Reigate Grammar School Riyadh achieves IQM International Inclusive School Award

September 21, 2026

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Reigate Grammar School Riyadh has been awarded the IQM International Inclusive School Award, recognising its deep-rooted commitment to inclusive practice, personalised learning and creating a strong sense of belonging for every student.

The leadership and inclusion teams at RGSR have a deep-rooted belief that the whole school community fosters a culture that goes ‘beyond inclusion’ and is much more about every child experiencing a sense of belonging. Leaders emphasise that each student has a personalised learning journey, regardless of whether they are gifted or have complex neurodiverse needs.

Inclusion as a Foundation for Learning

The Executive Leadership is determined that ‘inclusive practice is the foundation of high-quality learning’. The governors and school leaders were in no doubt that one of the decisions to turn the Multinational School into Reigate Grammar was to keep and build on its legacy of inclusion.

Governors stressed the need for all stakeholders, including parents, to have a voice and parents have been incredibly supportive of the school’s inclusive philosophy of providing personalised learning pathways for every child. Their aim was to ensure outstanding education that enables academic achievements for ‘every’ child and an understanding that every child has unique abilities and talents that need to be nurtured.

After talking with students, parents and staff, touring the school and visiting lessons it was clear that these values were not simply displays in classrooms but were genuinely practiced throughout the community. Students were courteous and considerate, whether it was walking down the corridor or taking the time to get to know me. They consistently showed respect, collaboration, and support for one another, both in their interactions with me and in their exemplary behaviour in and out of the classroom.

Personalised Learning Pathways

Individual Education Plans (IEPs) are in place and implemented for each child that requires them. IEPs are developed through a collaborative process with teachers and the inclusion team to ensure they are bespoken to each learner.

Reigate Grammar School offers a flexible and diverse curriculum due to its approach to collaborative planning. Support staff, such as LSAs and Inclusion Assistants, play a key role in recognising students’ academic, emotional, and behavioural needs, allowing for personalised learning. They have autonomy to provide ‘Brain Breaks’ or access to Wellbeing rooms as needed. Strong teamwork between teachers and support staff leads to effective learning pathways for students.

The curriculum at Reigate is constantly adapted to suit the needs of learners the organisation of subject department leads, teachers and support staff provides the ideal environment for staff to make subtle changes to personalise the learning journey of each student. In meetings with the Intervention teachers in the prep school, they discussed how they meet with teachers and the inclusion team weekly to make the necessary changes to ensure their students can access and engage with learning. They develop and modify curriculum plans as well as Individual Education Plans so that learners not only make progress but ‘enjoy learning at their own pace’.

Support That Builds Confidence

Across both campuses there are almost 200 students on Tiered 1-3 and EP support. Tier 1 representing students requiring universal support through quality first teaching. Tier 2 needing intervention via small group or one-to-one sessions and Tier 3 and EP requiring learning support and intensive provision.

There are dedicated and highly skilled inclusion teams in the prep and secondary schools. These include many Learning Support Assistants (LSAs) and Teaching Assistants (TAs) as well as Enhanced Provision Assistants, Intervention Teachers, SEN teachers, specialist Speech and Language Therapists and external Occupational Therapists. I had the pleasure of meeting and observing these staff working and it was great to see the dedication and expertise they provide to all students not just those on the SEND register.

Student movement is highly flexible, allowing for one-to-one intervention, group work, and access to EP provision for mainstream students with learning gaps. I observed prep school students not on the register receiving extra motor skills support alongside EP students. This adaptable approach reflects strong inclusive practice.

There were so many examples at RGSR of students, including those with SEND, who are progressing and becoming more independent because their learning environment allows them to foster self-expression and builds confidence. This includes some SEND students going on to complete and achieve IGCSE exams.

A Culture of Belonging

The school’s ethos radiates through the interactions, camaraderie and attitudes between Reigate students of all abilities. During my two-day visit across both campuses student behaviour in and out of class was exceptional. The culture of inclusivity, acceptance and belonging was observed across both campuses, through the relationships seen between SEND/EP and mainstream students. I observed them learning, playing and collaborating together.

A great example of inclusive practice in action was the secondary school’s ‘Buddying’ system which pairs older students with EP and Tier 3 students – those with significant neurodivergent conditions during breaks and lunch to foster broader relationships beyond LSA’s. This is a purely voluntary venture and so it was excellent to see so many mainstream students involved.

There is a clear culture of teamwork and support, one student shared that there was a “Friendship Bench” for those feeling lonely, which is now rarely needed thanks to the school’s inclusive culture. Friendships span with both mainstream and neurodivergent students, where differences are the ‘norm’ and celebrated throughout the school.

Students also shared what makes Reigate an inclusive school and they stated, “it was because of the encouragement, support, teamwork and the emphasis on developing wider friendships that never leave anyone out”.

Working in Partnership With Families

Parents shared just how much they appreciated the personalised approach to support. One parent mentioned having to move from a previous school due to her child’s behavioural difficulties. She had very low expectations that Reigate would be able to provide the support her child needs, however after a year of intensive support she has gone from one-to-one and group sessions to just needing some in-class support. She describes the change in her as “remarkable”.

Communication between parents and the school was described by all parents as excellent. They get regular updates through emails and online platforms and if they want to raise a concern staff will get back to them and investigate the issue immediately.

A parent of an EP student in the prep school shared that the school always finds a way to solve solutions. ‘I wanted my child to go swimming. I knew this would be a challenge due to her condition and initially this was not possible, however through modifying the timetable and adjusting schedules staff were able to build in swimming lessons for the next term’. This is just another example of how Reigate goes above and beyond for every single child.

It is abundantly clear from the personal perspectives of so many parents that the school not only meets the needs of SEND students but all learners and that the expertise, depth of care, concern and the sense of belonging highlights just how inclusive Reigate school is.

Find Out More About IQM

If your school is interested in achieving the IQM Inclusive School Award, contact the IQM team on 028 7127 7857 or email admin@iqmaward.com.

To find out more about IQM and request a free information pack, visit www.iqmaward.com.