Sabari Indian School

Most students achieve well in English, mathematics and science and most notably in secondary phase English and science. They achieve high standards in international and benchmark assessments. Students make good progress in Islamic Education although their attainment of skills lags behind a little. Student achievement in Arabic is adequate but not yet good.

Students maintain positive attitudes, fostering harmonious relationships. The Student Council plays a pivotal role in organising frequent competitions and events. Nearly all students actively participate in assembling school events. Their behaviour is consistently good, both during classes and break times. Across all phases, students demonstrate sensitivity to the needs of others and consistently show respect for their teachers. Additionally, the majority of students possess a strong understanding of Islamic values and a secure grasp of UAE society and culture.

Teaching consistently reaches a good standard, and it's notably very good in the secondary phase. Teachers adeptly plan lesson activities to cater to diverse student abilities. The majority of teachers employ questions that encourage careful thinking, although some students might not always be adequately challenged. School leaders and teachers actively assess students' academic progress, holding a clear understanding of their strengths and areas for improvement. Effective use of student assessments guides lesson planning and curriculum reviews.

Students report feeling safe and they are mostly very happy at school. The school's leadership places a strong emphasis on optimising well-being, which is prominently evident in classrooms and corridors as students go about their business and through informative displays illustrating positive learning experiences. Recent initiatives have made well-being an enjoyable part of our routine with "Mindful Monday" for sports clothing and "Fun-filled Friday" for younger classes, underscoring the significance of well-being in our daily school life.

The school employs effective procedures to identify students with special educational needs. Parents collaborate with teachers to design activities tailored to each student's specific requirements. Assessments and observations are integrated into the plans and implemented within lessons, ensuring that teachers possess a clear understanding of individual needs. This practice is particularly robust in the secondary phase and varies somewhat across the middle and primary phases. Additionally, and appropriately, a select group of Grade 10 students pursues vocational courses.

The school is capably led and managed, with established routines facilitating smooth transitions between lessons. The principal holds a strong vision for the school and possesses the insight to enhance and transform teaching to be more student-centered. Senior leaders form a cohesive team, wholeheartedly dedicated to enhancing student outcomes. Governors play a supportive role in driving improvements. Facilities are well-maintained, and teaching resources are generally adequate, although a few classrooms may be small and crowded.