St. Mary’s Catholic High School – Dubai Muhaisnah Branch
Curriculum
British
KHDA
Good
Location
Dubai, Muhaisanah 4
Fees
AED 12K - 24K
St. Mary’s Catholic High School – Dubai Muhaisnah Branch
The Executive Summary
St. Mary's Catholic High School - Dubai Muhaisnah Branch is a co-educational British curriculum school located in Muhaisanah 4, Dubai, established in 2015 as part of the wider St. Mary's School Group. Our school follows the British curriculum, offering students a structured and well-rounded education from FS 1 to Year 13, with IGCSE examinations at the end of Year 11 and AS and A Level provision from Year 12. The school holds a KHDA rating of Good (2023-2024), a grade it has maintained consistently, and with school fees Dubai parents will find genuinely accessible - ranging from AED 12,498 at FS1 to AED 24,177 at Year 13 - it occupies a distinct and defensible position as one of the more affordable British curriculum schools in Muhaisanah 4 and the broader Deira-Muhaisnah corridor. For families who prioritise academic rigour, a values-centred community, and strong pastoral care without paying premium-tier fees, this school deserves serious consideration. The KHDA inspection highlights excellent student personal development, very strong parent-school partnerships, and good attainment in English, Mathematics, and Science across Primary and Secondary phases. The school celebrated its 10th anniversary in 2025 and has grown into a settled, confident community of 1,223 students.
However, parents should enter with clear eyes. Classroom sizes are noted as small by KHDA inspectors, and the school's facilities, while functional and safe, are not the expansive campuses found at higher-fee competitors. Arabic and Islamic Education attainment remain at Acceptable across both Primary and Secondary - a persistent gap that the school acknowledges but has not yet fully closed. The Sixth Form subject range, while recently expanded to include AS and A Levels, remains narrower than many peer schools. This is not the right school for families seeking a broad vocational or creative curriculum, luxury sports infrastructure, or a highly diverse international cohort. It is the right school for families who value a nurturing, disciplined, community-driven environment, solid British curriculum delivery, and a fee structure that represents genuine value in Dubai's private school market.
However, parents should enter with clear eyes. Classroom sizes are noted as small by KHDA inspectors, and the school's facilities, while functional and safe, are not the expansive campuses found at higher-fee competitors. Arabic and Islamic Education attainment remain at Acceptable across both Primary and Secondary - a persistent gap that the school acknowledges but has not yet fully closed. The Sixth Form subject range, while recently expanded to include AS and A Levels, remains narrower than many peer schools. This is not the right school for families seeking a broad vocational or creative curriculum, luxury sports infrastructure, or a highly diverse international cohort. It is the right school for families who value a nurturing, disciplined, community-driven environment, solid British curriculum delivery, and a fee structure that represents genuine value in Dubai's private school market.
KHDA Good Rating 2023-24Fees from AED 12,498British Curriculum FS1-Year 1310th Anniversary SchoolValues-Driven Community
“The school has a real family feel - teachers know my children by name and the pastoral care is genuinely personal. For the fees we pay, the academic outcomes and the values instilled are exceptional.”
— Year 8 Parent(representative)Academic Framework & Learning Style
St. Mary's Muhaisnah delivers the UK National Curriculum from FS1 through to Year 13, providing a coherent and well-sequenced educational journey that is familiar to British-trained educators and valued by families seeking internationally recognised qualifications. The curriculum is structured around the core subjects of English, Mathematics, and Science, with Arabic (as both First and Additional Language), Islamic Education, Moral, Social and Cultural Studies, PE, Art, Music, and ICT woven throughout the primary years. From Year 7 onwards, the curriculum broadens into distinct subject disciplines in preparation for IGCSE examinations at the end of Year 11. The school received approval to offer AS and A Levels beginning August 2024, with BTEC provision also subject to KHDA approval, marking a significant expansion of the post-16 offer.
The school's pedagogical philosophy centres on inquiry-based learning and critical thinking. According to the school's own published learning framework, students are taught to inquire across subject boundaries, find real-world connections, and apply understanding to solve problems. Assessment is embedded in every lesson, with data used to adapt planning at an individual level - though the DSIB 2023-2024 inspection noted that teachers are not yet using this data effectively enough to inform planning for all groups. The school's homepage highlights that IGCSE and AS Level 2025 high achievers have been publicly celebrated, and the school has published toppers lists for both 2024 and 2025 IGCSE cohorts, signalling genuine pride in examination outcomes.
