2014-2015

CONTENTS
School Information ..... 2
Parents Report ................................................................................................................................ 3
School Inspection Report ................................................................................................................. 9
Overall school judgement ................................................................................................................................10
Key strengths ....................................................................................................................................................10
Changes since the last inspection ....................................................................................................................10
Recommendations ............................................................................................................................................10
How good are the students attainment, progress and learning? .................................................................11
How good is the students personal and social development? .....................................................................14
How good are teaching and assessment?.......................................................................................................15
How well does the curriculum meet the educational needs of all students? ...............................................16
How well does the school protect and support students? .............................................................................17
How well does the school provide for students with special educational needs? .......................................18
How good are the leadership and management of the school? ...................................................................19
What are the views of the Principal, parents, teachers and students? .........................................................21
What happens next? .........................................................................................................................................22
How to contact us .............................................................................................................................................22

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German International School Dubai - Inspection Report 2014-2015

School information

General information

Students

Location

Al Quoz

Gender of students

Boys and Girls

Type of school

Private

Age range

3-18

Opening year of
school

2008

Pre K - Grade 12

Website

www.germanschool.ae

Grades or year
groups

529

Telephone

04-338-6006

Number of students
on roll

Address

P.O. Box 391162, Dubai

Number of children
in Pre-K

38

Principal

Gert Blach

Number of Emirati
students

Language of
instruction

German

Number of students
with SEN

10

Inspection dates

9th 11th March 2015

Largest nationality
group of students

German

Teachers / Support staff

Number of teachers
Largest nationality
group of teachers
Number of teacher
assistants
Teacher-student
ratio
Number of guidance
counsellors
Teacher turnover

Curriculum

56

Educational Permit

German

German

Main Curriculum /
Other

German

Standardised tests /
board exams

1:10

Accreditation

Abitur,
Realschlussabschlu,
Hauptschulabschlu
Zentralstelle fr
Auslandsschulwesen

1
40%

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German International School Dubai - Inspection Report 2014-2015

Parents Report

3
German International School Dubai - Inspection Report 2014-2015

Dear Parents,
German International School Dubai was inspected by DSIB from 9th - 11th March 2015, and the overall quality
of education provided by the school was found to be

Good

In order to judge the overall quality of education provided by the school, inspectors considered six key
aspects of the schools performance and standards. Inspectors looked at childrens attainment and progress
in five key subjects, their learning skills as well as their personal and social development. They judged how
effective teaching was across the school. Inspectors considered how well the schools curriculum, including
activities inside and outside the classroom, met the educational needs of all children. They judged how well
the school protected and supported children. In addition inspectors judged the effectiveness of leadership
and governance, including management, staffing, facilities and resources.

The inspection judgements were drawn from a range of evidence gathered by the inspection team,
including observing children learning in lessons, looking at their work, talking with children, meetings with
staff, parents and governors, and reviewing the parents and teachers surveys.

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German International School Dubai - Inspection Report 2014-2015

The key strengths and areas for improvement to be made by the school leaders, governors and owners are:
Strengths

Students attainment and progress, in almost all key subject areas, were good or better.
All students had highly developed levels of personal responsibility, deep understanding of Islamic
values, detailed knowledge of Emirati heritage and world cultures, strong awareness of
environmental matters and were fully involved in the community.
Teachers delivered good lessons and students developed good learning skills. The quality of the
curriculum enabled students to make good progress.
Staff paid good attention to the care and well-being of all students.
Strong governance and effective school leaders had led to improvements in many aspects of the
schools performance.

Areas for improvement

Improve teachers' planning by clearly identifying the skills being taught, so that teachers and
students can better evaluate how successful students have been in learning the new skills.
Teachers should make better use of assessments of students learning to meet the needs of the
most able students, particularly in German, English, mathematics and science in the elementary and
lower secondary phases, and in the Kindergarten.
Teachers in the elementary phase should improve the teaching of science to develop students
enquiry and investigative skills.
Senior leaders should create a scheme of work for the teaching of learning technologies, and adapt
the curriculum to provide further opportunities for students to use technology in the classrooms.

