The International School of Choueifat

Students’ progress in Islamic is now acceptable across the school. The achievement of students in Arabic as a first language remains acceptable. Primary students improved English achievement to good while standards in the high school have fallen to good. In mathematics and science students’ progress in the high school has been maintained at very good. The learning skills in the middle and high school is good while acceptable in the lower two phases.

Students behave well and are responsible and mature; they show respect towards their culture, staff and peers. Universal Islamic values guide their decisions and actions. Expanding leadership opportunities equip them for future roles such as the opportunities in the SLO, while exploring diverse cultures broadens their perspectives. Personalised learning experiences empower them to become independent, engaged learners and global citizens. Most students are aware of environmental and sustainability issues, particularly in the high school.

Teaching quality varies across the school. High-phase teachers have strong subject knowledge but occasionally fail to use assessment data effectively for lesson planning, impacting their ability to meet individual student needs. Upper-phase teachers use engaging questioning techniques, while KG-level questioning and expectations lack consistency. However, positive teacher-student relationships are maintained across levels. Middle and high school students show responsibility, critical thinking, and technology skills, though improving assessment data use is essential for diverse lesson planning. The curriculum aligns with UAE's vision and educational standards, offering multiple pathways for seniors but needs more frequent reviews, especially in KG science learning and curriculum flexibility. The English G12 curriculum now promotes reading for pleasure. Extracurricular activities are extensive and culturally relevant, but integrating innovation and enterprise skills in lessons could be improved.

The school fosters a positive well-being environment through respectful interactions, settled learning, and implementing robust support systems. Students feel cared for, staff express happiness, and parents report satisfaction. Well-being leaders and a champion facilitate connections, while emerging leaders are nurtured through the prefect and class leader system. The well-being curriculum includes mindfulness, affirmations, and healthy messaging, contributing to a positive school fabric across all age groups.

The school is making strides in adhering to statutory requirements for inclusion, utilising Individual Education Plans (IEPs) and a referral system. However, there's room for improvement in the identification process, as none of the SoDs are placed at Level 3. The school needs to align stated needs with KHDA standard categories and involve parents more actively. Inclusion leaders needs to encourage inclusive learning in the classrooms.

School leaders align with SABIS and UAE priorities, fostering positive morale. While instructional methods excel, limited exposure to external practices poses challenges. The self-evaluation system lacks accuracy, and inconsistent pursuit of recommendations hinders progress. Parental involvement efforts face challenges, and governance needs diverse representation. Daily management is effective, but some members of staff lack qualifications in key areas, and facility limitations hinder teaching and learning.