Sunmarke School: Review

Learn more about Positive Education and its impact on Wellbeing here.

Student Community

Eight years after opening, Sunmarke now educates 2,240 students, drawn from 105 nationalities, with British students forming the largest single nationality group at 19%, together with substantial  number of Russian and other European nationalities.  More recently, there has been a growing number of Afro-Caribbean, Turkish and Chinese students attending the school. 

The school remains below its full 3,000-student capacity, allowing room for further growth.

Approximately 189 students have been identified with additional learning needs (diagnosed or awaiting diagnosis) and around 10% of the student population are identified as Gifted and Talented or requiring EAL support.

The school was awarded a Very Good rating in the November 2023 inspection, for the provision and outcomes for Students of Determination. 

The Early Years and Primary sections make up the majority of students with 249 and 1,111 respectively (as February 2026).  The Secondary school currently supports 915 students.

There are an average of five classes per year group, with an average of 24 students per class and a maximum of 26.  The teacher:student ratio at 1:11 ensures personalised support for each students. These numbers are similar to many other premium British curriculum schools. 

What about the curriculum?

The school offers the National Curriculum of England and Wales, following the Early Years Foundation Stage programme in FS1 and FS2, and public examinations including IGCSE, A Level and BTEC.

In October 2018, the school was the first in the UAE to announce it would add both the IB Diploma Programme and IB Career-related Programme to its post-16 offering.  This combination remains relatively uncommon within a single UAE campus and allows families to select academic or more vocationally oriented routes without changing schools.

It is now one of a growing number of UK curriculum schools committed to this combination - the others are Nord Anglia International School Dubai, Kent College Dubai, Repton School Dubai and GEMS Wellington Academy, Dubai Silicon Oasis, which each, unlike Sunmarke, offered the IB Diploma programme initially and have now expanded to A Levels in addition.

In very broad terms, the IBDP is a broad academic programme with a strong social element to it, focused on all rounders. A Levels tend to be focused on a narrower range of subjects for specialists. The IBCP offers a programme for more vocational, less academically oriented students, generally involving the study of BTEC qualifications as the base content curriculum. Note the IBCP is a pathway to both university and the world of work.

The school uses the BTEC offering as the vocational element of the IBCP. Subjects include Business Studies, Creative Digital Media Production, Information Technology, Hospitality, Travel and Tourism.  In addition, Sunmarke offers select ASDAN Short Courses and Preparing for Adulthood programmes which tend to be of greater interest to students with additional learning needs.

The school requires students to take mandatory core subjects for IGCSE including English Language and Literature, Mathematics and Statistics, Science - Biology, Chemistry and Physics, a Modern Foreign Language, a Humanities subject, Technology, and "one free-choice option". 

A Level subjects include Physics, Mathematics, Psychology, Biology, Further Maths, Government & Politics, Chemistry, History, Media Studies, English Literature, Geography, the Extended Project Qualification, Economics, Fine Art, French or Arabic.   

Beyond qualifications, the curriculum has been increasingly organised around a series of Signature Programmes presented by the school as a coherent framework rather than discrete initiatives. Central to this is a structured STEAM and Design Thinking approach.

Sunmarke describes itself as a STEAM-enabled school where science, technology (digital literacy and coding), engineering and Maths converge with the Arts and Humanities, developing children as thinkers, innovators and leaders.

With this specific focus on Technology and Design Thinking, the school offers a wide array of pathways for learners in this field. Students can choose in KS4 from BTEC Level 2 IT, IGCSE ICT, and IGCSE Computer Science. In Sixth Form, students have the options of International A Level IT, A Level Computer Science, BTEC Level 3 IT, and IB ITGS.

Find out more about the use of technology here.

Whilst the focus on STEAM is clear, Sunmarke also ensures that other important strands of learning are addressed through the implementation of its Forest School. The school's 'Environmental and Sustainability' programme is designed to to inculcate an awareness about and concern for the environment, conservation and sustainability at an early age. 

 In EYFS, the programme starts with a gentle appreciation of the wonders of nature. As students move up to Primary school and Secondary school, they are asked to take on more challenging projects involving nature-based discovery and outdoor explorations.

