Raffles World Academy

Student achievement in English, mathematics, and science is better than in Arabic and Islamic education. Student achievement in kindergarten and the Primary Years Programme (PYP) is better than in the other phases. The Middle Years Programme (MYP) requires further development to support student achievement. In the final phase, student achievement is improving in most Diploma Programme (DP) subjects, except mathematics. Students following alternative pathways are achieving well in the BTEC components.

Overall, student attitude and behaviour are very positive, but the school would benefit by focussing more on students in MYP. Work ethic is strong with most students, in all phases, enjoying their classes and the subjects they study. Student understanding of Islamic values, Emirati culture and other world cultures is developed well by the school. Students participate in many extra-curricular activities including those focussing on support in the wider community.

Teaching is effective with some excellent lessons seen in all phases, but especially in KG and PYP. Teacher’s questioning is insightful, and they know their students well. More focus on the International Baccalaureate (IB) inquiry cycle would better support students’ conceptual understanding, especially in MYP. Assessment processes are effective, tracking progress well, especially in KG. Verbal and written feedback is effective in helping students with their work.

The school is focused on well-being, with a clear vision and ongoing efforts to improve. They do a good job assessing well-being, but they could be more transparent and set specific targets. The school involves both parents and students, creating a positive culture that could be expanded to the wider community. While well-being programmes help students, there is a need for better ways to check how effective they are. Students participate in school life and feel very well supported, boosting success and happiness.

The school has good leadership for students of determination, creating a well-organised and inclusive learning environment. There are some differences in outcomes, especially in MYP, showing a need for better strategies in this phase. The inclusion team does well in identifying and helping students with different needs, but more can be done for students who are also learning English. Most parent partnerships are positive supporting the progress of their child. The school modifies teaching to support students of determination.

The school's leadership effectively fosters an open and welcoming environment with a purposeful and inclusive learning culture. They use data analysis to create improvement plans, although there is a focus on provision rather than student outcomes. Communication with parents is highly effective, with parents very involved in the life of the school. Governance is supportive, maintaining facilities like the new auditorium and resources at a high level to meet student needs. The day-to-day management supports positive student outcomes.