Inclusion

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| School Life | Inclusion

Overview (From Director of Inclusion)

At Dubai British School Mira, we are committed to supporting all children to ensure they thrive. We recognise the importance of celebrating our diverse community of learners so that everybody feels valued. All of our staff are committed to providing a personalised approach to ensure the success of each child. We have a highly-skilled team who, in collaboration with both parents and key external agencies, ensure the very best provision for each individual child to enable each individual to become confident, independent young people.

John Paton - Head of Inclusion

Admissions Process

Our support begins from the admissions stage, where accommodations can be implemented to enable all children to be assessed in a way that suits them and their needs. Through conversations between parents and the Senior Leadership Team, we will determine the most appropriate approach to take, and will work in collaboration with you as a family as we guide you through the process.

Identification

At Dubai British School Mira, we employ a ‘Graduated Response’ model to identify need and the level of support required for each child. Through the model, the Inclusion Team will review and adapt the approaches undertaken to ensure children continue to make excellent progress against their personalised goals.

Assess:

The needs of the child are determined

Plan:

A plan is created to address the barriers identified

Do:

The plan is implemented, reviewed and adjusted

Review:

support outlined in the plan is analysed to check the overall effectiveness and inform any necessary changes

To support each child best, we believe that establishing an open and transparent relationship with parents is best, so that we can collaborate in the best interests of each child and parents feel well-informed with how to support at home.

Areas of Support

Our dedicated Inclusion Team will support learners across the following areas

Academically

We will use a range of information to determine the barriers children may be facing in their academic learning. Once these are identified, personalised support is implemented, which could be additional resources used by the class teacher, push in support from the Inclusion Team, or discrete intervention sessions specific to the needs of the child. Clear goals are set for each child, and these are tracked termly to ensure clear progress is made.

Socially

In the same way some children require support with academic subjects, others may require help navigating relationships and behavioural choices. Our team work with children in lots of different ways, including one-to- one and group-based sessions to support with their social understanding.

Emotionally

High levels of pastoral support are provided from all our staff, however, sometimes children may face difficult periods where they need more specialised support in managing their emotions or in processing life events. For this, the Inclusion Team will support with individual or small group sessions to teach strategies to support the individual need.

Linguistically

Support English Language Learners (ELL) and children with English as an Additional Language (EAL) assists language development (reading, writing, speaking and listening). This may be in-class support, or focused intervention programmes to enable children to accelerate their language acquisition and therefore access the curriculum independently and successfully.

Transition

Throughout their school journey, children will navigate key transition points (entering the school, FS2-Year 1, Year 6-Year 7). Some children may also require additional support during other parts of their journey (e.g. separation anxiety, moving to a new class/teacher), and the team will be on hand to help with this, supporting both child and family.

Provision

Provision for Students of Determination is differentiated in accordance with their level of need. Students of Determination will each have a Pupil Plan (IEP) which is created by key stakeholders (the child, parents, teachers, Inclusion Team) to outline their individual goals; the plan is a working document which is reviewed and adjusted regularly over the academic year in accordance with the child’s progress.

Support for Students of Determination will look different for each individual, but can be broadly categorised into the following areas:

Quality First Teaching: Classroom level support and accommodations. This approach benefits all learners as it ensures needs at all levels are met by the classroom teacher.
Targeted Support: Support provided by the Inclusion Team wither as ‘push in’ sessions in the classroom, or ‘pull out’ interventions. Targeted support may be delivered on a one – to – one or small group basis, and the frequency of sessions is determined by the student’s individual needs.
Specialist Support: This support is outside of the schools’ usual scope of practice and is delivered by external experts with specialist knowledge (e.g. Speech and Language Therapy; Occupational Therapy).