reliance on statements which may end up in junk mail. If you have not yet signed up, please create your account here. You can also view this short video tutorial. Student billing is processed monthly, and a link to your statement is sent to you each month via email. For security purposes, this link is available for ONLY 14 days. When you receive the email you should print or save your statement. If the 14-day access window expires, you can log in to the Finance Billing Portal. If you have any questions please contact the Finance Office at financestaff@saltus.bm Financial Assistance: For details, please contact the Director of Enrolment Management or refer to our Financial Assistance tab for comprehensive information. The due date for the Financial Aid applications through FAST is the end of January, before the academic year you are applying to. However, we are happy to work with you throughout the year so don’t hesitate to call. Re-enrolment: Every year in February, families are asked to complete the School’s Re-enrolment Form to confirm whether their child will return for the following academic year. This annual process allows the School to plan responsibly for staffing, class sizes, programmes, and enrolment. A family’s decision not to return is governed by the withdrawal provisions set out in the Enrolment Contract, which require written notice within the specified timelines. Where the required notice is not provided, the family remains financially responsible for the following term’s fees. Withdrawal Once the Student has entered into the school, we agree to give one full term’s advance notice in writing in order to withdraw the Student from the School. We understand that we must therefore give the following written notice to withdraw the Student and to relieve us of financial responsibility for the next term’s fees: • By the end of March for students not returning in September. • By the end of August for students not returning in January. • By the end of December for students not returning in April. If the written notice is not given, the next term will be payable irrespective of whether the Student remains enrolled in the school. We agree that the absence, academic failure, or withdrawal of the Student during the academic year shall not excuse, alter, abate or nullify the obligations for tuition and other charges or fees throughout the academic year.
Yearbook Our student yearbook committee produces an annual yearbook – The Martlet. This publication is available for purchase and is added to student school accounts. All Saltus students that are enrolled by Friday, 27th November will be included.
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Power What Matters Most: Join Our Generous Community of Supporters At Saltus, we are fortunate to have a generous community of parents, alumni, and friends who share in our commitment to providing an exceptional and accessible education. Their generosity powers the experiences that set Saltus apart—while helping to keep fees as competitive as possible for all families. Like most independent schools around the world, Saltus relies on annual fundraising to bridge the gap between tuition revenue and the true cost of delivering a world-class education. This model allows us to keep tuition costs down while also raising essential funds for Financial Assistance, making a Saltus education possible for students from a wide range of backgrounds. Now, families can choose where their gift will make the greatest impact through one of our four targeted Impact Funds: • Financial Assistance Fund – Providing life-changing opportunities for students from diverse financial backgrounds. • Head’s Discretionary Fund – Enabling our Head of School to respond quickly and strategically to the school’s most urgent needs. • Program Innovations Fund – Fueling creativity and innovation in our classrooms and learning programs. • Campus Improvements and Learning Environments Fund – Enhancing the facilities and spaces where our students learn, collaborate, and grow. We invite every Saltus family to join this tradition of generosity. Your participation—at any level— helps power the Saltus experience for today’s students and for generations to come. Scan to Give. You can also click on the link below to make your gift. https://giving.saltus.bm/forms/annualgiving If you have any questions about giving, please contact the Advancement Office at (441) 292-6177 or advancement@saltus.bm
Health and Safety Emergency Procedures
In line with the Bermuda Government requirements, we carry out regular drills including: Evacuations, Secure Drills, and Hold (shelter in place) Drills at Saltus. During an evacuation, our students leave the buildings and follow the organized process of lining up at a safe distance on the field. In the event of a true emergency situation where students are required to evacuate the building, students will proceed to their designated holding area where student attendance will be taken. Supervision will be in place until the emergency situation is resolved. 14
Conversely, during a Secure Drill, the campus is locked down and our students stay inside classrooms. During a Hold Drill (shelter in place), students are kept in classrooms with business as usual. Staff and faculty training is conducted for these scenarios and our teachers are well equipped to inform and reassure students as needed.
students travel to Washington D.C. and Virginia as they discover the connection between Bermuda and the Jamestown Settlement. Additionally, this trip provides students the opportunity to visit several of the Smithsonian museums, monuments, and other sights around D.C.
A school Lock Down occurs in the event of imminent danger (e.g., violent intruder). In such circumstances, the school’s Emergency Response protocols are triggered and authorities are informed of the situation. When a Lock Down is initiated, staff and students remain quiet and out of sight in a secured location until they are informed that the Lock Down is over. Lock Down drills are part of our Emergency protocols to ensure preparation in the event that an actual Lock Down is required.
It is important to note that our student code of conduct applies during all school related events and during all local and/or international field trips. Students displaying behaviour issues and/or experiencing difficulties in adhering to the student code of conduct (either through repetitive conduct issues and/or engaging in serious misconduct) prior to a school related trip, may have their privilege of participating in the school trip removed.
Weather-Related School Closing Information
In the event of severe weather, closure notices will be posted on www.saltus.bm and there will be an announcement made through the local media outlets and on our social media to inform families of any need to close the school. If school is in session when the school closure is initiated, parents will be contacted via email and students will need to be collected as quickly as possible.
Local Field Trips
We have formal school guidelines and parental permission requirements for all local trips. Risk assessments are conducted for all field trips and supervisors are assigned for all trips. The school’s student Code of Conduct applies to all off-campus school-related events. Faculty take all reasonable safety precautions to provide the highest standards of safety for our students.
International Trips
International trips are a key component of the educational experience at Saltus. They enable our students to build confidence, increase motivation, and expand their worldview. Grade 5
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Student Code of Conduct While on Trips
Permission Slips
All permission slips for field trips during the school year will be issued and completed through SaltusLive. Upon logging into your SaltusLive profile, there will be a yellow banner notice alerting you that there are forms to complete.
Medication
All students requiring medication at school must submit a Medication Waiver completed by their parent/legal guardian (form available on SaltusLive). All medications requiring refrigeration will be kept in a school refrigerator and administered by the teachers or first aid attendants. Children should never keep medicine of any kind in their lunch boxes. Please note that it is school policy to administer medicine to students only if the exact dosage and time to be taken are clearly written by parents/guardians. This includes rescue inhalers for children with asthma. Some medicines are forgotten at pickup time so please pour the necessary dosage into a separate bottle or container. Please also be aware that the school does not provide sunscreen. If you wish your child to wear sunscreen, please apply it before he/she comes to school.
Saltus Community Ethics Religion
Saltus is non-denominational. Saltus offers students the opportunity for reflection, learning and/or dialogue on spiritual and ethical matters. While assemblies and holiday celebrations may sometimes reflect the Christian tradition of the school, we respect the religious diversity of the student body and endeavour to be inclusive in our recognition of events.
NEW: Inclusion Statement
At Saltus, we believe belonging grows from respect, connection, and shared purpose. We are dedicated to building an inclusive and equitable school community that embraces diverse identities and perspectives, where all individuals feel safe, supported, and empowered to thrive.
Safeguarding: Saltus’ employees’ legal obligation for Mandatory Reporting
Our Staff and Faculty are mandated by law to report any suspected child abuse to the Department of Child and Family Services. If there is any suspicion of abuse, Family Services will be contacted immediately, and they will proceed with the case according to their procedures.
Disclosure of Student Records
The school regards the privacy of all individuals as an important requirement. Our full privacy policy is outlined on our website at www.saltus.bm. If you have any complaint relating to the school’s use of personal information please contact our designated Privacy Officer, Stacey Sellars at privacy@saltus.bm so that we may be given the opportunity to resolve the issue. 16
Useful Telephone Extensions The school telephone number is 261-2261 – Receptionist Dennisha Roberts The Upper Primary office number is 292-3895 Director of Upper Primary
Elizabeth Dowdell
6301
Upper Primary Administrative Assistant
Candiss Steede
6239
After-School / Camps / Morning Care
Kallie Marcus
cell-535-8956
School Counsellor (K-Grade 7)
Nic Scanlon
6256
School Shop
Haley Trott
6285
Database Management
Larry Bucher
6281
Finance Office
Paull Davis
6224
Head of School
Julie Rousseau
6222
Executive Assistant to the Head
Patra Phillips
6247
Deputy Head of School
Nadia Robinson
6291
Director of Advancement
Katie Kostiuk
6264
Director of Enrolment Management
Amanda Skinner
6269
School Drop-Off We welcome students from 8:00 am when full supervision is in place to ensure a safe and secure start to the day. As soon as our students arrive, they are engaged in numerous activities. School dropoff is between 8:00 and 8:30 am. 8:00 – 8:10 am (Grade 2 Inquiry Studio) 8:10 – 8:25 am (Upper Primary Office)
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Early Morning Care
In order to facilitate early drop-off, we offer a Morning Care Program for students in Grade 2 - Grade 5 starting at 7:30 am. The program operates in room J422, which is the After-School Program room on the St. John’s Campus and is staffed by a current After-School Program Leader. The cost of the Morning Care Program is $3 per day. Registration for the program requires commitment for the entire term and is not prorated based on attendance. Once registered, the Morning Care Program fee is billed in advance through the Finance Department. The maximum capacity is 20 students and is based on a first-come first-served basis. For more information, please contact Kallie Marcus: email kallie.marcus@saltus.bm, cell: 535-8956.
Procedures for Drop-Off
Entering at the St. John’s Road entrance, you will drive all the way through the Middle/Senior campus please remain on the left-hand side of the road. Students are dropped off outside the Grade 2 Inquiry Studio (on the left before you exit the campus down the ramp) between 8:00 and 8:10 am and the Upper Primary Office between 8:10 and 8:25 am. Please do not park, drop off and continue driving down the ramp, exiting onto Woodlands Road.
