New Indian Model School - Dubai Al Garhoud
KHDA Inspection Report & Ratings 2018
Last updated
Executive Summary
The New Indian Model School in Al Garhoud has achieved an overall rating of Good for the 2023-2024 academic year. The principal and her strong senior leadership team are dedicated to establishing a purposeful learning community, fostering a caring environment that prioritizes inclusivity and wellbeing.
The school demonstrates sustained positive student outcomes in most subjects, with particularly strong attainment in English and Mathematics in the Kindergarten (KG) phase, and noteworthy attainment in English in the Secondary phase. Students exhibit excellent attitudes and behaviour, showing care and sensitivity towards others, while engaging in active, investigative learning in KG.
Effective procedures are in place for student safety, security, and medical care, contributing to a harmonious community. The school accurately identifies and provides Good support for students of determination. The highly effective KG section and students' excellent personal development are key highlights, alongside a responsive inclusion section and strong parent partnerships.
Overall School Performance
Outstanding
Very Good
Good
Acceptable
Weak
Very Weak
New Indian Model School - Dubai Al Garhoud 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 demonstrates a clear commitment to providing well-resourced provision for students of determination, supported by an experienced and well-qualified inclusion leader. Formal and informal assessments are used to identify specific needs, leading to detailed Individual Education Plans (IEPs) with measurable goals and regular updates. Partnerships with parents are very positive, involving them fully in reviewing and forming agreed support plans. Students of DeterminationIEPsParent Partnerships
Wellbeing provision and outcomes are rated Good, with governors and senior leaders committed to prioritizing student welfare. Wellbeing permeates most school activities and the curriculum, supported by surveys and access to counsellors and wellbeing leaders. Staff morale is positive due to professional development and support, and students feel valued, safe, and contribute positively to a happy, harmonious learning community. Wellbeing provisionStudent welfareHappy learning community
The school has met its reading literacy targets between 2016 and 2021, and students have improved scores in science and mathematics in international comparisons, now achieving acceptable levels. However, scores in English remain weak. The school has a National Agenda action plan with appropriate goals and uses external assessment data to challenge students and identify needs for students of determination. Reading literacyInternational assessmentsNational Agenda action plan
Key Highlights
Standout achievements identified by the inspection team that distinguish this school.
Inclusive Learning Community
The school's vision is to develop an inclusive learning community where diversity is valued and the wellbeing of students, staff and the community is actively promoted.
Highly Effective KG Section
The Kindergarten (KG) section is highlighted for its highly effective practices and positive impact on early years learning.
Excellent Personal Development
Students demonstrate excellent personal development, a strong understanding of Islamic values, social responsibility and innovation skills across all phases.
Responsive Inclusion
The school's inclusion section is noted for its responsiveness and strong partnership with parents in supporting students of determination.
Academic Performance Breakdown
School leaders and teachers have sustained positive students’ outcomes in all subjects apart from science in Primary and Arabic throughout. Capacities for mental mathematics have improved across phases.
Leadership & Management
Effectiveness of school governance, strategic planning, and leadership capacity to drive continuous improvement.
Leadership Approach
The leadership team, led by the principal, is establishing a purposeful and caring learning community that values inclusivity and wellbeing. They systematically approach self-evaluation and improvement planning, ensuring consistent monitoring of student progress and teacher performance. The leadership is committed to maintaining positive outcomes and addressing areas for improvement, particularly in external benchmarking tests.
Inspection Findings
Students' Outcomes
Students demonstrate good overall outcomes, with very strong attainment in English and Mathematics in KG, and noteworthy English attainment in Secondary. Progress is generally good across subjects and phases, though science in Primary and Arabic throughout require improvement. Students exhibit very good learning skills, actively engaging in collaborative and investigative activities.
Personal Development
Students show outstanding personal development, with excellent attitudes and behaviour across all phases. They are self-reliant, respectful, and caring, making wise decisions about health and safety. Students have an excellent understanding of Islamic values and Emirati culture, demonstrating strong social responsibility and innovation skills through various initiatives and campaigns.
Teaching Quality
Teaching for effective learning is rated Good across all phases, with teachers effectively applying subject knowledge and using varied resources. Assessment practices have improved, with teachers using information to plan tailored activities. However, consistency in teaching quality varies, and assessment data is not always used effectively to personalize learning or provide focused feedback beyond marks and grades.
Protection & Care
The school provides good protection, care, guidance, and support for students. Safeguarding procedures are well-understood, and students feel safe. Medical care is highly effective, and positive relationships foster a harmonious community. The identification of students of determination is accurate, and they receive good support, though academically gifted students require more focused provision.
Areas for Development
- •Ensure that the school’s best practices in teaching and learning are effectively and consistently implemented throughout.
- •Improve outcomes in Arabic, and in science in Primary, by supporting teachers in their use of effective teaching strategies.
- •Ensure that teachers use assessment data to optimise students’ progress and involve students fully in assessing their own learning.
- •Ensure that school action plans are working documents which focus on students’ attainment, with regular review of progress.
- •Improve students' reading literacy skills, especially in the primary phase.
- •Ensure that information from assessments is used more effectively in planning and delivering lessons that personalise learning.
- •Continue to refine the current systems to ensure rapid access to support and advice for wellbeing.
- •Ensure that all lessons provide opportunities to support students’ academic and personal wellbeing.
- •Enhance students' abilities to use references from the Holy Qur'an and Hadeeth in support of their opinions.
- •Increase opportunities for students to develop independence in their learning.
- •Improve students’ speaking and independent writing skills in Arabic by providing more consistent practice and appropriate levels of challenge.
- •Modify the Arabic curriculum and adapt teaching strategies to meet the needs of different groups of students and to fill gaps in their learning.
- •Ensure that students write as frequently and as extensively as possible, and for a range of different purposes in English.
- •Improve students’ knowledge of English writing conventions and techniques and ensure that they consistently apply them in their writing.
- •Increase attainment levels in international benchmark tests for Mathematics.
- •Incorporate practical problems and case studies into mathematics lessons.
- •Develop interdisciplinary thinking to allow students to see the whole nature of scientific knowledge and to enhance their problem-solving abilities.
- •Relate the contexts or examples in science lessons and learning activities to practical, everyday scientific principles.
- •Encourage students to use technology and other resources to find out things for themselves and to take ownership of their learning.
- •Develop greater consistency in the quality of teaching throughout the school.
- •Ensure that best practice in assessment is shared across subjects and phases, and benefit from adapting the very strong approaches in KG.
- •Modify the curriculum of every subject to meet the learning needs of all students.
- •Provide more opportunities for enterprise and innovation in the primary and middle phases.
- •Ensure that there is an effective system in place to manage the day-to-day maintenance of the premises and facilities.
- •Ensure that the needs of academically gifted students are appropriately met.
- •Ensure that all lessons provide consistent support that is well matched to the needs of individual students of determination.
- •Ensure that lesson plans clearly indicate the adaptations to be made to meet individual learning needs for students of determination.
- •Ensure that students and parents appreciate the benefits of high attainment in external benchmarking assessments.
- •Ensure that action plans focus on students’ achievement and prioritise investment in areas where students’ performance requires improvement.
- •Develop more partnerships, both nationally and internationally, to enrich students' learning experiences.