Inclusion Pathways

Louise Dawson

Head of Inclusion

Bhuvan Srinivasan

Inclusion Teacher

Inclusion & Learning Support at Capital School

Capital School follows the guidance provided by the Knowledge and Human Development Authority (KHDA) in the form of its latest publication Directives and Guidelines for Inclusive Education (

We pride ourselves on providing a safe and nurturing environment so that all students receive equitable access to a high-quality education in the mainstream environment, alongside their peers.

Capital School is inclusive of all students. We provide specialist programmes and services for students of all backgrounds and abilities, including students of determination (SoD), those who have gifts and talents (G&T) and those who do not have English as a first language (EAL).

These specialist programmes include

  • Early intervention work, undertaken in partnership with parents and external agencies, if required
  • Careful monitoring and tracking of students to identify areas where tailored support may be required to ensure positive outcomes, enabling students to optimise the progress they make, irrespective of their individual needs
  • Working closely with specialists, such as educational psychologists, occupational therapists, speech and language therapists and others, as needed
  • Academic extension and learning support, as well as other additional assistance to help students reach their full potential

All stakeholders at Capital School, including the Governing Body and leaders at all levels, promote the following inclusive ethos for the benefit of all.



  • Value student differences as integral to society and the inclusive school community
  • Recognise our part in the identification process
  • Value the input of parents and strive to build partnerships with the home for the benefit of the student
  • Recognise the learning potential of all students
  • Use learning methods that support child-centered and differentiated approaches to teaching and learning
  • Acknowledge that students have the right to education in an inclusive learning environment
  • Remove barriers to learning for individual students, by adapting the curriculum and teaching and learning strategies
  • Reject the idea that some learners cannot learn due to individual deficits

Inclusion Department

The Inclusion Team is led by the Inclusion Manager. As KHDA expects, we also have an Inclusion Champion and a wealth of expertise in this field on the Governing Body. We have specialist teachers and Learning Support Assistants.

The team works with individual classroom teachers and other educational personnel, to fulfil the following objectives:


  • To create an effective climate for learning by sharing all available information about a child’s challenges that are relevant to the child’s learning and development
  • To provide and implement programmes as agreed through the Individual Educational Plan (IEP) writing process
  • To facilitate each student’s academic progress, as well as their personal and social development, by establishing appropriate goals and providing instruction
  • To support and act as a resource for classroom teachers working with students with special needs
  • To encourage students to be aware of their strengths and challenges, so that they can become good advocates for themselves in all settings
  • To liaise with external agencies to ensure that students have access to specialist services

Inclusion Action Plan

  • Captial School is undertaking a complete review of Policy and Procedures to support Students of Determination
  • Captial School is reviewing the use and costs of additional adults in school to support Students of Determination
  • Capital School is implementing a comprehensive process of baselining students and ensuring progress

Inclusion Support Team

  • The Inclusion Governor is Christine Simmonds
  • The Inclusion Champion is Daniel Sutton
  • The Head of Inclusion is Louise Dawson