Al Nibras International Private School

Students are doing well in the key subjects, with strengths in science outcomes and kindergarten children's achievements in English, mathematics, and science. Students have shown improvement in their achievement in all subjects this year. They are engaged in lessons, collaborate well and use technology effectively. They connect their learning to their lives and to the real world and make links between the different subjects.

Students have a highly positive attitude toward their learning in school. They consistently behave well in lessons and understand Islamic values, UAE culture, and other world cultures. They are active in social contribution and in promoting environmental awareness. Many students also take the lead in projects that make a positive impact on the local and wider community. The low attendance and poor punctuality of some students is a cause for concern.

The quality of teaching is now good across all phases, providing many opportunities for students to make effective progress, improve their use of technology and improve their learning skill. The school has effective systems to gather and analyse assessment data, which teachers use well in planning and delivering their lessons. There has been an improvement in the quality of feedback given to students.

Students play an active part in identifying their well-being concerns. They organise, stage and present themed assemblies and events that often lead to measurable improvements in their individual and collective well-being, such as the fashion show. Teachers know their students well and support them in their journey across the various subjects. Students are self-reliant and well-behaved. The school welcomes feedback on matters of well-being from parents, students, and other stakeholders. The school's curricular and extracurricular programmes are geared towards promoting students' wellbeing.

Support for students of determination involves collaboration among classroom teachers, specialist teachers, and additional support staff. School leaders are dedicated to promoting inclusion. The procedures on entry, in the early years and in class successfully identify new students who may have additional needs. The inclusion department is well-organised and keeps detailed and thorough records. Specialist teachers conduct assessments to plan tailored support, aiming to reduce barriers to learning. The support students of determination receive from some classroom teachers can be variable in quality.

The principal has a clear vision and mission for the school that is understood and shared by everyone. Improvement plans are comprehensive and respond to external recommendations. Strong partnerships with parents are in place, and school leaders are held accountable by well-informed governors. The school has the resources and staff it needs to support effective teaching and learning. The school operations on a day-to-day basis run smoothly.