Sibling Drop-Off Procedures
If an Upper Primary student has a Secondary sibling, the drop-off should happen at the Upper Primary locations for all siblings. Secondary students should walk through the Upper Primary campus then use the crosswalk to find their designated areas in the Secondary Department.
School Pick-Up Upper Primary pick-up is conducted in stages to aid traffic flow. Please adhere to the assigned times for pick-up as noted below. All students will be called by duty teachers and then placed in your car as you drive through. We request that the student’s named car signs be clearly displayed in the windshield as this helps to speed up the pick-up process. Your child’s car sign will be provided on the first day of school. To ensure the safety and efficiency of our drop-off procedures, all vehicles must remain in the left lane unless directed by a staff member to overtake and move forward.
Procedures
Grade 2: Pick-up begins at 3:00 pm - Entering at the St. John’s Road entrance, you will drive through the Middle/Senior campus and students are collected from the patio area outside the Grade 2 Inquiry Studio. Grade 3: Pick-up begins at 3:10 pm - Entering at the St. John’s Road entrance, you will drive through the Middle/Senior campus and students are collected from the Upper Primary Office under the covered verandah. Grade 4: Pick-up begins at 3:20 pm - Entering at the St. John’s Road entrance, you will drive through the Middle/Senior campus, and students are collected from the area outside the Grade 2 Inquiry Studio. 18
Grade 5: Pick-up begins at 3:30 pm - Entering at the St. John’s Road entrance, you will drive through the Middle/Senior campus, and students are collected from the Upper Primary Office under the covered verandah. If there are any changes to the arrangements for your child’s journey home, please send an email to inform the teacher and the office (candiss.steede@saltus.bm), before 2:30 pm. If you are late, please contact the office as soon as possible. If you require after-school care, please contact Kallie Marcus (Kallie.Marcus@saltus.bm).
Sibling Pick Up
All Upper Primary Students will be supervised in the Upper Primary Quad where they will be joined by their Secondary siblings and collected from the patio area outside of the Grade 2 Inquiry Studio. Any students not collected by 3:45 pm will be sent to After-School and families will be charged for the day.
After-School and Holiday Care Students should not linger on campus after school as there are a number of after-school clubs and activities available. After-School & Camps Program Manager, Kallie Marcus, is responsible for our After-School Program. After-School hours: 3:00 – 5:30 pm. For full details and registration please refer to the After-School Program webpage at www.saltus.bm.
After-School Activities – Off-Campus Programs
For safety reasons, students participating in off-campus after-school activities are not permitted to change and wait on school grounds unattended until their activity begins. If an activity takes place off campus and does not start immediately after dismissal, alternate arrangements must be made for student supervision during the interim period. We appreciate your cooperation in helping us maintain a safe and supervised environment for all students. At the end of the school day, all students are expected to either attend the Saltus After-School Program or be collected through carline. Students attending an off-campus after-school activity (club football, swimming etc.,) must be collected by a parent or authorized adult unless they are enrolled in the Saltus After-School Program, which will facilitate their transition to the activity. We also offer Holiday Camps for our Upper Primary Students during the school breaks and summer, providing a safe and fun Camp option for them. For more information, please contact Kallie Marcus: email kallie.marcus@saltus.bm, cell: 535-8956 or refer to the Saltus Camps webpage at www.saltus.bm.
Assemblies Assemblies will be held on Wednesdays in Upper Primary as a chance to celebrate our community and share learning and investigations across year groups. We also enjoy welcoming older students and members from our community onto campus to inspire our students and share their knowledge and expertise. 19
Visiting the School Campus Safety
The safety of our students and employees is our top priority. For this reason, our campus is a closed campus which requires all visitors to report to the main reception for sign in. Visitors must have an appointment and/or a reason to be on campus. For safety and supervision reasons, we reserve the right to ask any/all visitors who are on site without a clear purpose, to leave the school campus.
Visitor Sign-In
When visiting the St. John’s Campus between 8:00 am and 4:00 pm, all visitors will enter and exit through the St. John’s Road gates. The security guard will request to see a photo ID, you may then drive down to the Upper Primary office. Once at the office, all visitors (including parents/guardians) will be asked to sign in and be issued a visitor pass which must be worn at all times while on campus. Visitors will return to sign out and return their visitor’s pass when leaving the campus. For attendance purposes, parents are asked to inform the receptionist (and sign their child(ren) out), if they are taking their child(ren) off campus before the end of regular school hours. Classroom Guests/Speakers: Classroom guests and/or speakers will have completed a guest speaker form and will report to the main reception to sign in and obtain a visitor’s pass. Parent/Guardian Attendance at School Related Events: Parents and/or visitors attending a scheduled school event during or after school hours, are not required to sign in. Parent/Guardian Drop Off & Pick Up: Parents/ guardians do not require to sign-in for drop off or pick up. However, if you are looking for your child at pick up time, we encourage you to reach out to supervisors on site and/or check in with the administrative assistant at the main reception area. 20
Student Leadership At Saltus, we provide students with opportunities at every level to step out of their comfort zones and take on leadership roles. From being a ‘line leader’ in Junior Kindergarten to a Senior Prefect in Secondary School, every student has the chance to shine and learn what it means to be a true leader. Leadership at Saltus is about inspiring others through collaboration and creative problem-solving from day one. Our leadership opportunities help students build confidence, resilience, and decision-making skills, essential qualities for success in university and beyond. Students are encouraged to act as role models and fulfill their responsibilities in line with the expectations of their roles. Students throughout their time in Upper Primary will have the option to hold various leadership positions including Morning Greeters, Classroom Monitors, Field Monitors and Quad Squad Members. At the end of Grade 4, students apply to become a Prefect, House Captain, or Vice Captain for the next academic year.
Recess and Lunch Students are encouraged to bring healthy choices for lunch and recess to school each day. At Upper Primary, precautions are in place for students with food allergies and will be communicated to parents directly.
Lunchboxes
Each student brings his/her own recess and lunch in a lunch box. A cloth napkin is needed for the children to set out their food on the table. We request that healthy choices such as fresh fruit or raw vegetables be eaten at recess time. There will be no junk food or soda allowed. Please send in ‘trashfree’ lunch boxes. 21
Hot Lunch Program
Hot lunches are available through the La Trattoria lunch program. If your child is interested in obtaining hot lunch, sign on to La Trattoria website to place your order. Hot lunches are not available for general purchase. To reduce waste Bento Boxes are used for hot lunches. The Bento Boxes can be purchased from the Saltus Shop for $16.00. Once La Trattoria receives the hot lunch order they will enter your choices in a database that will give them the names of those having lunch that day. All your child(ren) will have to do is leave their Bento Box in our hot lunch serving area and lunch will be served. If your child is unable to attend school, simply send La Trattoria an email (manager@trattoria.bm) the day before or in the morning before school starts so that food will not be sent for them, this way food will not get wasted. Your credit will then be rolled over into the next academic term.
Personal Belongings
Please ensure that all belongings are clearly named. If your child has lost any items, there are ‘lost and found’ locations in each Department.
Birthdays
We have a Birthday Book Program where you can donate a book to our library in your child’s name. In keeping with the Healthy School Initiative, we kindly ask that you do not send in any food, cupcakes, etc. on your child’s birthday or other special occasions. In an effort to minimize disappointment, we also ask that you please distribute birthday invitations to parents outside of the school.
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School Supplies Upper Primary students are provided with the general school supplies they will need in the classroom. These include pencils, pens, erasers, workbooks, sharpeners, crayons, rulers, etc. Personal toys are not allowed at school. Each student is required to have the following additional supplies (by year group): Grade 2 • Backpack • Earbuds/headphones* • Painting overall/apron Grade 3 • Yamaha descant recorder* • Me and My Recorder, Book 1*
• Clear/mesh pouch-for the recorder book and recorder* • Earbuds/headphones* • Backpack • Painting overall/apron Grade 4 & 5 • Yamaha descant recorder* • Me and My Recorder, Book 2* • Clear/mesh pouch-for the recorder book and recorder* • Earbuds/headphones* • Backpack • Painting overall/apron • Geometry Set* * Please note that those items marked above may be purchased at the Saltus Shop while quantities last.
Primary Department Code of Conduct Our Philosophy
At Saltus, we believe in fostering a community built on mutual respect and genuine concern for the emotions, possessions, and personal rights of everyone. Our philosophy emphasizes the importance of honouring individual differences and supporting the development of each person’s potential within a caring school environment. We live by our core values of belonging, respect, integrity, courage, and empathy. A positive school culture is achieved when all community members uphold these values and conduct themselves responsibly, as outlined in our student code of conduct. Respect for one another is crucial for achieving our collective goals, ensuring the safety and continuation of our community, and maintaining an environment where learning and trust thrive.
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One of the most effective ways to encourage good behaviour and strong academic achievement is through positive reinforcement. We actively encourage students to develop self-discipline and self-regulation to maintain a positive learning atmosphere. Our goal is to help young people understand what it means to be responsible citizens. This includes recognizing that one’s choices and actions can impact others negatively. We will work with students to support their understanding of, and adherence to, our expectations. At the same time, we recognize that adolescents, like adults, may make mistakes. Therefore, we have established a system of progressive discipline to guide and support students in their growth.
Responsibility of Parents
A strong partnership between the school and parents/guardians serves as an essential foundation in supporting our students. Parents are expected to review the Code of Conduct with their child(ren) to ensure that they understand the expectations. Parents are important role models for their children and as such are expected to address concerns and issues in a respectful and productive manner with Saltus Faculty and Staff as well as with other parents, students and stakeholders. Open dialogue and communication between the home and the school is actively encouraged as it serves to strengthen partnerships. If concerns arise, we ask that parents address issues following clear lines of communication.
