DSIB School Inspection Key Findings 2015-2016

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 Key Findings 2015-2016

Dubai private schools at a glance

173 Total number of private schools 05

Percentage of Dubai students educated 90% in private schools

Number of students in the 265,299 05 173 schools

Number of Emirati students in the 31,736 173 schools

16,252 Number of teachers in all 173 schools

Number of schools inspected 149 this academic year

253,319 Number of students in the 149 inspected schools

Number of schools inspected for the ﬁrst 8 time this academic year

24 Schools not yet inspected DSIB School Inspection 5 Key Findings 2015-2016

Improving outcomes for Dubai’s students This 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. 6 DSIB School Inspection Key Findings 2015-2016

Overall performance and improvement

During the 2015-2016 academic year, 149 private schools in Dubai were inspected. These schools were responsible for educating 253,319 2015 -16 154,173 61% students, from Kindergarten to Grade 12. This is students good or better 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. 2014 -15 129,999 53% students good or better 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 2008 -09 34,285 30% DSIB’s first year of inspections in 2008-2009 (see students good or better chart on the right). DSIB School Inspection 7 Key Findings 2015-2016

schools improved their 11% overall performance between 2014-2015 of students attend outstanding schools, representing 29,196 28 and 2015-2016 16 Schools students.

14% of students attend very good schools, representing 34,838 13 Schools students. 3 schools from ‘good’ to ‘outstanding’

12 schools from ‘good’ to ‘very good’

36% 10 schools from ‘acceptable’ to ‘good’ of students attend good 3 schools from ‘weak’ to ‘acceptable’ 57 Schools schools, representing 90,139 students.

35% 1 school from ‘outstanding’ to ‘very good’ of students attend acceptable 56 Schools schools, representing 88,522 1 school from ‘good’ to ‘acceptable’ students. 3 schools from ‘acceptable’ to ‘weak’

4% of students attend weak schools, 7 Schools representing 10,624 students.

schools declined in their overall performance no students attend very weak between 2014-2015 schools. 0 Schools 5 and 2015-2016 8 DSIB School Inspection Key Findings 2015-2016

Dubai private schools in 2015-2016 by curriculum

The 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. French Canadian 5 schools Russian 1 school 1 school UK 65 schools German 1 school

Japanese US 1 school 31 schools Philippine 2 schools

Indian 32 schools International Baccalaureate 11 MoE Pakistani 11 schools Others 4 Iranian 2 schools 6 schools

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.

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

2,293 9,478 13,261 3,855 2,956 2,048 2,116 16,518 17,701 17,167

1,153 26,148 11,622 25,205 10,701 11,890 23,906

2,384 20,912 20,161 4,223 971 4,375 1,330 696 249 UK Indian US Other MOE IB French

Schools: 50 29 29 15 11 10 5

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

Outstanding Very Good Good Acceptable Weak DSIB School Inspection 9 Key Findings 2015-2016

Focus on improving US curriculum schools Over 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 inspected Twenty-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. 10 DSIB School Inspection Key Findings 2015-2016

Summary of significant changes since 2008-2009

2008-09

2014-15 Good or better progress in key subjects 72% 2015-16 69% 69% 70% 64%65% Good or better curriculum design 59% Good or better care and support 55% and implementation

44% 44% 46% 47% 38%

29% 27% 32% 62% 68% 42% 65% 69%

Arabic Islamic Education Mathematics English Science 2008-09 2014-15 2015-16 2008-09 2014-15 2015-16

Good or better learing skills Good or better leadership

41% 60% 67% Dubai private schools have been 46% 60% 64% showing steady improvements

2008-09 2014-15 2015-16 in almost all performance 2008-09 2014-15 2015-16 standards and indicators, in spite Good or better social responsibility Good or better self-evaluation and and innovation skills of standards and expectations improvement planning becoming more rigorous over 32% 49% 51% 52% 79% 82% the years.