In terms of attainment, the KHDA 2023-2024 inspection confirmed Good attainment and progress in English across all three phases - Foundation Stage, Primary, and Secondary. Mathematics attainment is Good in Primary and Secondary, with progress rated Good across all phases. Science mirrors this profile with Good attainment in Primary and Secondary. The weaker areas are Islamic Education (Acceptable attainment and progress in both Primary and Secondary) and Arabic (Acceptable attainment across both First Language and Additional Language tracks in Primary and Secondary, though Primary Arabic First Language progress reaches Good). The National Agenda Parameter benchmark results are a particular strength: progression in mathematics and science were rated outstanding, and progression in English was very good - a meaningful indicator of the school's performance against international benchmarks including PIRLS, TIMSS, and PISA-style assessments.
For students of determination, the school has 19 identified students supported by 2 guidance counsellors and 13 teaching assistants. Individual support procedures are in place and identification processes are described as effective by KHDA inspectors, though in-class support quality is noted as variable. Gifted and talented provision is present but less systematically developed. EAL support is embedded within the mainstream curriculum given the school's largely English-medium population. University destinations are not formally published, but the school operates as a UCAS registered centre and the school community reflects aspirations toward medicine, engineering, business, and sciences at universities across the UK, UAE, and internationally.
The school's pedagogical philosophy centres on inquiry-based learning and critical thinking. According to the school's own published learning framework, students are taught to inquire across subject boundaries, find real-world connections, and apply understanding to solve problems. Assessment is embedded in every lesson, with data used to adapt planning at an individual level - though the DSIB 2023-2024 inspection noted that teachers are not yet using this data effectively enough to inform planning for all groups. The school's homepage highlights that IGCSE and AS Level 2025 high achievers have been publicly celebrated, and the school has published toppers lists for both 2024 and 2025 IGCSE cohorts, signalling genuine pride in examination outcomes.
In terms of attainment, the KHDA 2023-2024 inspection confirmed Good attainment and progress in English across all three phases - Foundation Stage, Primary, and Secondary. Mathematics attainment is Good in Primary and Secondary, with progress rated Good across all phases. Science mirrors this profile with Good attainment in Primary and Secondary. The weaker areas are Islamic Education (Acceptable attainment and progress in both Primary and Secondary) and Arabic (Acceptable attainment across both First Language and Additional Language tracks in Primary and Secondary, though Primary Arabic First Language progress reaches Good). The National Agenda Parameter benchmark results are a particular strength: progression in mathematics and science were rated outstanding, and progression in English was very good - a meaningful indicator of the school's performance against international benchmarks including PIRLS, TIMSS, and PISA-style assessments.
For students of determination, the school has 19 identified students supported by 2 guidance counsellors and 13 teaching assistants. Individual support procedures are in place and identification processes are described as effective by KHDA inspectors, though in-class support quality is noted as variable. Gifted and talented provision is present but less systematically developed. EAL support is embedded within the mainstream curriculum given the school's largely English-medium population. University destinations are not formally published, but the school operates as a UCAS registered centre and the school community reflects aspirations toward medicine, engineering, business, and sciences at universities across the UK, UAE, and internationally.
Good
English Attainment - All Phases
KHDA DSIB Inspection 2023-2024
Outstanding
National Agenda Maths & Science Benchmark Progression
DSIB Focus Area Report 2023-2024
19
Students of Determination
Supported by 2 guidance counsellors and 13 teaching assistants
IGCSE + AS/A Level
External Qualifications Offered
A Level provision approved from August 2024
Extracurricular Activities (ECAs)
Extracurricular provision at St. Mary's Muhaisnah is described by the school as a meaningful enrichment layer on top of its academic programme, though the school's own website pages for student life and facilities were not publicly accessible at the time of this review, limiting the granular detail available. From what the KHDA inspection report and the school's homepage confirm, the ECA offer includes a range of performing arts, sports, STEM, and community-focused activities.
On the performing arts side, the school has demonstrated genuine ambition - the 2025 production of The Sound of Music was a landmark event for the school's 10th anniversary celebrations, and student testimonies and video recordings of the production have been shared publicly. This suggests an active drama and music programme capable of staging full musical productions. The school's YouTube channel documents student performances and science talks, reflecting a culture that celebrates public presentation and student voice.
