Al Shurooq Private School

The majority of students in mathematics and science are above curriculum standards and make better than expected progress across all school. In English, most students are within curriculum standards and make expected progress, except in Cycle 2 and 3 where the majority of students make better than expected progress. Children performance in Islamic studies and Arabic are better in KG. In Arabic, students’ attainment is better in Cycle 2 and 3.

Students have positive and responsible attitudes. They are courteous to their teachers and other students. Most are self-reliant and respond well to critical feedback. Teachers create safe and orderly learning environments. Most students possess a profound appreciation for the significance of Islam and hold its values in high regard as an integral component of the UAE's culture. Students enthusiastically support peers who may be in need of help with their schoolwork or who may be unwell.

Teaching quality is continually improving, with teachers using skillful questioning to assess understanding and foster critical thinking. Adjustments and additional support ensure students progress appropriately. A comprehensive progress tracking sheet, incorporating both internal and external data, is used for targeted remedial teaching.

Senior leaders, committed to developing the school community’s wellbeing, have evolved a practical vision for promoting well-being. They suitably delegate well-being leadership to a professionally knowledgeable school counsellor. Leaders’ periodic surveys of students and staff, combined with other school performance data, inform appropriatelyplanned well-being training for teachers, and provision for student activity based on their interests and enthusiasms. Students, staff and parents are well engaged in developing the school’s provision for well-being.

School leaders are committed to inclusive education. The inclusion leader oversees a qualified and experienced team. Governors have yet to ensure that the school’s specialist accommodation and resources fully support inclusive learning. Key staff identify accurately students’ learning barriers and gifts and talents using a suitable range of diagnostic and other assessment data. Most teachers modify learning effectively to meet students’ learning needs. Parents are wellengaged as partners in their child’s learning. They value their access to online information on their child’s learning and progress.

The school management team, led by the principal, are committed to academic success, wellbeing, and inclusive learning. Communication within the school is positive and staff morale is high. All leaders have clear roles and responsibilities. The school is effectively managed daily by the principal and her team. The school is highly successful in engaging parents with positive feedback from most parents, including those of students with special educational needs. The Governing Board assists the school with the recruitment of qualified staff and financial backup, influencing the school’s leadership and direction.