DESS Academic City by Dubai English Speaking Schools

TEACHING AND

CURRICULUM

FOUNDATION STAGE

SPORT

PERFORMING ARTS

LIBRARY

FACILITIES

PARENTS IN PARTNERSHIP

FROM DESS PRIMARY TO DESS COLLEGE

BUS SERVICE

ADMISSIONS

WELCOME

“Children are at the core of every decision

Leading DESS Academic City is a tremendous privilege. It means building on the values, expectations, and quiet confidence of a family of schools that has been educating children in Dubai for more than 60 years.

This is a new school, built with care and purpose, and shaped by experience. Designed by teachers to maximise the impact of our environment on children’s wellbeing and learning.

Children are at the core of every decision. We know and understand each child as an individual and our purpose is to ‘create great people for life.’ We prioritise children’s wellbeing knowing that if children are happy and feel safe we will see them soar.

At DESS Academic City, we help children obtain academic excellence relative to them, develop good people

for the future and ensure their talents are recognised and given a platform where they can be nurtured.

We believe that all children can achieve and it is our responsibility to find the key to unlock their limitless potential.

I believe school leaders should be present. You will see the Senior Leadership Team (SLT) around the school, in classrooms, at events, and speaking with families. It’s because we believe leadership should be visible, consistent and grounded in relationships.

Kindness and respect are not automatic traits for young children and it is our role to teach children these important traits.

We are experts in Primary education, but parents are the experts in knowing and understanding their children. We

respect this and use it to our advantage by working together. We welcome honest feedback and operate an opendoor policy to ensure our relationship becomes a powerful combination for success.

DESS Academic City is part of a wider story, but it also has its own character. Our ambition is simple and demanding: to provide an education that prepares children well for the next stage of school and for life beyond it.

I look forward to working with our families as we build a school that feels confident in who it is, clear about what it values, and committed to helping children become capable, grounded and excited by their futures.

Neil Brinicombe Headteacher

“The focus is on helping children grow into balanced, confident individuals

The WeShine curriculum plays an important role in this approach. It provides children with explicit, ageappropriate tools to understand their emotions, build resilience, and develop ways to manage challenges. Just as importantly, it encourages children to recognise the value of looking after their own mental and emotional health, and to speak openly when they need support.

These skills are taught and then reinforced regularly. Children learn how to regulate emotions, cope with pressure and develop a positive sense of self. Over time, these habits become part of how they approach learning, friendships, and wider school life.

Developing Resilience for the Long Term

Research continues to show that wellbeing skills developed early have a lasting effect. Children who learn to manage emotions, build healthy relationships and respond thoughtfully to challenge are better equipped for the increasing complexities of adolescence and adulthood.

That’s why we carefully weave wellbeing into everyday routines. The focus is on helping children grow into balanced, confident individuals who understand themselves and feel able to navigate change without becoming anxious.

Community, Empathy, and Shared Responsibility

Initiatives such as Mental Health Week provide us with structured opportunities to encourage the whole school community to reflect, talk, and learn together. These moments reinforce the idea that wellbeing is shared and that how we treat ourselves affects those around us.

Through DESSCares, children are encouraged to put empathy into action. Community projects help them understand their role in the wider world and the positive impact they can have through their kindness, responsibility and service.

Whether supporting charitable causes, getting involved in sustainability projects or taking part in community initiatives, children learn that wellbeing includes care for others as well as themselves.

intelligence and resilience are nurtured alongside academic development

certain we can be that our teaching is responsive and shaped by where children are in their learning journey and who they are as individuals. It means progress is not rushed or ‘standard’, and that children can be encouraged to reflect, persist, and to recognise that challenge is a natural and valuable part of learning.

Children are guided to ‘own’ their education, explore interests, ask questions and develop skills that help them think independently. Our teachers are encouraged to act as facilitators and collaborators,

and resilience are nurtured alongside academic development, helping children to balance school life with the wider world around them.

A strong global perspective supports our approach to teaching and learning. Children are encouraged to understand different cultures, viewpoints and experiences, helping them develop respect for others and a sense of responsibility in a multicultural environment.

We always try to make learning responsive to individual needs so that

children collaborate, communicate and children to discover how they learn best.