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

Good or better teaching for effective learning Good or better assessment Good or better governance Good or better management, staffing, facilities and resources

48% 61% 66% 24% 52% 56% 34% 52% 58% 35% 54% 64%

2008-09 2014-15 2015-16 2008-09 2014-15 2015-16 2008-09 2014-15 2015-16 2008-09 2014-15 2015-16 DSIB School Inspection 11 Key Findings 2015-2016

2008-09

2014-15 Good or better progress in key subjects 72% 2015-16 69% 69% 70% 64%65% Good or better curriculum design 59% Good or better care and support 55% and implementation

44% 44% 46% 47% 38%

29% 27% 32% 62% 68% 42% 65% 69%

Arabic Islamic Education Mathematics English Science 2008-09 2014-15 2015-16 2008-09 2014-15 2015-16

Good or better learing skills Good or better leadership

Significant improvements in 41% 60% 67% 46% 60% 64% governance and leadership have underpinned developments in the 2008-09 2014-15 2015-16 2008-09 2014-15 2015-16 quality of schools’ curriculum design, teaching and assessment. As a result, Good or better social responsibility Good or better self-evaluation and and innovation skills students’ learning skills and their improvement planning progress in key subject areas have 32% 49% 51% 52% 79% 82% improved steadily over time.

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

Good or better teaching for effective learning Good or better assessment Good or better governance Good or better management, staffing, facilities and resources

48% 61% 66% 24% 52% 56% 34% 52% 58% 35% 54% 64%

2008-09 2014-15 2015-16 2008-09 2014-15 2015-16 2008-09 2014-15 2015-16 2008-09 2014-15 2015-16 12 DSIB School Inspection Key Findings 2015-2016 DSIB School Inspection 13 Key Findings 2015-2016

The UAE National Agenda

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 Parameter The 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. 14 DSIB School Inspection Key Findings 2015-2016

Participation levels in the National Agenda Parameter

The chart on the right indicates the extent to which Dubai private schools have participated in 31% the National Agenda Parameter at the time of this publication. Out of the 133 inspected schools that 42 schools are included in the PISA and TIMSS sample, 82 have Partially 62% participated participated fully, 42 partially (less than 50% of Grade 4, Grade 8 and Grade 9 students have been 7% 82 schools Fully enrolled for the benchmark tests) and 9 schools did participated not participate. 9 schools Did not participate

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

IB Other

100% 100% 96% 93% 73% 50%

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

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. DSIB School Inspection 15 Key Findings 2015-2016

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.

Readiness of schools to meet their National Agenda targets by curriculum

2 '#5 Number of Schools Number of 17 15

!(#16

1 7 '#5 13 1 8 1 '# 5 5 7 2 1 2

IB Other

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

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. 16 DSIB School Inspection Key Findings 2015-2016 DSIB School Inspection 17 Key Findings 2015-2016

Governance, leadership and school self-evaluation One 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.

Improved quality of leadership

2008-09 46% 38% 16%

2015-16 64% 31% 5%

Good or better Acceptable Weak

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.

Improved quality of self-evaluation

2008-09 32% 40% 28%

2015-16 51% 36% 13%

Good or better Acceptable Weak

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. 18 DSIB School Inspection Key Findings 2015-2016

School governance The 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.

Improved quality of governance

2008-09 34% 38% 28%

2015-16 58% 28% 14%

Good or better Acceptable Weak

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. DSIB School Inspection 19 Key Findings 2015-2016

Governors and leaders The 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.

Governors hold school leaders to account. Effective self-evaluation helps develop clear accountability for improving student outcomes

Governance School Leadership

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

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. 20 DSIB School Inspection Key Findings 2015-2016 DSIB School Inspection 21 Key Findings 2015-2016

Provision for students with special educational needs and disabilities Dubai 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.

Improvement in schools’ Identification abilities to accurately identify students with SEND During 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: 32% • published internationally-aligned categories of SEND • provided guidance to schools relating to the administration, assessment and identification of students with SEND 2013-2014

• continued to develop the recruitment and deployment of specialised inspectors. 60% 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 22 DSIB School Inspection Key Findings 2015-2016

Modification and support

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

In order to help improve schools’ abilities to modify the curriculum 34% to support students with SEND, DSIB introduced:

a new school self-evaluation tool for schools, which was as a key • 2013-2014 element of the inspection process

• specific guidance outlining the link between self-evaluation and the improvement of provision of SEND 44% • targeted support for the work of schools.

