United Arab Emirates / Dubai / Al Quoz / Springdales School

Springdales School Q & A

Springdales School Dubai is a sister school (though independently managed) to its home campus in Delhi. Springdales School India is ranked among the top 10 outstanding schools in its home country. It was established in 1955 by the veteran British Educationalist, Dr. Rajni Kumar. After achieving a Good rating in its first DSIB inspection in 2015-16, there was some inevitable dismay at a down grade to Acceptable the following year. In the 2017-18 inspection, the school is again rated Good.
Parents' Rating
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4.6 out of 5 based on 32 reviews
At a glance
School phase
All through
Curricula taught
Availability 2019/20
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Availability 2020/21
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Annual fee average
AED 24,000
Annual fees
AED 12,000 - 32,000
Price band help
Mid-range
Status
Open
Opening year
2013
School year
Apr to Mar
Principal
Julian Williams
Community
Main teacher nationality
Indian
Main student nationality
Indian
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LET'S GO

Welcome to the Springdales School official Q and A page. Here we ask the questions, and the school answers directly. It is its chance to have its say on specific areas you have told us you want to know about. If you think there are additional questions we should be asking you may contact us here.

What qualities and characteristics would you say define your school?

Springdales School is one of India’s most distinguished private schools. Springdales School Dubai is a sister school to its home campus in Delhi. Springdales School India is ranked among the top 10 outstanding schools in its home country. It was established in 1955 by the veteran British Educationalist, Dr. Rajni Kumar.

Springdales School, Dubai, a school with a reputation for being a progressive institution that helps students build character through its unique value-based education. It has received national and international recognition for its high-level of academic excellence, innovative educational practices, holistic approach, and emphasis on performing arts, internationalism and humanitarian ethos.
Springdales School, Dubai campus is developing its own character and traditions, meeting the needs of discerning professionals living and working in Dubai and wanting their children to receive the benefits of an education that is 'quintessentially Indian, innovatively international'. Springdales School, Dubai enjoys world class facilities, is committed to inclusion and seeks to offer students a range of curriculum pathways towards higher education in the global arena and employment in a global economy.
Our role at Springdales is about drawing out and nurturing potential - but not for the service of self, (the 'me first culture') but for the service of our community. This means embracing rather than detracting from 'family values'. It is about valuing our ethnic roots and community cultures. Yes, it is also about national pride, but it is also about seeing ourselves as being global citizens with a shared responsibility for tackling problems of injustice, inequality and deprivation, wherever it exists.

The vision of Springdales School, Dubai is to find ways to make the educational systems more child-centred, equitable, and relevant a rapidly evolving world, using technology to link schools and youth globally.

Springdales seeks to expand its provision for Determined Learners, whether they are those who require additional learning support, counselling for emotional difficulties and support for students who are gifted and talented. We see each child as unique and an opportunity to draw out and develop latent potential, whether in academia, sports, performing arts or leadership.

“What we are hoping for is to nurture our children into lovely human beings with enlightened minds and compassionate hearts, children who will grow up to make the world a more vibrant, peaceful and beautiful place in which all can live in harmony.” (Padma Sri Dr. (Mrs) Rajni Kumar, Founder of the Springdales Education Society)

A school where the motto is not a cliché about the pursuit of excellence, but about creating "the world is a family". Excellence lies in how we approach the journey, not in the destination.

How many nationalities are represented in your school?

27 Nationalities

Are there high proportions of a particular nationality?

Yes. Indian and from the Asian subcontinent. There are other nationalities represented. Springdales is seeking to enroll students for international programmes from the wider international community.

What is the teacher: student ratio in your school?

1:15

Does your school have a waiting list?

We still have the capacity to absorb more students at the main transition points. Waiting lists in Pre-primary and Grade 12 have now been accommodated through expansion.

Describe your school's approach to education and teaching?

