Doha College

Doha College is located in Al Wajba, near Education City in Doha. The brand-new, purpose-built campus is easily accessible via the new expressways and has abundant parking with a multi-entry drop-off/pick-up system. The official postal address is PO Box 7506, Al Niser Street, Doha, Qatar.

Doha College is structured into Early Years Foundation Stage (EYFS), Primary, Secondary, and Sixth Form. EYFS covers ages 3–5 (FS1–FS2); Primary serves about ages 3–11 (Years 1–6); Secondary covers Years 7–11 (ages 11–16); and Sixth Form encompasses Years 12–13 (ages 16–18).

Doha College is a co-educational day school that operates on a British curriculum. It is not-for-profit. The school follows the National Curriculum for England.

86 nationalities are represented on campus. The school notes that almost all pupils come from outside Qatar, with official breakdowns of local versus international ratios not published; third-party sources have historically cited a large British presence among the international student body.

Doha College provides learning support and inclusion for Additional Learning Needs. In 2025, a Sensory Room was opened to support emotional, behavioural, and sensory needs across Primary and Secondary, alongside a Learning Support team dedicated to inclusion.

The school follows the British National Curriculum and operates as a British international school in Qatar; it is not affiliated with a single country's education system.

Religious affiliation is not stated; Doha College is presented as a secular, diverse international community.

The school week runs Sunday to Thursday. The day starts around 7:15–7:30 for Primary and around 7:20–7:30 for Secondary, with the formal day typically ending at about 1:55 pm. After-school CCAs extend learning into the late afternoon.

Doha College offers a bus service with features including first-aid trained drivers, safeguarding-trained staff, GPS tracking, and a dedicated in-house bus coordinator. The service is provided via the school's Bus Service program and includes options for termly discounts and sibling discounts.

Doha College is a not-for-profit British international school in Doha, educating pupils from age 3 to 18. The Primary curriculum follows the National Curriculum for England for ages 3–11 (EYFS to Year 6), using an Interdisciplinary Learning approach in Key Stage 1 and Key Stage 2, with Arabic taught from Year 1 and French introduced in later years. The EYFS programme (FS1–FS2) uses a play‑based approach across seven areas of development and includes the Flying Start programme for FS1. The Secondary curriculum (Years 7–13) follows the National Curriculum for England, with Key Stage 3 (Years 7–9) offering a broad range of core and foundation subjects; Key Stage 4 (Years 10–11) delivering GCSE/IGCSE examinations with a wide choice of options; and Key Stage 5 (Years 12–13) leading to GCE AS/A Levels or Applied A Levels. In the 6th Form, students can choose from over 25 AS/A Level options across subjects including Arabic, Biology, Chemistry, English, French, Mathematics, Geography, History, Psychology, Sociology, and more, with enrichment opportunities such as an EPQ.

Doha College places wellbeing at the heart of student life, guided by the SHANARRI eight indicators of wellbeing (Safe, Healthy, Achieving, Nurtured, Active, Respected, Responsible, Included). Social and Emotional Learning (SEL) is supported through a combination of PSHE, mindfulness practices, and a broad pastoral program integrated across year groups. The High Performance Learning (HPL) approach reinforces resilience, positive thinking, and social-emotional skills in both academic and pastoral settings. Mindfulness is promoted through Mindful Monday tutor-time activities, assemblies, mindfulness apps (such as Smiling Mind), mindful drop-ins, mindfulness clubs, and journaling. The Learning Support team centers wellbeing in practice, offering early, targeted support (including small-group and 1:1 provision) and assigning a key worker to vulnerable pupils when needed; staff are trained to recognise wellbeing concerns and CPOMS is used for welfare information. Student voice is central via the Student Wellbeing Committee, which is supported by a dedicated staff member, and pupils complete an annual GL Assessment pupil attitude survey to monitor social-emotional needs from Year 3 upwards.

