Dubai Schools Corporation L.L.C Albarsha

Attainment and progress are acceptable in Islamic Education and Arabic, as well as in the Kindergarten (KG). Attainment in English, mathematics, and science is weak in the elementary and middle phases, although progress is acceptable. Students demonstrate positive attitudes towards their learning, especially in KG. However, opportunities for students to develop their critical thinking, problem-solving, and independent learning skills are limited.

Students demonstrate positive and responsible attitudes and enjoy supportive relationships with one another. They have a secure understanding of healthy lifestyles, and most make appropriate food choices. Students have a secure understanding of Islamic values and Emirati culture and heritage. They are supportive of projects that promote environmental sustainability, including recycling and reusing items, as well as caring for their school environment.

Teachers’ subject knowledge is mostly secure, but their understanding of how students learn an additional language is less well informed. Lesson plans are typically well-structured and linked to curriculum standards. Arrangements for assessment are secure and reliable. However, teachers’ use of data to personalise learning remains inconsistent, and expectations for student achievement are not always high enough.

The school demonstrates a strong commitment to well-being, led by senior leaders and the well-being committee. Students' well-being is monitored carefully, and support is provided through personalised individual counselling, meetings with parents, and collaboration with external agencies. Pupil progress meetings are conducted regularly to measure the impact of interventions on student learning. An alternative pathway for students who are unable to access the curriculum is in development.

Leaders demonstrate a commitment to inclusion. The school has thorough systems for identifying students with educational needs. Progress is monitored, and data is reviewed to set appropriate targets focusing on reducing barriers to learning. Parents are strong partners in their child's education programme and planning. Teachers’ knowledge of inclusive practices and targeted strategies is still developing.

Values of trust, respect, collaboration, and inclusion permeate the school. Self-evaluation is systematic and rigorous. Improvement plans are well articulated but lack success criteria. Parents are highly supportive of the school and its leaders. Governors have a realistic understanding of the work that still needs to be done. The school is well-equipped but lacks sufficient teachers and support staff to cater to the large number of students and the high levels of need for those learning English as an additional language.