How KHDA rates Dubai's Pakistani and Indian schools

Here is a brief version of the KHDA's comments on each Indian and Pakistani School in Dubai, with the fees they charge.

Chemistry students in a science laboratory at the Indian High School, which has been rated 'good' by the KHDA.
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Pakistan Education Academy (Unsatisfactory, Dh3,366-4,797) - Management issues affected the school. A dispute over ownership had a damaging effect on student education. Student attendance was unsatisfactory. Children's attainment and progress were unsatisfactory. Teachers lectured and did not engage the students, and the library was poorly stocked.

Delhi Private School (Good, Dh8,100-11,340) - The students showed a high regard for Islam and an understanding of the multicultural nature of Dubai. Teaching strategies did not encourage independent inquiry. The school enjoyed stability and continuity, reducing staff turnover. Little Flowers English School (Unsatisfactory, Dh2,900) - While the student population was diverse, it suffered from a high absentee rate and a lack of attention towards students with special needs. Facilities and resources at the school were also inadequate and the teaching style was often unsuited to the needs of the students, particularly at the KG level, where it was too formal.

Al Farooq Pakistani Islamic School (Unsatisfactory, fees unavailable) - Although students demonstrated a strong understanding of Islam and showed pride in their Pakistani and Muslim identity, their attendance and punctuality were insufficient, with poor progress and attainment in Arabic, English, mathematics and science. Teaching quality was unsatisfactory, with educators relying more on lecturing than interactive teaching.

Buds Public School (Unsatisfactory, Dh4,500-7,000) - Teaching methods were not varied and there was an overemphasis on memorisation. This rote teaching meant that students did not develop conceptual understanding, critical thinking or problem-solving skills. Expectations of students were low and the school the coursework was not challenging. Al Majd Indian School (Unsatisfactory, Dh2,500-3,650) - The school provided an unsatisfactory level of education "and did not fulfil its promise to parents", the report said. Teaching was unimaginative and rote and facilities and resources were insufficient. Students did not have the opportunity to pursue research, practical work and physical education, and significant numbers were not promoted at the end of the year.

The Kindergarten Starters (Acceptable, Dh4,466-5,933) - Students performed well in Islamic studies and the school encouraged and celebrated English language skills. While the school did not keep close track of student progress, the report praised the management and supervision of the school as "effective", stressing its large student population, which is close to 5,000 students. The Elite English School (Acceptable, Dh4,650-6,450) - A strong suit of the school was its support for special needs children, which led to them being confident and integrated well in mainstream classes. However, the school did not allow student performance to sufficiently influence teaching methods.

The Central School (Acceptable, Dh2,500-4,400) - Students had a positive attitude to learning and their personal development was strengthened by the principal's "clear vision of strong moral and Islamic values". However, health and safety, as well as teaching in the lower primary grades, was inadequate, and library and lab facilities were unsatisfactory. Our Own Indian School (Acceptable, Dh3,250-6,650) - Even though students were committed to learning and willing to take on leadership responsibilities, they did not show adequate progress in Arabic and Islamic studies. Still, the school maintained a good partnership with parents. Teaching was good in the pre-primary level with a lot of interaction from students.

Our Own High School Dubai (Acceptable, Dh5,385-9,290) - In public examination results, students in Grade 12 performed above average in mathematics, science and English. The students showed an understanding of local culture and traditions and felt their long-term welfare lay in finding job opportunities in Dubai. The school suffered from inconsistent teaching quality but its management was efficient and gave strong leadership.

New Indian Model School (Acceptable, Dh2,500-4,350) - Performance in Islamic studies, Arabic and mathematics was good in middle and higher levels, and students showed an appreciation of Islamic values and local culture. Teaching quality was inconsistent, however, and assessment data was not used to provide information to students on how they were performing or how to improve. Dubai Modern High School (Good, Dh18,530-27,452) - The school was praised for the "outstanding behaviour" of students, which created a "productive climate for learning". Pupils also displayed good leadership qualities but some primary school pupils spent too long in a passive rather than active learning role.

Our Own English High School (Good, Dh4,402-9,315) - Senior students regularly achieved "exceptionally high standard" in CBSE exams. Students had "outstanding" attitudes and behaviour, understanding of Islam, local tradition and culture. The school had inconsistent teaching quality, particularly among primary students, although staff demonstrated "care, commitment and dedication". The principal and headmistress were also complimented on their vision and leadership.

Crescent English School (Acceptable, Dh2,800-Unavailable) - Progress and results in mathematics were "good" while Grades 9 to 12 made "outstanding" progress. Students of all ages demonstrated good behaviour, attitude and maturity and older students also showed a good knowledge of "the values which underpin UAE culture and heritage". However, there were no procedures in place to ensure child protection, and pupils' performance results were not used effectively in modifying teaching and learning approaches.

Emirates English Speaking School (Acceptable, Dh3,000-3,300) - The school has "strong Islamic values" and a culture of inclusion, respect and environmental preservation. There was insufficient attention specifically paid to student learning and teachers failed to plan for the full range of student abilities. There was no formal self-evaluation procedures or mechanisms to manage improvement. The owner of the school had little direct contact with the principal and there was no advisory body.

Gulf Indian High School (Acceptable Dh3,000-Dh3,300 - Good results and progress in Islamic education, although the level of Arabic was judged unsatisfactory. The children's behaviour and attitudes were found to be "outstanding". Inspectors said there was a lack opportunity for creative English writing and to conduct experiments in science lessons. The curriculum was "limited" and failed to meet the needs of all students.

Gulf Model School (Acceptable, fees unavailable) - Leadership and management of the school was "weak" and some senior staff had little awareness of where teaching was succeeding and failing. However, students' positive attitudes and behaviour were a strength of the school and day-to-day management of the split-shift arrangement was good. A minority of teachers employed unsatisfactory disciplinary procedures, of which the school appeared unaware.

His Highness Shaikh Rashid Al Maktoum Pakistani School (Acceptable, Dh2,650- 5,500) - Handwriting and work presentation were "outstanding" with "good" results in Pakistani Federal Board exams. Pupils demonstrated a good standard of spoken English and behaviour was also judged to be of a "good" level. Older students displayed a strong sense of responsibility but there were weaknesses in the teaching at the kindergarten level. This section of the school also had a narrow curriculum. Inspectors also criticised some "unsatisfactory" health and safety provisions and limited learning resources.

Rajagiri International School (Good, Dh9,750-12,000) - The school was praised for its personalised care, which "nurtured the growth of the individual" and the commitment shown by teachers. All children appeared to enjoy the schooling experience and staff showed a creative approach to developing the curriculum. Pupils achieved "outstanding" progress in English and maths and the school's management provided a foundation for further improvement.

The Indian High School (Good, Dh3,150-6,250) - The school's management promoted a sense of community, philanthropy and high achievement, students behaved outstandingly and teachers performed well, but better Arabic performance was needed as well as more frequent assessments. The Millennium School (Good, Dh10,846-15,950) - Strong extra-curricular activities and good relationships within the school promoted learning, but large classes and inconsistent classroom management weakened learning in lower grades. For this week's full report, go to:

* Compiled by Kareem Shaheen and Charlie Hamilton