We warmly encourage you to read the full school inspection report.

The school is required to submit to DSIB an action plan identifying the steps they will take to address the
areas for improvement. We have advised your school leaders to share this with you.
We trust that the information provided will help you understand and encourage you to support your childs
school.

Yours sincerely,

Dubai Schools Inspection Bureau

Knowledge and Human Development Authority

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German International School Dubai - Inspection Report 2014-2015

A closer look at German International School Dubai

How well does the school perform overall?

Overall, the German International School Dubai provided a Good quality of education for its students.

Students attainment and progress, in nearly all the subjects, were good or better. Students were
enthusiastic learners with strong independent and collaborative learning skills. However, there were
not enough opportunities in lessons to develop students ability to apply technology to their studies.
Students had very high levels of personal responsibility and demonstrated an excellent
understanding of Islamic values, Emirati traditions, and other cultures in Dubai. They had very
positive attitudes towards work, were fully involved in school life and participated actively in
recycling.
Most teachers had good subject knowledge and effectively planned their lessons to engage students
in their learning. However, in the majority of the subjects, teachers did not regularly plan tasks that
were challenging enough for the most able students. The school made good use of national and
standardised data and had developed accurate systems to check students' attainment. Students
rarely had the opportunity to assess their own work or identify what they needed to do to improve.
The quality of the curriculum enabled students to make a smooth transition between the German
International School and other schools in the German education system. The curriculum had been
adapted to align to best international practice and was interesting and imaginative. Despite a wide
range of subjects there was limited access to Learning Technologies. The curriculum was successfully
modified to meet the needs of many groups of students, including those with special educational
needs.
The school took good care of all its students and had effective systems for monitoring all health and
safety issues. The staff and student relationships were strong across the school and the staff
provided good personal support for all students. Older students received helpful advice about future
careers options.
The school leadership team, guided by an effective Board of Governors and an active Parent
Association, had improved many aspects of the schools performance. Daily management was
effective and school leaders had recently appointed well-qualified and experienced teachers.

How well does the school provide for students with special educational needs?

Students with special educational needs made good progress towards their targets because of the
good support they received in lessons. Similarly these students benefited from working with
specialist teachers.
The school had an inclusive ethos and students special educational needs were accurately identified.
Leadership of the special needs provision was strong and accurate records were kept of students
progress. Individual education plans provided the basis for focused support. Parents were kept well
informed and appreciated the support their children received.

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German International School Dubai - Inspection Report 2014-2015

1. How good are the students attainment, progress and learning skills?

Islamic Education

Arabic as a First
Language

Arabic as an Additional
Language

KG

Elementary

Secondary

Attainment

Not Applicable

Good

Progress

Not Applicable

Good

Good

Attainment

Not Applicable

Good

Good

Progress

Not Applicable

Good

Attainment

Not Applicable

Good

Good

Progress

Not Applicable

Outstanding

Good

Attainment

Good

Good

Good

Progress

Good

Good

Good

Attainment

Outstanding

Good

Outstanding

Good

Outstanding

Good

Good

German

English

Mathematics

Science

Progress

Good

Attainment

Good

Good

Good

Progress

Good

Good

Good

Attainment

Good

Acceptable

Good

Progress

Good

Acceptable

Good

Learning skills

KG

Elementary

Secondary

Good

Good

Good

Improved from last inspection

Declined from last inspection

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German International School Dubai - Inspection Report 2014-2015

2. How good is the students personal and social development?

KG
Personal responsibility
Understanding of Islamic
values and awareness of
Emirati and world cultures
Community and environmental
responsibility

Elementary

Secondary

Outstanding

Good

Good

Good

Outstanding

Outstanding

Good

Good

Good

3. How good are teaching and assessment?

KG

Elementary

Secondary

Teaching for effective learning

Good

Good

Good

Assessment

Good

Good

Good

4. How well does the curriculum meet the educational needs of all students?

Curriculum quality
Curriculum design to meet the
individual needs of students

KG

Elementary

Secondary

Good

Good

Good

Acceptable

Acceptable

Acceptable

5. How well does the school protect and support students?

KG

Elementary

Secondary

Health and safety

Good

Good

Good

Quality of support

Good

Good

Good

6. How good are the leadership and management of the school?

All phases
The effectiveness of
leadership
Self-evaluation and
improvement planning
Parents and the community

