Our Own High School - Dubai Branch

Students achieve well across the primary, middle and secondary phases in English, mathematics and science. In the Kindergarten children progress is acceptable in maths and science although it is good in English. In Islamic education students achieve well across all phases. In Arabic as a second language students’ achievement is good in the primary and middle phases but only just acceptable in the Secondary phase.

Students' outstanding behaviour mirrors the school's solid foundation in values. They wholeheartedly embrace their education, demonstrating a genuine commitment to self-improvement and a brighter future. Their respect for Islamic values is very strong. Additionally, they exhibit a mature understanding of cultural and social aspects of contemporary UAE society. The students actively engage in various voluntary projects, with every one of them pledging to protect the environment.

Most teachers have a very secure understanding of how students learn. Relationships are harmonious and teachers interact with students to ensure that they are motivated to learn. Almost all teachers plan activities to meet the learning needs of students of different abilities. In the best lessons, students are encouraged to explore their learning in greater depth by teachers who ask open-ended questions and encourage critical thinking.

Optimising well-being in the community is the main priority of the school. It is central to its culture and ethos and visible in almost every activity and lesson. The school community considers itself to be one large family and consistently celebrates this fact. Staff members are grateful that the school monitors and supports their well-being. Students are fully committed to, and actively involved in promoting and maintaining their own well-being and that of their peers.

The school has well-established procedures for identifying students’ needs and abilities at admissions but depends on external assessment for confirmation. Individual Educational Plans (IEPs) often lack non-academic targets to develop skills such as communication, social and personal skills. Parents feel that their children are happy and make progress. Some parents would welcome the introduction of a vocational programme. Teachers need to adapt their provision to meet the needs of all the students of determination.

Senior leaders, led by the Principal and Vice Principal, champion academic excellence and well-being, with recent appointments strengthening the distributed leadership operating in the school. There is insufficient capacity in Kindergarten and in the inclusion section. The school conducts comprehensive self-evaluation but lacks easily measurable improvement targets. Parental engagement is a key strength. Governance, led by the Chair, ensures accountability and has direct impact on students' outcomes. Resources in a minority of classes inhibit effective teaching and learning.