Inclusion Policy 2020-2021

Inclusion Policy 2020-2021

Implementation date 

August 2020 

SLT approval 

August 2020 

Advisory Board approval 

Review date 

August  2021 

Aims of Fettes College Guangzhou

Fettes College Guangzhou aims to nurture individuals who are ‘rooted in China and globally minded’ while fostering a happy well-ordered and caring community with strong family values at its core.

To this end, we will do our utmost to ensure our students:

· Receive the highest possible quality of education within a boarding environment.

· Feel safe, valued, have a sense of personal worth, are thoughtful and considerate of the needs of others, possess a willingness to take on responsibility.

· Develop their self-confidence, integrity, emotional resilience, loyalty, good manners and humour, leadership skills and teamwork.

· Value a sense of community and service, and develop a clear sense of right and wrong, equipping them for life beyond Fettes.

· Are provided with equal opportunities regardless of gender, sexuality, ethnic origin or religion.

· Are encouraged to stretch and challenge themselves in everything they undertake.


Fettes College Guangzhou is committed to securing equality of opportunity through the creation of an environment in which individuals are treated solely on the basis of their relevant merits and abilities.

We do not tolerate any form of unlawful or unfair discrimination which could include but is not limited to age, race (which includes colour, nationality, ethnic or national origin), gender, marital status, sexual orientation, gender reassignment, trade union membership, disability, pregnancy or maternity, political views, religious or similar philosophical beliefs or because someone is married or in a civil partnership. Fettes College Guangzhou aims to ensure equal treatment for all.

Unacceptable behaviour

The following examples would constitute unacceptable behaviour – the list is not exhaustive:

a. Physical assault against a person or group because of a protected characteristic (as listed above);

b. Verbal abuse, derogatory name-calling, insults, threats and jokes any of which may be based on a protected characteristic;

c. Graffiti relating to a protected characteristic;

d. Issuing/wearing materials relating to a protected characteristic, eg. leaflets, magazines, insignia;

e. Inciting others to behave inappropriately towards others on the basis of a protected characteristic;

f. Making derogatory or stereotypical remarks, comments or suggestions about a particular ethnic or religious group or gender in the course of discussions or lessons;

g. Refusing to co-operate with others because of a protected characteristic;

h. The use of electronic technology to further any of the above abuses.

Areas of discrimination

In all areas described below it is possible for discrimination to be direct, indirect, or to take the form of harassment, bullying or victimisation, including third party harassment and which may also include the use of electronic technology.

Disability Discrimination

A person is disabled if he or she has “a physical or mental impairment which has a substantial or long-term adverse effect on their ability to carry out normal day-to-day activities.”  (“Mental impairment” includes those with learning difficulties and mental illness – providing that the illness is clinically well recognised - and “long term” means at least one year).

Fettes College Guangzhou is committed to facilitating the employment of people with disabilities wherever practical.

In order to meet the needs of disabled members of the community in the best way, we welcome and encourage the open and frank exchange of information between all parties.  The good practice already in place helps us care for pupils with medical concerns in the School.


We regard as racism any attitude held by a person or group of one ethnic origin towards an individual or group of different ethnic origin which is offensive, discriminatory or hostile towards the individual or group.  We also consider racism to be behaviour, acts or expressions that reflect such attitudes, or any incitement to the behaviour of that kind.


We consider sexism to be any attitude held by a person or group of one sex towards an individual or group of another sex that is offensive, discriminatory or hostile towards the individual or group.

We consider sexual harassment to be behaviour, acts or expressions that reflect such attitudes, or an incitement to the behaviour of that kind.

Sexual Orientation

We consider it unacceptable to hold or express an attitude towards an individual which is offensive, discriminatory or hostile on the basis of that individual’s or group’s orientation towards persons of the same sex or opposite sex (namely homosexuals, heterosexuals and bisexuals).

It is also unacceptable to discriminate on the grounds of perceived sexual orientation (that is, assuming – correctly or incorrectly – that someone is homosexual, heterosexual or bisexual), and association (that is, being discriminated against on the grounds of the sexual orientation of those with whom you associate).

Religion or Belief

We consider it unacceptable to hold or express an attitude towards an individual which is offensive, discriminatory or hostile on the basis of that individual’s or group’s religious belief or similar philosophical belief.

It is also unacceptable to discriminate on the grounds of perceived as well as actual religion or belief.

Further, it is unacceptable to discriminate against individuals or groups on the grounds of the religion or belief of those with whom the employee associates.


