At United School International, we understand the importance of student wellbeing in creating a positive and supportive learning environment. That's why we have dedicated resources in place to ensure that our students are supported both academically and emotionally.
At United School International we are committed to offering and providing an inclusive environment and curriculum that will ensure that students, whatever their needs or abilities have success at learning. We adopt a collaborative, whole school approach, designed to support progress of all students, including those with additional needs. This begins with teachers providing a personalised approach to learning through differentiated teaching and learning approaches. Class teachers continually monitor and review progress.
When an educational need is identified through various means, action to remove barriers to learning, through effective educational provision, is implemented following a graduated approach, outlined below.
Graduated Approach: Assess, Plan, Do, Review
At USI we employ a Graduated Approach provides a continuous cycle of assessment as children's strengths and needs develop and change.
Assess: Where a student gives cause for concern Teachers will refer to academic support team for advice and support. Teachers and Academic support team will work together to discuss needs and gather information though variety of methods including, classroom assessments, observations, communication with parents and external support services if applicable
Plan: We will develop an intervention plan to ensure students receive the support they require to make progress.
Do: Implementation of support plan. Interventions provided based on assessment of individual needs and follows a continuum of support.
- Wave 1 - emerging concerns: Implementation of inclusive practice: In class adaptions and modifications to teaching, curriculum and environment, support of TA, provisions of physical aids. Class teachers continue to monitor and assess progress. Referral to external support may be required.
- Wave 2 - targeteted support: Additional support sessions with member of Academic Support Team, teaching assistant. Referral to external support may be required. Intervention plan is created and discussed with parents.
- Wave 3 - advice from external specialist or referral to external support services if progress is not made with current support provision. Individual education plans is created.
Although we follow 3 waves of support, this is a continuum, and therefore students may move between the waves after reviewing.
Review: After a block of support has been implemented, the effectiveness of the support and the difference it has made to the student’s progress is reviewed.
After this cycle, it is then either repeated, support will stop or support will be escalated or adapted. It is important to us at USI that parents are part of this process and communication is open throughout.
In addition to our academic support, we also have a School Counsellor who is a qualified psychologist. Our Counsellor is available to provide counselling services to students, and can help them work through any personal, social, or emotional issues they may be facing. Whether it's dealing with stress, managing friendships, or simply needing someone to talk to, our counsellor is here to provide a safe and confidential space for students to discuss their concerns.
We believe that student wellbeing is crucial for academic success. When students feel supported and cared for, they are more likely to feel confident and motivated to learn. That's why we take a holistic approach to education, ensuring that all of our students have the resources and support they need to succeed both inside and outside of the classroom.
Overall, our goal is to create a positive and inclusive school community where all students feel valued and supported. By working together, we can help our students thrive and reach their full potential.
The EAL team at USI works collaboratively with class and subject teachers so that they can plan and deliver effective English language support for students who are learning English. This helps our students to access the curriculum. They also work with the admissions team to assess students’ competency levels in English.
Our EAL team leads interventions with students, following the Bell Foundation guidance for language acquisition. For students new to English, we lead interventions teaching them survival language - how to ask for help and understand the response, and how to use grammar correctly and topic-related vocabulary.
We meet with parents and advise them on how to support their children. We explain how we meet their children’s academic and wellbeing needs, and ensure that personal development and educational achievement are maximized.
We also involve students in the planning and implementation of the EAL support, obtaining feedback on our provision.