Sharjah International Private School (MoE) branch Sharjah - Al Qarain 5 logo

Sharjah International Private School (MoE) branch Sharjah - Al Qarain 5

Curriculum
British
SPEA
Good
Location
Sharjah, Al Qarain 5
Fees
AED 10K - 33K

Sharjah International Private School (MoE) branch Sharjah - Al Qarain 5

The Executive Summary

Sharjah International Private School (MoE) branch Sharjah - Al Qarain 5 is one of Sharjah's most established dual-curriculum schools, operating both the British National Curriculum for England (NCfE) and the Ministry of Education (MoE) Arabic curriculum from a single campus in Al Qarain 5. Founded in 1996 and serving 2,260 students from FS1 through to Year 13 and Grade 12, SIPS holds a SPEA rating of Good - a position it has maintained consistently since its previous review in 2022-23. School fees Sharjah parents will note that tuition runs from approximately AED 10,379 to AED 32,500 annually (total including books and uniform), making SIPS one of the more accessible dual-curriculum options among Al Qarain 5 schools. The school's strongest asset is its dual-track offering: British-stream students sit Cambridge IGCSE and A/AS Level examinations, while MoE-stream students follow the national Arabic curriculum through to Grade 12, with both tracks sharing a campus culture that is notably inclusive of Emirati students - 470 of the 2,260 enrolled. The SPEA 2025 inspection found that achievement in Phase 4 (Sixth Form) and Cycle 3 (MoE upper secondary) has improved to Very Good, which is a meaningful upward signal for families considering the school for secondary and post-16 education. For the right family, SIPS delivers genuine value: a long-established institution with a very low teacher turnover rate of 3%, a 1:15 teacher-to-student ratio, and a leadership team that inspectors described as having a clear vision and very good partnerships with parents. The school is best suited to families who want a structured, curriculum-faithful British or MoE education at a mid-range fee point, particularly those with Emirati or Arab-heritage children who benefit from the school's strong Islamic education and Arabic language provision. It is less well suited to families seeking a premium international experience with cutting-edge facilities, a broad IB or AP offering, or highly differentiated gifted-and-talented programming - SPEA inspectors specifically noted that higher-attaining students do not always access sufficiently challenging tasks. The value-for-money proposition is solid rather than exceptional: at these fee levels, SIPS offers a credible, stable, and improving school that punches close to its weight.
Dual British and MoE CurriculumGood SPEA Rating 20253% Teacher Turnover470 Emirati StudentsFounded 1996

“The school has been consistent - my children have had the same teachers for multiple years, which makes a real difference. The Arabic and Islamic education is genuinely strong, not just a box-ticking exercise.”

— Year 9 Parent(representative)

Academic Framework & Learning Style

SIPS operates two distinct but co-located curriculum tracks. The British section follows the National Curriculum for England (NCfE), accredited by Cambridge and Pearson, running from FS1 through Year 13. Students in this track sit Cambridge IGCSE examinations at the end of Year 11 and A/AS Level examinations at the end of Years 12 and 13. The MoE section follows the Ministry of Education Arabic curriculum from Grade 7 to Grade 12, with students sitting MoE national examinations and IBT assessments. The school's curriculum page on its website was not yet published at the time of this review, so curriculum detail is drawn from the SPEA inspection report. In terms of academic results, the picture is encouraging at the upper end of the school. IGCSE results in mathematics are described by SPEA inspectors as well above national expectations, and TIMSS results for Grades 4 and 8 are above national averages - a meaningful external benchmark. A-Level mathematics results are above expectations at A level, though below at AS level, suggesting some unevenness in the Sixth Form pipeline. GL Progress Tests in English and mathematics show students in Phase 2 (primary) attaining below national norms in England, which is an area the school is actively working to address. IBT results for the MoE curriculum show outstanding English attainment in secondary, and very good mathematics attainment from Grades 7 to 10. The teaching approach across both curricula is broadly structured and teacher-led, with SPEA inspectors noting that the best lessons - particularly in Phase 4 and Cycle 3 - are very good, with teachers using assessment effectively to adapt their teaching. In Phase 4 (Sixth Form), students demonstrate strong analytical skills: in mathematics, they apply the trapezium rule and work with antiderivatives; in English, Phase 3 students craft persuasive writing with confidence. The school uses CAT4 (Cognitive Abilities Test) and Granada Learning Progress Tests (GLPT) for internal benchmarking, alongside PISA and TIMSS participation - a more rigorous assessment diet than many comparable schools at this fee level. Academic support for students with special educational needs is provided, with 9 identified students of determination on roll. The SPEA report notes that the school has very effective procedures to safeguard children and that care and support are good overall. However, inspectors were clear that gifted and talented (G&T) students do not consistently access sufficiently challenging tasks, which is a material weakness for families of high-attaining children. EAL provision exists given the diverse nationality mix, though specific EAL staffing details are not published on the school website. University placement data is not published by the school, which is a transparency gap that parents of Year 12 and 13 students should probe directly at admissions.
Well Above
IGCSE Mathematics vs. National Expectations
SPEA 2025 inspection finding
Above Average
TIMSS Results Grades 4 and 8
International benchmark; above UAE national averages
Very Good
Achievement in Phase 4 and Cycle 3
Improved from Good at previous review (2022-23)
9
Students of Determination on Roll
SPEA 2025 school information data

