Top UAE Performing Arts Schools at a Glance
The top schools in Abu Dhabi and Dubai for the performing arts compared. For full details as to why, check out our in-depth Best Schools for Performing Arts – Dubai, Abu Dhabi article. Here we place schools in a side by side table for easy comparison…
Comparing18Items
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
|
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Overview | ||||||||||||||||||
| Strengths | • Not-for-profit • Outstanding curriculum, targeted to an individualised education with the resources to make it happen • One of the lowest staff-turnover rates in the Emirates • High ratio of staff to student provision • Hugely successful new Head has worked miracles in a very short space of time • ADEC A2 rating bordering on A1 outstanding in key areas – and the school has significant more capacity available to improve still further • Community built into the DNA – and it shows • Resources abound • ECA provision extensive and very high quality |
• Al Yasmina leadership share a passionate belief in the school, high expectations and clarity of vision resulting in a “relentless pursuit of excellence.” Leaders have created a school that has many outstanding features. The principal is “passionate about learning,” “aims to make the school a beacon of excellence” and is “pivotal to the success of the school.” • Al Yasmina students “flourish” with high quality personal skills, an outstanding wealth and quality of enrichment beyond the formal curriculum and within a genuinely harmonious and happy school environment • The level of attainment and progress in subjects taught in English compete with the very highest level of education anywhere in the world • School buildings and facilities for specialist subjects are of a very high quality and enable the school to provide a broad and balanced curriculum |
• Best alumni of the US Schools in the Emirates • Fabulous, academic curriculum with breadth and choice of subject provision • Outstanding academics at Post-16 • Tier 1 facilities • A perfect choice for parents of academic children wanting culturally US prevalent schooling for their children |
• Part of the Nord Anglia Education group – deserved reputation for fabulous, inclusive, whole-child focused schooling • Juilliard School collaboration unique in the Emirates and a benchmark for artistic education in the broader musical arts • MIT partnership in Science and broader STEAM • Outstanding leadership • Already good IB results in very early days of its introduction. Anticipated results for 2017 as provision beds-in are mooted excellent • High added value • Teaching staff: Students, 1:5 • Tier 1 facilities • Happy, vibrant and meaningful whole child education and family school community feel • Inclusive and richly drawn global campus offering a genuinely international education and experiences for its children • High cache Senior School scholarship programme |
• High quality strategic leadership and direction that “very effectively” drives the improvement agenda and direction of the school • Committed, effective and dedicated teachers driving students’ personal and academic development • Unique UK “Common Entrance” focus expanding parental options for transition to UK private schooling • Impressive programmes for supporting the academic progress of both students with Special Educational Needs [SEN] and those children who speak English as an additional language • Very high quality facilities supported by a genuinely inspirational, exciting, caring and happy school environment • By Year 11, attainment is outstanding in most subjects and well above GCSE curriculum benchmarks • Personal development in all sections of the school is “outstanding” • An outstanding range of well‐planned extra‐curricular activities enriches the curriculum with more than 150 clubs and activities for students to choose from |
• Student achievement at General Certificate of Secondary Education (GCSE) examinations are significantly above international standards. • In the Sixth Form, attainment is consistently above international standards for A‐Level examinations • Students at both ends of the spectrum, from those in the greatest need of improvement to the talented and gifted, are given exceptional levels of support outside the Arabic curriculum subjects. • The British School makes a significant and effective investment in the professional development of all its staff with excellent knock-on impacts for the children under their care • The curriculum is inspirational, broad and exciting providing variety, challenge and interest for children at every level of the school • Personal development continues to be of a “Very Good” standard. The British School provides a vast array of extra‐curricular clubs and visits across the arts, music and sport • School resources are outstanding in supporting leadership aims; buildings and facilities are outstanding in reach, scope and quality matching the very high level of investment across the whole school • Progress and attainment across all phases in English, Mathematics and Science is of an Outstanding level. |
