Little Flower English School

Overall, the children in Kindergarten (KG) do well in English, maths and science. The outcomes in attainment and progress in English, maths and science in the primary phase are mostly just acceptable across all subjects. Arabic as an additional language remains broadly in line with curriculum expectations for most students. Students in the primary phase make better than expected progress in Islamic Education.

Students are regularly self-disciplined and respond well to others. Students are caring and considerate, showing empathy towards their peers, teachers, and staff. They consistently demonstrate good behaviour, creating a positive and respectful environment across the whole school. Students make healthy lifestyle choices by generally making healthy food choices and engaging in regular exercise. Attendance is good, and almost all students are punctual in arriving at school and for lessons throughout the school day.

The overall quality of teaching is generally acceptable, with some instances of good and very good lessons. Teachers, in general, possess a sound grasp of their subjects and many employ high-quality assessment information to ensure that all student groups can access the curriculum effectively. They are attentive to students' strengths and tailor lessons accordingly.

The governors and principal effectively communicate a compelling vision, one that's embraced and shared by all, emphasising the promotion of a holistic well-being culture throughout the community. Both staff and parents appreciate the guidance toward creating a values-driven, caring school environment. Enrichment days, highlighted in the well-being newsletter, are a source of enjoyment for all. Numerous student well-being initiatives are led by the inclusion lead. The monitoring of impact of wellbeing initiatives is not yet a strong feature.

The special educational needs governor, principal, and new head of inclusion demonstrate unwavering dedication to enhancing support for students of determination. They've jointly developed an inclusive policy with clear accountability systems. Student identification involves collaboration between teachers, parents, and external experts. Comprehensive reports from these experts inform individual education plans. Regular meetings between teachers and the inclusion leader track student progress, ensuring effective support adjustments.

The principal and the leadership team are deeply committed to continuous school improvement. The principal possesses a clear vision and a profound understanding of how the school can progress by implementing improved teaching and learning strategies. Both the principal and the governors now oversee distinct areas within the school, including IT and inclusion. Moreover, the leadership team proactively addresses potential obstacles to long-term improvement through focused school evaluations and strategic planning. Their dedication to prioritising the well-being of staff, children, and parents is notably effective.