Pakistan Education Academy

Levels of student achievement have improved in KG, and in both High school Islamic education and in Science. Student voice is strong in all aspects of the school and students' learning skills have generally improved, especially in KG and High. Students in the high school phase are highly motivated and increasingly take on responsibility for their own learning.

Students demonstrate positive and responsible attitudes and they respond well to critical feedback. Most students are self-disciplined, and resolve challenges in a mature ways. Students are very knowledgeable and respectful of Emirati culture and of Islamic values. All students, including those in KG, enjoy being creative and student achievements in the area of social responsibility have improved. Students understand the importance of healthy eating and maintaining active lifestyles.

The quality of teaching for effective learning is rated as good in the Kindergarten (KG) phase and acceptable across the other educational phases. Notably, the school has made commendable progress in refining its internal assessment processes, ensuring they offer a suitable gauge of students' advancement in line with curriculum standards. However, some lessons tend to prioritise knowledge acquisition over the deeper comprehension and development of subjectspecific skills.

Leaders demonstrate a strong commitment to optimising well-being across the school, and students feel safe, valued and supported. A central committee, including, school leaders, governors, counsellors, parents, teachers and students are focused on ensuring that well-being is considered in every area of school life. All stakeholders are actively engaged in the process, especially students. Parents are happy with the regular communication from the school. Older students have a secure understanding of their well-being and are confident in expressing their thoughts and feelings.

The governing board, principal, staff and parents all commit to providing for an inclusive learning environment. The school premises, facilities and resources are sufficient to address the needs of students of determination. An inclusion governor promotes the implementation of an appropriate inclusive education policy, which guides provision, practice and outcomes. A range of formal and informal assessment strategies are used to identify the needs of students of determination. Parents are generally engaged with their child's educational programme.

The principal and senior leadership team, provide effective leadership for teaching and learning in the school. They are fully committed to authentic school improvement, and are supported by an engaged and ambitious governing body. They are creating inclusive and effective leadership structures across the school particularly in KG and High. Parents are highly appreciative and very supportive of their school, and of the positive learning environment which it provides.