Policies

Policy-Curriculum.pdf

Rationale/Aim

This policy is intended to ensure that the procedures used during the admissions process are consistently applied and are understood by all those involved.  The admissions policy is reviewed annually.

 

Academic Year

The school academic year for all children starts in September at different dates according to each Key stage.

Deira Private School welcomes any interested families to apply for admission for their children in the Foundation Stages of Nursery to Reception through to Primary Years 1 – 6.  Decisions for enrolment are made by the Admission Committee.  First priority is given to siblings of DePS students.  In making their decisions, the Admission Committee makes every effort to maintain a balance in our school, considering age, gender, learning abilities, and diversity.

The school is inclusive and has a learning support programme, addressing the individual needs of all students including special needs, gifted and talented and English Language Learners.  Complete report of a child with special need must be submitted with the application.  These might include IEPs (Individualised Education Plans) or reports from health professionals.  In the case where a child’s specific need has not been previously identified, the school reserves the right to review the situation in order to assess the capacity to address his/her needs within their existing level of provision.

All applications, recommendations, interviews and visits must be completed and the necessary paperwork admitted prior to May 1 each year.  Applications received after May 1 are added to the waiting list and considered if any new spaces become available.

Upon acceptance of Admission a non-refundable deposit is due to DePS immediately.  The balance of tuition is due in three instalments.

 

Admission Process

  • Parents visit and tour our school.
  • An entrance evaluation test, either oral or written depending on the age of the child is conducted. See Admission and Registration procedure document.
  • Parents will be informed of the results of the entrance evaluation within 2 to 3 days.
  • A completed Application Form (accompanied by a non-refundable AED 500.00 fee and all necessary documentation required by the KHDA) is submitted to the Registration Officer.
  • A place will be allocated only when all required documentation have been submitted.
  • Parents interview with the Head of the School.

Our admission process is, by nature, a very personal one.  We offer you the opportunity to see us up-close and to learn about our programme and our school family.  We invite any interested family to visit our school, experience our programme first-hand, learn about our philosophy and submit an application.  There are a limited number of openings each year in the Foundation Stage, Primary School and SEND department.  We encourage families to begin the admission process early in the year and to take advantage of opportunities to learn more about our programme.

A Parent Handbook is available to guide parents through all areas of school life.

The school adheres to UAE Law and KHDA guidelines.

 

Foundation Stage Information

  • Prospective parents meet with the Foundation Stage Coordinator, who will arrange for them to see the school at work, observe students in lessons, and talk to members of staff or invite them to the Annual Open Days.
  • Parents will be required to fill in a confidential pupil entry profile along with any relevant medical details, and also submit any reports/information from previous schools or nurseries.
  • On entering, children will be assessed in order to determine their individual stages of development and learning. These baseline assessments are conducted primarily through continual observation of the child.
  • Parents are asked to disclose any such educational need or disability on the Registration form in order for the School SENCO and Curriculum Coordinators to assess its ability to fully support every student as appropriate. Parents are also asked to identify and record on the registration form if their child has a gift or talent.
  • Costs for any additional specialist individual needs tuition will be borne by the parents.

All currently enrolled students are considered for re-admission during the winter and invited to reapply in January/February of each year.  Applications for readmission and deposits are due March 1 each year.  Siblings of currently enrolled students are invited to apply for admission in January, also.  Priority is given to siblings applying to Foundation Stage.  Students applying to any other grade level are given priority only on a space available basis.  Applications for new students are always welcome.

Inclusion Policy

Our policy is in line with the Federal Law 29 (2006) and Law no 2 (2014) regarding the education and outcomes of individuals with Special Educational Needs and Disabilities.

Special Educational Needs and Disability:

All placements are subject to availability of seats.

Applicants with Special Needs are assessed by the School’s SENCO.  The file is then reviewed by the Principal who decides if the school is adequately equipped to meet the needs of the child.  The Principal along with the SENCO discusses the matter with the parent and they come to an agreement with regard to the placement and accommodations required.

English Language Learning Support

ESL support is provided to students who require English Language Support.  These applications are flagged by the admissions team for further evaluation by the Curriculum Coordinator / SENCO and the level of support required is determined.  The final approval for admission is given by the Principal.

POLICY REVIEW

It is the responsibility of the Principal supported by other members of the school’s Senior Leadership Team to monitor the policy. It should be reviewed annually.

