International Academic School

In Kindergarten (KG), children show good achievement in English, mathematics, and progress in science. There is progress in students' performance in the Ministry of Education (MoE) subjects, reaching an acceptable level except for middle school, where Arabic as an additional language remains weak. Arabic progress in middle school has improved to an acceptable level. However, high school students' mathematics achievement has declined to an acceptable level. Apart from KG, students' learning skills lack a solid foundation for better outcomes.

Students demonstrate self-discipline and positive behavior, fostering a supportive environment with rare occurrences of bullying. They understand and respect others' needs, fostering positive relationships with peers and staff. Additionally, students show a good understanding of health and safety practices and actively participate in physical activities. However, punctuality remains a challenge for some students, impacting the learning environment. They also exhibit responsibility and leadership qualities, although entrepreneurial skills require further development, especially in elementary and middle school phases.

Teachers generally possess strong subject knowledge but lacks the consistency to foster independent learning and effective differentiation. Kindergarten students actively engage in lessons, applying learning creatively, though engagement varies in science and Arabic. Teacher skills in questioning vary considerably, too often lacking depth. Assessment processes are consistent, with kindergarten assessment particularly effective. However, alignment between internal and external assessments remains a challenge, affecting accurate student evaluation.

Led by an experienced counsellor, the school's well-being team actively promotes student and teacher well-being through various initiatives and a dedicated website. Their vision and commitment are evident in school policies and actions. Surveys show a positive impact, with students feeling cared for and trusting teachers. Teachers monitor and intervene in student issues, supported by the counsellor. However, involvement of governors and parents in the promotion of well-being promotion is scant.

The school fosters inclusivity under capable leadership, ensuring students' diverse needs are met. Though most students have individual plans, teacher skill gaps hamper differentiated instruction. Parents lack support in understanding their children's special needs. Progress monitoring, utilizing various data sources, suggests most students are progressing as expected, despite challenges. Continued efforts to address teacher training and parental support are needed for further improvement.

The acting principal and senior leadership prioritize inclusive education and wellbeing. Stakeholders’ engagement in the school’s self-evaluation is limited and improvement plans prioritize task completion over measurable students’ outcomes. Parental engagement is mostly successful. Governance lacks effective engagement, with high turnover in teaching staff impacting against curriculum delivery and students’ outcomes.