Dubai College

Since 2025, Mr Tomas Duckling BA MBA. Studied history and politics at University of Nottingham; humanities were always his favourite subjects. He started teaching in England after two years of travelling before moving back abroad as he sought more adventure. He spent four years at Jerudong International school in Brunei working up the ranks from history teacher to assistant head, developing a passion for epistemological philosophy along the way. He later became a published Cambridge resource book author in the area, while completing his MBA at UCL concomitantly.

Trading the jungle for the Alps, Mr Duckling then landed at renowned Swiss boarding school Aiglon College in 2017, starting out as a houseparent and quickly promoted to assistant head. He became director of learning and then deputy head in no time at all, modestly stating that he was ‘in the right place at the right time’. Unintentionally, he has worked only in not-for-profit education, and he says one of his biggest passions at Aiglon was managing their scholarship committee, enabling travel to countries such as Somalia and New Mexico (Navajo Nation), realising change and freedom through education.

Having had a taster of the Dubai College student throughout his application process (the head students were the panel for a large part of it), he says, ‘It’s an even better school in reality than what I perceived.’ While he doesn’t currently teach any classes, he would like to, especially since he has taught so many subjects in his career. His background and interests render him a firm advocate of holistic education, bringing a fresh commitment of balanced growth to the students. For the time being, however, relationships are at the forefront; his mission is to get to know every member of staff on a one-to-one basis and he is frequently scheduling pupil learning lunches. Students say he is ‘approachable’ and parents like his methodical nature, outlining termly priorities and committing to the joint mission of ‘deep learning, good character and flourishing lives.’

Wife is an English teacher and joins him at DC. They have two children. In his free time, Mr Duckling enjoys sport but isn’t hugely competitive. ‘I treat every sport with very little technical ability but huge enthusiasm,’ he laughs. Skiing is a favourite he claims, but since arriving in the desert, hitting the golf course on the weekend is more recurrent.

Academically selective, with main entry point into year 7. Places available occasionally for years 8 to 10, assessments and waitlists in operation. Students apply online in September of year 6; year 5 school report and extracurricular profile required. The two-hour entrance exam (an online adaptive test focusing on cognitive ability) is taken in November. With four applicants per place, this means a lot of students sitting the exam – and results are reviewed alongside extracurricular interests, giving every child the opportunity to secure the prize they all hope to achieve. While the top-scoring students fill the first 100 places, the remaining 76 places are allocated to those who pass the test and also excel in either sport, music, drama or all the above. Applications from students who have not yet moved to the UAE are welcomed and the entrance exam can be sat at their current school.

Strictly no sibling policy or preferential treatment for anyone, and it is not advised to seek tutoring either, as the child will likely struggle further down the line. There is no interview post entrance exam; rather the school invites accepted students in for taster sessions throughout year 6. No applications are accepted for years 11 and 13.

Majority head to first-choice universities around the world with one quarter heading to top 10 universities (according to QS 2024 rankings). More than 10 receive places at Oxbridge and 75 per cent to Russell Group universities in the UK. Those heading to the USA reach the dizzy heights of Yale, Princeton, Stanford, Pennsylvania, Duke, Brown, Boston etc. Others head to University of Amsterdam and Toronto to name a few.

The lecture theatre regularly gets booked up as universities come to speak (as part of the TopUp University programme) and guests in certain fields are invited to give students a preview of their professions.

The alumni group remains connected to the school, with past pupils and staff members acting as mentors to current seniors.

In 2024 at A level: 76 per cent A*/A and 93 per cent A*/B. In the same year at I/GCSE: 95 per cent of all grades were 7-9 with a 100 per cent pass rate.

In 2023 at A level: 73 per cent A*/A and 93 per cent A*/B. In the same year, I/GCSE results: 92 per cent of all grades were 7-9 with a 100 per cent pass rate.

Unequivocally the leading academic school in Dubai and top of the list for ambitious parents wanting the best results from their children, but it is equally recognised for its extracurricular programme and offering an all-rounded education.

Comprehensive curriculum up to the end of IGCSEs, with six compulsory (including Arabic) and three optional subjects (including one language, one creative art and one social study subject). Around a third take four A levels – maths by far the most popular. Latin has grown in popularity, as well as computer science and economics, whereas subjects like music, sport and performing arts are undertaken primarily at extracurricular level.

Stellar results from recent graduating classes, although this is just one part of a pupil’s academic journey here. ‘We are helping our students to be articulate and to challenge, not just to be book smart,’ says the head, who explains that the Harkness and oracy programmes provide a dynamic education, preparing students for when they are out in the world and sitting around a boardroom table. The school also teaches independent study skills, particularly in sixth form – and there is a broad focus on metacognitive processes, enabling students to reflect on their own learning.

The academic enrichment programme gives students enviable skills via the many clubs. We were impressed by the debating team (far too many trophies to count from both local and international competitions) and Model United Nations, where children engage in real world problems and current affairs.

