Cedar School

Most students across the school are within curriculum standards for English, mathematics, science, and Islamic Education. For Arabic language, the minority of students are within curriculum standards. Progress of students in mathematics and English in Primary is better than in Secondary and better than other subjects. In Arabic as a first language most students are not making the expected progress.

Students’ behaviour in most cases is positive. Most of the students respect the rules around the school, while a few do need to be reminded. Students are aware of healthy eating; but not necessarily always making the right choices. Students exhibit a basic comprehension of Islamic values and their influence on daily life in the UAE. The Student Council represents students’ view and contribute to the development of the school. Class representatives support in lessons.

Teachers generally aim to create engaging lesson environments, with notable success in Primary, especially in Key Stage 1, in encouraging independent learning. However, classroom management in the Foundation Stage, Year 6, and Secondary needs improvement to prevent student disengagement. Assessment practices align with the curriculum, with teachers increasingly using student data to inform planning.

School leaders recognize the significance of wellbeing and are actively enhancing support to cater to everyone's needs. They gather pertinent information on wellbeing, conduct thorough analyses, and incorporate feedback from various stakeholders into their improvement strategies. Contributions from staff, students, and parents are instrumental in shaping wellbeing initiatives, with many suggestions being implemented by the school's leadership. Both parents and students are well-informed about whom to approach for help and support.

School leaders are committed to promoting an inclusive learning environment. The head of inclusion is suitably qualified and experienced. Resources are matched to needs and students of determination work and socialise productively with all others. Most teachers are knowledgeable about the needs of students of determination as a result of accurate identification based on assessment and observation. Parent of students of determination have positive relationships with the school.

The newly appointed leader has a clear vision for the school. The senior leaders have put many action plans into place that are yet to be embedded to impact on students’ outcomes. Parents receive weekly newsletter and other platforms are being introduced gradually. Governors have supported the school in the absence of a principal. They are keen on ensuring stability to improve students’ outcomes. The effective day to day management of the school ensures a smooth operation.