Source document: https://docs-lawep.s3.us-east-2.amazonaws.com/1697808359869.pdf (Malta)
MINISTERU GĦALL-EDUKAZZJONI – POLITIKA TAL-INKLUŻJONI *6233.

L-ONOR.

JUSTIN SCHEMBRI staqsa lill-Ministru għall-Edukazzjoni, l-Isport, iż- Żgħażagħ, ir-Riċerka u l-Innovazzjoni: Jista' l-Ministru jpoġġi fuq il-Mejda tal-Kamra l- politika tal-inklużjoni mħabbra nhar it-Tnejn, 6 ta' Frar 2023, u jpoġġi wkoll kull politika li tikkonċerna l-inklużjoni mnedija mill-Ministeru għall-Edukazzjoni matul dawn l-aħħar 20 sena?

07/02/2023 ONOR.

CLIFTON GRIMA: Ninforma lill-Onor.


Interpellant li kien ħareġ dokument fis-sena 2000 fuq Politika dwar Edukazzjoni Inklussiva immirat għal studenti b’diżabilità qed jitpoġġa fuq il-Mejda tal-Kamra.
Nhar it-Tnejn 6 ta’ Frar il-Ministeru organizza konferenza bis-sehem ta’ dawk kollha involuti dwar l-implimentazzjoni tal-Politika dwar Edukazzjoni Inklussiva fl-Iskejjel bil-viżjoni ġenerali li jiġi żgurat li l-istudenti kollha jkollhom aċċess għal edukazzjoni ta’ kwalità u appoġġ biex ikollhom suċċess fit-tagħlim fi ħdan Sistema ta’ Edukazzjoni Inklussiva ta’ kwalità għolja.

Id-dokument qed jitpoġġa fuq il-Mejda tal-Kamra wkoll.
Seduta Numru 88 13/02/2023 A Policy on Inclusive Education in Schools Route to Quality Inclusion DiversityRightsAccessEquityA Policy on Inclusive Education in SchoolsRoute to Quality InclusionPQ 6233 A Policy on Inclusive Education in Schools Route to Quality Inclusion Published in 2019, Revised in 2022 Dr Clifton Grima Minister for Education, Sport, Youth, Research and Innovation Progress in relation to inclusive education and equity requires an effective strategy for implementation.
A Policy on Inclusive Education in Schools: Route to Quality Inclusion gives a guiding plan to all stakeholders within the Education sector towards a more just and holistic education.

The overarching vision of this policy is to ensure that all learners have access to quality education, intervention, and support to experience success in learning within a high- quality Inclusive Education System.
This policy is based on the conviction that all our learners are entitled to enjoy a meaningful educational experience which is fruitful and relevant, and one which guides learners to choose individualised learning pathways.

A responsive rather than a reactive approach is adopted, one where inclusion and equity are nurtured in principle and practice.
Through the targets set, this policy aims to cultivate inclusive school cultures and environments where learners feel safe, secure, motivated, and most importantly feel a sense of belonging.

In this policy, we are acknowledging and celebrating individual strengths in our learners.

We are promoting a collaborative culture where all stakeholders work hand in hand towards the removal of all barriers to learning.
We encourage you to join us in this aspiring venture as we seek a more equitable and inclusive education system where every learner, parent and educator is valued, accepted, and encouraged to thrive.

Thank you to all those who made their contribution in one way or another, in the writing of this policy and its framework.
Contents Background and context Terminology Acronyms Guiding Vision and Principles Diversity Wheel A Thematic Approach Benchmarks 7.1 Goals for Benchmark 1 7.2 Goals for Benchmark 2 7.3 Goals for Benchmark 3 7.4 Goals for Benchmark 4 References Appendix 1: Overview of Annexes Annex I: Attendance Policy Annex II: Managing Behaviour and Addressing Bullying Behaviours in Schools Annex III: Trans, Gender Variant and Intersex Students in School Policy Annex IV: A Whole School Approach to Healthy Living: Healthy Eating & Physical Activity Policy 9 10 13 15 16 26 28 34 41 49 7 8 Background and Context 1 This policy was developed within the context of the Framework for the Education Strategy for Malta 2014-2024 (MEDE, 2014) and the National Curriculum Framework for All (MEDE, 2012).
This policy also draws on several international commitments to the provision of education for all to which Malta is a signatory, namely, the UN Convention on the Rights of the Child (1989) and the UN Convention on the Rights of Persons with Disabilities (2006).
It is in the context of The Council Resolution on a strategic framework for European cooperation in education and training towards the European Education Area and beyond (2021-2030), which establishes as its first strategic priority improving quality, equity, inclusion and success for all in education and training.
This policy also adopts a whole-school approach philosophy of how schools are to develop conducive learning environments for all stakeholders supporting the United Nation’s Sustainable Development Goal 4 – Ensure Inclusive and Equitable quality Education and Promote lifelong Learning opportunities for all (UN, 2015).

This policy views individual differences as opportunities for enriching learning (UNESCO, 2005).
Hence, it offers flexibility to schools to transform existing pedagogical, personal and professional beliefs, attitudes and discourse, as well as re-design processes and practices in a manner that respond effectively to all learners’ needs and social realities1.

This transformation will take place by working on various goals related to disability, attendance, gender, promoting a healthy lifestyle and managing behaviour in schools that will address inequalities in our schools2.
For this policy Inclusive Education is defined holistically in accordance with the conclusions of the council of the European Union (2017, p. 3) and considers issues around intersectionality: “Available and accessible to all learners of all ages, including those facing challenges, such as those with special needs or who have a disability, those originating from disadvantaged socio-economic backgrounds, migrant backgrounds or geographically depressed areas or war-torn zones, regardless of sex, racial or ethnic origin, religion or belief, disability, age or sexual orientation.” 1 The COVID-19 pandemic has further exposed and deepened social inequalities which above all led to the most unprecedented disruption in the history of education.
This policy aims to address these inequalities by ensuring equitable access to a quality education for all.
2 Reference to Annex I-IV Background and Context 9 Terminology 2 Barriers College Refers to factors in a person’s environment that, through their absence or presence, limit functioning and create disability (WHO, 2001) Refers to a cluster of Primary, Middle and Secondary schools in the State Education Sector in Malta Continuous Professional Education Refers to training of educators in order to update and enhance their knowledge and skills Disability Diversity Educators Refers to a long-term physical, mental, intellectual or sensory impairment which in interaction with various barriers may hinder one’s full and effective participation in society on an equal basis with others (Equal Opportunities Act, Act XXIV of 2016) Refers to differences or dimensions that can be used to differentiate groups and individual persons from one another, including body appearance, ethnicity, gender, age, national origin, disability, sexual orientation, gender identity, gender expression, sex characteristics, social class, level of education, religion, work experiences, life styles and cultures and being sensitive to emerging diversities and needs.
Refers to members of the Senior Leadership Team (SLT), Teachers, Kindergarten Educators and Learning Support Educators (LSEs) working with learners in educational settings including Child Care Centres, Kindergarten, Primary, Middle, Secondary and Post-Secondary Schools, Resource Centres, Learning Support Centres, Alternative Learning Centres and any other educational institution.
Equity Equity is about ensuring that there is a concern with fairness, such that the education of all learners is seen as having equal importance (UNESCO, 2017. p. 13) Food-based standards Refers to specific quantities, portions or ranges of foods/food groups that should be included/excluded in a meal/snack.

These may also stipulate frequency of provision and/or restriction or prohibition of certain foods.

They may be in line with national food-based dietary guidelines.
Gender Refers to people’s internal perception and experience of maleness and femaleness and the social construction that allocates certain behaviours in male and female roles which vary across history, societies, cultures and classes.

Gender is hence strongly linked to society’s expectations and is not exclusively a biological matter.

Gender Expression Refers to people’s manifestation of their gender identity, and the one that is perceived by others.
Typically, people seek to make their gender expression or presentation match their gender identity, irrespective of the sex that they were assigned at birth.
Gender Identity Refers to each person’s internal and individual experience of gender, which may or may not correspond with the sex assigned at birth, including the personal sense of the body (which may involve, if freely chosen, modification of bodily appearance and/ or functions by medical, surgical or other means) and other expressions of gender, including name, dress, speech and mannerisms.
Gender Variant Refers to persons whose gender expression differs from stereotypical expectations and to varying degrees does not conform to gender-based norms and expectations of society.

High quality education Refers to a system that serves all learners in such a way that it prepares them for the future.

In so doing it makes provisions for a relevant curriculum, appropriate assessment, high quality teaching, collegial leadership and accountability to peers and families.
High quality education has high expectations for all.

10 Terminology Inclusive education Refers to the valuing and acceptance of diversity, to its value and the rights of learners to not only attend mainstream schools, but also to belong as valued members through active participation and the elimination of the barriers limiting the participation and achievement of all learners, respect diverse needs, abilities and characteristics.
Inclusive Learning- Friendly Environment (ILFE) Refers to a learning environment which provides the optimal conditions for effective learning and teaching to take place.
Such an environment welcomes, nurtures and educates all learners regardless of their gender, physical, intellectual, social, emotional, linguistic or other characteristics (UNESCO, 2015) Individualised Education Plans (IEP) Refers to the planning for individual learner needs and the process of planning, implementing and evaluating a curriculum programme as well as the holistic development of the learner.
Inter-cultural education Refers to any form of education that acknowledges and fosters cultural pluralism, i.e.

culture in the broadest possible sense, encompassing differences in ethnicity, gender, age, national origin, disability, sexual orientation, gender identity, gender expression, sex characteristics, social class, religion and education.
It is founded on the principle of education equity for all learners Intersectionality Refers to the understanding that a person, group of people, organisation or social problem is affected and impacted upon by a number of pressures, forces, levers, discriminations and disadvantages.

It considers everything and anything that can marginalise learners and increase their chances of exclusion.
This includes, but is not limited to “...gender, remoteness, wealth, disability, ethnicity, language, migration, displacement, incarceration, sexual orientation, gender identity and expression, religion and other beliefs and attitudes (UNESCO, 2020) Intersex Learners LGBTIQ Refers to persons who cannot be classified as male or female with regard to their chromosomal, gonadal or anatomical sex.
The latter becomes evident, for example, in secondary sex characteristics such as muscle mass, hair distribution and stature, or primary sex characteristics such as the inner and outer genitalia and/or the chromosomal and hormonal structure.

Refers to all children who are attending Child Care Centres, Kindergarten, Primary, Middle, Secondary and Post-Secondary Schools, Resource Centres, Learning Support Centres, Alternative Learning Centres and any other educational institution.
This policy uses the term “learner” because this term places a certain degree of responsibility for learning on behalf of the individual (Bray & McClaskey, 2014).

However, there are many other factors that influence learning and the role of educators and learners together can lead to more effective outcomes.

Refers to Lesbian, Gay, Bisexual, Trans, Intersex and Queer.
Although all of the different sub-groups within “LGBTIQ” are often organised together, there are specific needs and concerns related to each community within the acronym.

Nutrition guidelines Refers to recommendations to improve the quality and adequacy of the food provided/ available at schools.

Nutrition/Food & Beverage standards Refers to specific values/quantities, levels or frequencies that should determine food/meal composition.
Parent Refers to the biological or legal guardian of the learner attending the school.

Terminology 11 Sex Refers to the biological term designating a certain combination of gonads, chromosomes, external organs, secondary sex characteristics and hormonal balances.

Common terms are ‘male’, ‘female’, and ‘intersex’.


Sex Characteristics Refer to the chromosomal, gonadal and anatomical features of a person, which include primary sex characteristics such as reproductive organs and genitalia and/or chromosomal structures and hormones and secondary sex characteristics such as muscle mass, hair distribution, breasts and stature.

School Refers to all State, Church and Independent, Primary, Middle and Secondary Schools, Child Care Centres, and other educational institutions.
School community Refers to the Senior Leadership Team, educators, support professionals and staff members who work in a school, the learners who attend the school and their parents and families, the broader social community and organisations that have a stake in the education of learners.

