Dove Green Private SchoolKHDA Inspection Report & RatingsLast Updated: April 7, 2026
Executive Summary
The overall quality of education provided by Dove Green Private School is rated Good. The school has experienced significant leadership changes, with a new principal and 21 new teachers appointed in August 2023, alongside a newly constituted governing board.
Children's achievements in the Foundation Stage are consistently strong, and attainment in most subjects in the Primary phase is higher than expectations. The curriculum in these phases is broad, balanced, and effectively linked to everyday situations, fostering strong learning skills.
Students demonstrate positive attitudes, strong personal and social responsibility, and a keen appreciation of Emirati culture. The school maintains high-quality links with parents and provides an inclusive, caring environment where students and adults work respectfully together.
Overall School Performance
Outstanding
Very Good
Good
Acceptable
Weak
Very Weak
Dove Green Private School Overall Rating
Good for 4+ consecutive years
Dubai Focus Areas
These three pillars represent the Dubai education authority's priorities: ensuring inclusive practices, prioritizing student wellbeing, and meeting UAE National Agenda targets.
The school provides an inclusive ethos with a well-qualified inclusion leader and experienced specialists. Students of determination are accurately identified and make good progress, often exceeding personal goals, especially with specialist support. Parents are highly positive about the help their children receive. Students of determinationinclusive ethosindividual education plans
Senior leaders demonstrate clear commitments to wellbeing, which underpins most aspects of school life and creates a positive, supportive environment. Students' opinions are heard through the school council and wellbeing ambassadors, and staff morale is generally high due to continuous professional training. A range of extra-curricular activities supports student wellbeing. wellbeingpositive and supportive environmentextra-curricular activities
The school exceeded its target in the recent PIRLS test, and students made good improvements in English, mathematics, and science on National Agenda Parameter tests. Leaders are adapting the curriculum to international assessment requirements, with stronger adaptations observed in the primary phase. National Agenda ParameterPIRLS testinternational assessments
Key Highlights
Standout achievements identified by the inspection team that distinguish this school.
Strong Science Attainment
Students in the Primary phase demonstrate very good attainment in Science, as measured by external assessments.
Excellent FS Provision
The Foundation Stage consistently provides good or better quality education, ensuring strong early years development.
Responsible, Culturally Aware Students
Students exhibit high levels of personal and social responsibility, coupled with a deep appreciation for the culture and heritage of the UAE.
Inclusive Community
The school fosters an inclusive community where all students and adults collaborate respectfully.
Strong Parent Partnerships
Leaders have successfully maintained high-quality links and partnerships with parents, fostering strong home-school collaboration.
Academic Performance Breakdown
Children’s achievements in the Foundation Stage are consistently strong. In Primary, attainment in Islamic Education and Arabic is in line with expectations, while higher in other subjects. In Secondary, attainment is generally in line with expectations, except for weak attainment in Arabic as an additional language.
Leadership & Management
Effectiveness of school governance, strategic planning, and leadership capacity to drive continuous improvement.
Leadership Approach
The recently appointed principal has a clear vision for the school, effectively delegating tasks to middle leaders and demonstrating commitment to inclusion. Leaders ensure compliance with regulations, fostering professional relationships and positive staff morale.
Inspection Findings
Students' Outcomes
Students' outcomes are consistently strong in the Foundation Stage, with primary students achieving above expectations in most subjects. While secondary attainment is generally in line with expectations, Arabic as an additional language is weak. Students demonstrate positive attitudes, secure understanding of Islamic values, and appreciation for Emirati culture.
Personal Development
Students exhibit positive and responsible attitudes, secure understanding of Islamic values, and a clear appreciation of Emirati culture and heritage. They show initiative, engage in charitable work, and possess good awareness of environmental issues. Personal development is rated Very Good across all phases.
Teaching Quality
Teaching and assessment are stronger in the Foundation Stage and Primary than in Secondary. Effective lessons feature clear learning outcomes and account for diverse student needs, with constructive feedback on written work. However, rigor in monitoring teaching and analysis of assessment data is insufficient in the secondary phase.
Protection & Care
The school provides an inclusive, caring, and supportive environment with regular and thorough safety checks, including careful management of building works. Effective procedures are in place to protect students from bullying and online abuse. Students of determination receive effective support, and wellbeing is a high priority.
Areas for Development
- •Improve attainment to good in all subjects where it is less than good.
- •Ensure that the analysis of assessment information is used to full effect in the secondary phase.
- •Improve the quality of teaching in Secondary.
- •Ensure that governors hold leaders at all levels to account for the quality of students’ outcomes.
- •Complete the building project as swiftly as possible.
- •Introduce a system of data collection to ensure rapid responses to personal and emotional needs.
- •Extend the current programme of course and career pathways.
- •Provide the necessary support and training for subject teachers in addressing students’ specific learning needs.
- •Ensure that the admission procedures for students of determination recognise the capacity of the school to support their needs.