SCHOOL POLICY MANUAL-2024-2025

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CONTENTS

SECTION 1 ADMINISTRATION ....................................................................................................................... 4 ADMISSION POLICY ........................................................................................................................................... 4 ADMISSIONS POLICY SIXTH FORM:.............................................................................................................. 7 ATTENDANCE AND PUNCTUALITY POLICY ...................................................................................................... 12 INCLUSION POLICY .......................................................................................................................................... 16 GIFTED AND TALENTED POLICY....................................................................................................................... 21 SCHOOL EDUCATIONAL EXCURSIONS POLICY................................................................................................. 26 COMMUNITY OUTREACH PROGRAMME ........................................................................................................ 32 TRANSPORTATION POLICY .............................................................................................................................. 34 SECTION 2 - SAFE GUARDING POLICIES............................................................................................................... 38 SAFEGUARDING POLICY .................................................................................................................................. 38 WHISTLE BLOWING POLICY............................................................................................................................. 47 CHILD PROTECTION POLICY............................................................................................................................. 50 ANTI-BULLYING POLICY ................................................................................................................................... 55 WELL BEING POLICY: ....................................................................................................................................... 58 COUNSELLING POLICY ..................................................................................................................................... 62 BEHAVIOUR FOR LEARNING POLICY (BfL) ....................................................................................................... 64 HEALTH AND SAFETY POLICY .......................................................................................................................... 71 BREAK TIME POLICY ........................................................................................................................................ 73 FIRST AID POLICY ............................................................................................................................................. 74 FIELD TRIP POLICY ........................................................................................................................................... 75 SOCIAL MEDIA POLICY..................................................................................................................................... 76 SUN SAFETY POLICY......................................................................................................................................... 77 HOUSE POINTS POLICY .................................................................................................................................... 81 SECTION 3 ACADEMIC POLICIES.................................................................................................................. 84 ASSESSMENT POLICY ....................................................................................................................................... 84 CURRICULUM POLICY ...................................................................................................................................... 89 EXAMINATION POLICY .................................................................................................................................... 94 HOMEWORK POLICY ....................................................................................................................................... 98 INTERVENTION MARKING – NEXT STEPS MARKING POLICY ......................................................................... 102 PROMOTION POLICY ..................................................................................................................................... 109 TEACHING AND LEARNING POLICY ............................................................................................................... 111 READING POLICY ........................................................................................................................................... 131 ACADEMIC INTERVENTION POLICY ............................................................................................................... 133 SECTION 4 STAFF POLICIES........................................................................................................................ 135 PROFESSIONAL RESPONSIBILITIES OF TEACHING STAFF............................................................................... 135 TOLERANCE DOCUMENT FOR EMPLOYEES IN EDUCATION SYSTEM TO DENOUNCE ...................................140 ADDENDUM ...................................................................................................................................................... 142 EMERGENCY RESPONSE PLAN....................................................................................................................... 142

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FIRE EVACUATION POLICY....................................................................................................................... 142 ANNEXURE ........................................................................................................................................................ 151 Checklist and Guidelines for Bus First Aid Box.............................................................................................. 151 LOCK DOWN POLICY...................................................................................................................................... 152 PARENT COUNCIL GUIDELINES...................................................................................................................... 158 WALKIE TALKIE RADIO COMMUNICATION POLICY ....................................................................................... 160 BUSINESS CONTINUITY POLICY ..................................................................................................................... 161 SAFER RECRUITMENT POLICY: ...................................................................................................................... 170 READINESS PLAN & EMERGENCY RESPONSE PLAN....................................................................................... 175 EXTREME WEATHER POLICY.......................................................................................................................... 185 BUS EVACUATION POLICY ............................................................................................................................. 188 DSafe: Diyafah Cyber Security & Cyber Addiction Policy ................................................................................... 193 COMPLAINTS POLICY..................................................................................................................................... 199 STAFF DISCIPLINE POLICY .............................................................................................................................. 201

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SECTION 1 ADMINISTRATION

ADMISSION POLICY PURPOSE: To establish clear guidelines, expectations and requirements for students seeking admission to Al Diyafah High School – known as School. SCOPE: All Admission processes are followed as stated below keeping in line with the KHDA regulations. The school will operate in a fair, open, and transparent manner if it is believed that the school can meet the needs of any student applying for a place. Our school will not discriminate based on national origin, creed, colour or gender and seeks to accept all qualified students who apply. RESPONSIBILITIES: It is the responsibility of the Registrar along with the team comprising of the Principal, School Manager, Senior Leadership Team, Head of Sixth form and Finance representative to ensure that admission targets are met, and all procedures are followed. Admission criteria and procedure are as follows: The admission process begins in the month of January each year via www.diyafah.com. Parents must complete the registration form and submit all information required along with all additional learning needs or other barriers to learning and any special talents and skills of the child for whom they seek admission. At the time of registration, the parent is required to submit the student’s current school progress report and report(s) of other assessments such as CAT4 and GL Progress Tests. The Registrar, her team, and the respective Head of Department – Primary and Secondary will be responsible for arranging assessments/interviews. Siblings of students already studying in the school will be given preference for admission to the school if they fulfil all requirements. Age Criteria per Year level: Student’s age corresponding to the different Year group as of 31 st August is as follows: Year Age FS1 3-4 years FS2 4-5 years Year 1 5-6 years Year 2 6-7 years Year 3 7-8 years Year 4 8-9 years Year 5 9-10 years Year 6 10-11 years Year 7 11-12 years Year 8 12-13 years Year 9 13-14 years Year 10 14-15 years Year 11 15-16 years Year 12 16-17 years Year 13 17-18 years Entrance Examina�on and Interview:

