Doha College

Doha College places wellbeing at the heart of student life, guided by the SHANARRI eight indicators of wellbeing (Safe, Healthy, Achieving, Nurtured, Active, Respected, Responsible, Included). Social and Emotional Learning (SEL) is supported through a combination of PSHE, mindfulness practices, and a broad pastoral program integrated across year groups. The High Performance Learning (HPL) approach reinforces resilience, positive thinking, and social-emotional skills in both academic and pastoral settings. Mindfulness is promoted through Mindful Monday tutor-time activities, assemblies, mindfulness apps (such as Smiling Mind), mindful drop-ins, mindfulness clubs, and journaling. The Learning Support team centers wellbeing in practice, offering early, targeted support (including small-group and 1:1 provision) and assigning a key worker to vulnerable pupils when needed; staff are trained to recognise wellbeing concerns and CPOMS is used for welfare information. Student voice is central via the Student Wellbeing Committee, which is supported by a dedicated staff member, and pupils complete an annual GL Assessment pupil attitude survey to monitor social-emotional needs from Year 3 upwards.

Doha College uses a whole-school inclusive approach, with pupils identified as having SEND being fully integrated into mainstream classes where practicable. SEND is defined as needs in four main areas: communication and interaction; cognition and learning; social, emotional and mental health; and sensory and/or physical needs. A four-part graduated approach (Assess, Plan, Do, Review) with Personalised Learning Plans coordinates support, with progress monitored and parents consulted at every stage. The Director of Learning Support coordinates SEND provision and is supported by roles such as the Head of Learning Support (Primary) and Learning Support Assistants; the Director liaises with parents and outside agencies and oversees pupil records and staff training. English as an Additional Language is considered within SEND, with attention to first-language considerations and assessment of English proficiency before planning additional support; all teachers share responsibility for SEND progress and the school aims to integrate SEND within mainstream education rather than operate as a specialist SEN institution.

English as an Additional Language (EAL) considerations are addressed within the SEND policy; there is no separate stand-alone EAL policy published on the site. Particular care is given to pupils whose first language is not English, with teachers monitoring progress across the curriculum to determine whether language needs are affecting learning or indicate other SEND. The proficiency of English is assessed before planning any additional support, to ensure appropriate provision is matched to need. All teachers share responsibility for SEND progress, including pupils requiring EAL support, reflecting the school's whole-school approach to inclusion.

Mental wellbeing is central to the school's wellbeing framework, with PSHE covering relevant topics and mindfulness practices integrated into the curriculum. Mindfulness is delivered through initiatives such as Mindful Monday, assemblies, mindfulness apps, mindful drop-ins, mindfulness activities and clubs, and journaling to support self-awareness and emotional regulation. The Learning Support team prioritises pupil wellbeing, offering targeted 1:1 or small-group support and providing pupils with Personalised Learning Plans where needed. Staff training on wellbeing and structured pupil voice mechanisms, including the Student Wellbeing Committee, support ongoing welfare; regular welfare discussions occur in departmental and year-group settings. Progress in wellbeing is tracked using annual GL Assessment pupil attitude surveys to monitor attitudinal and emotional issues from Year 3 upwards.

Safeguarding and child protection are core responsibilities at Doha College, with policies and processes framed to safeguard every student. Uzma Zaffar serves as Executive Designated Safeguarding Lead. The college promotes a safeguarding pledge and a wellbeing wheel to support resilience, ensuring that children have access to a named adult, are listened to seriously, and can raise concerns confidentially when appropriate. The college reviews safeguarding policies annually and maintains a range of safeguarding documents, including the Safeguarding and Child Protection Policy, Anti-Bullying Policy, and Online Safety Policy, among others. Guidance and resources for safeguarding staff, volunteers, and visitors are provided, with an emphasis on continuous improvement and clear channels for reporting concerns.