School culture Refers to the set of norms, values and beliefs, rituals and ceremonies, symbols and stories that make up the ‘persona’ of the school.
School includes primary, middle, secondary schools, resource centres and learning support centres.

School Leadership Team Refers to school leaders (Head of School and Assistant Head/s of School) working in a particular school, also in liaison with Head of Departments and Head of Department Inclusion.

This term also refers to Learning Support Centre Coordinators.
Support structures and services Refers to specialised settings and specialised professionals (college based or private) who offer services to learners through screening, early intervention and throughout compulsory schooling.

Ideally, these services are offered in class with professionals in consultation with educators, working in transdisciplinary teams.

School Support Management Plan Refers to the plan by which the school will address the needs of the learner when the learner opens up to an adult.
School Transition Management Plan Trans Transition Refers to the plan by which the school will address the needs of the transitioning learner.

Refers to an inclusive umbrella term referring to those people whose gender identity and/or gender expression differs from the sex they were assigned at birth.

Trans does not refer to a sexual orientation and trans people may have any sexual orientation.
Refers to a complex, multi-step process that can take years in which a trans person aligns their anatomy and/or their gender expression with their gender identity.

They go from living and identifying as one gender to living and identifying as another.

Unauthorised absence Refers to situations in which a parent or carer approves their child’s late arrival or non-attendance at school.
Alternatively, although parents may not approve such absence, they may fail or be able to enforce attendance Universal Design for Learning (UDL) Refers to a concept which focuses on how to build flexible learning environments that prioritise access for all, from the point of design, rather than as an afterthought, through multiple means of engagement, representation of content knowledge, and action and expression.
(Meyer, Rose &Gordon, 2014) Use of Pronouns For a more inclusive policy, the use of ‘they’ shall be used for all genders even when referring to a single individual.

Whole-School Development Plan (SDP) Refers to the procedure whereby schools implement and manage change to enhance quality.
This planning emerges from a system of ongoing self-evaluation that enables schools to set priority targets in all areas of school life, set up a plan of action which is regularly reviewed and through it establish ways of consultation with, and involvement of different stakeholders.
12 Terminology Acronyms CPD DES DCLE EHD ESP EU FAO FTS HBSC HE HFSS HCN HoD Continuous Professional Development Department for Education Services Department, Curriculum, Life Long Learning and Employability Environmental Health Directorate Education Support Practitioner European Union Food and Agricultural Organisation Foundation for Tomorrow’s Schools Health Behaviour School-aged Children Survey Home Economics High in Fats, Sugar and Salt Head of College Network Head of Department HPDPD Health Promotion and Disease Prevention Directorate Institute for Education Individualised Education Plan Learning Support Centre Learning Support Educator Learning Support Zone National Curriculum Framework Nurture Group Non-Governmental Organisation National School Support Services IfE IEP LSC LSE LSZ NCF NG NGO NSSS Acronyms 3 13 PE PESP SDP SEBD SEL SESP SLT SSD SSS UDL UN UNESCO UNICEF WHO Physical Education Principal Education Support Practitioner School Development Plan Social, Emotional and Behavioural Difficulties Social and Emotional Learning Senior Educational Support Practitioner Senior Leadership Team Strategy and Support Department School Support Staff Universal Design for Learning United Nations United Nations Educational, Scientific and Cultural Organisation United Nations International Children’s Emergency Fund World Health Organisation 14 Acronyms Guiding Vision and Principles 4 The overarching vision of this policy is to ensure that all learners have access to quality education, intervention, and support to experience success in learning within a high-quality Inclusive Education System.
Therefore, it empowers and informs all education providers to: Create clarity around the concept of inclusion by widening discourses to all possible forms of diversity.

school cultures Foster and environments that are safe, secure and motivating to all learners, to create a sense of belonging for all learners, their families as well as members of the school community in order to enhance development and well-being.
that school environments Foster acknowledge, celebrate and further develop the strengths of all learners, ones that nurture a conviction among all educators and families that every learner has the capacity to learn and achieve with the appropriate educational strategies.
for Ensure collective responsibility the teaching and learning of all learners by holding high expectations commensurate with the potential of the learners and to provide meaningful and relevant learning experiences that maximise the potential of the learner.

Nurture a collaborative culture among all educators, practitioners, learners, parents and members of the school community that focuses on strengths, promotes established and successful practices and encourages individual initiatives.
Promote educational sustainability to ensure the effective provision of quality education and support services by assuming collective accountability for all learners’ learning by encouraging collaborative school cultures and climates whilst sustaining independent relationships.
Guiding Vision and Principles 15 Diversity Wheel 5 Schools are transforming into inclusive settings with a required shift from a ‘one size fits all’ educational model towards a socially just education that aims to increase the system’s ability to respond to all learners’ diverse needs, as evident in the Diversity Wheel below: 6 Physical & Psychological Diversity 5 Gender & Sexual Diversity 1 Cognitive & Learning Diversity DIVERSITY WHEEL 4 Socio-Economic Diversity 2 Multiculturalism & Language Diversity 3 Religious Belief Diversity 16 Diversity Wheel Cognitive & Learning Diversity ý ý ý Learners with intellectual disabilities Learners with profound and multiple learning difficulties Learners who are gifted, talented or manifest high ability Multiculturalism & Language Diversity ý ý Learners from ethnic minorities Learners who need support to learn English and/or Maltese as an additional language ý Asylum seekers Religious Belief Diversity ý Learners with various religious beliefs Socio-Economic Diversity ý Looked after children ý Learners who are at risk of disaffection or exclusion ý Learners at risk of poverty due to socio-economic difficulties Gender & Sexual Diversity ý ý ý ý Learners of different genders Learners with different sexual orientations Learners of different gender identities and expressions Learners with LGBTIQ parents Physical & Psychological Diversity ý Learners with physical impairments ý Learners with sensory impairments ý Learners with emotional and behavioural challenges Diversity Wheel 17 A Thematic Approach 6 This policy views inclusive education as a continuous developmental process focused on understanding how children learn, identification and removal of barriers to learning and participation in all schools.
The transformation process is founded on 10 pillars/themes which are discussed in more detail and with best practice indicators in the A National Inclusive Education Framework (MEDE, 2019a): 1 2 3 Inclusive and Strategic Leadership 6 Teaching and Learning Whole School Development Planning 7 Learner and Staff Well being Whole School Inclusive Enivronment 8 Continuous Professional Development 4 Collaboration with Parents and Community Engagement 9 Positive Behaviour Management 5 Individual Education Planning 10 Support Structure and Services 18 A Thematic Approach 7 Benchmark 2 All educators employ effective teaching approaches that are more representative of and responsive to diversity and that foster a Universal Design for Learning environment.
2 Benchmarks The Inclusion policy is built on the below four benchmarks: Benchmark 1 All learners have access to opportunities for participation in educational systems and structures.

4 1 3 Benchmark 4 All educators have access to flexible education and training opportunities that support their work in delivering quality inclusive education.

Benchmark 3 All schools are supported through well organised support structures that embrace shared cultures and ethos of diversity.
Benchmarks 19 1 7.1 Goals for Benchmark 1 All learners have access to a quality education with equitable opportunities for participation in educational systems and structures.

Goal Smart Targets Time frame Stakeholders Removal of attitudinal barriers whereby school communities respect and celebrate all forms of diversity including learners who might be at risk of exclusion/ high absenteeism from educational opportunities.
Physical infrastructure and school climate of educational institutions are modified to be accessible and properly equipped to enhance opportunities for all learners.

New educational settings to be built and designed on the principles of Universal Design.
Specialised centres, ideally within mainstream schools to serve as support particularly for learners with more challenges and at risk of exclusion including but not limited to support given by educators in specialised centres to educators in mainstream schools.

• The school mission statement includes evidence of values 2021- 2022 DES of diversity and inclusion placing high importance on equity and improved outcomes for all learners.
• Schools organise activities that recognise and celebrate diversity at least once a term.

These can include topics related to, but are not limited to racial or ethnic origin, religious belief, disability, or sexual orientation.

2021-2023 NSSS HCN SLT HoD (Inclusion) NGOs Educational psychosocial Team • Physical barriers in schools are removed as much as possible 2021 -2025 DES in order to provide full access to quality education.
• Schools are supported to promote a culture and climate for 2021-2025 sustained school attendance.

• Schools are to ensure that all learners have ready access to 2021-2023 fresh drinking water.

NSSS FTS SSD HCN SLT HoD (Inclusion) • The setting up and continuous support of existing 2021- 2027 DES specialised centres and other specialised units within mainstream schools.
• The setting up of communication channels between mainstream and Resource Centres/Learning Support Centres for further collaboration and upskilling of educators.

2021-2022 NSSS SSD FTS HCN DCLE SLT 20 Benchmarks 2 7.2 Goals for Benchmark 2 All educators employ effective teaching approaches that are more representative of and responsive to diversity and that foster a Universal Design for learning environment.
Goal SMART Targets Timeframe Stakeholders Teaching and learning activities that are meaningful and appropriately challenging for all the diverse learners through active, independent and cooperative learning opportunities.

Where necessary Individualised Educational Planning unites learners, parents, educators and professionals in the design of a curriculum programme according to the level of performance of the learner.

Co-operative teaching and learning whereby a team approach is adopted.
Teachers work with learners and together with other educators, parents and multidisciplinary professionals.

Learners support each other through peer tutoring.

• Ensure that yearly IEPs are well-written and well-designed.

2021-2022 DES • College/school-based educational resources are inclusive of 2021-2023 diversity rich situations to expose learners to concepts of social inclusion.
NSSS DCLE HCN • Whole-school approach to social and emotional learning and 2021-2027 SLT mental health and well-being is implemented.

HPDPD NSSS EO PE EO HE EO Curriculum EO Inclusion HoD (Inclusion) Education psychosocial team • Adaptations and differentiation practices done collaboratively 2021-2022 DES between teacher and LSE are showcased.’ NSSS • A mentoring programme for learning support educators is 2021-2023 DCLE developed.
• Support is given to newly appointed LSEs through the 2021-2023 development of a toolkit.

SLT HoD (Inclusion) Teacher mentors.


Benchmarks 21 Goal SMART Targets Timeframe Stakeholders Identification of barriers to learning (be it short-term or more substantial, educational and/or social barriers) and the implementation of appropriate support to mitigate difficulties including but not limited to support from Social Workers, Psychosocial team, HoD (Inclusion), HoD (Prefect of discipline), School Psychologists and other professionals.
• In-school support services are made available through the 2021-2022 DES appropriate referral procedures.

• Creating or reviewing memorandum of understanding with other services and agencies outside NSSS and involvement in inter- ministerial committees.

2021-2022 • Upskilling of educators through the support of HoD (Inclusion) 2021-2022 and Psychosocial Team.
HCN SLT HoD (Inclusion) HoD (PoD) Education Psychosocial Service • All stakeholders are involved as early as possible during interventions through collaborative practices.

2021-2022 NGOs • A key worker system is established.

2021-2022 • Refer to Statementing Moderating Panel/Services should be in 2021-2022 accordance to the Criteria for Additional Support.
22 Benchmarks 7.3 Goals for Benchmark 3 3 All schools are supported through well-organised support structures that embrace shared cultures and ethos of diversity.

Goal SMART Targets Timeframe Stakeholders The setting of coordinated support structures within the education sectors as well as between different sectors (mainly education, health and social services) in order to promote inter-sectoral approach to facilitate linkage between them.
The role of support services is aimed to provide support to parents/guardians, educators and schools rather than to provide support for learners with individual needs.

Screening and needs assessment processes are implemented as intervention and prevention rather than a compensatory approach.

Coordinated support structures to prepare learners for transitions especially in Preschool, Primary, Middle School, Secondary and Post– secondary, tertiary and employment.
• SLT and other educators attend training with regards to 2021-2022 DES support services available.

