The Winchester School - DUBAI BRANCH

Students' achievement is outstanding in the Foundation Stage (FS), the post-16 phase and in science. They do well in English and mathematics and the wider curriculum and for most groups of students. Students make very good progress in Arabic as a first language, as additional language and in Islamic education. However, attainment in Arabic as first language in the secondary, and in Arabic as additional language across the 2 phases is good.

Students across all phases exhibit positive attitudes, self-discipline, and empathy, fostering respect for peers and staff. They prioritise safety, healthy living, and punctuality, understanding the benefits to their wellbeing and achievements. All appreciate Islamic values and Emirati culture, actively participating in cultural celebrations. Student leadership is a key feature, with a strong sense of empathy and opportunities for innovation and entrepreneurship. Environmental awareness is evident, with students leading effective sustainability campaigns locally and globally

Teaching quality at the school is generally very good, with exceptional performance in the Foundation Stage (FS) and post-16 phases. Most teachers display a strong grasp of their subjects, offering engaging and motivational lessons. While questioning techniques are effective overall, there are some inconsistencies in the lower primary and lower secondary phases that impact the achievement of planned learning outcomes. The application of assessment data within lessons needs to be more consistent to ensure success for all student groups.

Well-being is highly prioritized at the school, seamlessly woven into registration, assemblies, and classroom lessons. The school provides numerous opportunities for student leadership and expertise sharing, which boosts students' confidence and fosters awareness of healthy lifestyles and safe relationships. Despite this strong emphasis on wellbeing, there is a lack of uniformity in its implementation across the school, affecting its overall effectiveness.

The inclusion department shows strong leadership, ensuring a supportive environment for students with special needs. They employ a clear identification and intervention process, individual education plans, and effective communication with parents. Training for mainstream teachers and diverse learning pathways have been introduced. Most students make positive progress. Alternative educational pathways are available. The implementation of the IEPs in mainstream classes is yet to be consistent.

The school's leadership is strong, with a clear vision for student success and a positive culture. However, leadership should improve its capacity for proactive planning. The SEF process is thorough, but the development plan requires specific, measurable goals. Parent involvement is excellent. Governance is effective and daily operations run smoothly. Overcrowded classrooms and a need for customised staff development, particularly in lower primary and lower secondary sections, are areas for improvement.