As a fully inclusive school, we are committed to recognising and celebrating the individuality of every pupil - from pupils with additional needs to those who are exceptionally able. Inclusive attitudes, behaviours, beliefs and systems ensure that each pupil has every opportunity to achieve their maximum potential.
At the heart of our approach is a deep respect for the uniqueness of every pupil. We provide tailored support that nurtures their physical, intellectual, emotional, and social development, ensuring they thrive both academically and personally. Our goal is to offer equal opportunities for all pupils by adapting learning experiences and providing guidance that helps them succeed.
Every pupil benefits from carefully designed programmes of study, expert teaching, and personalised support where needed. Our dedicated team of teachers, specialist educators and senior leaders ensure that all pupils can access the curriculum and fully engage in College life.
Inclusion at Brighton College Dubai is seamlessly woven into every phase of the College. We are committed to fostering a culture where every pupil is valued, supported and given the tools to succeed.
Holly Nash
Head of Inclusion
Sadie Mercer
Pre-Prep Senco
Dale Reiched Sabellano
Pre-Prep Learning Support Assistant
Rebecca Cart
Prep Inclusion Teacher
G&T Coordinator
Head of Academic Enrichment and Scholars
Deborah Farr
Lead Learning Support Coordinator
Shirley Mojica
Prep Learning Support Assistant
Pallavi Mallick
Senior SENCO
Ruth Taylor
Senior Inclusion Teacher
Deepthi Mittal
Senior Learning Support Assistant
Ronaldo Felizco
Senior Learning Support Assistant
Davide Fogato
EAL Teacher
Laura Farage
EAL Teacher
Samantha Escabosa
EAL Teaching Assistant
Onega Zheltovskaya
EAL Teaching Assistant
Jenny Wilson
Pre-Prep Learning Support Assistant
At Brighton College Dubai, we are committed to identifying and nurturing our Gifted and Talented (G&T) pupils, ensuring they receive the challenge and support needed to develop their gifts and talents to the fullest. Through a rigorous and data-driven approach, we identify G&T pupils using a range of assessments, including CAT4s, Progress Tests in Maths, English, and Science, as well as NGRTs. Additionally, subject-specific teacher referrals play a vital role in recognising pupils with exceptional talents.
All teachers play a key role in ensuring that identified pupils are stretched and challenged through tailored planning. When necessary, we support our G&T pupils in achieving their aspirational targets through the implementation of Individual Education Plans (IEPs) that set out personalised goals and strategies.
Our approach includes a broad range of enrichment opportunities designed to foster academic excellence and intellectual curiosity. In the Prep School, we offer a range of Co-Curricular Activities (CCAs) and the Sheikh Zayed Group offers a platform for gifted pupils to explore advanced concepts and engage in enriching opportunities. In the Senior School, pupils have access to a variety of subject-specific CCAs, academic clinics, and societies that extend learning beyond the classroom.
We also encourage our gifted and talented pupils to participate in a wide array of academic competitions, both internally and externally. As part of the Brighton College International Schools network, pupils have the opportunity to compete globally, as well as against other schools in Dubai, fostering a spirit of excellence and achievement.
By providing a rich and challenging learning environment, Brighton College Dubai ensures that our gifted and talented pupils are empowered to excel academically and develop the skills necessary to thrive in an ever-evolving world.
At Brighton College Dubai, we are dedicated to supporting pupils with English as an Additional Language (EAL) and pupils who are English Language Learners (ELL). Our aim is to support pupils to develop social and academic language skills across speaking, listening, reading and writing, ensuring every pupil can fully engage with the curriculum. We value and respect each pupil's home language and culture, recognising them as essential aspects of their identity and learning journey.
Our referral, identification and support process begins with an initial English language proficiency assessment at the point of admission or entry. This assessment is conducted using the Bell Foundation Assessment Framework to provide a clear understanding of each pupil’s language proficiency. Teachers are also encouraged to refer pupils for an assessment if language support needs are identified.
Once a pupil’s English proficiency level is established, we offer tailored support and intervention through a graduated system:
- High-quality, adaptive teaching strategies within the classroom
- Additional provision or targeted language intervention
- Short-term, intensive English language support for pupils requiring more focused assistance.
English language proficiency is reviewed regularly to monitor progress and adjust interventions as needed. This ensures that each pupil receives the right level of support to develop confidence and fluency in English while fully engaging with the wider curriculum.
Our approach to EAL support fosters an inclusive learning environment where all pupils feel empowered to thrive academically and socially.
Inclusion
Identification of Needs
A pupil’s need for additional support may be identified before they join Brighton College, through in-school assessments, or via external specialist reports. We are committed to early identification, ensuring that every pupil’s needs are recognised and addressed proactively. This allows us to provide the right level of support and challenge, helping each pupil to flourish.
Common Barriers to Learning
We support pupils facing a range of barriers, including:
- Cognition and learning
- Communication and interaction
- Social, emotional and mental health needs
- Physical, sensory and medical needs
Support and Intervention
Our inclusive approach follows a graduated system of support:
- Wave 1 – universal, high-quality adaptive teaching strategies accessible to all pupils.
- Wave 2 – targeted, time-limited interventions for pupils who require additional support.
- Wave 3 – individualised, personalised and specialised support.
Pupils requiring intervention or additional support are timetabled according to their needs, age, and curriculum requirements. Support may take place within the classroom through adaptive teaching or direct intervention from the Inclusion team.
Inclusion Team
Our Inclusion Team consists of highly skilled professionals, including the Head of Inclusion, SENCos, specialist inclusion teachers, and learning support assistants. In some cases, pupils may access external specialist support. We work closely with Sensation Station Intervention and Therapy Centre, ensuring a seamless outreach connection between therapy services and parents while pupils remain in school.
Come and visit the school or speak to our Admissions Team to learn more about Inclusion at Brighton College Dubai.
