United Arab Emirates / Dubai / Al Barsha South / Brighton College Dubai

Brighton College Dubai Q & A

Brighton College made its Dubai debut in September 2018, as part of a super campus with the Dwight School of New York. The school offers a UK curriculum based syllabus. , Owners Bloom will be launching a new IB curriculum school on the Dwight campus in September 2022. The two premium schools will share a host of equally premium facilities.
Parents' Rating
4.1 out of 5 based on 145 reviews
At a glance
School type
School phase
All through
Inspection rating
Availability 2021/22
Availability 2022/23
Annual fee average
AED 72,000
Annual fees
AED 55,550–91,400
Price band help
Opening year
School year
Sep to Jul
Simon Crane
Bloom Education
Main teacher nationality
United Kingdom
Main student nationality
United Arab Emirates
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Welcome to the Brighton College Dubai official Q and A page. Here we ask the questions, and the school answers directly. It is its chance to have its say on specific areas you have told us you want to know about. If you think there are additional questions we should be asking you may contact us here.

If you have to highlight three strengths of your school, what would they be?

First, the 'Culture of Kindness', which is a core value and creates a palpable feeling of positivity and warmth in the day to day at the school. Secondly, our academic excellence as reflected by our pupil's achieving some of the best GCSE results in Dubai. Last but not least, our innovative, exceptional teaching staff.

Does your school have a waiting list? In which years?

We are accepting applications for all year groups at this time - for more information please contact our Admissions team.

What are qualities and characteristics that define your school and its students?

Our community is underpinned by a profound belief in the values of curiosity, confidence and kindness.
We strive to create a family-orientated, respectful and vibrant community, for all of our pupils, which will impart or provide:
• A love of learning for its own sake.
• A foundation of knowledge and body of skills with which to understand and question the world we live in and to prepare them, through an innovative approach to education, for the world which they will inhabit in the future.
• An awareness and appreciation of the spiritual dimension in our lives.
• An enthusiasm for the world beyond the classroom – in particular, sport, music and the performing arts.
• A respect for difference in others and a recognition that the efforts and achievements of every individual in our community are valued equally.

How many nationalities are represented in your school? How international would you say your school is?

We have 59 Nationalities in our school.

Are there high proportions of a particular nationality?

Our top nationality is British (at 48%) followed by Emirati and American.

What is the teacher: student ratio in your school?

The average pupil: teacher ratio is 9:1

Please describe your approach to teacher recruitment in terms of the balance of staff you seek in terms of nationalities and in terms of years of experience/ qualifications you look for. Please also provide details of how you use teaching assistants.

Brighton College Dubai is recognised for its positive working environment, as reflected by high levels of staff retention compared to a national average. Due to the strong reputation of Brighton College across the world, it attracts high calibre teachers. The school prides itself on its investment in the development of these teachers in the form of its appraisal and continuous professional development programme. This helps to recruit, develop, and retain world-class teachers.

Does your school measure Value Added data? Please provide details of how you measure, and current Value Added benchmark scores.

In prep (primary) as a new school, we currently have no value added data as we are only in our second year. By the end of this year we will have a clear progress measure from the GL exams that all pupils will sit. We will also have an internal progress measure from our own internal systems.

If external examinations and assessments are part of your curriculum, which ones do you offer?

In prep we sit the GL PTE, PTM and PTS exams as follows:
PTE/PTM 6 – Year 1
PTE/PTM 7 – Year 2
PTE/PTM/PTS 8 – Year 3
PTE/PTM/PTS 9 – Year 4
PTE/PTM/PTS 10 – Year 5
PTE/PTM/PTS 11 – Year 6

We also sit CAT4s as per KHDA recommendation.
Internally we sit assessments that are used to monitor progress and track pupils’ understanding of the curriculum. These form a part of our overall assessment of the pupil.

Please provide details of how well your school did in its previous external exams for students at 16 and at 18 years of age? Please provide sufficient detail to allow parents to have a view on how academic your school is?

