Pace Modern British School

Students' attainment and progress in almost all subjects across the school are acceptable, Progress in Arabic as an additional language in the secondary phase is weak. Scrutiny of students’ work in their books shows that teachers’ expectations of the progress that students can make are not consistently high enough. In all phases students have acceptable learning skills.

Students' personal and social development are a real strength. Across the school students demonstrate a positive and enthusiastic approach to their work. They have a secure understanding and appreciation of Islamic values, such as honesty and tolerance. Their skills of social responsibility and innovation are developing. Students know the benefits of regular exercise and take part in physical activities. A significant number of students routinely arrive to school late which affects their and their classmates learning.

Across the school, teaching is acceptable in most lessons. Teachers have secure subject knowledge, they engage students through questioning but to frequently, the level of challenge is low, and questioning is not effectively used to drive learning or the check understanding. In the early years, teachers use play-based learning methods to engage children encouraging them to explore.

The school is dedicated and committed to a strong community vision. Progress in well-being while still in its early stages is gathering positive momentum. Daily school routines are adopting some purposeful ideas. A student well-being committee has recently been established giving some secondary girls a leadership role. Staff report high levels of satisfaction with ongoing opportunities for professional development and a positive work-life balance. Students are beginning to acquire the skills they need to understand and manage their own well-being.

There is a well-established inclusive ethos in the school. Well led, the inclusion staff are committed to improving provision for students. A range of assessments accurately identifies the barriers to students learning. Parents have a positive relationship with the school and value the communication and open door policy. Individualised teaching strategies to challenge and support students’ learning needs are inconsistent in classrooms. Overall, most students make acceptable progress and acquire a range of knowledge and personal development skills.

The principal is determined and committed to improving student performance. Systems for monitoring the quality of teaching are improving teaching and identifying the areas for staff development. Parents appreciate the caring ethos of the school. They say their children are safe and enjoy coming to school. The Governing Board is supportive of school leaders. Systems in place to collect the views of stakeholders are underdeveloped. The school is managed efficiently to ensure students and staff benefit from well organised routines.