Dubai National School – Al Barsha

Students' attainment is mainly good in Kindergarten (KG), and the elementary and middle phases. It is very good in mathematics and science in high school. Because of variable quality teaching, students' rates of progress are less consistent although they make very good progress across the school in Arabic. Students' learning skills are well developed at high school where students can think critically.

The school nurtures students' personal growth very effectively. Students' social skills are at a very high standard across the school. They show positive attitudes towards others and to learning. Their understanding of Emirati heritage, Islamic values and world cultures is notable. In many ways, including through project work, they demonstrate concern for the environment and for others. Innovation skills are a strength of students' project work.

The quality of lessons across Kindergarten (KG), elementary, and middle phases is uniformly good, with high school teaching standing out for being more student-led and effective. While assessments are generally conducted effectively, the application of analytical results in lesson planning and student support could be more consistent and impactful. The curriculum is thoughtfully designed and regularly refined by leaders to align with students' evolving needs. It encourages innovation through project work and is both broad and balanced, ensuring a progressive learning journey. Cross-curricular links and connections to UAE culture enrich the learning experience. Students enjoy a variety of course options to suit their interests and aspirations, although there's a noted absence of Advanced Placement English in the high school.

The school’s vision strongly promotes well-being. Leaders take stakeholders' views into account. Most staff are highly engaged in promoting well-being. Parent involvement is developing well. Students feel safe and well-cared-for. They have a strong sense of belonging. Projectbased learning and extra-curricular activities promote well-being very successfully. Student ambassadors influence others to take responsibility for keeping safe and adopting a healthy lifestyle. An environment where students of all abilities can flourish is inconsistent across all subjects.

Partnerships with parents are strong and they are well informed about their child’s development. Staff identify students' difficulties and plan interventions. They monitor students' progress carefully. Advice for teachers in individual learning plans is not always sufficiently clear. There is an inclusive atmosphere. Provision for students with complex needs is appropriate. Provision for students with behavioural and emotional needs is highly effective. Support in lessons is more variable. Most students make good progress over time. Personal and social skills develop well.

Senior and middle leaders are strongly committed to inclusion and other UAE priorities. School self-evaluation, including input from governors, is effective. It does not result in leaders having a fully accurate view of the school's strengths and development needs. Partnership with parents is a strength. Partnerships with national and international bodies are less well developed. The school runs effectively and is well resourced and staffed. The buildings are of good quality.