key findings 2013-2014 inspection of private schools · 2014. 6. 1. · 6 inspection of private...

KEY FINDINGS 2013-2014INSPECTION OF PRIVATE SCHOOLS

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Knowledge and Human Development Authority

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www.khda.gov.ae

Inspection of Private Schools

2013-2014 Key Findings

4 Inspection of Private Schools 2013-2014 Key Findings

ContentsIntroduction ........................................................................................................... 6

Profile of schools .................................................................................................................. 8

Overall Ratings of schools .................................................................................................... 9

Main findings ...................................................................................................................... 10

Strengths of schools ........................................................................................................... 16

Areas for development ...................................................................................................... 18

Quality of education in improving schools ....................................................................... 20

Quality of education in schools that require further improvement ............................... 22

Outcomes in Key Questions ............................................................................................... 24

The performance of students in schools in relation to the UAE National Agenda ..................31

Key Recommendations ..................................................................................................... 33

6 7Inspection of Private Schools 2013-2014 Key FindingsInspection of Private Schools 2013-2014 Key Findings

This key findings report marks the sixth annual cycle

of DSIB inspections. There are twelve outstanding

schools delivering world class education. This has been

evidenced through the inspection reports and through

the educational and personal achievements of the

students. Private schools in Dubai continue to rise to the

challenge of national and international demands for a

world class education system. This year, more students

in private schools in Dubai benefited from good or

outstanding education.

The National Agenda was announced at the beginning

of 2014 by H.H. Sheikh Mohammed Bin Rashid. Two of

the major targets announced concerned the ranking of

UAE in international assessments. They are:

• By 2021, the UAE will be among the 15 highest

performing countries in TIMSS

• By 2021, the UAE will be among the 20 highest

performing countries in PISA

In line with these targets, many schools are working

towards improving the attainment of students against

international comparisons. This will support Dubai in

achieving the goal of being in the top performing regions.

However, as well as these improving schools, there were

some schools that were struggling to improve. They

require significant, determined and focused interventions

in order to provide a better education for their students

and to help Dubai towards the achievement of these

goals.

Introduction


141 private schools were inspected during 2013-14 in Dubai.

UK Curriculum ..........................................................................51

US Curriculum ..........................................................................30

Indian Curriculum ....................................................................25

Ministry of Education Curriculum ..........................................12

International Baccalaureate Curriculum ................................6

French ......................................................................................4

Other .......................................................................................13

Overall Rating of the Schools by Curriculum

UK Indian US MoE IB French Other All School

Outstanding 9 2 1 0 0 0 0 12

Good 27 8 7 3 6 4 2 57

Acceptable 14 13 21 6 0 0 10 64

Unsatisfactory 1 2 1 3 0 0 1 8

The schools were given overall ratings as listed above.

10,638

4,548

6,919

15,836

49,301

74,451

76,042

OTHERS*

FRENCH

IB

MOE

US

INDIAN

UK

Numbers of students in private schools inspected in 2013-2014

(51 schools )

( 25 schools )

( 12 schools )

( 6 schools )

( 4 schools )

( 13 schools )

( 30 schools )

* The title ‘Others’ refers to six schools which follow an Iranian curriculum, two schools following the Pakistani National Curriculum, two schools which follow a Philippine curriculum and three further schools which provide German, Russian and Japanese curricula

Profile of the Schools


Main Findings

There is much for DSIB and schools to recognise this year and some areas which need further work.

Some of the key achievements are listed below:

14%8% 5% 6% 6% 4%

56%56%

51% 47% 45% 45%

27% 35%41%

38% 40% 42%

3% 1% 3% 9% 9% 9%

2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014

Students in private schools over inspection years

UnsatisfactoryAcceptable

30%36% 44% 47% 49% 51%

Outstanding Good

15757 13243 9983 10988 14049 10683

64069

99171 95562 95249 99185 106644

31187

62394 76183 7717687663

98698

3098

22056177 18546

20435

21710

2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014

Students in private schools over inspection years

UnsatisfactoryAcceptableOutstanding Good

In 2008-9 only 30% of students had an education which was judged to be good or outstanding. Student

numbers have increased and over half of them now receive a good or outstanding education.

