United International Private SchoolPhilippines School in Muhaisanah 1، Dubai
Curriculum
Philippines
KHDA
Acceptable
Location
Dubai, Muhaisanah 1
Fees
AED 5K - 12K
United International Private School
The Executive Summary
United International Private School Dubai holds a singular distinction in the UAE: it is the first Philippine school established in Dubai, founded in 1992 by Col. Mohammad Al Hersh and Dr. Mohamed ALNeyadi to serve the growing Filipino community in the emirate. Operating the Philippine Curriculum Dubai from KG1 through Grade 12, UIPS enrolls 1,823 students and occupies a purpose-built campus in Muhaisanah 1. Its KHDA rating stands at Acceptable - the minimum passing threshold - a position it has held since 2019-2020 after a downgrade from three consecutive Good ratings. School fees Dubai-wise are among the most affordable in the private sector, ranging from AED 5,457 to AED 11,990 per year, making this a genuine value proposition for Filipino families who prioritise cultural continuity and mother-tongue instruction alongside UAE regulatory compliance. For the right family, UIPS offers something genuinely irreplaceable: a school where Filipino culture, language, and values are not supplementary but central. The Muhaisanah 1 schools landscape is competitive, but no other school in the area replicates this cultural and curricular identity.
The honest picture, however, is more nuanced. KHDA inspectors have consistently identified weaknesses in academic attainment - particularly in Kindergarten and Primary - where teaching remains too teacher-directed and assessment data is underused. A 25% teacher turnover rate raises questions about staffing stability, and the library is described as under-resourced. Where UIPS genuinely excels is in students' personal and social development, rated Outstanding across all phases - a rare and meaningful distinction. Student behaviour is exemplary, attendance is exceptionally high, and the school community radiates a warmth and cohesion that is palpable. This is not the school for families chasing elite university destinations or top-percentile exam results. It is the school for Filipino families who want their children to grow up proud of their heritage, safe, happy, and academically functional - at a price point that is genuinely accessible.
The honest picture, however, is more nuanced. KHDA inspectors have consistently identified weaknesses in academic attainment - particularly in Kindergarten and Primary - where teaching remains too teacher-directed and assessment data is underused. A 25% teacher turnover rate raises questions about staffing stability, and the library is described as under-resourced. Where UIPS genuinely excels is in students' personal and social development, rated Outstanding across all phases - a rare and meaningful distinction. Student behaviour is exemplary, attendance is exceptionally high, and the school community radiates a warmth and cohesion that is palpable. This is not the school for families chasing elite university destinations or top-percentile exam results. It is the school for Filipino families who want their children to grow up proud of their heritage, safe, happy, and academically functional - at a price point that is genuinely accessible.
First Philippine School in DubaiKHDA Acceptable 2023-2024Outstanding Personal DevelopmentAED 5,457 - 11,990 FeesKG1 to Grade 12
“The school feels like a second home. My children know their teachers, their teachers know them, and the sense of community here is something you simply cannot find at a larger international school.”
— Grade 7 Parent(representative)Academic Framework & Learning Style
UIPS follows the Philippine K-12 Basic Education Curriculum as set by the Department of Education of the Philippines (DepEd), operating within the regulatory framework of both the KHDA and the UAE Ministry of Education. The school is additionally monitored by the Inter-Agency Committee on Philippine Schools Overseas - Commission on Filipinos Overseas (IACPSO-CFO), giving it a dual accountability structure unique among Dubai private schools. The curriculum spans four phases: Early Childhood (KG1-KG2), Primary (Grades 1-6), Junior High School (Grades 7-10), and Senior High School (Grades 11-12), with the STEM track now fully implemented in Senior High.
The academic picture is strongest at the top of the school and weakest at the bottom. In Senior High, attainment and progress in the language of instruction (Filipino) and English are both rated Very Good by KHDA inspectors, and learning skills reach the same level. Mathematics attainment reaches Good in Senior High, a meaningful improvement over the Acceptable rating seen in KG through Junior High. Science attainment and progress are both Good from Junior High upward. By Grade 12, KHDA inspectors describe students as articulate and eloquent speakers who employ varied and ambitious vocabulary - a genuine strength. In contrast, KG and Primary remain the school's Achilles heel, with mathematics attainment Acceptable across both phases, science progress Acceptable in Primary, and English progress only Acceptable in KG. The root cause identified by inspectors is a teaching approach that is too teacher-directed in the early years, limiting independent and active learning.
