The Apple International School

The Apple International Community School is located at 29A Street, Behind Karama Centre, near Karama Park in Al Karama, Dubai, United Arab Emirates. It sits in central Dubai in a densely developed area with convenient road access. The Karama Centre reference point and the Al Karama address help nearby residents identify the campus easily.

Foundation Stage (FS1–FS2) prepares children aged 3–5. Primary covers Year 1 to Year 6, and Lower Secondary covers Year 7 to Year 9. KHDA data also shows the UK National Curriculum framework extending to Year 10 in the school's profile.

Co-educational private day school. The school operates under LEAMS Education and delivers a British curriculum in Dubai. The KHDA inspection confirms the school uses the UK curriculum and serves both boys and girls.

Public data from KHDA's DSIB (2023–2024) lists 1 Emirati student out of 1,036, with the largest nationality group being Indian; total enrollment was 1,036 students. This implies a predominantly international pupil body with a single local student in that inspection period.

The school supports learners with additional needs and requests relevant documentation (e.g., IEPs or therapy reports) as part of the admissions process. KHDA's Dubai Schools Inspection notes ongoing provision for learners with diverse needs and reports on the school's care and support as part of its overall assessment.

United Kingdom. The school follows the English National Curriculum (UK curriculum) as part of its stated curriculum.

Religious affiliation: None. The school follows the UK National Curriculum and UAE MOE requirements, with Islamic and Arabic studies taught as appropriate under KHDA guidelines.

The school's official working hours for the campus are: Monday–Thursday 7:30 AM–4:30 PM; Friday 7:30 AM–12:00 PM and 2:00 PM–4:30 PM; Saturday 8:00 AM–1:00 PM. These hours pertain to school administration and operations.

The school provides outsourced student transport at an affordable cost, managed by a reputable transport company. Fees depend on the area of residence, with transport arrangements and routes coordinated by the school; the transport contact is transport@applecommunityschool.ae.

The Apple International Community School in Dubai delivers a British-style education with the curriculum organized into Foundation Stage, Primary and Lower Secondary. Foundation Stage (FS1–FS2) follows the Early Years Foundation Stage (EYFS) framework for ages three to five, preparing children for learning in Key Stage 1. Primary (Years 1–6) delivers the English National Curriculum, aligned with UAE Ministry of Education requirements, and includes Arabic A/B, Islamic Studies A/B, and Moral, Social and Cultural Studies, alongside Foundation Subjects such as Art and Design, Music, Design and Technology, Computing, Geography, and History. Lower Secondary (Year 7–9) provides a broad KS3 program with Core Subjects (English, Mathematics, Science) and Foundation Subjects (PE, Geography, History, Computing, Design and Technology, Art & Design, Music, Modern Foreign Languages) plus UAE MOE subjects (Arabic A, Arabic B, Islamic A, Islamic B, Moral, Social and Cultural Studies). The KS3 curriculum is described as tech-enabled, incorporating Robotics and Artificial Intelligence to develop 21st-century skills; published KS4/IGCSE details are not provided on the site.

The Apple International Community School prioritizes holistic social and emotional learning (SEL) through a formal wellbeing framework and a dedicated wellbeing team. The team includes the Principal (Leader of Wellbeing), the School Counselor, the Head of Inclusion and Wellbeing, Wellbeing Officers, the Inclusion Team, and Student Council, and they respond to students' personal, social, emotional, and academic concerns in a caring, non‑judgmental environment. Mental health awareness is embedded in the PSHE curriculum and the wellbeing programme, with the inclusion department coordinating well‑being activities and awareness weeks. A mindfulness programme operates as part of the wellbeing provision, including a Morning Mindfulness routine, breathing and reflection breaks, and daily gratitude, and it draws on the Oxford wellness curriculum and Jigsaw. The school maintains a wellbeing calendar and nurture initiatives (Nurture Hub) with partnerships such as Seeds Center and Thriving Souls to support student wellbeing, while staff receive regular safeguarding and mental health training as part of child protection CPD. The school emphasizes listening to the voices of children, teachers and parents and signposting to internal or external pathways for support, strengthening a school‑wide wellbeing culture.

The Inclusion Department (ID‑AICS) leads SEND support and includes an Inclusion Governor, Inclusion Champion/Principal, Vice Principal, Leader of provision for Students of Determination, School Counselor, Special Educators, Learning Support staff, and Parents. The school uses a graduated approach with services such as initial screening, 1:1 interventions, small group intervention, in‑class support, modified/reduced curriculum, and exam access arrangements to meet diverse needs. Individualised Plans (IAP, ILP, IEP, BMP, BSP) are drafted to support learners with barriers to learning and are shared with parents and staff and reviewed termly. The Inclusion Team provides support for needs categorized under KHDA's Categorisation Framework and can coordinate with external providers if more intensive support is required. Admissions procedures for Students of Determination involve internal observations and assessments, with differentiated planning and accommodations to enable appropriate placement, including the development of Individual Education Plans in collaboration with parents and specialists. The school commits to inclusive education in line with KHDA and UAE law, seeking to remove barriers and ensure equal opportunities for all learners.