We consider it unacceptable to hold or express an attitude towards an individual which is offensive, discriminatory or hostile on the basis of that individual’s age.

It is also unacceptable to discriminate on the grounds of perceived as well as actual age.

What to do when an incident occurs

An individual or group who has been subjected to any form of discrimination may wish to try and resolve the problem informally before or instead of invoking the formal procedure.  Where practical, this approach is often very effective and it is recommended as the first step in resolving the problem.

If such an approach is impractical or unsuccessful the incident should be discussed with the Senior Deputy Head, the Deputy Head of College (Pastoral and Boarding), the Director of Finance and Operations or Head of Human Resources as appropriate.  They will seek to help the individual or group and consider how the problem may best be resolved on an informal basis.  A simple record of this will be kept on file.  Wherever possible confidentiality will be maintained.

The formal route is likely to make use of the Grievance Policy.

If the source of the perceived discrimination is anyone other than an employee (such as a parent or contractor) please refer the matter to your Line Manager, Head of HR, Director of Finance and Operations or Deputy Head of College (Pastoral and Boarding) as appropriate.

What could happen next?

At any time during such process and/or if any informal approach proves unsuccessful in resolving the issue, the individual or group may invoke the formal procedure whereby:

Any such incident is reported to the Head of College; A member of the Senior Leadership Team (SLT), to be known as the investigating officer, will interview the individual or group against whom any such incident was committed, ideally within 72 hours of the complaint.  Written signed statements will be taken at the interview;

The investigating officer will then interview the individual(s) who is (are) alleged to have committed the alleged offence (including members of staff if appropriate).  Written signed statements will be taken at the interview; Whenever pupils are involved in an incident, the respective Houseparent is to be informed and invited to attend the interview involving any child from their House.  It is likely that the parents of any pupils involved will be informed at this stage; The investigating officer will prepare a report for consideration by the Head or Director of Finance and Operations who will decide on the suitable sanction, if any, to be imposed and on any further action which may be necessary; Victims or witnesses of harassment/discrimination will receive appropriate support, counselling and protection from any retaliation.


If a pupil or group of pupils is considered to have committed a breach of this policy then the Senior Deputy Head will apply an appropriate sanction which will be recorded in the appropriate file and in the pupil’s personal file.  Parents and Houseparents will be informed.

Disciplinary procedures for members of staff are referred to in staff contracts of employment and the Staff Handbook.


The Head of College will regularly remind staff of their responsibilities in respect of the UK’s Equality Act 2010.  Appropriate training is available to all members of staff.  Similarly, the Head of College will ensure that pupils are aware of the school’s attitude to equality discrimination, and the conduct expected of all members of the school community.


This policy will be kept under review and will be evaluated at least annually by the SLT.  SLT will review any incidents with a view to informing or amending practices or procedures.  Where discrimination has been found to have taken place those involved will be monitored to ensure there is no repetition.

The SLT will also complete an annual review of the Accessibility Plans in respect of both Buildings and Grounds and Admissions and Curriculum.  Heads of School are responsible for the Accessibility Plan relating to Admissions and Curriculum.  The Director of Finance and Operations and the Senior Deputy Head are responsible for the Accessibility Plan for Buildings and Grounds.

This policy is based on the provisions of the UK’s Equality Act 2010, to which the School will refer in any relevant situation.

All staff must comply with this policy. Any breach will be regarded as a disciplinary matter.

Pastoral Care at Fettes and its role in promoting inclusivity

Pastoral care is essential for positive personal development; where there is outstanding pastoral care and students feel they belong, their self-esteem is able to grow because they feel valued.  

Pastoral care is about looking after each and every student so they can lead fulfilling and balanced lives at school and beyond; it is about showing students how to look after themselves and others; it is about encouraging them to seek help or support or advice when they need it and it is about helping them to be ready to become fully-fledged adults who are comfortable in their own skins when they leave school.  

Pastoral care begins with an underlying ethos of consideration, kindness and inclusivity and is promoted when the staff work collaboratively for the good of the students. If the ethos supports students’ personal, social and emotional development and where a culture of encouraging good behaviour and taking on responsibility exists, students can be given the opportunity to develop self-confidence, to learn to keep things in perspective and to be resilient.  