Responsibility of Students
It is the responsibility of students to understand and follow the expectations outlined in our Code of Conduct regarding school rules, regulations, and guidelines. Students will contribute to a supportive, respectful and inclusive learning environment and will maintain positive relationships with their peers, faculty, and staff. Our Code of Conduct emphasizes positive behaviours, and this extends to all possessions, personal rights, and areas within our school. The buildings and property of the school should be respected and valued.
Responsibility of Saltus Staff
Saltus Staff will provide a safe, respectful, and inclusive learning environment that supports the whole child. At the core of a caring learning environment lies a studentcentered program that supports the needs of
students and enriches their full development as learners. Faculty and Staff will communicate expectations in a productive manner with students and parents. Staff will seek to promote reflection, responsibility and behaviour for learning. Central to our approach to discipline is the belief in maintaining student dignity. Staff will endeavour to support the whole child, providing them with opportunities for reflection, ongoing growth and a sense of responsibility. When it becomes necessary to apply progressive discipline, Staff will demonstrate consistency and fairness. Parent/Guardian Setting a Meeting with Faculty: Appointments should be scheduled ahead of time with your child’s teacher and/or faculty member. We encourage parents to send an email or connect with the school’s administrative assistant via telephone or in person to first set up a mutually convenient time for the parent-staff member meeting. We ask that parents provide context for the meeting. (e.g., concern regarding my child’s learning, check-in on child’s progress, concern on social interaction at recess etc). This provides your child’s teacher with an opportunity to be informed and prepared to provide the required assistance and/ or information. Parents who do not have an appointment will be asked to make an appointment upon arrival, unless it is an emergency that needs to be addressed by an Administrator. Setting a Meeting with an Administrator: We encourage parents to follow the lines of communication when addressing issues. Meetings with Administrators also need to be scheduled ahead of time so that focused attention and required information can be gathered ensuring a productive meeting.
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LINES OF COMMUNICATION
The Parent/Teacher Communication Process Identification of a Concern by a Teacher/ Staff Member
When a teacher identifies a concern, contact will be made with a parent as soon as possible, ideally within 24 hours. Some examples of concerns include: • Irregular attendance – chronic lateness and/ or unexcused absences • Consistent academic difficulty • Consistent non-completion of homework • Noticeable drop in academic standing • Serious academic or behavioural difficulty • Violation of the Code of Conduct Faculty and staff may communicate via email, phone call, or by requesting a face-to-face meeting. 25
Identification of a Concern by Parents
When a parent communicates a concern to a teacher, a response will be made as soon as possible, ideally within 24 hours during a school week, or upon return from a weekend or holiday. If a face-to-face meeting is desired, please request one in advance.
Setting a Meeting with Faculty
Appointments should be scheduled ahead of time with your child’s teacher and/or faculty member. We encourage parents to send an email or connect with the school’s Administrative Assistant via telephone or in person to set up a mutually convenient time for the meeting. Please provide context for the meeting (e.g., concern regarding my child’s learning, check-in on child’s progress, concern on social interaction at recess). This allows the teacher to be informed and prepared to provide
the necessary assistance and information. Parents who arrive without an appointment will be asked to schedule one unless it is an emergency requiring an administrator’s attention.
Setting a Meeting with an Administrator
We encourage parents to follow the lines of communication when addressing issues. Meetings with administrators need to be scheduled ahead of time. When requesting a meeting, parents should provide context related to their concern in advance. This allows the administrator to gather the necessary information and ensure a productive and focused discussion.
Our teachers are dedicated to the success of all students and seek to find solutions and strategies to address concerns raised by parents. Step 2: Communicate with the Director of Upper Primary. If the issue remains unresolved after Step 1, parents may inform the Director of Upper Primary. The Director will verify if the preceding steps have been followed before addressing the matter. They will collaborate with all parties to resolve issues, as we are partners in your child’s education.
Steps for Parents to Address Concerns At Saltus, we strive to resolve issues collaboratively and productively. We ask that parents follow these steps to address concerns:
Step 3: Communicate with the Deputy Head of School If the issue is still unresolved after Steps 1 and 2, parents may inform the Deputy Head of School. Appointments can be made through Patra Phillips, the Senior Executive Assistant to the Head of School, at patra.phillips@saltus.bm.
Step 1: Communicate with the Teacher/Staff Member For classroom-related concerns, parents should first discuss the issue with their child’s teacher. Most issues can be resolved at this stage without involving the Director of Upper Primary.
Step 4: Communicate with the Head of School If the issue is still unresolved after Step 3, parents may inform the Head of School. Appointments can be made through Patra Phillips, the Senior Executive Assistant to the Head of School, at patra.phillips@saltus.bm.
Effective Lines of Communication
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Respectful Parent Communications Effective communication is essential for positive partnerships and your child’s success. At Saltus, we expect parents and guardians to communicate in a manner that aligns with our values of respect, integrity, and empathy. Harassing or disrespectful comments directed at any member of the Saltus community, whether in person or in writing, will not be tolerated. Such behaviour is unacceptable and will require an in-person meeting with the Head of School to resolve the issue.
Other Means of Communication While email is timely, it can be easily misinterpreted. Some matters are best communicated in person. We are happy to schedule a personal meeting to discuss your concerns and remind you that issues related to your child’s academic performance should first be addressed with their teacher. Other parent communication channels include: • Parent-Teacher conferences • Curriculum information evenings • Parent Coffee Mornings • The Week Ahead newsletter
Standards, Expectations, and Consequences Students and staff have a right to work and study in an atmosphere that is free of any form of harassment or intimidation and we all share a responsibility for ensuring that such an environment always exists. Central to our philosophy is the expectation that students will respect the school environment and each other. 27
Progressive Discipline Students are at various stages of learning acceptable behaviour, and positive practices may not always effectively address inappropriate behaviours. At Saltus, each individual is responsible for their own actions and behaviour and is expected to be a good citizen. Discipline is a formative process of development, not just a tool for times of misbehaviour. It is achieved when the school community clearly understands the rules and guidelines within which they learn and feels comfortable with the structures in place.
Responsibility for Monitoring and Upholding Discipline
The following staff members are responsible for monitoring and upholding school rules, the Code of Conduct, and imposing disciplinary actions: • Director of Upper Primary • Deputy Head of School • Head of School These individuals, along with their designates, consult with students, staff, parents, and others as deemed appropriate.
Progressive Discipline Approach
Saltus employs a progressive discipline approach to address inappropriate behaviour. This approach uses a continuum of interventions, supports, and consequences that build upon strategies to promote positive behaviours. While suspension and expulsion are supported for serious incidents, the Head of School and Deputy Head of School will consider all relevant and mitigating factors before making such decisions. Although the severity of the consequences and the positive steps taken will generally align with the nature and degree of the misbehaviour, each case will be handled individually. No two incidents are exactly alike, and the needs of those who caused harm may differ. Fairness and equity do not equate to identical consequences or interventions. Each student is recognized as a unique individual, and all factors affecting their behaviour will be considered throughout the progressive discipline process. Consequences will be age and developmentally appropriate.
Possible Interventions and Consequences
Progressive discipline may include the following interventions and consequences: • • • • • • •
Review of expectations Warnings Issuance of infractions Notification of parents/guardians Restricted privileges Behaviour contract Restorative practices including reflective practices, community service and/or other relevant opportunities for growth • Referral to counselling and/or consultation 28
• Removal from class ◊ in-school suspension ◊ short-term out-of-school suspension ◊ long-term out-of-school suspension • Expulsion/dismissal In all circumstances, the school will endeavour to gather facts and information regarding the student’s behaviour or issue. Students will be treated with fairness and as individuals, considering the unique aspects and circumstances of each situation within the overall framework of consequences and consistency of expectations, as outlined in the Code of Conduct.
Acknowledgement
Students and parents are expected to review this Code of Conduct policy and acknowledge in writing that they are aware of, and accept, its content, through the school form on SaltusLive.
Essential Expectations At Saltus our students: • Understand and follow expectations set out in the Code of Conduct. • Have the right to feel safe in all learning environments and experiences both on and off campus. • Set respectful boundaries for themselves while being considerate of others. • Strive to interact with others respectfully and seek to resolve differences or issues in a productive manner. • Respect the diversity of their peers, and of members of the local and global community, by practicing active listening, empathy and kindness. • Demonstrate respect and care towards themselves, peers and the school environment. • Demonstrate a willingness to engage in their learning. • Demonstrate academic integrity. • Demonstrate digital citizenship and follow the guidelines outlined in the responsible use of technology. • Are punctual and come to school prepared for their learning.
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• Understand and follow the school uniform guidelines and present themselves with pride. • Report dangerous or uncomfortable situations to faculty or staff immediately. • Seek help and/or assistance from staff As outlined above, Saltus has clear expectations related to student behaviour. Central to these expectations is the assumption that students will respect the school environment and each other. The following constitutes unacceptable behaviour: • Poor behaviour on the field • Failure to follow a classroom rule • Repeated incomplete assignments • Inappropriate language • Misuse of technology including cell phones, iPads, Chromebooks etc. • Inappropriate or incomplete uniform • Frequent tardiness • Teasing • Lying or cheating • Bullying, cyber-bullying, discrimination, and intimidation • Being rude or disrespectful to peers, staff, and visitors
• Exhibiting any behaviour that detracts from the learning of others • Inappropriate representation on social media platforms • Theft • Vandalism At Saltus, we strive to provide a safe and caring learning environment. Caring environments are free from: • Bullying, cyber-bullying, harassment, and/or marginalization • Threat and intimidation • Violence in any form • Discrimination in any form including race, colour, gender, religious beliefs, disability, sexual orientation, ancestry, or national origin • Retribution against a person who has reported incidents • Abuse in any form
Discipline Guidance
Depending on the severity of the incident, the following steps serve to provide guidance for progressive discipline. A reminder that all incidents are not the same. • Step 1: Polite Warning The teacher will speak to the student about their behaviour and will offer suggestions for improvement. This will be considered a polite warning.