• Potential to re-define “Outstanding” schooling • Impressive commitment to build a school founded on developing to the maximum each child’s potential through a focus on individual added value flightpaths • ADEC Good School status with Outstanding Features on its launch inspection • Outstanding enrichment and whole child development • Balanced emphasis on pastoral care, academics and enrichment to nurture a very different, kinder approach than that of selective, hot-house models intent on examinations at all and any cost. We think this will deliver. • Location, location, location – the school campus and extraordinary Saadiyat culture blend magically in a way no other school can match • Outstanding governance blending school parent and parent owners deeply committed to delivering a beacon school for the Emirates and an educational light on the global stage • Comprehensive scholarship programme across academic disciplines, sport and the broader Visual and Performing Arts. |
• Genuinely world class teaching results in outstanding student attainment in all core academic disciplines except Arabic • The College competes successfully on the international stage in pupil attainment, teaching and prestige • Talented children in all areas, including the performing arts are valued and teaching provision adjusted to ensure they meet their full potential • Not for profit status ensures that all funds are re-invested in the highest caliber and number of teaching staff, facilities and the school’s ability respond to the needs of each child • A very strong Dubai alumni network • Very strong leadership • New scholarships programmes coming on-stream in 2017 |
• Outstanding performance across the whole curriculum • Outperforms the UK independent sector for results at (I)GCSE, AS and GCE A’ Level • Growing alumni network with extensive and close links to its feeder school • Strong Principal/Headteacher with determined leadership • Responsiveness to parents • Happy children |
• Wellington Academy offers “outstanding teaching” and a genuinely exciting curriculum in the Foundation Stage ensuring a positive beginning for children’s learning in the early years • Students make particularly rapid progress in English across all phases of the school but progress in mathematics and science is also outstanding • Students’ personal and social development is of a very high standard. Wellington students are driven and committed to their education and their behaviour is exemplary. Students show outstanding responsibility for their community and the environment. • The quality of provision for students with special educational needs is outstanding in most subjects and feeds seamlessly into a curriculum designed to meet the different needs of individual children • The Academy has highly innovative leadership from its Principal and senior leadership team • The high quality of school buildings and facilities are not simply for show but empower all aspects of the students’ education including sporting and enrichment activities |
• Outstanding, visionary College leadership • Focused, ‘whole child’ holistic educational approach • Tier 1 academic attainment • Outstanding KHDA personal development scoring • Developing alumni network • Courageous and transparent parental engagement, prospective and existing • Passionate, committed, professional and highly effective teaching • Tier 1 facilities |
• Outstanding attainment and progress in English, Mathematics and Science across all phases • Exemplary whole-school teaching • Visionary leadership • Significant levels of investment in students, facilities and staffing throughout the school • Happy school environment delivery academic attainment without hothouse pressure • Fabulous curriculum designed to inspire children to find and develop their individual gifts • Dual English curriculum/IB Diploma provision grounding children for top tier university slipstreams • Outstanding planned BTEC provision at Sixth Form, including integration of industry qualifications – probably a benchmark for how BTEC should be properly integrated in schools across the Emirates. • Outstanding school transparency – probably the best front-facing school communications we have seen in any school. • The benefits of specialist, focused Primary provision with its own dedicated leadership but within the framework of continuous educational provision to KG13 |
