Buds Public School

A small sample of students scored higher than expected in the 2021 international reading examination (PIRLS). Other results show that students' standards in Islamic Education, English, mathematics and science are at least adequate across all phases. However, achievement is weak in Arabic in the middle and secondary phases. In these phases, students make good progress in Islamic Education. Kindergarten (KG) children's achievement in all subjects is acceptable.

Students consistently exhibit excellent behaviour during lessons and when moving around the school. They show respect towards both their peers and adults, possessing excellent self-discipline, even when not under direct supervision. Older students actively embrace leadership roles and carry out their responsibilities with a sense of pride, notably when leading assemblies. In the Kindergarten (KG), children maintain positive attitudes towards their work. Furthermore, many students adhere to a healthy diet and are dedicated to promoting environmental sustainability.

In general, teachers possess sound subject knowledge and are progressively integrating more group activities into their lessons to motivate students. Their lesson plans indicate how tasks align with various learning styles, although this alignment is not consistently executed. Assessment systems for tracking student achievements are reasonably consistent across subjects, offering sufficient data for teachers to monitor student performance effectively.

The school recognises the importance of prioritising community well-being and is in the initial stages of developing policies to enhance the needs of the school. Leaders have initiated the collection of well-being data for school improvement, but this process should be expanded to include active listening to both students and parents. Currently, there is room for improvement in how leaders evaluate the collected information. Students report that they are happy at school and that they have access to trusted adults like the counsellor.

School leaders and governors demonstrate a strong commitment to establishing an inclusive school environment that caters to student diversity. The identification of students of determination has significantly improved, with the involvement of external specialists and parents in the process. Students benefit from personalised learning plans that detail their unique learning requirements. However, many teachers encounter challenges in planning lesson activities that effectively engage and support students with diverse needs.

The school operates efficiently on a day-to-day basis, implementing timetables and management structures that facilitate smooth transitions between lessons. The Principal and governors possess a well-defined vision for the school, and they understand the strengths and areas for development across the setting. There remains room for improvement in the accuracy of self-evaluation (SEF). The principal's initiatives have already resulted in noticeable improvements in wholeschool development planning.