Mission & Goals

Nefertari International School American and British Divisions Cairo, Egypt provides its students with quality education, qualified teachers and challenging programs of International Education while maintaining their cultural identity as Egyptians.

NIS is committed to empower its students with the skills, technology and knowledge to meet the requirements of college and career.

We strive to create a disciplined, safe, happy and caring atmosphere that encourages students to be responsible, confident, compassionate, and well- informed citizens who contribute to their local and international community.

STRIVING FOR EXCELLENCE, NIS vision statement. Striving for Excellence by setting high levels of expectations for students and staff performance.


    Responsibility; understanding rights and duties.
    ACHIEVEMENT: We are ambitious. We set high standards for all students and staff. We help people transform their lives through education, experience, support and inspiration.
    INCLUSION: We are open, welcoming, supportive and fair to all school community members.
    EXCELLENCE: We aim for excellence in all our teaching, learning and assessment, and across our campus and facilities.
    FOCUS: We are professional and purposeful. Working towards our shared strategic goals and managing our resources well.
    INTEGRITY: We work to uphold our values in our planning and decision-making, our teaching and learning, our actions and relationships.
    We aim to be fair, open, honest and to treat all with respect.


NIS is committed to providing a safe and secure environment for its entire Staff and particularly to children. NIS Policy & Procedures aims to reduce the risk of abuse occurring, and to ensure that a caring and appropriate response is taken should abuse occur. NIS follows the Egyptian child law no.12 for the year 1996 revised and amended in the 2014 Egyptian constitution, article 80.

The purpose of the Child Protection and Safeguarding Policy is to provide a secure framework for the workforce in safeguarding and promoting the welfare of those pupils who attend our school. The policy aims to ensure that:

  • All our pupils are safe and protected from harm;
  • Other elements of provision and policies are in place to enable pupils to feel safe and adopt safe practices

Staff, pupils, governors, visitors, volunteers and parents are aware of the expected behaviors and the school’s legal responsibilities in relation to safeguarding and promoting the welfare of all our pupils.


This management team is to help ensure that the necessary preparatory steps are taken in response to any allegation. (According to the 2018 protocol for international schools on child abuse) This team includes:

  • The school’s Designated Safeguarding Lead (DSL), also known as Child Protection Officer (School Counselor Dr. Ola El Abany)
  • The School Principal (Mrs. Inas Imam)
  • A representative from the school’s governing body (Mrs. Rania Allam)
  • A human resource professional (Mrs. Randa Acar)
  • A legal advisor (Mr. Ramy Abdel Rahman)
  • A representative from the local community (Mrs. Hala Abu Khatwa)


    CHILD: Any person under the age of 18.

    1. ABUSE
    : Can consist of one or more of but is not restricted to the following:
    PHYSICAL ABUSE: Any non-accidental physical injury resulting from practices such as: Hitting, punching, kicking (marks from belt buckles, fingers). Burning (irons, cigarettes), biting, pulling out hair.

    SEXUAL ABUSE: Any sexual act or threat to perform such upon another person. It occurs when a person uses their power and authority to take advantage of another’s trust to involve them in sexual activity. It does not necessarily involve genital contact but is any act which erodes the sexual boundary between two persons. It may appear consensual but the validity of consent is negated by the power differential.

    EMOTIONAL ABUSE: The chronic attitude or behavior of one person which is directed at another person, or, the creation of an emotional environment which erodes a child’s development, self-esteem and social confidence over time. Behaviors may include: Devaluing, ignoring, rejecting, corrupting, isolating, terrorizing or chronic and extreme domestic violence in the child’s presence.

    NEGLECT: Characterized by the failure to provide for the child’s basic needs which jeopardizes or impairs a person’s development.

    2. BULLYING: Bullying is the repeated use by one or more students of a written, verbal, or electronic expression or a physical act or gesture or any combination thereof, directed at a target that:
  • Causes physical or emotional harm to the targeted student or damage to the targeted student’s property.
  • Places the targeted student in reasonable fear of harm
  • Creates a hostile environment at school for the student

  • is bullying through the use of technology or electronic devices such as telephones, computers, and internet.



  • Establishing and maintaining an ethos, understood by all staff, which enables children to feel secure and encourages them to talk, knowing that they will be listened to.
  • Liaising and working together with all other support services and those agencies involved in the safeguarding of children. ( SAFE)
  • Performing regular assemblies to talk to about bullying and reinforcing positive behavior. Ant- bullying themes and workshops and campaigns are regularly conducted.
  • Following a rigorous drop off and pick up routine to facilitate safety.
  • Fixed cameras CCTV in all floors in order to investigate any allegations.
  • The presence of support staff consisting of nannies in front of every bathroom, a minimum of 3 matrons on each floor as well as coordinators.
  • Staff should limit wherever possible never to be alone with a child with closed doors.
  • Physical contact of any kind is not encouraged.
  • Adults and Children are expected to respect each other’s privacy during activities that require undressing, dressing or changing
  • Students are accompanied by bus matron both in the morning trip and the afternoon trip.
  • Teachers are given different duties ranging from break, bus and gate shifts to monitor students.

Students are taught to understand and manage risk through our citizenship lessons and through all aspects of school life. Children are taught how to conduct themselves and how to behave in a responsible manner. Children are reminded regularly about e-safety and tackling bullying procedures


        Student Allegation:

  • Student reporting student
  • Student reporting teacher/staff
  • Student reporting external adult or family
    Teacher Staff Allegation:
  • Teacher reporting possible student abuse
    Teacher reporting a student
    Teacher reporting a colleague

    Parent Allegation:
    Parent reporting student
    Parent reporting staff


  • stay calm and listen carefully; reassure the child that s/he has done the right thing in telling you;
  • Do not investigate or ask leading questions yourself but inform the school counselor as soon as possible.
  • Do not promise to keep what they have been told a secret.
  • Write the record as soon as possible whilst information is still fresh in your mind.
  • Write exactly what the child told you – be precise and accurate.
  • Quote the actual words used by the child – show these as “direct speech”.
  • Headmistress should be informed.


  • Contact the parents of the child/young person if advised to do so by the counselor.
  • Consider the rights of all parties for a fair and equal process of investigation.
  • Ensure that the appropriate disciplinary and preventive procedure is followed, based on the outcome of the investigation.


  • Any disclosures by a Child, reports of suspected abuse and all details of the subsequent investigation will be documented promptly and the documents will be held in a secure location where a breach of privacy cannot occur.

NIS Definition of Global Citizenship focuses on educating its students to develop empathy, respect and understanding of others’ perspectives, views, cultures and global interdependence. “We are not alone in this world”

Education for global citizenship includes participating and celebrating local and global activities and events, respect of cultural differences and language diversities. This is reflected in Student and Teacher Exchange Programs with Denmark and Germany, MUN and community services.

Inter cultural Education is embedded in the curricular contents and practices of learning in Political Sciences, World History, World Geography, Literature, Arts, Music, Economics, Business, Sciences and Foreign Language, etc..

Students are exposed to knowledge of the different political systems, economic systems, and international business practices to understand and accept diversities. World Literature introduces diversity through appreciating different genre, literary periods, fiction and nonfiction. Teaching and learning of World History and civilizations, ancient and contemporary, enhances the student’s awareness, respect, analysis and evaluation of historical events. Global warming, recycling, deforestation, water resources are embedded areas in the science curriculum to equip students with scientific knowledge required to the realization that “we are not alone in this world”.

NIS mission indicates the importance of maintaining the Egyptian identity which does not conflict with global citizenship but rather strengthens it.

NIS is committed to providing challenging teaching and learning opportunities to motivate its students to develop, grow and learn to be responsible, well informed and engaged member of local and international communities.

NIS recognizes the role of its staff and faculty in providing high quality education and learning outcome. Thus, the school is committed to providing qualified teachers and empowering them with continuous professional development.

NIS distinguishes 4 dimensions to meet the required quality of education:

1- Provide a healthy, safe and stimulating teaching and learning environment which encourages active participation of all school members.

2- Provide a balanced and purposeful curricula which meets the needs of students and the learning outcome aspired.

3- Employ positive and effective policies and practices to achieve the teaching and learning outcomes.

4- Apply and update teaching and learning approaches to align with the best practices in education that ultimately reflect on students’ learning outcome.

  • To stay current in all fields of education.
  • To encourage respect for the rights and views of others; the acceptance of personal responsibility for one’s own actions; and the pursuit of creative, academic, and philosophic self-expression within the bounds of the personal conduct standards set down by the school.
  • To stay current in all fields of education.
  • To inspire in our students an excitement for the acquisition of knowledge, while planting the seeds of life-long learning.
  • To train students to think critically about problems and issues, conduct independent research, organise and implement projects both individually, and as a part of a group.
  • To provide extra-curricular activities, which complement students learning by providing interesting, and challenging opportunities outside the normal classroom environment.
  • To maintain effective communication among students and teachers in order to promote tolerance and the ideal of a “Peaceful School” where everyone feels safe, welcome, and free to explore their own interests and capabilities.
  • To encourage parental involvement in their children’s education.
  • To emphasize continual learning and assessment rather than end of the year examination.
  • To train students in analysis, critical thinking, independent research, and project organisation and implemen