Dubai Carmel School

Students’ outcomes in Islamic education and Arabic as a first language are better in Primary and Secondary compared to Post 16. In English, most students are below curriculum standards in Primary, while most are within curriculum standards for the other phases. Students’ outcomes in English, mathematics, and science are the same across the school. Students in Post 16 perform better in science compared to other phases.

Students exhibit respectful behaviour and are notably aware of others' needs. They generally follow school rules well, displaying appropriate behaviour under supervision. These students make educated decisions about their diet and exercise and demonstrate an understanding of Islamic values. They confidently express their own cultural and heritage identities. Older students undertake leadership roles and actively participate in community initiatives. Meanwhile, younger students are involved in monitoring roles within their classes, contributing to a positive and responsible school environment.

Teachers in the school possess strong subject knowledge and understand child learning. Student-teacher interactions are positive, fostering respect and engagement. Effective lessons involve active student participation, emphasising application over rote recall. Regular assessments are linked to the National Curriculum for England (NCfE) and benchmarked against external tests.

The school actively fosters a culture of well-being. Currently, student surveys effectively capture their perspectives on well-being, but similar feedback mechanisms for staff and parents are yet to be developed. Staff members feel supported in this nurturing environment. The curriculum offers numerous chances for students to engage with well-being topics, particularly through student-organised assemblies. Integrating Mindful Monday more systematically into the curriculum's progression could significantly augment these well-being initiatives.

An experienced inclusion lead and team offer professional support to staff for student identification, involving parents and professionals. Assessment strategies, both formal and informal, determine students' needs, but further work is required to identify key learning barriers. Parental involvement is strong, fostering positive relationships. The inclusivity climate is more robust in specialist classes than mainstream ones, with most students making acceptable progress over time.

The principal, who has established the school, leads the senior team, committed to UAE's inclusion and wellbeing priorities. However, the self-evaluation lacks depth and presents an overly positive school view. Parents actively engage in their children's education, regularly reviewing report cards. The governing body needs to ensure full implementation of recommendations. Generally, the school operates smoothly, but faces limitations in resources and technology.