2015 2016 - khda.gov.ae · 8 DSIB School Inspection Key Findings 2015-2016 Dubai private schools in...

Key Findings 2015-2016

DSIB School Inspection


Key Findings2015-2016

© 2016 Knowledge and Human Development Authority, Dubai, UAE. All rights reserved.

In the interests of enhancing the value of the information contained in this report, you may download, print, reproduce and distribute any material contained

in the report so long as KHDA is acknowledged as the source.

4 DSIB School Inspection


Dubai private schools at a glance

05173

16,252

253,319

24

Total number of private schools

Number of students in the 149inspected schools

Number of teachers in all 173 schools

Schools not yet inspected

Number of schools inspected this academic year

Percentage of Dubai students educated in private schools

Number of schools inspected for the firsttime this academic year

90%05265,299

Number of students in the173 schools

Number of Emirati students in the173 schools

31,736

149

8



5

Improving outcomes for Dubai’s studentsThis report provides an overview of the educational performance and standards of the 149 private schools in Dubai that were inspected during the 2015-2016 school inspection cycle by the Dubai School Inspections Bureau (DSIB). It presents a very positive picture in which 28 schools improved their overall rating, with five declining. As a result of this improvement, 61% of students are now in schools that offer a good or better quality of education, as compared to 30% in 2008-2009.

This year, DSIB inspected schools using the UAE School Inspection Framework 2015-2016. This framework is based on comprehensive performance standards that define the essential aspects of a quality education. Some of the changes in this framework include the addition of a ‘very good’ level to the four quality descriptors that had been used until last year. It is very encouraging to know that 12 schools have improved their overall judgements from ‘good’ to ‘very good’ this year.

We are now at a critical point in the journey towards meeting the UAE National Agenda goals, with less than five years left to achieve them. At the start of this academic year, the Knowledge and Human Development Authority (KHDA) introduced the UAE National Agenda Parameter, which is a method to help schools measure and monitor their progress towards achieving their individual UAE National Agenda targets. It required all private schools to participate in international and external benchmarking assessments, in addition to TIMSS and PISA, on an annual basis. This report highlights the level of participation in this requirement and the extent of schools’ readiness to work towards these targets.

The report compares the performance and improvement of schools grouped according to the curricula they offer. It explores how improvements in governance, leadership and self-evaluation have had a significant impact on the overall quality of education. The improvement in the quality of education experienced by students with special educational needs and disabilities (SEND) is also highlighted in this report.

The journey of improvement continues for all schools. DSIB remains committed to work alongside all stakeholders to improve further the quality of private education in Dubai, and meet the high aspirations of the United Arab Emirates.



During the 2015-2016 academic year, 149 private schools in Dubai were inspected. These schools were responsible for educating 253,319 students, from Kindergarten to Grade 12. This is an increase of 40 schools and 119,888 students since private schools were first inspected by the DSIB in 2008-2009. During this period of rapid growth, there has been constant renewal of the populations of students, teachers and leaders.

This year, 61% of students attending inspected schools are in schools that provide a good or better quality of education. This represents a significant improvement since the last inspection cycle, and when compared with the findings of DSIB’s first year of inspections in 2008-2009 (see chart on the right).

Overall performance and improvement

2014 -15

2015 -16

2008 -09students

30%34,285

students 53%129,999

students 61%154,173

good or better

good or better

good or better



7

schools improved theiroverall performance between 2014-2015 and 2015-2016

3 schools from ‘good’ to ‘outstanding’

12 schools from ‘good’ to ‘very good’

10 schools from ‘acceptable’ to ‘good’

3 schools from ‘weak’ to ‘acceptable’

28

1 school from ‘good’ to ‘acceptable’

schools declined in theiroverall performance between 2014-2015 and 2015-20165

1 school from ‘outstanding’ to ‘very good’

3 schools from ‘acceptable’ to ‘weak’

of students attend outstanding schools, representing 29,196 students.

11%

16 Schools

of students attend very good schools, representing 34,838 students.

14%

13 Schools

of students attend good schools, representing 90,139 students.

36%

57 Schools

of students attend acceptable schools, representing 88,522 students.

35%

56 Schools

of students attend weak schools, representing 10,624 students.

no students attend very weak schools.

4%

7 Schools

0 Schools



Dubai private schools in 2015-2016 by curriculumThe range of curricula offered by Dubai private schools has been widening year after year. Parents are now able to consider any of the 17 different curricula for their children’s education. This diversity of offering is reflective of the growing ethnic and philosophical diversity within Dubai’s population.

