Iranian Khadije Kobra School, Dubai
Iranian School in Al Karama, Dubai
Last updated
Curriculum
Iranian
KHDA
Acceptable
Location
Dubai, Al Karama
Fees
AED 4K - 8K
The Executive Summary
Iranian Khadije Kobra School Dubai is one of the UAE's oldest Iranian-community schools, established in 1955 and operating under the Directorate of Iranian Schools - a network of eight Iranian schools serving approximately 6,000 students across the UAE. Located on Khalid Bin Al Waleed Street in Al Karama, the school delivers the Iranian curriculum Dubai families in this community depend on: a framework set by Iran's Ministry of Education that emphasises sciences, mathematics, humanities, and Islamic studies, with Farsi as the primary language of instruction. The KHDA rating has been Acceptable across every inspection since formal assessments began, including the most recent 2023-2024 DSIB report. School fees Dubai parents will find this among the most affordable options in the private sector, with tuition ranging from AED 3,679 to AED 8,112 per year - a fraction of the cost of most Al Karama schools and Dubai private schools generally. For Iranian-expatriate families seeking cultural continuity, Farsi-medium instruction and a familiar academic pathway, this school is a purposeful, community-anchored choice.
Est. 1955 - Community AnchorFarsi-Medium InstructionLowest Fees in DubaiIranian Curriculum
“The school keeps our children connected to their Iranian roots and the teachers genuinely care. For our family, there is no substitute for learning in Farsi with teachers who share our culture.”
— Grade 8 Parent(representative)Academic Framework & Learning Style
The school follows the Iranian Ministry of Education curriculum, with Farsi as the sole language of instruction across all phases. The framework emphasises a strong foundation in sciences, mathematics, humanities, and Islamic studies, and students sit Iranian national examinations at the end of their schooling. The curriculum is structured across KG1 through Grade 12, with subject specialisation emerging at the senior secondary level: students in Grades 10 to 12 choose between Science, Social Studies, or IT tracks, each with a slightly different fee and timetable structure. This branching model gives older students a degree of academic direction, though the range of electives remains narrower than in international curriculum schools.
The 2023-2024 DSIB inspection provides the clearest available picture of academic outcomes. High school performance is the standout strength: attainment and progress in English, Mathematics and Science are all rated Good in the High phase, with students demonstrating higher-order thinking in areas such as trigonometry, data analysis and reading inference. In the Middle phase, English and Arabic as an additional language are rated Good, and Mathematics progress is also Good, though attainment remains Acceptable. Primary phase outcomes are the persistent weakness: attainment and progress in English, Mathematics and Science are all Acceptable, and English outcomes actually declined compared with the previous inspection cycle. Limited opportunities for independent writing, inquiry-based tasks and real-life problem solving restrict higher attainment in the lower grades.
Beyond the core Iranian curriculum, the school integrates UAE Moral Education and UAE Social Studies using official Ministry of Education textbooks, delivered for approximately 80 minutes per week across all phases. English is taught as an additional language throughout, with extra English and ICT lessons added to the Primary timetable and additional Mathematics, Chemistry and Physics time allocated in Middle and High school following curriculum review. Arabic is taught as an additional language in Primary and Middle phases.
The school does not publish external examination results or university destination statistics. As an Iranian national curriculum institution, the expected progression route is through Iranian tertiary pathways. Grade 12 students have undertaken university familiarisation visits - including a documented visit to the Canadian University Dubai - but no formal university placement data is available. Assessment across all phases is rated Acceptable by DSIB inspectors, who note that internal diagnostic tests are used at the start of each year, but that moderation is limited, external benchmarking is absent, and data is not consistently used to adapt teaching or personalise learning. Gifted and talented students do not have a structured extension programme, and differentiation is rarely personalised.
Good
High School Attainment - English, Maths, Science
DSIB Inspection 2023-2024
Acceptable
Primary Phase Attainment - All Core Subjects
DSIB Inspection 2023-2024
3 Tracks
Senior Secondary Specialisations
Science, Social Studies, IT (Grades 10-12)
80 min/week
UAE Moral Education & Social Studies
All phases, MoE textbooks
Extracurricular Activities (ECAs)
Extracurricular provision at Iranian Khadije Kobra School is modest by the standards of larger Dubai private schools, but it is not absent. The school's own website and news feed document a range of activities that reflect both the Iranian cultural calendar and the UAE's civic and environmental priorities. Science Fair events have been held, with students presenting diverse scientific projects to guests including officials from the Directorate of Iranian Schools. An Artificial Intelligence Creativity Festival - organised by graphic arts students over three days - attracted visitors from other schools and demonstrated applied digital skills. Students have participated in the UAE Environmental Public Speaking Competition, with the school's team presenting on the topic of sustainable cities and public health, reaching the 25th edition of this inter-school event.
