Credence High School

The achievement of students across all four phases in English, mathematics and science are very good. Achievement is mostly good for students in Islamic education but they make very good progress in the secondary phase. Although standards of progress for students in primary and middle school Arabic are now good, their attainment across all phases is only acceptable and progress in the secondary phase is also only acceptable

Students in all phases display maturity, courtesy, and responsibility. They support peers, uphold a safe environment, and adhere to school rules. They embrace a mostly healthy lifestyle, engage in sports, have a very strong understanding of Islamic and UAE values, and contribute to national celebrations. They have cultural awareness - for their own and others' cultures, and their charitable and community activities develop their sense of citizenship. Students exhibit positive attitudes, perseverance, and leadership, including in environmental sustainability.

Teaching is mostly very good but inconsistently so in the primary phase. Effective teaching engages students actively and creatively, but not all teachers manage discussions to promote critical thinking skilfully. Not all teachers consistently set challenging learning objectives to ensure the very good progress fo all groups. Learning skills are strong, with students being mature, confident, enthusiastic, and collaborative learners who take responsibility for their learning.

The school implements comprehensive well-being policies, deeply embedded in its vision and daily activities. Led by the principal and chairman, a well-being committee oversees data collection, analysis, and resource allocation. Well-being themes are integrated into the curriculum, with a focus on student happiness and very strong student-adult relationships. Regular meetings and events facilitate collaboration among students, staff, and parents. Safety and support are paramount, fostering students' self-care and leadership skills while promoting healthy lifestyles.

The school delivers very high-quality inclusive education, led by a dedicated inclusion team, a governor, and an inclusion champion. Leaders have put in place a very effective inclusion education improvement plan, which prioritises early intervention and support for students. The partnership with parents and the inclusion department is exceptionally strong. The school's effective assessment practices ensure student success and foster positive outcomes in academic progress and personal development.

The principal is an exceptional leader who builds highly effective teams. Together leaders foster academic excellence and wellbeing in a rapidly growing school. Self-evaluation is systematic, data-driven, and results in mostly well-informed improvement plans. Parent engagement is highly successful, with exceptional communication and reporting. The Governing Board is highly accessible, contributing passion and resources. The school is very well-managed day-to-day to support effective teaching and learning.