The school administers an unusually comprehensive battery of external and benchmark assessments, including the Cognitive Ability Test 4 (CAT4) for Grades 3-9, the PISA-Based Test for Schools (PBTS) at Grade 10, TIMSS at Grades 4 and 8, the GL Education Progress Test Series, and the New Group Reading Test for selected students. KHDA data shows the school missed the PIRLS 2021 target of 566 by 31 points, and TIMSS targets were met only in Grade 8 science. These benchmark results confirm that while the school is making some use of external data, the gap between internal assessment optimism and external benchmark reality remains a concern. No external curriculum examinations such as IGCSE or A-Level are offered - the school's qualifications pathway leads to the Philippine Senior High School diploma. University destination data is not published by the school. The school's admission assessment process is structured: KG to Grade 2 applicants sit a paper-and-pen exam with socialization and interview components; Grades 4-12 sit a computer-based examination with interview. Results are communicated within five working days.
The academic picture is strongest at the top of the school and weakest at the bottom. In Senior High, attainment and progress in the language of instruction (Filipino) and English are both rated Very Good by KHDA inspectors, and learning skills reach the same level. Mathematics attainment reaches Good in Senior High, a meaningful improvement over the Acceptable rating seen in KG through Junior High. Science attainment and progress are both Good from Junior High upward. By Grade 12, KHDA inspectors describe students as articulate and eloquent speakers who employ varied and ambitious vocabulary - a genuine strength. In contrast, KG and Primary remain the school's Achilles heel, with mathematics attainment Acceptable across both phases, science progress Acceptable in Primary, and English progress only Acceptable in KG. The root cause identified by inspectors is a teaching approach that is too teacher-directed in the early years, limiting independent and active learning.
The school administers an unusually comprehensive battery of external and benchmark assessments, including the Cognitive Ability Test 4 (CAT4) for Grades 3-9, the PISA-Based Test for Schools (PBTS) at Grade 10, TIMSS at Grades 4 and 8, the GL Education Progress Test Series, and the New Group Reading Test for selected students. KHDA data shows the school missed the PIRLS 2021 target of 566 by 31 points, and TIMSS targets were met only in Grade 8 science. These benchmark results confirm that while the school is making some use of external data, the gap between internal assessment optimism and external benchmark reality remains a concern. No external curriculum examinations such as IGCSE or A-Level are offered - the school's qualifications pathway leads to the Philippine Senior High School diploma. University destination data is not published by the school. The school's admission assessment process is structured: KG to Grade 2 applicants sit a paper-and-pen exam with socialization and interview components; Grades 4-12 sit a computer-based examination with interview. Results are communicated within five working days.
Very Good
Senior High Language of Instruction (Filipino) - Attainment & Progress
KHDA 2023-2024 inspection
Outstanding
Personal & Social Development - All Phases
KHDA 2023-2024 - rare distinction
Acceptable
Overall KHDA Rating
Third consecutive Acceptable rating since 2019-2020
14+
External & Benchmark Assessments Administered
Including CAT4, TIMSS, PISA-BTS, GL-PTS, NGRT
Extracurricular Activities (ECAs)
KHDA inspectors note that the curriculum offers extra-curricular experiences, particularly in the high schools, and that Senior High students emerge well-prepared for their futures partly through enrichment activities beyond the classroom. The school's website references clubs, competitions, and community initiatives, though a full published list of ECAs is not available on the school's website at the time of writing.
From the KHDA inspection evidence, a number of specific programmes and activities are confirmed. The school participates in the 'Simply Bottles' recycling competition, in which students achieved first place - a tangible outcome from the school's sustainability focus. The 'Market Day' project is described as a popular student-led enterprise initiative, particularly at the upper grades, where a dedicated student team oversees the project end-to-end, developing real commercial and organisational skills. The school runs 'Drop Everything and Listen', a reading and storytelling programme that involves parents in regular sessions, and the 'Tick Tock Talk' initiative, which encourages students to retell stories and develop oral language skills. These literacy-focused programmes reflect the school's response to KHDA recommendations on reading improvement.
