Himayah School for Education Girls – Al Karama

Students, across all three cycles, are stronger in Islamic Education compared to all other subjects. Students’ outcomes in mathematics and science are the same across the school. In English, students in Cycles 1 and 2 make better progress than Cycle 3. However, in Arabic, students in Cycles 1 and 3 are making better progress than in Cycle 2.

Students are proud of their school. They are courteous and respectful to their teachers and visitors. Students, mainly the Discipline Ambassadors, support in facilitating and organising students’ movement around the school. Students’ excellent appreciation and understanding of the impact of Islamic values is clearly evident in their rich and thoughtful discussions of the Islamic principles and values. Students have a highly developed sense of community and social responsibility. They participate in range of volunteering activities.

Teaching is tailored to cater to the diverse needs of students, with differentiated resources and activities that reflect an understanding of individual learning requirements. Teachers effectively employ open-ended questions to stimulate critical thinking, though occasionally prolonged discussions may hinder the pace of learning. Regular, curriculum-aligned assessments are conducted to monitor progress.

Senior leaders prioritise the well-being of staff, students, and parents, actively gathering insights through surveys and stakeholder feedback. The dedicated well-being team integrates activities both within and beyond the classroom, with a parent committee promoting these efforts. Student involvement in well-being initiatives is increasing, contributing to a safe and engaging school environment where students display positive attitudes and exemplary behaviour.

The inclusion team has a very positive partnership with parents who appreciate the regular communication and the support for their children. They also receive regular communication and guidance on how they can support their children at home. The lack of governance for inclusion in the school compromises provision quality and student outcomes. The inclusion team use initial indicators well and further appropriate systems to identify students. The support for students is variable within the classroom. A few students would benefit from more challenge in the classroom.

School leaders are committed to UAE national priorities. The implementation of a focus on reading literacy remains an area for development. Leaders understanding of best practices in teaching, learning, and particularly assessment is an area for further development. Parents, including those of students of determination, are loyal to the school and are mostly happy with the quality of their children's education. The school’s daily operations are well-managed.