Support for Learning


Provision for learners with special educational needs

Doha British School is committed to providing all learners with additional learning needs with opportunities to achieve the best possible educational outcomes and to enable them to participate fully in the life of the school. We operate an open access policy, however learners at our school must be able to access our curriculum.

Intervention 1

Intervention 1 describes quality inclusive teaching which takes into account the learning needs of all learners in the classroom. Before any additional provision is considered, teachers take into account what is already available to learners through differentiated work and an inclusive learning environment. In some subjects, for some age groups, classes (or 'sets') are formed based on ability levels. Learners are able to move between sets based on reviews of their progress and achievement.

Intervention 2

Intervention 2 refers to specific, additional and time-limited interventions provided for learners who need to accelerate their progress so that they are working at the expected level for their age. These interventions are targeted groups of learners with similar needs.

Intervention 2 programmes delivered at DBS include Primary booster groups for writing and mathematics, reading interventions and phonics intervention groups. A study plus group operates in Secondary as does a reading buddy scheme.

Intervention 3

Intervention 3 Learners who are identified as having a special educational need during the admission process are placed on the Learning Support Register, any specific learning difficulty or disability noted and links made to recommendations for support, adaptations or accommodations required within the classroom. Parents will be informed and expected to support the school. Learners will be involved in the decisions made at this stage, in accordance with their age and ability to contribute effectively to this process.

Once a learner is admitted to DBS, they may not make expected progress or they may show signs of difficulty in one or more of the following areas:

  • acquiring literacy and/or numeracy;
  • presenting persistent behavioural, emotional or social difficulties;
  • sensory or physical problems;
  • communication difficulties.

In these cases, the class or subject teacher specialist will refer the learner to the Learning Support Coordinator. The Learning Support Coordinator will review the strategies which have already been employed within the classroom; the communication between the teacher and parent and the results of any standardised or summative assessments. Further specific tests and/or observations may be carried out by the Learning Support Coordinator.

If a learner is found to need additional support (i.e. more than is provided through the differentiated curriculum), then this will be provided through an Individual Education Plan (IEP). The learner will be placed on the Learning Support Register. Learners who are on an IEP are provided with additional support in a number of ways including:

  • classroom organisation and management;
  • in-class support by Learning Support Assistant or Learning Support Teacher;
  • withdrawal for individual/small group work;
  • use of specialist equipment;
  • home / school learning initiatives.

Resources allocated and deployed at this stage will be provided by the school to implement these individual education plans.

Records will be developed through a process of continuous assessment by the class teacher or as a result of standardised tests of educational achievement administered by the class teacher or Learning Support Coordinator. This may include diagnostic testing to build a profile of the learner's strengths and weaknesses.

The success of the IEP will be assessed by an agreed date each term; feedback will be given to teachers, parents and learners and the provision for learners will be reviewed. Learners may have new targets negotiated or may return to the level of appropriate differentiation within the classroom.

If a learner does not make progress despite the school taking action outlined, parents will be required to seek advice from appropriate, external support services. Parents will meet the cost of such recommended specialist advice. Failure to seek the appropriate advice and to abide by recommendations may result in a school place being rescinded. In such cases, the school is unable to ensure that the learner will access the curriculum appropriately without specialist intervention.

Provision for more able and talented learners

The first way in which DBS caters for more able learners is through differentiated teaching, i.e. inclusive teaching that takes into account the learning needs of all. In some subjects, for some age groups, classes (or 'sets') are formed based on ability levels. Learners are able to move between sets based on reviews of their progress and achievement.

A second response to learners who are more able or talented, is through specific, additional programmes and opportunities that further stretch their learning across a range of fields. Examples include:

  • Literacy support for more able writers in the Primary school;
  • F1 in schools;
  • The World Scholar's Cup;
  • Model United Nations.

Children and young people with talents in sports or the performing arts are able to develop their abilities by taking part in high quality sporting programmes, or through participation in musical and dramatic performances and competitions.