As a result of improved leadership and management of provision 2015-2016 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.

Partnerships with parents

Partnerships with parents Parents are key decision makers regarding their children’s future. 49% 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 2013-2014 partnerships with parents of students with SEND that are good or better. 65%

2015-2016 DSIB School Inspection 23 Key Findings 2015-2016

Progress made by students with SEND Progress of students with SEND Improved 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 38% make good or better progress, a significant increase since 2013-2014. 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. 50%

2015-2016 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. 24 DSIB School Inspection Key Findings 2015-2016

Kings School Dubai UK Outstanding Outstanding Outstanding Outstanding Outstanding Outstanding Outstanding Outstanding GEMS Wellington International UK/IB Outstanding Outstanding Outstanding Outstanding Outstanding Outstanding Outstanding Good School Jumeirah College UK Outstanding Outstanding Outstanding Outstanding Outstanding Outstanding Good Outstanding Jumeirah English UK Outstanding Outstanding Outstanding Outstanding Outstanding Outstanding Good Outstanding Speaking School Dubai College UK Outstanding Outstanding Outstanding Outstanding Outstanding Outstanding Good Good GEMS Jumeirah UK Outstanding Outstanding Outstanding Outstanding Outstanding Outstanding Good Good Primary School Jumeirah English UK/IB Outstanding Outstanding Outstanding Outstanding Outstanding Good Good Outstanding Speaking School (Br) GEMS Dubai US/IB Outstanding Outstanding Outstanding Outstanding Outstanding Good Good Good American Academy GEMS Modern Indian Not Outstanding Outstanding Outstanding Outstanding Outstanding Good Good Academy (CISCE) inspected The Indian High Not Indian (CBSE) Outstanding Outstanding Outstanding Outstanding Outstanding Good Good School inspected Dubai English Speaking private UK Outstanding Outstanding Outstanding Outstanding Good Good Good Good college -branch Repton School UK/IB Outstanding Outstanding Good Good Good Good Good Good FZ-LLC Lycee Francais International French Outstanding Outstanding Good Good Good Good Acceptable Acceptable Georges Pompidou Primary Oud Metha Lycee Francais International Georges Pompidou French Outstanding Good Good Good Good Good Good Good School ( Dubai Branch ) Dubai International IB Outstanding Good Good Good Good Good Good Acceptable Academy GEMS Royal UK Outstanding Good Good Good Good Good Good Acceptable Dubai School Horizons English UK Very good Outstanding Outstanding Outstanding Good Good Good Good School Jebel Ali Primary UK Very good Good Good Good Outstanding Good Good Good School Dubai English UK Very good Good Good Good Good Good Good Good Speaking School GEMS Wellington UK Very good Good Good Good Good Good Good Good Primary School Dubai British UK Very good Good Good Good Good Good Good Acceptable School The School of UK Very good Good Good Good Good Good Good Acceptable Research Science DSIB School Inspection 25 Key Findings 2015-2016