Good
Good
Good

Governance

Outstanding

Management, staffing,
facilities and resources

Acceptable

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German International School Dubai - Inspection Report 2014-2015

School Inspection Report

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German International School Dubai - Inspection Report 2014-2015

Overall school judgement

Good
Key strengths

Students attainment and progress were good or better in almost all key subject areas.
All students had highly developed levels of personal responsibility, deep understanding of Islamic
values, detailed knowledge of Emirati heritage and world cultures, strong awareness of
environmental matters, and were fully involved in the community.
There was good quality teaching, development of students learning skills, and curriculum quality in
all phases.
Good attention was given to the care and well-being of all students.
There was outstanding governance in support of effective leadership.

Changes since the last inspection

The school had expanded the leadership team.

In the secondary phase, attainment and progress in mathematics and German, attainment in Islamic
education and progress in Arabic as a first language had all improved.
The attitudes and behaviour of children in the Kindergarten phase had improved, but their
understanding of Islamic values and awareness of Emirati traditions and the different cultures in
Dubai was less developed.
The involvement of students in the community and their awareness of environmental issues had
improved and was judged as Good across all phases.
The ability of the schools leaders to accurately evaluate the school and develop an effective school
improvement plan had improved.

Recommendations

Improve teachers' planning by clearly identifying the skills being taught, so that teachers and
students can better evaluate how successful they have been in acquiring the new skills.
Make better use of teachers assessments of students learning to meet the needs of the most able
students, particularly in English, mathematics, German and science in the elementary and lower
secondary phases, and in Kindergarten.
Develop the teaching of science, particularly in the elementary phase, to include more enquiry and
investigative skills.
Create a scheme of work for the teaching of learning technologies and to enhance students learning
in the classrooms by providing them with regular opportunities to use their technology skills and
understanding.

Improved from last inspection

Declined from last inspection

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German International School Dubai - Inspection Report 2014-2015

1. How good are the students attainment, progress and learning skills?
KG
Subjects

Attainment

Progress

Islamic Education

Not Applicable

Not Applicable

Arabic as a First Language

Not Applicable

Not Applicable

Arabic as an Additional Language

Not Applicable

Not Applicable

German

Good

Good

English

Outstanding

Good

Mathematics

Good

Good

Science

Good

Good

The majority of children were able to express their personal needs and feelings in German. They
could retell simple stories and confidently discussed topics related to their personal experiences.
Children for whom German was an additional language received support and were making good
progress.
Almost all children spoke English as an additional language. They were eager to learn and made a
concerted effort to listen attentively to conversations on topics that were of interest to them. Most
children had developed a secure understanding of key vocabulary and were able to hold basic
conversations with English speaking adults and visitors. The curriculum focused on using language to
think critically and solve problems and there was no expectation to read or write in English.
In mathematics, the majority of children had developed a keen sense of numbers and they were able
to accurately count the number of objects in a set or make up specific groups of objects to match the
numerals 1 to 10. Children had secure understanding of more and less and were able to calculate
one more or one less from a given number. The majority of children knew their colours, could describe
simple two dimensional shapes and used comparative language, such as heavy and light to compare
objects.
Children responded enthusiastically to scientific concepts that were explored through first-hand
experiences. The majority of children had developed their observational skills by using their five
senses. They were interested in living things and wanted to know how they grew and changed.
Children had begun to develop their understanding of the physical properties of objects and materials
and the natural forces that affected them.