Doha College uses a whole-school inclusive approach, with pupils identified as having SEND being fully integrated into mainstream classes where practicable. SEND is defined as needs in four main areas: communication and interaction; cognition and learning; social, emotional and mental health; and sensory and/or physical needs. A four-part graduated approach (Assess, Plan, Do, Review) with Personalised Learning Plans coordinates support, with progress monitored and parents consulted at every stage. The Director of Learning Support coordinates SEND provision and is supported by roles such as the Head of Learning Support (Primary) and Learning Support Assistants; the Director liaises with parents and outside agencies and oversees pupil records and staff training. English as an Additional Language is considered within SEND, with attention to first-language considerations and assessment of English proficiency before planning additional support; all teachers share responsibility for SEND progress and the school aims to integrate SEND within mainstream education rather than operate as a specialist SEN institution.

English as an Additional Language (EAL) considerations are addressed within the SEND policy; there is no separate stand-alone EAL policy published on the site. Particular care is given to pupils whose first language is not English, with teachers monitoring progress across the curriculum to determine whether language needs are affecting learning or indicate other SEND. The proficiency of English is assessed before planning any additional support, to ensure appropriate provision is matched to need. All teachers share responsibility for SEND progress, including pupils requiring EAL support, reflecting the school's whole-school approach to inclusion.

Mental wellbeing is central to the school's wellbeing framework, with PSHE covering relevant topics and mindfulness practices integrated into the curriculum. Mindfulness is delivered through initiatives such as Mindful Monday, assemblies, mindfulness apps, mindful drop-ins, mindfulness activities and clubs, and journaling to support self-awareness and emotional regulation. The Learning Support team prioritises pupil wellbeing, offering targeted 1:1 or small-group support and providing pupils with Personalised Learning Plans where needed. Staff training on wellbeing and structured pupil voice mechanisms, including the Student Wellbeing Committee, support ongoing welfare; regular welfare discussions occur in departmental and year-group settings. Progress in wellbeing is tracked using annual GL Assessment pupil attitude surveys to monitor attitudinal and emotional issues from Year 3 upwards.

Safeguarding and child protection are core responsibilities at Doha College, with policies and processes framed to safeguard every student. Uzma Zaffar serves as Executive Designated Safeguarding Lead. The college promotes a safeguarding pledge and a wellbeing wheel to support resilience, ensuring that children have access to a named adult, are listened to seriously, and can raise concerns confidentially when appropriate. The college reviews safeguarding policies annually and maintains a range of safeguarding documents, including the Safeguarding and Child Protection Policy, Anti-Bullying Policy, and Online Safety Policy, among others. Guidance and resources for safeguarding staff, volunteers, and visitors are provided, with an emphasis on continuous improvement and clear channels for reporting concerns.

1. Doha College is selective; admission depends on the applicant's age and on places being available. The school uses criteria that vary by age group and admission is not first-come-first-served. Applicants participate in an entrance assessment to understand each student's strengths. Successful applicants may secure an open place or be added to the waiting list. 2. Applications are submitted online; for a September intake, the process typically commences in November of the preceding year. The admissions schedule provides details on key dates and supports mid-year starters based on availability for most year groups. 3. The entrance assessment is conducted onsite at Doha College; EYFS assessments take about 30 minutes, Year 1 assessments about 20 minutes, and there is a QR 200 assessment cost for EYFS/Year 1. 4. Waiting lists are rank-ordered based on academic ability as determined by the entrance assessment, examination results, previous school reports, and an academic and character reference. 5. Admission to Years 12 and 13 requires meeting minimum entry requirements at GCSE and/or A-Level (five grade C's/5 or higher with B's/6 in the chosen subjects), availability of places, and a satisfactory interview, as well as academic and behaviour references. 6. In some circumstances, learners with learning support requirements may be admitted, subject to discussion with the school before confirmation of a place.

Waiting lists are rank-ordered by academic ability as determined by the entrance assessment, examination results, previous school reports, and an academic and character reference. Waiting lists apply to all year groups when places are not immediately available.