Class sizes for years 7-9 are capped at 22, with a max of 16 in a IGCSE class and 13 at sixth form. Students are taught in their form groups except in maths where they are put into one of three bands depending on their knowledge and experience, and they are tested regularly (‘around twice a term on average’, said one father). While you could argue this instils a pressurised environment, particularly for the youngest students, parents unanimously claim this prepares children well for exams, which quickly become normalised. ‘It is very helpful because, at the end of the year, they don’t have to revise a large volume of work,’ added a mother.

Not much feedback to parents other than the standard end of year reports and parent/teacher meetings. School says feedback is evident on students work which comes home, including tests. ‘The school won’t suit families that want constant engagement on the progress of their child’, concluded one parent, mirroring the general feel that the college expects parents to trust that they are doing their job and will deliver. With an impressive faculty of scholarly teachers, with far more than just basic teaching qualifications, we are more than assured that the children are in the best possible hands.

No screening of children who may have special education needs prior to entry, however families are requested to share formal diagnosis reports. If you pass the minimum academic threshold by way of the entrance exam, then you are in. Support is available for those who need it (eg Dyslexia, ADHD, ADD) from either their inhouse team or external providers (at no supplementary cost). A happy parent commented, ‘The school have been true to their word and the team supporting our daughter have been exceptional. We never thought we would see her thriving as she is now.’

Year 7s choose between learning a brass or wind instrument and play in a beginner band. As their love of music grows, there are many other options, including various choirs (including an exclusive boy choir), different level instrumental bands (the samba band sounds fun) and the house music competition. Throughout the year, performances and concerts are scheduled for the children to show off their talents - including the popular annual school musical and Young Musicians of the Gulf competition.

The school offers an extensive ECA programme (‘character development activities’ in school speak) covering almost anything you can dream of, including an artificial intelligence society (where we would love to be a fly on the wall), gardening group, film alliance, plus all sorts of sports and games activities and a Duke of Edinburgh international award scheme starting in year 10.

Vast range of sports on offer, with rugby (for boys) and netball (for girls) by far the most popular and almost in a league of their own. Throughout the year, both squads participate in home leagues and the rugby teams tour internationally, including attending the National School 7s at Rosslyn Park, London. The netball teams also fly to the UK in the summer term for the World School Games. One mother felt, ‘The A team members are seen as the golden kids - which can be a little premature, especially as late developers can come through - and this sometimes creates a hierarchy in class which needs monitoring.’ This is not, however, unique to this school.

Other sports include athletics, basketball, cricket, football, golf, rounders, swimming and tennis, with teams competing at a high level, while other children do them merely for fitness and fun. Complementing all sports is a fantastic new gym facility in the SPACE (Sports and Performing Arts Centre of Excellence). The warehouse style is modern and offers students the ability to train and focus on their strength and conditioning. Alongside the gym, there are multi-purpose rooms used for classes such as barre, body pump and spinning. There is something for everyone.

There’s a modern 25m swimming pool and indoor sports hall, and we weren’t surprised that parents and students also applaud the grass full size rugby, football and cricket pitches – superb by all accounts.

If the trophy cabinets are anything to go by, we would say they are developing some really promising athletes across the board.

Wellbeing is important here and the school is fully alert to potential pressure felt by pupils in such an academic school. Initiatives have been introduced for different year groups, including a positive psychology intervention programme for year 9s, to help with emotional self-regulation. A UK mindfulness programme, called .b, is in place for year 10s as they gear up for IGCSEs. A positive education programme dedicated to stress management, friendships, diversity and inclusion has also been inaugurated to all on a rotating timetable basis.

Coupled with a team of counsellors, who are fully qualified psychotherapists, the provision from the outside seems quite exemplary. The three licensed counsellors on site are available to all students and there are no waiting lists. Those that seek help undergo a recommended six-week block of support and if a long-term plan is necessary, outside agencies are contacted.

It might be one of the most sought-after schools in Dubai, but it certainly isn’t for everyone. Almost all students accepted are high achievers (be it academically or in the sports/arts etc) and show self-discipline, resilience and motivation. It is rare to find a fish out of water here, however, as the admissions team excels at ensuring the right fit. ‘Every student wants to be here and works very hard. It’s cool to get high grades, not nerdy,’ a parent verified.

The principal three nationalities are British, Indian, and Pakistani, but the school has a diverse mix of families with over 63 student nationalities. All feel part of the DC community, even down to the school bus drivers. Parent get-togethers and events are organised by the FDC (Friends of Dubai College).

School is not-for-profit, with the land gifted in 1978 by Emiri decree. It is governed by a board, made up of members of the local community, which exists as an entity where decisions are made by consensus. The senior leadership team, led by the headmaster, are the executive directors for the school and they work to make recommendations to the board and then once approved, execute them.