• Step 4: Parent Meeting Parents will be asked to participate in a meeting with the Director of Upper Primary, the student, and other appropriate parties to discuss a plan of improvement. This may include regular conversational checkins which may be with the Director of Upper Primary and/or the school counsellor. Behaviour Contract When progressive discipline interventions are unsuccessful in supporting positive student behaviour, a behaviour contract may be required. This may be needed for students who engage in repetitive, disruptive and/or unsafe behaviours that impact the learning environment. A behaviour contract is a written agreement between a student, a parent and a teacher and/or administrator. It outlines expectations of acceptable behaviour and typically has a timeline. Behaviour contracts are designed to work on increasing positive behaviours and may vary based on the needs of the student. • Step 5: Escalation of Consequences Repeated violations after the meeting referenced above will result in an escalation of disciplinary responses which may include probation, suspension, and expulsion.
• Step 2: Contact with home (email/phone call) The class teacher will speak to the student again and the class teacher will make contact with home, documenting the conversation. • Step 3: Meeting with the Director of Upper Primary If the behaviour continues unabated, the student will be required to meet with the Director of Upper Primary and attend (one or more) reflection sessions. This is at the discretion of the Director of Upper Primary based on circumstances (including frequency and mitigating factors).
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School-wide Policies and Rules The policies in this section reflect Saltus' school-wide expectations for respectful, safe, and inclusive behaviour. While included in the Primary Handbooks, they provide families with a shared understanding of the standards of conduct that apply across our entire school community. Some behaviours addressed in these policies— such as harassment, bullying, discrimination, and other serious misconduct—are not typical of children in the early years. They are included to ensure all members of our community understand the expectations and processes that help maintain a safe and caring school environment. In Primary, our approach is grounded in proactive teaching, age-appropriate guidance, restorative practices, and positive relationships. We explicitly teach empathy, kindness, respectful communication, and responsible decision-making, addressing concerns in developmentally appropriate ways that support learning and well-being. Together, these policies provide a common framework and reinforce Saltus' commitment to a culture of respect, belonging, and safety.
Academic Integrity
The principle of academic integrity is the cornerstone of a school environment. Unless assignments are specified as collaborative endeavours, assignments are to be completed by the individual students. Academic dishonesty is unacceptable at Saltus. Expectations regarding academic integrity shall be communicated to students by staff throughout the Primary Department (including how to acknowledge others’ work or ideas) and reinforced regularly with our students.
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Examples of academic dishonesty include: 1. Plagiarism – the unacknowledged use of another’s words or ideas: • Using another’s words without quotation marks and proper citation. • Using someone else’s research without giving credit. • Paraphrasing or changing words from a source without crediting the original idea. • This principle extends beyond academic work to speeches, application essays, or academic competitions. 2. Unauthorized Use of Notes or Aids – using unauthorized materials during an assessment or copying from another student’s work. 3. Giving Unauthorized Aid – allowing another student to copy or use one’s test, paper, or homework. 4. Exceeding Homework Limits – using external resources on homework or takehome tests beyond what the teacher specifies. 5. Using Translation Software – using translating software without the teacher’s permission.
Consequences for Violating Academic Integrity
If a student is found violating academic integrity, school staff will first gather information to assess the student’s understanding of the violation and the circumstances surrounding it. Consequences will follow a progressive discipline approach, tailored to the specifics of each case. Special Note: Saltus is committed to adapting to new technologies and will be developing an acceptable use policy for artificial intelligence
(AI) tools. This policy will ensure that AI use aligns with our standards of academic integrity and supports student learning in an ethical manner. Until such time as a policy is developed, we encourage students to clearly cite the use of AI.
Off-Campus Conduct
School rules, regulations, and guidelines apply to all students at any time when they are on school property or at school-sponsored activities. We urge all members of our community to honour the Code of Conduct in their private lives as well. We view conduct outside of school and school-sponsored activities as the responsibility of the parents and students. It is not policy to monitor or regulate private conduct that does not involve the school unless conduct is brought to our attention that constitutes unsafe behaviour of a student, or otherwise serves to disrupt the harmony of the school community. This includes and applies to students’ use of computers, internet, and social media off campus.
Harassment
Harassment against any individual whether or not based on a protected ground (whether actual or perceived) such as sex, sexual orientation, gender identity or expression, race, colour, religion, national origin, ethnicity, family status, political opinion or disability will not be tolerated. Harassment in this context is defined as any unwelcome conduct that has the purpose or effect of violating a person’s dignity and creating a hostile environment such that the conduct interferes with, limits, or denies an individual’s educational access or opportunities. A single incident can amount to harassment. Harassment can also include treating someone less favourably because they have submitted or refused to submit to such behaviour in the past. Harassment may be related based on actual or perceived membership in a protected class. Harassment and/or discriminatory behaviour can result from conduct that is verbal (e.g., innuendos,
threats, ethnic slurs, derogatory jokes, pejorative epithets, propositions or gestures), non-verbal (e.g., obscene gestures), written (including online communications), visual (e.g., graphic posters and drawings) or physical (e.g., unwanted touching, assault) that is severe or pervasive and objectively offensive.
Identity-Based Slurs
The school will not tolerate the use of identitybased slurs nor identity-based terms used as a pejorative by anyone in our school community whether on school property, on school-related trips off school property, at any schoolsponsored activities or at social functions. The use of identity-based slurs (including but not limited to insults historically and currently related to ability, ethnicity, religion, gender identity and expression, race, sexual orientation or any other protected ground) or identity-based terms used as a pejorative are offensive and harmful to specific individuals and erode the welfare of the Saltus community. In these instances, the detrimental impact of the identity-based slur on the community member(s) will take precedence over the intent of the alleged harasser(s). Reports of incidents involving identity-based slurs or terms used as a pejorative may be made to any student, faculty member, or school administrator, who must inform the Director of Upper Primary. Any community member with knowledge that a student has been the target of an identity-based slur or term used as a pejorative is encouraged to immediately report the act to Director of Upper Primary. Reports (including online harassment) will be investigated by the Director of Primary and may consist of interviews with the reporting and responding students, as well as any witnesses to the incident(s), and include the evaluation of any information that may be relevant to the case. The school will endeavour to safeguard the identity of persons reporting incidents and will address any and all retaliatory behaviour targeting persons who have reported the behaviour. 32
In addition to appropriate disciplinary responses, the Director of Primary may require the responding student to participate in educational training, engage in a restorative process, meet with the School Counsellor, and/ or any other appropriate measures aimed at repairing fractures created by the responding student’s words and/or actions.
Sexual Harassment
The school will not tolerate sexual harassment of students by anyone, whether on school property, on school-related trips, off school property, at school-sponsored social functions, online or elsewhere. In a school setting, sexual harassment is conduct that 1) is sexual in nature; 2) is unwelcome; and 3) has the purpose or effect of creating an intimidating, hostile or offensive environment. Examples of Sexual Harassment: Verbal: • sexual innuendos • suggestive comments • jokes of a sexual nature • sexual propositions • threats or extortion Non-verbal: • sexually suggestive objects • pictures, or messages send via email, text, or social media • graphic commentaries • suggestive or insulting sounds • obscene gestures • unwanted physical contact
Bullying and Cyber-Bullying
Bullying is classified as unwanted behaviour that involves a real or perceived power imbalance. The behaviour is repeated and may be offensive, intimidating, malicious or insulting behaviour which can make a person feel vulnerable, upset, humiliated, undermined or threatened. Below are various forms of bullying that can occur in person or online.
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It is our intention through the teaching of the Second Steps program that students have a clear understanding of what constitutes bullying and harassment. Examples of bullying may include: Verbal Bullying (in person or online): • Teasing • Name-calling • Inappropriate sexual comments • Taunting • Threatening to cause harm Social Bullying (in person or online): • Cancel, ostracize and/or intentionally shun someone • Spreading rumours about someone • Embarrassing someone in public for the purpose of humiliating them • Sharing images/videos/comments online for the purpose of intimidation and/or embarrassment Physical Bullying: • Making mean or rude hand gestures • Hitting/kicking/pinching • Spitting on someone • Tripping/pushing/pinching • Taking or breaking someone’s possessions • Kicking/hitting/punching • Making mean or rude hand gestures
Reporting Bullying
The school recognizes the importance of maintaining open lines of communication to prevent and address bullying. Students and parents are encouraged to report bullying as soon as possible and to utilize support systems offered by Saltus. Students who are victims of bullying and/or have witnessed bullying behaviour are encouraged to seek out the immediate assistance of a trusted adult. This can include a parent, a classroom teacher, the Director of Primary. Staff is committed to preventing, recognizing, investigating, and addressing bullying issues in as timely
a manner as possible. Progressive and ageappropriate discipline will be used to address bullying behaviours. The person reporting the bullying has the option to request anonymity.
