Dubai A’ Level Schools Compared
If you’re thinking of heading to a Dubai A Level school next year, here are your options in a side by side analysis. As well as checking for traditional school choice criteria such as price and location, also look at the number of A’ Levels offered, and previous year’s success rates, where published, in external examinations.
Where we do not have this information it is because schools have not supplied it. Due diligence required: Ask the school why.
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| Overview | |||||||||||||||
| Strengths | • Whole child focus • Value fee structure • Outstanding teaching • Outstanding ECA programme • KHDA “Very Good” school status • Uniformly excellent independent whichschooladvisor feedback • A hub for creativity, innovation and commitment supported and nurtured by both teachers and students • Outstanding parental links • Significant, effective and proactive career counseling • Inspirational school environment |
• Outstanding leadership and teaching staff • Good level of facilities (albeit with frayed edges) • A lot of love from generations of students and parents • Positive independent feedback to whichschooladvisor • Re-opening of primary provision and potential for outstanding new governance • Flashes of outstanding school provision within a mixed picture • Widest choice of A Level subject provision available in the UAE |
• KHDA Good School • Outstanding English, Mathematics and Science core area provision at (I)GCSE • An established school with brand value in its sector • Very low levels of teacher turnover suggestive that the school is highly nurturing of its staff |
• Outstanding Mathematics post-16 provision • Outstanding personal, community and personal responsibility of students post-16 • The inherently outstanding quality of the English National Curriculum (rendered only “Good” at Oxford) • Good post-16 levels of teaching • Recent improvements in parental communication with newsletters aligned to time with 2015-16 KHDA inspection |
• Exceptional added-value – students achieve outstanding progress in Science, English and Mathematics across all phases • Outstanding, consistent school leadership with vision and a history of evolving school improvement • Supporting and empowering school governors including an investing founder committed to delivering the mission statement of the school in full and at an outstanding level • Capacity to reach outstanding school status • Beautiful, landmark school buildings, excellent facilities and grounds with investment in landscaping areas internally and externally to create a warm and inspirational school environment for students • Commitment to Islamic values and broader Arabic culture flourishes throughout the school • Fully inclusive school entry • Significant investment in British teaching staff across academic, cultural and sporting disciplines |
• Attention to detail across health and safety provision at the school • Recruitment of qualified professional leadership. The ongoing 7-year plus inability to translate this into the school’s transition from an Acceptable rating strongly implies a lack of support and resources by the owners to effect change • Attractive school design externally |
• Owners committed to children’s welfare over profit • Outstanding school leadership • Dedicated, passionate, accomplished teachers committed to their students • Extremely low rate of staff turnover by Dubai standards • Tier 1 academics extraordinary for its sector and facilities • Historic school with considerable cache in its sector • Highly transparent school with full annual publication of academic performance across all phases |
• Committed, outstanding new Head appointed following weaknesses in leadership identified by the KHDA Inspectorate • Genuine investment in structured SEN provision including Gifted and Talented [G&T] programmes • Consistent “Good” KHDA school performance after long period as an acceptable school • Community linkages • School warmth • Significant capital investment indicative of a school not resting on its laurels • School transparency • Investment in alumni • Professional development of faculty • Stable and low levels of staff turnover providing consistency for children • Warmth • Value fees • Outstanding levels of transparency for prospective and existing parents with excellent signposting of key data so that parents can easily benchmark school performance over time and the strengths and weaknesses of existing provision • Family owned – and this shines through. This is not a school lost in an anonymous corporate behemoth, but a school in which the founding family plays a hands-on, deeply committed role in the school’s evolution, improvement and the welfare of children. |
• Outstanding progress of students at FS level in Science and Mathematics • Very high levels of student personal responsibility and whole child development • Excellent breadth of student awareness, understanding and appreciation of Islamic values and global culture • Highly engaged student body; environmentally aware and committed to their communities • Exceptionally high quality Foundation Stage curriculum • Good facility provision in a very well maintained and cared for nurturing school environment • New, extremely knowledgeable school Principal internally promoted after 10 years’ senior leadership experience within the school • One of very few schools to have a dedicated telephone line for admissions |
• 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 |
• 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 |
• IGCSE, AS and A level achievement is significantly above international benchmarks, both measured in added value and absolute terms • Added value is at a very high level; Cambridge punches significantly above baseline expectations • The curriculum is outstanding in inspiring within students an appreciation and understanding of UAE values, culture and society • Extra‐curricular provision is excellent, enhancing and enriching students’ learning, cultural and sporting development • Students’ personal development is outstanding – Cambridge very effectively develops students’ leadership skills, universal values (such as integrity and helping others), ambition and global awareness • Senior leadership in the school is a real strength; the Principal is “pivotal” in the school and supported by other senior staff |
