2016-2017 - dubai news, abu dhabi news, uae news and...

2016

-201

7

© 2017 Knowledge and Human Development Authority, Dubai, UAE. All rights reserved.

In the interests of enhancing the value of the information contained in this report, you may download, print, reproduce and distribute any material contained

in the report so long as KHDA is acknowledged as the source.

KEY MESSAGES

DUBAIINDIAN CURRICULUM

SCHOOLS’ INSPECTIONS

2016

-201

7

4 5

Dubai Indian Curriculum Schools’ Inspections – Key Messages 2016-2017

Dubai Indian Curriculum Schools’ Inspections – Key Messages

Foreword

This report provides an overview of the key findings and messages emerging from the inspection of 30 Indian

curriculum schools in Dubai during the 2016-17 school inspection cycle. It explores how KHDA initiatives, such as

the National Agenda Parameter and the Abundance Project, are helping ensure that schools prepare students for

the challenges of today and tomorrow.

This year’s inspection findings indicate that 65% of students in Indian curriculum schools now attend schools that

are rated good or better, compared to 35% when inspections started in 2009.

The report also highlights five key messages for Indian curriculum schools, drawn from findings of the inspections

that were carried out.

• Good leaders are the key to good schools. The report stresses the importance of governors, school

leaders and teaching staff working together to achieve a shared vision of quality education, work towards

this vision and sustain improvements that are made.

• Indian curriculum schools have embraced the spirit of the UAE National Agenda. The

report explains how Dubai’s overall results in the 2015 Trends in International Mathematics and Science

Study (TIMSS) were the highest in the region, and how scores in the Programme of International Student

Assessment (PISA) increased across all three subjects.

• Governing bodies and school leaders at all levels have a responsibility to facilitate an inclusive culture. Key inspection indicators show important improvements over time in the provision

for students with Special Educational Needs and Disability (SEND). The report emphasises the responsibility

of governing bodies and school leaders at all levels in making sure they facilitate an inclusive culture in

their schools.

• Early year’s provision is improving. Inspection data indicates that there has been a steady

improvement in the quality of early year’s provision since inspections started in 2009. Children’s personal

and social development is not an automatic process; it is dependent on their having opportunities to

interact positively with adults who value them.

• The importance of sustaining improvement. The appointment of highly competent and

experienced leaders is critical in new schools, where issues of rising or falling school roll and the retention

and recruitment of staff are fundamentally important to the school’s sustainable improvement.

Contents

Foreword

Context of Indian curriculum schools

Indian curriculum schools - Inspection Findings

Key messages

- Good leaders are the key to good schools

- Indian curriculum schools have embraced the spirit of

the UAE National Agenda

- Governing bodies and school leaders at all levels have a

responsibility to facilitate an inclusive culture

- Early years provision is improving

- The importance of sustaining improvement

Overall inspection ratings

5

6

8

11

11

13

17

19

25

26

DSIB remains committed to working alongside all schools to continue the improvements that have been

witnessed over the past eight years of inspection. I wish you continued success in your efforts to provide a high-

quality education for the young people of Dubai and fulfilling the high aspirations of the United Arab Emirates.

Fatma BelrehifExecutive Director of Dubai Schools Inspection Bureau

6 7



Indian curriculum schools in Dubai

Number of Indian curriculum schools inspected 91%

98%

Students in Indian curriculum schools

Number of students in the inspected schools

Context of Indian curriculum schools

88Years of

inspectingIndian and Pakistani

curriculum schools(2009-2017)

23,302Lessons observed

Insp

ectio

n Fa

cts

12,302Hours spent in classess

2,986Hours in meeting

98,311Students surveyed

368,914Parents surveyed

1,385 Inspectors

30 Schools

33 Schools

78,415 Students

79,844Students

Primary(G1-G5)

Secondary(G9-G12)

Middle(G6-G8)

KG

Distribution of students by phase

2,823Students with Special Educational Needs and Disabilities (SEND)

