Jumeirah College Admission and Registration Policy
Effective Date:
Scheduled Review Date:
Approved By:
Brain, Principal
Jumeirah College is currently accepting applications for Year groups 7 to 10 and 12 for the academic year 2026/27 Admission to the College for students in Years 7 to 12 is as per our Admissions Policy below We do not accept admission into Years 11 and 13
Year 7 Admissions:
Jumeirah College is rated by the Knowledge & Human Development Authority (KHDA) as an Outstanding school In addition, the school is highly regarded by its students, parents and staff Accordingly, there is significant demand for places in Year 7 The aim of the admissions policy is to ensure that the school selects students fairly and objectively, and they are the most able to thrive within Jumeirah College’s particular approach to student achievement
1 Jumeirah College is an inclusive school, and we actively welcome applications from students with different strengths and areas for development All students will be supported fully if successful Where a child has a particular learning need that would affect their ability to access the full curriculum, the capacity of both the College and Learning Support Department to support the student will be considered as a factor as to whether a place at the College can be offered This will often follow consultation with the home Primary school
2. All applicants will sit a Cognitive Ability Test (CAT4) at the College (or at their home school in the case of overseas students) on a published agreed date. Projected attainment and school reports will be collected from the current schools.
3. Applications can be supported so as to demonstrate excellence in pursuits beyond the curriculum such as Sport, Drama, Music and the Arts, as well as potential in global citizenship, leadership and innovation. Such supporting evidence will be taken into consideration as part of the process.
4 Any student who does not gain entry to Jumeirah College will be actively supported by GEMS Education to gain entry into one of their many excellent schools
5. Admissions to Jumeirah College are conducted in two phases – the first for students from Jumeirah Primary School (JPS) and siblings of current Jumeirah College students and the second for all remaining
applications.
The summary of application/close dates are as follows:
Phase 1: Year 6 JPS and siblings of current Jumeirah College students- to avail priority placement:
-Applications will open at 8 am on Monday, 6th October 2025
Applications will close at 8 am on Monday, 20th October 2025
JPS students – Assessments will be held at JPS and results will be shared with JC directly.
JC Siblings– Assessments will be held at Jumeirah College, Thursday, 23rd October 2025
Phase 2: Non JPS students and children of Jumeirah College/JPS staff:
-Applications will open at Application will close at st Phase 2 Assessment Day will be held on th
8 am on Monday, 6th October 2025
8 am on Friday, 31 October 2025 Saturday,15November2025 Friday, 31st October 2025,
Due to high demand, Jumeirah College will not accept any applications after for Year 7 places commencing September 2026
An application fee of AED 525 will be collected at time of application –GEMSschool, pleaseenter yourcurrentGEMS StudentIDnumberonyouronline application (field provided) to not be charged for the application fee.
Ifyourchild currently attends a
Students successful in achieving these criteria will then be offered places in the following order of priority:
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• Emirati National students
Year 6 student at Jumeirah Primary School at time of application
A sibling of a student already attending the College
Son/daughter of a member of staff at Jumeirah College/Jumeirah Primary School
Year 6 students from other schools
Should the number of applications from the first three criteria exceed the number of places available, students will then be put on a waitlist and places will be offered to those candidates when numbers allow
Year 8-10 Admissions
Applications to year groups 8, 9 and 10 for the academic year 2026-2027 will open at 8 am, Monday, 6th October 2025.
All applications received by 8 am on Friday, 31st October 2025 will be invited to sit the assessment on Saturday, 15th November 2025. Applications received after this date will be invited to attend the assessment at a later date
The Admissions team, along with the Senior Leadership Team (SLT), will assess and evaluate applications made throughout the year Admissions will be based upon availability in the year group, specific learning requirements and the outcome of reports and test results
Places are limited and date of application is not a consideration in offer. Students that we cannot offer immediately will be placed on the waitlist. The security deposit must be paid within 10 days of the date of the offer.
Jumeirah College Assessment and Academic Reference
All students applying to the College for Years 7 to 12 must complete an assessment. The assessment is an online Cognitive Ability Assessment (CAT4). It contains Verbal, Non-verbal, Quantitative and Spatial reasoning questions and students will take between 1.5 and 2 hours to complete the assessment.
The assessment is broken up into a series of small tests The small tests are time sensitive, and all students have the same length of time to answer the questions. Practice questions are provided at the beginning of each small test, and these are not timed or marked. All questions are multiple-choice. We ensure all students are informed of the instructions and are comfortable before starting the assessment. To ensure fairness to all our applicants, no further information can be provided about the assessment.
A Confidential Academic Reference is requested for all applicants from outside the Dubai area On occasion, a Confidential Academic Reference can be requested for a Dubai based applicant Jumeirah College will request the reference directly from the applicant’s current school who will then return the reference to the Jumeirah College Admissions Office
Year 12 (Sixth Form) Entry Requirements:
The current minimum grades a student needs to achieve as an entry requirement to Year 12 for academic year 2026-27 are: 6 passes at Levels 5-9 (C-A*) at GCSE, two of which must be English Language (as a first language) and Mathematics
In order to study a subject at A level, students will be expected to have gained at least a Level 6 (B) in that subject at GCSE. However, some subjects have higher or additional requirements. Further details can be found on the subject specific pages in the Sixth-Form Prospectus.
A confidential reference will also be obtained from the current school
Places are limited and date of application is not a consideration in offer Students that we cannot offer immediately will be placed on the waitlist The security deposit must be paid within 10 days of the date of the offer
Required Documents: All year groups
In order to make an application to Jumeirah College please complete the online application form via the website www.gemsjc.com
An application fee of AED 525 will be collected at time of application –GEMSschool, pleaseenter yourcurrentGEMS StudentIDnumberonyouronline application (field provided) to not be charged for the application fee
Ifyourchild currently attends a
Applications will only be accepted if the following documentation is uploaded at the time of application.
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• 1 copy of the student’s passport
1 copy of both sides of the student’s UAE Emirates ID card (unless overseas applicant – this is provided once a resident of the UAE)
1 copy of the sponsor parent’s passport
1 copy of both sides of the sponsor parent’s UAE Emirates ID card (unless overseas applicant – this is provided once a resident of the UAE)
1 complete copy of the applicant’s latest end of year report plus 1 complete copy of the applicant’s previous end of year report (two reports required in total)
Application does not guarantee your child a place.
Every student joining Jumeirah College must be registered with the KHDA and it is required by UAE Ministry of Education Law that they provide a leaving/transfer certificate from their last school This is strictly enforced and failure of a student to have a properly completed certificate or a legally binding undertaking to action all the necessary documentation will result in your child's place being withdrawn Please discuss your child's leaving/transfer certificate requirements with the Registrar as your country of origin and last school is taken into consideration
If transferring from another school within Dubai:
Please inform your current school of your intention to leave You will be required to pay a KHDA fee of AED 126 to the school you are leaving and they will provideyou with an attested KHDA certificate Once in receipt, please submit the certificate to the Jumeirah College Admissions Team The Transfer Certificate
Transfer Certificate/letter requirements must be provided before your child can start school.
If transferring school from outside Dubai:
The original Transfer Certificate/letter and relevant attestation must be obtained by yourself from your child's current school and given to Jumeirah College onarrival in Dubai The Admissions team will provide you with more details and attestationrequirements attime of offer The Transfer Certificate/Letter must be
provided before your child can start school.
Ifyou have any questions regarding the admissions process, please feel free to contact the Admissions Officer, Mrs Sally Rycroft at 04 395 5524 Ext 103 or s rycroft jcd@gemsedu com
Policy Name: Anti-Bullying Policy 2025-26
Policy reviewed by: Sam Pedder, Vice-Principal
Date reviewed: June 2025
Date of next review: June 2026
Aims of the policy The policy intends to fulfil the school’s objectives to provide a safe environment for its students, promote the high standards of the school (in both behaviour and education) and achieve the standards laid out in our behaviour, child protection, safeguarding, equality, e-safety and acceptable use policies
Aims of the policy also include:
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To demonstrate that the school takes bullying seriously and that it will not be tolerated
To take measures to prevent all forms of bullying in the school and during off-site activities
To support everyone in the actions to identify and protect those who might be bullied
To demonstrate to all that the safety and happiness of pupils is enhanced by dealing positively with bullying
To encourage pupils to tell someone that they are being bullied
This statement is designed to include students, staff and parents
What does Jumeirah College consider ‘Bullying’?
The school regards bullying as: the repetitive, intentional harming of one person or group by another person or group, where the relationship involves an imbalance of power. Bullying can be carried out physically, verbally, emotionally or through cyberspace’.
Bullying is, therefore:
• • • Deliberately hurtful
Repeated, often over a period of time
Difficult to defend against
Bullying can be related to race; religion or culture; SEND; health conditions or appearance; sexist bullying and home circumstances All bullying is unacceptable and will not be tolerated This intolerance extends to adults as well as students
Signs of Bullying
Pupils who are being bullied may show changes in behaviour, e.g., becoming shy and nervous, feigning illness, taking unusual absences or clinging to adults. There may be changes in work patterns, a lack of concentration, or truancy. All staff should be aware of these possibilities and report promptly any suspicions of bullying to the appropriate Head of Year.
Reporting a Bullying Behaviour
If being bullied, a student should report it to any trusted member of staff for example, their, Form Tutor, Subject Teacher, Pastoral Support, Head of Year If another student is aware that bullying is occurring, they have an obligation to report it to an appropriate member of staff
Anti-Bullying System
If a parent wishes to report an occasion of bullying, they should contact their son/daughter’s Form Tutor or a member of the pastoral team. Parents have an important role in supporting the school in maintaining its high
standards of behaviour. Consistent expectations between home and school are essential and it is vital that there is co-operation between the two.
Recording Instances of Bullying
Any incidences of bullying will be recorded on the GEMS Safeguarding portal by the member of staff dealing with that incident This information will then be attached to the relevant student’s profile, so that any necessary staff can view the details and an accurate record of the individual’s behaviour is kept The number of bullying instances is analysed so improvements/declines in behaviour can be closely and effectively monitored, and students can be educated about the impact of bullying
Prevention of Bullying
The school strives for the prevention of bullying, rather than the reaction to it. Strategies to achieve this include SLT and teacher supervision at lunch and break time on duty around the school. In the classroom, all teachers are vigilant in their prevention of bullying. The school promotes an extremely high level of behaviour, achievement and morals as well as social awareness and respect. We pride ourselves on the well-mannered, polite, respectful, well-rounded individuals that leave the school, and our anti-bullying framework is designed to uphold this ethos
This aim is best set out as in UK DfE Preventing and Tackling Bullying: Schools which excel at tackling bullying have created an ethos of good behaviour where pupils treat one another and the school staff with respect because they know that this is the right way to behave. Values of respect for staff and other pupils, an understanding of the value of education, and a clear understanding of how our actions affect others permeate the whole school environment and are reinforced by staff and older pupils who set a good example to the rest.
The school raises awareness of the anti-social nature of bullying through school assemblies, the School Council, use of tutorial time activities, in the national curriculum programmes of study as appropriate and in the annual anti-bullying week.
Anti-Bullying System
Pupils will be taught to stay safe online, and prevention work addressing cyberbullying will be in place across the school. Staff will be trained to respond appropriately to any online or mobile incidents.
Dealing with Instances of Bullying
If bullying is suspected or reported the incident will be dealt with initially and immediately by the teacher approached. If necessary, the incident will be investigated by the relevant Head of Year. The details of the incident will be recorded. If a racial or prejudicial element to the bullying is suspected, the relevant Head of Year must be informed immediately. The Head of Year will determine in consultation with the Vice Principal the appropriate sanction. Any SEND or extenuating circumstances will be considered when dealing with the incidents.
Parents, as well as all staff and pupils, should know that Jumeirah College will not tolerate bullying, and takes a positive approach to educating pupils to combat it Parents of pupils who are being bullied and parents of the bullying student/s will be involved in the solution to the problem as appropriate by the relevant Head of Year in consultation with the Vice Principal Any of the school’s formal punishments can be used against bullies as appropriate For persistent offenders and/or incidents considered as gross acts of aggression, a pupil could be permanently excluded, and the local authorities may be involved. Where required, pastoral support and counselling programmes will be given in order to help persistent offenders identify and stop any bullying behaviour in the future.
Bullying behaviour may be a sign of problems in the life of the perpetrator. Indeed, many may have been bullied themselves. The school understands the support required by a bullied student will vary and is well equipped to deal with a wide range of needs e.g., College Counsellor, pastoral support, Sixth Form Peer Mentors, ‘buddy’ system. Learning messages arising from any instance of bullying will be shared with the year group as appropriate, for example, the role of the bystander.
Review of Policy
We conduct regular student surveys – where the entire student population is surveyed - in order to gauge student opinion on behaviour, experiences of bullying, how bullying has been dealt with, etc. The outcomes from these surveys are closely analysed and areas where development is required are identified so that appropriate improvements can be made.
All staff, pupils and parents should be aware of the negative effects that bullying can have on individuals and the school in general and should work towards ensuring that pupils can work in an environment
Policy Name: Cyber Bullying 2025-26
Policy reviewed by: Rob Kesterton, Vice-Principal
Date reviewed: August 2025
Date of next review: August 2026
Rationale for the Cyber Bullying Policy
The UN Convention on the Rights of a child (Article 19) states: ‘You have the right to be protected from being hurt and mistreated, in body and in mind.’