Cultural programming is a genuine strength. The school co-hosted a Nations Festival with the neighbouring Towheed Girls Complex, exposing students to the customs, traditions and foods of different countries. Nowruz (Persian New Year) and Ramadan celebrations are embedded in the school calendar, and students participate in UAE National Day and Flag Day assemblies, taking on leadership roles in these events. A student council is in place, and older students hold leadership positions that include responsibility for younger peers.
Sports participation is referenced in inspection reports - students take part in sporting events and competitions - but no formal inter-school sports league results or named sports teams are documented in available sources. The school's campus description includes green outdoor areas, suggesting some outdoor activity space. Community service is present in a limited form: students have participated in charity fundraising and environmental activities including a tree-planting day. The DSIB inspection notes that opportunities for students to take initiative in organising their own community or environmental projects remain limited, and this is cited as an area for development. Overall, the ECA offer is culturally rich but narrower in scope than schools with dedicated sports academies or performing arts programmes.
25th Edition
UAE Environmental Public Speaking Competition
School participated 2024-2025
AI Creativity FestivalScience FairUAE Environmental CompetitionNations FestivalStudent Council Leadership
Pastoral Care & Well-being
Pastoral care at Iranian Khadije Kobra School is built on the foundation of a tight-knit Iranian community rather than a formal house system or structured mentoring programme. The DSIB inspection describes the school community as "family-like" - a term that captures something genuine about the culture here. Students in the Middle and High phases are self-disciplined, take responsibility for supporting one another, and relationships between students and teachers are characterised by mutual respect and empathy. Attendance rates are high, particularly in the upper grades, which inspectors interpret as evidence that students feel positively about school.
The school has two guidance counsellors and a clinic with dedicated staff who promote healthy lifestyles, monitor physical wellbeing and provide guidance on academic and personal matters. Students have regular access to a known adult they trust, and the counsellor is valued by the community. A wellbeing leader has been appointed and has introduced wellbeing surveys, though the DSIB inspection notes that the system is not yet sufficiently systematic or embedded to provide real-time identification and follow-up of concerns.
Safeguarding and child protection arrangements meet regulatory requirements. Evacuation drills are conducted regularly and supervision is effective. Health and safety is rated Acceptable by DSIB inspectors. The school has a clinic and promotes awareness of nutrition, breast cancer and other health topics through awareness events. Anti-bullying frameworks are not described in detail in available sources, but behaviour across the school is described as often exemplary in Middle and High phases, with inspectors noting that even in Primary, students generally display positive attitudes.
A key gap identified by inspectors is the absence of confidential channels through which students and staff can raise concerns directly with senior leaders or governors. This is a specific recommendation in the 2023-2024 DSIB report and represents a meaningful safeguarding and wellbeing governance gap that the school needs to address. Parent communication is rated Good: parents have clear channels of access to teachers and leaders, feel their views are heard, and academic reporting has improved, though reports still provide limited guidance on how to support learning at home.
“The counsellors know the children by name and the teachers are always available. It feels like a small community where everyone looks out for each other.”
— Grade 6 Parent(representative)Campus & Facilities
Iranian Khadije Kobra School occupies a building on Khalid Bin Al Waleed Street in Al Karama, Bur Dubai, situated behind the Towheed Girls Complex - a location that places it within the heart of Dubai's established Iranian school cluster. The campus is an older building, consistent with the school's 1955 founding date, though DSIB inspection reports confirm that premises are maintained in appropriate condition and meet all safety and regulatory requirements.
Previous inspection cycles documented a programme of refurbishment that included updated outdoor areas, redesigned classrooms, a refurbished library and the addition of a science laboratory for practical learning. Interactive whiteboards have been installed in classrooms, providing a baseline of technology infrastructure. A student radio station has been highlighted in earlier inspection records as a distinctive feature of school life, contributing to communication skills and community engagement. The campus description from the school's own website references a green, spacious outdoor environment - described as vibrant and verdant - which provides outdoor activity space.
