Collegiate International School

Children in KG rapidly develop literacy and numeracy and science skills. Elementary students perform better than those in Middle and High. Elementary students apply research, problem-solving and inquiry skills. Lack of consistent rigor and challenging scientific activity hinders middle school students’ progress. During better lessons students take responsibility and collaborate to develop ideas. Students make cross curricular and real-world connections.

Most but not all students have a positive attitude, particularly in KG and elementary. However, a minority of older students’ lack of self-discipline hinders learning. Punctuality remains a concern. Students respect Islamic values. They appreciate Emirati heritage and the diverse cultures of the school. KG children take leadership within their classroom. Older students contribute to school improvement. However, there are few opportunities for community volunteering. Students have a mature understanding of environmental issues.

Teaching quality varies across the school. Teachers generally demonstrate secure subject knowledge, effective planning, and use of technology, enhancing the learning experience. However, classroom management in Middle School needs strengthening. Interaction and support for collaborative learning are positive, with the best lessons using questioning to encourage critical thinking. Assessment practices are strong in the early years but become less consistent in Middle and High Schools. The curriculum aligns with international and local educational standards, incorporating a learner-centric approach. In Grades 11 and 12, sll students receive a US High School Diploma with some of them adding to this through international qualifications (IB Courses and IB Diploma). Elementary's curriculum has improved, presenting more challenging inquiries, yet there's inconsistency in adapting lessons to meet individual needs across all phases. The community and service program is integrated school-wide, promoting a service-minded ethos. The school has strong policies and training to address safeguarding concerns, and although provision relies on a single lead for safeguarding, they are supported by a safeguarding team comprising senior leaders and counsellors. Evacuation procedures are well-documented, and health promotion is a focus, supported by the medical and physical education teams. Despite regular maintenance and positive relationships, behavior management and community cohesion in Middle and High are areas for improvement, alongside a need for more stable community integration. Identification and support for additional needs are commendably robust.

Well-being surveys are closely analyzed. The school council has contributed. Concerted efforts are made to create a welcoming environment. Restorative justice is addressing some behaviors. Monthly cafe sessions encourage parents’ voice. Students are closely monitored and referred to the well-being team. The well-being champion supports staff and students. The curriculum is best linked to well-being in the Elementary School. Older students have a less structured approach. Well-being is taught through moral and social education, home room sessions and assemblies.

There is a strong commitment to inclusion in the school. Identification procedures are robust, founded on baseline assessment and planned interventions. Parents speak very highly of the support. They feel their needs, as well as their children’s needs are met. Detailed Individual Education Plans provide clear strategies and goals. They outline barriers to learning and are an excellent tool for support staff and teachers. However, they are not implemented consistently during lessons.

The leaders’ newly created strategic direction is founded on UAE priorities. They established a stronger lower school and have capacity to improve the upper school. Improvement planning is comprehensive. Parents feel they are partners in their children’s learning. There are opportunities to experience other cultures, but local service projects are limited. The KG offers a stimulating learning environment. Rapid growth creates challenges to managing inclusivity and the joint US/IB curriculum.