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A fee of AED 500/- (including VAT) will be charged towards the administration of assessment/interviewprocess. If the admission is not successful, this fee is refundable. FS: Students will be required to attend small group assessments, within the early years setting. Year 1 to 6 – Primary: Students will be required to take a written exam in English and Mathematics. Year 7 to 10 – Secondary: Students will be required to take a written exam in English and Mathematics. The assessments will be conducted either online or in school. In the final stage of this process, the student will be called for an interview with the respec�ve Head of Department. Once the student clears the interview, the parent will be required to pay the fees and submit all documents as listed below by the stated deadline. Document requirements: Documents of Student and Parent to be uploaded on the pre-admission portal are as listed below: • Passport copy of the Parent(S) & child with valid residence visa page. • Copy of the Emirates ID Parent(s) and Child – Front and back. • Copy of child's birth certificate • Passport size photographs of the student - with white background • Health report / Immunization record The below documents to be mailed to the Registrar. • Last Report Card • Assessments such as CAT4, GL Progress Tests, ACER • Transfer Certificate from the last school with the required attestation. Acceptance of the admission offer and payment of all fees: On acceptance, parents will receive a conditional offer from the Registrar and must complete all required procedures & payments within 7 days of receiving the offer to secure the place. A non-refundable admission and registration fee are chargeable. The first instalment of the school fees and any other charges applicable must be paid through the parent portal. Inclusive Educa�on Policy Framework Al Diyafah High School embraces an ethos of inclusion, which will address the needs of students with Special Educational Needs or Disabilities (SEND) or that of Gifted and Talented, in full accordance with UAE Law and KHDA expectations (Federal Law 29 2006 and Law Number 2 of March 2014) and the Dubai Inclusive Education Policy Framework - Admissions, Participation and Equality 2017. The school will ensure that students are not denied admission based on their Additional Support Needs, within the capability of the physical and human resources of the school. SEND students will receive ‘sibling priority’ for entry to the school. Al Diyafah recognizes that it is important to ensure that the full range of abilities is represented and that the appropriate identification of the needs of a Student of Determination is the first step in offering quality provision and support. Identifying the type of difficulties that a Student of Determination might experience will enable ADHS educators to provide direct support to the student and to evaluate and lower other external barriers to learning. This process may not always require a formal diagnosis, buton occasion where this is deemed necessary, the school will work with Parents in finding a suitable provider. All potential Students of Determination will be interviewed by the Head of Inclusion or SENDCO, with their parents. Where the school can meet the additional support needs of the child, a place will be offered, provided spaces are available in that year group and subject to a maximum of 10% of any class consisting of students requiring support.

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Any additional fees that are considered will be agreed with parents at the point of entry to the school or after a year-end review, involving parents.

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ADMISSIONS POLICY SIXTH FORM: FOR INTERNAL STUDENTS – Gradua�ng from Year 11 Pre- registra�on: Current Year 11 students who wish to continue to Year 12 at Al Diyafah High School are given aSubject Options form in January to select their subjects for Year 12. Students are given a provisional confirmation based on their Mock exam performance, behavior, attendance commitment and participation in school activities and initiatives. All other studentswho do not have the required grades in the end of term and Mock Examination are put on a waiting list. Students who are given provisional confirmation must pay the re - registration fee and reserve a seat for the next academic year. Academic Requirements for Entry to A Level: • All students wishing to enroll in the A Level program must meet the following criteria: • For AS Level: Students must have achieved grades of A*-B in the IGCSE examinations for the subjects selected (with the exception of Edexcel Math, which requires a minimum grade of 8) as well as a minimum grade of C in all other subjects. • Students are required to have completed the extended IGCSE course in the subjects they wish to pursue at the AS Level. • Students must choose AS Level subjects from those they have previously studied in IGCSE, unless they are selecting a new subject available only at AS and A Level. • For A Level: Students need to achieve a C grade in the subjects they have taken at the AS Level. FOR EXTERNAL STUDENTS: The school will admit students from other schools to Year 12 and Year 13 (subject to conditions). Seats for external candidates are limited and subject to the entry criteria as outlined above. Registration for Sixth Form for external students opens in the month of January each year via www.diyafah.com. Theregistration form and the options form must be completed with all the information required and listedalong with all additional learning needs or other barriers to learning and any special talents and skillsof the student. A copy of their mock examination results, a copy of their predicted grades, letters of recommendation from teachers who have taught them, and their personal statement must beattached with the registration form. All academic requirements for internal students listed above must be met by external candidates. The Registrar with her team and the Head of Sixth Form will be responsible for arranging assessments/interviews. A fee of AED 500/- (including VAT) will be charged towards the administration of assessment/interview process. If the admission is not successful, the fee is refundable. Siblings of students already studying in the school will be given preference for admission to the school if they fulfil all requirements. The student will be interviewed by the Head of Sixth Form and the Head of Secondary. If found eligible, they will only be given provisional admission which will be subject to their obtaining the required grades in their IGCSE examinations. To reserve the seat an advance payment of 10% of the school feesalong with admission and registration will be required. All students both existing and new will be expected to read and sign a Sixth Form agreement

