There is a myth that international schools do not have the same provision for students with special educational needs and disability (SEND) as their counterparts in the UK.
Much of this is based, wrongly, on the idea that, as these are fee-paying schools, academic excellence takes precedence to the exclusion of everything else.
But, while academic achievement is, of course, an important part of a student’s education, a string of GCSEs isn’t the only thing to validate their school experience.
What matters is how well equipped these students are to move on to the next chapter of their chosen paths.
This is why international schools put a lot of time, effort and resource into providing for SEND pupils - in my 15 years of experience in two international schools and as a former UK special educational needs coordinator (Senco), the SEND provision internationally has matched or exceeded that I saw in the UK.
At the British School Al Khubairat (BSAK), our provision is based on the SEND Code of Practice 2015 and we endeavour to replicate the very best practice but within a very different structure of local authority support. Here’s how we make it a success.
1. The right staff
Getting the right staff in place is key to a successful learning support department. Although in international schools, the National Award for SEND Coordination is not mandatory, this inevitably gives a strong foundation and knowledge base for the Senco to do their job effectively.
As such, SEND teachers should have a qualification in SEND but, equally importantly, they should be willing to undertake continuous training in order to develop support for all teachers.
2. Learning support
Learning support assistants (LSAs) are the backbone of any learning support department. In many international schools, LSAs are highly qualified staff with university degrees but may be unable to work within the field that they have trained, or have travelled as accompanying spouses and are looking to transfer their skills to a school setting.
At BSAK, the significant majority of our LSAs or 1:1 assistants hold professional qualifications and are able to bring a wider, broader aspect of educational provision as well as subject knowledge to the role.
3. Whole-school training
It is crucial to ensure regular training is given to all teaching staff. SEND is the responsibility of all teachers and not the sole responsibility of the learning support department. In schools where this ethos prevails, so does the provision for all students.
Having a SEND “champion” or lead in each department will strengthen provision for students and will allow the learning support department to focus their support.
4. Identification and data
As there is no shared central audit to compare students, it is important that each school sets out a clear database for each learner, based on their academic profile.
Careful tracking and monitoring of this data will help to establish how to identify students who are not reaching their potential.
At BSAK, we ask for any SEND information to be declared on our admissions form so that we can provide a smooth transition for students and ensure we have suitable provision either in staffing or facilities.
5. Student and family voice
It is vital to include the student and parents in developing provision maps and to ensure that the support is triangulated. You cannot underestimate the perspective and experience of the parent.
6. Coordinated approach
Meetings for key staff are important to ensure that students who have a SEND profile are understood and supported by all professionals who are involved in their educational journey.
Key staff will include the Senco, school nurse, school counsellor and head of year or pastoral lead.
7. Local groups
Linking up with other colleagues in schools locally and in the region will give a support network where best practice can be shared and training can be distributed.
Groups can also help to support by building up a directory for recognised and trusted professional services that may not be accessible centrally.
8. Quality resources
Before buying any resources, do an audit of what you have. If it hasn’t been used for the last five years, is it needed?
A resource bank will develop over time and should be accessible by all teachers to support individual students. This will also include an electronic resources bank, which can be amended regularly.
9. Reporting to governors
Reporting to the governing body will ensure that they are fully informed with the demographic of the student cohort and understand the need for this provision in school.
10. Celebrate success
This is certainly not the last point but it is incredibly important to ensure that the successes of students with a SEND profile are celebrated.
For many students, they may not go on to study at Russell Group universities, for example, but their success is no less important.
Keeping a record of their progress in the form of a student case study is a convenient way of measuring all-round progress and useful for sharing with potential parents to demonstrate the excellent work that goes on in many international schools.
Teresa Woulfe is head of secondary at the British School Al Khubairat and a former Senco in two UK schools
