IB Programmes Complaints Procedure

Statement of Intent

This procedure sets out the process by which Advanced Learning Schools (ALS) shall address complaints and concerns relating specifically to its International Baccalaureate (IB) programmes, namely the Primary Years Programme (PYP), Middle Years Programme (MYP), and Diploma Programme (DP).

The purpose of this procedure is to ensure that concerns connected to ALS’s IB programmes are addressed in a manner that is transparent, fair, timely, and effective, while safeguarding the welfare of students and staff and upholding the integrity of ALS’s implementation of the IB.

In administering this procedure, ALS is guided by the principles articulated in the IB Complaints Procedure (November 2018). Accordingly, all matters considered under this procedure shall be managed with due regard for:

Fairness

Concerns are considered objectively and with procedural fairness.

Courtesy

All parties are treated with respect throughout the process.

Accessibility

The process remains clear and reachable for parents and students.

Timeliness

Concerns are addressed as promptly as is reasonably possible.

Effectiveness

The process leads to meaningful, well-grounded resolution.

Attentiveness

Each concern receives careful, individual consideration.

This procedure applies to complaints and concerns raised in good faith in relation to ALS’s implementation of its IB programmes. No student, parent, or family shall suffer any disadvantage, discrimination, or negative repercussions as a result of raising a concern or making a complaint in good faith. ALS is committed to ensuring concerns may be raised respectfully and safely, without fear of retaliation, and that students continue to be supported throughout the process.

Accessibility & Equity

ALS is committed to ensuring that this procedure is accessible to all members of the ALS community. No parent or student shall be disadvantaged in raising a concern on the grounds of language, disability, or any other barrier to communication or access.

Where required, ALS shall provide appropriate support, including translation or interpretation assistance, accessibility accommodations, and alternative communication formats, in order to ensure equitable access to the complaints process.

Scope & Programme-Specific Concerns

This procedure applies where a complaint or concern relates directly to the philosophy, standards, practices, assessment approaches, or integrity of ALS’s implementation of an IB programme. Such concerns may include, but are not limited to:

The manner in which an IB programme is planned, delivered, reviewed, or monitored.
The fairness, consistency, or integrity of IB assessment processes.
The application of academic integrity expectations.
The extent to which ALS’s practice aligns with IB programme documentation, standards, and practices.

Given the distinct nature of each IB programme, the types of concerns that arise may differ across the PYP, MYP, and DP.

Primary Years Programme (PYP)

The design and delivery of Units of Inquiry.
Whether inquiry-based learning is developmentally appropriate.
The manner in which sensitive or ethical issues are addressed in learning engagements.
Whether teaching and learning are aligned with the principles and framework of the PYP.

Middle Years Programme (MYP)

The administration of eAssessment or other examinations.
The fairness and transparency of subject choices and pathways.
Issues of academic honesty.
The overall integrity and consistency of programme delivery.

Diploma Programme (DP)

The processes used to determine predicted grades for university applications.
The supervision, authentication, and submission of internal assessments.
Examination arrangements.
Issues of academic integrity, including malpractice or concerns regarding the authenticity of student work.

Relationship to ALS Complaints Procedure

This procedure is distinct from, and shall operate separately from, ALS’s general complaints procedure. It is not intended to serve as a general mechanism for the resolution of all complaints raised by parents, students, or other stakeholders.

Where a concern relates primarily to the wider operation of ALS, it shall be addressed under the ALS Complaints Procedure rather than this IB Programme Complaints Procedure. Such matters may include, for example:

Facilities
Transport
Fees
Customer service
Staff conduct, where the matter does not concern programme integrity
Supervision
General pastoral matters
Operational or administrative services not directly connected to IB programme implementation

The distinction between the two procedures is important. The ALS Complaints Procedure addresses matters concerning the broader operation and services of ALS. By contrast, this IB Programme Complaints Procedure applies where the substance of the concern is fundamentally connected to the quality, integrity, assessment, or standards-based delivery of an IB programme — decisions being informed by IB philosophy, programme documentation, standards and practices, assessment regulations, and the expectations associated with IB authorisation and implementation.