• Outstanding SEN provision • Enviable reputation (deserved) • Holistic, whole child centred learning and ethos • Outstanding academic, cultural and extra-curricular attainment at every level • Warm, happy, inspirational school environment • Outstanding levels of teacher commitment, professionalism and care • High community engagement • Mid-tier fee levels, premium plus tier education • Outstanding student work ethic and attendance • Outstanding Ranches slipstream with hybrid UK IGCSE/IB provision balanced with extensive BTEC choices at Sixth Form |
• Targeted provision for the academically gifted child • Selective, highly academic educational environment • Elite school standard infrastructure, academic, extra-curricular and sporting • Nord Anglia reputation for academic excellence and proven programmes and leadership • International Baccalaureate accreditation applied for • Juilliard developed performing arts programme integrated within the education of all children with targeted development of the gifted child in music, drama and dance • Nord Anglia is widely considered a bench mark for new schools in the UAE in terms of how it opened – on time, and running at high performance |
• The only option for parents currently seeking an established, British, full or weekly, boarding school education for their children in Dubai • Outstanding academics across English, Mathematics and Science at all levels of educational provision • Interesting architectural and design environment with premier league academic, sporting and broader cultural facilities • Broad-based, multi-cultural student body • Particularly outstanding, world class teaching provision “across the board” at Foundation Stages • Outstanding senior management • Consistently improving school with strong, focused, pioneering and visionary leadership • Outstanding Sixth form options including the vocationally/academically balanced International Baccalaureate Career related Programme (IB CrP) (offered since September 2016) |
• Emirate’s first RSA Opening Minds structured curriculum • Scholarships • Outstanding breadth and quality of facilities • School leadership deeply committed to the school • Committed owners • Focused schooling for academic children • Premium fees are lower, in their spread across phases, than competitor Tier 1s offering significant value • Dyslexia support |
• Students’ attainment and progress in English, Mathematics and Science is outstanding • Parents are highly supportive, committed, involved in their children’s education and fully integrated within the school • Induction, ongoing teacher training and management are best-in-class • The school recognises its core strengths and focusses its attention on FS and Primary provision only • KHDA “Outstanding School” 2008 – 2017 • WSA Good School recommended 2013 – 2017 • Scholarship programme |
• Taaleem expertise, backing and investment • ADEC flagship “Band A, High Performing, Outstanding” school. • Genuine, serious and ongoing commitment to school improvement • Outstanding performing arts provision • Whole child development • Hugely warm school environment • Tier 1 facilities without the distractions of bells and whistles • Recognition of all staff in developing an outstanding school • Impressive university slipstream |
| Rating | ||||||||||||||||||
| ExtraCurricula | ||||||||||||||||||
| Arts & Drama | ||||||||||||||||||
| Scl Facilities | ||||||||||||||||||
| Details | ||||||||||||||||||
| Type of school | Community, not-for-profit | Private | Private, not-for-profit | Private, for-profit | Private | Private not-for-profit | Public-Private partnership/Abu Dhabi government, for-profit Notes: (1) Chairman: HE Mohamed Khalifa Al Mubarak, Abu Dhabi Tourism & Culture Authority |
Private not-for-profit | Private, not-for-profit | Private | Private for-profit | Private, not-for-profit | Private, not-for-profit | Private for-profit | Private (For profit) | Private, for-profit | Private, for-profit | Private, for profit |
| Average Cost Per Year | FS1: 44,500 FS2: 67,300 YEAR 1: 67,300 YEAR 2: 67,300 YEAR 3: 67,300 YEAR 4: 67,300 YEAR 5: 67,300 YEAR 6: 67,400 YEAR 7: 67,400 YEAR 8: 67,400 YEAR 9: 81,400 YEAR 10: 81,400 YEAR 11: 81,400 YEAR 12: 81,400 YEAR 13: NA |
FS1: 41,580 FS2: 41,580 YEAR 1: 41,580 YEAR 2: 41,580 YEAR 3: 41,580 YEAR 4: 41,580 YEAR 5: 41,580 YEAR 6: 41,580 YEAR 7: 48,510 YEAR 8: 48,510 YEAR 9: 51,975 YEAR 10: 57,330 YEAR 11: 57,330 YEAR 12: 57,330 YEAR 13: 57,330 |
FS1: 54,839 FS2: 71,098 YEAR 1: 87,417 YEAR 2: 87,417 YEAR 3: 87,417 YEAR 4: 87,417 YEAR 5: 87,417 YEAR 6: 87,417 YEAR 7: 87,417 YEAR 8: 87,417 YEAR 9: 87,417 YEAR 10: 87,417 YEAR 11: 87,417 YEAR 12: 87,417 Note: + non-refundable Capital/Joining Fee on entry: 22,000 |
FS1: 47,900 FS2: 47,900 YEAR 1: 56,100 YEAR 2: 56,100 YEAR 3: 56,100 YEAR 4: 56,100 YEAR 5: 56,100 YEAR 6: 57,400 YEAR 7: 57,400 YEAR 8: 57,400 YEAR 9: 57,400 YEAR 10: 57,400 YEAR 11: 57,400 YEAR 12: 63,200 YEAR 13: 63,200 |