464Teaching Assistants

54Guidance counsellors

3,920Teachers

19%18%

44%19%

8 9



• This year fifteen schools have been rated as good or better, compared to sixteen schools in 2015-2016

• 11 schools have been rated as acceptable. This remains the same as in 2015-2016

• Four schools have been rated as weak, compared to two in 2015-2016

• No schools have been rated as very weak

Indian curriculum schools - Inspection Findings

Outstanding

Very Good

Good

Acceptable

Weak

Very Weak

2 Schools

3 Schools

10 Schools

11 Schools

4 Schools

0 Schools

9,546 students

16,519 students

25,236 students

20,780 students

6,334 students

0 students

Overall performance (2016-2017)

51,301

10,049

2016-2017

2015-2016

2009-2010

below ‘good’ good or better

(27,114) 35% (51,301) 65%

(52,144) 67%

(24,294) 45%

Students in Indian curriculum schools between 2009-2010 and 2016-2017

students attended schools rated as good or better in 2016-2017.

students joined good or better schools in 2016-2017, as new enrollment

or transfer. 910 students transferred from an acceptable or weak school in

2015-2016 to a good or better school this year.

65%

35%

(25,287) 33%

(30,210) 55%

10 11



60%

50%

40%

30%

20%

10%

0%

Fewer students attend ‘acceptable’ schools

Overall rating of schools

Perc

enta

ge o

f st

uden

ts

More students attend ‘outstanding or ‘very

good’ schools

Weak Acceptable Good Very Good/Outstanding

2009-2010

2011-2012

2013-2014

2014-2015

2016-2017

60%

50%

40%

30%

20%

10%

0%

Perc

enta

ge o

f st

uden

ts

Weak Acceptable Good Very Good Outstanding

4%6%

8%

51%

45%

34%32%

27%

21%

12%

0%

21%

12%

2009

-201

0

2009

-201

0

2009

-201

0

2009

-201

0

2009

-201

0

2015

-201

6

2015

-201

6

Ther

e w

as n

o ‘v

ery

good

’ cat

egor

y in

200

9-20

10

2015

-201

6

2015

-201

6

2015

-201

6

2016

-201

7

2016

-201

7

2016

-201

7

2016

-201

7

2016

-201

7

Students in Indian curriculum schools between 2009-2010 and 2016-2017

Distribution of students attending Indian curriculum schools

27%

Key Messages

Strong effective leadership is essential in all schools. Leaders in these schools are focused on improving outcomes for students. Inspection findings show that in schools with strong leadership:

• self-evaluation is a crucial part of a school’s ongoing cycle of review and improvement

• teaching is monitored continuously

• principals and governors work well together

• governors are aware of their responsibility to provide challenge as well as support, and they take their own training and skills development very seriously

• staff demonstrate an increasingly sophisticated understanding of their school’s data

As a result, the provision and student outcomes improve.

GOOD LEADERS ARE THE KEY TO GOOD SCHOOLS

Num

ber o

f ‘Go

od o

r Bet

ter’

insp

ectio

n ju

dgem

ents

in a

ll pe

rform

ance

indi

cato

rs 1000

900

800

700

600

500

500

400

300

200

10

0

Over the last eight inspection years, 60% of schools with ‘good

or better’ leadership have successfully improved provision and

students outcomes across all performance indicators

2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017

Inspection year

293

354

479

502

591618

852875

STRONG LEADERS... HAPPIER COMMUNITIES

‘‘

‘‘of Indian curriculum

schools now provide good or better leadership

60% 56% 48%of Indian curriculum

schools now provide good or better governance

of Indian curriculum schools now provide good or better self-evaluation

12 13



2016-2017

of Indian curriculum schools have taken part in the National Agenda Parameter

of Indian curriculum schools have met or exceeded expectations

INDIAN CURRICULUM SCHOOLS HAVE EMBRACED THE SPIRIT OF THE UAE NATIONAL AGENDA

‘‘ ‘‘

This year, inspection reports include a dedicated section which

focuses on the impact of the UAE National Agenda Parameter.

