The school recognises that all teachers play a crucial role in providing an appropriate learning environment and suitable learning materials/approach to meet the student’s needs.

The formal English Language Support provided to students on the ELS Register, should enable students to progress to an independent level of language ability.

Since the primary aim of ELS is to support students to access and engage independently with all areas of the curriculum, students requiring ELS will remain on the ELS Register and receive support until they reach an independent level of language ability.

There is an additional fee for students who are in the Beginning and Emerging Stages of language development.

ELS in primary school is provided in the form of pull-out, push-in classes and well differentiated lessons. Pull-out is when one student, or a small group of students with similar needs, is taken out of mainstream lessons to work with a specialist English language support teacher. The pull-out model is the most effective when working with students whose English proficiency is at the Beginning or Emerging stage of development. In contrast, the push-in model is when a specialist English language support teacher works in the mainstream classroom, with one student, or small group of students. In both models, joint planning between the specialist teacher and the class teacher ensures that learning objectives are met for all students and that students’ language needs, individual learning style and other individual needs are all taken into consideration when differentiating instruction.

ELS in lower secondary school is provided in the form of pull-out classes, in class-support as well as well differentiated lessons in all subjects. Pull-out is when a small group of students with similar needs, is taken out of mainstream lessons to work with a specialist English language support teacher. The pull-out model enables smaller groups of students to have additional English targeted lessons, essential for students who are working towards the independent stage of language proficiency. Some students may be on a reduced curriculum during this non-mainstream contact time. In-class language support by subject teachers is also provided through vocabulary assistance and assessment/task scaffolding and modifications.

Students at Years 10 and 11 will be placed in programmes of study appropriate to their English language level.

All ELS students in Years 9 – 11 are enrolled in additional writing classes held either before or after school. Academic writing classes are intended to develop understanding of different writing genres and support students in using correct writing forms appropriate to the demands of the writing context.

The specialist ELS teacher works collaboratively with teachers to track and monitor the progress of students receiving ELS and teachers, when required, will work closely with parents to ensure their child’s ELS needs are being met.

Primary academic reports, written by the homeroom teacher, in collaboration with the ELS teacher, will include information regarding diagnostic and academic assessments conducted throughout the semester. This includes reading, spelling, writing and vocabulary assessments. Primary students receiving English Language Support take modified summative assessments.

Secondary academic reports are issued at the end of Semester 1 and Semester 2. Students in Years 7 – 9 receiving English Language Support take modified assessments and are provided with appropriate assessment accommodations as required.

• have a significantly greater difficulty in learning than the majority of children of the same age.
• have a significant talent or natural ability greater than the majority of children of the same age.
• have behavioural and/or emotional difficulties which hinder them from learning at a similar rate as the majority of children of the same age.
• have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools.

Note: Children receiving English Language Support (ELS) are provided for outside of Special Education Needs. Reference should be made to the English Language Support (ELS) Policy.

An educational provision which is additional to, or otherwise different from, the educational provision made generally for children of their age.

Critical Success Factors:

• The culture, practice, management and deployment of resources at ACG School Jakarta are designed to ensure all children’s needs are met.
• Schools and parents work together to ensure that any child’s special educational needs are identified early.
• Schools consider best practice when developing interventions.
• The wishes of the child are considered, taking into account their age and understanding.
• Special education professionals and parents work in partnership.
• Special education professionals take into account the views of individual parents in respect of their child’s particular needs.
• Interventions for each child are reviewed regularly to assess their impact, the child’s progress and the views of the child, their teachers and their parents.

The international curricula at ACG School Jakarta secures access to the essential areas of learning and provides for the development of the knowledge, understanding and skills that children will need in order to become active and responsible global citizens. Informed and effective curriculum differentiation is the result of the school’s cycle of observation, assessment, planning and review. A variety of pedagogical approaches should be implemented to maximise the achievement of all students. These kinds of arrangements apply to all children and are not part of special educational provision.

Careful consideration of the school’s ethos and the learning environment, can help prevent some special educational needs arising, and minimise others. Differentiation of learning helps ACG School Jakarta to meet the learning needs of all children.  Children’s learning difficulties may manifest as a result of difficulties within the child and/or a school’s own practices. Teachers’ planning should be flexible in order to recognize the needs of all children as individuals and to ensure progression, relevance and differentiation. Providing effective learning opportunities for all students offer three key principles for inclusion:

• setting suitable learning challenges;
• responding to student’s diverse needs;
• overcoming potential learning and assessment barriers for individual or groups of students.

The decision to accept a new student with special educational needs, or the decision to request an existing family to find an alternative educational institution for their child with special educational needs, will be made by the school Principal.

In circumstances where, during the school enrolment process, parents did not disclose their child’s full history, including SEN information or previous counselling/therapies, the school reserves the right to request the family to find an alternative educational institution for their child.

At ACG School Jakarta we take a graduated response to providing support: Classroom Initiative and School Initiative, which starts with the teacher and gathers further specialist input over time.
• Classroom Initiative is when a student has been identified as having an additional need which requires intervention. Intervention may include additional or different teaching material or a different way of teaching. Further intervention could be small group booster sessions, for example, in Mathematics or Reading.
• An Educational Adjusted Programme (EAP) is used to outline the different or additional provision to be made for the student including teaching strategies and short-term goals. The EAP identifies a Performance Measurement Standard for each goal. The EAP is reviewed termly.
• School Initiative is when, despite Classroom Initiative, a student does not make expected progress. Intervention may include intensive targeted support including one to one or small group support by a teaching assistant or specialist teacher. The student will continue to work on precise personal targets and timelines as outlined in the EAP.
• Parents will be requested to have their child undertake an Educational Assessment.
A student will remain on the SEN Register until the student has been assessed to no longer require additional support, as they have made expected levels of progress for their year group.

Recognising that, due to special educational needs, some students may require special arrangements when taking an assessment or examination the SENCO collaborates with staff to monitor student progress and, if required, organizes all the documentation to apply for Access Arrangements for CIE, and Special Assessment Needs for IBDP. Special arrangements are implemented for both internal and external assessments.