United Arab Emirates / Abu Dhabi / Mussafah / The Cambridge High School Abu Dhabi

The Cambridge High School Abu Dhabi Review

The Cambridge High School (its name is not reflective of its all through status) is a highly successful school with close to 1,720 students of 45 different nationalities and a waiting list of which other schools would be proud.
Parents' Rating
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4.1 out of 5 based on 14 reviews
At a glance
School type
International
School phase
All through
Inspection rating
Good
Availability 2018/19
not_interested No
Availability 2019/20
not_interested No
Annual fee average
AED 23,000
Annual fees
AED 14,800 - 31,200
Price band help
Mid-range
Status
Open
Opening year
1988
School year
Sep to Jul
Teacher turnover help
20%
Principal
Mrs. Carolyn Bailey
Owner
GEMS Education
Community
Main teacher nationality
Indian
Main student nationality
Indian
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The Cambridge High School Abu Dhabi
School type
International
School phase
All through
Inspection rating
Good
Availability 2018/19
not_interested No
Availability 2019/20
not_interested No
Annual fee average
AED 23,000
Annual fees
AED 14,800 - 31,200
Price band help
Mid-range
Status
Open
Opening year
1988
School year
Sep to Jul
Teacher turnover help
20%
Principal
Mrs. Carolyn Bailey
Owner
GEMS Education
Community
Main teacher nationality
Indian
Main student nationality
Indian
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First Published:
Saturday 7 July, 2012

Updated:
Sunday 26 May, 2019

The Cambridge High School (its name is not reflective of its all through status) is a highly successful school with close to 1,720 students of 45 different nationalities and a waiting list of which other schools would be proud.

The story so far...

The Cambridge High School was one of the first schools opened by GEMS in Abu Dhabi. Located in the School Zone at Mohammed bin Zayed City, the school is over thirty years old and there is no doubt that, from an architectural standpoint, it certainly does not compare with many of the new GEMS schools or indeed several of the other private schools located in the same area. But that is where the comparisons stop.

This is a highly successful school with 1,720 students of 45 different nationalities. The largest contingent of students come from India (31%), Pakistan (20%), the UAE (9%), and Egypt (7%) together with other Arab nations, European countries, South Africa and Australia. 

The school is said to have a long waiting list – in the past the school has advised that over 800 students were waiting to join it - although currently no details of numbers are available.  Whatever the external appearance of the school, this is clearly of little relevance to the families queuing up to have their children admitted.

Some 107 teachers (and a further 24 teaching assistants) come from around 30 countries internationally; many have been with the school for as long as 18 years.  However, in 2017-18, staff turnover reached 20% - average for international schools in the UAE, but on the high side for a school that has a large Indian staff.  Whether this is a reflection of the change of leadership that has recently taken place is unknown.

Mrs. Carolyn Bailey, who took over the reins in 2017, was previously vice principal at the school.  She was educated in London at The Royal Masonic School and at the University of Kingston, London, and has 15 years' experience as a senior leader in schools.

In her message on the school website, Mrs. Bailey describes The Cambridge High School in these words

We have outstanding students and our aim is to provide an outstanding education for each and every one of them. My aim is to lead a school where the students are able to flourish academically and socially and be part of a rich, vibrant and diverse community. We believe that education can transform lives and our school aims to inspire the children to be curious learners, who are confident to think creatively, underpinned by values of honesty, integrity and a sense of social justice.

The leadership of the school, and the core faculty, is made up of staff from the UK and Ireland, with a strong contingent of staff from other European countries also. The mix is approximately 60:40 between teachers from Western countries and the Subcontinent.  With such a broad range of staff, professional development is key, with staff being upskilled through this focus.

The staff:student ratio at the school varies considerably from FS2 and Year 1 (which are included in the Primary section of the school) being 1:12, Lower Primary (Years 2 and 3) being 1:16, and the remainder of the school 1:30.  Whilst the ratios in the lower sections of the school are on the lower side - and should ensure plentiful opportunity for children to receive personal attention - the ratio from Year 4 onwards is definitely on the high side.  Teachers will need to be particularly skilled at assessing their students' needs to ensure that the curriculum is effectively adapted for them.

