Al Basateen Private Nursery - Hatta Branch, Dubai
KHDA Inspection Report & Ratings
Last updated
Executive Summary
Al Basateen Private Nursery - Hatta Branch provides a Good quality of education, as determined by the latest KHDA inspection for the 2023-2024 academic year. The school maintains a welcoming environment and fosters positive relationships with parents and staff.
A majority of children in the Kindergarten (KG) achieve above Ministry of Education curriculum expectations in Islamic Education, Arabic, mathematics, and science. While most children meet expected levels of progress in English, their learning skills are generally good. The curriculum effectively meets MoE requirements, offering age-appropriate content with a focus on knowledge building and increasing curricular choices through 'Arkan' and 'Activity Corners'.
Children exhibit positive attitudes, good behavior, and a strong understanding of Islamic values and Emirati heritage and culture. The school's wellbeing provision is Acceptable, with staff and parents emphasizing its importance in a supportive environment. Leadership, primarily by the principal, ensures regulatory compliance and a positive school atmosphere, though a more distributed leadership model is needed.
Overall School Performance
Outstanding
Very Good
Good
Acceptable
Weak
Very Weak
Al Basateen Private Nursery - Hatta Branch Overall Rating
Good for 7+ 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 education effectively led by a dedicated teacher, successfully improving support for children with diverse needs. Systems are in place for identifying additional learning needs, and internal interventions ensure children make progress. Partnership with parents and the inclusion department is exceptionally good, though external agency advice is underutilized, and gifted and talented children are not yet formally recognized or supported. Students of Determinationdedicated teacherparent partnership
Staff and parents highly value wellbeing, fostering a supportive and nurturing learning environment where all teaching staff actively promote wellbeing. Teachers provide individualized care for children with different learning needs, maintaining strong engagement with parents. Wellbeing values are communicated through classroom resources, and children receive guidance on healthy choices, though wellbeing themes are not yet deeply ingrained as core values. supportive and nurturing environmentindividualised carehealthy choices
Children demonstrate an outstanding understanding of Islamic values and ethics, recognizing their impact on life in the UAE and actively participating in Islamic events. They show a strong awareness of Emirati heritage and culture through participation in national events. Children are proud of their own cultures and celebrate other world cultures during school events, fostering tolerance and co-existence. Islamic values and ethicsEmirati heritage and cultureworld culturestolerance and co-existence
Key Highlights
Standout achievements identified by the inspection team that distinguish this school.
Cultural Understanding
Children demonstrate a strong understanding of Islamic values, Emirati heritage, and world cultures, actively participating in related events and showing pride in their own traditions.
Personal Growth
Children exhibit positive attitudes, good behavior, and growing self-confidence and independence, fostering empathy and social-emotional skills.
Parental Engagement
The school maintains professional and supportive relationships with parents, ensuring regular communication and active parental involvement in school celebrations and their children's education.
Academic Performance Breakdown
A majority of children in both sections of the Kindergarten (KG) are achieving above the Ministry of Education (MoE) curriculum expectations in Islamic Education, Arabic, mathematics and science. However, in English, only most of the children are now within the curriculum standards and making the expected levels of progress. The children’s learning skills are good.
Leadership & Management
Effectiveness of school governance, strategic planning, and leadership capacity to drive continuous improvement.
Leadership Approach
The principal and staff are committed to wellbeing, fostering a positive and welcoming environment with professional relationships. Leadership is primarily centralized with the principal, who ensures regulatory compliance and a basic understanding of improving learning experiences, though a distributive leadership model is yet to be developed.
Inspection Findings
Students' Outcomes
A majority of KG children achieve above MoE expectations in Islamic Education, Arabic, mathematics, and science, with most meeting standards in English. Children demonstrate good learning skills, actively engaging in lessons and showing curiosity. They are developing communication, cooperation, and problem-solving skills, although more challenge is needed for the most able.
Personal Development
Children exhibit very good personal development, displaying positive attitudes, good behavior, and growing self-confidence and independence. They show an outstanding understanding of Islamic values and Emirati and world cultures, actively participating in related events. Social responsibility and innovation skills are good, with children proactively involved in school and community activities like environmental initiatives.
Teaching Quality
Teaching for effective learning is good, with teachers possessing secure subject knowledge and providing varied activities in positive learning environments. However, teaching is not always adapted to meet diverse learning needs, and the most able are not consistently challenged. Assessment is acceptable, with internal data collected but not always valid or reliably used to plan individualized lessons, though children receive regular feedback.
Protection & Care
Health and safety provisions are good, with a high-quality, well-maintained building and constant supervision. The school successfully promotes healthier eating and provides road safety education. Care and support are good, characterized by warmth and effective behavioral management. However, bus capacity is exceeded on some routes, and while additional learning needs are identified, gifted and talented children lack formal recognition and personalized support.
Areas for Development
- •Governors should ensure the school’s bus transportation is safe for all children by making sure that buses have the approved number of children to travel in them.
- •Governors should review the self-evaluation of the school to make sure that the school has a realistic view of its strengths and areas for improvement.
- •Governors should support the principal in leading teaching and learning in KG by providing the qualified teaching staff and the appropriate professional training for all.
- •Improve the processes for collecting information from parents regarding wellbeing and other aspects of school life.
- •Ensure that wellbeing is a fully embedded aspect of the school curriculum, extending beyond basic themes.
- •Encourage children to put their Islamic beliefs into practice by performing acts of worship and ensure time is used effectively to increase knowledge and apply learning.
- •Provide children with more opportunities to share their ideas and feelings using standard Arabic and encourage more reading experiences to broaden linguistic skills.
- •Provide children with more opportunities to use English through reading stories and singing rhymes, and ensure play-based activities expand communication skills.
- •Ensure that teachers target mathematics activities more precisely to the most able, so they are fully challenged, and provide a wider range of optional learning activities for greater choice.
- •Provide children with more opportunities to record simple experimental results in different ways and to draw conclusions from their findings in science, ensuring the most able are challenged.
- •Provide more exploratory play-based learning opportunities to foster curiosity and build greater independence, encouraging children to develop ideas through experimentation and application of knowledge.
- •Provide children with even more opportunities for social contributions to enhance their work ethic.
- •Increase the effectiveness of data collection and use it more effectively to plan and deliver lessons that meet the needs of all groups of children.
- •Ensure that curriculum plans have learning activities that are precisely matched to the needs of all students and adapt the curriculum so all children have a greater choice in learning activities.
- •With immediate effect, ensure the safe travelling for children on buses to and from the school.
- •Use the analysis of data to identify and support gifted and talented children.
- •Assess all children for gifts and talents and recognise them as a separate group in need of inclusive practices.
- •Explore external options for children the school identifies as needing specialist support despite not being identified as students of determination.
- •Widen school leadership to support the principal in monitoring the effectiveness of teaching and learning.
- •Adopt more robust procedures in self-assessing the performance of the school to ensure a realistic view.
- •Ensure that governance is more representative, and they fully support all the work of the school including resources for learning, staffing and the ongoing professional training of all teachers.