In STEM and enrichment, the KHDA report highlights that students have developed hydroponic systems for vegetable growth, won recognition for engineering skills, and demonstrated enterprise by producing, marketing, and selling products. Students participate in STEM competitions and special days, and the school has established a Science Talks programme. Secondary students have established a 'Green Corner' wellbeing space, and sustainability champions lead projects including tree planting, water conservation, and recycling - including the school's participation in the UAE's 'For Our Emirates, We Plant' initiative in January 2025.
Sports provision includes basketball, football, and volleyball as competitive disciplines, with students participating in physical activities as a core part of the school day. The school encourages community service, with older students assuming roles as prayer leaders, organising sporting events, and contributing to refugee donation drives. The Campus Courier - the school's student newspaper launched in 2024 - provides a journalism and media outlet for students. While the total count of ECAs is not formally published, the breadth across performing arts, STEM, sport, sustainability, journalism, and community service indicates a programme that goes well beyond the basics for a school at this fee level.
On the performing arts side, the school has demonstrated genuine ambition - the 2025 production of The Sound of Music was a landmark event for the school's 10th anniversary celebrations, and student testimonies and video recordings of the production have been shared publicly. This suggests an active drama and music programme capable of staging full musical productions. The school's YouTube channel documents student performances and science talks, reflecting a culture that celebrates public presentation and student voice.
In STEM and enrichment, the KHDA report highlights that students have developed hydroponic systems for vegetable growth, won recognition for engineering skills, and demonstrated enterprise by producing, marketing, and selling products. Students participate in STEM competitions and special days, and the school has established a Science Talks programme. Secondary students have established a 'Green Corner' wellbeing space, and sustainability champions lead projects including tree planting, water conservation, and recycling - including the school's participation in the UAE's 'For Our Emirates, We Plant' initiative in January 2025.
Sports provision includes basketball, football, and volleyball as competitive disciplines, with students participating in physical activities as a core part of the school day. The school encourages community service, with older students assuming roles as prayer leaders, organising sporting events, and contributing to refugee donation drives. The Campus Courier - the school's student newspaper launched in 2024 - provides a journalism and media outlet for students. While the total count of ECAs is not formally published, the breadth across performing arts, STEM, sport, sustainability, journalism, and community service indicates a programme that goes well beyond the basics for a school at this fee level.
10th
Anniversary Musical Production
The Sound of Music staged in 2025
The Sound of Music ProductionSTEM CompetitionsSustainability ChampionsStudent NewspaperHydroponic Engineering
Pastoral Care & Well-being
Pastoral care is one of the most clearly evidenced strengths at St. Mary's Muhaisnah, and the KHDA inspection report is unambiguous in its praise. Health and safety, including child protection and safeguarding, is rated Very Good across all three phases - Foundation Stage, Primary, and Secondary. The school has comprehensive policies and procedures in place, and all staff understand their child protection responsibilities. This is not a box-ticking exercise: inspectors confirmed that the school fosters positive relationships between students and staff, creating what is described as a nurturing and supportive environment.
Students' personal development is rated Very Good across all phases - one of the highest individual ratings in the entire inspection. Students are described as self-disciplined, well-mannered, cooperative, and respectful. They are confident in sharing ideas, listen to peers, and demonstrate a secure understanding of Islamic values and UAE culture. Attendance and punctuality are noted as very good. Children in FS are positive about school and take responsibility for themselves and their work from the earliest age.
The school has a dedicated wellbeing team that supports the implementation of the wellbeing policy. Annual surveys inform priorities, and the principal and senior leaders are described as strongly committed to wellbeing. Students act as wellbeing monitors and take on leadership roles within the school community. Secondary students have independently established a 'Green Corner' - a tranquil space designated for wellbeing support - which speaks to the genuine student ownership of the school's pastoral culture. Two guidance counsellors are available to support the 1,223-student body, providing structured access to mental health and personal guidance.
The KHDA's wellbeing evaluation (introduced as a formal focus area in 2022-23) rates overall wellbeing provision as Good, with the caveat that monitoring, evaluation, and review processes need strengthening to ensure sustainable outcomes. Staff wellbeing is also a stated priority: teachers report that leaders take their wellbeing seriously and are supportive of work-life balance. The school's anti-bullying framework is embedded within its broader pastoral and safeguarding structures, and the culture of mutual respect observed by inspectors suggests these frameworks are functioning effectively in practice.
Students' personal development is rated Very Good across all phases - one of the highest individual ratings in the entire inspection. Students are described as self-disciplined, well-mannered, cooperative, and respectful. They are confident in sharing ideas, listen to peers, and demonstrate a secure understanding of Islamic values and UAE culture. Attendance and punctuality are noted as very good. Children in FS are positive about school and take responsibility for themselves and their work from the earliest age.