The UK’s National Minimum Standards for Boarding Schools requires a boarding school to ensure that ‘the physical and mental health and emotional wellbeing of boarders are promoted’ (Standard 3). Emotional wellbeing is an intrinsic part of pastoral care. A pupil who is being well cared for and supported will grow in emotional intelligence. Part of our role in school is to ensure that we help pupils to grow emotionally, so they can deal with the ups and downs of life within and beyond Fettes College Guangzhou.

Who Cares?

All the staff at Fettes College Guangzhou have a role in supporting students because we share the responsibility for ensuring students are safe and that their welfare is promoted.  

Key figures with specific responsibility for student welfare are the Houseparents, the Assistant Houseparents and their House teams of matrons and domestic staff.  

Tutors and co-tutors, Medical staff and teachers play also a significant role as doing much other staff.  

Pastoral Support in House

In Houses, students have a team of staff who offer them emotional, academic, social and practical support.  Staff set out to develop firm, meaningful, nurturing relationships, beyond the normal realm of adult/student contact seen in many International day and boarding schools.  

House staff try to get to know their charges and their families extremely well because the House acts as a second home and the students spend a considerable amount of time in it. House staff try hard to understand each and every student’s background, behaviour, abilities – strengths and weaknesses – and their potential.  

Each student is viewed as an individual, as well as part of a House.

Each student needs an individual approach, which can only be developed through open channels of communication and time spent getting to know them. From the meeting and greeting at drop off and pick up times, the regular email and phone conversations between House staff and home and the informal chats at school events, the school aims to establish, warm friendly relationships with parents which often help us to understand their son or daughter, enabling us to deal more effectively with difficulties when they arise.

Pastoral Support in School

Heads of School, Tutors, co-tutors, Medical Staff and teachers, domestic and administration staff, in fact, all adults who work at School have their role to play in supporting the students. If the adults take a proactive approach to student welfare - helping them to stay safe and healthy, encouraging them to care for one another, showing them how they might contribute to School and the world beyond, teaching them to stand up for what is right and to voice their concerns when things are not –the school will benefit from vibrant and enriching community life, from which all will benefit.

Where to Seek Help?

Our aim is that all students will have a choice of members of staff to go to when they need advice or guidance. There are posters on House noticeboards making suggestions where students might seek help. In addition to staff already mentioned, there are Prefects and other older pupils, trained in peer-mentoring and support strategies.

When a member of staff needs advice on how to give a student pastoral support, the first person to speak to is the Tutor. Normally the easiest thing is to chat with the Tutor over the break-in either the morning or afternoon or by email. If the student in question is a boarder, the Tutor should confer with the Houseparent as they have an overview of the issues which may affect a student.  

Counter-bullying Policy

Students at Fettes College Guangzhou should feel safe, valued, have a sense of personal worth and be thoughtful and considerate of the needs of others.

The provision of a counter bullying policy alongside School discipline policies and the pastoral care network in Houses are intended to translate this aim into practice and is based on the UK’s Equality Act 2010 which enshrines that there must not be discrimination against the nine protected characteristics.

The aims of the Counter-Bullying policy are:

· To encourage good values and help to create a happy, well-ordered and caring community

· To raise awareness among pupils, parents and staff as to what constitutes bullying behaviour including cyberbullying

· To ensure all members of the community feel accepted and do not suffer bullying due to any form of discrimination

· To communicate to pupils, parents and staff why bullying is unacceptable, that it will not be tolerated and that victims will be supported

· To ensure that all pupils have knowledge of and access to a support structure within Houses and School so they can share worries and seek help

· To reduce incidents of bullying through the implementation of appropriate strategies - preventative and proactive as well as reactive

· To implement strategies for treating bullies and victims which will effect appropriate behaviour changes

· To stimulate awareness and maintain the above aims through the involvement of the whole school community.

What is Bullying?

Bullying can take many forms - physical, verbal or psychological. It may be carried out by individuals or groups and may be characterised as an individual action or by repeated behaviour intended to hurt someone emotionally or physically.

Bullying behaviour may include:

· name-calling, teasing, putting down, threatening, hurtful or discriminating remarks

· ignoring, leaving out or spreading rumours

· using ‘jokes’ as a way to target, humiliate or intimidate

· physical assault such as kicking, hitting, pushing, or the threat of violence

· stealing and damaging belongings

· making people feel like they are being bullied or fearful of being bullied

· cyberbullying, which involves e-technology.  Bullying can happen through text messaging, blogs, social media platforms and websites

· targeting someone because of who they are or are perceived to be

Examples of issues that might make a person feel vulnerable include:

· age

· physical appearance

· socio-economic status

· perceived abilities in academics, sports and language use

· a disability

· a difficult situation at home

· ethnic background

· nationality

· colour and religion

· gender issues including lesbian, gay, bisexual and transgender

What is Cyber Bullying?