Leadership skills are also developed early. Opportunities such as student council, digital leadership, library roles and wellbeing ambassadors help children build confidence, initiative and a sense of responsibility.

We make sure the quality of our teaching is supported through continuous professional growth. Ongoing training makes sure all our teaching staff stay up to date with learning and development trends.

CURRICULUM

“A defining feature of this approach is its child-led nature

At DESS Academic City, the curriculum sets out to build depth, curiosity and confidence in learning. Academic foundations matter, but they are only part of the picture. What children experience day to day is learning that invites involvement, encourages independence and helps them develop a lasting relationship with knowledge and ideas.

The curriculum is rooted in the English National Curriculum, providing strong academic foundations while allowing space for creativity, exploration and depth of thinking. From the earliest years, children are encouraged to make choices, follow interests and learn through experience. Continuous Provision supports this approach in the Foundation Stage, giving children the freedom to explore ideas at their own pace and in ways that feel meaningful to them.

As children move through the school, learning is shaped through the Invent, Explore, Inspire (IEI) framework. This approach brings subjects together around purposeful themes, encouraging children to think across disciplines apply knowledge in practical contexts, and engage with real-world ideas. Learning becomes something children actively participate in, rather than something done to them.

Each term, children focus on one of the IEI themes. Through Invent, they design, test and refine ideas, developing creativity, problemsolving skills and confidence in experimentation. Explore invites children to investigate the world around them, building understanding of place, culture, and environment through hands-on learning. Inspire encourages them to look outward, reflecting on values, service, and the

impact they can have within their communities.

A defining feature of this approach is its child-led nature. Through Possible Lines of Development (PLOD), teachers pay close attention to what captures children’s interest, shaping learning experiences that grow naturally from curiosity. This ensures every child’s voice is recognised and that learning remains relevant, engaging and challenging.

CURRICULUM

Character development is woven throughout the curriculum. The 6Cs; Critical Thinking, Compassion, Creativity, Communication, Collaboration and Curiosity, are embedded into daily learning, guiding how children work with others, approach challenges and reflect on their progress. Specialist teaching in areas such as Art, Music, Dance, Spanish and French, Computing and Physical Education adds further depth, allowing children to discover strengths and interests beyond the core curriculum.

Learning at DESS Academic City extends beyond the classroom. A broad programme of enrichment and extracurricular opportunities complements academic learning, helping children build confidence, teamwork and resilience.

Together, these elements create a curriculum that is ambitious without being rigid, structured without being restrictive and purposeful without losing sight of childhood. It is designed to challenge children appropriately, support them thoughtfully and prepare them to engage with the world with confidence and care.

FOUNDATION STAGE

Early learning is shaped through observation, reflection, and gentle challenge

Our Foundation Stage offers children a thoughtful, secure start to school life. Learning takes place in an environment built on trust and respect, where children feel safe to explore, experiment and grow in confidence. Carefully designed spaces encourage curiosity, creativity and independence from the very beginning.

Experienced teachers and learning support assistants are always on hand to guide children through this important stage. They take time to understand each child as an individual and respond to interests, strengths and emerging needs. Early learning is shaped through observation, reflection, and gentle challenge, ensuring that children build strong foundations without being rushed.

The stage includes FS1 and FS2, each following the UK Early Years Foundation Stage framework, KHDA’s

vision for the Dubai Child and delivered through a Continuous Provision approach with a vision of ‘Learn first, Teach second’. Communication, physical development and personal and social skills sit at the core, supported by growing confidence in literacy, mathematics, and understanding of the world.

Specialist teaching in areas such as music, dance, physical education and Arabic, is also available. These sessions help children discover new interests while developing coordination, expression and self-belief.

A place in Foundation Stage opens a clear pathway through the DESS primary years and on to DESS College. As a not-for-profit school, every decision and investment is made with children’s long-term development in mind. The aim at DESS Primary Academic City is to give children

SPORT

“It is where energy is channelled, confidence is built and habits are formed

Sport at DESS Academic City plays a vital role in school life. It is where energy is channelled, confidence is built and habits are formed that last far beyond the primary years.