2015-2016 2014-2015 2013-2014 2012-2013 2011-2012 2010-2011 2009-2010 2008-2009 Main School Name overall overall overall overall overall overall overall overall Curriculum rating rating rating rating rating rating rating rating Delhi Private Indian Not Very good Good Good Good Good Good Good School (CBSE) inspected GEMS Our Own Indian Not Very good Good Good Good Good Good Good English High School (CBSE) inspected The Millenium Indian Not Very good Good Good Good Good Good Good School (CBSE) inspected Lycee Libanais Francophone Prive- French Very good Good Good Good Good Good Acceptable Good Dubai Deira International UK/IB Very good Good Good Good Good Acceptable Acceptable Acceptable School The Winchester UK Very good Good Good Good Good Acceptable Acceptable Acceptable School GEMS Wellington Not Not Not UK Very good Good Good Good Not inspected Academy (Branch) inspected inspected inspected Al Mizhar American US Good Good Good Good Good Good Good Good Academy School American School of US Good Good Good Good Good Good Good Good Dubai Dubai National US Good Good Good Good Good Good Good Good School Japanese School Japanese Good Good Good Good Good Good Good Good Lycee Francais French Good Good Good Good Good Good Good Good International The English College UK Good Good Good Good Good Good Good Good Dubai Uptown School IB Good Good Good Good Good Good Good Good Cambridge International UK Good Good Good Good Good Good Good Acceptable School Emirates International IB /UK Good Good Good Good Good Good Good Acceptable Private School L.L.C GEMS World IB Good Good Good Good Good Good Good Acceptable Academy Horizon International UK Good Good Good Good Good Good Good Acceptable School - LLC Universal American US/IB Good Good Good Good Good Good Good Acceptable School - Branch Rajagiri Indian Not International Good Good Good Good Good Good Good (CBSE) inspected School Dubai The Indian High Indian Not Good Good Good Good Good Good Good School-Branch (CBSE) inspected Raffles International UK Good Good Good Good Good Good Acceptable Good School - Um Suqeim South BR 26 DSIB School Inspection Key Findings 2015-2016

2015-2016 2014-2015 2013-2014 2012-2013 2011-2012 2010-2011 2009-2010 2008-2009 Main School name overall overall overall overall overall overall overall overall curriculum rating rating rating rating rating rating rating rating Dubai Gem Private UK Good Good Good Good Good Good Acceptable Acceptable School Dubai Scholars UK Good Good Good Good Good Good Acceptable Acceptable Private School Greenwood International US Good Good Good Good Good Good Acceptable Acceptable School Regent International UK Good Good Good Good Good Good Acceptable Acceptable Private School Our Own High Indian Not Good Good Good Good Good Good Acceptable School (CBSE) inspected Al Ameen Private UK Good Good Good Good Good Good Acceptable Weak School Raffles World IB/UK Good Good Good Good Good Acceptable Good Acceptable Academy Al Ittihad Private US Good Good Good Good Good Acceptable Acceptable Good School (BR) Al Salam Private UK Good Good Good Good Good Acceptable Acceptable Good School German International German Good Good Good Good Good Acceptable Acceptable Good School Dubai Al Diyafah High UK Good Good Good Good Good Acceptable Acceptable Acceptable School Emirates International IB Good Good Good Good Good Acceptable Acceptable Acceptable School (Meadows) Jumeira Not Not Not Baccalaureate IB/UK Good Good Good Good Good inspected inspected inspected School St. Mary Catholic UK Good Good Good Good Acceptable Good Acceptable Good High School-Dubai Al Safa Private UK Good Good Good Good Acceptable Acceptable Acceptable Good School Al Rashid Al Saleh MOE Good Good Good Good Acceptable Acceptable Acceptable Acceptable Private School Pristine Private UK Good Good Good Good Acceptable Acceptable Acceptable Acceptable School Green field IB Good Good Good Acceptable Acceptable Good Good Good Community School JSS International Indian Not Not Good Good Good Acceptable Acceptable Good School LLC (CISCE) inspected inspected Dar Al Marefa IB Good Good Good Acceptable Acceptable Acceptable Good Good School Dubai Police Kindergarten - MOE Good Good Good Acceptable Acceptable Acceptable Acceptable Acceptable Deira Branch DSIB School Inspection 27 Key Findings 2015-2016

