KEY FINDINGS INSPECTION OF PRIVATE SCHOOLS

Transcription

1 KEY FINDINGS INSPECTION OF PRIVATE SCHOOLS

2 Inspection of Private s Key Findings 2014 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. Knowledge and Human Development Authority P. O. Box: , Dubai, United Arab Emirates Tel: Fax:

3 Contents Introduction...6 Profile of schools... 8 Overall Ratings of schools... 9 Main findings Strengths of schools Areas for development Quality of education in improving schools Quality of education in schools that require further improvement Outcomes in Key Questions The performance of students in schools in relation to the UAE National Agenda...31 Key Recommendations Inspection of Private s Key Findings

4 Introduction 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. 6 Inspection of Private s Key Findings Inspection of Private s Key Findings 7

5 Profile of the s 141 private schools were inspected during in Dubai. UK Curriculum...51 US Curriculum...30 Curriculum...25 Ministry of Education Curriculum...12 International Baccalaureate Curriculum...6 Overall Rating of the s by Curriculum UK US MoE IB French Other All Outstanding Good Acceptable Unsatisfactory The schools were given s as listed above. French...4 Other...13 Numbers of students in private schools inspected in UK 76,042 (51 schools ) INDIAN 74,451 ( 25 schools ) US 49,301 ( 30 schools ) MOE 15,836 ( 12 schools ) IB 6,919 ( 6 schools ) FRENCH 4,548 ( 4 schools ) OTHERS* 10,638 ( 13 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 8 Inspection of Private s Key Findings Inspection of Private s Key Findings 9

6 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: Students in private schools over inspection years Students in private schools over inspection years 3% 1% 3% 9% 9% 9% 30% 27% 35% 36% 44% 47% 41% 49% 51% 38% 40% 42% % 56% 51% 47% 45% 45% % 8% 5% 6% 6% 4% Outstanding Good Acceptable Unsatisfactory Outstanding Good Acceptable Unsatisfactory In 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. 10 Inspection of Private s Key Findings Inspection of Private s Key Findings 11

7 Emirati students in private schools over inspection years Improved Improved Declined Declined Outstanding Good Acceptable Unsatisfactory Over 4000 more Emirati students now attend private schools than in The proportion of Emirati students receiving a good or better quality of education has risen by 10%. In ten schools improved but 8 declined in their. This year 8 schools improved and none declined in their. This is the first year that no school has declined in its. Eight schools have improved their s. Of these, two have improved from an unsatisfactory to an acceptable and six have moved from acceptable to good. 12 Inspection of Private s Key Findings Inspection of Private s Key Findings 13

8 Percentage of each curriculum schools in each. UK schools schools 2% 18% 8% 8% 27% 32% 52% 53% Outstanding Good Outstanding Good Acceptable Unsatisfactory Acceptable Unsatisfactory US schools MoE schools 3% 4% 0 23% 25% 25% 70% 50% Outstanding Good Outstanding Good Acceptable Unsatisfactory Acceptable Unsatisfactory No US curriculum school improved its 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. 14 Inspection of Private s Key Findings Inspection of Private s Key Findings 15

9 Strengths of s 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. s 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 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 , 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. 16 Inspection of Private s Key Findings Inspection of Private s Key Findings 17

10 Areas for Development Too many schools rated themselves too highly in their selfevaluations. 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. 18 Inspection of Private s Key Findings Inspection of Private s Key Findings 19

11 The quality of education in improving schools 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 These schools showed a positive improvement in different areas of their work. Over half of the UK curriculum and IB schools were improving. 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. 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 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. 20 Inspection of Private s Key Findings Inspection of Private s Key Findings 21

12 The quality of education in schools that require further improvement. 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 s, 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. 22 Inspection of Private s Key Findings Inspection of Private s Key Findings 23

13 Outcomes in Key questions How good are the students attainment, progress and learning skills? English, mathematics and science Attainment improved in English, mathematics and science. 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 decline in the judgements about Islamic Education though about half the judgements for attainment and progress were good or better. There was no 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 s 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. 24 Inspection of Private s Key Findings Inspection of Private s Key Findings 25

14 How good is the students personal and 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. Recommendations s 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. Too few US curriculum schools engaged with internationally recognised assessments. 26 Inspection of Private s Key Findings Inspection of Private s Key Findings 27