• Parents are aware of support services available and training 2021-2022 is organised.

• There is promotion of healthy eating and physical activity.

2021-2025 • Support services are coordinated and work collaboratively.

This entails a clear designation of the person at school who is responsible for the interdisciplinary work.
2021-2023 IfE SLT HoD (Inclusion) Psychosocial Team Resource Wokers (EI) Parents Education psychosocial Services • Learners’ transitions are prioritised and plans are devised 2021-2022 DES between schools.

• Learners and parents are aware of the different academic, 2021-2022 vocational or applied pathways available.
NSSS HCN SLT Resource Worker (EI) HoD inclusion Transition coordinator HoD (Inclusion) Guidance Teachers Benchmarks 23 4 7.4 Goals for Benchmark 4 All educators have access to flexible education and training opportunities that support their work in delivering quality inclusive education.

Goals SMART Targets Timeframe Stakeholders • SLT and educators engage in professional development 2021-2022 IfE and training in different areas of inclusive education every scholastic year.
• Schools and services shall provide potential networking 2021-2022 opportunities.

HCN DES NSSS SLT • Practitioners and Specialised Educators are provided with opportunities of continuous professional development that upskills their knowledge and understanding.

2021-2023 IfE • Training is organised to college/school-based educators on 2021-2025 how to address LGBTIQ issues in colleges/schools.

• Home Economics teachers facilitate food and nutrition 2021-2026 education.
NSSS DES DCLE Educators’ training courses should include training on inclusive education to deal with diversity in the classroom including but not limiting to training in areas like multiculturalism, profound and multiple difficulties etc.

in order to maintain and develop specialist human resources to support educators.

Designing and delivering practical and relevant CPD to educators to promote quality inclusion.
Such training opportunities should also be given to support teachers and LSEs presented in teamwork for full possible inclusion.

24 Benchmarks REFERENCES Bray.

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Make Learning Personal: The what, Who, Wow, where, and Why.

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Council of the European Union.

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Meyer, A., Rose, D.H., & Gordon, D. (2014) Universal Design for Learning: Theory and Practice.

Wakefield, MA:CAST Ministry for Education and Employment.

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National Curriculum Framework.

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Sanchez, M. (2012) Truancy and chronic absence in Redwood City – Youth data archive issue brief.
John W. Gardner for Youth and their Communities UNESCO The International Commission on Education for the Twenty-first Century, (1996) Learning: The Treasure Within.

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UNESCO (2020) The politics, policies and practices of intersectionality: Making gender equality inclusive and equitable in and through education.

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(2015) General Assembly, Transforming our world : the 2030 Agenda for Sustainable Development, 21 October 2015, A/ RES/70/1, available at: https://www.refworld.org/docid/57b6e3e44.htm WHO/FAO.

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Benchmarks 25 APPENDIX 1: OVERVIEW OF ANNEXES Annex I: Attendance Poor school attendance lowers the literacy and numeracy rates of any country (Thompson, 2008).
Absenteeism places learners at risk with the result that they are unable to achieve their educational, social, and psychological potential and are disadvantaged in the quality of choices they can make in later life situations.
To this effect, research points towards a complex web of interrelated, interacting and multidirectional forces, which include: • • • • Student factors such as psychosocial variables, physical factors and/or behavioural factors; Family factors such as structure, functioning and socioeconomic status; School factors such as school organisation, curriculum and class, school culture and climate; Community and society variables such as culture, demographic factors, and poverty.
Research (Sanchez, 2012) shows that socio-economic and socio-cultural factors had a negative effect on students’ attendance, In turn chronic absence affected lower student academic achievement.

Annex II: Managing Behaviour and Addressing Bullying Behaviours Advocating for a whole school approach philosophy and viewing positive behaviour management to be an opportunity for values-based learning as well as a means of maximising the success of academic education programmes.
This supports the inclusion of all learners, including learners who present with Social, Emotional, Behavioural Difficulties (SEBD) based on the principles of respect, safety and responsibility.

It also aims at addressing bullying behaviour in schools by advocating these fundamental rights to: • • • • • • Be in a safe and supportive educational environment free from violence and aggression both on an emotional and physical level.
Be safeguarded from physical injury and emotional distress, considering a person’s self-worth, dignity, and wellbeing.

Healthy mental, physical, spiritual, moral, sexual and social development.

Be treated fairly, free from discriminatory comments, labelling and stereotyping.

Freedom of expression and involvement.

Privacy.


26 Appendix 1: Overview of annexes Annex III: Trans, Gender Variant, and Intersex Students For the issues of trans, gender variant and intersex learners to be addressed effectively, responsibility for creating a safe and inclusive school is to be shared by all stakeholders involved, including all educators and SLT members and support services, parents and students.
Addressing gender identity, gender expression and sex characteristics issues in schools is a continuous endeavour that involves a proactive approach to new forms of inclusivity.

This process includes not only understanding and supporting the learner, but also identifying areas of change and adjusting accordingly.

Annex IV: Healthy lifestyle Studies have shown that proper nutrition has a direct effect on learner performance and behaviour in school (Ross, 2010).
A well-nourished child is a child that is healthier and better capacitated to learn and develop.

Many studies have also shown that there is a relationship between health and income, with the poorest sections of the population being the most vulnerable and socially disadvantaged in terms of the incidence of chronic diseases.

They also show lower rates of acceptance of health- promoting behaviours compared with other sectors of society (WHO/FAO, 2003).
The WHO stresses the fact that policies need to favour those that are most at risk and have the least power to effect change (WHO, 2015).

Appendix 1: Overview of annexes 27 Annex I: Attendance Policy BACKGROUND AND CONTEXT Poor school attendance lowers the literacy and numeracy rates of any country (Thompson, 2008).
Absenteeism places students at risk with the result that they are unable to achieve their educational, social, and psychological potential and are disadvantaged in the quality of choices they are able to make in later life situations.

To this effect, research points towards a complex web of interrelated, interacting and multidirectional forces, which include: 1.

Learner factors such as psychosocial variables, physical factors and/or behavioural factors; 2.
Family factors such as structure, functioning and socioeconomic status; 3.

School factors such as school organisation, curriculum and class, school culture and climate; 4.

Community and Society variables such as culture, demographic factors, and poverty.

Research (Sanchez, 2012) shows that socio-economic and socio-cultural factors had a negative effect on learners’ attendance, In turn chronic absence affected lower student academic achievement.
Table 1 below indicates the range of problems of learners with chronic absenteeism as identified from the caseload of the educational social workers employed in Colleges Learner Family Physical Health Problems Mental Health Problems Learning Difficulties and Disabilities School Phobia / school refusal Separation anxiety Addictions Learners with social, emotional and behavioral difficulties (SEBD) Peer Pressure Failure to learn Physical Health Problems Mental Health Problems Financial difficulties Unemployment Inadeguate parental interest, support and recognition of the value of education breakdown of parents relationship Addictions Domestic violence Child protection issues Bereavement Parentified students Over protectiveness School Bullying Culture and Cultural expectation Boredom and lack of motivation for learning Community Bullying Anti-School Culture Table 1: Range of problems of students with chronic absenteeism The European Union (EU) has set education area targets to be reached by 2030 supporting Sustainable Development Goal 4 .
One of these targets is to ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.

Malta is also committed to reduce the rate of early school leaving (ESL) to less than 10% (MEDE, 2014).

To this effect sustained school attendance plays a fundamental role.

28 Annex I: Attendance Policy AIMS OF THE POLICY The policy adopts a whole school approach philosophy.
This approach is defined as a unified collective and collaborative action in and by educators, administrators, parents and learners that has been constituted to improve learner learning behaviour and well-being and the conditions that support these.
The main aim is to create a culture of service interagency and inclusion in both Colleges and Schools as proposed in Figure 1 below: The policy’s aims emanate from Targets 1 and 2 of the Framework for the Education Strategy for Malta 2014-2024 (MEDE, 2012), are in line with EU and world benchmark and also are in accordance to the National Inclusive Education Framework (MEDE, 2019).
Promoting a Culture of Service Interagency and Inclusion in Colleges and Schools Figure 1: Culture of service interagency and inclusion in both Colleges and Schools Hence, this policy presents the following broad aims: Annex I: Attendance Policy 29 The above objectives promote the Sustained School Attendance Formula and the 3 Tier System as illustrated in Figures 2 and 3: Risk Factors 3 Tier System Result 1.

2.

3.
2.

3.

Prevention Early Intervention Intensive Interventions Figure 2: Sustained School Attendance Formula Learners Learners.

Figure 3: Three tier system 30 Annex I: Attendance Policy Learners Learners The Policy aims to address attendance in schools in Malta and Gozo and to help schools meet their responsibilities and duties under the Education Act, Chapter 605 (2021) of the Laws of Malta.
According to Article 6 it is the duty of every parent of a child who is of compulsory school age to ensure that the child attends school every day unless the minor has a goof and sufficient cause to be absent from school.

If a parent fails to ensure regular school attendance s/he will be guilty of an offence and shall, on conviction, be liable to the punishments established by law.
The Education Act also provides that in the case of a second or subsequent conviction of any such offence by any parent the Court may also deprive the parent of his authority, whether de jure or de facto, over the minor and may appoint a tutor for that purpose (Article 59 (1) Education Act) Strategy Over-Arching Action Ancillary Action Measures Sustained decrease in unauthorised absence in Primary, Middle and Secondary Schools.

Enhance attendance recording and monitoring for sustained school attendance.
Support to increase Academic Attainment through sustained school attendance.

a. NSSS sets up an annual National Awareness campaign supporting school attendance.

b. NSSS sets National Attendance Targets for Primary, Middle, and Secondary Sectors every alternate year at the beginning of the scholastic year and provides ongoing support to schools to achieve their attendance targets.

c. NSSS supports schools to set their attendance targets every 2 years.
d. NSSS supports Heads of College Network to develop a minimum of 3 and a maximum of 5 attendance related-strategies within their four- year development plans.

e. NSSS supports schools to develop attendance related strategies within their School Development Plans.

a. NSSS supports Senior Leadership Teams in schools in conducting monthly monitoring of attendance trends in schools (a total of 9 monitoring sessions).
b. NSSS supports Senior Leadership Teams in schools to conduct a general evaluation with reference to the attendance at the end of the scholastic year.

a. NSSS provides support to schools to increase short, medium, and long-term strategies for sustained attendance in SDPs.
b. NSSS encourages the implementation of teaching strategies that promote learner engagement and active participation during lessons Annex I: Attendance Policy 31 Over-Arching Action Ancillary Action Measures Support to create a culture and climate for sustained school attendance.
Develop productive and meaningful partnerships with parents Service inter/intra agency culture a. NSSS supports schools in developing productive networking partnerships in favour of sustained school attendance with other schools within or outside the College.

b. NSSS supports schools in developing productive partnerships with organizations within the general community.
c. NSSS supports schools in developing and implementing meaningful attendance incentives (attendance rewarding system) in favour of sustained school attendance per term.

d. Social Workers forming part of the psycho- social team in each College to provide support to schools in setting up active Learners Councils by ensuring that learners with high absenteeism rates are included in School Councils.
a. NSSS provides support to schools with the aim of increasing parent participation in activities organised by the school, such as meetings.

b. NSSS provides support to schools to develop an effective and targeted parent outreach programme, especially to parents whose children register high absenteeism rates.

c. Social Workers forming part of the psycho- social teams in each college support schools in the setting up of active Parents’ Councils.
d. NSSS supports schools to increase school- based initiatives to develop an enhanced school climate for sustained attendance through certificates, attendance records, charts, note to home recognizing improved attendance, and other rewards such as extra break time and time of homework.

a. NSSS reviews existent MOU’s and/or protocols/ agreements, including Malta Police Force; Child Protection Service; and Home-Based Therapy Service.
b. NSSS develops new MOU’s or protocol/ agreements with external support agencies and services to strengthen and re-culture current collaborative agreements or develop new ones.

c. NSSS coordinates work of multidisciplinary teams in every college to facilitate the monitoring of attendance rates of referred learners with high absenteeism rates.
d. NSSS coordinates work of multidisciplinary teams to facilitate the provision of support to schools in implementing the three-tier system leading to intensive interventions (Figure 2).

