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Learner Data (Admission and Attrition)
Learner Data (Admission and Attrition)
I. Enrollment Data
I. Enrollment Data
Enrollment Trends:
Overall Growth: The enrollment shows an overall upward trend from the academic year 2021-22 to 2024-25. Starting at 1,437 in 2021-22, enrollment increased to 1,526 by 2024-25.
Significant Increase in 2023-24: The most notable change occurred between the academic years 2022-23 and 2023-24, where enrollment jumped from 1,445 to 1,520, resulting in a substantial growth rate of 5.19%. This indicates a strong recovery or an increase in interest during that year.
Stabilization in Subsequent Years: After the sharp increase in 2023-24, the growth rate slowed down significantly in 2024-25, with only a 0.39% increase. This suggests that while enrollment is still growing, the rate of growth is stabilizing or possibly plateauing.
Growth Variance:
Variability: The enrollment growth variance figures reveal fluctuations in growth rates. In 2021-22, the negative variance of -12 corresponds to a decline rate of -0.83%. However, the positive variances in the subsequent years indicate an improvement in enrollment growth.
Significant Positive Variance in 2023-24: The growth variance of 75 for 2023-24 reflects a significant positive change, reinforcing the trend of increasing enrollment for that year. This represents an enrollment growth rate of 5.19%
Summary:
Resilience: Despite a slight decline in 2021-22, the institution has shown resilience with a return to growth in subsequent years.
Strong Recovery: The sharp increase in enrollment for 2023-24 indicates a strong recovery, possibly due to factors like improved programs, marketing efforts, or external circumstances that drew more students.
Future Considerations: The slight slowdown in growth in 2024-25 could prompt the institution to assess the factors influencing enrollment to maintain growth momentum or innovate in areas that attract students.
Overall, these trends suggest a positive trajectory for enrollment, with specific attention needed on sustaining growth after the peak year (2023-24).
II. Inclusion Data
II. Inclusion Data
Key Insights
Total Special Needs Students:
The increase from 39 students in 2021-2022 to 44 in 2022-2023 reflects the school’s commitment to inclusivity, as outlined in the policy’s purpose to identify and support all students with barriers to learning. However, the slight drop to 42 in 2023-2024 may indicate challenges in sustaining enrollment or support for these students, which warrants further investigation.
Success Rate:
The consistent 100% success rate in the first two years shows that the school is effectively implementing its inclusive education policy, ensuring that students with special needs can participate fully in regular classes. The slight decrease to 98% in 2023-2024 suggests a need for ongoing support and refinement of teaching practices to maintain high success rates.
Competency Rate:
The decline in competency rates from 87% in 2021-2022 to 77% in 2022-2023 may highlight areas where additional resources or targeted interventions are needed. However, the rebound to 100% in 2023-2024 indicates effective responses to these challenges. This aligns with the school’s commitment to eliminate barriers to learning, as stated in the policy.
III. Attrition Data
III. Attrition Data
According to the report provided by the Student Management Information System (SMIS), a total of 460 students have left the school over the past three years. Notably, the primary reason cited for this attrition is the transfer to other institutions. Interestingly, no significant mentions were made regarding personal reasons, academic performance, financial issues, or other factors.
The trend reveals a significant increase in the number of students transferring in the 2023-2024 academic year, followed by a decrease in the subsequent year. While no other reasons for attrition were reported, the data suggests that the decision to transfer is a dominant factor in student departures.
The data shows a significant increase in transfers during 2023-2024, with 193 students leaving compared to 152 the previous year. This rise may reflect specific factors affecting retention, such as changes in school programs, demographic shifts, or economic conditions leading families to relocate. In 2024-2025, transfers decreased to 115, suggesting that the school may have successfully addressed these issues.
Learner, Personal and academic Data
Learner, Personal and academic Data
I. Academic Achievement
I. Academic Achievement
IBDP
IGCSE
School Wide Academic Performance
Academic Achievement (IBDP and IGCSE)
IB External Exam Results as of May2024 - Analyses.pdfThis data presents an analysis of IBDP Examination Results for:
May 2024
Pass rates from 2020 to 2024
APG Pass Rates from 2011 to 2024
IGCSE Board Exam as of 2024 Results Analysis.pdfIGCSE Board Exam Results Analysis (3-Year)
Academic Achievement (Schoolwide)
II. Holistic Achievement
II. Holistic Achievement
The 'VOICES' program, which focuses on public speaking and advocacy, allows students to practice presenting their ideas in front of peers and mentors, helping them develop confidence and clarity in their communication skills
The Pearling Path competition, held in September 2022 in Bahrain, celebrated the Kingdom's rich pearling heritage. Two APG students were recognized for their outstanding contributions, showcasing their skills and creativity in preserving and promoting this vital aspect of Bahraini culture.
