SISD's strong facilities are matched by its leadership in a school which offers some unique features to parents in the UAE. The bilingual curriculum has swiftly established a very strong reputation for the Swiss School, evidenced by the excellent number of pupils the school has succeeded in attracting in its first two years. Boarding is already available. The school is a work in progress but the achievement to date is very impressive.
The Swiss International Scientific School (SISD) is now in its third year in the UAE, located in the Al Jadaf area of Dubai. Although a new school it has 960 pupils and has swiftly gained a reputation as an extremely well-run establishment offering two bilingual programmes – English/French or English/German and is the only English programme in Dubai teaching five lessons or French or German a week. Full or weekly boarding is also on offer here so this is clearly catering for a niche who are also looking for the IB programme from pre-kindergarten through to grade 12.
There are 60 different nationalities represented but the students are mainly Swiss, German and French. No nationality represents more than 20% and 5% are UAE nationals. The land is owned by Dubai Healthcare City and the school is housed in large modern stylish white block buildings. Some blocks have wide window panels while others have smaller rectangular but asymmetric panes.
Several blocks are still in progress such as the large auditorium, main canteen and two boarding houses. The site is right on the Creekside and the surrounding land is still sand so yet to be developed. Parking at present is either at the side of the road or on the sandy spaces available. Security was helpful when we arrived and ID was required before we could explore the campus.
As a new school there are not yet any established gardens or trees but these are being incorporated along with organic raised flower beds. The entrance to the primary section is an impressive surprise as an open plan spiral, sloping walkway is the focus.
Pillars resembling tree trunks rise from the green carpet with colourful seats reminding one of toadstools at the foot of trees in the forest. Skylight filters down from the opening oval above. We were warmly greeted by reception staff, Ursula Sommer, the head of admissions and Caterina Perlini, head of marketing. Our first interview was with Mr Luke Osborne who is head of the middle school section. Luke walked us through to the expanding secondary section where a large wide stairway seating area is central.
This is cleverly designed so that the larger middle steps can become seating for shows/assemblies performed in the ample arena below. We were then able to ask Luke further questions about his role and what makes SISD stand out. Luke began his teaching career at Gordonstoun in the north of Scotland as a language teacher. Experience at this boarding school led him to a job as housemaster at a school in Switzerland for the next six years. He was selected to be one of the first members of staff to come to Dubai and help build SISD from day one which was the 1st August 2015. He has been able to shape its development, select staff and he also writes the timetable which is unusual for a head teacher.
SISD will have the capacity to host 30 boarding pupils but at present nine are housed in a villa style residence nearby. Luke is passionate about the bilingual programme or ‘English Plus’ programme, as they term it, where they adhere to the IB system throughout. There is an unashamed language focus here where for example German students will study both German language and literature to a high level. Luke believes IB is leapfrogging GCSEs with its online core external assessments at Grade 10 level along with a portfolio for the creative subjects.
We inquire where he sees the school headed and he explained that through ‘measured’ rather than ‘fast-paced’ growth he wants to consolidate the community spirit. Another focus will be a mother tongue programme for native speakers in whatever language is required. Progress has been such that they are close to capacity in a few areas and waiting lists are expected soon. Luke is proud of their accomplishments so far and feels that the school is ‘meeting their promises’ by ‘achieving what they offered’. Average IB standards are being exceeded here already and they will soon begin their community project in preparation for the students’ personal project unit in IB. Standout features include:
We asked Luke to describe the school’s approach to the child and his phrase was ‘high quality relationships’. He believes that they work hard to engage with all parents and a natural triangle is formed by parents, staff and pupils.
SISD follows the required anti-bullying policy expected here and this robust system of zero tolerance is supported by a handbook, an inclusion specialist and a child counselor. The homework expectations are that at year 6 pupils receive at least an hour increasing as required as pupils head to grades 11 and 12. A diary system is used to communicate between teachers and parents who can oversee progress. The students are also able to comment on this area through a pupil survey.
Innovation at SISD is evident in its bilingual programmes but also in many cross curricular ventures which embrace the spirit of IB. The arts are a focus here and are embedded in the curriculum. Music and visual arts are taught as specialisms from grade 8. Creativity and design are not just taught as ‘coding’ in technical classes but will be practical and for example will include textiles, food technology and woodwork.
There is an entrance exam to gain a place in secondary at SISD involving language assessments and the Durham University programme. Lower down the school there is more of an open assessment system. Luke believes they are ‘inclusive but selective to a degree’.
Scholarships are a work in progress but at present they have two full boarding scholarships and one pupil for academic excellence where 25% discount on fees is offered. Teaching staff are recruited by word of mouth, some being already from Dubai while others are language specialists from further afield. They have quite a cosmopolitan list of staff who are mainly younger than the global average. Teachers are well-qualified to at least degree level but many have Phd’s or masters and there is a healthy retention level of teaching staff.
We were next able to speak to Nicole, a parent of three children at the school aged 8,11 and 13. Being from Quebec she was looking for the French environment and programme. She believes SISD to be the perfect school for the IB syllabus as there are ‘a lot of good facilities’. What has most impressed her so far is that all three of her children with their different expectations are ‘happy here and come home excited’.
They have loved the cross-curricular events and special days where for example the English teacher taught yoga and the Arabic teacher made smoothies! Nicole feels that the school’s biggest challenges are to maintain the sense of community and togetherness as the school grows. She thinks communication is key in making sure everyone is involved.
We asked for her thoughts on homework requirements and her response was ‘more than she thought but not over the top.’ Students, she feels, get a good grounding, are taught how and expected to be responsible’. We wanted to know if Nicole thought the school was good value for money as it is one of the most costly in Dubai. Her response was ‘yes as you get the quality that you pay for’ and she does not regret spending the money on this choice.
