GEMS Cambridge International School Abu Dhabi

SEL is supported through an inclusive approach coordinated by Senior and Middle Leaders with the Student Support Team across the school, using a graduated response to learning. The provision includes Inclusion Assistants, Learning Support Assistants, in-house therapy services, SEN Teachers and Nurture Groups, Counsellors, Social Workers, and Intervention Groups, supported by the Student Support Centre. Individual learning needs are discussed in provision meetings with families and staff, with Individual Learning Plans (IEPs) used to tailor support where needed. The school emphasizes a healthy, safe and happy environment and provides guidance to help learners manage their behaviour and emotions so they can participate fully in learning. Learners are encouraged to have a voice in planning and decision-making, with ongoing collaboration with parents and an open-door policy for staff and families.

The school operates as an inclusive institution with a Graduated Response to learning to meet the needs of learners with SEN. The kinds of SEN supported include English as an Additional Language (EAL), Lower Ability, Students of Determination, More Able, and Gifted and Talented. A range of interventions and therapies is available through the Inclusion Team, Learning Support Assistants, SEN Teachers and Nurture Groups, Counsellors and Social Workers, and Intervention Groups. The school provides physical accessibility measures, risk assessments, Personal Care Plans and Personal Evacuation Plans where required, and uses adaptive and modified curricula with alternative pathways such as Functional Skills and the Unit Award Scheme. Provision meetings with families create bespoke provision and Individual Learning Plans to ensure equality of opportunity within mainstream classes. The school is not a specialist SEN institution; it maintains an inclusive mainstream approach.

EAL is listed as a category within the school's Inclusion Provision, indicating explicit support for EAL learners within the inclusive framework. EAL support is delivered as part of the school's inclusive provision, with staff and interventions integrated into the Student Support Team's planning. The policy does not describe a separate stand-alone EAL department; instead, EAL is addressed alongside other inclusion provisions through the broader support system.

Mental wellbeing is addressed within the inclusive provision, emphasizing a healthy, safe and happy environment with guidance and support for students. Counselling, in-school therapy services and access to social workers are available to support student wellbeing. Staff are equipped to help learners manage their behaviour and emotions to participate in learning, with appropriate adaptations where needed. Provision meetings and family partnerships support wellbeing and give learners a path to have a voice in planning. The safeguarding policy also commits to accessible, non-judgmental counseling and wellbeing support for all students.

The school follows the ADEK Safeguarding Policy, effective from AY 2024/25 with compliance from February 1, 2026. A Safeguarding Lead or Safeguarding Committee oversees the school's safeguarding strategy and ensures staff and volunteers are informed and trained. The policy requires annual monitoring and review of safeguarding practices and ensures adherence to the ADEK Student Protection Policy. Safeguarding awareness strategies focus on a safe and caring environment, zero tolerance for maltreatment, monitoring at-risk students, and clear reporting and response procedures. Safeguarding is integrated into the curriculum to develop self-esteem, risk awareness, consent, and online safety, while staff are trained to respond appropriately to safeguarding concerns. Counselling and support services are accessible, free of judgment, and available to all students.