• More students are now attending good or outstanding schools than in the previous years.


Improved overall

Declined overall Declined overall

Improved overall

In 2012-13 ten schools improved but 8 declined in their overall rating. This year 8 schools improved and

none declined in their overall rating.

• This is the first year that no school has declined in its overall rating.

• Eight schools have improved their overall ratings. Of these, two have improved from an

unsatisfactory to an acceptable overall rating and six have moved from acceptable to good.

48132325 2404

9742274 1946

13490 18244 18406

1652616428 16260

6427

54626101

100679196 10608

1817

49106 130

169

2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014

Emirati students in private schools over inspection years

UnsatisfactoryAcceptableOutstanding Good

Over 4000 more Emirati students now attend private schools than in 2008-9. The proportion of Emirati

students receiving a good or better quality of education has risen by 10%.


Percentage of each curriculum schools in each rating.

18%

53%

27%

2%

UK schools

Outstanding Good

Acceptable Unsatisfactory

8%

32%

52%

8%

Indian schools

Outstanding Good


4%

23%

70%

3%

US schools

Outstanding Good


0

25%

50%

25%

MoE schools

Outstanding Good


• No US curriculum school improved its overall rating this year. US curriculum schools are not

improving sufficiently and just under three quarters of them provide education which is at best

acceptable.

• All IB and French schools provide good quality education.


• In over 95% of judgements, students’

personal responsibility was graded

good or outstanding, an increase from

last year’s high performance of 92%.

Excellent behaviour and attitudes were

modelled by students in most schools.

Students were punctual and happy

participants in the lives of their schools.

• Schools were beginning to engage more

fully in Dubai’s ambition to improve the

health and well-being of all citizens. In

almost all schools, and across all phases,

students were better informed and were

beginning to adopt healthy lifestyles.

• Nearly 90% of students’ understanding

of Islamic values and local, cultural

and global awareness, was judged as

good or outstanding. Students were

courteous in their behaviour and

respectful towards others.

• Students’ understanding of community and

environmental responsibility had improved

significantly in 2013-14.

• Almost all of the schools having students

actively involved in community projects

both locally as well as around the globe.

• 64% of schools had a good or better

curriculum quality judgements in

2013-14, representing a significant

improvement on the previous year.

In the best of these schools, staff

used assessment information to

make appropriate adjustments to the

curriculum.

• The main improvements in curriculum

quality were in the Kindergarten and

primary phases of the schools. This

was a particularly strong feature in IB

curriculum schools.

• 85% of schools provided good

or outstanding healthy and safe

environments for students. Most

schools were safe and hygienic.

DSIB inspections had raised schools’

awareness of the importance of child

protection policies and procedures.

As a result, safeguarding was given a

high priority in most schools.

• 86% of schools had good or better

involvement with parents and the

community.

Strengths of Schools


• Too many schools rated themselves too highly in their self-

evaluations. Almost half of the schools had self-evaluation which

inspectors judged to be no better than acceptable.

• Almost three-quarters of schools had shortcomings in Arabic

as a first and additional language. In some, there was a slight

improvement in speaking and listening but little improvement in

reading and writing. Approaches to teaching and learning in Arabic

were too often repetitive and did not motivate or engage students.

• In half the schools, monitoring and evaluation of the assessment

information was not done thoroughly or accurately enough. As a

result some schools could not clearly identify students’ progress,

attainment, or difficulties.

• Although teaching was good in nearly 60% of schools, where it was

weaker and needed development, there was limited continuing

professional development of good quality.

• Although partnerships with parents had improved, their views

were not often gathered or used effectively to improve teaching

and learning.

• Leaders and managers in more than a third of schools were not

acting decisively, promptly or effectively enough to remedy areas

of concern, particularly those identified through inspection.

• In about 20% of schools, modification of the curriculum was

unsatisfactory. Some class and subject teachers needed training on how

to modify the curriculum to ensure success for students. The absence

of appropriate modifications to the curriculum prevented students with

special educational needs from progressing as well as they could.

