Boarding Handbook

PAGE 8 6Meet the Boarding team For the past three years, Rich and his wife have been in charge of Fry House. Previously, Rich was a Housemasteer at Glenalmond College, a rural boarding school in Perthshire, Scotland. Previous to that he worked in schools in Saudi Arabia, England and grew up in Canada and the US, where he was a scholarship football player before developing a passion for long- distance running. He enjoys sharing this passion with students and has helped develop lifelong runners. He is entering his 16th year of teaching and teaches History and Politics when not looking after the boys of Fry House. He is joined at Repton by his wife Meredith, also an English teacher and boarding tutor, his two sons Thomas and Logan who attend Repton, and their Hungarian Vizsla named Harley. Barry Yeomans joined the boarding house in the 24-25 school year, originally from South Africa, while also spending time in Mauritius. With a Bachelor of Commerce in Investment Management and corporate world experience, he forms part of the pastoral team in school and will start the process in studying to become a business teacher. In his spare time Barry’s hobbies include watchin g football (big Chelsea supporter), going to the gym and of course eating some good food. Favourite trip during the year with the boarding team and students is the excursion out to Aquaventure. Favourite quote: “Rise and rise, until lambs become lions.” – Robin Hood Mr Rich Myers Mr Sam Lomax Mr. Barry Yeomans Head of Boys’ Boarding barry.yeomans@reptondubai.org Our boarding team offers a wealth of experience in pastoral and academic care and are ready to accompany and guide every student on their journey at Repton. The Heads of Boarding are supported by an experienced team of Assistant Heads of Boarding, Resident Tutors and on-site dedicated boarding nurse available 24/7. Boys’ Boarding richardmyers@reptondubai.org A s s i s t a n t H e a d o f B o y s ’ B o a r d i n g / P h y s i c a l E d u c a t i o n a n d P s y c h o l o g y s a m u e l . l o m a x @ r e p t o n d u b a i . o r g Resident Tutor/Business At Repton, Mr Lomax teaches Psychology and PE whilst also supporting the High-Performance Programme, working with our student-athletes. He is also involved in pastoral care, helping students feel ready for challenge, feel connected, and be supported in every aspect of school life. When not at work, Mr Lomax plays rugby for the Dubai Sharks in the UAE Premiership, coach rugby, and is training to become a sport psychologist. His work with elite athletes helps them to reach their goals. Outside of school and sport, Mr Lomax loves getting outdoors whether it’s hiking in the mountains, heading to the beach, or catching a few waves when he can. He is always up for a chat, especially about sport, mindset, or how to tackle challenges and perform under pressure. PAGE 9 7Meet the Boarding Team Originally from Huelva in the south of Spain, I have been fortunate to live in Spain, England, Germany and Malaysia. I graduated from the University of Bath with a degree in Sport Management and Coaching and have spent the past year working as an Assistant Houseparent at a school in the UK. I am excited to be joining Repton Dubai and becoming part of such a welcoming boarding community. Outside of work, I am passionate about sport, particularly football and golf, and enjoy staying active whenever I can. I’m a lover of all sports and also enjoy spending time playing board games and getting in volved in activities that bring people together. I look forward to meeting everyone and making the most of life at Repton. Resident Tutor/LSA little.derrick@reptondubai.org Resident Tutor/pastoral Mr David Jones Barroso Ms Alena Aldmane Ms. Little Flower Derrick Boys’ Boarding Continued alena.eldmane@reptondubai.org david.barroso@reptondubai.org Resident Boarding Nurse . On-Site Medical Care Joining the Repton Dubai community in 2025, Ms Flower is our dedicated Boarding Nurse, bringing extensive expertise in emergency and school healthcare. She is deeply passionate about nurturing students' physical, emotional, and mental well-being, ensuring they feel secure, valued, and fully supported throughout their boarding journey. As a reassuring presence at the heart of our boarding house, Flower expertly gu ides students through minor illnesses, sports injury recovery, homesickness, and the unique challenges of living away