What about the curriculum?

The Cambridge High School, Abu Dhabi follows the National Curriculum of England. This curriculum provides students with an education that is based on a skill-based curriculum, served by many excellent textbooks and resources, with its own testing mechanism. It fits into the English public examination system (GCSE, AS & A Level), which is accepted by universities throughout the world.

The Foundation Stage for Kindergarten children aged 3 to 5 (including FS2 and Year 1) is child-centred and oriented towards practical applications, social development and acquiring the skills, knowledge and understanding required to interact in a changing world. Learning through structured play and regular educational visits are an integral part of the Foundation Stage. Arabic as prescribed by the Ministry of Education is also taught. Core subjects are English [Reading and Writing], Art, Mathematics, Music, Science, Physical Education, Social Studies, and Information and Communication Technology.

The Primary school curriculum (from Year 2 to Year 6) continues its focus on the core subjects of FS with the addition of History, Arabic, Geography, Personal and Social Education, and Islamic Studies (for Muslim students only). The learning process is child-centered, enabling pupils to think for themselves, encouraging initiative, innovation and participation. Progress is monitored carefully through regular assessments.

The Secondary school from Years 7-9 lays the foundations for IGCSE options in Year 10. Assessment is continuous and aims for targets established in The National Curriculum for England. In Year 9 students sit the Cambridge ‘Check Point’ examinations as an internal monitoring exercise to ensure that they match the best levels of UK schools.  Core subjects include English Language, English Literature, Mathematics, Science, French, History, Geography, Computer science, together with Foundation subjects of Arabic, Art and Design, Business studies [an introductory course in Year 9],  Islamic Studies (for Muslim students only), Physical Education, and Personal and Social Education.

In Year 10, the two year IGCSE programme is introduced and students are required to select 8 subjects (including English Language and Mathematics) with the following options: Physics, Chemistry, Biology, English Literature, History, Geography, Art and Design, Computer Studies, Business Studies, Media Studies, Arabic, Accounting, Travel and Tourism.  Whilst by no means the broadest range of options, students at CHS do have the opportunity to study more Creative subjects as well as the more traditional Commerce and Science-based subjects. 

In their final two years of Sixth Form, students in Year 12 and 13 take both AS and A Level GCE examinations. Sadly, the options available are rather more limited than at IGCSE with no creative and limited Humanities subjects available.  Available subjects include Literature in English, Mathematics, Chemistry, Physics, Biology, Computer Studies, Business Studies, Geography, History, Accounting, and Travel and Tourism,  We can only assume that this traditional, but limited, subject range meets the demands of parents and students based on the focus of families from the Sub-continent on Commerce and Science streams.

Students are also involved in a wide range of non-Academic activities, including Charity trips to India, Model United Nations with the Higher Colleges of Technology and the Harvard Model UN.

Optional extra-curricular activities are available after regular school hours and are organised in three strands: extra support classes in a range of academic areas, non-competitive sports activities, interest-based clubs such as cooking, journalism, drama, art and crafts, fashion design, computers and pottery. Inter-House competitions are conducted in sports, public speaking, dance, quizzes, art, music and essay writing.

They also participate in a range of very successful sports activities including cricket, football and Girls’ rugby. 

What about inclusion?

An Achievement Centre provides additional support to children with mild to moderate learning difficulties (including children on the Autism spectrum and with Asperger’s syndrome) as well as a Gifted and Talented section and English Additional Language provision.

The team makes use of the Phonic approach in teaching reading and addresses all the strands of the language through topic based learning. The aim is to provide each learner with a solid foundation in English language skills in order to support the learning of all subjects in mainstream. 

Learners with special educational needs receive individual support backed by an Individual Educational Plan. Systems are put in place to meet the individual student’s needs. Learning support assistants support the learning of the individual student in the mainstream classroom.

What about academic achievement?