Violence
Students are expected to resolve issues in a productive non-violent manner. If a student experiences any type of unwanted behaviour, they are encouraged to seek the assistance of trusted adults to address differences and seek an acceptable resolution with peers. The use of physical force (such as shoving, pushing, slapping, punching, kicking, fighting) is unacceptable behaviour that may result in consequences including but not limited to: • removal of privileges • participation in restorative meetings • in-school suspension • out-of-school suspension • expulsion/dismissal
Drug and Alcohol Use
The use or possession of illegal drugs and alcohol as well as the misuse of prescription drugs and other chemical substances are detrimental to the wellbeing of the individual and the community and are incompatible with the purposes and objectives of the school. Rules regarding the purchase, possession, distribution, or use of these substances are essential to maintaining a healthy academic and social environment. The school expects students to take immediate action to get help from adults when they have knowledge of another student who is impaired and in danger from the use of drugs or alcohol. Saltus aspires to be a drug-free community. Any purchase, possession, distribution, or use of illegal drugs, prescription drugs (such as ADD medication or narcotics) not fully in accordance with a physician’s prescription, or the abuse of any other chemical substances (including over-the-counter medications,
cigarettes and, e-cigarettes) will lead to immediate suspension. Any misuse or abuse (including excessive use or distribution) of one’s own prescription or another student’s prescription is also a suspension-level offense. A student in possession of paraphernalia that can be used to consume illegal and/ or controlled drugs should expect to be drug tested (unless the paraphernalia has evidence of drug use) in which case the student faces immediate suspension. A student should also expect to be tested if there is reason to believe that they violated this policy. For fairness and thoroughness, any student present during the suspected use of drugs, whether directly involved or not, should expect to be tested. Drug testing will be conducted by a 3rd party. Refusal by the parent/student to permit or refusal by the student to submit to drug testing will result in an escalation of disciplinary responses. Purchase, attempt to purchase, possession, distribution, or use of drugs or alcohol in any form by students is grounds for suspension. Alcohol is prohibited on school grounds and at any school-sponsored events unless provided by the school to adults over the drinking age. In the event of possession of an unlawful item, such as a weapon, cigarettes, vape pen, alcohol, or illegal substances, the item will either be disposed of or handed to the police.
Unsafe Practices and Possessions
Unsafe practices and possession of items that might compromise the safety of others are not allowed and may be grounds for probation, suspension, and/or expulsion. Because the school values the health and wellbeing of everyone, we do not allow students to place themselves or others at risk by their actions or their possessions. The following are examples of guidelines concerning personal and community safety:
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Fires: A student may not light a flame or create a fire on the campus without specific permission from a faculty member. Lighting a flame or intentionally setting fire in any building or tampering with smoke detectors or other fire safety equipment may result in consequences including probation, suspension, and/or expulsion. Weapons: Use or possession of ammunition or any offensive weapon presents a danger
and such items are prohibited. Any violation of this policy would be a major violation of the school’s Code of Conduct and will result in disciplinary action up to and including expulsion. Reckless endangerment: Students may not engage in dangerous pranks or other activities that pose threats to the personal safety of themselves or others. This includes bringing to school replicas of weapons.
Disciplinary Responses to Major Violations of the Code of Conduct If it has been determined that a major school rule violation has occurred, the Director of Primary and the Deputy Head of School, will determine the appropriate consequence. In all cases, prompt communication with the student’s parent/guardian will be established to discuss the major violation incident. A meeting with parents and the student will be established to discuss the incident, the impact of the incident and the consequences of the behaviour. Written documentation will be sent to the student’s parent(s) or guardian(s) notifying them of the offence and any action taken in response. Based on the severity of the violation the following disciplinary sanctions may be implemented: 1. No Action/Internal Action: For minor offences, a student may be assigned internal consequences such as a meeting with the Director of Primary, community service, a lunchtime reflection period, restrictions of privileges, etc. The Director of Primary will document the offense and the action taken.
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2. Official Letter of Warning: A letter of warning will be written by the Director of Primary outlining the facts of the case and indicating censure of behaviour in question and directive to avoid any other violations. The letter will be kept in the student file. If later, another school violation is noted, the letter and incident will be considered while determining the appropriate response. A letter of warning may be used in concert with Community Restoration. 3. Community Restoration: Community Restoration can last two weeks or longer depending on the severity of the violation and the discretion of the Director of Primary. During this time the student is expected to reflect and fully commit to meeting the standards of the school. The student’s behaviour and progress will be assessed by the Director of Primary at the midpoint of the restoration period. As part of this review, the Director of Primary will collect statements from the student’s current teachers and classroom teacher.
The Director of Primary will meet with the student to review progress in meeting the expectations of Community Restoration. The information collected for the midpoint review will be part of the overall assessment of the student at the final review. Prior to the final review, the advisor and Director of Primary will gather information from teachers relating to the student’s progress.
5. Suspension: In rare instances, a student may be removed from classes or from campus for either an in-school suspension or an out-ofschool suspension. A suspension may be required when the behaviour was deemed to be egregious or violent, other previous interventions have failed, or the student has violated warning or probation status.
During the final review, the student will be expected to: reflect upon the behaviour that had resulted in being placed on Community Restoration, demonstrate their progress with reflection, learning, and rebuilding trust, and present reasons for the Director of Primary to permit the student to be relieved of disciplinary action.
6. Dismissal/Expulsion: In rare instances, the Director of Primary may recommend to the Head of School that a student be expelled. In such circumstances, the Head of School will review: a. the facts related to the incident b. the student’s conduct and conduct history c. the school support and interventions offered to the student d. the steps taken for fair procedural process
After consideration of the reports and conversations with the student and advisor, the Director of Primary will decide either: that the student passes the review or that the review should be extended. 4. Probation: Probation is the school’s strongest disciplinary response short of suspension or expulsion. Any additional violation of a major school rule while on general probation is likely to result in that student’s suspension or expulsion. When a student is placed on probation, it will usually be for the length of a school term and a behaviour contract will be in place. During this time the Director of Primary will work with the student, parents, and school counsellor (where appropriate) to come up with a plan of support. This will take the form of a contract with clear expectations and goals for the student to achieve during their time on probation. At the end of the probationary period the Director of Primary to determine whether the probation period will be removed or needs to remain in place.
The Head of School will meet with the student and parents/guardians providing them with an opportunity to: • hear the facts regarding the major Code of Conduct violation • advocate for their child to voice any concerns Following a parent meeting, the Head of School will take the necessary time to gather any additional information needed to decide the consequences issued. The Head of School will inform parents of the decision in written form. Consequences for major violations of the Code of Conduct may include out-of-school suspension or expulsion.
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Appeal Process Student Discipline & Appeal Policy:
Saltus Grammar School is committed to maintaining a positive and respectful learning environment. Our Student Discipline and Appeal policy is designed to ensure fairness and clarity. Each disciplinary case is considered individually, with a focus on the context and perspectives of those involved. In instances of serious breaches, parents/guardians can appeal discipline decisions through the Head of School, with further recourse to the Board Chair’s Review Committee if necessary. For more detailed information, please refer to the Student Discipline and Appeal Review Policies.
Upper Primary Dress Code & Uniform The following outlines expectations regarding dress code and uniform. Exceptions can be made at the discretion of the Head of School with respect to the needs of the individual. Such accommodations may be related to cultural or religious needs, body type needs, medical requirements, and/or disability. The Saltus School Shop is located on Woodlands Road and supplies all uniform pieces as well as other specialty items. The shop will be open Mondays, Wednesdays, and Fridays by appointment only. Our Saltus Shop is also available online for your convenience. The school supports many charities and events which usually result in one to two ‘Grub Days’ per term where students may dress in their casual clothes.
Dress Code:
• Students should wear their uniforms in a respectful manner • Shirts should be tucked in, including to and from school • Pants/trousers should be worn correctly and should be school-appropriate (combat, drawstring or cargo style are not acceptable) • Skorts be A-line and school-appropriate (no pleats/pockets or buttons) • The Saltus ¼ zip sweatshirt may be worn • Students are permitted to wear a wristwatch • Students are permitted to wear two small plain studs max per earlobe or small hoops • Necklaces or bracelets are not permitted with the exception of Medic-Alert necklaces or bracelets • Hair should be neatly groomed. Longer hair will be required to be tied back for practical subjects for safety reasons • Natural hair colouring is acceptable • Hats are to be worn on the field • Aprons are required for Art, Design & Technology • School shoes should be black or brown (no sneakers)
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Upper Primary Uniform Grade 2-5 Uniform Shirt
Saltus white or navy polo shirt
Trousers/Skort
Khaki shorts, long khaki trousers, khaki ‘A’ line flat front skort (no combat, drawstring, or cargo-style trousers. Skorts should be A-line with no pleats, pockets, or buttons).
Socks
Knee-high length khaki or white socks with shorts or skorts Short white or khaki socks with with long trousers
Shoes
Black / brown polishable (no sneakers)
Belt (if needed)
Black / brown
Hair ties/ bands
Solid red / white / navy blue / black / brown
Sweater (optional)
Navy blue Saltus sweater / vest / cardigan Saltus ¼-zip sweatshirt
UPPER PRIMARY REGULAR UNIFORM
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PE Uniform (note swim attire is only required for Term 3) Navy Saltus P.E. shorts or skort Saltus T-Shirt in House colour White ankle length socks Proper athletic shoes (non-marking soles and no high tops) Red Saltus #4 shirt (required for external events) Saltus Track Suit (used on cold days, inter-school and community events) Suitable P.E. bag Swim Attire: swim shorts (blue, black or red), one-piece swimsuit (blue, black or red), sun shirt, goggles, swim cap (for longer hair) and towel. Students are expected to dress neatly and in the correct uniform. Students/Parents will be reminded if they are not in the correct attire. Parents should check The Week Ahead and SaltusLive for the most current PE schedule. *Note: Hoodies are not part of the uniform and should not be worn at school.
UPPER PRIMARY PE UNIFORM
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The Grade 5 students should come to school in regular school uniform and change for PE. It is suggested that the students bring their PE kits to school on Mondays and take their kits home at the end of the week.