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German International School Dubai - Inspection Report 2014-2015

Elementary
Subjects

Attainment

Progress

Islamic Education

Good

Good

Arabic as a First Language

Good

Good

Arabic as an Additional Language

Good

Outstanding

German

Good

Good

English

Good

Good

Mathematics

Good

Good

Science

Acceptable

Acceptable

In Islamic Education, students could recite short Surahs and supplications, and acted out prayers and
ablutions correctly. They made good progress in understanding the benefits of seeking forgiveness
and the purpose of doing good deeds.
The majority of students for whom Arabic was their first language expressed themselves fluently and
had secure knowledge of grammar. They made good progress in understanding new texts and writing
well-planned, descriptive paragraphs.
In Arabic as an additional language, the majority of students had well developed listening and reading
skills and could write accurately using a good range of vocabulary. They made interesting
presentations about different countries in Arabic. Most students made outstanding progress in
developing their understanding of the Arabic language; for example when applying subject to verb
agreements.
The majority of students studying German had secure speaking, listening and reading skills. Most
students used appropriate grammar and had developed the ability to accurately spell in German. The
majority were developing writing skills in line with expectations; a few students were able to edit
and self-correct their texts.
Children transferred from the Kindergarten with secure English speaking and listening skills. These
skills continued to develop and by the end of the phase, the majority of students were able to use
their ideas and their understanding to produce fluent and interesting written descriptions.
In mathematics, the majority of students were particularly confident in their ability to calculate and
measure; for example Grade 1 students solved simple money problems to purchase items in Euros
and Grade 4 students confidently used a variety of methods to solve multiplication problems and find
lines of symmetry in shapes.
Most students had developed secure knowledge and understanding of scientific concepts and were
able to classify plants and animals. They talked enthusiastically about the animals seen at a local
Desert Park on a recent school trip. Their skills in investigation and critical thinking were less well
developed.

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German International School Dubai - Inspection Report 2014-2015

Secondary
Subjects
Islamic Education

Attainment
Good

Progress
Good

Arabic as a First Language

Good

Arabic as an Additional Language

Good

Good

German

Good

Good

English

Outstanding

Outstanding

Mathematics
Science

Good
Good

Good

Good
Good

In Islamic Education, most students had good recitation and memorisation skills, and well developed
knowledge of stories about the Prophet. They made good progress in understanding womens rights
within different religions and in grasping the importance placed by Islamic teachings on mercy and
care of all creatures.
Students studying Arabic as their first language could clearly communicate; for example, they
confidently expressed their views on the status of people with special needs. They made good
progress in reading and could write imaginatively, comparing the realistic and romantic schools of
poetry.
Students studying Arabic as an additional language could read familiar texts fluently, give prepared
talks, and formulate meaningful sentences. For example when describing in Arabic, the clothes worn
in different countries across the world and comparing the weather in the UAE to Germany they
demonstrated that they were making good progress their ability to use Arabic in meaningful contexts.
In German, the majority of students had secure speaking and listening skills and were able to clearly
express their opinions during group discussions. When reading, the majority of students understood
the authors use of literary devices to express meaning. Most of the students used correctly structured
sentences and paragraphs, with appropriate and varied vocabulary and terminology when writing.
In English, most students progress accelerated through the secondary phase. They understood what
they read and were able to confidently find examples from the core text to justify their points of
view. They had developed a wide vocabulary and could respond in English often making use of
idiomatic language. Most students understood how to structure different genres of writing and could
clearly express their opinions in the written form.
Most students had secure knowledge and understanding of mathematical concepts and were able to
use and apply these skills. For example, Grade 9 and 10 students used a range of formulae to solve
problems related to pyramids and spheres, and Grade 12 students produced their own mathematical
models to resolve questions of probability.
Most students successfully built on previous learning and had secure scientific knowledge and
understanding. They were able to relate topics to their own lives and had developed good practical
and investigation skills in the laboratories. Students enjoyed researching the scientific aspects of oil
production.

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German International School Dubai - Inspection Report 2014-2015

Learning skills

KG

Elementary

Secondary

Good

Good

Good

Children and students were motivated and enthusiastic learners. They were confident, eager to
answer questions and sustained concentration when working independently. In some lessons, they
were not able to evaluate their achievements because their teachers did not share the learning
objectives with them.
Students communicated very effectively, both with their peers and their teachers. They listened to
others and were able to explain their ideas and make effective presentations. They collaborated
effectively in groups and in paired work, and supported and challenged each other.
Students were able to make connections in their learning. They successfully used previous knowledge
when tackling new problems and understood the relevance of their learning to the real world; for
example, in Islamic Education when discussing women's rights in different faiths.
Learning Technology was not used effectively by students in most phases of the school. Although
teachers used interactive whiteboards to present information, they were seldom used by students to
enhance their learning. However, there was some good practice in Arabic lessons, where students
made videos to develop their speaking skills. Students undertook research, but the development of
their critical thinking skills was inconsistent.