RELATED POLICIES AND DOCUMENTATION

  • Registration Procedures.
  • Inclusion Policy
Document Admission Policy
Date adopted / written April 2010
Last reviewed September 2017
Next review July 2018
Version Working document

 

 

Policy-Curriculum.pdf

INTRODUCTION

 Deira Private School is a private school which provides a broad and balanced curriculum for students from nursery to upper primary school education. The Curriculum is inclusive and meets students’ diverse needs.  The curriculum is planned to make learning enjoyable and relevant not only for their life now but to equip them with the skills needed to contribute to life after school.

The school follows the Cambridge International Curriculum (CIE) for the core subjects of English, Mathematics and Science; and the National Curriculum of England for the non-core subjects which include History, Geography, Modern Foreign Languages (French), Computing, Design & Technology (DT), Computing (ICT), Music, Physical Education (PE), and Citizenship. We follow the statutory curriculum of the Ministry of Education for Arabic (first language), Arabic (additional language), Islamic Education (Muslims – Arabs and non-Arabs) and National Education.  

Planning for the core subjects follows the scope and sequence as set out in the Cambridge

Curriculum framework. The units in the framework are not restrictive as such but serve as a guide to teachers The learning objectives for the stage have been grouped into topic areas or ‘Units. These have then been arranged in a recommended teaching order but you are free to teach objectives in any order within a stage as your local requirements and resources dictate

The Foundation Phase follows the statutory revised Early Years Foundation Stage framework which has provided the needs of our younger learners to build their personal, social and emotional skills alongside their skills of playing and exploring, active learning and critical thinking.

The curriculum in our school allows for cross curricular learning opportunities thus making it relevant for the students. The framework is designed to provide the students with the knowledge, skills and understanding that can be tracked, measured and monitored consistently throughout the primary phase. The clear scope and sequence allows teachers to plan for individual students providing them appropriate opportunities for innovation and challenge. It covers everything that the students experience in school.  It includes what is taught and what is experienced through the environment and ethos of the school.

Programmes for physical education, citizenship, music, computing, design and technology, ensure that students are given opportunities to develop all rounded skills and an awareness of their multiple intelligence. 

  1. RATIONALE

The curriculum has a very clear rationale aligned to the school, Emirate and national visions. It is relevant, comprehensive, and promotes innovation and challenge. It is highly effective in developing a balance of knowledge, skills and understanding while fulfilling all the requirements of the school’s authorised / licensed curriculum and the national statutory requirements.

In keeping with our mission statement, our curriculum is designed to provide each student the opportunity to develop his/her maximum potential and equip them to become responsible, socially well-adjusted, future citizens who are capable of making balanced informed decisions.

We aim to provide a broad, general, relevant and experiential curriculum that meets the needs of all of our pupils and which develops skills for learning, skills for life and skills for work. In doing so, we will prepare our pupils to take their place in a modern society. 

This means that every child is entitled to a curriculum which is: 

  • Coherent from nursery through to their transfer to primary education
  • Founded on sound learning and teaching practices including well- planned learning experiences which are active and engaging and based upon sound pedagogical research
  • Based upon developing skills and competences in literacy and numeracy and an ability to make informed choices about their health and well being
  • Real and relevant now and in the future 

All staff have a responsibility to build our students’ capacity to become: 

  • Successful learners
  • Confident Individuals
  • Responsible Citizens
  • Effective Contributors

By developing a curriculum which is based upon the seven key principles of: 

  • Challenge and enjoyment
  • Breadth
  • Progression
  • Depth
  • Personalisation and choice
  • Coherence
  • Relevance
  1. OBJECTIVES
  • To enable all children to learn and develop their skills to the best of their ability.
  • It is the schools’ mission to provide a multi-cultural environment that is conducive to the development of each student’s maximum potential and to equip them to become responsible, socially well adjusted, future citizens who are capable of making balanced and informed decisions.
  • It is the school’s vision to be an outstanding international school committed to the culture of excellence importing the tenets of the Cambridge and British national Curriculum to the students and prepare them for life.
  • The school aims to develop each child’s intelligence and emotional quotient, taking care of their moral values and their physical development thus creating their social and environmental awareness. By so doing, the students will become positive contributing members of society for the new world and they will be able to confidently meet the challenges they will face.

