Newlands School

Primary students are making good progress in Arabic and in Islamic Education, while secondary students' achievement levels in science and attainment secondary English are very good. Students in all phases are keen to engage in learning and apply themselves to complete learning activities. Students regularly make connections in their learning to the real world, personal experiences and sometimes to other subjects. Students interact very well with their teachers and they can work collaboratively when given the opportunity.

Students demonstrate positive and responsible attitudes towards school and their learning. They are self-disciplined and respectful, and understand the importance of adopting and maintaining healthy lifestyles. Students demonstrate a clear understanding and appreciation of Islamic values such as respect, tolerance, and honesty. They understand how these values influence the life in the UAE. Students take on leadership roles and are actively involved in school and community initiatives, including social responsibilities and interschool competitions.

Teachers possess deep knowledge in their subjects and employ diverse strategies to make learning engaging and enjoyable. The enhanced use of questioning deepens students' critical thinking, encouraging self-assessment of their learning journey. Assessment practices are in line with the National Curriculum for England, with a keen analysis of data providing insights into each student's abilities and areas for improvement.

School leaders and governors have a clear vision for well-being. It is central to the schools’ mission. Well-being is a high priority for the school and is integrated into the ethos and culture. Relationships between adults and students allow students the opportunity to develop independence and confidence in their learning, particularly in the secondary school. Students have a sense of belonging to the school community. They are positive about the school and their learning; this is reflected in their behaviour.

The principal and governing board demonstrate a commitment to promoting inclusion across the school. Monitoring and review inform self-evaluation and improvement planning. Most teachers effectively implement inclusive teaching practices. The school uses a range of procedures to accurately identify students of determination and plan interventions. Parents are valued as active participants in their child’s education. They are regularly informed of their child’s progress through formal and informal reporting methods.

The principal, together with senior and middle leadership teams provide effective management and leadership of the school and have established a shared strategic direction for the school's future. The communication channels which exist between parents and the school are very effective and parents appreciate the open door availability of school leaders and staff. Board members visit the school regularly and meet a range of school groups on a regular basis.