2. How good is the students personal and social development?

KG
Personal responsibility

Outstanding

Elementary

Secondary

Good

Good

Students attitudes were positive and they were engaged and focused on their learning. Even the
youngest of children were self-reliant and independent.
Students behaved very well in and around the school and displayed high levels of self-discipline.
There was a calm and purposeful atmosphere in classrooms and student behaviour at break times
was good.
Students enjoyed strong relationships with their peers and they showed sensitivity to the needs of
others. Students were courteous and well mannered. There were positive relationships with adults
which were built on mutual respect and trust.
Most students were fully aware of the characteristics of healthy living and they adopted healthy
lifestyles at school. They exercised regularly and made informed choices about their
diets. Kindergarten children enjoyed eating a wide variety of fruit, vegetables and traditional snacks.
Attendance rates were good across the school and students were generally punctual.

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German International School Dubai - Inspection Report 2014-2015

Understanding of Islamic
values and awareness of
Emirati and world cultures

KG

Elementary

Secondary

Good

Outstanding

Outstanding

Students demonstrated excellent understanding of Islamic values and practices, and participated in
lessons and projects that promoted respect and tolerance.
Students had extensive knowledge of the UAEs history and geography; for example, they expressed
great respect for Emirati culture and heritage when making presentations to their peers.
Students were very proud of their German values and principles. They could compare and contrast
aspects of Arab and European traditions. The majority of children in the Kindergarten had a basic
understanding of the differences and similarities between the UAE and their home countries.
KG

Community and environmental

responsibility

Good

Elementary
Good

Secondary
Good

Students were fully involved in the school community, participating in the Pedagogy Committee and
School Council. They had strong ties with other German schools and competed in local and
international events.
Students understood their responsibilities and worked well together in teams. They demonstrated
positive work ethics through their active involvement in school life.
Students were well aware of global environmental issues and made sustained efforts to recycle in
collaboration with a leading recycling company. They were knowledgeable about different potential
sources of alternative power suitable for the UAE context.

3. How good are teaching and assessment?

Teaching for effective learning

KG

Elementary

Secondary

Good

Good

Good

Teachers had good subject knowledge and were very effective in teaching Arabic, English and German
as additional languages. Kindergarten teachers understood how young children learn and planned
hands on learning experiences.
Lessons were well planned. Learning objectives were used effectively in Arabic and Islamic Education,
and teachers and students reviewed the learning objectives to assess understanding and celebrate
achievements. However, in other subjects the use of learning objectives was inconsistent. There was
a good balance of activities in lessons and the well-resourced learning environment in the
Kindergarten developed the children's curiosity.
Teachers were skilled in their use of questioning to encourage students to hypothesise and explain
their ideas. Students actively participated in lessons, especially through group work and
presentations.
Teaching strategies met the needs of most groups of students and were particularly effective in Arabic
lessons, where work was well matched to students different abilities. Students who were underachieving were offered useful support. However, many teachers were not providing the most able
students with enough challenge during German, English, mathematics or science lessons.

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German International School Dubai - Inspection Report 2014-2015

In the Kindergarten, children were encouraged to think for themselves and make links with the world
around them; for example, when exploring condensation. There were some good opportunities for
students to present their researched topics in English and Arabic. However, in the elementary phase,
most teachers did not encourage students to develop their enquiry and critical thinking skills during
science lessons.