It must be remembered that bullying also involves the use of mobile phones, email or social networking sites like WeChat on the internet. This is termed cyberbullying and includes areas such as email & internet chat room misuse; mobile threats by text messaging and calls and the misuse of associated technology, i.e. camera and video facilities.

Cyberbullying can be defined as the use of Information and Communications Technology, particularly smartphones and the internet, deliberately to upset someone else. However, it differs in several significant ways from face to face bullying: the invasion of home and personal space; the difficulty in controlling electronically circulated messages; the size of the audience; perceived anonymity; and even the profile of the person doing the bullying and their target. This policy and the school’s ICT Acceptable Use policy specifically ban any form of cyberbullying.

Symptoms of bullying

Signs of bullying can be difficult to interpret as many of them are the same as signs of other stress-related difficulties.  Nevertheless, these symptoms are signs that something is wrong and they may be the symptoms of bullying:

· significant changes in behaviour patterns eg. becoming withdrawn, anxious, disruptive or aggressive; changes in appearance and personal styling

· beginning to self-harm which could include cutting or changes to eating habits

· significant changes in sleep or work pattern

· having unexplained injuries or giving an odd explanation about how injuries happened

· having possessions go ‘missing’

· being often seen alone

If a member of staff, a parent or a pupil notices any of these signs or others that cause concern, they should speak to a member of the pastoral staff, the Wellbeing Centre staff or a member of the Safeguarding Team.

Counter-bullying Strategy and Prevention measures

· Fettes College Guangzhou’s response to bullying does not start at the point at which a child has been bullied.  We have developed a more sophisticated approach in which school staff proactively gather intelligence about issues between pupils that might provoke conflict and implemented strategies that try to prevent bullying from occurring in the first place

· We aim to create a school in which bullying is not tolerated, in which pupils can report bullying and staff and pupils can talk openly and regularly about the issues of bullying through our PSE/Wellbeing provision, Tutor Meetings, House assemblies, whole-school assemblies and through presentations and discussion in Staff Meetings.  Staff, parents and pupils are encouraged to support the ethos of kindness and respect for others and we ensure that all are aware of their responsibility to watch out for and respond appropriately to any bullying behaviour.  A clear understanding of how our actions affect others permeate the whole school environment and are reinforced by staff and older pupils who set a good example to the rest

· Our counter-bullying education includes making pupils aware that there are criminal laws that apply to harassment and threatening behaviour.  Every House has a copy of this policy on its noticeboard for pupils to read, and there are copies on the Portal which all staff and pupils can refer to.  The House noticeboard copies of the anti-bullying policy and online safety policy are deliberately written in pupil friendly and accessible language so that the pupils are in no doubt respecting their content.  During an investigation, the more detailed staff policies would take precedence over these and would be made available to pupils if requested. Parental attention is drawn to the policy via the school’s website

· We make known the sanctions for bullying and we make it clear that bullying outside of school will also be treated as a disciplinary issue, just as it would be within the school

· All Staff are vigilant and willing to take appropriate action if they suspect that a pupil is being bullied. Staff are reminded in their new staff safeguarding induction meeting and at regular policy briefings that The Staff Code of Conduct makes clear that all members of staff have a statutory responsibility to safeguard and promote the welfare of pupils. This duty should inform the way staff behave in the classroom and other workplaces in the school when they interact and communicate with the pupils. Staff must therefore treat pupils with dignity, build relationships rooted in mutual respect, and at all times observe proper boundaries appropriate to their professional position. Verbal abuse and intimidatory or aggressive behaviour in the classroom or wider workplace will not be tolerated and will become a disciplinary matter

· The means of recording instances of bullying behaviour enables the Deputy Head of Pastoral to identify developing trends and patterns with regards to types of bullying and the effectiveness of the range of measures we employ to combat the behaviour

· The School appoints a Prefect responsible for counter-bullying who works with the other school prefects to promote good behaviour and to respond to problems.  Each House has a team of House Prefects trained in Child Protection strategies, part of whose job it is to unobtrusively monitor behaviour, to guide younger pupils in their houses and to produce literature which helps in our counter-bullying strategy.

FCG MYP Inclusive Education



In order to enable all students to successfully complete the IB Middle School Programme, FCG is committed to developing inclusive education, cherishing the learning opportunities and effects on each learner. We strive to create an inclusive and open teaching environment so that every teacher and student in our large community family can become a positive and compassionate lifelong learner.



