Oaktree Primary School

Oaktree Primary School is located in the Al Quoz 4 area of Dubai, United Arab Emirates, near Al Khail Mall. The campus address is Al Khail Mall, Al Asayel Street, Al Quoz 4, Dubai. The surrounding area is a mixed residential and commercial neighbourhood with good road access.

The school delivers the UK curriculum for FS1 through Year 6, i.e., Early Years Foundation Stage (FS1/FS2) to Year 6.

The school is a co-educational day school and offers the UK (British) curriculum.

As of 2023–24, the school has around 609 students. The majority of students are of Arab origin, with a notable international mix. The school states it admits students of all nationalities and ethnicities; however, the exact number of represented nationalities and the local-to-international ratio are not published.

Oaktree describes itself as an inclusive school with an Inclusion Department. It supports English as an Additional Language (EAL), Gifted and Talented students, and Students of Determination with Individual Education Plans (IEPs) as needed, coordinating with parents and outside agencies.

Affiliated with the United Kingdom through its UK curriculum.

No religious affiliation is stated.

The school day runs 7:00–16:00 on weekdays; Saturdays are 9:00–17:00; Sundays are closed. There is an on-site cafeteria providing meals and refreshments; breaks are scheduled within the timetable but exact times vary by year group.

Oaktree operates a bus service. Buses are fully compliant with RTA regulations and feature GPS and RFID tracking, CCTV, and a child-safety button. Routes cover areas including Al Khail Gate/Al Quoz 1-4/Al Khail Heights, Al Safa/Al Wasl Road/Al Manara/Downtown Dubai, Nad Al Hamar/Ras Al Khor, and other zones. The full-year two-way transport fee applies per route (e.g., AED 5,600–AED 7,600 for 2025–26), and transport must be taken for the full year with no monthly option; forms should be submitted to the school's transport contacts.

Oaktree Primary School in Dubai follows the English National Curriculum for Years 1–6, with an Early Years Foundation Stage for 3–5-year-olds and four Key Stages: Foundation Stage, Key Stage 1 (Years 1–2), Lower Key Stage 2 (Years 3–4), and Upper Key Stage 2 (Years 5–6). The core curriculum comprises English, Maths and Science, with Foundation Subjects including Art and Design, Computing, Design Technology, Geography, History, Music and Physical Education, alongside UAE Ministry of Education Arabic A/B, Islamic A/B and Social Studies & Moral Education. The curriculum also features Modern Foreign Language in French, Reading & Writing with a phonics focus, and Forest School as part of its learning. The school emphasizes cross-curricular themes that connect content, skills and values, and provides opportunities for student leadership from Year One via the Pupil Parliament. Overall, the curriculum is designed to ensure progression from the Early Years through to Year 6 within a four-stage structure while aligning with UAE MOE requirements and the English National Curriculum.

Oaktree Primary School is described as an inclusive school that values every student and celebrates individual needs, with a clear aim to provide equal opportunities to participate in academic and extracurricular programs. The school welcomes students who are gifted and talented and those who study English as an Additional Language (EAL), who may have additional learning needs. When needs are identified, an Individual Education Plan (IEP) is developed in collaboration with parents, teachers, and the Head of the Inclusion Department. The Inclusive Education Policy Framework (KHDA, 2017) guides practice to ensure that every day, in every classroom, all students learn and achieve in a safe, supportive, engaging and appropriately challenging environment, with personal, social, emotional, and academic needs fully met. The Inclusion Head leads the team, coordinating targeted interventions, tracking progress, liaising with outside agencies, and communicating with parents. The Inclusion Team participates in the Athena Inclusion Community of Practice to share strategies and improve practice across the group.

Oaktree positions itself as an inclusive school rather than a specialist SEN institution. It welcomes students of determination and those who study English as an Additional Language, who may have additional learning needs and require individual plans. All children are observed to screen for needs in collaboration with parents, teachers, and the Head of the Inclusion Department. Where a need is identified, the school develops an Individual Education Plan (IEP) and implements targeted interventions, with progress tracked by the Inclusion Head and team. The Inclusion Head coordinates work with outside agencies for students of determination and communicates with parents. Guided by the KHDA Inclusive Education Policy Framework (2017), the school aims to meet students' personal, social, emotional, and academic needs in a safe, supportive environment.

The school explicitly includes students who study English as an Additional Language (EAL) and provides support through the Inclusion Team, using a holistic and integrated approach to help learners access the curriculum and build friendships. EAL learners are welcome as part of the inclusive community and may receive individualized planning as needed. Children who join with limited English are observed and supported to develop language and access to learning in collaboration with parents and teachers. The school tracks EAL students within its Inclusion Guidelines to ensure appropriate support and progression. The Inclusive Education Policy Framework guides practice to ensure EAL students can participate fully in classroom learning and activities.

Mental wellbeing is addressed through the school's inclusive and safeguarding framework, which emphasizes personal, social, emotional, and academic needs. The KHDA Inclusive Education Policy Framework states that, within a safe and supportive environment, the personal, social, emotional, and academic needs of all students are fully met. Safeguarding guidelines emphasize the well-being of students and families and require staff to be trained to handle concerns in line with regulatory requirements. The school encourages communication with parents, notably via the child's class teacher, for guidance or concerns related to wellbeing. The Inclusion Head coordinates targeted interventions and may work with outside agencies to support students' mental health and emotional wellbeing as part of an overall wellbeing strategy.

Safeguarding and Child Protection Guidelines state that the school delivers quality education with the safety and well-being of every student as the priority. The staff are trained to recognize and respond to concerns, and procedures are implemented in compliance with authorities. The school is committed to the well-being of students and families, and parents are advised to voice concerns through their child's class teacher. The safeguarding section emphasizes a proactive, inclusive approach to safety and a clear point of contact for concerns.

1. Enquiry and campus tour. Admission is open year round subject to space. The enquiry form can be filled online or during a walk-in visit, and a school tour can be booked to view the campus and facilities. The school welcomes students of all nationalities, including those who study English as an Additional Language, those with special needs, and those who are gifted and talented.

2. Vacancy contact and next steps. The school will contact you if a vacancy is available and schedule the next steps. Priority is given to siblings who are students of the school. The placement processes are in line with regulatory requirements.

3. Foundation Stage assessment. Placement processes follow regulatory requirements. The Foundation Stage evaluation considers the child's learning needs and registration requirements; children are not assessed for specific academic abilities, but may meet with teaching staff in small interactive sessions to ascertain independence from parents, ability to converse with adults, and ability to follow simple instructions. FS1 children must be toilet trained.

4. Key Stage admissions and required documents. Admission for Key Stage 1 (Years 1 and 2) is based on the age requirement and registration fulfillment. Baseline placement assessments may be conducted to plan the level of support required, with local applicants assessed at the school and online assessments available for applicants outside the UAE where applicable. For Key Stage 2 (Years 3 to 6), admission follows age requirements and registration fulfillment, with similar baseline assessments as needed. Documents for submission include passport and residence visa (where applicable) with UID, birth certificate, four recent photos, vaccination card, Emirates ID (where applicable), transfer certificate, and school reports; specialist reports may be requested. Inclusion admissions cover EAL, Students of Determination, and Gifted and Talented, with KHDA guidance followed.

5. Inclusion and support. Assessments for inclusion admissions are designed for EAL students, Students of Determination, and the Gifted and Talented; parents provide copies of medical, psychological, or educational assessments to enable best services. KHDA guidance and procedures are followed for all inclusion considerations.

The school operates a waiting system in case of no immediate vacancy. When a place becomes available, families are contacted to offer placement.