Islamic School for Training & Education

Students show improving levels of achievement in lessons and workbooks particularly in Islamic Education and Arabic. Students’ achievement in English, mathematics and science across the school is acceptable. Students learning skills in the upper grades of Cycle 1 and in both Cycle 2 and Cycle 3 are stronger than in the other sections. However, there remains inconsistency within and between the subject areas.

Students demonstrate very good behaviour, self-reliance, and experience rare incidents of bullying, fostering a mutual respect environment. They prioritise safe and healthy living, engage well in sports, and maintain good levels of attendance and punctuality. Across phases, they understand and appreciate Islamic values, embodying tolerance and respect. They actively contribute to the school community through charitable events, leadership roles, and improvements based on student feedback.

Teachers frequently plan lessons with defined objectives and criteria, yet there is room to better cater to the varied abilities within each class. While questioning techniques are effectively used to gauge comprehension and stimulate thought, the variety of resources and tasks could be enhanced. Teaching is progressing with more interactive strategies, but the application of assessment data needs to be more consistently integrated across all teaching cycles. The curriculum adheres to Ministry of Education (MOE) standards, focusing on lesson planning and cross-curricular connections. In Cycle 3, the curriculum offers limited streams but undergoes regular reviews to ensure relevance. Incorporation of UAE values and culture is evident, particularly in certain subjects, though there's scope to further enrich and diversify the curriculum through more dynamic modification strategies and interdisciplinary activities.

Senior leaders and Trustees show a strong commitment to the effective promotion of well-being, rooted in Islamic values and led by a qualified team. Students thrive in a positive and supportive environment. While an efficient school council ensures student voice is heard, a more systematic data collection system would aid swift responses to emotional needs. The recent emphasis on staff welfare and professional development fosters positive relationships and exemplary student behaviour, contributing to a caring and welcoming community.

School leaders prioritise enhancing resources for students of determination, appointing a qualified inclusion leader and planning additional staffing. Positive parent-school partnerships involve parents in support plans. In classrooms, students of determination are included, but not all lesson plans indicate modifications for full curriculum access. While most students make acceptable progress, progress tracking systems are still developing, lacking accuracy against academic and personal goals.

The school leadership, including the new principal, prioritises Islamic values, inclusion, well-being and academic excellence. Leadership changes have boosted morale but addressing barriers and ensuring teaching quality consistency remains crucial. Self-evaluation and improvement planning need refinement, as is the monitoring of progress in lessons and over time. Parental involvement is encouraged, with improved communication needed. Governance involves only owners, suggesting increased critical friend involvement. Daily operations are effective, but additional resources are needed for a more comprehensive curriculum.