WE will meet KHDA and UAE Ministry expectations and will operate as an inclusive school.

We will enable students of all backgrounds and abilities to meet their potential and develop their strengths.

All children will be valued and will be entitled to a broad and balanced curriculum. They will be made to feel secure and supported, they will have opportunities to experience success, and they will experience both challenges and support to help them learn.

Effective assessment, and a close partnership between children, parents, school and other agencies will enable the child’s needs to be met successfully.

Students with special needs are identified in a range of ways.

Through the entry assessments and transfer records during admission; through CAT4 testing and performance in all external examinations; teacher assessment in classrooms; performance in end-of-term or end-of-year exams (internal); and the student tracking system.

Teachers will be trained to identify qualities associated with common learning difficulties, such as dyslexia; the SENCO will work with each Grade Leader to examine the progress of low-performing and high-performing students, as well as students who are not making expected progress.

The school will consult with parents and use professional services external to the school who can provide specialist diagnostics or support if required.

Teachers and support staff will work closely with our SENCO who have particular specialisms in early childhood development and behavior.

Our staff will prioritize observation in classes especially where children are newly admitted and help with the child’s settling in. They will use developmental checklists (concentrating on literacy, numeracy, personal and social ‘small steps’ to larger goals) and share observations with our SENCO so that a unified approach is ensured.

With gifted and talented students, the school will provide customized enhancements and challenges designed to build on the identified student strengths.

The systems and can be summarized as:

Baselining potential and achievement,

Using student tracking to identify high performers and fast-progression,

Training and requiring teachers to identify high performers,

Requiring subject leaders to design schemes of work which include differentiated opportunities, enhancements and extensions,

Good communication with parents,

Twice-yearly monitoring and evaluation.