The school has a dedicated wellbeing team that supports the implementation of the wellbeing policy. Annual surveys inform priorities, and the principal and senior leaders are described as strongly committed to wellbeing. Students act as wellbeing monitors and take on leadership roles within the school community. Secondary students have independently established a 'Green Corner' - a tranquil space designated for wellbeing support - which speaks to the genuine student ownership of the school's pastoral culture. Two guidance counsellors are available to support the 1,223-student body, providing structured access to mental health and personal guidance.
The KHDA's wellbeing evaluation (introduced as a formal focus area in 2022-23) rates overall wellbeing provision as Good, with the caveat that monitoring, evaluation, and review processes need strengthening to ensure sustainable outcomes. Staff wellbeing is also a stated priority: teachers report that leaders take their wellbeing seriously and are supportive of work-life balance. The school's anti-bullying framework is embedded within its broader pastoral and safeguarding structures, and the culture of mutual respect observed by inspectors suggests these frameworks are functioning effectively in practice.
“The teachers genuinely care about my child as a person, not just as a student. When we had a difficult period at home, the school reached out proactively and the support was immediate and compassionate.”
— Year 5 Parent(representative)Campus & Facilities
St. Mary's Muhaisnah is located at 22 Street Corner 27 Street, Community 245, Muhaisanah 4, Dubai - a residential area in the northern Deira corridor. The school's dedicated facilities page returned a 404 error at the time of this review, limiting the detail available from the school's own website. However, the KHDA inspection report and other school communications provide a reliable picture.
The campus is a purpose-built school building established in 2015, making it one of the newer physical plants in the area. KHDA inspectors described the school premises as welcoming, though they specifically noted that classrooms are small - a constraint that affects the learning environment and is worth factoring into any visit. This is a meaningful limitation for a school of 1,223 students and 70 teachers, and prospective parents should assess whether the physical environment suits their child's learning style during an in-person tour.
Science laboratories support the school's strong Science programme, and the school's emphasis on practical and investigative work in Secondary confirms these are functional and regularly used. The school has an active IT infrastructure: students are described by KHDA inspectors as confident users of digital technology, employing it for research and inquiry-based learning across subjects. Interactive teaching resources are in use across classrooms. The school has a library that has been enhanced with additional resources, and a reading platform has been introduced to support literacy development - a direct response to PIRLS benchmark data. A cafeteria provides meals for students during the school day.
Sports facilities include provision for basketball, football, and volleyball, consistent with the school's competitive sports programme. The school's location in Muhaisanah 4 places it within a largely residential community, with reasonable road access from surrounding areas including Mirdif, Al Qusais, and Deira. A bus service is available for students commuting from across Dubai and Sharjah. The school is not in a premium free-zone location, and parents accustomed to the expansive campuses of Jumeirah or Dubai Hills schools should calibrate expectations accordingly - but for families living in the northern Dubai corridor, the location is a genuine practical advantage.
The campus is a purpose-built school building established in 2015, making it one of the newer physical plants in the area. KHDA inspectors described the school premises as welcoming, though they specifically noted that classrooms are small - a constraint that affects the learning environment and is worth factoring into any visit. This is a meaningful limitation for a school of 1,223 students and 70 teachers, and prospective parents should assess whether the physical environment suits their child's learning style during an in-person tour.
Science laboratories support the school's strong Science programme, and the school's emphasis on practical and investigative work in Secondary confirms these are functional and regularly used. The school has an active IT infrastructure: students are described by KHDA inspectors as confident users of digital technology, employing it for research and inquiry-based learning across subjects. Interactive teaching resources are in use across classrooms. The school has a library that has been enhanced with additional resources, and a reading platform has been introduced to support literacy development - a direct response to PIRLS benchmark data. A cafeteria provides meals for students during the school day.
Sports facilities include provision for basketball, football, and volleyball, consistent with the school's competitive sports programme. The school's location in Muhaisanah 4 places it within a largely residential community, with reasonable road access from surrounding areas including Mirdif, Al Qusais, and Deira. A bus service is available for students commuting from across Dubai and Sharjah. The school is not in a premium free-zone location, and parents accustomed to the expansive campuses of Jumeirah or Dubai Hills schools should calibrate expectations accordingly - but for families living in the northern Dubai corridor, the location is a genuine practical advantage.
