Ajyal International School

AJIS MBZ takes a whole-school approach to social and emotional learning, prioritising well-being alongside academics. The environment is described as caring, safe and kind, with an emphasis on kindness and celebrating individuality. A staff- and learner-wellbeing plan is developed with the school counselor to support emotional and physical health for students and staff. Personal guidance is provided through Heads of Year with a bespoke PSHCE/mindfulness curriculum, and the House system fosters leadership and community. The Wellbeing@Ajisprogramme is built on the Positive Education Framework to focus on strengths and balance, and the pastoral programme has been described as Outstanding by KHDA in the past.

AJIS MBZ provides an inclusion policy for Students with Special Educational Needs (SEN). The policy defines SEN as any disability, disorder, difficulty, impairment, exceptional need, or other additional needs that may affect learning and educational performance, and it also covers Gifted and Talented students. The policy states that some students may require additional educational support beyond the general curriculum and will have Individual Education Plans with differentiated instruction. Roles and responsibilities require monitoring of SEN services and ensuring compliance, including recruitment of trained staff and progress reporting to parents. The policy covers mild to moderate SEN and Gifted and Talented categories but does not describe a dedicated SEN unit or specialist SEN institution.

AJIS MBZ follows the English National Curriculum as part of its offering. The curriculum is described as integrated with UAE MOE subjects, indicating English-language instruction within a British/ENC framework. Public information about EAL-specific provision, staff, or programmes is not disclosed on the site. The school presents itself as a British/ENC-using institution with a focus on English language instruction. There is no separate EAL page or explicit EAL programme details published online.

Mental wellbeing is addressed through a whole-school approach with wellbeing as a core priority equal in importance to academic achievement. The school describes its environment as caring, safe and kind, with proactive work to prevent problems and build resilience. A School Counselor and wellbeing staff provide direct support, and a staff and learner wellbeing plan is developed to address emotional and physical health. Personal guidance is delivered through Heads of Year and a bespoke PSHCE/Mindfulness curriculum, complemented by a Wellbeing@Ajisprogramme based on the Positive Education Framework. The school's pastoral care has been recognised as Outstanding by KHDA in the past.

Safeguarding is stated to be of paramount importance throughout the school, with parents encouraged to speak to the pastoral team about any concerns. Pastoral care is embedded across year groups, with Year leads, Heads of Departments, a Pastoral Lead, and a School Counselor to identify wellbeing or mental health needs early. The approach emphasises building positive relationships with pupils, families and staff as part of safeguarding and protection. The school notes an Outstanding past KHDA description of its pastoral care and a Very Good rating from ADEK for protection, care, guidance and support of students, reflecting a strong safeguarding track record.