Established in 1982, Al Diyafah High School caters to 30 different nationalities (predominantly Indian students) located in Al Qusais, Dubai.
The school follows a modified UK National curriculum with an International General Certificate of Secondary Education (IGCSE) examinations at Grade 10/11, and Advanced/Subsidiary Level examinations at the post-16 level.
Al Diyafah High School received a ‘Good’ rating from the Knowledge and Human Development Authority (KHDA).
During the three previous inspections. KHDA has acknowledged strengths in students’ personal and social development, their protection and care, and the quality of partnerships with parents. More recently, inspections have also acknowledged the quality of the curriculum. The positive impact of the newly appointed principal was acknowledged last year.
Islamic Education is offered by Al Diyafah High School, with 28% of its student population studying the subject. Five percent of the school’s population is comprised of KG students and 4% comprised of Post-16 level students.
At present, it has a total of 1,606 students are enrolled in the school with 138 full-time teachers employed. It has 20 students with Special Education Needs and Disabilities (SEND).
Summary of KHDA Inspection
Al Diyafah High School was inspected by DSIB from 14 to 17 November 2016. The overall quality of education provided by the school is good. The section below summarises the inspection findings for each of the six performance indicators described in the framework.
- Children in the Foundation Stage (FS) make good progress and reach acceptable standards in English, mathematics and science. Progress and attainment are good in these subjects in the primary school, very good in the secondary school, and at least good in Post-16. Attainment and progress in Islamic education and Arabic as a first language are acceptable. In Arabic as an additional language, attainment is weak and progress is acceptable. Students’ learning skills are good across the school.
- Students’ personal and social development are strong in secondary and post-16, where their attitudes and behaviour are exemplary. Students’ understanding of Islamic values is good in FS and primary, and outstanding in higher grades. Their social responsibility is very good in FS and primary, and outstanding in higher grades.
- Teachers demonstrate good subject knowledge in most subjects. In higher grades, teachers routinely involve students in problem-solving, independent research, and critical thinking. Lesson plans contain differentiated success criteria. This is most effective in FS, especially in literacy and numeracy activities. There are comprehensive assessment systems in place across the school. Data are analysed and used to inform teaching and curriculum review, although this is less effective in Islamic education and Arabic.
- The curriculum is generally effective in supporting the development of students’ knowledge, skills and understanding, particularly in the secondary and post-16 phases. Modifications made to the curriculum for different groups of students, especially those with special educational needs and disabilities (SEND), are also very effective.
- The school pays close attention to students’ health and safety. Relationships across the school are excellent. The well-maintained premises provide a very good learning environment. Students are well aware of safe and healthy life choices. Successful systems ensure very good attendance and punctuality. There are effective procedures and support for students with special educational needs and/or disabilities, and those who are gifted and talented. Care and support for all students is a high priority and of a high standard.
- Leadership is effective and has resulted in significant improvements to student outcomes. Improved self-evaluation provides school leaders and the governing board with a clear understanding of areas that require further improvement. Relationships with parents are excellent and partnerships with the wider community are a significant strength. The management, facilities and resources are of good quality.
- The effective leadership of the principal and senior leaders promotes a shared commitment to ensuring all students do as well as they can.
- Students’ progress in English and mathematics in the secondary and post-16 phases is very good.
- The personal and social development of students are outstanding in the secondary and post-16 phases.
- The attention to ensuring students’ health and safety, and the quality of support are outstanding
- Partnerships with parents and the wider community are outstanding.