South View School

Children in the FS demonstrate very good progress and good attainment. Primary students outcomes are stronger than in the upper phases. Students have shown improved achievement in MoE subjects, and primary students’ progress is now good. There has been improvement in Arabic as an additional language where students' achievement is now acceptable. In English, secondary attainment is acceptable while very good in the primary phase. Primary students’ progress in mathematics is very good and remained good in science.

Students across all levels exhibit excellent behaviour and attitudes fostering a strong relationship with staff. They display a good understanding of Islamic values and cultural diversity in the UAE, though their knowledge of other cultures requires improvement. Students demonstrate a strong sense of community responsibility, engaging in various roles and volunteering initiatives. There is a positive work ethic, with students involved in innovative projects. Sustainability awareness is strong. Post 16 students initiatives are limited.

Teaching demonstrates strength in FS, where teachers understand early childhood learning well. Across phases, most teachers display secure subject knowledge, facilitating accurate teaching and effective questioning. While lesson planning is generally effective, there is occasional over-direction hindering independent learning. Learning skills show improvement. Assessment practices vary, requiring more consistency, particularly in aligning internal and external assessments. Constructive feedback on students' written work needs enhancement.

The school prioritises well-being in its ethos, with a skilled leadership team consistently reviewing and implementing effective well-being policies. Stakeholder engagement is strong. A specialist team provides high levels of care, and student involvement in various well-being roles impacts positively. The whole-school approach, including in-class activities and extra-curricular opportunities, enhances students' social skills and resilience. Overall, the commitment to well-being positively influences the entire school community.

The school emphasises inclusion, led by a dedicated team implementing a supportive policy. Entry assessments address barriers to learning, guiding modifications in provision planning. Effective collaboration between the inclusion team and class teachers improves student outcomes. There is robust communication with parents. Supportive classrooms cater to individual needs, with thoughtful differentiation in best lessons ensuring engagement and appropriate challenges. Inclusive assessment procedures accurately measure student progress, leading in the best lessons to better-than-expected outcomes in acquiring knowledge and skills.

Well led by the principal, the school establishes a strategic vision for student outcomes, well-being, and inclusion. While leadership capacity is evolving, there is a need for some improvement, particularly in upper phases. The school's selfevaluation is systematic but lacks accuracy. The improvement plans lack quantifiable targets, though some recommendations from the previous inspection have been addressed. Governance is inclusive, but members have limited input into self-evaluation. The school, well-managed by the principal, invests in facilities and staff development.