The Central School

Students have continued to do well in Islamic Education and English since the school was last inspected. The principal and senior leaders work hard to make sure students do as well in other subjects, and levels of achievement are just beginning to rise. Some of the heads of department are very new to the school and they have not yet had time to make their mark on students' attainment and progress.

Students' personal and social development are notable strengths and they are proud of their school. They are self-disciplined, respectful towards adults and other students, and they are polite to visitors and interested in talking to them. Students are sensitive to the needs and differences of others and consistently help in lessons and during breaks. Students are fully aware of how to live a healthy lifestyle, both physically and mentally. They take part in a variety of physical exercises and activities.

Teaching quality at the school is generally strong, with minimal instances of weaker teaching and a solid foundation of effective teaching. The secondary phase sets a high standard, and English lessons across the school consistently meet expectations. However, in Arabic classes, teaching quality can sometimes be disappointing, impacting students' achievements. Kindergarten (KG) teachers effectively assess and plan activities to foster independent learning, but in other school phases, assessment practices require further refinement to ensure students can engage effectively with challenging lessons and make accelerated progress.

The genuine sense of well-being at this school is cultivated under the leadership of the principal. His vision of creating a joyful learning environment where all individuals flourish is supported by the governing body, staff, students, and parents. Student ambassadors appreciate his warmth and approachability. Parents entrust their children to the school, confident in the assurance that their well-being will be prioritised. Students can eloquently articulate the positive impacts on their mental and physical health.

The principal and senior leaders have developed systems to identify students’ different learning needs when they join the school. The school makes sure that each student has an individual education plans so that lesson may be shaped to take account of their needs. The school has developed supportive partnerships with parents, particularly in KG. Parents feel involved in their children’s education. At times, some teachers do not match tasks well with the abilities of gifted and talented students and students of determination.

The principal knows what needs to happen for the school to improve. Most of the senior team have been appointed recently and they have already put some useful systems in place which help the school to run smoothly. Leaders visit lessons regularly to check how good teaching and learning are, but some are too generous in their view of teaching. The plans that leaders have written to improve the school do not have the attainment and progress of students as their driving force.