Al Salam Private School

Dubai, UAE

THE DETERMINED ONES POLICY

(FORMERLY KNOWN AS THE SPECIAL EDUCATIONAL NEEDS & DISABILITY & INCLUSION POLICY)

The Determined Ones Policy

Please note as of this academic year onwards, students who were known as having known as ‘SEND’ (Special Educational Needs and Disabilities) are now known as the ‘Determined Ones’ as per the decree of His Highness Shaikh Mohammad Bin Rashid Al Maktoum, Vice-President and Prime Minister of the UAE and Ruler of Dubai.

Table of Contents

1. Rationale of the Policy
2. Definition of Inclusion
3. Implementation of the Inclusion of Students of Determination
4. Leadership and Management

1.  The Inclusion team

5. Identification
6. New Admission and re-registration of Children with Special Educational Needs
7. Organisation of Class groups
8. The Individual Education Plan (IEP)
9. The Group Learning Profile  (GLP)
10. Curriculum Modification

1. Level 1 Quality Teaching
2.  Level 2 Modification of curriculum

11. Partnership

1. Partnership with Parents
2. Partnership with Assessment Centres and Training Organisations
3. Partnership with Other Mainstream and Special Education Institutions
4. Partnership with the Governing Body

12. Professional Development Training
13. Special Arrangements for Examinations
14. Complaint Procedures
15. Monitoring the success of the SEND Policy
16. Evaluating the success of the SEND Policy
17.  Management of the Policy

Inclusive Education Plan

Rationale of the Policy

Al Salam Private School is dedicated to positive growth of its students in all areas of life. At Al Salam, we believe that every child is special. Our aim is to provide a well-rounded program appropriate to the diverse intellectual, social, emotional and physical needs of students at both ends of the spectrum of ability, those experiencing SEND as well as those who are Gifted and Talented.

Al Salam School fosters understanding, tolerance and respect for other people however different they are, and a sense of community and care.

Definition of Inclusion

Following the UN Convention on the Rights of Persons with Disabilities (2006), we strive to provide an inclusive educational environment for our students at all levels. Providing an Inclusive education requires that Al Salam School is a supportive and engaging place for all school community members. It ensures that Al Salam builds a school community that values, celebrates and responds to diversity. Providing an Inclusive education is reinforced by respectful relationships between learners and school community members and is supported by collaborative relationships with parents. This is achieved through communication, learning partnerships, participation and consultative decision-making.

Definitions:

• Special educational needs are defined as ‘Educational needs that are different from those of the majority of students, and which arise from the impact of a disability or recognized disorder.’ Being identified with a special educational need could mean that students require specialist support, specific curriculum modification or individualised planning to ensure that they make the expected levels of progress given their starting points. (KHDA 2015)
• Gifted and talented students are those who are exceptionally able and are understood to require opportunities for enrichment and extension that go beyond those provided for in the general cohort of students.

Implementation of the inclusion of students of determination (formerly known as those with special needs and disabilities

Our philosophy is in line with the Ministry of Education (MOE) policy on Inclusion, General Rules for the Provision of Special Education Programs and Services (Public & Private Schools).  This policy has set a clear guideline on the inclusion of Students of Determination in a least restrictive learning environment.  

Al Salam school is committed to the following:

• The basic principle of the least restrictive environment requires that Al Salam school provide a variety of available options for students of Determination and that these are designed to meet the diverse and changing needs of students.
• Providing a least restrictive environment constitutes Inclusion in the regular education classroom along with community based and classroom supports.
• Inclusion means that Al Salam School is committed to ensuring that students with disabilities can access suitable services in places where they can learn successfully

Leadership and Management

The Inclusion Action Team

The following have responsibility for managing the school’s response for students with Special Educational Needs and Disabilities

The Inclusion champion (also the Head of Inclusion)

• Provides leadership and direction to strengthen the capacity of inclusion at  Al Salam School.
• Provides a key point of contact for support and advice to the board of governors principal, school leaders and teaching staff about evidence-based inclusive practices focused on improving the educational outcomes of all students.

Board of Governors:

• Oversees the development, implementation and review of a Whole School Inclusion Policy.
• Enables a periodic review of the range of curriculum provision within the school.
• Provides resources for the professional development of staff in supporting students of Determination.
• Ensures that the rights of parents are upheld in the school.