• St. Mary’s drives its students’ attainment and progress at a KHDA certified “good” standard in most core subjects across all phases • Stand-out features include students’ outstanding levels of personal responsibility in the secondary phase and impressive depth of understanding of Islamic values and Emirati culture • Students’ understanding of their community and their environmental responsibilities is outstanding in latter phases • Relationships between students and staff are positive and purposeful. There is a genuinely caring culture in which students support each other and older students aim to be role models for the younger students • Teaching is ranked “good” by the KHDA in all phases of the school |
• The Westminster School’s leadership, particularly that of the Principal and senior staff, evidences genuine, determined and considered commitment to ensuring better outcomes for students at every level of the school • The attainment and progress of Post-16 students in English, Mathematics and Science, and English in the secondary phase, is outstanding • Teaching, learning and assessment is at least “good” across all phases of the school • Students’ personal and social development is a definite strength of the school; relationships are respectful, attendance and punctuality is good, students have a solid understanding of Islamic values and there is a strongly shared conviction in the importance of community responsibility, environmental awareness and Dubai’s culturally diverse community • Across the English National Curriculum, Islamic Education and Arabic language, educational provision is skilfully adapted to meet the different needs of almost all groups of students. Pupils are given genuine and informed choices of study across Science, commerce or vocational subjects rooted in the core curriculum foundations in Mathematics and English • The school provides good care for students with special educational needs, ensuring they progress personally, socially, emotionally and academically. The identification of students’ needs and the provision of support for individual students is a key feature of the school • The school and its staff are determined, creative, successful and innovative in maximising the potential of facilities and resources that are significantly limited in comparison with those of other, better financed English curriculum based schools in Dubai |
• 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 |
| Weaknesses | • Student:teacher ratio • Large schools are not for all children • Location will be an issue for some parents |
• Poor levels of communication across the board • History of remote, nunaccountable governance • No published examination data since 2013 • Ongoing sense of insecurity amongst parents following closure of primary school • Very different culture of parental communication to the best schools, top down, with parents informed that fees will increase and not engaged in the process • Lack of investment in resources |
• Severely compromised and restricted curriculum at (I)GCSE and GCE A’ Level • No Post-16 Arts provision • An English National Curriculum school with no GCE A’ Level English provision • Lack of transparency • Some misleading marketing to prospective parents • Older, limited facilities • Weakness in curriculum and timetabling limits student options • Confused information on (I)GCSE curriculum |
• Consistently “Acceptable” standard of schooling only over a 6-year period • Group wide “Acceptable” schooling with no obvious benchmark for improvement • Severe limitation of (I)GCSE choices • Lack of transparency with no published examination data for prospective parents to benchmark the school • Confused fee structure • Complete lack of A Level Arts provision for existing students at the school • Insufficient, in some cases poorly qualified teaching staff • High staff turnover – 1 in 4 or more staff will leave during the course of one year • Poor Special Educational Needs provision [SEN] |
• Limited teething problems inevitable in the move to new school buildings • A big, 3000 capacity school, will not suit all children |
• Lack of meaningful information provided by the school • Complete lack of school transparency • Limited, but identified over-crowding – unacceptable in any school • Failing post-16 provision • Weak Special Educational Needs provision [SEN] – unacceptable for a school that operates an (admirably) open admissions policy, limiting the life chances of the school’s most vulnerable children |
• Oversubscribed • Tired buildings and limited facilities • Over time, as competition intensifies owners may have little choice except to begin major capital investment in new buildings and facilities • Convoluted, unnecessarily complex fee structure needs streamlining to be transparent • Increased investment in IT and broader technology provision, including robotics, a priority |
• Teaching and academics playing catch up with outstanding and very good levels of whole child provision | • Weakness in core Arabic curriculum provision • High turnover of staff at Primary level • Lack of learning spaces for students and teaching staff • Limited accessibility provision for disabled children with mobility issues • Serious lack of transparency with no publication of academic performance data • Limited subject options at (I)GCE O’, AS and A2 levels compared to Tier 1 • SEND capacity a weakness in provsion |
• Relative weakness in student attainment in Arabic area subjects compared to that achieved in other core disciplines (typical within the British schools sector) • The school does not compete with the “bells and whistles” of Dubai’s newest and “shiniest” elite schools |
• Failings in the teaching of Arabic as a first language • Waiting lists result in many children who would benefit from a place at the College not being accepted • Building design, old by Dubai standards, reflects its time and does not compete with the “bells and whistles” of many of Dubai’s most recent elite schools • Some weakness in Special Educational Needs [SEN] provision within lesson planning and delivery |
• Overcrowding remains an issue with too many children compressed into inadequate classrooms • Some facilities are tired and facilities do not compare well with other English National Curriculum schools • School systems are not sufficiently developed, particularly in tracking student performance, benchmarking best practice and monitoring the consistency and quality of teaching • Provision of consistent, individual support for students with special educational needs (SEN) is weak • The quality of Arabic, Islamic Studies and UAE social studies provision does not meet the high standards of other core areas of the curriculum |