15 How well does the curriculum meet the educational needs of all students? The curriculum 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 s 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 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 selfevaluation in , 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 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. s 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. 28 Inspection of Private s Key Findings Inspection of Private s Key Findings 29

16 Recommendations s 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. Ensure that the role of governors includes holding the school to account for the students outcomes. leaders must pay regard to the outcomes of international assessments in setting targets for the school. 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. 600 Mean Score by Curriculum National Agenda Target IB UK US Philippine Private- MOE Pakistani Mathematics Reading Science Inspection of Private s Key Findings Inspection of Private s Key Findings 31

17 Chart 2: Grade 4 TIMSS 2011 scores for different curricula against the National Agenda target Mean Score by Curriculum Timss Grade 4 National Agenda Target IB UK US Philippine Private- MOE Pakistani Mathematics Science Chart 3: Grade 8 TIMSS 2011 scores for different curricula against the National Agenda target. Mean Score by Curriculum Timss Grade 8 Key Recommendations During , eight schools improved their performance grades and continued to make improvements but their 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 National Agenda Target 510 s 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. s 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. 0 IB UK US Philippine Private- MOE Pakistani Mathematics Science Inspection of Private s Key Findings Inspection of Private s Key Findings 33

18 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. Name Main Curriculum Kings school Dubai UK Outstanding Outstanding Outstanding Outstanding Outstanding Outstanding GEMS Wellington International UK/IB Outstanding Outstanding Outstanding Outstanding Outstanding Good Jumeirah College UK Outstanding Outstanding Outstanding Outstanding Good Outstanding Jumeirah English Speaking UK Outstanding Outstanding Outstanding Outstanding Good Outstanding Dubai College UK Outstanding Outstanding Outstanding Outstanding Good Good GEMS Jumeirah Primary UK Outstanding Outstanding Outstanding Outstanding Good Good Jumeirah English Speaking (Br) UK/IB Outstanding Outstanding Outstanding Good Good Outstanding GEMS Dubai American Academy US/IB Outstanding Outstanding Outstanding Good Good Good GEMS Modern Academy (CISCE) Outstanding Outstanding Outstanding Good Good Not inspected The High Outstanding Outstanding Outstanding Good Good Not inspected Dubai English Speaking College UK Outstanding Outstanding Good Good Good Good Horizons English UK Outstanding Outstanding Good Good Good Good Jebel Ali Primary school UK Good Good Outstanding Good Good Good Al Mizhar American Academy US Good Good Good Good Good Good American of Dubai US Good Good Good Good Good Good Dubai English Speaking UK Good Good Good Good Good Good Dubai National US Good Good Good Good Good Good GEMS Wellington Primary UK Good Good Good Good Good Good Japanese Japanese Good Good Good Good Good Good Lycee Francais International French Good Good Good Good Good Good Lycee Francais International Georges French Good Good Good Good Good Good Pompidou Repton Dubai FZ- LLC UK/IB Good Good Good Good Good Good The English College Dubai UK Good Good Good Good Good Good 34 Inspection of Private s Key Findings Inspection of Private s Key Findings 35

