Renaissance School, Dubai
KHDA Inspection Report & Ratings
Last updated
Executive Summary
Renaissance School L.L.C, located in Dubai Sports City, is an American curriculum school serving students from KG 1 to Grade 7. Following the 2023-2024 DSIB inspection, the school received an overall rating of Acceptable, a standing it has maintained across three consecutive inspection cycles.
The school demonstrates its strongest academic performance in the Kindergarten phase, where teaching quality, curriculum design, and student progress are rated Good across most subjects including English, Mathematics, and Science. In Elementary and Middle phases, performance is broadly Acceptable, with notable weaknesses in Arabic as an Additional Language in Elementary, where both attainment and progress are rated Weak. High staff turnover has negatively impacted consistency of provision across the upper phases.
The governing board recently appointed a new principal who has begun establishing a senior leadership team with a clear improvement focus. However, wellbeing provision is rated Weak, and significant development is needed in assessment practices, self-evaluation, and the effectiveness of teaching across the Elementary and Middle phases. The school's key strengths include the positive KG provision, students' appreciation of Islamic values and Emirati culture, and strong parental willingness to support school improvement.
Overall School Performance
Outstanding
Very Good
Good
Acceptable
Weak
Very Weak
Renaissance School L.L.C Overall Rating
Acceptable for 3+ 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 has created an inclusive learning culture, supported by the recent appointment of a well-qualified inclusion leader. Systems for identifying students of determination are robust, particularly in KG, though provision for gifted and talented students remains inconsistent. Teachers' lesson planning and curriculum modification for students of differing abilities is variable across subjects. Students of DeterminationIEPsInclusion Leader
The overall quality of wellbeing provision and outcomes is rated Weak. The school community lacks a common understanding of wellbeing principles, and wellbeing themes are inadequately integrated into curriculum planning outside of KG. Monitoring and self-review are infrequent, and professional training has had limited effect on teachers' planning for wellbeing. WellbeingDEARExtra-curricular Activities
Students did not meet the whole-school PIRLS target of 547, and MAP results show progress below expected standards for both the whole school and Emirati students. A comprehensive action plan focused on improving reading literacy has been produced, though benchmark data are not yet adequately used to adapt curriculum and teaching. Reading programs including DEAR, Jolly Phonics, and IXL are in place but their full impact is yet to be seen. PIRLSMAPDEARJolly PhonicsIXL
Key Highlights
Standout achievements identified by the inspection team that distinguish this school.
Strong KG Provision
Children in Kindergarten benefit from positive classroom climates, good teaching quality, and make good progress across all subjects including English, Mathematics, and Science.
Islamic & Emirati Awareness
Students across all phases demonstrate a strong appreciation of Islamic values and Emirati culture, supported by special assemblies, activities, and projects that highlight heritage and traditions.
Health & Safety Standards
The school has well-documented health, safety, and safeguarding policies that are effectively communicated to staff, students, and parents, with Good ratings across all phases.
Parental Engagement
Parents are willing and committed partners in their children's learning, and the school's Parents and Community leadership rating is Good, reflecting strong community relationships.
New Leadership Direction
The recently appointed principal has established a senior leadership team with a clear strategic direction and a comprehensive improvement plan focused on monitoring teaching, learning, and student progress.
Academic Performance Breakdown
The school's strongest academic performance is in KG. High staff turnover has negatively impacted consistency in Elementary and Middle. Arabic as an Additional Language in Elementary is the most significant area of weakness, rated Weak for both attainment and progress.
Leadership & Management
Effectiveness of school governance, strategic planning, and leadership capacity to drive continuous improvement.
Leadership Approach
The newly appointed principal has begun establishing a senior leadership team with a shared vision focused on improving student outcomes. While a comprehensive improvement plan is in place, self-evaluation processes lack rigor and the impact of improvement initiatives has not yet been systematically measured. Governors are beginning to recognize their responsibility to provide stronger support for school improvement.
Inspection Findings
Students' Outcomes
Students in KG make good progress across all subjects, benefiting from positive classroom climates and effective teaching. In Elementary and Middle, performance is broadly Acceptable, though high staff turnover and over-reliance on teacher direction are impeding sustained progress. Arabic as an Additional Language in Elementary is a notable weakness, with both attainment and progress rated Weak.
Personal Development
Students in KG and Elementary demonstrate positive attitudes, responsible behavior, and a good understanding of Islamic values and Emirati culture. In Middle, personal development and self-reliance are less well developed. Students across all phases show growing awareness of environmental sustainability, particularly in KG where recycling and waste reduction are practiced.
Teaching Quality
Most teachers have secure subject knowledge and plan purposeful lessons, with teaching quality rated Good in KG and Acceptable in Elementary and Middle. Too much teacher direction and ineffective classroom management in the upper phases prevent independent learning. Assessment information is not yet used effectively to identify gaps and adapt teaching to meet individual students' needs.
Protection & Care
The school has well-documented health, safety, and safeguarding policies rated Good across all phases. Safeguarding, child protection, and anti-bullying are stated priorities. Behavior management is more effective in KG than in other phases, and punctuality remains a concern across the school, with too many students arriving late.
Areas for Development
- •Ensure that the governing board is fully representative and effective.
- •Improve the effectiveness of teaching across the elementary and middle phases, by ensuring teachers plan challenging lessons using assessment information about students' prior learning and adapt their lessons to meet students' needs.
- •Develop comprehensive assessment procedures.
- •Improve all leaders' management skills.
- •Ensure that regular self-evaluation makes better use of the available data.
- •Quickly establish a set of wellbeing principles and a commonly understood wellbeing language to promote knowledge, discussion and self-reflection.
- •Ensure that NAP test information is rigorously used to support and make changes to teaching, in order to address attainment gaps in all subjects and for all groups of students.