Emirates International School

From the FS onwards, students make at least good and often better progress in all core subjects. Attainment is similar, although not as high, in MYP and in Islamic Education and Arabic as in the other phases and subjects. Learning skills are outstanding in FS and very good elsewhere in the school. Students of determination typically make very good progress.

The respectful behaviour of almost all students makes a significant contribution to the school’s harmonious learning atmosphere. Their positive attitudes to learning contribute to their excellent personal development. Students’ appreciation of Islamic values and of the culture and traditions of the UAE is particularly strong in MYP and DP. They are keen to take on leadership roles and display well-developed innovative and entrepreneurial skills.

Teaching is outstanding in FS, and very good in the other phases. Most teachers use their subject knowledge and teaching skills very effectively to plan purposeful and engaging lessons. In most cases, teachers use questioning to extend students’ thinking. In some PYP and MYP lessons, learning is overly directed by teachers, and students do not have enough opportunities to use their strong learning skills.

Leaders in the school prioritise student and staff well-being, actively engaging with the community to understand and address well-being issues. Through surveys, meetings, and direct feedback from students, including the school council, leaders tailor well-being initiatives. Despite strong commitment and effective communication with parents and staff, well-being indicators need greater emphasis in monitoring teaching. The school fosters a positive environment, highlighted by the success of the International Baccalaureate (IB) programme and initiatives like the 'best buddies' system, contributing to a culture of mutual respect and high morale among students and staff.

Inclusion leaders ensure effective support, with welcoming admission processes for students with significant needs, including a new sensory room. Improved identification and assessment processes, along with well-designed Individual Education Plans (IEPs), facilitate targeted interventions and differentiated learning, often resulting in effective support during lessons. Parents report high satisfaction, valuing the school's care and regular informative events that help them support their children at home. Regular inclusion department reviews show most students exceed their IEP targets.

The principal and senior leaders form an effective and cohesive team. They provide a very clear vision for the future direction of the school. All improvement planning is guided by effective self-evaluation procedures. Parents are highly supportive. Governors, advisory council members and parents contribute much to the school’s direction. The premises, staffing and resources are all of high quality.