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A school vision demonstrates an Inclusive school ethos.

The resources are allocated to promote the inclusive ethos. School plan a Inclusion and wellbeing carnival annually and reflection of multiple activities in the school activity calendar

Displays around the corner and celebrating one world festival is the reflection of the school vision and mission.

Admission assessments are tailored as per the need of the students. Including students of determinations and diverse culture by identifying gifted and talented and English language learner.

Senior leadership team is updated on a regular basis and are informed of the Inclusion provisions.

Step to promote the whole school Inclusive culture are always supported by the Senior leaders and the stakeholders.

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School Admission Policy is highly Inclusive.

Inclusion Policy is in place to support Inclusion procedures.

Applications are accepted from the students of determination and their needs are assessed to determine the provisions.

Special needs declaration at the time of admission to support the parents.

Policies are reflected in daily classroom practices and support services.

Inclusion framework and policy is updated in the line with federal law

Senior leadership team takes the responsibility and review the provisions.

Strategic planning is always well informed to the leadership team and is formulated by the special needs expert team members of the Inclusion Team.

Provisions are based on the strengths and weaknesses of the students of determination and their learning barriers are considered while planning the provisions.

Provisions are led by the experienced teachers in the classroom.

Support teachers from the Inclusion Department make sure that the teachers are well supported and guided.

The inclusion action plan is updated and monitored ensuring the accountability is maintained effectively throughout the year in light of the self-evaluation and recommendation in inspection report.

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The HOI provision is specifically qualified and experienced in counselling and special needs with Psychology background.

Inclusion team is specifically qualified and most of them are having specific certification.

Whole team and support teachers are certified with Dyslexia training and more than are having ABA qualifications.

Inclusion Department is associated with Gifted mind in order to give profession trainings and interventions to students’ of determination in the school premises.

HOI trains and shared strategies to follow IEPs implementations and to cater the needs of the students’ of determination and ELL.

On-going professional development reinforces inclusive practices in the school

Comprehensive Support through Green Room and Therapy Sessions for Student Well-Being

Comprehensive evaluation of the teachers and LSA on regular basis

The team conducts informational and strategic plan meetings with LSAs to ensure collaborative inclusive practices.

IEPs are shared with all faculty including heads and parents.  Regular meetings and monthly feedback promotes inclusive approaches.

IEPs are aligned with the curriculum of the core subjects, and monitored as a progress tracker.

LSA support is also monitored via academic progress tracker.

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A declaration form at the time of admission ensures students’ needs are highlighted on entry. Students are identified based on variety of indicators including the cognitive ability tests, academic assessment results and the internal checklists that are applied on individual student to determine their barrier to learning.

The flow chart of identification and referral support the students of determination by various checklists.

Formative and summative results are reviewed to support identification process.

Areas of need are identified and goals are planned accordingly in the IEP and BIP to lower the barriers to learning.

Referral forms are circulated with tachers for in class observation by the support teacher and  early intervention plans/strategies

Teaching practice ensures that the provisions and in class support is data based. (Students placed in the quadrants)

IEPs are aligned with the curriculum to ensure to enable students to be successful learners

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Cat4,GL PTs, NGRT and PASS scores are determined to identify the needs of the students.

Students on watch list/potential list and those identified by the teachers are observed regularly to ensure timely identification, parents are taken on board.

Early years students of Phase 1 and 2 are monitored in case identified or referred by the team or the teachers, and are kept on a watch/potential list for an onset of 2 to 4 weeks.

Identification process is also supported by the formal diagnosis by professionals in external agencies as per the need and recommendations.

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Classroom observations by HOI and LSAs observations and teacher referral form responses support understanding of the nature of the students’ learning barriers.

Inclusion register indicated students’ specific needs.

Students with Level 2 and 3 are having IEPS with support resources as per the need of the student for LSAs and teachers.

All level two and three students are getting in class support as well as pull outs to enhance academic support by adopting one to one intervention.

