Learning Support & Inclusion Policy (SEND)

(Adaptation note: this policy adapts the source school's "Special Educational Needs, Disability, and Accessibility (SENDA)" policy. The title has been updated for Al Fajer Private School; the file name and policy reference are unchanged so the document pairs with its source. UK legislation on which the source was based does not apply in Bahrain and has not been carried over — and no other country's statute has been substituted; the graduated support cycle is retained as recognized good practice, described generically.)

DOCUMENT CONTROL

Table of Contents

1. Aims
2. Basis of This Policy
3. Definitions
4. Roles and Responsibilities
5. Learning Support Information
6. Monitoring Arrangements
7. Links with Other Policies and Documents

1. Aims

1.1 This Learning Support & Inclusion Policy aims to:

1.1.1 Set out how our school will support, and make provision for, students with special educational needs (SEN).

1.1.2 Explain the roles and responsibilities of everyone involved in providing for students with SEN.

1.2 Al Fajer Private School (AFS) is committed to ensuring that the necessary provision is made for every student. AFS is passionate about inclusive education for all and welcomes a diversity of culture and ability, striving to meet the needs of all children aged 3 – 12 years (KG1 – Grade 6) with a learning difficulty, disability, disadvantage or special educational need.

1.3 AFS believes that all children are entitled to an education that enables them to make progress so that they:

1.3.1 Achieve their best.

1.3.2 Become confident individuals living fulfilling lives.

1.3.3 Make a successful transition to the next stage of their education — including the move to their next school after Grade 6.

1.4 AFS believes that all children with a special educational need must have their needs identified and assessed, with appropriate and timely intervention put in place. All staff have due regard to the general duty to promote disability equality. AFS strives to deliver an appropriate curriculum to:

1.4.1 Provide suitable learning challenges.

1.4.2 Meet students' diverse learning needs.

1.4.3 Remove barriers to assessment and learning.

2. Basis of This Policy

2.1 This policy is grounded in the school's own commitment to inclusion and in the requirements of the Bahrain Ministry of Education. [NEEDS AFS INPUT: confirm the Ministry of Education inclusion requirements that apply to AFS, and any inclusion framework or standards AFS formally adopts]

2.2 The graduated assess–plan–do–review cycle described in Section 5.4 is retained from the source policy as recognized good practice for identifying and supporting learning needs; it is described generically and does not rest on any foreign statute.

3. Definitions

3.1 A student has special educational needs (SEN) if they have a learning difficulty or disability which calls for special educational provision to be made for them.

3.2 They have a learning difficulty or disability if they have:

3.2.1 A significantly greater difficulty in learning than the majority of others of the same age, or

3.2.2 A disability which prevents or hinders them from making use of facilities of a kind generally provided for others of the same age.

3.3 Special educational provision is educational provision that is additional to, or different from, that made generally for other children of the same age.

4. Roles and Responsibilities

4.1 The Learning-Support Coordinator

4.1.1 The school has one learning-support coordinator covering KG1 – Grade 6. [NEEDS AFS INPUT: confirm the learning-support coordinator role, the role holder's name and contact details]

4.1.2 The learning-support coordinator will:

4.1.2.1 Work with the Principal and the school leadership team to determine the strategic development of the learning-support policy and provision in the school.

4.1.2.2 Have day-to-day responsibility for the operation of this policy and the coordination of the specific provision made to support individual students with SEN.

4.1.2.3 Provide professional guidance to colleagues, and work with staff, parents and external specialists to ensure that students with SEN receive appropriate support and high-quality teaching.

4.1.2.4 Advise on the graduated approach to providing SEN support.

4.1.2.5 Advise on the deployment of resources to meet students' needs effectively.

4.1.2.6 Be the point of contact for external specialists and their support services.

4.1.2.7 Liaise with the next providers of education — including each student's next school after Grade 6 — to ensure students and their parents are informed about options and a smooth transition is planned.

4.1.2.8 Work with the Principal to ensure that the school meets its commitments on reasonable adjustments and on access arrangements for classroom learning and assessments.

4.1.2.9 Ensure the school keeps the records of all students with SEN up to date.

4.2 Governance Oversight

4.2.1 [NEEDS AFS INPUT: AFS ownership/governance — confirm who provides governance-level oversight of learning support] The person or body holding this oversight will:

4.2.1.1 Help to raise awareness of learning-support and inclusion matters at governance level.

4.2.1.2 Monitor the quality and effectiveness of SEN and disability provision within the school.

4.2.1.3 Work with the Principal to determine the strategic development of this policy and provision in the school.

4.3 The Principal

4.3.1 The Principal will:

4.3.1.1 Work with the learning-support coordinator to determine the strategic development of this policy and provision in the school.