For procedures go to the following link: https://education.gov.mt/en/NSSS/Pages/Education-services/Social-Work-Service.aspx 32 Annex I: Attendance Policy REFERENCES Cook, L. and Etzenne, A.

(2010) Factors Influencing Students Absenteeism in Primary Schools in Jamaica: Perspectives of Community Members.
Caribbean Curriculum (17), 34 – 57 Cunningham, M.M.

(2005) A study of school enrolment, attendance and dropout rate in four rural primary schools in St Mary, Jamaica (unpublished master’s thesis).

The University of the West Indies, Mona, Jamaica in Cook, L. and Etzenne, A.

(2010) Factors Influencing Students Absenteeism in Primary Schools in Jamaica: Perspectives of Community Members, Caribbean Curriculum (17), 34 - 57 Government of Malta, (2021) Education Act, Chapter 605 of the Laws of Malta.
(Malta) (Online) https://legislation.mt/eli/cap/605/20210101/ eng (Accessed November 2021) Ministry for Education and Employment (2014) A Strategic Plan for the Prevention of Early School Leaving in Malta.
Malta:MEDE Ministry for Education and Employment (2014) Framework for the Education Strategy for Malta (2014-2024) Malta:MEDE Ministry for Education and Employment (2019) A National Inclusive Education Framework (2019) Malta:MEDE www.attendanceworks.org - https://www.attendanceworks.org/chronic-absence/addressing-chronic-absence/3-tiers-of-intervention/ www.ec.europa.eu/sustainable-development/goal4 _en Sanchez, M. (2012) Truancy and chronic absence in Redwood City – Youth data archive issue brief.
John W. Gardner for Youth and their Communities.

Thompson, K. (2008) Student absenteeism high.

Jamaica Observer (Online).

Available at: http://jamaicaobserver.com/news/1643 (Accessed: 20 August, 2014).
Annex I: Attendance Policy 33 Annex II: Managing Behaviour and Addressing Bullying Behaviours in Schools OUR PHILOSOPHY The Managing Behaviour and Addressing Bullying Behaviours in Schools Policy is grounded in the Framework for the Education Strategy 2014-2024 (MEDE 2012) and A National Inclusion Policy: Route to Quality Inclusion (MEDE, 2019).
The philosophy adopts a whole school approach philosophy and views positive behaviour management to be an opportunity for values-based learning as well as a means of maximising the success of academic education programmes.

This will support the inclusion of all learners, including learners who present with Social, Emotional, Behavioural Difficulties (SEBD) based on the principles of respect, safety and responsibility.
It also aims at addressing bullying behaviour in schools by advocating these fundamental rights to: The policy presents 5 targets with outcomes that are realistic, tangible, and measurable: Know and understand your students and their influences Teach learning behaviours alongside managing misbehaviours Use classroom management stategies to support good classroom behaviour Use simple approaches as part of a regular routine Use targeted approaches to meet the needs of individuals in your school 34 Annex II: Managing Behaviour and Addressing Bullying Behaviours in Schools The more teachers know their students better, chances are for positive behaviour in class and at school.
In primary schools, teachers spend most of their time in direct contact with their students.

Hence, there is more time for building relationships.

However, this may not always be possible in middle and secondary schools since the time teachers spend with their students is often limited.

A pastoral system might be a good place to proactively support students so that they can respond well to any internal or external influences that may affect their behaviour.
A key influence on the behaviour of a student at school is being the victim of bullying.

Bullying could have a negative impact on the psychological wellbeing of a student.

This could also have repercussions on the student’s academic attainment.

An anti-bullying programme is already being used successfully both in primary, middle and secondary schools.

The programme may include some of these elements depending on the setting.
In order for schools to have a better understanding of any internal or external factors that may lead to misbehaviour the policy is proposing that: • • • • • • A whole school anti-bullying policy; School conferences to create student awareness on the effects of bullying; Information sessions for parents; Logging system which includes all reported bullying incidents that happen both during school hours and outside school hours, such as cyberbullying; Prompt intervention by respective professionals with both the victim and the perpetrator; Prompt intervention by respective professionals in case of any reported cyberbullying incident.
Effective teaching time can be enhanced through the proper management of challenging behaviour and low-level disruption in class.

Action Steps to be taken Timescale Monitor and Evaluation Get to know your students Lower the incidence of bullying at school Regular contact between school and collage-based support services.

Report any bullying incidents and refer students who might benefit from a specialised intervention.

Proactive and preventive measures: campaign to raise awareness against bullying.
Implement a zero-tolerance policy.

October 2020 - June 2030 Educators, Guidance teachers and SLT October 2020 - June 2030 October 2021 - June 2030 Educators, Psychosocial Professionals and SLT Ongoing Annex II: Managing Behaviour and Addressing Bullying Behaviours in Schools 35 The general climate for learning can be improved through the explicit teaching of learning behaviours.

A learning behaviour is any behaviour that supports learning.
It can be thought of as a behaviour that is necessary so that a learner can learn effectively in the setting of the classroom.

Teaching and learning approaches need to engage the students and ensure that all the learners within the school community engage with others and actively participate in teaching and learning experiences and opportunities.
To be able to do this all persons within the school community (students, parents and educators) need: • • • To feel safe and secure within the school environment.

To feel a sense of belonging within the school community.

To feel a sense of positive self-esteem and self-actualisation.
Action Steps to be taken Timescale Monitor and Evaluation October 2021 - June 2030 Educators, NG/LSZ Educators*, Psychosocial Teams and SLTs Ongoing Educators and SLTs Increasing engagement with self and ensuring participation with others Improving access to the curriculum Whole-School Approach to Social and Emotional Learning and Mental Health and Well-Being Teaching and Learning activities are meaningful, appropriately challenging, flexible and give opportunity for all students to enhance their self-esteem and learning within a community of students * In schools where there is no NG/LSZ, training to school is to be provided by NSSS.
36 Annex II: Managing Behaviour and Addressing Bullying Behaviours in Schools Use classroom management stategies to support good classroom behaviour Effective classroom management can lead to an improved classroom climate, higher attainment and attendance levels and reduce challenging behaviour, bullying and student disengagement.

Experience shows that there is a correlation between school attendance and student disengagement.
Whilst the policy acknowledges that situations of challenging behaviour could be traced beyond the remit of the classroom/ school, the policy firmly believes that the role of the school in providing a secure environment is crucial in addressing challenging behaviour.
In order to further enhance the skill and competence level of educators the policy is embarking on an exercise to: • • • • • • Identify teachers who would benefit the most from assistance in the form of direct help and or training (see table) Continuously support in training programmes directed at enhancing classroom management practices Improve and possibly extend further existing mentoring programmes Create opportunities for the sharing of good practices amongst staff Provide slots in both primary and secondary level time tables for teachers to individually or in groups to: Reflect on their approach; Try a new approach; Review progress over time Put in place clear reward systems as part of a broad whole-class and whole-school approaches to behaviour management.
Examples of reward systems that could be implemented can include star charts and a house points system Action Steps to be taken Continuous investment in human resources, support for educators in enhancing classroom management practices and creating opportunities for sharing of good practices Support for NQTs and newly appointed LSEs Mentoring Programmes Training Initiatives for educators on behaviour management such as COPE Sessions Timescale Ongoing September 2020 - September 2029 September 2021 - June 2030 Monitor and Evaluation SLTs, HODs Prefect of Discipline and HODs Inclusion Put in place clear reward systems as part of a broad Whole School Approach and Whole Class Approach Whole School Reward Systems Whole Class Reward Systems September 2021 - June 2025 Educators and SLTs and HODs Prefect of Discipline September 2021 - June 2025 Annex II: Managing Behaviour and Addressing Bullying Behaviours in Schools 37 Use simple approaches as part of a regular routine Teaching and learning involves the building of a positive relationship between the educator and the student.
Through positive approaches to behaviour, challenging behaviours are reduced.

This policy states the need for schools to adopt positivity within the school environment to ensure positive and proactive approaches towards behaviour.
In order to further support positive approaches in students this policy suggests that schools: • • • • • • • Greet stakeholders in a positive manner Support self-esteem, self-confidence and motivation in all stakeholders Support approaches to Mental Health and Well-Being in schools Ensure structure and routines in schools Ensure that learning environment is conducive to learning Give specific behaviour-related praise and constructive feedback throughout the lesson Support student-centered approaches in teaching and learning Action Steps to be taken Timescale Monitor and Evaluation Give strategies to educators on positive approaches towards addressing behaviours in schools Create positive learning friendly enviroments in schools which are conducive to learning Training to Educators during COPE sessions September 2021 - June 2030 Educators and SLTs Changes in the physical enviroment in schools Encoursage removal of environmental barriers as outlined in A National Inclusive Education Framework September 2021 - June 2024 September 2021 - June 2024 SLTs & HODs Prefect of Discipline to support in monitoring and evaluation 38 Annex II: Managing Behaviour and Addressing Bullying Behaviours in Schools Use targeted approaches to meet the needs of individuals in your school Universal systems are unlikely to meet the needs of all students, thus for those students who require more intensive support with their behaviour, a personalised approach is being recommended in this policy.
This may involve targeted interventions implemented by trained professional staff to address the needs of the students and to support teachers to help them reflect more on helpful classroom management techniques.

However, a tailored approach to support an individual’s behaviour should also complement the school’s behaviour policy to ensure consistency and coherence in the school.
This policy recommends the following range of interventions that may improve aspects of school behaviour and also to meet the individual needs of students.

• • • • To focus more on Social and Emotional Learning (SEL) on different school levels To strengthen communication between schools, parents/guardians and other agencies to move towards a more collaborative approach.

To offer training on positive handling strategies focusing on de-escalation techniques.
To provide access to Individualised Support Programmes1.
Action Steps to be taken Timescale Monitor and Evaluation Strengthen communication between school, parents and other agencies and provide access to individual support programmes Offer training on positive handling strategies focusing on de-escalation techniques Involve all stakeholders as early as possible during all interventions Formulate more systemic intervention Establish a key worker system Training programmes aimed directly to offer positive handling strategies to render of safer environment in schools Introduced across colleges by September 2022 SLT, NG/LSZ Educators, LSC, Psychosocial Team, HOD Prefect of Discipline September 2021 - June 2030 NSSS, Heads of College Network, Institute for Education 1 grammes for Individual Learners Such as Individual Learning Programmes implemented by NG & LSZ Educators and Behaviour Modification Pro- Annex II: Managing Behaviour and Addressing Bullying Behaviours in Schools 39 REFERENCES Ministry for Education and Employment.
(2012).

National Curriculum Framework.

Malta: Ministry for Education and Employment Ministry for Education and Employment.

(2014).

Framework for the Education Strategy for Malta 2014 – 2024.

Malta: Ministry for Education and Employment Ministry for Education and Employment.

(2019a).

A Policy on Inclusive Education: Route to Quality Inclusion.

Malta: Ministry for Education and Employment Ministry for Education and Employment.

(2019b).

A National Inclusive Education Framework.


Malta: Ministry for Education and Employment Such as Individual Learning Programmes implemented by NG & LSZ Educators and Behaviour Modification Programmes for Individual Learners.
40 Annex II: Managing Behaviour and Addressing Bullying Behaviours in Schools Annex III: Trans, Gender Variant and Intersex Students in School Policy BACKGROUND AND CONTEXT LGBT students face teasing, name calling and public ridicule, rumours, intimidation, pushing and hitting, stealing or damaging belongings, obscene notes and graffiti, social isolation, cyber bullying, physical and sexual assault, and even death threats.
This occurs in classes, playgrounds, toilets and changing rooms, on the way to and from school, as well as online.

