IQM International Centre of Excellence Status for Cranleigh Abu Dhabi

September 8, 2025

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Cranleigh Abu Dhabi is a fantastic example of what it means to put inclusion at the front and centre of school life. Established just over 10 years ago, the school has been on a transformative journey with a clear philosophy at its core: every learner deserves to be here. With over 2000 students aged 3 to 18, Cranleigh ensures that every student has the opportunity to grow and thrive in a supportive, holistic environment that encourages academic excellence. The school’s mission to “challenge and inspire every individual to thrive and contribute in a rapidly changing world” is seen in all aspects of school life, from curriculum to pastoral support. The school carefully aligns the British curriculum with national identity and culture in the UAE, allowing all students to engage with their surroundings and wider global community.

Students and staff alike are encouraged to actively ‘live’ the inclusive values of the school; inclusion is not just a policy but a vibrant part of the Cranleigh experience. By creating a culture of belonging and encouraging students to build trust with staff, they are able to find an emotionally secure environment in which to develop academically. Staff are keenly aware of the fact that, in order for inclusion to thrive, systems must be in place for students to easily access support according to their needs. From assembles to PSHE sessions and co-curricular activities, the staff at Cranleigh carefully interweave the values of the British education system and Emirati cultural values to help support the ‘whole’ child, leaving them ready to face the world with openness, enthusiasm, and a spirit of innovation. As one parent poignantly noted to our assessor, “Inclusion means something here.”

All learners are welcome in Cranleigh’s inclusive educational vision. Those who are English Language Learners, Students of Determination, high achievers, or students that require additional support with social, emotional, or cognitive needs, are all encouraged to thrive and contribute to the Cranleigh community. A Universal Design for Learning frames the school’s approach, ensuring that every student is met at their point of need. The Inclusion Team are both highly qualified and fully committed to creating an adaptive curriculum that provides viable pathways for all students, by offering adjustments to meet learner profiles as well as vocational pathways including BTECs, along with the assistance of Teaching Assistants. Careful systems are in place to monitor both class and individual progress, such as provision maps and intervention cycles. This is not just the responsibility of leadership; families and students play just as important a role in the educational lives of learners as teaching staff do. Cranleigh is not reactive; it carefully monitors the whole pupil to ensure they can learn at their best every single day.

A strong link with parents ensures that every member of the Cranleigh community can feel fully involved in school life. The Inclusion Team make themselves known and accessible to parents from the very start of the registration process, to their child’s last day of school. Inclusion staff view parental wellbeing as equally important as student wellbeing; by hosting events such as a Parental Inclusion Conference, open to families across the Aldar network, parents feel included and supported in the same way their children do. Communication with parents is not a series of isolated events, but rather a constant open channel that supports parents and carers whenever they need it. Parents of children with additional needs praise Cranleigh highly for their unwavering commitment to their children and their learning journeys. They note how they feel heard and respected by staff, and involved in key decisions in their child’s education.

The school’s Inclusion Policy is more than just policy; it has woven itself into the very fabric of the school. Staff and students alike model it in their interactions, aspirations, behaviour and decision-making. Closely aligned with ADEK’s expectations, the policy adopts early identification and intervention to ensure no student is left without a provision that supports and empowers them. Inclusion physically occupies space within the school; with Occupational Therapy rooms and Sensory Hubs, as well as regulation zones, students from all backgrounds are equipped with the resources they need to learn in a safe and supportive environment. DSLs are visible through the school, so no child feels like they have no one to raise a worry or concern with. Programmes such as Wellbeing Wednesday allows students to address important pastoral topics such as bullying, on a regular basis, showing that inclusion and student wellbeing are discussed continuously at the school.

Accessibility is not restricted to specific zones; classrooms adopt a flexible approach with differentiated instructions, making sure every learner can access class content in a way that meets their needs. Lessons are designed with UDL in mind, with multimodal and accessible teaching taking place across the year groups. Learners are encouraged to reach their full academic potential through innovative and engaging teaching methods, with play and inquiry-based learning adopted for Early Years. The value of Cranleigh’s inclusive approach is seen in its student outcomes, with academic performance across all phases significantly exceeding UK and international averages. Students are encouraged to set goals and take ownership of their next steps.

By nurturing students from their very first day, Cranleigh can boast an ambitious and inquisitive student body, who work hard to reach universities around the world. Their drive to aim high and participate in their global community stems from the wide range of development opportunities on offer at the school. From student councils to other leadership roles that promote inclusion and wellbeing, students can present and speak confidently about their school life, and the changes they hope to make to build a better world. A superb range of Extra-Curricular Activities are on offer to help students expand their world view, from the Duke of Edinburgh Award to international trips. Even on a local, school-based level, events such as Kindness Week allows students to lead by example through acts of solidarity and service. Cultural engagement is important at Cranleigh, with Arabic, Islamic, and Social Studies deeply integrated into school life. Students are proud of their heritage, with the National Identity Strands having been internalised by all.

It is this model of leading by example that drives staff to deliver an accessible and engaging learning experience. Leadership is passionate and future facing about inclusion, tightly aligned with UAE national priorities. Leaders have superb qualifications and hold themselves accountable to regular self-evaluation. Staff are data-literate and recognise the importance of identifying areas of need and acting swiftly. Staff can avail of an excellent Professional Development programme, with access to research engagements, qualifications, and leadership shadowing. Staff are keen to live by the values they encourage their students to engage with; teachers are seen as approachable, open, and caring, with support on hand when called.

Cranleigh Abu Dhabi consistently goes above and beyond to provide an exceptional education for all learners. Staff treat inclusion with the utmost respect and dedication, seeing it as the lifeblood of all they do at the school, not just an ‘add-on’ policy. Students and parents alike are full of praise for the unwavering dedication of the school. Commitment is a word that perfectly sums up the Cranleigh experience; staff are fully committed to students and parents; students are fully committed to their school; and everyone is fully committed to inclusion.