4.3.1.2 Have overall responsibility for the provision made for, and the progress of, learners with SEN and/or a disability.

4.4 Class Teachers

4.4.1 Each class teacher is responsible for:

4.4.1.1 The progress and development of every student in their class.

4.4.1.2 Working closely with any teaching assistants or specialist staff to plan and assess the impact of support and interventions, and how they can be linked to classroom teaching.

4.4.1.3 Working with the learning-support coordinator to review each student's progress and development and decide on any changes to provision.

4.4.1.4 Ensuring they follow this policy.

5. Learning Support Information

5.1 The Kinds of Needs That Are Provided For

5.1.1 Our school currently provides additional and/or different provision for a range of needs, including:

5.1.1.1 Communication and interaction — for example, autism spectrum needs, speech and language difficulties.

5.1.1.2 Cognition and learning — for example, dyslexia, dyspraxia.

5.1.1.3 Social, emotional and mental health difficulties — for example, attention deficit hyperactivity disorder (ADHD).

5.1.1.4 Sensory and/or physical needs — for example, visual impairments, hearing impairments, processing difficulties, epilepsy.

5.2 Identifying Students with SEN and Assessing Their Needs

5.2.1 We will assess each student's current skills and levels of attainment on entry, building on information from previous settings and grade levels where appropriate. Class teachers will make regular assessments of progress for all students and identify those whose progress:

5.2.1.1 Is significantly slower than that of their peers starting from the same baseline.

5.2.1.2 Fails to match or better the child's previous rate of progress.

5.2.1.3 Fails to close the attainment gap between the child and their peers.

5.2.1.4 Widens the attainment gap.

5.2.2 This may include progress in areas other than attainment — for example, social needs. Slow progress and low attainment will not automatically mean a student is recorded as having SEN.

5.2.3 The school's first response is high-quality targeted teaching by the class teacher. Where progress continues to be less than expected, the class teacher will discuss their concerns with the learning-support coordinator. When deciding whether special educational provision is required, we will start with the desired outcomes — including the expected progress and attainment — and the views and wishes of the student and their parents. We will use this to determine the support that is needed, and whether we can provide it by adapting our core offer or whether something different or additional is required.

5.3 Consulting and Involving Students and Parents

5.3.1 We will have an early discussion with the student and their parents when identifying whether they need special educational provision. These conversations will make sure that:

5.3.1.1 Everyone develops a good understanding of the student's areas of strength and difficulty.

5.3.1.2 We take into account the parents' concerns.

5.3.1.3 Everyone understands the agreed outcomes sought for the child.

5.3.1.4 Everyone is clear on what the next steps are.

5.3.2 Notes of these early discussions will be added to the student's record.

5.3.3 We will formally notify parents when it is decided that a student will receive SEN support.

5.4 Assessing and Reviewing Students' Progress Toward Outcomes

5.4.1 We will follow the graduated approach and the four-part cycle of assess, plan, do, review (APDR).

5.4.2 The class teacher will work with the learning-support coordinator to carry out a clear analysis of the student's needs. This will draw on:

5.4.2.1 The teacher's assessment and experience of the student.

5.4.2.2 The student's previous progress, attainment and behavior.

5.4.2.3 Other teachers' assessments, where relevant.

5.4.2.4 The student's development in comparison to their peers and to benchmark data (for example, Renaissance STAR 360).

5.4.2.5 The views and experience of parents.

5.4.2.6 The student's own views.

5.4.2.7 Advice from external specialists, if relevant.

5.4.3 The support agreed is recorded in an individual support plan, which is shared with parents and with all staff who work with the student, and the assessment is reviewed regularly.

5.4.4 All teachers and support staff who work with the student will be made aware of their needs, the outcomes sought, the support provided, and any teaching strategies or approaches that are required. We will regularly review the effectiveness of the support and interventions and their impact on the student's progress.

5.5 Access Arrangements for Classroom Assessments

5.5.1 Where a student's needs call for it, reasonable adjustments are made to classroom assessments so the student can show what they know. These access arrangements — for example, extra time, rest breaks, an adult reading instructions aloud, adapted formats or a quieter space — are matched to the student's normal way of working in class and are coordinated by the learning-support coordinator with the class teacher.

5.6 Supporting Students Moving Between Grade Levels and Schools

5.6.1 We will share information with any school or setting the student is moving to — including the student's next school after Grade 6 — and we will agree with parents and students which information will be shared as part of this.

5.6.2 Records and information are passed on to the new teachers as students move up through the grade bands, and transition support is planned for students with SEN at each move.