The performance of the different curriculum schools inspected this year shows a distinctive pattern. The majority of students attending schools that have adopted a French, IB, UK or Indian curriculum are in schools judged to be good or better overall.

French5 schoolsCanadian

1 school

US31 schools

UK65 schools German

1 school

Russian1 school

Indian32 schools

Pakistani2 schoolsIranian

6 schools

MoE11 schools

International Baccalaureate

Others

Japanese1 school

Philippine2 schools

Proportion of students in different curriculum schools according to the overall inspection rating

13,261

17,167

25,205

20,161

UK

Schools: 50 29 29 15 11 10 5

75,794 77,431 48,123 16,807 14,353 14,909 5,902Students:

US Other MOE IB FrenchIndian

9,478

16,518

26,148

20,912

4,375

10,701

2,956

696

11,890

2,048

971

3,855

11,622

1,330

2,293

23,906

17,701

4,223

2,384

1,153

2,116

249

GoodVery Good AcceptableOutstanding Weak

11

4



9

Focus on improving US curriculum schoolsOver 48,000 students, or 18% of all students currently attending Dubai private schools, are in US curriculum schools. Out of these, 20,383 (or 42%) are Emirati students. The chart on the previous page indicates that over 4,000 students following the US curriculum are in schools that have been judged as weak. US curriculum schools have made the least improvement since inspections started eight years ago. This year, four out of the five schools that have declined in their overall judgements are US curriculum schools.

In order to ensure US schools offer valid, state-aligned curricula, KHDA has put into effect a series of expectations, central to which is accreditation by the New England Association of Schools and Colleges (NEASC). In order to facilitate this process, KHDA partnered with NEASC to offer US curriculum schools the possibility of synchronised inspection/accreditation visits.

During the 2015-2016 inspection cycle, eleven schools were in different phases of the NEASC accreditation process through these synchronised visits. All but one US curriculum school in Dubai has begun the journey toward accreditation.

US curriculum schools are also expected to align their standards and assessments with a recognised US state curriculum. This expectation, together with the demands set by National Agenda Parameter requirements, is helping ensure that assessment information in many US curriculum schools is becoming more valid and reliable.

New schools inspectedTwenty-six new schools have started operating in the past three years, eight of which were inspected for the first time this academic year. Four of these schools were rated as ‘good’ overall and four as ‘acceptable’ overall.

Inspection findings indicate that schools that are rated as good during their first inspection are more likely to have developed:

•strong, well-distributed leadership, underpinned by a clear strategic direction and supported by effective governance

•effective self-evaluation and improvement planning, particularly in the evaluation of teaching and student progress

•an unrelenting focus on improving students’ attainment, progress and learning skills by ensuring consistently good or better teaching and accurate assessment.



2008-09 2014-15 2015-16

41% 60%

Good or better learing skills

2008-09 2014-15 2015-16

52%

Good or better social responsibility and innovation skills

2008-09 2014-15 2015-16

48% 61% 66%

Good or better teaching for effective learning

2008-09 2014-15 2015-16

24%

Good or better assessment

52% 56%

2008-09 2014-15 2015-16 2008-09 2014-15 2015-16

42% 65% 69%

Good or better care and support

2008-09 2014-15 2015-16

46% 60% 64%

Good or better leadership

2008-09 2014-15 2015-16

Good or better self-evaluation andimprovement planning

51%

2008-09 2014-15 2015-16

Good or better management, staffing, facilities and resources

64%54%

2008-09 2014-15 2015-16

Good or better governance

58%52%

Good or better progress in key subjects2008-09

2014-15

2015-16

67%

Islamic Education MathematicsArabic

29%

38%

44%

27%

55%

59%

44%

69% 69%

Science

47%

64%65%

English

46%

70% 72%Good or better curriculum design

and implementation

68%62%32%

32% 49%

35%34%

79% 82%

Summary of significant changes since 2008-2009

Dubai private schools have been

showing steady improvements

in almost all performance

standards and indicators, in spite

of standards and expectations

becoming more rigorous over

the years.



