IQM International Inclusive School Status for Al Ain British Academy

September 8, 2025

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Al Ain British Academy is a welcoming and empowering learning community in the heart of the UAE’s ‘Garden City’, home to just over 1000 students. Around 70% of students are Emirati and 30% are expatriates. Al Ain British Academy consistently meets the needs of its diverse student body; many students speak English as an Additional language, 12% have Autism, alongside other learners with additional needs such as ADHD, speech and language difficulties, and moderate to severe learning needs. The academy caters to both primary and secondary learners, therefore adaptive teaching is a key component of inclusive teaching and learning at AABA (Al Ain British Academy). It is clear that inclusion is not just an ‘add-on’ at the academy, but the guiding influence that permeates all aspects of academy life. The Head of Inclusion and the whole Inclusion Department work tirelessly to ensure every student is known and feels seen in the academy. They use data to identify strengths in policy and areas of progress, most notably seen in the core subjects, with recent interpretation of data indicating that Students of Determination and EAL learners are benefitting from targeted interventions. It is a testament to the nature of the school that all staff work with the Inclusion Department to ensure lessons meet the needs of all learners. With expansion and constant improvement on the horizon, AABA is ready and willing to make inclusion their focus.

Al Ain British Academy stands out within the Aldar Trust as a beacon of inclusive practice, with the Trust frequently recommending the academy to families of Students of Determination. The academy has a very open-minded Admissions Policy, with every application carefully considered to ensure a smooth induction. Indeed, the Principal noted to our assessor that “I am really proud of the Inclusion Policy around admissions.” The Inclusion Team – consisting of five expert members of staff – work tirelessly to ensure that inclusion is considered from the point of application, right through a student’s journey at the academy. The team meets formally each week and then informally daily, to discuss key issues such as the impact of specific interventions and support provided for individual students.

Inclusion Registers are in place to ensure that students requiring additional support are identified and monitored effectively. Such is the momentum for inclusive education at AABA that the team plans to expand going forwards to meet growing demand and ensure alignment with ADEK’s Inclusion Policy. The Inclusion Department provides training for all staff to ensure every teacher can meet learners at their point of need. Staff told our assessor that, “We have a good environment and a good relationship with staff. Everyone is very approachable”, showing that inclusion is not just for the students, it is an academy-wide commitment. There is high staff retention, and staff feel confident that they can access any support they need, from academic to wellbeing.

Al Ain British Academy’s implementation of the new ADEK Inclusion Policy has been a success so far, and the academy has managed to build a tailored approach to inclusion that reflects the needs of its community whilst also aligning with the values of ADEK and Aldar. The Principal is passionate about inclusion and allows all staff to contribute to the academy’s inclusive vision. He works closely with senior leaders across the Aldar network to promote continuous improvement. He speaks highly of the academy’s Inclusion Department; “The Head of Inclusion is very calm and measured; she knows the role extremely well.” So much is the Principal’s belief in the Inclusion Department that the Head of Inclusion has recently joined the Senior Leadership Team.

The academy’s values of “Respect, Responsibility, Resilience, Digital Literacy, Critical Thinking and Collaboration” allow students to live by an inclusive code every day. Students told our assessor that they have the opportunity to learn about these values “any time”, showing that inclusive learning is always accessible at AABA. In order to help students learn more about academy values, teachers adapt points of reference depending on learning stage. For example, Early Years and Key Stage 1 students are able to learn about the values through a variety of animals, as well as through assemblies, to help them incorporate the values into their daily routines. Adapted teaching is an expectation across primary and secondary, with students confident enough to select a level to work at in order to achieve a whole-class objective, demonstrating a strong understanding of the benefits of inclusive values.

By adopting a broad and engaging curriculum, AABA are able to provide opportunities for every learner to flourish. Alongside the mandatory Ministry of Education subjects, such as Arabic, Islamic Studies, and UAE Studies, the academy is able to offer a wide variety of academic pathways, with curriculum planning ensuring that knowledge and understanding are continuously developed across year groups. Extra-Curricular Activities help to enhance the student experience, with a varied offering including sports, the arts, drama, and academic enrichment, allowing students to grow as individuals whilst pursuing their interests beyond the classroom. All of this growth is only possible through the academy’s trust in student voice. From curriculum to extra-curricular development, students can have a say in their education, allowing them to become active stakeholders in the academy’s inclusive learning.

The academy building itself is designed with inclusion in mind. Leaders have used creativity and group critical thinking to make the most of the space they have, using innovative solutions to help support students’ self-regulation needs. Displays around the academy are vibrant and engaging, celebrating student achievement and progress. The library is an active learning hub that allows students to access an excellent range of resources and foster a genuine love of literature.

Transition has played an important part in planning and has become an academy strength. Early Years pupils can access monthly transition sessions that allow them to meet their teacher and explore their new setting. Parents are also included in their transition process, and it is clear that home and academy collaboration is key to sustaining its inclusive ambitions. Parents are strongly encouraged to engage with their child’s learning through regular meetings, detailed reports and open channels of communication, ensuring all families are informed and engaged with AABA life. The academy’s Inclusion Policy is easily accessed through the website and is written in such a way that all families can understand what support is on offer. Translation services are provided for important documents and meetings to ensure that all families can effectively engage with the academy.

Inclusion is not just a solitary policy at Al Ain British Academy. Inclusion is for everyone, it supports everyone and is everyone’s responsibility. A strong sense of community has allowed the academy to move from strength to strength, and establish itself as a sanctuary for all students, particularly those with additional needs. With a committed staff body, led by a passionate Senior Leadership Team, there is no mile the academy team will not travel to provide an excellent education for every learner.