Areas for Development


To support schools in developing further, the findings

of inspection have been used to help describe what

happens in schools that are improving. An important

key finding this year is the increasing number of

private schools in Dubai that have continued to build

upon previous improvements. This is significant as

these improvements have taken place within the

context of progressively increasing expectations and

yearly developments to the inspection framework.

Improvements were seen in a number of quality

indicators in almost half of the schools in 2013-14.

These schools showed a positive improvement in

different areas of their work. Over half of the UK

curriculum and IB schools were improving overall.

However, less than a quarter of US curriculum schools

were in this category of improving schools.

Features of improving schools

• Improving schools shared many common

features. Inspectors reported the increasingly

determined leadership, high expectations for

all students, and a clear focus on raising the

attainment and progress of all students. The

best leaders established a dynamic, creative

and innovative learning environment in which

everyone could flourish.

The quality of education in improving schools

• In many improving schools, leaders and

governing bodies recruited were well

qualified and committed staff and deployed

them effectively in their roles. Professional

development for teaching staff was a

key component of their human resource

management strategies.

• In the improving schools, there was a good

correlation between the quality of leadership and

the improving overall performance. There was

also a connection between the quality of good

teaching and school improvement. In almost

all the improving schools, teaching was either

good or outstanding. The strongest teaching was

observed in IB and UK curriculum schools.

• This year inspectors recognised more good

and outstanding judgements to teaching and

learning in the Kindergarten and primary

phase. In these schools, teachers had

developed a good understanding of how oral

language skills underpin literacy and how the

development of phonic skills relates to reading

and writing across the age ranges. Much of

the teaching and learning occurs through the

medium of play and other structured learning

activities in those schools.


In contrast to the improving schools there are characteristics of schools which need further development.

• Approximately 20% of quality indicators in these schools had not improved.

• Although these schools retained their overall ratings, a significant number were clearly declining. Over 30%

of the declining schools delivered a US curriculum. This compared to 18% delivering a UK curriculum and 8%

delivering the MoE curriculum.

• A few schools have been in significant decline for the past two years, some in the acceptable category and

some which are still good. Urgent action needs to be taken by senior leaders and governors to prevent further

decline.

• Eight schools have been unsatisfactory for at least two years. Fifty schools have been acceptable for at least

three years. This accounts for more than one third of Dubai’s schools. These schools appear to be making

little or no improvement. The concern is the incapacity of most of these schools to improve. Their inability to

evaluate themselves accurately through good quality self-assessment was a key factor.

• Over 40% of teaching was no better than acceptable across all schools. Most of this was concentrated in the

acceptable schools. Teaching needs to improve to good quality so that the outcomes for students also improve.

• In over 40% of all schools, governors did not prioritise outcomes for students in their work. Most of this is

concentrated in the acceptable schools.

• In half of all schools assessment was not better than acceptable. Assessment is a key tool in improving teaching

and learning and is a key source of information for school self-evaluation. Most assessment judgements are

concentrated in the acceptable schools.

• Recommendations were made to the leaders and governors of declining schools about the nature and scope

of the changes needed to prevent further decline. A common recommendation was to improve self-evaluation

and improvement planning.

The quality of education in schools that require further improvement.


How good are the students’ attainment, progress and learning skills?

English, mathematics and science

• Attainment improved in English, mathematics and science overall. Attainment and

progress in English improved most in Kindergarten. Attainment and progress were

consistently good in IB curriculum schools in all three subjects.

• Children for whom English is a first, or subsequent language, made good progress

when offered practical situations. Practical learning in science helped students develop

their learning skills. Science attainment and progress improved most for older students.

• Despite the improvements, students in US and MoE schools scored well below the

expectations of international assessments (PISA, TIMSS, PRLS).

Islamic Education and Arabic

• There has been a very small overall decline in the judgements about Islamic Education

though about half the judgements for attainment and progress were good or better.

• There was no overall improvement in attainment or progress in Arabic as a first

language, and there was evidence of decline particularly in the primary phase.

• There was a very small improvement in attainment in Arabic as an additional language

but no improvement or decline in progress, which was good or better in only 27% of

judgements.