Implicit violence also takes place through discriminatory education policies, regulations, curricula, teaching materials and teaching practices.

Trans students face additional obstacles with gendered uniforms, official documents/records that don’t reflect their gender identity, and single sex facilities such as toilets and changing rooms in educational institutions.
UN Independent Expert on SOGI Mr. Victor Madrigal-Borloz, and the UN Special Rapporteur on the right to education, Ms. Koumbou Boly Barry (2019) Trans, gender variant and intersex students face a range of issues and psychological demands and needs that warrant being addressed (Istar Lev, 2009; Kosciw & Diaz, 2008; Richards, 2015; Luengsuraswat, 2009; OHRC 2014)1.
For the issues of trans, gender variant and intersex students to be addressed effectively, responsibility for creating a safe and inclusive school is to be shared by all stakeholders involved, including all teaching and SLT and support services, parents and students.

Addressing gender identity, gender expression and sex characteristics issues in schools is a continuous endeavour that involves a proactive approach to new forms of inclusivity.
This process includes not only understanding and supporting the student, but also identifying areas of change and adjusting accordingly.

This process includes not only understanding and supporting the student, but also identifying areas of change and adjusting accordingly.

Transition: There are a growing number of students who are choosing to transition (or affirm their gender) while in school.
This may mean that they will be adopting names, pronouns, clothing, hairstyles and mannerisms that match their identity.

Some may even be undergoing hormone therapies or puberty blockers.

One of the advantages of a co-ed school is the possibility for students to undergo transition in the same school.

The transition process may take a few months or several years and requires support at every stage.
Educators, family, friends and schoolmates also go through the transitioning process as they learn to relate to the individual in their affirmed gender.

Intersex is a form of bodily diversity, rather than a sexual orientation or gender identity.

Intersex people typically discover their intersex variation when told by their parents or doctor.

This is a different experience to the ‘coming out’ of LGB (lesbian, gay, bisexual) persons.
Most intersex people identify as either a woman or man, while some may identify as neither exclusively a woman nor exclusively a man.

This means that gender identity and gender expression issues that students face in schools still apply to intersex students.

However, advocacy and support for intersex students may take a different form from other work on issues related to sexual orientation, gender identity and gender expression since.
Intersex students may or may not identify as male or female; identify as both, all, between, or neither gender/s; connect with the LGBTIQ community; be post-diagnosis or have experienced medical intervention; be self-accepting.
Issues faced by Trans, Gender Variant and Intersex Students: Sex and gender stereotypes; Culture and cultural expetation; Lack of 1 well-being due to discrimination, bullying and other unfair treatment; Exclusion from sports and other gendered activities; Unease with gendered uniforms, toilets and other gendered spaces; Decreased attention during school time and failure to learn due to lack of safety in school and lack of support services; Minority stress and social isolation; Absenteeism due to lack of safety in schools.
Needs faced by Trans, Gender Variant and Intersex Students: Privacy and confidentially; Persons to advocate for theri well-being and rights: parents, teachers, psychologist, social worker, counsellor etc.
; Adequate facilities; Inclusive curricula, policies and regulations; Support from school and wider, community; Possibility of amendements of gendered characteristics in documentation of child’s file; Counselling when identity affirmation is proving difficult; Access to information Annex III: Trans, Gender Variant and Intersex Students in School Policy 41 The Trans Gender Variant and Intersex Students in Schools Policy is developed within the context of the Framework for the Education Strategy for Malta 2014 – 20242 (MEDE, 2012) and A National Inclusive Education Framework3 (MEDE, 2019).
This policy also adheres to relevant legislation and other related instruments namely: • • • • • • • • • • • • International Covenant on Economic, Social and Cultural Rights, Article 13.

European Convention on Human Rights’ First Protocol.

Article 2.

Committee of Ministers of the Council of Europe Recommendation CM/Rec (2010) on measures to combat discrimination on grounds of sexual orientation or gender identity.
Parliamentary Assembly of the Council of Europe Resolution 1952 (2013) on children’s right to physical integrity.

EU Charter of Fundamental Rights, Article 14.

Constitution of Malta, Article 32 The Education Act.

The Equality Act.
Criminal Code of Malta, Article 82A The Gender Identity, Gender Expression and Sex Characteristics Act (2015) The Affirmation of Sexual Orientation, Gender Identity and Gender Expression Act (2016) Teachers’ Code of Ethics and Practice (2012) Target 1: Reduce the gaps in educational outcomes between boys and girls and between students attending different schools, decrease the num- 2 ber of low achievers and raise the bar in literacy, numeracy, and science and technology competence, and increase student achievement.
3 Links with Theme3, Theme 6, Theme 7, Theme 8 & Theme 9 of A National inclusive Education Framework (MEDE, 2019) 42 Annex III: Trans, Gender Variant and Intersex Students in School Policy GUIDING PHILOSOPHY AND AIMS This policy adopts a whole school approach philosophy and aims to: Also, this policy promotes the values of: 2 Diversity 1 Inclusivity 4 Social Justice 3 Equity As a general rule, schools should evaluate all gender based facilities, activities, rules, policies and practices (including classroom activities, school ceremonies, school photos, extra-curricular activities and out of school hours care such as breakfast clubs) and maintain only those that have a clear and sound pedagogical purpose.
Students shall be permitted to participate in any such activities or conform to any such rule, policy or practice consistent with their gender identity.

To facilitate the implementation of the policy among the various stakeholders, the procedures in Appendix 2 were established.
Annex III: Trans, Gender Variant and Intersex Students in School Policy 43 Strategy: Overarching Measure 1 Overarching Measure SMART Targets Stakeholder Timeline Foster a school environment that is inclusive, safe and free from harassment and discrimination for all members of the school community, students and adults, regardless of sex, sexual orientation, gender identity, gender expression and/or sex characteristics.
Head College Network and SLT members Cyclical targets till September 2030 Head College Network and SLT members Head College Network and SLT members Head College Network and SLT members a.

To evaluate college/school gender- based facilities, activities, rules, policies and practices and maintain only those that have a clear and sound pedagogical purpose- anything that is done at school needs to have a clear and sound pedagogical purpose.
In this regard that is why we used the terminology ‘responsive’, which in educational terms means that any process and practice needs to take in consideration diversity issues.

b. College/School to encourage all students to participate in activities or conform to any rules, policy, or practice consistent with their gender identity.

c. Percentage of organized gender-neutral and responsive activities and facilities.
d. Percentage of anti-bullying college/ school-based measures related to gender identity or expression.

e. To campaign against sexist, homophobic and transphobic comments or behaviour.

f. Percentage of anti-sexist, homophobic and transphobic campaigns among learners and parents.
44 Annex III: Trans, Gender Variant and Intersex Students in School Policy Strategy: Overarching Measure 2 Overarching Measure SMART Targets Stakeholder Timeline Head College Network and SLT members Cyclical targets till September 2030 Head College Network and SLT members Promote the learning of human diversity that is inclusive of trans, gender variant, and intersex students to promote social awareness, acceptance and respect.

a.
a.

To organize specific training to college/school-based teachers on how to address LGBTIQ issues in the curriculum; b.
Percentage of organized CPD training on LBTIQ issues in colleges and schools; c. To invest in resources with representations of trans, gender variant and intersex persons; d. Percentage of capital invested in resources; e. To encourage the use of resources and discourse that are inclusive of gender variance f. To organise integrated lessons about gender variance Annex III: Trans, Gender Variant and Intersex Students in School Policy 45 Strategy: Overarching Measure 3 Overarching Measure SMART Targets Stakeholder Timeline a.
Ensure that college/school-based resources in libraries are inclusive of diversity rich situations to expose learners to concepts of social inclusion Head College Network and SLT members Cyclical targets till September 2030 Ensure a school climate that is physically, emotionally and intellectually safe for all students to further their successful learning development and well-being, including that of trans, gender variant, and intersex persons.
For procedures go to the following link: https://education.gov.mt/en/NSSS/Pages/Education-services/Social-Work-Service.aspx 46 Annex III: Trans, Gender Variant and Intersex Students in School Policy REFERENCES Human Rights Council (2919) 37th Session Agenda items 2 and 5.

Annual report of the United Nations High Commissioner for Human Rights and reports of the High Commissioner and the Secretary General.
Agius, S. and Tobler, C. (2011), Trans and Intersex People: Discrimination against trans and intersex people on the grounds of sex, gender identity and gender expression.

Luxembourg: European Commission.

Amnesty International (2014).

Europe: Transgender people face discrimination and inhumane treatment.

Accessed on 3rd June 2015 from europe-transgender-people-face-discrimination-and-inhuman-and-degrading- https://www.amnesty.org/en/articles/news/2014/02/ treatment/ Baldacchino, R. and Grech, C. (2008).
Inclusion of transgender individuals in the labour market: A research study.

Malta: Malta Gay Rights Movement.

Baldacchino, R. and Grech, C. (2008).Inclusion of transgender individuals in the labour market: A research study.

M0lata: Malta Gay Rights Movement Commissioner for Human Rights, (2015).

Human Rights and Intersex People, Issue Paper.

Strasbourg: Council of Europe Council of Europe.

The European Convention on Human Rights’ First Protocol (Paris, 20.III.1952).

Education for All.
Education for All.

Special Needs and Inclusive Education in Malta European Agency for Special Needs and Inclusive Education.

An External Audit Report carried out on behalf of the Ministry for Education and Employment, Malta (MEDE, 2014).

European Convention (2000).

Charter of the Fundamental Rights for the European Union, Article 14 European Parliament (4 February 2014).

Resolution on the EU Roadmap against homophobia and discrimination on grounds of sexual orientation and gender identity.
European Union Agency for Fundamental Rights.

(2015).

The fundamental rights situation of intersex people.

European Union Agency for Fundamental Rights.

(2014).

European Union LGBT survey: Main results.

Vienna: FRA – European Union Agency for Fundamental Rights.

European Union Agency for Fundamental Rights.

(2014).

Being Trans in the European Union: Comparative analysis of EU LGBT survey data.

Vienna: FRA – European Union Agency for Fundamental Rights.

Government of Malta.


The Constitution of Malta.

Government of Malta (1854).

Criminal Code, Chapter 9 of the Laws of Malta.

Government of Malta (1988).

Education Act, Chapter 327 of the Laws of Malta.

Government of Malta (1988).

Education Act, Chapter 327 of the Laws of Malta Government of Malta (2015).

Gender Identity, Gender Expression and Sex Characteristics Act, Chapter 540 of the Laws of Malta.

Government of Malta (2019).

The Equality Act Bill of the Laws of Malta Government of Malta (2016).
Affirmation of Sexual Orientation, Gender Identity and Gender Expression Act, Chapter 567 of the Laws of Malta Government of Malta (2012).

Teachers’ Code of Ethics and Practice Ministry for Education and Employment, 2014a.

Framework for the Education Strategy for Malta 2014-2024.

Malta.

Annex III: Trans, Gender Variant and Intersex Students in School Policy 47 Parliamentary Assembly of the Council of Europe.

(2010).
(2010).

Resolution 1728 (2010) Discrimination on the basis of sexual orientation and gender identity.

Accessed at:http://assembly.coe.int/Main.asp?link=/Documents/AdoptedText/ta10/ERES1728.htm Parliamentary Assembly of the Council of Europe (2010) Recommendation 1915 (2010) Discrimination on the basis of exual orientation and gnder identity.

Accessed on 7th June 2015: http://assembly.coe.

int/main.asp?link=/documents/adaptedtext/ta10/erec1915.htm Parliamentary Assembly of the Council of Europe.

(2013).
(2013).

Resolution 1952 (2013) Children’s right to physical integrity.

Accessed at: http:// assembly.coe.int/nw/xml/XRef/Xref-XML2HTML-en.

asp?fileid=20174&lang=en Parliamentary Assembly of the Council of Europe.

