Inclusion Guidelines

Welcome to Oaktree Primary School which is an inclusive school. We recognize and value every student and celebrate their individual needs.  

As a school, we honor the uniqueness of each individual and embrace diverse backgrounds, values, and points of view to build a strong, inclusive community and prepare students for lives in a multicultural society. We strongly believe that developing an inclusive environment is the responsibility of every member of the team. Our commitment is to provide every student an equal opportunity to participate and thrive in educational and extra-curricular programs.  


At Oaktree, we welcome children who are gifted and talented, high achievers, and students who study English as an Additional Language (EAL). They have additional learning needs and need to develop individual plans to suit their requirements. For some, this will be a short-term plan to overcome a particular barrier, whilst for others, there may be the need for ongoing support. All children are observed to screen for individual needs in collaboration with the parents, teachers, and the Head of the Inclusion Department. Where children are identified or have been assessed, as having an additional need, our team will work with the child, their parents, and any outside agencies involved to develop an Individual Education Plan (IEP). Targeted programs of intervention are implemented to develop key skills, wherever there is an individual need.   

Engaging the social model of Inclusion, we are guided by the Inclusive Education Policy Framework (2017, KHDA) to promote our overarching purpose that “Every day, in every classroom, all students, including those identified as experiencing special educational needs and disabilities, will learn and achieve in a safe, supportive, engaging and appropriately challenging common learning environment. Within such a setting, their personal, social, emotional, and academic needs are fully met.” 


Inclusive Education Policy Framework 

Our Inclusion Team is a member of the “Athena Inclusion” Community of Practice where Inclusion specialists from across the group gather monthly to share strategies, develop best practice, and optimise our skills, always working toward removing barriers to learning for the children in our care. 


English as an Additional Language 

As an international school, we understand that some of our children will speak little or no English when they join us:- however, with the support of our Inclusion Team, using a holistic and fully integrated approach, we are confident that they will soon be able to fully access the curriculum and build the friendships that they need to enjoy their time at our school. 


Gifted and Talented 

Gifted and Talented (G&T) students are highly valued at Oaktree and will be given appropriate additional challenges to ensure that their unique talents are fully engaged and developed. All G&T children are tracked and monitored individually on our Inclusion Register.   


As a school, we:   

  • > Implement programs and practices that provide equal access and enable all students to thrive academically, physically, socially, culturally and emotionally. 

  • > Examine and revise our curriculum and teaching practices as necessary to ensure that we are effective in reaching every student.  

  • > We train our teachers to recognize and understand the range of needs and learning styles among our students so as to build and sustain an inclusive classroom.  

  • > We affirm the uniqueness of each individual and value individual ways of existing in the world. We are committed to understanding how personal, cultural, and historic aspects of identity contribute to and enrich our school community.  

  • > Our teachers assess progress regularly and work along with the inclusion team to ensure that each and every child achieves at their best level. 

  • > Our qualified Inclusion Head works with the teachers to implement specialized support programs where needed. 


What our Inclusion Head does:  

Our Inclusion Head is responsible for the following: 

  • 1.  Working with all staff to identify students who need additional support 

  • 2.  Supporting intervention where required and guiding teachers on using resources effectively to enable students to make good progress and achieve well 

  • 3.  Tracking and monitoring assessment records of the progress of children of determination and the gifted and talented 

  • 4.  Working with outside agencies who provide specialist support and teaching for students of determination 

  • 5.  Communicating and supporting parents 


Who is a Student of Determination?  

A Student of Determination is a student with a long-term physical, mental, intellectual or sensory impairment which, in interaction with various barriers, restricts the student’s full and effective participation in education on an equal basis with peers of the same age.  


Students of determination are identified through one or both of the procedures listed below:  

  • Through the work of a specialist and/or knowledgeable school team, displaying almost all of the characteristics of a particular category of impairment, delay, or disorder.   

  • Formally diagnosed by a qualified and licensed medical professional as having a long-term difficulty, impairment, or disorder.  


Guidelines for Parents:  

  • Be aware of your child’s progress and be involved in their learning.   

  •  If you have concerns about your child’s progress, do meet the teacher in the first instance and follow up with the Inclusion Head; we welcome a culture of dialogue and open communication. 

  •  If your child requires an individual learning plan, you will be required to provide the school with copies of all educational assessments or reports.  




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