5.7 Our Approach to Teaching Students with SEN

5.7.1 Teachers are responsible and accountable for the progress and development of all the students in their class.

5.7.2 High-quality teaching is our first step in responding to students who have SEN. This will be differentiated for individual students.

5.7.3 Interventions will be tailored to suit the needs of the child and delivered by the class teacher, a teaching assistant and/or the learning-support coordinator.

5.8 Adaptations to the Curriculum and Learning Environment

5.8.1 We make the following adaptations to ensure all students' needs are met:

5.8.1.1 Differentiating our curriculum to ensure all students are able to access it — for example, by grouping, 1:1 work, teaching style or the content of the lesson.

5.8.1.2 Adapting our resources and staffing.

5.8.1.3 Using recommended aids, such as technology, colored overlays, visual schedules and larger font.

5.8.1.4 Differentiating our teaching — for example, giving longer processing times, pre-teaching key vocabulary, or reading instructions aloud.

5.9 Additional Support for Learning

5.9.1 Learning-support assistants in the classroom will selectively support students on a 1:1 basis or in small groups, as deemed appropriate by the class teacher and the learning-support coordinator.

5.9.2 If a child is unable to access the mainstream curriculum due to their additional needs (educational, physical, behavioral or emotional), parents will be requested to provide a 1:1 personalized learning coach, authorized by the Principal and at the cost of the parents. [NEEDS AFS INPUT: confirm that this parent-funded 1:1 support arrangement reflects AFS practice and enrollment terms]

5.9.3 The acceptance of students with SEN is agreed by the learning-support coordinator and the Principal. Upon application, it is important that parents disclose all information regarding their child's learning needs, including any professional assessments and/or medical records. Failure to do so may risk the loss of the school place once the child has joined our school, if we are not fully equipped to best assist and support the child's development. As a child's profile of need changes and develops over time, conditional places are reviewed each year to ensure we continue to meet the changing needs of the individual.

5.10 Securing Equipment and Facilities

5.10.1 The school secures specialist equipment and facilities where a student's agreed support plan requires them, and keeps the physical accessibility of the campus under review. [NEEDS AFS INPUT: the corresponding clause in the source policy was left unfinished — confirm AFS's site accessibility plan and the process for securing specialist equipment and facilities]

5.11 Evaluating the Effectiveness of SEN Provision

5.11.1 We evaluate the effectiveness of provision for students with SEN by:

5.11.1.1 Reviewing students' individual progress toward their goals each term.

5.11.1.2 Reviewing the impact of interventions at least twice each term.

5.11.1.3 Using student questionnaires (student voice), in an age-appropriate form.

5.11.1.4 Monitoring by the learning-support coordinator.

5.12 Enabling Students with SEN to Engage in Activities Alongside Their Peers

5.12.1 All of our co-curricular activities and school trips are available to all our students, including after-school clubs.

5.12.2 All students are encouraged to take part in sports day, school performances, special workshops and similar events.

5.12.3 No student is ever excluded from taking part in these activities because of their SEN or disability.

5.13 Support for Improving Emotional and Social Development

5.13.1 We provide support for students to improve their emotional and social development in the following ways:

5.13.1.1 Students with SEN are encouraged to be part of class councils and to take on age-appropriate classroom responsibility roles.

5.13.1.2 Students with SEN are encouraged to take part in all co-curricular activities and clubs.

5.13.2 We have a zero-tolerance approach to bullying. [NEEDS AFS INPUT: an Anti-Bullying Policy is not in the current AFS policy set — author one, or route anti-bullying procedures through the Behavior, Rewards & Sanctions Policy and the Safeguarding & Child Protection Policy]

5.14 Working with External Specialists

5.14.1 The school works with accredited external specialists — for example, speech-language therapy or educational-psychology services — where families engage them; the school does not operate an exclusive partnership with any single agency. Any documentation and reports should be shared with the school so that recommendations may be incorporated into the classroom where possible, and specialists are welcome to attend on site where appropriate. [NEEDS AFS INPUT: the source policy contradicted itself here, claiming both openness to outside agencies and no partnership with any agency — confirm AFS's current arrangements with external specialists]

6. Monitoring Arrangements

6.1 This policy will be reviewed by the learning-support coordinator every year, and will also be updated if any changes to the information are made during the year. It will be approved by the Principal.

7. Links with Other Policies and Documents

7.1 This policy links to our policies on:

7.1.1 Behavior, Rewards & Sanctions Policy.

7.1.2 First Aid Policy — for students with medical conditions. [NEEDS AFS INPUT: the source referenced medical lists held by the school nurse — confirm AFS's nurse provision and where medical-needs records are held]

7.1.3 Admissions Policy — disclosure of learning needs at application (see 5.9.3).

7.1.4 Assessment, Feedback & Reporting Policy.