In the area of social responsibility, students actively donate unwanted technology and clothing to community causes, and participate in environmental projects beyond the school. Scouting is referenced on the school's admissions page as a co-curricular activity linked to uniform requirements, indicating an organised scouting programme is in place. Students in the upper phases lead school assemblies, mentor younger students entering the school, and take on formal responsibilities as part of their leadership development. The school celebrates Foundation Day as a major annual event, reflecting Filipino cultural heritage. Moral, Social and Cultural Studies (MSCS) are taught from Grade 1 to Grade 12 as a discrete subject, with lessons providing opportunities for meaningful discussion, debate, and exploration of current social issues including addiction awareness in the upper grades. While the ECA programme is strongest at Senior High level, KHDA inspectors recommend that more innovation, enterprise, and environmental activities be extended to KG and lower Primary.
From the KHDA inspection evidence, a number of specific programmes and activities are confirmed. The school participates in the 'Simply Bottles' recycling competition, in which students achieved first place - a tangible outcome from the school's sustainability focus. The 'Market Day' project is described as a popular student-led enterprise initiative, particularly at the upper grades, where a dedicated student team oversees the project end-to-end, developing real commercial and organisational skills. The school runs 'Drop Everything and Listen', a reading and storytelling programme that involves parents in regular sessions, and the 'Tick Tock Talk' initiative, which encourages students to retell stories and develop oral language skills. These literacy-focused programmes reflect the school's response to KHDA recommendations on reading improvement.
In the area of social responsibility, students actively donate unwanted technology and clothing to community causes, and participate in environmental projects beyond the school. Scouting is referenced on the school's admissions page as a co-curricular activity linked to uniform requirements, indicating an organised scouting programme is in place. Students in the upper phases lead school assemblies, mentor younger students entering the school, and take on formal responsibilities as part of their leadership development. The school celebrates Foundation Day as a major annual event, reflecting Filipino cultural heritage. Moral, Social and Cultural Studies (MSCS) are taught from Grade 1 to Grade 12 as a discrete subject, with lessons providing opportunities for meaningful discussion, debate, and exploration of current social issues including addiction awareness in the upper grades. While the ECA programme is strongest at Senior High level, KHDA inspectors recommend that more innovation, enterprise, and environmental activities be extended to KG and lower Primary.
1st Place
Simply Bottles Recycling Competition
Confirmed in KHDA 2023-2024 inspection report
First Place - Simply Bottles RecyclingMarket Day Enterprise ProjectDrop Everything and ListenScouting ProgrammeStudent-Led Assemblies
Pastoral Care & Well-being
Pastoral care is, without question, the standout dimension of UIPS. KHDA inspectors rate the school's overall wellbeing provision and outcomes at Very Good - a level above the school's overall Acceptable rating - and students' personal development is rated Outstanding across all four phases. This is not a common finding in Dubai's private school sector and deserves genuine recognition. Students report feeling safe, valued, and well-supported. They demonstrate compassion, empathy, and thoughtfulness toward one another, and their exemplary conduct creates a positive influence across the entire school community.
The school employs two dedicated guidance counsellors who provide pastoral support, wellbeing interventions, and career guidance for older students. KHDA inspectors note that specialised teams provide targeted interventions for students requiring additional support, and that teachers establish highly positive relationships with their students, adeptly identifying and addressing individual needs. The school places explicit emphasis on staff wellbeing as a driver of student engagement, recognising that teacher satisfaction and enthusiasm are prerequisites for a positive learning environment.
On safeguarding and child protection, the school's procedures are described by KHDA inspectors as effective and well understood by staff. The school adheres to Federal Law No. 29 of 2006 governing admission and inclusion, and follows KHDA's policies on inclusion. The admissions process includes a SEND Declaration Form and a structured pathway for students of determination, including a Memorandum of Agreement with parents before enrolment. Anti-bullying is addressed through the school's conduct framework, with a clearly defined progressive consequences system. Student attendance is described as outstanding, with all students adhering to punctuality - a metric that reflects genuine student belonging and engagement. One area flagged by KHDA inspectors for development is the need for a more systematic approach to monitoring and evaluating wellbeing initiatives, as current data collection lacks the rigour needed to drive continuous improvement in this area.
The school employs two dedicated guidance counsellors who provide pastoral support, wellbeing interventions, and career guidance for older students. KHDA inspectors note that specialised teams provide targeted interventions for students requiring additional support, and that teachers establish highly positive relationships with their students, adeptly identifying and addressing individual needs. The school places explicit emphasis on staff wellbeing as a driver of student engagement, recognising that teacher satisfaction and enthusiasm are prerequisites for a positive learning environment.
