Japanese School

Students generally make good or better progress learning Japanese, English, mathematics and science. Their progress learning Arabic is only acceptable. Students demonstrate good learning skills from the Kindergarten (KG) on up to the Junior High phase. Their critical thinking and problem solving skills are developing, but inconsistently across these different subjects.

Students demonstrate positive attitudes toward school life. They are almost always engaged in learning. They are polite, respectful and helpful in and outside of their classrooms. Students demonstrate healthy lifestyles, with good diets and regular exercise. They show awareness and appreciation of the UAE and the values of Islam. Students are developing leadership skills and make contributions to the school community.

The quality of teaching is good overall. Most lessons are interesting and enable students to make good progress. Teachers have the necessary subject knowledge to deliver the Japanese curriculum. The learning environments are appropriate for teaching most subjects. Teachers use time and resources well, but some classrooms have insufficient resources, especially for the specialist subjects. The school’s assessments of learning are of good quality overall. Teachers know how well their students are learning and provide helpful guidance toward improvement. The school’s collection and analysis of assessment data have yet to be done systematically.

School-wide policies offer a developing vision for well-being and are resulting in a positive and inclusive school environment. Initiatives in response to survey data are effectively implemented, fostering a supportive school climate. Data from a variety of surveys have been collected and analysed to gauge the well-being of students, the staff and parents. Actions plans are based on a range of outcomes from the survey data and outline the areas in need of development.

The school has effective inclusion policies and procedures. The inclusion and admission teams work together to build an accurate understanding of students’ needs. Parents of students of determination appreciate the progress their children are making. They are guided to plan their children’s individual education programmes. E ffective personal support from the staff contributes to students' well-being and independence.

The school is well led by a newly appointed principal from Japan. All leaders share a vision for the school, which is achieved. The school’s internal evaluation procedures are underdeveloped. Leaders maintain strong partnerships with parents and the local Japanese community. Governance of the school is weak due the instability of members on the governing board. The resources for teaching and learning are best in the KG section.