We will endeavor to deliver experiences that develop the values and principles through: 

  • active learning.
  • independent and collaborative learning.
  • problem solving through investigating and exploring.
  • play which is teacher directed or initiated and student initiated across the stages.
  1. PRINCIPLES
  • Each child is entitled to receive the best education possible and achieve the highest standards.
  • Each child will be provided with a curriculum that will meet his or her individual needs. Every child will experience success and develop a positive response to learning.
  • The whole school curriculum will be broad, balanced, relevant and differentiated.  It   will incorporate The Foundation Stage and Primary school Curriculum where appropriate.
  • Teaching and learning is built on the learner’s prior knowledge.
  • Learning is vivid and real and students’ have opportunities to be responsible and use        initiative for their own learning
  • Learning experiences are enjoyable and challenging ensuring progression.
  • Not every part of every subject is taught to the same depth and can be adapted to meet the individual needs of pupils.
  • Cross curricular links will be sought to promote pupils learning and enjoyment helping to strengthen the relevance and coherence of the curriculum.

The school curriculum framework is to be viewed as a cyclical process, with subject coordinators ensuring good continuity and progression by encouraging a team approach to planning, evaluation and development.

  1. CURRICULUM STRUCTURE

      The school curriculum framework will consist of:

This Policy – outlining definition, rationale, objectives, principles and giving guidance on all aspects of teaching and learning;

Teaching and Learning Policy – outlining rationale, aims, quality teaching, quality learning, learning environment, resources, routines and rules in the classroom and all other aspects of teaching and learning;

Assessment, Marking, Recording and Reporting policy – outlining rationale, aims, responsibility, equal opportunities and inclusion, procedures, assessment and monitoring;

Special s Education Needs (SEN) policy – outlining the rationale, aims, inclusion, procedures, admission criteria, levels of support and equal opportunities;

Subject Policies – outlining principles and aims for each subject;

Homework policy – outlining aims and procedures;

Schemes of Work (Long term; Medium term, Short term and Unit planning) –  

Curriculum areas with:

  1. a) Specific rubrics linked to learning objectives, including subject framework, cross curricular links, differentiation, continuity and progression, assessment, recording and reporting, resources, teaching methods, review, and the role of the coordinator.
  2. b) Differentiated levels and associated outcomes
    1. The basic curriculum for each child will include, as appropriate for each Key Stage:

English

Mathematics

Science

Arabic

Islamic Education

National Education (UAE Social Studies)

Computing

History / Geography (Social Studies)

Art

Design Technology

Music

French

Physical Education

Moral Education

Heads of Departments are responsible for monitoring all aspects of teaching and learning of both teachers and students to ensure that quality teaching and learning is taking place in the school as described in their responsibility role.

  1. POLICY REVIEW

It is the responsibility of the Principal supported by other members of the school’s Senior Leadership Team to monitor the policy. It should be reviewed annually.

  1. RELATED POLICIES AND DOCUMENTATION
  • Assessment, marking, recording & reporting policy
  • Teaching & Learning policy
  • Subject policy
  • Homework policy
  • SEND Policy
Document Curriculum Policy
Last reviewed August 2016
Next review June 2017 (reviewed)
Version Working document

 

Policy – Discipline and Behaviour.pdf

DISCIPLINE / BEHAVIOUR POLICY

 Rationale

Good discipline strategies carried out by teachers and good behaviour on the part of students are essential conditions in order for effective teaching and learning to take place.  Children learn from experience.  Having logical consequences for misbehaviour helps them to learn that they are accountable for their actions, without damaging their self-esteem.  The philosophy of Deira Private School is thus to foster a learning environment which reinforces the concepts of self-discipline and the acceptance of personal responsibility.

Each teacher establishes classroom rules according to the Discipline/Behaviour Policy of the school.  The classroom rules should be brief and simple to follow, and should be displayed in a prominent place.

The cooperation of everyone in our school community is essential to maintain a positive learning environment.  To ensure that learning occurs, rules and regulations are established so that everyone has an opportunity to learn and that the behaviour of one child or group of students does not adversely affect the learning programme.  Our discipline policy reflects a balance between the rights and responsibilities of the individual and those of the entire school community.  It is the responsibility of parents to support the school in helping their children to behave well.