Outstanding academic results are a recurring feature of a Brighton College education. In the UK, Brighton College has consistently been ranked as one of the top schools in the country; over the last five years, its pupils have achieved results that place it in the top 1% of all schools in England.

2020-21 GCSE Results
Brighton College Dubai celebrated its first ever GCSE results in March 2021. Our pupils Madeleine Cranitch and Ross Bannerman, secured a highly impressive 100% Grade 9 in Mathematics GCSE exams. Owing to excellent teaching and learning at the College, pupils on average achieved 3.5 grades above the predictions given from their CAT4 tests taken when they joined the College.

Four of our Year 10 pupils and one Year 8 pupil received Grade 9 GCSE Mathematics after sitting their exams 1.5 and 3.5 years early, respectively.
Year 8 pupil Ibrahim secured his GCSE certificate at only 12 years old!

Describe your school's approach to education and teaching?

The Brighton College curriculum aims to inspire lifelong learning and combines the best of both a traditional and innovative education delivered by inspirational teachers. Innovation in our teaching and learning is founded on current and exciting educational research. Being forward thinking based on sound pedagogy and educational philosophical reasoning is our goal so that our teaching and learning can be a platform for well purposed change but not just for change’s sake. Ways that this will be promoted will include;
➢ Providing a versatile environment appropriately furnished to support a blended learning approach to teaching and learning styles,
➢ Research supported curriculum programmes that involve pupils in understanding their own learning preferences,
➢ Staff depth of knowledge about the individual that allows maximum support and motivation to learn.
➢ High expectations of both the teacher and the learner related to their approach and attitude to learning to ensure that they can be their best selves.
➢ Opportunities for an enquiry-based approach to open up children’s curiosity, interest and learning through the exploration of ideas.
➢ Promoting open mindedness where pupils are given the possibility of seeing that their ideas have value, and that others have different ideas that have value too.
➢ Developing adaptable learners who realise that they do not always have to be right but are able to problem solve and find alternative solutions.
➢ Promoting critical thinking which encourages pupils through purposeful questioning to make reasoned judgments that are well thought through and logical.
➢ Encouraging confidence without arrogance through developing and celebrating success and learning through positive experiences.
➢ Developing international mindedness which promotes a sense of the pupil’s own nationality and culture whilst at the same time developing a profound respect understanding for other nationalities and cultures.
➢ A constant questioning of, reflecting on and modifying of our own practice.

Do you develop independent learning through homework and, if so, what are your recommendations regarding this, particularly time spent on homework?

From Year 1 pupils are assigned weekly prep tasks to support in developing independent learning skills. The prep that is set is age and stage relevant and will start with reading and spelling tasks at Year 1 and increase as pupils get older. Prep is set on a Tuesday and needs to be returned on a Monday enabling pupils to learn to manage their time and meet deadlines.

Physical education and sport is an important aspect of a healthy lifestyle. How does your school ensure children engage in physical activity?

The philosophy for Sport is based on participation and enjoyment. When pupils are involved and happy, they are more likely to achieve their potential whether as an elite performer aspiring to represent their country, or as an individual who just wants to play for their school.

How does your school promote healthy lifestyles?

Healthy lifestyles are promoted through an active ‘sports for all’ PE curriculum which enables all pupils from FS1 to Year 9 to have one PE and one swimming lesson per week. Additionally a huge range of co-curricular activities are offered which encourage active games, sports disciplines and training and mindfulness.
Healthy bodies are promoted through regular topics related to healthy eating and healthy bodies, a healthy menu from the school meal providers, talks from the nurse, focus on handwashing and cleaning teeth.

How do you promote healthy eating?

Rewards are given in line with the College Behaviour for Learning Policy. On-going rewards include: stickers, house points, certificates, notes and emails home. Sweets (or similar) are not given to children, in line with our Healthy Eating Policy.

We place a lot of importance in our pupils eating regularly and having a balanced healthy diet. Eating well and having good table manners is equally important. Early Years pupils will eat “family style” in their classrooms. Other pupils will eat in the dining room. The caterers for the College are Food Nation and they receive regular feedback about the quality of the food and ideas for improvement.

