The Indian High School-Branch

Children in kindergarten have a very good understanding of science. Primary students taking Islamic education are making good progress. This is not case in Arabic where progress remains just acceptable. The performance of students in English, mathematics, and science has declined a little over the year. Where students of determination have personalised learning plans they make good progress.

Student behaviour is excellent. Several well-being initiatives and assemblies are used to reinforce the importance of courtesy and kindness. Students across the school have an outstanding work ethic. .A deep understanding and appreciation of Islamic values is seen in classrooms. Posters and displays of student work are seen across the school. Students appreciate opportunities to initiate their own projects, including when planning cultural awareness activities.

In both phases, teachers have good subject knowledge . Interactions between students and teachers are respectful and positive across all grades. Kindergarten teachers take account of the needs of all children in their class. The school's assessment processes are appropriately linked to CBSE curriculum standards. Teachers in kindergarten use valid data that tracks the progress of individual children accurately. In the primary phase, the effectiveness of teachers’ use of assessment to measure progress is not as strong.

In this school, we see a strong dedication to promoting student well-being. Teachers in kindergarten conduct daily well-being activities to foster a highly positive classroom atmosphere. Staff also motivate all students to think about supporting the well-being of their peers as well as that of the local community, through fundraising and participation in cultural and family events. Students mention how school well-being activities had reduced their anxiety levels.

The inclusion team work diligently to ensure the needs of students of determination are identified accurately and early. The team use formal and informal assessments to identify individual social, emotional or academic needs. External specialists support this identification. Home-school communication is viewed as very important for parents and their teachers. Parents report being regularly informed of their child’s progress through formal and informal means. Welcoming, supportive classrooms are the norm, promoting welcoming and engaging activities for all students.

The principal and senior leaders prioritise school community safety and well-being. Parents note that staff promptly address their concerns and seek their input when considering new strategies. However, leadership lacks consistency in evaluating teaching and learning effectiveness. Governors generously support the school with resources and academic aid. Primary phase students would benefit from modern science and math resources.