Diyafah International School

The school prioritises emotional and mental health as part of a positive whole-school environment. There is an ethos of constructive, caring relationships across the school built on trust, kindness, safety and security. Students have a sense of belonging and are encouraged to talk to their teachers about worries and difficulties. The school teaches social and emotional skills through the Counsellor and Social Welfare worker, helping students identify feelings, thoughts and emotions. All staff are encouraged and supported to be alert to students' behaviour and interactions, and safeguarding procedures guide responses to concerns. There is a safeguarding policy in place and staff receive safeguarding training.

The school has an Inclusion Policy aligned with ADEK's 2023 Inclusion Policy. There are currently 40 students registered on eSIS with additional learning needs at Tier 2 or 3 of support. Current provision uses Shadow Teachers/Individual Assistants to support these students. Standard inclusive provision includes staffing for inclusion: 2023-24 – Head of Inclusion; SEN Teacher; Gifted & Talented Coordinator; 2 Learning Support Assistants; 2024-25 – Head of Inclusion; 3 SEN Teachers; Gifted & Talented Coordinator; 8 Learning Support Assistants. The policy also provides for accessible learning spaces, inclusive teaching and learning support, assessment accommodations, and a centralised assessment, referral and tracking system.

The EAL Department was established in September 2018 to support learners whose first language is not English. It is currently staffed with two EAL teachers and an EAL Learning Support Assistant, led by Head of Department Trudian Pryce. The department's mission is to develop English language skills so that students academically succeed, participate globally and adapt to a diverse society. Teaching and learning take an inclusive approach: content is broken into small steps, graphic organizers are used, and exam skills such as skimming, scanning and identifying key information are taught; a bilingual dictionary is encouraged. Identification and Support involves initial assessments and GL NGRT Reading Tests and English Progress Tests to determine the level of EAL support, with students banded into waves A–E and parents notified if further support is needed. Levels of Support include Intensive Pull Out, Regular Language Pull Out, In Class Support and Regular Monitoring.

The school prioritises emotional and mental health alongside physical health and safety. It fosters constructive, caring relationships built on trust, kindness and safety and aims to create a sense of belonging. Students are encouraged to talk to their teachers about worries and difficulties. A Counsellor and Social Welfare worker deliver social and emotional skills and help students identify feelings and emotions. Staff are supported to observe and respond to wellbeing and behavior in the school. Two full-time nurses provide medical support during the school day and arrangements for private consultations can be made.

The school has a safeguarding policy in place with procedures for staff to follow when concerns arise. The safeguarding lead works with the Wellbeing Committee, Head of Inclusion, School Counsellor and Health & Safety Officer to promote safeguarding across the school community. The policy aligns with ADEK's 2023 Inclusion Policy and ADEK regulations. The policy is effective as of 02 January 2024.