Inclusiveness means full acceptance and integration. The inclusive policy is aimed at all kinds of learners and provides them with appropriate education.


2.1 Special Education Needed特殊教育需求者

The object of special education refers to learners who have specific and non-specific learning difficulties. Including adolescents and children with disabilities, neurodevelopmental disorders (MR/ASD/ADHD/DCD/TD), behavioural and emotional disorders (ED/ODD/CD) that often start in adolescents and children. This policy is classified according to the time when the learner’s challenges or obstacles appear. The first target is the pupils that are known to have certain physical and mental development challenges, and the school has been assessed to be capable of providing education that meets their special development needs. The second target refers to children with certain physical and mental development defects or obstacles that occur or are discovered during their school career.


2.2 Students with general or severe mental health problems出现一般或严重心理健康症状的学生:

Refers to the general or serious mental health problems in the life of people who have no mental or psychological disorders and are in normal mentality.


2.3 Those with learning difficulties出现学习困难/学习水平显著优于同龄者

Refers to children with normal intelligence, but some subjects whose foundation is significantly lower or higher than the level of the grade they are enrolled in, so that they cannot keep up with their current studies, or whose learning skills are weak, and who frequently spend multiple efforts but hardly achieve results. For example, when receiving mother-tongue teaching or second language teaching, additional help is needed to understand and master the characteristics of the language, and to understand and use the language. Or a child who has a language ability that is significantly higher than that of his peers and classmates.


2.4 Talented students天赋出众的学生:

Refers to those students with outstanding abilities or high learning potential in one or more subject areas. These potentials may be manifested in sports, music, visual arts and other aspects.


3.Object Recognition对象甄别

3.1 Admission Assessment 入学评估

Students applying to join the FCG community must meet our admission requirements. One of them is that we need to do the most basic investigation and understanding of the applicant’s physical development, mental and psychological conditions, to ensure that our school’s existing teaching staff can provide adequate education that meets the applicant's learning and development needs.


The situation, where we may not be able to provide full education, will be serious learning difficulties such as autism, severe visual and hearing impairment, Down syndrome, or other moderate to severe neurological disorders and other physical and mental development disorders. Students who are unable to complete basic learning tasks and other special situations. If we believe that our school cannot meet their special education needs, applicants of this type are advised to find more professional special education schools.


The following situations may pass the entrance assessment:

Special educational needs that significantly do not affect the participation in the study and life of FCG, and those who have been or have mental or psychological diseases or disorders, and have returned to normal levels after special education or professional diagnosis and treatment.

SLT can combine the opinions of external qualified experts, combined with the school's psychological professionals and teachers' manpower allocation for evaluation and discussion. For those who meet the necessary conditions of re-entry, the school can consider offering a part or full-time back-to-school study.

1. It is necessary to ensure that there is no medium to high risk of self-injury, suicide, and violent injury.

2. Students need to have the basic ability of normal learning and communication at the same time.

3. After evaluation and discussion, the learning and life challenges of integrating into the FCG campus are helpful to its healthy development, and there is no adverse stimulation or risk controllable for the recovery of its diseases and obstacles.







3.2 School Tracking在校追踪

FCG school has a rigorous pastoral care programme, which continuously tracks students' happiness and mental health. All teachers, including subject teachers, psychological consultants and college guidance counsellors, will provide professional advice and support in assessing and following up whether students' physical and mental development level is inclusive.


Regarding the academic development of students, the department is mainly responsible for identifying and tracking whether students have learning difficulties.


The assessment of students' mental and psychological problems (including learning needs) will be assisted by psychological consultants who will provide observations to assist the assessment. Their specific responsibilities and authorities that they need to take are: after informing the parents and the SLT and getting their authorizations, they will follow the professional ethics and norms to get to know the students' emotional behaviour and cognitive clues through the classroom or boarding observation, individual psychological interview and parent-teacher communication, the campus psychological evaluation. Then they will provide professional advice and feedback or results to the authorizer. The observations of the school counsellors can only be used as a reference for the school to assess whether the students are inclusive and do not involve any diagnosis of mental and psychological problems. If a diagnosis is required, it should be carried out by an outside medical practitioner qualified in psychiatric diagnosis.


