The National Charity School for Boys

Students, in both cycles, demonstrate high level of achievements in Islamic Education and Arabic. In other subjects, and in both cycles, students have the same level of achievements in mathematics, science, and English. Progress of students in both cycles is better in Arabic and Islamic than any other subject area.

Students are well-behaved and respectful to adults. Most students show a strong understanding of how to be healthy and safe. Students have strong understanding of the impact of Islamic values and the significant role they play in influencing the UAE society. Students willingly undertake responsible roles in the school such as being members of the Student Council and Health and Safety club. Students across the school have a mature understanding of environmental and sustainability issues.

Teachers generally know their subjects well and use a range of strategies to engage students in purposeful often enjoyable learning activities. Stronger teaching is more evident in Arabic, Islamic education and social studies. Teachers’ lessons adhere closely to the textbook. Few teachers use data sufficiently to plan differentiated learning tailored to the needs of individual and groups of students. Systems for gathering and analysing data are coherent.

Leaders ensure that all in the school community are more aware of the importance of well-being. Student-led assemblies share key messages on physical mental social and emotional health and emphasise personal responsibility. Widespread displays of student work reinforce these precepts. Assessment of well-being focuses more on behaviour and attendance than on evaluating mental social and emotional aspects. Practical improvement plans lack the context of an ambitious vision of optimum well-being for all.

Leaders recognise the importance of Inclusive Education. The school’s identification procedures benefit from external diagnostic expertise. All students of determination have individual educational plans (IEPs) appropriately, and sharply focussed on literacy and numeracy skills. Personal development goals do not yet feature in students’ IEPs, constraining their development of more independent learning. Inclusion staff engage well with parents in support of their child’s learning. Advance information on their child's learning experience, and regular updates on progress complement prompt response to any concerns.

The leadership team has a developing understanding of the UAE national priorities. Monitoring of teaching and learning needs to be focussed on students’ progress. Parents receive regular communication from the school related to behaviour and significant academic issues. The board sets the strategic direction of schools and provides support for staffing and resources. Insufficient resources, both in terms of quantity and quality, occasionally impacts students’ academic and personal development.