Australian International School Dubai

In Primary and Secondary, the students achieve consistently at a good level in the Australian curriculum subjects. Their achievements in Arabic and Islamic educations are acceptable. The attainment of children in early years is not as positive although their progress, when considered from their starting points, is good. In all phases students who are learning English make very effective progress. The learning skills of students is consistently good.

Students feel safe and well-supported. They demonstrate self-discipline, and a cheerful outlook towards learning. Relationships between students and teachers are respectful and supportive. The students make healthy choices, engage in various physical activities, and are punctual. They display an understanding of Islamic values, participate in celebrations, and respect UAE heritage and culture. Older students take on leadership roles, contribute to school improvement projects, developing enterprise skills through fundraising.

Teachers utilise their deep understanding of subjects in planning, leading to engaging and meaningful lessons that actively involve students. Discussions in class push students to think more deeply, and questioning techniques prompt reflective answers, though not every student is always engaged. The effectiveness of teaching in Phase 1 shows variability, with a need for more consistent opportunities for exploration and critical analysis. Accurate documentation of Phase 1 students’ initial levels is essential for subsequent assessments.

The school promotes a compelling vision for well-being, developing a safe and happy environment for the community. Policies and practices underscore well-being, guiding a comprehensive improvement plan. Staff collect diverse well-being data, using regular surveys to inform decisions. Staff effectively support students using various strategies for well-being. Senior leaders regularly consult students and parents. Well-being is integrated into the curriculum, creating a nurturing environment. Students lead initiatives, fostering a sense of belonging among the school community through regular social events.

The school's senior and inclusion leaderships, foster a highly inclusive ethos, positively impacting provision and student outcomes through the implementation of an inclusion improvement plan. Effective identification practices support intervention planning, though further development is needed for English language learning support. Parent-school communication is strong, with informative updates and professional development opportunities. The school successfully caters to students of determination, ensuring active engagement and progress. Some adjustments in teaching approaches are needed for optimal success.

The school's strategic direction is aligned with UAE national priorities and a commitment to inclusivity. Communication within the school is professional and respectful. The school's self-evaluation process identifies strengths and areas for improvement. Monitoring of teaching is effective. Parental engagement is successful, they receive regular reports on their child's progress. Governance, inclusive of stakeholder representation, ensures accountability and positively impacts the school's development. The high-quality facilities and resources are conducive to teaching and learning.