Star International School

Students' progress in Foundation Stage (FS) and in English, mathematics and science in the secondary phase is very good. It is typically good in the primary and post-16 phases, except in Arabic as additional language where their achievement it is not as strong. Attainment is good in English, mathematics and science, and very good in English in the secondary phase.

Students show significant personal development, making healthy lifestyle choices and valuing exercise. Their high attendance and punctuality boost achievement. They understand Islamic values, actively participating in cultural events. While committed to voluntary work and showing a strong work ethic, entrepreneurial skills and independence are areas for development. Their environmental awareness is highlighted in sustainability projects.

In secondary, teaching excels with teachers' deep subject knowledge fostering independent learning, while in Foundation Stage (FS), play-based learning effectively enhances development. Across phases, engaging questioning techniques are used, with secondary focusing on developing critical thinking. Arabic teaching, however, lacks high expectations. Lessons vary in quality, notably in primary, and need to integrate knowledge better with the wider world and digital literacy.

Leaders in the school nurture well-being as a priority. Students actively participate in shaping the well-being vision, although a more structured approach to teaching and assessing these principles is necessary. Staff induction is thoughtful, but integrating well-being into the curriculum needs enhancement. The staff, feeling valued, offer compassionate support and regularly celebrate student successes. However, there is a need for more systematic well-being education and a broader range of extracurricular activities to deepen students' understanding.

The school is effective in supporting students of determination with low-level needs through ongoing special education training for staff. Strong parent-school collaboration is facilitated by online progress tracking. Teachers effectively use assessment data for targeted lesson planning and implement Individual Education Plans (IEPs). Students of all needs collaborate well, supported by learning assistants. While students with IEPs show strong progress, improving IEP precision and ensuring consistent curriculum adaptation across the school would enhance overall progress.

School leaders prioritise the UAE agenda, emphasising care and inclusion. Effective communication boosts staff morale. Middle leaders show curriculum knowledge but must address barriers, especially in the primary section. The school commits to self-evaluation but teaching monitoring is not sufficiently rigorous. Active parent engagement needs expanded partnerships. Governance lacks formalised roles, needing wider representation and training. The leadership team ensures a favourable environment, emphasising bespoke teacher training and facility updates for a better learning experience.