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form which outlines the commitment required to be successful in post-16 study. Document requirements: Documents of Student and Parent to be uploaded on the pre-admission portal are as listed below: • Passport copy of the Parents & student with valid residence visa page. • Copy of the Emirates ID both Parents and student – Front and back. • Copy of student's birth certificate • Passport size photographs of the student - with white background • Health report / Immunization record To be mailed to the Registrar • Copies of CAIE / Edexcel Examination Transcripts • Transfer Certificate from the previous school with the required attestation Cancella�on of admission: If the parent decides to cancel the admission, a refund/ deduction will be made as per KHDAguidelines. Acceptance & fee payment: Once the IGCSE results are released all students who were given provisional confirmation and have obtained the required grades are called for a confirmation interview with the Head of Sixth Form. Asa sign of acceptance, parents must complete all necessary procedures & make the required payments within 7 days of receiving the confirmation. Fees: The school’s Admission and Registra�on Policy will form part of the Parent Contract.

Term 1 ** (15/08/2024) Sept - Dec

Term 2 (05/12/2024) Jan - Mar

Term 3 (05/03/2025) Apr - Jun

YEAR

Annual Fee for AY 2024-25

FS 1

11,378.00

4,552.00

3,413.00

3,413.00

FS 2

11,378.00

4,552.00

3,413.00

3,413.00

YEAR 1

11,992.00

4,797.00

3,598.00

3,597.00

YEAR 2

11,992.00

4,797.00

3,598.00

3,597.00

YEAR 3

11,992.00

4,797.00

3,598.00

3,597.00

YEAR 4

12,348.00

4,940.00

3,704.00

3,704.00

YEAR 5

12,348.00

4,940.00

3,704.00

3,704.00

YEAR 6

12,348.00

4,940.00

3,704.00

3,704.00

YEAR 7

12,616.00

5,046.00

3,785.00

3,785.00

YEAR 8

14,357.00

5,743.00

4,307.00

4,307.00

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YEAR 9

15,854.00

6,342.00

4,756.00

4,756.00

YEAR 10

20,131.00

8,053.00

6,039.00

6,039.00

Term 1 ** (15/08/2024) Sept - Jan

Term 2 (05/12/2024) Feb - Jun

YEAR

Annual Fee for AY 2024-25

YEAR 11

20,131.00

10,066.00

10,065.00

YEAR 12

20,441.00

10,221.00

10,220.00

YEAR 13

24,185.00

12,093.00

12,092.00

Terms and Conditions ** Above fee excludes Books and online resources, progress test, PEP and Medical Fees (Incl. 5% VAT where applicable) which are part of the mandatory services of the school. Transport fee– as per route is optional and charges are additional as per route. Log on to Parent Portal to view the total fees payable as per year levels and all payments made. Additional fees during the academic year are payable for selected Field Trips, SEN Learning Support, English Learning Support, Annual Photography, Graduation Ceremony, Annual Concerts, activities andall mandatory and International Assessment& Examination as per year levels. Please note, ADHS is a fee-paying school, regulated by the Knowledge and Human Development Authority (KHDA). All information and communication rela�ng to school fees is approved by the KHDA, and the * above fees are subject to change as per KHDA approval. Please read carefully, all T& C listed below: Fee Payment Op�ons: WE REQUEST PARENTS TO USE THE PAYMENT OPTIONS GIVEN BELOW – PLEASE DO NOT VISIT THE SCHOOL ACCOUNTS UNLESS ABSOLUTELY NECESSARY but only a�er taking prior appointment. First Term Fees: Can be paid by any of the following methods of payment: • Debit/Credit Card: Through the Diyafah Parent Portal login: Click Here Please use your Parent Login (i.e. Pxxxxx) provided by school. • Bank to Bank Transfer: Account Name: AL DIYAFAH HIGH SCHOOL Account Number: 260179020001 Bank Name: Abu Dhabi Commercial Bank, Al Mina Road Branch, Dubai. IBAN: AE680030000260179020001 Swi� Code: ADCBAEAAXXX

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Please email a scanned copy of the remitance advise to ebilling@diyafahschool.com to enable us to trace your payment and update our records.

