Renaissance School

The very high turnover of teachers impacts negatively on student performance in Arabic as an Additional Language, English, and science, especially in Elementary. The matter of declining judgements across subjects needs to be urgently addressed. The quality and range of learning skills are adequate progress is underdeveloped across a large majority of subjects. In addition, newly established literacy improvements require consistent focus to ensure the developing culture of reading is fostered across the school.

In KG and Elementary, students exhibit positivity, responsibility, and respect. Across all school phases, students show a good understanding of the influence of Islamic values on their lives, demonstrated through various examples and projects. In Elementary and Middle school lessons, students work hard, yet opportunities for innovation and entrepreneurship are infrequent.

While most teachers possess adequate subject knowledge and plan their lessons, alignment with US curriculum standards is not consistently achieved. Since the last inspection, the absence of high-quality professional development, challenges in retaining staff, and varied levels of teaching expertise have impacted the quality of education in the elementary phase. Although the school conducts data analysis, it falls short in utilizing this information effectively to pinpoint learning gaps, leaving assessment insights underutilized in enhancing student progress. The curriculum is founded on a clear rationale, particularly evident in KG, but achieving a balance between skills and knowledge across subjects in higher phases remains problematic. Adjustments are generally made to accommodate the majority of students' needs, indicating an effort to adapt the educational content.

The school lacks a common understanding of the well-being principles and planning beyond KG level is not secure. Strategic governance for collective commitment from all staff to foster and pursue the wellbeing vision is not established, thereby limiting the judgement A lack of collective commitment from staff and governors towards fostering well-being has led to ambiguity. Nonetheless, students and parents are aware of accessible, qualified staff for support. Students possess a fair awareness of online safety and display a considerate attitude towards their peers, including those with special educational needs.

The governors and school leaders have fostered an inclusive learning environment within the school, underscored by their dedication to continuous improvement, as evidenced by the recent hiring of a highly qualified inclusion leader. Systems for identifying students' needs are wellsupported, with parents actively engaged in developing their children's Individual Education Plans (IEPs). However, collaboration with parents of gifted and talented students has yet to be established.

The Governing Board is not fully established and there are outstanding commitments still to be fulfilled. A knowledgeable, highly experienced and very capable principal has recently been appointed and she is putting in place an increasingly effective team of leaders. It is hoped their intervention and strategic planning can prevent any further decline in the quality of education in the school. Without appropriate resourcing by governors, it will be difficult for even strong leaders to ensure the rapid improvements that are necessary.