On safeguarding and child protection, the school's procedures are described by KHDA inspectors as effective and well understood by staff. The school adheres to Federal Law No. 29 of 2006 governing admission and inclusion, and follows KHDA's policies on inclusion. The admissions process includes a SEND Declaration Form and a structured pathway for students of determination, including a Memorandum of Agreement with parents before enrolment. Anti-bullying is addressed through the school's conduct framework, with a clearly defined progressive consequences system. Student attendance is described as outstanding, with all students adhering to punctuality - a metric that reflects genuine student belonging and engagement. One area flagged by KHDA inspectors for development is the need for a more systematic approach to monitoring and evaluating wellbeing initiatives, as current data collection lacks the rigour needed to drive continuous improvement in this area.
“The teachers genuinely care about the children here. My daughter has never felt invisible - if something is wrong, the school knows about it before I do.”
— Grade 4 Parent(representative)Campus & Facilities
UIPS has been on its current site in Al Muhaisanah since 2000, having previously operated from a villa in Garhoud and then a refurbished school in Satwa. The current campus is described as a modern, purpose-built environment that provides a safe, secure, and functional setting for nearly 1,900 students across KG through Grade 12. KHDA inspectors confirm that premises are well-maintained and meet the needs of all students, with appropriate health and safety standards in place.
The campus provides separate learning spaces for Kindergarten, Elementary, and Secondary students, ensuring age-appropriate environments across phases. Kindergarten students benefit from dedicated activity and instructional rooms designed to support play-based learning and early childhood development. For older students, the school operates specialist science laboratories for Physics, Chemistry, and Biology, enabling practical experimentation. Multiple ICT laboratories support digital skills development across phases, and Grade 12 students sit the IT Skills Certification (ITSC) examination, reflecting the school's commitment to technology literacy. A central school library provides access to reading materials, though KHDA inspectors explicitly flag this as under-resourced - a weakness that has direct implications for reading literacy outcomes and independent research skills.
Sports and physical education facilities include a shaded outdoor court used for basketball and other activities, alongside indoor spaces for physical education and recreational sports. The campus also houses a school cafeteria offering healthy food options, a medical clinic to support student health, and a conference and meeting room for school events and parent engagement. The school's location in Muhaisanah 1 is well-served by the school's own bus network, which covers routes across Dubai and into Sharjah, with 11 designated routes and fees ranging from AED 3,700 to AED 8,300 annually depending on distance. The campus location is accessible from Al Qusais, Al Nahda, Al Twar, and surrounding residential communities, making it a practical choice for Filipino families settled across the northern Dubai corridor.
The campus provides separate learning spaces for Kindergarten, Elementary, and Secondary students, ensuring age-appropriate environments across phases. Kindergarten students benefit from dedicated activity and instructional rooms designed to support play-based learning and early childhood development. For older students, the school operates specialist science laboratories for Physics, Chemistry, and Biology, enabling practical experimentation. Multiple ICT laboratories support digital skills development across phases, and Grade 12 students sit the IT Skills Certification (ITSC) examination, reflecting the school's commitment to technology literacy. A central school library provides access to reading materials, though KHDA inspectors explicitly flag this as under-resourced - a weakness that has direct implications for reading literacy outcomes and independent research skills.
Sports and physical education facilities include a shaded outdoor court used for basketball and other activities, alongside indoor spaces for physical education and recreational sports. The campus also houses a school cafeteria offering healthy food options, a medical clinic to support student health, and a conference and meeting room for school events and parent engagement. The school's location in Muhaisanah 1 is well-served by the school's own bus network, which covers routes across Dubai and into Sharjah, with 11 designated routes and fees ranging from AED 3,700 to AED 8,300 annually depending on distance. The campus location is accessible from Al Qusais, Al Nahda, Al Twar, and surrounding residential communities, making it a practical choice for Filipino families settled across the northern Dubai corridor.
11
School Bus Routes (Dubai & Sharjah)
Annual fees AED 3,700 - AED 8,300 depending on route
2000
Year School Moved to Current Muhaisanah Campus
Previously in Garhoud (villa) then Satwa
Purpose-Built Campus Since 2000Physics, Chemistry & Biology LabsMultiple ICT LaboratoriesMedical Clinic On-Site11-Route Bus NetworkShaded Outdoor Sports Court
Teaching & Learning Quality
Teaching quality at UIPS is best understood as a tale of two schools within one building. In Junior High and Senior High, KHDA inspectors rate teaching for effective learning as Good and Very Good respectively - a genuine strength. Teachers in the upper phases demonstrate secure subject knowledge, use questioning effectively to challenge students' thinking, and build extremely positive relationships with students that contribute directly to active learning and progress. In mathematics, inspectors note that the quality of student-teacher relationships contributes to students tackling more difficult word problems. In Filipino, English, and mathematics at Senior High, the quality of dialogue and discussion is described as strong.
