Global Indian International School

The attainment, progress and learning skills of children in the Kindergarten (KG) are very good in English and mathematics. Across the rest of the phases, students’ attainment and progress are good in English, mathematics and science. Students’ attainment in Arabic and Islamic Education is acceptable. Students progress in these two subjects is acceptable in Islamic Education and weak in Arabic in the middle and secondary phases.

Students maintain responsible and positive attitudes. They form and nurture respectful and considerate relationships with their peers and staff. They take the initiative in sports and monitor their diets responsibly. They stand out as responsible citizens in every phase. The school takes their opinions seriously, often letting their suggestions shape decisions. For example, they recommended introducing plants to improve classroom air quality and championed vegetarian menu options. They also plan and present innovative assemblies on sustainability and environmental awareness.

Teachers in KG effectively build children’s skills and understanding. In other phases, teachers excel in subject knowledge and questioning in most subjects. In secondary mathematics, science, and English, teachers emphasise critical thinking, problem-solving, and real-world application. However, there's inconsistency in tailoring assessments to students' varied needs in the primary and middle phases.

The school advocates for safe and healthy lifestyles. Students regularly meet with the counsellor and nurse to discuss topics including nutrition, dental health, and personal hygiene. The strong relationships between staff and students underscore the school's strengths. The institution consistently provides information and guidance to promote staff wellbeing. Overall, staff satisfaction is high, fostering a positive work environment. However, teachers need to foster classroom climates where all students receive appropriate levels of support.

This inclusive school ensures that students achieve increasingly improved outcomes, both academically and personally. Identifying students’ barriers to learning is central to ensuring meaningful, relevant support which aids students to achieve their best. Learning support is mostly personalised allowing students to develop independence and collaboration. There are supportive partnerships with parents, particularly in Kindergarten. Parents feel involved in their children’s education.

School leaders are eager and committed to enhancing the school's quality. Middle leaders are growing in expertise, overseeing curriculum reviews. The capacity to devise focused strategies to secure ongoing and sustainable gains is uneven across leadership teams. The school thrives on strong, professional relationships, fostering a harmonious environment. Together, the leadership has succeeded in creating an inclusive school where students excel in both learning and personal growth.