• Almost all of the outstanding schools had an area of Arabic where a significant

improvement was required.

Learning Skills

• The quality of learning skills improved slightly and

now 58% of judgements are good or better.

• There has been an improvement this year in

provision in many Kindergartens, there are now

more opportunities for independent and practical

learning for children in this phase.

• About 40% of the improvement in learning skills

was due to improvements in the Kindergartens.

Recommendations

Schools should:

• Ensure that all teachers understand the links between

good quality teaching and improved attainment and

progress and train and support teachers to make

accurate judgements about students’ progress.

• Develop all staff to understand the links between

good curriculum planning and design, improved

quality of teaching and improved attainment and

progress.

• Help teachers to understand learners’ needs and to

plan and teach lessons accordingly.

Outcomes in Key questions


How good is the students’ personaland social development?

• Personal and social development was a strength in almost

all schools.

• All aspects of personal and social development were strong

including personal responsibility and attitudes, cultural values

and environmental responsibility.

How good are the teaching and assessment?

• Teaching for effective learning improved slightly, particularly

in IB and French curriculum schools.

• In 37% of schools teaching was no better than acceptable.

• Teaching was not improving in US curriculum schools.

• The high number of teachers leaving and joining schools

each year had a negative impact on the quality of teaching.

• Teaching improved most in Kindergarten and in Primary

phases; there was limited improvement in other phases.

• Assessment was good or better in only half of the schools. It

was strongest in IB, French and UK curriculum schools.

• The tracking of students’ progress was improving but was

not yet robust enough, especially in the acceptable schools.

Assessment of students’ work was the weakest aspect of

teaching.

• Too few US curriculum schools engaged with internationally

recognised assessments.

Recommendations

Schools should:

• Improve the quality of continuous

professional development offered to

teachers to increase the number of qualified

and trained teachers.

• Provide a balance between teaching

strategies that focus on preparing students

for assessments or examinations and

the teaching of subject specific skills and

knowledge.

• Increase the opportunities for students

to reflect and work independently and

reduce the over reliance on textbook driven

teaching strategies.

• Track and monitor the progress and

attainment of all students more rigorously

and take appropriate action when analysis

indicates a need.

• Ensure that staff have a thorough and

detailed knowledge of all students in

their classes, including their strengths,

weaknesses and interests.


How well does the curriculum meet the educational needs of all students?

• The curriculum overall was good or better in a majority of schools.

• Its design to meet the needs of all students was good or better in

only a minority of schools.

• There had been only small improvements in designing a curriculum

for students with special educational needs (SEN). In too many

school, teachers did not differentiate the curriculum for students with

different learning needs.

• Homework was only rarely matched well to students’ abilities.

Recommendations

Schools should:

• Train and support teachers to plan and deliver teaching that meets

the wide range of needs within their classes.

• Evaluate the quality of the work set in lessons and given as homework,

to ensure that it is suitable and appropriate for all students.

• Ensure parents are better informed about what their children can do

or achieve so that they are better able to support the work of the

school.

How well does the school protect and support students?

• Health and safety was good or better in 85% of schools and

acceptable in most of the remainder.

How good are the leadership and management of the school?

• Leadership only improved very slightly in 2013-14.

• Self-evaluation was good in 44% of schools and outstanding

in only 14%. Too many schools rated themselves too highly.

• Of the 30 schools recommended to improve their self-

evaluation in 2012-13, nine had improved but six had

declined in this critical aspect of their work.

• There was a close correlation between the grade for

self-evaluations and the overall grade of the school. The

weaker schools had weak self-evaluation. The quality of

self-evaluation is therefore a clear indicator of capacity to

improve.

• Good and outstanding schools were the most likely to be

self-critical and they had the best developed systems for

self-assessment. Schools with good or better self-evaluation

involved a broad range of staff and other stakeholders in

the process.

• Partnerships with parents and the community were a

strength in 86% of schools.

• There had been a significant increase in outstanding

judgements for governance. Outstanding governance

is now seen in 22% of schools. This improvement has

occurred in many cases because governing bodies now

include a wider range of stakeholders, including parents.