Resolution 2048 (2015) Discrimination against transgender people in Europe.

Accessed at: http://assembly.coe.int/nw/xml/XRef/Xref-XML2HTML-en.asp?fileid=21736&lang=en United Nations.

(1966).

International Covenant on Economic, Social and Cultural Rights.
48 Annex III: Trans, Gender Variant and Intersex Students in School Policy Annex IV: A Whole School Approach to Healthy Living: Healthy Eating & Physical Activity Policy BACKGROUND AND CONTEXT Children and adolescents are a global priority (WHO/UNICEF, 2018).

They need to engage in healthful behaviours starting from an early age to grow and develop into healthy adults.

Being physically active combined with healthy eating is essential to provide adequate energy and balance to maintain a healthy weight.
Studies have shown that proper nutrition has a direct effect on student performance and behaviour in school (Ross, 2010).

A well-nourished child is a child that is healthier and better capacitated to learn and develop.

Many studies have also shown that there is a relationship between health and income, with the poorest sections of the population being the most vulnerable and socially disadvantaged in terms of the incidence of chronic diseases.
They also show lower rates of acceptance of health-promoting behaviours compared with other sectors of society (WHO/FAO, 2003).

The WHO stresses the fact that policies need to favour those that are most at risk and have the least power to effect change (WHO, 2015).
In promoting coherence of national and international policies across multiple sectors to improve the health status at the national level, this policy is thus aligned with several strategies and initiatives including the Framework for the Education Strategy for Malta 2014-2024 (MEDE, 2014), the National Inclusive Education Framework (MEDE, 2019) and the EU Public Procurement of Food for Health: Technical Report on the School Setting (Joint Presidency of the Malta Presidency and the EU, 2017).
Considering the amount of time that children spend at school, schools are an ideal environment for supporting healthy behaviours.

Hence, schools need to ensure that children are supported via the provision of healthy food and opportunities for physical activity.

The healthful behaviours adopted in childhood are more likely to remain in adulthood.
Indeed, the EU Action Plan on Childhood Obesity 2014-2020 and other initiatives highlight schools as a key environment for health promotion, including physical activity and diet.

Moreover, the increasing prevalence of overweight and obesity especially in children is a major public health issue in most developed countries, including Malta.

A look at the current prevalence rates of overweight, obesity and underweight among children and youths in Malta shows an urgent need for improvement.
This has been confirmed through the Malta National Childhood Body Mass Index Survey (2017).

The results showed that 56.7% of all Maltese students fell within the parameters of normal weight established in the study.

Given that children spend close to a third of their daily life within the school environment, it is laudable to capitalise on the school setting to promote health and educate children in nutrition and physical activity matters.
Schools are a key environment to teach large groups of children and promote long-term positive health behaviours.

School food policies, regulations and guidelines are thus essential to have in place.

Their implementation can have a number of both short- and long-term benefits such as improved student health and performance at school, increased societal awareness about the links between food and health as well as reduced healthcare costs.
Annex IV: A whole school approach to healthy living: Healthy eating & physical activity policy 49 VISION AND AIMS The vision of the Ministry for Education and Employment and the Ministry for Health foresees a future in which children, their families and the whole community are physically active, eat healthy food and live in environments that support healthy behaviours to reduce obesity, chronic disease and enhance well-being.
The Whole School Approach to Healthy Living: Healthy Eating and Physical Activity Policy aims to: • • • • Give high priority to healthy eating and physical activity through the integration and implementation of health education in all aspects of school life.

Provide learners with knowledge, skills and attitudes as well as experiences needed for health and well-being from an early age to make informed choices about their health and well-being throughout the lifecourse.
Actively involve the school community to develop, implement and evaluate healthy eating and physical activity actions.

Strengthen the necessary framework and support, thus enabling a school environment to help the school community adopt healthier patterns of living by encouraging physical activity and promoting healthy foods in line with the School Food and Beverage Standards.
• Make provision for a flexible curriculum which highlights health, physical activity, nutrition, food safety, hygiene and hands-on opportunities for food preparation.

• Ensure that clear and consistent messages about the components of healthy living that are in line with those promoted by the Health Authorities are reinforced at school.
LEGISLATION In terms of Article 5 of the Education Act, Chapter 327 of the Laws of Malta, the responsibility to promote the physical health of students, through health information and promotion and health living programmes, falls under the Ministry for Education and Employment, particularly the Directorate for Educational Services.

The Ministry for Education and Employment therefore has the lead responsibility for monitoring the implementation of this policy.
Article 6 of the Healthy Lifestyle Promotion and Care of Non-Communicable Diseases Act (CAP.

550) regulates the Procurement of Food for Schools Regulations, 2018 (L.N.

266 of 2018).

These Regulations set out the requirements for foods and beverages sold or offered in schools known as School Food and Beverage Standards.

It is stipulated that schools shall implement a programme for the promotion of healthy eating.
Also, it further states that schools should not permit any advertising of or accept sponsorships of food products which are not in line with the established criteria.

Furthermore, schools must also ensure that water intended for human consumption is made available.

The School Food and Beverage Standards include nutrient-based and food-based definitions of the foods and drinks that must be provided as well as those that are restricted.
They apply to all food and drink provided to pupils and students on and off school premises during the school day including school trips, breakfast clubs, tuck shops and vending.

50 Annex IV: A whole school approach to healthy living: Healthy eating & physical activity policy HEALTH-PROMOTING BEHAVIOURS OF CHILDREN AND ADOLESCENTS Eating patterns have a significant effect on health and well-being.
The provision of a healthy diet reduces the risk of diet-related health conditions such as obesity and oral health issues.

Table 1 below indicates the multiple factors that influence the eating behaviours of children and adolescents.
Individual/Intrapersonal Social Environment/Interpersonal Psychosocial Biological Family Peers Physical Environment/Community Settings Microsystem/Societal Schools Fast Food Outlets Mobile Vendors Convenience Stores Accessibility to Safe Recreational Space Mass Media Marketing and advertising Social and Cultural norms Food habits in most European countries, including Malta, are characterised by a high consumption of animal products, processed foods high in fat, especially industrial fats, sugar and salt as well as a low consumption of whole foods, especially those from plants.
A review of scientific evidence has shown that a number of health behaviours can help curb the current increasing health problems affecting our population.

Healthy snacking One of the health behaviours that addresses energy balance is snacking.

Hence, the provision of affordable, simple and tasty healthy snack options within the school and home environment will target children with obesity and oral health problems particularly those from vulnerable groups.
Vegetables and fruit consumption There are various economic, institutional, behavioural and sociocultural barriers that preclude many people worldwide from consuming the daily minimum amount of 400g of fruit and vegetables recommended by the World Health Organisation (WHO/FAO, 2004).

Data from the HBSC (2017 - 2018) study showed that 54% of girls and 56% of boys between the ages of 11 to 15 years, do not consume a daily portion of vegetables or fruit.
Annex IV: A whole school approach to healthy living: Healthy eating & physical activity policy 51 Water intake and oral health Access to safe drinking water is a fundamental human right and contributes to good health.

All students should have access to drinking water, at all times, at a number of points around the school as reiterated by LN266 of 2018.

Dehydration leads to negative effects on the students’ performance throughout the day and hence students should be allowed to drink water frequently.
Water consumption needs to increase significantly during hot and humid days and during physical activity.

Drinking water instead of sugar sweetened beverages would reduce calorie intake and minimize oral health problems among children and adolescents to address the current problems of dental decay and cavities and excess weight.
National oral health survey Oral diseases and tooth loss have a significant and negative impact on the quality of life and wellbeing of people and affects them functionally, psychologically and socially.

Poor oral health also impacts on poor school attendance and performance in children (Jackson et al., 2011).

Oral health is more than just good teeth.

It is an integral part of general health as the condition of the mouth mirrors the condition of the body as a whole.
Dental caries is still very common among school children.

The results from the national survey carried out in 2014 co-jointly by the Dental Public Health Unit and the Faculty of Dental Surgery, University of Malta showed that 31% of three-year olds are already at risk of developing decay (early enamel caries) whereas 10% of 3-year old children already have caries into dentine and require dental treatment – some children needing as much as 9 fillings (out of 20 teeth) (Data still unpublished).
The most important dietary cause of dental caries is the frequency and amount of sugars often hidden in food products consumed.

Dental erosion is associated with consumption of acidic soft drinks and juices (Moynihan & Petersen, 2004).

Schools need to enforce healthy snacks with restrictions on sugar products so as to promote children’s oral health (Legal Notice, 2018).
Physical activity The WHO (2018) defines physical activity as any bodily movement that involves energy expenditure provided by skeletal muscles.

These include tasks that are carried out while working, playing, doing household chores, travelling and engaging in leisure activities.

Variations in patterns of physical activity and the adoption of sedentary lifestyles are also significant factors behind obesity (WHO Observatory, 2014).
Physical activity also contributes to children’s physical development, wellbeing, bone strength and mobility (Janssen & Leblanc, 2010).

Play and recreation are essential in learning motor and social skills and in the development of creativity (Gleave & Cole-Hamilton, 2012).

Physical activity is one of the most basic human functions and needs which has benefits across the lifespan.
There is strong evidence that being physically active can benefit both body and mind, as well as reducing the risk of many diseases (EUFIC, 2020).

Children’s level of physical activity or sport is positively associated with cognitive functioning or academic success (Trudaeo & Shepard, 2008).

Different types and amounts of physical activity are required for different health outcomes.
• The WHO (2018) recommends that children and adolescents aged 5-17 years should do at least 60 minutes of moderate-to-vigorous- intensity physical activity daily and include activities that strengthen muscle and bone, at least 3 times per week.

Physical activity of amounts greater than 60 minutes daily will provide additional health benefits.
A recent research has shown that lower levels of adiposity are paralleled by comparatively higher levels of vigorous physical activity in children from a higher socioeconomic status (Luzak et al., 2020).

Schools, through effective organisation and delivery, are well placed to maximise participation, enjoyment and skill development for all students including those with diverse needs, abilities, interests and socioeconomic background.
Every effort should be made to encourage schools to provide daily physical activities in all grades, inside or outside the curriculum and in cooperation with partners from the local community, as well as to promote interest in life-time physical activities in all pupils.

In a recent study by Steene-Johannessen et al.


(2020), it has been revealed that two thirds of European children and adolescents are not 52 Annex IV: A whole school approach to healthy living: Healthy eating & physical activity policy sufficiently active.

A positive trend shown in the HBSC (2017-2018) study is that local boys and girls aged thirteen years carried out more moderate to physical activity daily in 2018 than in 2014 (Table 2).
Another slight increase in physical activity was recorded amongst the eleven- year-old boys in 2018.

A decrease was however reported amongst the 15-year-olds cohort and the eleven-year old girls.

Sedentary behaviour According to the 2013-2014 HBSC study (Table 3), the proportion of Maltese adolescents who watch television for more than two hours per weekday was found to be similar or even less than the HBSC international average for 2014.
This is a promising result however measures still need to be taken to address the sedentary lifestyle amongst schoolchildren.

Maltese adolescents partecipating in at least 60 minutes of moderate- to-vigorous physical activity daily 2014 2015 11 Boy 28% 29% Girl 21% 19% Age 13 Boy 20% 22% Girl 11% 14% 15 Girl 9% 5% Boy 16% 15% Table 2: Percentage of Maltese children (aged 11-15 years) participating in at least 60 minutes of moderate-to-vigorous physical activity daily (HBSC survey 2020).
Maltese adolescents who watch television for two or more hours per weekday 2014 HSBC international average 11 Boy 53% 53% Girl 41% 47% Age 13 Boy 58% 62% Girl 54% 61% 15 Girl 54% 62% Boy 65% 65% Table 3: Percentage of Maltese children (aged 11-15 years) who watch television for more than 2 hours per weekday (HBSC survey 2016) Annex IV: A whole school approach to healthy living: Healthy eating & physical activity policy 53 KEY ACTION / MEASURE Key Action/Measure Smart Target Stakeholder Timeframe Dissemination of policy to all school community.
HCN Term 1 till September 2030 Cyclical actions till September 2030 September 2011 – 2030 SLT HPDPD SSS EO HE EO PE HCN SLT HPDPD SSS EO HE EO PE Other relevant stakeholders Key Action 1 A whole school approach actively involving the school community to develop, implement and evaluate healthy eating and physical activity actions School staff knowledgeable about LN 266 of 2018.
Development of an integrated action plan with co-ordinated school measures and schemes of action addressing healthy eating and physical activity.