Physical Education is rooted in the British National Curriculum and delivered through a broad, carefully structured programme. Children experience a wide range of activities, including gymnastics, swimming, athletics, and team sports; all taught by experienced staff who understand how physical development supports learning, wellbeing and self-belief.

The campus has been designed to support this ambition. Purpose-built indoor and outdoor sports spaces allow lessons, fixtures and enrichment activities to run side by side, giving children regular access to high-quality facilities throughout the school week. From structured PE lessons to after-

school training, sport is not something that gets squeezed in; we’ve made sure it’s part of the rhythm of the school.

We’ve made sure that opportunities exist for every child to participate at their own level. Some will enjoy sport for the sense of movement and teamwork it brings, while others will be motivated by competition and progression. For those who wish to push themselves further, pathways exist through school teams and specialist programmes, with close alignment to the wider DESS sporting ecosystem and access to experienced coaches.

We know that inclusivity matters. Programmes are designed so that every child feels capable, supported and encouraged to improve, whatever their starting point. Additional support is in place where needed, helping children develop coordination, strength

and confidence in a way that feels positive and achievable.

At its best, sport teaches lessons that reach well beyond the pitch. Persistence, respect, self-control, teamwork and resilience are developed naturally through movement and play. At DESS Academic City, these lessons

experiment, and perform

Instrumental music is a strong feature of the programme. Through our Peripatetic Instrumental Music Programme, children can learn a wide range of instruments, including piano, guitar, drums and flute. Weekly oneto-one lessons with specialist teachers

confidence at their own pace. The physical spaces matter. Dedicated music rooms, flexible rehearsal areas and performance settings allow children to experience the Performing Arts as something real and purposeful, not squeezed into corners of the

LIBRARY

The library at DESS Academic City is designed as a place of calm focus and quiet curiosity. It is somewhere children can disappear into a story, follow a line of enquiry, or work alongside others in a shared love of learning.

A wide range of fiction, non-fiction and reference titles sit alongside digital resources, allowing children to explore ideas in ways that suit them.

Technology is used to extend access to information while keeping the book itself firmly at the heart of the experience.

More than a room, the library is intended to become a daily habit. Children are encouraged to browse, borrow, ask questions and return. Reading is treated as something personal and enjoyable, shaped by choice rather than prescription.

In time, the library will grow into a living space shaped by its community, evolving with the children who use it and the interests they bring through the doors. It will be a place where confidence builds quietly, curiosity is rewarded, and a lifelong relationship with reading takes root.

“Every environment has a purpose

The campus at DESS Academic City has been designed with one clear intention: to give children purposeful learning spaces.

Every environment is carefully considered. Classrooms are light, flexible, and built to adapt to different ways of learning. Learning without walls means the free flow outdoor and indoor shared spaces support year groups to collaborate and work together.

Beyond them, specialist environments allow ideas to stretch and deepen, supporting the kind of learning that moves naturally between thinking, making and doing.

The designs actively promote the wider curriculum for the children. Performing Arts helps children to gain confidence, to perfect the skills of oracy and presentation as well as hone

their musical creativity. The Cultural Centre helps us to build on the cultural capital the children are exposed to, with purpose-built music rooms, drama spaces and ensemble areas complete with a recording studio. The auditorium is large and filled with the latest audiovisual technology. The stage is set for our children to flourish.

Physical development is given equal weight. Indoor and outdoor sports facilities are exceptional and allow children to move, compete, practise and recharge, recognising the role physical activity plays in focus, wellbeing and confidence. These spaces are designed to be used often and well, as part of everyday school life.

There are creative and reflective spaces throughout the campus. Art studios, wellbeing zones, and shared learning environments give children room to express themselves, slow down when

needed and engage in quieter forms of thinking and reflection.

Dedicated STEM and computing spaces give children the tools to explore, test ideas and build confidence with digital thinking. Technology is integrated thoughtfully, supporting creativity and problem-solving rather than driving it. Language learning is supported through specialist spaces that allow Arabic, Spanish and French to be taught immersively and with cultural context firmly in mind.

Our Islamic classrooms are modern, light and have purpose-built ablution and Majilis areas to promote recitation.