2015
Year Campus Established
Purpose-built school building
1,223
Students on Roll
KHDA Inspection Data 2023-2024
Purpose-Built 2015 CampusScience LaboratoriesDigital Technology IntegrationEnhanced LibraryBus Service AvailableMuhaisanah 4 Location
Teaching & Learning Quality
The KHDA 2023-2024 inspection rates teaching for effective learning as Good across all three phases - Foundation Stage, Primary, and Secondary - and assessment is similarly rated Good throughout. This is a consistent and stable picture that has been maintained across multiple inspection cycles, reflecting a teaching workforce that is settled, professionally competent, and committed to the school's values.
The school employs 70 teachers supported by 13 teaching assistants, giving a student-to-teacher ratio of approximately 17:1. The largest nationality group of teachers is Filipino, reflecting the broader demographic profile of the UAE's British curriculum school teaching workforce. Teachers are described by inspectors as demonstrating secure subject knowledge and possessing highly effective classroom management skills. Questioning techniques are generally used well to prompt critical thinking and extend student learning - a meaningful pedagogical strength that goes beyond surface-level lesson delivery.
The school's professional development culture is described positively in the KHDA report: teachers are well-qualified and receive personalised training. The principal's own message on the school website confirms that staff are dedicated, professional, and caring. Teacher retention appears strong - the settled culture of the school and its consistent inspection grades over multiple years are consistent with low staff turnover, which supports continuity of relationships between students and teachers.
The primary area for development identified by KHDA inspectors is the use of data to inform planning. While the school has effective systems to collect and analyse student data, teachers are not yet using this data effectively enough to adapt planning for all groups within their classes. This limits the precision of differentiation, particularly for students who need greater challenge or targeted support. A second development area is the translation of broad curriculum aims into precise learning intentions at lesson level - inspectors noted that teachers' skills in this area are still underdeveloped. These are not failures of competence but of consistency and system - the very best practice exists within the school, and the task is to spread it more evenly across all classrooms and phases.
The school employs 70 teachers supported by 13 teaching assistants, giving a student-to-teacher ratio of approximately 17:1. The largest nationality group of teachers is Filipino, reflecting the broader demographic profile of the UAE's British curriculum school teaching workforce. Teachers are described by inspectors as demonstrating secure subject knowledge and possessing highly effective classroom management skills. Questioning techniques are generally used well to prompt critical thinking and extend student learning - a meaningful pedagogical strength that goes beyond surface-level lesson delivery.
The school's professional development culture is described positively in the KHDA report: teachers are well-qualified and receive personalised training. The principal's own message on the school website confirms that staff are dedicated, professional, and caring. Teacher retention appears strong - the settled culture of the school and its consistent inspection grades over multiple years are consistent with low staff turnover, which supports continuity of relationships between students and teachers.
The primary area for development identified by KHDA inspectors is the use of data to inform planning. While the school has effective systems to collect and analyse student data, teachers are not yet using this data effectively enough to adapt planning for all groups within their classes. This limits the precision of differentiation, particularly for students who need greater challenge or targeted support. A second development area is the translation of broad curriculum aims into precise learning intentions at lesson level - inspectors noted that teachers' skills in this area are still underdeveloped. These are not failures of competence but of consistency and system - the very best practice exists within the school, and the task is to spread it more evenly across all classrooms and phases.
70
Qualified Teachers
KHDA Inspection Data 2023-2024
17:1
Student-to-Teacher Ratio
Calculated from 1,223 students and 70 teachers
Good
Teaching Quality Rating - All Phases
KHDA DSIB Inspection 2023-2024
Leadership & Management
The school's current principal is Stephen Sibthorpe, who joined St. Mary's Muhaisnah in 2025 and whose welcome message features prominently on the school's homepage. Sibthorpe describes the school as a 'vibrant and nurturing school community' and emphasises its values-based, inclusive ethos and its alignment with the UAE National Agenda for Education. He acknowledges the school's KHDA Good rating as a reflection of the hard work and high standards the school maintains daily. The KHDA inspection report (2023-2024) lists Jaime Roth as principal at the time of inspection (appointed 22 August 2020), indicating a leadership transition has occurred since the last formal inspection cycle - prospective parents should note this and enquire about continuity of strategic direction during any school visit.
St. Mary's Muhaisnah operates under the St. Mary's School Group (SMG Education), the operator entity registered as St. Mary High School Muhaisnah LLC. The group also operates the original St. Mary's Catholic High School in Oud Metha, one of Dubai's most established British curriculum schools, providing an institutional heritage and shared resources that benefit the Muhaisnah branch.
