PACE British School

PACE British School in Sharjah emphasizes a supportive, pastorally oriented approach to student wellbeing alongside academic rigour. The school states that it provides pastoral support to pupils to foster positive personal growth in tandem with academic achievement. It highlights inclusivity and close, positive relationships as core elements of its approach, aiming to engender a sense of community and belonging for all learners. The Inclusion Department explicitly notes a commitment to inclusion, a sense of community, and addressing different learner needs (including EAL and SEND) within a supportive school environment. This combination reflects an explicit focus on social and emotional aspects of learning through holistic education and positive relationships.

PACE British School states it is committed to inclusion and delivers high-quality education to all students, with SEND addressed in mainstream settings and, where appropriate, in withdrawal settings. The school identifies learners with ‘additional needs', those who are ‘gifted and talented', and English as an additional language (EAL) as focal groups for support. It maintains a committed team of specialist teachers, qualified Special Educational Needs Coordinators/leaders of Inclusion, and over six learning support assistants to support a wide range of needs. The provision is described as mainstream inclusion with withdrawal options when needed, indicating it is not a specialist SEN institution.

EAL is explicitly listed as a focus within the Inclusion Department, with PBS noting attention to English as an additional language as part of its inclusion strategy. The school describes having a committed team of specialist teachers and SEN coordinators/leaders of Inclusion to support learners with diverse language needs (alongside SEND and gifted/talented provisions). These details confirm that EAL is a formal, supported aspect of the school's inclusive practice rather than an ad hoc arrangement.

The school's pastoral framework is evidenced by the presence of a Head of Pastoral Care and a designated Safeguarding Lead (DSL), underscoring formal pastoral and welfare support within the safeguarding structure. The safeguarding team is explicitly described in the policy as prioritising pupil welfare and providing appropriate support for pupils in need, with safeguarding integrated into the broader school ethos. PBS also notes that safeguarding education is part of a broad and balanced curriculum, including teaching pupils about safeguarding and keeping themselves safe, including online. The inclusion and pastoral emphasis is reflected in the school's public statements about pastoral support and community.

PACE British School provides a formal Safeguarding and Child Protection Policy derived from UK guidance (Keeping Children Safe in Education) and UAE laws (including Wadeema's Law), detailing roles, responsibilities, and inter-agency cooperation. The designated Safeguarding Lead (DSL) is Ms Sue Davis, with a Deputy DSL as part of the safeguarding structure, and contact details are provided for the DSL and Head of Pastoral Care. The policy requires staff and volunteers to read and acknowledge the safeguarding policy, maintains secure record-keeping of concerns, and outlines procedures for reporting to statutory bodies when necessary. It also sets out staff training requirements and safer recruitment practices, and requires the safeguarding policy to be publicly accessible. Pupils and staff involved in safeguarding receive appropriate support, and safeguarding is embedded throughout the curriculum.