In Year 9, students attend assemblies on IGCSE and BTEC pathways, access the Careers Counsellor, engage in taster sessions for new subjects such as Psychology and BTEC courses, and benefit from a Parents’ Options Evening. In Year 11, the Sixth Form team provides information sessions on all post-16 pathways, one-to-one guidance meetings, Parents’ Options Evening, and follow-up discussions to ensure students and families fully understand their options.

Financial literacy and enterprise education form another visible strand. Students are introduced to foundational money concepts in the early years, progressing to structured study of taxation, investment and entrepreneurship in the senior school. The school’s Mini MBA initiative and its reported network of more than 200 internship partners reflect a deliberate attempt to connect learning with industry exposure and post-school outcomes.

In addition to the Business, Technology and Design Thinking focus, the school also offers an "art-infused programme" in Music, Theatre, the Visual Arts and/or Dance and Media and Communication. Students are able to express their creative instincts and showcase their talents. A key focus is the  Media and Communication course where students get a glimpse of the media world. They can become student reporters, producing an online and physical newspaper, podcasts and blogs.

Language provision has expanded in recent years, most notably through the Mandarin Academy, which complements the existing language offer and reflects a global outlook.

The overall curriculum narrative suggests a school seeking to align academic rigour with technological competence, enterprise awareness and communication skills. Whether this breadth translates into consistent depth across all strands remains dependent on implementation and staffing expertise, but the strategic direction is clear.

Students can explore over 100 activities, spanning areas such as performing arts, music, visual arts, robotics, STEAM projects, sports, debating, Model United Nations, coding, and environmental initiatives. These programmes encourage students to discover their passions, develop leadership skills, and build confidence.

Sunmarke is an active participant in the World Scholars' Cup. The school also offers a range of After School Activities provided by external suppliers.

What about the use of Technology?

Sunmarke continually adapts its curriculum to ensure students are ready for the modern age. The robotics pathway moves from play based activities in EYFS to micro:bit and LEGO in Upper Primary, advancing to Arduino, Raspberry Pi and Python in Secondary and mechatronics projects in Post 16.  The forthcoming opening of a dedicated robotics facility is intended to consolidate this progression.

Artificial Intelligence education follows a similarly scaffolded model. Primary students are introduced to computational thinking and pattern recognition, while secondary students engage with introductory machine learning concepts, data literacy and ethical considerations. The emphasis appears to be on developing digital fluency as a core competency rather than an optional enrichment activity.

STEAM is delivered through cross-curricular, project based work that combines design, digital media, CAD and performance technology. Financial literacy is sequenced from basic money concepts in EYFS to tax, mortgages and investments at Post 16, taught via simulations, enterprise projects and external partners.

Technology integration is structured through a Bring Your Own Device model beginning in Year 3. Device use in the Early Years and Key Stage 1 remains limited and teacher-directed, increasing gradually through primary and becoming embedded in Sixth Form study. The school emphasises that digital tools supplement rather than replace traditional written work. Online safety is explicitly taught and managed through acceptable use agreements.

Students Years 3 to 13 should have an appropriate personal device. Primary students use is a tablet. Secondary students may choose a tablet or a laptop. Post 16 students are recommended to use a laptop. The school sets minimum specifications and may apply device management and network filtering. Online safety is taught and an Acceptable Use Agreement is required.

Devices support access to resources, submissions and classroom tasks but do not replace exercise books or handwriting.

EYFS teacher-led sessions are approximately 20–30 minutes per week, whilst students in Years 1 and 2 have around 30–60 minutes per week. In Key Stage 2, Years 3–6 have roughly 2–3 hours per week of technology use.  In Years 12 and 13, this is likely to be around 8 to 12 hours per week

What about Inclusion? 

Sunmarke supports some 189 with a diagnosis or waiting for a diagnosis for a broad spectrum of additional learning needs, ranging from mild to more complex and severe requirements. The current cohort includes students with diagnoses of Autism Spectrum Disorder, ADHD, Dyslexia, Down Syndrome and a range of physical needs. This breadth reflects an inclusive admissions policy, but also places considerable emphasis on the quality and consistency of provision across phases.

A further 90 students have been recognised with Gifts & Talents.

