Pearl British Academy awarded the IQM International Inclusive School Award

September 22, 2026

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Pearl British Academy in Abu Dhabi has been awarded the IQM International Inclusive School Award, reflecting its commitment to creating an inclusive environment where pupils feel known, supported and encouraged to develop their independence.

Inclusion woven into everyday life

Inclusion at The Pearl British Academy does not sit off to the side as a separate initiative; it is woven into the day-to-day life of the school. Staff greet pupils by name, and pupils move around with a sense of ease that suggests they are comfortable here. Children across different phases spoke about their school in a warm, matter-of-fact way. One pupil said, “Everyone helps you here. No one gets left on their own,” a simple comment that captured much of what was observed throughout the school.

This sense of belonging came through in classrooms, corridors and communal areas and reflected the school’s ethos in practice rather than in words alone. Staff demonstrated a genuine understanding of the pupils they work with, while quiet examples of support showed a culture where pupils feel understood rather than managed.

Emotional literacy is part of the natural rhythm of the school day. In KS1, children make use of the Zones of Regulation, while in EYFS this is adapted through the ‘Colour Monsters’ framework. Strategies are introduced through assemblies, where pupils learn techniques such as five-finger breathing, and pupils were confident in describing how these help them.

Supporting independence

A strong focus on independence runs through the school’s approach to inclusion. The Head of Inclusion explained that “the goal is independence, not dependence”, particularly in relation to reducing unnecessary one-to-one support.

This approach was visible during the visit. An Individual Assistant positioned herself just outside an Arabic classroom, close enough to reassure a pupil but far enough to allow the child to experience independence. In another example, an Individual Assistant had created a personalised pre-teaching book on her own initiative, demonstrating the reflective and proactive mindset encouraged within the school.

Teachers and support staff also spoke confidently about adapting learning without lowering expectations. Across EYFS, KS1 and KS2, visual scaffolds, modelled examples, chunked instructions and structured vocabulary supports enabled pupils to remain engaged and understand the next steps in their tasks. Pupils with additional needs were seen participating fully in whole-class learning, supported by planned resources rather than frequent withdrawal from lessons.

A culture of partnership

The Pearl British Academy has developed strong relationships between pupils, families, staff and external professionals. Parents described feeling welcomed, listened to and genuinely understood, with several sharing examples of how communication had helped their children settle, build confidence or navigate a difficult period.

The school’s partnership with external agencies further strengthens its community relationships. Therapists described their work with the school as collaborative and respectful, explaining that staff follow up on recommendations, ask thoughtful questions and ensure that strategies are implemented across both the classroom and home environments.

Although Individual Assistants are privately employed by families, the school has created a structure where they feel fully part of the community. Weekly meetings with the Head of Inclusion provide opportunities to review IEP progress, raise concerns and share successes, helping to create a joined-up approach around pupils.

Pupil voice and belonging

Pupil leadership and pupil voice are well-established, with groups such as the Eco Club, Pearl Parliament, Play Leaders and Peer Mentors taking on meaningful roles. Pupils gave examples of decisions they had contributed to and spoke with a sense of ownership rather than formality.

The school’s wider approach to personal development supports pupils in taking responsibility for themselves and others. Pupils described helping younger children resolve disagreements or join games at breaktime, as well as contributing to decision-making around sustainability and community activities.

Overall, The Pearl British Academy is a school where inclusion is woven into daily life. Strengths lie in relationships, in the way staff speak about pupils, and in the way pupils describe their school experience. Parents feel heard, external professionals feel welcomed, and pupils show confidence in both their learning and their place in the community. The school’s direction is clear, and it is well positioned to continue developing its practice in a thoughtful, measured way.

Find Out More About IQM

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

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