• The teaching of the Arabic curriculum is less successful than teaching in Mathematics, Science and English • The school fails to meet the Ministry of Education curriculum requirements for the teaching of Islamic Education and Arabic as a first language • Science laboratories are underused and student’s access and use of a learning technologies is limited. Around a third of students do not continue to study Science after Grade 8 at all, wasting resources and opportunity • Attendance in school is variable, particularly for Islamic Education and Arabic classes • Support for students with special educational needs is poor in some classes. Only a minority of teachers at St. Mary’s are trained or skilled in planning lessons that can meet the full range of needs of these students • School premises are adequate and no more. Although there are some specialist rooms, including those for Art and Music, these are an exception • There is no access to upper floors for those students who have a physical disability • Access to technology is inadequate across the school and the two libraries have insufficient range and quality of Arabic language books • There is no post-16 advanced English provision and A Level choice is limited |
• The quality of teaching and learning in Islamic Education and Arabic does not meet the outstanding levels achieved Post-16 in English, Mathematics and Science • Higher-attaining students should be more challenged • The quality of marking and feedback needs to be more consistent • Governance can be improved by better representing parents and fostering greater representation from the community • Some classrooms are overcrowded and the quality of some facilities are limited by financial constraints, these restricting student attainment, learning and development • There is no provision for students to take options in the Arts post-16, despite a clear need, student requests and talent • The range of extra-curricular activities is limited and some activities are unaffordable to some students limiting uptake • The continuity of staffing and high levels of staff turnover is a regular problem and one highlighted by parents and students |
• High fees – though high value return • Relatively weak Arabic subject area provision |
| Opportunities | Firing on all cylinders for its children. For a very good British education on a budget – and one that has the potential to nurture the gifts and talents of children at least as well as the Tier 1s, the Winchester School – Jebel Ali, takes some beating. A truly impressive, inspiring school that teachers, leadership – and students should be very proud of. | What could by now have been such a success story for the UAE education sector, is arguably heavily compromised. Flashes of outstanding provision are diluted by, in many cases, just getting the basics rights. There are signs that the school is picking itself up. The English College Dubai has the makings of a very good school – but it should already be an outstanding one. | • Dubai Scholars Private School is very narrowly focused school that does not offer Arts or Social Sciences within its curriculum. • For children studying within its limited curriculum it offers excellent results up to (I)GCSE • As children will develop their gifts whilst at the school, however, many children will be forced to follow ill-suited programmes of study or leave the school. • On this basis, Dubai Scholars Private School cannot be recommended without very serious qualifications, and then only to a limited pool of students |
• A school that is hard to recommend for prospective parents. Parents with children of any age with an interest in the Arts are advised to look elsewhere. Parents with children who have Special Educational Needs, notwithstanding the inclusive school entry, will find significantly better schools elsewhere. | • KHDA “Good” school with predominating Outstanding features in every area of operation and exceptional added-value levels accelerating student attainment across all phases. • A school with the capacity to develop as a benchmark school in the sector with outstanding leadership and a committed, investing Board of Governors. • Highly recommended. |
• Lack of published meaningful information by the school, together with significant concerns raised by the KHDA, result in our not being able to recommend the school at the current time (March 2016) | • One of Dubai’s best kept secrets in the sector with outstanding academic success hidden behind tired old buildings and limited facilities. • For the many parents clamoring for a place at the school, and the many alumni who have left for top-tier universities worldwide, beauty really is only skin deep. • Dubai GEM sparkles – rarely has a name been more apposite, or a school more deserving of its name. |
• A school with all the foundations in place to move to Very Good school status. | • A KDHA Good school • A school with “Outstanding” performance in some areas and ongoing capacity for further improvement • whichschooladvisor “Happiest School in the UAE” finalist • whichschooladvisor rated flagship school in this price bracket • Highly recommended English National curriculum school, particularly for parents seeking a school with a strongly represented, but not exclusively, Pakistani student body |
• Much loved school • A Principal that listens and responds to parents • Top school for academic attainment • Happy, rounded, inspired children committed to the school: ‘In this college, pupils are valued not just for what they can do but for what they are.’ [student quoted in BSO Inspection 2016-18] • Very highly recommended; schools do not come better in the UAE |
• An historically important school in Dubai, and one with a reputation for delivering a standard of education that competes successfully with the best schools on an international stage, Dubai College is under pressure to achieve at the highest level. • New elite schools in Dubai now provide competitive, genuine alternatives for prospective students of academic children • It is easy to lose sight of the College’s place at the top-end of an outstanding rating; not all outstanding schools are the same • A genuinely exceptional school which, particularly for the most academically gifted children, offers an inspirational, world class, life-changing educational experience that cannot be bettered in the UAE, nor by the vast majority of Europe’s flagship private schools • Highly recommended |
