Springdales School

Because of generally stronger teaching, students typically make very good progress inboth the Kindergarten and primary phase, Attainment and progress are less secure in the middle phase. In Secondary, students' progress is very good in English, mathematics and science. Student achievement is beginning to improve in Islamic education and Arabic but this remains inconsistent across the phases. Across the school, students have very good learning skills and they are taking greater responsibility for their learning.

Students demonstrate positive and responsible attitudes. They are highly self disciplined and extremely motivated to learn. Interactions are respectful and supportive. Students have a clear understanding of Islamic values, an awareness of Emirati culture and a good knowledge of their own and other cultures. They mostly make healthy lifestyle choices. Students are responsible members of the school and local community. They care for their school and its environment.

Teachers mostly demonstrate very strong subject knowledge and use a range of teaching methods to engage students. Teachers know their students well and relationships are strong and supportive. However, some lessons are over planned with insufficient attention sometimes given to subject specific skills. Marking and feedback is regular and detailed. Assessment is coherent, consistent and used effectively. Assessment in the middle phase is not so strong or consistent.

Optimising well-being lies at the heart of everything that is done at Springdales. Students receive the care and guidance they need. Appreciation initiatives and reward systems form a backdrop to the school’s approach to optimising well-being. Students feel valued, supported and safe; they are actively involved in their own education journey and take responsibility for their own well-being.

The school’s inclusion policy says students are welcome and valued and that their learning journey will be supported and nurtured by the school. Provision for students of determination is organised and effectively modified in response to their academic and personal needs. Targeted support ensures that students are actively engaged with their peers in a range of learning activities, including collaboration and enquiry.

A strong principal and his senior leaders, supported b very strong governance, deliver a securely good school, with very many excellent features; one which is rapidly improving. Through effective self-evaluation, leaders have a clear understanding of their school although improvement plans are not yet fully embedded. Parents are strongly supportive of the school. They value the facilities and resources available. Staff are very well deployed to ensure the best possible educational experience for students.