A key member of staff identified to actively work within an appointed team on a school action plan to address the key policy issues.

Dissemination of action plan to school community.

Ongoing consultation with the school community to include NGO, Local Councils and other relevant stakeholders.
Key Action 2 Enhance the school ethos and environments to support healthy eating and physical activity considering the health- promoting behaviours School community informed about the short- term and long-term benefits of regular physical activity.

School community informed about the benefits of healthier food and beverage options including fresh produce to make an informed choice.

Schools to provide opportunities for outdoor learning and hands-on gardening experiences.
Implementation of nutrient- and food-based standards for foods, beverages and meals brought to and offered at schools.

Schools to promote the consumption of vegetables and fruit and increase their availability through participation in the respective scheme.

Primary Schools to participate in milk schemes to provide for low fat milk consumption and allocate funds for the provision of daily milk, dairy/alternative.

Improve availability, accessibility and affordability to healthy food options.
Schools to upgrade dining spaces and facilities.

54 Annex IV: A whole school approach to healthy living: Healthy eating & physical activity policy Key Action/Measure Smart Target Stakeholder Timeframe September 2011 – 2030 Ongoing actions till September 2030 Key Action 2 Enhance the school ethos and environments to support healthy eating and physical activity considering the health- promoting behaviours Identify space and set up a food preparation area/ food lab in each school.
Schools promote the importance of and the maintenance of oral hygiene.

Schools to develop grounds and playing facilities to support physical activity.

Schools to ensure that all learners have easy access to fresh drinking water throughout the day.

Collaboration with parents and the wider school community to develop programmes which encourage healthy eating and physical activity.
HCN SLT HPDPD SSS EO HE EO PE Other relevant stakeholders DES SSD HCN SLT HPDPD EHD SSS Other relevant stakeholders Key Action 3 Provide nutritious and safe foods in line with the food and beverage standards Food and Beverage Standards regulating the sale and availability of food and beverages in all schools are updated and communicated to all schools and school communities.
Development of a health-sensitive, environmentally friendly and sustainable as well as socially responsible procurement of food Primary Schools to offer universal school breakfast programme in Primary Schools.

Primary School to participate in milk schemes to provide for low fat milk consumption and allocate funds for the provision of daily milk.

Increased availability and accessibility to fresh and healthier food and beverage options at school.
Provision of free school lunches to ensure learners from low-income families have access to nutritionally balanced food options.

Age-appropriate amounts of healthy food options offered across time periods and menu cycles.

Tuck shops and vending machines prepare, serve and/or sell food that is reasonably priced and meets national school food standards.

Advertising and marketing of food and beverages in schools reflect Standards and policy guidelines.
Annex IV: A whole school approach to healthy living: Healthy eating & physical activity policy 55 Key Action/Measure Smart Target Stakeholder Timeframe Key Action 4 Integrate and implement health education throughout the whole school system to provide learners with knowledge, attitudes, skills, and experiences needed for healthy eating and physical activity standards September 2020 till - September 2030 Further incorporate and elaborate upon the theme of healthy living specifically, food and nutrition, physical activity and oral health education for life within the curriculum in a formal, structured way.
Schools device a structured, cross-curricular and event based-programme for Primary Schools targeting the basic skills associated with healthy eating, together with practical intervention sessions.

Align curriculum content with health education guidelines ensuring consistent messages.

Uptake of health behaviours including the increase in physical activity levels.

Learners equipped with planning, budgeting, and practical skills as part of preparation of healthy meals.
DES DCLE HCN SLT HPDPD SSS EO HE EO PE Development of specific programmes focusing on practical skills and the preparation of low- cost meals targeting vulnerable learners.

Other relevant stakeholders School community is informed of what constitutes a healthy portion size according to age as a guide.

Learners equipped with lifelong personal fitness skills and education on limitation of screen time and sedentary behaviour.
Engagement with parents and provide them with nutrition and physical activity information.

Collaboration with community organisations to set up initiatives under the guidance of specialised personnel to increase awareness and skills.

Provision of qualified educators to teach physical education classes and run Food and Nutrition programmes.

Development of capacity-building initiatives to train and update educators on issues related to school food and physical activity.
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Retrieved from https://www.who.int/nutrition/global-target-2025/discussion-paper-extension-targets-2030.pdf Annex IV: A whole school approach to healthy living: Healthy eating & physical activity policy 59 Ministry for Education, Sport, Youth Research and Innovation (MEYR) Great Siege Road Floriana FRN1810 Ministry of Education Inclusive Education Policy regarding students with a disability Ministerial Committee on Inclusive Education (MCIE) 15/07/2000 1 PQ 6233 CONTENTS page 3 Scope of the Policy Document 4 4 4 4 4 4 5 6 6 7 7 7 7 8 8 9 9 10 10 10 10 11 11 11 11 Section A: An Individualised Education Programme (IEP) 1.
The Individualised Education Programme (IEP) 2.

Main purposes of an IEP 3.

Main characteristics of an IEP 4.

Eligibility 5.

Development of an IEP 6.

Contents of an IEP 7.

Time-Scale 8.

Implementation Section B: The Statementing Moderating Panel 9.

Appointment and accountability 10.

Composition of the Statementing Moderating Panel 11.

Functions of the Statementing Moderating Panel 12.

Application Procedures 13.

Panel's Responsibilities 14.

Procedures to be adopted by the Panel 15.


Role of the Director General, Division of Education 16.

The Statementing Format 17.

The Education Provision 18.

Progress Report on the Student 19. Review of an IEP Section C: The Appeals Board 20.

Appointment and Accountability 21.

Composition 22.

Appeals Procedures 12 Conclusion 23.
Phased Implementation 13 Schedule 1: Educational and other Support Provision for Pupils with an Impairment 2 Scope of the Policy Document This policy document: a. b. c. describes the function of the Individualised Education Programme (IEP) and stipulates the situations when an informal process to its development is to be adopted and, alternatively, when a formal statementing process is necessary; regulates the setting up, composition, functions and procedures of the Statementing Panel; regulates the establishment, composition and functions of an Appeals Board.
3 Section A: An Individualised Education Programme (IEP) 1.

The Individualised Education Programme (IEP) The IEP is a concise and practical written plan, developed for a student with a disability, that describes the modifications and adaptations for a student’s educational programme and the services necessary to ensure full access to educational entitlements according to the National Minimum Curriculum.
The IEP is a primary tool for ensuring equal opportunities, as regards the National Minimum Curriculum, for students with special educational needs because of disability.

Some students with a disability require small adaptations and minimum levels of support while other students with more complex needs may require detailed planning for educational modifications, adaptive technologies, or health care plans.

2.

Main Purposes of an IEP a.


It serves as a tool for collaborative planning between the school, the parents, the student (where appropriate), personnel of the education division, and other community services necessary or involved in a student’s life.

b.

It summarises those aspects of a student’s education programme that are modified or adapted, and identifies the support services to be provided, and who is responsible for their provision 3.

Main characteristics of an IEP a.


Planning decisions and processes are formalised, linking assessment with programming; b.
Students, parents, teachers, and other support personnel will be provided with a record of the educational programme for an individual student with special needs that serves as a benchmark for evaluating and reporting progress registered by a student in terms of agreed-upon goals and objectives; c. A clear relationship is established between any support services being provided and the student’s educational programme; d. It provides accountability for ensuring individualised planning; e. In its development, it provides parents and students with a mechanism for input into the individualised planning process.
4.

Eligibility for an IEP All students with an impairment that interferes with their educational progress are eligible for an IEP.

5.

Development of an IEP a.

An IEP may be developed through an informal approach facilitated by the school, or a formal statementing process moderated by a panel appointed for the purpose by the Minister of Education.

b.
b.

When a student requires minor adaptations to education materials, or instructional, or assessment methods, or when the adaptations and extra support needed can be 4 provided within the available resources of the school, the development of an IEP takes place within the school setting and is not considered as a formal statementing process.
c. When a student requires adaptations and supports outside what can be provided by the school itself, the development of an IEP is preceded by a referral for extended external assessment, known as the Statementing Process.

In this case, the IEP is equivalent to a Statutory Assessment or a Statement.

In this case, the statementing process is moderated by a panel know as the Statementing Moderating Panel.
d. Parents must be given the opportunity and supported to actively participate in the planning process and the IEP should serve as a tool for the ongoing collaboration between the school and the student’s home.

In addition, to the maximum extent possible, the student should also be actively supported to participate in the planning process.
e. The goals established for any student will approximate the expected learning outcomes for the age or grade of the student, and set at an appropriate and attainable level to encourage parents, students, and staff to hold high but attainable expectations.

Each goal is accompanied by measurable objectives to enable IEP review and evaluation.

f. The level of detail of an IEP depends on the complexity of the student’s needs.
For example, one student may require support personal assistance and the IEP will be relatively simple.

In contrast, another student may have complex needs resulting from multiple disabilities, requiring the involvement of a variety of services and supports, adaptive technologies and major curricular modifications, and therefore a complex and extensive IEP.
g. In situations when the different parties involved do not reach full agreement on the IEP or the Formal Statement, an Appeals Board set up for the purpose by the Minister of Education will have the final decision.

6.

Contents of an IEP The level of detail included in an IEP will reflect the complexity of the student’s need.
The IEP document will contain the following: a. a description of the present levels of educational performance of the student; b. the learning outcomes set for that student for a particular school year where these outcomes have been modified from the applicable age-equivalent learning objectives; c. details of all the required adaptations to educational materials, and instructional and assessment methods; d. a description and quantification of all the support services to be provided; e. a description of the place where modified educational programmes are to be f. provided; the names of all personnel who will be involved in providing the educational programme and the support services for the student during the school year; g. when applicable, plans for the next transition point in the student’s education, including transitions beyond compulsory schooling; and h. the period of time and process for review of the IEP.
5 7.

Time-scale a.

An IEP for eligible students will be developed: (i) (ii) (iii) (iv) before being admitted to a formal education; before being admitted to a Secondary school; or in preparation for adult services including post-secondary and vocational education and training; or if the need so arises any time during a scholastic year.

b.

An IEP is to be developed within a reasonable time, following a request, and as early as possible before the commencement of the scholastic year.

8.
8.

Implementation The development of an IEP is a collaborative process and involves a significant number of people.

It is the responsibility of the Head of School to ensure the co- ordination, development, documentation and implementation of a student’s IEP.

6 Section B: The Statementing Moderating Panel 9.

Appointment and Accountability a.

The Panel shall be appointed by the Minister of Education and be accountable to the Director General, Division of Education.

b.
b.

The Panel shall be the State recognised body empowered to develop a Statutory Assessment (known as the Statement) of the support required in to ensure a quality education entitlement, under the provisions of the National Curriculum, for students having an impairment.

10.

Composition of the Statementing Moderating Panel The Minister of Education shall appoint the Panel, which shall be composed as follows: a.
A Chairperson who shall be an educationalist, preferably an educational psychologist not professionally involved with students being statemented; b.

Two members who shall be officials of the Education Division with experience/ qualifications in special and inclusive education not professionally involved with students being statemented.
c. Another professional with experience/qualification in the area of education of people with the disability of the student to be statemented, and who is not professionally involved with the student under review, is to be co-opted by the panel as a member during that particular statementing process.

d. The Head of the School, or a representative, shall be co-opted by the Panel as member during the assessment of that particular student.

