Outstanding Education

At South Island School, we are dedicated to fostering a community that embodies the principles of diversity, equity, and inclusion (DEI), aligning with our ESF commitments. We strive to provide every student with equal opportunities to access education and the necessary support to flourish and reach their fullest potential.

We embrace the uniqueness of each student through a personalized learning approach, ensuring that diversity is celebrated and valued within our school community. Our commitment to educating students and staff on the significance of positive DEI practices empowers everyone to speak up, identify learning opportunities, and engage in regular training and awareness events that promote understanding and acceptance.

We are committed to fostering an environment free from discrimination and harassment in all forms, ensuring that every student and staff member feels safe and respected, regardless of gender, race, belief, age, disability, or sexuality. In collaboration with the Pastoral Team, the Student-Led Diversity Council, and DEI Lead Teachers, we have developed materials aimed at enhancing the reflective aspect of our positive support framework. These resources are designed to address instances where a student has violated the code of conduct in a discriminatory manner, causing psychological harm to a member of our community.

We are committed to continually improving our focus on diversity, equity, and inclusion. This includes taking personal responsibility for our learning and growth in these areas and providing ongoing training and professional development opportunities for all members of our community. We believe in being transparent about our efforts and progress towards our DEI goals, actively challenging unconscious biases, and remaining open to new ideas for change and improvement.

To further this goal, we invite key speakers and create opportunities for both students and staff to deepen their understanding of diversity, equity, inclusion, and justice in both local and global contexts. For example, we are collaborating with our Inclusion and Wellbeing Teams to review well-being surveys, incorporate questions that assess a sense of belonging. Additionally, we are looking at the well-being of our neurodiverse students and staff by integrating more neuro-affirming language into our practices. Together, we can create a thriving environment at South Island School that reflects our shared values and commitment to making a meaningful difference in the world.

We encourage our students to engage with their community, embrace differences, and contribute positively to a culture of inclusivity and compassion. This is exemplified through their involvement in service learning within a local and global context, such as the Year 9 Community Project, Year 10-11 Global Citizenship service engagements, and MAD Week, which features local and global destinations focused on making a meaningful difference. By participating in these initiatives, our students not only develop a deeper understanding of diversity, equity, inclusion, and justice but also cultivate a sense of responsibility and empathy that enriches our school community. Together, we can create a thriving environment at South Island School that reflects our shared values and commitment to making a meaningful difference in the world.

At South Island School, we are committed to supporting every student in achieving their full potential through an inclusive education that caters to a wide range of abilities. We believe in fostering the unique talents of every child and strive to create a positive, supportive environment where all students feel happy, motivated, and eager to learn. Our goal is to inspire students to overcome challenges and grow into balanced, successful learners.

We follow an inclusive model, where students are primarily supported within the classroom to access a broad and balanced curriculum. Using the principles of Universal Design for Learning (UDL), our teachers are equipped to address diverse learning needs through effective teaching strategies, differentiation, and adjustments. The Individual Needs Department works closely with teachers to support UDL practices, ensuring all students can thrive. While we offer some short-term, pull-out interventions in line with our inclusion policy, we prioritise students’ access to mainstream provision to promote their inclusion as much as possible.

Exam Access Arrangements 
We provide exam access arrangements for students who qualify for such provisions, ensuring they can demonstrate their knowledge and skills under fair conditions. Students who demonstrate a history of need and fulfil criteria set out by the governing bodies (JCQ and IBO) are granted provisions for their internal and external examinations.

ESF Levels of Adjustment 1-2 (Universal and Targeted tiered support)
Students on Levels of Adjustment 1-2 are supported primarily within the classroom by their teachers, who employ differentiated strategies and UDL practices to meet diverse learning needs. To further support these students as part of a tiered model, we also offer Skills for Learning for Years 7 to 11. These sessions focus on strengthening skills in English, Mathematics, and executive functioning. Students access these sessions during their second language option on the timetable, providing targeted support while maintaining their inclusion in the broader curriculum. The Individual Needs Department collaborates with teachers to ensure these interventions align with students’ needs and help them succeed in mainstream classes.

ESF Levels of Adjustment 3-4 (Targeted and Essential Tiered Support)
Students on Levels of Adjustment 3-4 have access to more specialised provisions through the Learning Support Centre. These include small-group classes with an alternative curriculum adapted to meet students at their starting points, offering flexibility and personalised learning. This approach is designed for students working below age-expected outcomes or those who benefit from personalised instruction in areas such as social and emotional development, life skills, and preparation for adulthood. We offer the AQA Unit Award Scheme and courses through TQUK, providing students with opportunities to achieve meaningful certifications. Additionally, we build bespoke learning plans that align with students’ strengths, interests, and future pathways, ensuring that every learner is supported in reaching their goals. The IN department also benefits from a small team of Educational Assistants who assist students with Levels of Adjustment 3 and 4. Under certain circumstances, South Island School may request parents to employ an Educational Assistant to support their child for reasons such as health and personal care, the safety of students and staff, and curriculum access.

At South Island School, we aim to foster resilience and encourage students to embrace challenges. By providing a supportive and inclusive environment, we ensure all students can access the curriculum, have their individual needs met, and achieve the best possible outcomes.

English for Academic Purposes

At South Island School, we warmly welcome students from all linguistic backgrounds. We are deeply committed to providing every student with the best opportunities to succeed, especially our Bilingual and Multilingual Learners (BMLs) – students for whom English may not be their first or primary language. We understand that some BMLs may require additional support to enhance their English skills, enabling them to achieve their full potential across all subjects. Crucially, while English is the medium of instruction, the school values, supports, and recognises the immense importance of each BML's native language or mother tongue.

To this end, our dedicated English for Academic Purposes (EAP) department offers a comprehensive range of English enrichment classes and activities tailored to meet these students' specific needs. Complementing this specialised support, all teachers across South Island School receive regular training in effective techniques and strategies for teaching bilingual and multilingual students within their mainstream classes, ensuring a consistently inclusive and supportive learning environment for every student.