Kings’ Education has a very strong commitment to the inclusion and pastoral support of all our families and students; this includes students who are identified with Special Educational Needs, Additional Educational Needs, English as a Second Language, English Language Learners, More Able and Exceptionally Able Students.
Support for students begins at Admission, with a thorough identification and assessment process to ensure appropriate support is available for all. Once admitted support continues with on-going identification and the removal of learning barriers through the pastoral and student support networks.
At Kings’ Schools, we offer an inclusive mainstream curriculum with additional support, intervention, differentiation and personalisation, where appropriate.
The whole school community is encouraged to ensure inclusion and the best possible social, emotional, behavioural and academic progress for all of our students. This is provided through innovative learning and teaching, dissemination of information, training and access to quality staff at all levels.
Kings’ Education has comprehensive Pastoral and Learning Support Teams comprising of experienced and highly educated staff. Across all our schools we operate as a team under the Learning Inclusively at Kings' umbrella (LInK) at Kings' School Al Barsha and Kings' Dubai, and the Achievement Centre at Kings' School Nad Al Sheba.
All three sites have access to support from in-house:
Inclusion is important to us at Kings’. All our students need to feel they belong and their happiness and progress in learning is vital to our value system. The commitment to being an inclusive school is both a passion and a commitment of every member in the organisation stemming from The Chairman, through the Principals, to the teaching and non-teaching staff. It is a cohesive part of all student learning; which is disseminated through the teaching of 'Emotional Intelligence', a competency within our Kings' Learner Behaviours.
Our provision model for Kings’ Education SEND Provision is laid out as follows: