A distinctive approach to teaching
The Rugby Way begins with a belief that education should develop independent thinkers, not passive recipients of information. Students are encouraged to be curious, to question, to listen carefully, to test ideas and to reflect on what they have learned.
In practice, learning should feel active. Discussion, collaboration and challenge help students organise their thinking, communicate with confidence and respond constructively when an answer is not obvious. Technology can support that process, but it should not replace the collaboration and intellectual effort through which deep learning happens.
The Rugby Learner Profile
The Rugby Learner Profile gives students a shared language for growth across the curriculum, pastoral care, the House system, Rugby 360, leadership and wider co-curricular life. Its six qualities are explicitly taught, modelled and celebrated throughout School life.
Resilient
Approach challenge with determination, optimism and perseverance, using mistakes and setbacks as opportunities to learn, grow in confidence and keep striving.
Enquiring
Ask thoughtful questions, think critically, investigate ideas with an open mind and use evidence to deepen understanding and discover new perspectives.
Communicative and Collaborative
Express ideas with confidence, kindness and respect, listen actively to others and recognise that working together can lead to stronger outcomes.
Globally Minded
Appreciate different cultures, perspectives and experiences, show empathy and understand the responsibility to contribute positively to the local community and wider world.
Versatile
Respond positively to change, show creativity and initiative, and apply knowledge and skills confidently across different situations and future challenges.
Reflective
Evaluate learning, behaviour and experiences, celebrate progress, identify areas for improvement and take ownership by setting meaningful goals for continued development.
Rugby School Dubai Early Learning Centre
At Rugby School Dubai’s Early Learning Centre, children aged 18–36 months begin exploring the world through purposeful play, enquiry and hands-on discovery. The environment gives young children the security to build relationships and the freedom to investigate, communicate and try things for themselves.
The experience is designed around the whole child, supporting confidence, language, movement, creativity, social development and a growing sense of independence. Through new materials, questions and experiences, adults guide learning without rushing it, helping strong foundations develop naturally.
Pre-Prep
Pre-Prep, from FS1 to Year 2, builds on the curiosity of the earliest years while introducing greater structure and purposeful teaching. Students develop core knowledge and skills alongside confidence, communication and independence.
Sport and physical development form an important part of the experience, with specialist-led learning developing physical literacy through movement, water safety, gymnastics, swimming, athletics and ball skills. The focus remains on enjoyment, confidence and creating positive early experiences of learning and activity.
Prep
Prep School, from Year 3 to Year 6, is a stimulating and supportive stage where students develop greater independence, curiosity and confidence.
Learning extends well beyond the classroom. Specialist sport develops technical skill, tactical understanding, teamwork and competitive confidence, while STEM and innovation encourage students to investigate, design, prototype and solve real-world problems. Rugby 360 broadens the experience further through leadership, sport, performing arts, creative design, innovation and service.
Senior School
Senior School, from Year 7 to Year 11, is a stage of increasing independence, academic challenge and personal responsibility. Students take greater ownership of their learning as they progress towards GCSEs, while Houses, Rugby 360 and co-curricular life continue to develop confidence, leadership and character.
Sport remains a protected part of the curriculum, building technical and tactical understanding, physical skills, teamwork and leadership, with opportunities for both recreational participation and performance pathways.
Sixth Form
Sixth Form, from Year 12 to Year 13, combines rigorous A-level study with the independence, leadership and perspective students need for university and life beyond School.
Students select subjects aligned with their strengths and future ambitions, with entry to Year 12 based on the GCSE requirements for their chosen A level subjects. Alongside academic study, Sixth Form students remain an important part of wider School life, developing greater responsibility through leadership, Houses, co-curricular opportunities and contribution to the Rugby School Dubai community.
Academic support
Academic support begins with high-quality inclusive teaching. Teachers use adaptive and evidence-informed approaches to respond to individual strengths and needs while keeping expectations ambitious.
Where a student needs additional or different provision, support may include targeted small-group interventions, individual learning programmes, specialist teaching, assistive technology, individual learning targets, reasonable adjustments and personalised support plans developed with families.
Support is monitored and reviewed so it remains purposeful, responsive and focused on progress, confidence and independence. Read more about inclusion and support for Students of Determination.
Every student belongs
At Rugby School Dubai, inclusion is not a place, programme or department; it is a culture that underpins School life. We seek to understand every student as an individual, recognise strengths and aspirations, remove barriers to participation and learning, and provide the right support and challenge for each person to flourish.
Our Inclusion Team
Inclusion is led by the Whole School Director of Inclusion, working collaboratively with SENDCos, EAL specialists, Inclusion teachers, Learning Support Assistants, classroom teachers, pastoral teams, families and external professionals. Together, the team identifies strengths and needs, coordinates personalised provision and monitors progress.
How we support students
High-quality inclusive teaching is the foundation of our approach. Support may include adaptive teaching, targeted interventions, specialist teaching, assistive technology, reasonable adjustments and personalised support plans, depending on individual need.
Our provision may support
- Students of Determination / SEND
- English as an Additional Language (EAL)
- More Able, Gifted and Talented students
- Social, emotional and mental health needs
- Temporary learning, physical or wellbeing needs
EAL & multilingual learners
As an international school, we support students developing English proficiency while continuing to value their home language and culture. Support is personalised to each student’s stage of language development and may include in-class support, targeted language development and scaffolded learning.
More Able, Gifted & Talented
Our approach focuses on challenge rather than acceleration, with opportunities including enrichment projects, academic competitions, leadership, specialist clubs, performances and external partnerships.
Partnership with families
Parents are essential partners in identifying needs, planning support and reviewing progress. Where appropriate, the School works with external professionals including educational psychologists, speech and language therapists, occupational therapists, behaviour specialists and other healthcare practitioners to provide joined-up support.
An inclusive community
Inclusion extends beyond lessons. Through Houses, Rugby 360, sport, performing arts, leadership and service, students are encouraged to participate fully in School life and discover where their strengths can take them. Every member of the community has a role in creating an environment where difference is respected and every student can belong, participate, achieve and flourish.