Inclusion.
A safe, equitable place to learn.

An inclusive school culture

Our trained learning support specialists work with a range of professionals. Their expertise covers specific learning disabilities, developmental disabilities and attention difficulties.

Every application is considered fairly. Places in Learning Support are limited and depend on the seats and resources available, so that every child gets the attention they need.

Our inclusive practice includes

• A whole-school policy for the PYP, MYP and DP, shared with and acknowledged by parents.
• Early intervention and the right resources.
• Support for students with low achievement or learning difficulties, through a team of students, teachers, parents and support staff.
• A whole-school plan to support literacy.
• Individual learning programmes with clear targets for students who receive extra teaching.
• Strong home-school partnerships, including support strategies shared with parents.
• Plans built with specialists and form teachers, reviewed regularly against progress.
• Better access to the campus, such as ramps and lifts, and to the curriculum.
• Orientation for new teachers on this policy.

Pupil Assisted Learning Support (PALS)

The PALS team supports students who are not making progress despite in-class help and differentiated teaching. Support is given in two ways:

• Push-in: the teacher works with the student one-to-one or in a small group inside the class, so they can take part with little disruption.
• Pull-out: the teacher works with the student individually outside the class, for needs that cannot be met in class. This can include separate sessions and help during exams.

Exam support is confirmed by the PALS team, the form teacher, the Programme Coordinators and the Head of School. Each student in PALS has an Individualised Education Plan (IEP), based on reports from qualified specialists such as paediatricians and educational psychologists.

How a student is assessed for support

• The form teacher and co-teacher report on the student’s progress in academics, social skills and work habits.
• With direction from the Head of School and Programme Coordinator, the PALS team observes the student’s learning over a period of time.
• The PALS team records its observations, shares them with the Programme Coordinators and Head of School, and shares strategies with the teachers.
• After gathering feedback from all of the student’s teachers, the PALS team writes an observation report.
• The Head of School then meets the parents to agree the next steps.

Next steps may include remedial classes, a psycho-educational profile, a formal assessment with an educational psychologist, or a learning support teacher for the student. If a student still cannot make enough progress, the PALS team may suggest an evaluation by an outside agency.

The IEP covers academics, social and emotional development, behaviour, strategies for teachers, recommendations for parents, and regular reviews signed by everyone involved.

Roles and responsibilities

Form teachers and co-teachers

• Keep a record of each student’s progress.
• Discuss any concerns with the PALS team and keep notes of the steps taken.
• Use differentiated teaching to meet the needs of every student.
• Build on each student’s strengths and create a class where differences are accepted.
• Plan with the PALS team regularly and share lesson plans.
• Keep parents informed about their child’s progress and support.

Learning support teachers (PALS)

• Promote a school-wide understanding of learning differences.
• Plan learning support with class and subject teachers, and run pull-out sessions.
• Develop the IEP with the class teacher and the Head of School.
• Guide and train teachers to meet the needs of students receiving support.
• Keep parents informed and keep learning support records up to date.
• Suggest resources and strategies for school and home, and connect with outside agencies when needed.

Parents and guardians

• Share relevant information about the child’s health, development and behaviour at home.
• Support and encourage the child, and work with the school for their welfare.
• Attend review meetings and sign home-school agreements.
• Support the child’s work at home towards the agreed targets.
• Make sure the child is rested, prepared and on time for school.
• Share their views on the child’s progress and support.

The school

• Keeps the inclusion policy and procedures up to date.
• Supports teachers in parent meetings when needed.
• Shares the learning support process with all staff.
• Uses the IEP as a main way to track progress.

Leaving learning support

• A student moves back to mainstream classes when they are doing well in class and no longer need pull-out or in-class support.
• The family is fully informed before any decision is made.
• The form teacher and PALS teacher complete a Learning Support Exit form.
• If a family cannot continue formal learning support for financial reasons, the student continues to be monitored by a guidance counsellor.

Developing the programme

We keep reviewing and improving the PALS programme, and teachers receive regular training to differentiate learning. Students may need inclusive assessment arrangements because of:

• Autism spectrum conditions
• Learning difficulties and disabilities
• Medical conditions
• Mental, physical, emotional or sensory challenges
• Speech or communication difficulties

Some students may be guided towards the IB Course or Certificate option instead of the full Diploma, to help them achieve good grades, build confidence and secure admission to professional courses.

Support in IB examinations

For MYP and DP examinations, the school submits requests for access arrangements to the IB with supporting evidence, in line with the IB Access and Inclusion Policy (2022) and the Adverse Circumstances Policy (2021).

Guidelines

• The inclusion policy and procedures are available on request.
• The policy is shared at admission and throughout the student’s time at school.
• Guidance on inclusion and on physical and mental health is available from class teachers, the Head of School and the school’s visiting psychologist at parent-teacher meetings.
• The whole school works to make every child feel included, important and cared for.

Policy review

This is a working document and is updated every year by the Head of School, the Programme Coordinators, the PALS team and the consulting educational psychologist.

Last reviewed January 2024. Next review March 2025.

Sources

1. The Learning Code of Practice (November 2001)
2. Learning diversity in the International Baccalaureate programmes: Special educational needs within the IB programmes (2010)
3. IB, Access and inclusion policy (2022)
4. IB, Adverse circumstance policy (2021)

Questions about this policy? Write to admission@thepupil.in or call +91 98848 89910.

Other MYP & DP policies

• Admissions
• Language
• Academic Integrity
• Assessment
• Bring Your Own Device

See the PYP policies