Principal:

• Has overall responsibility for ensuring that the special educational needs of students are met.
• Works with the Inclusion Champion, Board, Staff and Parents/ Guardians in the development of Whole School Inclusion.
• Ensures that mainstream teachers are aware of their responsibilities in relation to the education of students of Determination.
• Ensures adequate accommodation and resources.
• Provides a secure facility for the storage of records.

Head of Care and Guidance (C&G):

• Works with the Head of inclusion, Staff and Parents/Guardians, Designated SEND Governor /Inclusion Champion, in the development of Whole School Inclusion.
• Works closely with the Senior Leadership Team and department heads and teaching staff in coordinating the provisions for students of Determination
• Ensures that mainstream teachers are aware of their responsibilities in relation to the education of students with special needs.
• Monitors implementation of learning support programmes and selection of students for learning support.
• Consults and liaises with outside bodies and agencies.
• Provides for in-service training for staff.
• Promotes the involvement of parents of students with special educational needs.
• Ensures the C&G Department staff are aware of, and follow, procedures for the safekeeping  and security of sensitive files and documents
• Organises a Department budget and purchase resources.

Guidance Counsellor:

• Administers diagnostic assessment tests to students when academic concerns are raised.
• Counsels in personal, social, emotional, educational and career development.
• Provides career information management.
• Consults with the C&G staff, staff and parents.
• Provides referrals to other professionals and agencies.
• Works collaboratively with SEND or other Professionals to provide an holistic care package for children with complex needs
• Provides parent counselling especially in the Early Years department, in conjunction with the SEND staff, to enable clarity about the child’s  educational or social needs.
• Is a member of the Care and Guidance Team and attend a weekly timetabled meeting as part of that team

The following work on a day-to-day basis with students of Determination:

Head of Inclusion:

• Is a member of the Care & Guidance Department and attends a weekly timetabled meeting as part of that team.
• When a family is seeking admission for their child of Determination, advises the Head of C&G on the specific child's needs and how these will be met in the current environment.
• Coordinates new Determined Ones’ admission procedures and settling into school with all involved.
• Coordinates Individual Education Plans (IEPs) for students of Determination in consultation with parents, student, C&G team, outside agencies, and teachers.
• Advises on alternative curriculum such as ASDAN where a student may require a more vocational approach
• Trains the C&G team on increasing skill acquisition for students. This training will have both a theory-based element and a practical based element.
• Trains the C&G team on student behaviour management using the principles of Applied Behaviour Analysis. This training will have both a theory-based element and a practical based element.
• Coordinates the work of the SEND team.
• Liaises with guidance counsellor(s) and other staff members in relation to the selection and implementation of tests and other means for assessing students’ achievement and progress.
• Coordinates reasonable Accommodations at Examinations in consultation with the Counselling Department.
• Facilitates communication and provides advice on SEND issues to subject teachers as required.
• Liaises with the medical team to ensure the needs of the students of Determination on the medical list are met.
• Maintains files and documentation of students of Determination
• Ensures sensitive documents and files are kept securely and data protection standards are consistent across the SEND Department
• Coordinates internal assessments to help initial identification of students of Determination
• Communicates with parents/guardians if it is deemed that their child is in need of additional small group support teaching.
• Meets and advises parents as required.
• Liaises with the other independent primary and secondary schools in Dubai and attends relevant conferences in order to gather information about the learning needs of students of Determination.
• Monitors and reviews the progress of students experiencing SEND)
• Contributes to the in-service training for teaching staff on SEND issues and share strategies with teachers, Counsellors, Teachers Assistants (TAs) Learning Support Assistants and parents
• Seeks professional growth through reading, attending workshops and refresher courses.