FS1: 48,500 FS2: 48,500 Year 1: 57,400 Year 2: 57,400 Year 3: 57,400 Year 4: 57,400 Year 5: 57,400 Year 6: 62,900 Year 7: 62,900 Year 8: 62,900 Year 9: 62,900 Year 10: 74,100 Year 11: 74,100 Year 12: 74,100 Year 13: 74,100 |
FS1: 41,500.00 FS2: 46,400.00 YEAR 1: 46,400.00 YEAR 2: 46,400.00 YEAR 3: 46,400.00 YEAR 4: 46,400.00 YEAR 5: 46,400.00 YEAR 6: 46,400.00 YEAR 7: 62,300.00 YEAR 8: 62,300.00 YEAR 9: 62,300.00 YEAR 10: 62,300.00 YEAR 11: 62,300.00 YEAR 12: 62,300.00 YEAR 13: 62,300.00 |
FS1: 65,000 FS2: 65,000 YEAR 1: 65,000 YEAR 2: 75,000 YEAR 3: 75,000 YEAR 4: 75,000 YEAR 5: 80,000 YEAR 6: 80,000 YEAR 7: 80,000 YEAR 8: 80,000 YEAR 9: 80,000 YEAR 10: 96,333 YEAR 11: 96,333 YEAR 12: 96,333 YEAR 13: 96,333 |
FS1: NA FS2: NA YEAR 1: NA YEAR 2: NA YEAR 3: NA YEAR 4: NA YEAR 5: NA YEAR 6: NA YEAR 7: 74,712 YEAR 8: 74,712 YEAR 9: 74,712 YEAR 10: 74,712 YEAR 11: 74,712 YEAR 12: 84,600 YEAR 13: 84,600 |
FS1: NA FS2: NA YEAR 1: NA YEAR 2: NA YEAR 3: NA YEAR 4: NA YEAR 5: NA YEAR 6: NA YEAR 7: 74,219 YEAR 8: 74,219 YEAR 9: 74,219 YEAR 10: 74,219 YEAR 11: 74,219 YEAR 12: 79,772 YEAR 13: 79,772 |
FS1: 35,067 FS2: 43,551 YEAR 1: 43,551 YEAR 2: 43,551 YEAR 3: 43,551 YEAR 4: 43,551 YEAR 5: 43,551 YEAR 6: 43,551 YEAR 7: 70,134 YEAR 8: 70,134 YEAR 9: 70,134 YEAR 10: 72,397 YEAR 11: 72,937 YEAR12: 79,185 YEAR 13: 79,185 |
FS1: NA FS 2: NA Year 1: N/A Year 2: N/A Year 3: N/A Year 4: N/A Year 5. N/A Year 6. N/A Year 7. 64,117 Year 8. 64,117 Year 9. 64,117 Year 10, 72,131 Year 11. 72,131 Year 12. 80,146 Year 13. 80,146 |
FS1: 37,893 FS2: 46,829 YEAR 1: 46,829 YEAR 2: 46,829 YEAR 3: 46,829 YEAR 4: 46,829 YEAR 5: 46,829 YEAR 6: 46,829 YEAR 7: 78,494 YEAR 8: 78,494 YEAR 9: 78,494 YEAR 10: 78,494 YEAR 11: 78,494 YEAR 12: 89,274 YEAR 13: 89,274 DEBENTURE: 20,000 |
FS1: 37,893 FS2: 46,829 YEAR 1: 46,829 YEAR 2: 46,829 YEAR 3: 46,829 YEAR 4: 46,829 YEAR 5: 46,829 YEAR 6: 46,829 YEAR 7: NA YEAR 8: NA YEAR 9: NA YEAR 10: NA YEAR 11: NA YEAR 12: NA YEAR 13: NA |
FS1: 60,000 FS2: 60,000 YEAR 1: 70,000 YEAR 2: 70,000 YEAR 3: 75,000 YEAR 4: 75,000 YEAR 5: 75,000 YEAR 6: 75,000 YEAR 7: 80,000 YEAR 8: 80,000 YEAR 9: 80,000 YEAR 10: 86,000 YEAR 11: IB accreditation applied for (2016) YEAR 12: IB accreditation applied for (2016) YEAR 13: IB accreditation applied for (2016) |
Nursery: 51,000 (Day) Reception: 54,000 (Day) YEAR 1: 56,000 (Day) YEAR 2: 56,000 (Day) YEAR 3: 61,000 (Day) YEAR 4: 61,000 (Day) YEAR 5: 68,000 (Day) YEAR 6: 68,000 (Day) 134,000 (Full Boarding) 128,500 (Weekly Boarding) YEAR 7: 82,000 (Day) 148,000 (Full Boarding) 142,500 (Weekly Boarding) YEAR 8: 84,000 (Day) 150,000 (Full Boarding) 144,500 (Weekly Boarding) YEAR 9: 86,000 (Day) 152,000 (Full Boarding) 146,500 (Weekly Boarding) YEAR 10: 94,000 (Day) 160,000 (Full Boarding) 154,500 (Weekly Boarding) YEAR 11: 98,000 (Day) 164,000 (Full Boarding) 158,500 (Weekly Boarding) YEAR 12: 100,759 (Day) 166,759 (Full Boarding) 161,259 (Weekly Boarding) YEAR 13: 100,759 (Day) 166,759 (Full Boarding) 161,259 (Weekly Boarding) |
FS1: 50,200 (52,007) FS2: 50,200 (52,007) YEAR 1: 52,500 (54,390) YEAR 2: 52,500 (54,390) YEAR 3: 57,200 (59,259) YEAR 4: 59,000 (61,124) YEAR 5: 63,700 (65,993) YEAR 6: 63,700 (65,993) YEAR 7: 76,700 (79,461) YEAR 8: 79,700 (82,569) YEAR 9: 82,600 (85,574) YEAR 10: 88,500 (91,686) YEAR 11: 94,400 (97,798) YEAR 12: 94,400 (100,300) YEAR 13: 94,400 (100,300) * ( ) = 2018 fees |
FS1: 40,777 (42,734) FS2: 40,777 (42,734) YEAR-1: 51,419 (53,887) YEAR-2: 51,419 (53,887) YEAR-3: 51,419 (53,887) YEAR-4: 51,419 (53,887) YEAR-5: 62,058 (65,037) YEAR-6: 62,058 (65,037) ( ) = 2017-18 fee structure YEAR-7: 61525 YEAR-8: 61525 |
EY1: 36,100 EY2: 37,900 YEAR 1: 49,700 YEAR 2: 49,700 YEAR 3: 49,700 YEAR 4: 49,700 YEAR 5: 49,700 YEAR 6: 49,700 YEAR 7: 56,900 YEAR 8: 56,900 YEAR 9: 56,900 YEAR 10: 56,900 YEAR 11: 56,900 YEAR 12: 56,900 YEAR 13: NA |
| Curriculum | International Baccalaureate International Baccalaureate Primary Years Programme [PYP] International Baccalaureate Diploma Programme [DP] Common Core State Standards [CCCS] |
National Curriculum of England | American High School Diploma Advanced Placement |
National Curriculum for England: EYFS Key Stages 1 – 4 (I)GCSE O’ Level A’ Level International Baccalaureate: International Baccalaureate Diploma [IB DP] |
National Curriculum of England | English National Curriculum EYFS IGCSE A’ Level BTEC |
National Curriculum for England EYFS IGCSE A’ Level Extended Project Qualification (EPQ) |
National Curriculum of England | National Curriculum of England | National Curriculum of England International Baccalaureate BTEC |
The National Curriculum of England | Hybrid: National Curriculum of England to IGCSE Parallel stream International Baccalaureate (Diploma)/BTEC at Sixth Form |
National Curriculum of England | National Curriculum of England International Baccalaureate accreditation applied for |
National Curriculum of England International Baccalaureate |