 

Aims

  • To ensure that all who are involved with DePS show respect and consideration for others.
  • To help students to feel good about themselves and others.
  • To create a positive and stimulating learning environment, having high expectations.
  • To work alongside parents to encourage students to develop socially, personally, academically, and morally in preparation for a positive role in society.
  • To ensure that school property and the property of those within school are looked after.

Respect Yourself                     Respect Others                       Respect Property

 

Rights and Responsibilities

Student

  • The student has the right to a school education conducive to learning.
  • The student is expected to do the following:
  • Attend school every day, arriving on time, and completing all class work.
  • Understand and observe the rules of the school.
  • Participate in the development of school rules.
  • Show respect to all adults, school staff and to their fellow students.

 

Parent

  • The parent has the right to expect that the school address the learning needs of their child in an equitable way, respecting the individual differences of children. The parent has the right to be informed of their child’s progress and of areas where closer home-school cooperation is needed.
  • The parent is expected to do the following:
  • Send their child to school every day, on time, and prepared to work.
  • Respond to communications from the school pertaining to their child.
  • Cooperate with the school staff in solving behavioural problems.
  • Develop in their children respect for the rights and property of other people.
  • Understand and support the fair and consistent implementation of the Deira Private School discipline / behaviour policy.
  • Show respect to students, school staff, and to other parents.

Teacher

  • The teacher has the right to teach in an atmosphere that fosters satisfaction in their work with the support and guidance of the administration in maintaining high professional standards.
  • The teacher is expected to do the following:
  • Work with students so they understand what they are expected to learn.
  • Help the students realise that as an individual they are important and that they should act in a responsible way.
  • Encourage and help the student understand and support school rules.
  • Know and enforce the rules and policies of the school consistently.
  • Use procedures appropriate for age, background, and level of maturity in dealing with inappropriate behaviour from students.
  • Seek conferences with parents and other school personnel in an effort to help students who present behaviour problems.
  • Show respect to students, parents, and other school staff.
  • Show respect to students, parents, and other school staff.
  • Show respect to students, parents, and to all school staff.
  • Sending students to Head of Department, Vice Principal or Principal

 

 

General Classroom Management

The following steps have to be followed if a student displays an inappropriate behaviour.

 Level 1:

Step 1: Reminder (attention drawn to rule)

Step 2: Verbal Warning

Step 3: Name on the board

Step 4: Work away from the group or task/Change of seating in the classroom

Level 2:

Break detention (Write a note in the student’s diary)

Level 3:

Conference with parent and teacher

Level 4:

Refer to the Counsellor/SENCO

Level 5:

Conference with parent, teacher, SENCO and Vice principal

Level 6:

Conference with parent, Vice Principal and Principal

Level 7:

Exclusion

Participation of students in forming and regulating appropriate behaviour practices

Student representatives (House Captains) met with students in different classes and collected feedback on the expected and inappropriate behaviour at school and discussed the consequences. 

(Appendix 1)

Rewards

We at Deira Private School not only promote and teach positive behaviour and attitudes with our children, we also greatly value and reward them. We believe our students learn best when they are happy in school.

All members of staff will recognise and celebrate positive behaviour and attitudes at all times around the school through informal praise. Wherever appropriate, children’s best efforts will be celebrated through display and performance.

Rewards may include the following:

  • Verbal praise and smiling at children
  • Verbal or written praise to parents about their child
  • A simple word of thanks
  • Sticker, badges or stamps
  • Certificates
  • Written comments in books
  • Sending the child to another teacher, Vice Principal or Principal for praise.
  • Award of special privileges
  • Star Charts
  • House Points (Dojo Points)
  • Star of the week

Addressing the needs of children with behavioural, emotional, and social difficulties

We, at Deira Private School seek to address the needs of children classed as having behavioural, emotional, and social difficulties. Behavioural, emotional, or social difficulties arise as a result of a variety of often interrelated causes. There are also very strong links between significant behaviour difficulties and unmet communication needs in case of students with Special educational needs and disabilities. Unlike their nondisabled counterparts, they may, in some cases, have difficulty demonstrating socially appropriate behaviors.

Procedure to be followed when managing a behavior of a student with special educational needs:

  1. Follow the steps listed in the individual behavioural plan or individual educational plan. Make a note of the behavior in writing. If the behavior does not reduce, contact SENCo.
  2. If the student is supported by shadow teacher let the shadow teacher manage the behavior. Do ask the shadow teacher if any kind of support is required from your end. Intervene when support is asked. Make a note of the behavior in writing.