Class/subject Teacher:

• Has primary responsibility for the progress of all students in his/ her class.
• Uses a patient, positive and consistent teaching approach.
• Collaborates with the Head of Inclusion and/or Senior in identifying pupils who may have general or specific learning difficulties.
• Attempts, as far as possible, to differentiate the curriculum appropriately to meet the needs of all pupils in the cohort e.g. setting objectives at appropriate levels, modifying presentations, questioning appropriately.
• Provides learning activities and materials that will enable success.
• Understands the role of the LSA and ILSA and utilises their skills appropriately

Learning Support Assistant (LSA):

• Works with the Head of Inclusion and teachers.
• Supports the literacy, language for learning, and numeracy needs of students.
• Supports classroom behaviour interventions
• May provide 1:1 Learning Support Assistance for a specified student.
• Ensures that students follows generalized group instructions, demonstrates on-task behavior and work towards independent task completion, while accessing the age-appropriate or modifies school curriculum.
• Helps to facilitate student social interactions, with the ultimate goal of helping to establish and maintain meaningful social relationships.
• Assists the class teacher in generating and applying any curriculum modifications/adaptations that are deemed necessary.
• Uses a patient, positive and consistent teaching approach that employs the principles of Applied Behavioral Analysis (ABA). Using desirable consequences (reinforcement) to increase preferred behavior, while using undesirable consequences (lack of reinforcement) to decrease non-preferred behavior.
• May be involved in co-operative teaching in mainstream classes with mainstream teachers.
• May withdraw students for additional classes in particular subjects.
• Assists the Head of Inclusion in the gathering of information for IEPs for students with special educational needs from assessment reports by outside professionals and in-school assessment.
• Is involved in the administration of standardised and diagnostic tests.
• Is involved in the in-class practical training of the Independent Learning Support Assistant (ILSA)
• Maintains accurate daily progress notes, data collection, attendance records and updates all paperwork in a timely manner.

Independent Learning Support Assistant (ILSA):

• Provides 1:1 Learning Support Assistance for a specified student.
• Ensures that the student follows generalised group instructions, demonstrates on-task behavior and works towards independent task completion, while accessing the age-appropriate or modified school curriculum.
• Helps to facilitate social interaction, with the ultimate goal of helping to establish and maintain meaningful social relationships.
• Assists the class teacher in generating and applying any curriculum modifications/adaptations that are deemed necessary.
• Uses a patient, positive and consistent teaching approach that employs the principles of Applied Behavioral Analysis (ABA). Using desirable consequences (reinforcement) to increase preferred behavior, while using undesirable consequences (lack of reinforcement) to decrease non-preferred behavior.
• When the ILSA is engaged in assisting a student or a group of students in relation to a particular learning task, this should always take place in accordance with the directions of the teacher who has assigned the task.
• An ILSA is expected to treat all matters relating to school business and their work in the school as strictly confidential
• Works together with Head of Inclusion, Counsellor, class teacher and parents in the development of the child’s individual goals and objectives.
• Helps Class Teacher in conjunction with the Head of Inclusion to plan, develop and implement recommended strategies and accommodations.
• Alerts Class Teacher and Head of Inclusion of any problems arising from regular interaction within the school.
• Carries out educational or therapy procedures that are stated in the child’s IEP targets with training from relevant professionals
• Performs other appropriate duties and responsibilities assigned by the Head of Inclusion or Head of Section (accompanying on field trips, school assemblies, outdoor activities)
• Attends any pre-service and in-service training sessions provided by the Department of Inclusion
• Attends and participates in required meetings.

Parents/Guardians:

• Al Salam recognises the right of parents / guardians of students of Determination to be involved in and consulted about the programme of education available to their child.
• Parents are encouraged to actively communicate with the school if they observe any learning or related difficulties at home.
• In all cases where screening, assessment and profiling are conducted, parents are consulted and their permission sought.
• Parents are expected and required to be actively involved in developing with the school the IEP for their child

Student:

• Students’ views about their IEP or GLP are sought at an appropriate way and level  to ensure that goals are is student-centred.
• A student for whom an IEP or GLP is being developed is consulted as an essential   part of the development process.
• Students are encouraged to approach the Head of Inclusion if they have concerns about their learning.
• Students are encouraged to contribute to the learning targets as set out in an IEP or GLP

Identification

Procedure for the identification of students of Determination

Parents may indicate on the student information form on enrolling in the school of special needs that have been previously identified.

• The Head of Inclusion or principal meets parents to request information regarding any special educational needs.
• The Head of Inclusion and the Guidance Counsellor may consult with the previous school teachers and may arrange to visit the school and observe the child in class.