In KG and Primary, the picture is markedly different. Teaching for effective learning is rated only Acceptable in both phases, and this is the single most significant driver of the school's overall Acceptable rating. The core problem identified by KHDA inspectors is that teaching in these phases is too often teacher-dominated, preventing more active and independent learning. The pace of lessons is variable, students do not always have sufficient time to complete work, and higher-order thinking skills are not common features of early years lessons.
Assessment is rated Acceptable across all four phases - a flat and concerning finding. While the school has adequate systems to collect assessment information and produce reports, the use of that data to plan differentiated activities that meet all students' learning needs is inconsistent. The quality of marking varies widely. Leaders are described as being at the early stages of analysing data from internal and external assessments to identify learning gaps. The school employs 77 teachers and 12 teaching assistants for 1,823 students, giving a teacher-to-student ratio of approximately 1:24. The largest nationality group of teachers is Filipino, which supports cultural and linguistic alignment with the student body. Teacher turnover is reported at 25% - a notably high figure that raises legitimate questions about staffing stability and the ability to build consistent pedagogical practice over time. Professional development is referenced by KHDA inspectors as an area requiring strengthening, particularly to build middle leadership capacity.
In KG and Primary, the picture is markedly different. Teaching for effective learning is rated only Acceptable in both phases, and this is the single most significant driver of the school's overall Acceptable rating. The core problem identified by KHDA inspectors is that teaching in these phases is too often teacher-dominated, preventing more active and independent learning. The pace of lessons is variable, students do not always have sufficient time to complete work, and higher-order thinking skills are not common features of early years lessons.
Assessment is rated Acceptable across all four phases - a flat and concerning finding. While the school has adequate systems to collect assessment information and produce reports, the use of that data to plan differentiated activities that meet all students' learning needs is inconsistent. The quality of marking varies widely. Leaders are described as being at the early stages of analysing data from internal and external assessments to identify learning gaps. The school employs 77 teachers and 12 teaching assistants for 1,823 students, giving a teacher-to-student ratio of approximately 1:24. The largest nationality group of teachers is Filipino, which supports cultural and linguistic alignment with the student body. Teacher turnover is reported at 25% - a notably high figure that raises legitimate questions about staffing stability and the ability to build consistent pedagogical practice over time. Professional development is referenced by KHDA inspectors as an area requiring strengthening, particularly to build middle leadership capacity.
1:24
Approximate Teacher-to-Student Ratio
77 teachers, 12 TAs for 1,823 students
25%
Teacher Turnover Rate
Above average for Dubai private schools - a concern for continuity
Very Good
Teaching Quality - Senior High Phase
KHDA 2023-2024; Acceptable in KG and Primary
Leadership & Management
UIPS is led by Principal Eunice Pascua Orzame, who was appointed in October 2022 and is the school's current head as confirmed by both the school's own KHDA profile and the 2023-2024 DSIB inspection report. The school was founded by Col. Mohammad Al Hersh and Dr. Mohamed ALNeyadi, who are described on the school's website as owners sharing a vision for providing quality education to the Philippine community in Dubai and the neighbouring emirates. The school operates as a private LLC.
KHDA inspectors rate overall leadership and management as Acceptable. Senior leaders are described as committed to school improvement and as having successfully maintained the school's strengths in student personal development and positive ethos. The principal and senior leadership team share a clear vision that is understood by staff, parents, and students. However, KHDA inspectors identify a significant gap between the school's self-evaluation and reality: leaders' ability to evaluate teaching quality accurately and use assessment data to drive improvement is not yet sufficiently developed. Middle leadership capacity is variable, which limits the consistency and pace of improvement across phases.
Governance is rated Good - above the school's overall rating. The governing board considers stakeholder views and holds leaders to account, which is a meaningful structural strength. Parents and the community are rated Very Good, reflecting the exceptionally high level of parental engagement that is a defining feature of this school. Parents are described as very active in supporting the school and their children's learning, and the parents' council plays a meaningful role in school life. Communication between school and parents is well-established, with multiple channels in place. The school website provides access to admissions information, fee structures, and a reservation portal. KHDA inspectors note that while student progress reports are thorough and regular, they provide limited guidance on next steps in learning - an area flagged for development. Day-to-day management of the school is described as adequate, with well-maintained premises and appropriate staffing levels, though the library resourcing gap and professional development needs remain outstanding improvement priorities.