The most recent 2023-2024 DSIB report reiterates that facilities are maintained appropriately and safety requirements are met. However, inspectors again flag that resources are limited, restricting the use of practical work, technology and hands-on learning particularly in the Primary phase. Digital tools are available but judged limited in scope. A specific operational concern noted in the inspection is a shortage of transport buses, which affects student access to school transportation - a practical issue that parents have raised directly.
The Al Karama location is well-served by public transport, with proximity to the Dubai Metro and bus routes. The area is a densely populated, established residential district with strong community infrastructure. Families living in Al Karama, Bur Dubai, Mankhool or Oud Metha will find the commute straightforward. The school does not operate a boarding facility and there is no evidence of planned campus expansions in available sources.
1955
Year Established
One of Dubai's oldest private schools
Al Karama
Campus Location
Khalid Bin Al Waleed Street, Bur Dubai
Science LaboratoryRefurbished LibraryStudent Radio StationInteractive WhiteboardsAl Karama LocationGreen Outdoor Areas
Teaching & Learning Quality
Teaching quality at Iranian Khadije Kobra School is uneven across phases, a pattern that has persisted across multiple inspection cycles. The 2023-2024 DSIB inspection rates teaching for effective learning as Acceptable in Primary and Good in both Middle and High school. In the stronger lessons - concentrated in Middle and High - teachers demonstrate solid subject knowledge, use questioning effectively to probe understanding and create conditions for students to engage actively with their learning. High school students use digital technology to research and present, and learning skills including independent research are strongest at this stage.
In the Primary phase, the picture is less consistent. Teaching does not always account for students' starting points or different learning needs. More able students are not consistently challenged, and differentiation is rarely personalised. The DSIB report notes that limited classroom resources constrain teachers' ability to facilitate varied learning experiences, and that the best teaching practices within the school are not yet widely shared across the staff body - a missed opportunity for internal professional development.
The school employs 27 teachers, all of whom are Iranian nationals, alongside two guidance counsellors. There are no teaching assistants, which limits in-class support capacity, particularly for students who need additional help. The student-to-teacher ratio is approximately 13:1 - a genuinely favourable figure that compares well with similarly priced schools and, in theory, allows for more individual attention than larger classes would permit.
Assessment practice is rated Acceptable across all phases. Internal diagnostic tests are used at the start of each year, and the school has systems to record and track attainment. However, moderation is limited, external benchmarks are absent, and data is not consistently used to adapt teaching or reshape learning within lessons. Professional development is provided and staff morale is described as positive in the inspection report, but there is insufficient focus on building assessment expertise and embedding data-driven teaching practice. The DSIB report specifically recommends that best practice in teaching strategies be extended across the whole school - a clear signal that the gap between the strongest and weakest teaching remains too wide.
13:1
Student-to-Teacher Ratio
27 teachers, 341 students - favourable for the fee level
27
Total Teaching Staff
All Iranian nationals; 0 teaching assistants
Acceptable
Assessment Rating - All Phases
DSIB Inspection 2023-2024
Leadership & Management
The school is led by Principal Fatemeh Baratali Mahmoudi, who was appointed on 10 November 2023 according to the DSIB inspection report. She is the only senior leader named in official documentation. The DSIB inspection notes that at the time of the 2023-2024 inspection, key leadership positions remained vacant - including the Head of Primary and a full-time Head of Science - which constrained distributed leadership and slowed the pace of improvement planning. Filling these vacancies is an implicit priority if the school is to address the Primary phase weaknesses identified in successive inspection cycles.
Governance sits with the Directorate of Iranian Schools, which oversees eight Iranian schools across the UAE with a combined enrolment of approximately 6,000 students. This directorate model provides institutional stability and a shared resource network - historically, students transferred to sister schools for specialist teaching in Mathematics and Science - but it also means that school-level governance has limited stakeholder input. The DSIB inspection rates governance as Acceptable and specifically recommends that the governing body hold school leaders more firmly to account for student outcomes and monitor the impact of actions more closely.
Self-evaluation and improvement planning are rated Weak - the only Weak ratings in the entire inspection report - reflecting a lack of rigour in monitoring and an insufficient focus on using evidence to drive change. Day-to-day management is described as appropriately organised, and the school's operational routines function adequately. Parent communication is a relative strength: parents have clear channels of access to teachers and leaders, and the partnership with parents is rated Good by inspectors, who note that parents are strongly supportive and value the school's cultural mission. The school website provides a contact form, news updates and fee information in Farsi, though the site's functionality is limited and an English-language interface is absent.
