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Egypt, Cairo
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The school supports social and emotional development through an inclusive, whole-school approach to SEND and student well-being. The Special Educational Needs and Disability Policy identifies social, behavioral, emotional and well-being (SBEW) as one of the five overarching SEN/D categories and sets out a graduated framework for addressing these needs. A Learning Support Team, coordinated by the SENCO, identifies, assesses, and monitors students with SEND, developing and updating learning plans and working with staff to tailor teaching to individual strengths and needs. Staff are expected to understand the impact of different learning profiles and to include students and families in decision-making about support. Students with SEND are considered a shared responsibility of all staff, and progress is tracked in the SEND Register to ensure ongoing attention to their well-being and development. This approach emphasizes inclusion, early identification, and collaboration with parents and external professionals as appropriate.
Saint Fatima School has a Special Educational Needs and Disability Policy that commits to identifying, assessing, assisting, and monitoring students with SEN/D. The SENCO coordinates the school's SEND efforts and leads a Learning Support Team responsible for identifying needs, delivering appropriate support, maintaining a SEND Register, and communicating with parents. The policy defines five SEN/D categories (cognition and learning; social, behavioral, emotional and well-being; speech, language and communication; sensory; physical) and outlines a graduated response to ensure tailored provision. Early identification, parental engagement, and collaboration with external professionals are emphasized, with plans to remove barriers to learning and to provide reasonable adjustments. If complex needs exceed school resources, referrals to external services may be considered.
Mental well-being is integrated into the SEND framework through the social, behavioral, emotional and well-being (SBEW) category and the school's inclusive approach to supporting students' holistic development. The Learning Support Team and SENCO coordinate targeted measures to promote confidence, self-esteem, personal responsibility, and well-being as part of students' educational progress. The policy requires collaboration with parents and appropriate professionals to support emotional and social development and to monitor impact over time.
The school operates a Child Safeguarding Policy, a Safer Recruitment Policy, a Data Protection Policy, and an Anti-bullying Policy, among others, to maintain a safe and secure learning environment. These policies are complemented by a Concerns and Complaints Policy and an Emergency/Contingency framework to guide safeguarding and protective procedures. All policies are publicly available upon request.
St. Fatima School in Egypt operates a private day-school network offering Cambridge IGCSE and American Diploma curricula, with British, American, and National divisions for students aged 3 to 18. The British Division follows the Cambridge Curriculum from Primary through IGCSE and is recognized by Cambridge University and the British Council. The American Division aligns with Common Core standards for Math and English Language Arts (grades 6–12), with English as the language of instruction and French taught as a second language. The Cambridge Primary Programme is part of the British track, and the school has a long history dating to 1982, expanding to St. Fatima Badr International School in Suez in 2015. The IGCSE Department began in 1990–1991 and was chosen as Egypt's main IGCSE exam venue in 2001. The American Diploma is accredited by AdvancED. The school emphasizes leadership, integrity, and teamwork, and supports pastoral care; it has earned Cambridge Outstanding Learner Awards in Creativity and Art and runs initiatives such as the I Speak Arabic campaign and the Recycling Championship.
