The National Charity School for Girls dubai - Al Garhoud Branch
Executive Summary
The National Charity School for Girls, located in Al Garhoud, is a long-established girls' school founded in 1984 and following the Ministry of Education (MoE) curriculum. The school received an overall rating of Acceptable in the 2023-2024 DSIB inspection, a rating it has maintained consistently across many inspection cycles.
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 consistently meets an acceptable standard. Students' personal and social development is a notable strength, rated Very Good in both cycles, with students demonstrating responsible attitudes and respectful relationships.
The inspection identified key areas requiring improvement, including the quality of teaching - which relies heavily on didactic methods - and the effectiveness of school improvement planning. Leadership across all categories was rated Acceptable, with the newly appointed principal committed to UAE priorities and inclusion. Strengthening safeguarding procedures, raising teacher expectations, and improving governance capacity for professional development were among the key recommendations.
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 an individual academic passport is an emerging feature of provision. However, the quality of differentiated support is variable, and IEPs currently focus on general rather than specific targets. Students of DeterminationIEPsInclusive Ethos
The school is at an early stage 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. Digital SafetyWellbeing PolicyStudent 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 judgement 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 modify lessons and curriculum is still developing. PIRLS 2021National AgendaBenchmark Assessments
Key Highlights
Standout achievements identified by the inspection team that distinguish this school.
Strong Personal Development
Students demonstrate very positive attitudes, responsible behaviour, and respectful relationships across both cycles, contributing to a strong and positive school ethos.
Mathematics Achievement
Students show Good attainment and progress in mathematics across both Cycle 2 and Cycle 3, with the majority demonstrating above-expected progress in the subject.
Islamic & Cultural Awareness
Students, particularly in Cycle 3, demonstrate outstanding knowledge and understanding of Islamic values, Emirati culture, and world cultures, which is a highlighted strength of the school.
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 report.
Safeguarding Policies
Appropriate safeguarding policies and procedures are in place, shared with all stakeholders, and staff are trained in their implementation. The clinic is well-staffed with a proactive medical team.
Academic Performance Breakdown
Mathematics is the school's strongest academic subject, rated Good in both cycles. All other core subjects - Islamic Education, Arabic, 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
The newly appointed principal and school leaders demonstrate commitment to UAE priorities and an inclusive ethos, maintaining positive professional relationships and a supportive learning environment. However, self-evaluation lacks realism in some areas, and improvement planning does not yet include sufficiently specific measurable outcomes. Middle leadership capacity to drive improvements in teaching and learning requires further development.
Inspection Findings
Students' Outcomes
Students demonstrate Good attainment and progress in mathematics across both cycles, while Islamic Education, Arabic, English, and Science consistently meet acceptable standards. Personal and social development is a notable strength, rated Very Good in both cycles, with students showing responsible attitudes, respectful relationships, and a mature awareness of cultural and environmental issues.
Personal Development
Students are highly motivated, consistently well-behaved, and demonstrate very positive attitudes towards school. They show a clear understanding of Islamic values, Emirati culture, and world cultures, particularly in Cycle 3, and actively contribute to the community through volunteering and environmental initiatives. Incidences of bullying are exceptionally rare and attendance is very good.
Teaching Quality
Teaching quality is consistent across both cycles but predominantly relies on didactic methods, limiting students' opportunities for independent learning and critical thinking. Most teachers have secure subject knowledge, but expectations are not sufficiently high to ensure rapid progress, and learning objectives are not consistently matched to the needs of all student groups. Assessment data is not yet used effectively to adapt lessons or provide meaningful feedback to students.
Protection & Care
Appropriate safeguarding policies and procedures are in place, with well-maintained buildings and a proactive clinic team. However, risk assessments lack detail, and students' dismissal and access to school buildings are not controlled as effectively as they should be. Support for students of determination is adequate, while identification 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.
- •Ensure that teachers receive appropriate training to strengthen their support for struggling readers and that plans aimed at improving students' reading literacy are rigorously implemented and monitored.
- •Implement, embed, and continually review a student-led, focused, and structured approach to all aspects of wellbeing.