Matters Involving Both Procedures

In some instances, a concern may properly involve both IB programme matters and broader operational or pastoral matters — for example, a concern regarding examination administration that also involves operational supervision, or a complaint arising from teaching and learning that subsequently extends to wider issues of communication or conduct.

In such circumstances, ALS shall determine, at the earliest reasonable stage, which elements of the matter will be considered under the IB Programme Complaints Procedure and which elements will be addressed under the ALS Complaints Procedure. This ensures each aspect is addressed through the appropriate process, duplication is avoided, there is clarity for all parties, and decision-making is properly grounded in the relevant policy or framework.

For the avoidance of doubt: the ALS Complaints Procedure applies to concerns regarding the general operation and services of ALS; the IB Programme Complaints Procedure applies to concerns specifically connected to the quality, integrity, assessment, and standards-based implementation of ALS’s IB programmes.

Key Roles

Role of Teachers

First point of contact for students and parents — teachers are often the first to hear concerns and should strive to address issues at this level before escalation.
Documentation of concerns — teachers should document any complaints or concerns raised, noting key details during discussions.
Collaboration with coordinators — teachers work closely with their respective coordinators so issues are reported and managed according to school procedures.
Follow-up — after a complaint is addressed, teachers should follow up to ensure the resolution is satisfactory and no further issues have arisen.

Role of the IB Coordinators

Initial point of contact for parents or guardians with concerns involving the programme, facilitating communication with teachers and parents.
Resolution facilitation — the Coordinator aims to resolve issues informally, clarifying misunderstandings or addressing minor grievances before they escalate.
Record-keeping — maintaining records of complaints and resolutions to help identify trends and necessary improvements.
Communication of policies — ensuring parents are aware of the curriculum and educational policies.

Role of the Principal

Leadership and oversight — ensuring the complaints procedure aligns with school values and IB standards, and supporting coordinators.
Final decision maker — where complaints are escalated beyond the initial response, the Principal may review findings and communicate the final decision on an appeal.
Promotion of a positive culture — actively promoting transparency and responsiveness, encouraging open dialogue.

Role of the Superintendent

Policy implementation — ensuring ALS adheres to policies and facilitates proper implementation of the IB complaints procedure across all programmes (PYP, MYP, DP).
Resource support — providing resources and support for coordinators and staff in managing complaints effectively.
Oversight and review — participating in the periodic review of complaints procedures to ensure they remain effective and aligned with IB requirements.

Escalation Pathway

The following pathway applies to complaints concerning ALS’s IB programmes. Start at the point closest to the issue; if not resolved, escalate along the row.

Category	Examples of IB-Related Concerns	First Point of Contact	If Not Resolved	Final School-Level Escalation
Programme Implementation (PYP/MYP/DP)	Alignment to IB standards and practices; programme model being followed (inquiry/ATL/approaches); consistency across classes/subjects; timetable structures impacting IB requirements.	Classroom/Subject Teacher (or Homeroom Teacher in PYP)	Grade Level Leader (PYP) or Subject Lead (MYP/DP), then relevant IB Coordinator	Section Principal
Curriculum Design & Planning	PYP Units of Inquiry and Programme of Inquiry alignment; MYP unit planning and conceptual focus; DP course outlines and coverage; appropriateness of content and pacing within the IB framework.	Classroom/Subject Teacher (or Homeroom Teacher in PYP)	Grade Level Leader (PYP) or Subject Lead (MYP/DP), then relevant IB Coordinator	Section Principal
Assessment & Feedback (school-based)	Clarity and fairness of assessment criteria; quality and consistency of feedback; use of IB criteria/rubrics; internal moderation processes.	Classroom/Subject Teacher	Grade Level Leader (PYP) or Subject Lead (MYP/DP), then relevant IB Coordinator	Section Principal
IB Assessment Administration (MYP eAssessment / DP exams)	Exam administration and invigilation arrangements; access arrangements; scheduling concerns; disruptions during IB assessments; adherence to IB requirements for exam conduct (school-level).	Relevant IB Coordinator (with Subject Lead where subject-specific)	Section Principal	Superintendent
Academic Integrity & Authenticity (MYP/DP; PYP where applicable)	Concerns about plagiarism/collusion/AI use; authenticity of student work; inconsistent application of academic honesty expectations; suspected malpractice handled at school level.	Relevant IB Coordinator (following discussion with the teacher where appropriate)	Section Principal, with Subject Lead involvement where subject-specific	Superintendent
Pathways, Course Selection & Progression (MYP/DP)	MYP subject choices and option blocks; DP subject level/access decisions; fairness and transparency of guidance; alignment of pathways with IB expectations and ALS’s published guidance.	Relevant IB Coordinator and/or Careers Counsellor; Subject Lead where subject-specific	Section Principal	Superintendent
DP Predicted Grades (university applications)	Process used to determine predicted grades; evidence base; moderation and consistency; communication of timelines and criteria; appeals within published school timelines.	DP Coordinator (with Careers Counsellor where it relates to university timelines/communication)	Section Principal	Superintendent
Ethical / Sensitive Content within IB Learning	Handling of sensitive issues in inquiry; age-appropriateness; cultural respect; balance of perspectives; safeguarding learner wellbeing while maintaining inquiry integrity.	Classroom/Homeroom Teacher	Grade Level Leader (PYP) or Subject Lead (MYP/DP), then relevant IB Coordinator	Section Principal

