Students have access to a host of services monitored by professionally qualified teachers to support their learning and emotional needs. The services are designed to assist students both in managing curriculum requirements and in participating fully in school life.
The English as an Additional Language (EAL) programme is designed to integrate EAL students into the mainstream classroom environment as soon as they may benefit from it. The all-inclusive programme aims to support English language skill sets whilst maintaining and celebrating the cultural diversity of students. The programme works in conjunction with the National Curriculum of England, IGCSE, IB and all adapted programmes of study at the school.
The high-quality programme is personalised to meet the individual language learning requirements of EAL learners. We offer Content Language Integrated Learning (CLIL) as students make the fastest progress when language is learnt with context. Support is provided across curriculum areas to help students access mainstream curriculum.
Our programme constitutes
All students applying for admission are required to take the formal and informal assessments set by the school. Students are screened to determine their language proficiency level in the core areas of reading, writing, speaking and listening. They may be asked to sit for the standardised WIDA evaluation based on:
Students who meet the exit criterion in alignment with standardised WIDA assessment are offered additional language in consultation with the class teachers.
We were awarded the International Provision of the Year for our work for students with Special Education Needs (SEN), including the launch of the Learning Solutions Centre.
Students have a learning difficulty, if they
TBS has a dedicated department with qualified SEN teachers who support students with mild to moderate learning difficulties including, but not limited to, dyslexia, dysgraphia, dyscalculia and ADHD. We support students who are able to access our curriculum in the mainstream classroom with differentiated support by both SEN and class/subject teachers. Students spend the majority of their time in mainstream classrooms along with their peers.
Students receive individualised and/or small group support of up to 5 hours per week in the form of pull‐out/ in‐class or a combination of both, and assessment and exam support in addition. The support in EYFS is primarily in the form of early intervention, catering to developmental needs (social, emotional, speech and communication, motor and sensory).
In circumstances where the school determines that a student requires more than 5 five hours of support per week, one-to-one support is provided by a Special Needs Assistant (SNA) until the student reaches eight years of age. Parents are required to bear the cost of the SNA support. In case we are unable to support the learning needs after the intensive one-to-one support for two years, the school reserves the right to review the student continuing their education here, in the best interest of the student.
Our admissions policy requires parents to declare if their child has any special educational needs. If it becomes known that such needs were not disclosed, the school reserves the right to not admit the child. In case it is discovered after admission and we are unable to support the learning needs, the school reserves the right to review the student continuing their education here, in the best interest of the student.
Learning Solutions is a ground-breaking initiative undertaken with the purpose of providing multiple services to our SEN students, including access to external professionals and therapists. The centre serves an extension of our existing SEN provision enabling the school to offer a wide range of therapeutic services, assessments and training to benefit students.
Our award winning G&T programme (3 Gold Star School Status by Potential Plus UK) draws on a range of qualitative and quantitative indicators because giftedness incorporates diverse behaviours and abilities. Teachers use a variety of techniques – high order thinking, open ended tasks and multiple intelligence building – to provide appropriate learning opportunities to able, gifted and talented students across primary and secondary schools. Opportunities are provided to promote creative, critical and lateral thinking in students through in-class as well as pullout sessions.
Our policy in relation to G&T is to:
We recognise that developing curiosity, courtesy, compassion and patience can help students cultivate healthy and respectful relationships. Our team of counsellors works closely with students helping them understand their strengths, manage their emotions and build social skills. They employ a variety of techniques to help students through their emotional and behavioural concerns, as well as resolve any conflicts.
Parents and teachers are welcome to see the counsellors to discuss matters regarding a student’s emotional wellbeing or behavioural concerns and refer them. Students are encouraged to use the counselling support service through drop-in sessions.
The counsellors also hold parent wellbeing sessions to provide guidance and strategies to support students at home and at school.