Cambridge International School

Achievement in mathematics and in English are consistently high in the secondary and post-16 phases, while student achievement in Islamic Education shows continued improvement. In Foundation Stage, children are highly independent and take on responsibility to lead their own learning, which leads to consistent achievement levels across mathematics, science and English. Overall, students are making steady progress across all areas of their learning.

All students have a strong sense of well-being and they are aware of the importance of following healthy lifestyles. Strong relationships between students and teachers help students to develop confidence and maturity. In their life in Dubai, students understand and appreciate values such as modesty, honesty and tolerance. They are also very proud of their own cultures and appreciate the other cultures which exist around them and their community.

Most teachers at the school possess a strong understanding of their subject and how students learn best. Teaching in the post-16 phase is marked by high expectations for student achievement. Lesson planning typically features clear learning objectives and well-defined targets. A considerable volume of learner information and data is meticulously gathered and analyzed, equipping teachers with in-depth insights into their students' strengths and areas for learning improvement.

The school prioritises well-being and it is very well embedded in this highly inclusive school. Students have a wide range of opportunities to take responsibility across the school, student voice is strong in shaping wellbeing provision and older students are trained to support the social and emotional needs of their peers. Most students independently take responsibility for their own well-being. Students benefit from effective classroom management and very positive relationships with adults. Students are very aware of healthy lifestyles and their physical well-being.

The principal and governing body successfully enable an inclusive ethos across the school and provide high-quality provision and access for students of determination. Accurate identification of individual student’s barriers to learning ensures tasks are usually well-matched to their personal learning needs. Outside specialists, support and confirm the inclusion team's judgements. Parents are very positive about the support their children receive and they are involved as close partners in the support process.

The principal, together with senior and middle leadership teams provide effective leadership which supports teaching, learning and well-being in the school. The governing body is representative and active, while most aspects of the day-today management of the school are very efficiently organised. Parents, through their very active Parents Association, are extremely supportive of their school and the caring and safe learning environment which it creates for their children.