Table of Contents

The School Board: The governing body of APG School is responsible for providing leadership, strategic direction, and oversight, ensuring the school operates in line with its vision, mission, and long-term goals. Composition of the School Board is as follows:

• Chairman of the Board

• Vice-Chairman

• Head of School (HoS)

• 2 Board Members (external)

Senior Leadership Team (SLT): The SLT is responsible for managing the day-to-day operations of APG School and implementing the strategic direction set by the School Board. The key positions within the SLT are as follows:

• Head of School (HoS)

• KG Principal

• Primary School Principal

• Middle and High School Principal

Programme Coordinators: are responsible for managing the IB programmes. They ensure each programme runs smoothly and aligns with the school’s goals and the IB framework. The key titles within this group are as follows:

• IBDP Coordinator

• IBCP Coordinator

• IBMYP Coordinator

• IBPYP Coordinator

• KG/EY-IBPYP Coordinator

Subject Coordinators: work closely with programme coordinators to oversee specific subject areas across grade levels, ensuring the curriculum is delivered effectively and aligned with the school’s goals. They collaborate with teachers, support professional development, and track student progress within their subjects. 

• Science Coordinator

• Math Coordinator

• English Coordinator

• Social Studies & Life Skills Coordinator

• Arabic Coordinator

• Religion Coordinator 

• P.E. Coordinator

• Art Coordinator

Academic Support Heads/Coordinators: lead academic support programs and services that support learning and student development. The key positions within academic support group come from the various departments, including Counselling, Learning Resources Centre (LRC), Gifted and Talented, School Management and Information System (SMIS), Student Supervisors', and Learning Support Unit (LSU). 

Administrative & Support Services Heads/Leaders: manage essential administrative services that support the smooth functioning of the school. Two key positions, Finance and HR, oversee the department, and working closely with the top management team, and other school leaders to ensure the overall operations of the school run effectively. Specific leadership roles are assigned to manage the team for Security and Maintenance, and general support. The Health and Safety Team, led by the School Nurse and the P.E. Coordinator, ensures services are in place to promote the well-being of everyone in the school.

Ownership Structure

• Partnership (WLL): APG School operates under a partnership (WLL) structure, having transitioned from a sole proprietorship. 

Organization Structure

APG School is led by a strong management team that oversees academic and operational excellence. The team ensures effective implementation of the IB curriculum and supports staff with necessary resources and training. The school is structured to adapt to growth, focusing on providing world-class education while maintaining operational efficiency.

Governance

The School Board (SB) provides leadership and strategic direction. Recently, the school transitioned from a sole proprietorship to a partnership (WLL), enhancing financial resources for expansion and infrastructure. This governance structure, comprising both leadership and financial stakeholders, ensures accountability and alignment with the school’s mission. 

Leadership

APG School’s governance and leadership team is key to its success, fostering innovation, responsiveness, and continuous improvement. The team is responsible for managing the IB transition, maintaining accreditations, and addressing challenges like staffing and resource limitations. Leadership development is a priority to ensure the team remains agile and effective.

Policy and By-Laws

APG School follows a comprehensive policy manual and by-laws that define roles, responsibilities, and procedures, ensuring transparency and alignment with strategic objectives.

Horizontal Divisions and Age Ranges

APG School is structured into three main divisions, each serving different age groups in accordance with MOE regulations, and all supporting the school’s vertically integrated IB curriculum 

Current Strategic Plan

APG School’s Strategic and Action Plans focus on key initiatives to drive educational excellence, financial sustainability, and continued growth:

1. Complete IB Curriculum Integration

   • Fully implementing the IB curriculum from Kindergarten to Grade 12 to offer a world-class, internationally recognized education.

2. Facility Expansion

   • Expanding the school’s facilities to accommodate growing student numbers and provide modern, innovative learning environments.

3. Leadership Development

   • Ongoing training and professional development for the senior leadership team and faculty, ensuring responsiveness to evolving educational needs.

4. International Partnerships

   • Strengthening partnerships with international educational institutions to enhance academic offerings and elevate the school’s global reputation.

5. Financial Sustainability

   • Expanding revenue streams through income-generating initiatives, such as psychometric testing services and other value-added projects, while ensuring sound financial management. 

The School Board and Senior Leadership Team (SLT) work collaboratively to ensure the effective implementation and monitoring of the school’s strategic goals, helping APG School remain at the forefront of international education. APG School is committed to providing a high-quality education informed by global standards and grounded in local culture, preparing students to excel in an interconnected and rapidly changing world. 

