At the heart of DPS Academy is the belief that children are full of curiosity and creativity; they are not empty memory banks waiting to be filled with facts, figures and dates. Our curriculum is flexible and emerges from children’s ideas, thoughts and observations. Our goal is to cultivate within children a lifelong passion for learning and exploration. DPS Academy, Dubai is the third initiative of the prestigious DPS Society in UAE. The school is located in the Academic City in lush environs to create a congenial and conducive atmosphere for learning. The school follows the ICSE Curriculum offering quality education that aims to imbue in the children with 21st Century skills for academic and co-curricular excellence.
The sprawling campus consists of modern Smart Classrooms, fully equipped STEM Centers, Math, Science and Computer Laboratories, a well-equipped Library, Sports Zone, Auditorium and an Amphitheatre which provide ample opportunities for experiential learning and enhanced academic skills of its students. We encourage budding talents by giving a child full creative freedom. The school has excellent sports facilities for cricket, basketball, football, table tennis, Judo et al. An international standard indoor swimming pool is the Centre of attraction of our sports arena.
For beginners we have an enviable Splash Pool to hone their skills. Notably, DPS Academy believes in revisiting our ancient wisdoms and thus, inculcate respect for family values, heritage and culture apart from regular studies. We also prepare our children to respect local culture and traditions and embrace Internationalism as part of their selves. We intensively focus on developing truthfulness, generosity and etiquettes to produce a W‘holistic’ child.
Summary of KHDA Inspection
Overall, Delhi Private School Academy provided an acceptable quality of education for its students.
- Children’s attainment and progress in all key subjects was generally acceptable. Science attainment and progress in the kindergarten, attainment in science in primary, and in Arabic in the middle phase, were weak. Most students were enthusiastic learners but the use of technology by students to support their learning was very limited.
- Students’ personal and social development showed in their respect and consideration for others. They had high standards of behaviour and positive attitudes to learning. Most students had a good understanding of Islamic values, appreciated the culture of the UAE and showed an adequate awareness of world cultures. Students were responsible members of the school community but only showed an acceptable awareness of the importance of environmental issues.
- The quality of teaching varied across the school. A number of teachers planned interesting lessons. However, some teachers did not have sufficiently high expectations, particularly for the most able students. The schools’ assessment systems for tracking students’ attainment and progress were underdeveloped and not well linked to the curriculum standards. In each phase, teachers did not consistently use assessment knowledge to provide more effective learning for all students.
- Overall, the curriculum was sufficiently broad and balanced. The quality of the curriculum provided in the kindergarten did not include sufficient opportunities for choice and enrichment. The curriculum included some development of students’ critical thinking skills, but enrichment opportunities varied across lessons. In some lessons, across the school, the curriculum was modified to meet the individual learning needs of
- The school provided a secure level of protection and support for students. Staff understood the child protection procedures; students’ awareness of cyber-bullying was raised. The school premises were well maintained and security had been upgraded. The quality of care, and support for the whole development of children, was strong. Respectful and caring relationships between teachers and students helped to promote students’ physical, emotional and social well-being.
- Leaders were committed and well-intentioned. The new principal, in her short time at the school, had set a clear vision and direction for its further development. There were productive links with parents and a developing parental involvement in the school. To date the school had not had the benefit of effective governance.
- The good level of students’ personal and social development, including their understanding of Islamic values, Emirati and world cultures across the school.
- The commitment of the new Principal and staff to provide improved educational opportunities for students in the school.
- The strong relationships between staff, students and parents.