Raha International School - Gardens Campus

The school integrates pastoral care into the structure of each grade level, supported by grade level leaders, heads of grade, heads of pastoral care for each division, and school counsellors. These roles help embed the IB Learner Profile throughout the curriculum to foster a positive school culture. The community is described as close-knit and inclusive, with a goal of helping every student take charge of their well-being and thrive beyond the classroom. Wellbeing and inclusion are positioned under the Beyond Classroom section as core to daily life at the Gardens Campus. This approach sets the foundation for social and emotional development within the IB framework.

The Inclusion Policy identifies Additional Learning Needs (ALN), Special Educational Needs and Disabilities (SEND)/Person of Determination (PoD), Multi-Lingual Learners (MLL), and Gifted and Talented (G&T), including Twice Exceptional (TE) and Multiple Learning Differences (MLD). The school uses a Graduated Response with a Student Support Team (SST) that forms to assess and plan appropriate support for a student. Provisions are delivered through Individual Education Plans (IEP), Individual Accommodation Plans (IAP), Advanced Learning Plans (ALP), Language Acquisition Plans (LAP), or Wellbeing Support Plans (WSP) as needed. The Inclusion process progresses from referral to assessment, plan development, implementation, and regular review, with collaboration between families, teachers, and external agencies when appropriate. The Inclusion Policy aligns with ADEK guidelines and documents the roles of the Inclusion Team in coordinating supports.

English is the language of instruction at Raha International School, and EAL support is provided for identified students from EY to Grade 9. EAL identification and assessment involve language aptitude screening and referrals to an EAL specialist, with decisions about placement based on assessment outcomes. The EAL support program uses a combination of in-class support and withdrawal from class to help students access the IB curriculum. LAS Links assessments are used for placement of new students, with ongoing progress monitoring throughout the year. EAL proficiency levels range from Intensive/Beginning to Above Proficient, guiding the level of support required.

Wellbeing at the Gardens Campus is supported by integrated pastoral care across grade levels, with grade level leaders, Heads of Grade, Heads of Pastoral Care, and School Counsellors providing support. The aim is to help each student take charge of their well-being and to thrive in all aspects of life outside the school. The Inclusion team also focuses on the academic, social, and emotional growth of students, including those with ALN, SEND/PoD, MLL, and Gifted and Talented needs. The Wellbeing framework aligns with the IB Learner Profile to promote a positive school culture, and a Wellbeing Support Plan may be developed as part of a Graduated Response for ongoing social-emotional support.

Taaleem's Child Protection and Safeguarding Policy for Raha Gardens Campus (policy EDUC-008) sets the safeguarding framework, with an effective date of 25 August 2025 and a scheduled review date of 25 August 2026. The policy applies to all employees, governors, contractors, volunteers, visitors, and partners, and designates the Designated Safeguarding Lead (DSL) and deputies with defined roles and responsibilities. It outlines governance, reporting procedures, and the training required for safeguarding across the group, including CPOMS usage and escalation steps. The policy emphasizes keeping children safe in a wide range of environments, including online and offline contexts, and details the process for referrals, investigations, and handling allegations against staff. It also situates safeguarding within broader Taaleem safeguarding practices, including whistleblowing and safeguarding oversight at the group level.