Sunmarke School

Foundation Stage (FS) children develop skills in independent and collaborative learning. Older students’ academic outcomes have improved in most core subjects, except in Arabic as a first language. The greatest improvement is in Post 16 English, but all students with English as an additional language make rapid progress, soon engaging with the mainstream curriculum. Students all develop very good learning skills but are not sufficiently independent or investigative.

Students exhibit a strong sense of accountability and independence. They interact with maturity and confidence. They are enthusiastic learners. They understand the UAE leaders’ plans for development of the Emirates and respect the tenets of Islam. They participate in community projects, readily adopting leadership roles. They have a well-developed sense of conservation and sustainability, initiating innovative projects themselves.

Foundation Stage teachers excel in engaging children in learning, though this high level of teaching is not as consistent in other phases. The most effective teaching practices encourage collaboration and independent learning, underpinned by high expectations to drive progress. While assessment informs differentiated planning and incisive questioning, there is a lack of emphasis on problem-solving and research. Marking and feedback are increasingly contributing to student work improvement, yet this approach varies across the school.

The clear vision is based on the Positive Education programme. A wellqualified team ensure effective provision and outcomes. Staff and Governors are committed to wellbeing, but approaches are not aligned with the KHDA framework. Initiatives include providing support for students relatively new to learning English, and alternative pathways for older students of determination. Staff wellbeing empowers them in a supportive environment. Students are taught resilience and how to talk about feelings.

There is a very inclusive ethos. High-quality premises and resources are used to meet the needs of students of determination. Accurate assessment identifies specific needs, informs planning and tracking shows progress towards targets. Specialist staff provide some support. Parents are involved as partners in their children’s educational programmes. Lesson planning ensures students of determination are engaged in meaningful learning.

The leaders share a strategic direction of inclusion and wellbeing. Phases are linked cohesively. Self-evaluation ensures robust understanding of priorities. There are positive links with parents and the local community. National and international links are being reforged since Covid-19. The passionate owners and committed governors hold leaders to account. The focus on English acquisition on entry and alternative pathways for older students is manifestation of the vision.