Zero tolerance Policy

A zero tolerance policy requires school officials to hand down specific, consistent, and harsh consequence when students break certain rules. The consequence applies regardless of the circumstances, the reasons for the behavior (like self-defense), or the student’s history of discipline problems. 

At school there will be zero tolerance to any conduct such as:

  • bullying other students
  • threatening other students or teachers, or saying anything that could be perceived as a threat
  • making derogatory remarks or gestures
  • getting involved in any act of violence
  • any behaviour considered disruptive

Procedure to be followed in case a Zero tolerance behaviour takes place

Step 1: Fill an incident report form (appendix 2)

Step 2: Submit it to the Vice Principal on the same day

Step 3: Vice Principal to meet with student/s

Step 4: Conference with Parent and Vice Principal

Step 5: Conference with Parent, Vice Principal and Principal

Step 6: Consequence decided to be implemented by Principal

 

The guidelines stated in the school parent contract are closely adhered to by the school.

 

Document Discipline and Behaviour Policy
Last reviewed November 2016
Next review June 2017
Version Working document

Appendix 1

List of Behaviour Rules submitted by students

  1. No fighting
  2. No Bullying
  3. No flipping bottles
  4. Be respectful
  5. No swearing or saying bad words
  6. No running in the corridors
  7. No speaking in Arabic in lessons, corridors and playground except during the Arabic, National Education and Islamic lesson
  8. Be kind to each other
  9. No hitting other students
  10. No throwing things at others
  11. No shouting or answering back at teachers
  12. No fighting on the school bus

Consequences for the behaviours listed above will be as per the consequences listed in the general classroom management. If the behaviour falls under Zero Tolerance Policy, then consequence will be as per its guideline.

 

Policy-Inclusion.pdf

Rationale

Dubai is determined to become fully inclusive by 2020. (KHDA School Inspection Supplement, 2017-2018). The ‘My community…a city for everyone’ initiative makes this commitment clear and is supported by Dubai Law No. 2, 2014. At DePS we abide by the Federal Law No. 29/2006 and Law No. 2 (2014), where improving the education and outcomes of students with Special Educational Needs and Disabilities (SEND), now referred to as ‘The Determined Ones’ remains a priority.

The law promotes inclusive education which means that all students having disabilities have the right to be educated to the extent possible with their age appropriate peers who do not necessarily have disabilities.

We welcome children with a variety of academic backgrounds, abilities and additional needs. The school strives to provide a safe, stimulating, supportive, happy and secure environment for children with mild to moderate special educational needs.  We support our teachers as they enable children with SEND (The Determined Ones) to access all areas of the curriculum within the mainstream school environment and the community.  We support our children to enable them to achieve their potential academically, socially and emotionally by recognizing their individual differences, needs, strengths, weaknesses, experiences and interests.  We support our parents as partners in the education of their child.

The provision for the special educational needs of these children will be in keeping with the school policies and the specific requirements outlined in this policy.

Definition of Special Educational Needs and Disabilities

 

  • The needs of a student are considered ‘different’ when a child has significantly greater difficulty in learning than the majority of children of the same age, or when a child’s disability limits or denies the child’s ability to use educational facilities.
  • A student is said to have SEND:
  1. When he/she makes little or no progress even when teaching approaches are particularly targeted to improve the student’s identified area of weakness.
  2. Continues working at levels significantly below those expected for children of a certain age.
  3. Presents persistent emotional and or behavioural difficulties which affect his/her learning and social interactions.
  4. Has sensory or physical problems and continues to make little or no progress despite the provision of personal aids and equipment.
  5. Has communication/interaction difficulties and requires specific individual intervention in order to access learning.

Aims of SEND provision at DePS

  • Provide equal opportunities and high achievement for all students with SEND.
  • Identify a child at risk as quickly as possible and take early action to meet these needs.
  • Enable and ensure that all students with SEND realize their potential.
  • Plan strategically to improve accessibility of the school’s premises and curriculum for all students.
  • Monitor progress and review goals regularly.
  • Work in partnership with students and parents to reach targets and goals.
  • Use a multi-disciplinary approach to provide support at school and through outside agencies to meet the needs and develop skills of students with SEND.
  • Prepare students with SEND for successful transition to secondary school.

Inclusive Education Action Team

  • Inclusive Education Governor
  • Principal
  • SENCO (Inclusion Champion)
  • FS Coordinator/Vice Principal
  • Curriculum Coordinator
  • School Nurse

 

New admissions of children with SEND.

  • If a child is identified as having SEND from previous records or the application form, the SENCO is notified and a ‘pre-sit- in assessment ‘of the student will be done which involves :
  1. a) Parents to bring an education psychology report if assessment has been conducted. Preferably report should not be later than a year old.
  2. Invite parents for an initial meeting about the student
  3. Observe the student’s communication, social, emotional, behavioral and academic skills. Determine if there is a need for Learning Support Assistant and communicate it to the parents.
  • Parents must fully disclose in detail, during the admission application process, any educational, social-emotional, physical, sensory, medical diagnosis or medical needs along with copies of all written reports and/or any additional academic support the child is receiving or has received in the past.
  • At the time of entry level test if a student is facing challenges and the parents are unaware of their child’s additional needs, then the admission team arranges an interaction with the SENCO.

 

Identification of SEND

DePS has a continuous cycle of identification, assessing, planning, teaching and making provisions, which takes into account the individual needs of students. We recognize that the process is a continuum and cannot be dealt in isolation or in parts.

Procedure followed in the classroom:

  • Teachers make observations of the students
  • SENCO also observes the students in the classroom
  • SENCO suggests if a student referral form needs to be filled for immediate intervention.
  • In case where further observation is required to assess learning and / behavior with any student, teacher will discuss with the HOD.
  • HOD will guide the teachers with specific strategies.
  • If the child does not show expected progress within the set time frame with support from home and school, the teacher will fill in the student referral form.
  • The subject and specialist teachers will write a feedback or observation report on the student and submit to the SENCO.
  • Teachers and parents will fill in informal checklist/s to identify signs. Student records are closely examined by teacher and SENCO.
  • The inclusive education action team is informed and a meeting is called to discuss student concern and strategies that can be effective.
  • Based on the internal assessment results, parents will be asked to get an external assessment done. However, need based intervention will begin as soon as internal identification takes place.
  • Based on the assessment reports, the student will be added to the SEND registry in KHDA.
  • Parents are contacted, informed and guided with the kind of support expected from home
  • Teacher, SENCO, parents, Learning Support Assistants (LSA) and case managers (agency representative) meet to discuss outcomes and possible course of action.
  • An Individual Education Plan (IEP) will be planned for the student in consultation with teacher and parents and with the agency (incase a LSA is required or if a case manager is appointed to supervise the student).
  • An IEP copy is shared with the parents.

 

Programme Set-Up

  • The department is currently staffed by one SEND Coordinator, a learning support teacher and learning support assistants, teaching assistants.
  • The classroom teacher is responsible for the modification, implementation and outcomes of the students’ educational programmes.
  • Based on the needs of the student, the level of support is determined.
  • Support provided is reviewed periodically. According to the hours available and the individual student’s need, the SENCO will draw up a time table for support of students in class or for withdrawal.
  • Students with SEND who achieve targets, are able to access the curriculum with modification in the classroom and do not require additional support will continue to be monitored to ensure they are achieving their potential and being successful at learning.

IEP – Individual Educational Plans

  1. IEP is prepared on a term basis for SEND students. Review is done at the end of each term.
  2. An IEP is written for each subject/skill area based on the needs of the student.
  3. Every IEP will set out a long term goal, short term goals and achievable targets. The IEP will also include strategies for delivering the targets, resources, time frame, support staff and criteria for assessment.
  4. Parents, students (whenever feasible) and teachers will be involved in setting targets for IEP.
  5. Students in Key stage 1 and 2 will also be involved in reviewing their performance in achieving these targets.
  6. Reviewing targets/performance is a continuous process.

IBP – Individualized Behaviour Plan

Behavior intervention is provided for those with challenging behavior. At school an Individualized Behavior Plan (IBP) is provided which will provide strategies to handle the behavior. The A-B-C (Antecedent – Behavior – Consequence) and the frequency of challenging behavior are recorded to help plan the IBP.

ILP – Individualized Learning Plan

Some students who are on the support program for different academic subjects have an ILP. The learning support teacher will coordinate the plan along with the student, parents and subject teachers. SENCO will oversee the programme.