Curriculum

APG School has been an authorized IB Diploma Programme (IBDP) school since 2008. It is currently a candidate for the Primary Years Programme (PYP), Middle Years Programme (MYP), and Career-related Programme (CP). 

• IB DP (Grades 11-12): Authorized since 2008, the IBDP offers a rigorous academic pathway for students preparing for higher education and beyond.

The school is actively working towards full authorization for the following:

• IB CP or Career-related Programme (Grades 11-12): Currently in candidate status, the IB CP will undergo verification on 8-9 April 2025. This programme integrates academic study with career-focused learning, equipping students with the skills needed for success in both higher education and the workforce.

• IB MYP (Grades 6-10): Also in candidate status, with verification set on 18-19 February 2025. As part of its strategic direction, the school is transitioning from the IGCSE, which it has offered for grades 9 and 10 since 2007. The MYP is an academically rigorous programme that challenges students, connects learning to real-world issues, and fosters global awareness. 

• IB PYP (Grades 1-5): Currently in candidate status, the IB PYP focuses on inquiry-based learning, developing critical thinking, collaboration, and problem-solving skills in subjects like Mathematics, Language, Science, and Social Studies. The school has recently transitioned from its previous curriculum, which used international approaches for core subjects (English, Math, Science) and followed the Ministry of Education (MOE) mandate for other subjects, such as Arabic, Social Studies, Life Skills, Religion, Computer, P.E., Arts, and Music. 

• Early Years IB PYP (Kindergarten): Also in candidate status, the Early Years IB PYP provides a strong foundation for young learners through a play-based, inquiry-driven curriculum. 

Language

At APG School, English is the primary language of instruction for most subjects, ensuring students achieve strong proficiency in both written and spoken English. 

The Arabic language is used in teaching Religion, Arabic Language and Literature, and Arabic Social Studies to preserve cultural heritage and enhance students' proficiency in their first language. 

Extra-Curricular Programmes

APG School’s extra-curricular program enriches the academic curriculum by offering students a wide range of opportunities to pursue their passions and develop life skills beyond the classroom. A broad array of activities is available, such as:

• Sports, arts, cultural activities, and departmental events

• Clubs, student leadership opportunities, and competitions

• Leadership and Personality development programs

• Regular community engagement initiatives

• Robotics programs

• The Duke of Edinburgh's International Award

• Model United Nations

Brief history of the school

Accreditation or Authorization History with Other Organizations

2007: APG School became an IGCSE Certified School, officially offering the International General Certificate of Secondary Education (IGCSE) curriculum.

2008: The school received the IB DP Authorization, becoming an authorized IB World School offering the International Baccalaureate (IB) Diploma Programme, expanding its academic offerings.

2011: The school received a "Satisfactory" rating from the National Authority for Qualifications and Quality Assurance of Education and Training (QQA), marking its initial quality evaluation.

2015: The school was rated "Good" by National Authority for Qualifications and Quality Assurance of Education and Training (QQA), demonstrating a solid commitment to quality education and operational effectiveness. 

2019: The school received a BQA (Bahrain Quality Assurance Authority) rating of Good, indicating a stable quality level of performance across key areas.

2022: The school, under emergency circumstances due to COVID-19 pandemic, received a "Sufficient Response" rating, the highest BQA the school can achieve during emergency situation, attesting to its ability to effectively deal with and to maintain its quality standards amid unexpected challenges.

Significant Changes Since Previous CIS Accreditation

1. Rebranding: A refreshed new logo; updated vision, mission, and values; and the creation of the tagline "Local Roots, Global Reach"; highlight the school’s commitment to building a strong local foundation and enhancing global perspective.

2. Governance and Ownership: The addition of a Vice Chairman, the change from sole ownership to partnership, and a redesigned organizational chart to improve leadership, governance, and operational efficiency.

3. Curriculum Enhancements: The school is progressing toward full IB continuum authorization (PYP, MYP, CP), with expanded IBDP subjects (e.g., Mathematics AA, Design Technology, Visual Arts) and curriculum revisions aligned with IB PYP and MYP requirements. Non-academic subjects like the Personal Project and Service as Action have also been added.

4. Student Personal Development: Global Citizenship Initiatives (GCI), including the Duke of Edinburgh’s International Award, and the Wellbeing Project have been launched to support holistic student growth.

5. Curriculum, Wellbeing, and Global Citizenship Enhancements: Revisions to the Lesson Observation Form (LOF); the adoption of the Cambridge Wellbeing Check; and collaborations with the Global Citizenship Education (GCED) Foundation, Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP), and UNESCO have enhanced curriculum alignment, supported student wellbeing, and enriched global citizenship education across the Middle Years and DP programs. 