Extracurricular Activities (ECAs)

The school's student life page was not accessible at the time of this review, and the SIPS website does not publish a detailed ECA schedule or club list. What can be confirmed from the SPEA inspection report is that the school runs Art, Music, and Physical Education as timetabled subjects across all phases, with attainment and progress in these subjects rated Good across the school. This suggests a functioning creative and physical arts programme, though the depth and competitive reach of these offerings beyond the timetable cannot be independently verified from available sources. The SPEA report references school activities including assemblies and community events, and the school's own news feed documents participation in awareness days (Yellow Day for Mental Health Awareness, Pink Day for Breast Cancer Awareness, Purple Day, Odd Socks Day), cultural celebrations (UAE National Day), and educational trips (FS1 and FS2 trip to Pygmy Zoo). These activities indicate a school that engages students in community and cultural life beyond the classroom, though the programme appears more event-driven than structured around a formal ECA framework with competitive sports leagues or performing arts productions. The school's Islamic education and Arabic cultural programme is a genuine co-curricular strength: students participate in Qur'an recitation, cultural awareness events, and UAE heritage activities that are integrated into school life rather than bolted on. For families where Islamic values and cultural identity are priorities, this embedded approach is meaningful. Parents seeking a school with a published, structured ECA schedule - competitive sports academies, Duke of Edinburgh, Model UN, or a performing arts calendar - should request this information directly from the admissions team, as the school's public-facing communications do not currently provide this level of detail.
Good
Art, Music and PE Attainment
Across all four phases - SPEA 2025
Art, Music and PE TimetabledUAE National Day CelebrationsMental Health Awareness DaysEducational Trips from FS1Islamic Cultural Programme

Pastoral Care & Well-being

Pastoral care is one of the more credible aspects of SIPS's provision, and the SPEA 2025 inspection report is clear on this. Safeguarding and child protection procedures are described as very effective - one of the strongest endorsements in the report. The school gives high priority to ensuring students' welfare, health, and safety, and this is reflected in the inspection findings under Performance Standard 5, where the protection, care, guidance and support of students is rated positively. Student behaviour is a genuine strength. SPEA inspectors highlighted students' behaviour, relationships, and attendance as a key area of strength across the school. The school's ethos - built around values of Tolerance, Kindness, Integrity, Responsibility, and Honesty - appears to translate into a calm and respectful school culture. The presence of 470 Emirati students alongside Egyptian, Syrian, and other Arab-majority nationalities creates a culturally coherent community with shared values, which likely contributes to the positive behavioural environment. The school's mental health awareness programme - evidenced by Yellow Day (Mental Health Awareness) events documented on the school's news feed - signals an awareness of student well-being beyond academic outcomes. However, the SPEA data indicates that the school has no listed guidance counsellors in its staffing profile, which is a notable gap for a school of 2,260 students. Parents of children with pastoral or emotional support needs should clarify the counselling provision directly with the school before enrolling. The school publishes monthly newsletters and maintains a WhatsApp communication channel, suggesting reasonably active parent communication. Student leadership and voice opportunities are referenced in the school's values framework but are not detailed in publicly available sources.

“The school feels safe and the children are well-behaved. My daughter has never had issues with bullying and the teachers know the students personally - it does not feel like a number factory.”

