Russian International School

Kindergarten students enjoy more hands-on learning indoors and out, stimulating their curiosity and eagerness to learn. Primary students’ learning skills have improved, alongside their science achievement, to match middle and secondary phases. Secondary students’ very well-developed knowledge and understanding of Russian literature remains a strength. Their progress in Islamic education has declined. Students’ achievement in Arabic lags behind other subjects.

Students' personal development is a strength of the school. In the context of the school's rising roll, students' responsible attitudes contribute importantly to the school's very purposeful atmosphere. Students know about and respect Islamic values. They find lots of ways to support charities. The student councils also encourage participation in green activities, reading for pleasure, and debates on what is important for their future.

In Kindergarten, teaching sparks children's eagerness to learn, while improved teaching in Primary allows students to collaboratively learn more effectively. Across the school, there is a need for more consistently planned lessons that address all students' learning needs and address known gaps.

School leaders are open to student, parent and staff views. Student councils actively encourage fellow-students to take positive action on their own and the school community’s wellbeing. Teachers manage lessons well, student behaviour is highly responsible, and parents are close partners with the school. This growing school actively maintains a harmonious and welcoming atmosphere. A growing range of extra-curricular activities enriches the experience of those students who can attend.

The school's inclusion leader is knowledgeable and well-qualified. Effective monitoring and review help identify what works and what needs to improve. Students' needs are accurately identified. Teachers know their students well. Their support helps the majority of students make good progress. Classroom learning does not yet fully challenge and support gifted students. Parents are active partners in their child's learning. They are very positive about the support their children receive.

Leaders know accurately what the school does well and what it needs to do better. They ensure that learning and teaching improves to meet students needs better. Primary students enjoy more opportunity to learn together, and find out things for themselves. Parents support the work of the school well, enriching the student experience. Although there is scope for greater involvement, governors now better understand their role in ensuring school improvement. Betterresourced areas of the school enable better learning.