Provisions

Provisions and exemptions may also be provided as per the need of the student. The following is the list of provisions available

  • Modified curriculum
  • Modified assessment- tailored to concepts that the student has been taught / IEP targets
  • Exemption from languages- second language and Arabic from KHDA or change to Arabic (B) from Arabic (A)
  • Learning Support Assistants / Teaching Assistants in class

Learning Support Assistants (LSA) – Formerly known as Shadow supports

  • The school will participate with the parents in appointing LSA, whose background must suit the purpose and comply with the standards of support set by the school, in compliance with our student ‘safety’ policy and our policy of Professional Code of Practice.
  • A LSA may also be appointed through an agency. Agencies can be useful because if the LSA needs leave of absence, an agency can send a replacement, in the short term. Also, all assistants receive training and are supervised.
  • It is important that any LSA should be able to fulfill the demands of a full, working, school day. This means being present, and on time at the beginning of the day, and working through to the end of the day.
  • The LSA will work in consultation with the SENCO, teachers, parents and agency (if appointed through one).
  • If there is negotiation about SEND students having more opportunity for independence, e.g. in clubs, it is still necessary for that LSA to be present in school. School hours are not negotiable by parents employing LSA. 

Assessment/Testing within the school for students with SEND

  • Teachers and SENCO need to discuss the needs of each student before assessments to ensure students with SEND are given a fair test.
  • For external tests, early discussion is critical so accommodations can be applied for.

Exam provisions

  • Separate seating during examination
  • Additional time during examination
  • Enlarged fonts
  • Use of reader(only read out)
  • Part or whole question can be read out
  • Use of writer/scribe to write answer paper
  • Use of calculator
  • Use of computer/laptop to write exam
  • Condone spelling error
  • Learning Support Assistant in class and during assessments

 

 

English as a second language

Children are expected to speak English commensurate with age prior to entry to DePS or the school will be satisfied that parents of these children have a sufficient level of spoken English and are prepared to motivate and support their children. Students who are identified to have difficulty in the English language will be supported in class or in withdrawal sessions as a part of the ILP.

Partnership with Parents

  • Right from the start parents will be kept informed and encouraged to be actively involved in their child’s learning.
  • Parents will be invited to discuss the outcomes of assessment/screening tests and decide on further action.
  • Parents will be notified when their child’s name is added to the SEND register. They will also be informed if their child moves from one level of support to another.
  • Parents will be involved in planning IEP for their child and will attend all IEP meetings as well as regular parent teacher meetings.
  • Parents are required to read with their child, follow prescribed home plans/strategies to work on specific skills, support their child to complete home work/projects and follow behavior modification programmes as required in a consistent manner.
  • Parents will attend meetings, workshops to enable them understand and work effectively with their child.
  • Parents will inform teachers of changes at home that may have an impact on a child’s emotional state and learning at school.
  • Parents will inform SENCO and School Nurse of any medication their child is taking.
  • When requested to, parents will ensure their child receives additional therapies/consultation from sources outside school to enhance learning.

Record Keeping

  • Every student with SEND will have an individual file.
  • Class teachers will keep records of baseline assessments, results of standardized testing and all other records that every student needs to have in their file.
  • Records of any medication taken and support therapy received will be recorded.
  • Observations/concerns will be recorded regularly in the Observation Record Book with SENCO.

The following are provided as contacts and are not specifically endorsed by the school. Request you to please contact them to find the most suitable service for you.

Child Early Intervention Medical Centre

FZLLC Al Razi Building, Block B, Suite 2010, Dubai Health Care City, P O Box 505122

Tel: 04-4233667

Stepping Stones

Tel +971 4 3635433

Web: www.steppingstonesca.com

Reach out

Tel +971 4 4489173

Senses Tel +971 4 394 8765

Genesis Dubai
Tel: +971 4 335 5578 +971 50 4853160

Special Families Support (SFS)
Tel: 04 360 5654/04 3349818
Web: www.sfs-group.net

Rashid Paediatric Therapy Centre
Tel: +971 4 3400005 

Kids In Motion Therapy Services (Shadow Support)

Block C, Building # 64 Street # 20, Oud Metha Road – Dubai

Phone: 04 422 9147

Documents to support Inclusion policy

  • Admission policy and procedure
  • Professional code of practice
  • Child Protection Policy
  • Gifted and Talented Policy
Document: Inclusion Policy
last Review: June  2016
Next Review: September  2017 (reviewed)
Version: Working document