19 Name Main Curriculum Uptown IB Good Good Good Good Good Good Cambridge International UK Good Good Good Good Good Acceptable Dubai British UK Good Good Good Good Good Acceptable Dubai International Academy IB Good Good Good Good Good Acceptable Emirates International private L.L.C UK/IB Good Good Good Good Good Acceptable GEMS Royal Dubai UK Good Good Good Good Good Acceptable GEMS World Academy IB Good Good Good Good Good Acceptable Star International - Um Al Shief UK Good Good Good Good Good Acceptable The of Research Science UK Good Good Good Good Good Acceptable Universal American US/IB Good Good Good Good Good Acceptable Delhi Private Good Good Good Good Good Not inspected GEMS Our Own English High Rajagiri International Dubai The High - Branch The Millenium Good Good Good Good Good Not inspected Good Good Good Good Good Not inspected Good Good Good Good Good Not inspected Good Good Good Good Good Not inspected Lycee Libanais Francophone Prive-Dubai French Good Good Good Good Acceptable Good Raffles International - South UK Good Good Good Good Acceptable Good Dubai Gem Private UK Good Good Good Good Acceptable Acceptable Dubai Scholars Private UK Good Good Good Good Acceptable Acceptable Greenwood International US Good Good Good Good Acceptable Acceptable Lycee Francais International Georges Pompidou Primary Oud Metha French Good Good Good Good Acceptable Acceptable Name Main Curriculum Regent International Private UK Good Good Good Good Acceptable Acceptable Al Ameen Private UK Good Good Good Good Acceptable Unsatisfactory GEMS Our Own Our Own High Good Good Good Good Acceptable Not inspected Good Good Good Good Acceptable Not inspected Raffles World Academy UK/IB Good Good Good Acceptable Good Acceptable Al Ittihad Private (BR) US Good Good Good Acceptable Acceptable Good Al Salam Private UK Good Good Good Acceptable Acceptable Good German International Dubai German Good Good Good Acceptable Acceptable Good Al Diyafah High UK Good Good Good Acceptable Acceptable Acceptable Deira International UK/IB Good Good Good Acceptable Acceptable Acceptable Dubai International private - BR US Good Good Good Acceptable Acceptable Acceptable Emirates International (Meadows) IB Good Good Good Acceptable Acceptable Acceptable The Winchester UK Good Good Good Acceptable Acceptable Acceptable Jumeira Baccalaureate UK/IB Good Good Good Not inspected Not inspected Not inspected St. Mary Catholic High -Dubai UK Good Good Acceptable Good Acceptable Good Al Safa Private UK Good Good Acceptable Acceptable Acceptable Good Al Rashid Al Saleh Private MOE Good Good Acceptable Acceptable Acceptable Acceptable Pristine Private UK Good Good Acceptable Acceptable Acceptable Acceptable GEMS Wellington Academy (Branch) UK Good Good Not inspected Not inspected Not inspected Not inspected GreenField Community IB Good Acceptable Acceptable Good Good Good JSS International (CISCE) Good Acceptable Acceptable Good Not inspected Not inspected Dar Al Marefa IB Good Acceptable Acceptable Acceptable Good Good Dubai Police Kindergarten - Deira Branch MOE Good Acceptable Acceptable Acceptable Acceptable Acceptable 36 Inspection of Private s Key Findings Inspection of Private s Key Findings 37

20 Name Main Curriculum Sheikh Rashid Bin Saeed Islamic Institute MOE Good Acceptable Acceptable Acceptable Acceptable Acceptable Star International UK Good Acceptable Acceptable Acceptable Acceptable Unsatisfactory Dubai National ( Branch) US Acceptable Acceptable Good Good Good Good Deira private school UK Acceptable Acceptable Good Acceptable Not inspected Not inspected Queen International UK Acceptable Acceptable Acceptable Good Good Good Star International - Mirdif UK Acceptable Acceptable Acceptable Good Acceptable Good Elite English Acceptable Acceptable Acceptable Good Acceptable Not inspected The International of Choueifat SABIS (UK/US) Acceptable Acceptable Acceptable Acceptable Good Good Philadelphia Private US Acceptable Acceptable Acceptable Acceptable Good Acceptable Al Ittihad Private school US Acceptable Acceptable Acceptable Acceptable Acceptable Good Dubai Carmel 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 ) MOE Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Al Khaleej National US Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Al Mawakeb - Br US Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Al Mawakib - Al Garhoud US Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Al Nibras International private US Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Al Sadiq Islamic English UK Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable American International US Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Dubai International private US Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Dubai Modern Education US/MOE Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable International Academic US Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Name Main Curriculum International of Arts US and Sciences Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Islamic for Training and Education MOE Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Modern Skills US Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable National Charity MOE Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable North American International US Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Sharjah American International Private US Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable school The City International Private UK Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable The Sheffield Private UK Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable The Westminster UK Acceptable Acceptable Acceptable Acceptable Acceptable Acceptable Al Maaref Private (LLC) US Acceptable Acceptable Acceptable Acceptable Acceptable Unsatisfactory Al Shurooq Private MOE Acceptable Acceptable Acceptable Acceptable Acceptable Unsatisfactory Arab Unity UK Acceptable Acceptable Acceptable Acceptable Acceptable Unsatisfactory Mirdif Private US Acceptable Acceptable Acceptable Acceptable Acceptable Unsatisfactory Oxford UK Acceptable Acceptable Acceptable Acceptable Acceptable Unsatisfactory Emirates English Speaking Gulf High New Model The Central The Kindergarten Starters Acceptable Acceptable Acceptable Acceptable Acceptable Not inspected Acceptable Acceptable Acceptable Acceptable Acceptable Not inspected Acceptable Acceptable Acceptable Acceptable Acceptable Not inspected Acceptable Acceptable Acceptable Acceptable Acceptable Not inspected Acceptable Acceptable Acceptable Acceptable Acceptable Not inspected United International Private Philippine Acceptable Acceptable Acceptable Acceptable Unsatisfactory Unsatisfactory Bradenton Preparatory Academy US Acceptable Acceptable Acceptable Acceptable Not inspected Not inspected The Philippine Philippine Acceptable Acceptable Acceptable Acceptable Not inspected Not inspected 38 Inspection of Private s Key Findings Inspection of Private s Key Findings 39

