H.H. Shaikh Rashid Al Maktoum Pakistani School

Attainment and progress are improved in Islamic Education and science since the previous inspection. Arabic progress is also stronger although attainment is weak as students are not grouped according to their years of study. Entering with little English, children in KG make steady progress in communication. Students in all phases display strong speaking and listening and reading has improved but writing for different purposes remains limited. Maths students have too few opportunities for investigation, although this is a strength in science.

The behaviour of most students, is commendable. High school students display very mature and responsible attitudes. They play a very positive role in school management. During school assemblies, students confidently take the stage, presenting with assurance and placing themes in the context of Islam. Punctuality reflects students’ commitment to learning. Students take pride in their own and others' cultures. They have some opportunities for social and environmental engagement. But links with the wider world are limited.

Most teaching is based on secure subject knowledge and purposeful lesson planning, especially in high school, and during Islamic Education and science. This teaching facilitates learning. Teaching and assessment in KG do not always ensure active learning or progression. Assessment is linked to curriculum standards. Students’ performance is benchmarked against international standards. Limited feedback in workbooks does not guide next steps.

The school is committed to a clear vision for the well-being of all. Teachers, other staff and students all contribute to embedding that vision. There is now a Daily Empathy programme and Gratitude Lunch for teachers and staff; served by students. Morning assembly incorporates a ‘keep fit’ activity. The Nutrition and Fitness Challenge promotes a healthy lifestyle. Students act as well-being monitors or sustainability ambassadors. They take individual and collective responsibility for ensuring students’ behaviour.

The principal and governors are committed to inclusion. The head of inclusion is a key policy maker. Some members of the inclusion team have appropriate training, qualification and experience. Some teachers are knowledgeable about their students and have an awareness of their needs. However, there is an over-reliance on specialist teachers. Parents are regularly informed about their child’s progress. Provision of appropriate activities for each student is variable. Exploration of alternative pathways has commenced to provide greater individualised opportunities.

The influential Principal is creating a modern inclusive environment focused on developing learning skills. The development plan, based on internal and external outcomes, has led to some improvement. Parents are enthusiastic partners in learning. The local community has provided considerable support, but student engagement beyond school is limited. The restructured governing board is gaining a grasp of their role. Technology and other resources remain limited and approaches to assessment in KG are not strong.