RSA Opening Minds National Curriculum for England: (I)GCSE GCE A’ Level |
UK, UK NC, EYFS | International Baccalaureate: International Baccalaureate Primary Years Programme [IB PYP] International Baccalaureate Middle Years Programme [IB MYP] International Baccalaureate Diploma Programme [IB DP] |
| Selective | Yes Notes: Admission to ACS is based upon the student’s application, previous school records, teacher, principal and/or counselor confidential assessments, work habits, and, in some cases, an admissions test. Admittance is by priority category (1 and 2 have significant weighting): 1. Children of ACS Faculty Members 2. Students bearing American passports or with a parent or legal guardian who bears an American passport, in the following priority: a. Children of employees of the American Embassy Abu Dhabi b. Children of employees of ACS Corporate Sponsors (PALs) c. Siblings of current ACS students d. all other such children 3. Non-American students who are children of employees of ACS Corporate Sponsors (PALs) 4. Non-American siblings of current ACS students 5. Former ACS students and children of former ACS students 6. Non-American students transferring directly from an American curriculum school abroad or in the United States 7. All other students meeting admission requirements |
Not selective | Entrance examination | No Notes: (1) FS1 & FS2 “Come and Play” session for students in the UAE (alternative arrangements can be made for children currently overseas) (2) Assessment session for Year 1 to Year 12 Students may be required to “gauge each child’s level of English, additional learning needs, or to help decide which year level will be most appropriate.” (3) School promises to review applications within 15 days (4) School promises to make all applications “as easy as possible and treat all families with kindness, honesty and respect.” |
Yes | Highly inclusive | Partially Inclusive Notes: (1) Intake includes children with both Special Educational Needs (SEN) and English as an Additional Language (EAL) (2) School has dedicated Gifted and Talented (G&T) programmes (3) Admission to the school from Years 1 is determined by a child- focused screening process according the requirements of the relevant phase (4) “We are not being highly academically selective – but we are being selective enough to ensure that every child that joins us can access the curriculum.” Brendan Law. Headmaster. |
Yes | No | Selective | No. Notes: (1) The school has asked us to emphasise to prospective parents that it is resolutely committed to being fully inclusive and does not cherry pick students. It promises a world class education for all students and will put in place whatever measures are required to ensure that all children meet their potential. (2) Admissions Policy does give priority to students from JPS and siblings of JC students. |
No | No | Yes | Yes Notes: (1) Each child is assessed individually “in the round” – and the potential of each child is taken into consideration on application (2) All assessments are age appropriate (3) A mix of written, paper and computer-based Cognitive Ability Tests (CATs) are used – children applying for Year 7 onwards take CATs which are computer based. (4) The assessment process takes 1 hour for Nursery and Reception applicants, 1.5 hours for children applying for entry into Years 1-2, and between 2 and 2.5 hours for children applying for entry into Years 3-6. (5) Sixth form entry to study for the International Diploma requires a minimum of six grade Bs at GCSE/IGCSE or equivalent. “All applicants will be interviewed and must demonstrate participation in wider school life.” (6) Repton has established systems for identifying Special Educational Needs and Disabilities (SEND) as well as Gifted and Talented (G&T) children. Whilst academically selective, the school is fully inclusive and does not discriminate on grounds of SEND, EAL, gender or nationality. |
Yes Notes: (1) All applicants will sit a Cognitive Ability Test (CAT) [Years 3-9] and produce a piece of creative writing. Students will require around two hours to complete the assessment. For overseas applicants, this can be arranged at their current school. (2) CATs include Verbal, Non-verbal, Quantitative and Spatial reasoning multiple choice questions, in a series of small timed tests. (3) The creative writing will be based on a choice of topics provided on the day [Years 1+] (4) To qualify for an offer at Kings’ School Al Barsha, applicants will be required to demonstrate a good level of academic potential, with a CAT score above the required threshold appropriate to their age. (5) Kings’ welcomes applications from children with Dyslexia. Applications should include their most recent Educational Psychologist’s report and IEP. (6) Kings’ accepts children with Special Education Needs [SEN] and provides Shadow teacher support if required though the number of places is limited (7) Although Kings’ does NOT offer EAL or TEFL support for those students where English is not their first language, it does accept children with English as a Second Language [EAL] provided other test results (CATIV) show that the child is academically able (8) FS selection will involve play based observational assessments grading communication, interaction and the ability to follow instructions |
