Arcadia Global School

Across the school in English, mathematics and science students' obtain good levels of achievement, except in science in Foundation Stage where attainment is acceptable. Achievement in Islamic Education and in the Arabic Languages is mostly acceptable with some improvements in the progress for students who are studying Arabic as an additional language. Students are enthusiastic learners who cooperate well, but opportunities for deeper collaboration and critical thinking are sometimes limited in lessons.

Students show positive attitudes and a strong sense of belonging to their school and to one another. They actively engage in learning and appreciate the UAE's heritage. Many contribute responsibly to the school and wider community initiatives including environmental projects. While culturally aware, students' understanding of more global cultures could be further enhanced.

Teaching is almost always of a good standard as most teachers know their subject well and how their students learn best. Assessment is well-managed and most teachers use assessment information to plan engaging lessons. In practice, these activities do not always meet the learning needs of all groups of students.

Leaders' successfully embed and model wellbeing principles throughout the school. This fosters a community where students, and members of staff, feel safe, valued and supported. The school has yet to improve the way it integrates the views of all stakeholders into its wellbeing journey and how it intends to support even further the care and education of students of determination.

Leaders encourage and support an inclusive ethos but acknowledge that there is still more work to do in providing consistent provision for students of determination. The early identification of students' learning needs is variable and individual planning often lacks clarity. Parental partnerships are a strength, but learning and support for students of determination in lessons is not consistent. As a result, progress for students, including those following specialist education pathways, is irregular.

The school demonstrates strong leadership and governance and meets the UAE's statutory compliance. Some middle leaders are still developing their skills of leadership and the sharing of best practice in teaching, learning and use of assessment. The school's self-evaluation is strong and drives improvements further. Partnerships with parents are highly effective. Despite limited space in some classrooms, the management of resources and facilities are exceptional and support high staff morale and an ambitious education.