The Westminster School - DUBAI BRANCH

Children in Foundation Stage make very good progress in mathematics and rapidly develop their age-appropriate range of learning skills. In the post-16 phase, students now make very good progress in Arabic and in mathematics, as well as in most core subject areas. Students across all phases collaborate constructively when completing tasks. Students are generally confident and happy to contribute to debates and discussions.

Throughout the school, students behave very well and show a positive attitude towards their learning. Across all phases, students demonstrate an excellent understanding and appreciation of Islamic values and students show respect for, and knowledge of, UAE culture and heritage. Students are very aware of the needs of those less fortunate than themselves and contribute to school initiatives which raise funds for a range of international and local community initiatives.

Teaching is strong across all phases. Teachers’ consistent approach to planning enables students to build on their prior learning. Questioning is typically used effectively to check understanding and develop critical thinking in most subjects. Across all phases, the school has developed internal assessment processes that enable school leaders to accurately selfevaluate.

Students make a very positive contribution to the well-being climate in school. Staff and teachers are listened to and feel valued. Initiative that promotes well-being raise morale for all in the community. Well-being is a priority that underpins the ethos, climate and culture right across the school. Leaders and teachers actively model good well-being practice and policies are comprehensive and effectively applied. Students and their parents report a strong sense of belonging at their school.

School leaders promote inclusion and regular reviews take place at all levels. Assessment tools and teacher referrals ensure accurate identification of students of determination and students with special gifts and talents. Barriers to learning are aligned with KHDA standards, and progress is tracked against students' targets. Leaders promote parental engagement through regular communications regarding their child's progress, linked to their child's Individual Education Plan (IEP) goals. Curriculum modifications promote achievement and effective interventions foster confidence and resilience.

The principal, together with senior and middle leadership teams, provide effective management and leadership for the school. They promote a positive and supportive learning context and culture within their large school community. Communication with stakeholders is very effective and parents feel that they have a real voice in their school. The Local Advisory Board acts as a constructive, critical friend for the school.