Pearl Wisdom School - Branch Dubai - Hor Al Anz
Executive Summary
Pearl Wisdom School L.L.C. has achieved an overall rating of Good in its latest KHDA inspection for 2023-2024. The leadership, under the principal and vice-principal, is successfully establishing a purposeful learning community that values inclusivity and wellbeing.
Significant improvements are evident in Kindergarten across English, mathematics, science, and learning skills. Attainment in the Middle phase for English, mathematics, and science has notably improved to Very Good. Students demonstrate positive attitudes, self-reliance, and a clear appreciation of Islamic values and UAE culture.
The school provides high-quality provision for learners, with teachers employing varied approaches and effective resources. Safeguarding is a strong feature, with all staff trained and students feeling secure. Small class sizes foster mutual respect and contribute to very successful behavior management.
Overall School Performance
Outstanding
Very Good
Good
Acceptable
Weak
Very Weak
Pearl Wisdom School - Branch Dubai - Hor Al Anz 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 environment with well-developed policies and improving use of resources by qualified staff. Accurate identification of students of determination is ensured, and parents report high satisfaction with support and communication. Students of DeterminationIndividual Education Plans
School leaders and governors have a clear and ambitious vision for wellbeing, with an active student council and initial data collection efforts. Parents express high satisfaction, and students feel comfortable accessing trusted adults. Student CouncilOnline Safety
The school has exceeded National Agenda targets for international assessments, with English judgments remaining outstanding and mathematics and science improving from good to outstanding. Leaders understand PISA and TIMSS demands, adapting the curriculum accordingly. PISATIMSSReading Literacy
Key Highlights
Standout achievements identified by the inspection team that distinguish this school.
Inclusive Learning Vision
The principal and vice-principal are committed to developing a school community that effectively enables inclusive learning for all students.
Strong Middle Attainment
Students in the middle phase demonstrate very strong attainment in English, mathematics, and science, reflecting high academic standards.
KG Provision Improvement
There has been significant improvement in both the provision and learning outcomes for students in Kindergarten.
Positive Student Ethos
Students exhibit positive attitudes to learning and maintain high levels of behaviour throughout the school.
Excellent Safeguarding
The school provides high-quality care, support, and safeguarding, ensuring a secure environment that promotes wellbeing across the community.
Academic Performance Breakdown
Leadership & Management
Effectiveness of school governance, strategic planning, and leadership capacity to drive continuous improvement.
Leadership Approach
The principal and vice-principal are establishing a purposeful learning community that provides a caring environment which values inclusivity and wellbeing. They encourage best practices and are successful in supporting improved students’ outcomes, particularly in KG, while sustaining high levels of morale and commitment.
Inspection Findings
Students' Outcomes
Students show significant improvement in KG subjects and achieve Very Good attainment in Middle phase English, mathematics, and science. Progress in Islamic Education and Primary mathematics has also improved, reflecting positive learning trends.
Personal Development
Students exhibit Very Good personal development, characterized by positive attitudes, self-reliance, and a secure understanding of healthy lifestyles. They demonstrate Good understanding of Islamic values, Emirati culture, and social responsibility.
Teaching Quality
Teachers consistently use a variety of teaching approaches and high-quality resources to promote Good learning. Assessment practices are appropriate in most subjects, and leaders effectively use data to adjust the curriculum.
Protection & Care
The school maintains Very Good health and safety standards, including robust child protection and safeguarding arrangements. Relationships between staff and students are positive, fostering an inclusive environment where students feel safe and supported.
Areas for Development
- •Ensure that the school’s best practices in teaching, learning, and assessment are effectively and consistently implemented in all subjects and phases.
- •Ensure that teachers modify the curriculum, particularly in Arabic, for students of determination and for those with gifts and talents.
- •Ensure that teachers use information from assessments to improve teaching and to provide activities that meet students' identified needs.
- •Improve outcomes in Islamic Education and Arabic.
- •Develop school action plans that identify all school priorities and set measurable targets that can be monitored in a timely and effective manner.
- •Improve leaders' and teachers' skills in using reading data to support all students, and particularly those below age-related reading levels.
- •Expand and embed all wellbeing initiatives in lessons and within the school community.
- •Support each wellbeing initiative with valid assessment strategies.
- •Improve the skill of extracting evidence from Holy Qur’anic verses and Hadith.
- •Enhance the curriculum coverage by expanding the range of topics, ensuring a more comprehensive and well-rounded educational experience.
- •Raise attainment and accelerate progress in all four language skills, particularly in Middle Arabic.
- •Strengthen curriculum planning by tailoring it to students' skill levels when placing them in groups.
- •Ensure that the school library and classroom libraries are stocked with a wider range of reading materials to enrich the development of reading.
- •Extend the improvement of writing skills by incorporating a wider range of writing activities in lessons.
- •Provide more opportunities in lessons for students to engage in activities that are matched more closely to their learning needs.
- •Enhance students’ enquiry and research skills across phases by providing opportunities to work independently with effective use of digital resources.
- •Ensure that the development of critical thinking, innovation and enterprise is an integrated feature in all lessons.
- •Provide all students with increased access to digital technologies.
- •Promote students' understanding of global cultures and broaden their cross-cultural knowledge.
- •Ensure that students have increased opportunities to take the initiative, manage their own projects and make decisions.
- •Ensure that teachers organise differentiated activities and provide an appropriate learning programme for all students.
- •Improve teachers' abilities to use information from assessments to adjust their teaching.
- •Modify the curriculum to meet the individual needs of all groups of students, particularly students of determination and those with gifts and talents.
- •Improve links to UAE and world cultures and extend opportunities for enterprise and innovation.
- •Ensure that there is an effective system of frequent and thorough safety checks.
- •Ensure that the individual needs of students of determination and those with gifts and talents are fully met in all phases.
- •Ensure that all learning objectives are accurately informed by relevant data and students’ profiles.
- •Provide training that specifically enables teachers to link learning objectives to individual needs.
- •Ensure that all leaders fully develop their capacities for innovation and improvement.
- •Make sure that the school’s action plans focus on students’ achievement, with regular review of progress against the intended outcomes.
- •Form more partnerships, both nationally and internationally, to enrich students' learning experiences.
- •Prioritise and then sustain investment in areas where students’ performance requires improvement.