TSPS is highly committed to inclusive education and admits students with a variety of needs including those who are gifted and talented, special educational needs, or have physical, emotional, social, cultural or language challenges. For further information about the Admissions process please refer to the Admissions section.
Legislation
The Sheffield Private School works in line with the Dubai Inclusive Education Policy Framework (2017) and incorporate guidelines and working practices in line with the laws and legislations such as the : UN Convention on the Rights of Persons with Disabilities and Optional Protocol, Federal Law No. (29) of 2006 concerning the Rights of People of Determination. Law No. (2) of 2014 concerning the Protection of the Rights of Persons with Disabilities in the Emirate of Dubai. Executive Council Resolution No. (2) of 2017 Regulating Private Schools in the Emirate of Dubai. General Rules for the Provision of Special Education Programs and Services (Public & Private Schools) as well as the SEND Code of Practice (UK, 2015).
Identification of Need
Early identification and intervention is the key to providing high quality support. The team at TSPS seeks to identify the presence and impact of barriers to successful social, emotional and academic inclusion and success. We will continuously address and remove any barriers found for all students. We used a range of standardised assessment tools to identify needs and put interventions in place.,
High Quality Differentiation
Teachers will provide differentiated learning opportunities for all students and provide materials appropriate to children’s interests and abilities. This ensures that all students have full access to the school curriculum.
Social and Emotional Developmental Milestones.
Children grow at their own pace. Some skip developmental milestones and advance earlier while others move slowly towards mastering essential life skills. The inclusion team creates a Behaviour Intervention Plan in collaboration with all personnel responsible for the child’s development including the parents and any external specialist providers to support the child with all the non-academic (Behavioural, Emotional, Developmental and Social) needs.
Parents
Parents are vital to the progress of a student and in partnership with the school; as such communication is continuous. TSPS has regular parent consultations, both individual and group, parent meetings, and a comprehensive reporting cycle. Parents are encouraged to work collaboratively with the school community to remove social barriers.
Inclusion Support Team
TSPS has a whole school community approach which is led by an Inclusion Support Team which comprises the Principal, Head of Inclusion, Senior Leader, Inclusion Governor, Counsellor, Learning Support Teachers and a student and parent representative. If you are the parent of a student with any additional needs, or who may be having barriers to learning please do contact the Head of Inclusion directly. Contact details are below.
Stephy Abraham- Head of Inclusion,stephy.abraham@sheffield-school.com
Directive and guidelines for inclusive education – Handbook for school.
Advocating for inclusive education – Hand book for parents
Guidance Counselling
TSPS recognizes that education is more than just about exams and assessments. We are here to support students throughout their time with us and to provide them with social and emotional support wherever necessary. We know that at different times, young people experience challenges that they struggle to deal with, which includes pressure during exam time, meeting coursework deadlines or simply a breakdown in a friendship group. Our qualified Guidance Counsellors are there to help and work closely with senior leaders and class teachers to ensure student well-being remains a high priority. They also work closely with teachers, parents, and external specialists to create personalized support plans and promote independence and success for our Students of Determination. When working with students, parents are always a key partner and our Guidance Counsellors work closely with them to provide additional support in school and at home. Parents are given timely updates on the progress of their child and encouraged to actively participate in his/her emotional development and wellbeing. We see this approach as real partnership where the student is at heart of everything that we do. The Counsellors also actively work on contributing to the curriculum to ensure that emotional control is a shared theme across all phases.
Careers
Our students are supported on a one to one basis to help them explore the best options for university in line with their career ambitions. As students often lose sight of the larger goal, they are constantly supported from Year 9 onwards and more intensively from Year 11 onwards through interviews, surveys and class discussions with our Careers Counsellor. University fairs, workshops on subjects and careers, university tours, competitions and challenges and internships (work experience) are introduced into their school routines. We also provide various psychometric tests that can help students understand their interests, aptitude and personality type better. We build the profile of our students by tracking their level of engagement in our various enrichment activities. We aim to help students build quality profiles that are attractive to leading universities around the world. As part of the Britus Education Group, our Careers Counsellor is building a strong network of university partners who can assist our students in developing within school and even provide special scholarships to them.