11.
11.

Functions of the Statementing Moderating Panel The functions of the Statementing Moderating Panel shall be as follows: a.

To ensure that the school concerned has done everything it could and should do to meet the needs of the student within the resources already available in the school; b.
To gather and analyse written trans-disciplinary assessment reports from various professionals in public or private practice including educational, parental, medical, psychological, social, communicative, vocational, etc.
; c. To request assessment bodies and practitioners for additional information, if so required; d. To invite parents, student/parent advocates, and professionals to discuss in more depth issues raised by written assessments presented to the panel; e. To seek active consultation with parents and, when appropriate, the students themselves, as part of the mandatory process in developing a statement; 7 f. To establish the nature and level of educational support needed by the student being statemented in order to ensure a quality education to which they are entitled according to the National Minimum Curriculum; g. To submit Statements to the Director General of Education for follow-up action and provision of the indicated educational support; h. To undertake periodic reviews of Statemented students.
i.

To prepare annual reports for submission to the Minister and to the Director General of Education.

12.

Application Procedure a.

The Head of School where the student is to attend, or already attends, discusses with the parents/guardians what support or educational provision can be offered at the school level to the student with a disability to ensure a quality education entitlement according to the National Minimum Curriculum.

b.
b.

If the Head and the parents consider that extra resources other than those the school can provide are required, the Head of School refers parents/guardians to the Statementing Panel giving them a copy of the prescribed application form to fill in.

c. The student’s parents/guardians send their application form, including copies of assessment reports, to the Statementing Panel.
d. If the Head considers that a Statement for the student is required, and the parents/guardians do not agree, the Head of School refers the student and the parents to the School Psychological Services for further discussions.

If, following discussions with the relevant professionals, the parents continue to refuse, the Director (Student Services) shall nonetheless refer the student to the Statementing Moderating Panel.
e. If the parents consider that a statement for their child is required, but the Head of the school concerned does not agree, they may refer their request to the Panel without the endorsement of the Head.

The Panel may accept or refuse the parents/guardians’ request.

If the Panel refuses the request of the parents, the parents may refer their request to the Appeals Board (referred to later in this document) for a decision on whether a statementing process for their child will be initiated.
The Appeals Board’s decision is final.

13.

Panel’s Responsibilities a.

The Panel shall develop the Statement in partnership with the student, the student’s parents/guardians and family, the student’s informal support network, the student’s school, and any other significant persons in the student’s life.

b.
b.

In the process of developing a Statement, the Panel shall access all related written assessments undertaken within the last twelve months by professionals from various disciplines in the public or private practice, following the consent of the student concerned or the student’s parents as appropriate.

c. Access to all the reports in the Panel's file shall be given by the Panel to parents or guardians as well as, where appropriate, to the students themselves.

8 14.
8 14.

Procedures to be adopted by the Panel The Statementing Moderating Panel shall adopt the following procedures: a.

Registering all applications for a Statement; b.
Maintaining child profiles with relevant correspondence, documents, minutes, and decisions; c. Holding meetings on a regular basis and keeping signed Minutes of each meeting d. Checking whether all relevant assessments are available and, with the consent of applicant parents/guardians, requests professionals and schools to send reports not made available to parents until then; parents shall have access to such reports before any discussions are undertaken; e. In the absence of such an assessment, advising parents/guardians to obtain such reports from agencies such as the CDAU; f. In case of point ‘e’ above, referring applicants to the CDAU or similar assessing agencies through a letter in order to undertake the necessary assessments; g. Once all the required documentation has been received, inviting the Head of School or his/her representative to be present at all case-discussion sittings; h. Providing parents/guardians, students and parent/student advocate (as appropriate) with all documents being considered and used by the Panel and not already in their possession, and discussing with them the contents of these documents; i.
Discussing in depth with parents/guardians, student (where applicable) and parent/student advocate all decisions being considered by the Panel and the reasons why such decisions are being considered; j.
Discussing in depth with parents/guardians, student (where applicable) and parent/student advocate all decisions taken by the Panel and the reasons why such decisions were taken; k. Should the need arise, inviting professionals who have assessed the student to l. present outcomes in more depth; If necessary, in the case of students already in school, requesting officials from the Education Division to observe the student in class and to make written recommendations to the Panel; m. Determining the educational, psychological, behavioural, communicative, social and physical needs of the student; n. Formulating the report with a final assessment and recommendations; o.
Submitting the report to the Director General of Education and copied to the parents.

15.
Role of the Director General, Division of Education On receipt of a written Statement, the Director General or his delegate shall: a. ensure that educational officials responsible for the required provision follow all attainable recommendations submitted by the Statementing Panel; b. inform, in writing, the Head of School about the Statementing outcome; c. keep the parents informed in writing of all decisions taken as a result of the statementing process and, when applicable, giving reasons, within one month of receipt of the Statementing report, why it was reasonable and justified for the Education Division not to follow a recommendation of the Panel.
9 16.

The Statement Format The written statement shall be presented having at least the following contents: Part One: Personal data: The student’s name and address, date of birth; hospital/ identity card number; the names and address/es of the student’s parents or guardians, their identity card number, and their home telephone number/s; child's present support (if any); present school and class; future school and year.
Part Two: Description of the student’s functioning: the student's abilities based on professional advice; and the main areas of concern, namely physical, sensorial, mental/cognitive, communicative, behavioural and social.

Part Three: Recommendations: Detailed description of the support needed in order for the student to have a quality education to which s/he is entitled to.

Part Four: Other Recommendations aimed at school personnel, parents and others who may be of help to the student.

17.
17.

The Educational Provision The educational and other support provision/s may be any one or any reasonable combination of the services as listed in Schedule 1.

18.

Progress Report on the Student a.

The Head of School shall submit to the Director General of Education a report in mid- and end of the scholastic year on the impact of the educational support provided on the student’s educational attainment, and any recommendations concerning the review of the student’s IEP.

19. Review of an IEP a.


Unless otherwise indicated by the Statementing Moderating Panel, or unless any one of the interested parties submit a request for a review of a student’s Statement, each Statement will be reviewed in the following circumstances: - Transition from Kindergarten to Year 1 (at the end of Kindergarten Years); - Transition from the Primary to the Secondary school; - At 14 years of age to commence Transition Plan to Adult Services; - Or as may be required by change of circumstances.

b.
b.

Generally, an IEP review process should be initiated at the beginning of the calendar year and completed by the end of the scholastic year.

c. Although the formal process for the review of a student’s statement is regulated by 2.9.2 above, the ongoing modification of a student’s IEP is undertaken as required on regular basis.

Any significant variations from the formal Statement have to be reported by the Head of School to the Panel, and discussed with parents/guardians as necessary.
10 Section C: The Appeals Board 20.

Appointment and accountability The Minister shall appoint a Statementing Appeals Board to consider appeals from the recommendation of the Statementing Moderating Panel or from the results of periodic reviews.

The Board shall report directly to the Minister of Education.

21.
Composition The Appeals Board shall be composed: a. an external educationalist, preferably an Educational Psychologist who is not professionally involved with the student being reviewed, to act as chairperson; b. a representative of the Education Division with qualifications in special/inclusive education who is not professionally involved with the student being reviewed, to act as a member; c. a representative of the National Commission Persons with Disability who is not professionally involved with the student being reviewed, to act as a member.
22.

Appeals Procedures a.

The parents or guardians of the student and/or the Head of School shall appeal in writing to the Chairperson of the Statementing Appeals Board, indicating clearly the grounds on which the appeal is being made.

b.

The Board shall register and acknowledge the appeal.
c. In order to arrive at a just decision regarding the support required by the student that ensures quality education, the Appeals Board shall hear the person who is submitting the appeal and take into consideration any other relevant opinions, reports and assessments.

Whenever necessary, the Board shall also consult any other person and specialists that the Board considers appropriate.

d. The Appeals Board shall present its recommendation to the Minister of Education within 21 days of receipt of appeal.
e. The Minister of Education shall, in writing, direct the Director General of recommendations given by the Education to implement all appropriate Statementing Appeals Board.

f. The Director General of Education shall, in writing, inform the Minister about those recommendations that his/her Division cannot reasonably implement and the reasons why.

g. The Director General of Education shall inform in writing the parents and the head of school concerned with the outcome.

11 Conclusion 23.
11 Conclusion 23.

Phased Implementation This policy document embodies the desired long-term directions of the Ministry of Education and the principles of the National Curriculum.

Its effective realisation will depend on stakeholder agreement about a realistic phased approach to its implementation in the following areas: a.

Completion of training of all the required levels of personnel; b.
Provision, by the Faculty of Education, of different types of courses and training for different levels of classroom support personnel at both initial and professional development level; c. Deployment of all levels of required personnel and resources; d. Creation of new posts and their corresponding salary scales (example SENCOs); e. Availability of funds to meet demand.
12 Schedule 1 Educational and other Support Provision for Pupils with an Impairment Facilitator: A designated person assigned to one particular student.

The Facilitator shall, in collaboration with class teacher, parents and other professionals, co-ordinate the implementation of the student’s Individual Education Plan.

However, wherever possible, the Facilitator shall also support other students in school as well as the teacher with the whole class.
Shared Facilitator: A designated person assigned to two or more students in the same classroom or in different classrooms.

The Facilitator shall, in collaboration with class teacher, parents and other professionals, co-ordinate the implementation of the students’ Individual Educational Plan.

The Facilitator shall also support other students in school as well as the teacher with the whole class.
Partial Support: A Student Assistant (Special Needs) (without University Diploma in Facilitating Inclusive Education) shall help students with disability requiring support that is not education specific.

Personal assistance: Students with a physical disability may be given the necessary support to function in school in order to fully access the curriculum.
Peripatetic Teacher: A Specialised teacher (such as those for sight and hearing impaired students) who will visit the school at regular times to support the students and the mainstreamed teacher.

Special School: The Statementing Panel may, after an in-depth assessment, decide that some of the special educational needs of the student may best be fulfilled through specialised educational provision available at a Special School.
In these exceptional situations, the Statement will include a special section on what opportunities for inclusion will be provided for the student concerned.

Specialised educational programmes: The Panel may recommend that the student attends a specialised programme offered within or outside the school; e.g.

complementary education, sign language, multi-sensory learning.

Note Takers: Hearing-Impaired Students who cannot take notes and follow the lessons should be supported through note takers.
Sign Language Interpretation: Persons whose first language is Sign language should be provided with interpreters so that they will have full access to the curriculum.

Mobility Training: Persons who are visually impaired should be trained to be mobile and independent.

13 Technological Support: Technological supports, such as computers, Braille writers, etc.

should be provided.

This may also reduce the human support needed by the students.
Vocational guidance and training: Students reaching the age of puberty or before should be supported to have the necessary guidance and training to help them eventually achieve quality adulthood.

Emotional and Behavioural Support: Students with emotional and behavioural difficulties are to be provided with the necessary therapeutic support.

Communication Therapy: Students who require support in communication, language and/or speech may be provided with this form of support.
Physiotherapy: Students with physical disability are to be offered the necessary physical therapy that will enable the student to continue receiving a quality education.

Occupational Therapy: Students with significant difficulties in the acquisition of self-help and fine motor skills are to be offered occupational therapy intervention.
Medical Support: Students requiring medical care that can only be given by medical personnel shall have access to the services of a nurse or other health care professionals.

Social Work Intervention: Students and their families needing guidance, counselling and other social work intervention shall be provided with such support to remove obstacles to quality education.
Community Social Services and Health Services: The Panel may recommend the involvement of community based social services and/or health services and how these may be co-ordinated to ensure full access to the curriculum.

Support to Parents: If so required, parents shall have access to support services and training to be able to meet the child's needs.

Any other support: The Panel may recommend any other support measure it deems appropriate.

14