Virginia International Private School

Virginia International Private School (VIPS) provides a student-centered environment that supports academic, extracurricular, and personal goals while promoting civility, respect, integrity, and equity. The VIPS Learner Profile defines dispositions such as Empathetic, Honest, Respectful, Responsible, Citizens, Communicators, Creative, and Collaborative to guide social-emotional development. The School's behavior policy aims to promote student well-being and happiness and uses restorative approaches, including a Restorative Reflective Report Card to support self-regulation. Students' rights and responsibilities emphasise a safe, inclusive community where individuals are treated with respect and fairness. Student life and activities, including co-curricular, sports, and arts, support personal growth and collaboration as part of social-emotional learning.

Virginia International Private School follows Aldar Education's Inclusion Policy, which identifies Additional Learning Needs (ALN) including Students of Determination, and recognises Multi-language learners and Gifted and Talented students. The policy establishes an Inclusion leadership structure with a Head of Inclusion, an Inclusion Teacher per cycle, and Inclusion Assistants, with additional Individual Assistants where needed, and requires annual staff training on inclusion and safeguarding. Admissions for ALN are prioritised, require sharing relevant assessments, provide accommodations for admissions assessments, and consider appropriate placement, with an ‘Inability to Accommodate' notification if the school cannot meet a student's needs. The policy calls for a multi-disciplinary approach, involving families and other professionals to identify needs and coordinate support, including transitions between settings. It also supports Universal Design for Learning and differentiated instruction to ensure equitable access for learners with ALN, multi-language learners, and Gifted and Talented students.

The school describes itself as offering an American-based curriculum with western teachers. There is no explicit EAL program publicly described; EAL considerations are addressed within the Inclusion Policy's coverage of multi-language learners. The Aldar Inclusion Policy explicitly includes multi-language learners as a group requiring support and inclusion. The policy advocates a range of teaching strategies and Universal Design for Learning to support diverse learners, including those with language needs. It also emphasises parental and inter-agency involvement in identifying, assessing, and supporting learners with language needs to ensure equitable access to education. EAL provision specifics beyond the inclusive framework are not publicly disclosed on VIPS materials.

Safeguarding and child protection are central to promoting students' mental wellbeing, with a zero-tolerance approach to maltreatment and a duty of care for all staff toward pupils. The safeguarding framework commits to creating safe and supportive environments and to educating stakeholders about safeguarding issues, including digital spaces. The policy states that all students have access to support and counselling when needed. Safeguarding education is integrated across the curriculum and regularly updated to reflect emerging risks, including technology-related concerns. The network uses the CPOMS safeguarding platform for risk-informed safeguarding, with confidentiality strictly maintained and data shared only with authorised individuals.

Aldar Education is committed to safeguarding and promoting the welfare of children, with safeguarding and child protection as a central responsibility for all adults and a zero-tolerance stance toward maltreatment. Policies require a positive safeguarding culture, clear whistleblowing procedures, and confidential reporting channels to protect students from harm in both physical and digital spaces. The safeguarding framework assigns roles such as a Designated Safeguarding Lead (DSL) and Deputy DSLs, supported by a safeguarding committee and specialized staff (e.g., mental health leads, social workers) to coordinate safeguarding activities. Staff, parents, and students are empowered to raise concerns, and there are formal liaison mechanisms with external agencies (regulators, police, and child protection authorities) to support safeguarding. The policy is publicly communicated through the school framework and includes a student-friendly version to ensure understanding by all stakeholders.