Anyone that knows bullying is happening is expected to tell a member of Jumeirah College staff. The students know that all staff will take incidents seriously.
This policy affects the entire Jumeirah College community - all students, teaching and non-teaching staff, and parents.
Aims
• To inform students and parents of our expectations in order to ensure a productive partnership, where each and everyone has a role to play in eradicating cyber bullying
• To maintain a community in which everyone feels valued and safe and where individual differences are appreciated, understood and accepted
• To promote a secure, inclusive and caring environment where kindness is expected and respected
• To praise and reward positive behaviour which benefits others and the community as a whole
• To teach students to respect themselves and others, promoting crucial self-esteem
As a school we take bullying seriously. Students and parents should be assured that they will be supported when bullying is reported.
Definition
of Bullying
Bullying is the unprovoked, intentional, deliberate and repeated intimidation taken by one or more children with the deliberate intention of upsetting, intimidating or hurting another child.
In order to be considered bullying, the behaviour must include:
• An Imbalance of Power: Children who bully use their power—such as physical strength, access to embarrassing information, or popularity—to control or harm others.
• Repetition: Bullying behaviours are behaviours that happen more than once.
Bullying can be direct, in the form of physical or verbal, or indirect, which involves psychological or emotional actions such as being ignored or not spoken to.
Cyber Bullying
Cyber Bullying
Specifically cyberbullying applies to all areas of the internet, such as email and internet chat rooms, mobile use, any misuse of associate technology i.e. camera and video facilities. Types of behaviour include impersonation of others, 'hacking', spamming, video shaming, participating in rumour spreading, subtweeting and vaguebooking. See Cyber Bullying and the UAE Law
This involves the use of information and communication technologies to support deliberate, repeated, and hostile behavior by an individual or group that is intended to harm others.
Jumeirah College 2025-26
With access to the internet through mobile phones and devices becoming an everyday way of life for children, students will often communicate with peers through the use of Social Media and instant messaging apps We expect all students to communicate online with Integrity, Respect and Kindness, reflecting the JCD Values when communicating in a positive manner Most Social media apps and instant messaging apps have a recommended age rating of 13+ years Parents should regularly check their child's device and through a positive open relationship to ensure they are staying safe online
Students will be held accountable for cyber bullying at College and any such interactivity that may impact negatively on the learning environment.
By cyber-bullying, we mean bullying by electronic media:
• Bullying by texts or messages or calls on mobile phones
• The use of mobile phone cameras to cause distress, fear or humiliation
• Posting threatening, abusive, defamatory or humiliating material on websites, to include blogs, personal websites, social networking sites
• Using e-mail to message others
• Hijacking/cloning e-mail and other social media accounts
• Making threatening, abusive, defamatory or humiliating remarks in chat rooms, to include but not restricted to; Facebook, SnapChat, Twitter, Instagram, Youtube and Ratemyteacher
Cyber Bullying - the UAE Law
Cyber bullying is generally criminal in nature, and legislations in countries such as the USA, UK, Europe and Australia are changing so that prosecutions can be made.
In the UAE, it is illegal to use an IT system to:
• Offend religious sanctities or encourage sins.
• Slander another person.
• Breach the privacy of another (e g by intercepting communications, taking photographs, publishing information, etc.).
If such incidents occur, the school has the right to report these violations to the police.
Cyber Bullying - outside of school
Should your child be a victim of cyber bullying outside of school with another member of our school community we will be able to support students and their families in the context of our school setting.
At Jumeirah College we expect parents to monitor and support their child in safe and age appropriate use of their mobile phone/device through regular checks.
Prevention
Jumeirah College will prevent bullying by:
• Raising awareness of what bullying is
• Promoting pro-social behaviour
• Informing and educating students about bullying and providing them with strategies to deal with situations they might encounter
• Identify bullying behaviour at the early stages and working towards behaviour modification before the problem becomes more serious
• Creating and maintaining a culture of mutual respect, free from bullying behaviour
Reporting Bullying
As a college we will:
• Encourage victims and witnesses to speak up
• Treat all incidents and reports seriously
• Be alert, as a whole staff, to changes in student behaviour, attitude and well-being, reporting these immediately to the appropriate members of staff
Responding to Bullying
Under no circumstances will Jumeirah College tolerate any form of bullying, and all incidents of bullying will be dealt with promptly and effectively for the wellbeing of all students. We apply strong discipline measures to students who participate in bullying in order to enable them to learn that the behaviour is wrong. Disciplinary measures are applied fairly, consistently and reasonably taking into account the individual circumstances of those involved. We also consider the motivations behind the bullying behaviours and to address these too.
As a school we will:
• Take all bullying problems seriously
• Deal with each incident individually and access the needs of each student and situation on an individual basis
• Regard all incidents as potentially serious and investigate them thoroughly
• Ensure that bullies and victims are interviewed separately
• Obtain witness information where required
• Keep a written record of the incident, investigation and outcomes
• The DSL will be informed of all bullying issues where there are safeguarding concerns
• Ensure that action is taken to prevent further incidents.
Guidance for Staff:
If you suspect or are told about a cyber-bullying incident, follow the protocol outlined below:
Mobile Phones
• Ask the pupil to show you the mobile phone
• Note clearly everything on the screen relating to an inappropriate text message or image, to include the date, time and names
• Make a transcript of a spoken message, again record date, times and names
• Tell the pupil to save the message/image
• Go with the pupil and see a member of the Senior Leadership Team
Computers
• Ask the pupil to bring on-screen the material in question
• Ask the pupil to save the material
• Print off the offending material straight away
• Make sure you have got all pages in the right order and that there are no omissions
• Accompany the pupil, taking the offending material, to see a member of the SLT
• Normal procedures to interview pupils and take statements, will then be followed particularly if a child protection issue is presented.
Guidance for students:
If you believe you or someone else is the victim of cyber-bullying, you must speak to an adult as soon as possible. This person could be a parent/guardian, your tutor, your Head of Year or a member of the SLT.
• Do not answer abusive messages but log and report them
• Do not delete anything until it has been shown to your Form Teacher, parents/guardian or the Head of Year (even if it is upsetting, the material is important evidence which may need to be used later as proof of cyber-bullying)
• Do not give out personal IT details
• Never reply to abusive e-mails
• Never reply to someone you do not know
• Stay in public areas in chat rooms
Guidance for parents:
It is vital that parents and the College work together to ensure that all pupils are aware of the serious consequences of getting involved in anything that might be seen to be cyber-bullying.
• Parents can help by making sure their child understands the school’s policy and, above all, how seriously Jumeirah College takes incidents of cyber-bullying
• Parents should also explain to their sons or daughters’ legal issues relating to cyberbullying
• If parents believe their child is the victim of cyber-bullying, they should save the offending material (if needs be by saving an offensive text on their or their child’s mobile phone) and make sure they have all relevant information before deleting anything
• Parents should contact a member of the SLT as soon as possible. A meeting can then be arranged with relevant members of staff
E-Safety at Home Advice on the safe use of technologies for teenagers can be found at the following websites: http://www.saferinternet.org.uk/advice-and-resources/parents-and-carers https://www.thinkuknow.co.uk/parents/ https://www.nspcc.org.uk/preventing-abuse/keeping-children-safe/online-safety/ http://www.webwise.ie/parents/advice-top-10-tips-for-parents/
See also: Anti-Bullying Policy
DDAUA Acceptable Usage Policy
Arrangements for monitoring and evaluation
The Principal will have responsibility for monitoring and reviewing this policy every year. This will be done in line with GEMS policies.
Policy Name: Digital Device Acceptable Use Agreement (DDAUA) and Policy 2025-26
Policy reviewed by: Rob Kesterton, Vice-Principal
Date reviewed: August 2025
Date of next review: August 2026
Digital Device Acceptable Use Agreement (DDAUA) and Policy
This is the full policy regarding the use of digital devices at Jumeirah College. It links with the Parent -School DDAUA which is to be signed by students and parents prior to access being granted to students. It will be stored on the student’s file.
Purpose
The purpose of the Jumeirah College Digital Device Acceptable Use Agreement is to require all students using technology in College, effectively, safely, legally and responsibly, to facilitate learning and to help ensure that they develop the attributes of competent digital citizens. The DDAUA provides guidelines for using digital hardware and software on individual computers/devices, on local area networks, wide area networks, wireless networks, the Internet and companion technological equipment (e g printers, servers, whiteboards, projectors, etc ) when students are at College The agreement also establishes rights and responsibilities for all users All users of the College network, the Jumeirah College ‘@jumeirahcollege’ google domain and technological devices anytime, anywhere, are expected to follow the guidelines or risk loss of digital privileges. In cases of serious breaches, further action may be taken, in line with the College’s standard disciplinary procedures.
The signatures on the DDAUA summary are binding and indicate that the parties who signed have read the terms and conditions and understand their meaning.
Users who knowingly access prohibited information or who disregard guidelines will be subject to disciplinary action.
Introduction
In order for students at Jumeirah College to use the College’s technology resources, they must follow the guidelines set forth in this DDAUA The rules written in this agreement are not all inclusive Jumeirah College reserves the right to change this agreement as and when it deems it necessary to do so It is a general agreement that all facilities (hardware, software, Internet, etc ) are to be used in a responsible, ethical, and legal manner By using any digital resources, whether owned personally or by the College, users acknowledge their understanding of the DDAUA as a condition of using such devices and the Internet
Whilst on site, access to the College network and the Internet should be considered a privilege, not a right, and can be suspended immediately, without notice Access on site is available only for educational and administrative purposes and is not to be used outside of direct staff supervision The guidelines provided in this DDAUA are intended to help users understand appropriate use The College may restrict, suspend, or terminate any user’s access to the College’s computer systems upon violation of the DDAUA. This policy applies to all digital resources, not only the computers, devices and equipment provided in the College’s hardware provision, but also the personal devices students bring to College in accordance with the College’s BYOD initiative. Additionally, this agreement applies to all College facilities, including the Sports Hall, AstroTurf, pool area, canteen etc.
User Rights & Responsibilities
Students can expect a 21st century learning environment at Jumeirah College where teachers work to integrate technology thoughtfully and purposefully in learning experiences and assignments. Students can also expect access to appropriate devices and network services that support the curriculum of the College. Finally, students have a right to feel safe while using the College’s resources and network.
Users are required to:
• Show respect and courtesy for other users in Jumeirah College’s community, which includes the strict prohibition of cyber bullying and harassment;
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• • Recognize and honor the intellectual property of others; Comply with legal restrictions regarding the use of social media in the UAE See the TRA guidelines UAE Digital Content Laws Comply with legal restrictions regarding plagiarism, intellectual property and the use and citation of information resources and copyright law; Use non-curriculum relevant materials only outside of College and without detriment to their studies - Jumeirah College recognizes the benefits of students being permitted to personalize the content on their own devices, however, this is subject to a strict adherence to the expectation that the primary purpose of such devices is to facilitate learning; Help maintain the integrity of the College network and equipment;
Avoid tampering or experimenting with the College network or equipment, including efforts to bypass the College’s Internet filters or proxies;
Make personal devices available for inspection by an administrator or other staff member upon request;
Use appropriate language in all communications;
Never use or attempt to use another student’s assigned hardware, subscriptions, logins, files, or personal information;
Never give out personal information, such as name, address, photo, or other identifying information online, including username and password;
Never use their personal devices or equipment to record (audio/visual) others without their permission;
Never modify or copy any protected system files, system folders, or control panel files without prior approval of the College’s ICT Department:
Educational Use:
Users are expected to comply with the following rules regarding their College network accounts:
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• College-related files are the only files to be saved in a student’s personal folder
Users should not store commercial software, music, and/or games or hidden files to their folders;
Saving to a College computer’s hard disk drive is granted only by permission of teacher (for students) or ICT Coordinator (staff);
Accessing and playing commercial/online games is not permitted;
Respect for Others:
Users should respect the rights of others using the technology resources
• • Always log off your workstation.
Never deliberately attempting to disrupt network performance or interfering with the work of another user.
Leave equipment and room in good condition for next user/class
Respect for Security:
Accounts on the systems at Jumeirah College are considered secure, although absolute security of any data cannot be guaranteed Teachers can be provided access to student files for instructional or evaluative purposes Jumeirah College is the administrator of all “@jumeirahcollege” Google docs account and as such monitors activity within this domain
• Use only your account/password It is a violation to give access to your password to any other user.
Reading, modifying or removing files and/or mail owned by other users is not allowed without prior approval by the instructor or ICT Department.
Any attempts to transmit software designed to compromise the operation or security of the network is prohibited
Jumeirah College 2025-26
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Respect for Property:
Students are responsible for their own devices whilst in school. This includes:
• Ensuring the devices are stored safely and securely in the locker provided. It is the responsibility of all users to safeguard their personal and College owned equipment from loss, theft or damage. Devices are transported throughout the College safely. A student is to be accountable for any damage that occurs to their device whilst in Jumeirah College School bags are not allowed to be transported around the College but students may use a laptop/ device carrier case
• • Software Copyright and installation:
Accessing or using other students devices is strictly prohibited
Ensuring their device has sufficient charge for use in lessons and is only used in supervised lessons
• • Any attempts to circumvent the licensing control or the copying of software from the network without the ICT Department’s permission is prohibited Installation of software and applications on students’ own devices is permitted insofar as it does not conflict with the security requirements outlined above or the primary purpose of such devices as learning tools.