from home. Sh e firmly believes every student deserves a safe, listening ear, and she strives to cultivate a true home-away-from-home environment. Committed to proactive wellness, she empowers students to develop healthy habits so they can thrive both in and out of the classroom. Outside of her clinical role, she cherishes time with her family and loves exploring new cultures through travel. I am Alena, originally from Latvia. My life has been very diverse and I have been living abroad a lot, including Europe, USA and now my path has led to UAE, landing last year in Repton. Joining the FRY House team and boarding community has been the highlight of the year! It’s amazing how quickly I adapted and felt welcome here. My passion is all about sports and bringing good vibes to those around me! I enjoy spending time with the boys, either it is playing sports, going to gym, chatting, doing puzzles or painting. It helps us build closer relationships and make our home away from home much more warmer! Looking forward to what the future holds and welcoming the new comers! PAGE 10 paige.short@reptondubai.org Head of Girls’ Boarding Ms Paige Short Mrs Caitlin Barnes-Evans 8Meet the Boarding Team Girls’ Boarding Originally from South Africa, Paige has been a member of Field House since 2024 and teaches Mathematics. She has a passion for reading and enjoys relaxing with a good podcast or some great music. Paige also loves travelling and discovering new cultures and experiences. Friendly and approachable, she is always happy to lend a hand, share a conversation, and support the girls in Field House. For the past three years, Caitlin and her family have been in charge of Field House. Previously, Caitlin was a Housemistress at Sherborne Girls', a rural boarding school in Dorset, England. Previous to that she worked in schools in Brunei and the Isle of Man. Caitlin also has a passion for supporting students with their university aspirations and has acted as a Deputy Dean of Higher Education and Oxbridge Coordinator. Caitlin believes in lifelong learning and aspires to create a love of learning in all. She is entering his 15th year of teaching and teaches Biology when not looking after the girls of Field House. She is joined at Repton by her husband and two daughters, Elodie and Lilac who attend Repton. Assistant Head Girls’ Boarding caitlin.evans@reptondubai.org maisie.hamilton@reptondubai.org Ms Maisie Hamilton Resident Tutor/PE Ms Hamilton joined Field House in 2025 and is an aspiring PE teacher. With a strong academic foundation in mental health, behaviour change, and performance psychology, Ms Hamilton is passionate about supporting students' personal growth and development, while ensuring their wellbeing remains a key priority. As a qualified personal trainer and coach for Repton's High Performance Sport Programme, she has a keen interest in developing confidence, resilience and athletic performance through sport and physical activity. In her spare time, Ms Hamilton enjoys watching sport, staying active, travelling, and is excited to contribute to the vibrant boarding community and co- curricular life at Repton in the coming year. PAGE 53 Who can I talk to?

PAGE 15 Students are expected to be dressed appropriately before morning roll call. Over the next two pages you will find a comprehensive list of uniform requirements for both our male and female boarding students. Please make sure you refer to the correct page as the dress code is different for Years 7-11 compared to Sixth Form students. The aim of the Repton Senior School Uniform Code is for pupils to present a neat appearance, while feeling comfortable in what they wear. We strongly recommend that boarders come to Boarding with ample clothingand money to buy new clothes should they outgrow or damage their clothing.Money can be deposited at the Uniform Shop to anticipate any replacementuniform needs. All items of uniform, bags, towels, etc. must be clearly marked with theowner’s name either in indelible pen or, preferably, by means of sewn-on nametapes. The school retains the right to indelibly name items which may come tonotice as not so labelled. 