Does the school have cafeteria facilities for the students? How does it promote a balanced diet?

Yes, we do. Pupils may only eat in the College dining room or in a supervised and designated outdoor eating space. Under normal circumstances no food should be consumed in any other part of the College.

When eating in the dining rooms pupils are expected to clear away their own trays and plates and leave their table and chair in an orderly fashion. We encourage our pupils to show good table manners and courtesy and enjoy the social aspects of dining together. Some of our College staff also take their lunch in the dining room to supervise the pupils at lunchtime and help support a positive and collegiate ambience.

What is the approximate average cost of a lunchtime meal?

The menu changes daily and rotates on a two-week cycle and is priced at AED 15 per day.

What is the starting and finishing time of your school day?

Co-curricular activities are offered before-school from 6:30am-7:30am.

Pupils not attending a morning CCA may come onsite from 07:00am with staff supervision. Registration starts from 7:30am-8:00am depending on age-group, and lasts for 30 minutes.

For Prep and Senior pupils, the end of the school day is 15:20pm, with after-school co-curricular activities offered up until 16:20pm.

Early Years pupils finish at 14:20pm throughout the week, with a sibling club offered for those that will be picked up at the later time of 15:20pm.

On Friday the school finishes at 12:00pm.

Is there a school uniform?

Yes, The College uniform supplier is ZAKS.

Please advise on your discipline policy?

Brighton College seeks to encourage and reward good behaviour by creating a respectful, well ordered, tolerant and compassionate environment in which pupils take responsibility for their actions as well as those of others, so as to develop their self-knowledge, self-esteem and self confidence. The behaviour policy is instrumental to this ethos.
Poor behaviour is dealt with constructively according to a clear range of hierarchical sanctions and discussed in a reasonable way between pupil, parents and teachers wherever possible.

How do you feedback progress and attainment to students and parents?

• Feedback to children in the Preparatory School is often verbal but, from Year 1 onwards, class and subject teachers share learning objectives (LO) and success criteria (SC) with the children.
• Marking is completed promptly, so that pupils can immediately reflect on their recent learning and know what they should do to make further progress.
• Good effort and work is recognised in a variety of ways (e.g. verbal praise, stickers, certificates, house points and notes home).
• Teachers (and sometimes the children themselves) record meaningful comments, which acknowledge strengths of a piece of work (two stars) and identify a target (wish).

Senior School: During marking of both formal and informal assessments the following feedback is given:
• Attitude to learning grade: is a judgement of the pupils learning dispositions in a subject, such as consistency in effort, concentration, independence, critical thinking, creativity, problem solving and motivation.
• Attainment grade: is a judgement of the level of knowledge, understanding and skills that your child has shown in a subject

How often is the more formal feedback such as reports and parent/teacher meetings?

Parents consultation meetings take place each term.

Which languages are taught at your school - please detail any as a first as well as second language?

FS1- Y5: Arabic and French
Y6-Y7: Spanish and French and Arabic (mandatory)
Y8-Y10: Pupils chose between Spanish or French and Arabic

Do you offer EAL or TEFL support for those students where English is not their first language?

The College welcomes pupils from a wide range of backgrounds, some of whom speak English as an additional language. Teachers therefore consider the needs of pupils with English as an Additional Language (EAL) when they plan their lessons.

There is a particular focus at the College in developing literacy across the curriculum. High quality speaking, listening, reading and writing opportunities are integrated within lessons and extra-curricular activities, where appropriate.

The EAL Department supports pupils who speak English as an additional language who need specific support to access the curriculum.

Do you offer a dedicated prayer room/s for students? For which faiths?

Yes we have prayer room for boys and prayer room for girls.

How do you support gifted, able and talented students?

Pupils who are more able are challenged regularly with extension activities in the classroom. They can be nominated for ‘The Sheikh Zayed Group’ which provides special inspirational classes and a mentor for each pupil. There are also critical thinking, creative thinking and problem solving CCAs as well as examination preparation activities that pupils can extend themselves through.

