The School of Research Science

Students’ attainment and progress in Islamic Education and Arabic are consistently strong. Students’ progress in Foundation Stage (FS) and Post -16 phases is better than in the Primary and Secondary phases. In external exams secondary and post 16 students achieve well. However, there are still gaps in their knowledge and skills particularly in English in the primary school. In mathematics primary students achievement has improved.

Students feel safe and valued by teachers in a supportive environment where they can seek help. Most display positive attitudes and self-discipline, though some boys in Secondary show exceptions. Relationships between students and staff are friendly, respectful, especially towards students of determination. Students engage in physical activities responsibly, but punctuality issues exist. They demonstrate personal responsibility and commitment to school ethos, participating in various activities, including entrepreneurial projects and environmental initiatives.

Teaching excels in Islamic Education, Arabic as First and Second Language, and the Foundation Stage through Post-16 levels. Teachers demonstrate strong subject knowledge, though interactions vary. Strategies like differentiation are inconsistently applied, hindering student engagement and critical thinking development. Assessment practices are generally secure, but response quality to student work varies. Encouraging student self-assessment and reflection is advocated, alongside data-driven curriculum planning for personalised learning.

Senior leaders prioritise integrating well-being into school life, with policies supporting staff, students, and parents. Well-being indicators are included in self-evaluation processes. Feedback informs personalised support for students. Student suggestions drive adjustments to meet their needs. Prompt support for students and families is valued by parents. Staff appreciate leaders' commitment to their well-being. Well-being initiatives cater to all students, with a trained counselling team offering support. Positive classroom environments contribute to overall well-being.

Senior leaders and governors prioritise inclusivity, led by a highly qualified inclusion lead. Extensive resources ensure consistent high-quality inclusive practice. Rigorous identification procedures and individualised plans support tailored teaching. Parents are active partners, appreciating the school's commitment. The personalised learning centre provides very effective individual support. Supportive environments empower learners, with effective individual support leading to better-than-expected outcomes in learning and personal development.

Senior leaders prioritise UAE national priorities, emphasising Emirati and Islamic values, academic achievement, and inclusive learning. Systematic self-evaluation identifies strengths but lacks detailed analyses for different student groups. Governance members priorities input from stakeholders but there is a conflict of interest in their roles. Day-to-day operations are efficient, although punctuality remains a concern. Staff receive regular professional development but require tailored support. The school environment promotes learning with high-quality resources and facilities.