6. Staff Professional Development: Staff qualifications were verified through Quadrabay, professional development sessions were conducted to address competency needs, and training on AI applications in education was implemented.

7. Facilities: Facility improvements included building renovations aligned with updated branding, installation of artificial grass on the playground to improve students' safety, the addition of tents for sun protection, and the refitting of new building.

8. Communication: Communication was enhanced through the adoption of Toddle for Primary years, and Managebac for the Middle years, collaboration, virtual parent meetings, and improvements to ensure inclusive and accessible communication methods.

Summary of Actions Taken Based on CIS Recommendations

In response to the CIS recommendations, our school has made significant progress across all domains, reflecting our commitment to continuous improvement and alignment with global educational standards.

Domain A - Standard 3 (Global Citizenship & Impact on Student Development):

1. • CIS Recommendation: The leadership team and faculty measure and assess the impact of the school’s curricular and co-curricular opportunities on students' development as global citizens.

Actions Taken: We launched the Global Citizenship Initiatives (GCI) and expanded our Wellbeing project to measure students' development in global citizenship (Domain A). Activities like international celebrations and community projects in KG strengthen cultural awareness (Domain C-KG, D-KG). The Cambridge Wellbeing Check was used to identify wellbeing issues, alongside assessments in global citizenship (Domain D).

Domain B - Standard 8 (Governance & Leadership Evaluation):

1. • CIS Recommendation: The board develop a formal reflection and evaluation process of itself and the Head of School (HOS) based on its approved policies in the Board Policy Manual.

Actions Taken: We enhanced governance through the addition of a Vice Chairman and restructured the organizational chart to better reflect our leadership structure (Domain B). Feedback from stakeholders and a review of leadership roles are now central to our operational improvements.

Domain C - Standard 1 (Vertical Curriculum Articulation):

1. • CIS Recommendation: The pedagogical leadership team explore ways to further articulate the curriculum vertically between early childhood and primary.

Actions Taken: We are implementing the PYP framework in KG to provide a coherent transition to primary (Domain C-KG). The introduction of Toddle for communication helps align curricula between KG and primary levels (Domain C-KG).

Domain C - Standard 4 (Technology Integration):

1. • CIS Recommendation: The leadership teams integrate the use of technology across the curriculum.

Actions Taken: We launched a digital library in KG to ensure safe and meaningful use of tablets for students. We also introduced digital citizenship lessons to promote responsible technology use (Domain C-KG, D-KG).

Domain D - Standard 7 (Intercultural Learning in KG):

1. • CIS Recommendation: The KG pedagogical leadership team incorporate intercultural learning to strengthen students' awareness of global communities.

Actions Taken: International celebrations, Scouts community projects, and storytelling in KG promote intercultural learning, helping students develop respect and awareness of cultural diversity (Domain D-KG).

Domain D - Standard 8 (Technology in KG):

1. • CIS Recommendation: KG teachers integrate technology to broaden student experiences as digital learners.

Actions Taken: The introduction of tablets for student use and the digital library enhances technology use in KG classrooms (Domain D-KG).

Domain D - Standard 1 (Differentiation Practices):

1. • CIS Recommendation: The pedagogical leadership team review and embed effective differentiation practices to allow students at different ability levels to be successful.

Actions Taken: Differentiated learning is evident in our global citizenship and wellbeing projects, ensuring all students, regardless of ability, have access to engaging content and support (Domain D-MYP, D-DP/CP). The PLT reviewed the Learning Observation Form (LOF) to ensure that differentiation takes place to engage all students in learning.

Domain D - Standard 3 (Differentiation in High School):

1. • CIS Recommendation: The PLT work with high school teachers to implement a wide range of differentiation strategies in the classroom.

Actions Taken: Teachers collaboratively developed the Lesson Observation Form (LOF) to monitor teaching effectiveness, including differentiation strategies for Middle Years and DP students (Domain D-MYP, D-DP/CP).

Domain E - Standard 4 (Lockdown Procedures & Safety):

1. • CIS Recommendation: The health and safety team and leadership develop lockdown procedures and conduct regular drills.

Actions Taken: We developed and implemented lockdown drills and reviewed our safeguarding training for all staff (Domain E).

Domain E - Standard 8 (Career Guidance):

1. • CIS Recommendation: The higher leadership team recruits a career guidance counselor to provide effective career guidance and development opportunities to students.