The inclusion team is led by a Head of Inclusion and supported by three SENDCos, six inclusion teachers and 22 Learning Support Assistants. This staffing structure allows for both strategic oversight and operational delivery across Early Years, Primary and Secondary. Students who require full time one to one Learning Support Assistants are supported through arrangements funded by parents, in line with common practice in Dubai’s private sector.

Facilities are structured to support both sensory regulation and targeted intervention. Dedicated sensory rooms are available in EYFS and Primary, while designated intervention rooms operate across all phases of the school. These spaces are used for small group withdrawal, specialist literacy and numeracy support and personalised programmes.

In Secondary, the school operates a Life Skills Pathway for a small cohort of 8-10 students from Years 7 to 12 who require a higher level of support but are still able to access a mainstream adapted curriculum. This pathway offers a more individualised pace, targeted life skills development and carefully modified academic content, with the intention of maintaining inclusion within the wider school environment while recognising the need for structured differentiation.  It is the only additional provision that attracts an additional fee (of AED 34,650 p.a).

Support is delivered through a combination of in class assistance and withdrawal sessions. Students with Dyslexia, for example, may access specific evidence informed literacy interventions, while others benefit from modified tasks and differentiated assessment approaches within mainstream lessons. The school reports that regular professional development is provided to all teaching staff to ensure that classroom practice reflects inclusive strategies and appropriate adaptation. This whole staff training approach is intended to embed inclusion beyond the specialist team.

The school also provides additional English language support for students whose first language is not English. Two tiers of provision are available, depending on level of need, with one forming part of the standard offer and a more intensive option provided at additional cost. Inspectors have previously noted that progression for learners of English as an additional language is carefully planned and effectively supported.

In its most recent inspection, the DSIB inspection team rated the provision and outcomes for Students of Determination as Very Good, citing a nurturing and inclusive environment. As enrolment grows, sustaining this level of personalised provision while maintaining academic ambition will remain central to the school’s ongoing development.

And Wellbeing?

Wellbeing is a core and deliberately embedded element of life at Sunmarke School, recognised by the DSIB inspection team as a strength of the school’s overall provision. In its most recent inspection, the school was judged to provide a very good quality of wellbeing support, reflecting the consistency with which students are nurtured socially and emotionally alongside their academic development.

This emphasis is underpinned by Sunmarke’s whole-school Positive Education framework, which integrates the principles of positive psychology into teaching and learning. The approach focuses on developing students’ emotional literacy, resilience, optimism and character, ensuring wellbeing is not confined to discrete lessons but reflected in everyday classroom practice, relationships and routines. From the early years through to secondary, students engage with age-appropriate strategies such as mindfulness, reflection and strengths-based learning, helping them build confidence and self-awareness over time.

The DSIB inspectors noted that students benefit from a supportive and inclusive environment in which they feel safe, valued and encouraged to manage their emotions positively.

This is reinforced by a clear pastoral structure, including two counsellors (one each for Primary and Secondary), Heads of Year and form tutors, alongside targeted support for individual needs. Sunmarke also places importance on working in partnership with families, offering guidance and workshops to support wellbeing beyond the school gates.

The counsellors offer one to ne sessions, small group sessions, Flourish Clubs, and parent workshops.

Dedicated wellbeing spaces and resources further reinforce the school’s message that emotional and physical health are integral to learning. Overall, Sunmarke’s wellbeing provision reflects a thoughtful, evidence-informed approach that supports students to flourish as balanced, resilient individuals, contributing strongly to the positive outcomes recognised by inspectors.

What about the Facilities? 

Sunmarke School is located on a large site at the edge of Jumeirah Village Triangle, closed to the Sheikh Mohammed bin Zayed Highway and the Al Khail Road.  The building stands on three sides of the plot, and spreads over 5 floors including roof top sports facilities.

Whilst the building appears to be very large from the exterior, it has been designed in sections, so that the youngest children are catered for on the lower floors, and the Secondary and Sixth form classes are on the higher floors.  This means that younger and older students rarely, if ever, come into contact with each other.

The campus is modern and well equipped with considerable additional facilities and resources having been made available since its opening. The SPACE-X Innovation Lab supports robotics, electronics and fabrication work and anchors the STEAM programme. Five design technology laboratories and four ICT suites underpin digital and technical study. A new robotics facility is due to open shortly, further strengthening this area.

