Dubai Scholars Private School
KHDA Inspection Report & Ratings 2017
Last updated
Executive Summary
Dubai Scholars Private School received a Good overall rating in the 2023-2024 KHDA inspection. The school is recognized for its students' excellent personal and social development, their wellbeing, and appreciation of diverse cultures. Strong senior leadership and governance ensure effective partnerships with parents and a well-managed school environment where students feel safe and valued.
Academically, achievement is Very Good in English, Mathematics, and Science across Primary, Secondary, and Post-16 phases, with Good achievement in the Foundation Stage. Islamic Education is rated Good, while Arabic (Additional) is Acceptable. The school benefits from teachers with strong subject knowledge and a very well-structured UK curriculum that supports student progression and offers a good range of subject choices.
Leadership is Good, with a very strong and resilient team that has significantly improved provision in Secondary, Post-16, Arabic, and Islamic Education. The school demonstrates a strong commitment to wellbeing and inclusivity, although consistency in implementation for students of determination, particularly in Primary, is an area for development.
Overall School Performance
Outstanding
Very Good
Good
Acceptable
Weak
Very Weak
Dubai Scholars Private School Overall Rating
Good for 12+ 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 demonstrates a clear commitment to inclusion in its vision and policies. While identification processes and Individual Education Plan (IEP) quality have improved, inconsistencies in implementation across the school, especially in Primary, affect student outcomes and support. Students of DeterminationIEPs
The school shows a very strong commitment to wellbeing, deeply integrated into its culture and ethos. Positive staff-student relationships significantly improve emotional wellbeing, fostering a secure and supportive atmosphere. Initiatives like ‘Mindful Monday’ and ‘Wellbeing Wednesday’ are present, though student influence in policy decisions could be increased. Mindful MondayWellbeing Wednesdaystaff-student relationships
The school has been highly successful in exceeding National Agenda 2021 targets for international assessments, with an Outstanding rating for International and Benchmark Achievement. Leaders effectively use benchmark data to identify learning gaps, though consistent implementation of interventions by all teachers needs improvement. Reading literacy is promoted in most subjects, with very good promotion in English. International AssessmentReading LiteracyPIRLS
Key Highlights
Standout achievements identified by the inspection team that distinguish this school.
Excellent Personal Development
Students demonstrate outstanding personal and social development, a strong sense of wellbeing, and a deep appreciation for their own and other cultures.
Strong Leadership & Partnerships
The school benefits from very strong senior leaders and governors who cultivate excellent partnerships with parents, fostering a collaborative community.
Improved Secondary & Post-16
There are improving standards in teaching, learning, and student progress, particularly evident in the Secondary and Post-16 phases.
Safe & Valued Community
The school maintains very well-organised day-to-day management, creating a community where students feel safe and highly valued.
Academic Performance Breakdown
Students' achievement is acceptable in Arabic and good in Islamic Education, with improvement noted due to strengthening leadership. Achievement in English, mathematics and science in Primary, Secondary and at Post-16 is very good, and good in the Foundation Stage. Learning skills are good in FS and very good in other phases.
Leadership & Management
Effectiveness of school governance, strategic planning, and leadership capacity to drive continuous improvement.
Leadership Approach
The school is led by a strong principal and senior leaders who establish an engaging vision for excellence and build effective staff teams. This robust leadership has led to significant enhancements in Secondary, Post-16, Arabic, and Islamic Education. Leaders have a good understanding of strengths and priorities, with a generally rigorous approach to improvement planning, though monitoring is not always sufficiently evaluative.
Inspection Findings
Students' Outcomes
Students' achievement is very good in English, Mathematics, and Science across most phases, and good in Islamic Education. Arabic achievement is acceptable. Students demonstrate excellent personal development, behavior, and attitudes, with an outstanding understanding of Islamic values and cultural awareness. Learning skills are very good in most phases.
Personal Development
Students exhibit outstanding personal development, including positive attitudes, exemplary behavior, and strong self-discipline. They show a deep understanding of Islamic values, appreciate Emirati heritage, and celebrate diverse cultures. Students actively engage in charitable campaigns, environmental initiatives, and innovative competitions, demonstrating excellent social responsibility.
Teaching Quality
Teachers generally demonstrate strong subject knowledge, delivering purposeful and engaging lessons. Teaching for effective learning is very good in Secondary and Post-16, and good in FS and Primary. Assessment practices are good across all phases, with internal assessments aligned to curriculum standards and effective use of data, though consistent differentiation and use of technology need improvement.
Protection & Care
The school provides a safe, hygienic, and secure environment with very good health and safety arrangements. Effective supervision is maintained, and comprehensive records are kept. Care and support are very good in most phases, with a strong commitment to inclusivity and nurturing, though consistent implementation of learning modifications for students of determination, especially in Primary, requires further development.
Areas for Development
- •Improve the consistency of teaching, particularly in FS and lower Primary by strengthening leaders' capacities to enhance teachers' lesson planning and classroom management skills, improving the identification and consistency of classroom support for students of determination, ensuring that differentiated learning activities are informed by accurate assessment data and implemented as early as possible in lessons, and ensuring teachers consistently provide high-quality, diagnostic feedback to students when their work is assessed.
- •Improve the effectiveness of leaders’ monitoring of teaching by prioritising the evaluation of the impact of teaching on students' progress and the development of their learning skills, and ensuring that a significant focus is placed on the provision for, and progress of, students of determination in relation to the learning targets in their individual education plans (IEPs).
- •Ensure that there is a consistent emphasis on the development of reading literacy in all subjects.
- •Enhance strategies to promote wellbeing for all groups of students by leaders providing more specific and detailed guidance and support.
- •Focus on increasing student influence in policy decisions to align initiatives more closely with students' needs and their expectations.
- •Prioritise the development of higher order thinking skills, especially in FS and Primary.
- •Improve student memorisation and recitation skills and their knowledge of Tajweed rules.
- •Improve students’ communication skills by providing more opportunities for them to use Arabic in lessons and other school activities.
- •Improve younger students understanding of letters and sounds, and the accuracy of their spelling.
- •Ensure that attainment and progress in FS and Primary matches that of the other phases.
- •Increase the level of challenge in lessons in Primary, particularly for higher achieving students.
- •Improve students’ understanding and use of scientific terminology, particularly in lower Primary.
- •Address the recent decline in student’s performance in external assessments at Post-16.
- •Provide more opportunities for the youngest children to work and learn collaboratively.
- •Make more use of students’ ability to use technology to support their learning.
- •Increase opportunities for more students to initiate and run projects and events.
- •Ensure that there is a consistent emphasis on the development of enquiry and critical thinking skills in all subjects.
- •Fully implement the new EYFS curriculum and strengthen cross-curricular links.
- •Ensure that curriculum modifications provide appropriate support and challenge for all groups of students, particularly students of determination.
- •Ensure that all teachers plan and implement appropriate learning modifications for students of determination and higher achievers, particularly in the primary phase.
- •Improve consistency in target setting and provision planning to ensure the adequate support for students of determination, particularly in Primary.
- •Improve the tracking of students’ progress against individual targets and make use of this information to review and modify support as necessary.