Al Mawakeb School Al Garhoud

Students' achievements span from acceptable to outstanding in key subjects, with real strengths in the high school. Children's achievement in the KG is lower than in the other phases. In most lessons, students engage in learning, using technology for basic research, applying their knowledge to real-world situations, and connecting various areas of learning. The emphasis on practical application and interdisciplinary connections contributes to a well-rounded educational experience.

Students exhibit very positive attitudes towards learning and the school, maintaining consistently good behaviour in lessons. They showcase a solid understanding of Islamic values, UAE culture, and global cultures. The school stands out for its strengths in students' social contributions and environmental awareness. Students take the initiative to lead impactful projects, benefiting both the local and wider community. This active engagement reflects a positive and socially responsible school culture.

Teaching quality at the school ranges from acceptable to very good. Teachers provide ample opportunities for students to engage with technology and collaborate in group settings. The school has established effective systems for collecting and analysing a variety of assessment data. This year, there has been a noticeable improvement in how teachers utilise test scores for lesson planning and instruction. The increased commitment to using assessment information positively impacts the overall teaching methodology.

The well-being team, guided by a dedicated leader, demonstrates deep understanding and commitment to student well-being. A range of methods and informal assessments are employed to monitor well-being, enabling quick and effective actions and interventions, bolstered by strong teacher-student relationships. The school values student input, maintaining open channels for communication. Various services and initiatives offer timely support, and students actively lead various endeavours such as clubs, environmental projects, and community service.

The inclusion leader, supported by the inclusion champion, fosters an inclusive ethos throughout the school, addressing diverse student needs. Assessment systems provide information on progress and areas for improvement. Internal processes monitor students, yet there is room for improvement through regular screening and analysis for a more robust identification system. Parents appreciate the school's support, feeling well-informed and respected in the development of individual education plans (IEPs). While alternative learning pathways are not fully developed, almost all students make at least good progress towards IEP goals.

School leaders effectively communicate the school's vision, mission, and core values to all stakeholders. Improvement plans address various aspects and incorporate external recommendations. Strong partnerships with parents contribute to a supportive school community. Governors, well-acquainted with the school, informally hold leaders accountable. The school is equipped with the necessary resources and staffing to facilitate effective teaching and learning. Overall, there is a cohesive approach to leadership, communication, and resource allocation, fostering a conducive environment for education.