FACILITIES

Something different that we intend to develop over time is the Desert School area. Taking the principles of teaching the discrete skills of character education and the principles from Forest Schools in the UK, this area helps children to develop their teamwork, communication, problem solving and initiative. In addition, children are taught about risk assessment and understand how to keep themselves safe.

Taken together, the facilities are not about scale or spectacle. They are about intention. They support a school day that flows, encourages curiosity without distraction, and gives children the freedom to explore learning in ways that feel natural, purposeful and motivating.

PARENTS IN PARTNERSHIP

“Communication is regular, open and purposeful

At DESS Academic City, education works best when school and home are pulling in the same direction. Children benefit most when all the adults around them are connected, informed, and working together with clarity and trust.

That’s why we take that partnership so seriously. Communication is regular, open and purposeful, focused on what children need to feel secure and supported. Parents know what is happening in school, why decisions are made and how learning is developing. Teachers, in turn, value the insights parents bring, recognising that no one knows a child better than their family.

Partnership here is practical rather than performative. Conversations happen early. Questions are welcomed. Support is offered when it is needed, not just when it is convenient. This shared responsibility helps children feel

The school community extends beyond the classroom. Parents are encouraged to be part of the life of the school, through events, workshops, and informal moments that build familiarity and connection. These shared experiences help children feel a strong sense of belonging, seeing school as a place where relationships matter.

DESS Academic City reflects the diversity of its families, and that diversity is respected and valued. Different backgrounds, perspectives and experiences are part of daily school life. Children grow up learning how to listen, understand and work alongside others in a way that feels natural and respectful.

Strong schools are built on strong relationships. By working closely with

parents, we create a steady, supportive environment in which children feel known, encouraged, and ready to take on new challenges with confidence.

FROM DESS PRIMARY TO DESS COLLEGE

A place at DESS Academic City offers families something rare: a clear, confident pathway through to DESS College. Children progress within the same educational family, benefiting from continuity in values, culture and expectations as they move from primary to secondary education.

This sense of continuity matters. Transitioning to secondary school is a significant moment in a child’s life, and familiarity provides reassurance. Children move forward in an environment that already understands them, where relationships are established and learning habits are recognised.

The benefits extend beyond the classroom. Children transition alongside friends, supported by shared experiences and strong peer connections. That emotional security helps reduce anxiety and allows students to settle quickly, focus their energy and engage fully in school life from the outset.

DESS Academic City and DESS College share a unified approach to learning and personal development. Academic progression sits alongside character, resilience, and a global outlook, ensuring children continue to grow as confident, capable young people within a community they know and trust.

BUS SERVICE

For many families, daily transport is part of school life, and at DESS Academic City we offer a reliable, structured service designed with safety and convenience in mind. Our bus provision is delivered in partnership with Maverick, a specialist provider with years of experience in school transport across the UAE.

The service operates door-to-door routes from Foundation Stage 1 to Year 6. Routes are planned to cover a broad geography, helping children travel to and from school with consistency and care. Drivers and support staff are accustomed to school settings and familiar with parent expectations, and all vehicles and operations comply with RTA and KHDA regulations.

Safety is key to all of this. The fleet is regularly maintained to manufacturer standards, and features such as individual seat belts, GPS tracking, CCTV, and tablet-based attendance systems help ensure peace of mind for families and school staff alike. A dedicated system tracks students on board and supports a ‘no child left behind’ approach.

ADMISSIONS

Choosing a school is an important decision, and our Admissions Team is here to support you at every stage of the process. From first enquiry to final offer, guidance is clear, responsive and focused on helping families make informed decisions with confidence.

The DESS Admissions Office is based at DESS College in Academic City, where the team supports applications across the DESS family of schools. They are happy to answer questions, explain next steps and talk through individual circumstances.

When applying, families are asked to upload the following documents for each child in PDF format:

• Birth certificate

• Passport copy

• Recent passport-style photograph

• Most recent end-of-year academic report

• Most recent term or mid-year academic report

• CAT4 assessment taken within the last 12 months, if available

• Emirates ID and UAE visa, if available

• Reports from external agencies such as Speech and Language Therapy, Occupational Therapy or Educational Psychology, where applicable

For applicants joining from overseas, a school reference may also be requested. Where CAT4 results are not available, local applicants may be invited to attend a taster session as part of the process.