Al Diyafah High School

Students achievement in Islamic education is strengthening, especially in the primary and post-16 phases. In the Foundation Stage, the majority of children make better than expected progress in relation to their starting points, when developing their literacy skills. Students in the secondary and post-16 phases confidently communicate their learning. Students in the secondary and post-16 phases make very good progress in English, mathematics and science.

Students consistently exhibit highly positive and responsible attitudes toward both their learning and the school community. They display genuine concern for one another and possess a good understanding and appreciation of Emirati heritage and culture. Moreover, their awareness of their own and other world cultures is prominently demonstrated in various lessons and school events. Particularly in senior classes, students foster robust entrepreneurial and innovation skills.

Teaching is effective schoolwide, with a particular strength in the post-16 phase where teachers skillfully make use of digital resources. Internal assessment processes offer reliable insights into student progress against curriculum standards. Teachers' effective questioning strategies frequently deepens students' understanding.

The school prioritises well-being with strong leadership, supported by the counsellor alongside an experienced well-being committee. Effective communication links the school, parents, and teachers. A comprehensive pastoral care system monitors student well-being and provides counselling when required. Staff, students, and parents all feel very well-supported and part of a larger school family. Students are encouraged to discuss their emotions in a safe and secure environment. Approachable staff actively cultivate positive relationships with students.

Governors and school management are dedicated to preserving the school's inclusive environment. They employ a comprehensive system involving checklists, observations, and external agency referrals to identify students with special needs. These students receive various forms of support and interventions, including accommodations, personalised and peer assistance. Parents express high satisfaction with the school, reporting their children's happiness and positive teacher-student relationships. Teachers are welcoming and collaborate effectively with support assistants in the classroom.

School leaders demonstrate effective leadership in fostering a positive learning culture. They have a shared vision for the school, focusing on creating a safe and supportive learning environment. Parents strongly support the school and its commitment to their children's well-being and education. The governing board effectively holds school leaders accountable for the school's performance and acts as a constructive critical friend in ensuring quality education.