Affordable IB Schools in Dubai 2026: Fees & Ratings
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Also known as grammar schools
British
5K - 7K AED
Al Garhoud
Last updated · Sources: KHDA inspection reports · methodology
Grammar School is a British school located in Al Garhoud, one of the longest-established educational institutions in Dubai. Founded in 1970, the school has served the local community for over five decades.
The school welcomes boys and girls aged 4 to 18, from FS2 through to Year 13. Currently, 1,321 students are enrolled across all year groups, benefiting from the structured progression of the UK curriculum.
Students work towards IGCSE examinations in secondary years, followed by AS and A-Level qualifications in Sixth Form. The school holds UK accreditation, confirming alignment with British educational standards. KHDA has awarded the school an "Acceptable" rating in its 2023-2024 inspection.
Annual tuition fees range from AED 5,120 to AED 7,040 depending on grade level. The campus offers convenient access for families residing in Garhoud, opposite Dubai Festival City, and near GGICO Metro Station.
The academic year of some recorded fees has not been verified against its source. Confirm current rates with the school before using them.
KHDA rated Grammar School "Acceptable" in its 2023-2024 inspection, its third consecutive "Acceptable". The school has been inspected 14 times since 2008-2009.
Grammar School was rated acceptable overall. Leaders and students benefit from a caring, supportive environment, with strong personal development and good care and support. However, teaching, assessment and governance remain inconsistent, and attainment in Arabic as an additional language and Post-16 mathematics is weak, requiring improvement.
Source: KHDA inspection report 2023-2024 (PDF, pages 1–21), inspected 20 to 24 November 2023. Restated by BestSchool.ae.
Of the 85 performance indicators rated in both reports, 13 improved, 0 declined and 72 kept the same rating.
and 5 more
Of the 5 recommendations made in 2022-2023, 4 can be checked against the 2023-2024 ratings: 0 show an improvement, 4 no change yet.
6 related indicators kept their ratings in 2023-2024
6 related indicators kept their ratings in 2023-2024
7 related indicators kept their ratings in 2023-2024
1 related indicator kept its rating in 2023-2024
| Indicator | Phase | 2022-2023 | 2023-2024 |
|---|---|---|---|
| Students' achievement | |||
| Islamic Education — Attainment | Primary | Weak | Acceptable |
| Islamic Education — Attainment | Secondary | Weak | Acceptable |
| Islamic Education — Attainment | Post-16 | Weak | Acceptable |
| Islamic Education — Progress | Primary | Acceptable | Acceptable |
| Islamic Education — Progress | Secondary | Acceptable | Acceptable |
| Islamic Education — Progress | Post-16 | Acceptable | Acceptable |
| Arabic as a First Language — Attainment | Primary | Acceptable | Acceptable |
| Arabic as a First Language — Attainment | Secondary | Acceptable | Acceptable |
| Arabic as a First Language — Attainment | Post-16 | Acceptable | Acceptable |
| Arabic as a First Language — Progress | Primary | Acceptable | Acceptable |
| Arabic as a First Language — Progress | Secondary | Acceptable | Acceptable |
| Arabic as a First Language — Progress | Post-16 | Acceptable | Acceptable |
| Arabic as an Additional Language — Attainment | Primary | Weak | Weak |
| Arabic as an Additional Language — Attainment | Secondary | Weak | Weak |
| Arabic as an Additional Language — Progress | Primary | Weak | Acceptable |
| Arabic as an Additional Language — Progress | Secondary | Weak | Acceptable |
| English — Attainment | Foundation Stage | Acceptable | Acceptable |
| English — Attainment | Primary | Acceptable | Acceptable |
| English — Attainment | Secondary | Acceptable | Acceptable |
| English — Attainment | Post-16 | Acceptable | Acceptable |
| English — Progress | Foundation Stage | Good | Good |
| English — Progress | Primary | Acceptable | Acceptable |
| English — Progress | Secondary | Acceptable | Acceptable |
| English — Progress | Post-16 | Acceptable | Acceptable |
| Mathematics — Attainment | Foundation Stage | Acceptable | Acceptable |
| Mathematics — Attainment | Primary | Acceptable | Acceptable |
| Mathematics — Attainment | Secondary | Weak | Acceptable |
| Mathematics — Attainment | Post-16 | Weak | Weak |
| Mathematics — Progress | Foundation Stage | Acceptable | Acceptable |
| Mathematics — Progress | Primary | Acceptable | Acceptable |
| Mathematics — Progress | Secondary | Acceptable | Acceptable |
| Mathematics — Progress | Post-16 | Acceptable | Acceptable |
