JSS International School

In the Kindergarten (KG) children’s learning skills are underpinned by their enjoyment of learning. Activities in lessons enable them to make connections between different subjects and explore their skills. In the primary and middle phases, students’ achievement is mostly very good in English, mathematics and science. It is mostly outstanding in the secondary phase. Across the school students’ achievement is good in Islamic education and improving rapidly in Arabic, except in the secondary phase where it remains acceptable.

Students in all phases demonstrate outstanding personal and social development. All student are very enthusiastic learners. They work together very happily and support each other extremely well in a calm but busy learning environment, where everyone has a strong sense of being part of the school community. They listen carefully to their teachers, participate fully in lessons and show a keen interest in their learning. As a result, they behave outstandingly well in all areas of the school.

Teachers at the school largely ensure that learning objectives are prominently displayed and shared with students, fostering clarity about expectations. They employ a diverse range of activities to capture students' interest and employ probing questions to deepen comprehension. Assessment data plays a pivotal role in tailoring lessons to meet student needs. However, the tasks set for students often exhibit a uniform level of difficulty.

Leaders exemplify and uphold a culture of positive well-being. Feedback from surveys is collected from staff, students, and parents. Students play an active role in school life, confidently seeking guidance when needed. Staff members are well-cared for and report high job satisfaction. Parental input is valued. Vulnerable students receive specialised support, including speech, occupational, and behaviour assistance. Various initiatives, such as Fantastic Friday and a wide array of extracurricular activities, engage students.

The school is highly inclusive, with a proficient inclusion team adept at identifying and addressing students' needs. Special educators and teachers collaborate to create academic and pastoral pathways, offering extra support through intervention sessions. Robust home-school connections involve parents in decision-making, keeping them well-informed about their children's progress. The school also maintains effective systems for monitoring student progress.

The strong leadership of the principal has been the driving force in meeting the needs of this school. The principal is strongly supported by an increasingly knowledgeable leadership team. Collectively, they have established an inclusive school with a purposeful learning culture and achieved very good standards of students’ learning and personal development. Relationships and communications in the school are professional and productive. Student well-being is central to all decisions made.