2015-2016 2014-2015 2013-2014 2012-2013 2011-2012 2010-2011 2009-2010 2008-2009 Main School name overall overall overall overall overall overall overall overall curriculum rating rating rating rating rating rating rating rating Sheikh Rashid Bin Saeed Islamic MOE Good Good Good Acceptable Acceptable Acceptable Acceptable Acceptable Institute Star International UK Good Good Good Acceptable Acceptable Acceptable Acceptable Weak School Al Mawakeb School US Good Good Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable - Al Garhoud The Westminster UK Good Good Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable School IranianTowheed Not Not Not Iranian Good Good Acceptable Acceptable Acceptable Boys School inspected inspected inspected Collegiate Not Not Not US Good Good Acceptable Acceptable Not inspected American School inspected inspected inspected JSS Private School Indian Not Not Not Good Good Acceptable Acceptable Not inspected LLC (CBSE) inspected inspected inspected GEMS Our Own Indian Not Good Acceptable Good Good Good Good Acceptable Indian School (CBSE) inspected Dubai National US Good Acceptable Acceptable Acceptable Good Good Good Good School ( Branch) Al Mawakeb US Good Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable School- Br The Kindergarten Indian Not Good Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Starters (CBSE) inspected United International Philippine Good Acceptable Acceptable Acceptable Acceptable Acceptable Weak Weak Private School Ambassador School Indian Not Not Not Good Acceptable Acceptable Acceptable Acceptable L.L.C (CISCE) inspected inspected inspected Russian Not Not Not International Russian Good Acceptable Acceptable Acceptable Acceptable inspected inspected inspected School Al Basateen Private Nursery Hatta MOE Good Acceptable Acceptable Acceptable Acceptable Weak Weak Weak Branch Ambassador Indian Not Not Not Good Acceptable Acceptable Not inspected Not inspected Kindergarten LLC (CISCE) inspected inspected inspected Victory Heights Not Not Not UK Good Acceptable Not inspected Not inspected Not inspected Primary School inspected inspected inspected Not Not Not Not Foremarke School UK Good Not inspected Not inspected Not inspected inspected inspected inspected inspected GEMS New Indian Not Not Not Not Millennium School Good Not inspected Not inspected Not inspected (CBSE) inspected inspected inspected inspected L.L.C

GEMS Wellington Not Not Not Not UK Good Not inspected Not inspected Not inspected Academy- Al Khail inspected inspected inspected inspected

Springdales School Indian Not Not Not Not Good Not inspected Not inspected Not inspected LLC (CBSE) inspected inspected inspected inspected 28 DSIB School Inspection Key Findings 2015-2016

2015-2016 2014-2015 2013-2014 2012-2013 2011-2012 2010-2011 2009-2010 2008-2009 Main School name overall overall overall overall overall overall overall overall curriculum rating rating rating rating rating rating rating rating Mirdif Private US Acceptable Good Acceptable Acceptable Acceptable Acceptable Acceptable Weak School Dubai International US Acceptable Acceptable Good Good Good Acceptable Acceptable Acceptable Private School - BR Deira Private Not Not UK Acceptable Acceptable Acceptable Acceptable Good Acceptable School inspected inspected Queen International UK Acceptable Acceptable Acceptable Acceptable Acceptable Good Good Good School Star International UK Acceptable Acceptable Acceptable Acceptable Acceptable Good Acceptable Good School ( Branch ) Indian Not Elite English School Acceptable Acceptable Acceptable Acceptable Acceptable Good Acceptable (CBSE) inspected The International SABIS Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Good Good School of Choueifat (UK/US) Philadelphia US Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Good Acceptable Private School Al Ittihad Private US Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Good School Dubai Carmel UK Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Good School Al Basateen Private MOE Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Nursery Al Eman Educational Est MOE Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable (Al Eman Private School ) Al Khaleej National US Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable School Al Nibras International US Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Private School American International US Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable School Dubai International US Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Private School Dubai Modern US/MOE Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Education School International School of Arts & US Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Sciences Modern Skills US Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable School National Charity MOE Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable School-Boys and Girls DSIB School Inspection 29 Key Findings 2015-2016

