Sharjah American International Private School – Dubai

The majority of children in Kindergarten (KG) and Elementary exceed curriculum standards and make better than expected progress in math, English, and science. This applies to Islamic education and Arabic in Elementary and High. Students in Elementary and High school perform better in Arabic and English then students in Middle. In High, the large majority of students are above curriculum standards in science; and make better than expected progress in science and math.

Students show a responsible and positive attitude towards their school and learning. They are self-disciplined and empathetic. Students have a clear knowledge and understanding of Islamic values and how they influence life in the UAE. They particularly relate to values of tolerance, charity, and responsibility towards their community. Most students are ambitious, work hard and value education. Students clearly understand the issues around sustainability and environmental awareness.

Teachers employ varied strategies for active student engagement. In High, dynamic teaching in mathematics, English, and science ensures student diligence and engagement. In Middle and Elementary, the teaching pace sometimes lags. Teachers are aware of their students' strengths and weaknesses. Assessment processes are mostly clear and concise, with data used by many teachers in lesson planning to address individual needs, though differentiation can be variable. The curriculum is broad and balanced, offering quality academic and scientific opportunities across all phases. A wide range of courses, including electives, extend and enhance learning. Cross-curricular links and real-world connections are strong throughout. Curriculum adaptations based on assessment information aim to close learning gaps and improve outcomes.

High levels of community well-being is a strategic goal for the school, underpinned by leadership commitment and a comprehensive action plan. The school promotes well-being-focused learning by integrating a socialemotional learning programme. Teachers cultivate positive learning environments, attentively listening and responding to students' well-being needs. Students show a deep understanding of their own and others' wellbeing, reflecting the effective cultivation of empathy and self-awareness. Professional development is pivotal, equipping staff with the skills to sustain and embed well-being throughout the curriculum.

The principal and the governors enable an inclusive ethos which is evident throughout the school. Experienced senior leaders implement the effective inclusive education policy.The three SEND co-ordinators endeavour to work closely with parents by developing communication links and encouraging parents to be involved in the school. Teachers welcome students of determination and collaborate with the inclusion team to develop and implement appropriate support. Parents are invited to attend meetings, to contribute to their children’s education plans and to discuss their progress.

School leaders are dedicated and committed to UAE national priorities. This is reflected in their strategic plans and their communication with parents and staff. The school identifies its priorities well through a comprehensive process of analysing internal and external data. Parents are highly supportive of the school. They are regularly consulted about different aspects of school life. Members of the board bring in a range of expertise that is reflected in their support to the school. The premises and facilities provide a safe and stimulating environment.