2nd & 3rd Instalments can be paid by the same payment method men�oned for First Term Fee i.e. Bank Transfer or through Parent Portal. Refund Policy: In case of any withdrawal of admission, refunds are calculated based on KHDA guidelines. Books: Notebooks and Online Resources will be invoiced in the First Instalment along with the school Fee; for students from year 5 and above the books will be distributed in their respec�ve classes on the first day of school with all necessary Health & Safety precau�ons. For Years 1 to 4 books will be distributed on specific dates and for FS it will be given to the parents on the Orienta�on Day. Curriculum Textbooks need to be selected on the parent portal and the same will be invoiced asper the selec�on. Uniform: Uniforms must be bought only from our authorized dealer “Sumeru Industries” and are available for purchase. There are two options available to buy uniforms for your convenience: Op�on 1 The Uniform shop – This is located on the first floor, shop no:39 of Madina Mall and is open from 10am to 7pm Monday to Saturday. For any assistance you can reach them on 0581175723. Trials are discouraged and only to be done if necessary and as per the law a customer can try only a maximum of 5 items during a visit. Op�on 2 You can also place your order online. Please follow the steps below for on-line purchase:Visit the link: www.shopatsumeru.com and Click on Register. • Enter “Al Diyafah High School” at select your school line. • Select “ALL” to see all uniforms and then select the category required. • Add to cart required items. • Go to payment and check- out. (All relevant information, including the invoice will be emailed by the company and they will requirecourier details for delivery). Transport: We have outsourced the school transport to an external provider. You can register your child/children for transport requirements. The transport fee details, and transport request

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form are available on the school web site for your ready reference. (Subject to change as per Regulator guidelines) https://www.diyafah.com/admissions/transport%20fee

New Admission: • Admission and registration Fee of AED 1,000/- is payable upon confirmation of an admission. This is a one-time fee and is not adjustable or refundable in case enrolment is withdrawn. • A registration fee of 10% is payable along with the admission and registration fee mentioned above. This fee is adjusted against the First Term Fees but not refundable in case the enrolment is withdrawn. Re- Registra�on (Exis�ng Students): • Every year a re-registration fee of approximately 5% of the school fee is charged in the month of March from students who want to continue into the next Academic Year. Re Registration is compulsory to guarantee a place. • The re-registration Fee paid is adjustable against the First Term Fees but is not refundable in case the enrolment is withdrawn. The last date for payment of the Re Registration Fees will be communicated to all parents. Personal Enrichment Programme: (PEP) • The Personal Enrichment Programme is our Co-Curricular Activities provision which is offered to students and is chargeable based on the selection of the activity for the Academic Year. Parents are provided with information about online Co- Curricular Activities once the school re opens in September. Non-Payment of Fees: When fees are not paid in any mode of learning, the school reserves the right to: • Suspend students from learning for a maximum of 3 days per semester, excluding exam days. • Not re-enroll students for the following academic year. This will be documented by the school through the issuance of dated warning letters. • Withhold students’ progress reports and refer the issue to the KHDA. • Not issue the Transfer Certificate. Read and understood: Vice Principal: Reviewed and updated: November 2024

Head of Primary:

Principal Signature:

Head of Secondary:

Date of next review: November 2025

Head of Sixth Form:

Registrar:

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ATTENDANCE AND PUNCTUALITY POLICY PURPOSE:

Atendance of students at all ages is incredibly important and is directly correlated to student success. It is very important because students have made a commitment to work towards achieving academic success by enrolling in their programme of studies. To achieve success in their studies it is important that they par�cipate in, and engage fully with, all their sch eduled ac�vi�es. RATIONALE Improving and maintaining school atendance requires a commited partnership between parents, teachers and support staff, working construc�vely and suppor�vely with the students. The school adopts appropriate systems, to monitor atendance and to employ strategies that encourage good atendance. These systems are in accordance with school vision and mission. • 90% atendance = ½ day missed every week • 1 school year at 90% atendance = 4 whole weeks of lessons missed. • 90% atendance over 5 years of secondary school = ½ a school year missed. • It is suggested that 17 missed school days a year = a one GCSE grade drop in achievement. • It is suggested that if a school can improve their atendance by 1%, they will see a 5 6% Improvement in the whole school atainment. . RESPONSIBILITIES: (Punctuality) OF THE PARENTS: To ensure that their children arrive at school punctually (7:10 a.m) every school day. Parents must collect their children from school promptly at 2:30 p.m every day. OF THE SCHOOL: The School takes ac�ve steps to ensure the punctuality of students Lateness is monitored and inves�gated. Students are expected to be punctual and arrive on �me not later than 7.10 am. Late comers (a�er 7:20am) must collect their late token from the recep�on, and hand it to their Head of Sec�on before entering class. Habitual latecomers are liable to face disciplinary ac�on. LEAVE  No leave of absence, except for illness and in emergencies, will be granted without prior approval. Such leave must be applied for in wri�ng and in advance.  A pupil, who has been absent and has returned without a leave note, must seek permission from the Head of Key Stage/ Head of Department to enter the class.  Any work missed by a student during his/her absence, must be made up by his/her own initiative.