• A class teacher, curricular teacher and /or Year Head can refer any student they are concerned about to the Care and Guidance Team. Referral forms are available on the google drive. Information for referral to the Inclusion Department may be  based on:

• Structured and unstructured environmental observations by teaching staff
• Head of Inclusion classroom observations
• Observations by C&G department members, relayed to the Head of C&G or Inclusion
• Teachers’ classroom observation
• Information obtained from parents
• School assessments
• Class tests
• Formal School examination

• Baseline assessment
• CAT4 administered across the school as an identification tool to complement assessments already in place-giving the school in depth information on learning styles, and levels of learning and specific knowledge about the child’s ability in language, numeric and spatial areas.

• Informal assessments using Licensed computerised assessment tool- GL - Together and SNAP-Infant to facilitate effective internal assessments.
• Medical, Therapy and Psychoeducational reports

New Admission and re-registration of Children of Determination

Based on the Federal Law no:29/ 2006, article 12 of the second chapter on education, states that, ”Special needs do not constitute, in themselves, an impediment in seeking affiliation or enrolment or admission to any educational institution, whether public or private”

Al Salam School will not deny enrolment or re-enrolment on the basis of a prospective or existing student having a Special Educational Need or a disability.

A student will be accepted on the following grounds:

• The existence of a class without a Wave 3 student in the year group to which the student has applied, and therefore a vacancy.

• Al Salam has a policy of only one Wave 3 student per class

• The student is able to learn and function within the limitation of this school’s facilities, for example:

• Al Salam does not have a set of lifts so the student would need to be able to negotiate the stairs.

• A student with excessive sensory needs would not be able to be adequately supported because Al Salam school does not have space for a sensory Integration room or a swimming pool.

• Parents who commit to actively partner with the school in their child’s progress

• The family must be willing to shoulder the cost of an Independent Learning Support Assistant (ILSA), should the school deem that, based upon the professional advice given in the Full assessment that is required for all wave 3 students, intensive 1:1 support is necessary.
• The family must be willing to shoulder the cost of any individual or group additional support provided for the child by the school.
• The family must be prepared to provide any required physical aids and appliances to facilitate the child being in school
• In some cases, the parents must be willing to agree on the need to engage external consultants who will assist the school in the inclusion of their child experiencing SEND.

Exceptions

• If one or more of the above conditions are not able to be met, and in the opinion of the school, the child's needs can no longer be met without detriment to the education of other students, the child will not be admitted / re-admitted
• The management reserves the right to accept or deny admission / re-admission  to a prospective student on the grounds outlined above

Organisation of Class Groups

All classes are mixed ability. In Year 1, classes are banded for Arabic. All other classes are mixed ability for all students.

Allocating levels of provision

Currently, the school follows a mixed model of support. Students with additional needs will be classified as needing support at either Wave 1, 2 or 3.Skip Navigation

• Wave 1 provision: In class teaching through differentiation with the application of any accommodations and modifications that have been identified as necessary.

• The classroom teacher will provide this support
• Students may be on a reduced timetable with the agreement of the student and parents/guardians. 

• Wave 2 provision: Small Group withdrawal for literacy and numeracy

• The LSA will provide this support and the parents will be asked to pay a nominal fee per session
• Students may be on a reduced timetable with the agreement of the student and parents/guardians. 

• Wave 3 provision: Students needing long term or intensive support

• 1:1 intensive support will be provided by the ILSA
• Students may be on a reduced timetable with the agreement of the student and parents/guardians. 

Wave 1

For most students differentiated teaching in the classroom will be sufficient and will help them address any additional needs and every teacher is expected to differentiate the learning in their classroom to meet the needs of all students. These students will not be included on the SEND register, but will be placed on a Wave 1 Monitoring Register. The class and subject teachers, to ensure that they are making good progress, will closely monitor them. This monitoring will be in consultation with the Inclusion Department.

Note: Children with specific learning difficulties such as Dyslexia and dyscalculia who may require some curriculum modification and accommodations but for whom necessary accommodations and differentiated teaching in the classroom is sufficient will be included in this section.

Gifted and talented children who will require differentiation and an enriched curriculum will also be included in wave 1.