— Year 5 Parent(representative)

Campus & Facilities

SIPS has been established at its Al Qarain 5, Sharjah campus since 1996, giving it nearly three decades of operational history on the same site. The SPEA 2025 inspection report states that the learning environment and facilities are very well maintained and support students' learning effectively - a notably positive finding that places the campus above what the Good overall rating might suggest. This is a meaningful data point: inspectors who walk classrooms and common areas daily are better judges of facility condition than brochure photography. The campus accommodates 2,260 students across four phases of the British curriculum and two cycles of the MoE curriculum, which implies a substantial multi-building or multi-floor facility. The school's website references science labs, classrooms, and learning spaces appropriate to its curriculum offering - Cambridge-accredited schools are required to meet laboratory and resource standards for IGCSE and A-Level delivery. However, specific facility counts (number of science labs, library capacity, sports courts, pool availability) are not published on the school's website, and the curriculum page was not yet live at the time of this review. The campus location in Al Qarain 5 places the school within a predominantly residential Sharjah neighbourhood, accessible from major arterial routes connecting to Ajman and central Sharjah. The school offers a transport service covering Sharjah, Ajman, Dubai, and Al Dhaid, with fees ranging from AED 4,800 to AED 5,400 per year depending on location - a practical consideration for families outside the immediate catchment. The school's technology infrastructure is not detailed publicly, though the use of CAT4 and GL Progress Tests implies digital assessment capability. Parents should request a campus tour to assess facilities directly before making a decision.
1996
Year Established
Nearly 30 years on the same Al Qarain 5 campus
2,260
Total Students on Campus
Across British and MoE curriculum sections
Very Well Maintained FacilitiesEstablished 1996Transport to 4 EmiratesCambridge-Accredited LabsAl Qarain 5 Location

Teaching & Learning Quality

The quality of teaching at SIPS is one of the school's most encouraging stories, particularly at the secondary and post-16 level. SPEA inspectors rated teaching, the use of assessment, and curriculum adaptation as Very Good in Phase 4 and Cycle 3, and Good overall across the school - a finding that reflects real improvement from the previous review cycle. The 162 lesson observations conducted by the six-person review team, 95 of which were joint observations with school leaders, provide a robust evidential base for this judgement. The school's teacher turnover rate of 3% is exceptionally low by UAE private school standards, where annual turnover of 15-25% is common. This stability matters enormously for curriculum continuity and student-teacher relationships, and it is one of SIPS's most underrated strengths. With 149 teachers and 29 teaching assistants serving 2,260 students, the teacher-to-student ratio is 1:15 - a figure that supports meaningful individual attention within classes. Specific data on the proportion of teachers holding Masters degrees or UK qualifications is not published by the school, though the website profiles indicate a mix of internationally trained staff including teachers with UAE Ministry of Education licensing and UK curriculum experience. Differentiation is an area where the school is still developing. SPEA inspectors noted that higher-attaining and gifted and talented students do not always access sufficiently challenging tasks, which limits their rate of progress. This is a systemic issue in Phases 1 through 3 more than in Phase 4, where teaching quality improves markedly. The school uses CAT4, GLPT, PISA, and TIMSS data to inform its assessment and planning - a relatively sophisticated data diet that suggests leadership is serious about evidence-based improvement. The SPEA report also notes that the school's internal assessment data tends to overstate attainment and progress relative to what is observed in lessons, which means the school needs to continue calibrating its self-assessment against external benchmarks.
3%
Annual Teacher Turnover Rate
Exceptionally low by UAE private school standards
1:15
Teacher-to-Student Ratio
149 teachers serving 2,260 students
Very Good
Teaching Quality in Phase 4 and Cycle 3
SPEA 2025 - improved from previous review

Leadership & Management

The school is led by Principal Lana Koyi, who is described on the school's website as a leader whose journey has been exemplary in British education. The leadership team is structured across both curriculum sections: Mini Mathew serves as Vice Principal, Rozina Mukhia as Head of Primary, Mr. John Torres as Vice Principal (MoE) and Head of Teaching, Learning and Assessments, and Shyja Shashi as Head of Secondary. This is a substantive senior leadership team for a school of this size, and the dual Vice Principal structure - one for each curriculum section - reflects the operational complexity of running two curriculum tracks under one roof. The SPEA 2025 inspection report is positive about leadership quality. Inspectors highlighted the leaders' clear vision, professional relationships across the school, and very good partnerships with parents and the community as key strengths. The Chair of the Board of Governors is Anwar Qeray, and inspectors noted that governors are supportive of the school's work and consider the views of stakeholders in their decision-making - a governance culture that goes beyond rubber-stamping. The restructured leadership team - referenced in the SPEA summary - has concentrated strategic planning on improving attainment and progress from acceptable to good across all phases, and the evidence suggests this focus is yielding results, particularly in the upper school. Communication with parents is maintained through monthly newsletters, a WhatsApp channel, and a parent survey process that feeds into SPEA's inspection evidence base. The school uses an online registration and management system (Paradigm) for admissions. One transparency gap worth noting: the school's curriculum and student life pages were not fully populated at the time of this review, which suggests the website is still being developed as a parent-facing communication tool. The admissions contact is Ms. Eman, reachable at 06-558-6624 extension 207.

