SCHOOL OF MODERN SKILLS

Across the school, students’ consistently achieve well in Islamic education. Progress in the high school is good in all subjects except in Arabic as additional language. Progress in Arabic as an additional language is acceptable. Progress is good in Arabic as a first language in the elementary, in English in Kindergarten (KG), and in mathematics in KG. Progress in English and mathematics is acceptable in the elementary and middle schools.

Students exhibit positive attitudes and responsibility towards learning, with strong behavior and relationships across all phases. They demonstrate understanding of safety and health principles, though attendance needs improvement. Islamic values are well understood, fostering respect and appreciation, particularly in upper grades. Students also value UAE heritage and culture, displaying pride in their own backgrounds and respect for others'. They engage in serving the community, showcase innovation, and actively promote sustainability.

Teachers at the school demonstrate good subject knowledge and an understanding of how students learn best. However, the overall quality of teaching is inconsistent. While some teachers adapt their teaching to meet individual needs, more capable students are not consistently challenged. Critical thinking and independent learning need further improvement. Assessment data is being used to modify teaching and track student progress. Opportunities for self and peer assessment are being developed.

The school, led by a qualified senior team, prioritizes well-being with clear policies and effective implementation. Systematic data collection includes stakeholder surveys and peer feedback. Student input significantly shapes the promotion of well-being, with regular communication benefiting parents. Staff receive supportive induction and training, though personalized support could be expanded. Curriculum initiatives promote student well-being, resulting in increased independence and higher engagement, resilience, and character development.

The school's leadership, including governors and senior staff, prioritize creating an inclusive environment, particularly for students with special educational needs. The senior leadership team, well-qualified in their roles, consistently implements policies designed to support these students effectively, facilitated by appropriate resources such as specialized learning environments and sensory rooms. Communication with parents is maintained to ensure they are informed and involved in the adaptation of the curriculum to meet their children's unique needs.

The school leadership prioritizes academic success, inclusive education, and stakeholder well-being. Recently deployed instructional leaders focus on teaching methodologies but not student outcomes. Self-evaluation lacks rigor, with improvement plans emphasizing completion over outcomes. Parental, staff, and student perspectives inform governance, but data underutilized for challenging leadership. Effective communication of routines aids punctuality. Teacher qualifications vary, and some struggle with effective curriculum delivery. Renovation enhances learning environment, yet crowded classrooms challenge effective teaching.