Hardware:
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• • Report equipment problems immediately to a teacher or the ICT Department
Leave workstations and peripherals in their designated places
Keep work areas neat and clean and free from food and drink
Any attempts to move, repair, reconfigure, modify or attach external devices to existing information and network systems without the Network administration and/or ICT Department’s permission is prohibited
Borrowing of College hardware is not permitted unless email authorization has been given from the ICT department, or the hardware is part of an established loan scheme.
• Audio Visual Hardware:
• If a person checks out or borrows a piece of audio-visual equipment from the library, Media Studies, Art, Drama or DT, they are responsible for replacing it or repairing it if it is lost or damaged All equipment must be properly signed out and documented
Mobile Phones
Jumeirah College wishes to harness learning technologies and acknowledges that the use of mobile devices has, and will continue to change The use of mobile devices is therefore allowed; students may have mobile phones in school predominantly for educational and emergency purposes Students may wish to use a mobile to take photos, make notes or research content on the internet during lessons, but at the discretion of the teacher. Today’s mobile phones have plethora of additional functions of which class teachers may, on occasions, allow students to avail of their phones during lessons (this may include calculator, camera, spell check, translate functions etc.) In all such cases students must follow the instructions of their teacher at all times and phones must be turned off again at the end of the lesson. Students may also need to contact home via a mobile device should their means of transport home be delayed, or an ECA time changes The use of a mobile in such circumstances as these is reasonable and appropriate at break, lunch or after school (i e not during lesson time)
In allowing students to bring mobile phones to school, Jumeirah College emphasizes that it accepts no responsibility for any loss or damage to phones whilst they are on school premises During lessons mobile phones must be switched off to prevent them from becoming a distraction Parents and other contacts must not attempt to contact students via their personal mobile unless in absolute emergencies. Parents needing to pass on an urgent message during school hours, they should contact the College reception. Similarly, students who have a genuine need to contact their parents whilst they are on school premises may use the service telephone in the College reception.
Jumeirah College 2025-26
Students are allowed to use their own devices before school, at break-time and at lunchtime and after school whilst on the College site in line with the DDAUA and under instructions of all staff members. Should any member of Jumeirah College staff deem the use of mobile devices to be distracting or inappropriate in any way, they are at liberty to confiscate the device for the College day or overnight in the reception safe Should a student repeatedly ignore the college’s policy with regard to mobile phone use, he/she will lose the privilege of having a mobile in college indefinitely
Internet/World Wide Web Usage
The Internet is a global network of digital devices linking users to Colleges, businesses, universities, and other sites. The College recognizes many sites have educational uses, while others do not. Jumeirah College wishes to respond to this by encouraging use of sites for educational reasons only. Required standards of conduct include:
1 2. The acknowledgement that access to the Internet is a privilege and not a right.
Use of devices is strictly limited to lesson time under the supervision of a member of staff Devices are not to be used in corridors, common areas or whenever a member of staff has not directly instructed the use and is actively supervising
Respect the use of copyrighted materials.
Respect the rights and privacy of others.
E-mail and social networking is allowed during College hours only in connection with a classroom assignment.
Downloading of unauthorized programs, software or digital content is not allowed to be held on devices registered for use in College
Compromising the security of the College in any manner is unacceptable
A violation of the above standards and any others included in the DDAUA will result in a denial of access and possible further disciplinary action.
The College will use available monitoring and blocking software to filter objectionable materials on the Internet in order to help ensure the safety of all students.
Responsibilities:
• All users are prohibited from accessing portions of the Internet that do not promote the curriculum or ethos of Jumeirah College.
• All College web pages are subject to initial approval of the administration. All College web pages should reflect the mission of the College and adhere to Jumeirah College and GEMS Guidelines
Personal Equipment:
• All users must follow all policies even while using their own personal equipment
• Watching DVDs, Movies, TV Shows, playing online games etc. while at College is prohibited unless the media has been checked-out from the College library or has been provided by the College’s streaming server.
• Private networks are prohibited within the College network unless users get permission from the IT Department
The use of BYOD Devices will need to be registered with our ICT support staff before use and the DDAUA agreement in their planners need to be read and signed.
All students and parents will be required to sign the Jumeirah College Digital Devices Acceptable Uses Agreement Summary prior to activation of the students’ access privilege.
Jumeirah College 2025-26
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• • BYOD at Jumeirah College is currently limited strictly to laptops and tablets and is not extended to mobile phones Due to licensing agreements students can only register 1 device We would advise that students in KS4-5 register a laptop due to increased functionality for creation, whilst KS3 students may opt to register a tablet or a laptop
Students should bring in devices with either MAC IOS, MAC OS X, Android or Windows operating systems only (the school BYOD program does not support Linux or Chromium based operating systems due to security implications for instance).
Parental guidance and recommendations regarding the suitability of devices can be provided on request from the ICT and Computing Department or Reception.
• Jumeirah College would like to recommend to parents to purchase a personal device. Hardware may be provided within departments and the library should students need access in the case of a student forgets/misplaces their BYOD and do not have their own devices to work with
Cyber-Bullying:
This involves the use of information and communication technologies to support deliberate, repeated, and hostile behavior by an individual or group that is intended to harm others Students will be held accountable for cyber bullying at College and any such interactivity that may impact negatively on the learning environment.
By cyber-bullying, we mean bullying by electronic media:
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• •
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• Bullying by texts or messages or calls on mobile phones
The use of mobile phone cameras to cause distress, fear or humiliation
Posting threatening, abusive, defamatory or humiliating material on websites, to include blogs, personal websites, social networking sites
Using e-mail to message others
Hijacking/cloning e-mail and other social media accounts
Making threatening, abusive, defamatory or humiliating remarks in chat rooms, to include but not restricted to; Facebook, SnapChat, Twitter, Instagram, Youtube and Ratemyteacher
Guidance for Staff
If you suspect or are told about a cyber-bullying incident, follow the protocol outlined below:
Mobile Phones
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•
•
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• Ask the pupil to show you the mobile phone
Note clearly everything on the screen relating to an inappropriate text message or image, to include the date, time and names
Make a transcript of a spoken message, again record date, times and names
Tell the pupil to save the message/image
Go with the pupil and see a member of the Senior Leadership Team
Computers
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• Ask the pupil to bring on-screen the material in question
Ask the pupil to save the material
Print off the offending material straight away
Make sure you have got all pages in the right order and that there are no omissions
Accompany the pupil, taking the offending material, to see a member of the SLT
Normal procedures to interview pupils and to take statements will then be followed particularly if a child protection issue is presented
Jumeirah College 2025-26
Guidance for students If you believe you or someone else is the victim of cyber-bullying, you must speak to an adult as soon as possible. This person could be a parent/guardian, your tutor, your Head of Year or a member of the SLT.
• • Do not answer abusive messages but log and report them
Do not delete anything until it has been shown to your Form Teacher, Matron, parents/guardian or the Head (even if it is upsetting, the material is important evidence which may need to be used later as proof of cyber-bullying)
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Do not give out personal IT details
• • • Guidance for parents
Never reply to abusive e-mails
Never reply to someone you do not know
Stay in public areas in chat rooms
It is vital that parents and the College work together to ensure that all pupils are aware of the serious consequences of getting involved in anything that might be seen to be cyber-bullying.
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• Parents can help by making sure their child understands the school’s policy and, above all, how seriously Jumeirah College takes incidents of cyber-bullying Parents should also explain to their sons or daughters’ legal issues relating to cyberbullying If parents believe their child is the victim of cyber-bullying, they should save the offending material (if need be, by saving an offensive text on their or their child’s mobile phone) and make sure they have all relevant information before deleting anything Parents should contact a member of the SLT as soon as possible A meeting can then be arranged with relevant members of staff
• E-Safety at Home
Advice on the safe use of technologies for teenagers can be found at the following websites: http://www.saferinternet.org.uk/advice-and-resources/parents-and-carers
Non-adherence to the provisions of this DDAUA will result in disciplinary action in accordance with the College’s standard procedures.
The Agreement
• I acknowledge that I am responsible for my actions on my device, in College, at home and elsewhere, and for following the specific rules established for the use of the hardware, software, labs, and networks throughout the College and beyond. I understand that failure to do so could result in a loss of technological privileges.
Jumeirah College 2025-26
• I agree I will not share my passwords or account details with anyone and will have full responsibility for the use of my account I will not use another’s account or represent myself as someone else
• I agree I will not engage in illegal activities on the College network or any other digital environment (e g plagiarism, bullying, harassment, tampering with hardware, software or documents, vandalism, unauthorized entry or destruction of files or deliberate introduction of computer viruses)
• I agree I will obey procedural safeguards to maintain the performance of the College’s network and digital devices.
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I agree I will respect the rights of others, use appropriate language and avoid offensive or inflammatory material. I will bring incidents of offensive or inflammatory material directed towards myself or others to the attention of a GEMS Education staff member
• I agree I will not share, make, or post online personally identifying information about any members of the Jumeirah College community without permission (addresses, phone numbers, email addresses, photos, videos, etc )
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I agree I will access only those resources that are appropriate for College and those resources for which I have specific authorization.
• I agree I will obey copyright laws and license agreements. Text material, music, software, and other media are protected by law
• I agree I will not install software on the College’s network or digital devices without permission of the system administrators
• I agree and I understand that system administrators and teachers may access my files during system maintenance or as a directed action
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I agree that students who are issued College devices are responsible for their care Charges related to repair and replacement caused by abuse, misuse, negligence or loss as determined by College administration will be the responsibility of the student and his or her parents
• I agree I accept full responsibility for supervision when my child is using any digital device, whether provided by the College or by the parents at home or in other non-College settings. I understand that there may be fees or costs incurred which are not covered by the warranty due to abuse, negligence, loss or multiple incidences of misuse of the device by my child In the case of a personal device purchased under a Bring Your Own Device initiative, I understand that I, as the parent, am responsible for insuring the device and for its maintenance and security settings I can expect the College to provide appropriate guidance and support in this area
• I agree violation of this Acceptable Use Agreement may result in:
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• Loss of College provided technology and network privileges Sanctions as prescribed in the College’s student handbook
• Monetary reimbursement to GEMS / the College or other appropriate sources
By both parents and students signing the DDAUA summary, held on record by my son/daughter’s form tutor, I acknowledge that I have thoroughly read and agree to the Jumeirah College DDAUA. I will instruct my son/daughter regarding the importance of following all the guidelines included in the agreement.
Arrangements for monitoring and evaluation
The Principal will have responsibility for monitoring and reviewing this policy every year. This will be done in line with GEMS policies
JC Digital Devices Acceptable Uses Agreement Summary 2025-26
Please read and sign the Digital Devices Acceptable Uses Agreement (DDAUA) between teachers, parents, and students No student will be permitted to use their own devices unless the agreement is signed and returned to the student’s Form Tutor or signed in the student planner. It shall be retained on the student’s academic file.
Agreement
Students and parents participating in Bring Your Own Device (BYOD) must adhere to the Student Code of Conduct, as well as all policies such as the Jumeirah College Digital Devices Acceptable Uses Agreement (DDAUA).
1 Students take full responsibility for their own devices The College is not responsible for the security or transportation of personal devices
2. Devices should not be used during assessments, unless otherwise directed by a teacher.
3. Students in Year 7-11 may only use devices when in lessons and directed to do so by the supervising teacher. Mobile phones must be secured in the student’s locker and switched off or silenced when not in use Students in the Sixth Form are permitted to use digital devices solely for the purposes of private study in the Common Room and study rooms only where the use of such devices is mandated by the rest of the rules laid out in this agreement
4. Students must immediately comply with any teacher requests to shut down a device or close the screen. Devices must be in silent mode and put away when asked by teachers
5 Students are not permitted to capture, transmit or post photographic images/videos of any person on campus for personal reasons or to be posted on public and/or social networking sites
6. Students should make every effort to charge devices prior to bringing them to College. Students can also bring in chargers if needed Please label both pieces of equipment
7. To ensure appropriate network filters, students will only use the BYOD wireless connection in College and will not attempt to bypass the network restrictions by using 3G or 4G network. Non-compliance will result in loss of the ability to bring personal devices to College for a period to be determined by the College
8 Infecting the network with a Virus, Trojan, or program designed to damage, alter, destroy, or provide access to unauthorized data or information is in violation of the DDAUA policy and will result in severe disciplinary actions. The College maintains the right to collect and examine any device that is suspected of causing problems or is the source of an attack or virus infection.
9 Processing or accessing information on College property related to “hacking,” altering, or bypassing network security policies is in violation of the DDAUA policy and will result in disciplinary actions. Students can only access files on the computer or internet sites which are deemed relevant to the classroom curriculum and suggested by the subject teacher.
10 Printing from personal devices is not currently available at the College
11 Students must adhere to College rules regarding cyber bullying, digital citizenship and netiquette at all times
12. Students should only use devices with MAC IOS, MAC OS X, Android or Windows operating systems only (the school BYOD programme does not support Linux or Chromium based operating systems due to security implications for instance)
13 Parental guidance and recommendations regarding the suitability of devices can be provided on request from the ICT and Computing Department or Reception
I understand and will abide by the above policy and guidelines I understand that any violation will result in the loss of my technology privileges as well as other disciplinary action.