Wave 2

Some students will need additional support in order to make progress or overcome a particular barrier to learning. This support may only need to be short term and may be in specific areas such as literacy, numeracy or areas of social and emotional understanding. Students needing short term or specific intervention will move to Wave 2 level of provision. At Wave 2, the classroom teacher holds the main responsibility, with support from the Inclusion Department. These students will be included on the Special Educational Needs Register and progress will be monitored by the Head of Inclusion. Progress will be conveyed formally to the parents at least termly. There will be an additional charge for some areas of Wave 2 provision

The format of Wave 2 provision will be dependent on the identified needs of the individual student, and is likely to contain the following elements:

• Group Learning Profile
• Short-term, literacy or numeracy targeted interventions, which will be delivered by an identified LSA.
• Classroom support to ensure child is on task

Provision at Wave 2 may also include:

• Speech & Language therapy
• Targeted support for areas of emotional difficulties delivered by the counseling department

Note: Provision for Wave 2 in the Secondary School

Recently there has been an extension of SEND support into the secondary section. LSA’s have been deployed to effectively provide support for specific students of Determination. They collaborate actively with the teacher to make directed provision for each student of Determination. However, In many cases small group literacy or numeracy work which involves withdrawal from class, is not appropriate for this age group.

Thus if the identified needs of the individual student involves discretion then provision is likely to contain the following elements:

• Group Learning Profile
• In class support will be discreetly provided by the LSA. In order to achieve this the LSA will assist any child in the class that needs assistance .

Wave 3

Students needing long term or intensive support will be moved to Wave 3 level of provision. If a student has been assessed as needing Wave 3 intervention, this means that Al Salam believes that the student will not make significant progress unless additional provision is made and without this the student is likely to fall further behind his or her peers as the year progresses.

At Wave 3 responsibility for the student is shared equally between the Class/Form teacher and the Inclusion department. Wave 3 provision involves developing an Individual Education Plan for the student that will identify the individual needs of the student and ensuring that a programme of intervention is delivered to target these needs. This programme will be monitored by the Inclusion department in collaboration with the class/subject teachers and will be regularly reviewed with parents and students on a termly basis. Adjustments will be made to ensure progress. Wave 3 level of support will normally involve the employment, by the parents, of an ILSA  to support the student.

The format of Wave 3 provision will be dependent on the identified needs of the individual student, and is likely to contain the following elements:

• An Individual Education Plan (to be reviewed at least termly) which includes a summary of the needs and recommendations and is given to all relevant staff.
• Individualised programme of intervention that will involve regular 1 to 1 input on key targets.
• ILSA to provide 1:1 support whilst ensuring the child is as independent as possible
• Named LSA Mentor to monitor progress and oversee delivery of intervention
• Targeted support in class to support learning where needs present a barrier to learning.
• Regular reviews of progress and setting of new targets (formal reviews each term, plus informal reviews as needed but at least every 6 weeks)
• Close collaboration between school and parents

In addition, the support programme may include:

• Group withdrawal classes
• Use of ICT based intervention programmes
• Involvement of external professionals or internal specialist intervention for speech and language issues

The Exceptionally Able Student:

• Students who require opportunities for enrichment and extension that go beyond those provided for the general cohort of students are deemed to be exceptionally able.
• Students may excel in various areas and the school will, as an inclusive learning community, support them and encourage the development of their special abilities.
• The school plans to provide extension activities where additional challenges will be  devised to challenge these students.
• When, after  careful observation, recommendations from the Class Teacher, and discussion with the Head of C&G / Inclusion, it is decided to put a child up to a class above his age level, this is monitored closely and academic as well as emotional support is given  by C&G staff.

Students who have exclusion permission from certain subjects

Those students who, for religious or other reasons, do not attend classes in subject such as French or Islamiyat do not strictly come under the SEND department.

However, for the purpose of ensuring all students have access to quality learning across the full school day, the SEND Department takes an informal role in ensuring these students are occupied profitably during these lessons.

With access to online and student ipads, supervision for students in these sessions can be done with students remaining in class but having their individual  programme of learning to do.

Students with Physical Difficulties:

• Students with physical difficulties (permanent or temporary) may require additional support. This support may take the form of:

• ILSA support
• Provision will be made for individualised chairs and booster cushions, foot supports, non slip table mats, ramps and hand hold supports etc.
• For students with Physical challenges an Occupational Therapy assessment of the school environment and child specific requirements for functioning in school is a pre-requirement for admission in the school. Reassessment will be required periodically as the child’s growth demands different provisions.
• Assistive Technology and communication support using AAC or other technology that may be required will be provided by the parent in consultation with school and outside professionals.
• Modified assessment procedures
• Support Teaching

Assessment of students referred to the Inclusion Department

• Informal assessment may involve all or some of the following:

• Observations from Head of Inclusion and /or mainstream teachers.
• Observations from C&G staff
• Consultations with parents.
• Meeting with student.

