Yas American Academy

In Yas American Academy, inclusion means all students have access to learning, feel welcome, safe, supported, and belong, with needs catered for to develop socially, emotionally and academically. The vision for inclusion states that all students are supported to reach their full potential through personalized adaptations, with well-trained staff ensuring optimal social, emotional, and academic progress. Adaptive teaching is an inclusive, flexible approach that sets high expectations, uses ongoing assessments, and provides necessary scaffolds to support all learners. A Wellbeing framework is embedded in Yas American Academy's policy, with a whole-school responsibility for wellbeing, and programs to promote positive relationships and social-emotional development. Staff receive ongoing training on recognizing signs of distress and how to act, and families are engaged to support student wellbeing.

In Yas American Academy, inclusion embraces Students of Determination (SOD) and is implemented through a Head of Inclusion and an Inclusion Team supported by specialist teachers and assistants. The school uses Documented Learning Plans (DLPs) for students receiving Tier 2 or Tier 3 support, with termly targets and termly progress reviews; annual reviews are held for Tier 3. Identification and referral follow an Assess-Plan-Do-Review model, with Cause for Concern raised by teachers and referrals tracked in a central Inclusion register. Inclusion provision includes in-class adaptations, push-in and pull-out interventions, counselling for social-emotional needs, and therapy services in-school or through external providers. The policy requires collaboration with parents and external agencies and provides for funding considerations; ADEK policies guide any specialist provision and related fees.

75% of Yas American Academy students are learning English as an Additional Language (EAL). The ELL policy defines a shared responsibility among all stakeholders to provide English support for students to thrive academically and socially. Students are identified using NGRT assessments and a WIDA screener to determine language needs and are monitored through progress data. The school uses a tiered provision approach (Tier 1-3) with classroom scaffolding, targeted language interventions, small-group instruction, and collaboration between ELL and content-area teachers. Foundational literacy and vocabulary development are emphasized across subjects to support reading, writing, speaking, and listening. The policy assigns specific ELL leadership roles and responsibilities to the ELL department and ELL Lead Teacher, with ongoing professional development.

The Well-Being Policy at Yas American Academy outlines a whole-school commitment to promoting health, wellbeing, and happiness for students, staff, and families, aligned with ADEK and UAE frameworks. Wellbeing is guided by a whole-school approach with responsibilities shared among leaders, staff, students, and families. On-campus supports include homeroom teachers, heads of grade/department, a school counsellor, a dean of students, a school nurse, senior leaders, the student council, and designated safeguarding leads. Mindfulness and resilience-building are integrated into the program, with informal lessons and a dedicated wellbeing slot to develop emotional regulation and wellbeing skills. The policy highlights staff training to recognize signs of distress and signpost to internal or external support, and active family engagement to support each student's wellbeing.

The Child Protection and Safeguarding Policy establishes safeguarding as a core responsibility with zero tolerance for maltreatment and outlines a framework to keep children safe. A senior designated Child Protection Coordinator and a Child Protection Team oversee safeguarding, with ongoing staff training and annual CP training; safeguarding records are maintained, often using CPOMS, to track concerns. Staff are required to report concerns to appropriate authorities (police and UAE authorities as needed) and to communicate with parents about safeguarding issues. Student Protection Education is delivered to students to help them understand personal safety and how to report concerns, using developmentally appropriate content. All safeguarding records are confidential, with robust safe recruitment practices and clear lines of responsibility for safeguarding across the school.