• Management of staffing, facilities and resources has improved

slightly; 60% of judgements are now good or better.


Recommendations

Schools should:

• Ensure that senior leaders evaluate teaching

across their schools so that all students are

sufficiently challenged and supported to

make the best possible progress.

• Ensure rigorous self-evaluation as a starting

point for school improvement.

The performance of Dubai’s private schools against the UAE National Agenda

At the beginning of 2014, H.H. Sheikh Mohammed Bin Rashid launched the UAE National Agenda which

includes a set of targets that pave the way towards the next phase of educational development in

the UAE. The educational targets covered a wide range of areas affecting the quality of education and

student achievement across the different phases. Two major targets were concerned with UAE ranking

in international assessments; they are as follows:

• By 2021, the UAE will be among the 15 highest performing countries in TIMSS

• By 2021, the UAE will be among the 20 highest performing countries in PISA

To work towards achieving TIMSS and PISA targets in the UAE National Agenda, three targets have

been set. These are indicated by the horizontal red lines in the charts below. These three targets are

important for Dubai; achieving them will ensure that Dubai is playing a significant role in accomplishing

the UAE National Agenda.

Chart 1: PISA 2012 scores for different curricula against the National Agenda target.

Mean Score by Curriculum

IB UK Indian US Philippine Private- MOE Pakistani

Mathematics 517 510 488 474 459 417 326

Reading 526 510 497 475 445 434 313

Science 527 526 493 479 439 431 336

50

100

150

200

250

300

350

400

450

500

550

600

National Agenda Target 520

• Ensure that the role of governors includes

holding the school to account for the

students’ outcomes.

• School leaders must pay regard to the

outcomes of international assessments in

setting targets for the school.


Chart 2: Grade 4 TIMSS 2011 scores for different curricula against the National Agenda target.

Mean Score by Curriculum Timss Grade 4


Mathematics 531 526 482 449 462 382 360

Science 533 520 478 438 460 370 324

0

50

100

150

200

250

300

350

400

450

500

550

600


Chart 3: Grade 8 TIMSS 2011 scores for different curricula against the National Agenda target.


Mathematics 537 527 497 465 470 438 371

Science 543 542 509 464 477 440 360

0

50

100

150

200

250

300

350

400

450

500

550

600

Mean Score by Curriculum Timss Grade 8


Key Recommendations

During 2013-14, eight schools improved their overall performance grades and continued to make

improvements but their overall judgements did not change. Too many schools however, remain

persistently in the categories of acceptable or unsatisfactory. In order for Dubai to meet its National

Agenda targets for international assessments, the following recommendations need to be considered.

• Self-assessment must be integral to the work of the schools. It must be accurate, evidence-based,

involve all staff, and it is essential that it leads to improvements. Self-assessment is not a KHDA

document, it is a road map to be used by the schools to help them to improve further.

• Governance and accountability must be strong. Governors need to be sufficiently skilled to ask

difficult and searching questions. They need to ask for the right information so that they are able

to assess the performance of the school and hold the senior leaders to account. For example,

governors must check that teaching and learning are improving the outcomes for students. If not,

then they should ask school managers to find out why.

• There must be a strong focus to provide a curriculum that builds on the improvements in the

Kindergarten phase. For children in Kindergarten and students across the school, the curriculum

must provide breadth and depth with appropriate transition between phases. It must provide

sufficient challenge and opportunities and take account of all needs.

• Schools must address the shortcomings in Arabic as a first and additional language as a matter

of urgency. Some schools will be able to build on the good work started in improving speaking

and listening, but all will need to develop students’ skills in reading and writing. Schools should

broaden approaches to teaching and learning in Arabic so that students feel more enthusiastic,

confident and competent, in speaking, reading and writing the language.


• Robust monitoring and evaluation of accurate assessment information must take place to identify

students’ progress, attainment, difficulties and, where appropriate, underachievement. This must

lead to an effective range of intervention activities and programmes.

• Good continuing professional development (CPD) must take place for all, this is particularly

important for those new to teaching. It must be linked to effective performance management

and lesson observations should be common place. When identified, sharing of good practice

must take place across the school.

