Emirates National Schools

Student achievement in subjects delivered using Arabic as the language of instruction is better than in those subjects using English as the language of instruction. Students are generally making acceptable progress in all subjects with the exception of science. There have been recent improvements in all subject areas. The achievement of children in the Kindergarten is better than in the other phases.

Students are polite and respectful in almost all areas of the school. Student-staff relationships are positive and support student learning in almost all lessons. Their understanding of Islamic values and appreciation of their own Emirati culture is evident. Older students participate in opportunities for involvement in the community, such as supporting local groups and environmental action, where these are offered. Attendance and punctuality in all phases of the school need improvement.

Kindergarten teachers often use active learning strategies that match the needs of young learners. In other phases, the best teaching strategies involve promoting dialogue, exploration, or problem-solving. Too many lessons remain teacherled, therefore not fully meeting individual student needs. Internal assessments are increasingly valid, less so in English and science. Feedback and support to students varies in quality, and self-assessment and reflection are limited. Benchmarking against national standards and cognitive baselines occurs, but the full impact of these assessments on subsequent action planning is limited.

Positive relationships between staff and students contribute to a safe and respectful environment within the school. However, the absence of a designated well-being leader results in inadequate oversight of student well-being outcomes. Insufficient review of data hampers efforts for quality assurance. While staff provide support for students' academic and emotional needs, effective mentoring programmes are lacking. Although there are some initiatives in place for well-being, they do not align with the moral education and social studies curriculum of the UAE. Additionally, student involvement in school decision-making is limited.

The absence of an inclusion leader limits strategic direction and support for staff, although the inclusion governor promotes an inclusive ethos. Admissions welcome students with complex needs, but identification and support processes are insufficient, resulting in unmet needs. Parent-school communication is appreciated but lacks guidance on supporting students at home. Classroom modifications are limited, and assessment processes for tracking progress lack specific academic targets and require further development.

The school's leadership has been strengthened with new interim appointments. However, limitations such as release time for middle leaders hinder effectiveness in addressing barriers to learning. Accountability processes need development. Self-evaluation processes exist but require validation for prioritising improvements; some unreliable assessment data limits effectiveness. Parent engagement is successful but could be developed further. Governance understanding is sound, but actions taken by both the Governing Body and senior leaders need further impact assessment. Campus management is effective, although facilities and resources need enhancement for optimal student support and learning opportunities.