Al Rashid Al Saleh Private School

Children’s outcomes in KG and Cycle 3 are better than Cycles 1 and 2. In KG, Children’s progress is better in English, math, science, and Arabic is better than Islamic Education. Students in Cycle 2 and 3 perform better in English, mathematics, and science compared to Cycle 1, except for mathematics. Students’ outcomes in Islamic Education is consistent across all the school. Students’ outcomes in Arabic are better in KG and Cycle 3.

Students consistently exhibit self-reliance. Their thoughtfulness, mutual respect, and commitment to activities create a collaborative and inclusive school environment. Students enjoy exceptional healthy lifestyles through participating in sports teams and consistently making wise choices for their health and safety. They exhibit an excellent understanding of Islamic values and their respect for Emirati culture and heritage is strong. Students have a very good awareness of environmental issues and the importance of sustainability.

Teaching standards vary across the school. Most teachers effectively use their subject knowledge and a range of strategies to facilitate teaching and promote learning. KG teachers skilfully apply their knowledge of how children learn best. Teachers use assessment data to plan lessons which meet the needs of most groups of students. Teachers use of assessment in the classroom to support student learning is inconsistent, with stronger practice evident, in KG and Cycle 3. The curriculum is compliant with MoE requirements and is supported by extra lessons, projects, and platforms. It meets the needs of almost all groups of students particularly in KG and cycle 3. Students have opportunities to engage in activities, projects and initiatives that promote enterprise, innovation, creativity and social contribution. The school takes steps to ensure students benefit from a limited range of extra-curricular activities.

The school demonstrates a strong commitment to well-being through a well-defined vision. Strengths are evident in fostering stakeholder engagement and caring for students and staff. The challenge lies in maintaining consistency in these efforts. Students at the school demonstrate a high level of agency and positive experiences related to well-being. The school should focus on expanding innovative opportunities to align more closely with students' evolving needs and preferences.

Some leaders grasp inclusion principles but the vision needs to be more integrated across the school. Teacher inconsistencies in addressing learning barriers affect intervention success. The school uses varied assessments, but uneven application of Individual Education Plans (IEPs) impacts student outcomes. Enhancing parent collaboration, especially for those on specialist education pathways, could improve clarity and joint efforts.

Leaders are united in their commitment to UAE priorities, focusing on student outcomes, wellbeing, and inclusion. They understand the curriculum and teaching practices well. The school recognises its strengths and areas needing enhancement, actively involves parents in improvement plans, and benefits from a governing board that influences performance positively. Recent investments in specialist facilities enhance the learning environment.