The Indian Academy

In the primary, middle and secondary phases, students are achieving at an acceptable level in both Islamic education and Arabic, except for Arabic in the secondary phases where, even with improved progress, attainment remains weak. The children in Kindergarten (KG) achieve very good standards of both attainment and progress in English, mathematics and science. Attainment and progress in English, mathematics and science in the primary, middle and secondary phases are all at least good.

Across the school, students’ attitudes towards learning and to their peers and others result in excellent behaviour. Older students are particularly confident, sociable and collaborate well. Students are very knowledgeable and respectful of Emirati culture. Children in KG have a developing awareness of the features of Dubai society and culture. Older students discuss, in depth, the heritage and customs of the UAE through the ages. They also learn about important aspects of their own and other world cultures.

The school's teaching quality is generally good, with education in KG being particularly strong. However, there remains a lot of inconsistency in standards across subjects and classes. Teachers are knowledgeable and many provide appropriate support to diverse student needs. The curriculum aligns with CBSE objectives and incorporates best practices from the Early Years Framework for KG. It offers a rich, interdisciplinary learning experience and promotes vocabulary development through guided reading and writing programs.

Leaders and other staff meticulously plan for the promotion of well-being across the school community. Parents, students, and stakeholders can offer feedback on well-being matters. The student-focused well-being policy sets and achieves high aims. Students consistently express feeling safe, valued, and well-supported. They exhibit politeness, care, and actively contribute to the well-being of their peers and staff.

The school's leadership actively promotes inclusivity, celebrating diversity and welcoming students of determination. A well-qualified and trained inclusion team provides support, ensuring these students engage in appropriately challenging learning activities. Parents express contentment with the provisions, noting the growth in their children's confidence and regular progress reports. This reflects the school's success in addressing individual needs, nurturing student growth, and keeping parents well-informed.

An enthusiastic and knowledgeable principal leads well with the support of a committed leadership team and a highly engaged and supportive governing body. They hold a clear understanding of critical areas for improvement. While regular monitoring of teaching and learning occurs, this is not always accurate. Teachers are provided with ongoing professional development opportunities. Additionally, the governors have improved facilities and resources over the past year; further improvements would enhance provision.