At EISB, every child is valued and supported to achieve success in a safe, stimulating, and inclusive environment.
We recognise and celebrate diversity, ensuring that all learners — including those with Special Educational Needs and/or Disabilities (SEND) — have equal access to high-quality teaching, personalised support, and opportunities to reach their full potential.

This policy aligns with:

• The UK SEND Code of Practice (2015);
• The BSO Standards for Inclusion and Student Support; and
• Relevant Iraqi laws and Ministry of Education regulations.

EISB aims to:

• Identify and assess students' needs as early as possible.
• Provide appropriate interventions so that every learner can succeed.
• Deliver a broad, balanced, and differentiated curriculum responsive to individual needs.
• Build strong partnerships with parents, carers, and students.
• Promote pupils' well-being, independence, and self-esteem.
• Reduce barriers to learning and participation.

A pupil is considered to have SEND if they have a learning difficulty or disability that requires special or additional educational provision beyond that normally available to peers of the same age.

SEND may arise from one or more of the following four areas of need (DfE 2015):

1. Communication and Interaction
2. Cognition and Learning
3. Social, Emotional and Mental Health
4. Sensory and/or Physical Needs

EISB follows the graduated approach: Assess → Plan → Do → Review.

Identification may occur through:

• Teacher observations and classroom performance;
• Standardised or baseline assessments;
• Parental or student concerns;
• Psycho-educational evaluations by the School Social Worker or external professionals (with consent).

All findings are documented in the student's record and used to create or update an Individual Education Plan (IEP).
Progress is reviewed termly, and adjustments are made as required.

Support is tailored according to individual need and may include:

• Differentiated classroom teaching and scaffolding;
• Targeted small-group or one-to-one interventions;
• Curriculum or assessment adaptations;
• Use of assistive technologies and learning aids;
• Reasonable adjustments to the learning environment;
• Counselling, mentoring, or therapeutic programmes.

Provision aims to remove barriers to learning while promoting full inclusion in the life of the school.

SEND information is transferred securely between key stages and to other schools when pupils move on.
Transition meetings ensure that next teachers understand each pupil's needs and support strategies.

All staff receive ongoing professional development through the National College and other accredited providers.
Training covers inclusive pedagogy, differentiation, behaviour management, and understanding diverse learning profiles.
The SENCo ensures induction training for new staff and maintains a record of completed courses.

• Parents are consulted and informed at each stage of the SEND cycle.
• Regular review meetings celebrate progress and update IEPs.
• Students are encouraged to express their views and participate in setting their own goals.

Effectiveness of SEND provision is monitored through:

• IEP reviews and progress data analysis;
• Classroom observations and feedback;
• Annual SENCo report to Senior Leadership Team and Board of Governors;
• Input from teachers, parents, and students.

Findings inform school development planning and staff training priorities.

EISB is committed to equal access for all pupils.
We maintain and review a Physical Accessibility Plan, ensure inclusive communication, and provide reasonable adjustments where needed.
No pupil will be disadvantaged on the basis of disability, background, or personal circumstance.

This policy should be read alongside the:

• Safeguarding and Child Protection Policy
• Behaviour Policy
• Curriculum Policy
• Health and Safety Policy
• Equality and Inclusion Statement

This policy will be reviewed annually — or earlier if required — to reflect evolving best practice, changes in regulation, or school development priorities.
The SENCo submits an annual report summarising student outcomes, staff training, and resource needs to the Academic Director and Board of Governors.