Iranian Khadije Kobra School
Executive Summary
Iranian Khadije Kobra School is a co-educational Iranian curriculum school located in Al Karama, Dubai, serving students from Grade 1 to Grade 12. Established in 1955, the school has maintained an Acceptable overall rating in the 2023-2024 KHDA inspection, a standing it has held consistently across multiple inspection cycles.
Academic performance is strongest in the Middle and High phases, where students demonstrate good attainment and progress in English, Mathematics, and Science. Primary phase performance remains a key area for development, with attainment and progress in English declining to Acceptable this year. The school's Iranian curriculum is compliant with national requirements but focuses more on knowledge acquisition than skills development.
The school demonstrates a strong Iranian ethos and benefits from a positive and supportive parent community. Leadership is committed to improvement but self-evaluation lacks rigour, and school governance requires strengthening to hold leaders more effectively to account. Wellbeing provision is rated Acceptable, with students enjoying high attendance rates and a harmonious school community.
Overall School Performance
Outstanding
Very Good
Good
Acceptable
Weak
Very Weak
Iranian Khadije Kobra School Overall Rating
Acceptable for 11+ 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 has improved the accuracy of identification of students of determination, and education plans are now more focused on individual needs with measurable goals. However, support remains inconsistent in lessons, and no programme is in place to challenge gifted and talented students. No governor is currently responsible for inclusion oversight. students of determinationgifted and talentededucation plans
Senior leaders prioritise student wellbeing and students have regular access to a known adult, school counsellor, and clinic staff. Students demonstrate high attendance, positive relationships, and adherence to online safety protocols. However, systematic processes to identify and follow up wellbeing concerns are not yet fully established. school counselloronline safetyattendance
The school's curriculum is aligned with the framework for Moral Education and UAE Social Studies, integrated and taught for eighty minutes per week across all phases. Students use Ministry of Education textbooks and engage in projects that deepen understanding of Emirati history, geography, and society. Assessment of individual student progress against the framework has yet to be made precise. Moral EducationUAE Social StudiesNational DayFlag Day
Key Highlights
Standout achievements identified by the inspection team that distinguish this school.
High School Achievement
Students in the high school demonstrate good attainment and progress across English, Mathematics, and Science, with performance above curriculum expectations in several subjects.
Personal & Social Development
Students in middle and high school demonstrate very good personal and social development, displaying self-discipline, mutual respect, and strong community values described as a family environment.
Strong Iranian Ethos
The school maintains a strong Iranian cultural identity across its community, fostering a sense of belonging and shared values among students, staff, and parents.
Positive Parent Partnership
Parents are very supportive of the school and maintain clear communication channels with leaders and teachers, with academic progress reporting having improved this year.
Improved Arabic Attainment
Students' attainment in Arabic as an Additional Language in the Middle school has improved this year to a Good level, reflecting stronger extended expression in speaking and writing.
Academic Performance Breakdown
Academic performance is strongest in the High school phase and weakest in Primary. Attainment and progress in English in Primary declined this year, while Mathematics in High and Arabic in Middle improved.
Leadership & Management
Effectiveness of school governance, strategic planning, and leadership capacity to drive continuous improvement.
Leadership Approach
School leaders at all levels are committed to school development and maintain effective communication within the leadership team and with the wider school community. However, their capacity to improve outcomes is inconsistent, and self-evaluation processes lack the rigour needed to drive meaningful change. Leaders are at an early stage of building a shared understanding of school improvement across all sections and departments.
Inspection Findings
Students' Outcomes
Student achievement is strongest in the Middle and High phases, where attainment and progress in English, Mathematics, and Science are rated Good. Primary phase performance remains Acceptable across all subjects, with English attainment and progress declining this year. Learning skills are noticeably stronger in Middle and High compared to Primary.
Personal Development
Students in Middle and High demonstrate very good personal and social development, with self-discipline, mutual respect, and strong community values. Students apply Islamic values in their daily lives and celebrate UAE national events. Social responsibility and innovation skills are rated Good across all phases, though opportunities for global cultural exposure and student-led innovation are limited.
Teaching Quality
Teaching is stronger in Middle and High school, where teachers demonstrate good subject knowledge and higher-quality questioning. In Primary, teaching is rated Acceptable, with insufficient account taken of students' starting points and differentiated needs. Assessment is Acceptable across all phases, with limited use of data to inform teaching and a lack of robust moderation.
Protection & Care
Health, safety, and safeguarding arrangements are Acceptable across all phases, with premises well maintained and students feeling safe. The identification of students of determination has improved and they receive appropriate support overall. However, staff safeguarding training is not fully secure, and not all key policies have been reviewed to ensure they adequately support students and staff.
Areas for Development
- •Ensure assessment is more realistic to inform accurate evaluation and monitoring of students' attainment and progress.
- •Improve students' attainment and progress, particularly in primary, by raising the level of challenge, providing more independent learning opportunities, and offering more opportunities for research, critical thinking, and problem-solving.
- •Develop teaching and learning in primary by sharing and implementing better practices that exist in the school and adapting teaching strategies to meet the needs of different groups of students.
- •School governance should hold leaders to account for school improvement, monitor the impact of their actions on student outcomes, and develop all leaders' and teachers' capacity to accurately measure and track students' progress.
- •Develop systems to ensure students and teachers can express their views and share their concerns confidentially to senior leaders and Governors.