The Apple International Community School

Good quality, well-organised, well-resourced and a purposeful learning environment in the early years phase enables children to make good progress, in English and mathematics and in their personal development. In the primary phase, students attainment and progress in science is good, it is acceptable in the other key subjects. In the secondary phase, students' attainment and progress in Islamic Education and Arabic is acceptable, it is stronger in English, mathematics and science.

Children in early years demonstrate positive attitudes towards learning, they respond well to their teachers in lessons, and can talk confidently about the importance of the vegetable they are growing in their planting area. Students talk politely to each other and are courteous and welcoming to visitors. At times they become passive learners in the lessengaging lessons. They appreciate the diversity, safety and tolerance in the UAE and have a good overall work ethic.

The Early Years section buzzes with meaningful activities all day, with teaching being particularly strong in both Early Years and the Secondary phase. This strength stems from solid subject knowledge, effective assistance, and stimulating, precise questioning. These aspects are somewhat less noticeable in the Primary phase and within Arabic and Islamic Education, where methods to enhance students' critical thinking and problem-solving abilities are still evolving. In the Secondary phase, these strategies facilitate insightful discussions and foster self-directed learning. However, teachers don't always consistently utilise assessment data to pinpoint what students have retained, leading to some gaps in their knowledge and comprehension.

Well-being of students, staff and visitors is a high priority in the school. The school leadership have a clear vision and direction, and ensure that well-being is central to the schools mission. The school carries out regular reviews, monitoring and analysis of information from students, staff and parents and uses the information to develop and put into place well-being initiatives. Relationships between adults and students allows most students the opportunity to develop independence and confidence in their learning.

An inclusive ethos is evident in the school. There is a well-developed inclusion policy which ensures effective provision and outcomes for students of determination. Students’ needs are identified accurately and trained and qualified inclusion staff deliver relevant and supportive interventions. Parents are valued and well informed about their child’s education. Communication between the school and parents, is a priority. Most students are engaged in activities that provide appropriate challenge.

The senior leadership team work well together. They have a clear vision. There is a developing understanding of what high quality learning, and assessment look like. Middle leaders, who are new to their posts, are growing in their effectiveness. The governors use their varied expertise to help to improve the school. They ensure parents are informed about developments in the school as well as making sure high quality resources are available.