11

2008-09 2014-15 2015-16

41% 60%

Good or better learing skills

2008-09 2014-15 2015-16

52%

Good or better social responsibility and innovation skills

2008-09 2014-15 2015-16

48% 61% 66%

Good or better teaching for effective learning

2008-09 2014-15 2015-16

24%

Good or better assessment

52% 56%

2008-09 2014-15 2015-16 2008-09 2014-15 2015-16

42% 65% 69%

Good or better care and support

2008-09 2014-15 2015-16

46% 60% 64%

Good or better leadership

2008-09 2014-15 2015-16

Good or better self-evaluation andimprovement planning

51%

2008-09 2014-15 2015-16

Good or better management, staffing, facilities and resources

64%54%

2008-09 2014-15 2015-16

Good or better governance

58%52%

Good or better progress in key subjects2008-09

2014-15

2015-16

67%

Islamic Education MathematicsArabic

29%

38%

44%

27%

55%

59%

44%

69% 69%

Science

47%

64%65%

English

46%

70% 72%Good or better curriculum design

and implementation

68%62%32%

32% 49%

35%34%

79% 82%

Significant improvements in

governance and leadership have

underpinned developments in the

quality of schools’ curriculum design,

teaching and assessment. As a result,

students’ learning skills and their

progress in key subject areas have

improved steadily over time.



13

In 2014, H.H. Sheikh Mohammed Bin Rashid Al Maktoum, Vice President and Prime Minister of the UAE and Ruler of Dubai, launched the UAE National Agenda to help achieve the UAE Vision 2021 in time for the UAE Golden Jubilee celebration. The objectives underpinning the UAE National Agenda provide schools with clearly-defined targets against which to measure the progress they are making towards achieving the aspirations of the UAE Vision 2021.

The National Agenda ParameterThe quality of assessment in Dubai schools has substantially improved over the past eight years of inspections. Fifty-six percent of schools now have good or better assessment, compared to 24% in 2008-2009. This inspection year, an increasing number of schools have aligned their internal assessments with their curriculum standards.

At the same time, DSIB inspection findings have indicated that some schools have been more successful than others in their efforts to meet National Agenda targets. These schools have been using external benchmarking examinations in addition to TIMSS and PISA to ensure they have reliable, regular assessment information against which they can benchmark their students’ academic outcomes. KHDA introduced the UAE National Agenda Parameter in June 2015 to help ensure that all schools embark on this practice.

By the 2016-2017 academic year, it is expected that all private schools in Dubai will have access to valid, objective and reliable measures of their students’ attainment and progress in mathematics, English and science. This information, together with data from the PISA and TIMSS tests, and inspection reports, should give a clear indication of the progress schools are making towards meeting their National Agenda targets. It should also help schools identify their strengths and weaknesses and priorities for improvement.

The UAE National Agenda



The chart above indicates that participation levels are less strong in schools following the Ministry of Education and ‘other’ curricula.

Participation rates (full or partial) of different curriculum schoolsin the National Agenda Parameter

Readiness of Dubai private schools to meet their National Agenda targets

This academic year, inspectors have focused on five indicators that, when considered together, provide an indication of the degree of readiness of each school to meet its National Agenda targets.

These indicators are:

1. Students’ attainment in mathematics, English and science, based on external benchmark assessments

2. Awareness and understanding of the National Agenda Parameter by the school community

3. Adaptation of the curriculum to include content and skills that underpin the PISA and TIMSS tests

4. Learning skills with a focus on students’ research skills and use of learning technologies

5. Teaching strategies, especially the promotion of students’ critical thinking.

The chart on the right indicates the extent to which Dubai private schools have participated in the National Agenda Parameter at the time of this publication. Out of the 133 inspected schools that are included in the PISA and TIMSS sample, 82 have participated fully, 42 partially (less than 50% of Grade 4, Grade 8 and Grade 9 students have been enrolled for the benchmark tests) and 9 schools did not participate.

Participation levels in the National Agenda Parameter

100%

IB

93%100% 73%96% 50%

Other

62%

31%

7%

Did not participate9 schools

Partially participated

42 schools

Fully participated

82 schools



15

The chart above shows the degree of readiness to meet National Agenda targets of different curriculum schools in Dubai

Some schools are in a better state of readiness to meet their targets. In these schools:

•school leaders used results from the external benchmarking assessments to compare their students’ outcomes with that of other students internationally. They also used them to inform their improvement plans, and to evaluate teaching and learning.

•there was a clear understanding of the National Agenda targets and what needs to be done to achieve them. Clear support from all stakeholders was evident. In some cases, National Agenda committees had been developed to monitor strategies to meet the targets.

•teachers adapted the curriculum across year groups and horizontally across subjects, to ensure better progression and inclusion of the skills required to succeed in TIMSS and PISA tests.

•teachers used strategies that motivated students to conduct research, and provided them the necessary resources and learning skills to do so.

•teachers planned activities, and skilfully asked questions to elicit deeper understanding and promote critical thinking. They included open-ended problems and applications in their lessons and assessments.