Unfortunately, CHS does not publish its exam results, which, in our opinion, is a great pity!  We at WhichSchoolAdvisor.com encourage all schools to be transparent in relation to the academic achievement of their students - something we feel should be celebrated - and also provide parents with the opportunity to contrast and compare results between schools. 

Academically, the school is rated as Good in its last ADEK report and boasts GCSE and A level results which the former Principal described to us as "superior to those of several of the Premium UK curriculum schools in Abu Dhabi", and 20% above the UK average. Note, however, that in the latest report, attainment at A' Level English and mathematics was highlighted as an area that needs to be addressed.

The school prides itself on being non-selective and delivers added value to its students (in terms of results achieved versus their predicted performance) which it itself describes as outstanding. The vast majority of students go onto university both locally and overseas. The school’s performance is recognised by ADEK, with whom they have a strong relationship through the provision of Best Practice training and “learning walks” for new teachers.

What about facilities?

In terms of facilities, there is no doubt that the school would benefit from some upgrades. Currently, the original 3-storey building which is located around a large quadrangle where assemblies and registration take place is beginning to show its age. However, much effort has gone into ensuring that classrooms and facilities have been updated with modern resources. There are two libraries for Senior and Junior students and full provision of technological aids including laptop trolleys and I-pads as well as IT labs.

The school is set out with the Primary School occupying the Ground floor, whilst the first floor is reserved for boys and the second for girls. Classes are separated by gender from year 6. There is a large multipurpose hall and, outside, a full size Astroturf football pitch and basketball court.  Children in FS2 and Year 1 benefit from individual class libraries, a well-resourced school library, computer laboratories, a music studio and a dedicated Kindergarten play area.

Facilities include separate science laboratories for practical sessions in Physics, Chemistry and Biology. The labs are spacious and offer modern and excellent equipment where students are encouraged to use their analytical and creative skills through research and experimentation.  There are also four ICT labs with high speed internet connection. All classes are equipped with smart boards, multimedia projectors to facilitate learning and all staff are equipped with laptop.  The school Library, equipped with computers and internet, provides an ideal area for students to research and work independently.

Creative talents are supported by a music studio to provide students with adequate opportunity to develop their music abilities and two art studios which support a variety of creative activities. The Music Studio is well equipped with a keyboards, steel drums and percussion and wind instruments. There is also an air-conditioned auditorium which, in addition, serves as a multi purpose hall. The auditorium is used for school assemblies, performances and other large scale school functions.

The school has, in the past, recognised the need to develop its facilities. When we last visited, there was talk of a 3-5 year plan and a new 3-storey new build where the basketball courts are, with the KG section to be housed on the Ground floor (freeing up more space in the main building), a Sixth Form and Science Centre being located on the first floor and a new Sports section on the top floor of the building. However, these plans seem to have been put on hold, or shelved in their entirety.

What the inspectors say

ADEK rates (2017/18) academic performance in terms of achievement, teaching, and curriculum at the school as 'Good'. Student's personal development and innovation skills are described as Very Good.  This suggests that the school is as yet some way off its ambition to provide an Outstanding education - at least as adjudged by ADEK's inspection team. 

In fact, The Cambridge High School can best be described as Consistent!  Every rating for Students' Achievement across the entire school and across all core subjects examined by the inspectors is rated Good.  This is something of an achievement - particularly in Arabic for both native and non-native speakers,

"Children enter FS2 with knowledge and skills that are below where they are expected to be. They achieve well in relation to their starting points. Across the school, students’ attainment is above curriculum expectations and their progress and learning skills are good overall."

The key performance standards of Teaching and Assessment, and the Curriculum, are also rated Good across the whole school and for all indicators.  Invariably, it is these two key standards that directly impact and affect the outcome of Student Achievement.  If the school can raise Teaching and Assessment and the Curriculum, they will raise Student achievement concurrently.

The inspection report notes that there has been a change of leadership and restructure of staffing and the leadership team, with Leadership and Management of the school rated as Good.  It describes the school community as "very stable and effective".

