Welcome & Introduction Who We Are Meet the Team
Referral & Identification Process
Support Pathways
Planning & Documentation
Classroom Inclusion
Transition & Key Milestones
Pastoral & Emotional Wellbeing
Assessments & Access Arrangements
Parent Workshops & Events
FAQs
Contacts
At BSAK, we believe that every child is unique and brings their own strengths, interests, and learning profile to our school community.
Our Inclusion Department is committed to valuing and supporting all children, whatever their needs, and helping them to flourish both academically and emotionally. We are passionate about creating a learning environment where every child can access the curriculum, feel confident, and reach their full potential. As a parent or carer, you are an essential part of this journey, and we are here to support you every step of the way
Whether you are navigating a new diagnosis, exploring support strategies, or simply want to understand more about your child’s learning needs, our team is here to guide and partner with you
We hope this handbook serves as a helpful guide to inform you about the support available at BSAK and to answer any questions you may have about our inclusive approach It is designed to give you clarity, reassurance, and an overview of how we work in partnership with families to support each child.
If you have any further or individualised questions, please don’t hesitate to get in touch, our contact details can be found in the staff section at the end of this handbook. We are always here to help
Rachel Hinds Head of Inclusion
Inclusion at BSAK means ensuring that every child feels valued, supported, and able to thrive regardless of their learning profile, background, or individual needs We believe that true inclusion is not a place or a label, but a mindset and a shared responsibility. At the heart of inclusion is a sense of belonging ensuring that every child feels valued, accepted, and an integral part of our school community. Inclusion means Guided by our school agreement of being Ready, Safe and Kind, we work together to create a positive, accessible, and respectful learning environment where all children can engage meaningfully, grow in confidence, and reach their full potential.
At BSAK, RSK (Ready, Safe and Kind) is our agreement about who we are and how we will be in school. It is at the heart of everything we do, including how we support children with additional or different learning needs.
Being Ready means that every child is supported to access learning in a way that works for them This might include adapted resources, visual timetables, quiet spaces, or extra adult support, helping children feel confident and prepared to engage in school life.
Being Safe means that all children feel emotionally and physically secure in our environment. We create predictable routines, clear expectations, and safe spaces to help reduce anxiety and support emotional regulation particularly important for those who may find certain situations more challenging
Being Kind underpins our inclusive community We teach and model empathy, acceptance, and respect for everyone ’ s differences. Children are encouraged to celebrate diversity and support one another, ensuring that every member of our school feels seen, valued, and included
These values guide not only our behaviour and expectations, but also how we plan, teach, and support every learner - ensuring that all children, whatever their needs, have the opportunity to succeed and belong
At BSAK, we believe that inclusion is not a ‘ one size fits all’ model, but a flexible, responsive approach that puts the individual needs of each child at the centre Our aim is to remove barriers to learning and participation so that all children can thrive, not just academically, but socially and emotionally too. We see inclusion as a shared responsibility across the whole school community.
Inclusion at BSAK means actively recognising and responding to the rich diversity of our learners We understand that all children learn in different ways and at different paces, and we are committed to creating a school environment where everyone feels respected, supported, and empowered Our guiding principle is equity over equality ensuring every child gets what they need to succeed.
We embrace neurodiversity as a natural and valuable part of human variation. Our team uses strengths-based, respectful approaches that validate each child’s experiences and ways of thinking Rather than trying to "fix" differences, we focus on understanding them and adapting the environment or teaching methods to better suit the child. This includes listening to the student’s voice and involving them in decisions about their learning where possible.
Support at BSAK is layered and flexible. All children benefit from inclusive classroom practices such as differentiated teaching, visual aids, and positive behaviour strategies Some children may also need targeted small-group work or individualised support. For those with more complex needs, we offer personalised interventions and may involve external professionals to ensure the right level of provision is in place Whatever the level of support, our goal is to promote independence, confidence, and a love of learning.
Year 1, Year 4
Reception, Year 2, Year 3
Year 5, Year 6
At BSAK, the Inclusion referral process can be initiated by either a teacher or a parent who has concerns about a child’s learning, behaviour, or emotional development. Once a concern is raised, our Inclusion Team begins a structured process to gather information, observe the child, and determine the most appropriate support
The diagram below outlines each step of the process in more detail.