The school has ensured that there are creative, science and sporting facilities in addition to the technology-based ones.  These include three Fine Art Labs, a professional studio for dance and movement, a 400-seat auditorium with professional lighting and recording capability, alongside a Black Box studio and dedicated media suites drama, dance, broadcasting and TV. Four music laboratories provide specialist practice spaces, and nine science laboratories support subject depth. 

A dedicated Sixth Form Centre has been created at the top of the school for senior to study, learn and relax with their peers. 

Sports facilities include a FIFA-standard football pitch, athletics track, swimming pools and rooftop courts. Outdoor spaces such as the Forest School and Zen Garden area provide additional learning environments.

The breadth of specialist spaces aligns closely with the school’s Signature Programme ambitions and supports its positioning as a technologically forward-facing institution.

Find out more about the facilities and our first hand impressions by reading our Sunmarke School Experience HERE! 

Sunmarke also has a dedicated nursery on the premises, part of the Jumeirah International Nursery Schools which are also owned by the same group.

What about Academic Achievement? 

Sunmarke School uses a range of internationally recognised external benchmark assessments to ensure academic standards are securely aligned with UK and global best practice.

At whole-system level, students participate in TIMSS and PISA, internationally standardised benchmarking assessments that allow the school to evaluate performance in mathematics, science, reading and problem-solving against global norms and to inform ongoing improvement in teaching and learning.

At student level, the school uses externally standardised GL Assessment tools including CAT4, NGRT and Progress Tests in English, Mathematics and Science to benchmark attainment, progress and cognitive potential against UK national expectations, in line with KHDA expectations for external benchmarking.

At senior level, academic standards are externally validated through formal qualifications including I/GCSEs, A Levels, BTEC Level 3 qualifications and the International Baccalaureate Diploma Programme.

While Advanced Placement (AP) courses are not offered, and the SAT is not administered by the school, students applying to US universities are supported in accessing the SAT independently through authorised external test centres where required.

WhichSchoolAdvisor.com encourages all schools to be transparent about their students' academic achievements. Ultimately, whilst examination results should not be the be-all and end-all of education, they are an important consideration for parents and students.

Since its first examination cohorts in 2017, Sunmarke School has demonstrated increasingly convincing academic performance. Perhaps most significant is the improvement evident since the return to externally assessed examinations after the pandemic, particularly at GCSE and A Level, alongside consistently strong IB Diploma results and high achievement within its expanding BTEC provision.

For detailed annual result reporting, go here.

The IB Diploma Programme remains relatively small compared with Sunmarke's A Level provision, but results have been consistently strong. The average Diploma score has remained at 36.4 points for three consecutive years from 2024 to 2026, compared with 34.5 in 2023 and 35.8 in 2022. In 2026, all 21 students passed, 95.2% achieved 30 points or more, 66.7% achieved at least 35 points and 38.1% scored 40 points or above, up from 28% in 2025 and 26% in 2024. The highest score was 43 points. The unchanged average therefore masks a notable increase in achievement at the very top of the cohort.

Sunmarke's BTEC Level 3 pathway has grown significantly. The cohort increased from 18 students and 20 entries in 2024 to 22 students and 35 entries in 2025, and to 29 students and 45 entries in 2026. The overall pass rate has remained at 100%. In 2026, 44% of entries achieved Distinction* and 35% Distinction, meaning 79% achieved D-D*, with the remaining 21% awarded Merit. This compares with 87% at D*-D in 2025 and 70% in 2024. The slight reduction from the exceptional combined Distinction rate of 2025 needs therefore to be seen alongside substantial growth in participation, while the proportion achieving the highest Distinction* grade remained unchanged at 44%.

You will find UAE-wide IB Diploma and BTEC Level 3 results for 2026 here.

The longer-term trajectory at A Level is particularly striking. Results fell back as normal examination arrangements and grading standards returned following the pandemic, with A*-A accounting for 43% of entries in 2022, 35% in 2023 and 31% in 2024. There has since been a sharp reversal. A*-A increased to 44% in 2025 and 60% in 2026, while the proportion awarded the highest A* grade rose from 11% in 2024 to 19% in 2025 and 30% in 2026. Among the 64 students and 171 entries in 2026, 99% achieved A*-C and all entries achieved A*-E. The improvement at the upper grade boundaries is therefore substantial.

