IGCSE Schools in Sharjah 2026: Fees & Ratings
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Last updated · Sources: SPEA inspection reports · methodology
Far Eastern Private School is a Philippine school located in Sharjah - Al Shahba, established in 2001. The school delivers education based on the Philippine curriculum, catering to families from the Filipino community in the emirate, with over 1,300 students enrolled.
The institution provides instruction aligned with the Department of Education (DepEd) standards from the Philippines. Students follow the K-12 programme structure from KG1 to Grade 12, which prepares them for higher education opportunities both in the UAE and the Philippines. Classes are co-educational from KG1 to Grade 4, with single gender classes from Grades 5 to 12.
The school maintains connections to Philippine educational traditions while operating within the UAE's regulatory framework under SPEA oversight and DepEd recognition. It is licensed by the Sharjah Private Education Authority (SPEA) and recognized by the Department of Education in Manila, Philippines.
The campus serves the Al Shahba community and surrounding Sharjah neighbourhoods. Families residing in nearby areas can access the school conveniently for daily commutes.
The academic year of some recorded fees has not been verified against its source. Confirm current rates with the school before using them.
| Grade Level | Annual Fees (recorded) | Est. Monthly | Fact Sheet |
|---|---|---|---|
| All Grades2026-2027 (year unverified) | See PDF AED | - | - |
Far Eastern Private School's overall effectiveness improved from Acceptable to Good. Attainment and progress are mostly good, students show strong communication and learning skills, and leadership has strengthened following restructuring. Areas needing improvement include Islamic education, Arabic, Phase 2 science and mathematics attainment, and support for students with special educational needs.
Source: SPEA inspection report 2025 (PDF, pages 1–28), inspected 10 to 13 February 2025. Restated by BestSchool.ae.
Of the 3 performance indicators rated in both reports, 3 improved, 0 declined and 0 kept the same rating.
Of the 5 recommendations made in 2024, 1 can be checked against the 2025 ratings: 1 show an improvement.
The effectiveness of leadership: Acceptable → Good · Self-evaluation and improvement planning: Acceptable → Good
| Indicator | Phase | 2024 | 2025 |
|---|---|---|---|
| Students' achievement | |||
| Islamic Education — Progress | Phase 1 | Acceptable | — |
| Islamic Education — Progress | Phase 2 | Acceptable | — |
| Islamic Education — Progress | Phase 3 | Acceptable | — |
| Islamic Education — Progress | Phase 4 | Acceptable | — |
| Arabic as Second Language — Progress | Whole school | Acceptable | — |
| Arabic as Second Language — Attainment | Whole school | Acceptable | — |
| English — Attainment | Whole school | Acceptable | — |
| Mathematics — Attainment | Whole school | Acceptable | — |
| Mathematics — Progress | Phase 1 | Acceptable | — |
| Mathematics — Progress | Phase 2 | Acceptable | — |
| Mathematics — Progress | Phase 3 | Acceptable | — |
| Mathematics — Progress | Phase 4 | Good | — |
| Science — Attainment | Whole school | Acceptable | — |
| Science — Progress | Phase 1 | Good | — |
| Science — Progress | Phase 2 | Acceptable | — |
| Science — Progress | Phase 3 | Good | — |
| Science — Progress | Phase 4 | Acceptable | — |
| Islamic Education | Whole school | — | N/A |
| Arabic as an Additional Language | Whole school | — | Good |
| Social Studies | Whole school | — | Good |
| English | Whole school | — | Good |
| Mathematics | Whole school | — | Good |
| Curriculum | |||
| Curriculum design and implementation | Phase 1 | Acceptable | — |
| Curriculum design and implementation | Phase 2 | Acceptable | — |
| Curriculum design and implementation | Phase 3 | Acceptable | — |
| Curriculum design and implementation | Phase 4 | Acceptable | — |
| Curriculum adaptation | Phase 1 | Acceptable | — |
| Curriculum adaptation | Phase 2 | Acceptable | — |
| Curriculum adaptation | Phase 3 | Acceptable | — |
| Curriculum adaptation | Phase 4 | Acceptable | — |
| Protection, care, guidance and support | |||
| Health and safety, including arrangements for child protection/safeguarding | Phase 1 | Good | — |
| Health and safety, including arrangements for child protection/safeguarding | Phase 2 | Good | — |
| Health and safety, including arrangements for child protection/safeguarding | Phase 3 | Good | — |
| Health and safety, including arrangements for child protection/safeguarding | Phase 4 | Good | — |
| Care and support | Phase 1 | Acceptable | — |
| Care and support | Phase 2 | Acceptable | — |
| Care and support | Phase 3 | Acceptable | — |
| Care and support | Phase 4 | Acceptable | — |
| Leadership and management | |||
| The effectiveness of leadership | Whole school | Acceptable | Good |
| Self-evaluation and improvement planning | Whole school | Acceptable | Good |
| Partnerships with parents and the community | Whole school | Acceptable | Good |
| Governance | Whole school | Acceptable | — |
| Management, staffing, facilities and resources | Whole school | Acceptable | — |
| Students' personal and social development and innovation skills | |||
| Social responsibility and innovation skills | Phase 1 | — | Good |
| Social responsibility and innovation skills | Phase 2 | — | Good |
| Social responsibility and innovation skills | Phase 3 | — | Good |
| Social responsibility and innovation skills | Phase 4 | — | Good |
Far Eastern Private School remains acceptable overall, the same as the previous review. Achievement is mostly acceptable, with good performance in English and mathematics in Phase 4 and science in Phases 1 and 3. Personal development and health and safety are good, while curriculum adaptation, assessment analysis, and middle leadership need further development.
Source: SPEA inspection report 2024 (PDF, pages 2–26), inspected 4 - 7 March 2024. Restated by BestSchool.ae.
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