Readiness of schools to meet their National Agenda targets by curriculum

At risk of not meeting targets Below expectations As expected Above expectations

IB Other

'#

!(#

'#

20

2

21

1

15

5

5

16

7

17

13

Num

ber

of S

choo

ls

255 7'#

1

1

8

Overall, the degree of readiness in 67% of all schools that are included in the PISA and TIMSS sample is at or above expectations. UK and IB curriculum schools are in a better state of readiness.



17

Governance, leadership and school self-evaluationOne of the key drivers underpinning improvements in Dubai private schools is the quality of leadership and school self-evaluation. Inspection findings indicate that almost all schools that provide a good or better quality of education benefit from effective leadership, and have effective systems in place for school self-evaluation and improvement planning.

DSIB inspection findings clearly indicate that the quality of leadership of Dubai private schools has significantly improved since 2008-09. The prevalence of good or better leadership has increased by 18 percentage points while weak leadership has decreased by 11 percentage points.

After eight years of inspection, Dubai private schools are better placed to use the information from previous inspections and their own evaluations to plan for the future. Good or better self-evaluation has increased by 19 percentage points while weak self-evaluation has decreased by 15 percentage points.

Improved quality of leadership

16%

5%

38%

31%64%

46%

Good or better Acceptable Weak

2015-16

2008-09

Improved quality of self-evaluation

28%

13%

40%

36%51%

32%


2015-16

2008-09



School governanceThe quality of governance is also critical to school improvement. This is important for Dubai private schools, as KHDA’s main approach with schools is one of oversight and accountability rather than intervention. Schools need to be able to manage their own operations and, more importantly ensure that improvement is ongoing. Good governance helps make this happen.

When governors are effective, they:

•include representation from different stakeholders

•seek and consider stakeholders’ views and, consequently, gain in-depth knowledge about the school

•systematically monitor the school’s actions and hold senior leaders to account for the quality of the school’s performance, according to agreed outcomes for students

•ensure that good staffing and resources are readily available to address identified weaknesses.

Significantly more schools have been supported by effective governance since DSIB started inspections. Good or better governance has improved from 34% in 2008-2009 to 58% in 2015-2016. Weak governance, on the other hand, has decreased by 14 percentage points.

Improved quality of governance

28%

14%

38%

28%58%

34%


2015-16

2008-09



19

Governors and leadersThe relationship between governors and school leaders should be underpinned by reciprocal accountability and support. Governors are expected to provide support to school leaders and staff, to enable them to provide good and improving outcomes for students. At the same time, they are expected to hold school leaders to account for improvements in the school. When governors understand clearly and accurately their schools’ strengths and weaknesses, they are in a much better position to offer informed challenge to school leaders to help them develop their schools and their own leadership practice.

In many of the schools where outcomes for students have improved to good or better, governors and school leaders:

•prioritised the appointment, retention and development of effective leaders at all levels

•worked together to achieve a shared vision of the best quality of education for their students

•understood clearly and accurately their schools’ strengths and weaknesses, and were therefore in a much better position to effectively plan for improvement

•made consistent efforts to understand the true quality of teaching and learning that took place in their schools.

Governance School Leadership

Governors support and enable leaders and staff to improve outcomes for students

Governors hold school leaders to account. Effective self-evaluation helps develop clear accountability

for improving student outcomes



21

Provision for students with special educational needs and disabilitiesDubai Law No 2 (2014) and supporting Federal Law 2006 demonstrate Dubai’s commitment to the support of children and families affected by disabilities. KHDA is committed to ensure that Dubai’s private schools continue on their positive journey to develop inclusive attitudes and practices within their schools.

This academic year, DSIB has continued to guide and support schools to develop their provision for studentes with SEND. The resulting improvement in provision has been very positive, with 39 schools (26%) improving the quality of their provision when compared to 2014-2015.

The journey of inspecting the provision for students with SEND in Dubai’s private schools began soon after inspections started. The initial focus was to gain an understanding of the nature of the schools’ provision. Since then, the momentum of improvement has developed significantly.

IdentificationDuring 2013-2014, only 32% of schools were able to identify correctly the number and nature of students with SEND. This aspect became a key focus for attention of the inspectors. Consequently, DSIB:

•published internationally-aligned categories of SEND

•provided guidance to schools relating to the administration, assessment and identification of students with SEND

•continued to develop the recruitment and deployment of specialised inspectors.

The results for this year’s inspections indicate that 60% of schools are now good or better in identifying students with SEND and their specific needs.

