Iranian Towheed Girls School, Dubai
KHDA Inspection Report & Ratings
Last updated
Executive Summary
Iranian Towheed Girls School, located in Al Karama, is an all-girls Iranian curriculum school serving students from Grade 1 to Grade 12. Following its 2023-2024 DSIB inspection, the school has been rated Acceptable overall - a rating it has maintained consistently across more than a decade of inspections.
Academic performance is a relative strength, with Mathematics and Science rated Good across Primary, Middle and High phases, and English improving to Good in Middle and High. Students' personal development stands out as a highlight, reaching Outstanding in Middle and High, underpinned by strong Islamic values and a respectful school culture. The school's partnerships with parents are rated Very Good, reflecting an open and communicative relationship with families.
Key areas requiring development include leadership effectiveness, particularly empowering middle leaders and strengthening self-evaluation processes. Assessment practices remain Acceptable across all phases, and provision for students of determination requires more precise identification and targeted support to meet individual learning needs.
Overall School Performance
Outstanding
Very Good
Good
Acceptable
Weak
Very Weak
Iranian Towheed Girls 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 welcomes students of all needs, but provision for students of determination is rated Acceptable. Identification processes are not always precise enough to enable teachers to adapt lessons accurately, and teachers lack specialised training to support students of determination or those who are gifted and talented. Individual education plans are in place for students with the most complex needs but are not consistently applied across all students of determination. students of determinationIEPsgifted and talented
Overall wellbeing provision and outcomes are at an Acceptable level. Leaders have a vision for wellbeing but it is not sufficiently implemented or monitored across all stakeholders, and there is no structured, organised wellbeing plan in place. Students enjoy school and relationships between students and staff are generally positive, though students have limited opportunities to lead wellbeing projects and initiatives. wellbeing planmental healthpastoral support
Most leaders are committed to the UAE National Agenda priorities of inclusion and wellbeing. Moral and social education follows MoE guidelines and is taught mostly as an integrated curriculum, enriched through charity work and UAE national celebrations. However, integration of these subjects across the curriculum is limited, and the school does not fully meet UAE MoE requirements for Islamic Education. UAE National Agendamoral and social educationIslamic Education
Key Highlights
Standout achievements identified by the inspection team that distinguish this school.
Outstanding Personal Development
Students in Middle and High phases demonstrate outstanding personal development, exhibiting exemplary self-discipline, mutual respect, and responsible attitudes that positively shape the school atmosphere.
Strong Islamic Values
Students demonstrate a deep understanding of the role of Islamic values in shaping daily life in the UAE, actively celebrating Islamic events and showing knowledge of Emirati culture and heritage.
Very Good Parent Partnerships
The school maintains very good partnerships with parents and the local Iranian community, operating an open-door policy with regular communication through half-termly reports, meetings, and digital channels.
Good Mathematics & Science
Mathematics and Science are rated Good for attainment and progress across all phases, with a majority of students achieving above curriculum standards and making better than expected progress.
Effective Safeguarding
The school implements effective safety procedures and all staff and students are knowledgeable about the safeguarding policy. Anti-bullying procedures including cyber-safety are effectively promoted and students feel safe and secure.
Academic Performance Breakdown
Islamic Education and Arabic as a First Language are not applicable across all phases as the school does not offer these as separate subjects in the Iranian curriculum framework.
Leadership & Management
Effectiveness of school governance, strategic planning, and leadership capacity to drive continuous improvement.
Leadership Approach
Senior leaders demonstrate stronger operational management than instructional leadership, maintaining professional communication and well-run daily routines. Leaders have identified barriers to student learning but have provided limited strategies to address and monitor them. Middle leaders require greater empowerment and mentoring to effectively monitor teaching and learning within their departments and be held accountable for student outcomes.
Inspection Findings
Students' Outcomes
Mathematics and Science are rated Good across Primary, Middle and High, with a majority of students achieving above curriculum standards. English improves significantly from Acceptable in Primary to Good in Middle and High. Learning skills are Good across all phases, though use of learning technology and opportunities for innovation remain limited.
Personal Development
Personal development is a standout strength, rated Outstanding in Middle and High and Very Good in Primary. Students exhibit exemplary self-discipline, mutual respect, and a deep understanding of Islamic values and Emirati culture. Social responsibility and innovation skills are rated Good across all phases, though community engagement and entrepreneurial opportunities are limited.
Teaching Quality
Teaching for effective learning is rated Good across all phases, with teachers demonstrating strong subject knowledge and creating positive classroom climates. Assessment is rated Acceptable across all phases, with inconsistent tracking systems and limited use of data to personalise learning. Peer and self-assessment are inconsistent and largely confined to the upper phase.
Protection & Care
Health and safety including safeguarding arrangements are rated Good across all phases, with effective safety procedures and well-promoted anti-bullying policies. Care and support is Acceptable in Primary and Middle but Good in High. Provision for students of determination requires improvement, with identification processes not always precise enough and limited careers guidance available to students.
Areas for Development
- •governors should empower senior leaders to lead the improvement plan in close collaboration with middle leaders, and ensure the school has an accurate view of its strengths and areas for development by using carefully analysed data.
- •Leaders should provide clear lines of responsibility endorsed by governors, and empower and mentor middle leaders to monitor teaching and learning in their departments and hold them accountable for students' outcomes.
- •Leaders should ensure that the needs of all groups of students, including students of determination and those with gifts and talents, are met through precise identification and targeted support.
- •Leaders at all levels should implement a structured, organised approach to wellbeing and enable students to take ownership of wellbeing projects and activities.
- •Improve the systems for the support and monitoring of students of determination, and provide students with comprehensive careers guidance to help them make more informed choices.
- •Adopt more robust procedures in self-assessing the performance of the school to ensure a realistic view of the school's provision and students' outcomes.