Dhruv Global school

Students' achievement in the Kindergarten is acceptable in English and mathematics, but weak in science. In Primary, achievement in Islamic Education, English, mathematics and science is acceptable. Students' attainment in Arabic, as an additional language, is weak across the school although there are signs of improvement in the progress students are making. The progress of students in science in the middle phase is good.

Most students demonstrate positive attitudes and behaviour as reflected in the respectful relationships between students and members of staff. Students understand the need to keep safe and have a healthy lifestyle. They also understand their own responsibilities and show respect and consideration for one another. Students demonstrate a stronger understanding of Emirati heritage and culture than other world cultures. Many students enjoy engaging in projects to enhance the school's environment further.

Most teachers have secure knowledge of their subjects and create positive learning environments for students. Teachers are beginning to use assessment information to enable students' to make better progress in lessons. However, not all teachers are using what they know about their students to plan learning and help them to solve problems and be more independent.

Leaders have a strong vision for the wellbeing of students and members of their staff. Most students report that they feel safe and well supported attending the school. Systems to monitor the impact of wellbeing practices are still developing. This means that in some lessons the needs of students with specific learning needs are not always met. Student leaders of wellbeing play an important role in helping to support students who have any concerns about their happiness and health.

The school has a commitment to be inclusive for all students. The processes for identifying and supporting students with learning needs are in place but they are not yet strong enough. Parents of students of determination are very pleased with the support the school provides for their children. Most teachers are still developing their skills in planning lessons and assessing students of determination to make faster progress in lessons.

Leaders are working to provide effective planning for improvement. However, they do not always focus on ways to improve the standards of teaching and learning and the use of assessment to support students' learning as well as they could. Communication channels which exist between parents and the school are much appreciated by parents. Governors are beginning to improve the way in which they support the school's further development. Most aspects of the school's daily life are well organised and help to create a friendly and supportive atmosphere for learning.