After enrollment, the school will monitor the students' physical and mental development through the following methods:


Under the supervision and guidance of the education department of the government, SLT leadership and the psychological consultants are in specific charge of establishing psychological documents for each new student with the assistance of homeroom teachers. The documents include basic information about students, their family relationships, their past experiences with successes and failures, their personalities, their past school achievements and performances and special needs.


Assessment of students' academic level and abilities is conducted by division leaders and subject teachers. All the subject teachers will check the academic level of new students when they enter the school. They will follow up with formative and summative assessments during the semester. If there is any learning difficulties, the subject teachers should identify them and refer to the pastoral team.


The school provides AS tracking assessment for children every semester and provides tracking evaluation for children's happiness in school study.


According to the national requirements, the school psychological consultant provides psychological census, management and updates psychological documents every semester which provides mental health assessment for academics. When individuals have requirements and needs, consultants can follow the "FCG Mental Health Education Work System" to provide psychological tests for academics.


Department leaders, Deputy Head of College-Pastoral, consultants, homeroom teacher team and boarding team have communication mechanisms and team working mechanisms for the pastoral care of students, such as weekly department meetings, consultants to participate in class psychological education, PSHE, etc., in order to timely communicate with students. For children with individual special needs and individual support needs, the Deputy Head of College-Pastoral will be in charge of the Student Individual Support Plan (SSP), and a special working team will be set up to track and support each child in one gear.


Consultants will record classroom observations when invited or necessary. They need to observe and record students' classroom performance in detail to determine their individual needs, update and review them regularly.


After the screening and evaluation, we may recommend and refer the students to other institutions which are more suitable for them, if the school cannot assist individual situations (For example, if there are individual symptoms of severe mental illness, or it is not suitable to develop when consulting with the school, etc), or the current FCG  resources cannot assist the students with their special needs in education.


Schools generally do not provide specific recommendations to families for special education institutions that provide developmental training for students. If it involves mental and psychological situations, school consultants should, within the scope of their functions and powers, follow the rules of professional ethics, and the group integrity requirements, and do their best to provide professional assistance to the family. They need to regularly provide a list of mental and psychological departments with professional qualifications above grade 3 and truthfully inform the known information.


4.Inclusive content全纳内容

According to the results of students' special education screening, FCG adopts the following measures to meet the individual development needs of different types of students:


4.1 Special Education Needed特殊教育需求者

According to the evaluation results, the specific needs of students' special education are determined, and the specific individualized development goals are formulated. The Pastoral  Leadership organization forms the SSP, which provides special education support courses and other assistance, for example, students in need of sensory integration training can have 5 to 10 minutes of sensory integration game time every day, and formulate a special sensory diet plan for them.


4.1.1 Talented students天赋出众的学生:

When we find children with outstanding talents, we will report to the Head of School, and the school principal will form a team to provide children with outstanding talents with a complete personalized education program. We strive to provide more opportunities for the development of children's talents.


4.1.2 Sensory Diet Plan 感官饮食计划 - Sensory circuit training感觉回路训练

Sensory integration ability affects the emotional and social development and concentration of many children. FCG SDP can provide a rich sensory diet for children with sensory input needs, and the school's psychological teacher will develop and implement a personalized sensory circuit training plan for the child. After a period of time, test the effect and report to the vice-principal of the Faculty of Education and Head of Pastoral Care.

感觉统合能力影响者众多儿童的情绪社交发展以及专注力。FCG SDP能为有感觉输入需求的孩子提供丰富的感官饮食,由专业的SDP训练师(目前为学校咨询师担任)为孩子制定个性化的感觉回路训练计划并执行。一段时间后,检验效果并向学部和人文关怀副校长汇报。

4.1.3 Attention Training 注意力训练

Attention training can provide special development opportunities for children with attention problems. This is to improve concentration. In attention-related aspects, such as concentration and maintenance, as well as students who have difficulty in the distribution of attention, can consider applying for attention training.


4.1.4 Dyslexia Support读写障碍支持

Some common learning disorders in children related to neurodevelopment may be accompanied by varying degrees of learning disabilities, which makes children's learning difficulties. For example, due to symptoms such as dyslexia (Dyslexia) or hyperactivity disorder (ADHD), there are specific manifestations of low learning ability, inattention, poor physical coordination, and lack of social skills. FCG will provide special support to students based on the results of professional tests and diagnosis, and according to their difficulty.


