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 past three years, the school was again rated Good.
Parents' Rating
4.1 out of 5 based on 44 reviews
At a glance
School phase
All through
Inspection rating
Curricula taught
Availability 2020/21
No data
Availability 2021/22
No data
Annual fee average
AED 25,000
Annual fees
AED 14,111 - 32,000
Price band help
Opening year
School year
Apr to Mar
Teacher turnover help
Dr Brian Gray
Main teacher nationality
Main student nationality
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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, Dubai was established in 2015 and is the sister school to Springdales School Delhi which is one of India’s most distinguished private schools. 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 the performing arts, internationalism and humanitarian ethos.

Springdales School, Dubai campus has developed 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.

At Springdales, Dubai we embrace 'family values'. We are about valuing our ethnic roots and community cultures. Demonstrated by national pride, and seeing ourselves as global citizens with a shared responsibility for tackling global issues such as injustice, inequality and deprivation.

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.

“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".

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?


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 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.

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.

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 and set their own targets under guidance. The focus on collaborative learning continues with scope for independent learning using digital devices. 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 includes additional learning support through subject 'clinics'. Group discussions, debate/public-speaking, exhibitions, field-trips, presentations, team sports, enrichment and community service.

In Phase 4, the High School, students continue with preparation for CBSE at the end of G10. Focus includes training in examination technique, student-centred approaches to learning through inquiry, collaboration and guided self and peer assessment. 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.
Students of determined learners are offered an adapted curriculum and newly introduced 'Skills courses' tailored to their needs.
We have just been approved to offer IGCSE (UK) in grades 10 & 11 which provides greater choice for entry into International universities.

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

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. Physical Education 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.

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 the focus is on developing strong basics such as promoting balance, hand-eye coordination, gross and fine motor skills, climbing, running, jumping, throwing and catching, team-work and dance.

In the Middle School the focus is on team sports and further development of skills and strategy with a healthy emphasis on participation and team support.

How does your school promote healthy lifestyles?

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

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

We also provide healthy eating options in the cafeteria and have a dedicated doctor and nursing team always on campus.

There is a strong focus on PE and Sports; performing arts, especially contemporary and traditional dance; martial arts for 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 multiple communication pathways including strong representation on the Board of Governors for parents who wish to provide feedback 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.

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 discouraged in classrooms except in KG and hand washing is an expectation.

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.

Please advise on your discipline policy?

The Behaviour for learning policy is based on the following principles:
· Every student has the right to learn
· Every teacher has the right to teach without interruption
· Every person in the school has the right to be spoken to in a respectful manner.
· Teachers will use the language of choice when discussing a student’s behaviour with them.
· Every parent has the right to information about their child’s behaviour, and to work in partnership with the school to encourage high standards and expectations.

To these ends, the following principles support our aims and rationale:

· All students will be able to gain rewards that will remain relevant across the school.
· There is an emphasis on recognising, celebrating and rewarding positive behaviour. This will lead to a positive ethos with an emphasis on rewards, where students, parents and staff have a clear understanding of the consequences of any behaviour that hinders learning.
· Expectations regarding behaviour will be displayed in all teaching areas.
· Where a student chooses to behave inappropriately staff will consistently apply clear, sequential consequences according to this policy.

How do you feedback progress and attainment to students and parents?

Providing useful feedback to students plays a crucial part in learning.

Aims of the Feedback:

• To maximize the progress of all students of all ages and abilities.
• To provide students with the right help and support to "be the best that they can be."
• To provide strategies for students to know how to improve in all subjects.
• Provide students, teachers and parents with data that identifies where the student is performing, in-class, across cohort and internationally with a plan to improve in areas of lower skill.
• To give students dedicated time to improve their learning.

Feedback consists of a dialogue between teacher and students, a group, or a class of students. The feedback is constant, constructive, and continuous and delivered in a number of forms. These can be immediate, verbal, written, and self and peer feedback. It provides students with information about how they performed according to the summative and formative assessment data concerning learning objectives and the next steps to improve the work.

At Springdale's School Dubai, the teacher makes feedback received, understood, and acted on by the students. It also enables the teachers to identify where students are doing well, where students' areas of improvement are, and offer ideas and suggestions about approaching them.

Thus, providing effective feedback across all year groups at Springdale's School is deemed of high importance. The school aims to improve learning, develop effective teaching strategies, and unlock student's potentials.

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 principle '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. 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, 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?