2015-2016

60%

Improvement in schools’ abilities to accurately identify

students with SEND

2013-2014

32%



Modification and support

During the 2013-2014 inspection cycle, only 34% of schools were able to consistently modify their curriculum or delivery methods to meet the needs of students with SEND. This was closely related to underdeveloped leadership and management of provision for SEND.

In order to help improve schools’ abilities to modify the curriculum to support students with SEND, DSIB introduced:

•a new school self-evaluation tool for schools, which was as a key element of the inspection process

•specific guidance outlining the link between self-evaluation and the improvement of provision of SEND

•targeted support for the work of schools.

As a result of improved leadership and management of provision for SEND, 31 schools improved their curriculum modification to meet the needs of students with SEND. This year 44% of schools modified the curriculum effectively.

65%

Partnerships with parents

2015-2016

49%

2013-2014

44%

Modification of curriculum

2015-2016

2013-2014

34%

Partnerships with parents

Parents are key decision makers regarding their children’s future. Consequently, the quality of parent partnerships is a key element of the inspection process.

This year’s inspection results show that 65% of schools have partnerships with parents of students with SEND that are good or better.



23

Progress made by students with SEND

2015-2016

50%

2013-2014

38%

Priorities for schools

The need to ensure that all students with SEND have access to appropriate provision continues to be a key priority. In order for this to happen, it is important that:

•school owners and senior leaders fully understand the need for all schools to become inclusive, thus strengthening the capacity of the education system to reach out to all learners

•schools further develop their systems so that teachers are supported, trained, challenged and held to account for the outcomes of all students

•schools develop more effective systems to track, evaluate and monitor the levels of progress of students with SEND over time.

Progress of students with SENDImproved provision for students with SEND has led to better progress in personal, social and academic development. Inspection findings show that 50% of students with SEND now make good or better progress, a significant increase since 2013-2014.

Despite significant improvements in the quality of education that students with SEND receive within Dubai’s private schools, 50% of students make inadequate levels of progress.



School nameMain

curriculum

2015-2016 overall rating








Kings School Dubai UK Outstanding Outstanding Outstanding Outstanding Outstanding Outstanding Outstanding Outstanding

GEMS Wellington

International

School

UK/IB Outstanding Outstanding Outstanding Outstanding Outstanding Outstanding Outstanding Good

Jumeirah College UK Outstanding Outstanding Outstanding Outstanding Outstanding Outstanding Good Outstanding

Jumeirah English

Speaking SchoolUK Outstanding Outstanding Outstanding Outstanding Outstanding Outstanding Good Outstanding

Dubai College UK Outstanding Outstanding Outstanding Outstanding Outstanding Outstanding Good Good

GEMS Jumeirah

Primary SchoolUK Outstanding Outstanding Outstanding Outstanding Outstanding Outstanding Good Good

Jumeirah English

Speaking School (Br)UK/IB Outstanding Outstanding Outstanding Outstanding Outstanding Good Good Outstanding

GEMS Dubai

American AcademyUS/IB Outstanding Outstanding Outstanding Outstanding Outstanding Good Good Good

GEMS Modern

Academy

Indian

(CISCE)Outstanding Outstanding Outstanding Outstanding Outstanding Good Good

Not

inspected

The Indian High

SchoolIndian (CBSE) Outstanding Outstanding Outstanding Outstanding Outstanding Good Good

Not

inspected

Dubai English

Speaking private

college -branch

UK Outstanding Outstanding Outstanding Outstanding Good Good Good Good

Repton School

FZ-LLCUK/IB Outstanding Outstanding Good Good Good Good Good Good

Lycee Francais

International

Georges Pompidou

Primary Oud Metha

French Outstanding Outstanding Good Good Good Good Acceptable Acceptable

Lycee Francais

International

Georges Pompidou

School ( Dubai

Branch )