11 Uniform and Expectations PAGE 16 White cotton shirt with school crest (undergarments must be plain and light color) Repton pattern skirt worn to the base of the knee cap Field House tie Repton School blazer Navy blue Repton sweatshirt with school crest (optional) Hair may be worn loose, but tied up for PE or practicals (Science/DT) Plain white socks Plain, black, polished, hard-soled leather shoes Girls with pierced ears may wear one small plain silver or gold stud, which measures no bigger than 5mm in diameter, in the lower lobe. Do not bring any unnecessary valuables to school. A watch may be worn but we advise against wearing an expensive watch Girls may not wear make-up. Fingernails should be neatly manicured. Nail varnish is not permitted. False eyelashes are not permitted PE: White cotton Sports Shirt with school crest, navy blue sport shorts with school crest, navy blue long socks and shin pads, yellow swimming hat with school crest and swimming goggles, white cotton ankle socks, football/rugby boots and sports shoes/trainers Navy blue/black swim costume Water bottle (non-disposable) and Repton Sports Cap (optional) 12 Uniform Years 7 - 11 Male Female You must carry your school I.D card with you at all times! White cotton shirt with school crest Regulation school trousers: charcoal grey, full length (not tight fitting or chino style) Fry House tie Repton School blazer Navy blue Repton sweatshirt with school crest (optional) Plain, black belt with a silver buckle (optional) Neat and tidy hair with a maximum length on the collar and a minimum length of a number 3 razor. Extreme or extrovert styles, for instance, are prohibited. Plain dark grey, navy or black socks (to cover the ankle bone) Plain, black, polished, hard-soled leather shoes Do not bring any unnecessary valuables to school. A watch may be worn but we advise against PE: White cotton Sports Shirt with school crest, navy blue sport shorts with school crest, navy blue long socks and shin pads, yellow swimming hat with school crest and swimming goggles, white cotton ankle socks, football/rugby boots and sports shoes/trainers. Facial hair on males should be well groomed, neat and tidy. Navy blue/black swim shorts Water bottle (non-disposable) and Repton Sports Cap (optional). PAGE 17 Skirts should fall below the kneecap with little or no split. They should be of a conventional cut and must not be tight fitting Tailored trousers which fall on or below the ankle are permitted. They must not show the shape of the leg Shirts should be long enough to tuck into the waistband of the skirt or trousers and the neckline should be on or above the collar bone. Shirts should not be tight fitting or see-through. Smart, polished, dark leather shoes; heels should be no higher than 6cm. No sports shoes, sandals or espadrilles Girls should wear a blazer, with minimal stripe or pattern, at all times A single bracelet, ring and or necklace may be worn. Earrings should be simple Makeup can be worn but needs to be discrete Nail polish should be plain or muted Hair can be worn loose but needs to be tied up when doing practicals or PE Hair is not allowed to be dyed an unnatural colour PE: House shirt, navy blue sport shorts with school crest, yellow swimming hat with school crest and swimming goggles, white cotton ankle socks and sports shoes/trainers Navy blue/black swim costume Water bottle (non-disposable) and Repton Sports Cap (optional) 13 Sixth Form Uniform (12 - 13) Male Female You must carry your school I.D card with you at all times! Shirts should be formal A jumper is only permitted under a jacket Ties should not be gaudy Plain, black belt with a silver buckle (optional) Neat and tidy hair with a maximum length on the collar and a minimum length of a number 3 razor. Extreme or extrovert styles, for instance steps, mohawks or long fringes will not be tolerated. Excessive hair product supporting an unnatural style is unacceptable Hair is not allowed to be dyed an unnatural colour Facial hair on males should be well groomed, neat and tidy A single bracelet and or ring may be worn. Plain, black, polished, hard-soled leather shoes. Prefects should always wear their badge PE: House shirt, navy blue sport shorts with school crest, yellow swimming hat with school crest and swimming goggles, white cotton ankle socks and sports shoes/trainers Navy blue/black swim shorts Water bottle (non-disposable) and Repton Sports Cap (optional) All Sixth Form students should wear a work suit at all times (a jacket is compulsory),with a minimal stripe or pattern. Whilst we do not want to stifle individuality, a conventional and professional look is expected in keeping with that expected in the corporate world.