• Formal assessment may involve some or all of the following:

• Review of entrance tests.
• Review of in-house exams and reports.
• Standardised assessment.
• Behavioural record if appropriate.
• Consultation with Guidance Counsellors.

• Referral to outside agency/ agencies.

Following this stage, decisions are made as to the appropriate support warranted:

• There is no need for further action.
• There is a need for monitoring and support in a mainstream setting.
• Purposeful withdrawal for additional support is desirable.
• It may be decided that further investigation is required and parents will be advised in relation to assessments.

When a student is identified with Special Educational Needs:

• In a situation where a student is identified as needing additional support, an IEP  is drawn up in consultation with stakeholders.
• Priority learning needs are identified and a time frame for the attainment of targets is included.

• Targets are set for each priority learning need and strategies and resources required are identified.  
• An IEP is a working document and may change according to needs, resources and/or other unforeseen circumstances.
• The IEP is developed and reviewed periodically. This review may take into account the perspectives of both parents and staff.
• All records pertaining to the student will be retained on the student file.

Monitoring and Evaluation

The monitoring and evaluation of the programme will be conducted on an ongoing basis throughout the year by the Head of Care and Guidance and the Head of Inclusion.

The Individual Education Plan (IEP)

An Individual Education Plan (IEP) is a child-friendly document prepared in collaboration with the student, his/her parents, the concerned teachers and the Inclusion Department. Input from each stakeholder is collected and used at the time of the IEP preparation. The Parent / teacher collaboration in forming IEPs, has resulted in distributed ownership in implementing the process. The involvement of external agencies is also accounted for.  

The IEP charts the learning and/or behavioural targets that the child is working towards, and describes the adaptive strategies and accommodations required to help the child achieve these targets. The targets are explained to the parents and a hard copy sent to them. Progress towards targets made is discussed at Parent-teacher meetings or by request at other times through discussions with the class teacher and/or Inclusion Department.

The IEP review, takes place termly and decisions are made about the future actions that may be taken to meet the child’s needs. These may be to;

• Review the targets and goals

• Reduce the amount of help, thereby encouraging the student to become an independent learner

• Change the learning intervention if there has been little progress
•  Parents’ role in partnering with the school is crucial for the student’s development and   progress.

The Group Learning Profile  (GLP)

This is provided for Wave 1 and Wave 2 Students and provides a summary of the needs and recommendations to enable the class teacher and subject teacher to differentiate their lesson and thus provide effective teaching for  the student in the classroom environment.

Information provided on the GLP include:

• Details of the child’s strengths and interests
• Areas of difficulty and strategies to address these
• Details of additional support required
• Access arrangements
• Category of need
• Any medical issues etc

Curriculum Modification

Curriculum modification is facilitated for those students who are unable to keep pace with their grade level expectations.

Level I – Quality teaching 

Modification of the teaching based on grade level curricular goals and target expectations as a system can be applied to all students (Waves 1 & 2). This modification can be achieved through quality teaching involving differentiated techniques and engaging the students’ different learning styles. The teacher will design and plan lessons to make sure that academic targets are realistic but challenging.

The modification to the curriculum should not be more than a grade level below the student’s grade level expectations/Matrix targets (expected vs. actual grade level)

Long term goals include making progress towards increased achievement of curricular expectations and targets, greater independence, communication, improved critical thinking and problem solving skills, collaboration, practical and creative application of their knowledge.

The aim is to remove any identified barriers preventing them from achieving all their grade-level curriculum goals since they may not fall within a Determined Ones (formerly known as SEND) barrier in their ability to learn. These students may require Group support / part-time individual support to help them.

Level II – Modification of Curriculum

In addition to quality teaching, students for whom the level of their performance is more than a year below their grade-level expectations may require full/part time support in order to remove SEND barriers to their learning. Support maybe required for language/numeracy and/or other co-curricular subjects including break-times.

They will be assessed based on their modified curriculum expectations and targets. All parties within the school as well as the parents must have clarity that the students’ assessment results are a reflection of their performance within their IEP/modified curriculum.