• Cambridge is a good school offering a very high standard of traditional English National Curriculum based education • In value-added terms the school’s achievements are extremely impressive with all children offered the chance to exceed international baseline grades at GCE O’ and A’ Level • Key weaknesses of the school, particularly in overcrowding and tired facilities, are directly related to the low level of fees • Bottom line, an impressive – and happy – school delivering, for many children, premier school results on a budget, and against significant odds |
• St Marys offers a “Good” standard of education in the core disciplines of English, Mathematics and Science but, particularly at post-16, student attainment in Islamic Education and Arabic as a first language is unsatisfactory • School facilities are adequate and stripped back because of finance. This shows itself particularly in St Mary’s weak technology provision, but it is also evident in worrying failures to meet some basic access requirements for disabled students and simple curricculum changes required for the school to better respond to those students with Special Educational Needs • For an English National Curriculum based education, particularly to O’ Level standard, however, the school’s scale, warmth and affordability, together with its unique profile in the history of Dubai’s educational provision, continue to make it a considered choice for a number of parents |
• Westminster School is now punching well above the weight of its limited financial resources. At key post-16 levels, across English, Mathematics and Science, the education provided to pupils is outstanding • The cost of a Westminster A-Level education, relative to other providers, provides remarkable value • The school is stripped of “bells and whistles” but arguably delivers where it counts • Overcrowding, poor facilities, lack of subject choice in the Arts and lack of accessibility for wheel chair users all result from financial limitations placed on the school leadership by the low level of fee income • Until this is addressed, and notwithstanding, against the odds, outstanding A-Level performance and genuine value for money, it is hard to see how Westminster can meet its full potential or the needs of all its pupils |
• Exceptional, pioneering college in the provision of holistic, but academically focused, education • KHDA Outstanding • Exemplary, visionary leadership with the courage to refuse hothouse pressures in the interests of a ‘whole child’ education • Unpublished but high added value; no child is left behind • Impressive College transparency and communication – parents and their children come first • A whichschooladvisor flagship school – (very) highly recommended |
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| Type of school | Private, for-profit | Private, for profit | Private, for profit | Private, for-profit | Private, for profit | Private, for-profit | Private, for profit | Private, for profit | Private, for profit | Private, not-for-profit | Private not-for-profit | Private | Not-for-profit | Private | Private for-profit |
| WSA Good School | Under review 2016-17 | Under review 2017-18 | Under consideration 2017-18 | Yes | Yes | Yes | |||||||||
| Full WSA Review | Go | Go | Go | Go | Go | Go | Go | Go | Go | Go | Go | Go | Go | Go | Go |
| Average Cost Per Year | FS1: 12,996 FS2: 12,996 YEAR 1: 16,246 YEAR 2: 16,246 YEAR 3: 16,246 YEAR 4: 16,246 YEAR 5: 16,246 YEAR 6: 17,329 YEAR 7: 17,329 YEAR 8: 17,329 YEAR 9: 20,579 YEAR 10: 23,197 YEAR 11: 23,197 YEAR 12: 28,992 YEAR 13: 28,992 |
FS1: 47,150 – Manor Primary School slipstream open from September 2016 FS2: 47,150 – Manor Primary School slipstream open from September 2016 YEAR 1: 49,450 – Manor Primary School slipstream open from September 2016 YEAR 2: 49,450 – Manor Primary School slipstream open from September 2016 YEAR 3: 51,750 – Manor Primary School slipstream open from September 2016 YEAR 4: 51,750 – Manor Primary School slipstream open from September 2016 YEAR 5: 51,750 – Manor Primary School slipstream open from September 2016 YEAR 6: 51,750 – Manor Primary School slipstream open from September 2016 YEAR 7: 49,764 YEAR 8: 49,764 YEAR 9: 49,764 YEAR 10: 53,987 YEAR 11: 53,987 YEAR 12: 59,619 YEAR 13: 59,619 |
FS1: 13,682 FS2: 13,682 YEAR 1: 15,697 YEAR 2: 15,697 YEAR 3: 15,697 YEAR 4: 15,697 YEAR 5: 15,921 YEAR 6: 15,921 YEAR 7: 15,921 YEAR 8: 16,870 YEAR 9: 16,870 YEAR 10: 16,870 YEAR 11: 16,870 YEAR 12: 24,863 YEAR 13: 24,863 |
FS1: 12,319 FS2: 12,319 YEAR 1: 14,265 YEAR 2: 14,265 YEAR 3: 14,265 YEAR 4: 14,265 YEAR 5: 14,265 YEAR 6: 14,751 YEAR 7: 14,751 YEAR 8: 14,751 YEAR 9: 14,401 (Arts) 15,451 (Science)* YEAR 10:14,401 (Arts) 15,451 (Science)* YEAR 11: 14,870 (Arts) 16,020 (Science)* YEAR 12: 18,836 (Arts) 20,186 (Science)* YEAR 13: 18,836 (Arts) 20,186 (Science)* *Fees will reduce between 750 AED – 950 AED per annum from Year 9 for students not taking Computer Science |
FS1: 34,359 FS2: 36,610 YEAR 1: 37,944 YEAR 2: 37,944 YEAR 3: 42,251 YEAR 4: 42,251 YEAR 5: 42,251 YEAR 6: 46,644 YEAR 7: 51,034 YEAR 8: 55,628 YEAR 9: 55,628 YEAR 10: 55,628 YEAR 11: 58,953 YEAR 12: 64,754 YEAR 13: 73,769 |
FS1: NA FS2: 20,018 + 412 book fee YEAR 1: 23,770 + 772 book fee YEAR 2: 23,770 + 772 book fee YEAR 3: 23,770 + 1,029 book fee YEAR 4: 23,770 + 1,029 book fee YEAR 5: 23,770 + 1,029 book fee YEAR 6: 23,770 + 1,029 book fee YEAR 7: 28,150 + 1,287 book fee YEAR 8: 28,150 + 1,287 book fee YEAR 9: 28,150 + 1,287 book fee YEAR 10: 31,277 + 1,287 book fee YEAR 11: 31,277 + 1,287 book fee YEAR 12: 37,750 + 1,554 book fee YEAR 13: 37,750 + 1,554 book fee |
FS1: 10,260 + 150 (activity fee) + 300 (medical) +1410 levy* FS2: 10,260 + 150 (activity fee) + 300 (medical) + 1410 levy* YEAR 1: 11,126 + 200 (activity fee) + 300 (medical) +1680 levy* YEAR 2: 11,126 + 200 (activity fee) + 300 (medical) +1730 levy* YEAR 3: 11,126 + 200 (activity fee) + 300 (medical) + 1780 levy* YEAR 4: 11,674 + 200 (activity fee) + 300 (medical) + 1980 levy* YEAR 5: 11,774 + 200 (activity fee) + 300 (medical) +2030 levy* YEAR 6: 13,395 + 200 (activity fee) + 300 (medical) + 2030 levy* YEAR 7: 13,724 + 200 (activity fee) + 300 (medical) +2130 levy* YEAR 8: 14,567 + 200 (activity fee) + 300 (medical) +2130 levy* YEAR 9: 15,445 + 200 (activity fee) + 300 (medical) + 1850 levy* YEAR 10: 16,286 + 200 (activity fee) + 300 (medical) + 1904 levy* YEAR 11: 16,286 + 200 (activity fee) + 300 (medical) + 1904 levy* YEAR 12: 20,568 + 200 (activity fee) + 300 (medical) 1527 levy* YEAR 13: 21,613 + 200 (activity fee) + 300 (medical) + 1577 levy* + 296 AED – 851 AED book fee according to phase + 350 AED equipment fee per subject Years 9 – 11 + 500 AED equipment fee per subject Years 12-13 *Levy is for trips, upkeep of labs and maintaining school |