PAGE 18 Area Expectation Roll Call & Punctuality Be on time for all roll calls. Return from evening activities on time. Be in your room on time before bed. Uniform & Presentation Always wear your school uniform correctly. Dining Hall Place bags on a table away from the seating area. Clear your plates and cups. Push your chair in before leaving. During the School Day Do not return to the boarding house during the day unless you have permission from boarding staff. Prep Time Work quietly during prep. Remain in the correct place and use the time productively. Bedrooms Keep your room tidy. At the end of the year, make sure your room is fully packed up before leaving. Laundry Stay up to date with your laundry and keep your clothes organised. Kitchen & Shared Spaces Keep the kitchen and communal areas clean and tidy. Respect shared spaces at all times. Bedtime & Lights Out Stay in your room after lights out. Younger pupils in Years 7 to 10 must hand in mobile phones, laptops, iPads and tablets at bedtime. Devices for Older Pupils Older pupils may be asked to hand in mobile phones if there is repeated lateness to roll call or poor performance at school. Language in Communal Areas Speak English in communal areas, including the Common Room and Dining Hall. This helps create a cohesive and inclusive community where everyone can understand and be included. Online Orders Before making any online orders, you must get permission from boarding staff. Smoking & Vaping Smoking and vaping are not permitted at any time. Driving & Vehicles Boarders are not permitted to drive to school or store vehicles at school, even if they have a legal driving licence. Our House expectations help keep boarding safe, respectful and organised. Students areexpected to follow these expectations at all times. If a student does not follow the code ofconduct, appropriate sanctions may be given. 15 House Expectations PAGE 19 Area recognised What this might look like Possible reward Contribution to house life Helping with events, supporting younger boarders, creating a positive atmosphere House points, boarder of the week, positive email home Kindness and respect Looking out for others, showing empathy, resolving conflict maturely Public recognition, takeaway meal token, leadership privilege Leadership Taking responsibility, role-modelling expectations, supporting house routines Leadership role, house captain opportunity, trip input Academic effort Consistent prep, improved study habits, excellent organisation House points, positive communication home, reward activity Organisation and independence Keeping a tidy room, being punctual, managing kit and routines Weekly recognition, common room privilege, house reward Service Helping staff, supporting the boarding community, volunteering Certificate, positive email home, recognition in house meeting Challenge and support Taking on a challenge, encouraging others, showing resilience Boarder of the week, takeaway meal token, activity reward Boarding life works best when students understand what is expected of them, feel recognised for positive contributions, and are supported to take responsibility when expectations are not met. Our rewards and sanctions system is designed to be clear, fair and consistent across Fry House and Field House. It recognises the habits and behaviours that help boarding students thrive such as kindness, independence, organisation, effort, and positive contribution to house life. Rewards & Sanctions Rewards are used to recognise students who contribute positively to boarding life. This may include consistent effort, quiet reliability, improvement over time, leadership, kindness, or going above and beyond expectations. Rewards Rewards may be given weekly, half-termly or at key points in the school year. They may include: House points. Positive emails or phone calls home. Boarder of the Week recognition. Leadership privileges. Celebration meals or activities. Special house privileges, where appropriate. End of Year Awards & Recognition PAGE 20 Level Behaviour concern Possible response Level 1: Reminder Minor issues with routines, punctuality, room standards, prep, manners or organisation Verbal reminder, reset conversation, clear target for improvement Level 2: Reflection Repeated minor concerns or behaviour that affects others, routines or house expectations Reflection task, restorative conversation, apology, additional house responsibility Level 3: Loss of privilege Repeated issues, misuse of technology, poor sign-out habits, missed routines, disrespectful behaviour or failure to follow staff instructions Temporary restriction of relevant privilege, parent contact, behaviour target, review with house staff Level 4: Serious concern Behaviour involving safety, dishonesty, bullying, repeated defiance, unauthorised absence, serious misuse of technology or significant breach of trust Formal sanction, gating, suspension from trips or sign-out, referral to senior staff Level 5: Major incident Behaviour that creates serious risk to self, others or the boarding community Senior Leadership Team involvement, Headmaster informed, possible suspension or further school action Sanctions are designed to be restorative and reflective. This means students are encouraged to understand what happened, recognise the impact of their behaviour, repair any harm caused, and make better choices in the future. Sanctions When expectations are not met, staff will respond in a way that is clear, proportionate and fair. The response will depend on the behaviour, the context, the student’s previous conduct, and the level of risk or disruption caused. Consequences are linked to the area of responsibility affected. For example, unsafe sign- out behaviour may lead to restricted leave, while poor technology choices may lead to temporary technology restrictions. Records and Communication