Arab Unity School

Students' attainment and progress in all subjects in the Early Years Foundation Stage (EYFS) is acceptable. Since the previous inspection there have been improvements in progress in Islamic Education at Post-16 and Arabic as an additional language in the primary phase. Students' attainment remains only acceptable in English and science in the primary phase. It remains good in English, mathematics and science in the secondary phase. In the Post-16 phase attainment is very good in mathematics and science.

Students nurture caring and friendly relationships with their peers and teachers. They appreciate, celebrate and possess a very secure knowledge and understanding of UAE heritage and culture and engage with enthusiasm in physical activities. Occasionally, students struggle to regulate their behaviour without the intervention of an adult, especially in the lower primary phase. Students are proud of their school and are increasingly involved in contributing to the school and the wider community.

Teaching is notably more effective in upper phases due to teachers' strong subject knowledge and understanding of student learning. While lesson plans are comprehensive, implementation sometimes lacks variation, leading to uniform tasks for all students. Although accurate assessment data are available, its application in planning and teaching varies across subjects.

Provision aimed at promoting student well-being is developing. The school community is beginning to understand the importance of establishing a well-being environment. The school intends to use and implement survey information to influence action plans, in order to move forward. Curricular and extra-curricular programmes promote well-being to a point, but do not yet have an impact that is measurable. Older students have a developing awareness of their well-being status and needs.

An inclusive ethos is reflected in many features of school policy and provision. Premises, facilities and resources support the needs of students of determination. A well-qualified team and external specialists contribute to improved identification processes. Parents are generally well engaged in their child’s educational programme. They have access to helpful guidance and support services within the school. As a result, planning is focused on a child's specific and individual need.

Senior leaders have been successful in sustaining the improvements in students’ achievement across the school. The recently appointed headteacher provides a clear vision, He is working closely with the vice principal to develop other leaders in checking students’ progress rigorously, so that the inconsistencies in students' achievement, teaching and learning are eradicated across the school.