Full name of Student Date
Signature of Student
Signature of Parent
Policy Name: Dyslexia Policy 2024-25
Policy by Fionnuala Nic Conmara, Head of Inclusion
Date of policy review: February 2025
Date of next review: February 2026
DYSLEXIA POLICY
Jumeirah College 2024/25
This policy is reviewed annually to ensure compliance with current regulations
Key staff involved in the policy
Role
Head of Inclusion
Head of Inclusion Line Manager (Senior Leader)
Head of Centre
Name(s)
Fionnuala Nic Conmara
Robert Kesterton
Nicholas Brain
Supporting Pupils with Dyslexia
We recognise that some pupils, despite often having average or above average intellectual ability and good oral skills, have unusual difficulty learning to read or to spell and write fluently These pupils may be described as having specific learning difficulties or dyslexia. We note that many of our pupils may not be identified due to their high academic ability
We recognise that these pupils have special educational needs and that these needs have to be met to the best of our ability and resources; we recognise that these pupils have skills and talents which need to be nurtured and developed and that they have the same right of access to the curriculum and to all the activities of the school as all other pupils.
We will therefore make the following arrangements to try to ensure that their needs are met
Screening We will operate a screening and monitoring programme to try to ensure that all pupils who are experiencing difficulties with aspects of literacy are identified as early in their school career as possible
We will triangulate results from a selection of the tools below:
● NGRT (X3 per year)
● WIAT-3
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● YARC DASH
● Sample of the student’s work
● Observation
● Student’s primary school records
● Consultation with the student’s teachers and parents.
The Head of Inclusion will create a one-page document yearly, which captures the data above and allows the SfL to screen easily for students who may have barriers to learning If we have concerns regarding a student we will follow the Identification Pathway 2024-25 and complete the steps outlined in the Referral Pathway and form 24-25.
If necessary, following that we will prepare appropriate education plans in the form of the Learner Profile, setting out the provision we propose to make for the pupil and the objectives for that provision. This provision will be discussed with the pupil's parents, who will be kept informed of progress. If, despite our efforts to ameliorate the pupil's difficulties, it is felt that there is still a noticeable discrepancy between the pupil's oral skills (talking and listening) and his/her attainment in literacy skills and that he/she may need more specialist help than we are able to provide from within our resources, we may, following consultation with parents, refer the pupil for assessment by an educational psychologist. We will provide the parents with a list of recommended providers
Following discussion with the psychologist we will formulate a revised learner profile/IEP The revised plan will set out the provision that we can make within our own resources, and the strategies which class teachers can adopt to help the pupil access the curriculum All teachers who teach the pupil will be made aware of his/her learning needs, will be made aware of the agreed plan and the agreed strategies to help give him/her access to the curriculum
We endeavour to provide in-class support as a priority. However, some students are placed on wave 2 intervention as their need is greater than what teachers can provide through quality first teaching All interventions are collated on the SfL intervention document. This document is shared with HoDs and HoYs to ensure all teachers are aware of the interventions currently in place
In-class support
In some cases a learning support assistant (LSA) may be placed in lessons to support the pupil The LSA will coordinate with the teacher to ensure appropriate and effective support is provided.
Withdrawal
In some cases a student may have an Arabic, MFL exemption and/or reduced GCSE In this case the student will come to SfL for tailored support outlined below.
One-to-one phonics intervention lessons
For whom: for students with dyslexia and gaps in their phonic knowledge
Who delivers: TPA; also supports KHA and SDS to implement this programme.
When: Once/twice per week depending on need
Baselined: X2 year using WIAT
Davis Programme
One to one sight word programme
For whom: only one student, who is a pre-reader
Who delivers: DAL
When: one period per week
Baselined: Student unable to take any formal testing.
Lexonix Leap
For Whom: Students with a SAS of -85 on NGRT
Who delivers: DFI, DAL recently trained
When: 2 X 30 minutes for one year
Baselined: Using tests provided by Lexonik
Lexonik Advance
For Whom: Students with a SAS of 85-115 on NGRT
Who delivers: FNC, MLO, SME recently trained
When: 6-8x40min
Baselined: Using tests provided by Lexonik
Lexonik Vocabulary
For Whom: All students
Who: All teachers
When: during all lessons
In-class Support in English lessons (year 7-11)
For Whom: Students with literacy SEND/AEN needs
Who: LSAs with English as their specialism
When: During English lessons
Baseline: School data, summative/formative assessment
Intervention lessons in SfL
What: Over learning of English Curriculum
For Whom: Students with an MFL/Arabic exemption, and/or take a GCSE less. (usually in small groups)
Who: SDS and FFA, English specialists
When: During the exempted lessons above.
Baseline: School data, summative/formative assessment
Form Time English Interventions
What: Over learning of English Curriculum
For Whom: Year 10 and 11 Students who are below their English MEG. Students who were identified as needing more support No SEND required.
Who: ATI (English teacher)
When: During form time Mon/Wed/Thurs
Baseline: School data, summative/formative assessment
Lexia What: Online programme the baselines students and provides support in vocabulary, grammar and comprehension.
For Whom: Wave one of literacy support
Who: Students with parental/LSA support
When: Students can complete in their own time Some students coming to SfL also work on the programme.
Baseline: School data, summative/formative assessment
ELL Support
Language based support for students with English language needs.
For Whom: ELL students
Who: Syed Sarmad
When: MFL exemptions/GCSE-English as a Second Language, Study period
Baseline: TBC
Speech and drama lesson
A lesson to support students' oracy, effective communication skills
For Whom: For students with pronunciation needs.
Who: RBU
Students on the Life Skills programme
When: One period a week
Speech and language therapy
Bruce Wexler Programme
For Whom: Student with S&L needs
Who: external SLT
When: One period per week
Quality First Teaching Training
The SFL department will provide targeted training to teachers to ensure they are up to date with the latest developments in dyslexia
Copy of Dyslexia Training 14 01 20
Creating Worksheets and Presentations for Students with Dyslexia Reading
Remediation for the Dyslexic Learner Final
Supporting the student with dyslexia in secondary schools
2 11 23 New Teachers Dyslexia
Resources
Strategies may, depending on the needs of the pupil, include the use of word banks, personal (illustrated) dictionaries, the use of spell check and other assistive technology such as Read and Write
If appropriate the pupil may be allowed to produce work using a laptop so that he/she should be able to correct it more easily. This will be considered, especially, in cases where the pupil has major difficulty with the technical aspects of handwriting or with speed of handwriting
Teachers are encouraged to support students with vocabulary acquisition across all subjects by using appropriate applications such as Quizlet and Pear Deck.
Reading Aloud All staff will try to be as sensitive as possible to sources of anxiety and embarrassment, e.g., being asked to read aloud in class If the pupil’s learner profile/IEP states, “do not ask to read aloud”, the teacher will abide by this. This was written in agreement with the pupil’s parents. It would be beneficial to acknowledge this agreement with the pupil, in order to reduce any anxiety they may experience This can be reviewed termly as the students develop and grow in confidence, they may feel more comfortable The teacher could sit with the student and develop a series of targets to develop their confidence. “X will read one sentence aloud to a classmate ” “X will read one sentence aloud in a small group ” “X will read one sentence to the entire class, with one week to prepare.”
Copying Teachers will refrain from asking pupils to copy large amounts of written material from the board. If they do need to copy, the teacher will ensure each alternate line is coloured differently Teachers will ensure there are copies of notes available on Google Classroom, rather than expecting students to write them during lessons.
Handouts/Presentations
When creating handouts/presentations teachers will implement the following considerations https://www.bdadyslexia.org.uk/advice/employers/creating-a-dyslexia-friendly-workplace/dyslexiafriendly-style-guide
Marking
Teachers will take account of the pupil's difficulties when marking work by, for example, concentrating on content rather than absolute spelling or grammatical accuracy (unless SPAG marks apply) They will focus on 1-2 main spelling/grammar focus in each body of work. Teachers will also implement alternative ways of assessing student progress rather than through written tests solely.
Homework Teachers will take account of the pupil's difficulties when setting homework assignments They will consult with parents and set homework which should be capable of completion within a reasonable period of time Teachers will also try to ensure that assignments set by different departments are coordinated and do not impose an unfair burden on the pupil.
Repetition
We are aware that pupils with Specific Learning Difficulties (dyslexia) may have experienced "failure" and that often their motivation for work involving literacy is low We are conscious of the need to try to make these tasks as stimulating as possible and of the need to find ways of raising the pupil's motivation generally. This is particularly important since the nature of their difficulties means that there will need to be a good deal of repetition of basic work to ensure that reading vocabulary, spellings etc are learned and retained.
Parents
We will host training sessions for parents in order to ensure they have a deep understanding of dyslexia We will suggest ways in which parents can help us help their child. We believe that parents can contribute a great deal to an educational programme. Depending on the age and stage of the pupil, they may contribute by, for example, making and illustrating personal dictionaries and word banks; reading to their child on a regular basis; participating in paired reading schemes; hearing their child read every day; helping their child with study and revision
Understanding the difference between dyslexia, dyspraxia, ADHD and autism Understanding Dyslexia May Newsletter pdf Understanding and Supporting the Student with Dyslexia
Exams We will try, as far as is possible within our resources, to make appropriate arrangements for pupils to undertake tests or examinations so that their knowledge, skills and understanding can be fairly assessed. If it is established that the pupil meets the criteria for special arrangements, we will ensure they receive them in exams across all year groups and throughout the year. This may involve giving the recommended extra time; allowing the questions and responses to be read to him/her; allowing the pupil to have access to scribe/laptop etc. As of September 2024 students with the accommodation of a reader will now have
access to a computerised reader. This empowers students to be in control. Another advantage is the computerised reader is allowed to “read” the English Language GCSE paper whereas a human reader is not. Students are also now offered the choice to use a reading pen. This must be the JCQ approved https://cpen com/products/examreader This pen must be purchased by families but has the potential to support students both in and out of exams The Head of Inclusion will apply for exam access arrangements following the guidelines set out by the relevant exam boards. (See policy on access arrangements)
Add your voice to a working party on a specific issue
Student
Centred Enriched Curricular Activities @ JC
Chair a student lead society
Run a subject specific curriculum enhancement club
Chair a student led society for your subject; guide and collaborate with the students involved in promoting your subject
Rational The importance of a co-curricular program is well established. The primary goals of cocurricular activities focus on the individual student level, the institutional level, and the broader community level. These activities exist to complement the College's academic curriculum and to augment the student's educational experience. According to a 1993 article by Alexander Astin1, almost any type of student involvement in college positively affects student learning and development. Co-curricular activities provide a setting to become involved and to interact with other students, thus leading to increased learning and enhanced development.
As the development of the well-rounded individual is a principal goal of co-curricular activities, the numerous experiences these activities afford positively impact students' emotional, intellectual, social, and inter-personal development By working together with other individuals, students learn to negotiate, communicate, manage conflict, and lead others Taking part in these out-of-the-classroom
1 ASTIN, ALEXANDER W 1993 "What Matters in College " Liberal Education 79 (4):4–15
Jumeirah College 2024-26
activities helps students to understand the importance of critical thinking skills, time management, and academic and intellectual competence Involvement in activities helps students mature socially by providing a setting for student interaction, relationship formation, and discussion Working outside of the classroom with diverse groups of individuals allows for students to gain more selfconfidence, autonomy, and appreciation for others' differences and similarities
Students also develop skills specific to their career path and imperative for future job success. Students have opportunities to improve their leadership and interpersonal skills while also increasing their selfconfidence Co-curricular involvement allows students to link academic knowledge with practical experience, thereby leading to a better understanding of their own abilities, talents, and career goals Future employers seek individuals with these increased skill levels, making these involved students more viable in the job market Co-curricular activities also provide a place for students to come together, discuss pertinent ideas and issues, and accomplish common goals Within this community, where students feel comfortable with one another, learning and development are enhanced
Jumeirah College places the holistic growth of all students at the heart of College life. A balance between academic progress and personal growth is central to our mission statement of ‘nurturing happy, confident and accomplished students who, through a commitment to academic and personal excellence, progress beyond limit’.
The Jumeirah College Enriched Curricular Activities programme seeks to:
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Nurture talents, skills and passions through ECAs that are student focused
Build confidence in leadership, public speaking, debating
Allow students to lead and participate in subject specific societies
Equip students with the ability to plan their time for work-life balance
Provide the opportunity to represent one’s school
Provide the opportunity to experience activities which may become a life-long interest
Facilitate learning about commitment, team or group work and generosity as part of a team, ensemble, troupe or committee
Build character development (e g in competitions, learn to win or lose graciously – humble in victory and gracious in defeat)
Aid the development new friendships outside of one’s own group
Bridge gaps between year groups and subject specialisms
Celebrate and nurture the enjoyment of participation
Provide the opportunity for improved skill development in a variety of pursuits
Enhance students’ development of an effective work ethic
Highlight the importance of exercise, which is vital for growing bodies and promote healthy lifestyles
The Sports Health & Fitness (Led by the Head of PE MDO):
-Sport Teams & Training Sessions e.g. Boys Football & Girls Netball
Recreational activities e.g. Running Club & Yoga
The Arts (Led by the Head of Drama & Music RBU & HCH)
-School Production e g Macbeth & Adrian Mole
Junior and Senior Choir
Academic Enrichment (Led by TBC – new position to be filled)
-Model United Nations, World Scholars Cup & Debating Astronomy Club
International Award (Led by Head of International Award ZNO&LOR)
- Duke of Edinburgh Award Gold, Silver & Bronze
Sports teams + all other fitness related activities
Sports, Games, Fitness and Wellbeing
MUN, WSC, Debating, Ivy Bridge etc.