FS1: 10,405 FS2: 10,405 YEAR 1: 11,000 YEAR 2: 11,000 YEAR 3: 11,000 YEAR 4: 11,320 YEAR 5: 11,320 YEAR 6: 11,320 YEAR 7: 11,565 YEAR 8: 13,155 YEAR 9: 14,520 YEAR 10: 18,390 YEAR 11: 18,390 YEAR 12: 18,700 YEAR 13: 22,085 |
FS1: 9,071 FS2: 9,631 YEAR 1: 10,260 YEAR 2: 10,260 YEAR 3: 10,260 YEAR 4: 10,856 YEAR 5: 10,856 YEAR 6: 10,856 YEAR 7: 11,473 YEAR 8: 11,868 YEAR 9: 12,560 YEAR 10: 15,388 YEAR 11: 16,216 YEAR 12: 16,994 YEAR 13: 16,994 |
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: 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: 13,438 FS2: 13,438 YEAR 1: 16,276 YEAR 2: 16,276 YEAR 3: 17,530 YEAR 4: 17,530 YEAR 5: 18,876 YEAR 6: 18,876 YEAR 7: 22,110 YEAR 8: 22,110 YEAR 9: 23,463 YEAR 10: 23,463 YEAR 11: 24,717 YEAR 12: 28,380 YEAR 13: 28,380 |
FS1: NA FS2: NA YEAR 1: 5557 YEAR 2: 5557 YEAR 3: 6817 YEAR 4: 6817 YEAR 5: 6817 YEAR 6: 6817 YEAR-7: 7409 YEAR-8: 7409 YEAR-9: 8335 YEAR-10: 9571 YEAR-11: 9571 YEAR-12: 11937 YEAR-13: NA |
FS1: NA FS2: 5726 YEAR 1: 7074 YEAR 2: 7074 YEAR 3: 7074 YEAR 4: 7074 YEAR 5: 7074 YEAR 6: 7074 YEAR-7: 7634 YEAR-8: 7634 YEAR-9: 8982 YEAR-10: 8982 YEAR-11: 11132 YEAR-12: 11132 YEAR-13: 11132 |
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 |
| Curriculum | National Curriculum for England: Early Years Foundation Stage (EYFS) IGCSE International AS Level International A Level |
National Curriculum for England | National Curriculum for England (I)GCE O’ Level GCE A’ Level |
National Curriculum for England | National Curriculum for England EYFS (I)GCSE O’ Level GCE A’ Level AS A2 |
National Curriculum for England EYFS (I)GCSE O’ Level GCE A’ Level |
National Curriculum for England (I)GCSE GCE AS Level GCE A’ (A2) Level |
National Curriculum for England (I)GCSE GCE A’ Level |
National Curriculum for England | National Curriculum of England | National Curriculum of England | National Curriculum of England | National Curriculum of England | National Curriculum of England | The National Curriculum of England |
| External Exam Boards | Cambridge International Examinations [CIE] Pearson EDEXCEL |
Pearson EDEXCEL AQA WJEC |
EDEXCEL | Cambridge EDEXCEL |
OCR (Oxford, Cambridge & RSA) AQA |
Cambridge EDEXCEL Note: KHDA state the school does not have accreditation as of November 2014) |
Cambridge EDEXCEL |
Cambridge EDEXCEL |
Cambridge | CEM, OCR, AQA, Edexcel, WJEC, GL, CEM | EDEXCEL University of Cambridge |
Pearson Edexcel London |
Cambridge | Cambridge Edexcel AQA |
|
| Number of A Levels offered | 11 | 26 | 7 Note: (1) Year 13 is optional (2) 2 subjects can be studied in each year (3) Implication is that post-16 provision is to AS level (4) GCE AS and A2 A’ Level results are not published |
8 | 17 | Not published | 13A2 + 1AS | Advanced Subsidiary AS: 13 Advanced A2: 12 |
14 | 26+ | 19 | 11 | 6 (Variable) | 11 | 27 |
| A Levels offered | Accounting Business Studies Economics Biology Chemistry Physics Sociology English Literature Mathematics Applied ICT Psychology |
Arabic Art & Design Biology Business Studies Chemistry Computing Drama & Theatre Studies Economics English Literature English Language & Literature Geography Government & Politics History Mathematics Mathematics: Level 3 Mathematical Studies MFL: French MFL: Spanish Music Physical Education Physics Psychology Sociology BTEC National Level 3: Creative Media Production (Television and Film) BTEC National Level 3: Information Technology BTEC National Level 3: Travel & Tourism BTEC National Level 3: Science (can be studied as 1, 2, or 3 A level(s) equivalent) |
Accounts Business Studies Economics Physics Chemistry Biology Mathematics |
Mathematics (A2) Applied ICT (A2) Physics (A2) Chemistry (A2) Biology (A2) Business Studies (A2) Accounts (A2) Economics (A2) English language (AS only) Arabic (AS only) Islamic Studies (AS only) |
Art Health and Social Care Mathematics Arabic ICT Statistics Biology English Language Business Studies English Literature Chemistry Physics English Language Sociology English Literature Applied Science Travel and Tourism |
Not published | Art & Design Arabic I Accounting AICT Biology Business Studies Chemistry Economics English History ICT Mathematics Physics Psychology Environmental Management (AS only) |
Mathematics(to A2) Physics (to A2) Chemistry (to A2) Biology (to A2) Business studies (to A2) Economics (to A2) Accounting (to A2) Art & Design (to A2) Applied ICT (to A2) Psychology (to A2) English (to A2) Environmental Management (to AS only) Computer Science |
Accounting Applied ICT Biology Business Studies Chemistry Economics English Language Environmental Management Global Perspective Mathematics Physics Psychology Sociology Thinking skills |
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 |
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 |
• English Literature • Mathematics • Chemistry • Physics • Biology • Computer Studies • Business Studies • Geography • History • Accounting • Travel and Tourism |
Mathematics, Physics, Chemistry, Biology, Accounting, Psychology | Mathematics Physics Chemistry Biology Economics Business Studies Accounting English Language Environmental Management French Travel & Tourism |
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) |
| A Level A* to A | Not published Notes: (1) GEMS Education is not transparent and does not publish the examination performance of students in its individual schools (2) The school has published 2014 results of 31.9% of students securing A*A grades |
Not published | Not published | Not published | Note: Only 10 students took A Levels in 2014 (first year) ” 100% of students achieved a pass at rates close to the UK average.” (BOA) 100% of students awarded grade A–E. 75% of students awarded 2+ A-D English Literature 100% attained grade A–B Physics 75% grade A – B Mathematics s 50% grade A-B 2015 A2 results: not published AS Levels: Total sitting AS: 78 students (2014) A: 25% (2014) A-C: 55% (2014) 2015 AS results: not published |
Not published | 41% A*A A2 (2015) 28% (14 students) achieved 3 A*A or above A2 (2015) 29% achieved A AS Level (2015) 52% achieved A/B AS Level (2015) |
Not published | Not published | 35.3% | 66% | Not published | 31% (8% A*) | ||
| A Level A* to C | Not published Notes: (1) GEMS Education is not transparent and does not publish the examination performance of students in its individual schools (2) whichschooladvisor reports 2012 results of 38% A*B |
