Term dates

Academic Year 2022-2023

School Timings

Detailed Timings


Inclusion Team

Welcome Note

SBS is a truly fully inclusive school in every sense of the word

SBS is a community committed to Inclusion, where personalised learning puts the child at the heart of the curriculum.  We follow the well-being model to ensure that each child is supported emotionally and socially as well as academically.

Within our diverse school community, there will be many students that have additional requirements.  This may include children with social, emotional and academic challenges, children that are gifted and talented, and children that are English Language Learners.  The Inclusion Team support personalised learning, where appropriate, through specific targeted interventions or enhancements, and curriculum or environment adaptations.

Our community ethos ensures that children of determination are supported by their own team, with parents, teachers, external specialists and the Inclusion Team working together to provide a personalised plan.  This individual approach ensures that each child has the tools they need to feel secure in their learning journey to become a confident and independent learner.

Partners & Accreditations


“Additional needs are handled sensitively, and trusting relationships enable students to seek and find support when needed. Students are encouraged to match their curricular choices to future aspirations”.

DSIB 2020

SBS is a truly fully inclusive school in every sense of the word. Our belief is that every student has an entitlement to develop their talents, skills and be challenged to reach their full potential. Educational experiences are provided which develop students’ achievements and recognise their individuality. Diversity is valued as a rich resource, which supports the learning of all. In this school, inclusion recognises a child’s right to a broad, balanced, relevant and challenging curriculum, which is appropriate to their individual abilities, talents, and personal qualities. We are committed to giving each child at our school every opportunity to achieve the highest of standards, to foster an attitude of caring for learning and enabling the opportunity for every student to shine.

Through School Percentages (EAL, ELL, SEND)

Phase 1
Phase 2
Phase 3
Phase 4

“Parents of students of determination respect and appreciate the services that their children receive".

DSIB 2020

Essential Information

SBS has an ethos which promotes the inclusion of students and establishes the long term direction for Special Educational Needs and Disability (SEND). It is a whole-school approach with a focus on inclusive practice and removing barriers to learning, meeting each student’s individual needs following the guidelines of the School Inspection Framework 2016 -2017

We are committed to H. H. Sheik Mohammad bin Rashid Al Maktoum’s 2021 vision, enabling the UAE to become an inclusive, barrier free and rights based society. Hence, we endeavor to protect and ensures the success of all the groups of student at SBS. In line with the Dubai Inclusion Framework for Inclusive Education (2017) we believe in :

  • The equal right to education in a ‘common learning environment’
  • Proactively removing barriers
  • The value of diversity
  • Recognizing each child’s unique capability
  • Modifying teaching and curricular approaches to ensure all children have an equal opportunity to progress
  • The rejection of ability labelling and discrimination

SBS treats all applications equally and admits students with a range of Special Educational Needs, as evidenced by the SEND register, which is monitored regularly. Applicants will undergo our standard assessment process (if appropriate) and depending on their needs we may request some additional assessments or invite the student to spend some time in the classroom. Access is also considered in the admission of a student.

Identification of special education needs may have occurred before joining SBS, in which case the information relevant to the child is passed to the school to enable the Inclusion Team and teachers to understand the child’s needs prior to their start date.  Alternatively, formal and informal assessment within the school, highlighting strengths and barriers to learning, will enable teachers and inclusion staff to personalise learning through curriculum adaptions and targeted interventions to suit the needs of the individual learner.  All staff at SBS are committed to early identification and positive reinforcement to not only support academic success, but to build confidence, resilience and emotional intelligence.

The school has a commitment to its students and staff to provide an enabling environment and inclusive culture, which celebrates diversity. This means the equality of opportunity must be a reality for all. We make this a reality through the attention we make to the different groups of children throughout our school. The school promotes:

  • For all children to have access to a broad, balanced curriculum and to all experiences and activities provided by the school.
  • To identify and celebrate the strengths of all children and with sensitive support to address their weaknesses.
  • To raise the self-esteem of all children, especially those who come to us with negative feelings about themselves and their abilities.
  • To identify students with Special Educational Needs (Students of Determination) as early as possible on entry to our school.
  • To keep parents fully informed of their child’s progress and attainment.
  • To involve children as much as possible in evaluating their progress, setting targets, and making decisions about their future provision and support.

In correspondence with Law No. (2) of 2014 Concerning Protection of the Rights of Persons with Disabilities in the Emirate of Dubai, it is the objective of Safa British School to:

  • Ensure students of determination enjoy their rights equally within school
  • Foster a school ethos which upholds the dignity and respect of all student regardless of difference or disability
  • Protect students identified as SEND from discrimination
  • Enable students of determination to enjoy the right to education at all levels, which will contributes towards their integration into society as an effective member
  • Prevent any form of discrimination against a student with Disability, including an act or omission intended to deny enjoyment of a student’s right to equal provision. Such as: Educational exclusion; direct discrimination and indirect discrimination.