Department Societies
• Should be student led, but will require teacher supervision
• Should be collaborative between students and staff
Example Activities:
Jumeirah College 2024-26
School production, music concerts, set design etc
Treks, residential, service and skill requirements
• • • • Student run society blog/twitter/Facebook pages – posting and retweeting interesting new articles on that subject
Maintain a society “Big Think” board – posting big questions and other society members write answers and ideas
Dress up days – come dressed as a scientist, artist, writer, historical figure etc.
Subject specific debates –
“Shakespeare is over rated”
“Poetry is the highest form of Literature”
“Art has contributed more to humanity than science”
“Gender is a social construct”
“This House would impose democracy”
“Dictatorships are not a bad thing” etc
Bring and share – everyone brings a poem, monologue, skill etc. to read and share/discuss
Market Stall – the society sets up stalls each student sharing a key idea/concept/period/ figure – all students walk around and learn
UN – every student acts as a country and represents that country’s music, literature, films, sport etc Could be own country or could be otherwise assigned (postcolonial literature, Middle Eastern Art etc.)
Guest speakers – invite in local writers, journalists, artists, scientists, doctors etc specific to careers in that discipline
Trips – visit TV studios, publishers, sports facilities etc
Literature Festival – Trips to specific writers (historians, scientists, entrepreneur, designers, newscasters etc )
Film Festival – Trips to see subject specific movies
Educational Visits – take an international trip and local trips.
Horrible Histories/ Horrible Science – Tell the story of a challenging concept in the form of an amusing cartoon
Book share/ Society Library – swap books (mathematical, historical etc )
Roles and responsibilities:
The SLT ECA Coordinator will:
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• Ensure students’ preferences for ECAs are considered and catered for as appropriate
Listen to the views of the Student Council and the Student Executive to seek feedback and suggestions for ECAs
Track and evaluate the attendance of students, and participation of staff
Ensure that a balanced co-curricular enrichment program is staffed by appropriately skilled staff
Ensure all activities are safe, appropriate for students’ needs and staffed at the correct ratio
Ensure that a balance is maintained between academic and holistic provision
Reassign staff if their activity has fewer than 3 participants
The leads of the 4 ECA disciplines will:
• • Liaise with SLT ECA coordinator to ensure activities are staffed and resourced appropriately Coordinate groups, locations, timings and arrangements within the disciplines of;
Sports, Fitness and Well-Being (MDO)
The Arts (RBU & HCH)
Jumeirah College 2024-26
Academic Enrichment - MUN, Debating and World Scholar’s Cup (TBC)
The International Award (The Duke of Edinburgh Award – ZNO & LOR)
Heads of Department will:
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•
•
•
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• Canvas student interest in a department society/ECA club
Guide the structure and activities of a student led society
Support the supervision and staff-student collaboration of the society
Provide appropriate revision classes, coursework clinics and curriculum enhancement opportunities
Designate appropriate staff with their teams to lead curriculum extension sessions
Monitor and evaluate the departmental ECA provision
Form Tutors will:
• Support and monitor student sign up for ECAs in the 4 categories of activities, curriculum enhancement sessions and student led societies
• Teachers will:
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•
•
•
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Converse with students through the platform of pastoral care to ensure students avail of an appropriate level of co-curricular enrichment
• Commit to a minimum of 1 ECA per week – Job Descriptions will differ depending on subject e.g. PE, Music, Drama etc.
Liaise with Heads of Department, SLT ECA lead and the lead teachers in charge of ECA disciplines
Actively engage with students to maximize students’ personal growth, fulfillment, enjoyment and learning through their ECA commitment
Register attendance at all club meetings, activities, rehearsals, sessions etc
Ensure their club is attended and responds to a student led need
Be responsible for safeguarding, communication, transport, payment (where necessary) and all other arrangements appropriate to their club/ society/ session.
Students will:
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•
• Embrace opportunities relevant to the age, interests, skill level and future aspirations
Discuss their co-curricular program with parents and form tutors
Suggest, led and participate in departmental societies relevant to their areas of academic pursuit
Attempt to attend at least 2 ECAs per week depending on external factors e.g. high achieving athlete/musician outside of school
Maintain a healthy balance between academic focus and holistic growth
Challenge themselves to learning new things inside and outside the classroom
Engage in the signing up procedure and be responsible for their own tracking of individual attendance of ECAs per term
Arrangements for monitoring and evaluation
The Vice-Principal will have responsibility for monitoring and reviewing this policy every two years This will be done in line with GEMS policies
Policy Name: Homework Policy 2025-26
Policy reviewed by: Rob Kesterton, Vice-Principal
Date reviewed: June 2025
Date of next review: June 2026
Rationale At Jumeirah College, homework is viewed as a valuable part of a student’s learning, when sensitively applied.
We believe that effective homework can improve learning and help our students to develop lifelong skills
Our aim is for homework to be structured, meaningful and coherent for all concerned Homework is not set for the sake of itself; hence, we have no strict Homework Timetable Homework at Jumeirah College should broaden, consolidate, extend or enhance the learning experience
The purpose of Homework
• Setting homework is part of the Teachers’ Standards and is outlined in the following way: ‘Teachers should set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired.’
Homework should be used to consolidate learning of the curriculum, deepen understanding and prepare pupils for further study in the future.
Homework requires lifelong learning skills such as organisation, time management, resilience and independence, all of which we promote at Jumeirah College in order to help our students to live their ‘BEST’ lives at Jumeirah College and beyond.
To provide parents with the chance to support their child’s progress and engage in dialogue about school experiences.
All homework must be purposeful and meet one of the following purposes:
Independent Learning
Extending Learning
Consolidating Learning
Informing and Involving Parents
Managing Demands (e.g. coursework)
Preparing for lesson activities
Flipped Learning
All homework must receive feedback: formal/informal/teacher assessed/peer or self-assessed, or be used as part of the learning process, as a starter, for example.
There are also Homework Clubs that departments offer to support learning during lunchtimes and after school and these clubs are also published in the homework diaries and on the school website.
Our systems for monitoring and ensuring that homework is effective
• Classroom teachers have the responsibility to set homework, as per school and department policy, and MUST ensure that all pupils write the homework in their diaries It is essential that homework, in a similar way to classwork, is differentiated
HODs have the responsibility to ensure that there is a clear understanding of homework practice and consistency across the department
Form tutors have the responsibility to ensure that pupils are using their diaries properly, recording homework and that parents are signing the diaries
HOYs have the responsibility to look at homework practice over a number of weeks, monitoring practice and policy through spot checks, pupil voice etc
Generic expectations
•
Homework is not a requirement for the sake of it. The purpose of homework is to support / extend learning – not to provide evidence for any other agenda
Providing opportunities for students to engage in non-academic activities is just as important, if not more so, than homework
Homework is not appropriate, and therefore not to be set, in National Studies or pastoral related activities
Homework is to be planned and include differentiation strategies
Homework needs to be assessed in line with the school assessment policy
Homework includes revision, study skills, wider reading and opportunities for generalized study
Homework should not be set for the next day, unless it’s a short consolidation task or preparation task
Revision is the expected homework in the lead up to (2 weeks) examinations
KS3 – There is no expectation for homework to be set at KS3 If homework is required, please follow the guidelines below. If homework is set, it must be completed by all students, and instances of non- submission should be followed up
Minimum turnaround
Expected duration
Frequency
Expected weekly load
KS4
Minimum turnaround
Expected duration
Frequency
Expected weekly load
1 week
Yr. 7 – 30 mins
Yr 8 – 35 mins
Yr 9 – 40 mins
Once every three lessons
Yr. 7 – 4 hours
Yr 8 – 5 hours
Yr 9 – 6 hours
KS5
In KS5 pupils can expect:
4 school days Yr. 10 – 45 mins
Yr. 11 – 55 mins
Once every three lessons
Yr. 10 – 7.5 hours Yr. 11 –10 hours
There is no homework timetable as Year 12 and 13 students will be set homework where appropriate throughout the week. This will usually consist of a mixture of short term and longer project style pieces set during the 6 subject lessons each week.
Students should always have significant work to do from one lesson to the next or be able to evidence independent enquiry
Additionally, for every hour spent in class, at least one hour of independent work is expected.
Policy Name: Inclusion Policy 2024-25
Policy reviewed by: Fionnuala Nic Conmara
Date reviewed: September 2024
Date of next review: September 2025
Vision, Values and Aims
Objectives
Identifying Special Educational Needs
Graduated Approach to Special Educational Needs Support
Managing students on the Learning Support Register
Criteria for exiting the SEND register
Supporting students and families - Standard School Service
Monitoring and Evaluation of SEND
Training and Resources
Roles and Responsibilities
Storing and managing information
Reviewing the policy
Dealing with complaints
Appendix 1 - Glossary of Terms (English and Arabic)
Appendix 2 - Reference List
Appendix 3 - Role Description - Learning Support Teacher
1. Our Vision, Values and Aims
‘Progress
Beyond Limits’
All children have the right to access quality educational provision in line with the Dubai Inclusive Education Policy Framework (2017) and the legislation listed in Appendix 5 of this Policy. Jumeirah College caters for students with a range of special educational needs and disabilities along with those who are More and Exceptionally Able (MEA/G&T). For information on MEA/G&T please refer to the relevant policy. Applications for admission to the school for children with special educational needs and disabilities are welcomed. Where necessary modification, adaptation and differentiation takes place to ensure, ‘progress beyond limits’.
Federal Law No (29) of 2006 Concerning the Rights of People of Determination stipulates that, “special needs in themselves are not an obstruction to joining or getting admission into an educational institution, no matter whether it is a public or private institution”.
Each teacher in Jumeirah College, has a responsibility to teach students with a Special Educational Need or Disability (SEND) and students with Additional Educational Needs (AEN). This also includes students with English as an Additional Language (EAL) (see separate policy) and students identified as More and Exceptionally Able (G&T) (see separate policy).
Teachers are responsible for the learning, progress and outcomes of all the students in their classrooms. Teaching and learning is adapted, and the curriculum modified where necessary, to meet the needs of each individual student. Monitoring, identification, plans and support within Jumeirah College will be coordinated by the Inclusion Support Team. The Inclusion Team within the school is known as SfL (Support for Learning).
Our mission is to ensure that every student will reach their full potential holistically; this includes academically, socially, emotionally and physically, whilst feeling included, secure and valued
There is a culture of respect for others and their learning.
The Principal is Mr. Nick Brain
The Inclusion Governor is Mrs. Jodie Quinn
The Inclusion Champion is Mr. Rob Kesterton
The Head of Inclusion is Fionnuala Nic Conmara f.nicconmara_jcd@gemsedu.com
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2. Objectives
The policy was developed through consultation with staff, students and key stakeholders. This policy was written by the Leaders of Inclusion in conjunction with the Inclusion Support Team.
Our procedures and policies are in line with the guidance provided by KHDA Inspection Handbook (2014), School Inspection Framework (2015-2016) and subsequent updates, Dubai Inclusive Education Policy (2017), as well as the Department of Education (UK) and the Department of Health in the SEND (Special Educational Needs and Disability) Code of Practice, 2015.
Our whole school approach is encapsulated in the following objectives in line with section 6.2 of the SEND Code of Practice (UK, 2015) which states:
● we use our best endeavours to make sure that a student with Special Educational Needs and Disabilities (SEND) and those being monitored, receive the appropriate provisions to meet their needs;
● we ensure that students and young people with SEND engage in the activities of the school, alongside students who do not have SEND;
● we designate a qualified and experienced professional to be responsible for coordinating SEND provision; the Leader of Inclusion;
parents will be informed when special educational provision for a student is required;
we provide support, advice and training for parents and staff working with students with SEND.
Inclusion Statement
“Inclusive education is not a project or an initiative. It is the progressive development of attitudes, behaviours, systems and beliefs that enable inclusive education to become a norm that underpins school culture and is reflected in the everyday life of the school community.”
Jumeirah College works in line with the Dubai Inclusive Education Policy Framework (2017) and incorporates good working practice in line with legislation such as the:
● UN Convention on the Rights of Persons with Disabilities and Optional Protocol, Federal Law No. (29) of 2006 concerning the Rights of People of Determination
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● Law No. (2) of 2014 concerning the Protection of the Rights of Persons with Disabilities in the Emirate of Dubai
● Executive Council Resolution No. (2) of 2017 Regulating Private Schools in the Emirate of Dubai Article 4 (14), Article 14 (16), Article 13 (17), Article 13 (19), Article 23 (4).
● General Rules for the Provision of Special Education Programs and Services (Public & Private Schools)
● as well as the SEND Code of Practice (UK, 2015).
Admission Jumeirah College is highly committed to being an inclusive school which admits students with a variety of needs including those who are gifted and talented, special educational needs, or have physical, emotional, social, cultural or language challenges. For further information about the admissions process please refer to the Admissions Policy.
Identification of Need Jumeirah College seeks to identify the presence and impact of barriers to successful social, emotional and academic inclusion and success. We will continuously address and remove any barriers found for all students.
Delivery of Learning Teachers will provide differentiated learning opportunities for all students and provide materials appropriate to children’s interests and abilities. This ensures that all students have full access to the school curriculum.
Ensuring Progress Jumeirah College is committed to ensuring that all students have access to high quality pastoral, teaching and learning support to ensure that their personalised learning pathway meets their individual needs.
At Jumeirah College we have three groups of students who have above and beyond the typical needs of students. These are:
● More and Exceptionally Able
● Special Educational Needs
● English as an Additional Language / English Language Learners
Jumeirah College has additional Policy and Procedure for identifying and supporting students who fall into these groups. These procedures include clarity for the identification, intervention, personalisation, differentiation, and support for students.