80% (2012) Note: (1) Not published since 2013 |
Not published | Not published | Note: Only 10 students took A2 Levels in 2014 (first year) ” 100% of students achieved a pass at rates close to the UK average.” (BOA) 100% of students awarded grade A–E. 75% of students awarded 2+ A-D English Literature 100% attained grade A–B Physics 75% grade A – B Mathematics s 50% grade A-B 2015 A2 results: not published AS Levels: Total sitting AS: 78 students (2014) A: 25% (2014) A-C: 55% (2014) 2015 AS results: not published |
Not published | 54% A*B (2015) | 43% A*-C (2014) | Not published | 81.7% | 97.1% | Not published | Not Published A Level A* to E 100% AS level A 16.3%, A-B 37.5% |
93% (66% A*B) | |
| IGCSE A* to C | Not published Notes: (1) GEMS Education is not transparent and does not publish the examination performance of students in its individual schools (2) whichschooladvisor reports 2012 results of 70% A*C (3) The school has published 2014 results of 77% of students securing 5 A*C grades |
95% (2012) Note: (1) Not published since 2013 |
96.5% Note: (1) Figure based on only children at the school achieving grades A*E and excludes children who do not sit examinations or achieve U grades which would reduce the percentage (2) School does not publish sufficient data to provide data beyond this to allow effective benchmarking |
Not published | 5 or more A*-C: 52% (2014) Biology: 72% A*-B (2014) Chemistry: 87% A*-B (2014) Physics: 83% A*-B (2014) Mathematics: 67% A*-B (2014) Arabic: 72% A*-C (2014) 2015 (I)GCSE results: not published |
Not published | 77% A*C (2015) | 87% A*-C including English and Mathematics (2014) | Not published | 100% | 99.7% | Not published | 82% | 96.2% | |
| IGCSE A* to A | Not published Notes: (1) GEMS Education is not transparent and does not publish the examination performance of students in its individual schools |
Not published | 68.58% Note: (1) Figure based on only children at the school achieving grades A*E and excludes children who do not sit examinations or achieve U grades which would reduce the percentage (2) School does not publish sufficient data to provide data beyond this to allow effective benchmarking |
Not published | 34% 5+ A* and A (2014) Mathematics: 40% A*A (2014) 2015 (I)GCSE results: not published |
Not published | 58% A8A (2015) 15% A* (2015) 6 students achieved Distinctions for the Cambridge ICE Baccalaureate (2015) |
Not published | Not published | 44.4% | 82% | Not published | 60.8% | ||
| Number of I/GCSEs Offered | 23 | 21 | 19 Note: (1) Exact provision is unclear (2) Subject choice is science and business centric (3) Curriculum design and timetabling limits choice from available options |
15 | 24 | 16 | 21 | 17 | 18 | 24+ | 20 | 15 | 15 (Variable) | 8 | 20 |
| I/GCSEs offered | English (Core) Islamic Education / Personal Social Health & Citizenship Education [PSHCEE] (Core) Mathematics (Core) Arabic (Core) Physical Education (Core) Biology (Option) Travel and Tourism (Option) Economics (Option) Business Studies (Option) French (Option) Geography (Option) Chemistry (Option) Sociology (Option) Physical Education (Option) Accounting (Option) Child Development (Option) Environmental Management (Option) Physics (Option) Art (Option) Computer Science (Option) Global Perspectives (Option) Information & Communications Technology [ICT] (Option) History (Option) |
English Language (Core) English Literature (Core for most students) Mathematics (Core) Science (Core) Physical Education (Core – Non Examination) Arabic (Suitable for second language Arabic students) (Option) Art and Design (Option) Business Studies (Option) Computer Science (Option) Drama (Option) Economics (Option) French (Option) Further Pure Mathematics (Option) Geography (Option) History (Option) Leisure and Tourism Media Studies (Option) Music (Option) Physical Education (Option) Physics (Separate Science) (Option) Spanish (Option) |
Mathematics (Core) English Language (Core) English Literature (Core) Science (Core) Additional Science (Core) Arabic (Core Arab students) ICT (Core) Islamic Studies (Core – Muslim students) Environmental Studies (Core Non-Muslims) Hindi or Urdu or French (1 of 3 options) Human Biology or Economics (1 of 2 options) Physics or History (1 of 2 options) Chemistry or Accounts (1 of 2 options) Biology or Business Studies (1 of 2 options) |
Mathematics (Core) English (Core) Information Technology (Core) UAE Arabic Ministry Syllabus (Core non-(I)GCSE) U.A.E Islamic Studies Ministry Syllabus (Core for Muslim Students non-(I)GCSE) Environmental Management (Option) French (Option) Urdu (Option) Business Studies (Option) Physics (Option) Psychology (Option) Accountancy (Option) Chemistry (Option) Art & Design (Option) Economics (Option) Biology (Option) Travel & Tourism (Option) |
Arabic (Core) Islamic Studies (Core) English Literature (Core) Statistics (Core) Triple Science – Physics, Chemistry and Biology (Option) Physics (Option) Chemistry (Option) Biology (Option) Law (Option) Media Studies (Option) Art and Design (Option) Geography (Option) Religious Studies – Islam (Option) Product Design (Option) History (Option) Physical Education (Option) Business Studies (Option) Computing (Option) Drama (Option) Enterprise (Option) ICT (Option) Economics (Option) French (Option) Travel and Tourism (Option) |
Mathematics English Language English Literature Islamic Education Arabic (Native) Arabic (Additional Language) Physics Biology Chemistry Economics Business Studies Physical Education Art History Geography ICT |
CAMBRIDGE FIRST LANGUAGE ENGLISH CODE EXAMINATIONS 0500 (CORE) CAMBRIDGE MATHEMATICS CODE EXAMINATIONS 0580 (CORE) CAMBRIDGE ENGLISH LITERATURE CODE EXAMINATIONS 0486 (OPTION) CAMBRIDGE INFORMATION TECHNOLOGY 0417 (OPTION) CAMBRIDGE BIOLOGY CODE EXAMINATIONS 0610 (OPTION) CAMBRIDGE CHEMISTRY CODE EXAMINATIONS 0620 (OPTION) CAMBRIDGE PHYSICS CODE EXAMINATIONS 0625 (OPTION) CAMBRIDGE ACCOUNTING CODE EXAMINATIONS 0452 (OPTION) CAMBRIDGE BUSINESS STUDIES CODE EXAMINATIONS 0450 (OPTION) CAMBRIDGE ECONOMICS CODE EXAMINATIONS 0455 (OPTION) CAMBRIDGE ENVIRONMENTAL CODE EXAMINATION MANAGEMENT 0680 (OPTION) CAMBRIDGE GEOGRAPHY CODE EXAMINATION 0460 (OPTION) CAMBRIDGE HISTORY CODE EXAMINATION 0470 (OPTION) CAMBRIDGE CHILD DEVELOPMENT CODE EXAMINATIONS (FOUNDATIONS FOR DEVELOPMENTAL PSYCHOLOGY) 0637 (OPTION) CAMBRIDGE SOCIOLOGY CODE EXAMINATIONS 0495 (OPTION) CAMBRIDGE TRAVEL AND TOURISM CODE EXAMINATIONS 0471 (OPTION) CAMBRIDGE ART AND DESIGN CODE EXAMINATIONS 0400 (OPTION) EDEXCEL ARABIC CODE EXAMINATIONS 4ARO (OPTION) CAMBRIDGE FRENCH CODE EXAMINATION 0520 (OPTION) CAMBRIDGE URDU CODE 3248 (OPTION) EDEXCEL ISLAMIYAT 4IS0 (OPTION) |
