Repton Al Barsha

Attainment and progress are strong across English, mathematics and science. The attainment and progress of English in the FS is outstanding. The attainment and progress of mathematics in Foundation Stage (FS) and Primary are outstanding. Attainment and progress in Islamic education and Arabic is improving under new leadership. Children and students are keen to learn, participate and collaborate especially in the FS. Innovation and enterprise are developing areas.

Student behaviour is typically excellent as are their attitudes to learning. They are kind, considerate and helpful. Relationships are positive throughout the school. Students have a strong appreciation of Islamic values. Children in the FS are less aware of UAE heritage and other cultures. Students are active members of the school community. They demonstrate increasing levels of commitment to conservation and environmental issues.

In the Foundation Stage (FS), teachers excel at nurturing literacy and numeracy, setting strong groundwork for future learning. Effective lesson planning and questioning techniques are evident, yet teaching quality varies across the school. Assessment data is skilfully used to cater to diverse learning needs, particularly in FS, where outcomes guide future lesson planning.

A strong culture of well-being exists across the school; a central element of the vision and commitment of governors, leaders and staff. Robust wellbeing assessment information informs decisions. Regular self-review supports leaders to identify ways to improve and further embed well-being. All staff describe their strong sense of belonging to their school. The wellbeing of most stakeholders is nurtured. Students feel safe and valued at school.

Governors and leaders have a clear vision for inclusion. At the heart of their work is the drive for high quality teaching, learning and support. Identification processes are detailed. Firmly established classroom cultures nurture and allow all students to build their learning skills of independence, collaboration and persistence. Data shows that most students make better than expected levels of progress.

Leaders at all levels are committed and determined. They have worked collaboratively to raise student achievement although many recent initiatives are still being embedded. Leaders know the school’s strengths, but school planning requires further rigour. Staff morale is very high. Parents are delighted and the governing body are influential. The school is an active participant in the wider education community. Buildings, facilities and resources are exceptional.