Springdales School, Dubai is a Pre -KG - G12 school. We offer an integrated curriculum which brings together the best features of Indian UK and international programmes. This is aligned vertically through the 4 phases (KG, Primary, Middle and High Schools) and offers cross-curricular and trans-disciplinary teaching and learning.

In KG we offer a modified UK EYFS curriculum with the additional influences of Reggio Emilia and Montessori, inspiring students to learn through discovery, with free flow learning activities being facilitated and observed by teachers and assistants. There are 7 prime areas of learning: communication and language; physical development; personal, social and emotional development; literacy; mathematics; understanding the world (scientific inquiry); and expressive arts and design. These are broken down into 17 specific learning goals. There is a strong accent too on the performing arts, i.e. drama, music and dance. Elements from the Indian curriculum are also included. especially in terms of heritage and culture, with a focus of the celebration of both Indian and UAE festivities, meditation and yoga. Assessment is continuous and is supported by international benchmark assessments including CEM ASPECTS, BASE for Inspection and ePIPS to inform the scope and sequence of curriculum planning.

The approaches to learning and child-centred teaching developed from Pre-KG to KG2 continue in the lower Primary. The curriculum is mapped against the UK National Curriculum and CBSE, becoming more subject-based with subject specialists introducing Arabic French or Hindi as foreign languages. The 5 language skills of listening, speaking, reading, writing and presenting to an audience, are supported for all languages including English, which remains the principle medium of instruction throughout the school. There is an increasing focus on science with Primary having its own purpose-designed laboratory. UAE Social Studies, Moral Education ( UAE MEP) and Islamic Education are also developed in Primary. Mathematics, Environmental Studies, ICT and Robotics are included along with PE and team sports, Art, Music and Dance. Assessment is continuous and benchmark tests including CAT4, ASSET and ACER ISA are used to inform planning for curriuclum scope and sequence. The school has a 'next step' marking policy that encourages students to improve the quality of their learning and parents are invited to assist their child in reflecting on how to improve their assessments and set personal targets.

Primary teachers recognize that children are actively curious, enjoy experimention, are problem-solvers and naturally colaborative. They exhbit few inhibitions and enjoy talking about their learning. They can be refreshingly honest, have fertile imaginations and have a 'can do' mentality. We seek to preserve this approach throughout their school career. There is a focus on learning through inquiry. Key skills in applying literacy, numeracy, digital learning to problem-solving and reporting are developed in preparation for Secondary education. The importance of displaying children's learning and achievements is a feature throughout the school.

In the Middle School phase (G6 - G8) the academic pace in terms of subject knowledge as well as learning skills is accelerated. Students develop self and peer assessment against rubrics and set their own targets under guidance. The focus on collaborative learning continues with scope for independent learning using digital devices bring learning from the internet into the 'flipped' and 'blended' classroom.

Students follow the CBSE programme, but alternative pathways are offered if student preferences and abilities require it. The subject-based curriculum is further developed with reading now progressing to the study of literature. 3 science laboratories facilitate hands-on experiments in Biology, Chemistry and Physics. After school enrichment now includes addtional learning support through subject 'clinics'. Group discussions, debate/public-speaking and MUN, exhibitions, field-trips, presentations, team sports, enrichment and community service increase the relevance of academic learning to real-world contexts and develops important 21st century leadership qualities.

In Phase 4, the High School, students continue with preparation for CBSE at the end of G10. Although the focus now includes training in examination technique, student-centred approaches to learning through inquiry, collaboration and guided self and peer assessment are further refined. Subject choices are made in G8 before promotion to G9. In G11-G12 students choose their subject options with higher education and career planning being a focus. Determined learners are offered an adapted curriculm tailored to their needs and the school seeks to offer UK and international programmes to provide greater choice for entry into higher education.

Physical education and sport is an important aspect of a healthy lifestyle. How does your school ensure children engage in physical activity?

PE and sport form an integral part of the curriculum and contribute to improved intellectual as well as physical development. We emphasize active play, fitness and team building, interest in sport, physical development, self-confidence and respect for competition. The school has an olympic indoor pool, KG learners pool, multi-use indoor courts, track and field, the MS Dhoni Cricket Academy and martial arts dojo. There are playing fields for both KG/primary and Secondary schools.

