The National Charity School for Boys dubai - Al Garhoud Branch
Executive Summary
The National Charity School for Girls is an Arabic-medium school located in Al Garhoud, Dubai, following the Ministry of Education (MoE) curriculum for students in Grades 5 to 12. The school received an overall Acceptable rating in its 2023-2024 DSIB inspection, a consistent result that reflects both the school's stable foundations and the areas where further development is required.
Academically, students demonstrate Good attainment and progress in mathematics across both Cycle 2 and Cycle 3, which stands as the school's strongest subject. Attainment in Islamic Education, Arabic as a First Language, English, and Science is consistently at an Acceptable standard. Students' personal and social development is a notable strength, rated Very Good in both cycles, with students demonstrating responsible attitudes, respectful relationships, and a strong understanding of Islamic values and Emirati culture.
The inspection identified key areas requiring improvement, particularly in teaching quality, where didactic methods predominate and teacher expectations remain insufficiently high. Leadership and management across all categories - including governance, self-evaluation, and resource management - were rated Acceptable, with the newly appointed principal committed to the UAE's priorities. The school's improvement planning, professional development, and use of assessment data to drive student outcomes require strengthening.
Overall School Performance
Outstanding
Very Good
Good
Acceptable
Weak
Very Weak
The National Charity School for Girls - Al Garhoud Branch Overall Rating
Acceptable for 14+ 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 demonstrates a positive commitment to an inclusive ethos and welcomes students with a range of learning abilities. Assessment tools accurately identify students' needs, and individual academic passports are an emerging feature of provision. However, the quality of differentiated support is variable, and teachers do not consistently align in-class strategies to the specific needs of students of determination or those with gifts and talents. Students of DeterminationIEPsInclusive Ethos
The school is at the early stages of implementing its wellbeing policy, with most leaders understanding its importance but survey data not yet fully used to monitor or influence wellbeing development. Students generally report feeling safe and learning in a caring environment, and digital safety is a priority across both cycles. A formal, sustainable, student-led wellbeing structure is not yet in place, with initiatives focusing on intermittent whole-school events rather than daily wellbeing needs. Wellbeing PolicyDigital SafetyStudent Wellbeing
The school met its PIRLS 2021 target with an average score of 474, though overall benchmark performance across English, mathematics, and science reached only an acceptable standard over three years. Leaders are at an early stage of addressing key priorities through the National Agenda action plan, and data analysis is not yet sufficiently embedded to impact student outcomes. Teachers' use of data to reflect on and modify their practices is still developing. PIRLS 2021National AgendaBenchmark Assessments
Key Highlights
Standout achievements identified by the inspection team that distinguish this school.
Mathematics Achievement
Students across both Cycle 2 and Cycle 3 demonstrate Good attainment and progress in mathematics, with the majority achieving above curricular standards and showing strong skills in algebraic manipulation and geometric concepts.
Personal Development
Students' personal and social development is rated Very Good in both cycles, with students demonstrating highly motivated, respectful, and responsible attitudes that contribute to a strong and positive school ethos.
Islamic & Cultural Awareness
Students, particularly in Cycle 3, show a deep understanding of Islamic values, Emirati heritage, and world cultures, with Cycle 3 rated Very Good for cultural awareness and appreciation of diversity.
Improved Maths in Cycle 2
The school has achieved improved student achievement in mathematics in Cycle 2, recognised as a key highlight in the 2023-2024 inspection findings.
Safeguarding Policies
The school has effective safeguarding policies in place, with well-maintained buildings, trained staff, adequate student supervision on buses, and a proactive clinic team supporting student health and wellbeing.
Academic Performance Breakdown
Mathematics is the school's strongest academic subject, rated Good for attainment and progress in both cycles. All other subjects - Islamic Education, Arabic as a First Language, English, and Science - are rated Acceptable across both cycles.
Leadership & Management
Effectiveness of school governance, strategic planning, and leadership capacity to drive continuous improvement.
Leadership Approach
School leaders, including the newly appointed principal, demonstrate commitment to the UAE's priorities and an inclusive ethos, maintaining professional relationships and clear roles and responsibilities. Self-evaluation processes are becoming more systematic, though improvement planning requires more specific measurable outcomes and rigorous follow-up. The governing board is actively engaged but has yet to significantly influence the school's overall performance or secure sufficient improvements in response to previous inspection findings.
Inspection Findings
Students' Outcomes
Students demonstrate Good attainment and progress in mathematics across both cycles, while Islamic Education, Arabic, English, and Science are consistently at an Acceptable standard. Students' personal and social development is a notable strength, rated Very Good in both cycles, with responsible attitudes, respectful relationships, and strong cultural awareness. Learning skills are stronger in Cycle 3, rated Good, compared to Acceptable in Cycle 2.
Personal Development
Students are highly motivated, consistently well-behaved, and demonstrate very positive attitudes towards school and learning. They show a clear understanding of Islamic values, Emirati culture, and world cultures, particularly in Cycle 3. Students actively contribute to the community through volunteering, environmental initiatives, and entrepreneurial projects, with social responsibility and innovation skills rated Good in both cycles.
Teaching Quality
Teaching quality is consistent across both cycles but predominantly relies on didactic methods, limiting students' opportunities for independent learning, critical thinking, and problem-solving. Most teachers have secure subject knowledge, but expectations of what students can achieve are not sufficiently high to ensure rapid progress. Assessment information is not yet used effectively to adapt the curriculum or provide meaningful feedback to students.
Protection & Care
The school has effective safeguarding policies in place, with well-maintained buildings, trained staff, and a proactive clinic team. Students are adequately supervised on school buses, and relationships between staff and students are positive and supportive. However, risk assessments lack detail, dismissal procedures and visitor access controls require strengthening, and support for students with gifts and talents is still emerging.
Areas for Development
- •Strengthen safeguarding measures by improving dismissal procedures of students and managing visitors' entry to the school more effectively.
- •Enhance the quality of teaching to ensure that all students' needs are met by setting higher expectations and introducing increased challenge.
- •Refine the school's improvement planning and place a stronger emphasis on priorities, measurable outcomes, and comprehensive follow-up procedures.
- •Improve the capacity of the middle leaders to improve teaching and learning in their areas of responsibility.
- •Ensure governance prioritises the professional development of all members of staff and provides the necessary resources to support teaching and learning.