For minor learning difficulties, teachers can carry out special training based on their weaknesses to improve their related skills and choose appropriate evaluation strategies to lower the evaluation standards. Students who have serious learning difficulties (but can basically complete the corresponding learning tasks) are recommended to be referred to professional institutions for psychological and drug-related treatment, and subject teachers and school psychological teachers cooperate to carry out auxiliary training in learning and behaviour. If the student is unable to adapt to the study of his grade or class, after a consensus consultation meeting, the student is allowed to choose the class or grade that suits his or her own level of study.


List of Intervention Procedures干预程序一览表

Please also refer to the FCG Admissions Policy and procedure.

Applicants for Kindergarten through to the final year of compulsory education are not formally assessed for academic ability as part of the FCG entrance procedure. Instead, age-appropriate tasks are given to better understand levels of prior learning in the key subjects of English, Chinese and in some cases reasoning. Through these tasks, staff are able to better prepare programmes of study, personalizing these where necessary to suit the individual. After acceptance into the College, baseline testing and a more detailed assessment of prior learning will take place in each academic subject to identify areas of strength, passion, weakness and any specific support required. Wellbeing and pastoral baseline testing, the AS tracking software is used to provide an overview of each pupils’ wellbeing and identify any areas requiring further support.


In most cases, pupils are expected to enter the college according to chronological age and follow this cohort through to graduation.


In some cases, a pupils learning may be in advance of the chronological age and they may be placed in higher age, or ability, group for a subject or group of subjects. This will be done in consultation and with the agreement of the parents and, in the case of older pupils according to Gillick competency, the pupils themselves.


In some cases, a pupil’s learning may be behind expected cohort levels. The school will provide support in three key stages:


Stage 1: Quality First Teaching. Managed by the teaching staff. Our high-quality teaching staff, combined with small class sizes, differentiate work for pupils both by the outcome and by the process. A programme of regular lesson observation and continuous professional development helps to further develop staff.


Stage 2: Small Group Extension/Support: Managed by teaching staff and Homeroom teacher. Small groups of pupils may be extended or supported with a differentiated work plan within the same class/cohort group. In accordance with education policy guidelines, additional work may be offered outside of lesson time.


Stage 3: Individual Support: Managed by the Homeroom teacher and Head of School/Director of Academics. Where identified as necessary, pupils may be withdrawn from lesson time, or offered additional support time outside the curriculum, in a targeted and structured plan of academic support. This will be done in consultation and with the agreement of the parents and, in the case of older pupils according to Gillick competency, the pupils themselves.


In some cases, where intervention/support strategies are unsuccessful or where referral from teachers or parents identifies areas of specific learning need, pupils may require additional support that cannot be provided within the school. FCG staff are not qualified to make assessments on NSPLD and SPLD and cannot make any diagnoses in terms of special educational needs. Staff are not permitted to assign any labels of need to pupils, and may not communicate personal opinions of this nature to either the pupil or the parents.


Provision and support plans for specific and non-specific learning difficulties are coordinated by the College Psychological Counsellor, under the line management of the Deputy Head of College Pastoral.


A flow chart diagram has been created to highlight the procedure for inclusion and pupil support. This support may include external assessment, via an educational psychologist or other qualified professional.  


4.2 Students with general or severe mental health problems出现一般或严重心理健康症状的学生:

School consultants with psychological counselling qualifications are capable of assessing and counselling students' mental health status within the scope of normal psychology and their job responsibilities. There may be different educational or support programs for students with different levels of mental health status, as assessed by a psychological counsellor.


l To build a campus mental health development ecology, everyone participates in and supports every child's social-emotional competence learning (SEL), providing a good humanistic environment for every child's health and development. Specific work positions include: promoting SEL ability learning throughout the school, academic mental health activities and courses, PSHE for class tutors, humanistic inquiry for Daofa courses, and infiltration of disciplines.

l 构建校园心理健康发展生态全员参与和支持每一个孩子的社会情感能力学习(SEL),为每一个孩子的健康与发展提供良好的人文环境。具体工作有:全校推进SEL能力学习、学术心理健康活动与课程、班级导师心育PSHE、道法课程人文探究、学科渗透。

l Pupil individual or group tutoring: within the scope of job responsibilities, school counsellors provide both individual and group counselling on a variety of topics. When necessary, students can refer to the FCG Psychological Room opening hours and Appointment form and make an appointment with the counsellor.