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Students Students are regularly consulted with respect to their personalised pathway. The school has an embedded ethos of student assessment, feedback, reporting and pastoral care. Students are encouraged to be welcoming of others and are taught to celebrate their differences. All students with a SEND and many with an AEN are provided with a learner profile. This is written in collaboration with the students and their parents. It includes a section on their strengths, challenges and most importantly student voice. This section allows students to express what teaching strategies work for them Once the learner profile has been approved by their parents, it is sent to their teachers and uploaded onto the provision map.
Parents Collaboration between parents and the school results in a more inclusive educational environment. Ascertaining parents’ opinions is essential as parental satisfaction, along with their involvement in their children’s education, results in an increase in their child’s educational progression. Therefore, in Jumeirah College we strive to ensure the communication between the school and parents is continuous. This communication takes many forms:
● Continuous SfL parent consultations
● Coffee morning events for parents of children supported by SfL.
● Parent teacher meetings
● A comprehensive reporting cycle
● Communication through the newsletter
● Parent voice is welcomed, and an open-door policy is in place for the parents.
● Parents are encouraged to work collaboratively within the school community
● Head of Inclusion attends Parent’s Committee AGM
● End of year survey to parents.
Teachers High quality recruitment and continuous professional development results in committed professionalism of a highly inclusive nature. The Head of Teaching and Learning in Jumeirah College, ensures professional development is provided, many of the topics pertain to inclusion. The HoI also provides and facilitates professional development for teachers. A questionnaire was developed in order to ascertain where teachers felt they required additional support.
Wider Community
Jumeirah College has a programme of work which includes working alongside the wider community and external agencies.
Inclusion Support Team Jumeirah College has a whole school community approach which is led by an Inclusion Support Team. This is composed of the Vice Principal, Head of Inclusion, Inclusion Champion, Inclusion Governor, Teacher, learning support assistants, student and a parent. The Inclusion Support Team collaborates with many teams within the school.
Rob Kesterton
Fionnuala Nic Conmara
Jodie Quinn
Kathryn Stubbs
Krish Javeri
Wiktoria Blazik
Louise Orr
Denise Allan
Fionnuala Nic Conmara
Tamzin Partridge
Deirdre Fitzpatrick
Fauziah Farouk
Syed Sarmad
Denise Allan
Monowara Begum
Shireen D’Souza
Shalini Mehta
Nick Rungurua
Martin Loftus
Katy Hanson
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Inclusion Support Team
Inclusion Champion
Head of Inclusion
Inclusion Governor
Parent Representative
Student Representative
Student Representative
Teacher Representative
Learning Support Assistant Representative
SfL Team
Head of Inclusion
Learning Support Teacher: Literacy Specialist
Learning Support Teacher: Life Skills Lead
Learning Support Teacher
ELL Teacher
Sfl Admin Assistant
Learning Support Assistant
Learning Support Assistant
Learning Support Assistant
Learning Support Assistant
Learning Support Assistant
Learning Support Assistant
Shireen D’Souza
Yusuf Kadu
Eram Karim
Fatma Naseeb
Gemma Kinsey
David Mukwaya
Learning Support Assistant
Learning Support Assistant
Learning Support Assistant
Learning Support Assistant
Learning Support Assistant
Learning Support Assistant
Pastoral Support
Sam Pedder
Michelle Ryan
Krupa Sam
Emma Ives
Nichola Ford
Alan Kinsey
Sumayya Kazi
Sara Benish
Mark Cahalane
Megan Brady
John Woolcock
Megan Scott
Laura Radcliffe
Nicola Deans
Sophie Burrows
Alex Tipper
Andrew Berry
Louise Orr
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Pastoral and Wellbeing (Vice Principal)
Head of Sixth Form (Assistant Principal)
School Counsellor
Student Experience (Assistant Principal)
Head of KS3
More and Exceptionally Able Co-Ordinator (Assistant Principal)
Head of KS4
Assistant Principal
Emirati Students (Assistant Principal)
School Doctor
Head of Year 13
Head of Year 12
Head of Year 11
Head of Year 10
Head of Year 9
Head of Year 8
Head of Year 7
Subject Inclusion Team
English and Media Studies Science Math
Graham Parkin
Wahid Hegazi
Aisling O'Keefe
Ryan Burke
Nicola Deans
Harriet Chambers
Julia Gregson
Laura Trivic
Genesco Dela Cruz
Design Technology
Arabic and Islamic
Business Studies and Economics
Drama
PE Music
Psychology and Sociology
Modern Foreign Languages
Comp Sc/ICT
3. Identifying Special Educational Needs
3.1 The purpose of identification All students within Jumeirah College undergo regular and thorough assessment - formative and summative - throughout their learning journey, to ensure that they are able to make appropriate progress in their learning.
Through regular and holistic assessment, teachers, senior leaders and SfL staff will identify barriers which might impede learning.
The purpose of identification is to allow the SfL team to work with students, parents, teachers and outside agencies to create a plan to implement actions, interventions and to address the barriers that may impact on progress, attainment or well-being.
3.2 Categories
In 2019, the Government of Dubai released a ‘Revised Categorisation Framework for Students of Determination (2019-2010).
The following categories are therefore used within the school. These categories are utilised on the provision map to ensure teachers are familiar with the correct terminology.
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As an English Curriculum School, Jumeirah College will also work within the guidelines of the United Kingdom SEND Code of Practice, 2015 where appropriate. The Code of Practice includes four broad categories of need as outlined in sections 6.28 to 6.35.
1. Communication and interaction
2. Cognition and Learning
3. Social, Emotional and Mental Health Difficulties
4. Sensory and/or Physical Need
Students at Jumeirah College may present with one or more of the following difficulties:
Falling well below the age-appropriate expected level of attainment
Specific difficulties in literacy - dyslexia
Specific difficulties in handwriting- dysgraphia
Specific difficulties in mathematics - dyscalculia/Acalculia
Dyspraxia/Developmental Coordination Disorder
Weaknesses in verbal skills which are sometimes associated with earlier delays in language development (speech and language difficulties)
General cognitive abilities well below the level of their peers
Attention Deficit Hyperactivity Disorder, limited attention span, poor organisational skills, impulsive behaviour, sound sensitive (students may receive medication for these challenges)
Processing difficulties and/or working memory challenges
Difficulties arising from disrupted educational experience
Sensory Processing Difficulties
Autism Spectrum Condition
Behavioural, Social and Emotional barriers to learning
Medical reasons that affect learning
3.3 Attendance and Punctuality, Health and welfare
The senior leaders and pastoral teams will contact parents with any concerns regarding the attendance, behaviour and/or the welfare of a student (Please also see Safeguarding and Child Protection Policy, Attendance and Punctuality and Positive Behaviour Policy)
3.4 English as an Additional Language (EAL)
The SfL Department, in line with section 6.26 of United Kingdom’s, ‘The SEND Code of practice, 2015’ will look carefully at all aspects of a young person’s performance in different areas of learning. This will establish whether lack of progress is due to EAL, ELL or SEND. Please refer to the EAL Policy.
4. Graduated Response
4.1 Identification Flowchart The following information outlines the support through which the school addresses the learning needs of any individual student. The actions are not time-specific, and the process described should take place according to the nature and severity of the particular concern(s).
The purpose of the SEND Pathway is to remove barriers to learning via the use of assessments, learner profiles, individual education plans and provisions that are put in place in response to the specific needs of individual students.
The catalyst for identifying students will come from students, parents, teachers, external agencies and from data / management processes
The views of the student and parents should be included in the process of informal information gathering. in the
The SfL Team will gather data in accordance with the list below, which will implementation of interventions, planning, delivery and review. result
General Identification Pathway
Support for Learning
A referral may be made by conversation,emailorreferralformcompletion:
•
•
•
• Student Parent Staff (teacher, pastoral, etc.)
Data analysis by HoI
The following information collation may take place:
• SfL will check:
o
o
o
o Student Support Team: Pastoral Vice-principal, HoY, Counsellor
Academic Team: Teachers, Department Heads (Round Robin)
Class Charts data
Admission file for previous school information
o Core data from SIMs
o GL School data: CAT4, PASS, Progress Tests
If required:
•
• • • Initial parent contact made
History of need sought
Permission sought if required for:
Intervention or further internal assessment e.g., literacy tests EXACT, WIAT, DASH-Handwriting review.
•
Student conversation (dependent on year group)
If appropriate next steps may include:
• • •
•
• Recommendation for a psycho-educational assessment
Medical assessment
IEP/Learner profile
Tracking and Monitoring in place Continuous 360° feedback
4.2 The Register/Provision Map The Register is maintained by the Head of Inclusion. The Register is in the form of a spreadsheet and kept on the School Google Drive; Data Protected in line with School Policy. The Head of Inclusion is responsible for maintaining the content All staff are responsible for ensuring that they are familiar with the content and then utilise the information into their planning, delivery and assessment processes. Training is provided to new staff at the beginning of the year on how to navigate the register.
4.3 Classification of SfL students
Jumeirah College will classify students with any additional need in accordance with the KHDA 201516 framework, as defined below.
Special Educational Need and Disability (SEND) (identified)
have an educational need that is different from those of the majority of students. and which arises from the impact of a known disability or recognised disorder and therefore have an external identification.
Or
may not have an educational need that is different from those of the majority of students; but arises from the impact of a known disability or recognised disorder (but may be under investigation).
Additional Educational Need (AEN) (Unidentified)
have an educational need that is different from those of the majority of students; but does not arise from the impact of a known disability or recognised disorder (but may be under investigation).
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.
Jumeirah College acknowledges that they must ensure that the needs of students with SEND are accurately and wholly identified as early as possible in order for strategies to be effective. The SfL team will do this in accordance with the Section 4 1 flow chart above
Parallel to this, students will be aligned with the graduated response as seen below:
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4.4. Graduated Approach Teachers are provided with a more comprehensive graduated approach depending on the challenges the students are experiencing. These approaches provide teachers with detailed strategies to implement in their classrooms. These strategies were the fruition of collaboration between Heads of Inclusion across the GEMS network.
Graduated Approach table Cog and Learning.docx
Graduated Approach tables Comm and Interaction.docx
Graduated Approach Tables Physical Needs.docx
Graduated Approach Tables SEMH.docx
Graduated Approach Tables Sensory Needs.docx
4.5 Quality First Teaching Teachers play a vital role in the implementation of inclusion. Inclusive teaching practices include differentiation, collaboration, and the ability to respond to the needs of individual learners. These practices are required to enable all students to meet their educational goals. However, appropriate teaching strategies are not sufficient, a positive attitude is also a crucial component of inclusive teaching. Teacher mindset strongly impacts teachers' provision of inclusion. When a student is unable to complete a task, teachers need to reflect on what the potential barriers to learning are. Teachers are encouraged to use the strategies outlined in the tables above but also in the IEPs and learner profiles. Quality First Teaching is the delivery of lessons which are differentiated or modified for personalised learning. This enables all students to access learning in a meaningful and impactful way. Additional support does not replace quality first teaching and effective planning. Teachers are responsible and accountable for the progress and development of all students in their classes. This includes students who access SfL services.
Where progress is less than expected for a student not associated with SfL, the teacher will follow the SfL Pathway shown in Section 4.1.
Jumeirah College strives to ensure each student makes outstanding progress, relative to their identified needs.
4.6 Curriculum
All students should have access to a broad and balanced curriculum in line with KHDA regulations. Teachers must set high expectations for every student, regardless of their prior attainment. Teachers at Jumeirah College use appropriate baseline assessments to set targets which are deliberately ambitious. Potential areas of difficulty are identified and addressed at the outset. Lessons are planned and delivered to address potential areas of difficulty and remove barriers to individual student’s progress. Students with SEND will access the school curriculum, unless they have an official exemption, or student needs are so high that they require additional modification.
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Where specialist support is required, students may be withdrawn for intervention. There are different pathways in place for wave 3 students. 3 students are taking (ASDAN) alongside some mainstream lessons.
4.7 Reviewing quality of teaching and
learning
All teachers have lesson observations to ensure that quality first teaching and learning is delivered for all students as well as those with SEND. The SfL leaders are involved in this process. The outcomes of the lesson observations and learning walks inform the areas of professional development required. High quality teaching methodologies observed are also shared through the weekly, “teach meet” professional development sessions.
4.8 Improving teachers’ understanding
The Head of Inclusion will ensure all staff are aware of who the students are, that are identified on the register as SEND. When students are newly identified or learner profiles updated/written, teachers will be emailed immediately. Staff are supported through training and regular meetings. The SfL Team will provide information on strategies, documentation, training and identification of students to inform practice and upskill knowledge of SEND All teachers are required to complete formal external training - KHDA Mandatory Professional Development, in addition to internal sessions.
5. Managing students’ needs on the SfL Register
5.1 Individual Education Plans (IEPs)
IEPs are created for students in wave 3 and some students in wave 2, as outlined in Section 4.3, and have followed the pathway in Section 3 This system is used to assess, plan, implement and review any identified SEND provision. The IEPs are a student’s ‘roadmap’ for their removal of barriers. They are written in consultation with the students and their families Teachers are invited to contribute also This is more challenging in the secondary context as not all targets pertain to each subject However, teachers are encouraged to review the targets and teaching strategies outlined and implement them. Some of the targets may have a social/emotional focus and therefore be the responsibility of every teacher to support. The IEPs are reviewed termly with all stakeholders. Targets may continue if they were not achieved in one term.