Assessment

KG

Elementary

Secondary

Good

Good

Good

Accurate assessments were made of children's abilities when they started school. Teachers
established a clear understanding of individual childrens capabilities and identified any special needs.
As students progressed through the school, teachers made frequent and accurate assessments of
students' performance. Assessments were closely linked to curriculum expectations.
The school was developing useful systems for benchmarking students' performance against the
expected outcomes of the German education system. Teachers and school leaders were beginning to
use the information to check the accuracy of their own testing methods.
Information from assessments was collected and thoroughly analysed to identify underachievement
and highlight trends in students attainment. Students who were underperforming or identified as
having a special need were offered effective support.
Most teachers did not make enough use of the assessment information to plan lessons to meet the
needs of the most able students. However, there was good practice in Arabic and Islamic Education
lessons, where students were grouped according to their abilities and tasks were planned to meet
their different needs.
Teachers were aware of students' individual strengths and weaknesses and offered helpful verbal
feedback on their test results. However, in lessons students rarely had the opportunity to assess their
own or others' work, or to identify what they needed to do to improve.

4. How well does the curriculum meet the educational needs of all students?

Curriculum quality

KG

Elementary

Secondary

Good

Good

Good

The school followed the German federal state of Thringens curriculum together with the UAEs
Ministry of Education curriculum. The curriculum had a clear rationale and included a balance
of creative and practical experiences which enhanced knowledge and skill development. Although a
wide range of subjects were available, Learning Technology was not offered.
The curriculum provided continuity and progressive learning challenges for students. Smooth
transition between phases was valued by school leaders and students were well prepared for their
next steps in education.
The curriculum was interesting and imaginative. However, students in the elementary phase were
not given sufficient opportunities to develop their enquiry skills during science lessons.
Cross curricular links were carefully planned, particularly in the Kindergarten and elementary phases.
These links helped students to develop their skills across a range of subjects; for example, students
made presentations on the differences between Germany and France in their Arabic lessons. There
were inconsistent opportunities for students to develop critical thinking skills across the different
subjects and phases.

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German International School Dubai - Inspection Report 2014-2015

The curriculum was recently reviewed to ensure a smooth transition between the German
International School in Dubai and other schools in the German education system. External and internal
assessment data was effectively used to inform long term and short term planning. The school
enriched the curriculum sufficiently with additional materials and planned strong links to other
subjects and areas of personal development.
The curriculum was reviewed regularly and included detailed yearly and term plans that ensured
continuity and progression. The school followed the UAE Ministry of Education curriculum for Arabic
and Islamic Education. The time allocated to Arabic exceeded the expected UAE time allocation.

Curriculum design to meet the

individual needs of students

KG

Elementary

Secondary

Acceptable

Acceptable

Acceptable

The curriculum was successfully modified to meet the needs of many groups of students including
students with special educational needs, new students and individuals who had been identified as
needing temporary support. However, there were few adjustments to the curriculum to provide
challenge for students who had already achieved what was being taught.
There were limited opportunities for students in the elementary and secondary phases to choose
subjects due to timetable restrictions. In the Kindergarten, children could make some choices during
their lessons and had opportunities to follow their interests.
The school offered a variety of extra-curricular activities for all students at the end of the school day.
Some activities were provided free of charge, including football, music and choir, whilst others, such
as robotics, were chargeable. On the initiative of secondary students a debating club had been
formed.
The school offered two 45-minute sessions of Arabic per week for the Arab national children in the
Kindergarten phase. German as an additional language, was also offered as an after school activity,
for Kindergarten children.

5. How well does the school protect and support students?

Health and safety

KG

Elementary

Secondary

Good

Good

Good

The school staff took good care of all students and paid particular attention to their emotional wellbeing. They were effective at keeping them physically safe. Child protection procedures were in place
and the school ensured that students were aware of the potential dangers of the internet.
Effective procedures for monitoring the school site and the buses were diligently implemented. The
school provided high levels of safety, security and supervision. A consistent approach to risk
assessment was not yet established.
The school counsellor and the medical team worked effectively, with the school's administrators, to
monitor, record and address all health and safety related issues. Personal details, medical records
and medicines were stored securely.
The school buildings were well maintained and provided a suitable learning environment for
students. Although there was no easy access for students with mobility difficulties, the school was
able to cater for students with minor additional physical needs.
Adults modelled healthy living and healthy life style choices to the students. These positive attitudes
were also reinforced and promoted through the school's curriculum. Healthy food choices were
available in the school canteen. Students had access to a good range of planned and informal sporting
activities throughout the day.