This parameter requires all schools to participate in international

and external benchmarking assessment and is used to monitor

schools’ progress in meeting their UAE National Agenda targets.

Focus areas for the UAE National Agenda Parameter inspections

Students’ attainment in mathematics, English, and science

The development of students’ critical thinking and research skills

The quality of training for teachers

Students’ performance in international benchmark tests

Schools analyse international benchmark assessments, and use this analysis to improve curriculum, teaching and learning

2016-2017

100%

54%

14 15



What are the more successful schools getting right?



School leaders and teachers analyse international benchmark assessment data and compare it to the school’s internal data. They identify differences between these two sets of data and draw up detailed action plans which address key areas for improvement.

School staff are trained in interpreting and using the National Agenda parameter results.

They modify and align the curriculum to meet requirements of TIMSS and PISA for all grade levels in content and skills.

Teachers plan for continuity and progression in National Agenda-relevant subject skills.

They ensure that students have increasing opportunities to:

a. think critically

b. carry out investigations

c. ask open-ended problems

d. learn through inquiry

e. apply their learning to real life situations.

TIMSS 2015

Mathematics Grades 4 and 8 Science Grades 4 and 8

Students in Indian curriculum schools:

scored more than 33 points above the international average

41% of students achieved at the high benchmark or above.

score more than 57 points above the international benchmark

56% of students achieved at the high benchmark or above

Students in Indian curriculum schools:


Significant improvements towards the journey to 2021 in TIMSS

TIMSS 2015

Dubai’s overall results are the highest in the region

Dubai exceeds the UAE’s National Agenda target for Grade 8 in TIMSS There has been an increase in overall average scores since the 2012 PISA tests across all three subjects.

The overall science average is 18 points above the OECD average, an improvement of 18 points when compared to the score achieved in 2012.

The overall mathematics average is 19 points above the OECD average, an improvement of 21 points when compared to the score achieved in 2012.

The overall reading average is nine points higher than the score achieved in 2012.

Significant improvements towards the journey to 2021 in PISA 2015

TIMSS 2015

TIMSS 2015

On average, Indian curriculum school students have performed above the OECD average

The performance of students attending Indian curriculum schools has improved significantly in TIMSS 2015. It is the highest performing curriculum in Grade 4 science, and second highest performing curriculum in Grade 4 mathematics.

16 17



In 77% of the schools inspected, the schools’ partnerships with parents of children with SEND was rated as good or better.

A special section dedicated to the National Agenda is included in all our school inspection reports. This section highlights the school’s improvements towards meeting the National Agenda targets, it also provides details of internal initiatives adopted to achieve school targets.

The National Agenda journey of Sheffield School. • In this school, senior leaders ensure that external data is analysed rigorously.

• Teachers use the analysed data to identify strengths and weaknesses in students’ learning and they plan lessons using this information.

• The curriculum is adjusted to include additional content relevant to the National Agenda Parameter, TIMSS and PISA. For example, more dedicated reading time, additional creative writing sessions and open ended problem solving have been introduced.

• Teachers are beginning to use strategies to develop students’ critical thinking and make learning more meaningful.

• Teachers work with students to ensure that the National Agenda Parameter individual reports have an impact on their learning. Consequently, students are developing the necessary skills to manage their own learning and become independent learners.

• Students routinely use books and articles to develop research skills. Their use of learning technologies to conduct research, and to analyse and evaluate information for a specific purpose is developing.

The Indian High School Branch has prioritised the development of partnerships with parents of students with SEND. Whilst the overall quality of provision for students with SEND was rated as good, the quality of parent partnerships continued to improve and was rated as outstanding this year.

• The school works closely with parents of students with SEND to ensure that positive relationship are established and maintained. Parents hold the leaders for the provision for SEND and teachers in high regard. They appreciate the support and guidance provided for their child.