5.2 Learner Profiles. The majority of students with Wave 1-2 SEND/AEN have a learner profile. This document is written, and on a needs basis updated on a yearly basis. It allows teachers to have a snapshot of the students’ strengths, challenges, exam access arrangements and provision of support. More importantly it serves as a communication tool between the student and their teachers. It allows the student to voice preferred teaching methods. Students are encouraged to update the strategies over the course of the academic year as their requirements change.
5.3 Provision
The level of provision is decided by the Head of Inclusion alongside stakeholders. Each student has a different need and a different level of required support. The services Jumeirah College offer include:
● Life Skills (ASDAN) programme
● 1:1 specific intervention
● Small group intervention
● In-class LSA support
● Dyslexia screening and intervention (not identification)
● Lexonik Leap, Advance and Vocabulary
● Adapted curriculum (e.g., reduced GCSE)
● Specialised curriculum
● Extra-curricular activities such as peer mentoring
● Use of technology e.g., Lexia
● ELL lessons
● Exam Access Arrangements
5.4 Review: Student Progress Meetings
Each year group is reviewed holistically every three weeks by the student progress group. The student progress group includes:
● Head of Inclusion
● College Counsellor
● Pastoral Vice Principal/Head of 6th Form
● Head of KS3/KS4
● Heads of Year
● Career’s Counsellor (6th form meetings)
The team reviews both the provision map and the referrals list, and reviews students as needs arise.
6. Criteria for being removed from registers All students have their identified needs and/or intervention programmes reviewed regularly. The graduated response is a fluid process, and students can move between levels as necessary. All students are reviewed for their placement on the register at least annually, and where a student has achieved their targets, and a review from the following has taken place, they can be removed from the Register.
● Student Progress Meetings
● Assessments
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● Teacher feedback
● Class observations
● IEP/LP target reviews
● Parent feedback
● Student feedback
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The Head of Inclusion will decide if a student's placement on the register is no longer necessary. The Head of Inclusion will keep a record of students who are removed from the register(s) and ensure that analysis takes place at least once a year to ensure adequate progress is continuing.
7. Supporting students and families
7.1 Internal Support During the identification process it may be necessary for a student to be referred to a specialist.
Within the SfL department, we have a team of specialists who are able to offer support in dyslexia, autism, social and emotional needs, wellbeing and English as a Second Language, whose expertise may be accessed on a need’s basis.
Referral to any in-school specialist is carried out by the Head of Inclusion and stakeholders following the Pathway.
A referral to the Specialist could typically include:
Completion of a referral form by the teacher
The teacher will inform the parents of the referral
Initial observation and data gathering
Baseline assessments
Personalised interventions as appropriate
In class support from SfL
A formal observation and/or assessment will take place through any of the following steps:
with agreement by the parent and/or; after meeting with the parent and/or; after written notification with the parent.
Following observation and/or assessment the outcomes will inform the next steps, which will be personalised to the student’s needs.
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Specialists can provide support to students, parents and teachers depending upon the individual needs This may include one or more of the following:
a home programme recommendation for further support a school-based programme devised by the specialist, to be carried out by SfL team/LSA/teacher, with regular review and input from the specialist Learner Profile/IEP
7.2 External Support Where applicable, parents will be guided by the Head of Inclusion towards external professionals. External professionals will be known to the school and will have read the Safeguarding/Child Protection Policy and signed a Confidentiality Agreement. Parents are requested to share any assessments completed externally with the contact details of the external agency, to the Head of Inclusion.
7.2 Parental Involvement The involvement of parents is a key factor to the success of the provision for students with special and/or additional educational needs. Ongoing parental engagement is encouraged and the SfL team offers regular workshops, review meetings and operates an open-door policy Where possible, the Head of Inclusion attends whole school functions such as Parents’ Evening, Awards Ceremonies, Parent Assemblies etc. to remain accessible. The Head of Inclusion’s email address is widely available.
7.3 Admission arrangements The Admission Arrangements and Policy can be found on the school website. The procedures are aligned with the expectations of international best practice as guided by Section 3.1 of the KHDA inspection handbook.
7.4 Examinations Within Jumeirah College students receive the appropriate exam accommodations for internal exams, according to the provision recommended by their educational psychologists’ report When students reach GCSE and A Level, they will receive Exam Access Arrangements as required in line with the school policy on EAA and the JCQ Access Arrangements, Reasonable Adjustments and Special Considerations Regulations and Guidance. This is updated on a yearly basis.
7.5 Medical Conditions
We use the ‘School Health Guidelines Manual for Private Schools in Dubai’ by Dubai Health Authority for managing the medical conditions of students, this can be found at:
Within Jumeirah College we adhere to the regulations, as set out in the Dubai Inclusive Education Policy Framework Directives and below lists our adherence to the Standard School Service.
● The Head of Inclusion is Fionnuala Nic Conmara
● SfL has one learning support teacher specialising in literacy (5 days per week)
● SfL has one learning support teacher specialising in ASDAN
● SfL has one learning support teacher, supporting students with their curriculum support
● SfL has one ELL teacher supporting students learning English.
● SfL has 11 school funded Learning Support Assistants who support students both in lessons and in withdrawal support.
● The College has one full time College Counsellor
● The College has a teacher dedicated to Teaching and Learning
● The College has multiple levels of pastoral support and dedicated staff
● The College conducts CAT 4, GL Progress Tests and PASS across the whole school at a variety of points for each year group. PISA every three years (Years 10-11), and PBTS (Year 10) in the non-PISA years. PBTS is the Pisa Based Testing System. TIMSS is administered every three years (Year 9). TIMSS is Trends in Maths and Science Study.
● Three members of the SfL team are registered Qualified Test Users with a Certificate of Competence in Educational Testing and are Members of the British Psychological Society. As such we also administer the New Group Reading Test (NGRT) YARC, LADS, LUCID, Weschler Individual Achievement Test (WIAT-III) and the Comprehensive Test of Phonological Processing (CTOPP).
● The College has a wide range of physical resources to support learning experiences in common learning environments, including access to resource rooms and learning support spaces.
● The vast majority of students (Wave 1 and 2) supported by SfL with SEND/AEN have Learner Profiles. This ensures teachers have a clear understanding of the students' needs educationally and emotionally.
● A minority of students (Wave 2-3) are provided with Individual Education Plans to support students' access to specialist provisions.
● Each curriculum area modifies the curriculum and ensures appropriate adaptations.
● Small groups or one to one sessions are delivered by all teaching and support staff.
● LSAs are currently provided free of charge.
● Students have access to training in assistive technology.
● Parents and students have access to school-based specialist support and guidance.
● Students and Staff have consistent access to support and training in Child Protection, Safeguarding, Health and Safety, Lockdown and Evacuation and other emergency procedures.
● The College regularly conducts physical environment assessments to identify and mitigate risks that can be relevant to the students.
● Each department has a subject inclusion lead. This role involves creating an action plan to
support students with SEND and acting as a conduit between SfL and their department.
● Many departments offer their own intervention lessons also.
8. Monitoring and Evaluation of SEND
Monitoring and evaluating the quality of provision offered to students is carried out by obtaining:
Staff views
Student views
Learning Journeys/Journals
Parental feedback
Lesson Observations
Tracking evidence of students on IEP / LPs
Learning walks
IEP / LP targets achieved
School SEF
The purpose of regular monitoring and evaluation is to promote an active process and atmosphere of continual review and improvement of provision for all students
9. Training and Resources
9.1 Training
Internal training provisions are led by the Head of Inclusion, to ensure that all staff are aware of the learning needs of SEND students and have the skillset to support them. Training is delivered, via staff PD, publications and a number of whole school training sessions. Whole school PD is also provided by the head of Teaching and Learning. This will include the most up to date strategies according to the SEND Code of Practice. External training will take place for all Teaching Staff in line with the KHDA (Mandatory Units required for Teaching Licensing) and GEMS (English Inclusive Education Practices Programme) training programmes All training will be supported in accordance with the Jumeirah College PD Policy.
9.2 Induction of new staff The Head of Inclusion will present to the new staff on four different occasions. The first presentation will explain the history and context behind inclusion in private schools in Dubai. Next, there is a workshop on navigating the provision map, learner profiles and how to book exam access arrangements. The third session will be during the whole school presentation which will focus on the whole provision of inclusion for the year ahead. Finally the head of inclusion will present to the new teachers on supportive teaching strategies for students with SEND. The Head of Inclusion will also be available to answer any questions new staff may have.
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9.3 GEMS Network Meeting The Head of Inclusion will meet regularly to share best practice and keep up to date with local and national incentives. This will also ensure consistency across the GEMS schools. A member of SLT will be invited to attend these meetings where appropriate.
10. Roles and Responsibilities The Principal, Inclusion Governor, Inclusion Champion, Head of Inclusion, Support Teachers, Learning Support Assistants and Classroom Teachers will adhere to the responsibilities laid out in the Dubai Inclusive Education Policy Framework Implementation Guide of 2019.
10.1 The Head of Inclusion The day-to-day provision for SEND is the responsibility of the Head of Inclusion. However, as the provision involves all aspects of school learning, the responsibility will include leaders across the school, as well as individual teachers.
The role of the Head of Inclusion is to:
● ensure that Inclusion Audit and Dubai Inclusive Education Policy Framework and associated legislation is being implemented including the implementation of an inclusive education support team;
● work alongside learning support teachers, class teachers and senior leadership to provide effective provision, training, support and knowledge;
● ensure data is accurately recorded on the tracking system and that any planning for learning and teaching is consistent with whole school educational policies and practice.
10.2 Class Teacher Class teachers are expected to plan students’ learning to be directly related to their student’s
Learner Profiles and/or specific needs as stated in the KHDA Inspection Handbook. Teaching may be on an individual or group basis and involve specialist teachers or learning assistants.
10.3 Learning Support Assistants LSAs
The role of the LSA is to:
work under the direction of the Head of Inclusion (line manager);
collaborate with the class teacher to support students with a Learner Profile and/or IEP in the classroom;
work both within the classroom, small groups and one to one, to support students who have identified and unidentified learning needs;
encourage and support with activities outside of lessons to enable them to participate as fully as possible e.g., mentoring, support programmes, movement about the building and accompanying students on school trips.
10.4 Learning Support Specialists
A Role Description is available in Appendix 6. The role of the Learning Support teacher is to:
work under the direction of the Head of Inclusion; to support other teachers to plan and deliver high quality lessons; to work alongside teachers to support specialist differentiating to support in school training; to contribute to the Learner Profiles; to maintain an ‘Inclusion Plan’ for their respective departments.
10.5 Wellbeing The Head of Inclusion works closely with the wellbeing team to ensure the wellbeing of students of determination as a priority. SLT shares the results of the PASS data and Class Charts check ins with the HoI. The Head of Inclusion communicates daily with the school counsellor to share feedback from meetings with parents and students and data from psychological educational reports which highlight anxiety/depression as a concern. The student progress team meets regularly with the Head of Inclusion to ensure transparency and sharing of data and to plan for the provision of support. The head of inclusion will work alongside the counsellor and the assistant principal for student experience, to write a student wellbeing policy and plan.
Students with social and emotional needs are supported in SfL. This may include:
● Space to study (6th Form students)
● Encouraging students to participate in ECAs to support their needs (mindfulness colouring/yoga/public speaking/running club/drama)
● EAA for students when teachers note their teaching and learning is affected.
● Encouragement and guidance from the SfL department.
● Supportive targets and strategies on their IEPs/learner profiles.
10.6 Medical
The school doctor and nurses are responsible for meeting the medical needs of students and will work with the Head of Inclusion to ensure transparency and sharing of data.
10.7 Safeguarding
A Designated Safeguarding Leader will meet with the Head of transparency and sharing of data.
Inclusion weekly to ensure
11. Storing and managing information
SEND information is stored on the school management system and complies with the Data Protection Act and is being amended to comply with GDPR.
12. Reviewing the Policy The Inclusion Support Team will review the Policy annually with the Head of Inclusion and the Senior Leadership teams to ensure that the guidance provided is up to date with best international practices.
13. Dealing with complaints
Complaints should be made in writing directly to the Head of Inclusion and/or Senior Leadership Teams.
This policy was reviewed in September 2024.
Next review September 2025
Appendix 1 - Glossary of terms :1
Special Educational Needs (SEN)
Additional Educational Needs (AEN)
have an educational need that is different from those of the majority of students. and which arises from the impact of a disability or recognised disorder and therefore have an external identification.
● have an educational need that is different from those of the majority of students; but
● does not arise from the impact of a disability or recognised disorder
(i.e., internally assessed literacy issues with intervention) or
● may not have an educational need that is different from those of the majority of students; but
● does arise from the impact of a disability or recognised disorder
The graduated response consists of dividingstudents into three levels of support needs. Wave 1 students are supported by quality first teaching, Wave 2 require learning support intervention to close the gap between them and their peers and Wave 3 are students with an identified SEND and therefore an IEP/MAP
I.E.P
Learning Support Register Special Educational Needs Coordinator (SENDCo)
Learning Support
Individual education plan
SEND Code of Practice, 2015
The Head of Inclusion and/or with specific responsibilities relating to the provisions for students with SEN. .
This is Jumeirah College’s list of students who are supported by Learning Support (SfL). Also known as the Provision Map.
