Hartland International School

Across the school, students' achievement in English, maths and science is at least very good, except in science in post-16 where attainment and progress are good. The progress of Foundation Stage (FS) children in English is outstanding. Students' achievement in Islamic Education and Arabic as a second language is acceptable. In Arabic as a first language, students' progress is only acceptable and their typical levels of attainment in the upper two phases remain weak.

Students demonstrate outstanding attitudes to learning, with exemplary behavior, motivation and respect. Relationships between students and teachers contribute to the friendly, harmonious environment. Students actively engage in shared values between school and Islam, participating in donation drives and cultural events. Environmental awareness is ingrained through waste reduction, global initiatives and Eco Warriors. Students exhibit leadership through committees, TEDx talks, financial literacy pilots and community engagement.

Teachers exhibit strong knowledge and enthusiasm. Lessons have clear objectives, catering to individual needs with both support and challenge. High expectations and strategic questioning encourage critical thinking, yet more focus on independent learning is needed. Assessment has improved, especially in FS and Sixth Form. Leadership provides valuable data, guiding personalised learning. While teachers increasingly use assessment effectively, consistency remains an area for growth.

Well-being lies at the heart of what is a nurturing, highly positive school culture which enables students and staff to thrive. The well-being policy underpins programmes supporting the vibrant community. Leaders comprehensively understand needs through surveys and feedback, informing planning and development. The inclusive vision is promoted by all. Referral pathways ensure effective interventions. Curriculum programmes promote high levels of community well-being, though mapping scope and progression remains. Initiatives successfully motivate student resilience, safety and responsibility for wellbeing.

The school's inclusive ethos ensures diverse students thrive through skilled teaching and systematic assessments. Barriers are identified and addressed, aiding significant progress. Parents appreciate the excellent communication and their children's growing confidence. While classrooms foster resilience and personal development, promoting independence remains a focus. Precise tracking informs varied achievements, guiding continuous improvement.

Leadership establishes a shared vision on care and wellbeing but needs self-criticism in MOE subjects. Thorough evaluation shows strengths and improvements needed. Leadership maintains high standards but must sustain better outcomes as demographics change. The school has been very skillful in encouraging active parental participation. Governance represents stakeholders but must fulfill critical role. Leadership oversees well-being and success. Resources are updated consistently to enhance teaching and learning.