• There is very regular communication between specialist staff and teachers, and parents. This ensures that parents are well informed about their child’s progress. Parents speak very highly of the informative and timely communication regarding their child’s progress, and the workshops that have been organised to help them support their child’s learning at home.

• The school ensures that parents are fully involved in the process of identification of their child’s needs, the formulation and review of their individual education plans and the review of the child’s progress.

SUCCESS STORYGOVERNING BODIES AND SCHOOL LEADERS AT ALL LEVELS HAVE

A RESPONSIBILITY TO FACILITATE AN INCLUSIVE CULTURE‘‘ ‘‘

The overall quality of the provision for students with special educational needs and disability (SEND) is improving

SUCCESS STORY

Good or better parent partnerships

77%

18 19



The impact of improving leadership upon the quality of provision and outcomes for students with SEND was evident at Our Own High School this year. The quality of leadership of SEND improved from good last year to very good this year. This key improvement led to a significant enrichment of provision which has had a direct impact upon student progress. Consequently, the school has now achieved an overall rating of good for the quality of provision and outcome for students with SEND.

• The school has a very positive and nurturing ethos which underpins its policy for inclusion. Students with SEND are welcomed and whilst the specialist staff team is not large in number, it is cohesive and well led.

• The leaders for SEND provision monitor the progress of students with SEND closely in conjunction with phase supervisors and counsellors. This has resulted in a drive for continuous improvement in standards of teaching and learning. Resources are not plentiful but the staff strive to use what they have very well.

• Systems of record keeping are almost always up to date and show the progress for each student and the special arrangements made for them. The three levels of intervention, from monitoring progress carefully to a modified curriculum, reflect a thoughtful approach to meeting students’ needs.

Good or better leadership of SEND

73%Good or better leadership of the provision for students with SEND has increased by 12 percentage points when compared to 2015-2016

SUCCESS STORY

IdentificationSchools are increasingly able to accuractely identify students with SEND.

EARLY YEARS PROVISION IS IMPROVING ‘‘

‘‘

Indian curriculum schools inspected this year have continued the steady improvement in the quality of provision for children in the early years

Focus areas for the UAE National Agenda Parameter inspections

24%

28%

36%

16%

36%

of schools have improved the quality of their curriculum

of schools have supported the improvement of children’s personal and social development

of schools supported and raised children’s understanding of Islamic values and their local, cultural and global awareness

of schools have improved the rating of the quality of their children’s learning skills from good to very good

of schools have supported the improvement of children’s understanding of their responsibilities as members of a school community

20 21



At Ambassador Kindergarten staff meticulously monitor children’s learning and development and the identification of the next steps in their learning. They inspire children’s curiosity and enthusiasm to learn, so that children are keen to have a go. Staff prepare children for transition to the primary phase in terms of their knowledge, skills, understanding, and attitudes to learning. They work extremely well with parents to secure children’s wellbeing.

The principal encourages parental involvement, and values parents’ opinions and suggestions. As a result, parents feel they are welcome at the school. Opportunities for parents to meet and hear about educational updates, such as the national priorities and to support a programme of social events, contribute to an open and transparent school ethos.

The school has used the recommendations from KHDA inspections to improve teaching, the accuracy and impact of monitoring and self-evaluation.

Currently there are two schools in Dubai offering the Pakistani curriculum to 2,863 students. In these schools improvement has stalled, and the schools remain a concern for KHDA. Nevertheless, recommendations made in DSIB inspection reports continue to assist schools in driving forward improvements.