Actions Taken: Career guidance is integrated into the IBDP and IBCP programs, with opportunities for students to explore career interests and options through various activities (Domain C-DP/CP). The school has employed a career guidance counselor.

Domain F - Standard 3 (Safety Training for Staff):

1. • CIS Recommendation: The HLT reviews procedures and provides safety training for all adults who assist with student arrivals and departures.

Actions Taken: Safeguarding training has been completed for all staff, alongside AI training to improve efficiency (Domain F).

Domain G - Standard 1 (Safety & Emergency Procedures):

1. • CIS Recommendation: The leadership team ensures effective safety practices for student pedestrian crossings and emergency procedures.

Actions Taken: We completed a school facelift, added artificial grass on playgrounds for safety, and improved emergency procedures (Domain G).

Domain H - Standard 1 (Communication with Parents):

1. • CIS Recommendation: The leadership team explores ways to maximize the use of the ADL platform to enhance home-school communication.

Actions Taken: We have improved communication tools by implementing Toddle and enhancing parent-school engagement through regular newsletters and virtual meetings (Domain H).

By addressing these CIS recommendations, the school has strengthened its curriculum, teaching practices, safety measures, global citizenship initiatives, and communication strategies to provide a holistic educational experience for all students.

Regulatory Framework and Licensing

APG School operates under the regulatory framework set by the Ministry of Education's (MOE) Private Education Directorate in Bahrain. The school holds a valid operating license for its two campuses:

• APG School : Commercial Registration No. 45580 – 4

• APG KG : Commercial Registration No. 45580 – 3

Compliance with National and International Standards

• APG School’s operations comply with national educational standards set by Bahrain governing agencies, the Ministry of Education (MOE) and the Bahrain Quality Assurance (BQA), ensuring that the school is aligned with Bahrain's educational goals. 

• The school’s commitment to international standards is demonstrated through its affiliation with CIS, which supports the school’s strategic planning and fosters a robust, globally recognized educational framework. 

• The school is also working toward International Baccalaureate (IB) continuum accreditation, which will allow it to offer a world-class, globally accepted curriculum. This alignment with both national and international standards enhances the overall student experience and ensures the school’s long-term sustainability.

Health, Safety, and Labor Compliance

• APG School operates in Bahrain, which maintains a strong regulatory framework ensuring the safety and well-being of its residents, including within educational institutions. The school adheres to regulations set by the Ministry of Education (MOE), Ministry of Health (MOH), and Ministry of Interior (MOI), which enforce regular health, safety, and fire inspections. These regulations ensure high standards of hygiene, student safety, and overall campus security. Additionally, the school complies with Bahrain Labor Market Regulatory Authority (LMRA) guidelines, ensuring fair labor practices for both local and expatriate staff.

• To ensure compliance with these standards, APG School maintains a comprehensive Health and Safety Policy Handbook, which outlines the procedures for maintaining cleanliness, health, safety, and security across campus. Visual representations, such as flowcharts, are used to communicate the school's safety protocols, including emergency response procedures and safety oversight responsibilities. Regular inspections by the Ministry of the Interior (MOI) certify that the school complies with local safety standards, and the school holds up-to-date certificates of compliance for both building safety and fire protection.

• Supporting this narrative, inspection reports from the most recent regulatory inspections provide evidence of the school’s ongoing compliance with safety laws. These reports demonstrate that the school meets the required standards for fire safety, building integrity, and emergency preparedness. Additionally, the school’s organizational chart clearly define the roles and responsibilities related to health and safety management, illustrating how safety oversight is integrated across all levels of the institution. 

Child Protection and Safeguarding

• APG School ensures a secure, hygienic, and safe environment for both students and staff. The school also upholds strict child protection and safeguarding policies, reinforcing its commitment to the safety and welfare of its entire school community.

Internal Policies and Procedures

• The school operates under a comprehensive set of internal policies, regularly reviewed and approved by the School Board. These policies, outlined in the APG School Board Policy Manual, serve as the guiding framework for all school operations and stakeholder engagement.

Compliance

• Health and Safety: The school undergoes regular inspections by the Ministry of the Interior (MOI) to ensure compliance with local fire and safety codes. Emergency directives are prominently displayed for student and staff safety.

• Security: The school adheres to local security regulations and maintains certifications for building safety and fire protection.

• Outsourced Agreements: Canteen services are outsourced to a third-party provider, with contracts reviewed regularly to ensure compliance with quality, safety, and nutrition standards.

• Child Protection and Safeguarding: The school implements comprehensive child protection policies, provides staff training on safeguarding, and fully complies with Bahrain’s child protection laws.