Emirates English Speaking School is a success story from Montessori to higher education- the fascinating growth from small and humble beginnings a Montessori school to the present senior secondary school- the vision of its founder late Ms. Zainab Bastaki, transformed into reality, in 1979. Initially housed is villas, the Montessori registered a steady growth as parents were keen that their wards continue in the same school. With the addition of grades 3 and 4, primary school was established.
In 1987 the school planned for a proper building and in 1988 the school moved into its large purpose built campus at Umm Suqueim. In 1990 another major step was taken when the school was upgraded to senior secondary levels, with grades KG 1 to 12. The school is affiliated to the Central Board of Secondary Education, Delhi. Medium of instruction is English, Arabic is a compulsory language with Hindi / Urdu / French as second language at secondary level.
Summary of KHDA Inspection
Emirates English Speaking School was inspected by DSIB from 24 to 27 October 2016 . The overall quality of education provided by the school is weak. The section below summarises the inspection findings for each of the six performance indicators described in the framework.
- Students make acceptable or better attainment and progress in Islamic education, English, mathematics and science in primary, middle and secondary phases. In the Kindergarten, English and maths are acceptable in both attainment and progress but science is weak. Arabic as an additional language is weak in attainment and progress in primary, middle and secondary phases. The quality of the students’ learning skills is acceptable in all phases.
- All students in the school display very good behaviour and sensible, age-appropriate attitudes. In all phases they possess a good appreciation of Islamic values as well as an understanding of UAE culture and heritage and that of other global cultures. Most students, in all phases, demonstrate a commitment to the protection of the environment and participate in ecology projects both within and outside of school.
- Teaching in all phases is acceptable. Assessment is not as well developed. The Kindergarten, primary and middle school phases have weak assessment due to the small sample of assessment data available to teachers. Assessment is acceptable in the secondary phase.
- Curriculum design and implementation is acceptable at all levels in the school, except in Arabic as an Additional Language where it is weak. Adaptation of the curriculum to meet the needs of all groups of students in the school is weak in Kindergarten, primary and middle school and acceptable at the secondary level. Little effort is made to adapt the curriculum for the needs of those students with special educational needs or for those who are gifted or talented.
- The school provides good provision regarding the care and support of the students. A well-staffed clinic provides for strengthening of students’ healthy lifestyles and cares for injuries or accidents. The school has published school policies for child protection and safeguarding.
- The school’s leadership and governance are weak. School leaders are not successful in identifying the priorities for school improvement. The self-evaluation and school improvement action plan are inaccurate in determining the starting points for school development. Governors do not hold senior school leaders to account.
- The students demonstrate good or better personal development and respectful behaviour across all phases.
- The school assists in developing good or better understanding and practice of Islamic values, as well as good awareness of Emirati and world cultures.
- Students demonstrate a good sense of social responsibility and environmental awareness.
- The school provides good provision in support of the health and safety of students, including child protection and safeguarding.