School NameMain

Curriculum

2016-2017

overall rating

2015-2016

overall rating

2014-2015

overall rating

2013-2014

overall rating

2012-2013

overall rating

2011-2012

overall rating

2010-2011

overall rating

2019-2010

overall rating

Pakistan

Educational

Academy

Pakistani Acceptable Acceptable Acceptable Weak Weak Weak Acceptable Acceptable

H. H. Shaikh

Rashid Al

Maktoum

Pakistani

School-Dubai (

English Lang)

Pakistani Weak Weak Weak Weak Acceptable Acceptable Weak Weak

SUCCESS STORY

The performance of Pakistani curriculum schools

22 23



KHDA surveys: what students say…

IMAGE HERE

‘‘

‘‘

‘‘

‘‘

‘‘

‘‘

School is fun; I love my school

I am happy with what my school offers

I have seen our school develop in many areas over these past years

Teachers really teach well, and they are approachable at all times if we have doubts

Our school has updated us with what is happening around the world in the field of English, science and mathematics

There are not enough extra curricula activities in our school

‘‘

‘‘

‘‘

‘‘

‘‘

‘‘

24 25



Number of hits on inspection report

2009-2010

31,763

2010-2011

40,279

2011-1012

58,797

2012-1013

68,493

2013-2014

70,055

2014-2015

68,613

2015-2016

55,896

KHDA is proud that 65% of all students in Dubai Indian curriculum schools now attend schools that have been rated good or better. At the same time, it is concerning that some schools have not been able to sustain their improvements. Sustaining improvement is important in both established and new schools. Inspection evidence indicates that in schools where improvement has not been sustained:

• lessons tend to be teacher-directed, with apparent weaknesses in basic teaching skills

• leaders focus more on monitoring teachers than helping to develop their expertise

• principals and governors do not evaluate well the impact of initiatives for improvement

This year KHDA has introduced the Abundance Initiative. This is a mutually beneficial alliance of forward-thinking, compassionate schools committed to sharing knowledge and practices with others in Dubai to improve education. It brings together schools from different curricula, from different areas, or with different inspection ratings. Schools have formed partnerships to work on the projects that will improve education in each of their schools.

Through inspections, KHDA will continue to focus on strong leadership, positive culture, good teaching and rigorous assessment systems. Getting these things right is what leads to better outcomes for all students.

This provides information on the number of people

accessing inspections reports to gain

information about schools in Dubai.

THE IMPORTANCE OF SUSTAINING IMPROVEMENTS‘‘

‘‘

KHDA surveys: what parents say…

‘‘

‘‘

‘‘

‘‘

‘‘

‘‘

Frequent changes of principal and inability to retain the teaching staff is hampering the process of learning and education in the school

Thank you KHDA for all your help and support

The school has really helped my child grow in a positive environment

26 27



Scho

ol ra

tings

– In

dian

cur

ricul

um s

choo

ls

Scho

ol N

ame

Mai

n Cu

rric

ulum

2016

-201

7 ov

eral

l rat

ing

2015

-201

6 ov

eral

l rat

ing

2014

-201

5 ov

eral

l rat

ing

2013

-201

4 ov

eral

l rat

ing

2012

-201

3 ov

eral

l rat

ing

2011

-201

2 ov

eral

l rat

ing

2010

-201

1 ov

eral

l rat

ing

2009

-201

0 ov

eral

l rat

ing

Sprin

gdal

es S

choo

l LL

CIn

dian

(CBS

E)A

ccep

tabl

eG

ood

Not

insp

ecte

dN

ot in

spec

ted

Not

insp

ecte

dN

ot in

spec

ted

Not

insp

ecte

dN

ot in

spec

ted

Elite

Eng

lish

Scho

olIn

dian

(CBS

E)A

ccep

tabl

eA

ccep

tabl

eA

ccep

tabl

eA

ccep

tabl

eA

ccep

tabl

eA

ccep

tabl

eG

ood

Acc

epta

ble

Gul

f Ind

ian

Hig

h Sc

hool

Indi

an(C

BSE)

Acc

epta

ble

Acc

epta

ble

Acc

epta

ble

Acc

epta

ble

Acc

epta

ble

Acc

epta

ble

Acc

epta

ble

Acc

epta

ble

New

Indi

an M

odel

Sc

hool

Indi

an(C

BSE/

KSB)

