Raffles International School L.L.C (Umm Suqeim South Br)

Attainment in Islamic education is acceptable in all phases and progress is good in Post-16. Arabic is a strong feature in the school where student progress is typically good, and attainment has this year improved in Primary and Secondary. In all phases, progress is very good in English, mathematics and science. Students learning skills have improved in Arabic and are highly developed in science and mathematics. Reading literacy skills could be stronger.

Students are enthusiastic learners, self-disciplined and strive to reach their full potential. Behaviour and respect are exemplary in all phases. Students demonstrate excellent understanding of the culture and heritage of the UAE. They discuss the rapid urban growth and technological development in the country. Students across the school are caring and considerate of others. They take on leadership roles and are actively involved in community initiatives, fundraising, and humanitarian projects.

The strong subject knowledge of teachers enables mostly very good and confident teaching. Teachers typically have high expectations, plan engaging lessons, and provide motivating learning environments, especially in the Foundation Stage (FS). Leaders and teachers analyse assessment data accurately and use the finding to identify gaps in learning and make meaningful interventions to support progress.. Teachers consistently encourage students to engage in self-assessment and set out challenges for their own learning.

Senior leaders aspire to place well-being for all at the heart of school life. Policies supporting well-being provision clearly state roles and responsibilities of staff and students, to support their own and each other’s well-being. Parents value the school's prompt, non-judgemental support of student well-being. Across the school students act knowledgably in support of others’ well-being in their adherence to school values. The very positive classroom climate contributes significantly to students’ well-being experiences.

Senior leaders and governors ensure that the school welcomes and provides for students with complex and diverse needs. The inclusion lead provides clear direction to work of the department. Rigorous and confidential identification procedures use a suitable range of assessments and referrals made to to external specialists where appropriate. The school engages parents fully as partners in their child’s education. Parents value the school's inclusive ethos, and leaders’ respect and courtesy. Students' progress is above expected levels and effectively recorded.

Senior leaders, including the principal, are very diligent and hard-working. They are fully committed to inclusion and wellbeing. Highly effective self-evaluation processes have led to improved outcomes in Arabic. The principal ensures all communication with parents is transparent, timely and consistent. A fully representative Advisory Council takes into consideration the voice of parents. Resources and facilities are extensive and of very high quality, matched to student needs and interests.