Ambassador International Academy

Following improvement in the Ministry of Education (MoE) subjects, the achievement of students in Primary Years Programme (P YP) is slightly better than those in MYP. In the Kindergarten (KG) children’s achievement is good in science and very good in English and mathematics. In the other phases students’ achievement in these subjects is at least good. Learning skills are very good in KG and good in PYP and MYP.

Students display a strong sense of belonging to the school community. They are independent, confident, tolerant and respectful. Student-led initiatives are helping to improve their learner profile. They understand, appreciate, and celebrate Islamic traditions. Most relate well to the UAE’s context and acknowledge the range of cultures within the school’s community. Students embrace positions of responsibility and are committed to sustainability.

Teachers exhibit secure subject knowledge. They plan lessons, manage time and use resources purposefully, and in the best lessons, teachers support or challenge students with a range of needs. Teachers KG are improving the use of assessment to personalise learning. However, in the other phases, only in the best lessons do we see teachers making the most effective use of outcomes of external benchmark assessments when planning lessons.

The school prioritises well-being, evident in its leadership's vision, yet implementation varies across grades. Despite employing diverse assessment methods like surveys and observations, the analysis and documentation fall short of ensuring sustained well-being. Stakeholder engagement in well-being is encouraged, with staff and students contributing to a positive atmosphere, though the vision's communication and feedback responsiveness need enhancement. The school promotes student involvement and a nurturing environment through trusted adult support and self-reflection tools.

The school's inclusive ethos, fostered by strong leadership and reflected in its premises and admissions, supports a nurturing environment. However, although there are strengths, some inconsistency in provision and gaps between identifying and supporting students of determination is evident. Collaboration with specialists aids identification, but intervention strategies occassionally lack cohesion. Parental engagement varies, with KG parents more involved. Efforts to provide modified learning and personalised support are evident, but quality education access remains uneven.

Leaders have a shared vision of inclusion, global citizenship and a secure knowledge of the IB philosophy. Delegated leadership is helping to improve outcomes. Parents are committed partners in learning and their voice is heard and acknowledged. Governors are committed to the development of a range of pathways for students when they enter the DP phase. There has been substantial growth in provision for inclusion and for wellbeing.