No | Fully inclusive. The school does not discriminate on grounds of disability, Special Educational Needs [SEN], nationality, additional language status or sex. Notes: (1) Applications are considered fairly on a “first come, first served” basis defined by the date of application. (2) Applications testing for Grade 1 and above is NOT designed to admit those children who score most highly. Testing, rather, is designed exclusively to establish a baseline so that the school is able to track their progress in school and make adaptations accordingly. Adaptations may include, for example, Gifted & Talented (G&T) ) programmes for very high performing children in a given subject, or support provision including, for example, that for English as an Additional Language (EAL) or Special Educational Needs (SEN). Admission to Grades 1-12 undergo entrance examinations are in cognitive ability, English and Mathematics. (3) The school has significantly invested in EAL and SEN so that it can welcome children regardless of ability. However, there is a maximum capacity for the EAL and SEN programmes in order that the support needed for individual children is not diluted. As a result, in cases where demand for SEN or EAL outstrips the available resources, there may be times when a student is wait-listed for support. (4) “We do not, for example, test 100 children for 10 seats and then take the top 10. We test the first ten applications we receive and as long as we can accommodate them, they will be all be offered seats.” (5) The school is ONLY selective from Grade 9 and above. This is unavoidable as the school has no alternatives to the full International Baccalaureate Diploma Programme (IB DP) – and it would be unfair on children to accept them at the school without the necessary grounding that will have been completed for children who have studies at Raha from EY or Early grades. This might be reviewed should the school be able eventually to offer alternatives to the highly demanding IB DP programmes. (6) The school does NOT have Arabic testing as part of its admissions testing. (7) EY1 and EY2 applications are not subject to formal assessment. |
| Number of Students | 1094 | 1672 | 1656 | Capacity: 1,600 Current role: 1,582 |
1219 | 1878 | Capacity: 2000 Role: 1100+ |
870 | 1253 (BSO 2016) | 4,107 | 1118 | 1369 | 700 | 700 | 2111 Notes: (1) Emirati: 268 (2) Special Educational Needs (SEN): 151 |
Capacity: 1700 – 1800 Notes: (1) Current intake on phased launch: 800+ (2) Secondary phase currently circa 600 students (capacity of 800) [February 2017] (3) Year 7 circa 130 – 150 students [February 2017] (4) Year 11 circa 40 students [February 2017] (5) Total role May 2017: 1367 (to Year 11 only) |
914 | 1836 |
| Location | Al Khalidyah, Abu Dhabi | Al Raha Gardens, Abu Dhabi | Al Barsha, Dubai | Khalifa City B, Abu Dhabi | Bloom Gardens, Khalifa City, Abu Dhabi | Al Khubairat , Al Mushrif, Abu Dhabi | Saadiyat Cultural District, Saadiyat Island, Abu Dhabi | Al Sufouh, Dubai | Dubai Academic City, Al Ruwwayah, Dubai | Silicon Oasis, Dubai | Al Safa, Dubai | Arabian Ranches, Dubai | Al Safa 1, Jumeirah, Dubai | Al Barsha, Dubai | Nad Al Sheba 3, Dubai | Al Barsha 3, Dubai | Al Sufouh, Dubai | Al Raha Gardens, Khalifa City A, Abu Dhabi |
| Student composition | Student number: 1,094 Boys: 51% Girls: 49% KG: 120 students Grades 1 – 5: 335 students Grades 6 – 8: 272 students Grades 9 – 12: 367 American: 53% Canadian: 8% Korean: 4% British: 2% Emirati: 3% Indian: 2% Other: 28% Muslim: 30% Arabic: 8% Special Educational Needs [SEN]: 6% Gifted and Talented (G&T): 0% |
75 nationalities: 33% Arab 21% Emirati 28% British Other significant groups are from Australia, America, Egypt, Canada, Jordan, India and South Africa 49% Muslim 10% Special Educational Needs (SEN) 8% gifted and/or talented. |
61% American 16% Canadian 23% Other nationalities drawn from 53 countries |
Female: 44% Male: 56% Nationalities: 76 Languages: 20+ British: 24% Emirati: 21% Indian: 6% Special Educational Needs [SEN]: 69 Gifted & Talented [G&T] – Academic: 112 Gifted & Talented [G&T] – Performing Arts: 35 KG: 330 Primary: 829 Middle: 314 High: 109 |
38% United Kingdom (UK) 17% Emirati 12% European 9% other Arab States 7% North American 17% other nationalities 34% Muslim 6% Special EducationalNeeds (SEN) 5% English as an Additional Language (EAL) 9% Gifted and Talented |
