Newton British Academy Barwa City

The NBA Barwa City campus pursues a holistic wellbeing approach, aiming to develop a whole-school culture of wellbeing, provide appropriate support for pupils in need, and prepare pupils to lead healthy lives. Wellbeing encompasses mental and emotional health as well as physical health, with emphasis on pupils feeling listened to and valued. PSHE/P4C and tutorial programmes, devised by the Head of Pastoral and overseen by the Deputy Principal/Principal, address topics such as mental health, relationships, e-safety, anti-bullying, and social/cultural issues. The Health and Wellbeing Centre offers doctor/patient confidential advice, information and treatment related to physical, mental, emotional and sexual health. Counselling is a routine part of pupil support, with access to School Counsellors and the pastoral team, and there are clear confidentiality rules and safeguarding arrangements.

Inclusion in NBA Barwa City is addressed through an Inclusion Department and a formal Additional Education Support Needs (AESN) framework. The EYFS Inclusion Policy defines AESN and explicitly includes English as an Additional Language (EAL) as part of inclusion, ensuring tailored support for these needs. The policy describes a three-wave model (Wave 1: quality first teaching; Wave 2: short-term interventions; Wave 3: long-term needs) and Individual Education Plans (IEPs) coordinated by the Inclusion Coordinator and Inclusion Department, with an Inclusive Learning Support (ILS) Teacher playing a key role for AESN students. The Class Teacher retains primary responsibility for the progress and care of all students, including those with AESN, and works with the Inclusion Department to provide appropriate support and monitoring. The school is part of a mainstream setting, with inclusion provisions rather than a separate specialist SEN institution.

English as an Additional Language (EAL) is explicitly included in the inclusion framework. The EYFS Inclusion Policy notes that the AESN category includes students who have EAL and are working below age-related expectations, and these students will receive tailored EAL support. The policy emphasizes providing a supportive learning environment where students with EAL can develop language proficiency and access the curriculum fully. The Inclusive Learning Support (ILS) team works with AESN learners, including those with EAL, to monitor progress and adapt teaching approaches as needed. The Class Teacher remains responsible for the overall progress of all students, including those with AESN/EAL, with coordination from the Inclusion Department when necessary.

Mental wellbeing is central to NBA Barwa City's wellbeing policy, which defines wellbeing as a combination of life satisfaction, purpose, social interaction, activity, optimism, opportunity and being heard. The school aims to develop a healthy whole-school culture and to support pupil resilience and mental health through PSHE/P4C, tutorials and health education. The Health and Wellbeing Centre provides confidential advice and treatment on mental health matters, and counseling is an integral part of ongoing pupil support. Assemblies, pastoral care, and pupil voice activities (e.g., school surveys and forums) help monitor wellbeing and inform school practice. Confidentiality rules protect pupil wellbeing while ensuring safeguarding needs are addressed by the pastoral team and designated safeguarding leads.

NBA Barwa City operates a formal safeguarding framework with a Child Protection Policy that establishes safeguarding as a core duty of all staff and defines safeguarding roles and reporting procedures. Staff undergo background checks and are trained in safeguarding responsibilities; concerns are logged and directed to the safeguarding leads and senior pastoral staff on the day of a concern. Designated Safeguarding Leads exist for EYFS, Primary and Secondary, with contact details and clear procedures for escalation and parent involvement. The policy also lists external safeguarding partners and agencies (e.g., AMAN, CAMHS) for safeguarding support and multi-agency collaboration. Safeguarding records are kept securely, and the school follows a formal process for reporting and responding to concerns or allegations.