Vernus International Primary School

Attainment in English, mathematics, and science attainment in KG and Elementary is acceptable. Progress in English for both KG and Elementary is good, while progress in mathematics and science is acceptable. Students' progress in Islamic Education and Arabic is acceptable. However, attainment is weak in Islamic education and Arabic as a first language, and acceptable in Arabic as an additional language. Learning skills across the school are acceptable.

Students behave very well and generally have a positive attitude towards learning. They enjoy mutually positive relationships with staff and peers and show an understanding of how to keep themselves safe and healthy. While they value diversity and UAE culture, their understanding of UAE Islamic values is limited. Students across the school possess environmental awareness, leadership qualities, and initiate innovative projects.

Teachers possess secure subject knowledge but often overlook the use of assessment data in lesson planning. In Kindergarten (KG), play-based learning is well implemented, yet in Elementary levels, there's a scarcity of chances for students to take on responsibility. Assessment methods are uniform in KG but vary in Elementary. Although the school compares its performance against curriculum standards, senior leaders do not fully leverage this insight for tracking student progress, and the approach to marking and feedback lacks uniformity.

Governors and school leaders recognize the importance of well-being, yet there is an absence of a unified vision that is fully endorsed by all involved. Although they gather useful data on well-being, there is a lack of in-depth analysis needed to effectively prioritise initiatives. Professional development initiatives show promise, but their impact is somewhat diminished by frequent staff changes. Students appreciate the accessibility of staff, the variety of extracurricular activities, and the opportunities for trips.

The school demonstrates a strong commitment to inclusive education, evidenced by a qualified team led by an experienced head of inclusion. While early identification of students' needs is effective, systems for identifying gifted and talented learners are not as robust. Collaboration with parents is encouraged through shared training sessions, yet the quality of individual education plans varies. Curriculum modifications support student learning, but there is room for improvement in tracking progress and ensuring consistent challenge in lessons.

The school's leadership prioritises UAE priorities and fosters inclusivity. Teaching, learning and assessment understanding of staff is adequate. They are maintaining positive professional relationships and acknowledge areas for improvement and working on them is work in progress. Self-evaluation and improvement planning lack accuracy and specificity. Parent involvement is encouraged and valued, with clear communication channels. Governance supports the school's further improvement and is committed to develop staff professionally and resources further. Facilities generally support a good learning environment.