Dubai International Private School

Students demonstrate improvement in Arabic and Islamic Education in the Elementary and High school. At the same time, and across phases, students are working at a lower level of performance in other subjects. Middle school students are best in Arabic and less developed across all other subjects. Kindergarten children are not showing their full potential in lessons. Students want to learn and demonstrate better learning skills in most phases.

Students have strong personal and social skills. They show concern for others, including the adults around them, and are respectful in their relationships. Students have a sound understanding of Islamic values and Emirati culture. They show in their student-led assemblies an appreciation for how these values shape personal character. They are excited to participate in events on behalf of the school, and in activities in school which celebrate Emirati or world culture..

Teaching quality at the school varies, with some phases experiencing engaging lessons that foster student progress, while others lag behind. High School tends to offer more enriching activities. However, there's a schoolwide issue with not fully utilizing assessment data to enhance student performance. The curriculum meets local and California standards but focuses more on content than on essential skills, especially in younger grades. High School provides some elective options, but there's a need for more emphasis on critical thinking and innovation.

The school vision for well-being is still being developed. Actions plans based on survey data show areas in need of further attention. The board of trustees has one parent representative from the school. Committee members are beginning to review how well-being is done. The student council shares its views on well-being. Students are aware of their wellb e i n g . T h e y h a v e a p o s i t i v e a t t i t u d e s t o w a r d s w e l l - b e i n g experiences. There is inconsistency in supporting staff with well-being.

The leadership team welcomes applications for students with different learning needs. At present there is not a permanent head of inclusion or inclusion governor. The identification of students of determination has not followed the KHDA categorization framework, resulting in inaccurate identification in many cases. Parents remain at the center of the provision for students of determination. They receive timely information about their children and value this. Classes are not adjusted well enough to meet all students' needs.

New senior and middle leadership teams are working to develop a strategic direction for school improvement. They share a commitment to advancing students’ academic and personal skills and maintaining a focus on Islamic values. A few leaders have a sound understanding of the American curriculum and assessment. A newly instituted Board of Trustees provides governance with additional perspectives towards school advancement. Some increases to resources are in place, such as laboratories, but more learning resources are needed.