Ignite School

Students have very good awareness of Islamic values and Emirati culture. Their levels of achievement have improved in Arabic and Islamic education. Attainment remains acceptable in all phases in English, mathematics and science. Progress has improved to good, right across the school, in science. Progress is at least acceptable in all phases of all other subjects. Overall, achievement is stronger in KG than in the other phases.

Students’ have positive attitudes towards taking exercise, healthy eating and getting enough sleep. They appreciate the benefits of maintaining healthy lifestyles. They have good environmental awareness and can speak knowledgeably about the need to reuse and recycle materials and the need to consider new ways of generating and saving energy. They are generally well behaved, although a few of the older students display unsettled behaviour in some classes.

Teaching is almost always acceptable and in a large minority of lessons, it is good. Teachers plan lessons carefully and often make reference to prior assessment outcomes in their planning. However, classroom teaching often does not always cater for the full range of students’ abilities and starting points. In particular, there is frequently insufficient challenge for the higher-achieving students.

The school demonstrates a strong commitment to fostering exceptional well-being standards. Pupils feel cherished and report a genuine sense of belonging within the school community. Typically teachers cultivate a nurturing classroom atmosphere that prioritises well-being. Leadership teams exhibit genuine empathy and attentiveness towards staff welfare. Regular assemblies and club activities are dedicated to enhancing wellbeing. Pupils enjoy a safe environment and feel at ease discussing personal matters with trusted members of staff.

This inclusive school is well-equipped to facilitate inclusion, with mostly well-trained, experienced teachers and learning support assistants offering tailored support. However, there is a shortage of special education teachers. Parents express satisfaction with the support provided and maintain effective communication with the inclusion department. Not all classroom teachers effectively integrate students of determination into lessons. Nonetheless, most students of determination achieve advancements in academic, social, communicative, and personal skills.

The senior leadership team work steadily to bring about improvement in this inclusive school. They have been enthusiastic and energetic in tackling the issues identified in the previous inspection report. They know what needs to be done to improve the school in relation to students’ achievement and students' personal and social development. There is not a sharp enough focus on accurately monitoring the quality of teaching and learning. Relationships are professional and morale in the school is positive.