Glendale International School

In mathematics, problem-solving activities support the development of an age-appropriate understanding of the number system and its application. Across all phases in English, attainment is in line with curriculum standards. Students’ achievement across all subjects and phases is acceptable. In science, younger pupils enjoy learning about topics linked to their understanding of the world. This interest continues through Primary and Secondary; however, opportunities for practical investigations are limited. Students demonstrate a secure understanding of Islamic

Across the school, students show positive attitudes, maturity, and respect, interacting well and caring for one another. Although generally punctual, overall attendance is low. Most demonstrate commitment to safe, healthy lifestyles and understand the benefits of physical activity. They recognise how Islamic values shape life in the UAE, especially kindness and tolerance. Students also show developing awareness of sustainability and environmental issues and increasingly take responsibility for their actions and contributions to the school community.

Across all subjects, teachers demonstrate secure subject knowledge, particularly in Secondary. In the Foundation Stage, a stimulating environment engages children in hands-on activities. Teachers create positive learning atmospheres that encourage students to ask questions. Although lesson plans are logically sequenced, delivery does not always match intended outcomes. Most teachers use questioning effectively to check understanding; however, questioning to promote deeper thinking remains less well developed. Work in lessons does not always provide an appropriate level of challenge.

Wellbeing is becoming embedded in the ethos of the school. All staff are alert to any wellbeing concerns and an approachable wellbeing team provides the school community with effective academic, social and emotional support. Teaching teams nurture and build positive classroom climates that enable students to build confidence, work together and achieve personal success. As a result, students feel safe, have a sense of belonging and are positive about their school.

The school vision signals that this is an inclusive schools and classroom cultures are generally sufficiently supportive to build the skills and promote the wellbeing of students of determination. Parents are pleased with work the school does for their children. However, the i dentification and intervention processes are not rigorous enough and students’ learning targets are not sufficiently precise. Not all staff have the skills needed to ensure the effective support of students with the most complex needs.

The school ethos is welcoming and respectful, and parents are strongly supportive of the school. Governors are focused effectively on the wellbeing of students and staff, but procedures for holding school leaders to account for the school’s performance are not rigorous enough. School self-evaluation procedures are not sufficiently rigorous, and the monitoring of teaching quality does not consistently place enough emphasis on students’ progress. The significant turnover of staff is managed well, and new staff are given appropriate support.