KHDA inspectors rate overall leadership and management as Acceptable. Senior leaders are described as committed to school improvement and as having successfully maintained the school's strengths in student personal development and positive ethos. The principal and senior leadership team share a clear vision that is understood by staff, parents, and students. However, KHDA inspectors identify a significant gap between the school's self-evaluation and reality: leaders' ability to evaluate teaching quality accurately and use assessment data to drive improvement is not yet sufficiently developed. Middle leadership capacity is variable, which limits the consistency and pace of improvement across phases.
Governance is rated Good - above the school's overall rating. The governing board considers stakeholder views and holds leaders to account, which is a meaningful structural strength. Parents and the community are rated Very Good, reflecting the exceptionally high level of parental engagement that is a defining feature of this school. Parents are described as very active in supporting the school and their children's learning, and the parents' council plays a meaningful role in school life. Communication between school and parents is well-established, with multiple channels in place. The school website provides access to admissions information, fee structures, and a reservation portal. KHDA inspectors note that while student progress reports are thorough and regular, they provide limited guidance on next steps in learning - an area flagged for development. Day-to-day management of the school is described as adequate, with well-maintained premises and appropriate staffing levels, though the library resourcing gap and professional development needs remain outstanding improvement priorities.
KHDA Inspection Results (Decoded)
The KHDA DSIB inspection of UIPS for the 2023-2024 academic year returned an overall rating of Acceptable - the third consecutive Acceptable rating since the school was downgraded from Good in 2019-2020. Before that downgrade, the school had achieved Good ratings in 2015-2016, 2016-2017, 2017-2018, and 2018-2019 - four consecutive years at the level KHDA considers the baseline for quality. The current stagnation at Acceptable is a significant concern for a school with over 30 years of history in Dubai.
The inspection identified a Very Good wellbeing rating and an Acceptable inclusion rating, with the former representing a genuine bright spot in an otherwise flat performance profile. The most striking finding is the Outstanding rating for students' personal and social development across all four phases - KG, Primary, Junior High, and Senior High. This is an exceptional result and reflects the school's deep commitment to values, culture, and community. Understanding of Islamic values and Emirati culture is also Outstanding across all phases, as is social responsibility and innovation in Primary through Senior High (Very Good in KG).
On the academic side, the inspection paints a clear gradient: Senior High is the strongest phase, with Very Good attainment and progress in the language of instruction and Good across English, mathematics, and science. Junior High performs at Good in most subjects. Primary and KG are the weakest phases, with mathematics attainment Acceptable across both, science progress Acceptable in both, and English progress only Acceptable in KG. The curriculum is rated Good overall but curriculum adaptation for students of determination and gifted learners is only Acceptable. Teaching for effective learning ranges from Acceptable (KG, Primary) to Very Good (Senior High). Assessment is uniformly Acceptable across all phases - a flat finding that signals systemic underuse of data. Leadership and management are Acceptable, with governance rated Good and parental engagement Very Good.
The inspection identified a Very Good wellbeing rating and an Acceptable inclusion rating, with the former representing a genuine bright spot in an otherwise flat performance profile. The most striking finding is the Outstanding rating for students' personal and social development across all four phases - KG, Primary, Junior High, and Senior High. This is an exceptional result and reflects the school's deep commitment to values, culture, and community. Understanding of Islamic values and Emirati culture is also Outstanding across all phases, as is social responsibility and innovation in Primary through Senior High (Very Good in KG).
On the academic side, the inspection paints a clear gradient: Senior High is the strongest phase, with Very Good attainment and progress in the language of instruction and Good across English, mathematics, and science. Junior High performs at Good in most subjects. Primary and KG are the weakest phases, with mathematics attainment Acceptable across both, science progress Acceptable in both, and English progress only Acceptable in KG. The curriculum is rated Good overall but curriculum adaptation for students of determination and gifted learners is only Acceptable. Teaching for effective learning ranges from Acceptable (KG, Primary) to Very Good (Senior High). Assessment is uniformly Acceptable across all phases - a flat finding that signals systemic underuse of data. Leadership and management are Acceptable, with governance rated Good and parental engagement Very Good.
