Towheed Iranian School for Girls, Dubai

Summary of KHDA Inspection

Iranian Towheed Girls School was inspected by DSIB from 12 to 14 December 2016 . The overall quality of education provided by the school is acceptable. The section below summarises the inspection findings for each of the six performance indicators described in the framework.

• In the primary and middle phases of the school, attainment and progress in all key subjects are at least acceptable, while they are good in science. Students' progress in mathematics in the middle school is good, due to the improved teaching and learning strategies used in this phase. Students achieve better overall in the high school phase, with attainment and progress being mostly good.
• Students' behaviour and attendance is a strength of the school. Students’ awareness of Islamic values and their understanding of UAE and Iranian cultures are strengths. However, students are less knowledgeable about other cultures.
• In all phases of the school, teachers have secure subject knowledge and they are keen for their students to do well. They plan their lessons but do not consistently or effectively plan to meet the different learning needs of all students. They are developing their teaching strategies, especially in the middle school. However, assessment data are not used effectively to identify the next steps in learning for individual students.
• The curriculum, although extended, remains limited in terms of choice and variety for all students. It is modified to meet the learning needs of the majority of students. However, teachers do not consistently adapt learning experiences to reflect individual needs in lessons.
• Health and safety are good across the school. The learning environment is clean, welcoming and rich with students' displays in all areas of the school. Provision for students with special educational needs and disabilities (SEND) has improved but outcomes remain acceptable.
• The new school leaders are committed to school improvement. Parents are supportive of the school and play an active role in governance. Plans for improvement and the school's self-evaluation are not fully aligned.

School’s strengths

• Students’ very good personal development and positive work ethic.
• The steps taken by the leadership team to begin the process of meeting the recommendations from the previous report and their dedication to the development of the school.
• Students make good progress and achieve well in mathematics and science in the middle and high school phases.