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 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?

Springdale’s school ensures that gifted pupils receive a holistic education. They are supported by high expectations and planning within the classroom. Teachers use various techniques to provide opportunities that enable them to discover and fulfill their potential. Enrichment and extension activities provided are systematic, structured to teach the joy of learning. Provisions for our students are made on a case-by-case base.

Enrichment is achieved through curriculum differentiation in four areas:

Content Enrichment
The curriculum:
• extends beyond the basic syllabus in-depth and breadth
• covers more advanced topics whenever necessary
• uses a topic of interest to students
• makes interdisciplinary connections
• encourages the investigation of real-life problems

Process Enrichment
The curriculum:
• develops higher-level thinking skills
• provides opportunities for discovery and experiential learning
• teaches research skills for independent study
• uses varied teaching strategies to cater to different learning styles
• provides for individuals, pairs, small group activities

Product Enrichment
The curriculum:
• encourages modes of presentations beyond traditional assignments
• Tiered Assignments
• provides for creative expressions
• reflects real-world variety
• values authentic learning

Learning Environment
The curriculum:
• provides a learner-centered environment
• provides a stimulating physical environment
• provides out-of-school learning experiences, e.g., community involvement programs
• provides out-of-school extensions
• Allow independent use of the library

Pieces of evidence

AGT students participated in a Workshop conducted by SAGE (Educational Initiatives) held on 12th November 2019 at Springdales School. The event was conducted by Mr. Shekhar Hardikar, Academic Director of EI's UAE's Young Scholars Program. The workshop included a team task of 30 minutes, followed by a presentation of their winter courses. The winter course program for two weeks provides students an opportunity to explore areas of interest and experience real-time learning while giving a chance to interact with like-minded peers.

This year on 10th September, 2020, our AGT Students were a part of "Al Falah," an online student-led Seminar organized by Ambassador School, Dubai. This Seminar's objective was to provide students a platform where they can showcase their research skills through the topics from different areas of life—this Seminar intended to give students the freedom to unleash their capabilities and innovative ideas.

A Multi-Sensory Camp was organized by SAWA Unit with the support and participation of AGT students on 14th September 2019 in Springdale’s School, Dubai for the Determined Learners of PRERANA. This camp was organized to connect Sprindalians with the Determined Learners from PRERANA as part of the community outreach.

What percentage of your sixth form that take exams at 18 go to university, and where, in general, do they go?

98% of graduates head across the globe to the universities of their choice as the next step to realising their life’s dreams and aspirations. Destinations such as Vancouver and Toronto, Canada; The Hague and Leeuwarden, Netherlands; Luzerne, Switzerland; Tbilisi, Georgia; 16 different universities here in the United Arab Emirates and top higher education institutions such as Vellore Institute of Technology, India to name a few.
Truth be known our students have access to 260 university and institutions across Australia, United Kingdom, United States of America, Europe and South East Asia including top 100 universities such as University of Melbourne, Cambridge University, Harvard, Stamford, Yale, Free University of Berlin and the National University of Singapore.
We have students studying careers in Engineering, Business, Psychology, Computer Science, Sports Management, Biotechnology, Media and Communication, Culinary Arts, Life Sciences, Biomedical Sciences and Hospitality Management and many more.

Do you have a learning support team in your school?


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?

We pride ourselves on giving personalised 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 guaranteeing the rights and protection in health and high quality education with the appropriate provisions, resources and curricular options

Please provide comprehensive details of how well your school did in external exams for students at 16 and at 18 years of age? Please provide sufficient detail to allow parents to have a view on how academic your school is?

2020 Year 10 results:
33 students 100% pass rate (3 years in a row)
3 students - 95%; 94.6% and 93.8%
2020 Year 12 results: (1st cohort)
69 students
62 passed; 6 compartments and 1 failed
4 students - 95.2%; 94%; 93% and 90.4%

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

Springdale offers students with determination an inclusive learning environment that:
• 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?


Do you have a parents’ group supporting the school?

Friends of Springdales School (FOSS)
Parent representation on the Board of Governors

Are there opportunities for parents to support the learning, activities and events within the school or on trips other than through the parent group?

We have regular events and competitions that parents are invited to join which is also very well attended. We are very encouraging of parent participation in assisting reading throughout the school.

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.

This school is in a Best School by parents ranking

Springdales School is a Best of school, a ranking determined by parent surveys on the site. It can be found in the following Best of rankings:

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