Ozkaya Özkaya KHS – Inclusion Policy

Ozkaya Özkaya KHS is committed to providing a safe, inclusive, and supportive learning environment where every student can thrive academically, socially, and emotionally.

This policy outlines our approach to inclusion, focusing on ensuring equal access to education for all learners — including those with Special Educational Needs (SEN), English as an Additional Language (EAL), or other barriers to learning.

The policy applies to all members of the school community — staff, students, and parents — and reflects the school’s commitment to safeguarding, student progress, and educational equity.

Our approach to inclusion is based on the following principles:

• Every child has the right to quality education, regardless of ability, background, or need.
• Inclusion is an integral part of our school ethos and underpins all teaching and learning.
• Learning differences are valued as part of the diversity that enriches our school community.
• We work collaboratively with students, families, and professionals to ensure appropriate support.
• Safeguarding and wellbeing are central to all inclusion practices.

Ozkaya Özkaya KHS aims to:

• Ensure that all students have access to a broad, balanced, and challenging curriculum
• Identify and address individual learning needs at the earliest possible stage
• Provide targeted support through EAL, SEN, and learning intervention programmes
• Monitor student progress carefully to ensure academic, social, and emotional growth
• Uphold a culture of respect, inclusion, and positive relationships across the school.

The school’s inclusion provision is led by the Head of Inclusion, who also serves as the Special Educational Needs Coordinator (SENCo) and Designated Safeguarding Lead (DSL).

The SENCo is responsible for:

• Overseeing the identification, assessment, and monitoring of students requiring additional support.
• Coordinating intervention programmes and support lessons.
• Liaising with classroom teachers, parents, and external professionals.
• Ensuring safeguarding procedures are followed when supporting vulnerable students.

The SENCo reports directly to the Child Protection Officer and works closely with the Senior Leadership Team to ensure inclusion is embedded across the curriculum.

Ozkaya Özkaya KHS recognises that some students require additional support to achieve their full potential.

Provision may include:

• Individual or small-group support lessons delivered by qualified teachers or support staff.
• Individual Education Plans (IEPs) developed collaboratively with teachers, parents, and the SENCo.
• Adjusted teaching strategies, classroom accommodations, and differentiated instruction.
• Collaboration with external professionals (e.g. psychologists, speech and language specialists).

Progress of SEN students is regularly monitored, and interventions are adapted as needed to ensure continuous improvement and measurable outcomes.

As an international school where English is the medium of instruction, we value the linguistic diversity of our community.

• Students who are developing English proficiency receive:
• Targeted EAL support lessons focused on reading, writing, speaking, and listening.
• In-class language scaffolding and differentiated resources.
• Monitoring of academic progress through both English language and subject performance.
• Collaboration between the EAL coordinator, classroom teachers, and parents.

The aim is to help students gain full access to the curriculum while maintaining pride in their native language and culture.

Inclusion and safeguarding are closely linked at Ozkaya Özkaya KHS.

All staff are trained in child protection, recognition of additional needs, and appropriate reporting procedures.

The school ensures:

• A safe, respectful, and non-discriminatory environment for all learners.
• Early identification of emotional or wellbeing concerns.
• Confidential record-keeping and information sharing consistent with data protection laws.
• A culture of listening to students’ voices and responding to their needs appropriately.

The progress of all students receiving inclusion support is monitored through:

• Termly progress reviews and assessments.
• Regular updates to Individual Education Plans (IEPs) or EAL progress records.
• Teacher feedback, attendance data, and behaviour monitoring.
• Meetings between parents, SENCo, and classroom teachers.

Progress data is reviewed by the SENCo and shared with the Senior Leadership Team to inform school improvement and staff training.

All staff receive ongoing professional development in:

• Inclusive teaching strategies and differentiation.
• Supporting students with SEN and EAL.
• Recognising and responding to safeguarding concerns.
• Promoting emotional wellbeing and positive behaviour.

The school is committed to building staff capacity to deliver inclusive education across all subjects and grade levels.

Ozkaya Özkaya KHS values the partnership between home and school.

Parents are:

• Informed promptly when their child is identified for inclusion support.
• Involved in creating and reviewing IEPs and EAL support plans.
• Encouraged to communicate regularly with teachers and the SENCo.
• Invited to participate in workshops on supporting learning and wellbeing at home.

This policy is reviewed annually by the Head of Inclusion, in consultation with the Child Protection Officer and Senior Leadership Team, to ensure it remains aligned with MEB regulations, safeguarding legislation, and best international practices.

This Inclusion Policy should be read in conjunction with the following documents:

• Safeguarding and Child Protection Policy
• Behaviour and Wellbeing Policy
• Equal Opportunities Policy
• Assessment and Reporting Policy