Horizon International School

Horizon International School prioritises Social and Emotional Learning (SEL) within a wellbeing-focused, inclusive education model. The Cognita network emphasises wellbeing through data-driven interventions and resources for families, and events such as Global Be Well Day. The Inclusion Policy states that the school places the learning, achievement, attitude, and wellbeing of all students at its heart, with a Quality First Teaching approach and curriculum modification to support Students of Determination. PSHE, Awareness Days, Circle Time, and Moral Education are used to promote social and emotional development across year groups. The school also provides a dedicated school counsellor and an Inclusion Support Team to support students' social, emotional, and behavioural needs. The Cognita wellbeing ethos and Be Well Day example illustrate the school's active focus on student wellbeing.

The Inclusion Policy confirms Horizon caters for a range of Special Educational Needs and Disabilities (SEND) and for More Able, Gifted and Talented (MAGT) students, in line with the Dubai Inclusive Education Policy Framework (2017). It states that curriculum is modified to meet SEND needs and that admission for Students of Determination is welcomed, with provisions funded as a Standard School Service from the school budget. The school maintains an Inclusion Support Team with a dedicated Inclusion Champion and Head of Inclusion, plus a dedicated school counsellor, to coordinate SEND provision and pastoral support. Identification and assessment of SEND are carried out via a SEND Pathway, including assessments, Individual Education Plans (IEPs), and involvement of external specialists when needed. The school lists categories of need including Cognition and Learning, Specific Learning Disorders, Developmental Delay, and other SEND categories, and it includes English as an Additional Language (EAL) within its categorisation framework. The Dubai Inclusive Education Policy Framework and KHDA-aligned practices guide identification, monitoring, and progress review through formal provisions and a structured cycle of assess-plan-do-review.

EAL is explicitly included within Horizon International School's inclusive framework. The Common Learning Environment recognises English as an Additional Language (EAL) alongside English Language Learners, and the Inclusion Policy notes EAL as part of the student population requiring support. The school outlines an inclusive approach to meeting diverse language needs, in line with Dubai's inclusive education framework. The policy also highlights that English language learners are considered within the broader SEND and MAGT provisions, ensuring they access suitable adaptations and support as needed.

Mental wellbeing is a core component of Horizon International School's approach to wellbeing. The Cognita framework emphasises wellbeing with data-driven interventions and family resources, including events like Global Be Well Day. The Inclusion Policy states that the wellbeing of every student is central to the school's work, and that pupils' social, emotional, and academic progress is supported through inclusive practices. A dedicated school counsellor is part of the Inclusion Support Team to provide mental health and emotional support, and wellbeing monitoring is integrated into the school's SEND pathway and wider PSHE curriculum. These elements together illustrate a structured, school-wide focus on mental wellbeing and early intervention.

Safeguarding and Child Protection are defined as a key priority in Horizon International School's Cognita Middle East policy framework. Safeguarding is presented as everyone's responsibility, with staff trained to identify concerns, share information, and escalate promptly to the Designated Safeguarding Lead (DSL), Deputy DSL (DDSL), or Regional Safeguarding Lead (RSL). The Safeguarding Policy covers definitions, governance, legal context, and procedures, and requires staff to follow established safeguarding processes, including information sharing when necessary. The policy details the roles, contact points, and escalation paths for safeguarding concerns, and it ties local regulatory frameworks (UAE laws and KHDA guidelines) to its practices. The policy is reviewed and updated regularly, with implementation dates and reviews (e.g., August 2025 revision) indicated in the document metadata.