The Westminster School

The Westminster School uses a comprehensive Well-being Policy that promotes a whole‑school approach to students' social, emotional and physical well‑being. It defines five aspects of well‑being: culture, curriculum, policy and planning, relationships, and health, and aims to create a safe, respectful and equitable learning environment where students can express themselves. Resilience is embedded in the program, with life‑skills development such as stress management, conflict resolution and problem solving, supported by a multi‑disciplinary team including counsellors and mental‑health resources. The Well‑being Policy specifies a Well‑being Team, including roles such as Head of Pastoral, Head of Inclusion and student counsellors, alongside safeguarding colleagues, to identify and respond to well‑being needs. There is a central wellbeing resource hub, the TWS Wellness Web, hosting wellbeing information and guidance for students, families and staff.

The inclusion policy states The Westminster School is committed to inclusion and welcomes Students of Determination, providing appropriate provision, resources and curricular options in mainstream settings or in withdrawal settings where appropriate. The school follows the Dubai Inclusive Education Policy Framework, and an Inclusion Department coordinates support across the school, led by the Head of Inclusion and supported by Learning Support Assistants, Learning Support Teachers, Student Counsellors and a Career Guidance Counsellor. Identification and support operate through a three‑level model: Level 1 in‑class quality teaching, Level 2 Individual Education Plans, and Level 3 external specialists such as speech therapists, occupational therapists or psychologists. English language learners (ELL), learners with additional needs, and Gifted and Talented pupils are explicitly recognised, with regular progress follow‑ups involving parents. The Admissions process integrates inclusion considerations, with the Inclusion team assessing needs to determine appropriate support and accommodations.

English language learners (ELL) are explicitly identified within the Inclusion Policy as a learner group requiring attention. The Inclusion Department's staffing supports language needs, including Learning Support Assistants and a Head of Inclusion who coordinates language support within the school's broader inclusion framework. ELL and other language‑related needs are addressed through mainstream inclusion provisions rather than a separate stand‑alone EAL program published on the site. The Inclusion policy also notes that English language learners sit alongside other groups such as learners with additional needs and Gifted and Talented pupils, with parent involvement in ongoing progress discussions.

Mental health and well‑being are central to The Westminster School's Well‑being Policy, which aims to empower students and staff to lead happy, fulfilling lives in a culture of tolerance, innovation and creativity. The policy outlines building life skills and resilience, including stress management and coping strategies, and specifies a Well‑being Team responsible for implementing wellbeing initiatives and monitoring cases. It designates roles such as Student Counsellors and Heads of Pastoral as part of the wellbeing structure, with staff training and a formal referral process for concerns. A dedicated wellbeing platform, the TWS Wellness Web, provides wellbeing resources and guidance for the school community. Early identification of wellbeing concerns is described, with staff able to refer to the Well‑being Team and to multi‑disciplinary support when needed.

GEMS Safeguarding Policy provides the formal framework for safeguarding at The Westminster School, including a Designated Safeguarding Lead (DSL) and deputies responsible for safeguarding and child protection. The policy requires staff to undertake safeguarding training and to record concerns on the Guard safeguarding case management platform, with the DSL or Deputy DSL notified as appropriate. It aligns with UAE law (including Wadeema's Law) and local guidance, assigning responsibilities to the Central Safeguarding Team and an Allegations Manager for safeguarding matters involving staff. The school's safeguarding documents, including the GEMS Safeguarding Policy AY 2025‑26, are listed in the Key Documents and Policies and cover whistleblowing, complaints, and safer recruitment. These safeguards ensure procedures for reporting, safeguarding online safety, attendance, and bullying are embedded in policy and practice.