English (Core) (First Language / English as a Second Language) Mathematics (Core) Environmental Management (Core) ICT/Computer Science (Core) Physics (Option) Art & Design (Option) Chemistry (Option) Biology (Option) Accounting (Option) French (Option) Business Studies (Option) Economics (Option) Geography (Option) Physical Education (Option) History (Option) Arabic (General / Special) [Core non-(I)GCSE] Islamic Studies [Core non-(I)GCSE] PSHE [Core non-(I)GCSE] Physical Education [Core non-(I)GCSE] |
English as a First Language (Core) English as a Second Language (Core) Environmental Management (Core) ICT (Core) Mathematics (Option) Accounting (Option) Art and Design (Option) Biology (Option) Business Studies (Option) Chemistry (Option) Development Studies (Option) Economics (Option) English Literature (Option) Enterprise (Option) French (Option) Physics (Option) Travel and Tourism (Option) Urdu (Option) |
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 |
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 |
• English [compulsory] • Mathematics [compulsory] • Physics • Chemistry • Biology • English Literature • History • Geography • Art and Design • Computer Studies • Business Studies • French • Arabic • Accounting • Travel and Tourism |
English Language, English Literature, French, Mathematics, Physics, Chemistry, Biology, Accounting, Arabic, Religious Studies, History, Art, ICT, Geography Psychology | English Arabic Mathematics Social Studies Combined Science Computer Studies Art Second Language |
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 |
| Selective | Fully inclusive Notes: (1) There is no entrance test at FS Level although the school will complete an age-related assessment. (2) For Years 1 -13 there may be an entrance test at the discretion of the school based on the required year of entry. (3) “An offer of a place is NOT solely based on the results of any entrance test but on the availability of space and, finally, on the weighting we give to our interview with each child and their family.” (4) The Winchester School has limited spaces for children with additional learning needs. |
Inclusive Notes: (1) The English College is a school for English Speaking students. It does not teach English as a second language. (2) Students are eligible for admission if it is believed that the school can meet their particular needs. (3) Admission decisions are made on the basis of the previous educational record. (4) If necessary students may need to sit a placement assessment, an interview and/or a letter of recommendation from the present school. (5) The English College has a limited number of places for students with specific learning difficulties. (6) Sixth form entry requires at least five passes in GCSEs at A* to C, and A* to B grading in their proposed subjects of A Level study. |
Yes Note: “As one of UAE’s oldest and most respected education institutions, we seek to enroll only the most qualified students from our large applicant pool. Passing the entrance examination is required. We also look at other student characteristics such as prior achievements, extra-curricular activities, special talents and personal qualities. We seek to admit only those students that are best suited to take advantage of what Dubai Scholars has to offer.” |
Fully inclusive | No – fully inlcusive | Partial FS2 onwards: • formal assessment • school reports / reference Post 16: • at least 5 A*-C grades for Post-16 A-Level entry • recommended minimum (I) GCSE B grade in subjects to be studied at A/S or A level Special Educational Needs [SEN]: • Fully inclusive |
Yes | Yes Nursery is a pre-requisite for admission to FS1 FS1: interview FS2 – Year 10: entrance exam in English and Mathematics + interview Sixth form: minimum of A* to B grades at IGCSE and A to B at AS level |
Yes (entrance assessment) | No | Yes | Not selective | Selective | 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. |
| Waiting list | No | Yes | Yes | No | Yes | Not published | Yes | Yes (in some phases) | Yes | Yes | Yes | Yes | |||
| Value Added | Not published | Not published | Not published (WSA projection MEDIUM) Note: English is an Additional Language [EAL] for most students |
Not published (WSA projected LOW) | Not published (WSA Projected HIGH) | Not published (WSA projection LOW) | Not published (WSA projected HIGH) | Not published (WSA predicted MEDIUM) | Not published | Not published (High) | Not published | High (no published data) | Not published | Not published | Not Published |
| Number of Students | 3,583 | 602 | 1583 | 2143 | 3,000 capacity 2725 (February 2015) |
1622 | 1355 | 1592 Notes: (1) Pre-K:0 (2) SEND: 42 (3) Emirati: 4 |
1537 | 1253 (BSO 2016) | 870 | 1731 | 1926 | 5068 | 1118 |
| Teacher to Student Ratio | 1:30 | 2016: 1:10 2015: 1:9 Notes: Years 7 – 11 class size: 22 or less Years 12 – 13 class size: 1:15 or less |
1:15 | FS 1:25 Year 1 – Year 13: 1:30 |
1:13 | 1:16 | 1:25 | 1:12 | 1:11 | 1:11 (BSO 2016) | 1:10 | Not published | 1:14 | 1:18 1:23 FS |
1:13 |
| Largest nationality teachers | Indian | British | Indian | Indian | British | UK Note: this is as of November 2014. Staffing is unstable – see teacher turnover Appointments align with KHDA inspections (short term) |
Indian | Indian | Indian | British | British | Indian | Indian | Indian | British |
| Teacher turnover | 19% | 11% Note: (1) Down from 31% |
5% | 25% | 20% | 32% | 8% | 10% | 21% | 18% | 8% | Not published | 12% | 19% | 24% (Medium high) |
| Year opened | 2003 | 1992 | 1976 | 1988 | 1998 1998 original Primary School opened in in Al Qusais 2002 Secondary School opened opened in in Al Qusais 2005 Primary School moved next to the secondary in 2005 in Al Qusais 2014-2015 the Primary and Secondary moved to landmark buildings in Al Warqa |
2004 | 1983 | 1982 | 1992 | 2005 | 1978 | 1988 | 1968 | 1995 | 1999 |
| Location | Jebel Ali, The Gardens, Jebel Ali Village, Jebel Ali, Dubai | The English College Dubai, Al Safa 1, Dubai | Al Ghusais School Zone, Al Qusais, Dubai | Muhaisnah 4, Dubai | Al Warqa 4, Dubai | Al Nahda 2, Dubai | Oud Metha, Bur Dubai, Dubai | Al Qusais Industrial Area, Al Nahda 2, Dubai | Al Nahda 2, Dubai | Dubai Academic City, Al Ruwwayah, Dubai | Al Sufouh, Dubai | Mussafah, Abu Dhabi | Oud Metha, Dubai | Al Qusais, Dubai | Al Safa, Dubai |
| Student composition | Indian (largest nationality) Emirati: 66 Special Educational Needs (SEN): 74 Total nationalities: 90 |
