Dubai International Academy

Students’ outcomes in Islamic Education and Arabic have improved. KG children's literacy skills exceed expectations when they transition to Phase 2. By DP, students’ scores are significantly higher than the world averages in English, mathematics and science. In science, KG children do not utilise their curiosity and sometimes struggle with understanding concepts.

KG children and older students are well-rounded and excited to learn. They are co-operative, collaborative, independent and self-regulating. Almost all make healthy lifestyle choices. They demonstrate clear understanding of Islamic values and secure understanding of local and other cultures. They acknowledge similarities and differences in Dubai’s diverse population. Students develop innovation and enterprise. They demonstrate excellent understanding of environmental sustainability and global issues.

Every teacher at the school possesses exceptional knowledge of their subject and is proficient in IB methodology. They skillfully use questioning techniques to deepen students' thinking, fostering active learning and engaging discussions. Lessons universally feature clear learning intentions and success criteria. Internal assessments align well with curriculum standards, providing an accurate reflection of student progress. Notably, processes in Islamic Education and Arabic have seen significant improvements. The curriculum is underpinned by IB philosophy, with the Arabic curriculum meeting Ministry (MOE) standards and accommodating students at all levels. Academic counselling helps students make informed decisions about subject choices and future educational paths, aligning with their career goals and interests. The curriculum is customized for various student groups, integrating enterprise, innovation, creativity, community action, and leadership as key components.

Well-being is a high priority within the school’s ethos. The development plan provides leaders with targeted initiatives. There is strong capacity to improve. All stakeholders are committed to an aspirational vision. Staff and students have significant impact. Students are proud of their school and have a powerful voice in the school. The curriculum empowers students to manage their own wellbeing. Staff and students provide peer support networks.

Parents, teachers, and students echo the fully inclusive ambitions of school leaders. There are many programmes and interventions. Most systems and practices are effective, but the systems for registering students when they need support over time are not completely clear However, detailed information about the greatest needs is recorded on IEPs. There are strong parent partnerships, but they are keen to receive more communication, training, and support. During the best lessons, differentiated plans outline strategies to engage students in learning. A successful programme provides a wealth of opportunities for the gifted and talented.

Leaders at all levels share a clear vision of exceptional students’ outcomes. Many students take leadership roles. All leaders know the strengths and areas for development. Parents actively contribute to the school. Their voice is heard, and they value their children’s voice being heard. The Chief Executive ensures directors understand the prioritised needs. Already high-quality facilities are being extended in response to parents’ and students’ requests.