Elite English School

Students demonstrate higher levels of achievement in English across the school with the best outcomes in Secondary. Students’ outcomes in mathematics and science are the same in both Middle and Secondary while these outcomes are better in Primary. KG children perform better in mathematics compared to science.

Students are self-disciplined and have very positive attitudes, which contribute to a harmonious atmosphere. They are proud ambassadors of the school and take their roles and responsibilities very seriously. Students have a secure understanding and appreciation of Islamic values. They have a well-developed civic responsibility and contribute to their school and local community in a variety of ways. Students show environmental awareness for factors impacting the UAE.

Teaching in KG and the primary phase is stronger than in the other phases as teachers' planning is more effective. In middle and secondary schools, teaching is more teacher-led, limiting their ability to work independently and develop their learning skills. The school conducts external assessments linked to curriculum expectations and participates in a range of tests to benchmark student’s performance to international standards. The curriculum offers a broad and balanced educational experience that aligns with students' interests and aspirations. Early Years Foundation Stage principles in Kindergarten promote experiential learning. The curriculum is continuously improved, incorporating relevant elements from the British national curriculum in different phases. The curriculum

Students feel a sense of belonging and genuine self-worth. They know how to keep safe. Leaders demonstrate a commitment to well-being in this inclusive school. Well-being has a high priority and this is reflected in the respectful climate felt across the school community. The school provides continuing professional development and supports staff personal welfare. Parents strongly appreciate close school partnerships, regular communication, well-being guidance and support.

Governors and school leaders are committed to providing an inclusive school. An experienced inclusion leader receives effective support from an cadre of special educators. The school uses a range of assessments and outside specialists to accurately identify individual barriers to learning. Detailed individual education and learning plans focus well on students’ prime needs and contain measurable goals and regular updates on progress. The school provides an approved modified curriculum for a small number of students.

Most leaders are committed to UAE national priorities. They do possess an understanding of what constitutes good teaching for effective learning. They are aware of the school’s journey for improvement, but do not all demonstrate the capacity to make the required improvements. Day to day, the school runs smoothly. There are established daily routines and procedures, well known to students and staff. The school is adequately staffed, and most are suitably qualified. Leaders have maintained the adequate performance of the school while ensuring the school is compliant.