Springdales provides a wide range of sports and enrichment activities with team practices for inter-school, national and international competition including: Badminton, Basketball, Cricket, Gymnatics, Judo, Soccer, Swimming, Tennis and Volleyball,

In KG and Primary there is a focus on achieving developmental goals and the focus is on promoting balance, hand-eye coordination, gross and fine motor skills, e.g. climbing, running, jumping, catching throwing, team-work, deportment and dance.

In the Middle School the focus is on team sports and development of skills and strategy. Increasing the focus is on competition but also on the importance of participation and team support.

How does your school promote healthy lifestyles?

Springdales promotes a healthy lifestyle and is rated as ‘Outstanding’ for health and safety, child protection and safe-guarding by the KHDA.

The school has a Wellbeing Policy developed form the KHDA Wellbeing Census Report (2017). Students are encouraged to practise deep breathing, meditation and yoga.

There is also a policy on providing healthy eating options in the cafeteria and the school clinic with is dedicated team of doctor and nursing staff also provide health education, including handwashing, personal hygiene and grooming. The clinic also approves the healthy options menu.

There is a strong focus on PE and Sports; performing arts, especially contemporary and traditional dance; martial arts for balance, control, self-defence and self-discipline.

Our Inclusion Unit provides counselling to students and provides individualised curriculum adaptation and accommodations to meet learner needs. We have a strong network of external specialists and providers as well as qualified in-house staff.

The needs of Islamic students are met through dedicated prayer rooms for boys and girls. The school is a multi-faith environment that respects the religious beliefs of students and acknowledges various festivals and celebrations. It also respects those who have no religious faith.

There is a zero tolerance policy on bullying and the Student Council and Prefectural Board are involved in promoting anti-bullying strategies and restorative justice initiatives. The school has an open-door policy for parents who wish to share concerns about the wellbeing of their children.

How do you promote healthy eating?

The cafeteria offers a broad and balanced menu, including freshly prepared fruits, salads, low sugar and low fat options, fruit juices and still water. All cafeteria products are free of nuts. Gluten free and other dietary requirements can be provided on request.
Healthy snacks and beverages are available at breakfast, break and lunch.
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No carbonated or energy drinks are provided and parents providing lunch boxes are requested not to include high sugar confectionary, pork products (for religious reasons, due to students willing to share food) and to include fruit, grains, protein(excluding nuts), legumes and a small quantity of carbohydrate. Guidance from the school doctor and cafeteria operators is available on request.

Students are encouraged to clean up after using the cafeteria and play areas where they may eat. Eating is dsiciuraged in classrooms except in KG.

Students are reminded to wash their hands before and after eating and using the toilets.

Does the school have cafeteria facilities for the students?

Yes. The cafeteria provides a service to students across all phases for break and lunch. It also provides catering services for school events and meetings.

If yes, does it serve hot food?

Hot food choices are prepared on the premises. There is also a range of accompanying salad and fruit options, fruit juices and still water.

What would be the amount spent by a student for their lunchtime meal?

The aim is to make healthy eating affordable. A typical main, side, dessert and beverage will cost AED 15 - 20, although there are always options for those on a tight budget.

What is the starting and finishing time of your school day?

The school day starts with registration at 7.50 a.m. and lessons continue until 12.00 noon in KG and 1.55 p.m. in other phases. The after-school programme begins at 2.15 p.m. and continues until 3.45 p.m. There are bus dispersals at 12.10 p.m. 2.05 p.m. and 3.55 p.m.

Is there a school uniform?

Yes. The uniform code and good grooming is strictly observed, Jewellery and cosmetics are not permitted, although dispensation can be made on application if there are religious, health or other extenuating circumstances. Health and safety are primary considerations. The Class Tutor reviews student dress daily at registration and will make recommendations, if required. The Grade Coordinators, Heads and finally the Principal form the channel of appeal on matters of dress and grooming.