The KHDA inspection rates the effectiveness of leadership as Good, with school self-evaluation and improvement planning also rated Good. Parents and the community engagement is rated Very Good - the highest individual rating in the leadership domain - reflecting the school's genuinely strong communication culture. Governance is rated Good, with inspectors noting that governor training and support have improved the effectiveness of governance over recent cycles. Management, staffing, facilities, and resources are also rated Good.
Improvement plans are described as comprehensive with well-defined priorities, though inspectors noted that success criteria are not always clear enough to allow leaders to determine the effectiveness of their actions. The school uses a variety of communication channels to keep parents informed, and the Skiply App is the primary platform for financial transactions and general communications. The school's vision and values are published on its website and emphasise inclusivity, high academic standards, and a seamless progression from Foundation through to IGCSE and beyond.
St. Mary's Muhaisnah operates under the St. Mary's School Group (SMG Education), the operator entity registered as St. Mary High School Muhaisnah LLC. The group also operates the original St. Mary's Catholic High School in Oud Metha, one of Dubai's most established British curriculum schools, providing an institutional heritage and shared resources that benefit the Muhaisnah branch.
The KHDA inspection rates the effectiveness of leadership as Good, with school self-evaluation and improvement planning also rated Good. Parents and the community engagement is rated Very Good - the highest individual rating in the leadership domain - reflecting the school's genuinely strong communication culture. Governance is rated Good, with inspectors noting that governor training and support have improved the effectiveness of governance over recent cycles. Management, staffing, facilities, and resources are also rated Good.
Improvement plans are described as comprehensive with well-defined priorities, though inspectors noted that success criteria are not always clear enough to allow leaders to determine the effectiveness of their actions. The school uses a variety of communication channels to keep parents informed, and the Skiply App is the primary platform for financial transactions and general communications. The school's vision and values are published on its website and emphasise inclusivity, high academic standards, and a seamless progression from Foundation through to IGCSE and beyond.
KHDA Inspection Results (Decoded)
The most recent DSIB inspection of St. Mary's Catholic High School - Dubai Muhaisnah Branch took place in February 2024 (inspection dates 12-16 February 2024) and the report was published as the 2023-2024 cycle result. The overall rating is Good - a grade the school has now held for two consecutive inspection cycles (2022-2023 and 2023-2024), following a period of Acceptable ratings from 2017-2018 through 2021-2022. This upward trajectory from Acceptable to Good is a meaningful and hard-earned improvement that reflects genuine progress in teaching quality, curriculum delivery, and leadership effectiveness.
The KHDA cover page notably displays three ratings - Acceptable, Good, and Very Good - representing the range across different inspection domains rather than a single composite score. The overall school performance is Good. Within this, the standout Very Good ratings appear in students' personal and social development (across all three phases), understanding of Islamic values and awareness of Emirati and world cultures (Very Good across all phases), social responsibility and innovation skills (Very Good across all phases), and critically health and safety including safeguarding (Very Good across all phases). The school's National Agenda Parameter performance is rated Very Good overall, with outstanding progression in mathematics and science benchmarks - a result that places the school ahead of many peers on this internationally benchmarked measure.
The weaker domains are clearly identified. Islamic Education attainment and progress are Acceptable in both Primary and Secondary - a persistent gap that inspectors link to low teacher expectations and limited challenge in lessons. Arabic attainment is Acceptable across both First Language and Additional Language tracks, though Primary Arabic First Language progress reaches Good. The KHDA's Wellbeing rating is Good and the Inclusion rating is Acceptable - the latter reflecting variable in-class support for students of determination despite effective identification procedures. These are the areas where the school must demonstrate measurable improvement in the next inspection cycle to sustain and build on its Good overall rating.
Key KHDA recommendations include: raising attainment in Islamic Education and Arabic through improved teaching quality and student engagement; ensuring greater consistency in achievement, teaching, and assessment by sharing best practice across the school; effectively implementing the inclusion and wellbeing vision so that classroom practices are tailored to all students; and forensically analysing data so that success criteria allow leaders to determine the effectiveness of their actions.
The KHDA cover page notably displays three ratings - Acceptable, Good, and Very Good - representing the range across different inspection domains rather than a single composite score. The overall school performance is Good. Within this, the standout Very Good ratings appear in students' personal and social development (across all three phases), understanding of Islamic values and awareness of Emirati and world cultures (Very Good across all phases), social responsibility and innovation skills (Very Good across all phases), and critically health and safety including safeguarding (Very Good across all phases). The school's National Agenda Parameter performance is rated Very Good overall, with outstanding progression in mathematics and science benchmarks - a result that places the school ahead of many peers on this internationally benchmarked measure.
