Jumeirah English Speaking School (Br)

Across all phases, students excel in English, mathematics, and science. In Islamic education and Arabic, students are steadily improving. As students move up the school, they are very committed to doing their very best. They are positive, confident, reflective learners who aim to achieve outstanding outcomes. Post-16 mathematics is an example of how students’ excellent learning skills have now led to outstanding progress.

In all phases, student behaviour is exemplary and they exhibit highly positive attitudes. They show empathy to each others' needs, leading to strong relationships among their peers. Most students have a deep understanding of Islamic values. Showing respect and appreciation for the principles of tolerance and kindness permeate across the school. Students’ knowledge of environmental issues, UAE heritage and culture is a key strength.

Teaching in the Foundation Stage, secondary, and post-16 phases is outstanding, showcasing marked improvements in Islamic education and Arabic. Primary teaching displays variability, yet overall quality is on an upward trajectory. Assessment practices are excellent, with numerous instances of teachers skillfully employing data to enhance learning. This strong emphasis on assessment contributes significantly to the continuous improvement of teaching standards. The curriculum is deeply appreciated by students, particularly the Arabic curriculum that effectively builds on previous learning. Students across all phases enjoy a variety of enrichment experiences and extracurricular activities, including residential trips and local visits that bolster academic, social, and personal development. Initiatives like the Making a Difference Awards are particularly popular, illustrating the school's commitment to fostering a well-rounded education.

Well-being is promoted by governors and leaders and comprehensive policies developed by a committed well-being team Parents report high levels of satisfaction with the support their children receive and attend well-being presentations in the school. Students express high levels of positivity and classrooms provide a caring climate. Most students have a comprehensive understanding of their own well-being needs and digital safety is a high priority.

Governors and school leaders are highly committed to inclusion. A qualified and experienced inclusion team including learning support assistants and specialist teachers support provision. Rigorous and robust systems accurately identify the needs of all students of determination. Personalised learning plans (ILP’s) are developed with the support of parents. Very high levels of satisfaction were reported by parents in terms of the school's excellent care and support, and regular level of communication on their children's progress.

Senior leaders, and in particular the director are highly effective, in establishing an inclusive school. Staff are fully involved in systematic self-evaluation. Teacher appraisal systems need to be more rigorous and objective. Parents are full partners in their children’s education. The Governing Board meets regularly to review the school’s work and provide strategic guidance. Professional development opportunities for staff do not sufficiently focus on ensuring teaching and learning is always of the highest possible standard.