Yasmina British Academy

Yasmina British Academy places emphasis on the development of the whole child and on emotional well-being as a core part of school life. Senior leaders describe the aim of creating happy, confident, and resilient learners who feel secure enough to try new things and make mistakes. The academy provides wellbeing support through a full-time school nurse who delivers health services during the school day. Safeguarding materials explicitly reference mindfulness and social‑emotional learning as part of the curriculum to promote coping, resilience and emotional regulation. Leadership also stresses that developing resilience and positive relationships is central to learning and everyday school life.

The Inclusion policy outlines a school-wide approach to inclusion with formal identification and support for Students of Determination (SoD), spanning a wide range of categories including Autism Spectrum Disorder, hearing/visual impairments, learning disabilities, behavioural and emotional disorders, and more. It establishes an Inclusion Team and a Head of Inclusion, and uses an Individual Education Plan (IEP) and a Provision Map to plan targeted interventions, with a tiered RTI (response to intervention) framework (School Action, SA+, etc.). The policy permits external advice from specialists (e.g., Speech and Language Therapy, Occupational Therapy, Educational Psychologists) as part of an Involvement Plus approach when needed. It describes roles for staff to identify, plan, implement and review support, including collaboration with families and external agencies. The materials describe inclusion as the governing philosophy of the school rather than designating Yasmina as a dedicated SEN specialist institution.

The EAL Policy confirms a commitment to meeting the needs of students who are English as an Additional Language (EAL) and distinguishes EAL/ELL from SEN. An EAL Lead (and ELL provision) coordinates assessment, referral, and targeted support, and works with the Inclusion Team to plan provision across the curriculum. The school maintains a register of EAL and ELL students and uses department-based CPD and collaboration among staff to deliver language acquisition support. As of September 2022, 435 students were identified as EAL, with 58 also classified as ELL. Primary and secondary settings emphasise integration into mainstream classes with differentiated teaching and language-focused strategies, guided by the EAL Lead and cross-curricular teams. EAL staff are described as teachers of English as an Additional Language, responsible for planning and monitoring language provision and for coordinating home–school communication.

Mental wellbeing is addressed as part of safeguarding and pastoral planning, with topics such as mental health, mindfulness, and social‑emotional learning included in the curriculum to support coping strategies and resilience. The safeguarding policy explicitly references conversations about mental health and living healthy, balanced lives, and provides guidance on creating environments that support those seeking mental health support while reducing stigma. The school also designates safeguarding leads (DSL/CPC) and a safeguarding team to coordinate mental health and welfare initiatives across the primary and secondary phases. Leaders emphasise that developing resilient, emotionally well learners is integral to the student experience, alongside practical supports such as school nursing.

Yasmina British Academy is committed to safeguarding and promoting children's welfare, recognizing every child's right to feel secure and protected from abuse. The school has a Designated Safeguarding Lead (DSL) and deputies, supported by a safeguarding team, with responsibilities including liaising with external agencies, maintaining records, and providing safeguarding training to staff and governors. Safeguarding policy materials outline a zero-tolerance approach to abuse, clear reporting procedures, and the expectation that safeguarding is a standing item on governance and school agendas. The curriculum includes safeguarding in context, with topics on child protection, mental health, anti-bullying, and online safety, and staff are guided to raise awareness and provide age-appropriate information to students and families. The policy is aligned with Aldar Education safeguarding frameworks, with annual governor training and regular reviews, and is scheduled for ongoing updates (the current policy set reflects updates through 2025–2026).