You will find a round up of UAE wide A Level and BTEC Level 3 results for 2026 here.

A similar, although less dramatic until the most recent year, pattern can be seen at I/GCSE. Following the return to examinations, Grades 9-7/A*-A accounted for 52% of entries in 2022, 50% in both 2023 and 2024 and 55% in 2025. In 2026 this rose markedly to 67%. The proportion receiving Grade 9 alone increased from 16% in 2024 to 17% in 2025 and 24% in 2026, while Grades 9-8/A* increased from 32% to 34% and then 46%. Some 86% of 2026 entries achieved Grades 9-6/A*-B and 99% Grades 9-4/A*-C. Of the 106 students in the cohort, 97% achieved five or more passing grades.

Overall, the longer-term data show a school whose examination profile has strengthened materially. IB Diploma outcomes have settled at a consistently high level, BTEC participation has expanded while maintaining strong outcomes, and the improvement in GCSE and particularly A Level top grades since 2024 is substantial.

The principal caveat is that the exceptional 2026 results cannot be treated as directly comparable with a normal externally examined year because examinations were cancelled in the UAE as a result of the regional conflict. Nevertheless, the improvement evident before 2026, particularly between 2024 and 2025, suggests that the broader upward trajectory predates those exceptional circumstances.

You will find a round up of UAE-wide IGCSE results for 2026 here.

The school requires students to take mandatory core subjects for IGCSE including English Language and Literature, Mathematics and Statistics, Science - Biology, Chemistry and Physics, a Modern Foreign Language, a Humanities subject, Technology, and "one free-choice option". 

A Level subjects include Physics, Mathematics, Psychology, Biology, Further Maths, Government & Politics, Chemistry, History, Media Studies, English Literature, Geography, the Extended Project Qualification, Economics, Fine Art, French or Arabic.   

What the Inspectors say

For their first inspection, Sunmarke School received a Good rating which was impressive for a school in its first year of inspections - historically it has not been possible to be rated more highly than this on first inspection. Its second inspection, which took place in February 2018, also received a Good rating.  The school was also inspected by British Schools Overseas in October 2019 and was rated Outstanding - two full ratings higher than the first inspection of 2017, when the school was rated Good.

Sunmarke must therefore have been very proud to achieve a Very Good rating on its third inspection in 2018-19. The inspection took place in March 2019. Due to the halt to inspection during the period of the Covid pandemic, the school's next inspection took place in February 2023 when it was again rated Very Good, but with a substantial number of improved ratings. In November 2023, just nine months after the previous inspection, Sunmarke again received a Very Good rating.

As is so often the case, the overall rating for Sunmarke is not really an entirely accurate reflection of the performance of the school.  Many aspects - particularly in the EYFS section of the school - are rated Outstanding.  Students' Personal and Social Development and their Innovation skills are rated Outstanding across the school, as is the Protection, Care, Guidance and Support of students. 

The KHDA inspection team identified the strengths of Sunmarke as:

• The provision of high-quality care, support and learning opportunities in FS.

• Students’ outstanding attainment and progress in English in Post 16.

• The mutual respect and open communication that contribute to a thriving leadership culture, encouraging students to take on meaningful roles.

• The promotion of inclusion and wellbeing in a supportive learning environment.

• Outstanding resources to support teaching and learning.

Overall, the KHDA inspection team recommended the following actions that Sunmarke should implement:

• Improve students’ attainment and progress in Islamic Education and Arabic to close the gap with other core subjects.

• Improve students’ reading skills in Primary and lower Secondary and promote reading for pleasure across the school.

• Identify and share the examples of very good practice to achieve greater consistency in teaching and learning.

• Ensure that teachers’ feedback on students’ work gives clear guidance on how to improve, and that students respond to the advice given.

To read the full KHDA inspection report, which we strongly recommend in order to understand the reasons behind the ratings and the recommendations, go here.