• The views of all stakeholders, especially parents, should be used effectively to improve teaching

and learning and not simply to improve support or general facilities within the school.

• Leaders and managers need to act decisively, promptly and effectively to remedy areas of

concern, particularly those identified through inspection.

School NameMain Curriculum

2013-2014 overall rating


2011 - 2012 overall rating




Kings school Dubai UK Outstanding Outstanding Outstanding Outstanding Outstanding Outstanding

GEMS Wellington International School

UK/IB Outstanding Outstanding Outstanding Outstanding Outstanding Good

Jumeirah College UK Outstanding Outstanding Outstanding Outstanding Good Outstanding

Jumeirah English Speaking School

UK Outstanding Outstanding Outstanding Outstanding Good Outstanding

Dubai College UK Outstanding Outstanding Outstanding Outstanding Good Good

GEMS Jumeirah Primary School

UK Outstanding Outstanding Outstanding Outstanding Good Good

Jumeirah English Speaking School (Br)

UK/IB Outstanding Outstanding Outstanding Good Good Outstanding

GEMS Dubai American Academy

US/IB Outstanding Outstanding Outstanding Good Good Good

GEMS Modern AcademyIndian(CISCE)

Outstanding Outstanding Outstanding Good Good Not inspected

The Indian High SchoolIndian(CBSE)

Outstanding Outstanding Outstanding Good Good Not inspected

Dubai English Speaking College

UK Outstanding Outstanding Good Good Good Good

Horizons English School UK Outstanding Outstanding Good Good Good Good

Jebel Ali Primary school UK Good Good Outstanding Good Good Good

Al Mizhar American Academy School

US Good Good Good Good Good Good

American School of Dubai US Good Good Good Good Good Good

Dubai English Speaking School

UK Good Good Good Good Good Good

Dubai National School US Good Good Good Good Good Good

GEMS Wellington Primary School

UK Good Good Good Good Good Good

Japanese School Japanese Good Good Good Good Good Good

Lycee Francais International

French Good Good Good Good Good Good

Lycee Francais International Georges Pompidou

French Good Good Good Good Good Good

Repton School Dubai FZ-LLC

UK/IB Good Good Good Good Good Good

The English College Dubai UK Good Good Good Good Good Good









Uptown School IB Good Good Good Good Good Good

Cambridge International School

UK Good Good Good Good Good Acceptable

Dubai British School UK Good Good Good Good Good Acceptable

Dubai International Academy

IB Good Good Good Good Good Acceptable

Emirates International private School L.L.C

UK/IB Good Good Good Good Good Acceptable

GEMS Royal Dubai School UK Good Good Good Good Good Acceptable

GEMS World Academy IB Good Good Good Good Good Acceptable

Star International School - Um Al Shief


The School of Research Science


Universal American School US/IB Good Good Good Good Good Acceptable

Delhi Private SchoolIndian(CBSE)

Good Good Good Good Good Not inspected

GEMS Our Own English High School

Indian(CBSE)


Rajagiri International School Dubai

Indian(CBSE)


The Indian High School-Branch

Indian(CBSE)


The Millenium SchoolIndian(CBSE)


Lycee Libanais Francophone Prive-Dubai

French Good Good Good Good Acceptable Good

Raffles International School - South

UK Good Good Good Good Acceptable Good

Dubai Gem Private School UK Good Good Good Good Acceptable Acceptable

Dubai Scholars Private School

UK Good Good Good Good Acceptable Acceptable

Greenwood International School

US Good Good Good Good Acceptable Acceptable

Lycee Francais International Georges Pompidou Primary Oud Metha

French Good Good Good Good Acceptable Acceptable








Regent International Private School

UK Good Good Good Good Acceptable Acceptable

Al Ameen Private School UK Good Good Good Good Acceptable Unsatisfactory

GEMS Our Own Indian School

Indian(CBSE)

Good Good Good Good Acceptable Not inspected

Our Own High SchoolIndian(CBSE)

Good Good Good Good Acceptable Not inspected

Raffles World Academy UK/IB Good Good Good Acceptable Good Acceptable

Al Ittihad Private School (BR)