This pathway applies to IB-related concerns. Where a matter relates to the broader operation of ALS or to regulatory requirements, the ALS Complaints Procedure and, where relevant, the processes of the Ministry of Education may also apply. Nothing prevents a parent or student from raising a matter with the Ministry of Education. However, where the concern relates specifically to IB philosophy, programme standards, assessment, academic integrity, course pathways, or the quality of IB implementation, parents and students are encouraged to use this internal pathway first.

How to Make a Complaint

Complaints toward ALS or its IB programme(s) follow six steps:

Step 1 — Informal Resolution

Parents should first communicate their concerns with the relevant PYP, MYP, or DP Coordinator. This informal dialogue aims to resolve issues promptly and amicably. Parents are encouraged to keep a record of all discussions related to their complaint.

Step 2 — Formal Complaint Submission

If informal resolution does not yield satisfactory results, parents complete a standardized complaint form detailing the nature of their complaint, and submit it to the designated IBC school administrator within a predefined timeframe.

Step 3 — Acknowledgement

ALS will acknowledge receipt of the formal complaint within five school days, detailing the next steps in the process.

Step 4 — Investigation

The Complaints Officer or a designated committee will thoroughly investigate the complaint, involving relevant staff as necessary. All complaints are handled confidentially to protect the identities and interests of all parties.

Step 5 — Communication of Findings

ALS will issue a written response within a specified period (typically 15 school days) after completing the investigation, detailing findings and potential resolutions.

Step 6 — Appeal

If not satisfied with the outcome, parents or students may appeal in writing within a designated period (e.g. two weeks) of receiving ALS’s response. The appeal is reviewed by an independent committee not involved in the initial handling, and the outcome is communicated within a specified timeframe.

Student Appeals Against IB Programme Decisions

Students may appeal decisions made regarding their participation in the IB programme, through their parents or directly:

Initial Discussion

Students should first communicate with the relevant staff member to seek a resolution.

Escalation to IBC

If unresolved, the student or their parents may contact the Head of Department to discuss the appeal.

Investigation by IBC

The IBC will review the situation, consulting necessary stakeholders.

Outcome Notification

After due process, the Head of Department will inform all parties of the findings and decisions made.

Further Escalation if Needed

If the situation remains unresolved, it will be escalated to the Principal and potentially further if necessary.

Review & Publication

These procedures will be published on ALS’s intranet and website for easy access by the ALS community. They are effective immediately from the date of approval and will be reviewed every three years. This document has been approved by the Senior Leadership Team (SLT).

Draft note: the effective date and the next scheduled review date are marked “[Insert Date]” in the source document and should be confirmed before publication.

