Affordable IB Schools in Dubai 2026: Fees & Ratings
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British
35K - 51K AED
Jebel Ali (Port, Free Zone)
Last updated · Sources: KHDA inspection reports · methodology
Al Ghaf Private School is a National Curriculum for England school established in 2020 in Jebel Ali. The school serves boys and girls aged 3 to 13, offering classes from FS1 to Year 8.
With a student body of 54, Al Ghaf Private School provides a supportive environment for early years and primary education. The school follows the National Curriculum framework, ensuring a structured approach to learning.
Students are prepared for NA qualifications, and the school is rated "Acceptable" for the 2023-2024 academic year. Although it currently holds no formal accreditation, the curriculum aligns with the standards expected in the UK.
Annual tuition fees range from AED 35,000 to AED 51,000, making it accessible for families residing in Jebel Ali and surrounding areas.
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 Al Ghaf Private School "Acceptable" in its 2023-2024 inspection, up from "Weak" at the previous inspection. The school has been inspected 2 times since 2022-2023.
Al Ghaf Private School is acceptable overall. New leadership has begun transforming the school, improving teaching and Foundation Stage provision, but attainment in Islamic Education and Arabic is weak in Primary, and reading skills, assessment use, and middle leader training still need development.
Source: KHDA inspection report 2023-2024 (PDF, pages 1–21), inspected 04 to 08 March 2024. Restated by BestSchool.ae.
Of the 41 performance indicators rated in both reports, 30 improved, 0 declined and 11 kept the same rating.
and 22 more
Of the 5 recommendations made in 2022-2023, 5 can be checked against the 2023-2024 ratings: 5 show an improvement.
The effectiveness of leadership: Weak → Acceptable · School self-evaluation and improvement planning: Weak → Acceptable
Teaching for effective learning (Foundation Stage): Acceptable → Good · Teaching for effective learning (Primary): Weak → Acceptable · Assessment (Foundation Stage): Acceptable → Good · Assessment (Primary): Weak → Acceptable
Personal development (Foundation Stage): Acceptable → Good · Personal development (Primary): Acceptable → Good · Teaching for effective learning (Foundation Stage): Acceptable → Good · Teaching for effective learning (Primary): Weak → Acceptable
Curriculum adaptation (Foundation Stage): Acceptable → Good · Curriculum adaptation (Primary): Weak → Acceptable · The effectiveness of leadership: Weak → Acceptable · School self-evaluation and improvement planning: Weak → Acceptable
The effectiveness of leadership: Weak → Acceptable · School self-evaluation and improvement planning: Weak → Acceptable · Governance: Weak → Acceptable
| Indicator | Phase | 2022-2023 | 2023-2024 |
|---|---|---|---|
| Students' achievement | |||
| Islamic Education — Attainment | Primary | Weak | Weak |
| Islamic Education — Attainment | Secondary | Weak | — |
| Islamic Education — Progress | Primary | Weak | Acceptable |
| Islamic Education — Progress | Secondary | Weak | — |
| Arabic as a First Language — Attainment | Primary | Acceptable | — |
| Arabic as a First Language — Progress | Primary | Acceptable | — |
| Arabic as an Additional Language — Attainment | Primary | Weak | Weak |
| Arabic as an Additional Language — Attainment | Secondary | Weak | — |
| Arabic as an Additional Language — Progress | Primary | Weak | Acceptable |
| Arabic as an Additional Language — Progress | Secondary | Weak | — |
| English — Attainment | Foundation Stage | Acceptable | Acceptable |
| English — Attainment | Primary | Weak | Acceptable |
| English — Attainment | Secondary | Weak | — |
| English — Progress | Foundation Stage | Acceptable | Good |
| English — Progress | Primary | Weak | Acceptable |
| English — Progress | Secondary | Acceptable | — |
| Mathematics — Attainment | Foundation Stage | Acceptable | Acceptable |
| Mathematics — Attainment | Primary | Acceptable | Acceptable |
| Mathematics — Attainment | Secondary | Acceptable | — |
| Mathematics — Progress | Foundation Stage | Acceptable | Good |
| Mathematics — Progress | Primary | Acceptable | Acceptable |
| Mathematics — Progress | Secondary | Acceptable | — |
| Science — Attainment | Foundation Stage | Acceptable | Acceptable |
| Science — Attainment | Primary | Weak | Acceptable |
| Science — Attainment | Secondary | Acceptable | — |
| Science — Progress | Foundation Stage | Acceptable | Good |
| Science — Progress | Primary | Acceptable | Good |
| Science — Progress | Secondary | Acceptable | — |
| Learning skills | Foundation Stage | Acceptable | Good |
| Learning skills | Primary | Weak | Acceptable |
| Learning skills | Secondary | Weak | — |
| Students' personal and social development, and their innovation skills | |||
| Personal development | Foundation Stage | Acceptable | Good |
| Personal development | Primary | Acceptable | Good |
| Understanding of Islamic values and awareness of Emirati and world cultures | Foundation Stage | Acceptable | Acceptable |
| Understanding of Islamic values and awareness of Emirati and world cultures | Primary | Weak | Acceptable |
| Social responsibility and innovation skills | Foundation Stage | Acceptable | Acceptable |
| Social responsibility and innovation skills | Primary | Weak | Acceptable |
| Students' personal and social development | |||
| Personal development | Secondary | Acceptable | — |
| Understanding of Islamic values and awareness of Emirati and world cultures | Secondary | Weak | — |
| Social responsibility and innovation skills | Secondary | Acceptable | — |
| Teaching and assessment | |||
| Teaching for effective learning | Foundation Stage | Acceptable | Good |
| Teaching for effective learning | Primary | Weak | Acceptable |
| Teaching for effective learning | Secondary | Acceptable | — |
| Assessment | Foundation Stage | Acceptable | Good |
| Assessment | Primary | Weak | Acceptable |
| Assessment | Secondary | Weak | — |
| Curriculum | |||
| Curriculum design and implementation | Foundation Stage | Acceptable | Good |
| Curriculum design and implementation | Primary | Weak | Acceptable |
| Curriculum design and implementation | Secondary | Weak | — |
| Curriculum adaptation | Foundation Stage | Acceptable | Good |
| Curriculum adaptation | Primary | Weak | Acceptable |
| Curriculum adaptation | Secondary | Weak | — |
| The protection, care, guidance and support of students | |||
| Health and safety, including arrangements for child protection/safeguarding | Foundation Stage | Acceptable | Good |
| Health and safety, including arrangements for child protection/safeguarding | Primary | Acceptable | Good |
| Health and safety, including arrangements for child protection/safeguarding | Secondary | Acceptable | — |
| Care and support | Foundation Stage | Acceptable | Good |
| Care and support | Primary | Weak | Acceptable |
| Care and support | Secondary | Acceptable | — |
| Leadership and management | |||
| The effectiveness of leadership | Whole school | Weak | Acceptable |
| School self-evaluation and improvement planning | Whole school | Weak | Acceptable |
| Parents and the community | Whole school | Acceptable | Acceptable |
| Governance | Whole school | Weak | Acceptable |
| Management, staffing, facilities and resources | Whole school | Acceptable | Acceptable |
The inspection rated the school weak overall. Foundation Stage provision and outcomes were acceptable, but attainment and learning skills were weak across most Primary and Secondary subjects. Leadership, self-evaluation, and governance were weak, while care, safeguarding, and parent engagement were acceptable, with support for students of determination needing improvement.
Source: KHDA inspection report 2022-2023 (PDF, pages 2–20), inspected 13 to 17 March 2023. Restated by BestSchool.ae.
2023-2024 inspection
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As reported for 2023-2024