US Good Good Good Acceptable Acceptable Good

Al Salam Private School UK Good Good Good Acceptable Acceptable Good

German International School Dubai

German Good Good Good Acceptable Acceptable Good

Al Diyafah High School UK Good Good Good Acceptable Acceptable Acceptable

Deira International School UK/IB Good Good Good Acceptable Acceptable Acceptable

Dubai International private School - BR

US Good Good Good Acceptable Acceptable Acceptable

Emirates International School (Meadows)

IB Good Good Good Acceptable Acceptable Acceptable

The Winchester School UK Good Good Good Acceptable Acceptable Acceptable

Jumeira Baccalaureate School

UK/IB Good Good Good Not inspected Not inspected Not inspected

St. Mary Catholic High School-Dubai

UK Good Good Acceptable Good Acceptable Good

Al Safa Private School UK Good Good Acceptable Acceptable Acceptable Good

Al Rashid Al Saleh Private School

MOE Good Good Acceptable Acceptable Acceptable Acceptable

Pristine Private School UK Good Good Acceptable Acceptable Acceptable Acceptable

GEMS Wellington Academy (Branch)

UK Good Good Not inspected Not inspected Not inspected Not inspected

GreenField Community School

IB Good Acceptable Acceptable Good Good Good

JSS International SchoolIndian(CISCE)

Good Acceptable Acceptable Good Not inspected Not inspected

Dar Al Marefa School IB Good Acceptable Acceptable Acceptable Good Good

Dubai Police Kindergarten - Deira Branch

MOE Good Acceptable Acceptable Acceptable Acceptable Acceptable









Sheikh Rashid Bin Saeed Islamic Institute

MOE Good Acceptable Acceptable Acceptable Acceptable Acceptable

Star International School UK Good Acceptable Acceptable Acceptable Acceptable Unsatisfactory

Dubai National School ( Branch)

US Acceptable Acceptable Good Good Good Good

Deira private school UK Acceptable Acceptable Good Acceptable Not inspected Not inspected

Queen International School UK Acceptable Acceptable Acceptable Good Good Good

Star International School - Mirdif

UK Acceptable Acceptable Acceptable Good Acceptable Good

Elite English SchoolIndian(CBSE)

Acceptable Acceptable Acceptable Good Acceptable Not inspected

The International School of Choueifat

SABIS(UK/US)

Acceptable Acceptable Acceptable Acceptable Good Good

Philadelphia Private School US Acceptable Acceptable Acceptable Acceptable Good Acceptable

Al Ittihad Private school US Acceptable Acceptable Acceptable Acceptable Acceptable Good

Dubai Carmel School UK Acceptable Acceptable Acceptable Acceptable Acceptable Good

Al Basateen Private Nursery

MOE Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable

Al Eman Educational Est ( Al Eman private School )


Al Khaleej National School US Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable

Al Mawakeb School - Br US Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable

Al Mawakib School - Al Garhoud

US Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable

Al Nibras International private School


Al Sadiq Islamic English School

UK Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable

American International School


Dubai International private School


Dubai Modern Education School

US/MOE Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable

International Academic School









International School of Arts and Sciences


Islamic School for Training and Education


Modern Skills School US Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable

National Charity School MOE Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable

North American International School


Sharjah American International Private school


The City School International Private


The Sheffield Private School


The Westminster School UK Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable

Al Maaref Private School (LLC)

US Acceptable Acceptable Acceptable Acceptable Acceptable Unsatisfactory

Al Shurooq Private School MOE Acceptable Acceptable Acceptable Acceptable Acceptable Unsatisfactory

Arab Unity School UK Acceptable Acceptable Acceptable Acceptable Acceptable Unsatisfactory

Mirdif Private School US Acceptable Acceptable Acceptable Acceptable Acceptable Unsatisfactory

Oxford School UK Acceptable Acceptable Acceptable Acceptable Acceptable Unsatisfactory

Emirates English Speaking School

Indian(CBSE)

Acceptable Acceptable Acceptable Acceptable Acceptable Not inspected

Gulf Indian High SchoolIndian(CBSE)


