At BC Academy, the dignity and potential of every learner are at the heart of our school.

We recognise that students have different strengths, needs, backgrounds and ways of learning. These differences enrich our community. Our aim is to remove barriers, provide appropriate support and enable every student to participate meaningfully in school life.

Our inclusive approach supports:

Students of Determination
Students with emerging or undiagnosed needs
More Able, Gifted and Talented students
Emirati students
Learners with additional communication, sensory, physical, emotional or mental health needs

Our Commitment to Non-Discrimination

Admissions and educational opportunities are equitable and non-discriminatory.

BC Academy does not refuse admission to a Student of Determination because of their needs. Every application is considered individually, with appropriate access arrangements provided during entry assessments where required.

The school does not charge additional fees for SEND-related services without the approvals required by KHDA.

Inclusive Teaching

Every teacher is responsible for the learning and progress of every student in their classroom.

Inclusive teaching begins with high-quality classroom practice. Teachers adapt lessons, resources, activities and assessments to help learners access the curriculum while developing confidence and independence.

Reasonable adjustments may include:

Adapted teaching methods and learning materials
Visual communication tools
Extra time or alternative ways to complete assessments
Support from the Inclusion Team
Targeted individual or small-group interventions
Adjustments to the physical or sensory environment
Additional planning at important transition points

Identifying Additional Needs

A student’s needs may be identified before admission through information from parents, previous schools or external professionals. Needs may also emerge after the student joins BC Academy.

Parents, teachers and students themselves may raise a concern or request support.

The school’s referral journey includes:

Initial referral — a teacher, parent or student raises a possible support need.
Screening and observation — the Inclusion Team observes the student and reviews available information.
Parental consent — the school discusses its findings with the family and obtains consent for formal screening.
Formal screening — assessments, classroom observations and available reports are reviewed.
Inclusion Register — where appropriate, the student is added to the register with an agreed level of support.

Identification is always approached in partnership with the student and family.

Three Levels of Support

BC Academy follows the three-level graduated support model required by KHDA.

Level 1 — Quality First Teaching

Most students are supported successfully through inclusive classroom teaching and reasonable adjustments.

An Accommodation Plan may record the strategies needed to help the student access learning.

Level 2 — Targeted Support

Some students may need focused, time-limited intervention in addition to inclusive classroom teaching.

Support may include one or two targeted sessions each week. The student may have a Learner Profile or, depending on their needs, an Individual Education Plan.

Level 3 — Individualised Support

A small number of students with more complex needs may require individualised or small-group support, a personalised curriculum or assistance from an Individualised Learning Support Assistant.

Every student receiving Level 3 support has an Individual Education Plan.

Planning and Reviewing Support

Support follows an Assess–Plan–Do–Review cycle:

Assess the learner’s strengths, needs and barriers.
Plan clear targets and appropriate support.
Do deliver the agreed strategies and interventions.
Review progress with the student and family.

Levels of support are reviewed every six weeks and adjusted according to the student’s progress. Additional intervention may be reduced or ended when it is no longer required.

Individual Education Plans

Students receiving Level 2 or Level 3 support may have an Individual Education Plan.

The plan records the student’s strengths, needs, targets, support and classroom strategies. It is developed with input from teachers, the Inclusion Team, parents and, where appropriate, the student.

Plans are reviewed regularly so that support remains relevant, proportionate and effective.

Individualised Learning Support Assistants

An Individualised Learning Support Assistant may be recommended when a student requires a very high level of one-to-one support to access learning.

Any recommendation is discussed with the family. The assistant works under the direction of the class or subject teacher and is monitored by the Head of Inclusion.

Where an external assistant is required, arrangements and payment are agreed between the family, school and relevant external provider.

More Able, Gifted and Talented Students

Inclusion also means ensuring that students with advanced abilities are appropriately challenged.

Support may include:

Differentiated learning and enrichment
Extension projects
Leadership opportunities
Competitions and external programmes
Mentoring and personalised progression pathways

The school maintains and regularly reviews its Gifted and Talented register.

Supporting Emirati Students

BC Academy monitors the achievement and wellbeing of Emirati students while promoting their culture, heritage and values.

Support may include English-language development and close monitoring of progress in Arabic, Islamic Studies and Moral Education.

Working with Families

Students and families are partners in decisions about support.

Parents are encouraged to:

Share relevant medical, diagnostic and therapy information
Raise concerns as early as possible
Attend planning and review meetings
Contribute to targets and support strategies
Help extend learning at home

Students are encouraged to share their views, strengths and aspirations in ways appropriate to their age and needs.

Working with External Professionals

Where appropriate, BC Academy works with approved educational psychologists, speech and language therapists, occupational therapists and other specialists.

External recommendations are considered alongside school assessments and incorporated into classroom practice or Individual Education Plans where appropriate.

Raising a Concern

Parents who have questions about their child’s learning, development or support should contact the class teacher or the Head of Inclusion.

Concerns about discrimination, exclusion or SEND provision will be handled respectfully and confidentially through the school’s Feedback and Complaints Policy. Safeguarding concerns will be referred immediately to the Designated Safeguarding Lead.

Our Shared Goal

Our goal is for every learner to feel respected, supported and included.

Through high-quality teaching, early identification, appropriate intervention and close partnership with families, BC Academy helps students overcome barriers, develop independence and achieve their full potential.