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German International School Dubai - Inspection Report 2014-2015

Quality of support

KG

Elementary

Secondary

Good

Good

Good

The staff and student relationships were well established and behaviour was consistently good and
often outstanding. Teachers were skilful and sensitive at managing the behaviour of students in their
classes.
The school had effective and rigorous systems for monitoring students attendance. Parents were
contacted on the first morning of a students absence. Consequently, the overall attendance levels
were good.
The school was inclusive and students with special educational needs were readily admitted.
Thorough systems to identify students with special needs were in place and identification strategies
included the use of the diagnostic tests.
Following assessment and early identification of need, effective personal support was provided which
enabled students to make good progress. For example, new students learning German as an
additional language were given individualised support.
Students received effective personal support from the schools counsellor and nurse. However, it was
not always clear to students how well they were performing and how they might improve their
learning.

How well does the school provide for students with special educational needs?
Overall
The overall effectiveness
of provision for students
with special educational
needs

Good

The school had an ethos which promoted the inclusion of students with special educational needs.
Leaders ensured that the special needs provision was consistent across the school. The quality of
support had been enhanced by the appointment of a suitably qualified specialist. Effective monitoring
of the provision had led to improvements in the quality of support offered since the previous
inspection.
The accurate identification of needs by an external specialist was underpinned by the schools
diagnostic testing and assessments.
Curriculum planning took good account of individual students needs. Students had individual files
and learning plans, these plans helped to effectively focus the learning support. Teachers
demonstrated sensitivity and care when supporting individual students and relationships were good.
The school kept parents well informed about their children's progress. Parents valued the good
individual care and support provided to their children and themselves.
Overall, the quality of the schools provision contributed to students with special educational needs
making good progress towards their personal targets.

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German International School Dubai - Inspection Report 2014-2015

6. How good are the leadership and management of the school?

Overall
The effectiveness of leadership

Good

The vision for the school was currently being reviewed by the whole school community. The school
faces many changes as it plans to move to a new site.
The school leadership team had been increased this year and efforts had been made to co-ordinate
the work of the leaders of different subjects. New appointments had improved the liaison between
the Arabic and Islamic education departments and the rest of the school.
Leadership was effectively delegated, lines of accountability were clear and the different roles and
responsibilities were well defined. Communication channels between leaders were open and
relationships were cordial and professional.
The quality of leadership was consistent, and there was a growing capacity to improve the school
further. However, the onerous class teaching responsibilities of some leaders was a limiting factor.
School leaders had improved many aspects of the schools performance this year. Notable examples
include the improvements in the secondary phase in students attainment and progress in
mathematics and German; raised levels of students attainment in Islamic Education and improved
student progress in learning Arabic as a first language.
Overall

Self-evaluation and improvement planning

Good

The processes of school self-evaluation had been further developed to include the collection of
evidence from the wider school community. A school Evaluation Committee had been formed and
had created questionnaires to gather further information on the schools performance from an
increased range of stakeholders.
A new system to monitor the quality of teaching had been developed by teachers and parents. The
criteria made good use of best practice and was rigorous. The schools teacher evaluation data was
fully aligned with the inspection team's judgements and findings. There was no formal staff appraisal
system.
Improvement plans were well written and reflected the current priorities. Accurate, standardised
performance data that had been gathered and analysed but was not yet used in the improvement
planning process.
There had been significant progress in addressing the recommendations from the previous inspection.
Aside from the improvements in student outcomes, a whole school strategy for identifying and
supporting students with special educational needs had been successfully implemented.
Overall

Parents and the community

Good

The school had an active Parents Committee which met regularly to discuss educational matters. Class
representatives and members to the Board of Governors were elected by parents. Members of the
Parents Committee reported to the Board. Parents valued the strength of the school community
and willing helped at school events such as the Spring Fair.