65% British 12% Emirati, 4% Australian, 3% Irish, 3% American 13% other nationalities 33% Muslim 5% Special Educational Needs (SEN) 1.3 % English as an Additional Language (EAL) |
British: 30% Emirati: 17% (target 25% – 30%) American: 12% Australian: 7% European: 13% Other Middle East: 5% Asia: 6% Africa: 3% Special Educational Needs (SEN): significant provision TBC Nationalities: 60+ FS1: 90 children (Fixed maximum) FS2: 90 children (Fixed maximum) |
British (largest nationality) | British (largest nationality) | British (largest nationality) | British (largest nationality) | British (largest nationality) | British (largest nationality) | British (largest nationality) | British (largest nationality) | British (largest nationality): 40% Total nationalities: 64+ Emirati: 45 Special Educational Needs: 60 |
UK (largest nationality) Notes: (1) Pre-KG: 101 (2) Emirati: 29 (3) Special Educational Needs (SEN): 21 |
Emirati: 15% US/American: 14% British: 7% Canadian: 6% 6% Australian 5% German <2% from each of 69 other countries Nationalities: 80 Languages spoken: 45 EY: 245 Primary: 764 Middle: 671 High: 156 Gifted and Talented (Academic): 66 Special Educational Needs (weaker spectrum): 36 Autism Spectrum Disorder (ASD): 5 Physical disability: 4 English as an Additional Language [EAL]: 50% |
| Facilities | 87.5% | 100% | 100% | 90% | 100% | 100% | 90% | 100% | 100% | 100% | 100% | 100% | 100% | 100% | 100% | 100% | 100% | 100% |
| A Levels offered | English Literature Mathematics French Business and Economics Information and Communication Technology Chemistry Physics Biology History Geography Psychology Media Studies Music Drama Art Diploma (BTEC) Art Subsidiary Diploma (BTEC) Sport Diploma (BTEC) Sport Subsidiary (BTEC) |
Art Drama and Theatre Studies Music French German Italian Latin Mandarin Spanish Business Studies Economics Geography Government & Politics History Psychology Biology Chemistry Computing Design & Technology Mathematics Further Mathematics Physics |
Arabic A Arabic B Art Biology Business Studies Chemistry-A’ Level Computer Science Drama Economics Electronics English French Further Mathematics Geography History ICT Islamic Studies A Islamic Studies B Mathematics Media Studies Music Philosophy PHSE Physical Education Physics Product Design Psychology Spanish |
Arabic Art (Phased) Biology Business studies Chemistry Design & Technology (Phased) Drama & Theatre Arts / Dance (Phased) Economics English French Geography German Government & Politics History Mathematics Maths Pre U Music Music technology Physical education Philosophy Physics Spanish |
Art Biology Chemistry Classical Civilisation Design & Technology Drama Economics English Literature French Further Mathematics Geography Government & Politics History I.C.T. Islamic Studies Mathematics Music Physical Education Physics Spanish |
Arabic Design Business Studies Computer Science Dance Design & Technology – Food Prep and Nutrition Design & Technology – Graphic Design Drama Economics English Language English Literature French Spanish Geography Government and Politics History ICT Mathematics Art Media Studies Music Psychology Physical Education Religious Studies Chemistry Physics Biology |
Arabic (2018 New A’ Level) Art and Design (2015 – 2018 New A’ Level) Biology (2015 – 2018 New A’ Level) Business Studies (2015 – 2018 New A’ Level) Chemistry (2015 – 2018 New A’ Level) Computing (2015 – 2018 New A’ Level) Design and Technology (2017-2018 New A’ Level) Drama (2016 – 2018 New A’ Level) Economics (2015 – 2018 New A’ Level) English Literature (2015 – 2018 New A’ Level) English Language (2015 – 2018 New A’ Level) French (2016 – 2018 New A’ Level) Geography (2016 – 2018 New A’ Level) Government and Politics (2017-2018 New A’ Level) History (2015 – 2018 New A’ Level) ICT (2017-2018 New A’ Level) Mathematics (2017-2018 New A’ Level) Further Mathematics (2017-2018 New A’ Level) Media Studies (2017-2018 New A’ Level) Music (2016 – 2018 New A’ Level) Music Technology (2017-2018 New A’ Level) Photography (2018 New A’ Level) Physical Education (2016 – 2018 New A’ Level) Physics (2015 – 2018 New A’ Level) Psychology (2015 – 2018 New A’ Level) Sociology (2015 – 2018 New A’ Level) Spanish (2016 – 2018 New A’ Level) |
Arabic Art and Design Fine Art Biology Business Chemistry Computer Science Drama Design Technology Economics English Literature French Geography History Information and communications Technology (ICT) Further Mathematics Islamic Studies Mathematics Music Physical Education Music Technology Photography Psychology Sociology Spanish Notes: (1) Further languages by agreement (2) Extended Project Qualification |
See Kings’ Al Barsha slipstream | |||||||||
| I/GCSEs offered | English Mathematics Science Information and Communication Technoology (ICT) Design and Technology History Geography Franch Arabic Islamic Studies Art and Design Music Physical Education (PE) |