Grub Days Dress Code:
Grub Days at Saltus allow students to dress casually and participate in themed events, such as House colours, fundraisers, or other special themes. These days support various charities and events, usually occurring once or twice per term. While students are encouraged to enjoy these days and express their creativity, it is important to maintain a dress code that aligns with our commitment to a safe and inclusive learning environment. Therefore, clothing on Grub Days must adhere to the following guidelines: • Clothing should not display inappropriate images or messages, including those promoting tobacco, illegal drugs, alcohol, illegal activities, or containing profanity, pornography, or obscene images. • Shorts and skirts should be no higher than mid-thigh. • Pants, skirts, and shorts must be worn at the waist, not below. • Tops must cover the chest, back, and midriff. Strapless, backless, or cropped tops are not allowed. Undergarments should not be visible at any time. • Clothing must meet health and safety requirements, especially for specialized programs and events (e.g., DT, Science, PE). If a student’s attire does not meet these expectations, they will be addressed discreetly and respectfully. They may be asked to adjust their clothing (e.g., covering up) or, if necessary, return home to change. We appreciate your cooperation in maintaining the standards that ensure a positive school environment for all.
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Class Attendance & Absences Attendance Policy
Consistent student attendance is crucial for academic success, fostering a sense of responsibility, and ensuring continuous learning. Regular attendance helps students stay engaged with the curriculum, build strong relationships with peers and teachers, and develop essential life skills. By attending school consistently, students are better prepared for future educational opportunities. It is the parents/guardians’ responsibility to report any absence to the school via the relevant Administrative Assistant. If a student needs to leave campus for an appointment, parents/guardians should email the Class Teacher and Administrative Assistant.
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Absences due to a school-sponsored event will be authorized and will not count towards the total number of absences.
Planned Absences
We request that families prioritize school attendance when scheduling appointments, travel, and holidays. A student’s absence can affect not only their learning but also that of their peers due to shared presentations, assignments, co-curricular commitments, and leadership responsibilities. Consistent attendance is crucial for your child’s progress. Please notify the school in advance of any planned absences and avoid scheduling appointments, travel, or extended holidays during school time. In case of sudden absence requests, the Director will respond promptly.
Excused Absences
Excused absences include student illness (with a medical note for absences longer than three days), bereavement, religious holidays, family emergencies, exceptional circumstances, and representing their nation in a sporting competition.
Absence Due to Illness
Please do not send students to school unwell. Thank you for your understanding. Our priority is always the health and safety of the Saltus Community. We follow the Bermuda Government’s School Infection Control Guidelines. Extended (more than three (3) days) absences due to illness will require a doctor’s note, or other appropriate medical documentation is provided. Excessive or lengthy absences of this nature may lead to a required medical leave.
Unexcused Absences
• Unreported absences: Any absence not reported to the relevant Administrative Assistant will be considered unexcused. • Non-school activities: Requests for days off for activities not sponsored by the school require permission from the Director and will be marked as unexcused. • Family vacations: These are also considered unexcused. Please note that teachers will not provide work for absences due to family vacations outside of school holidays.
Lateness
Students are expected to be on campus and in class on time in the morning. Class starts at 8:30 am. If you know that your child(ren) will be late, please call or email the Upper Primary Administrative Assistant and classroom teacher, so that they can be excused. Continued, or a pattern of habitual tardiness will lead to a parent meeting.
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NEW: Student Commitment to the Responsible Use of Technology & Artificial Intelligence Technology is used regularly in all classrooms at Saltus Grammar School. While the Primary classrooms have Aquos Boards, Chromebooks, and iPads, Secondary students have personal devices. The following agreement will be shared with Primary Families (from Kindergarten to Grade 5) at the start of each academic year. This Primary Student Commitment is supported by the Saltus AI Policy, Student AI Guidelines, and the Saltus AI Use Scale, which provide additional guidance for the responsible and age-appropriate use of technology and Artificial Intelligence (AI). These documents are available for parents on the AI Information & Resources tile on SaltusLive.
If you're not doing the thinking, you're not doing the learning. Technology and AI should help children think, learn, create, and connect, not replace their thinking. At Saltus, we believe technology and Artificial Intelligence (AI) are valuable tools that can support learning, creativity, curiosity, collaboration, and problem-solving when used responsibly. Learning to use technology well is a shared responsibility between school and home. We encourage parents and children to read and discuss this commitment together each year. These conversations help children develop the habits, character, and judgment they need to become responsible digital citizens. Together, we strive to live our Saltus values of Belonging, Respect, Integrity, Courage, and Empathy both online and offline. At Saltus, we believe technology and Artificial Intelligence (AI) are valuable tools that can support learning, creativity, curiosity, collaboration, and problem-solving when used responsibly. Learning to use technology well is a shared responsibility between school and home. We encourage parents and children to read and discuss this commitment together each year. These conversations help children develop the habits, character, and judgment they need to become responsible digital citizens. Together, we strive to live our Saltus values of Belonging, Respect, Integrity, Courage, and Empathy both online and offline.
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BELONGING: Technology strengthens our community when we use it to include, support, and encourage others.
We will: • Use technology to include, support, and encourage others. • Use kind and respectful words online. • Help everyone feel safe, welcome, included, and valued.
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RESPECT: Technology reflects respect when we care for people, protect privacy, and use our learning tools responsibly.
We will: • Take good care of school devices and learning tools. • Ask permission before taking or sharing photos, videos, or recordings of others. • Keep passwords private and tell a trusted adult if something online makes us feel unsafe or uncomfortable. • Use school technology only when a teacher or trusted adult says it is appropriate.
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INTEGRITY: Technology reflects integrity when we use it honestly, responsibly, and to support our own learning.
We will: • Use technology and/or AI only when permitted by our teacher and for its intended learning purpose. • Use technology and/or AI to help us learn, not to do our thinking for us. • Do our own thinking and take pride in our own learning. • Be honest about using technology or AI when our teacher asks us to. • Ask a teacher or trusted adult whenever we are unsure how to use technology or AI responsibly.
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COURAGE: Technology requires courage when we keep learning, ask questions, and do the right thing, even when it is difficult.
We will: • Try our best before asking technology or AI for answers. • Ask questions and learn from our mistakes. • Think carefully about what we see online because technology and AI can sometimes make mistakes. • Be digital upstanders by telling a trusted adult if we see something online that is unsafe, unkind, or unfair.
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EMPATHY: Technology reflects empathy when we remember there is always a real person on the other side of the screen.
We will: • Think before we post, share, or send something online. • Use technology to build friendships and strengthen relationships. • Choose kindness over hurtful words or actions. • Never use technology to embarrass, exclude, or intentionally hurt another person.
Additional Expectations
To help keep our students, staff, and school community safe, families should understand that: • Saltus technology, school accounts, and school networks may be monitored to protect the safety, security, and well-being of our community. • Students are expected to follow the Saltus Student Code of Conduct, the Saltus AI Policy, and the Student AI Guidelines whenever they use school technology, whether at school or while participating in school-related learning online.
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Families are encouraged to continue conversations at home about the responsible use of technology and Artificial Intelligence, reinforcing the expectations outlined in this commitment.
Additional Policies
It must also be noted that, in addition to the guidelines above, individual departments may create and implement additional (ageappropriate) policies for technology use. These may include time of day restrictions (i.e., no tech recess or lunch), location restrictions (e.g., no devices in bathrooms), and device restrictions (e.g., no cell phones throughout the teaching day).
Being a Good Digital Citizen at Upper Primary
When I use technology like tablets, computers, or the internet, I will be safe, kind, and responsible. I promise to: • Use devices with permission from a teacher or adult. • Use technology for learning and not to play games or watch videos that are not for school. • Ask for help if I am not sure what to do. • Be kind and respectful when I am using technology—no mean words or sharing things that might hurt others. • Take care of devices by using them gently and putting them away properly. • Keep my passwords private and never use someone else’s device without asking. • Tell an adult right away if I see something that makes me feel upset, worried, or confused. • Keep personal information private, like my full name, address, or phone number. • Use my own device properly and follow school rules about when and how I can use it. I understand that I need to be a good digital citizen at school and at home. 45
Cell Phones and Other Mobile Devices Students are permitted to have cellular phones and personal entertainment devices on campus, but they must be powered off and stowed during the school day (8:00 am to 3:30 pm). Students may not use these devices during class unless directed by a teacher to use them for instructional purposes. Kindles or other eBook readers, including iPads with eBook apps, are permitted; however, the school is not responsible for damage or loss. These devices must be operated in stand-alone mode and cannot be connected to the School’s WiFi network. All parent communication to the school during the academic day must come through the school Reception.
Empowering Young Learners Through the BC Curriculum at Saltus (Primary Years) At Saltus, we strive to elevate student voices and nurture their passions while upholding high academic standards across every stage of their learning journey. The British Columbia (BC) Curriculum provides a robust framework that enables our students to flourish as independent thinkers and compassionate global citizens. Through BC’s rigorous, competency-based approach, Saltus students engage in rich learning experiences that deepen their understanding of the world around them. They explore phenomena, concepts, and ideas through interdisciplinary study and a variety of mediums, both in the classroom and beyond our walls. Community partnerships further enrich this learning, offering authentic contexts and opportunities to consider diverse perspectives. 46
Building Essential Skills for the Future The BC Curriculum helps children develop important skills beyond remembering facts. From the earliest years, students learn to share ideas, solve problems, and work collaboratively with their classmates. They are encouraged to explore their own thinking, try new strategies, and build confidence in their abilities. At Saltus, we believe that learning should feel purposeful and joyful. By engaging in hands-on activities and real-world experiences, our students learn to adapt, ask questions, and persevere when faced with challenges. These early experiences set the stage for success not only at Saltus but in all the years ahead.
