PACE Springfield International School

PACE Springfield International School follows the Cambridge Curriculum with guidance from the England National Curriculum and UAE MOE, and emphasizes holistic development including wellbeing. The Teaching and Learning aims explicitly include fostering inclusivity, nurturing emotional growth, and creating a safe and supportive environment. Pastoral and wellbeing support is reinforced by staff, including a focus on pastoral care within school life. The school describes itself as inclusive and provides SEND support with accommodations and curricular modifications, with a commitment to engaging external agencies and parents to support social and academic integration. A dedicated staff member for student support, Heba, serves as a Primary Student Support Teacher with extensive experience in special education.

The Inclusion page states the school is inclusive and welcomes students with Special Educational Needs under the school-provided services. Parents are invited to submit reports (for example Education Psychologist reports) and, once these formalities are complete, a suitable programme is put in place to help the child access the curriculum and transition academically and socially. The school provides SEND students with the required support, accommodations and curricular modifications to access educational opportunities and offers a comprehensive special education programme including IGCSE, AS & A, project-based BTEC and ASDAN vocational options. Students who show a Standard Average Score (SAS) below 100 are recommended for further assessment to determine future needs. Admission judgments consider the number of students with additional learning needs to ensure the best interests of all students; where needed, higher intervention may be addressed with external intervention centers. A dedicated SEN staff member, Heba, serves as the Primary Student Support Teacher with over fourteen years of experience in special education.

English Language Support is provided through specialized ESL programmes and classes designed to improve students' English and transition from their native language to English as the main language of instruction. The ESL programme uses language assessments, differentiated instruction, a supportive classroom environment, promotes cultural sensitivity, and includes professional development and modified assessments. It also includes a Language Proficiency Exit Criteria to determine progression. Language support incurs an extra fee; Level One Beginner involves three individual sessions, Level Two Intermediate A involves two sessions, and Level Three Intermediate B involves one session per respective schedules, with the number of sessions per year listed in the programme. Arabic language provisions are integrated into the curriculum to meet MOE requirements, including Arabic for native speakers and Arabic as additional language.

The curriculum states that the Cambridge-based programme includes wellbeing development and emphasizes development of the student's wellbeing. Aims of Teaching and Learning include nurturing emotional growth and creating a safe and supportive environment. The school emphasizes emotional growth as part of its holistic development and aims. A staff member focused on student support (e.g., Heba) supports inclusion and emotional development. Pastoral care is highlighted as a feature of school life.

The SISD Safeguarding and Child Protection Policy defines safeguarding and child protection responsibilities and requires that staff read and sign the policy; it designates a Safeguarding Lead (DSL) and deputy and includes inter-agency working. It cites UK guidance (Keeping Children Safe in Education) and UAE law (Wadeema's Law) and aligns with UAE School Inspection frameworks. The DSL is Ms Sue Davis, with deputy roles and responsibilities outlined; the policy assigns duties to lead safeguarding efforts, training, and inter-agency liaison. The policy requires recording of concerns, secure storage, and referrals to Children's Social Care or the Police as appropriate, and attendance at strategy meetings. The policy commits to annual review, ensures staff training (at least annually) and induction, and makes the safeguarding policy publicly available to parents.