Personalized Education at The O'Brien International School.  

 

We believe that every student is unique. As a British private school committed to personalized education, we foster an inclusive environment where diversity is not only respected but celebrated. Our entire educational community is actively involved in ensuring equal opportunities for all students, regardless of their learning profile.Psychopedagogical Support and Guidance Our Psychopedagogical Attention and Guidance Office is made up of experts in psychopedagogy, experienced teachers, and educational support staff.

Their mission is to prevent, detect, and intervene in any learning difficulties, optimize the teaching and learning process, and contribute to the holistic development of each student, academically, personally, emotionally, and socially. A Holistic and Personalized Approach we offer comprehensive support across the full spectrum of educational needs through:

•Individualized Action PlansTailored strategies based on the unique profile of each student, recognizing and responding to the diversity within the classroom.

•Comprehensive Guidance and ongoing support for students and their families throughout the entire educational journey.

•Teacher Training our teaching staff receives continuous guidance and professional development in inclusive and effective methodologies.

•Family Support we equip families with tools and strategies to reinforce learning and development at home.

 

In-School Support, unlike many schools in Spain, where specialized staff are shared across institutions or only available intermittently, The O'Brien International School ensures the constant presence of our support team during school hours. This allows us to offer consistent, in-depth support without delays or interruptions—day after day. To broaden our ability to meet specific educational needs, we also maintain collaborative partnerships with external experts specializing in neurodevelopmental disorders and related fields.

Through Personalization we are proud of our strong academic outcomes, but we know that true success lies in our ability to identify and nurture each student’s strengths while providing targeted support where needed. This personalized, inclusive approach is the foundation of the academic excellence we strive for at The O'Brien International School.

 

 

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Summary of SEND Policy:

The O’Brien International School & College

Policy Overview

The policy promotes inclusion and equal access to education for all pupils, regardless of their special educational needs or disabilities (SEND).

Key personnel:

Director: Oversees policy management.

SENCo (Special Educational Needs Coordinator): Responsible for day-to-day operations.

Core belief: High-quality, differentiated teaching meets the needs of most students; those who need additional provision will receive it through best endeavours.

Inclusion and Whole School Responsibility

Emphasises a whole school approach, where:

Every teacher is a teacher of SEND.

All staff are responsible and accountable for the progress of all pupils.

Collaboration among school staff, families, and external agencies (including local education officials) is essential.

Admissions

No child is refused admission based on SEND.

The school commits to non-discriminatory practices and ensures equal access.

Aims and Objectives

The policy aims to:

Ensure duties under the Equality Act 2010 are met.

Facilitate the 0–25 SEND Code of Practice 2014.

Enable meaningful pupil and parent voice.

Ensure access to a broad, balanced, and relevant curriculum.

Follow a graduated approach: assess → plan → implement → review.

Set individual learning goals based on prior achievements and high aspirations.

Share good practice across the school and learning community.

Use resources efficiently and effectively.

Definition of Special Educational Needs

A pupil is considered to have SEND if they:

Have significantly greater difficulty in learning than peers, or

Have a disability that hinders access to the school’s facilities.

Children under compulsory age may also be considered as having SEND if they meet the criteria.

Note: Pupils should not be identified as having SEND solely due to language differences.

Categories of Need (As per Code of Practice)

SEND is identified across four broad areas:

Cognition and Learning

Learning at a slower pace or difficulties with literacy/numeracy.

May include:

SpLD: Dyslexia, Dyscalculia, Dyspraxia, Dysgraphia

MLD: Moderate Learning Difficulties

SLD: Severe Learning Difficulties

PMLD: Profound and Multiple Learning Difficulties

Social, Emotional and Mental Health Difficulties (SEMH)

These needs affect a child’s emotional well-being and behaviour, often impacting their ability to learn or form positive relationships. Examples include:

ADD (Attention Deficit Disorder)

ADHD (Attention Deficit Hyperactivity Disorder)

Attachment Disorder

Communication and Interaction Needs

Children may struggle to communicate effectively due to:

Difficulty expressing themselves or understanding others

Limited understanding of social rules of communication

Diagnosed conditions such as:

Speech, Language and Communication Needs (SLCN)

Autism Spectrum Conditions (ASC), including Asperger Syndrome

Sensory and/or Physical Needs

These include physical or sensory impairments that affect learning:

Visual Impairment (VI)

Hearing Impairment (HI) – including Deaf and hearing loss

Multi-Sensory Impairment (MSI) – a combination of visual and hearing difficulties

Physical Disability (PD) – requiring equipment or extra support

Identifying and Supporting Pupils with SEN

Graduated Response to Early Concerns

Progress of all pupils is closely monitored.

If concerns arise, initial differentiation strategies are used and documented.

If concerns persist, further support is discussed and implemented.

Steps to Identification and Support

Monitoring Progress

Teachers deliver high quality, differentiated teaching.

If progress is inadequate, additional support is considered.