How often is the more formal feedback such as reports and parent/teacher meetings?

Every Term. (3 months)

What is your medium of instruction?

. The principal medium of instruction is in English.

However, modern languages are taught with the chosen language being the primary medium of communication covering all 5 skills: listening, speaking, reading, writing and presentation to an audience. The aim is to develop the benefits of immersion, while providing language 1 (L1) assistance only if and when required.

The display policy of the school is also to promote multi-lingualism within classrooms, hallways and on directional and locational signage. The principal 'second' language being Arabic, then Hindi and French.

Is Arabic taught as both a first language and second language in your school?

Currently only Arabic FL is taught. However, the CEFR/ALTE levels of proficiency inform learning in all languages whether first or additional, enabling the development of a continuum moving towards fluency.

Which other languages are taught?

Hindi or French. Other MFLs and mother tongue languages are being considered for support either within There is in-class support for identifies EAL students. The CEFR/ALTE criteria for measuring proficiency are applied. Students with known or suspected EAL needs are given a diagnostic test to determine their proficiency and the level and type of assistance required. This is provided in consulation with the English department and Inclusion Unit.

Do you offer EAL or TEFL support for those students where English is not their first language?

The school is seeking to support any EAL students in consultation with Cambridge ESOL. The school would offer YLE, KET, PET, FCE and CAE (or IELTS in G11 - 12). Staff receive CPD in CLIL (Content Language Integrated Learning). If an EAL programme develops to cater for an increasing number of EAL students,(i.e, those with a CEFR proficiency below B1), teachers would be encouraged to prepare for Cambridge TKT qualifications. The curriculum or for enrichment.

Is Islamic Education/Studies for the Arab Muslim students delivered in Arabic for them?

There are currently no Arab Muslim students currently and so Islamic education is delivered in English, although Arabic for recitation of the Holy Qu'ran (Tajweed) is taught and practiced.

Do you have a dedicated prayer room/s for the Muslim students?

Yes. There are dedicated prayer rooms for boys and girls

Does your school measure Value Added data? Please provide details of your current Value Added average scores

The school does not yet have an agreed formulation for VAMs. However, the school does track the attainment and progress data of students and compares these to international bench mark tests scores. These include ASPECTS, BASE and ePIPS in KG - G1, CAT4, ACER ISA and ASSET in Primary and Secondary. in Phase 4, CAT 4 and the CBSE X results are used.

If external examinations and assessments are part of your curriculum, which ones do you offer?

The school does track the attainment and progress data of students and compares these to international bench mark tests scores. These include ASPECTS, BASE and ePIPS in KG - G1, CAT4, ACER ISA and ASSET in Primary and Secondary. in Phase 4, CAT 4 and the CBSE X results are used.

Do you develop independent learning through homework and, if so, what are your recommendations regarding this, particularly time spent on homework?

Homework is a integral part of the learning experience. Springdales has a homework timetable so that assignments and submission dates can be spread equitably. Homework is included in lesson planning and scope and sequence documents. The primary aim of homework is is encourage students to consolidate and extend their learning. Collaborative learning and the development of flipped and blended learning invites students to research independently or collaboratively outside school and to bring their learning for discussion, active learning and consolidation in the classroom.

The amount of homework is set according to the age and grade of the student. in KG and lower Primary, the aim is to share learning experiences and reading with parents and not to do 'work'. Learning for fun should be for 10 - 20 mins per week day. It may also include handwriting practice, drawing or online learning games. We want very young students to want to come to school and to learn for pleasure and improve their communication and social skills.

How do you support gifted, able and talented students?