Acc

epta

ble

Acc

epta

ble

Acc

epta

ble

Acc

epta

ble

Acc

epta

ble

Acc

epta

ble

Acc

epta

ble

Acc

epta

ble

The

Cent

ral S

choo

lIn

dian

(CBS

E)A

ccep

tabl

eA

ccep

tabl

eA

ccep

tabl

eA

ccep

tabl

eA

ccep

tabl

eA

ccep

tabl

eA

ccep

tabl

eA

ccep

tabl

e

Buds

Pub

lic S

choo

lIn

dian

(CBS

E)A

ccep

tabl

eA

ccep

tabl

eA

ccep

tabl

eA

ccep

tabl

eA

ccep

tabl

eW

eak

Wea

kW

eak

Litt

le F

low

ers

Engl

ish

scho

olIn

dian

(CBS

E)A

ccep

tabl

eA

ccep

tabl

eA

ccep

tabl

eA

ccep

tabl

eA

ccep

tabl

eW

eak

Wea

kW

eak

The

Indi

an

Inte

rnat

iona

l Sc

hool

(D

SO

Bran

ch)

Indi

an(C

BSE)

Acc

epta

ble

Acc

epta

ble

Acc

epta

ble

Acc

epta

ble

Acc

epta

ble

Not

insp

ecte

dN

ot in

spec

ted

Not

insp

ecte

d

The

Indi

an

Aca

dem

yIn

dian

(CBS

E)A

ccep

tabl

eA

ccep

tabl

eA

ccep

tabl

eA

ccep

tabl

eN

ot in

spec

ted

Not

insp

ecte

dN

ot in

spec

ted

Not

insp

ecte

d

Saba

ri In

dian

Sc

hool

LLC

Indi

an(C

BSE)

Acc

epta

ble

Acc

epta

ble

Not

insp

ecte

dN

ot in

spec

ted

Not

insp

ecte

dN

ot in

spec

ted

Not

insp

ecte

dN

ot in

spec

ted

Cred

ence

Hig

h Sc

hool

Indi

an(C

BSE)

Acc

epta

ble

Not

insp

ecte

dN

ot in

spec

ted

Not

insp

ecte

dN

ot in

spec

ted

Not

insp

ecte

dN

ot in

spec

ted

Not

insp

ecte

d

Emira

tes

Engl

ish

Spea

king

Sch

ool

Indi

an(C

BSE)

Wea

kA

ccep

tabl

eA

ccep

tabl

eA

ccep

tabl

eA

ccep

tabl

eA

ccep

tabl

eA

ccep

tabl

eA

ccep

tabl

e

Cres

cent

Eng

lish

Scho

olIn

dian

(CBS

E)W

eak

Wea

kW

eak

Wea

kW

eak

Acc

epta

ble

Acc

epta

ble

Acc

epta

ble

Gul

f Mod

el S

choo

lIn

dian

(CBS

E/KS

B)W

eak

Wea

kW

eak

Wea

kW

eak

Acc

epta

ble

Acc

epta

ble

Acc

epta

ble

Bilv

a In

dian

Sc

hool

Indi

an(C

BSE)

Wea

kN

ot in

spec

ted

Not

insp

ecte

dN

ot in

spec

ted

Not

insp

ecte

dN

ot in

spec

ted

Not

insp

ecte

dN

ot in

spec

ted

Scho

ol N

ame

Mai

n Cu

rric

ulum

2016

-201

7 ov

eral

l rat

ing

2015

-201

6 ov

eral

l rat

ing

2014

-201

5 ov

eral

l rat

ing

2013

-201

4 ov

eral

l rat

ing

2012

-201

3 ov

eral

l rat

ing

2011

-201

2 ov

eral

l rat

ing

2010

-201

1 ov

eral

l rat

ing

2009

-201

0 ov

eral

l rat

ing

GEM

S M

oder

n A

cade

my

Indi

an(C

ISCE

)O

utst

andi

ngO

utst

andi

ngO

utst

andi

ngO

utst

andi

ngO

utst

andi

ngO

utst

andi

ngG

ood

Goo

d

The

Indi

an

Hig

h Sc

hool

Indi

an(C

BSE)

