Emirates National Schools - Dubai - Al Khwaneej 1 Branch
Executive Summary
Emirates National Schools - Dubai Branch provides an Acceptable quality of education. The school offers an IB curriculum, specifically the Primary Years Program (PYP), and serves students from KG1 to Grade 7.
Students demonstrate stronger achievement in Arabic-medium subjects compared to English-medium subjects, with acceptable progress across most areas, notably in KG. Key strengths include students' understanding of Islamic values and Emirati culture, and positive student-staff relationships.
The school prioritizes health, safety, and security, with effective safeguarding procedures. Leadership has been strengthened through interim appointments, fostering positive relationships and morale within the school community.
Overall School Performance
Outstanding
Very Good
Good
Acceptable
Weak
Very Weak
Emirates National Schools - Dubai - Al Khwaneej 1 Branch Overall Rating
Acceptable
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.
Provision for Students of Determination is Weak, lacking strategic direction, effective identification processes, and clear Individual Education Plans (IEPs). While admission procedures welcome students with complex needs and parent partnerships are positive, modifications and support in lessons are variable, and staff skills need development. Students of DeterminationIEPs
The overall quality of wellbeing provision and outcomes is Acceptable. Governors and senior staff are committed to wellbeing, and the counsellor provides support, but the school lacks a formally appointed wellbeing leader and sufficient data scrutiny. Staff wellbeing development is also weak. Wellbeingcounsellor
Overall school standards in the National Agenda Parameter are Weak. English reading literacy skills are low, particularly for Emirati boys, impacting the curriculum. Standardized benchmark assessments show weak outcomes across all phases in English, mathematics, and science, and the school's approach to improving reading literacy is not yet strategic. National Agenda ParameterEnglish reading literacystandardized benchmark assessments
Key Highlights
Standout achievements identified by the inspection team that distinguish this school.
Cultural Appreciation
Students demonstrate a strong understanding of Islamic values and a deep appreciation for Emirati culture and heritage.
MoE Subject Outcomes
The school shows strong provision and positive outcomes in Ministry of Education (MoE) curriculum subjects.
KG Excellence
Children in Kindergarten (KG) exhibit strong academic progress and positive personal development.
Recent Improvements
The school has demonstrated recent improvements across various areas of its provision and outcomes.
Academic Performance Breakdown
Students' achievement is stronger in Arabic-medium subjects, with recent improvements noted across most areas. Kindergarten children show particularly strong academic progress. However, attainment in English, Mathematics (MYP), and Science (PYP and MYP) remains weak, impacting overall academic performance.
Leadership & Management
Effectiveness of school governance, strategic planning, and leadership capacity to drive continuous improvement.
Leadership Approach
Leadership has been strengthened with new appointments, fostering positive relationships and morale. Leaders are aware of needed improvements, but factors like non-teaching time limit effectiveness. Accountability processes are still developing, and self-evaluation data is not always accurate, impacting improvement planning.
Inspection Findings
Students' Outcomes
Students' achievement is stronger in Arabic-medium subjects, with acceptable progress in most areas, particularly in KG. However, attainment in English, Mathematics (MYP), and Science (PYP/MYP) remains weak, and underdeveloped reading skills negatively impact overall learning.
Personal Development
Students are happy, settled, and friendly, demonstrating good understanding of Islamic values and Emirati culture. While behavior is generally positive in KG, it varies in other phases, particularly MYP, and attendance/punctuality need improvement.
Teaching Quality
In KG, teachers effectively use active learning strategies. Across other phases, teaching often promotes dialogue and problem-solving, but too many lessons are teacher-led and do not fully address individual student needs. Assessment data is not consistently used to personalize learning, and feedback quality varies.
Protection & Care
The school prioritizes health, safety, and security with effective safeguarding procedures and well-maintained premises. Staff have positive relationships with students. However, systems for monitoring attendance and punctuality are not robust, and identification/support for students of determination are underdeveloped.
Areas for Development
- •Accelerate progress and raise attainment in all subjects and phases.
- •Improve the quality and consistency of teaching and learning and ensure that full use is made of assessment data to match work in lessons to students’ needs.
- •Ensure that all students are in regular attendance and punctual at the start of the day and to lessons.
- •Strengthen the impact of governance and ensure that senior leaders are held fully accountable for the school’s performance and students’ outcomes.
- •Improve the rigor of self-evaluation and ensure that a wider range of stakeholders are engaged in the process.