The Sheffield Private School

Students enjoy being at school and they increasingly take responsibility for their own learning. Students in the primary, secondary and post-16 phases use digital technologies well to enhance and support their learning experiences. Students are able to make clear connections between other areas of learning and can describe these links effectively. Many students are innovative and enterprising and in mathematics, they have developed sophisticated skills in problem-solving and critical thinking when engaged in investigative and practical projects

Throughout the school, students show positive and responsible attitudes and are self-reliant. Students respect each other and support each other through a number of well-being awareness initiatives. Students have a very secure understanding how Islamic values influences contemporary UAE society. Students demonstrate a strong work ethic, and students participate in a variety of activities that benefit the school and the local community. Students have a strong understanding of the world-wide need for conservation in their physical surroundings.

Most teachers possess strong subject knowledge, engaging students effectively in learning. Mathematics and science lessons frequently involve investigative work. A large majority of teachers enhance learning through technology, and formative assessments are well-integrated, allowing for personalised student activities. A common feedback policy offers clarity on learning progression.

Leadership for well-being at the school is driven by the principal and the responsible governor. Everyone is valued equally. Regular self-evaluation and reflection informs school actions and policy in the areas. The vision for a happy school is well established. Parents speak confidently about the impact of the teaching teams, who successfully nurture a classroom climate where well-being development is prioritised. Students have launched a well-being journal. Regular mindfulness and physical movement opportunities support good learning on a daily basis. Students appreciate this addition to their day and can talk about the benefits to their mental and physical health and well-being.

The principal and governors are committed to inclusive education and promote an inclusive ethos which is understood by the school community. Systems for identification of students of determination are thorough and inform the development of individual plans which provide effective support and interventions. Parents have confidence in the school and the work of the inclusion leaders. In lessons, teachers are aware of the needs of students of determination, making adjustments to their lesson planning and delivery. The caring ethos and supportive culture in classes promote student achievement and well-being.

The principal and senior leaders are committed to the school and promote a vison for the school which is shared by the whole school community. Most aspects of the day-to-day management of the school are efficiently organised and this helps to create a positive school atmosphere. Parents are very supportive of their school and the caring and safe learning environment which it creates for their children. The governing board meets regularly and members are involved in all areas of school life.