21 Name Main Curriculum Al Basateen Private Nursery Hatta branch MOE Acceptable Acceptable Acceptable Unsatisfactory Unsatisfactory Unsatisfactory Dubai Arabian American Private US Acceptable Acceptable Acceptable Unsatisfactory Unsatisfactory Unsatisfactory Al Adab Iranian Private for Boys Iranian Acceptable Acceptable Acceptable Not inspected Not inspected Not inspected Al Adab Iranian Private for Girls Iranian Acceptable Acceptable Acceptable Not inspected Not inspected Not inspected Ambassador L.L.C (CISCE) Acceptable Acceptable Acceptable Not inspected Not inspected Not inspected Iranian Khadije Kobra Iranian Acceptable Acceptable Acceptable Not inspected Not inspected Not inspected Iranian Salman Farsi Boys Iranian Acceptable Acceptable Acceptable Not inspected Not inspected Not inspected Iranian Towheed Boys Iranian Acceptable Acceptable Acceptable Not inspected Not inspected Not inspected Iranian Towheed Girls Iranian Acceptable Acceptable Acceptable Not inspected Not inspected Not inspected Russian International Russian Acceptable Acceptable Acceptable Not inspected Not inspected Not inspected Apple International UK Acceptable Acceptable Unsatisfactory Acceptable Unsatisfactory Acceptable Buds Public Acceptable Acceptable Unsatisfactory Unsatisfactory Unsatisfactory Not inspected Little Flowers English Pakistan Educational Academy Acceptable Acceptable Unsatisfactory Unsatisfactory Unsatisfactory Not inspected Pakistani Acceptable Acceptable Unsatisfactory Unsatisfactory Unsatisfactory Not inspected Collegiate American US Acceptable Acceptable Not inspected Not inspected Not inspected Not inspected GEMS Winchester UK Acceptable Acceptable Not inspected Not inspected Not inspected Not inspected JSS PRIVATE SCHOOL Acceptable Acceptable Not inspected Not inspected Not inspected Not inspected The International English Language Private Acceptable Acceptable Not inspected Not inspected Not inspected Not inspected UK Acceptable Unsatisfactory Unsatisfactory Unsatisfactory Unsatisfactory Acceptable Grammar UK Acceptable Unsatisfactory Unsatisfactory Unsatisfactory Unsatisfactory Unsatisfactory Ambassador Kindergarten (CISCE) Acceptable Not inspected Not inspected Not inspected Not inspected Not inspected Name Main Curriculum The Academy (ICSE) Acceptable Not inspected Not inspected Not inspected Not inspected Not inspected Al Arqm Private MOE Unsatisfactory Unsatisfactory Acceptable Acceptable Acceptable Acceptable Al Thuraya Private MOE Unsatisfactory Unsatisfactory Acceptable Acceptable Acceptable Acceptable New World Private MOE Unsatisfactory Unsatisfactory Acceptable Acceptable Acceptable Acceptable Crescent English Unsatisfactory Unsatisfactory Acceptable Acceptable Acceptable Not inspected Gulf Model Unsatisfactory Unsatisfactory Acceptable Acceptable Acceptable Not inspected H. H. Shaikh Rashid Al Maktoum Pakistani - Pakistani Unsatisfactory Unsatisfactory Unsatisfactory Acceptable Acceptable Not inspected Dubai ( English Lang) AL Worood Academy Private UK Unsatisfactory Unsatisfactory Unsatisfactory Acceptable Not inspected Not inspected New Academy US Unsatisfactory Unsatisfactory Unsatisfactory Unsatisfactory Acceptable Acceptable 40 Inspection of Private s Key Findings Inspection of Private s Key Findings 41