To help us better understand a child’s learning profile, Inclusion Teachers may carry out classroom observations and use a range of screening tools These might include standardised assessments such as the WRAT (Wide Range Achievement Test) or CTOPP-2 (Comprehensive Test of Phonological Processing), which help identify specific strengths and areas that may need support.
At BSAK, we use a three-tiered model to ensure that all children receive the right level of support at the right time. This approach allows us to respond flexibly to individual needs while promoting inclusion within the classroom and across the school. The tiers are also referred to as ‘Waves’ of support.
Tier One support is the foundation of inclusive teaching and is available to all students. It includes high-quality classroom strategies such as adaptive teaching, visual aids, clear routines, and flexible seating Teachers make small, thoughtful adjustments to ensure every child can access learning in a way that works for them. Some children may also receive short-term, targeted interventions at this level to help them succeed in the classroom.
Some children may require additional help to address specific gaps in their learning or social development Wave Two involves small-group support sessions delivered by Inclusion Teachers or Inclusion Assistants. These might include literacy or numeracy boosters, social skills groups, or emotional regulation sessions These interventions typically run for a set period of time and are reviewed regularly to measure progress
For children with more significant or persistent needs, Wave Three provides personalised, oneto-one support tailored to their specific learning profile This may include an Individual Education Plan (IEP), bespoke learning targets, and close collaboration with specialists such as Speech and Language Therapists or Educational Psychologists. In some cases, a child may also require a dedicated 1:1 Individual Assistant to support them throughout the school day These assistants are employed by BSAK but funded by parents. If this level of support is deemed necessary, the Inclusion Team will work closely with families to explain the process and ensure that appropriate support is put in place. The overall aim of Wave 3 support is to enable access to the curriculum while building the child’s confidence, independence, and wellbeing.
In line with ADEK policy, all children on the BSAK Inclusion Register will have a Documented Learning Plan (DLP). This ensures that their individual needs are clearly identified and supported. A DLP may take the form of an Individual Learning Plan (ILP), an Individual Education Plan (IEP), an Emotional Regulation Support Plan (ERSP), or a combination of these, depending on the nature and level of the child’s needs. The type of plan used is carefully matched to the support required to help each child thrive.
An Individual Learning Plan (ILP) is a school-based document that outlines the support a child may need to help them access learning ILPs are typically used for children who require some additional support but do not have a formal diagnosis or identified special educational need. They highlight key strengths, current areas of focus, and the strategies used in class to support progress ILPs are usually developed by the class teacher in collaboration with the Inclusion Team and are shared with parents to ensure a joined-up approach between home and school.
An Individual Education Plan (IEP) is a more detailed, personalised plan designed for children with identified and often more complex special educational needs. IEPs include specific learning targets, agreed strategies, and any interventions or specialist input being provided These plans are developed collaboratively with input from class teachers, Inclusion staff, external professionals (if applicable), and parents. The IEP helps to ensure that everyone involved in supporting the child is working towards clear and consistent goals
At BSAK, Advanced Education Plans (AEPs) follow the same format as our IEPs and are used to support students identified as twice-exceptional (2e) those who are both intellectually gifted and have additional learning needs such as ADHD, Autism, or a specific learning difficulty. ALPs are designed to recognise and nurture a student’s high potential while also addressing any barriers to learning These personalised plans ensure that both strengths and challenges are considered, allowing for a balanced and tailored approach that supports academic stretch alongside necessary intervention.
Some children may benefit from an Emotional Regulation Support Plan to help them manage big feelings, develop self-regulation skills, or navigate social situations. These plans are proactive tools that outline triggers, early warning signs, and agreed strategies for de-escalation or calming They are designed to be practical and supportive (not punitive) and are developed in close partnership with the child, parents, and relevant staff. The aim is to promote emotional wellbeing, positive behaviour, and a sense of safety and success in school
All Documented Learning Plans are reviewed regularly to ensure they remain relevant and effective. Typically, plans are reviewed on a termly basis, although adjustments can be made more frequently if needed. Parents are actively involved in this process and are invited to contribute to reviews, share their observations, and help shape future goals The Inclusion Team is committed to maintaining open, honest communication with families and values the insight and partnership that parents bring to the process.
On rare occasions, a child may benefit from having a Ready, Safe, Kind Plan to help them manage their behaviour and make positive choices. This plan is designed to support the child in understanding expectations and recognising how their actions affect themselves and others. It clearly outlines how staff will guide and support them, while also setting out the agreed consequences if unhelpful choices continue The aim is always to encourage reflection, promote self-regulation, and help the child feel successful and included in a safe and supportive way.
At BSAK, we use adaptive teaching to ensure that all children can access learning in ways that suit their individual needs. This means teachers adjust how lessons are delivered, the resources used, and the level of support provided Adaptations might include: visual schedules, simplified instructions, scaffolding of tasks to break them down into manageable steps, providing additional processing time These strategies are woven into everyday teaching to create an inclusive environment where all learners can participate, feel confident, and succeed
Nessy Numbers – helps pupils who experience difficulties with maths Nessy Fingers – teaches touch typing in an engaging and accessible way for those who find handwriting challenging.
We also use Google Read & Write, which has the following tools:-
Text-to-speech – reads text aloud to support understanding
Word prediction – suggests words to help with spelling and writing
Vocabulary support – provides definitions and explanations to build understanding
These tools help children access the curriculum more independently and confidently.
Inclusive support in all subjects (Arabic, PE, Music, Computing) uses strategies like pre-teaching, visuals, and adapted equipment. If safety is an issue, we find alternatives so every child’s day is accessible and rewarding.
We make effective use of assistive technology to support learners who may benefit from additional tools.
Programs such as Clicker 8 help with reading and writing by offering word prediction, speech feedback, visual prompts.
Nessy Reading & Spelling – supports children with dyslexia or reading difficulties through fun, phonics-based activities
At BSAK, we understand that key transition points can be both exciting and challenging for children, especially those with additional needs. We provide targeted support during these times, including extra visits to new classrooms, opportunities to meet new teachers/staff they will be working with, and transition meetings with families For students moving from Year 6 to Secondary, we work closely with the secondary school, from the end of Term 2 onwards, to ensure important information is shared and the child feels prepared and confident for the next stage of their journey
When children join or leave BSAK, we aim to make the experience as smooth and positive as possible. For new students, we provide a warm welcome, personalised settling-in support, and time to adjust to our routines and expectations For those leaving, we ensure that detailed handover information is passed to the new school and offer support to help the child say goodbye and feel confident about their next steps. Our goal is always to provide consistency, reassurance, and a sense of belonging
To support individual children through change, we often use social stories and transition plans tailored to their needs. Social stories help explain any new situation in a clear, visual, and reassuring way, while transition plans outline step-by-step support strategies and timelines These tools are especially helpful for children who benefit from structure, predictability, and visual cues, making change feel more manageable and less overwhelming.
The Inclusion Team will identify children who might benefit from this support in Term 3 and will begin the process in consultation with parents/carers and the Class Teacher.
At BSAK, we are introducing the THRIVE approach (in Years 1 & 4 initially) this year to support children’s emotional development and wellbeing Thrive will help us understand how children’s experiences shape their behaviour and learning, and allows staff to respond with empathy, consistency, and appropriate support. This approach will be embedded into everyday interactions, helping children feel safe, valued, and ready to learn
We use the Zones of Regulation with individual children to help them recognise and manage their emotions. The approach uses four colour-coded zones to represent different feelings (e g blue for tired or sad, red for angry or out of control) Through regular activities and visual tools, children learn to identify how they’re feeling and develop strategies to self-regulate in a calm and respectful way.
Some children benefit from joining small social skills groups where they can practise communication, turn-taking, sharing, and problem-solving in a supportive environment These groups are run by inclusion staff and often use games, role-play, and discussion to help children build confidence and form positive relationships with others.
We work closely with our counselling and nursing team to support children’s mental health and wellbeing If a child is struggling emotionally, has experienced a change at home, or needs support managing a health condition, they can be referred for additional care. This is always done sensitively and in partnership with families to ensure the right support is in place.
We recognise that the End of Year ADEK assessments can present additional challenges for some learners Where appropriate, we provide adaptations to support access these may include smaller group settings, additional adult support, breaks, or the use of visual prompts.
All adaptations are implemented with the child’s wellbeing in mind and are based on their individual needs, ensuring they are able to demonstrate their understanding in a supportive and inclusive environment.