Record of significant sanctions will be reported via CPOMS, the schools reporting system. Parents or guardians will be informed where concerns are repeated, serious, or linked to safety, trust, wellbeing or school expectations. Serious incidents will be reported to the relevant senior member of staff and, where appropriate, to the Headmaster. The aim of this system is to help students build responsibility, independence and respect for the boarding community. Positive behaviour will be recognised, and poor choices will be addressed fairly, consistently and with an emphasis on learning. PAGE 23 16 Roles and Responsibilities Student Leadership in Boarding Additional student leadership roles may be available in Field House or Fry House, depending on the size, needs and dynamic of each boarding house. Boarding Prefects are usually selected from Year 12 and Year 13, although Year 11 pupils may also be considered where appropriate. These roles are designed to support the smooth running of the house and to help maintain a positive, respectful and inclusive boarding community. Boarding Prefects may assist with aspects of the evening routine, such as supporting kitchen tidy-up, helping younger pupils prepare for bedtime routines, encouraging punctuality and modelling positive behaviour. They may also be asked to help organise house social activities, welcome new boarders and support house events. Heads of House and Boarding Prefects do not have authority to issue sanctions. Any concerns regarding behaviour, wellbeing or safety must be reported to the duty member of staff. Head of House The Head of House is a prestigious student leadership position awarded to a Sixth Form boarder who has demonstrated maturity, responsibility and a strong commitment to the boarding community. The Head of House is expected to be an exemplary role model for other pupils may also act as a point of contact for pupils who wish to raise ideas, questions or concerns. Their responsibilities may include supporting the induction of new boarders, assisting staff with the day-to-day running of the house, helping to organise house events and acting as a student voice within the boarding community. Boarding Prefects: Roles and Responsibilities Boarding Prefects are expected to: act as positive role models for younger boarders support the evening routine and encourage pupils to meet house expectations help maintain tidy, respectful and welcoming communal spaces assist with house activities, events and social opportunities welcome and support new pupils as they settle into boarding life encourage positive relationships across year groups communicate any concerns about behaviour, wellbeing or safety to the duty member of staff uphold the values and standards of the boarding community at all times Boarding Prefects are trusted to support the community, but they are not responsible for discipline, sanctions or safeguarding decisions. These responsibilities remain with the boarding staff.

PAGE 42 Key Partnerships Over the last two years, we have developed a number of key partnerships to help make boarding life at Repton Dubai exceptional. These partnerships provide students with access to high-quality opportunities across sport, wellbeing, enrichment, leadership and personal development. This reflects our boarding motto, Leaving No Stone Unturned. We are committed to continually looking for ways to improve, expand and strengthen the boarding experience so that Repton Boarding is not only supportive, but genuinely world class. Through Cognita Enrich ME, boarders have access to high-quality enrichment opportunities that extend well beyond the normal school day. The programme supports students in developing their talents, discovering new interests and taking part in activities that contribute to a rounded boarding experience. Our partnership with Dubai Basketball gives boarders access to one of the fastest-growing sports communities in the city. Basketball is already one of the most popular sports in boarding, and this partnership helps us build on that passion with higher-quality coaching, greater inspiration and clearer opportunities for development. H i g h P e r f o r m a n c e P r o g r a m m e The Repton High Performance Programme supports our most talented student-athletes with elite-level provision across sport psychology, nutrition, recovery, strength and conditioning. The programme supports a true student-athlete approach, helping students train well, recover well, and perform with confidence. PAGE 43 Akuma provides designated Repton Boarding sports kit and loungewear, helping students feel part of a shared boarding identity. The kit supports pride, belonging and community across Fry House and Field House. It gives boarders a badge they are proud to wear, representing their house, their school and the standards of Repton Boarding. The Akuma shop will remain open throughout the year, allowing families to purchase kit when needed for sport, house events and everyday boarding life. Reach is our boarding management system, helping students, parents and staff manage leave requests, sign-outs, roll calls and student location safely. It supports safe independence by bringing parents, students and boarding staff together, so everyone understands where a student is going, who they are with and when they will return. This helps students build trust and responsibility while ensuring the boarding team can maintain high standards of care, safety and communication. Further details about partner offers, booking information and available discounts can be found at the end of this handbook. Parents are encouraged to review this section regularly, as opportunities and discount codes may be updated throughout the year. *Insert shop here* PAGE 44 High Performance Boarding At Repton Dubai, our aim is to become the leading boarding destination