The International School of Choueifat (Branch)

High school students progress well in English, maths and science while in the KG the progress in English and maths is good, but remains only acceptable in science. Islamic education students' progress, in the elementary and middle school, is weak while acceptable in the high school. The attainment in Islamic education is acceptable across the school. Achievement in Arabic A is acceptable while in Arabic B is weak.

Students exhibit positive attitudes and behaviours. 'Shadow Teachers' instil self-reliance, teamwork, and responsibility. They show sensitivity to others, make wise health choices, and actively promote healthy lifestyles. Students understand Islamic values, Emirati heritage, and celebrate cultural events. They demonstrate strong service through volunteering and class roles. Social contribution is consistent. In KG, sustainability is taught through art and gardening, while later phases engage in conservation and recycling.

Most teachers demonstrate strong subject knowledge, particularly in High school. In the best lessons, open questions challenge students, fostering critical thinking. Positive teacher-student relationships exist, but teacher-dominated lessons limit independent learning opportunities. Students generally show positive attitudes, although some lack independent learning skills. Assessment processes link to the curriculum although teachers inconsistently use assessment well when lesson planning.

The school prioritises well-being, with leaders and governors to this cause. The well-being team successfully promotes effective policies, fostering a highly positive environment. Limited data collection informs responses to personal and emotional needs. Student voice is increasing, and responsibilities are widespread. Staff receive academic training, but wellbeing professional development lags. Positive relationships between staff and students create a caring community. The curriculum emphasises wellbeing opportunities, and student-led activities promote overall well-being.

Provision for students of determination has improved, involving outside specialists, but there is a need for additional teacher training to understand complex needs. Support inconsistency remains. Individual files and IEPs are detailed, but lack measurable points. Partnerships with parents are positive, but communication could enhance. The school is praised for expanding provision, but there is a mixed picture, with inconsistency in lessons and not all teachers adequately modifying teaching strategies.

The principal and senior leaders show commitment to SABIS values and increasingly towards the UAE National Agenda priorities. Middle leaders demonstrate potential but vary in addressing barriers. The self-evaluation process lacks rigour, limiting its effectiveness. The school improvement plan lacks detailed content and measurable targets. Governance lacks stakeholder representation. Effective day-to-day management is noted, but staff qualifications and development opportunities require improvement.