SPEA Inspection Results (Decoded)

The SPEA School Performance Review of Sharjah International Private School was conducted from 17 to 20 February 2025 by a team of six reviewers who completed 162 lesson observations, 95 of which were conducted jointly with school leaders. The overall effectiveness rating is Good - consistent with the previous review in 2022-23, meaning the school has maintained rather than improved its headline grade. However, the narrative within the report is more nuanced and, in places, more encouraging than the headline suggests. The most significant finding is that students' achievement in Phase 4 (Sixth Form) and Cycle 3 (MoE upper secondary) has improved from Good to Very Good since the last inspection. This upward movement in the upper school is the clearest evidence that the school's strategic focus is working. Teaching quality in these phases is also rated Very Good, and personal and social development has improved from Good to Very Good overall - a broad-based improvement that goes beyond academic metrics. On the attainment versus progress question: across most subjects and phases, students make better than expected progress relative to their starting points, even where absolute attainment levels are at or just above curriculum expectations. This is an important distinction for parents: a school where students consistently make better than expected progress is doing its job well, even if raw attainment scores are not exceptional. The GL Progress Tests in English and mathematics show Phase 2 students attaining below English national norms - a candid external benchmark that the school needs to address in primary. The school's internal assessment data consistently overstates attainment and progress relative to what inspectors observe in lessons. This calibration gap is a known issue that the leadership team needs to close - not because it suggests dishonesty, but because inflated internal data can mask genuine areas of need and delay intervention. The SPEA 2026 inspection will be the key test of whether the improvements in Phase 4 and Cycle 3 have cascaded down to Phase 2 and Phase 3.
Safeguarding and Student Welfare
The school has very effective procedures to safeguard children. Student welfare, health, and safety are given high priority, and the learning environment is very well maintained. This is one of the strongest findings in the report.
Improved Achievement in Upper School
Students' achievement in Phase 4 and Cycle 3 has improved from Good to Very Good since the previous review. Teaching and assessment in these phases are also rated Very Good, indicating a genuine upward trajectory at secondary and post-16 level.
Personal Development and Cultural Awareness
Students' personal development and their understanding of Islamic values and awareness of Emirati and world cultures have improved from Good to Very Good overall. Student behaviour, relationships, and attendance are highlighted as key strengths.
Raising Achievement Across All Phases

Students' achievement needs to reach at least Very Good in all subjects across both curricula and all phases, not just in Phase 4 and Cycle 3. GL Progress Tests show Phase 2 students attaining below English national norms, and differentiation for higher-attaining students remains insufficient.

Teacher and Middle Leader Development

The leadership team needs to accelerate its training and upskilling of teachers and middle leaders to raise teaching quality from Good to Very Good across all phases. The internal assessment calibration gap - where school data overstates attainment relative to observed reality - also needs to be addressed systematically.

Inspection History

2022-2023
Good
2024-2025
Good

Fees & Value for Money

SIPS operates at a mid-to-low fee point for a dual-curriculum school in Sharjah, with tuition fees for the British section ranging from AED 9,055 for FS1 and FS2 up to AED 29,870 for Year 13. Adding the mandatory book and uniform fees, the total annual cost (excluding transport) ranges from approximately AED 10,379 at Foundation Stage to AED 32,500 at Year 13. The MoE section fees run from AED 14,714 to AED 20,635 total for Grades 7 to 12, making it among the more affordable MoE-track secondary options in the emirate. The SPEA-published fee range of AED 10,104 to AED 30,830 (tuition only) aligns closely with the school's own published schedule. Fees are payable in three termly instalments, with Term 1 inclusive of books and uniform fees. This is a parent-friendly structure that avoids large upfront lump sums. Transport is an additional cost, running at AED 4,800 per year for Sharjah and Ajman routes and AED 5,400 for Dubai and Al Dhaid routes. The value-for-money verdict is positive for families who are clear about what they are buying. At these fee levels, SIPS delivers a Good-rated, Cambridge-accredited, dual-curriculum school with a 3% teacher turnover rate, a 1:15 teaching ratio, IGCSE and A-Level examination access, and a stable, experienced leadership team. That is a credible package. Where the value proposition weakens is for families expecting premium facilities, a structured ECA programme, or a highly differentiated gifted-and-talented track - those elements are either not evidenced or explicitly flagged as development areas. Compared to higher-fee British curriculum schools in Sharjah (where annual fees can exceed AED 50,000-70,000 at secondary level), SIPS represents a meaningful saving, though the trade-off in breadth of enrichment provision should be factored into the decision.
AED 10,379
Lowest Annual Fee (FS1 Total)
AED 32,500
Highest Annual Fee (Year 13 Total)
PhaseAnnual Fee
Foundation Stage (British)
10,379
Foundation Stage (British)
10,379
Primary (British)
10,379
Primary (British)
12,849
Primary (British)
12,849
Primary (British)
12,879
Primary (British)
15,324
Primary (British)
15,354
Secondary (British)
15,499
Secondary (British)
18,949
Secondary (British)
18,984
Secondary (British)
19,110
Secondary (British)
25,360
Sixth Form (British)
28,330
Sixth Form (British)
32,500
Secondary (MoE)
14,714
Secondary (MoE)
14,714
Secondary (MoE)
14,814
Secondary (MoE)
18,340
Secondary (MoE)
19,510
Secondary (MoE)
20,635