Do you have a learning support team in your school?

Brighton College Dubai is committed to an inclusive approach, ensuring that every pupil, regardless of their individual learning profile, has every opportunity to be truly independent and choose their own path. All pupils are supported through carefully tailored programmes of study, advice and support when needed, and the recruitment of expert teachers and senior leaders.

Not all schools are staffed or resourced to offer learning support to those children with either moderate or significant learning needs. To what level can you offer support for those with learning differences?

Brighton College Dubai has a strong pastoral team that supports pupils with varying learning needs, such as:

Behavioural, Social and Emotional - The college has a strong pastoral team to support all pupils who experience problems with behaviour, as well as counselling support for pupils who experience eating disorders and depression. For pupils with ADD/ADHD, and syndromes such as Tourette’s, pupils will need to fulfil the college’s entrance criteria and follow its code of conduct, and will be fully supported in doing so.

Sensory - All pupils, providing they fulfil entrance criteria and have the appropriate support from home (in the form of amanuensis or other enablers) will be considered.

Physical Disability - Provided academic admissions criteria are fulfilled and the curriculum can be accessed, each pupil will be assessed on a case by case basis as to whether the campus and facilities can cater for the pupil’s needs.

Medical Conditions or Health Related Disability - A fully staffed nursing team and experienced pastoral staff will ensure all pupils with medical needs are well catered for. All teachers will have the relevant health and safety training for use of epipens, for example.

Communication and Interaction (This does not include pupils with additional language needs.) - Providing they are of the appropriate academic level on entry, pupils who require support in this area such as those with an Autistic Spectrum Disorder, will be fully supported by a dedicated SEND team of specialists, and expertise from outside agencies (S&L therapists and OT’s) can be called upon if required.

Speech and language disorders (This does not include students with additional language needs) - Provided academic admissions criteria are fulfilled and the curriculum can be accessed, pupils will be fully supported by a dedicated team of SEND specialists and expertise from outside agencies (S&L therapists and OT’s) can be called upon if required.

General and Specific Learning Difficulties - Providing they are of the appropriate academic level on entry, pupils will be fully
supported by a dedicated SEND team, which will have experts in supporting pupils with dyslexia, dyscalculia and dyspraxia. Because of the academically selective nature of the school, pupils with specific learning difficulties which make it impossible to access the curriculum cannot be catered for.

Gifted and Talented - Pupils will be well-supported through a range of challenges in all subjects, as well as extra curricular activities.

Does your school have particular expertise in dealing with a specific learning need such as dyslexia, dyspraxia, aspergers syndrome and so forth?

Yes. They are supported by the Inclusive Education Action Team with experience and qualifications in diagnostic assessment, mentoring, Masters of SEN, CELTA, TEFL and leadership. The team comprises of a Head of Inclusion, SENCO, EAL Teacher and two Learning Support Assistances.

Does your school have an educational psychologist or access to one to assess and support those youngsters with more challenging learning and emotional needs?

Yes – we work closely with The Developing Child Centre in Dubai.

Do you have a parents’ group supporting the school?

The Friends of Brighton is a volunteer group of parents who have the time and energy to assist the College in a variety of ways. Regular meetings allow the Friends of Brighton and senior College staff to discuss and plan future events and initiatives. As a Friend of Brighton, you will work closely with College staff to enhance its community profile and fundraising activities.

Are there opportunities for parents to support the learning, activities and events within the school or on trips other than through the parent group?

Parents are an important part of the partnership with the College. They are regularly informed about their child’s learning and EdTalks and workshops related to subject topics are organised by a range of speakers. There is a very active ‘Friends of Brighton College’ group and Parent Reps for each class that meet regularly to talk with the school leadership team.

This school is in a Best School by parents ranking

Brighton College Dubai is a Best of school, a ranking determined by parent surveys on the site. It can be found in the following Best of rankings:

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