 All non-approved student absenc e must be explained by a writen note/email from the parent

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as prac�cably possible ie., the next school day

 A student suffering from a contagious illness must not be sent to school until a medical report deeming him/her fit is obtained and submited to the sch ool, and is confirmed by the School Doctor  All students should be present on the re-opening day of school. Any student who is away from school for more than 10 days without any information will automatically lose his/her seat at school. Parents must inform the school of all long periods of absence. AUTHORISED ABSENCE Only the school can authorize an absence. The fact that a parent has provided an explana�on in rela�on to an absence does not oblige the school to authorize the absence. A request for authorized absence must be supported by relevant documents such as at ested medical cer�ficates, copies of death cer�ficates (in the case of death of a close family member) etc. The Principal reserves the right to decide whether the absence is to be treated as an authorized absence. In the case of authorized absence, the student will either be given a retest for any assessment conducted during the absence or may be given an average grade based on his/her performance in the remaining assessments conducted during the term. In the case of unauthorized absence, the student will be marked ungraded for any assessments conducted during the days of absence. The following are the only reasons for absence to be treated as authorized absence: • Illness (supported by a medical certificate) • Terminal illness or death of a close relative. • Going for Hajj or Umrah. • Participating in National/International level Sports/Cultural Competitions. • Change of visa ATTENDANCE AND PUNTUALITY BY KHDA Students’ absenteeism and tardiness affect the school’s ability to provide effec�ve educa�onal services, the achievements of consistently absent or late students and disrupt the learning experiences of other students in the school. The responsibili�es of the school include:  Sharing and implementing a school policy on attendance and punctuality which stresses that attendance for all students is mandatory on all the days the school is declared open.  Clarifying to parents and students the definition of a school day, the start of registration process in the morning, the school’s expectations in relation to punctuality all through the school day, the definition of absenteeism and a list of what is considered authorised and unauthorised absenteeism. The responsibili�es of the parents include:  Reading, ratifying and implementing the school’s policy on attendance and punctuality.

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 Promoting their child’s attendance and punctuality and abiding by the timings set by the school for the start and the end of the school day.  Understanding and upholding the school’s policy which states that continued tardiness and absenteeism will result in disciplinary measures and will affect the students’ chances of enrolment for the upcoming academic year. In case of repeated tardiness and absenteeism the following applies: Offence Frequency Implica�ons

The first five(5) incidents of tardiness in a short period of time such as a month 0r an academic term Up to an additional three(3) instances of tardiness in a short period of time, such as a month

Written warning to student and parents. Tardiness will be noted in the students’ progress report. Parents and student to be called to a meeting with the principal. Parents and student to sign a written pledge not to repeat the offence. Tardiness to be noted in students’ progress report. At the discretion of the school, decision might include one or more of the following: • Community hours at the school or beyond. • Detention during school break or after school hours. • Temporary suspension for up to three days where the student will receive a “zero” on any test administered during suspension days. • A written notice announcing refusal to re-enrol the student in the school for the following academic year. Written warning to student and parents. Absent days will be noted in the students’ progress report. Parents and student to be called to a meeting with the principal. Parents and student to sign a written pledge not to repeat the offence. Absent days to be noted in students’ progress report. At the discretion of the school, decision might include: • Community hours at the school or beyond. • Detention. • Temporary suspension for up to three days where the student will receive a “zero” on any test administered during suspension days.

Tardiness – this refers to being late in coming to school at the start of the school day and to instances of being late to lessons within the school day

Any additional incidents to the above

The of absenteeism in a short period of time such as a month or an academic term Up to an additional three(3) instances of absenteeism in a short period of time four(4) incidents

Absenteeism – this refers to frequent or habitual absence from school or from lessons without a valid medical or family related excuse.

Any additional incidents to the above

• A written notice announcing refusal to re-enroll the student in the school for the following academic year. These decisions are endorsed by KHDA and consequences resul�ng from con�nued tardiness and absenteeism will be upheld by the Authority.