When we feel an external assessment will help the child, parents, and school to provide the right support strategies, we may recommend a referral to an Educational Psychologist
A formal report and diagnosis can bring huge benefits for the child, helping to explain why certain aspects of learning may be more challenging and guiding the most effective strategies
While some adaptations can be made in Primary without formal documentation, having a report provides essential evidence to plan support and ensures continuity as children progress
A formal diagnostic report is required once a child enters Secondary and begins preparing for examinations such as GCSEs, as this is necessary to secure Exam Access Arrangements in line with official guidelines produced by the JCQ
Throughout the year, our Inclusion Department offers a wide range of parent workshops, coffee mornings, and informal meet-ups designed to help families better understand their child’s needs and feel more confident in how to support them at home Topics may include areas such as supporting emotional regulation, understanding ADHD or autism, or using visual tools and routines, with sessions led by our Inclusion Team and, at times, visiting specialists.
We proudly celebrate Neurodiversity Week each year, along with World Down Syndrome Awareness Day, to raise awareness, promote understanding, and celebrate the unique strengths of all learners.
These events are more than just information sessions; they provide a supportive space where parents can connect with one another, share experiences, discuss challenges, and exchange practical strategies that work both at home and in school By taking part, families not only gain valuable knowledge but also become part of a wider community that listens, encourages, and empowers each other on their inclusion journey. Invitations are sent by email each term, and all parents are warmly encouraged to attend.
These events include themed assemblies, classroom activities, and guest speakers, as well as opportunities for parents to get involved. They help foster a more inclusive school community where differences are not only accepted, but valued and celebrated
1.“WHO SHOULD I CONTACT FIRST?”
If you have concerns about your child’s learning or development, your first point of contact should be their class teacher They work closely with your child every day and can liaise with the Inclusion Team if further support is needed.
2.“HOW IS A PLAN PUT IN PLACE?”
If a child requires additional support, our Inclusion Team will work with our class teachers to gather information, carry out observations or screeners, and meet with parents Based on this, a suitable plansuch as an ILP, IEP, or ERSP - will be created to outline support strategies and targets.
3. “IS A DIAGNOSIS REQUIRED FOR SUPPORT?”
No, a formal diagnosis is not required for a child to receive support We provide help based on the child’s needs, not just a diagnosis If a child is showing signs that they need additional support, we will respond appropriately.
4. “WILL MY CHILD STAY ON THE INCLUSION REGISTER FOREVER?”
Not necessarily Some children may only need short-term support, and once they’ve made progress, they may no longer need to remain on the register Others may need longer-term support We review each case regularly and adjust accordingly.
5. “DOES ANYONE ELSE SEE THE SCHOOL’S INCLUSION REGISTER?”
The Inclusion Register is shared only with relevant school staff who need the information to support your child effectively This includes class teachers, specialist teachers, and support staff All information is treated confidentially and with respect
6. “MY CHILD NEEDS A 1:1 INDIVIDUAL ASSISTANT, HOW DOES THIS HAPPEN?”
If it is agreed that your child would benefit from dedicated 1:1 support, an Individual Assistant will be engaged on a supply contract through BSAK, with funding provided by parents Our Inclusion Team will support you throughout the process: BSAK will advertise the role, shortlist applications, and interview candidates to ensure the most suitable person is appointed. We take great care to find a good match, selecting assistants with the right skills, experience, and approach to meet your child’s needs While there may be occasions when an Assistant needs to be replaced, our priority is always to ensure continuity and the highest quality of support for your child
7. IS IT A GOOD IDEA FOR MY CHILD TO HAVE TWO DIFFERENT 1:1 INDIVIDUAL ASSISTANTS?”
Where possible, we aim for consistency However, in some cases having two well-matched assistants can be beneficial for example, to provide balanced support across the week or ensure staff wellbeing The decision is made based on what works best for the child’s learning, relationships, and routine
HEAD OF INCLUSION (PRIMARY) & NURSERY - RACHEL HINDS
Email: rhinds@britishschool sch ae
Tel: +971 22040200
INCLUSION TEACHER - REC, Y2, Y3 LUCY HAVERTY
Email: lhaverty@britishschool sch ae
Tel: +971 22040200
INCLUSION TEACHER - Y1, Y4 MARY FROST
Email: mfrost@britishschool sch ae
Tel: +971 22040200
INCLUSION TEACHER - Y5, Y6 BETH LOWE
Email: belowe@britishschool sch ae
Tel: +971 22040200
PRIMARY RECEPTION
Tel: +971 22040200
SCHOOL NURSES
Email: nurses@britishschool sch ae Tel: +971 24462280
SCHOOL COUNSELLORS
Email: counsellor@britishschool sch ae Tel: +971 24462280