| Science — Attainment | Foundation Stage | Acceptable | Acceptable |
| Science — Attainment | Primary | Acceptable | Acceptable |
| Science — Attainment | Secondary | Acceptable | Acceptable |
| Science — Attainment | Post-16 | Acceptable | Acceptable |
| Science — Progress | Foundation Stage | Acceptable | Acceptable |
| Science — Progress | Primary | Acceptable | Acceptable |
| Science — Progress | Secondary | Acceptable | Acceptable |
| Science — Progress | Post-16 | Acceptable | Acceptable |
| Learning skills | Foundation Stage | Acceptable | Acceptable |
| Learning skills | Primary | Acceptable | Acceptable |
| Learning skills | Secondary | Acceptable | Acceptable |
| Learning skills | Post-16 | Acceptable | Acceptable |
| Students' personal and social development | |||
| Personal development | Foundation Stage | Good | Good |
| Personal development | Primary | Good | Good |
| Personal development | Secondary | Good | Good |
| Personal development | Post-16 | Good | Good |
| Understanding of Islamic values and awareness of Emirati and world cultures | Foundation Stage | Acceptable | Good |
| Understanding of Islamic values and awareness of Emirati and world cultures | Primary | Acceptable | Good |
| Understanding of Islamic values and awareness of Emirati and world cultures | Secondary | Acceptable | Good |
| Understanding of Islamic values and awareness of Emirati and world cultures | Post-16 | Good | Good |
| Social responsibility and innovation skills | Foundation Stage | Acceptable | Good |
| Social responsibility and innovation skills | Primary | Acceptable | Good |
| Social responsibility and innovation skills | Secondary | Acceptable | Good |
| Social responsibility and innovation skills | Post-16 | Acceptable | Good |
| Teaching and assessment | |||
| Teaching for effective learning | Foundation Stage | Acceptable | Acceptable |
| Teaching for effective learning | Primary | Acceptable | Acceptable |
| Teaching for effective learning | Secondary | Acceptable | Acceptable |
| Teaching for effective learning | Post-16 | Acceptable | Acceptable |
| Assessment | Foundation Stage | Acceptable | Acceptable |
| Assessment | Primary | Acceptable | Acceptable |
| Assessment | Secondary | Acceptable | Acceptable |
| Assessment | Post-16 | Acceptable | Acceptable |
| Curriculum | |||
| Curriculum design and implementation | Foundation Stage | Acceptable | Acceptable |
| Curriculum design and implementation | Primary | Acceptable | Acceptable |
| Curriculum design and implementation | Secondary | Acceptable | Acceptable |
| Curriculum design and implementation | Post-16 | Acceptable | Acceptable |
| Curriculum adaptation | Foundation Stage | Acceptable | Acceptable |
| Curriculum adaptation | Primary | Acceptable | Acceptable |
| Curriculum adaptation | Secondary | Acceptable | Acceptable |
| Curriculum adaptation | Post-16 | Acceptable | Acceptable |
| The protection, care, guidance and support of students | |||
| Health and safety, including arrangements for child protection/safeguarding | Foundation Stage | Acceptable | Acceptable |
| Health and safety, including arrangements for child protection/safeguarding | Primary | Acceptable | Acceptable |
| Health and safety, including arrangements for child protection/safeguarding | Secondary | Acceptable | Acceptable |
| Health and safety, including arrangements for child protection/safeguarding | Post-16 | Acceptable | Acceptable |
| Care and support | Foundation Stage | Good | Good |
| Care and support | Primary | Good | Good |
| Care and support | Secondary | Good | Good |
| Care and support | Post-16 | Good | Good |
| Leadership and management | |||
| The effectiveness of leadership | Whole school | Acceptable | Acceptable |
| School self-evaluation and improvement planning | Whole school | Acceptable | Acceptable |
| Parents and the community | Whole school | Acceptable | Acceptable |
| Governance | Whole school | Acceptable | Acceptable |
| Management, staffing, facilities and resources | Whole school | Acceptable | Acceptable |
Grammar School's overall performance is acceptable, under a newly appointed principal focused on national priorities. Attainment in Islamic Education and Arabic as an additional language is weak, while personal development and care for students are good. Leadership, self-evaluation, and governance need to become more consistent and rigorous.
Source: KHDA inspection report 2022-2023 (PDF, pages 2–20), inspected 16 to 20 January 2023. Restated by BestSchool.ae.
2023-2024 inspection
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As reported for 2023-2024