In common with many Dubai-based British curriculum schools, Sunmarke School voluntarily participated in a British Schools Overseas (BSO) inspection in 2023.  BSO inspection are supported by the UK Government's Department of Education and the inspection follow the format used by inspectors in independent schools in England and Wales.

The February 2023 British Schools Overseas inspection judged Sunmarke School to be an Outstanding school overall, concluding that it provides an outstanding quality of education for students aged 3 to 18. Inspectors reported exceptionally strong performance across all key inspection standards, with the school meeting all BSO requirements, aside from those elements of the UK Equality Act that cannot legally be applied in the UAE. These statutory exceptions did not result in any required actions.

Inspectors’ overall impression was of a highly effective, inclusive and ambitious school with a clear vision focused on academic excellence, character development and student wellbeing. Leadership at all levels was described as exemplary, with strong governance, robust self-evaluation and a demonstrable capacity for sustained improvement. The school’s rapid growth since opening in 2016 has been managed successfully, without dilution of quality or consistency across phases.

Teaching and learning were found to be outstanding across the school. Inspectors highlighted the strength of subject knowledge, carefully planned lessons and the consistent use of assessment to identify and address underachievement early. Students were described as highly engaged, motivated and confident learners, benefiting from strong relationships with staff and a positive learning culture. Outcomes in English, mathematics and science were particularly strong, with attainment and progress consistently above UK and international averages, including for students with SEND and those learning English as an additional language.

The curriculum was judged to be vibrant, broad and well balanced, firmly rooted in the English National Curriculum while adapted effectively for an international context. Inspectors noted the strength of provision across all phases, including early years, where students make outstanding progress from often low starting points, and post-16, where students benefit from a wide range of pathways including A levels, BTECs and the International Baccalaureate, with excellent university placement outcomes.

Personal development, behaviour and wellbeing were also standout features of the inspection. The school’s Positive Education approach was recognised as central to its culture, supporting students’ emotional intelligence, resilience and sense of responsibility. Students were described as polite, respectful and proud of their school, with behaviour consistently outstanding. Safeguarding arrangements were judged to be robust, with students reporting that they feel safe and well supported.

Overall, inspectors concluded that Sunmarke School not only meets but exceeds the expectations of the British Schools Overseas framework, providing students with an education that prepares them extremely well for further study in the UK and internationally.

While no regulatory actions were required, inspectors identified one area for further development:

• Leaders should ensure that teaching consistently provides sufficient challenge for the most able students, so that they are always given opportunities to deepen their learning and reach their full academic potential.

If you would like to read the full inspection report, you will find it here.

Parent Feedback - The Buzz

Our WhichSchoolAdvisor.com survey has large amount of feedback from over 150 parents. 

Parent feedback at Sunmarke School reflects a community that is largely confident in the school’s culture, direction and impact on students, particularly in relation to happiness, confidence and academic outcomes. Across the survey, responses are consistently in line with or above UAE averages, with several areas emerging as clear strengths.

A strong sense of belonging and enjoyment is evident. A majority of parents report that their children enjoy coming to school to a great extent, with “a tremendous amount” the most common response. This is reinforced by parents’ perception of Sunmarke as a “happy” school, which stands out as the single most important factor influencing school choice for many families, ahead of facilities, class size or examination results.

Academic confidence is also high. More than four-fifths of parents say they are satisfied with the level of academic performance, and expectations are widely viewed as very or extremely high. This suggests a culture of ambition that is understood and largely supported by families, rather than seen as excessive.

Communication and feedback are viewed positively overall, with around three-quarters of parents satisfied with the quality of feedback they receive about their child’s progress. While a smaller proportion express only partial satisfaction, outright dissatisfaction remains low, indicating systems that are broadly effective, even as expectations continue to rise.

Wellbeing and personal development feature strongly. Parents report that the school has had a significant impact on their children’s confidence, with a majority saying this has improved “a great deal” or “a lot”. Concerns about bullying are relatively low, with most parents either not at all or only slightly concerned, reinforcing perceptions of a positive and respectful school culture.

Pastoral care and inclusion are generally well regarded. Parents express high levels of confidence in the school’s ability to meet individual learning needs, alongside positive views of behaviour management and disciplinary systems.

