The Indian International School – Dubai Silicon Oasis

Secondary students are skilled learners and continue to make very good progress in English, mathematics and science. Islamic education has improved this year. Arabic remains challenging in Middle and Secondary and teachers should have higher expectations of what students can do. Primary mathematics requires attention and better use of assessment would improve matters. In Primary and Middle, the good levels of attainment and progress have been sustained across English mathematics and science.

Students’ commendable behaviour is a strength of the school. They are self-disciplined and demonstrate very positive and responsible attitudes. Students' understanding and appreciation of the UAE heritage and culture is an additional strength. Students are proud of being part of the UAE. Perseverance and a commitment to succeed, fosters students' reliability and resilience. Students actively participate in projects and activities and student council members consistently work to develop ideas into projects.

Teachers demonstrate strong subject knowledge and effectively employ a variety of resources, including technology, to motivate their students. Assessment procedures spanning all phases prove highly effective, providing both leaders and teachers with an accurate portrayal of student progress. However, the utilisation of assessment data to inform planning remains less successful, primarily within the primary phase.

Senior leaders and members of the well-being department demonstrate a steadfast commitment to fostering a culture of well-being throughout the school. Notably, older students exhibit a strong sense of responsibility, actively nurturing the well-being of their younger peers. The school provides valuable opportunities for students to bolster their well-being by building self-assurance, fostering collaboration and, honing independent work skills. Students, in turn, experience a sense of security, maintain a positive outlook towards their school environment.

Leaders and teachers work hard to support students of determination to achieve highly both academically and personally. There are many examples of students achieving certificates, moving successfully into upper secondary. Students are promptly identified and supports put in place to help reduce barriers to learning. Communication levels are highly valued by parents. In lessons, teachers promote a positive classroom climate to enable students to build skills to manage their own well-being, progress, and character development.

A highly competent principal and strong leadership team ensures that the school continues to improve. Leaders are clear on priorities, including improving Arabic and teaching. The school follows a well-structured and orderly set of daily routines. Parents report how welcoming school is, and how readily and effectively concerns are managed. Governors provide regular personal support to leadership. New shaded areas were provided but resources to support reading must now be prioritised.