Durham School

Attainment is acceptable across all subjects and all phases. Progress is mostly good in the primary phase. It is good in English and mathematics in the secondary phase, but only acceptable across the other subjects, Across the school students increasingly take responsibility for their own learning. They work productively in groups although the quality of their interactions are varied, and collaboration can be limited. Opportunities for students to make connections between different areas of learning are inconsistent

Students demonstrate responsible behaviour, show mutual respect, and build positive, supportive relationships with peers and adults alike. Bullying is very rare and students demonstrate a clear understanding of healthy living. Most students responded positively to the action taken to improve attendance and punctuality in the school. This is reflected in the noticeable improvements in punctuality. However, although there has been some improvement, the overall attendance rates remain below expectations. Students value Islamic principles, UAE heritage, and cultural diversity, though some aspects of local culture remain unclear. The student council contributes positively. Older students mentor younger ones, and environmental efforts are student-led. Innovation and research skills are developing but not yet fully embedded.

Most teachers demonstrate strong subject knowledge and create positive, engaging environments. A focus on questioning promotes deeper thinking, with primary students gaining more opportunities for enquiry-based learning. Lesson planning considers student needs, though delivery lacks consistent support and challenge. Assessment in FS is underdeveloped; elsewhere, data use is inconsistent. Feedback varies, with effective examples in science and Islamic education, though next steps are often unclear.

The school promotes a values-driven culture of well-being; however, monitoring is inconsistent, strategic use of data is underdeveloped, and student voice is not yet systematically embedded. Leadership shows strong intent, yet limited capacity hinders sustained improvement. Students feel supported and connected. Approaches to well-being are inconsistent, and students have some opportunities to shape or lead initiatives.

The school champions inclusive values, but lacks the staffing, infrastructure, and strategic oversight to ensure consistently strong inclusive education provision. Strong relationships exist between teachers and parents, with regular meetings and a proactive pastoral culture that builds trust. Early concern-raising pathways exist, but inconsistent application results in delayed support. Classroom adaptations are inconsistent and often not aligned to student needs. IEPs are inconsistent and rarely linked to robust data or reviewed impactfully.

Leaders are strongly committed to the school’s values of moral integrity, ambition, responsibility, and kindness. While senior leadership is mostly secure, middle leadership lacks clarity of roles and sufficient capacity. Self-evaluation remains overly optimistic, with development planning outdated and responses to external feedback slow. Parental engagement is a strength, supported by effective communication. Governors have prioritised teacher recruitment but have yet to establish a robust middle leadership structure. The school is welcoming and efficiently managed, though staffing levels remain insufficient.