DEWA Academy

As a result of recent improvement in mathematics attainment, achievement for each of English, mathematics and science is good. Students, including those with low literacy skills on entry, make very good progress in engineering. Almost all of them achieve a pass result when they undertake a full extended BTEC Level 3 diploma at the end of Grade 12. Attainment and progress in Arabic remains acceptable and is a priority for improvement.

Students have positive attitudes to learning and are respectful to others. They have excellent relationships with their teachers. They feel safe, valued, and supported and this leads to effective and open communication between all. They have a strong commitment to adopting a safe and healthy lifestyle. The attendance rate is good. A minority of students arrive late to classes during the day.

Most teachers know their subjects well and understand how students learn. Teaching is not consistently well-matched to the full range of learning abilities. Internal and external assessment arrangements are in place and are more robust in Grade 10 where students undertake the New Group Reading Test (NGRT) and Programme for International Student Assessment (PISA).

The academy is strongly committed to the promotion of well-being across the community. Students feel valued and express high levels of positivity and a real connection to the DEWA organisation. Well-being is actively promoted through discussion and active learning. School leaders show a high degree of care and concern for the well-being of staff. The school reviews well-being practices and data annually and listens to the voices of the school community.

The academy is inclusive and provides a welcoming and nurturing environment for all students. Although there are no students of determination formally identified, the academy provides extra assistance to 26 students who are deemed to be in need of it. Parents report that their boys make progress personally as well as academically and that their self-esteem and confidence have improved. With support, students are enabled to make better than expected personal and academic progress.

The senior leadership promotes a strong vision for the academy as an effective education and training centre for Emirati boys. It provides them with MOE curriculum subject teaching, very good quality vocational training and an offer of employment. Leaders are effective in establishing a positive learning culture, where relationships and communication are professional and effective. They demonstrate clear understanding of what needs to be done to improve the academy.