Oxford School

In the last year, there has been significant improvement in important areas across the school. In FS, improvements in English, mathematics, science and assessment ensure that a very secure foundation for future learning is being laid. In Primary. improvements in teaching, learning and curriculum adaptation have already raised standards in key subjects. Leadership's focus on Arabic has already resulted in significant improvements. As a result of sustained improvement, students' achievement is now consistently good.

Students behaviour is excellent and they interact positively with both their peers and teachers. Many take healthy eating seriously and are interested in leading wholesome lifestyles. While they do generate ideas themselves, they often require guidance to realise these concepts effectively. Students show empathy to others, including students of determination. Additionally, they demonstrate a keen awareness of environmental concerns, such as sustainability, and actively communicate important messages related to these topics during class discussions and assemblies

Teachers have a secure knowledge of their subjects and a clear understanding of how students learn. They plan lessons carefully and develop students’ skills, as well as knowledge. Recently, teachers make greater use of technology to creatively enhance and support learning. Internal and external assessment outcomes are used to inform planning for future teaching and learning. Teachers use questioning well in lessons to prompt students' thinking and to test their understanding of what they have already learnt. The curriculum is broad and balanced and offers continuity and progression in learning in each of the subjects. The school offers a range of extracurricular activities, as well as opportunities for students to engage with projects, within the school and in the local community. The curriculum includes opportunities for students to develop their knowledge, understanding and appreciation of the heritage of the UAE.

The school has a strong commitment to the promotion of positive well-being. Students feel valued and express high levels of positivity and a real connection to the school community. Weekly assemblies and club sessions promote well-being through discussion and active learning. School leaders show a high degree of care and concern for the well-being of staff. Annually, the school reviews well-being practices and both listens and responds to the voices of the school community.

Leaders have made inclusive education a priority in the school. The experienced leader has the the expert support of the inclusion governor. A capable team of support teachers provide targeted interventions in the inclusion centre. Parents attend relevant meetings and report that their children make progress in personal and social, alongside academic skills and that their selfesteem and confidence have improved. With support, most students are enabled to make better than expected personal and academic progress.

The leadership team has worked hard to address the issues raised in the last inspection report. Through developing the middle management team, enlisting parents as partners in their children’s education, and drawing on the support of governors, significant improvements have been made in important areas. Improved self-evaluation and school improvement planning have created a more strategic approach to improvement. Health and safety, including arrangements for child protection, care, guidance and support have also improved.