Many families come to us after being told, somewhere else, that their child is difficult to place. We would rather begin differently.
Excellent Spirit International School was built around the belief that diverse minds flourish together. Most of our teachers hold a BEd in Early Childhood, Basic Education or Special Education, and our special educators and physiotherapist are members of staff, not visitors. Support happens inside the school day, and a child receives no more separation from their class than they actually need.
Our one-to-one support is grounded in Applied Behaviour Analysis (ABA), used to build a child's skills across six areas.
Building a child's ability to express their needs, wants and ideas — through speech, gesture or another system that works for them.
Turn-taking, play and interaction, built step by step so a child can connect with peers and adults.
Skills for managing emotions and responding well to a busy classroom day.
Foundational learning skills such as attention, following instructions and problem-solving.
Practical, everyday skills — dressing, eating and personal care — built toward independence.
Fine and gross motor coordination, developed through structured, purposeful activity.
An Individual Education Plan for every child receiving specialist provision — a working document rather than a formality. It begins with the child's strengths, sets no more than four targets for the term, and names who delivers each piece of support, how often and for how long. It records what the child says helps them, in their own words where they can give them.
Plans are reviewed with parents once a term, and sooner if a child's needs change.
Provision is never left in place without evidence that it is working. Where a child needs more intensive help, we offer in-class support from a special educator and one-to-one ABA-based support, arranged by assessed hours. Sessions are timetabled so that they support learning rather than competing with it, and no child is withdrawn from the same lesson week after week.
No child is refused a place because they have a special educational need or a disability. But we will not admit a child we cannot properly support. Where we conclude that we do not have the staff, the facilities or the expertise a child requires, we say so in writing, we give our reasons, and we talk with you about what provision your child would need. That is a judgement about our school, not about your child.
Please share any report or diagnosis when you apply. It helps us plan, and it has never counted against a child here.
Bring any report, assessment or diagnosis you already hold — it helps us plan, and it has never counted against an application.
