My Child's Journey through JESS

My child’s journey through JESS

Welcome to Oasis and the world of opportunities they can offer you and your child Jumeirah English Speaking School (JESS) has a dedicated team called Oasis whose ‘mission’ is to engage, enable and enrich learning experiences by supporting an inclusive approach to education.

In this booklet, we will show how our students are supported in their learning journeys across all the key stages of their education at JESS. Each student story is real and like all journeys there may be some ‘bumps’ along the way – that’s normal. We will be by their side throughout.

In partnership with the JESS Counselling team, Oasis work in support of teachers to: Identify and support special educational needs (included gifted learner profiles), at the earilest opportunity

Adapt curriculums and environments

Support wellbeing and care

Identify individual gateways and barriers to learning

Differentiate for high quality challenging learning

Monitor successful progress and timely responses to gaps in learning

Offer specialist interventions

Facilitate personalised targets and provisions

Heads of Oasis

Sharon Burke (Inclusion Champion)

Beth Sargeant (ARS)

Emily O’Neill (ARP)

Oasis Link Teachers

Annette Bentley (ARS)

Carly Gulliver (ARP)

Carolyne Palmer (JJ)

Jacki Garner (JJ)

Inclusion Support Assistants

Lee Shadbolt (ARS)

Helena O'Pray (JJ)

Jane Demain (ARS)

Heidi Underwood (ARP)

Lorraine McGugan (JJ)

Reem Al Ghusein (ARP)

Colette Breslin (ARP)

JESS Counselling Team

Ammie Harris (AR) Lead Counsellor

Kate Garbutt (AR)

JJ Jumeirah; ARP Arabian Ranches Primary; ARS Arabian Ranches Secondary

Dr Joan Strang (JJ)

LIAM’S JOURNEY Not long after he joined JESS in Foundation Stage 2, Liam’s teacher noticed that he was having difficulties with his fine and gross motor skills. The barriers in Liam’s phonic knowledge was also inhibiting his reading development. Let’s find out a little more about his journey.

“My FS2 teacher recognised that I was struggling to get dressed without her help. I was also finding it tricky to blend and segment sounds which was making reading and writing difficult.

My teacher spoke to my parents about this and they encouraged me to practise more at home.”

“My speci curri me w share with with make need

“I worked with several adults, who visited from outside of school to identify my strengths and my challenges. This information has been used by my teacher, my parents and me to design my Individual Educational Plan — ­ a plan (with personalised targets and strategies) that will help me to be a successful learner.”

teachers (including the ialist teachers) adapt my iculum and tasks to help with my learning. They e differentiation resources me and sometimes work me in a group or 1:1 to e sure I understand what I d to do.”

“I enjoy visiting Oasis. The activities are fun and they support the development of my reading, writing and maths. I especially like using an iPad or a computer to help me to be an independent learner.”

JESS SAYS Speech and Language Therapy and Occupational Therapy sessions are available in school (paid for by parents). Initial observations are completed (at no cost), after which, a full assessment may be recommended. The therapy sessions which may follow will help your child to overcome potential barriers to progress.

JESS works with different clinicians to identify and support learning needs. We offer support regardless of a formal report, but these often help to ensure the provision is carefully tailored to the needs of your child.

SOPHIE’S JOURNEY Meet Sophie who joined us in the last term of Year 4 and is currently in Year 6. Sophie comes to the Oasis, where she enjoys using technology to support her in numeracy and literacy. Sophie is also one of our Year 6 Digital Leaders and shares her digital skills and knowledge with her peers. Let’s find out a little more about Sophie journey.

“My support started when I joined JESS and my parents shared my dyslexia profile.”

“My teacher and the Oasis team showed me how to use a literacy software called Lexia. I really enjoy Lexia because it is fun and it always has nice words for you at the end, which makes you feel good.”

“I get a lot of respect which I didn’t have in my last school.

It’s always good fun in the Oasis Centre. ”

“My Learning Support teacher has helped me a lot in spelling and now I get 10/10 most of the times in my weekly spelling test! That makes me very happy...”

JESS SAYS We provide a range of interventions to enable student’s to progress, working 1:1, in small groups and using online programmes like Lexia.