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Parents are engaged directly from initial level of identification.

Parents along with teachers are directly involved in generating IEP goals as evidenced in Parent Engagement Form of each student registered in Inclusion Register

Parents can communicate directly with LSA and support teachers.

Parent communication files are sending to the parents including students’ weekly progress and teachers’ feedback and also the progress in IEP goals.

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Feedback meetings with the parents are scheduled during the term as well depending on the need and nature of concerns.

Both formal and informal reporting is in place and is monitored regularly.

Frequent Parent engagement with the Inclusion staff members is ensured.

PTMs are scheduled on a termly basis to share the latest reports and the curriculum progress.

Parent involvement is evident during the coffee mornings arranged by the Inclusion department.

Parents also act as volunteers and speakers in the coffee morning sessions and other activities to support the school.

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Parents are addressed on one-to-one basis for the challenges.

Parents’ workshops and training

Counselling sessions and wellbeing activities are designed in response to the major challenges faced by the parents.

Academic support/modified resources are shared by the LSAs.

Coffee morning and wellbeing activities also help the parent to improve social networking which ultimately boost their emotional health and wellbeing.

Visits of external psychoanalyst (Dr Gazala) guides and support parents.

Review therapy sessions by the parents are beneficial in taking their recommendations and feedback

Involvement of external agency and the therapy sessions with in the school can be access by all parents

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IEPs reflecting SODs academic and personal needs. It is evident in their short term SMART targets.

Possible number of the  students of determination and students with psycho emotional problems have been assigned a Peer Partner

All lesson plan are designed to cater then needs and learning style of all the students

Teachers are well aware of the quadrant data and plan accordingly

Differentiated resources are available to cater the need of the most of the identified students.

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4b) Education pathways [including specialist education pathways]

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4b) Education pathways [including specialist education pathways]

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LSAs in collaboration with the subject teachers ensure that the curriculum modified at individual level meets the individual needs and learning profiles of the students.

LSAs are appointed year wise and know the profiles of their students; they are involved in the application process.

Pull Out sessions and remedial classes are arranged as per the need of application of the curriculum.

Progress expectations are determined in the IEP goals and are monitored through the progress trackers.

Curriculum goals are monitored and reviewed from time to time to achieve the expected progress.

All IEPs targets are set to keep learning outcome expectation is high.

Regulated behaviors result in active participation in the classroom and other learning areas.

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LSA and ILSA are trained to support to address the specific needs of the students and work with level 2 and 3 students in classroom to make them independent learner by setting individual specific goals.

Additional interventions include differentiated learning strategies, modified worksheets, modified activities and personal support by LSAs.

Word processor has been introduced as a provision to enhance the personal support.

Tracking of personal goals and academic support in individual progress trackers by LSAs is in place.

LSA are trained on implementing on graduating system of prompting across all provision while supporting the individuals

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Assessment adaptations are made  as per the need of the individual student are designed on a termly basis.

Formal and informal both assessments are developed with special provisions for the students who experience barriers to learning.

Modified and Beginner exams are presented to the students as per their needs.

Learning potential is assessed by multiple ways during the formal and informal assessments.

Progress is tracked based on the assessment data and progress trackers maintained on an individual basis.

Assessments for the students who face the major barriers to learning are determined to ensure that the student is reaching the highest potential of learning.

Results are compared to track the expected progress

Formative and summative assessment is used in triangulation with CAT4 and IEP targets of SODs and Emirati students to inform the planning of teaching and promote progress in learning is evident in triangulation data.

Reviewing and development of procedure are dependent on the assessment data across all subject and other areas of personal development.

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Summative and formative assessment and psychological reports are used to identify individual needs to develop academic, personal and social development.

Career guidance sessions

IEP progress trackers are in place to demonstrate students’ progress as per their short term and long term goals.

CAT4 and NGRT data are reflected on IEPs and trend analysis of SEND distribution.

Work samples, classroom achievement and participation in extracurricular activities demonstrate the progress in various areas of development.