Resources that Support Learning To bring the BC Curriculum to life in our Primary classrooms, we use a variety of high-quality resources that support skill development across subjects: • • • • • • •
Nelson Science and Social Studies to inspire curiosity about the natural world and communities MathUP and IXL Math (Grades 2 to 5) to deepen understanding of numeracy and problem-solving IXL English Language Arts (Grades 2 to 5) to strengthen language and writing skills IXL Science (Grades 2 to 5) for exploring scientific ideas in engaging ways Heggerty (Junior Kindergarten to Grade 1) to build strong phonemic awareness UFLI Foundations (Kindergarten to Grade 3) to support early reading success Spelling Connections (Grades 3 to 5) to help students develop confidence and accuracy in spelling, vocabulary use and writing conventions
These tools ensure that every child receives a well-rounded, engaging learning experience tailored to their developmental needs.
Assessment that Encourages Growth At Saltus, assessment is an important part of understanding how each child is learning and growing. Teachers gather information from many different sources: observations, conversations, daily work, and traditional assessments like quizzes and tests. This triangulation of data helps us see the whole picture of each student’s progress. Assessments are always rooted in clear expectations and are designed to celebrate achievements while identifying areas where additional support may be needed. By combining traditional and handson approaches, we ensure that students can show their learning in many ways. In alignment with the BC Reporting Order, we provide three comprehensive reports each year in December, March, and June so families have clear, up-to-date information about their child’s progress. 47
In addition to these reports, parents are invited to participate in conferences and student-led conferences to discuss goals, celebrate successes, and plan next steps together. Regular communication and partnership with families are central to our approach. We value the opportunity to collaborate with parents in supporting every child’s unique learning journey.
Nurturing Confident, Capable Learners At Saltus, we know that the early years are the foundation for a lifetime of learning. Our Primary School program, guided by the BC Curriculum and supported by thoughtful resources, empowers children to build curiosity, resilience, and confidence. By fostering a safe, inclusive environment where each child feels valued and inspired, we help every learner grow into a thoughtful, engaged, and compassionate member of their community.
Learn More To explore further details about British Columbia’s Curriculum and assessment practices, visit British Columbia’s Curriculum and Assessment. At Saltus, we are proud to offer an educational experience that supports our youngest learners as they embark on their journey to become confident, capable, and caring leaders of tomorrow.
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Homework In Upper Primary we set homework that is intentional and may be differentiated by class and student. It may be skills practice, reinforcing a concept taught, a question to ponder, or research to conduct at home depending on your child’s learning needs at any given time. For all year levels, reading homework is expected to be done every night. Guidelines for reading are 20 minutes each night for Grade 2 and Grade 3 and 30 minutes a night for Grade 4 and Grade 5. Other homework will be assigned by the teacher when appropriate for skills practice, reinforcing a concept or research. If you have questions about your child’s progress, as always please contact your child’s teacher.
Co-Curricular Programs In addition to the core program, Saltus offers numerous clubs and activities to enhance their experience in many valuable ways throughout their Saltus journey. Co-curricular activities are designed to help students find their passion. Whether based on co-curricular activities are designed to help students find their passion and complement their learning journey. Whether based on athletics, service learning, or the range of clubs offered at Saltus; each student has the opportunity to explore options that encourage their creativity and dedication.
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Service Learning In keeping with our Mission Statement, we consider community service an important part of our program. We hold various events throughout the year to support local and international charities. Over the years we have supported many charities such as KBB, Meals on Wheels, Red Cross, St. John Ambulance, the SPCA and many more.
Learning Strategies and Support Services at Saltus Our Commitment to Student Success Every Child Learns Differently — And We’re Here to Help
At Saltus, we know that each student has a unique learning style. Some students may need extra time, different strategies, or targeted support to help them thrive. That’s why we offer Learning Strategies and Support Services to help every child succeed — academically, socially, and emotionally.
Our Approach: Multi-Tiered System of Support (MTSS)
We use a school-wide approach called MTSS (Multi-Tiered System of Supports) to make sure every student gets what they need. Here’s how it works: • Tier 1: All students get strong classroom teaching with built-in supports for different learning styles. • Tier 2: Some students with emerging needs may require small group instruction or short-term support. • Tier 3: A few students with significant or ongoing challenges may need more personalized and intensive support on an ongoing basis. We work together — teachers, parents, Learning Strategists, and students — to make sure the right supports are in place at the right time. 50
The Role of the Learning Strategist
Our Learning Strategists serve as key members of the Learning Support Team across Primary, Middle, and Senior Schools. They: • • • • • •
Develop and implement Individualized Learning Plans (ILPs) Deliver small group and 1:1 instruction in or outside of classrooms Support teachers with differentiation and accommodations Coordinate testing accommodations and monitor student progress Liaise with internal teams and external agencies as appropriate Participate in MTSS and case review meetings
When External Agencies Are Involved
At times, Saltus may recommend or collaborate with external professionals when a student’s needs exceed the scope of school-based support. This may include: • • • •
Psychoeducational assessments to diagnose learning disabilities or attention challenges Speech and Language Therapists for communication-related concerns Occupational Therapists for sensory or motor planning needs Educational Psychologists or Mental Health Professionals for emotional, behavioural, or executive functioning challenges
Engagement with these services is typically coordinated in partnership with families and may inform or update ILPs. All external documentation is handled confidentially and shared with consent.
Learning Support Communication Workflow
To ensure effective collaboration and timely support, Saltus follows this communication workflow for learning-related concerns: • Step 1: Initial Concern By: Parent or Teacher Action: Raise concern with Classroom Teacher (Primary) or Subject Teacher/Advisor (Middle & Senior) • Step 2: Teacher Response Action: Implement classroom strategies; communicate with home; monitor for 2–3 weeks Refer to Learning Strategist If further support is needed • Step 3: Referral to Learning Strategist Action: Observation, informal assessments, strategy recommendations If sustained challenges exist Proceed to ILP development • Step 4: Case Meeting / ILP Development Led by: Learning Strategist With: Teachers, Parent(s), Student (as age-appropriate), Advisor, and relevant specialists Action: Formalize supports and accommodations; set progress review schedule • Step 5: Monitoring and Communication Action: Ongoing check-ins, teacher collaboration, termly family updates Adjust ILP or refer to external agency if progress is insufficient 51
• Step 6: Escalation to Head of Learning Strategies Trigger: Complex needs, unresolved parent concerns, multi-agency coordination Action: Department Head leads case review and next steps All steps involve confidential documentation and regular communication with families.
Individualized Learning Plans (ILPs)
Students receiving Tier 2 or Tier 3 support may have an ILP that outlines: • • • •
Areas of strength and need Goals and accommodations Roles of staff, student, and family Evaluation and review timeline
“Your child’s Individualized Learning Plan (ILP) may include learning goals such as: ‘Student will use graphic organizers to structure writing assignments,’ or accommodations like: ‘Extended time on inclass writing tasks.’ These plans are reviewed each term in collaboration with families.”
How Parents Can Help?
You play a key role! Saltus values the partnership with families in supporting student learning. Here’s how you can support your child’s learning: • • • •
Raise concerns early with classroom or subject teachers Participate in ILP planning and review meetings Support the implementation of strategies at home Communicate with Learning Strategists about observed progress or concerns
Attendance and Missed Work
Families are reminded that extended absences may impact access to interventions, assessments, or support services.
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This absence reflects time away from school initiated by the family for personal reasons. It is recorded as non-school-sanctioned leave. Students remain responsible for missed work in alignment with school policies. ILP-related supports may not be rescheduled during family-initiated absences. For students with ILPs, staff will work with families to ensure continuity of essential supports where possible, but certain interventions may not be rescheduled.
Additional Information for Families
Our Annual Support Timeline • Sept–Oct: Observations and referrals • Nov: ILPs created and shared • Jan & Apr: Check-ins and updates • June: End-of-year review and transition planning How Can Parents Help? • Talk with your child’s teacher if you have concerns • Attend ILP planning and review meetings • Try strategies at home ◊ Use timers and checklists to support homework routines ◊ Read aloud or use audiobooks together ◊ Allow for breaks during homework ◊ Create a quiet, distraction-free workspace ◊ Maintain consistent sleep and meal routines • Stay in touch with your child’s Learning Strategist Commonly Used Accommodations • Preferential seating • Extra time on tests or assignments • Use of assistive technology (text-to-speech, audiobooks) • Breaks during long tasks • Copies of class notes or visual aids
Use of External Learning Support Providers On-Site
At Saltus, we prioritize student success through a coordinated, school-based approach to learning support. While our core model is internally managed, there are times when we may invite external professionals into the school to observe a student or participate in planning conversations. These visits are arranged in collaboration with the Learning Strategies team and are intended to enhance internal supports, not to replace them. While we recognize that some families work with external tutors, specialists, or therapists privately, we do not permit external service providers to work inside classrooms or provide in-school interventions during the school day. Why This is Our Practice • Student-Centered Planning: Our Learning Strategists are trained to develop tailored, evidencebased interventions in alignment with curriculum and classroom goals. • Consistency and Confidentiality: Having external adults in the classroom disrupts learning routines and may compromise the privacy of other students. 53
• Professional Oversight: All in-class interventions must be supervised by Saltus staff who are familiar with school policies, student safety expectations, and instructional strategies. • Inclusive Learning Environment: We strive to support all students within the classroom environment, using differentiated strategies and accommodations developed by our internal teams. How External Providers Can Still Be Involved If families are working with an external specialist (e.g., speech therapist, psychologist), we welcome collaboration through: • Sharing written reports or recommendations with our Learning Strategies team • Participating in ILP or case review meetings on invitation • School determined one-on-one intervention and support with an external specialist • School determined an invitation to the external specialist to engage in student observations for the purposes of strengthening intervention strategies. • Coordinating after-school services or consultation We value our partnership with families and encourage communication about external services. Our goal is to ensure any additional support aligns with school goals and enhances student growth in a coordinated and respectful manner. Sharing External Assessments and Collaborating with External Providers We value strong partnerships with families and recognize that some students benefit from private assessments or therapeutic services. To ensure the best possible support, we encourage families to share any external evaluations—such as psychoeducational assessments, speech and language reports, or occupational therapy findings—with our Learning Strategies team. These insights help us understand the student’s learning profile more deeply and guide the development of effective, personalized strategies and accommodations. 54
All documentation is treated confidentially and shared only with relevant members of the student support team. We also welcome collaboration with external providers in the following ways: • Sharing written summaries or recommendations with the Learning Strategies team • Participating in ILP or case review meetings (virtually or outside of instructional time) • Coordinating services outside school hours While we do not permit in-classroom support from external providers, these forms of collaboration help ensure consistency between home, school, and outside services. Our goal is to maintain a cohesive approach that supports student growth while aligning with school goals and practices. • Sharing written reports or recommendations with our Learning Strategies team • Participating in ILP or case review meetings (virtually or outside of instructional time) • Coordinating after-school services or consultation We value our partnership with families and encourage communication about external services. Our goal is to ensure any additional support aligns with school goals and enhances student growth in a coordinated and respectful manner.