Learning Support takes place in a variety of ways at JESS. It can be within the Oasis Centre and it can also be in the student’s classroom.

DANNY’S JOURNEY Meet Danny who is in Year 7. Danny came to us from JESS Primary with an identified learning need. Successful transition has ensured that Oasis Secondary supports Danny in a variety of ways enabling him, to develop his literacy and retention skills and at the same time, developing his independent learning skills.

“I like to learn by doing things, as my Dyslexia makes it hard for me to remember lots of information. I would like to be better at literacy.”

“In lessons I use my laptop to record my voice as my class notes. I get to record notes about the book we ar reading.”

“I have support from an Inclusion Support Assistant in some of my lessons. This helps me a lot in English and Science especially.”

“I go karting a lot out of school and my teachers and parents help me do any school work I have missed while being away.”

JESS SAYS

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“I use literacy software called IDL as much as I can as this is helping me to develop my reading and spelling skills. I use IDL at school during prep and at home.”

Danny has been placed on the IDL programme to support his literacy skills in reading, spelling, comprehension and touch typing. Danny is closely monitored to ensure he accesses the programme for the recommended sessions each week.

Oasis have provided Danny with in-class support. A teaching assistant is shared by Danny in his core subjects of English, Mathematics and Science.

An Inclusion Support Assistants works with Danny’s subject teachers to ensure that his learning is differentiated by providing small adjustments.

Writing frames and verbal notetaking are really helping Danny to demonstrate small steps of progress.

HAMISH’S JOURNEY Meet Hamish who is 18 years old. Hamish started right at the beginning in JESS Foundation Stage where he was known as a friendly, sociable and active student. As Hamish progressed through the early years at JESS, his teachers and parents noticed some delays in the development of his literacy and numeracy skills and put in place some support from the Oasis team.

Oasis continued to supported Hamish as he progressed through the Secondary school.

“I found somethings a little difficult, but I embraced the support the staff gave me.”

“The Oasis staff gave me the confidence to succeed with my work. As I progressed through the years in Secondary school I continued to be supported.

All teachers were aware of my difficulties and adjusted the lesso to help me understand. “

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“The OASIS team guided, supported and believed in me.

Thank you all!”

“Success!. I achieved my grades at GCSE and went off to study in the UK – now I’m back gaining experience with the JESS Sport PE department.”

“At the start of Key Stage 4, I opted for a modified curriculum which gave me more time in the OASIS department to work on the core subjects.”

“The OASIS team liaised with my subject teachers to check if I was up to date with deadlines and collected any work that would support my understanding. I needed and appreciated this guidance!”

JESS SAYS Hamish was given support to ensure he could maximise his learning by managing his time and routines to improve his studies.

Our Oasis team worked with Hamish’s Secondary subject teachers to deliver work at the right pace for Hamish.

Our Secondary students can opt for a modified curriculum, as part of their GCSE, BTEC or IB programme that allows them to attend Oasis and take part in directed studies where our team work with students on a more personal level.

In addition to the academic support offered by OASIS for his mainstream curriculum, Hamish took part in a course of health and well-being where he took an active part in discussions, relating to his personal schedules — exercise, nutrients and sleep. Relaxation and stress management techniques were developed and practiced during the course.

Before his examinations, our Oasis team worked with Hamish to develop specific timetables and revision lists to support his exam techniques and revision.

Who can I speak with at JESS? JESS offers an open door policy for parents to communicate with staff for advice and guidance to support your child with SEN. Your child’s class teacher or form tutor is recommended as the first point of contact. It may be necessary to schedule an appointment for longer discussions.

There are several additional members of staff that can be contacted, should you wish to discuss specific issues related to your child’s needs.

These may include: • Specialist teachers • Year Group Leaders/Heads of Year • The Oasis team • The Counselling team • The Senior Leadership team • The Health Office team

Contact us today In the first instance please direct any enquiries to one of our team who will contact you: Oasis Primary: oasisarp@jess.sch.ae Oasis Secondary: oasisars@jess.sch.ae Oasis Jumeirah: oasisjj@jess.sch.ae

JESS Dubai — PO Box 24942. Tel:+971 4 3619019 www.jess.sch.ae |

@JESSOasisDept