French Outstanding Good Good Good Good Good Good Good

Dubai International

AcademyIB Outstanding Good Good Good Good Good Good Acceptable

GEMS Royal

Dubai SchoolUK Outstanding Good Good Good Good Good Good Acceptable

Horizons English

SchoolUK Very good Outstanding Outstanding Outstanding Good Good Good Good

Jebel Ali Primary

School UK Very good Good Good Good Outstanding Good Good Good

Dubai English

Speaking SchoolUK Very good Good Good Good Good Good Good Good

GEMS Wellington

Primary SchoolUK Very good Good Good Good Good Good Good Good

Dubai British

SchoolUK Very good Good Good Good Good Good Good Acceptable

The School of

Research ScienceUK Very good Good Good Good Good Good Good Acceptable



25

School NameMain

Curriculum









Delhi Private

School

Indian

(CBSE)Very good Good Good Good Good Good Good

Not

inspected

GEMS Our Own

English High School

Indian


Not

inspected

The Millenium

School

Indian


Not

inspected

Lycee Libanais

Francophone Prive-

Dubai

French Very good Good Good Good Good Good Acceptable Good

Deira International

SchoolUK/IB Very good Good Good Good Good Acceptable Acceptable Acceptable

The Winchester

SchoolUK Very good Good Good Good Good Acceptable Acceptable Acceptable

GEMS Wellington

Academy (Branch)UK Very good Good Good Good Not inspected

Not

inspected

Not

inspected

Not

inspected

Al Mizhar American

Academy SchoolUS Good Good Good Good Good Good Good Good

American School of

DubaiUS Good Good Good Good Good Good Good Good

Dubai National

SchoolUS Good Good Good Good Good Good Good Good

Japanese School Japanese Good Good Good Good Good Good Good Good

Lycee Francais

InternationalFrench Good Good Good Good Good Good Good Good

The English College

DubaiUK Good Good Good Good Good Good Good Good

Uptown School IB Good Good Good Good Good Good Good Good

Cambridge

International

School

UK Good Good Good Good Good Good Good Acceptable

Emirates

International

Private School L.L.C

IB /UK Good Good Good Good Good Good Good Acceptable

GEMS World

AcademyIB Good Good Good Good Good Good Good Acceptable

Horizon

International

School - LLC

UK Good Good Good Good Good Good Good Acceptable

Universal American

School - BranchUS/IB Good Good Good Good Good Good Good Acceptable

Rajagiri

International

School Dubai

Indian

(CBSE)Good Good Good Good Good Good Good

Not

inspected

The Indian High

School-Branch

Indian

(CBSE)Good Good Good Good Good Good Good

Not

inspected

Raffles

International

School - Um Suqeim

South BR

UK Good Good Good Good Good Good Acceptable Good



School nameMain

curriculum









Dubai Gem Private

SchoolUK Good Good Good Good Good Good Acceptable Acceptable

Dubai Scholars

Private SchoolUK Good Good Good Good Good Good Acceptable Acceptable

Greenwood

International

School

US Good Good Good Good Good Good Acceptable Acceptable

Regent

International

Private School

UK Good Good Good Good Good Good Acceptable Acceptable

Our Own High

School

Indian

(CBSE)Good Good Good Good Good Good Acceptable

Not

inspected

Al Ameen Private

SchoolUK Good Good Good Good Good Good Acceptable Weak

Raffles World

AcademyIB/UK Good Good Good Good Good Acceptable Good Acceptable

Al Ittihad Private

School (BR)US Good Good Good Good Good Acceptable Acceptable Good

Al Salam Private

SchoolUK Good Good Good Good Good Acceptable Acceptable Good

German

International

School Dubai

German Good Good Good Good Good Acceptable Acceptable Good

Al Diyafah High

SchoolUK Good Good Good Good Good Acceptable Acceptable Acceptable

Emirates

International

School (Meadows)

IB Good Good Good Good Good Acceptable Acceptable Acceptable

Jumeira

Baccalaureate

School

IB/UK Good Good Good Good GoodNot

inspected

Not

inspected

Not

inspected

St. Mary Catholic

High School-DubaiUK Good Good Good Good Acceptable Good Acceptable Good

Al Safa Private

SchoolUK Good Good Good Good Acceptable Acceptable Acceptable Good

Al Rashid Al Saleh

Private SchoolMOE Good Good Good Good Acceptable Acceptable Acceptable Acceptable

Pristine Private

SchoolUK Good Good Good Good Acceptable Acceptable Acceptable Acceptable

Green field

Community SchoolIB Good Good Good Acceptable Acceptable Good Good Good

JSS International

School LLC

Indian

(CISCE)Good Good Good Acceptable Acceptable Good

Not

inspected

Not

inspected

Dar Al Marefa

SchoolIB Good Good Good Acceptable Acceptable Acceptable Good Good

Dubai Police

Kindergarten -

Deira Branch

MOE Good Good Good Acceptable Acceptable Acceptable Acceptable Acceptable



27

School nameMain

curriculum









Sheikh Rashid

Bin Saeed Islamic

Institute

MOE Good Good Good Acceptable Acceptable Acceptable Acceptable Acceptable

Star International

SchoolUK Good Good Good Acceptable Acceptable Acceptable Acceptable Weak

Al Mawakeb School

- Al GarhoudUS Good Good Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable

The Westminster

SchoolUK Good Good Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable

IranianTowheed

Boys SchoolIranian Good Good Acceptable Acceptable Acceptable

Not

inspected

Not

inspected

Not

inspected

Collegiate

American SchoolUS Good Good Acceptable Acceptable Not inspected

Not

inspected

Not

inspected

Not

inspected

JSS Private School

LLC

Indian

(CBSE)Good Good Acceptable Acceptable Not inspected

Not

inspected

Not

inspected

Not

inspected

GEMS Our Own

Indian School

Indian

(CBSE)Good Acceptable Good Good Good Good Acceptable

Not

inspected

Dubai National

School ( Branch)US Good Acceptable Acceptable Acceptable Good Good Good Good

Al Mawakeb

School- BrUS Good Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable

The Kindergarten

Starters

Indian

(CBSE)Good Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable

Not

inspected

United

International

Private School

Philippine Good Acceptable Acceptable Acceptable Acceptable Acceptable Weak Weak

Ambassador School

L.L.C

Indian

(CISCE)Good Acceptable Acceptable Acceptable Acceptable

Not

inspected

Not

inspected

Not

inspected

Russian

International

School

Russian Good Acceptable Acceptable Acceptable AcceptableNot

inspected

Not

inspected

Not

inspected

Al Basateen Private

Nursery Hatta

Branch

MOE Good Acceptable Acceptable Acceptable Acceptable Weak Weak Weak

Ambassador

Kindergarten LLC

Indian

(CISCE)Good Acceptable Acceptable Not inspected Not inspected

Not

inspected

Not

inspected

Not

inspected

Victory Heights

Primary SchoolUK Good Acceptable Not inspected Not inspected Not inspected

Not

inspected

Not

inspected

Not

inspected

Foremarke School UK GoodNot

inspectedNot inspected Not inspected Not inspected

Not

inspected

Not

inspected

Not

inspected

GEMS New

Millennium School

L.L.C

Indian

(CBSE)Good

Not


Not

inspected

Not

inspected

Not

inspected

GEMS Wellington

Academy- Al KhailUK Good

Not


Not

inspected

Not

inspected

Not

inspected

Springdales School

LLC

Indian

(CBSE)Good

Not


Not

inspected

Not

inspected

Not

inspected



School nameMain

curriculum









Mirdif Private

SchoolUS Acceptable Good Acceptable Acceptable Acceptable Acceptable Acceptable Weak

Dubai International

Private School - BRUS Acceptable Acceptable Good Good Good Acceptable Acceptable Acceptable

Deira Private

SchoolUK Acceptable Acceptable Acceptable Acceptable Good Acceptable

Not

inspected

Not

inspected

Queen

International

School

UK Acceptable Acceptable Acceptable Acceptable Acceptable Good Good Good

Star International

School ( Branch )UK Acceptable Acceptable Acceptable Acceptable Acceptable Good Acceptable Good

Elite English SchoolIndian

(CBSE)Acceptable Acceptable Acceptable Acceptable Acceptable Good Acceptable

Not

inspected

The International

School of Choueifat

SABIS

(UK/US)Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Good Good

Philadelphia

Private SchoolUS Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Good Acceptable

Al Ittihad Private

SchoolUS Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Good

Dubai Carmel

SchoolUK Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Good

Al Basateen Private

NurseryMOE Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable

Al Eman

Educational Est

(Al Eman Private

School )

MOE Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable

Al Khaleej National

SchoolUS Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable

Al Nibras

International

Private School

US Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable

American

International

School


Dubai International

Private SchoolUS Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable

Dubai Modern

Education SchoolUS/MOE Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable

International

School of Arts &

Sciences


Modern Skills

SchoolUS Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable

National Charity

School-Boys and GirlsMOE Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable



29

School nameMain

curriculum









North American

International

School


Sharjah American

International

Private School


The City School

International

Private

UK Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable

The Sheffield

Private SchoolUK Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable

Emirates English

Speaking School

Indian

(CBSE)Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable

Not

inspected

Gulf Indian High

School

Indian


Not

inspected

New Indian Model

School

Indian

(CBSE/KSB)Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable

Not

inspected

The Central SchoolIndian


Not

inspected

Al Shurooq Private

SchoolMOE Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Weak

Arab Unity School UK Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Weak

Oxford School UK Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Weak

Bradenton

Preparatory

Academy

US Acceptable Acceptable Acceptable Acceptable Acceptable AcceptableNot

inspected

Not

inspected

The Philippine

SchoolPhilippine Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable

Not

inspected

Not

inspected

Al Adab Iranian

Private School for

Boys

Iranian Acceptable Acceptable Acceptable Acceptable AcceptableNot

inspected

Not

inspected

Not

inspected

Al Adab Iranian

Private School for

Girls

Iranian Acceptable Acceptable Acceptable Acceptable AcceptableNot

inspected

Not

inspected

Not

inspected

Iranian Khadije

Kobra SchoolIranian Acceptable Acceptable Acceptable Acceptable Acceptable

Not

inspected

Not

inspected

Not

inspected

Iranian Salman

Farsi Boys SchoolIranian Acceptable Acceptable Acceptable Acceptable Acceptable

Not

inspected

Not

inspected

Not

inspected

Iranian Towheed

Girls SchoolIranian Acceptable Acceptable Acceptable Acceptable Acceptable

Not

inspected

Not

inspected

Not

inspected

GEMS Winchester

SchoolUK Acceptable Acceptable Acceptable Acceptable Not inspected

Not

inspected

Not

inspected

Not

inspected

The Indian

International

School (DSO

Branch)

Indian

(CBSE)Acceptable Acceptable Acceptable Acceptable Not inspected

Not

inspected

Not

inspected

Not

inspected



School nameMain

curriculum









Apple International

SchoolUK Acceptable Acceptable Acceptable Acceptable Weak Acceptable Weak Acceptable

Buds Public SchoolIndian

(CBSE)Acceptable Acceptable Acceptable Acceptable Weak Weak Weak

Not

inspected

Little Flowers

English school

Indian

(CBSE)Acceptable Acceptable Acceptable Acceptable Weak Weak Weak

Not

inspected

Pakistan

Educational

Academy

Pakistani Acceptable Acceptable Acceptable Acceptable Weak Weak WeakNot

inspected

The Indian

Academy

Indian

(ICSE)Acceptable Acceptable Acceptable Not inspected Not inspected

Not

inspected

Not

inspected

Not

inspected

English Language

Private SchoolUK Acceptable Acceptable Acceptable Weak Weak Weak Weak Acceptable

Grammar School UK Acceptable Acceptable Acceptable Weak Weak Weak Weak Weak

The International

School of Choueifat

- Branch

SABIS

(UK/US)Acceptable Acceptable Not inspected Not inspected Not inspected

Not

inspected

Not

inspected

Not

inspected

New Academy

SchoolUS Acceptable Acceptable Weak Weak Weak Weak Acceptable Acceptable

Delhi Private School

Academy LLC

Indian

(CISCE)Acceptable

Not


Not

inspected

Not

inspected

Not

inspected

GEMS International

School- Al KhailIB Acceptable

Not


Not

inspected

Not

inspected

Not

inspected

International

Concept EducationFrench/IB Acceptable

Not


Not

inspected

Not

inspected

Not

inspected

Sabari Indian School

LLC

Indian

(CBSE)Acceptable

Not


Not

inspected

Not

inspected

Not

inspected

Al Sadiq Islamic

English SchoolUK Acceptable Weak Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable

Al Arqm Private

SchoolMOE Acceptable Weak Weak Weak Acceptable Acceptable Acceptable Acceptable

New World School

PrivateMOE Acceptable Weak Weak Weak Acceptable Acceptable Acceptable Acceptable

International

Academic SchoolUS Weak Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable

Al Maaref Private

School (LLC)US Weak Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Weak

Dubai Arabian

American Private

School

US Weak Acceptable Acceptable Acceptable Acceptable Weak Weak Weak

Islamic School

for Training &

Education

MOE Weak Weak Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable

Crescent English

School

Indian

(CBSE)Weak Weak Weak Weak Acceptable Acceptable Acceptable

Not

inspected

Gulf Model SchoolIndian

(CBSE/KSB)Weak Weak Weak Weak Acceptable Acceptable Acceptable

Not

inspected

H. H. Shaikh Rashid

Al Maktoum

Pakistani School-

Dubai ( English

Lang)

Pakistani Weak Weak Weak Weak Weak Acceptable AcceptableNot

inspected



31



Knowledge & Human Development Authority

P. O. Box: 500008, Dubai United Arab EmiratesTel:800(KHDA)5432•Fax:+97143640001

[email protected]•www.khda.gov.ae

2015 2016 - khda.gov.ae · 8 DSIB School Inspection Key Findings 2015-2016 Dubai private schools in...

Documents

Transcript of 2015 2016 - khda.gov.ae · 8 DSIB School Inspection Key Findings 2015-2016 Dubai private schools in...