Outstanding Personal & Social Development
Students' personal development, understanding of Islamic values, and social responsibility are rated Outstanding across all phases - a rare and meaningful KHDA distinction that reflects the school's deep commitment to character, community, and values education.
Very Good Wellbeing Provision
The school's overall wellbeing rating sits above its academic performance rating at Very Good. Teachers build highly positive relationships with students, specialised teams provide targeted interventions, and staff wellbeing is actively prioritised.
Strong Senior High Academic Performance
In Senior High, attainment and progress in the language of instruction are Very Good, with Good ratings in English, mathematics, and science. Learning skills reach Very Good in this phase, and students emerge as articulate, confident communicators.
Academic Attainment in KG and Primary
Mathematics attainment is Acceptable in both KG and Primary, science progress is Acceptable in both phases, and English progress is only Acceptable in KG. Teaching remains too teacher-directed, limiting independent learning and higher-order thinking in the early years. KHDA recommends raising achievement particularly in these phases as the top priority.
Assessment Use and Leadership Capacity
Assessment is rated Acceptable across all four phases - a flat finding. Assessment data is not consistently used to plan differentiated activities or inform improvement planning. Middle leadership capacity is variable, and the school's self-evaluation does not always accurately reflect teaching quality. The library remains under-resourced, impacting reading literacy outcomes.
Inspection History
2023-2024
Acceptable
2022-2023
Acceptable
2019-2020
Acceptable
2018-2019
Good
2017-2018
Good
2016-2017
Good
2015-2016
Good
2014-2015
Acceptable
2013-2014
Acceptable
2012-2013
Acceptable
2011-2012
Acceptable
2010-2011
Weak / Acceptable
2009-2010
Weak
2008-2009
Weak
Fees & Value for Money
United International Private School (UIPS) offers a Philippine curriculum education from Kindergarten 1 through Grade 12, with annual tuition fees ranging from AED 5,457 for KG1 and KG2 up to AED 11,990 for Grade 12 (Science). The fee structure is tiered by grade level, with primary grades (1–3) at AED 6,439, intermediate grades (4–6) at AED 7,176, junior high grades (7–8) at AED 8,095, and senior high grades rising to AED 9,935–AED 11,990. These fees are among the more affordable options in Dubai's private school landscape, reflecting the school's focus on serving the Filipino expatriate community.
AED 5,457
Annual Fees From
AED 11,990
Annual Fees To
Year / GradeAnnual Fee
KG 1
AED 5,457KG 2
AED 5,457Grade 1
AED 6,439Grade 2
AED 6,439Grade 3
AED 6,439Grade 4
AED 7,176Grade 5
AED 7,176Grade 6
AED 7,176Grade 7
AED 8,095Grade 8
AED 8,095Grade 9
AED 9,935Grade 10
AED 9,935Grade 11
AED 10,426Grade 12 (Science)
AED 11,990In addition to tuition, families should budget for school bus transportation, which varies by location and ranges from AED 3,700 to AED 8,300 per year depending on the route. The school also offers a 10% discount on tuition fees for full payment made one week before the start of the school year, and merit-based scholarship discounts of 10%–15% for top-performing students in Grades 4–11. A sibling policy is also in place, though specific sibling discount percentages are not separately stated beyond the scholarship framework.
UIPS provides a range of assessments and external examinations as part of its academic programme, some of which may carry additional fees. Parents are advised to coordinate with the school's Finance and Accounts Department for a full breakdown of all applicable charges, including any registration or re-registration fees, books, and materials costs, which are not explicitly itemised on the public fees page.
Additional Costs
Bus - Al Quoz / Al Barsha / Sharaf DG Station8300(annual)
Bus - International City / Ras Al Khor7700(annual)
Bus - Jumeirah 2 / Safa Park / Business Bay MS6000(annual)
Bus - Bur Dubai / Satwa / Karama / Jumeirah 1 / S. Zayed (Satwa)6000(annual)
Bus - Deira (After Al Mullah Plaza Onward)5800(annual)
Bus - Al Twar / Al Qusais / Al Nahda 1 & 2 / Al Mullah Plaza (Back)4500(annual)
Bus - Emirates Area / Muhaisnah 43700(annual)
Bus - Al Nahda / Al Khan / Al Tawuun (Sharjah)5200(annual)
Bus - Al Majaz / Abu Shagara / Al Wahda / K. Faisal / Ja. Nasser5500(annual)
Bus - Rolla / Megamall / Al Buteena / Al Yarmook5800(annual)
Bus - Out of Line Trips (National Paints / Mirdiff / Rashidiya / Al Quoz / Al Barsha / Mashreq Station)(annual)
Discounts & Concessions
Early Full Payment Discount10%%
1st Honors Scholarship15%%
2nd Honors Scholarship12%%
3rd Honors Scholarship10%%
Sibling Policy
Scholarships & Bursaries
Merit-based scholarships are awarded to the Top Three Honor students per grade level for Grades 4 to 11 (2025–2026). Scholarship deductions are 15% for 1st Honors, 12% for 2nd Honors, and 10% for 3rd Honors, applied to tuition fees only. The higher applicable deduction rate is applied where multiple discounts exist. Parents with company-provided school allowance benefits are not entitled to scholarship deduction rates.
