Kent College

There are improvements, in the Foundation Stage (FS), this year, in children's skills, understanding, knowledge and progress in science. Students are progressing better in Islamic education and this is resulting in better standards in Primary. Good progress in Arabic as a first language, is resulting in higher attainment in Primary. In English, students are performing better in Primary, Secondary and Post-16. The achievement of students in mathematics, in Secondary, is now at an excellent level.

Across all phases, students are highly self-disciplined, enjoy positive relationships and demonstrate excellent attitudes to their learning. Their knowledge of Islamic values and Emirati heritage continues to be at a very high level. They are taking on greater roles and responsibilities in their school community, especially in Primary and Secondary. Students are developing their learning skills, in all phases, and these contribute to the progress that that they are making.

Teaching quality in the Foundation Stage (FS) and Primary has risen to the exceptional standards observed last year in Secondary and Post-16. The methods used to evaluate students' knowledge, comprehension, and abilities are meticulously recorded, assessed, and monitored, allowing teachers to effectively build upon each student's prior learning in innovative and captivating ways. Across all educational phases, the curriculum is well-balanced, encompassing skills, knowledge, and understanding, and it adheres closely to the National Curriculum for England as well as the curriculum of the UAE Ministry of Education. In FS, there's a clearer recognition of expected standards and those exceeding expectations, with activities now more accurately aligned to meet these benchmarks. Secondary and Post-16 students have access to a wide array of subject options. The curriculum in Primary and Secondary is tailored very effectively to accommodate the individual needs of students.

Well-being is at the heart of the school. Leaders regularly evaluate levels of well-being in the school through meetings and surveys of all in its community. They actively develop very supportive environments for learning and social interaction. Students possess a deep understanding of their well-being. They are enabled to lead well-being initiatives. Staff work well together and have access to training that meets their professional needs. Through strategies such as 'Meet and Greet', parents can share timely information about their child's well-being.

The school is committed to and effective in promoting an inclusive ethos that values each student as an individual. The inclusion team is made up of a very able leader, teachers and support assistants The school accurately identifies each student’s barriers to learning and provides effective support in and out of classes. There are very strong links with parents and their input is valued. They are actively involved in their child’s learning plans. The curriculum is designed with a range of personalised pathways that support life after school.

Middle leaders are effective in their roles and well-supported by a strong executive leadership team. Leaders know the school's strengths and areas of development well, and they are successful with actions that continue to improve students' performance. Parents are fully engaged in the life of the school and enabled to support their child's learning at home. Governance is effective, holding leaders to account for the performance of the school and effectively supporting the school's improvement journey.