M S B Private School, Dubai
KHDA Inspection Report & Ratings
Last updated
Executive Summary
The overall quality of education provided by M S B Private School is rated as Good. The school demonstrates a strong commitment to student welfare and safeguarding, alongside effective partnerships with parents and the community.
Students in Primary and Secondary achieve Very Good attainment in English, Mathematics, and Science, with Very Good progress in Islamic Education and English in Secondary. Students consistently exhibit Outstanding attitudes, behaviour, and relationships, coupled with a strong understanding of Islamic values and Emirati culture.
Key strengths include the Very Good management, staffing, facilities, and resources provided. However, the inspection highlights a need to improve the consistency of teaching and assessment practices across all phases, particularly in the Foundation Stage and Post-16.
Overall School Performance
Outstanding
Very Good
Good
Acceptable
Weak
Very Weak
M S B Private School Overall Rating
Good
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 promotes an inclusive ethos with developing monitoring systems, though data analysis for decision-making needs strengthening. Identification of needs begins during admissions, and parents are well-informed and contribute to their children's education. Differentiated lesson planning is variable, but most students of determination are making expected progress. ASDAN programmestudents of determination
Wellbeing is integrated into the school's ethos and culture, with positive staff-student relationships ensuring students can access trusted adults. Students feel a strong sense of belonging and are developing awareness of their own wellbeing needs. However, students have limited input into the overall development of wellbeing provision, and the impact of initiatives is not yet sufficiently assessed. positive staff-student relationshipshealthy eatinge-safety
The school's achievement in the PIRLS benchmark tests improved in 2021, comfortably exceeding its target and comparing favorably with other Dubai schools. Leadership analyzes benchmark reports to produce individualized student assessment information. However, the use of this data by teachers in lesson and curriculum design, and the monitoring of its impact, is inconsistent. PIRLS benchmarkNational Agenda 2021
Key Highlights
Standout achievements identified by the inspection team that distinguish this school.
Academic Attainment & Progress
Very good attainment in English, mathematics and science in Primary and Secondary, with very good progress in Islamic Education and English in Secondary.
Student Personal Development
Students demonstrate outstanding attitudes, behaviour, and relationships, coupled with a strong understanding of Islamic values, Emirati culture, and environmental awareness.
Student Welfare & Safeguarding
Excellent procedures ensure the welfare and safeguarding of all students, promoting safe and healthy lifestyles.
Community & Resources
Strong partnerships with parents and the community, supported by very good management, staffing, facilities, and resources.
Academic Performance Breakdown
The school demonstrates strong academic performance in Primary and Secondary, particularly in English, Mathematics, and Science, where attainment is Very Good. Progress in Islamic Education and English in Secondary is also Very Good. However, attainment and progress in Mathematics and Science at Post-16 are Acceptable, and there are areas for development in the Foundation Stage.
Leadership & Management
Effectiveness of school governance, strategic planning, and leadership capacity to drive continuous improvement.
Leadership Approach
Leaders and governors are committed to the school but are not doing enough to halt the decline in key aspects of performance. While they possess a clear understanding of the school, improvement planning lacks rigor and effectiveness. Parents are highly supportive, and staff are very well deployed, ensuring a positive educational experience with conducive facilities and resources.
Inspection Findings
Students' Outcomes
Students in Primary and Secondary achieve very good attainment in core subjects, with outstanding personal development across all phases. Learning skills are very good in FS, Primary, and Secondary, though Post-16 students are sometimes passive learners. Progress in Islamic Education and English in Secondary is very good.
Personal Development
Students consistently demonstrate outstanding personal development, exhibiting responsible behavior, positive attitudes, and strong relationships. They have a clear understanding of Islamic values, Emirati culture, and show strong social and environmental responsibility, with improved attendance and punctuality.
Teaching Quality
Teaching quality is variable across the school, with the secondary phase being the strongest. While most teachers have secure subject knowledge, consistent challenge, critical thinking, and independent learning opportunities are not always provided. Assessment processes are well-developed but inconsistent in FS and not fully utilized to inform curriculum adaptation.
Protection & Care
The school provides outstanding health and safety, with rigorous policies, excellent facilities, and effective supervision. Medical teams, counsellors, and wellbeing ambassadors contribute strongly to student physical, emotional, and mental health. Care and support are good, but support for students requiring additional help and challenge for higher achievers can be variable.
Areas for Development
- •Raise the quality of teaching and assessment by identifying, sharing and embedding the best practice that already exists across the school, ensuring learning activities are closely matched to the needs of all students, and making better use of assessment to plan and deliver lessons and improve rates of progress.
- •Improve leadership and governance by monitoring, evaluating and analysing the quality of teaching more robustly, ensuring available data is accurate and used to inform self-evaluation, and making sure that development planning considers how actions will be assessed.
- •Raise achievement in FS by ensuring that all staff are competent, confident and knowledgeable enough to model key skills, improving planning and adapting strategies to meet the needs of all groups of children, and developing reliable procedures for assessing children’s work and tracking their progress.
- •Improve students’ reading by ensuring that all subject plans include specific reference to reading and actions, accountabilities, timelines and success criteria.
- •Encourage students to initiate and lead wellbeing projects and contribute to the overall development of wellbeing provision.
- •Assess the impact of wellbeing initiatives and use the data to improve planning and inform curriculum decisions regarding the development of wellbeing.
- •Improve students’ recitation and memorisation skills of the Holy Qur’an to be consistently strong in all the phases.
- •Improve students’ knowledge of Seerah by making links to the life the Prophet (PBUH) along with the links to the Holy Qur’an and the Noble Hadith.
- •Provide further opportunities for students to write and speak Arabic more creatively using a wider range of structure and sentence forms.
- •Provide differentiated activities for students based on what the assessment data show and ensure there is sufficient challenge for all groups of students in all lessons.
- •Improve the provision for reading so that it has a greater impact on the development of students’ reading skills.
- •accelerate students’ progress across the school by providing learning activities which challenge and stimulate all groups of students more effectively.
- •Engage students in regular activities which promote their thinking skills and their skills of problem- solving.
- •Ensure that enterprise, enquiry, research and critical thinking skills are regular features of all lessons and, across all phases.
- •Ensure that the recent improvements in students’ attendance and, in their social responsibility and innovation skills, continue to develop across all phases of the school.
- •Ensure teaching is more consistent across the school and that all groups of students are provided with greater challenge, critical thinking, and independent learning opportunities in all lessons.
- •Use assessment information to influence teaching, progress and curriculum adaptation.
- •Ensure self-assessment and quality teacher feedback is embedded in all phases and all subjects.
- •review the curriculum, especially in FS and Post-16, to ensure that it is coherent and meets the personal and academic needs of all groups of students.
- •Improve the effectiveness with which the curriculum meets the learning needs of students of determination and those who are gifted and talented.
- •Ensure learning activities in lessons are closely matched to the needs of all groups of students so that they are consistently supported and challenged to make rapid progress.
- •Ensure learning in lessons is consistently adjusted and matched to the needs of students of determination so that they are appropriately supported and challenged.
- •Systematically assess students’ progress and analyse data to accurately inform self-evaluation and improvement planning.
- •Strengthen the monitoring and evaluation of the impact of leaders’ actions on students’ outcomes.
- •Ensure that the school’s self-evaluation is accurate and that improvement plans are rigorous and effective.