The Final Verdict: Who Is This School For?
UIPS is a school with a very clear identity and a very specific audience. It is the right school for Filipino families in Dubai who want their children educated within the Philippine K-12 framework, who value cultural continuity, mother-tongue instruction in Filipino, and a school community that genuinely feels like an extension of home. The Outstanding personal development ratings across all phases are not a marketing claim - they are a KHDA-verified finding, and they reflect something real about the warmth, discipline, and community cohesion of this school. At fees ranging from AED 5,457 to AED 11,990 per year, the financial barrier to entry is genuinely low, and for families on modest incomes, this school offers a credible, regulated, full-cycle education at a price that is hard to match anywhere in Dubai's private sector.
The school is not, however, a strong choice for families who prioritise academic attainment in the early years, who want internationally recognised qualifications such as IGCSEs or A-Levels, or who are planning to transition their children to a different curriculum school at secondary level. The persistent Acceptable KHDA rating, the 25% teacher turnover, the under-resourced library, and the weak assessment practices in KG and Primary are real limitations that parents should weigh honestly. If your child's academic trajectory depends on strong foundations being laid in Kindergarten and Primary, UIPS's current performance profile gives reason for caution. But if you are a Filipino family seeking community, cultural pride, values education, and affordability - and your child thrives in a warm, structured, relationship-centred environment - UIPS offers something genuinely valuable that no other school in Muhaisanah 1 can replicate.
The school is not, however, a strong choice for families who prioritise academic attainment in the early years, who want internationally recognised qualifications such as IGCSEs or A-Levels, or who are planning to transition their children to a different curriculum school at secondary level. The persistent Acceptable KHDA rating, the 25% teacher turnover, the under-resourced library, and the weak assessment practices in KG and Primary are real limitations that parents should weigh honestly. If your child's academic trajectory depends on strong foundations being laid in Kindergarten and Primary, UIPS's current performance profile gives reason for caution. But if you are a Filipino family seeking community, cultural pride, values education, and affordability - and your child thrives in a warm, structured, relationship-centred environment - UIPS offers something genuinely valuable that no other school in Muhaisanah 1 can replicate.
THE “RIGHT FIT”
Filipino families in Dubai seeking a culturally aligned, affordable, full-cycle Philippine curriculum school where community, values, and personal development are central - particularly for children who benefit from a warm, structured, relationship-rich environment.
THE “WRONG FIT”
Families prioritising strong academic foundations in the early years, internationally recognised qualifications, or a school with a track record of improving KHDA ratings; also not suited to families planning curriculum transitions at secondary level.
“
For our family, there was never really another option. Our children know who they are - Filipino, proud, and part of something bigger than just a school. That is worth more to us than any exam result.
— Grade 10 Parent
Strengths
- Dubai's first and most established Philippine curriculum school since 1992
- Outstanding KHDA rating for personal and social development across all phases
- Among the most affordable private school fees in Dubai (AED 5,457-11,990)
- Very Good KHDA wellbeing provision rating
- Exceptionally high student attendance and exemplary behaviour
- Strong cultural identity and Filipino community cohesion
- Good to Very Good teaching quality in Junior and Senior High phases
- Comprehensive 11-route bus network covering Dubai and Sharjah
Areas for Improvement
- Persistent Acceptable KHDA overall rating - unchanged since 2019-2020 downgrade
- 25% teacher turnover rate raises concerns about staffing stability and continuity
- Academic attainment in KG and Primary is weak; teaching too teacher-directed
- Library described as under-resourced by KHDA inspectors
- No internationally recognised qualifications (no IGCSE, A-Level, or IB offered)