English Language (Core) English Literature (Core) Mathematics (Core) Combined Science (Core) Information and Communications Technology [ICT] (Core) Arabic (Option) French (Option) Spanish (Option) Media (Option) Business Studies (Option) Art (Option) Physical Education [PE] (Option) Physics (Option) Chemistry (Option) Biology (Option) Design and Technology I: Graphics (Option) Business Studies (Option) Economics (Option) Geography (Option) History (Option) Leisure and Tourism (Option) Design and Technology II: Textiles (Option) |
English Lit English Language Arabic Maths Biology Chemistry Physics History Geography Computing Design & Technology Art Drama Music French Spanish Mandarin German |
Arabic A Arabic B Art Business Studies Computer Science Drama Economics English French Geography History ICT Islamic Studies A Islamic Studies B Mathematics Media Studies Music PHSE Physical Education Science (including Physics, Chemistry and Biology) Spanish |
English Language (Core) English Literature (Core) Mathematics (Core) Biology (Core) Chemistry (Core) Physics (Core) One Modern Foreign Language (MFL) from Arabic, French and Spanish (Core) (Optional according to individual circumstances of SEN and EAL) Arabic (first or second language) (Option /3) Art (Option /3) Computing (Option /3) Dance (Option /3) Drama (Option /3) Design and Technology (DT) (Option /3) French (Option /3) Geography (Option /3) History (Option /3) Latin (Option /3) Music (Option /3) Physical Education (PE) Spanish (Option /3) Other languages (Fourth, Fifth & Sixth option(s), not timetabled for linguists) (Option /3) Dual Award Science (In place of 3 separate sciences according to ability) Additional Mathematics (Additional option for G&T mathematicians) Note: (1) School offers Higher Tier or Foundation Tier examination alternatives according to individual needs of each student |
Arabic Art Biology Business Studies Chemistry Design & Technology Drama Economics English English Literature French Geography History I.C.T. Islamic Studies Mathematics Music Physical Education Physics Spanish |
Arabic Design Business Studies Computer Science Dance Design & Technology – Food Prep and Nutrition Design & Technology – Graphic Design Drama Economics English Language English Literature French Spanish Geography History ICT Mathematics Media Studies Music Psychology Physical Education Religious Studies – Islam Chemistry Physics Biology |
Core: Mathematics, Science, English, Physical Education, Islamic Education (Muslim students), Arabic (Arabic National native speakers only). Options: Arabic, French, Spanish, Computer Science, Information and Creative Technology (BTEC), Business (BTEC or GCSE), Psychology, D&T, ICT (GCSE), Geography, Music, Art, PE, Creative Digital Media (BTEC), Dance, Drama, History, Economics, Food, Performing Arts (BTEC), Science (Triple) |
English Language English Literature Mathematics Science Arabic Art & Design Business Studies Computer Science Dance Design Technology Drama Economics French Spanish Geography History ICT Music GCSE Physical Education Psychology |
French Business Studies Art and Design Spanish Economics Design and Technology Arabic History Drama Geography Music ICT Psychology English Language English Literature Mathematics Science Science Additional Science |
Geography History English Mathematics Science (Physics, Biology, Chemistry) Business Studies Economics Art Music Drama Information Communication Technology ICT Design and Technology Physical Education Spanish French German Mandarin Arabic |
English Language & English Literature (Double Award) [Core] Mathematics (Double Award) [Core] Science & Additional Science (Double Award) [Core] Arabic [Language Option 1] French [Language Option 2] Spanish [Language Option 3] Computer Science [Humanities/Science Option 1] History [Humanities/Science Option 2] Geography [Humanities/Science Option 3] Triple Science (Further Additional Science) [Humanities/Science Option 4] Physics (included in Science plus Additional Science(s)) Chemistry (included in Science plus Additional Science(s)) Biology (included in Science plus Additional Science(s)) Art – 3D ceramics [Creative/Aesthetic Option 1a] Art – 3D sculpture [Creative/Aesthetic Option 1b] Art – 2D painting & drawing [Creative/Aesthetic Option 1c] Drama [Creative/Aesthetic Option 2] Design Technology – Product Design [Creative/Aesthetic Option 3] PE [Creative/Aesthetic Option 4] German Mandarin (Under review for introduction in 2017-18) Russian (Under review for introduction in 2017-18) |
See Kings’ Al Barsha slipstream | |||||
| 2016/17 Overall ADEC / KHDA Rating | Band A, High Performing, Very Good (A2) | Outstanding | Good (Note: First Inspection) | Outstanding | ||||||||||||||
| Meta | ||||||||||||||||||
| Likes | ||||||||||||||||||