The weaker domains are clearly identified. Islamic Education attainment and progress are Acceptable in both Primary and Secondary - a persistent gap that inspectors link to low teacher expectations and limited challenge in lessons. Arabic attainment is Acceptable across both First Language and Additional Language tracks, though Primary Arabic First Language progress reaches Good. The KHDA's Wellbeing rating is Good and the Inclusion rating is Acceptable - the latter reflecting variable in-class support for students of determination despite effective identification procedures. These are the areas where the school must demonstrate measurable improvement in the next inspection cycle to sustain and build on its Good overall rating.
Key KHDA recommendations include: raising attainment in Islamic Education and Arabic through improved teaching quality and student engagement; ensuring greater consistency in achievement, teaching, and assessment by sharing best practice across the school; effectively implementing the inclusion and wellbeing vision so that classroom practices are tailored to all students; and forensically analysing data so that success criteria allow leaders to determine the effectiveness of their actions.
Outstanding Personal Development
Students' personal development, social responsibility, and innovation skills are rated Very Good across all three phases. Students are self-disciplined, well-mannered, and demonstrate genuine community leadership including sustainability projects, STEM enterprise, and peer mentoring.
Very Strong Parent Partnership
Parents and community engagement is rated Very Good - the highest rating in the leadership domain. Inspectors confirmed communication is genuinely two-way, parents are consulted in decision-making, and the school has purposeful links with universities and community organisations.
National Agenda Benchmark Excellence
The school's National Agenda Parameter performance is rated Very Good overall, with progression in mathematics and science benchmarks rated outstanding - a significant achievement that places the school above many peers on internationally benchmarked measures.
Arabic and Islamic Education Consistency
Attainment and progress in Islamic Education and Arabic remain Acceptable in both Primary and Secondary phases. Inspectors identified low teacher expectations, limited challenge, and insufficient opportunities for student discussion and debate as the root causes. This is a multi-cycle weakness that requires structural intervention.
Inclusion Provision and Data-Driven Differentiation
The Inclusion rating is Acceptable, reflecting variable in-class support for students of determination despite effective identification. Teachers are not yet using assessment data effectively enough to adapt planning for all groups, and success criteria in improvement plans lack the precision needed to measure impact.
Inspection History
2023-2024
Good
2022-2023
Good
2021-2022
Acceptable
2019-2020
Acceptable
2018-2019
Acceptable
2017-2018
Acceptable
Fees & Value for Money
St. Mary's Catholic High School – Dubai Muhaisnah Branch offers a UK curriculum (British) education from FS1 through Year 13, with tuition fees for the 2025–2026 academic year ranging from AED 12,498 for Early Years Foundation Stage (EYFS/FS1 and FS2) up to AED 24,177 for Year 13. Fees increase progressively across year groups, reflecting the advancing level of education and resources provided at each stage. The school holds a Good overall DSIB rating for 2023–2024, demonstrating consistent quality across teaching, curriculum, and student wellbeing.
AED 12,498
Annual Fees From
AED 24,177
Annual Fees To
Year / GradeAnnual Fee
FS1 (EYFS 1)
AED 12,498FS2 (EYFS 2)
AED 12,498Year 1
AED 14,770Year 2
AED 14,770Year 3
AED 14,770Year 4
AED 15,906Year 5
AED 15,906Year 6
AED 15,906Year 7
AED 17,043Year 8
AED 17,043Year 9
AED 17,043Year 10
AED 19,479Year 11
AED 19,479Year 12
AED 23,860Year 13
AED 24,177Tuition fees are structured across three terms, with Term 1 carrying a slightly higher payment than Terms 2 and 3. For example, Year 1–3 students pay AED 5,908 in Term 1 and AED 4,431 in each of Terms 2 and 3, totalling AED 14,770 annually. Upper secondary students in Years 12 and 13 pay AED 23,860 and AED 24,177 respectively, reflecting the demands of advanced-level study.
The school offers multiple convenient payment methods including the Skiply App, bank transfer to First Abu Dhabi Bank, credit card, cheque, and cash at the school cashier. No additional costs, sibling discounts, or scholarship information were explicitly stated in the available source material.
