North American International School

Students perform well in Islamic Education and Arabic in Elementary but less so in other phases. In English, math, and science, progress is good in Kindergarten and Elementary, with mostly acceptable attainment levels. Middle and High school achievement is generally acceptable, except in High-level math where it's good. While younger students display positive attitudes and behavior, older students need closer supervision. All students demonstrate a strong appreciation of Islamic values, influencing their daily lives in the UAE.

Most students have positive attitudes towards school. In Kg and Elementary, students behave well, are courteous to others and are slowly developing their self-reliance. This is to a lesser extent in Secondary where students must be closely supervised to follow school rules. Across the school, students clearly show appreciation for and understanding of Islamic values and how these values shape their daily lives in the UAE community. The Student Council contributes positively to school life.

Teachers have good subject knowledge, but teaching quality varies. Kindergarten and Elementary show better teaching with well-planned and effective methods. Although teachers use questions to engage students, they often set low challenges and expectations. Teaching sometimes lacks personalized approaches. The school's assessment aligns with curriculum standards consistently across all grades.

Governors and leaders have a limited understanding of effective well-being principles. The development of a comprehensive and meaningful whole school vision for well-being is not yet in place. Parents do not receive regular updates and have little involvement. Students lack opportunities to proactively engage with or lead well-being initiatives. Most students are aware of the support available through teachers and counselling staff. Staff members report satisfaction on the priority given by the school to promoting work life balance.

Leaders show a positive commitment to an inclusive ethos and welcome students with a range of learning abilities. Action planning effectively supports provision outside the classroom. Strategies inside classrooms often lack impact. Student inclusion champions contribute effectively in raising awareness. Identification is mostly accurate for students of determination but less so for those with gifts and talents. The quality of support in classrooms is variable as teachers’ knowledge of differentiation strategies often lack purpose. Gifted and talented students do not receive the support they need.

The leadership team manages the school closely. The principal and his team are aware of UAE national priorities but do not always address them effectively. The relationship of leadership with the staff is positive. Parents communicate with the school directly and through the parent site council. Governors support the school with resources when needed. The school has an established routine that is well understood by all staff and students. Resources and digital platforms are underutilized. The leadership ensures the school is compliant.