l 学生个体辅导和小组辅导学校心理咨询员可在职责范畴内为学生提供不同主题的个体咨询与小组咨询。当学生有需要时,可参考《FCG心理室开放时间与预约表》与咨询员预约时间。

l General psychological problems: School consultants introduce known students' situations and professional suggestions to their guardians, who decide on a plan through consultation with the children involved. If the child makes an appointment on his/her own initiative or the parents get the child's consent, school counsellors and teachers with a B certificate of mental health education or above can provide psychological counselling for the child in the school. For the adult students, the students are the main body of the independent appointment, the consultant to the visitor as the centre, follow the psychological consultation confidentiality principle, to provide services. In addition, according to the work process and policy, timely follow up the situation of students, update the psychological files.

l 一般性心理问题对出现一般性心理问题的未成年学生,学校咨询顾问向监护人介绍已知学生情况和提供专业建议,监护人通过与当事孩子协商并一同决策,形成进一步计划。在孩子主动预约,或家长征得孩子同意的情况下,可由学校咨询师、持心理健康教育B证或以上的教师在校内为孩子提供心理辅导。对于已成年的学生,则由学生自主预约,咨询顾问以来访者为中心,遵循心理咨询保密原则,为其提供服务。另根据工作流程与制度,及时跟进学生情况,更新心理档案。

l Serious psychological problems: After getting the invitation or consent of parents and the informed authorization of SLT and under the personal wishes of the visitors, school consultants provide in-school counselling for children who request it. Counsellors can choose counselling or referrals depending on the severity and individual ability.

l 严重性心理问题:在尊重来访者个人意愿的前提下,有家长的邀请或同意,SLT的知情授权下,学校心理咨询师可以为提出要求的孩子在校内提供辅导。心理咨询师可以视严重程度和个人能力选择辅导或转介。

l The categories discussed above refer to the premise that physical and mental disorders are excluded. For suspected organic problems and mental disorders, refer to 4.1.

l 以上讨论的范畴均指已排除了生理与精神障碍范畴的前提。疑似出现器质性问题与精神障碍症状的,参考4.1内容。

4.3 Pupils with learning difficulties/advanced learning出现学习困难/学习水平显著优于同龄者

If students' learning foundation is weak or obviously beyond the level of their peers after the academic assessment before entering the school. We are going to have the following interventions:


4.3.1分层教学/差异化教学(Differentiation Instruction

During the teaching, students are organized to learn by their interests and talent. Through this, the teacher guides the students to study actively and consciously with objectives, plans and systems. Differentiated teaching starts from collaborating planning. The teachers flexibly arrange learning content, assessment and strategies according to the special situation of students, and ensure that project learning is interesting, relevant, challenging and important. Students' abilities in various aspects do not develop in a linear way, and different levels of learning adaptation are set in different subjects to meet their different needs. In addition, along with the progress of learning, GIMSH will regularly test and diagnose students to learn their abilities and levels, so as to adjust the learning plan and content again.


4.3.2个人学习计划(Individual Learning Plan

When teachers discover that students have learning difficulties/advanced learning ability, they can report to the department, and the department leaders will organize to initiate an individual learning plan. The specific process is: the head of school will have a meeting with relevant personnel, such as subject teachers, teaching support teachers, parents and students. During the meeting, the team will discuss and draft a plan to better meet the needs of the students.

当教师觉察到学生出现学习困难/学习水平显著优于同龄者情况时,可以报告学部,由学部领导组织发起个人学习计划Individual Learning Plan 具体流程为:校长会召集相关人员开会,如学科老师,教学辅助教师、家长以及学生。会议过程中,团队会讨论并起草一份更好满足学生需求的计划。

Individual learning Plans may include:

The current situation of students, including learning ability, advantages and disadvantages, interests, etc

The student's previous studies at school

Relevant tutorship and support as needed

Specific, practical long - and short-term goals

Methods and strategies for achieving goals

Schedule implementation and assess time

Assessing methods, contents and strategies

Track overall progress and reflect on adjustment strategies










Inclusive consideration for examinations and assessments

In Primary and Middle School, if a pupil’s parents can provide the school with supporting documents from a designated hospital that proves that he/she has specific or nonspecific learning difficulties such as ADHD, dyslexia, etc, the exams can be waived.

If a diagnosed pupil applies for the inclusive arrangement for exams, the school should submit his/her request to the Head of School at least one month prior to the examination. Inclusive arrangement includes prolonging the duration of the examination, providing a single exam room, assigning a teacher to read the question for the candidate, etc.


如果确诊学生申请全纳考试,学校应至少在考试前一个月向校长提交申请。 包容性安排包括延长考试时间、提供单间考场、指派一名教师为考生朗读试题等。

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