The meeting of all the needs described below is included in tuition fees.

As an inclusive school, ISB will consider the registration of children with more severe disabilities or specific learning needs. Needs that are beyond those described above and/or which require full time assistance or specialized care requiring specific staff qualifications care may result in the school declining to register the student or they may incur an extra fee.

In accordance with this policy, the provision of Special Educational Needs (SEN) services at ISB can begin with the intervention and assessment of students that can lead to the diagnosis of SEN. Once it is determined that a student requires SEN support and the family agrees to the provision of the support, the student will receive it.

SEN support is tailored to the needs of the individual students as much as possible. At ISB we recognize child’s right to balanced, relevant and challenging curriculum, which is appropriate to  their  individual  abilities, talents and personal qualities. The overall tendency is to ensure that they have access to  appropriately differentiated curriculum and to support them during their learning process. The details are always available in the Individual Education Plan.

At ISB, a Special Education Need* can consist of a:

  1. Need for extension and enrichment

If a student demonstrates that standard differentiation practices do not adequately challenge them, their learning needs to be modified in order to add depth or scope.  

To help the teacher identify if a student should be on the Gifted and Talented Register, the following tools are expected to be used:

As a follow up, more able students may be referred to the educational psychological services for further identification. The specifics of how their learning is modified are detailed in an Individual Education Plan.

  1. Need for advancement

In almost all cases, new students are correctly assigned to year group according to their age (see Admission policy).  Standard differentiation practices ensure that all students’ learning needs are met. However, in some cases, the school may recommend that a child is placed in a year group above that indicated by their age if they clearly and consistently demonstrate that they have already met the learning objectives of that of their peers. In such situations, the school will issue a recommendation based on teacher assessments and arrange a meeting with the family to make the best decision for the child.

If a family requests advancement, a formal request needs to be sent to the head and arrangements are made for the student to write the progression tests of their current year.  If they exceed the year level expectations, they are then moved to a higher year group.  In such cases, it must be agreed that enrichment or extension would be insufficient measures to meet the child’s needs.

  1. Need for behavioural or social support

Students who require support learning/abiding by the rules of the school or who require support in learning how to work with their peers can be placed on an Individual Education Plan.  This can be initiated by a member of staff or continued if an incoming students was on such an IEP at their previous schools.

  1. Need for learning support based on the results of a consultation with a pedagogical advisor

Students who are identified by a professional as having specific learning difficulties and require specialised support.  This is the most common cause for SEN support.

        

  1. Need to address learning gaps

If, soon after registering at ISB, staff determine that a student has not covered much of previous years’ curriculum content and that these gaps would not be resolved through standard differentiation practices, SEN support can be provided until those gaps are resolved.

f)           Examination conditions

ISB believes that all candidates must be allowed to take their examinations under conditions that are as fair as possible. Where standard examination conditions and assessment procedures would put candidates at a disadvantage and prevent them from being able to demonstrate their skills and knowledge adequately, reasonable forms of access arrangements may be authorized. Any reasonable adjustments for a particular candidate pertaining to his or her unique needs will be considered.

* At ISB, we are also committed to meeting the needs of students who are English Language Learners and who require extra support to fully access the school curriculum. These students experience difficulty in language learning, therefore they are not regarded as having a learning difficulty. The identification and assessment of the special educational needs of students whose first language is not English requires particular care.  Where there is uncertainty regarding an individual's progress, teachers will look carefully at all aspects of a student's performance across the various areas of learning in order to establish whether the difficulties they are experiencing in the classroom are due to limitations in their command of the language used or arise from special educational needs.

The Individual Education Plan

A student can be recognised as having SEN and therefore requires an Individual Education Plan either by presenting the school with a previous IEP upon registration* or an intervention can be initiated by ISB staff via the following sequence of events:

  1. A staff member** identifies one or more of the indicators listed on the SEN checklist.
  2. These observations are communicated formally to the family as issues to be monitored or addressed.  Throughout the dialogue, the family must be made aware of the importance of the issue(s) and that their persistence could be symptoms of SEN.  If after the initial discussion with the family, the issue(s) persist, a meeting is called.
  3. During the meeting, the SEN checklist will be presented and the school will ask for permission to arrange a consultation with the school’s pedagogical advisor.  When recommending that a student meet with the pedagogical advisor, the school requests at the outset of that the report be sent to both the school and the family.
  1. When arranging these, the school will send the PA Permission form.
  2. Parents must fill in the Parent Questionnaire and if necessary other checklists specific to the possible diagnosis.
  1. Students should meet with the pedagogical advisor at school.
  2. The report is shared with the school and the parents. Parents need to sign the report and state they agree with the school using it.
  3. Students who have a confirmed SEN will be placed on an Individual Education Plan.  The individual education is drafted by SEN coordinator together with the homeroom/subject teacher.
  1. The IEP must be drafted, communicated to the family and monitored by the appropriate staff members and updated accordingly.
  1. Measurable outcomes must be as specific as possible.
  2. Key recommendations provided by the advisor must become a part of the IEP.
  3. Progress needs to be documented on a regular basis. The IEP should be a living document.
  1. Is it important that regular team meetings occur as often as is necessary (but at least 1x per quarter).
  2. The IEP is a confidential document and may not be shared with persons without permission/authorisation.
  3. Once Big Picture or Long term goals are met, they can be redrafted or the IEP can be closed. Each year, a new tab is added to the IEP and previous plans are available to show growth over time.
  1. The Pedagogical Advisor’s report will contain a suggested date for a future consultation.  The SEN coordinator is responsible for keeping track of the dates and asking the division coordinator to set a new session when needed.

* Parents/guardians who do not disclose this information may be jeopardising their child's continued enrolment at the School.

** If a parent wishes to have their child assessed for SEN, they are advised to contact the school and the process may be initiated.