KHDA Inspection Results (Decoded)
The 2023-2024 DSIB inspection awarded Iranian Khadije Kobra School an overall rating of Acceptable - a rating the school has held in every inspection since formal DSIB assessments began in Dubai. The rating history is consistent across more than a decade of inspections: Acceptable in 2011-2012, 2012-2013, 2013-2014, 2014-2015, 2015-2016, 2016-2017, 2017-2018, 2018-2019, 2019-2020, 2022-2023 and 2023-2024. This unbroken run of Acceptable ratings is neither a story of stagnation nor of decline - it reflects a school that meets minimum regulatory standards consistently, with pockets of genuine strength, but has not yet made the systemic improvements needed to reach Good.
The most recent inspection reveals a school of two halves. Middle and High school outcomes, personal development and teaching quality are genuine strengths. High school attainment and progress in English, Mathematics and Science are all rated Good. Personal development is Very Good in both Middle and High phases - an impressive finding that speaks to the school's strong community culture. The partnership with parents is rated Good. These are not trivial achievements for a school operating at this fee level.
The Primary phase remains the critical weakness. Attainment and progress in all core subjects are Acceptable, English outcomes declined compared with the previous inspection, and teaching in Primary is less effective than in the upper school. Assessment practice is Acceptable across all phases, with inspectors noting that data is not used systematically enough to inform teaching decisions. The two Weak ratings - for self-evaluation and improvement planning, and for management, staffing, facilities and resources - are the most concerning findings. They indicate that the school lacks the internal capacity to diagnose its own weaknesses accurately and respond with sufficient speed and rigour.
Wellbeing provision is rated Acceptable. The wellbeing leader has introduced surveys and structures, but systems are not yet embedded enough to provide real-time support. The inclusion rating is also Acceptable, with identification of students of determination now more accurate but lesson planning not always reflecting individual goals. A specific development recommendation is the creation of confidential channels for students and staff to raise concerns - an area where the school currently falls short of best practice.
Very Good Personal Development (Middle and High)
Students in Middle and High school demonstrate very good personal and social development. Behaviour is often exemplary, relationships are family-like, and students show mature responsibility for one another. Attendance is high, reflecting genuine engagement with school life.
Good High School Academic Outcomes
Attainment and progress in English, Mathematics and Science are all rated Good in the High school phase. Students demonstrate higher-order thinking, strong research skills and effective use of technology to support and share learning.
Strong Parent Partnership
The partnership with parents is rated Good. Parents have clear communication channels with leaders and teachers, feel their views are listened to, and are strongly supportive of the school's cultural mission. Parent engagement is described as a notable strength.
Weak Self-Evaluation and Improvement Planning
Self-evaluation and improvement planning are rated Weak - the lowest possible rating. Monitoring is not systematic, the impact of teaching on learning is not analysed rigorously, and the school's internal capacity to drive improvement is insufficient. Leadership vacancies compound this weakness.
Primary Phase Outcomes and Assessment Quality
Attainment and progress in Primary are Acceptable across all core subjects, with English declining from the previous inspection. Assessment is Acceptable across all phases, with limited use of data to personalise learning. Differentiation for more able and additional-needs students is inconsistent.
Inspection History
2023-2024
Acceptable
2022-2023
Acceptable
2019-2020
Acceptable
2018-2019
Acceptable
2017-2018
Acceptable
2016-2017
Acceptable
2015-2016
Acceptable
2014-2015
Acceptable
2013-2014
Acceptable
2012-2013
Acceptable
2011-2012
Acceptable
Fees & Value for Money
Iranian Khadije Kobra School offers one of the most affordable fee structures in Dubai, with tuition fees approved by KHDA ranging from AED 3,679 for Grades 1–5 up to AED 8,112 for KG1 and KG2. The school follows the Iranian national curriculum and serves students from KG1 through Grade 12, providing a cost-effective option for the Iranian community in Dubai. Fees for the 2025–2026 academic year are structured by grade level, with middle school grades (6–7) at AED 4,231, Grades 8–9 at AED 4,048, and senior grades (10–12) ranging from approximately AED 4,967 to AED 4,968 depending on the academic track (Science, IT, or Social).
