Pearl Wisdom School

Significant improvement is evident in the Kindergarten (KG) in English, mathematics, science and learning skills. Attainment levels in Middle in English, mathematics and science have improved further to very good. Improvement is noticeable in student progress in Islamic education though this is so recent and will need to be sustained to warrant a higher judgement. Students' progress in mathematics in Primary has also improved, which has been a school priority.

Students exhibit positive attitudes toward learning. They are self-reliant and respond positively to feedback. Most are sensitive to the needs of others and pursue a safe and healthy lifestyle. Students show a positive work ethic and creativity and enjoy taking part in the enterprise activities. Students have a clear appreciation and understanding of Islamic values, their influence, and how they relate to living in the United Arab Emirates.

Teachers consistently apply their subject knowledge, use a variety of teaching approaches and plan purposeful lessons to promote good student engagement. Learning environments are attractive and teachers make effective use of a good range of high-quality resources. Assessment in most subjects and phases is appropriately challenging but some assessments in KG and in Islamic education are too simplistic. Cross-curricular links are meaningful and planned well in most subjects to transfer learning between different subjects. Nevertheless, these are less well-developed in Islamic Education and mathematics. The school offers a range of extra and co-curricular activities and community links that support students' academic, personal and social development. Opportunities for enterprise, innovation, creativity and social contribution are provided mostly in the form of activities and programmes outside timetabled lessons.

The day to day school routines and activities promote some well-being priorities, including values education programmes and wellness classes. Initiatives such as these, however, are not always informed by detailed and effective lesson planning. Online safety is a high priority for the school. Students are confident and have a well-developed understanding of their own emotional wellbeing. They support each other and the school has created a genuine sense of belonging within the community.

Governors and leaders deliver a fully inclusive school and welcome students with an increasingly diverse range of needs. Policies are well developed and influence appropriate provision. Suitably qualified staff are making improving use of the available resources. Parents report high levels of satisfaction with the schools work in providing support between home and school. Communication channels are effective and parents receive regular progress updates. They value the quality of care and support which their children receive.

The principal and vice principal are establishing a purposeful learning community that provides a caring environment which values inclusivity and wellbeing. They encourage best practices and are successful in supporting improved student outcomes, particularly in Kindergarten. Senior leaders understand their role in ensuring highly consistent approaches to the monitoring of student progress and have developed regular observations of the quality of learning and teacher performance.