The gymnastics championship is a school event organized by the Physical Education (P.E.) Department at APG School. It offers students the opportunity to showcase their physical abilities while promoting emotional resilience, teamwork, and discipline. As a vital component of the school’s holistic approach to education, the event helps students grow beyond academics. Through healthy competition, students enhance their coordination, self-confidence, and social skills, while also learning valuable lessons in perseverance and sportsmanship. This program plays a crucial role in fostering well-rounded development in students.
III. Well-being Data
III. Well-being Data
A. Data on Learning Style
A. Data on Learning Style
APG School has begun analyzing learning patterns through the Gifted and Talented department to gain insights into students' preferred learning styles.
Learning Styles Analysis for APG School
Visual Learners
The most prevalent learning style among students at APG School.
Comprise 67% to 77% of students in Grades 7, 8, 10, and 11.
Prefer visual aids such as diagrams, charts, and videos.
Kinesthetic Learners
Particularly significant in early grades at APG School, emphasizing active, hands-on engagement.
Nearly 46% in Grade 6 and 20% to 34% across all grades favor interactive learning activities.
Auditory Learners
The least common learning style across all grades at APG School.
Represent 17.5% to 29.4% of students.
Prefer lectures and audio-based materials.
Action Plan
These data will inform the school's differentiation strategies and will be taken up in the collaborative planning and reflections of teachers, considering the following points:
Visual Learners: Continue and expand the use of technological tools for visual presentations and create visually engaging classroom materials.
Kinesthetic Learners: Introduce more hands-on activities, maker spaces, and gamified learning strategies.
Auditory Learners: Enhance access to audio resources and encourage discussion-based learning.
General: Regularly assess learning styles, train teachers in differentiated instruction, and gather feedback for improvement.
B. Well-being activities
B. Well-being activities
At APG School, we strive to create an environment that supports the holistic well-being of all community members. We offer a variety of activities that promote personal growth, wellness, mental health, and resilience. In addition, we provide social events, leadership opportunities, and collaborative projects to help students build meaningful connections. Our goal is to nurture personal development and equip students with the skills they need to succeed in all areas of life.
Celebrating Bahrain National Day at APG School, strengthens our students' emotional well-being by helping them connect with their cultural roots and take pride in their national heritage. This connection enhances their sense of belonging, self-confidence, and emotional resilience, which are essential for maintaining a healthy and balanced state of mind.
In line with UNESCO’s commitment to mental health, APG School celebrates World Mental Health Day annually to raise awareness and promote well-being. In 2023, a discussion addressing misconceptions about mental health and counseling was held during the morning assembly for grades 4-12. Additionally, an online quiz on mental health was shared, and an awareness poster was posted on the school’s Instagram. In October 2024, the counseling department also conducted a survey to assess students' knowledge of mental health.
The Life Skills Exhibition is held annually at Aradous & Tylos Grounds, showcasing projects by Grades 1-8 students that focus on real-life applications of life skills. Organized by the Life Skills Department, the event emphasizes social and emotional well-being, personality growth, and the development of positive relationships, empowering students to enhance their overall well-being and connect with others.
Human Resource Data
Human Resource Data
Faculty and Administration Data (last 3 years)
Faculty and Administration Data (last 3 years)
The data provides information on the total staff count, turnover rate, and retention rate at APG School over the past three academic years. It shows the changes in staff numbers, the trends in staff turnover, and the improvements in staff retention during this period
This data shows the staff profile of APG School, including their roles, qualifications, and years of service. It covers academic departments like Science, Math, Arabic, and administration. Staff members hold a variety of qualifications, from bachelor's degrees to advanced degrees, with varying lengths of service.
Staff Breakdown for AY 2024-2025:
Faculty: 110
Administration: 18
Non-Teaching Staff: 26
Total Staff: 154
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