Gheras International School

SEL is integrated through the Early Years Foundation Stage, where Personal, Social and Emotional Development is a named prime area of learning. The EYFS curriculum uses a mix of planned and spontaneous activities to develop social-emotional skills and critical thinking. GIS Core Values—being accessible and patient, tolerant and fair—support students' social and emotional development in daily school life. The public materials indicate SEL is delivered through the curriculum and school culture rather than via a separate standalone program. There is no published stand-alone SEL initiative described beyond the embedded EYFS and values-based approach.

The school publishes a Gifted and Talented Student Plan to identify and nurture high-ability learners. The plan uses IQ testing and a talent nomination process, with ongoing tracking of educational, health and social needs to develop the students' talents. A Gifted Welfare Committee oversees care, coordinates psychological and social support, and liaises with families and external partners as appropriate. Enrichment activities include competitions, research projects and advanced learning opportunities to challenge top learners. GIS does not publish a general SEN policy beyond gifted education, suggesting gifted provisions are described separately from a full, specialist SEN service.

The school does not publicly disclose information regarding English as an Additional Language (EAL) provision. The curriculum is taught in English, and English is the official language of communication at GIS. Public materials do not describe a stand-alone EAL program or dedicated EAL staff. Based on available documentation, EAL Support specifics are not publicly detailed.

The Differentiation Plan notes that teachers should provide an emotional and social climate characterized by affection, compassion and harmony, supporting students' wellbeing. The plan also endorses collaborative learning and group work to foster positive social interactions. The safeguarding framework includes a School Nurse as part of the core safeguarding team, indicating health and wellbeing support is available within student welfare structures. Staff training such as the SAFEcic program is referenced to prepare staff to respond to safeguarding and wellbeing concerns. Overall wellbeing appears to be addressed through embedded practice rather than a separate wellbeing program.

GIS has a formal Safeguarding Policy (GIS Safeguarding Policy, 2022–2023). The policy states that safeguarding is the responsibility of all staff and that reporting concerns is mandatory under local law. A core safeguarding team—comprising the School Principal, Social Worker, Principal Assistant, School Nurse and School Deputy—handles concerns, with escalation to the CEO if necessary. Confidentiality is maintained within the reporting chain, and records are kept secure. The policy also outlines categories of abuse and indicators, and details the steps for reporting and investigation.