Bilingual French International School

Children’s achievement across key subjects and in learning skills in Maternelle has significantly improved to a very high level. Student achievement in a majority of key subjects is very good and much improved. Student progress rates for Arabic and Islamic education are improving in Primaire and Collège. Students' learning skills are generally very good across all phases of the school. Collaboration and teamwork are effective aspects of the learning experience, with strong learning dialogue in phases 3 and 4.

Personal development, work ethic and attitudes to learning are excellent in Maternelle and in Lycée. Students possess high level skills of innovation, creativity and entrepreneurship across the school. Across all phases, they consistently show respect and empathy towards other students and adults. Students progressively develop maturity, and strive, collaboratively and confidently to support their community. They care for the school and seek ways to improve the school environment.

Teaching quality across the school is now at a very high standard. Teachers possess outstanding knowledge in their subjects and often make learning engaging and relevant for students. They understand their students' individual needs and adjust their teaching methods accordingly. The school's assessment system is robust and consistently applied across all subjects. Students' performance in French and mathematics is compared with French national standards and similar international schools.

Senior leaders shape the strategic direction which is set out in the new well-being policy. Collaboration between the well-being and inclusion teams and the Clinic ensures effective well-being provision and positive outcomes. Senior leaders and staff share the well-being vision with all stakeholders. Students can access trusted adults when needed, supported by their well-being class representative. Students gain self-awareness and empathy, with class representatives identifying and supporting any well-being concerns expressed by their peers.

The governor for inclusion promotes inclusion across the school. He ensures the inclusion policy is implemented in all classes and communicates with staff to monitor progress. Students with learning barriers are identified through their teacher’s referral. Observations and assessments for reading and writing fluency track progress and flag up support needs. Intervention plans are developed in collaboration with parents and students and are reviewed every term. Parents are active in developing and reviewing the personalised plan.

The dedicated and determined principal and senior leaders have established a ‘Boutique School’ that values and actively promotes bilingualism, inclusivity, and wellbeing. They have retained the trust of students, parents, and staff. These insightful senior leaders have been innovative and very successful in developing the school and well understand what needs to be done to secure further improvements.. The innovative owner and governors are creatively using proven research to develop high-quality bilingual education provision.