The Head of Inclusion is qualified in the implementation of the UK based ASDAN program and, where a student may be thought to require a more vocational approach, will meet with the parents, teachers (and student) during the IEP meeting to discuss the merits of this alternative curriculum.

Partnership

We recognise that in order for students with special needs to achieve their maximum potential the key is to establish and maintain ongoing partnerships with a number of parties. Specifically, such partnering members include the following:

Partnership with Other Staff Members within the School

All departments and staff members within the school collaborate to ensure that the needs of Students of Determination are met.  This collaboration is extremely important especially with the class teachers and/or individual subject teachers who remain responsible for the modification, implementation and outcomes for the student’s educational program. Partnership with other personnel in the school will enable Students of Determination to have access to psychosocial, health, canteen, sports, extra-curricular activities, and transport facilities.

Partnership with Parents

• The school always seeks to build a positive relationship with parents and caregivers of children with special needs and the students themselves in numerous ways:
• Provide advice and information to parents about SEND provisions and arrangements for students of Determination.
• Obtain parents’ input as well as that of the student in the framing of the IEP targets, also ensuring that the parents receive a copy of the child’s IEP
• Invite parents to review progress towards the targets at the parent- teacher meetings or at end of term review meetings.
• Encourage parents to be actively involved with the school to help children overcome their difficulties
• Work along with other professionals such as external education assessors and outside agencies for expert assistance after seeking parental consent.
• The school assists parents in scheduling appointments for external assessments.
• The school provides a pre-assessment document detailing the performance of the student at school, when required, to take to external agencies.
• Conduct workshops for parents on related topics for improved family well-being

Partnership with Assessment Centres and Training Organisations

The school realises the importance of maintaining close ties and engaging a multidisciplinary team to meet the additional needs required by students of Determination:

• This multidisciplinary team provides formal diagnostic tests in addition to advice on intervention and strategies
• In specific cases, the therapist visits the school at regular times to conduct ongoing sessions in the classroom setting and trains SEND staff working with the student
• The school will accept and implement advice on strategies to meet the needs of Students of Determination. These include speech and language, behaviour and occupational therapists, educational psychologists and psychiatrists.

Partnership with Other Mainstream and Special Education Institutions

The school has developed inclusive links with other mainstream schools. These links have mutual benefits for both staff and students. Sharing of best practices occur during these pre-arranged meetings.  The school profits from curriculum expertise of other institutions which assist students to access a suitable curriculum for them. These institutions in turn benefit from part and full-time placements for their students, use of shared resources etc.

This, therefore results in:

• Continuity and progression of curriculum provision
• Transfer arrangements and reviews
• Resources
• Sharing of best practices
• Community service exposure for senior students

Partnership with the Governing Body

• A member of the Board of Governors has designated responsibility for SEND, and is a formal member of the School staff.
• The SEND Board Member relates directly with the Head of C&G, and the Head of Inclusion, having regular meetings to discuss issues of concern and development.
• The Governor relates the Government’s stance on Determined Ones and Inclusion to the efforts of the school to improve and expand its Inclusiveness
• Provides guidance and support regarding matters related to policy making and growth measures.
• SEND issues are discussed by the Governor in the context of broader school policy and development. They are noted when observations of class teaching, are observed in class teaching, and are discussed with Heads of Departments within the whole-school context.
• The Governing member also reports back to the Governing Board any observations and matters related to SEND goals and challenges.

Professional Development Training

The school understands the need for teachers to be updated on the latest practices and strategies in order to enhance their skills for teaching students of Determination.

Appropriate training will be offered with the aim of ensuring that all staff can develop their existing skills and competencies to confidently meet a wide range of students’ learning needs.

Training is conducted in various forms:

• The SEND Department and/or teachers conduct in-house workshops and share good practices and strategies with each other
• Specialists are invited        to provide an insight into the related areas of ability of specific Students of Determination
• Teachers attend training conducted by external agencies.
• Regular mentoring takes place  to strengthen the skills of the Inclusion staff  to work more effectively with Students of Determination

Special Arrangements for Examinations

The school follows the Cambridge Curriculum, therefore access arrangements are applied for the Students of Determination at Checkpoint Exams with the Cambridge Examination Board.