Parent’s told us they like:
Nicole spoke of how she feels her children are challenged and that she is pleased with the IB system. We inquired about the learning support on offer and she believes it works really well. TA assistance is available in class when required and there is support and help with homework after school.
We moved on to practical issues so asked about school uniform. Zaks is the provider and Nicole thinks the quality is reasonable. There is no shop at school but the company does bring uniform to the site twice a year or deliver it to your door. SISD are pretty strict in their uniform policy but it is quite informal in style i.e polo shirt and shorts/skirt.
Nicole gave her opinion about the traffic and parking situation for parents and she praised the security team. The school issued a three to four page list of instructions because drop off and pickup times are usually busy. School buses are available for those who need this and parents seem to be happy with this service.
We moved on to discuss trips clubs and ECAs and Nicole believes all are well done with plenty of choices. A parent’s association is in place and is growing as the school enlarges and there are three parent’s evenings a year. The parents tend to be more in touch with each other when their children are in primary and form WhatsApp groups to communicate.
We asked about the school food on offer in the canteen as most pupils tend to use this service. Nicole was positive about how pro-active the management are and that they have brought an in-house chef on board.
Finally we asked whether she felt SISD to be as good as the education her children would receive in her home country. At first she spoke of how hard it was to compare but later said ‘yes, it’s better here’. In describing SISD to prospective parents she chose these phrases – ‘a great environment for learning’, ‘teachers are phenomenal’, ‘it must be a dream for teachers to work here as classes are small and they have all the tools they need to teach’. In the three years SISD has been established she is in awe of its success.
According to parents, the school offers:
Maelou Whittmann, a lovely grade 9 student was available to give her opinion of her school. She has been at SISD for two years and believes it to be special as the classes are small and staff are aware of the students and do their best to help each individual. We inquired if there was any room for improvement and she mentioned ‘Manage BAC’ which is the system SISD use to manage the IB syllabus. She thinks it is good as an organizational tool but could be better.
Maelou described the staff/pupil relationships as ‘friendly’, that ‘teachers know you personally but that some are quite strict’. Student culture she feels is a happy balance between being competitive and collaborative. When asking about bullying Maelou said she hadn’t seen any signs. A student council is forming and pupils elect members along with four houses for sporting and academic competition.
She explained that leadership here take students seriously. For example when she asked for an exchange opportunity via Boundaries Without Borders this has led to a forthcoming visit to Cambodia. We inquired about school food on offer and she thinks it is pretty expensive – about 35 dhs a meal and that things could improve.
Maelou approves of the uniform explaining it’s both comfortable and informal. She likes the teacher’s dress style as well. She is happy with the workload and used the phrase ‘teachers push you to do the best you can. They make you think and analyse’.
We wanted to hear a story or description of a special event which captures the values of the school. Maelou chose the UAE National Day festival held in the sports building. She enjoyed the fact that the whole school was celebrating together, were running around and happy.
She spoke of the trips, clubs and activities on offer as being ‘numerous…with many choices’. Maelou voiced that the use of IT is appropriate in design classes and for coding etc but feels that the mobile phone policy is ‘a bit strict’ although students may bring in their own devices to school.
Their contribution to the local community has been collecting and gifting toiletries to workers around the school site. Finally we asked how she would describe the school to a prospective student and she used the phrase ‘the management are very aware of students, staff, the building and environment. Sustainability is always a focus’.
The school campus is very spacious so we were glad to have an experienced and sprightly guide in Ursula Sommer, the head of admissions. It was intriguing to discover that what looked like green blocks of abstract art around the reception area was in fact live moss, a unique idea of the school’s founder. We saw a small but convenient café for parents and a base where the parents relationship officer is available. Parents may just pop in at any time to discuss any issues.
The whole school is fresh, light, has wide corridors wooden floors and natural classroom furniture. Aesthetically this is a very attractive school. Buildings are beautifully designed with four storeys of classrooms around wide open communal spaces. All classroom equipment is brand new and state of the art, some not even unpacked yet!
In secondary we saw lessons in progress and there was a buzz of enthusiasm. We observed a maths lesson, an art class and a busy sports session.
The primary section has already developed classrooms displaying a range of neat and colourful pupil work along with cozy corners for reading and sharing. The outdoor play equipment is attractive, varied, shaded and age appropriate. Climbing, balancing and exploring are all encouraged and there are pedal bikes which navigate a little road system set out to teach driving sense and etiquette at a young age.
The garden areas as yet are quite under-developed but shrubs and young trees have been planted and there are seats round and about for the cooler months.
Two wonderful covered swimming pools are available for both primary and secondary students who all learn to swim so quickly here in the UAE.
Outstanding sports hall spaces were in use as we explored. We also spotted two fabulous gyms.
An indoor running track is cleverly set above and circling the sports hall. A large real grass sports field is to the side of the school along with tennis and paddle courts.
This community is aiming to be environmentally friendly so we saw re-cycling bins and state of the art water stations. These devices allow you to re-fill your own bottle, drink from a fountain and it will register how many disposable bottles have been saved at every use.
The library for secondary pupils is temporary as specialist facilities are under construction but many books are available and well informed staff at hand. At primary level the libraries are more established with wonderful displays and very engaged librarians.
We heard how children at this level have a daily reading period and are regularly read aloud to. Finally on the top floor we visited the Skylight canteen which is very well run with an easy card system for children to order their food. Parents with their children at home select their chosen menu for the week and we were informed the intention was to serve similar healthy food to that which parents serve at home. We noted:
On our visit the children were clearly enjoying their lunch and happily tucking in. If the proof of the pudding is in the eating, the canteen's plaudits are its just desserts.
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