Al Salam Community School

The students' achievements are strongest in the secondary and Post-16 phases. There are improvements in English and mathematics since the previous inspection. Students' achievements are strongest in English, mathematics and science. In the primary phase and in subjects taught in Arabic students' achievements are mostly acceptable. Their learning skills are good across all year groups.

The students' personal and social development are mostly very strong across the school. The have very positive attitudes toward school, their classmates and teachers. Almost all students come to school on time daily. They behave well in classrooms and in common areas. Students show respect for the culture of the UAE and the values of Islam. They demonstrate safe and healthy lifestyles. Many voluntarily make contributions to the school and the local community.

The quality of teaching is good overall. A majority of lessons feature active learning experiences for students to enjoy. Teaching is generally more engaging in the secondary and Post-16 years. The teaching of subjects taught in Arabic needs to improve, especially in the primary years. The assessments of learning are of good quality overall, but are uneven across different subjects.

Leaders and governors recognise well-being as a UAE national priority, with dedicated staff developing and implementing relevant policies. The school fosters a caring environment, promoting positive relationships. Surveys and stakeholder meetings guide policy and improvement planning, ensuring student input is valued. Counselors confidentially assist students with social and emotional concerns. Students understand well-being's importance, contributing to resilience and citizenship, enhanced further by curriculum integration.

The school fosters an inclusive environment, with ample resources and a dedicated head of inclusion ensuring policy implementation. It uses varied assessments to identify students' needs, providing individual plans for those with significant challenges and advancing gifted students. Parent engagement is valued, with open communication and support for learning plans. The inclusion team offers personalised support, integrating students in all activities and focusing on personal and social skill development through extracurriculars. Teachers and counselors monitor academic, social, and emotional progress, with students of determination generally making good strides.

The leaders have improved the school since last year, especially their knowledge of its strengths and the areas that that require improvements. There are improved outcomes in the secondary years, but some decline in the primary years. Almost half of the members of staff are new this year, as well as many new subject leaders. These staffing changes have affected students' experiences in both Primary and Secondary phases of the school.