The department that provides provision for students with SEN at Jumeirah College the department is called SfLwhich stands for Support
SEND (Special Educational needs and Disability) Code of Practice, 2015 is a document released by both the departments for health and education providing guidance on how a Special educational needs department should operate.
Identification Pathway
Sequence of procedures followed by professionals at Jumeirah College if a student is suspected of having SEN.
A term used in schools to describe students who have the potential to develop significantly beyond what is expected for their age.
'Gifted' refers to a student who has abilities in one or more academic subjects, such as English or maths. 'Talented' refers to a student who has skills in a practical area such as music, sports or art.
ﺔﯾﻠﻣﻋتﻟاﺎﺟﻣﻲﻓتارﺎﮭﻣﮫﯾدﻟيذﻟابﻟﺎطﻟاﱃإرﯾﺷﯾﺢﻠطﺻﻣ
Speech, language and communication needs (SLCN)
A student with speech, needs: language and communication
might have speech that is difficult to understand they might struggle to say words or sentences they may not understand the words that are being used, or the instructions they hear they may have difficulties knowing how to talk and listen to others in a conversation
Autistic Spectrum
Condition (ASC)
Moderate learning difficulties (MLD)
A developmental disorder is characterized by difficulties in social interaction and communication and by restricted or repetitive patterns of thought and behaviour.
A student with moderate learning difficulties (MLD) is understood to display significant delay in reaching developmental milestones and may have much greater difficulty than their peers in acquiring basic literacy and numeracy skills. They may also have associated speech and language delay, low levels of concentration and underdeveloped social, emotional and personal skills.
Severe learning A student with a severe learning disability often uses basic words and gestures to communicate their needs. Many need a high level of support. difficulties (SLD)
Profound and multiple learning difficulties (PMLD)
A student who has a profound intellectual disability, which means that their intelligence quotient (IQ) is estimated to be under 20 and therefore they have severely limited understanding.
Specific learning difficulties (SpLD)
A disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations. The most common SpLDs are dyslexia, dyspraxia, attention deficit disorder (ADD), attention deficit hyperactivity disorder, dyscalculia and dysgraphia. All specific learning difficulties (SpLDs) exist on a continuum from mild to moderate to severe.
Global Learning When students have learning difficulties that are more Difficulties generalised and don’t relate to a specific neural problem or immaturity, they can be described as having moderate, severe or profound and multiple learning difficulties, depending on their degree of difficulty
Visually impaired person's eyesight cannot be corrected to a “normal level”. It may be said that visual impairment is the functional limitation of the eye or eyes or the vision system.
1. A hearing impairment is a hearing loss that prevents a person from totally receiving sounds through the ear. If the loss is mild, the person has difficulty hearing faint or distant speech. A person
with this degree of hearing impairment may use a hearing aid to amplify sounds. . .
A student who has impairments of both vision and hearing.
Total or partial loss of a person’s bodily functions (e.g., walking, gross motor skills, bladder control etc.) and total or partial loss of a part of the body (e.g., a person with an amputation).
Some examples of lifelong physical disabilities include:
● amputation;
●
● arthritis; cerebral palsy;
● multiple-sclerosis;
● muscular dystrophy;
● acquired spinal injury (paraplegia or quadriplegia);
● post-polio syndrome;
● spina bifida.
The Knowledge and Human Development Authority (KHDA)
Cognitive ability test (CATs)
Secondary Leadership Team (SLT)
The educational quality assurance and regulatory authority of the Government of Dubai, United Arab Emirates.
The CAT (cognitive ability test) assesses an individual's ability to reason with and manipulate different types of symbols. Three main types of symbols play a substantial role in human thought. These symbols represent:
• words
• quantities
• spatial, geometric or figural patterns.
A team comprising of the Head teacher, Deputy head teachers and Assistant head teachers of the Secondary school.
Federal Law No. (29) of 2006 Concerning the Rights of People of Determination
English
https://www tamm abudhabi/en/aspects-oflife/peopleofdetermination/peopleofdeterminationrights/LawsandRegulations/federal-law-no29-of-2006-concerning-the-rights-of-people-of-determination
Arabic
https://www tamm abudhabi/ar-AE/aspects-oflife/peopleofdetermination/peopleofdeterminationrights/LawsandRegulations/federal-law-no29-of-2006-concerning-the-rights-of-people-of-determination
2014
Title
Law No 2 of 2014: Concerning the Protection of the Rights of Persons with Disabilities in the Emirate of Dubai
https://www.khda.gov.ae/CMS/WebParts/TextEditor/Documents/ExecutiveCouncilResolution No (2)of2017RegulatingPrivateSchoolsIntheEmirateOfDubai Arabic pdf
2017
Title
Dubai Inclusive Education Policy Framework
English
https://www khda gov ae/cms/webparts/texteditor/documents/Education Policy En pdf
Arabic https://www khda gov ae/cms/webparts/texteditor/documents/Education Policy Ar pdf
Audio English https://www khda gov ae/cms/webparts/texteditor/media/Education Policy En wav
2019
Title
Dubai Inclusive Education Policy Implementation
English
https://www khda gov ae/Areas/Administration/Content/FileUploads/Publication/Documents/ English/20190123084554 SENDPOLICYSCHOOLS EN pdf
Arabic
https://www khda gov ae/Areas/Administration/Content/FileUploads/Publication/Documents/ Arabic/20190123084554 SENDPOLICYSCHOOLS AR pdf
2020
Title
Dubai Inclusive Education Policy Framework: Directives and Guidelines for Inclusive Education
https://www khda gov ae/Areas/Administration/Content/FileUploads/Publication/Documents/ Arabic/20200126091127 SEND-Report-Ar pdf
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2020
Title
Advocating for Inclusive Education, A Guide for Parents.
English 20210323083851 Advocating-for-Inclusive-Education–A-guide-for-parents-En.pdf (khda gov ae)
Arabic Dubai | government knowledge and human development authority | body versions (khda gov ae)
Appendix 3 - Inclusion Support Teacher The Department nominated Inclusion Support Teacher is identified as a competent teacher who demonstrates high levels of skill and ability in applying inclusive approaches with their teaching practices.
● Support Teachers will work closely with the Head of Inclusion to ensure the dissemination of information and receive support and training as required.
● Support Teachers will serve as a role model, coach and professional mentor for classroom teachers.
● Support Teachers will spend time working directly with individuals or small groups in order to implement interventions and accelerate achievement. Some of these strategies will involve supporting teachers with differentiation, lesson planning, access arrangements, awareness, and the referral process
● Support Teachers will develop their own personal knowledge and pedagogy through professional resources, collaborating with colleagues and connecting with the community.
● Support Teachers will liaise regularly and directly with the Inclusion Department to increase knowledge and awareness of the variety of student needs and then disseminate information to the teacher.
● Support Teachers will work with the Head of Inclusion to conduct classroom and student observations to ensure student needs are being met.
● Support Teachers will work with their Head of Department to review data and identify students who are causing concern.
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● Support Teachers will ensure that specific strategies, learning outcomes, collaborative approaches are fully embedded within their departments.
●Support Teachers will play an important part in building capacity within their departments.
●Support Teachers will ensure that department resources are made available to the inclusion team to support pre and over learning.
Policy Name: More and Exceptionally Able (MEA) Policy 2025-26
Policy revised by: Nichola Ford, Assistant Principal
Date revised: June 2025
Date of next review: June 2026
More and Exceptionally Able (MEA) Policy
‘Progress beyond limits’
1. Vision and Aims
“A vibrant learning community, nurturing happy, confident and accomplished students who, through a commitment to academic and personal excellence, progress beyond limits ”
We acknowledge, though, that within our cohort are those students who can be identified as more able and/or exceptionally able – those students whose characteristics and learning behaviours indicate:
•
• they are performing significantly above their peers OR have the potential to perform significantly above their peers.
Jumeirah College acknowledges that these students will require additional targeted support to ensure their performance is maximised in order to:
• ensure that all MEA students are clearly identified and known to all staff
● ensure that the school caters for the needs of the full ability range both within and beyond the curriculum and that the performance of more able students is translated into high achievement and learning attributes that will ensure personal success and/or benefits to the wider community
● raise aspirations of all students through a school ethos of high achievement, high performance learning behaviours and challenging learning opportunities
● provide inspiration to other students through appropriate student role models.
To achieve these aims, Jumeirah College will:
• assign one Senior Leader as MEA coordinator
•
•
• assign the Head of Inclusion to work collaboratively on developing provision ensure stretch and challenge is expected for every student across JCD no matter what their ability, and the responsibility of every subject teacher. work with the subject inclusion leads to disseminate information and training
• apply a variety of methods to ensure MEA students are identified
•
• continue to develop a whole school enrichment programme which will provide opportunities for students to maximise their potential promote and develop higher order thinking skills and personalised and differentiated learning across the curriculum
• provide a programme of CPD for staff, designed by the MEA PLG
•
• implement a cycle of monitoring to review the effectiveness of the schools’ provision offer parental engagement opportunities during the academic year
Supporting UAE Vision (The UAE National Agenda)
The United Arab Emirates Vision 2021 has education as its foundation, both explicitly and implicitly. Vision 2021 includes aspirations for citizenship, a spirit of entrepreneurship, enhanced educational attainment, and a knowledge-based economy driven by innovation, research, science and technology
The realisation of these aspirations requires a world-class education system, responsive to national needs and
aligned to international standards.
Jumeirah College believes that our students can achieve beyond limits and that our MEA provision supports the enhanced educational attainment as outlined in the UAE Vision 2021
2. Definitions
Within Jumeirah College we use the terms More Able and Exceptionally Able Students
‘More Able’ defines those students who have demonstrated gifts or talents in (uncommonly high potential) in one area.
Students may be identified as gifted but may be underachieving due to but not limited to the following reasons:
English Language Learners: It is important to be aware of ELL students (English Language Learners), who may not yet have a sufficient command of the English language, are not easily identifiable as MEA learners.
Dual and Multiple Exceptionality (DME): This term is used to describe those students who have one or more special educational needs and disabilities and are also MEA students.
3. Provision
Quality-First Teaching (Wave 1) Wave 1 recognises that quality-first teaching uses strategies such as:
• Groupings: flexible ability groupings and roles within groups to extend MEA students
• Level of work: The promotion of higher order thinking skills through task complexity and critical thinking Increasing depth and breadth (for example, enrichment through broader range of tasks and resources)
•
Enrichment: Opportunities to transfer skills across curriculum areas and within real life contexts
Differentiation: Providing appropriate differentiation and questioning within subject areas to ensure the stretch and challenge of all students
Pace: Recognise that students may learn faster than their peers. Teachers to provide appropriate challenge to stretch them further maximizing their gains, sustain the students’ attention and desire to learn.
Instruction: Implementation of Rosenshine’s principles of instruction
• Additional, and different, in-school provision (Wave 2)
Assessment: Frequent analysis of baseline data to ascertain students’ level of knowledge in order to provide a more challenging programme to stretch the students. e.g. formative and summative assessments throughout the year
● Extra-curricular activities, societies (and competitions) for all students
● Development of student leadership skills through leadership roles, student council, peer mentoring
● Where appropriate, the school will support students and parents by inviting outside agencies to provide additional provisions e g Sailing, PADI, climbing club, first aid
● The GEMS network of schools will develop intra-school links to provide additional opportunities for students to interact with students who share the same interests/ have similar subject strengths
● Opportunities to develop enhanced higher levels of entrepreneurialism and social responsibility e.g. MUN, world scholar's cup, business enterprise, F1 in schools.
Wider Opportunities (Wave 3)
● Wider community impact and intention e g charity committee
● Broad range of opportunities to work with external organisations such as World Scholars’ Cup, MUN, IA, UKMT, Trinity College London, LAMDA, COBIS, BSME, UAE squads/youth squads, high level umpiring courses, ABRSM, ChoirFest Middle East, YMOG etc
● The GEMS network of schools will develop inter-school links
● Opportunities to work beyond the GEMS organisation on quality competitions e g debating, and sports
External accreditation
5. Reviewing the Register
The register is continuously updated throughout the academic year to ensure that it remains current and reflective of students' level of ability. All staff have the responsibility to recognise and communicate a student’s potential to the student, subject leader and MEA Coordinator
6. Responsibility
The management and evaluation of this policy is the responsibility of MEA coordinator and Head of Inclusion. This role will involve:
● collating and updating the register based on departments feedback
● reviewing the curriculum on offer to ensure it is meeting the needs of the students e.g. Oxbridge assessment support sessions, enriched mathematics
● reviewing the in-school enrichment programme
● ensuring that the school’s CPD programme includes relevant aspects of provision ensuring that all staff are aware of the MEA cohort and their target levels
7. Training and Resources
Training sessions are facilitated to ensure that all staff are aware of the learning needs of MEA students and are able to support them fully. Training is delivered via staff CPD, publications and a number of whole school training sessions. During induction new staff will be informed of the MEA policy, provision and practice within Jumeirah College.
8. Jumeirah College’s MEA Evaluation and Development
The MEA team will meet to share and further develop good practice The team will keep up to date with local and national incentives and opportunities which will add to the Schools’ MEA provision
9. Storing and Managing Information
Inclusion information is stored on the school management system and complies with the GEMS Data Protection Policy.
10. Reviewing the Policy
The MEA Policy will be reviewed annually by the Senior Leadership Team, Head of Inclusion and MEA Coordinator to ensure that the guidance provided is up to date with best international practice