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German International School Dubai - Inspection Report 2014-2015

Communication from the school to parents was generally effective, but varied depending on the
phase and on the teachers. Parents welcomed the ready access to teachers and felt that the teachers
knew their children well. Parents appreciated that teachers often initiated discussions with them.
The high quality of student progress reports, with comments on academic progress as well as
personal development, was appreciated. Parents found the teachers comments during meetings, on
their childrens next steps to be very helpful. This guidance was not included in the written reports.
The school was developing productive links with the community. These included opportunities for
teachers to join with local teachers in similar schools, links with commerce and industry, a work
experience programme for Grade 9 students and involvement in local sporting competitions and
cultural events.
Overall

Governance

Outstanding

The Board of Governors was fully representative of the school community. Parents were elected from
the Parents Association to serve on the Board and a Board Representative was employed to serve
as liaison between the school, parents and the Board. Frequent meetings ensured that parents, the
staff and students were fully informed.
The Board held the school fully accountable for its actions and outcomes. It received monthly written
reports from both the school and from the Boards representative concerning the meetings with
parents. These reports included a range of useful information. However, data analysis and regular
summaries about the quality of teaching and learning were not included in these reports.
The Board had a positive influence upon the schools direction. Board members had a range of
experience and specific individual areas of responsibility. For example, members of the Board with
project management experience were heavily involved in the planning of the new school building.
Overall

Management, staffing, facilities and resources

Acceptable

The school operated efficiently and effectively on a daily basis. Management systems were
consistently implemented by a team of administrators and school personnel.
The school was committed to employing well qualified and experienced teachers at all levels. The
deployment of the staff was effective and good use was made of individual expertise to support
students' learning and personal development. Middle managers, however, had limited time available
to monitor and develop practice within their areas of responsibility.
There was adequate space available to facilitate curriculum delivery, but opportunities to enrich the
curriculum and offer students a wider range of academic experiences was limited by the constraints
of the school building. Plans were being prepared to transfer to the new purpose-built school for the
start on the next academic year.
Resources were generally appropriate for the activities being delivered, and were particularly
plentiful in the Kindergarten phase. However, resources were limited in relation to developing
students use of scientific skills in the elementary phase, as was the provision of learning
technologies across the school.

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German International School Dubai - Inspection Report 2014-2015

What are the views of the Principal, parents, teachers and students?
Before the inspection, the views of the Principal, parents, teachers and senior secondary students were
surveyed. Key messages from each group were considered during the inspection and these helped to form
inspection judgements. A summary of the survey statistics and comments from those who responded to
the survey follows:

Responses to the surveys

Responses received
Parents*

Number

Percentage

This year

152

45%

Last year

170

60%

Teachers

46

82%

Students

54

72%

A minority of parents, most teachers and a majority of students completed their respective surveys.
Most parents, nearly all teachers and the majority of students were very positive about nearly all
aspects of the school.
Safety at school, on the buses and guidance on safe and respectful use of the internet received very
positive responses from all of the community, as did the usefulness of the student progress reports.
The majority of parents and students believed that there was a sufficient range of resources to
support effective learning in the school.
A minority of students indicated that: they did not make good progress in Arabic and Islamic
Education; there was a lack of opportunities to gain knowledge of Emirati culture; the range of afterschool activities was limited; and that their views were not acted upon by the school. Parents and
teachers were much more positive in their responses to these topics.

*The percentage of responses from parents is based on the number of families.

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German International School Dubai - Inspection Report 2014-2015

What happens next?

The school has been asked to prepare and submit an action plan to DSIB within two months of receiving
the inspection report. This should address:

recommendations from DSIB

areas identified by the school as requiring improvement
other external reports or sources of information that comment on the work of the school
priorities arising from the schools unique characteristics.

The next school inspection will report on changes made by the school.

Dubai Schools Inspection Bureau

Knowledge and Human Development Authority

How to contact us
If you have a concern or wish to comment on any aspect of this report, you should contact
[email protected]

Knowledge and Human Development Authority

P.O. Box 500008,
UAE,
Tel: +971-4-3640000,
Fax: 2014-2015
+971-4-3640001, [email protected], www.khda.gov.ae
German International
School
Dubai
- Inspection Report

COPYRIGHT 2015

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