Inclusion

Our Inclusion department, led by the Head of Inclusion, supports the additional learning needs of students who are identified as Higher Ability (HA), who are early stage or new English learners (EAL), and who have Special Educational Needs (SEN). Support is differentiated according to each student’s needs and ongoing assessments provide timely information about any further provision that is needed. We also have two School Counsellors who works with students to address any barriers to their positive mental health and emotional wellbeing.

Special Educational Needs (SEN)

Greenfield International School is committed to the Dubai Inclusive Education Policy Framework (2017), Executive Council Resolution No. (2) of 2017 and Law (3) 2022 Concerning the rights of persons with disabilities in the Emirate of Dubai by aiming to provide all students with the opportunity to achieve their best academically, emotionally and socially through:

Providing high quality learning to enable the acquisition of skills, knowledge and concepts relevant to their future and to the development of the Emirate;
Promoting an ethos of care, mutual respect and support, where effort is valued and success celebrated;
Enabling students to become active, responsible and caring members of the school, their local community and wider international community.

All leaders and teachers work towards these aims by:

Promoting high quality learning opportunities by planning lessons that enable students to achieve their highest potential.
Providing high quality curriculum design that meets the individualised learning needs of each student;
Providing high quality learning environments that engage students as innovators, inquirers, critical thinkers, and owners of their learning.
Promoting an effective partnership that supports parents/carers and the wider community as partners in the students’ learning experiences, promoting the Taaleem Core Values:

Pioneering – Challenge the norm. Visionary, Authentic, Aspirational, Focused.
Professional – Attract and retain the best people. Insightful, Diverse, Distinctive, Excellence, Creative.
Nurturing – Put students first. Inclusive, Holistic, Respectful, Compassionate, Communicative.
Spirited – Have a passion for life. Courageous, Determined, Engaging, Adaptable.

English as an Additional Language (EAL)

Greenfield students hail from over 80 countries and speak over 50 different languages. English is the primary language of instruction and is recognised as the language of inclusion throughout the school, and within the school community. Recognising different levels of English language competency, the school provides additional language support for students whose English language skills require further development to ensure success in the mainstream classroom. Teachers use a variety of strategies and resources in order to scaffold and extend language skills. The students are identified for referral for assessment at the admissions stage by a member of the EAL team. The time spent with the student is determined after assessment of their needs and abilities and is adjusted accordingly during the school year. The EAL programme provides students with both ‘in class’ and ‘pull out’ support to aid language development. Regular communication between the homeroom/subject teacher and the EAL teacher is essential to meet the ongoing needs of the student. The EAL teacher maintains a register of students receiving support, including an entry date, exit date and information about progress made. Parents are informed in writing prior to their child receiving EAL support and when their child exits the programme. Students’ progress is reported formally a each main reporting stage, and students have an individual plan for the language acquisition.

Higher Ability (HA)

In line with national and local guidance, the Taaleem Inclusion Policy, and the GIS Mission and Vision, Higher Ability students are identified as those who demonstrate exceptional potential, advanced attainment, or a capacity to perform significantly above age-related expectations in one or more areas of learning.
Higher Ability may be demonstrated through:

Consistently high levels of achievement and attainment across the curriculum.
Exceptional aptitude, creativity, critical thinking, or problem-solving abilities in specific subject areas.
Advanced talents and strengths in areas such as the arts, sport, leadership, innovation, or performance.
The potential to excel when provided with appropriate challenge, enrichment, and opportunities for growth.

Our Higher Ability programme provides students with a range of curricular and extracurricular opportunities designed to extend learning, foster curiosity, develop independence, and ensure that each student is appropriately challenged to achieve their full potential.

Social and Emotional Wellbeing

Our school counsellor works with students both individually and also in groups, depending on the case. The aim of this work is to promote student wellbeing, where barriers to this have been identified, and to support students, staff and parents to work together to overcome these barriers.