North London Collegiate School Dubai

NLCS Dubai places wellbeing at the core of its ethos, with a wellbeing-driven pastoral programme that emphasises Positive Education and Character Strengths. The taught pastoral curriculum includes themes on nutrition, exercise, sleep, emotions and healthy relationships, and the form programme features weekly mindfulness and wellbeing activities. The school uses iSAMS to log concerns and a Vulnerability Index to help staff identify students who may need additional support, with data reviewed to inform interventions. Students also have access to Careers Guidance Counsellors for grades 6–12, alongside student leadership and wellbeing structures such as a House system and a Student Wellbeing Committee, plus a student listening service called Sidiq. Senior-school pastoral care is supported by a team including school counsellors, and the Junior School receives pastoral support from class teachers, the school nurse and counsellors.

NLCS Dubai adopts a whole-school Inclusion Policy approach rather than a separate specialist SEN unit. The policy defines SEN as difficulties that require additional provision and outlines KHDA-aligned categories (Cognition and Learning; Communication and Interaction; Social, Emotional and Mental Health; Physical, Sensory and Medical). The Inclusion Department comprises roles such as the Inclusion Champion (Vice Principal for Pastoral), Head of Inclusion (Whole School) and Heads of Inclusion for Junior/Senior School, plus Support Teachers, EAL Teachers, School Counsellors and Learning Support Assistants, all working to remove barriers to learning. The school uses a Graduated Approach (Levels 1–3) with termly IEPs/ILPs and targeted interventions, escalating to outside professionals if needed. Gifted and Talented provision is recognised separately, with policy guidance available for further detail. The school explicitly states it provides inclusive education for all students, rather than describing itself as a specialist SEN institution.

NLCS Dubai operates an English as an Additional Language (EAL) policy stating that English is the language of instruction and that EAL support is provided for students whose first language is not English. EAL teachers are part of the Inclusion Team and lead assessment, monitoring and the creation of English Language Learner (ELL) Profiles, coordinating with parents and other staff to ensure access to the curriculum. The policy describes admissions processes, ELL registers, and phased support, with targeted formats such as in-class literacy support, small-group study sessions, and 1:1 assistance; English language support may temporarily replace some lessons and is reviewed termly. Assessment follows KHDA guidelines (WIDA-based) and progress is tracked with clear exit criteria once students reach expected English proficiency. In Early Years, additional support may include opportunities to maintain home languages alongside English development.

Mental wellbeing is integrated into NLCS Dubai's Wellbeing Policy, which defines wellbeing as the combination of positive emotions and functioning well within the school community. The curriculum emphasises Positive Education and Character Strengths, with a form-time rotation that includes mindfulness, gratitude and wellbeing activities, and service learning throughout the year. The school tracks wellbeing data (PASS data and a Vulnerability Index) to identify at-risk students and tailor interventions, with iSAMS used to log concerns and monitor trends. The Inclusion Team provides targeted support, and Careers Guidance Counsellors work with older students to plan for life after school. Staff and student wellbeing is supported by a dedicated Wellbeing Committee and professional development focused on wellbeing, including certificates and qualifications offered to staff.

NLCS Dubai maintains a formal Safeguarding and Child Protection framework, with a Designated Safeguarding Lead (DSL) and Deputy DSLs across Senior and Junior School, and a named Head of Inclusion for safeguarding responsibilities. The Safeguarding Policy outlines safeguarding leads and contacts, procedures for disclosures, and escalation pathways, including reporting to authorities when required and maintaining confidentiality. Staff receive regular safeguarding training, and safeguarding duties are supported by a system (CPOMS) for logging concerns and coordinating responses. The policy lists external agencies and hotlines, and is aligned with UK and UAE best practices, including Wadeema's Law and Keeping Children Safe in Education guidelines. The safeguarding team, led by the Vice Principal (Pastoral Care) and senior safeguarding leads, coordinates ongoing safeguarding across the school and liaises with external agencies as needed.