Dubai International Private School - Br

Most attainment and progress outcomes are good, except in Arabic as a first language. There have been improvements to students' achievements in mathematics and science over the last year, including in external benchmark assessments. Students' learning skills have improved in all phases as they engage in new tasks, and work on their own or collaborate in groups. Students’ technology skills are strong. Critical thinking is underdeveloped for most.

Across phases, students show responsibility for themselves and others. They know how to relate to one another and to adults. Kindergarten children, in particular, demonstrate a strong understanding of Islamic values and Emirati culture. Although older students have more understanding of world cultures, most students still need to learn more about other cultures in the world. Students enjoy opportunities to act on behalf of the school in competetions and sports.

The quality of teaching is improving, though it varies across different grades and subjects. In the realms of mathematics and science, educators are facilitating active learning experiences. English lessons are imaginative, a trait less obvious in Arabic classes. The majority of teachers are skilled at utilising assessment data to tailor their lesson plans, catering to the diverse needs of student groups.

The school has made major improvements in well-being and inclusion. New staff, including a well-being champion and leader, have been appointed. Policies have been updated. Students receive support both in class and from a counsellor for well-being issues. The well-being team supports teachers in blending well-being into lessons. Teachers create positive classroom environments, addressing the individual needs of students. Students say they feel like they are part of a family, supported by their caring teachers.

The head of inclusion and class teachers provide learning plans for students of determination to best fit their social and academic needs. The school has created spaces within the school to support students of determination, including the imagination room and the sensory room. Teachers have received professional development opportunities to improve their strategies of support, The school welcomes new students with a range of needs into the school.

School leaders work well together to improve the school academically and to strengthen well-being. The self-evaluation process is improved, and evaluations are linked to student performance data. Teachers are supported with targeted professional development. Parent partnerships are strong, with some community links. Governance now includes experienced educators, and benefits from their experience. The school has increased learning resources although it needs to improve matters of staffing.