Virginia International Private School

Virginia International Private School is located in Shakhbout City, Abu Dhabi, in Khalifa City B (MFW-31). The P.O. Box is 7732. The area is a residential neighbourhood with convenient road access, reachable via 33 Street and Sheikh Maktoum Bin Rashid Road and near 7 Street Shakhbout City.

The school serves Pre-KG through Grade 12, making it an all-through institution. It currently accepts students from Kindergarten through Grade 12, and has been an all-through school since 2021.

The school is co-educational (mixed gender).

The school has a total enrolment of 1,312 students. Emirati students number 1,158, making Emirati the largest nationality group; other represented nationalities include Jordanian and Yemeni. There are 71 students of determination.

Virginia International Private School follows the ADEK Inclusion Policy (2024). It staffs an inclusion framework with a Head of Inclusion, an inclusion team, and inclusion assistants to support students with Additional Learning Needs, including those identified as Students of Determination. The school also provides Student Services to assist pupils with information, guidance and non-academic enquiries.

The school operates within the UAE educational framework and offers an American-based curriculum with NEASC accreditation; it does not have a formal country affiliation beyond its American curriculum positioning.

There is no formal religious affiliation stated; Islamic education is provided as part of the UAE curriculum where applicable, with emphasis on Islamic values and UAE culture.

The school day typically runs from 8:00 to 16:00. On Fridays, attendance commonly ends earlier (about 12:30), per local school practices observed in Abu Dhabi listings.

A school bus service is provided by Emirates Transport. Buses are DoT-approved, with staff trained in first aid and safety; the school coordinates transportation through Emirates Transport and a dedicated bus coordinator.

The school offers an American-based curriculum.

The school provides access to SATs and is a College Board registered member, enabling access to universities across the UAE and around the world.

Virginia International Private School (VIPS) provides a student-centered environment that supports academic, extracurricular, and personal goals while promoting civility, respect, integrity, and equity. The VIPS Learner Profile defines dispositions such as Empathetic, Honest, Respectful, Responsible, Citizens, Communicators, Creative, and Collaborative to guide social-emotional development. The School's behavior policy aims to promote student well-being and happiness and uses restorative approaches, including a Restorative Reflective Report Card to support self-regulation. Students' rights and responsibilities emphasise a safe, inclusive community where individuals are treated with respect and fairness. Student life and activities, including co-curricular, sports, and arts, support personal growth and collaboration as part of social-emotional learning.

Virginia International Private School follows Aldar Education's Inclusion Policy, which identifies Additional Learning Needs (ALN) including Students of Determination, and recognises Multi-language learners and Gifted and Talented students. The policy establishes an Inclusion leadership structure with a Head of Inclusion, an Inclusion Teacher per cycle, and Inclusion Assistants, with additional Individual Assistants where needed, and requires annual staff training on inclusion and safeguarding. Admissions for ALN are prioritised, require sharing relevant assessments, provide accommodations for admissions assessments, and consider appropriate placement, with an ‘Inability to Accommodate' notification if the school cannot meet a student's needs. The policy calls for a multi-disciplinary approach, involving families and other professionals to identify needs and coordinate support, including transitions between settings. It also supports Universal Design for Learning and differentiated instruction to ensure equitable access for learners with ALN, multi-language learners, and Gifted and Talented students.

The school describes itself as offering an American-based curriculum with western teachers. There is no explicit EAL program publicly described; EAL considerations are addressed within the Inclusion Policy's coverage of multi-language learners. The Aldar Inclusion Policy explicitly includes multi-language learners as a group requiring support and inclusion. The policy advocates a range of teaching strategies and Universal Design for Learning to support diverse learners, including those with language needs. It also emphasises parental and inter-agency involvement in identifying, assessing, and supporting learners with language needs to ensure equitable access to education. EAL provision specifics beyond the inclusive framework are not publicly disclosed on VIPS materials.

Safeguarding and child protection are central to promoting students' mental wellbeing, with a zero-tolerance approach to maltreatment and a duty of care for all staff toward pupils. The safeguarding framework commits to creating safe and supportive environments and to educating stakeholders about safeguarding issues, including digital spaces. The policy states that all students have access to support and counselling when needed. Safeguarding education is integrated across the curriculum and regularly updated to reflect emerging risks, including technology-related concerns. The network uses the CPOMS safeguarding platform for risk-informed safeguarding, with confidentiality strictly maintained and data shared only with authorised individuals.

Aldar Education is committed to safeguarding and promoting the welfare of children, with safeguarding and child protection as a central responsibility for all adults and a zero-tolerance stance toward maltreatment. Policies require a positive safeguarding culture, clear whistleblowing procedures, and confidential reporting channels to protect students from harm in both physical and digital spaces. The safeguarding framework assigns roles such as a Designated Safeguarding Lead (DSL) and Deputy DSLs, supported by a safeguarding committee and specialized staff (e.g., mental health leads, social workers) to coordinate safeguarding activities. Staff, parents, and students are empowered to raise concerns, and there are formal liaison mechanisms with external agencies (regulators, police, and child protection authorities) to support safeguarding. The policy is publicly communicated through the school framework and includes a student-friendly version to ensure understanding by all stakeholders.

1. Application and initial assessment. Admission is based on an informal assessment of your child and seat vacancy. The school records the date and time of each parent's submission of registration forms and documents to guide placement. Submissions are expected in person at the school.

2. Required documents. In-person submission is required for a completed and signed student application form and copies of the requested documents. These include copies of both parents' passports with UAE residence for non-Emirati parents, a copy of the child's passport with UAE residence for non-Emirati students, immunization records, a copy of the child's UAE ID (both sides) or a copy of the UAE ID application, and a copy of the birth certificate or an acceptable birth document. For students transferring from another country, the previous marks report is required; for transfers within the UAE, the transfer certificate and report card are also required. Birth and transfer documents from outside the UAE must be attested by the UAE Ministry of Health, the UAE Ministry of Foreign Affairs, and the embassy of the issuing country; for births issued in UAE, Canada, USA, Western Europe, Australia or New Zealand, attestation requirements for the transfer certificate differ. Two recent color photographs of the child (4 × 6 cm) are required.

3. Age placement and Year/Grade system. The school provides an age-placement guide that explains the difference between the Year System (Foundation Stage 1 through Year 13) and the Grade System (Pre-KG through Grade 12). The guidance helps align placement with national and ADEK expectations when moving between curricula. Parents and students are advised to review the age-placement information for specific mappings and criteria.

4. Transfer considerations. If transferring from another school, the transfer certificate and report card are required documents for enrollment. Attestation requirements apply as noted for birth and transfer certificates, with certain exceptions based on country of issue. The process uses the documented dates and times to determine appropriate placement and ensure correct grade/year alignment.