CJD International School

The school fosters a vibrant, diverse, and inclusive environment where respect, acceptance, and happiness are central to every student's experience. The school serves students from over 50 countries, creating a multicultural community that supports global citizenship and collaborative learning. The Cambridge Program guides learners through IGCSE, AS, and A-Level examinations, with the AICE diploma as an option. Core values include resilience, empathy, teamwork, hard work, critical thinking, and global citizenship. The school emphasises strong partnerships with families to support students' passions and pathways to future success, with ongoing improvement in space, projects, and services.

The Specialised Services Team is multidisciplinary, including specialists in special education, psychology, speech therapy, occupational therapy, and health. Each student's unique abilities, difficulties, interests and expectations are taken into account to form an integrated profile that supports growth in a holistic, healthy and meaningful way. The Multidisciplinary Support Team for Inclusive Education (EMAEI) implements a multi-level framework (universal, selective, additional measures) and adapts practices to the Cambridge International Program. The team uses differentiated pedagogy and accommodations to provide appropriate support, including small-group or individual sessions to reinforce study, reading, writing, and socio-emotional skills. The Health Space provides health care, promotes healthy lifestyles, and supports student and staff wellbeing, including care for acute and chronic health needs and referrals as needed.

English is the official language of instruction at CJD International School; all classes are taught in English and staff and students are expected to speak English during lessons. Home languages are valued and may be used as a learning resource, with library and other support to maintain linguistic diversity. For students with language-learning needs, targeted English as an Additional Language (EAL) support is provided to strengthen academic English, with an Intensive English Course (IEC) in lower years and in upper levels for students likely to reach the required level within six months. Progress in IEC is monitored through regular assessments, with language targets aligned to IGCSE (B1/B2) and A-Level (C1) requirements. Additional language support may include scaffolded instruction, individualized interventions, and teacher mentorship, and the wider school community supports home-language literacy where available.

The health and wellbeing of students is supported by the Health Space, which promotes safe, healthy environments and provides care for acute and chronic health needs, accidents, and trauma, as well as referrals to health professionals when required. The Psychology and Guidance Service offers psychological support, career guidance, and development of skills, adapting methods to each student's needs and the school's context. A Multidisciplinary Support Team for Inclusive Education (EMAEI) works within a Cambridge-aligned framework to provide differentiated pedagogies and accommodations aimed at holistic development and socio-emotional growth. The school's approach to wellbeing is complemented by proactive staff engagement and a focus on fostering resilience, empathy, and inclusive participation across the learning community.

The safeguarding policy is designed to promote the welfare and safety of all children, with regular staff training, annual reviews, and accessible safeguarding information for the school community. Students have rights to feel safe, to be heard, and to report concerns, with trusted adults available to support them. The policy recognises safeguarding challenges for students with Special Educational Needs and Disabilities and ensures they receive appropriate support. Staff are responsible for observing changes in behaviour, identifying concerns early, and providing help, with a designated safeguarding lead (DSL) overseeing safeguarding at the school. External authorities may be involved when necessary, and safeguarding records are kept securely and transferred to the child's next setting as required.