The school does not publicly disclose a separate EAL program in its published policies or public pages. The published materials describe inclusive education and support for students with special educational needs rather than a dedicated EAL service; external providers may be engaged if needs exceed standard school provision. Some curriculum pages indicate language offerings (e.g., Arabic language tracks and English‑language instruction within KHDA frameworks) but there is no explicit EAL policy or staffing detail described. The inclusion framework notes that support can be extended for students with various needs, including those requiring additional services from external providers. Admissions emphasize inclusion and appropriate placement for diverse learners, but EAL is not specifically documented as a distinct program. If EAL needs arise, the school can provide differentiated planning and accommodations as part of its inclusion approach.

Mental wellbeing is a central element of the wellbeing policy, with a focus on promoting mental, physical and emotional health through the PSHE curriculum and wellbeing activities. The school runs a well‑being week and implements mental health awareness activities to educate students and staff safely and sensitively. The Mindfulness Programme includes a Morning Mindfulness routine, guided breathing, and mood checks, along with daily gratitude practices; the Oxford wellness curriculum and the Jigsaw programme underpin this approach. The Wellbeing Team (including a Wellbeing Governor, a School Counselor, and Inclusion leads) coordinates emotional, social and academic support and provides targeted, individualised assistance when needed. Staff receive regular child protection training as part of safeguarding and mental health CPD to recognize and respond to concerns. The school also runs nurture initiatives (Nurture Hub) and partners with external organizations (Seeds Center, Thriving Souls) to support wellbeing beyond the classroom.

Safeguarding is embedded in the school's wellbeing and inclusion practices, with a designated child protection and safeguarding officer and ongoing staff training as part of standard child protection CPD. The PSHE policy explicitly addresses safeguarding within personal, social, health and economic education, equipping learners to recognize risks and take appropriate action. The Wellbeing policy emphasizes systems for listening to children and signposting them to internal or external pathways for support, reinforcing safeguarding across the school. The Inclusion Head leads on safeguarding within the Inclusion Team and coordinates with staff and external specialists as needed. Staff are trained to recognize warning signs and are instructed to report concerns to safeguarding leads or emotional wellbeing leads as appropriate, with parents informed where relevant.

1. Online Application: Complete the online enquiry and registration via the school's online portal. You will receive an online reference number and guidance on the following steps. The online portal centralizes submissions and communications.
2. Registration and Payment: Pay the AED 525 application fee online or by visiting the school. The fee is refundable if the school does not offer a place and non-refundable if a place is offered but not taken, and it is not deductible from the tuition. The school requests the listed documents and notes that the child's previous school reports will be reviewed, followed by an interview and a written assessment if required.
3. Assessment: The child is invited for an assessment or interview by the School Registrar. CAT4 or other written assessments may be used, or the previous school report may be reviewed. Results are notified by email or phone.
4. Admission Confirmation: The Admission Officer sends confirmation letters to successful applicants, subject to seat availability. A seat-confirmation deposit of 10% of total tuition is payable, non-refundable and deductible from tuition. The first term tuition and the annual fee are due within 10 working days of confirmation; if not paid, the admission may move to the waiting list.
5. Tuition Payment & Waiting: Tuition is payable at the start of each term and is structured in three terms. The seat confirmation deposit and first-term payment are due within 10 working days of offer; delayed payment may move the student to the waiting list. The fee structure is KHDA-approved and payments can be made by various methods.
6. KHDA & Eligibility: Admissions are subject to KHDA approval; KHDA regulations apply to all places.
7. Age & Year Placement: AICS places students in age-appropriate year levels in accordance with Ministry of Education and KHDA regulations. Use the country comparison to align grades with international naming conventions. Age as of August 31 maps FS1 to age 3, FS2 to age 4, Year 1 to age 5, Year 2 to age 6, Year 3 to age 7, Year 4 to age 8, Year 5 to age 9, Year 6 to age 10, Year 7 to age 11, Year 8 to age 12, Year 9 to age 13.
8. Location and affiliation: The Apple International Community School is located in Dubai, United Arab Emirates and is part of LEAMS Education.

There is a waiting list for admissions when a place is not immediately available. Admission may be moved to the waiting list if the seat deposit or fees are not paid within the required timeframe, and seats are offered by turn.