Lycee Libanais Francophone Prive MeydanPrincipal & Leadership Team

Lycée Libanais Francophone Privé Meydan is led by Chef d'établissement Joseph Salamé, who has held the principal role since 1 September 2007 — a tenure of nearly two decades that signals exceptional continuity at the helm. This long-standing leadership has been a stabilising force through the school's relocation to Meydan City and its subsequent growth to 1,309 students. A significant ownership transition occurred in November 2024, when the school was acquired by Taaleem, one of Dubai's established school operators. For 2025–2026, Salamé has assembled an expanded leadership team, including Deputy Head Nina Abdallah, Head of Kindergarten Dania Khabbazi, Head of Primary Barbara Sanchez, Head of Secondary Rola Sinno, and Director of Inclusion Rim Ouayjane — a structure that reflects deliberate investment in phase-level accountability.

The KHDA's 2023–2024 inspection rated the school's overall performance Very Good, placing LLFPM among the stronger performers within Dubai's eight French-curriculum schools. Critically, governance was rated Outstanding — the highest possible grade — and management, staffing, facilities and resources were also rated Outstanding. The inspection described the principal and governors as having implemented a coherent vision centred on wellbeing and student-centred learning, and noted that school leaders have retained the trust and confidence of students, parents and staff — a meaningful endorsement of leadership culture. Parents and community engagement was also rated Outstanding, with governors' partnerships with families specifically highlighted as a school strength.

The school employs 92 teachers supported by 13 teaching assistants and 1 guidance counsellor. With 1,309 students across the roll, this yields an approximate student-to-teacher ratio of 1:14, slightly above the Dubai-wide average of 1:13.6 across 204 schools with available data. [MISSING: staff qualification percentages — no data on Masters-level or higher qualifications provided in inspection or school sources.] The largest nationality group among teachers is Lebanese, consistent with the school's francophone Lebanese cultural identity. Teaching quality was rated Outstanding in Maternelle and Lycée, with Very Good in Primaire and Collège — a strong overall picture, though inspectors noted that teaching in Islamic Education and Arabic is less effective than in other subjects.

Areas requiring attention are clearly identified. Inspectors recommended that the school implement leadership evaluation processes based on the KHDA framework and provide personalised professional development across all curriculum areas and phases — a gap that the new leadership team has publicly committed to addressing. The wellbeing curriculum, while well-conceived, has yet to be fully embedded across every lesson and phase. These are genuine development priorities, not cosmetic concerns, and parents should weigh them alongside the school's considerable strengths. The principal's 2025–2026 message explicitly references continuous teacher training in AI, innovation, and differentiation as a central lever of progress — suggesting the school is actively responding to inspection feedback rather than resting on its Very Good rating.