The strengths of The Cambridge High School Abu Dhabi are defined by the inspection team as:

  • The impact of school leaders’ actions to improve students’ achievement in Arabic for native and non-native speakers.
  • Strong relationships within the school that promote students’ good behaviour and positive attitudes to learning.
  • Students’ appreciation of the heritage, culture and future vision of the UAE and their understanding of Islamic values.
  • The partnerships with parents and the community which enhance students’ well-being and learning.
  • Effective management of the day-to-day life of the school.

In terms of the key areas for improvement, the inspection team determined these to be the need to:

  • Raise attainment in A-level English and mathematics by ensuring that teachers: provide more varied learning experiences to enable students to apply and develop their knowledge and skills in the subjects taught; [and] consistently check the provision that students receive, set them challenging targets and offer them well-targeted support so that their attainment matches those of other international examinations.
  • Enhance the consistency of high quality teaching and learning by ensuring that all teachers: use assessment information more effectively to plan students’next steps in learning and to enable them to consistently make more than expected progress; offer high-quality feedback to help students further improve the quality of their work; include additional levels of challenge within medium-and long-term planning; [and] deliver appropriately challenging tasks and activities for all students within lessons, particularly for those who are gifted and talented.
  • Further improve the impact of leadership and governance by: ensuring the curriculum is adapted effectively to provide sufficient challenge for all students, particularly those who are gifted and talented; ensuring improvement systems focus more directly on the quality of students’ learning experiences, particularly in A-Level for English and mathematics; [and] enabling teachers in different subjects to share and experience classroom best practice.

Clearly the focus on raising attainment for students taking A Levels in particular must be at the core of The Cambridge High School's efforts, both now and for the longer term.

It should be remembered that whilst Acceptable is the minimum rating that schools in Abu Dhabi are expected to achieve during the inspection process - and Good is the rating that ADEK wishes to see all schools achieve - ratings of Very Good and Outstanding are ambitious targets that all schools should be aiming to achieve.  In so doing, they will be raising student attainment (and the opportunities for students' futures) to the highest level.  

The ADEK Good rating and the slightly dated facilities do not seem to dampen the enthusiasm and energy at the school however. On our last visit, we spoke with students, staff and parents. All were full of praise and ambitious for the school and its students.

Students, in particular, valued the international nature of the school, the kindness of their teachers, the opportunity to participate in school life through a Student Council, the vast range of extracurricular activities and the Canteen Food!

They described the school as different to others that they had attended – as fun, where their feedback was sought, staff were supportive and friendly – one described it as an exceptional environment. Students we spoke to, aspired to jobs as Doctors, Lawyers, Astronauts and Scientists and felt that the school was providing them with the tools to achieve these ambitions. Parents appreciated the on-going efforts to obtain their feedback through surveys and workshops and the efforts of the staff to listen, share and encourage them in participating in school life and in supporting their children.

Currently over four out of 5 parents would recommend the school to another parent - a key metric in our survey. A very high percentage of parents believe the school offers good value for money, and are reasonably confident the school is able to meet their child's learning needs. There is some concern over bulling at the school. Click here for considerably more data and insight from parents regarding The Cambridge High SchoolIf you are a parent, teacher or student at The Cambridge High School, please share your experience by completing our survey here.

Fees at The Cambridge High School are mid-range, starting at AED 14,800 for FS2 and rising to AED 31,200 for Years 12 and 13. Text books and stationary are additional to this - the school does not provide details on its website, but according to the ADEK approved fees, these range from AED 214 in FS2 to AED 800 in Year 13 (in Year 9, the cost is AED 1,083).  Bus fees are AED 5,000, irrespective of destination.

 

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Comments
1 Archived Comment
reem
Archived 1st Apr 2016, 12:45

What you say about support isn't true. It doesn't give feedback to parents. Poor preparation for IGCSE.
My daughter started failing math and science at this school.

Teachers refused to give continuous assessment because they don't have time to mark! No support for low achievers.

No good Arabic teaching and learning. When teachers leave in the middle of the year students are left without teaching.

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