for elite sport within our high-performance boarding model. Through our “Playground to Podium” philosophy, we are committed to leaving no stone unturned in helping every athlete realise their potential in a genuinely world-class environment. High Performance Boarding at Repton Dubai is designed to meet the key priorities of families worldwide, combining academic excellence, meaningful challenge, and elite sport within a high-performance boarding model. Our Repton Dubai Boarding Team boasts World-Class Expertise: 1x Qualified S&C coach 3x Personal Trainers Coaching in Athletics, Football, Rugby, Basketball, Netball and Swimming 1x Yoga Instructor 1x Sport Psychologist 2x Nutritional Support 1x In-house Nurse 38 years of boarding experience across all staff 200 year boarding history 13 years KHDA Outstanding British Boarding School GCSE, A-Level, and IBDP 38 years of boarding experience across staff 200 year boarding history World-Class Facillities approved at the highest level Check out a day in the life See our latest HPP Report High Performance Boarding is designed for students who are already performing at a high level in sport, the arts or another specialist pathway. If you believe your son or daughter meets the criteria for High Performance Boarding, we would be delighted to explore how we can support them. Together, we can create a personalised boarding experience that helps them manage their commitments, access the right support and reach their full potential. PAGE 47 Enrichment Programme Building Healthy Habits Beyond the School Day Boarding provides a unique opportunity for students to develop interests, skills and friendships outside the classroom. As part of our commitment to holistic education, all boarders are expected to participate in a minimum of two additional enrichment activities each week, beyond their regular school curriculum and ECAs. We encourage every boarder to find activities that they genuinely enjoy, helping them to build positive routines, discover new passions and develop healthy identities beyond academic success. Whether participating in sport, music, performing arts or community clubs, enrichment plays an important role in supporting wellbeing, confidence, resilience and personal growth. Activities may take place on campus through the EnrichMe Programme, or externally through approved clubs and academies. Opportunities include swimming, football, netball, performing arts, singing and fitness classes, alongside external activities such as rugby, basketball, karate, boxing and many others. A Typical Boarding Week: Every student’s weekly programme is tailored to balance academic commitments, wellbeing and personal interests, ensuring that participation remains enjoyable and sustainable. Our boarding philosophy is simple: every student should leave Repton having developed purposeful passions that promote lifelong health, happiness and personal fulfilment. Day Example Activity Monday EnrichMe Activity, 3:30pm to 4:15pm Tuesday School ECA, 3:00pm to 4:00pm, followed by External Club Training, 7:30pm to 8:30pm Wednesday External Enrichment, e.g. Dubai Basketball Academy, 3:30pm to 4:30pm Thursday School ECA, 3:00pm to 4:00pm Friday EnrichMe Football or another enrichment activity, 2:30pm to 3:30pm

PAGE 34 17 Nutrition and Meals At Repton School Dubai, we recognise that good nutrition is fundamental to supporting our boarders' health, wellbeing, and academic performance. Nutritious meals are provided daily, with breakfast, lunch, and dinner served Monday to Friday. Breakfast includes cereal, toast, yoghurts and a cooked option. On Saturdays, we offer brunch and afternoon tea, giving students flexibility to enjoy a relaxed weekend schedule. Students are expected to take food at each meal, and we encourage them to make balanced choices from the range of options available. Our catering team prepares a varied menu that caters to all dietary requirements, including vegetarian and gluten-free options, and all meat served in the boarding house is halal. Each evening meal includes a fresh salad bar alongside hot food options, and Monday to Friday lunches feature a sandwich alternative for those who prefer a lighter meal. Beyond our scheduled meal service, we actively encourage students to develop independence and practical life skills by preparing their own food in the boarding house kitchens. A selection of snacks is always available, including bread, cheese, biscuits, cereal, and fresh fruit, allowing students to enjoy light refreshments between meals. Students may also arrange to have groceries delivered to the boarding house to build their own supply of preferred items. We actively promote a healthy balance between nutritious foods and occasional treats, supporting students in making informed choices about their diet. We also work closely with our food partner, Practical, to support the nutritional needs of our boarders. Practical provides a range of nutritious snacks and meal options that help students stay energised, focused and well throughout the school day. Where students have additional dietary needs, allergies, sporting demands or specific food requirements, the boarding team works with Practical and families to ensure appropriate support is in place. Please note: Repton School Dubai is a nut-free school. This policy is in place to protect students with severe nut allergies. We ask all parents, guardians, and students to strictly adhere to this requirement. No nuts or nut-containing products should be brought into the boarding house or school. If your child has specific dietary needs or allergies, please inform the Boarding House team at the earliest opportunity so we can ensure appropriate support and meal provision throughout the academic year. This year we are delighted to announce we have a new catering partnership with Ben’s Farmhouse Kitchen.