British (largest nationality) Emirati: 1 Nationalities: 40+ (most from English speaking countries) Special Educational Needs [SEN]: 135 Note: ECD does not teach English as an Additional Language [EAL] |
Indian (largest nationality) Emirati: 0 Special Educational Needs [SEN]: 73 FS1:175 |
Pakistani (largest nationality) | Emirati (largest nationality): 66.5% Special Educational Needs [SEN]: 274 |
Pakistani (largest nationality) Emirati: 30 Special Educational Needs [SEN]: 86 |
Indian (largest nationality) Emirati: 3 Special Educational Needs [SEN]: 47 |
Indian (largest nationality) Special Educational Needs [SEN]: 42 Emirati: 4 |
Pakistani (largest nationality) 48+ nationalities 40%+ Pakistani 25% Philippine 20% Asian (Sri Lanka/India) 5 Emirati 40 Special Educational Needs [SEN] |
British (largest nationality) | British (largest nationality) | 1731 students 910 Boys 821 Girls 220 Foundation Stage 380 KS1 379 KS2 752 KS3-5 70 nationalities 32% Arab 13% Emirati 70% Muslim 18% Christian 9 Special Educational Needs [SEN] |
Indian (largest nationality) | Arab (largest nationality) | British (largest nationality) |
| Gender | Mixed, co-educational | Mixed, co-educational | Mixed, co-educational | Mixed, co-educational | Separate stream boy and girl | Mixed, co-educational | Mixed, Co-educational | Mixed, co-educational | Mixed co-educational | Mixed co-educational | Mixed co-educational | Mixed | Mixed | Mixed | Mixed co-educational |
| School canteen | Yes | Yes | Not published | Yes | Yes | Yes (2) | Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes | |
| Owner | GEMS Education | Not published | Scholars International Group [SIG] (CEO: Aparna Verma) (Also own Scholars International Academy, Sharjah and Clarion School, Dubai) |
IQRA Education | Abdulrahman Al Shamsi Al Shamsi family |
Private Shares owned by Gulf Islamic Investments [GLL] (December 2014) Managing Director: Nand Lal |
Private, Sultana Rabi (Founder) | Private ( Michelle Menezes) | Shahida Salam | Not-for-profit | Not-for-profit | GEMS | Not-for-profit | GEMs Education | GEMs Education |
| Admissions Telephone | +971 (0)4 882 0444 | +971 (0) 4 394 3465 | +971 (0) 4 298 8892 | +971 04 2543666 | +971 (0) 4 601 1011 | +971 (0) 4 267 8444 | 00971 (0)4 337 6661 | +971 (0) 4 267 1115 | +971 4 2674299 | 00971 (0)4 3604866 | +971 4 3999111 | +971-4-3370252 | 00 971 (0)4 2988333 | +971 4 395 5524 | |
| Web Address | Go | Go | Go | Go | Go | Go | Go | Go | Go | Go | Go | Go | Go | Go | Go |
| Attainment Nur SEM | 100% | Refer to Manor Park Primary School from September 2016 | 58.3% | 58.3% | 58.3% | 58.3% | 75% | 40% | 60% | NA | NA | 50% – 75% | NA | 75% | NA |
| Attainment Pri SEM | 66.6% | Refer to Manor Park Primary School from September 2016 | 91.6% | 58.3% | 75% | 66.6% | 75% | 60% | 75% | NA | NA | 50% – 75% | 75% | 75% | NA |
| Attainment Sec SEM | 80% | 80% | 100% | 75% | 91.6% | 50% | 100% | 75% | 60% | 100% | 100% | 50% – 75% | 75% | 83.3% | 100% |
| Attainment Post-16 SEM | 100% | 60% | 50% Note: (1) English is not available at GCE A’ Level (2) Student attainment in Science and Mathematics scores 75% |
58.3% Note NO ENGLISH EXAMINATIONS/STUDY [87.5% for Science and Mathematics only) |
83.3% | 33.3% Note: English is not taught at GCE A’ Level |
100% | 60% | 73.3% | 100% | 100% | 50% – 75% | 75% (English NA) | 100% | 100% |
| Progress Nur SEM | 100% | Refer to Manor Primary School from September 2016 | 58.3% | 58.3% | 91.6% | 66.6% | 83.3% | 53.3% | 80% | NA | NA | 50% – 75% | NA | 75% | NA |
| Progress Pri SEM | 80% | Refer to Manor Primary School from September 2016 | 91.6% | 58.3% | 91.6% | 75% | 83.3% | 60% | 66.6% | NA | NA | 50% – 75% | 75% | 75% | NA |
| Progress Sec SEM | 80% | 73.3% | 100% | 75% | 91.6% | 66.6% | 83.3% | 60% | 73.3% | 100% | 100% | 50% – 75% | 75% | 83.3%% | 100% |
| Progress Post-16 SEM | 100% | 66.6% | 66.6% Note: (1) English is not available at GCE A’ Level (2) Student progress in Science and Mathematics scores 100% |
58.3% Note NO ENGLISH EXAMINATIONS/STUDY [87.5% for Science and Mathematics only) |
100% | 33.3% Note: English is not taught at GCE A’ Level |
83.3% | 75% | 66.6% | 100% | 100% | 50% – 75% | 75% (English NA) | 100% | 100% |
| Arabic Native Primary Results (Native) | 80% | Refer to Manor Primary School from September 2016 | NA Note: No Arabic students at the school |
50% | 100% | 50% | 50% | 40% | 50% | NA | NA | 50% | 50% | 75% | NA |
| Arabic Secondary Results (Native) | 60% | 40% | NA Note: No Arabic students at the school |
50% | 75% | 62.5% | 37.5% | 40% | 40% | 50% | 30% | 50% | 50% | 75% | 62.5% |
| Arabic Post-16 Results (Native) | 60% | 40% | NA Note: No Arabic students at the school |
50% | 75% | 50% | NA | NA | 40% | 50% | NA | 50% | 25% | 75% | NA |
| Arabic Primary Results (Add.) | 60% | Refer to Manor Primary School from September 2016 | 62.5% | 50% | 100% | 37.5% | 50% | 30% | 40% | NA | NA | 50% | 50% | 50% | NA |
| Arabic Secondary Results (Add.) | 60% | 30% | 62.5% | 50% | 87.5% | 25% | 75% | 40% | 50% | 50% | 60% | 50% | 50% | 50% | 50% |
| Arabic Post-16 Results (Add.) | NA | NA | NA | NA | NA | NA | NA | NA | NA | NA | NA | 50% | NA | NA | NA |
| Islamic St. Primary Results | 70% | Refer to Manor Primary School from September 2016 | 75% | 50% | 100% | 50% | 75% | 60% | 60% | NA | NA | 50% | 75% | 50% | NA |
| Islamic St. Secondary Results | 60% | 50% | 75% | 50% | 100% | 50% | 75% | 40% | 50% | 62.5% | 60% | 50% | 75% | 50% | 62.5% |
| Islamic St. Post-16 Results | 60% | 40% | 75% | 75% | 75% | 50% | 75% | 40% | 50% | 62.5% | 50% | 50% | 25% | 50% | 50% |
| Leadership | 80% | 60% | 75% | 50% | 100% | 50% | 75% | 60% | 60% | 100% | 100% | 50% – 75% | 75% | 75% | 100% |
| Community | 100% | 80% | 75% | 75% | 100% | 50% | 75% | 100% | 60% | 100% | 100% | 50% – 75% | 75% | 75% | 100% |
| Facilities | 80% | 40% | 75% | 50% | 100% | 50% | 50% | 60% | 60% | 100% | 100% | 50% | 50% | 50% | 100% |
| Quality of teaching | 80% | 60% | 68.75% | 56.25% | 87.5% | 56.25% | 75% | 60% | 65% | 100% | 100% | 50% | |||
| Student personal responsibility | 100% | 100% | 100% | 81.25% | 93.75% | 68.75% | 100% | 80% | 100% | 100% | 100% | 65% | |||
| Quality of curriculum | 90% | 80% | 68.75% | 75% | 100% | 56.25% | 75% | 70% | 70% | 100% | 100% | 60% | |||
| School Governance | 80% | 20% | 75% | 50% | 100% | 50% | 50% | 60% | 40% | 100% | 80% | 60% | |||
| SEN Provision | 85% | 60% | 62.5% | 50% | 81.25% | 43.75% | 68.75% | 85% | 60% | 100% | 100% | 50% | |||
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