New Indian Model SchoolIndian(CBSE)


The Central SchoolIndian(CBSE)


The Kindergarten StartersIndian(CBSE)


United International Private School

Philippine Acceptable Acceptable Acceptable Acceptable Unsatisfactory Unsatisfactory

Bradenton Preparatory Academy

US Acceptable Acceptable Acceptable Acceptable Not inspected Not inspected

The Philippine School Philippine Acceptable Acceptable Acceptable Acceptable Not inspected Not inspected









Al Basateen Private Nursery Hatta branch

MOE Acceptable Acceptable Acceptable Unsatisfactory Unsatisfactory Unsatisfactory

Dubai Arabian American Private School

US Acceptable Acceptable Acceptable Unsatisfactory Unsatisfactory Unsatisfactory

Al Adab Iranian Private School for Boys

Iranian Acceptable Acceptable Acceptable Not inspected Not inspected Not inspected

Al Adab Iranian Private School for Girls


Ambassador School L.L.CIndian(CISCE)

Acceptable Acceptable Acceptable Not inspected Not inspected Not inspected

Iranian Khadije Kobra School


Iranian Salman Farsi Boys School


Iranian Towheed Boys School


Iranian Towheed Girls School


Russian International School

Russian Acceptable Acceptable Acceptable Not inspected Not inspected Not inspected

Apple International School UK Acceptable Acceptable Unsatisfactory Acceptable Unsatisfactory Acceptable

Buds Public SchoolIndian(CBSE)

Acceptable Acceptable Unsatisfactory Unsatisfactory Unsatisfactory Not inspected

Little Flowers English School

Indian(CBSE)

Acceptable Acceptable Unsatisfactory Unsatisfactory Unsatisfactory Not inspected

Pakistan Educational Academy

Pakistani Acceptable Acceptable Unsatisfactory Unsatisfactory Unsatisfactory Not inspected

Collegiate American School US Acceptable Acceptable Not inspected Not inspected Not inspected Not inspected

GEMS Winchester School UK Acceptable Acceptable Not inspected Not inspected Not inspected Not inspected

JSS PRIVATE SCHOOLIndian(CBSE)

Acceptable Acceptable Not inspected Not inspected Not inspected Not inspected

The Indian International School

Indian(CBSE)

Acceptable Acceptable Not inspected Not inspected Not inspected Not inspected

English Language Private School

UK Acceptable Unsatisfactory Unsatisfactory Unsatisfactory Unsatisfactory Acceptable

Grammar School UK Acceptable Unsatisfactory Unsatisfactory Unsatisfactory Unsatisfactory Unsatisfactory

Ambassador KindergartenIndian(CISCE)

Acceptable Not inspected Not inspected Not inspected Not inspected Not inspected








The Indian AcademyIndian(ICSE)

Acceptable Not inspected Not inspected Not inspected Not inspected Not inspected

Al Arqm Private School MOE Unsatisfactory Unsatisfactory Acceptable Acceptable Acceptable Acceptable

Al Thuraya Private School MOE Unsatisfactory Unsatisfactory Acceptable Acceptable Acceptable Acceptable

New World School Private MOE Unsatisfactory Unsatisfactory Acceptable Acceptable Acceptable Acceptable

Crescent English SchoolIndian(CBSE)

Unsatisfactory Unsatisfactory Acceptable Acceptable Acceptable Not inspected

Gulf Model SchoolIndian(CBSE)

Unsatisfactory Unsatisfactory Acceptable Acceptable Acceptable Not inspected

H. H. Shaikh Rashid Al Maktoum Pakistani School-Dubai ( English Lang)

Pakistani Unsatisfactory Unsatisfactory Unsatisfactory Acceptable Acceptable Not inspected

AL Worood Academy Private School

UK Unsatisfactory Unsatisfactory Unsatisfactory Acceptable Not inspected Not inspected

New Academy School US Unsatisfactory Unsatisfactory Unsatisfactory Unsatisfactory Acceptable Acceptable

key findings 2013-2014 inspection of private schools · 2014. 6. 1. · 6 inspection of private...

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