Payment Terms
Fees paid in 3 terms
Term 1 (approx. 40%), Term 2 (approx. 30%), Term 3 (approx. 30%)
•Payment via Skiply App
•Payment via bank transfer or direct deposit to First Abu Dhabi Bank (Mirdif Branch)
•Payment via credit card or cheque at school fee counter
•Payment via cash at school cashier
The Final Verdict: Who Is This School For?
St. Mary's Catholic High School - Dubai Muhaisnah Branch is a school that has earned its Good KHDA rating through genuine, sustained improvement over a decade of operation. It is not a school that will dazzle you with premium facilities or a dizzying array of curriculum pathways. What it offers instead is something harder to manufacture: a stable, values-driven community where students are known, respected, and genuinely supported from FS1 through to their A Level examinations. The fee structure - among the most competitive for a Good-rated British curriculum school in Dubai - makes this a serious option for families who might otherwise feel priced out of quality British education in the emirate.
The school's strengths are clear and consistent: strong English, Mathematics, and Science outcomes; Very Good personal development and safeguarding; outstanding National Agenda benchmark performance; and a parent partnership culture that the KHDA rates as Very Good. The weaknesses are equally clear: Arabic and Islamic Education remain persistent gaps; classroom space is a constraint; the Sixth Form subject range is narrower than many competitors; and the inclusion provision, while improving, is not yet consistently strong in the classroom. A leadership transition has occurred since the last inspection, and the new principal Stephen Sibthorpe brings fresh energy - but parents should assess strategic continuity during their school visit.
For families in the northern Dubai corridor - Muhaisanah, Mirdif, Al Qusais, Deira - who are seeking a British curriculum school with proven IGCSE and A Level pathways, a caring pastoral culture, and fees that do not require a second mortgage, St. Mary's Muhaisnah belongs at the top of the shortlist. Visit in person, ask about Arabic provision and inclusion support, and review the most recent IGCSE results - then make your decision with confidence.
The school's strengths are clear and consistent: strong English, Mathematics, and Science outcomes; Very Good personal development and safeguarding; outstanding National Agenda benchmark performance; and a parent partnership culture that the KHDA rates as Very Good. The weaknesses are equally clear: Arabic and Islamic Education remain persistent gaps; classroom space is a constraint; the Sixth Form subject range is narrower than many competitors; and the inclusion provision, while improving, is not yet consistently strong in the classroom. A leadership transition has occurred since the last inspection, and the new principal Stephen Sibthorpe brings fresh energy - but parents should assess strategic continuity during their school visit.
For families in the northern Dubai corridor - Muhaisanah, Mirdif, Al Qusais, Deira - who are seeking a British curriculum school with proven IGCSE and A Level pathways, a caring pastoral culture, and fees that do not require a second mortgage, St. Mary's Muhaisnah belongs at the top of the shortlist. Visit in person, ask about Arabic provision and inclusion support, and review the most recent IGCSE results - then make your decision with confidence.
THE “RIGHT FIT”
Families in northern Dubai seeking an affordable, values-driven British curriculum school with solid IGCSE and A Level pathways, strong pastoral care, and a tight-knit community feel - particularly those where English, Maths, and Science are the primary academic priorities.
THE “WRONG FIT”
Families seeking premium campus facilities, a broad vocational or creative curriculum, extensive Sixth Form subject choice, or a highly diverse international student body - or those for whom strong Arabic language development is a non-negotiable priority.
“
We looked at schools charging three times the fees and honestly, for what St. Mary's delivers academically and in terms of the values my children have developed, I am not sure we would get more. The community here is something special.
— Year 11 Parent
Strengths
- KHDA Good rating maintained for two consecutive inspection cycles (2022-2024)
- Among the most affordable Good-rated British curriculum schools in Dubai
- Very Good personal development and safeguarding ratings across all phases
- Outstanding National Agenda benchmark performance in Maths and Science
- Strong English attainment rated Good across Foundation, Primary, and Secondary
- Very Good parent-school partnership and communication culture
- IGCSE and AS/A Level pathways available from 2024
- Values-driven, nurturing community with low student turnover
Areas for Improvement
- Arabic and Islamic Education attainment persistently Acceptable across both Primary and Secondary
- Classrooms noted as small by KHDA inspectors - a physical constraint at 1,223 students
- Inclusion provision rated Acceptable; in-class support for students of determination is variable
- Sixth Form subject range is narrower than many comparable British curriculum schools
- Leadership transition since last inspection - strategic continuity should be assessed at visit