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Read and understood: Vice Principal:

Reviewed and updated: October 2024

Head of Primary:

Principal Signature:

Head of Secondary:

Date of next review: November 2025

Head of Sixth Form: Registrar:

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INCLUSION POLICY PURPOSE:

We strive to be inclusive and suppor�ve of children with varied learning abili�es to iden�fy the barriers and take measures to reduce the impact on their social, emo�onal and academic growth. This policy is created to help us in this endeavour and it is developed in line with the UAE Federal Law 29 1 including Ar�cle 7 2 , Ar�cle 12 3 and Ar�cle 15 4 . SCOPE: According to ar�cle 12 the school provides mainstream educa�on to children diagnosed with any disorder/ medical condi�on that classifies them as having special educa�onal needs. Students are provided with equal opportuni�es to develop their physical and intellectual abili�es. Parents are provided with group - support sessions in accordance with Ar�cle 7. RESPONSIBILITIES Al Diyafah High School embraces the following principles: • Providing high quality educa�on to all the children who atend the school. The school has high expecta�ons of effort and success from all children. • We believe that our children, including those iden�fied as having “learning support needs” have a common en�tlement to a broad and balanced academic and social curriculum, based on The Na�onal Curriculum for England being made accessible to them, and to be fully included in all aspects of school life. • ADHS is committed to inclusion. We aim to foster a sense of community and belonging and to offer new opportunities to learners who may have experienced previous difficulties. We ensure that all children will contribute to a learning community, which will enable them to develop their full potential and achieve the highest possible standards in their work. • We will respond to learners in ways which take account of their varied life experiences and needs. • We believe that educa�onal inclusion is about equal opportuni�es for all learners, whatever their age, gender, ethnicity, impairment, atainment, and background. We are commited in ensuring our school is a learning community based on accep�ng everyone with considera�on, tolerance, courtesy and respect, as well as promo�ng honesty, fairness and openness with all dealings within school. • We pay aten�on to the provision for and the achievement of different groups of learners: • Learners with addi�onal needs • Those who are iden�fied with a set of ‘gi�s and or talents’ • Where appropriate, the views of the child should be sought and considered; • Parents have a vital role to play in suppor�ng their child’s educa�on and working closely with teachers and staff. ASEN1-2024

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INCLUSION According to the Dubai Inclusion Educa�on Policy Framework (2017), inclusive educa�on is a provision that is commited to educa�ng all students, including students iden�fied as experiencing special educa�onal needs and disabili�es (SEND) in a common learning environment. In such se�ngs, all students have access to quality instruc�on, interven�on and support, so that they experience success in learning. Inclusive educa�on providers create a culture of collabora�on, in a landscape of mutual respec t and equality for all. All students are given opportuni�es to be successful learners, to form posi�ve social rela�onships with peers, and to become fully par�cipa�ng members of the learning community. Taking this into considera�on the school has set forth the following objec�ves. OUR OBJECTIVE: Our overarching objec�ve is to create an atmosphere of encouragement, acceptance and respect for achievements and sensi�vity to individual needs, in which all students can thrive by paying aten�on to these specific areas: • To focus on early iden�fica�on and interven�on of students with special needs. • To enable each student to reach his or her full poten�al, both curricular and extracurricular. • To op�mally use our resources to ensure that the children’s needs are met. • To respect their views and increase their sense of well-being among student community. • To provide appropriate training for those involved in the implementa�on of the Policy. (teacher, special educator, TA, counsellor, parent and management). • To con�nually monitor the progress of all pupils, to iden�fy needs as early as possible and to provide support, while maintaining the balance of the mainstream class. • To facilitate access to the curriculum through differen�ated planning/ accommoda�on/ modifica�on by class teachers and learning support staff as appropriate. • To enable children to move on from us, as well equipped as possible, holis�cally, including the basic skills of literacy, numeracy and social independence to meet the demands of post school life and learning. • To form strong partnerships between all stakeholders so that the child’s learning and emo�onal well - being are op�mally supported. • To give the children a voice in planning and in decisions that affect them. Defini�on of Special Needs (SEND) The Dubai Inclusion Educa�on Policy Framework (2017) defines special educa�onal needs and disabili�es as “A need which occurs when a student iden�fied with an impairment requires the school to make specific modifica�ons or provide specific supports to prevent, remove or reduce any poten�al disability from occurring and to ensure that the student can access educa�on on an equitable basis and within a common learning environment with same aged peers” Categories of disability and barriers to learning The following framework is based upon the UAE unified categorisation of disability. It provides schools with an important structure to support the identification of students of determination. ASEN1-2024

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Common barriers to learning

Categories of disability (aligned with the UAE unified categorisation of disability) 1. Intellectual disability ( 1 including Intellectual disability - unspecified) 2. Specific learning disorders 3. Multiple disabilities l l d l ( h fi f )

Cognition and learning

5. Communication disorders 6. Autism spectrum disorders

Communication and interaction Social, emotional and mental health

7. Attention Deficit Hyper Activity disorder 8. Psycho - emotional disorders. 9. Sensory impairment 10. Deaf-blind disability 11. Physical disability 12. 2 Chronic or acute medical conditions

Physical, sensory and medical

A child must not be regarded as having a learning difficulty solely because the language or medium of communication at home is different from the language in which she or he is or will be taught.

ASEN1-2024

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Interven�on Pathway

Class teacher has concerns about child. Teacher discusses concerns with HOY/KSH

Teacher implements realistic, consistent and inclusive classroom strategies and personalised learning with Key Stage Head.

