Crescent English School

The achievements of children in Kindergarten (KG) are strong across the curriculum. In the primary and middle phases, attainment and progress are good in Islamic education and English and strong in primary mathematics. Their achievements in other areas are not as strong. Lesson observation and analysis of students work over time confirms assessment data. In the KG and primary phases especially, students possess good learning skills.

Across the school, students are responsible and self-disciplined; they should courtesy and respect to others, and are self-reliant. Students' attendance is excellent and they have a strong understanding of their own, Emirati and other cultures. They are environmentally conscious and participate in various community activities. Students' social responsibility and innovation skills are good in the first three phases and very good in secondary.

The quality of teaching varies across phases. Kindergarten (KG) sees primarily good teaching, while primary, middle, and secondary phases are considered acceptable. In the primary phase, there's a need for more consistent teacher questioning and critical thinking provision. In upper phases, teaching can be overly teacher-led, with inconsistency in teachers' subject knowledge and understanding of child learning.

This school places a strong emphasis on the promotion of well-being. Teachers and leaders set a good example and clear policies are in place. A dedicated counsellor helps students and adults with well-being concerns. Well-being information is regularly collected through surveys and teacher feedback, which is used to improve its promotion. Students can easily report their well-being concerns, using tools like worry boxes and through the student council.

School leaders maintain a strong commitment to inclusion, demonstrating ongoing support for students of determination, including investments in bespoke resources. They employ assessments for the identification of these students, enabling early intervention and adherence to KHDA expectations. The school actively engages parents through personalised communication and involvement in their child's support.Modifications to the curriculum and after-school clubs are instrumental in promoting independence and personal development. Some students are also engaged in programme planning to foster success and independence.

The school's governors and leaders establish a clear direction, emphasising the raising of academic standards. Middle leaders are increasingly effective in supporting school improvements. There are strong partnerships between leaders and parents as well as the local community, although connections with the wider community could benefit from reinforcement. The governing body ensures leadership consistency and high performance. The school operates efficiently, and teacher professional development is on an upward trajectory, contributing to improved student outcomes.