Dubai National School – Al Twar

Elementary school students excel in Islamic education and perform well in all subjects and phases. However, their math attainment is acceptable in elementary and middle school. Progress is generally good across subjects, except for Arabic in middle school and English in elementary school, which declined to acceptable levels. Notably, there's improved math progress in the elementary phase.

High school students exhibit robust responsibility and respectful behavior, while a few elementary school boys' behavior lack self-regulation. Students generally make healthy choices with excellent attendance. National and Islamic occasions are celebrated well, fostering understanding among the school’s mix nationalities. Social responsibility and innovation skills are strong across all phases, with older students actively involved in humanitarian initiatives, demonstrating ambition, work ethic, and innovative projects, including anti-bullying presentations.

Teachers demonstrate strong subject knowledge and incorporate practical activities for young learners, fostering positive interactions. However, critical thinking opportunities are limited, and teaching methods lack consistency, hindering personalization. Positive attitudes and collaboration, especially in Arabic classes, are noted. Despite international benchmarking, the school's data analysis processes lack reliability and validity. Assessment information identifies learning gaps, but data-driven approaches vary. Teachers adjust pace and content based on feedback, emphasizing student challenge in better lessons.

The school prioritises the holistic development of children and students fostering values through classes and extracurricular activities. Most students, including those with special needs, actively participate. Regular meetings, surveys, and council input promote well-being, addressing concerns promptly. The curriculum provides diverse pathways, balanced homework, and tailored support for all students, including those with determination. The open-door policy ensures a safe, supportive environment, with ongoing feedback from teachers and parents to enhance overall well-being.

The inclusion team, led by the vice principal, prioritizes support for students of determination through inclusive admissions and detailed plans for Level 3 students. However, consistency is lacking for Level 1 and 2 students in mainstream classes. Parents appreciate support and communication. The school provides an alternative pathway for students with complex learning profiles, and implements appropriate training for support assistants and teachers. Improved assessment systems and Individual Education Plans (IEPs) ensure students typically make at least expected progress.

Leaders prioritize well-being, inclusivity, and national identity, but management skills vary. Recent initiatives reflect commitment, yet their impact on growth is inconsistent. The self-evaluation processes integrate data but are not always reliable or accurate. The development plan lacks specific, measurable targets. Parent engagement is effective. Governance would benefit from more educational expertise. The school’s management and procedures are effective, but daily routines lack essential elements like tutor times. Adequate staffing and facilities suggest room for improvement, particularly bespoke training.