New World Private School

New World Private School is an ambitious educational institution founded in Dubai in 2005. It endeavors to enhance the quality of education following the Ministry of Education curriculum in the UAE. Our goal is to enforce our students with knowledge and skills including critical thinking, problem-solving, innovation and independent learning linking education to real life.

New World Private School is a leading school that offers high education standards to the students in Dubai following the Ministry Of Education curriculum and supported by an English enrichment program for science and math. We are pleased to be a student-centric organization, aiming at building generations with outstanding interpersonal and academic skills to keep pace with all local and international changes by instilling leadership, responsibility, social, moral and Muslim values in our students to excel and compete locally and internationally.

At New World Private School, we always strive to implement the world’s best practices in the educational field, to enhance our students’ talents and develop their skills, to strengthen the students’ educational and cultural level, and to instill in them the patriotic, social and Islamic principles.

Our committed and skilled teachers and staff are always working around the clock to support and guide the students and enhance their skills to improve their level of attainment which will ultimately lead to their success.

We are committed to communicate with you, for the benefit of your children, to implement new initiatives and plans that will have its positive impact on your children’s education, and to support our students to aim high in their studies the same way we aim at reaching the highest standards in what we do.

New World Private School offers a range of extra-curricular activities, during the after school program, as part of the school’s plan to empower its students and increase their attainment level.

The main goal of these activities is to enrich the knowledge and educational level of the students, and to strengthen their talents to create a gifted, skilled generation.

Summary of KHDA Inspection

• Students’ attainment and progress are mostly acceptable across all core subjects. However in all these subjects, girls perform significantly better than boys. In English, mathematics and science, students perform considerably better in assessments based on the UAE Ministry of Education (MoE) curriculum than they do in international benchmark assessments, in which they achieve poorly. The quality of students’ learning skills is acceptable.
• Students have positive and responsible attitudes to learning and benefit from positive relationships. Attendance, punctuality and behaviour have improved since the previous inspection. Students have a good understanding of the role and values of Islam, and they enjoy participating in Emirati customs. They are beginning to develop an awareness of environmental issues and their potential impact on their lives.
• The quality of teaching and assessment is acceptable across the school. Most teachers plan adequately for their lessons, but they do not adapt their approaches and expectations to meet the learning needs of different groups of students. Data are analysed to give a picture of outcomes and trends in students’ attainment, but they are not used well to adapt teaching and the curriculum to improve student outcomes.
• The curriculum meets statutory requirements and is adequately broad and balanced. However, the school’s understanding of effective implementation strategies requires further development. Most teachers do not modify the curriculum to meet the different needs of their students in their lessons. As a result, the needs of some groups of students, including boys, those who have SEND and those who need more challenging work, are not effectively met.
• The provision for health and safety has improved across the school and is now good. Staff and students have a good understanding of safeguarding procedures. Most risks are assessed and addressed around the premises. The monitoring of attendance, punctuality and behaviour have improved. Although identification of SEND has improved, the quality of support for students with SEND in lessons is still variable.
• Leaders have yet to articulate and share a clear understanding of what good quality provision looks like. They know the school’s strengths and weaknesses, but plans to address the weaknesses are not yet effective. Communication with parents is good, but they are not yet engaged as partners in their children’s learning. Governors have a well-informed understanding of the work of the school. However not enough teachers have appropriate backgrounds or experience to model good or better practice to others.

School’s strengths

• Governor’s support and commitment to improving the school has resulted in a steady improvement over the past two years.
• Students’ personal and social development has improved and their good levels of understanding of Islamic values across the school has been maintained.
• The provision for students’ health and safety has significantly improved in all phases.