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JAS is well-known and well-respected for our holistic approach to education, we have a reputation for our student care and know that student's wellbeing and their academics go hand in hand. We know that when students are happy and healthy they will be better placed to truly believe in themselves, to take on new challenges, and experience increased success both inside and outside of the classroom. JAS has a strong culture of community, care and support, driven by wonderful relationships built on trust and respect amongst staff, students and parents. These genuine relationships allow us to really get to know our students on an individual level and personalise their learning experience.


“99% of the students reported having high levels of emotional engagement with their teachers"

- Dubai Schools Wellbeing Census, 2020


“Students' attitudes and behaviour are exemplary. Their sense of responsibility and their respect for others make a significant contribution to the school’s inclusive, welcoming and purposeful learning atmosphere”

- KHDA Inspection Report, 2020


“Perhaps the most overwhelming proof of parents' appreciation of JAS is that 94% of respondents to our survey would recommend it to other parents”

- Which School Adviser


"94% of students reported a strong connection with adults at school” 

- Dubai Schools Wellbeing Census, 2020

“84% of parents say that the school has significantly improved the confidence of their child”

- Which School Adviser


The Jebel Ali School houses are Earth, Water, Fire and Air.


At JAS the pastoral house system is used to encourage and develop teamwork, camaraderie and friendly competition. Cross-phase house events including; House Bake Off, House Photo Competition and House Picnics instil a sense of belonging and community at JAS. Our Sports Days and Swimming Galas are run in year groups and all students earn points for their house teams during these events, leading to an overall Year Group House winner. These events allow students to work collaboratively and develop relationships with other children within their houses. Each house has a House Captain and Vice Captain in the primary school who are chosen annually from our Year 6 cohort.

Our rewards programme includes house points that students are able to earn for positive contributions to the school, outstanding work, consistent levels of effort.


THRIVE is our Positive Education Programme which blends academic learning with character and wellbeing development. Preparing students with life skills allows them to not only cope with the pressures of everyday life, but take on challenges and achieve aspirational goals. These skills include grit, optimism, resilience, growth mindset, engagement, and mindfulness amongst others. We encourage our students to take ownership of their happiness and well-being and give them the tools to do so.


“Students who demonstrate high levels of perseverance, growth mindset, grit, and school engagement also perform better academically” (White, M. A., & Kern, M. L., (2018). Positive education: Learning and teaching for wellbeing and academic mastery. International Journal of Wellbeing, 8(1), 1-17.)


We have designed a bespoke curriculum following the science-based PERMAH framework from the field of positive psychology. PERMAH encompasses six main elements that have been identified as critical for long-term wellbeing:


  1. Positive Emotions: Feeling positive emotions such as joy, gratitude, interest, and hope;

  2. Engagement: Being fully absorbed in activities that use your skills but still challenge you;

  3. Relationships: Having positive relationships; being able to connect with others

  4. Meaning: Belonging to and serving something you believe is bigger than yourself;

  5. Accomplishment: Pursuing success, winning achievement, and mastery.

  6. Health: understanding the importance of aspects such as sleep, exercise, and diet.



Children blossom when they feel happy and valued. Pastoral care in Foundation Stage addresses our youngest students' social, mental, emotional and physical needs, allowing and encouraging them to develop self-esteem, confidence and independence of thought. Our Early Years team provides an environment where children feel safe, supported and secure. 


Getting to know our Foundation Stage children and families starts before the child joins JAS. Each family has the opportunity for a remote meet and greet with their class teacher. This enables parents to share any concerns and worries they may have about their child starting school and also enables the class teacher to meet the child remotely for the first time in the comfort of their own home. During this meet and greet we show your child their classroom environment so they are familiar with this prior to coming to school for the first time.


On entry into school each day, children are greeted with a smile by the class teacher and learning assistant, who make time to chat to parents at the classroom door which helps to promote positive relationships between children, staff and parents. Such a sense of community is of immense value to children and to families and it stems from our wish to understand and care for the whole child. Our care does not start and stop at the classroom door, JAS is an extension of family life and we aim to know, understand and care for the families from which our children come.

Through the Foundation Stage's Personal, Social and Emotional Development curriculum, students are supported to manage their emotions, develop a positive sense of self, set themselves simple goals, have confidence in their own abilities to persist, and wait for what they want as necessary. Pastoral care is ongoing throughout the school day and staff observe and interact with the children at play to develop their personal, social and emotional development needs.

To find out more, download our Foundation Stage Prospectus

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