Beyond the classroom, parents tend to see sport as inclusive rather than elite, with participation prioritised over competitiveness. Performing Arts and Fine Arts receive solid endorsement, with many parents placing Sunmarke within the top quartile of schools nationally, reflecting a strong but balanced creative offer.

Value for money attracts more mixed views, which is typical of premium-priced schools. While a majority feel fees are justified by the quality of provision, a noticeable minority express reservations, highlighting the high expectations that accompany the school’s fee level.

Overall, parent feedback presents Sunmarke as a school that delivers strongly on happiness, confidence, academic credibility and community feel, with a high proportion of families willing to recommend it to others.

For parents, teachers and senior students who are currently a part of Sunmarke School, we would encourage you to share your experience with other potential members of your community. Please help others and complete our Survey here. 

The DSIB inspection team commented positively on the relationship between the school, its parents and the community noting that:

“Parents actively contribute to the school. The friends’ association ensures community cohesion. New parents rapidly feel confident as partners in learning. They value the electronic portal and the opportunity to communicate informally at the school entrance. Their opinions are heard whether raising concerns or seeking or offering advice about school improvements. Reporting strategies ensure that they understand their children’s learning and levels of achievement. The school contributes to the local community and is re-establishing national and international links.”

Parents describe a school community in which engagement is both structured and encouraged. The parent-led organisation, FOSS, plays an active role in organising events, workshops and social initiatives, providing families with opportunities to contribute to school life and support enrichment activities. Communication is generally viewed as regular and transparent, with academic progress shared through termly reports, parent-teacher meetings and individual consultations. Updates on school events and announcements are circulated through digital platforms and newsletters. Parents are also invited to participate in celebrations, open classrooms, volunteering initiatives and forums, reinforcing the sense of partnership between families and the school.

What about the Fees?

A claimed USP of Sunmarke School is that despite top tier facilities, it has reined in the temptation to demand stratospheric fees. These range from AED 51,000 in FS1 to AED 84,929 for Years 12 and 13  - hardly affordable fees but considerably lower than KHDA’s approved tuition fees.   

Our View

Before sharing our view, we asked Sunmarke School to tell us what makes it special and what if offers that is unique or better than other comparable schools. 

Sunmarke identifies its principal strengths in the breadth of its academic pathways, its integration of innovation and wellbeing, and its emphasis on future readiness. A central differentiator is the ability for students to progress from EYFS through to Sixth Form within a single campus while choosing between IGCSEs, A Levels and the IB Diploma Programme. The school argues that this flexibility supports more personalised academic planning aligned to individual strengths and university goals.

It also highlights its Forest School and outdoor learning model, including the Zen Garden, as a distinctive feature that supports resilience and character development through regular engagement with nature. A further strand of its positioning lies in real-world preparation, with structured career programmes, industry partnerships, internships and student-led initiatives designed to build leadership and enterprise skills.

Underlying these elements is a stated commitment to educating the whole child, embedding wellbeing and character education within daily school life. This is supported by specialist STEAM facilities, performing arts spaces and a dedicated Sixth Form centre, reinforcing the school’s claim to combine academic rigour with broader personal development.

In our view, Sunmarke is clearly a school with high ambitions which is making strong progress in many areas.  Based on the vast majority of the KHDA's key performance measures, it is a school that is already performing well at a Very Good level, with areas of Outstanding performance. It should also not be forgotten that the school has been rated Outstanding by British Schools Overseas.

As one of a small, but apparently growing number of schools in Dubai to offer both A Levels and the IBDP as the school graduation courses, Sunmarke is going head to head with its competitors in this narrow field - the other schools who offer both programmes including GEMS Wellington Academy Dubai Silicon Oasis, Kent College Dubai, Nord Anglia International School Dubai and Repton School Dubai. 

With fees at the lower end compared with these competitors, it will be interesting to see how Sunmarke retains the quality of teaching and resources (which IB, in particular, is known to be in demand) from its lower fee base.  So far demand from IB Diploma students has been significantly lower (approximately one third of the number of A Level students, and this may have enabled the school to keep additional costs at a lower level.

As the school reaches full growth and maturity, the challenge, which we fully expect the school to meet, will be to maintain the high standards, something the school should be proud to show as it continues to develop.