Out

stan

ding

Out

stan

ding

Out

stan

ding

Out

stan

ding

Out

stan

ding

Out

stan

ding

Goo

dG

ood

Del

hi P

rivat

e Sc

hool

Indi

an(C

BSE)

Very

Goo

dVe

ry G

ood

Goo

dG

ood

Goo

dG

ood

Goo

dG

ood

GEM

S O

ur O

wn

Engl

ish

Hig

h Sc

hool

Indi

an(C

BSE)

Very

Goo

dVe

ry G

ood

Goo

dG

ood

Goo

dG

ood

Goo

dG

ood

The

Mill

eniu

m

Scho

olIn

dian

(CBS

E)Ve

ry G

ood

Very

Goo

dG

ood

Goo

dG

ood

Goo

dG

ood

Goo

d

Raja

giri

Inte

rnat

iona

l Sc

hool

Dub

aiIn

dian

(CBS

E)G

ood

Goo

dG

ood

Goo

dG

ood

Goo

dG

ood

Goo

d

The

Indi

an H

igh

Scho

ol-B

ranc

hIn

dian

(CBS

E)G

ood

Goo

dG

ood

Goo

dG

ood

Goo

dG

ood

Goo

d

Our

Ow

n H

igh

Scho

olIn

dian

(CBS

E)G

ood

Goo

dG

ood

Goo

dG

ood

Goo

dG

ood

Acc

epta

ble

JSS

Inte

rnat

iona

l Sc

hool

LLC

Indi

an(C

ISCE

)G

ood

Goo

dG

ood

Goo

dA

ccep

tabl

eA

ccep

tabl

eG

ood

Not

insp

ecte

d

JSS

Priv

ate

Scho

ol

LLC

Indi

an(C

BSE)

Goo

dG

ood

Goo

dA

ccep

tabl

eA

ccep

tabl

eN

ot in

spec

ted

Not

insp

ecte

dN

ot in

spec

ted

GEM

S O

ur O

wn

Indi

an S

choo

lIn

dian

(CBS

E)G

ood

Goo

dA

ccep

tabl

eG

ood

Goo

dG

ood

Goo

dA

ccep

tabl

e

The

Kind

erga

rten

St

arte

rsIn

dian

(CBS

E)G

ood

Goo

dA

ccep

tabl

eA

ccep

tabl

eA

ccep

tabl

eA

ccep

tabl

eA

ccep

tabl

eA

ccep

tabl

e

Am

bass

ador

Sc

hool

L.L

.CIn

dian

(CIS

CE)

Goo

dG

ood

Acc

epta

ble

Acc

epta

ble

Acc

epta

ble

Acc

epta

ble

Not

insp

ecte

dN

ot in

spec

ted

Am

bass

ador

Ki

nder

gart

en L

LCIn

dian

(ICS

E)G

ood

Goo

dA

ccep

tabl

eA

ccep

tabl

eN

ot in

spec

ted

Not

insp

ecte

dN

ot in

spec

ted

Not

insp

ecte

d

GEM

S N

ew

Mill

enni

um S

choo

l L.

L.C

Indi

an(C

BSE)

Goo

dG

ood

Not

insp

ecte

dN

ot in

spec

ted

Not

insp

ecte

dN

ot in

spec

ted

Not

insp

ecte

dN

ot in

spec

ted

Scho

ol ra

tings

– In

dian

cur

ricul

um s

choo

ls

P. O. Box: 500008, Dubai United Arab EmiratesTel: 800 (KHDA) 5432 • Fax: +971 4 364 0001

[email protected] • www.khda.gov.ae

2016-2017 - dubai news, abu dhabi news, uae news and...

Documents