PAGE 33 Rounded Grounded Unbounded Involved in school life, sport, arts, friendships and leadership. Secure in their values, routines, relationships and sense of belonging. Confident to grow, take responsibility and pursue their potential. Area What This Looks Like in Boarding Sleep Clear bedtime routines, lights-out expectations and support with healthy sleep habits. Nutrition Encouraging pupils to eat properly, hydrate well and make positive food choices. Mental Health Regular check-ins, trusted adults, early support and referral when needed. Physical Activity Encouraging involvement in sport, fitness, outdoor activity and movement. Friendships Supporting positive relationships, kindness, inclusion and conflict resolution. Purpose Helping pupils find meaning through goals, contribution, leadership and wider school life. Identity Supporting pupils to understand who they are, what they value and how they want to grow. Belonging Creating a house culture where every pupil feels known, valued and included. Independence Helping students manage rooms, laundry, prep, punctuality, routines and organisation. Managing Pressure Supporting pupils with academic, social, sporting and personal demands. 24 Wellbeing Boarding supports students far beyond academics. It helps pupils build the habits, relationships and confidence they need to thrive in school and in life. Our aim is for every boarder to become: What We Mean by Wellbeing PAGE 36 Expectation Why It Matters Clear bedtime routines Helps pupils settle, recover and prepare for the next day. Lights-out expectations Protects sleep and reduces tiredness, stress and poor concentration. Device boundaries Reduces late-night scrolling, distraction and sleep disruption. Younger pupils hand in devices Helps Years 7 to 10 develop healthy habits around technology. Older pupils manage devices responsiblyBuilds independence while maintaining accountability. Sleep, Technology and Recovery Sleep is a major part of wellbeing. Students need proper rest to learn, manage emotions, recover from sport and cope with pressure. Q Q R T S l e e p G u i d a n c e Q u a l i t y | Q u a n t i t y | R e g u l a r i t y | T i m i n g Developing Independence Boarding helps students gradually take more responsibility for themselves. Students are supported to manage: their room and personal belongings; laundry and uniform; prep and academic routines; sleep and morning routines; nutrition and hydration; communication with staff; friendships and social choices; participation in house and school life. Independence is developed step by step. The aim is not perfection, but progress. Managing Pressure Boarders may experience pressure from schoolwork, exams, sport, friendships, homesickness, leadership roles or family expectations. Boarding staff help students by: listening and helping them make sense of the situation; supporting routines and organisation; encouraging healthy sleep, food and movement; helping pupils break problems into manageable steps; involving pastoral or counselling support where needed; reminding students that asking for help is important A strong boarding environment helps pupils feel safe, connected, purposeful and supported. When students have good routines, trusted adults, positive friendships and a sense of belonging, they are more likely to thrive. PAGE 37 Type of Support Examples Daily Support Morning routines, evening routines, roll call conversations, reminders and informal check-ins. Emotional Support Listening to worries, noticing changes in mood or behaviour and helping pupils talk things through. Organisation Support Helping with prep routines, laundry, room standards, punctuality, school equipment and planning ahead. Pastoral Support Referring pupils to Heads of House, tutors, counselling, safeguarding or wider pastoral staff when needed. Social Support Helping pupils build friendships, manage disagreements and feel part of the house community. Participation Support Encouraging students to take part in sport, arts, leadership, service, house events and wider school life. How Boarding Staff Support Students Boarding staff are present in the everyday moments where wellbeing is built. Support is practical, relational and proactive. Regular Wellbeing Check-ins Boarding staff use regular contact points to understand how students are doing. These may include: informal conversations during the day; roll call and evening check-ins; house meetings; one-to-one conversations with boarding staff; monitoring sleep, punctuality, mood and organisation; contact with academic, pastoral or safeguarding staff where appropriate. The aim is to notice concerns early and support students before small issues become bigger problems. Fry and Field House Talks A key part of our boarding provision is the use of regular Fry and Field House Talks. These Sunday night sessions are designed to support pupils beyond academics and provide opportunities to discuss the topics that matter most in boarding life. House Talks help create a culture where pupils feel informed, supported and able to speak openly.

