American School of Creative Science - Maliha

ASCS Maliha supports Social and Emotional Learning (SEL) through its Student Service Team, which focuses on wellbeing and personal/social development across school life. The team comprises an onsite doctor and nurse, a social worker, a guidance counselor, a pastoral supervisor, homeroom teachers, teaching assistants, and learning support assistants, all collaborating to develop the whole child. The school uses a positive behavior management system with merit points that runs alongside the moral education curriculum to foster self-awareness, community belonging, and responsibility. Staff actively encourage students to reflect, challenge themselves, take risks, and live by the school values to support SEL and personal growth. Wellbeing is framed as essential to learning, with the aim that every student can contribute and succeed.

ASCS Maliha describes its approach to Inclusion as an inclusive educational framework, supported by an Inclusion Handbook and regular newsletters, indicating formal processes for learners with additional needs. The school has a designated Head of Inclusion and a broader safeguarding and inclusion structure (including a Head of Inclusion and DSLs) to oversee support for students with additional needs across year groups. The Inclusion materials (e.g., Inclusion Handbook and Inclusion Team newsletters) show explicit attention to Gifted and Talented needs as part of SEN considerations. The school presents itself as inclusive rather than a specialist SEN institution, and public pages do not publish a detailed list of specific SEN categories or services. The school does publicly disclose the existence of an Inclusion Team and leadership (Head of Inclusion and DSLs) to coordinate support.

The school states that the language of instruction is English and Standard Arabic, with students speaking Arabic, Urdu, and English; this is reflected in the Admission Overview information. Public pages do not describe a dedicated EAL program or EAL staff, so explicit EAL provision is not publicly disclosed on ASCS Maliha's pages. Inclusion materials suggest that support for diverse learners is handled within an inclusive framework, rather than as a separate EAL department. The publicly available content does not provide details of any formal EAL curriculum or staffing. Consequently, explicit EAL program details are not publicly disclosed on ASCS Maliha's published pages.

ASCS Maliha treats wellbeing as central to students' development, with the Inclusion, Student Service, and Pastoral Teams reinforcing wellbeing across school life. The Student Service Team's work aims to provide individual attention and encourage reflection, self-challenge, and adherence to school values to support mental wellbeing. The school runs a Wellbeing Promotion, including a Top 10 Tips resource, to promote mental health and healthy behaviors. Safeguarding structures, including designated safeguarding leads (DSLs) and a Deputy DSL team, support student safety and emotional well-being. Online safety resources for parents are also provided to support students' digital wellbeing.

ASCS Maliha places safeguarding and child protection at the core of its operations. The Safeguarding and Wellbeing page outlines a School-wide safeguarding framework and a dedicated Student Service Team responsible for health, welfare, and safety. The team includes an onsite doctor and nurse, a social worker, a guidance counselor, a pastoral supervisor, and teaching and learning support staff to monitor and support students. The school has designated Safeguarding Leads (DSLs and DDSLs) across different year groups and a formal Safeguarding Policy (2021-2022) with active channels for reporting concerns. Policies and resources for safeguarding are complemented by wellbeing materials, including Online Safety guidance for parents.