Student Counselling Services at Saltus Our Commitment to Wellness
At Saltus, student well-being is a core pillar of our educational philosophy. We recognize that emotional health, social connection, and resilience are fundamental to student success. Our counselling services provide students with a safe, confidential, and supportive environment to navigate challenges, build coping strategies, and thrive within the school community.
Our Counselling Team
Saltus is proud to have dedicated, professionally trained school counsellors who support students across all divisions: • Primary & Grade 7: Mr. Nic Scanlon – School Counsellor (Grades K-7) • Secondary (Grades 8 to SGY2): Mrs. Melisa Judd – School Counsellor
Role of the School Counsellor
Our counsellors are integral members of the Student Support Team and work in close partnership with: • Teachers • Learning Strategists • Academic Directors • Advisors • Parents and guardians
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They provide: • Short-term individual and group counselling • Social-emotional learning and classroom guidance sessions • Transition and change support • Crisis response and post-crisis follow-up • Referrals to external mental health or support services, when appropriate
Confidentiality and Trust
Confidentiality is a cornerstone of the counselling relationship. Students can expect that their privacy will be respected within the limits of the law and school policy. Information shared with a counsellor remains confidential unless: • • • •
There is a risk of harm to self or others There is suspected abuse or neglect Legal disclosure is required The student gives permission to share with a trusted adult for support
In such cases, the counsellor will make every effort to inform the student of the next steps while prioritizing their safety and well-being.
Collaborative Support for Students
All stakeholders at Saltus—including teachers, advisors, Learning Strategists, and administrators— work closely with our counsellors to ensure students receive comprehensive and compassionate support. When concerns arise, the process generally follows this workflow: Typical Communication Workflow 1. Initial Concern: Raised by teacher, parent, or student (self-referral) 2. Consultation: Staff member consults with counsellor and/or Learning Strategist 3. Consent & Support: Where appropriate, the counsellor obtains consent and engages with the student 4. Monitoring and Communication: Ongoing collaboration among stakeholders with regular check-ins Note: In urgent cases (e.g., emotional distress, crisis situations), the counsellor may intervene immediately and coordinate support as needed.
Crisis Support and School-Wide Response
Our counsellors also play a vital role in supporting students and the broader community in times of crisis. Saltus has an established Crisis Response Team and clear protocols for addressing incidents such as: • Loss of a student or staff member • Mental health crises • Community emergencies Support may include: • Psychological first aid • Grief and trauma counselling • Communication with families • Referrals to community mental health resources 56
When External Agencies Are Engaged
Our counsellors may recommend or liaise with external agencies when a student’s needs exceed the scope of in-school support. Examples include: • Child psychologists or therapists for long-term mental health needs • Social services for family or home safety concerns • Crisis hotlines or psychiatric emergency teams for urgent interventions This is always done in consultation with families, except where immediate safety overrides the need for prior consent.
Mandated Reporting
All Saltus staff, including counsellors, are Mandated Reporters under Bermuda law. We are legally required to report any suspicion of abuse, neglect, or risk of harm to the Department of Child and Family Services. Reports are made in the best interest of the child and with sensitivity and care.
What Else Parents Should Know • • • •
Counsellors may be contacted directly by parents for concerns about their child’s emotional health Students can self-refer by visiting the counsellor’s office or through teacher nomination Parent education sessions on wellness topics may be offered throughout the year Counsellors are active contributors to the school’s overall culture of care and inclusion
We encourage open communication and value the trust families place in us as we support the holistic development of every student.
Directory Please refer to our school directory online at www.saltus.bm for a full list of teachers and staff currently employed by Saltus.
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Parent Connection Communication
We believe it is important that teachers and parents take shared ownership in the learning and well-being of every student. Communication is highly encouraged and should begin with the student’s classroom teacher. We believe that open communication between teachers and parents will have a positive impact on the student’s overall progress in school. Avenues of communication will include The Week Ahead, report cards and the school website. Conversations will also occur via telephone calls, conferences, and various school-based activities. As part of our commitment to clear communication with students, staff and parents, we have developed guidelines to ensure that we can meet and manage the expectations of our community. These guidelines are meant to be used in adherence with our Code of Conduct. Expectations for Parents and Students: • Our first priority is teaching and learning with our students. Therefore, we have a 24-hour (or a weekend) turnaround time for Faculty and staff to answer emails. Faculty and staff are not required to answer emails in the evening or over the weekend. However, they
will be checking them on a regular basis. If parents have an emergency, please contact the appropriate school office. • A respectful, balanced and healthy approach to communication is integral to our beliefs and values as a school. All members of our community should ‘think before you send’. If your concern is of a sensitive nature, please ask for a face-to-face meeting or a telephone call. • Faculty and staff will only use school email addresses to communicate with parents and students. They are not permitted to give out personal contact information. • The digital environment in which we learn means that the school will often publish photos and videos created by and/or containing images of members of our school community (including students).
Emails/Telephone calls
Teachers’ email addresses are provided in an effort to maintain healthy communication between the school and our parents. If a teacher has a concern, expect a call or email within 24 hours and all other matters, within 48 hours. A meeting after school hours may be requested. Teachers are always available for consultation, given reasonable notice, and welcome the opportunity to meet with parents to discuss students’ progress. 58
SaltusLive
SaltusLive a single ‘sign-on’ education portal located at www.saltus.bm. Each member of the Saltus community (parents, students, alumni, etc.) has an existing record in SaltusLive. Information such as class schedules, school holidays, permission forms, student billing, emergency contact details, grading and report cards can all be accessed through this portal. Once log-in/access is established users have control over updates to contact information and system settings for email and notifications. To log in click on SaltusLive in the top right corner of the screen at www.saltus.bm. Guidance is available via a link entitled ‘Forgot
login or First time logging in?’ if needed. Should you experience any problems with accessing your account, or need to access historical data, please contact service.desk@saltus.bm.
Profile Updates
It is critical that we have up-to-date contact details for all parents and guardians. To ensure the integrity of our school database, personal profile data fields, including phone numbers, addresses, etc. in SaltusLive are locked. If you need to make changes to your personal profile at any time, please send an email request to live.profile.changes@saltus.bm and provide the information to be updated.
Parent Volunteers Saltus Association (SA): The Saltus Association is Saltus’ Parent/Teacher Association (PTA), and all parents and staff are automatically welcomed as members. This energetic parent volunteer group has three main initiatives:
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1. Build a sense of community throughout Saltus by hosting events for our students, teachers and Saltus families to enjoy together. 2. Create forums where parents have an open platform to collaborate with school administrators and teachers to have an informed community about events and school initiatives. 3. Run initiatives that help raise funds for the school that will ultimately enhance all students experience at Saltus. The Saltus Association meets on the first Wednesday of the month and invites you to join in their efforts to enrich Saltus students’ lives and enhance the Saltus community. If you are interested to learn more, please contact pta@saltus.bm. Class Parent Program (Lower/Upper Primary): Class Parent Coordinators (a Saltus Association volunteer elected role) and Class Parents (volunteers appointed by the Director of Upper Primary or Director of Lower Primary) are volunteers who work together with classroom teachers to help organize class parties, field trips, sports days, holiday fairs, etc. Further, these volunteers play an integral role in the communication and connection between parents, the Saltus Association and Saltus staff. Class Parents work closely with the Class Parent Coordinators and are encouraged to share parent feedback either with their Class Parent Coordinator or the Saltus Association directly in an effort to support a collaborative school community. Parents may also volunteer in a variety of ways such as library support, field trips, lunch duty and accompanying classes to The Saltus Grove. Teachers and/or Class Parents will be in touch when volunteers are needed. Thank you in advance for your support of our school.
ClassList
The Saltus Association, uses the ClassList platform to communicate directly to families regarding Saltus Association parent events and opportunities. The app enhances parentto-parent communication allowing families to connect and share information within our school community, offering a secure and user-friendly alternative to class WhatsApp chats. Designed specifically for schools, ClassList allows parents to choose what contact information they share, manage the type and frequency of notifications they receive, and easily engage with others through features such as event coordination, emergency alerts, volunteer sign-ups, and social group planning—all in one convenient place. Please note that ClassList is intended solely for parent-to-parent communication and does not replace school communications such as SaltusLive or The Week Ahead. If you haven’t yet joined, invitations will continue to be sent via email from “no-reply@classlist.com,” and we encourage you to activate your account to take full advantage of this inclusive and efficient communication tool. For more information, review this quick start guide.
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