mission is: To provide a learning environment that supports academic
achievement whilst promoting personal growth within a caring international community
committed to the traditional values.
The GPBS inclusive learning team
specialist education teachers and assessors, English Language teachers, and
learning support assistants. The team works in consultation with learners,
their parents/ guardians, teachers, counsellors and external practitioners to
identify and support.
Needs are experienced by students who do not necessarily have a specific
learning difficulty but who are faced with additional challenges. These
challenges may arise, for example, when students have:
Educational Needs are experienced for a variety of reasons and may be because
of a physical, intellectual, social and/ or emotional difficulty.
diagnostic assessments can identify a special education need. These may be
administered by certificated Educational Psychologists, Psychiatrists, Speech
and Language Therapists, Occupational
Therapists, Audiologists, Optometrists, and
specialist assessor teachers who have been trained and certified in diagnostic
assessment. The Head of Inclusive Learning may request an assessment when our
inclusive learning team and teachers require recommendations for best learner
support. GPBS has details of Cairo-based practitioners who have
an established relationship with the school and parents/ guardians are expected
to comply with an assessment request within three months of the request being
A child is
deemed to have a Special Educational Need if he or she:
is recognised that many students will not neatly fit into one single category
of need and that many areas will be interrelated. The four areas are:
Communication and Interaction (C&I):
example, speech and language delay, impairments or disorders, selective mutism,
Cognition and Learning (C&L):
example, moderate, severe and profound learning difficulties, specific learning
difficulties such as dyslexia, dyscalculia, dysgraphia.
Social, Emotional and Mental Health Difficulties
example, emotional difficulties, disruptive behaviours, hyperactivity, eating
disorders, inefficient concentration, social skills.
Sensory and/or Physical Needs (S&P) Visual
example, visual impairment, hearing impairment, physical disability, medical
conditions such as cerebral palsy, heart disease, spina bifida.
The Inclusive Learning (IL) Register and Levels
is placed on the IL register when he or she is receiving support from the
inclusive learning team.
Information on the IL register is confidential
and includes the following:
learning support is provided at three graduated
levels that aim to maximise inclusive learning while also supporting the
additional and/ or special education needs.
students may require continued support as they progress on their learning
journey through the school. For other
students, their barrier to learning will be reduced or removed to a level at
which they no longer require additional support from the inclusive learning
team.Student progress and appropriate
provision is reviewed at least termly. This will result in some students receiving
a change in provision and they should transition to the appropriate level on
the IL register. Movement on the register should reflect the provision that is
appropriate for the student at that period of time.For example, a student at
level 2 may have made sufficient progress to move to level 1. As they progress
on their learning journey, the curriculum and their needs change, and it may be
necessary to reinstate level 2 support. Where a student no longer requires
level 1 support in class, they will exit the register. Parents will be
majority of students with inclusive learning support needs are identified through
the admissions process. For some
students these needs become apparent only as their skills are developed in the
classroom. GPES has a referral process in place to identify these
(Key Stage 1, Key Stage 2, Key Stage 3, Key Stage
4 and Key Stage 5)
Referral process for the above:
Access Arrangements: Support During Formal Assessments and Examinations:
arrangements may be provided for students on the learning support register. The
type of access arrangement provided varies according to the needs of the
individual student and can take a variety of forms, such as additional time,
use of a word processor, a computerised reader/ reading pen or a scribe. Access arrangements may be provided for both
internal and external examinations or assessments, where historical and/or
medical evidence of the special need is in place, and the access arrangement is
Any measure proposed must
not give the student an unfair advantage over other students.
Parents may be advised to consult an educational
psychologist or other relevant professional in order to prepare supporting
documentation. Applications for access
arrangements in external examinations are made according to the guidelines of
the relevant body.
Applications are made in advance of the candidate’s first
examination series so that the candidate has the chance to practise using the
access arrangements. Where an application for special access arrangements needs
to be submitted,
NCBIS requires a current specialist assessment to be provided
as supporting evidence of need, most typically an educational psychological
assessment report. This report should be
from a qualified, independent educational psychologist or other relevant
specialist who has an established relationship with the School as a provider of
may be provided for some students whose first language is not English. Students
who have been educated in English for a time period of less than two years, may be entitled to use a
bilingual dictionary in examinations or assessments and will be given a 10 percent extra time
allowance specifically for this purpose.
Not all EAL learners will need to use
a dictionary, or will benefit from doing so, and a student who has been
educated through the medium of English language for two years or more, will not
be eligible for bilingual dictionary additional time in examinations.
The Head of Inclusive Learning is responsible
for arranging access arrangements for students on the Inclusive learning
Register in conjunction with the Examinations Officer.
The Head of Inclusive Learning
is responsible for communicating with parents any support that is given during
any examination or assessment.
documentation is stored on the school staff server and in a confidential inclusive
learning team drive. Hard copies of key
documents and communications are made and stored in each student’s confidential
This is stored in the lockable filing cabinets in the office key
stage offices. Minutes or ‘summary of discussion’ notes are kept of meetings
with parents and shared with parents.
planning and evaluations of withdrawn and in-class support sessions are stored
in learners’ inclusive learning folders.
Previous copies of registers and archived notes are kept on learners who
have exited the current register.
This policy is
monitored and reviewed on an annual basis.