English Language Private School, Dubai
KHDA Inspection Report & Ratings 2018
Last updated
Executive Summary
The English Language Private School provides an Acceptable quality of education, as determined by the 2023-2024 inspection. The school has demonstrated improvements in several key areas, particularly in student outcomes and curriculum provision, while maintaining strong aspects of student personal development and safeguarding.
In the Foundation Stage, achievement in English, mathematics, and science is mostly acceptable, with primary science attainment now rated Good. Progress in Arabic as an additional language, English, and science has improved to Good in Primary, and students show Good progress and attainment in secondary and post-16 mathematics. Learning skills are now Good across all phases, reflecting enhanced active learning in FS and Primary.
Students consistently exhibit Very Good behavior and a strong understanding of Islamic values, with notable innovation in applying new technology. The curriculum has improved alignment with the National Curriculum for England, offering wider choices and better opportunities, including a new design and technology program. Comprehensive health and safety arrangements are Very Good, and care and support for students have improved to Good in all phases.
Overall School Performance
Outstanding
Very Good
Good
Acceptable
Weak
Very Weak
English Language Private School Overall Rating
Acceptable for 5+ 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 strong commitment to inclusive education, with well-resourced provision for students of determination and an expanded support team. Procedures for identifying needs are good, and partnerships with parents are positive, involving them in support plans. Most students make good progress towards their individual goals, especially with individual and group support. students of determinationsupport teamindividual education plans
The overall quality of wellbeing provision and outcomes is good, with school leaders and governors committed to promoting wellbeing themes. Students experience a positive, supportive environment with access to responsible adults and older student leaders. Data collection regularly informs decisions on personal and emotional needs, and staff receive training, contributing to high morale and respectful relationships. wellbeing teamstudent leaderspositive classroom climates
The school's overall standards in the National Agenda Parameter are good, having exceeded its target in PIRLS 2021. Benchmark assessments show outstanding improvement in science and very good improvement in English and mathematics. Emirati students, on average, achieved a good judgment in these subjects, though leaders need to improve the use of NAP data for targeted interventions and action plans. PIRLS 2021benchmark assessmentsEmirati students
Key Highlights
Standout achievements identified by the inspection team that distinguish this school.
Islamic Values & Innovation
Students demonstrate very good knowledge and understanding of Islamic values and UAE culture, coupled with strong social responsibility and innovation skills.
Curriculum Design
The curriculum design has been enhanced to offer wider choices and improved opportunities, positively impacting students’ achievements.
Student Care & Support
There is good provision for the care and support of students, including their wellbeing, complemented by very good arrangements for health and safety.
Leadership & Direction
The principal and senior leaders provide clear leadership and direction, supported by governors, which is effectively improving the school's overall work.
Academic Performance Breakdown
Leadership & Management
Effectiveness of school governance, strategic planning, and leadership capacity to drive continuous improvement.
Leadership Approach
The principal, supported by senior leaders and governors, provides clear direction for the school. While self-evaluation sometimes overestimates student outcomes, parent partnerships and governance are strong, contributing positively to school improvement. The school is well-resourced and managed effectively.
Inspection Findings
Students' Outcomes
Students' achievement in English, mathematics, and science is mostly acceptable in FS, with primary science now good. Progress has improved in Arabic (additional), English, and science in Primary, and is good in secondary and post-16 mathematics. Learning skills are good across all phases, reflecting students' motivation and active participation.
Personal Development
Students consistently demonstrate very good behavior, especially where expectations are high, and take on responsibilities conscientiously. They show a very good understanding of Islamic values and innovative learning, including novel applications of technology. Students are proud of their school, exhibit a strong work ethic, and understand global issues like sustainability.
Teaching Quality
Teaching more effectively promotes active learning in FS and Primary, with teachers generally knowledgeable about their subjects. While lesson planning is systematic, the use of assessment information to consistently meet the needs of all student groups, particularly in Primary and Secondary, needs improvement. In Post-16, teaching is good, with effective use of assessment data and challenging questioning.
Protection & Care
The school has comprehensive and very good arrangements for health and safety, based on accurate record-keeping and frequent reviews, ensuring a safe environment. Child protection measures are well-communicated, and safe, healthy lifestyles are systematically promoted. Care and support for students have improved to good in all phases, with effective systems for monitoring attendance and providing guidance.
Areas for Development
- •Raise students’ achievement in all subjects and phases.
- •Improve the quality of teaching and teachers’ use of assessment information to plan learning activities that meet the needs of all groups of students.
- •Improve the accuracy of school self-evaluation and the effectiveness of improvement planning.
- •Ensure that all teachers have a proficient understanding of the use of NAP data to plan and implement purposeful interventions.
- •Ensure that leaders make greater reference to the skills gaps identified from benchmark tests in National Agenda action plans and, when implemented, that they are rigorously monitored for impact.
- •Ensure that all classrooms have a consistently positive climate so that all students are fully engaged in learning.
- •Ensure that more students follow school advice by adopting a healthy lifestyle.
- •Develop students’ Holy Qur’an and Hadith memorisation skills in all phases.
- •Allow more time for students to engage in independent learning and develop their higher order thinking skills.
- •Improve students’ speaking skills by providing them with more opportunities to express their opinions and discuss issues.
- •Improve students’ fluency in the use of spoken Arabic.
- •Improve writing skills in Primary by building on students' increasingly wide vocabulary and ensuring they use accurate punctuation, grammar and spelling.
- •Ensure that mental mathematics activities are appropriately challenging for higher attaining students.
- •Ensure that in Primary, problem-solving, critical thinking and the use of practical materials are core parts of lessons.
- •Implement a programme of regular inquiry and practical learning from FS to Post-16.
- •Strengthen students’ understanding of the scientific method, particularly in FS and Secondary.
- •Ensure that scientific terminology is systematically rehearsed in all science lessons, particularly in FS and lower Primary.
- •Ensure that students develop research skills and are able to work independently throughout the school.
- •Provide more opportunities for students to carry out meaningful research, take the initiative and think for themselves.
- •Encourage students in lower Primary to develop more self-disciplined behaviour.
- •Develop a deeper understanding of cultural diversity in FS to stimulate curiosity and exploration.
- •Enable children in FS to take on more roles of responsibility and opportunities to develop their own projects.
- •Encourage teachers to use the full range of questioning techniques to maximise students' learning and progress.
- •Ensure the full use of assessment information in FS, Primary and Secondary, to plan learning activities that match the needs of individuals and groups.
- •Expand social contribution and enterprise opportunities for older students to ensure that they are challenged and motivated.
- •Ensure that more account is taken of the experiences of students and parents in the curriculum review process.
- •Ensure that, in all lessons, tasks are consistently matched to individual needs.
- •Ensure that all teachers take account of individual needs when planning and delivering lessons, particularly for students of determination and those who are gifted and talented.