Additional Costs

Book Fee (British FS1-Year 1)820(annual)
Book Fee (British Year 2-Year 3)1,162-1,164(annual)
Book Fee (British Year 4)1,162(annual)
Book Fee (British Year 5)1,368(annual)
Book Fee (British Year 6)1,355(annual)
Book Fee (British Year 7)1,353(annual)
Book Fee (British Year 8-Year 9)1,663(annual)
Book Fee (British Year 10)1,660(annual)
Book Fee (British Year 11)1,500(annual)
Book Fee (British Year 12)2,588(annual)
Book Fee (British Year 13)2,000(annual)
Uniform Fee (FS1 to Year 9)504(annual)
Uniform Fee (Year 10 to Year 13 and MoE Grades 10-12)630(annual)
Transport - Sharjah and Ajman4,800(annual)
Transport - Dubai and Al Dhaid5,400(annual)

Discounts & Concessions

Not Published

Scholarships & Bursaries

No scholarship or bursary information is published on the school's website. Parents seeking financial assistance or sibling discounts should contact the admissions department directly at 06-558-6624 extension 207 and ask for Ms. Eman.

The Final Verdict: Who Is This School For?

SIPS is a credible, stable, and improving school that offers something genuinely distinctive in Sharjah's private education market: a dual British-MoE curriculum under one roof, at a fee level that is accessible to a wide range of families, with a teacher retention record that most schools in the UAE would envy. The SPEA 2025 inspection confirms that the school is on an upward trajectory - particularly in the upper school - and that its pastoral and safeguarding standards are strong. These are not small things. The honest limitations are equally clear. The school is not the right choice for parents seeking a premium international experience with a rich ECA programme, a highly differentiated gifted-and-talented track, or a published university destinations record. GL Progress Tests show primary attainment below English national norms in core subjects, and the school's internal assessment calibration needs to improve. The absence of published guidance counsellor provision for a school of 2,260 students is a gap worth probing. For the right family, SIPS is a sound, value-oriented choice with a genuine community feel, strong Islamic and Arabic provision, and a leadership team that inspectors trust to continue improving the school. The decision ultimately comes down to whether the dual-curriculum model, the fee level, and the Al Qarain 5 location align with your family's priorities.

THE “RIGHT FIT”

Families seeking an affordable, dual British-MoE curriculum school in Sharjah with strong Islamic education, a stable teaching staff, and a culturally coherent Arab-majority community - particularly Emirati, Egyptian, and Syrian families who value the MoE Arabic track alongside Cambridge qualifications.

THE “WRONG FIT”

Families of high-attaining students who need a structured gifted-and-talented programme, or those seeking a premium international school experience with a published ECA calendar, university destinations data, and full-spectrum pastoral counselling support.

“

We chose SIPS because we wanted our children to have both the British qualification and the Arabic curriculum - and the fees are realistic. It is not a fancy school but it is a proper school, and that matters more to us.

— Year 11 Parent

Strengths

  • Exceptionally low 3% teacher turnover rate ensures curriculum continuity
  • Dual British NCfE and MoE curriculum on one campus
  • IGCSE mathematics results well above national expectations
  • Very Good safeguarding and child protection procedures
  • Affordable fees from AED 10,379 at Foundation Stage
  • Strong Islamic education and Arabic language provision
  • 1:15 teacher-to-student ratio supports individual attention
  • Facilities rated very well maintained by SPEA inspectors

Areas for Improvement

  • Higher-attaining students lack sufficiently challenging tasks - a SPEA-flagged weakness
  • GL Progress Tests show Phase 2 primary students attaining below English national norms
  • No guidance counsellors listed in SPEA staffing data for a school of 2,260 students
  • ECA programme and university destinations not published - limited transparency
  • Internal assessment data overstates attainment relative to observed classroom reality