Teacher discusses initial concerns & child is placed on observation register and observation to be carried out by Key Stage Head. Teacher continues to follow in class strategies and collects evidence over 4 weeks. If concerns continue after the fourth week, the SENCO cause for concern referral form is completed and will be observed by the SENDCO

Teacher/SENCO meets with parents to discuss further initial strategies. For example, suggest Targeted Intervention Support Programme (with SENCO involvement), possible external therapy/assessments or other strategies and support

Based on the reports from teachers, Key stage heads, parents, SENDCO and at times students an Individual Education Plan (IEP) is developed

If parents decline additional support outside of the

classroom, the Senior Leadership Team (SLT) will be notified and the child will continue to be monitored. If child‛s progress remains a concern, Principal to meet with parents to discuss the appropriateness of the child‛s placement in school.

Intervention programme put in place for the child. Teacher/Special Educator /SENCO continues to collate evidence and if the child still has difficulty accessing the curriculum after the Intervention, another meeting with parents suggesting for further external assesments and/or therapy or LSA

Outcome : Child makes suitable progress OR further external investigation is recommended to parents. Meeting with parents to discuss the outcome.

ASEN1-2024

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Al Diyafah High School-Reviewed policies- September 2024

AT&L23-2024

Al Diyafah High School categorizes Students based on the Levels of Support: Level 1: high quality differen�ated teaching in the classroom. Large Majority will be supported through this level. Level 2: targeted support services. Addi�onal, specific interven�on provided to those falling behind age expected levels. Level 3: Individualized support and provisions different from most support. May include full�me support by LSA.

ASEN1-2024

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Al Diyafah High School-Reviewed policies- September 2024

AT&L23-2024

GIFTED AND TALENTED POLICY Training & Resources:

In order to maintain and develop the quality of teaching and provision to respond to the strengths and needs of all students, the teachers and members of the SEND Department are given CPD training. A specific budget is allocated annually to invest on resources and CP D sessions for teachers and members of the SEND Department. The Special Needs Team: The team comprises of the Counsellor/SENDCO, 3special educators, learning support assistant . The team works closely with the key stage heads and teachers with guidance from the Principal and inclusion Champion. Details of Support Services Provided: In class support Few Students of determina�on are provided in class support by the learning support assistant, LSA for Students of Determina�on or student volunteers. The provision for in -class support and the number of periods of support will depend on the learning need of the student. (LSA for Students of Determina�on may be provided at the parent’s expense). Individual/ Group Interven�on Sessions Students in LEVEL 2 are given support in developing their basic skills in literacy, numeracy, listening & reading comprehension, wri�ng etc. The interven�on sessions are based on the IEP goals. Individual Educa�on Plan : Is a document that spells out what special educa�on the child will receive. It includes the baseline achievement of the child, the target for the specific period, the means to achieve it and a review of the process at the end of the period. The IEP is developed by the special educator/ counsellor based on the input from teachers, concerned staff, parents and the student. Accommoda�ons and Concessions for students with Special Educa�onal Needs (NEEDS BASED) Accommoda�ons allowed in class and during exams Concessions allowed in subjects taken Alterna�ve sea�ng Modified paper in English Emphasis on classroom and extra-curricular ac�vi�es Modified paper in Mathema�cs Read out ques�ons during exams Modified paper in Science May drop art lessons Modified paper in Arabic Special examina�on sea�ng in Library Exemp�on from French/Hindi/Arabic 25% extra �me (if paper not modified) Exemp�on from Social studies Special worksheets in class Year 10 students allowed to choose subjects as per the IGCSE requirements Par�al verbal assessment in languages & selected subjects IGCSE Access Arrangement More weightage for prac�cal work Individual Interven�on Sessions

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Al Diyafah High School-Reviewed policies- September 2024

AT&L23-2024

Shadow Teacher facility permited Use of assis�ve technology Peer tutor/peer buddy Taped lectures

Parent Support Group Parents of Students of Determina�on are invited for regular sessions where they are trained on developing essen�al life skills, scholas�c ap�tudes and skills in their children by professionals from the local community. Criteria for Exi�ng the SEND Register If it is felt that the child is making progress which is sustainable then they may be taken off the SEND register. If this is the case then the views of the teacher, special educator/SENDCO/ Head of Key Stage, student and parents need to be considered, as well as that of any other professionals involved with the child. If it is agreed by all to take the student off the SEND register, then all records will be kept un�l the student leaves the school (and passed on to the next se�ng). The student will be monitored con�nuously through the school’s procedures. If it is felt that the student requires addi�onal assistance, then support may be provided based on the student’s need Alternative Schooling is Suggested When • A highly scheduled and closely monitored, consistently quiet and reserved environment is better for the child’s learning and development. • When the disabilities are so severe that they are unable to benefit from participating in mainstream classes. • When severe behavioural difficulties disrupt classroom teaching, thus adversely affecting the learning process of other students. Gi�ed and Talented Al Diyafah High School believes in providing the best possible provision for pupils of all abili�es. The purpose of this policy is to help ensure that the needs of those children in our school who have been iden�fied as ‘gi�ed’ and/or ‘talented’ be reco gnised and supported. It is the responsibility of the teacher to endure that such children are iden�fied and their needs duly met. This is done through the classroom teacher, keystage head, subject leader and the SENDCo. Defini�on of Gi�ed and Talented According to the UAE Inspec�on Framework, Gi�ed is defined as: ‘a student who is in possession of untrained and spontaneously -expressed exceptional natural ability in one or more domain of human ability.’ These domains will include intellectual, crea�ve, social, physical abilities. In the case of a gifted student, whilst exceptional poten�al will be present, they may actually underachieve. All gifted students have the potential to be highly able but not all highly-able students are truly gifted. The term talented refers to ‘a student who has been able to transform their ‘giftedness’ into exceptional performance’. Talented students will always demonstrate exceptional levels of competence in the specific domains of human ability. ASEN1-2024

