The Apple International School

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.