What we do?
At Dover Court International School we are passionate about inclusion, it is our mission to nurture the potential of every single student in a dynamic and challenging learning environment which values enquiry, perseverance and reflection.
Whether your child requires a short term intervention or more structured ongoing support, DCIS has a range of unique learning pathways that enable all students to access learning, thrive and grow into happy and well rounded individuals, prepared for their next step in study, training or the world of work.
At DCIS we treat all students as individuals. We know that all journeys are different and the same is true for learning. Students have different needs and learn at different paces, we understand this and have developed our programmes to accommodate for it.
Our programmes start in Early Years from the age of 3 and our curriculum is closely aligned to the English National Curriculum but with appropriate adaptions made to meet the needs of our students. For example, in our secondary school, where a student is not able to meet the outcomes expected for iGCSE, we have alternative routes that focus on English, mathematics, life skills and employability, delivered by highly trained special education teachers.
How we do it?
We graduate the level of support we provide appropriately to meet each individual student’s needs. We have structured this support into learning pathways. As a student moves through learning pathways the level of support increases to meet their need. Learning pathways are not fused and students can move between them as and when they require more or less support.
Our learning pathways are structured as follows:
Pathway 1 – Our mainstream pathway. Provides support delivered through quality first teaching in a differentiated mainstream classroom. No additional support is required as the student is able to access the curriculum through differentiated teaching. Students are taught in classes of 22.
Pathway 2 - Provides additional short-term support in order to meet the learning outcomes, this is provided through our learning support and therapy teams. Student’s needs are met within the mainstream environment. This may also be a student studying English as an additional language, accessing a language intensive specilised English curriculum.
Pathway 3 – Provides a greater level of support due to a higher level of need. Pathway 3 is aligned to the curriculum of Pathway 1 but outcomes are adjusted for each student. Classes are smaller, with a teacher and teaching assistant to provide a greater level of support. Classes are twinned with a Pathway 1 class for non-academic subjects to enable students to learn and socialise with their peer group, whilst receiving support to move to independence in academic subjects. Students on learning pathway 3 can transfer to 1 when they are confident and able to independently access learning.
Pathway 4 – Provides the highest level of support for students with more significant learning and/or social needs. An individualized curriculum and support programme is required for these students. Our pathway 4 programmes offer more intensive support and resources delivered by highly trained special education needs staff. The ratio of adults to students is increased and the class size is reduced. In Pathway 4, one teacher, two teaching assistants and a peripatetic teaching assistant work with students in class sizes of 8-10. Pathway 4 classes are located with a central location within the school to enable access to a wide range of support services including; therapy and psychology. Integration and twinning plays an important part of the school day. Pathway 4 students play, eat and share many learning opportunities together with other students across the school to foster a truly inclusive environment.