PAGE 48 25Appendix A: Academic Calendar 2026/2027 ACADEMIC CALENDAR 2026-27(KHDA Approved) SPRING TERM AUTUMN TERM SUMMER TERM ACTUAL DATES ARE SUBJECT TO CONFIRMATION BY THE UAE GOVERNMENT *Please note boarding will not open until 12pm on Sunday 30 August 2026 for new joiners, and from 4pm for returning students. Therefore if as new student you wish to attend induction day you will need to stay with guardian or with family in a hotel. th PAGE 50 25Appendix C: Quick Links and Contacts Repton Dubai Location: Click Here for Google Map Admissions Email: admissions@reptondubai.org School Fees Term Calandar Repton Dubai Address: Gate 1 Field/Fry House Repton School Dubai Nad Al Sheba 3 Dubai United Arab Emirates 00000 Cognita Enrich-ME CARFAX Guardianship - https://www.carfax-education.ae/ https://touchlinereach.zohodesk.com/portal/en/kb/articles/article-student-how-to- login-web https://touchlinereach.zohodesk.com/portal/en/kb/articles/article-how-to-access-the- app-via-web-browser-on-mobile-device https://touchlinereach.zohodesk.com/portal/en/kb/articles/article-students-welcome- to-your-reach-portal https://touchlinereach.zohodesk.com/portal/en/kb/articles/article-parents-welcome- to-your-reach-portal https://touchlinereach.zohodesk.com/portal/en/kb/articles/article-reach-student- primer-30-8-2021 https://touchlinereach.zohodesk.com/portal/en/kb/articles/article-reach-parent-primer Reach Links PAGE 51 25 FAQs How will I know how my child is settling in? What if they are not? We understand that adjusting to a new environment can be challenging for both students and parents. Our experienced boarding team provides a range of support, including regular check-ins, peer buddy systems, and team-building activities to help students settle quickly and confidently. If you have any concerns, please contact the Head of Boarding in confidence so that we can provide appropriate support. While it can be tempting to collect your child frequently, we encourage families to allow students time to establish routines and friendships, as this often leads to a smoother and more successful transition. Who do I contact with concerns/questions? Please feel free to contact us if you have any concerns or queries. Prior to your son/daughter moving into the boarding house, the Head of Boys/Girls Boarding will have been in touch with you. This is the primary point of contact for boarding matters and they can be contacted via email or the House duty phone. How will my child get to/from the airport when travelling alone? We understand that travelling abroad independently for the first time can feel daunting for both parents and students. For students travelling as unaccompanied minors, a parent or guardian will be required to accompany them to and from the airport. Many students choose to arrange transport through a pre-booked taxi, Careem, or Uber service for their journey to and from the airport. Where possible, we also encourage students to coordinate their travel plans and travel at similar times, allowing them to support one another throughout the journey. Can my child have additional tutoring sessions. Whilst external tutors are not allowed at school or in boarding, boarders can access online tuition but this needs to be cleared with the Heads of Boarding and cannot be during scheduled boarding times, such as meal times. Parent Portal An email will be shared in the first week with sign up instructions. This portal is used to monitor student progress remotely and to sign up for extracurricular activities. If are having difficulties accessing the Parent Portal please email portal@reptondubai.org with a description of your problem.

PAGE 51 25 FAQs How will I know how my child is settling in? What if they are not? We understand that adjusting to a new environment can be challenging for both students and parents. Our experienced boarding team provides a range of support, including regular check-ins, peer buddy systems, and team-building activities to help students settle quickly and confidently. If you have any concerns, please contact the Head of Boarding in confidence so that we can provide appropriate support. While it can be tempting to collect your child frequently, we encourage families to allow students time to establish routines and friendships, as this often leads to a smoother and more successful transition. Who do I contact with concerns/questions? Please feel free to contact us if you have any concerns or queries. Prior to your son/daughter moving into the boarding house, the Head of Boys/Girls Boarding will have been in touch with you. This is the primary point of contact for boarding matters and they can be contacted via email or the House duty phone. How will my child get to/from the airport when travelling alone? We understand that travelling abroad independently for the first time can feel daunting for both parents and students. For students travelling as unaccompanied minors, a parent or guardian will be required to accompany them to and from the airport. Many students choose to arrange transport through a pre-booked taxi, Careem, or Uber service for their journey to and from the airport. Where possible, we also encourage students to coordinate their travel plans and travel at similar times, allowing them to support one another throughout the journey. Can my child have additional tutoring sessions. Whilst external tutors are not allowed at school or in boarding, boarders can access online tuition but this needs to be cleared with the Heads of Boarding and cannot be during scheduled boarding times, such as meal times. Parent Portal An email will be shared in the first week with sign up instructions. This portal is used to monitor student progress remotely and to sign up for extracurricular activities. If are having difficulties accessing the Parent Portal please email portal@reptondubai.org with a description of your problem.