Our vision is to give equitable opportunities to people of determination by giving personalized individual attention, respect and removing barriers to learning, whether they are social, emotional, cultural, language, physical and intellectual. We are committed to providing a safe, engaging and supportive setting to our determined learners which will benefit and enrich their sense of belong-ing in the mainstream academic community.We comply with the ‘Dubai Inclusive Education Policy Framework’, the Federal Law No. 29 of 2006, the Law No. (2) 2017 and Executive Council Resolution No (2) of 2017 which guarantees.• The rights and protection in health and high quality education with the appropriate provi-sions, resources and curricular options• Identification and Early Intervention • Admission of students according to the rules adopted by KHDA• Systems of Support for Inclusive Education • Co-operation, Co-ordination and Partnerships • Fostering a Culture of Inclusive Education • Monitoring, Evaluation and Reporting • Resourcing for Inclusive Education. • Vocational Education and Trainin

Do you have a learning support team in your school?

Yes

Not all schools are staffed or resourced to offer learning support to those children with either moderate or significant learning needs. To what level can you offer support for those with learning differences?

Our vision is to give equitable opportunities to people of determination by giving personalized individual attention, respect and removing barriers to learning, whether they are social, emotional, cultural, language, physical and intellectual. We are committed to providing a safe, engaging and supportive setting to our determined learners which will benefit and enrich their sense of belong-ing in the mainstream academic community.We comply with the ‘Dubai Inclusive Education Policy Framework’, the Federal Law No. 29 of 2006, the Law No. (2) 2017 and Executive Council Resolution No (2) of 2017 which guarantees.• The rights and protection in health and high quality education with the appropriate provi-sions, resources and curricular options• Identification and Early Intervention • Admission of students according to the rules adopted by KHDA• Systems of Support for Inclusive Education • Co-operation, Co-ordination and Partnerships • Fostering a Culture of Inclusive Education • Monitoring, Evaluation and Reporting • Resourcing for Inclusive Education. • Vocational Education and Trainin

Does your school have particular expertise in dealing with a specific learning need such as dyslexia, dyspraxia, aspergers syndrome and so forth?

Our core values, celebrating Diversity, Global Citizenship and Inclusion is embodied inthe Springdale’s motto:“Vasudhaiva Kutumbakam” – “The World is a family”
Springdale offers students with determination an inclusive learning environment and aims to:• Find ways to make education more humane and equitable.• Use information and educational technology to assist learnings• Address the needs of Students with determination, whatever their abilities and challenges are.• Offer world class facilities in beautiful and sustainable environments that promote inclusive learning, • Re-assert the developmental needs of the determined learners“We seek to inspire and build an inclusive culture for our determined students beyond the class-room, to become lifelong learners enabling them to achieve their best by overcoming barriers to learning and participate.

Does your school have an educational psychologist or access to one to assess and support those youngsters with more challenging learning and emotional needs?

Yes. Our core values, celebrating Diversity, Global Citizenship and Inclusion is embodied inthe Springdale’s motto:“Vasudhaiva Kutumbakam” – “The World is a family”
Springdale offers students with determination an inclusive learning environment and aims to:• Find ways to make education more humane and equitable.• Use information and educational technology to assist learnings• Address the needs of Students with determination, whatever their abilities and challenges are.• Offer world class facilities in beautiful and sustainable environments that promote inclusive learning, • Re-assert the developmental needs of the determined learners“We seek to inspire and build an inclusive culture for our determined students beyond the class-room, to become lifelong learners enabling them to achieve their best by overcoming barriers to learning and participate.

Is there an opportunity for parental representation on your school Board of Governors?

Yes, There are parents on the Advisory Council to the Board. this include the PTA (FOSS) Chair, Inclusion Governor and others. FOSS Executive members are also involved in interviews for senior positions in the school

Do you offer specific activities, events or information sessions for those parents new to the school and/or area?

There are regular information sessions organised and published by each phase. The Admissions Office also provides Open Days and Guided Tours of the campus to parents, corporate relocation representatives and nursery managers. Please contact admissions@springdalesdubai.com

There are two Parent Conferences annually when parents can be accompanied by their children who will show them their learning portfolios/work books and also be be part of the discussion between their parents and teachers.

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