Mayar International Schools

Mayar International Schools is located in Amman, Jordan, in the Tala'a Al-Ali district. The street address is Tela'a Al-Ali, Behind Qadi Alqudah Building. This central Amman location places the school in a mixed urban area with access to the city's main roads.

The school serves from Kindergarten through Grade 12. In secondary years, it provides three tracks: National Section (Grades 7-10 and 11-12), British Programme IGCSE (Grades 9-12), and American Program (H.S.D) / Grades 9-12.

The school operates as a private international school and is a member of the Sadeen Group. It offers Jordanian national, Cambridge IGCSE, and American high school programs across its secondary years.

Public materials do not specify any Additional Learning Needs (SEN) provisions. The Cognia accreditation page is available but does not detail SEN supports.

Jordan. The school is located in Amman, Jordan.

No religious affiliation is listed.

Public timetables exist for different sections (e.g., National Section and International Section), indicating a structured school day with section-specific start/end times. Specific start and end times are not published in the accessible pages. Bus times for the transport service are published separately.

Mayar International Schools operates a transportation service with six route areas. Two-way fees range from 500 JD to 800 JD and one-way fees range from 350 JD to 560 JD depending on area. Bus rounds run from 6am to 4pm, and buses do not enter dead-end or unpaved streets. Transportation is available upon payment of the full-year fee.

Mayar International Schools organize the curriculum into three tracks: National Section (grades 7–12), International Section (grades 7–8), and High School programs for grades 9–12 with British IGCSE/IAL and American Program options, with Kindergarten described as a bilingual Arabic–English program using the Corners System. The National Section covers Grades 7–10 under the national curriculum, with Grades 11–12 leading to the Jordanian General Secondary Certificate (Tawjihi) or its equivalency for the American Program. The International Section for Grades 7–8 provides an international curriculum, and for Grades 9–12 students may choose either the British Programme (Cambridge IGCSE/IAL) or the American Program. The British Programme / IGCSE pathway for Grades 9–12 uses Cambridge IGCSE and Edexcel IAL content, with 11th Grade offering AS-Level subjects and 12th Grade offering A2-level content in sciences, mathematics, and languages. The American Program (H.S.D) / Grades 9–12 follows a US-style sequence with core subjects such as Algebra, Biology, Chemistry, Physics, English, World History, and Arabic; Grade 12 includes AP Calculus, and the program provides SAT Subject Test/ACT results along with Jordan Tawjihi equivalency options for graduates.

Mayar International Schools supports Social and Emotional Learning (SEL) through formal student voice structures and a focus on belonging. The Student Council aims to empower students to express opinions, respect differing views, and develop leadership, cultivating social-emotional growth and a sense of belonging. A Learning Support Coordinator within the Coordinating Council indicates a dedicated role for learning support and inclusive practices. Cognia's case study documents the school's use of climate and culture instruments and the Effective Learning Environments Observation Tool (eleot) to monitor the learning environment and inform SEL improvements. Cognia's Student Engagement Survey reports, for MIS, about 81% of students have deep personal investment and 83% express love for the school and a sense of belonging, signaling strong SEL outcomes.

Mayar International Schools maintains a formal structure for learning support through a Learning Support Coordinator listed on the Coordinating Council, indicating a dedicated role for learning support. This demonstrates an organized approach to supporting learners with varied needs, though the school is not described as a specialist SEN institution. The specific categories of Special Educational Needs the school can support are not publicly disclosed. The Coordinating Council also includes staff focused on language support, including an International Programs Coordinator and English Language Coordinators for the National Section (Grades 4-8), indicating integrated support for language-related learning needs.

Mayar International Schools provides English language support through dedicated staff. The Coordinating Council lists an International Programs Coordinator and English Language Coordinators for the National Section (Grades 4-8), indicating formal oversight of English language development. These English Language Coordinators are specifically named for Grades 4-8, alongside an International Programs Coordinator, reflecting structured EAL support within the school's programs. This staffing arrangement shows explicit EAL provision, though further programmatic details are not publicly disclosed beyond these roles.

The school does not publicly disclose a dedicated mental wellbeing program on its pages. External Cognia accreditation notes a focus on school climate and culture, using tools such as the eleot® and climate & culture instruments to monitor the environment and inform improvements. Cognia's Student Engagement Survey reports high belonging and engagement, with about 81% of students showing deep personal investment and 83% expressing love for the school and a sense of belonging, which supports a positive mental wellbeing atmosphere. The Student Council page describes aims to foster student voice, belonging, and leadership, contributing to a supportive social-emotional climate. Taken together, these elements indicate attention to SEL and a positive school climate, though explicit mental wellbeing programs are not publicly described.

The public materials from Mayar International Schools do not disclose a safeguarding policy or dedicated safeguarding program. While Cognia accreditation highlights overall school culture and student engagement, it does not provide specifics about safeguarding provisions. The school's governance includes a Learning Support Coordinator and language-support staff, indicating a focus on inclusivity and student welfare, but explicit safeguarding statements are not visible on public pages. In the absence of explicit safeguarding information, no detailed safeguarding policies are publicly described here.

1. Eligibility by grade level. Kindergarten admissions follow age-based eligibility: Pre-KG for children born in 2022, KG1 for those born in 2021, and KG2 for those born in 2020. Grade 1 eligibility requires a birth year of 2019. For Grades 2–12, students must have passed the previous grade and be excellent and well-behaved. This step sets the foundation for whether a child is considered for admission at the requested level.

2. Application submission and initial documentation. For new entrants, families should prepare the required documents and submit them as part of the application process. The documents listed include four personal photos and, for Jordanian students, a birth certificate with the national number and a copy of the family register; for foreign students, residency copies and passport copies certified by the embassy and the Ministry of Foreign Affairs. Vaccination records and a transfer certificate (if moving from another school) are also requested.

3. Entrance testing and interview (Grades 2–12). Candidates in Grades 2–12 must sit for an admission test in English Language, Mathematics and Science, and be interviewed after the test results are released. Performance on these assessments, together with the interview, influences admission decisions. The results are released prior to the interview as part of the selection process.

4. Regulatory and uniform expectations. Admitted students must comply with the school uniform policy and all internal regulations. Non-compliance with the uniform or internal rules, which align with the Jordanian Ministry of Education discipline framework distributed at the start of the academic year, can affect ongoing enrollment. This step ensures families understand behavioral and attire expectations.

5. Documentation packet and miscellaneous requirements. New students must provide a set of documents: four photos; birth/residency documents; vaccination card; transfer certificate; last school certificate and report cards (where applicable); school records; and the school card for high school students. Additional documentation is requested for various cases (e.g., Palestinian, Egyptian, GCC, Syrian students, etc.). This step confirms eligibility for enrollment and helps finalize the file.

6. Admission timeline for the current academic year. The admissions process is published for the 2025/2026 academic year, indicating that the school operates annual intakes aligned with that cycle. This timeframe helps families plan visit, testing, and submission windows.

There is no current published information on scholarships provided by the school.

There is no published information about a waitlist or pool system.