Indian schools improve in ratings

Half of 30 schools inspected rated ‘good’ or better, but Dubai’s two Pakistani schools disappoint with no improvement

DUBAI // The performance of Dubai’s Indian- curriculum schools is improving, the education regulator’s annual inspection report shows. The Knowledge and Human Development Authority’s Dubai Indian Schools Inspections

2016-2017 report looked at 30 schools and found half of them to be “good” or better.

More than half of the schools inspected met or exceeded National Agenda goals.

Two were rated “outstanding”, three “very good”, 10 “good”, 11 “acceptable”, and four “weak”.

“We are continuing to see improvements in leadership in Indian curriculum schools, which will have a significant impact as we work towards achieving UAE National Agenda goals,” said Abdulla Al Karam, director general of the KHDA.

“The schools will collaborate by sharing expertise to enable a better quality of education for every student in Dubai.”

But the authority expressed disappointment in Dubai’s two Pakistani-curriculum schools. Sheikh Rashid Al Maktoum Pakistani School was rated weak for a fourth year, and Pakistan Education Academy acceptable for a third year.

“There are two schools in Dubai offering the Pakistani cur- riculum to 2,863 students,” the report said. “In these schools improvement has stalled and they remain a concern.”

Only two Indian schools dropped in the ratings – Springdales School from good to acceptable and Emirates English Speaking School acceptable to weak.

Julian Williams, principal of Springdales, said he was disappointed with the rating.

“We are a young school and in our first inspection last year we were perhaps fortunate to get a good rating, but it’s disappointing to have dropped,” he said.

“The report pointed out areas where we are strong, including leadership, and we are determined to put in place changes that will improve our rating.”

The main concern was consistency in teaching and learning across the whole school, he said.

“We have a strong kindergarten but that strength is not necessarily consistent throughout the school,” Mr Williams said.

Jeff Evans, managing director of Learning Key Educational Consultancy, praised the work ethic of Indian schools.

“Indian curriculum schools often lead the way in national competitions or by wholeheartedly embracing new initiatives, such as My Identity, or developing student competencies.

“We must keep in mind that this accomplishment is despite operating at far lower fee levels than most UK or US curriculum schools, so those schools rated good or better have achieved notable success in many areas of education provision,” Mr Evans said.

“Leadership and governance is improving and inevitably this will impact positively on areas such as self-evaluation and the direction of schools.

“Further external investment in facilities, educational resources in classes and professional development for staff will ensure even greater progress in coming years.”

The report shows two-thirds of 78,415 Indian pupils now attend schools rated at least good, but the percentage in good or better schools dropped from 67 in 2015-2016 to 65 this year.

And those in schools rated less than good increased by 2 per cent from 35 per cent last year.

The report highlighted overall improvement in school leadership, international benchmark tests and the provision of special needs and early years education.

All Indian schools inspected took part in the UAE National Agenda, which aims to improve student performance in international assessments. Fifty-four per cent of these met or exceeded benchmark tests.

In Trends in International Mathematics and Science Study (Timss) 2015, Indian schools in Dubai ranked as the highest-performing curriculum in Grade 4 science, and second highest in Grade 4 mathematics. On average, these schools were also performing above the OECD average in Programme for International Student Assessment (Pisa) tests.

The overall science and mathematics results were 18 and 19 points above the Pisa average.

Provision for the 2,823 pupils with special education needs and disability requirements is improving, with good or better leadership in this area among 73 per cent of schools.

Schools’ partnerships with parents of special needs children were rated as good or better by 77 per cent of those assessed. Early years learning saw steady improvement , the report noted.

“Over the last eight years of school inspection, we have seen greater improvements in schools that benefit from good leadership,” said Fatma Belrehif, executive director of the Dubai Schools Inspection Bureau.

“Through our inspections, we will continue to focus on strong leadership, a positive culture, good teaching and rigorous assessment systems.

“Last year, the KHDA introduced the abundance initiative to help schools improve standards through sharing of knowledge and good practice with others in the emirate.”