Hampton Heights International School

Hampton Heights International School is located at Al Twar 3, Dubai, United Arab Emirates. The campus sits in the Al Twar area, with access to main roads and nearby amenities. The school operates its own GPS-tracked, CCTV-equipped bus fleet with trained drivers to support daily travel across multiple Dubai districts. For transport details and fees, contact the transport team.

The school serves early years through Year 7, with ages accepted from 3 years old and above. The curriculum is Cambridge-based, covering EYFS through A-Levels. Based on KHDA/Admissions information, levels span FS1 to Year 7.

The school operates as a private international school delivering a British curricula framework and is co-educational. KHDA-related materials describe a British/UK-inspired program, and third-party listings identify the school as mixed gender. Boarding facilities are not indicated on official materials.

Public KHDA materials do not publish a current, detailed nationality mix for Hampton Heights (numbers, most common nationality, or local-to-international ratio). The available KHDA/Admissions materials confirm grade ranges and UK-based curriculum but do not provide a nationality breakdown.

The school provides inclusion and SEN support through high-quality differentiated teaching within the mainstream classroom. For students needing extra help, Individual Education Plans (IEPs) or Individual Learning Plans (ILPs) are developed in collaboration with families and specialists. English as an Additional Language (EAL) support is available, with staff trained to meet diverse learning needs.

The school follows the National Curriculum for England, delivering a British curriculum with Cambridge International Certificates. This indicates affiliation with the UK education framework via CAIE, with KHDA accreditation.

There is no formal religious affiliation listed for the school. The campus includes a Prayer Room, and the inclusion framework supports students of various backgrounds within a secular, inclusive ethos.

The academic year runs from September to July. Term 1 begins around August 25, 2025, with Term 2 starting January 5, 2026 and Term 3 beginning March 30, 2026; holidays include Prophet's Birthday, Eid Al Fitr, Eid Al Adha, and National Day. The calendar also notes winter breaks and other UAE public holidays.

The school operates a transport service with a fleet of GPS-tracked, air-conditioned buses and trained drivers. Routes cover numerous areas around Dubai, with listed fees by location. A transport contact is available for issues, and GPS tracking supports real-time monitoring.

Hampton Heights International School follows the Cambridge British Curriculum, delivered through Cambridge Assessment International Education, from the Early Years Foundation Stage through IGCSE and A-Levels. EYFS (ages 3-5) emphasizes play-based learning to develop early literacy, numeracy, and social skills. Primary School (Years 1-6, ages 5-11) provides a broad program including English, Mathematics, Science, Humanities, Arabic, Islamic Studies, and Creative Arts, with an inquiry-based approach. Secondary School (Year 7 onward) follows Cambridge Curriculum to IGCSE, with core subjects English, Mathematics, and Science, and electives such as Computer Science, Business Studies, and Modern Languages; Cambridge A-Levels are offered in later years. The school is KHDA-accredited, aligning with UAE standards and Cambridge affiliation. The curriculum also integrates STEM, supports personalized learning through small class sizes, and offers a wide range of clubs and extracurricular activities.

Social and Emotional Learning (SEL) is a core element of Hampton Heights International School's wellbeing framework. The Wellbeing Policy describes wellbeing as holistic development across academic, physical, mental, emotional, social, and spiritual domains, and explicitly identifies SEL as a protective factor that supports social skills, empathy, and emotional intelligence. The policy outlines a continuum of support for wellbeing, including access to counselling and tailored wellbeing programs. Leadership for wellbeing is provided by the Head of Inclusive Education & Pastoral Care, with a whole‑school approach that involves collaboration with families. The framework promotes strong relationships, belonging, and inclusive practices as central to SEL across the school community.

Most students' needs are met through high‑quality, differentiated teaching within the mainstream classroom. For those requiring additional support, tailored plans such as Individual Education Plans (IEPs) or Individual Learning Plans (ILPs) are developed in collaboration with families and specialists to ensure personalised learning pathways. The school recognises Gifted and Talented students through ongoing teacher observation and appropriate enrichment. Students needing English as an Additional Language (EAL) support are also accommodated within the inclusion framework. Hampton Heights is not described as a specialist SEN institution; inclusion is managed primarily within mainstream classes with targeted supports as needed.

EAL support is provided as part of the inclusion framework, with targeted programmes and resources for learners. During the admissions process, the student's current English proficiency is assessed to determine the level of EAL support required. All teachers are trained to meet diverse learning needs, including EAL students, Students of Determination, and Gifted and Talented learners. EAL provisions are designed to help students access the curriculum and participate fully in class.

Mental wellbeing is a central focus of the Wellbeing Policy, which promotes mental health awareness, early identification, and timely intervention. The policy supports access to counselling and wellbeing programs as part of comprehensive student support. It also prescribes actions such as getting students active, prioritising outdoor play, healthy eating, adequate sleep, and managing technology to promote wellbeing. The Wellbeing Policy is led by the Head of Inclusive Education & Pastoral Care, reinforcing a school‑wide approach to mental health and resilience.

Safeguarding and child protection are defined as a priority in the Child Protection and Safeguarding Policy, which lists key roles such as the Designated Safeguarding Lead (DSL), Designated Child Protection Lead (DCPL), and Deputy DCPO. The policy includes Early Help procedures and whole‑school strategies to promote safety, along with access to the school clinic and counselors. It outlines reporting concerns, staff obligations, and procedures for allegations, with clear channels for notifying parents and external authorities when needed. The safeguarding arrangements are subject to KHDA inspection, and the policy provides signs to recognise concerns and formal steps for action, including flow charts for non‑immediate danger scenarios.

1. Inquiry & School Tour: We encourage families to visit the campus to experience the learning environment firsthand. Book a tour with the admissions team for a guided school visit. The visit discusses the Cambridge British curriculum and the EYFS–A-Levels framework used at the school. This step helps families understand the admissions pathway and prepare for the online application. 2. Application Submission: Complete the online application form and submit the required documents: copy of the student's passport and Emirates ID; previous school reports (last two years); birth certificate; passport-sized photographs; transfer certificate (if applicable). Ensure documents are accurate and up-to-date. This step initiates the evaluation for admission. 3. Assessment & Interview: Students may be required to complete an age-appropriate entrance assessment to ensure they meet our academic standards. A short interview with the student and parents may also be scheduled. The assessment informs placement and academic readiness. 4. Admission Offer & Enrollment: Upon successful evaluation, families will receive an official offer letter. To secure the student's place, parents must complete the registration process and pay the enrollment fee. The curriculum is Cambridge British (EYFS – A-Levels) and KHDA registration is required upon admission. The ages accepted are 3 years and above, the academic year runs September to July, and mid-year admissions are subject to availability.