2015-2016 2014-2015 2013-2014 2012-2013 2011-2012 2010-2011 2009-2010 2008-2009 Main School name overall overall overall overall overall overall overall overall curriculum rating rating rating rating rating rating rating rating North American International US Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable School Sharjah American International US Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Private School The City School International UK Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Private The Sheffield UK Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Private School Emirates English Indian Not Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Speaking School (CBSE) inspected Gulf Indian High Indian Not Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable School (CBSE) inspected New Indian Model Indian Not Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable School (CBSE/KSB) inspected Indian Not The Central School Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable (CBSE) inspected Al Shurooq Private MOE Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Weak School Arab Unity School UK Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Weak Oxford School UK Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Weak Bradenton Not Not Preparatory US Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable inspected inspected Academy The Philippine Not Not Philippine Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable School inspected inspected Al Adab Iranian Not Not Not Private School for Iranian Acceptable Acceptable Acceptable Acceptable Acceptable inspected inspected inspected Boys Al Adab Iranian Not Not Not Private School for Iranian Acceptable Acceptable Acceptable Acceptable Acceptable inspected inspected inspected Girls Iranian Khadije Not Not Not Iranian Acceptable Acceptable Acceptable Acceptable Acceptable Kobra School inspected inspected inspected Iranian Salman Not Not Not Iranian Acceptable Acceptable Acceptable Acceptable Acceptable Farsi Boys School inspected inspected inspected Iranian Towheed Not Not Not Iranian Acceptable Acceptable Acceptable Acceptable Acceptable Girls School inspected inspected inspected GEMS Winchester Not Not Not UK Acceptable Acceptable Acceptable Acceptable Not inspected School inspected inspected inspected The Indian International Indian Not Not Not Acceptable Acceptable Acceptable Acceptable Not inspected School (DSO (CBSE) inspected inspected inspected Branch) 30 DSIB School Inspection Key Findings 2015-2016

2015-2016 2014-2015 2013-2014 2012-2013 2011-2012 2010-2011 2009-2010 2008-2009 Main School name overall overall overall overall overall overall overall overall curriculum rating rating rating rating rating rating rating rating Apple International UK Acceptable Acceptable Acceptable Acceptable Weak Acceptable Weak Acceptable School Indian Not Buds Public School Acceptable Acceptable Acceptable Acceptable Weak Weak Weak (CBSE) inspected Little Flowers Indian Not Acceptable Acceptable Acceptable Acceptable Weak Weak Weak English school (CBSE) inspected Pakistan Not Educational Pakistani Acceptable Acceptable Acceptable Acceptable Weak Weak Weak inspected Academy The Indian Indian Not Not Not Acceptable Acceptable Acceptable Not inspected Not inspected Academy (ICSE) inspected inspected inspected English Language UK Acceptable Acceptable Acceptable Weak Weak Weak Weak Acceptable Private School Grammar School UK Acceptable Acceptable Acceptable Weak Weak Weak Weak Weak The International SABIS Not Not Not School of Choueifat Acceptable Acceptable Not inspected Not inspected Not inspected (UK/US) inspected inspected inspected - Branch New Academy US Acceptable Acceptable Weak Weak Weak Weak Acceptable Acceptable School Delhi Private School Indian Not Not Not Not Acceptable Not inspected Not inspected Not inspected Academy LLC (CISCE) inspected inspected inspected inspected GEMS International Not Not Not Not IB Acceptable Not inspected Not inspected Not inspected School- Al Khail inspected inspected inspected inspected International Not Not Not Not French/IB Acceptable Not inspected Not inspected Not inspected Concept Education inspected inspected inspected inspected Sabari Indian School Indian Not Not Not Not Acceptable Not inspected Not inspected Not inspected LLC (CBSE) inspected inspected inspected inspected Al Sadiq Islamic UK Acceptable Weak Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable English School Al Arqm Private MOE Acceptable Weak Weak Weak Acceptable Acceptable Acceptable Acceptable School New World School MOE Acceptable Weak Weak Weak Acceptable Acceptable Acceptable Acceptable Private International US Weak Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Academic School Al Maaref Private US Weak Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Weak School (LLC) Dubai Arabian American Private US Weak Acceptable Acceptable Acceptable Acceptable Weak Weak Weak School Islamic School for Training & MOE Weak Weak Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Education Crescent English Indian Not Weak Weak Weak Weak Acceptable Acceptable Acceptable School (CBSE) inspected Indian Not Gulf Model School Weak Weak Weak Weak Acceptable Acceptable Acceptable (CBSE/KSB) inspected H. H. Shaikh Rashid Al Maktoum Not Pakistani School- Pakistani Weak Weak Weak Weak Weak Acceptable Acceptable inspected Dubai ( English Lang) DSIB School Inspection 31 Key Findings 2015-2016 32 DSIB School Inspection Key Findings 2015-2016

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