• Students of Determination are considered in accordance with the regulations set by the Examinations Board.
• These arrangements are specific to the student and are specified in the IEP, and include accessing extra time,        prompts, a reader, a transcript, a scribe, a modified paper, use of calculator/ other assistive devices, coloured or text modification.
• Pupils will be only considered in accordance with the Exam Board regulations and recommendations made for individual students in their psychoeducational reports.
• The arrangements sought should present the normal method of learning for the student of determination as stated in the IEP
• The final decision regarding these arrangements remains with the Head of Examinations as well as the Head of Inclusion.
• Once it has been agreed that a pupil qualifies for special arrangements it is the responsibility of the examinations officer to ensure these are implemented.

Complaint procedures

Complaint procedures for the special education needs student mirrors the other complaint procedures which are normally followed by the school.

Monitoring the Success of the SEND Policy

Evidence of the effectiveness of this policy regarding progress in learning or improvements in behaviour for Students of Determination will be shown by:

• On-going teacher and SEND department observations of the child in the daily classroom setting
• Differentiated planning done by all teachers in collaboration with the LSA and supported by the SEND department to ensure provisions are in place to support Students of Determination in class.
• Records and evidence of the child’s work showing progress towards curriculum objectives
• Evidence of progress towards targets at the IEP reviews:
• Records and evidence of the child’s progress towards improving behaviour
• Discussions at an appropriate level with the child about their progress
• Discussions with parents about the child’s progress
• Discussions with outside agencies about the child’s progress
• Students of Determination participating in school events and extra-curricular activities
• Parents through the PALS (Parents of Al Salam) group welcoming inclusion and showing an understanding of Students of Determination

Evaluating the Success of the Determined Ones (formerly known as SEND) Policy

The success of the policy will result in the needs of all students of Determination  being met by:

• Having systems in place to identify children of Determination within the first two terms of attending school.
• Making use of good practice in planning for, teaching and assessing children experiencing SEND.
• Effective monitoring of the IEP structure and procedures
• Teachers who differentiate their lesson plans effectively and provide extension challenges across the spectrum of abilities in their classrooms
• Highlighting inadequate progress through monitoring and arranging for additional and/or modifying intervention.
• Having a positive and effective partnership with parents as evidenced by meeting minutes and parent teacher meetings.
• Evidence of a multidisciplinary approach through collaboration with external agencies providing input to Students of Determination
• Having a School Admissions Policy that shows a balanced approach to ensuring appropriate ratios of children of Determination across the school sectors, and a fair admission criteria.

Management of the Policy

The Board of Governors will oversee the policy, ensure its implementation and review its content on an annual basis.  A designated Governor will work alongside the Inclusion Department.

The Designated Governor will report on SEND provision within the school to the governing body annually.

The Head of Inclusion will provide regular updates to the Principal to ensure compliance and appropriate modifications of the curriculum for Students of Determination.

Signed by:

Chair of Governors

Principal

Date

Appendix 1

Conditional registration

Individual Learning Support Assistant letter

Appendix 2

• Observation Request form
• Referral forms
• FS
• 1-3
• 4-12
• IEP format
•  Determined Ones (formerly known as Determined Ones (formerly known as SEND)) ongoing Observation form
• Informal assessment may involve all or some of the following:

• Observations from Head of Inclusion and /or mainstream teachers.
• Consultations with parents.
• Meeting with student.

• Formal assessment may involve some or all of the following:

• Review of entrance tests.
• Review of in-house exams and reports.
• Standardised assessment.
• Behavioural record if appropriate.
• Consultation with Guidance Counsellors.
• Referral to outside agency/ agencies.

• Following this stage, decisions are made as to the appropriate support warranted:

• There is no need for further action.
• There is a need for monitoring and support in a mainstream setting.
• Purposeful withdrawal for additional support is desirable.
• It may be decided that further investigation is required and parents will be advised in relation to assessments.

• When a student is identified with Special Educational Needs:

• In a situation where a student is identified as needing additional support, an IEP  is drawn up in consultation with stakeholders.
• Priority learning needs are identified and a time frame for the attainment of targets is included.

• Targets are set for each priority learning need and strategies and resources required are identified.  
• An IEP is a working document and may change according to needs, resources and/or other unforeseen circumstances.
• The IEP is developed and reviewed periodically. This review may take into account the perspectives of both parents and staff.

• All records pertaining to the student will be retained on the student file.