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Al Diyafah High School-Reviewed policies- September 2024

AT&L23-2024

Objec�ve: • Iden�fica�on of students who are gi�ed/or talented and crea�ve. • Implementa�on of Accelerated Learning Plans. • Offer them opportuni�es to generate their own learning. • Ensure that they are challenged through the accelerated & enrichment tasks set for them. • Encourage children to think and work independently. • To provide social and emo�onal support, if required. Iden�fica�on of Gi�ed and Talented Students: We use a range of strategies like Teacher observa�on, Screening Checklists, Self nomina�on forms, parent nomina�on forms, in - class par�cipa�on, standardized atainment tests, standardized assessment of cogni�ve development and ability to iden�fy a gi�ed student. The iden�fica�on process is ongoing and begins when the child joins school. IDENTIFICATION PROCESS AT ADHS STEP 1: The Student Development Center iden�fies student based on their scores in the CAT4. Students who have scored 115 and above in their CAT4 as well as a minumim of 2 A* and A meet the criteria. Students are also iden�fied by recommenda�ons made by teachers, parents and peers, they are registered with the counsellor by sharing a referral. New Students are observed by the Students Development Team and teachers feedback is obtained if the child expresses accelerated learning. This is then compared with the CAT4 Scores, GL assessment score and their Academic scores. TALENTED STUDENTS: Teacher iden�fies an excep�onal talent in PE, Music and/or Art. WAVE MODEL OF GIFTEDNESS AT AHDS WAVE 1: Students being iden�fied and observed as having gi�edness, appropriate support through extended tasks within the classroom. WAVE 2: Students who have been recognized as Gi�ed but are not yet formally assessed. They receive addi�onal extended tasks within the classroom as well as through the ADHS Gi�ed and Talented Enrichment (ADHS GATE) Program. ASEN1-2024 WAVE 3: Students who have received a formal diagnosis. They receive Accelerated Learning Plans where the provisions will include subject accelera�on & enrichment goals in addi�on to classroom support and the ADHS GATE Program. STEP 3: The students are formally assessed and are provided with Accelerated Learning Plans (ALPs). They are also a part of the ADHS Gi�ed And Talented Enrichment. Students with excep�onal talents are encouraged to represent the school at various events/compe��ons to showcase their areas of talent. STEP 2: These scores are then matched with the feedback taken from teachers, parents and observa�ons conducted by the Student Development Center.

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Al Diyafah High School-Reviewed policies- September 2024

AT&L23-2024

The PROVISION EVALUATION PROVISION (PEP) Mode of Provision

Define in general terms areas of ability considered important to develop

Tenta�vely consider level of abili�es possibly present among students

Tenta�vely plan curriculum adapta�ons

Consider dimensions and levels of ability

Modify curriculum plans

Assessing student’s responses

Implemen�ng curriculum in a facilita�ng environment

Evaluate curriculum appropriateness

Accommoda�ons and Provisions for Gi�ed Students: • Students are familiarised with a variety of organisa�onal strategies as they move through the school. These strategies can be used by all students but give due scope to the gi�ed and higher achievers. • They are offered a wide range of ac�vi�es which further extend their learning. • Learning is also differen�ated in the classroom to provide challenge & extension. • We enrich our student’s learning by encouraging them to register for online courses represent the school at various inter- school compe��ons, create a por�olio, etc. which form the part of the ADHS Gi�ed and Talented Enrichment Program (ADHS GATE) • All other domains of func�oning (such as social, emo�onal, spiritual etc.) are looked a�er and the counsellor is responsible for helping the child retain/maintain balance in all these spheres. • Gi�ed students with any learning disability are provided accommoda�ons and exemp�ons as per the SEND policy. • Talented students are provided opportuni�es to showcase their excellence in the specific field. Reward systems and mo�va�onal techniques are used to recognise and encourage their talent. Management Strategies: The school counsellor/special educator coordinates with the subject leaders to ensure that the provision and prac�ce within the school for gi�ed and talented students are meaningful and purposeful.

ASEN1-2024

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Al Diyafah High School-Reviewed policies- September 2024

AT&L23-2024