Frequently Asked Questions

1. What steps should I take if I have a complaint or concern about an IB programme?

Start at the point closest to the issue. If your concern relates to teaching, learning, unit delivery, or school-based assessment, raise it first with the classroom/subject teacher (or Homeroom Teacher in the PYP). If the concern relates to programme integrity — for example academic honesty, MYP eAssessment/DP exam administration, subject pathways, or predicted grades processes — or if it is not appropriate to raise with an individual teacher, begin directly with the relevant IB Coordinator. If unresolved, the matter escalates to the Section Principal, and where applicable to the Superintendent.

2. What is the expected timeframe for responding to complaints?

ALS aims to acknowledge and begin addressing concerns promptly and, where a formal response is required, will typically respond within 5 working days, depending on the severity and complexity of the matter. Where additional time is required, ALS will communicate the reason and next steps.

3. Can students and parents appeal decisions made about the IB programme?

Yes. Students and parents may initiate an appeal when the decision relates directly to the IB programme. Appeals follow the pathway in this document (Coordinator → Section Principal → Superintendent, where applicable).

4. Will my complaint be treated confidentially?

Yes. Complaints are handled with appropriate confidentiality and shared only with those who need the information to investigate and respond fairly, while recognising that proper due process may require consultation and review of documentation.

5. What happens if I am not satisfied with the response?

You may escalate the concern through the stages outlined in this document — in most cases moving from the teacher/homeroom teacher to the relevant IB Coordinator, then to the Section Principal, and finally (for certain matters) to the Superintendent.

6. Will raising a complaint affect exam results, grades, or academic standing?

No. Raising a complaint will not affect a student’s grades, academic standing, or future opportunities. The process exists to support transparency, fairness, and programme integrity, and concerns are considered on their merits without academic penalty.

7. What if the complaint involves safeguarding, safety, or an ethical concern in an IB learning or assessment context?

If the concern involves student safety, safeguarding, or serious ethical misconduct, it must be reported immediately through ALS’s Safeguarding Procedure to the Designated Safeguarding Lead (DSL) or Deputy DSL, regardless of the programme. Where safeguarding is involved, the safeguarding pathway takes priority. The IB Programme Complaints Procedure may continue in parallel for programme-integrity elements, but only once immediate welfare steps have been taken.

8. What information should I include when raising a formal IB complaint?

Provide a clear description of the concern, the programme involved (PYP/MYP/DP), relevant dates and events, any supporting evidence (emails, assessment details, timelines), and the outcome you are seeking. This helps ALS respond efficiently and fairly within the stated timelines.

9. Can I raise a complaint on behalf of my child, and can my child raise one directly?

Yes. Parents may raise concerns on behalf of their child, and students may also raise IB-related concerns directly (particularly in the MYP and DP). Where appropriate, ALS will ensure the student voice is heard in an age-appropriate and supportive manner.

10. Will ALS liaise with the IB organization if necessary?

Where appropriate, yes. In matters involving programme standards, assessment requirements, eAssessment/examination regulations, academic integrity, or serious procedural concerns, ALS may seek guidance through appropriate IB channels and will maintain accurate records of decisions, actions taken, and outcomes. Most concerns are resolved at school level.

11. What if my complaint is actually about school operations rather than the IB programme?

If the concern is primarily operational — such as facilities, transport, fees, general customer service, or non-IB curriculum matters — it will be directed to the ALS Complaints Procedure, which is separate from this IB Programme Complaints Procedure. Where an issue overlaps, ALS will clarify which elements sit under which process.

12. How does ALS manage records related to IB programme complaints?

ALS maintains appropriate documentation for all complaints — complaint forms, correspondence, meeting notes, records of actions taken, findings, and final outcomes. All such documentation is securely stored in accordance with the laws of the Kingdom of Saudi Arabia, including the Saudi Personal Data Protection Law (PDPL). Access is limited to authorised personnel, and records are retained only as long as necessary.

13. Will a student or family face negative consequences for making a complaint?

No. ALS will not permit any disadvantage, discrimination, or negative treatment of a student or family because they have raised a concern or made a complaint in good faith. All complaints are handled respectfully, fairly, and confidentially, and every effort is made to ensure students continue to feel safe, supported, and included throughout the process.