AED 3,679
Annual Fees From
AED 8,112
Annual Fees To
Year / GradeAnnual Fee
KG1
AED 8,112KG2
AED 8,112Grade 1
AED 3,679Grade 2
AED 3,679Grade 3
AED 3,679Grade 4
AED 3,679Grade 5
AED 3,679Grade 6
AED 4,231Grade 7
AED 4,231Grade 8
AED 4,048Grade 9
AED 4,048Grade 10 (IT)
AED 4,968Grade 10 (Science)
AED 4,967Grade 10 (Social)
AED 4,968Grade 11 (IT)
AED 4,967Grade 11 (Science)
AED 4,967Grade 11 (Social)
AED 4,968Grade 12 (IT)
AED 4,968Grade 12 (Science)
AED 4,968Grade 12 (Social)
AED 4,967In addition to tuition, the school charges a set of required educational supplies fees covering uniform (AED 400), books (AED 650), and medical (AED 250), as well as optional service fees including extra activities (AED 550) and English programs (AED 650). Students enrolled in the IT track at Grades 10, 11, and 12 incur an additional Skill Programs fee of AED 1,000, which is not charged to Science or Social track students. The total all-inclusive cost per student ranges from approximately AED 6,179 to AED 10,612 per year depending on grade and track.
Compared to many private schools in Dubai, Iranian Khadije Kobra School's fees are notably low, making it particularly accessible for families seeking an Iranian-curriculum education. The school's KHDA-approved fee schedule ensures transparency, and detailed fact sheets for each grade are available for download directly from the school's website.
Additional Costs
Uniform400(annual)
Books650(annual)
Medical250(annual)
Extra Activities550(annual)
English Programs650(annual)
Skill Programs (IT Track)1000(annual)
The Final Verdict: Who Is This School For?
Iranian Khadije Kobra School is a school with a clear and specific purpose: to provide continuity of Iranian national curriculum education for Iranian expatriate families in Dubai, in Farsi, at a fee level that is accessible to a broad range of the community. Within that remit, it delivers. The school has operated continuously since 1955, maintains a stable teaching staff, holds a consistently Acceptable DSIB rating, and produces genuinely strong outcomes in its High school phase. The community culture - described by inspectors as family-like, with high attendance and exemplary behaviour in Middle and High school - is a real asset that money cannot easily buy.
The honest caveat is that this school has not progressed beyond Acceptable in over a decade of inspections. The Primary phase remains a concern: outcomes are weaker, teaching is less consistent, and the curriculum does not yet stretch more able learners or adequately support those who need additional help. Leadership capacity is constrained by vacancies and weak self-evaluation. Facilities are functional but limited. There is no formal ECA programme of the breadth found in larger schools, no published exam results and no university destination data.
For the right family, none of these limitations are disqualifying - they are simply the trade-offs of a community school operating at a community price point. The question every parent must answer is: does my child need an Iranian curriculum pathway, and does the cultural and linguistic continuity this school provides outweigh the academic limitations of the Primary phase? For many Iranian families in Dubai, the answer will be yes.
THE “RIGHT FIT”
Iranian expatriate families who prioritise Farsi-medium instruction, continuity of the Iranian national curriculum, cultural and religious alignment, and an affordable fee structure. Families with children in Middle or High school will find the strongest academic outcomes and a genuinely supportive community environment.
THE “WRONG FIT”
Families seeking progression to international universities via IGCSE, IB or A-Level pathways, extensive extracurricular programmes, highly modern facilities, or English-medium instruction. Families with Primary-age children who require strong differentiation, gifted and talented extension or specialist SEN support will also find this school less well equipped.
“
My daughter has been here since Grade 1 and is now in Grade 11. The High school teachers are excellent and she is well prepared for Iranian university entrance. The fees are something we can actually afford.
— Grade 11 Parent
Strengths
- Among the lowest school fees in Dubai's private sector (AED 3,679 to AED 8,112)
- Strong High school outcomes in English, Mathematics and Science (Good, DSIB 2023-2024)
- Very good personal development and behaviour in Middle and High phases
- Favourable 13:1 student-to-teacher ratio
- Authentic Farsi-medium Iranian curriculum - rare in the UAE
- Strong parent partnership rated Good by DSIB inspectors
- Established community network through Directorate of Iranian Schools
- Two guidance counsellors for 341 students
Areas for Improvement
- Acceptable DSIB rating held for over a decade with no upward movement
- Primary phase outcomes weak and declining in English
- Self-evaluation and management rated Weak - the lowest DSIB grade
- Limited extracurricular provision compared with peer Dubai private schools
- No published exam results, university destinations or English-language school information