Definition of Adequate Progress
Progress may be deemed adequate if it:

Is similar to that of peers

Matches or improves the pupil’s previous rate of progress

Closes or prevents the widening of the attainment gap

Further SEN Assessment
If progress remains inadequate despite support:

Teacher consults with the SENCo

External specialists (e.g., educational psychologists) may be involved

Parental/carer involvement is essential

Indicators of SEN
A child may be identified as having SEN if they:

Make limited progress despite targeted teaching

Show persistent difficulties with literacy/numeracy

Have ongoing behavioural or emotional challenges

Require specialist equipment or regular specialist support

Struggle with communication/social interaction that affects learning

SEN Support Process

The Assess – Plan – Do – Review Cycle

Once identified, a cyclical process is followed:

Assess: A thorough understanding of the child’s needs is developed using:

Teacher observations and data

Input from parents and the child

National benchmarks and external advice

Plan:

Targets and desired outcomes are set

Appropriate support/interventions are agreed

Staff responsibilities and resources are allocated

Do:

Interventions and support are implemented

Delivered by trained staff

Review:

Regularly scheduled evaluations of progress

Adjustments made based on impact

This cycle is repeated as necessary, and more frequent reviews are held for children with complex needs.

Parental and Pupil Involvement

Parents/carers and pupils are actively involved at each stage.

Support plans and expected outcomes are developed collaboratively.

Regular review meetings ensure everyone is informed and adjustments are made based on real progress.

Identifying and Initiating SEN Support

When SEN support is deemed necessary, parents/carers are formally notified by letter.

Prior to this, parents/carers are involved in the needs assessment.

A collaborative meeting is held to decide the support strategies to be implemented to promote progress.

Roles and Responsibilities

The class teacher:

Remains responsible for daily teaching and monitoring.

Works with colleagues to assess the impact of interventions.

The SENCo (Special Educational Needs Coordinator):

Supports the teacher with assessments and problem-solving.

Advises on how to effectively implement support.

Oversees the review and adjustment of interventions.

Review Process

Reviews occur on an agreed-upon date and involve:

Evaluating the effectiveness of interventions.

Gathering the views of the pupil and their family.

Involving external agencies as needed.

Based on progress, the support plan is revised in collaboration with all parties.

Escalation and De-escalation

If progress is insufficient over time, the school may consult with external specialists, with parental consent.

If a pupil no longer requires additional or different provision, they may exit the SEN support stage.

Monitoring and Evaluation

Follows the school’s assessment and monitoring calendar.

Includes regular tracking of pupil progress.

Training and support for staff are provided as needed.

Working with Parents and Families

Parents/carers are recognized as key partners in their child’s education.

They are:

Given relevant information to support learning at home.

Encouraged to share concerns and participate in decision-making.

Offered at least two formal meetings with the SENCo per year.

The SENCo is also available informally when possible.

Families are encouraged to access independent advice and support services related to SEND.

Children in Care

Carers have the same rights and responsibilities as parents.

The Director is the Designated Teacher for Children Looked After (CLA).

Pupil Voice

Pupil input is highly valued.

Pupils can express their views in age- and ability-appropriate ways.

Pupils are involved in setting their own personal outcomes.

Partnership with External Agencies

The Centre accesses external agencies as needed for additional advice and support.

Transition Support

Acknowledges that transitions (school/class/staff changes) can be both exciting and challenging.

Special attention is given to pupils with SEND during transitions.

Ensures changes are managed sensitively to provide continuity and reassurance.

Training and Resources

Allocation of Resources

Resources are allocated based on identified individual needs.

Provision maps are reviewed regularly to adjust staffing and support as needed.

Support can include in-class differentiation, class changes, or provision of specialist materials.

Staff Training

External trainers may be used for specialist needs (e.g., medical training, specific interventions).

Ongoing peer support and professional dialogue are key for staff development.

School Commitments for SEN

Ensures SEN pupils can access the full range of school activities.

A SENCO (Special Educational Needs Coordinator) is designated to lead SEN provision.

Parents/carers are informed whenever special educational provision is made.

Leadership Responsibilities

Director

Manages all aspects of the school, including SEND.

Works closely with the SENCo to ensure effective provision.

SENCo Responsibilities

Leads the strategic development of SEND provision.

Manages day-to-day SEND operations.

Coordinates with staff, families, and external professionals.

Monitors teaching quality and pupil progress, and supports setting individual targets.

Maintains accurate records and ensures smooth transitions.

Provides training and professional development for staff.

Supports a culture of inclusive, high-quality SEND education.

Teaching Staff Responsibilities: Awareness of SEND policy, differentiated teaching, collaboration with SENCo, and removing barriers to learning.

Medical Needs: Ensuring pupils with medical conditions have full access to education, including trips and PE.

Accessibility: School is wheelchair accessible and has disabled toilet facilities, with ongoing efforts to improve accessibility.

Complaints: SEND-related complaints are handled through established school procedures.