Apple International School
Executive Summary
The overall quality of education provided by Apple International School is Good for the 2023-2024 academic year. Students are enthusiastic, demonstrate positive attitudes towards learning, and effectively collaborate, communicating their learning clearly. The use of digital technologies has been effective, particularly in mathematics, contributing to generally Good attainment and progress.
Teachers consistently apply their knowledge to create engaging classrooms, fostering positive interactions and student engagement. Comprehensive internal assessment systems are used effectively to inform teaching. The curriculum in Secondary and Post-16 has been extended to offer a wider range of academic options and community service opportunities, with meaningful cross-curricular links in the Foundation Stage.
The school maintains well-defined child protection and safeguarding policies, ensuring a safe environment where students feel secure due to positive and caring relationships with staff. Leadership, including the principal and senior/middle leaders, provides effective management, promoting a welcoming and positive learning culture, with strong parental support.
Overall School Performance
Outstanding
Very Good
Good
Acceptable
Weak
Very Weak
Apple International School Overall Rating
Good for 6+ consecutive years
Dubai Focus Areas
These three pillars represent the Dubai education authority's priorities: ensuring inclusive practices, prioritizing student wellbeing, and meeting UAE National Agenda targets.
Apple International School fosters an inclusive ethos with robust policies for admissions and enrolments, supported by experienced inclusion leaders. Student needs are swiftly identified using effective assessment tools, informing a graduated approach to interventions. Strong partnerships with parents contribute positively to Individual Education Plans (IEPs), though academic support for students of determination, especially those with the highest needs, can be variable. inclusive ethoseffective assessment toolspartnerships with parentsIndividual Education Plans (IEPs)students of determination
Wellbeing is a very high priority at Apple International School, with leaders ensuring a deep sense of belonging among students. Policies are well-developed, and stakeholders feel valued, with the student council and governing board producing initiatives that positively impact student wellbeing. A whole-school culture, enriched by many events and experiences, helps students learn self-regulation and provides high-quality guidance and support from counselling teams. wellbeingdeep sense of belongingstudent councilwellbeing ‘buddy’ systemcounselling teams
The school demonstrates very good achievement in international and benchmark assessments, with leaders effectively using report information for planning and addressing learning gaps. While PIRLS 2021 results showed a drop from 2016, the school is performing above the PIRLS centre point at a high international benchmark level. Reading literacy development is prioritized through interventions, and teachers show a good understanding of students’ literacy needs, with Emirati students performing as well as others. International AssessmentPIRLSreading literacyEmirati studentsNational Agenda Parameter
Key Highlights
Standout achievements identified by the inspection team that distinguish this school.
Respect for UAE Culture
Students demonstrate strong respect for, and knowledge of, the culture and traditions of the UAE.
High Quality Care
The school provides a high quality of care, guidance, and support to all students.
Positive Relationships
There are positive relationships fostered between students and teachers across the school.
Health and Safety
The quality of policies and procedures ensures the health and safety of students and staff members.
Commitment to Improvement
Leaders show a strong commitment to continuous school improvement.
Academic Performance Breakdown
Attainment and progress are generally good across the school, with specific strengths in Foundation Stage and Primary science. However, attainment in Arabic is acceptable across most phases, and Post-16 attainment in English, mathematics, and science is acceptable. Islamic Education in Post-16 shows improved attainment.
Leadership & Management
Effectiveness of school governance, strategic planning, and leadership capacity to drive continuous improvement.
Leadership Approach
The principal, senior, and middle leaders provide effective management, fostering a welcoming and positive learning culture within the large school community. They demonstrate a strong commitment to school improvement, using efficient systems for self-evaluation and addressing previous recommendations. Leaders have successfully managed the integration of a significant number of additional students and teachers, maintaining positive morale and strong relationships throughout the school.
Inspection Findings
Students' Outcomes
Students are enthusiastic, demonstrate positive attitudes towards learning, and collaborate effectively. Attainment and progress are generally good across the school, with digital technologies effectively used to consolidate learning, particularly in mathematics. However, attainment in Arabic is acceptable in most phases, and Post-16 attainment in English, mathematics, and science is acceptable.
Personal Development
Students display very positive attitudes, courteous relationships, and a strong awareness of safe and healthy lifestyles. They show strong respect for UAE culture and traditions, and participate willingly in activities that benefit the school and wider community. In Secondary and Post-16, students exhibit outstanding personal development and social responsibility.
Teaching Quality
Teachers consistently apply their knowledge of how students learn, creating interesting and engaging classrooms with very positive interactions. Comprehensive internal assessment systems are used effectively to inform teaching, with data carefully analysed. However, consistency in teaching strategies and appropriate challenge for all abilities, particularly students of determination and higher ability students, varies.
Protection & Care
The school has well-defined child protection and safeguarding policies, with effective arrangements ensuring student safety. Students feel cared for and valued, with positive relationships with staff and effective behaviour management systems. Healthy living is embedded across all phases, and students of determination receive good care and support, though academic support for this group can be variable.
Areas for Development
- •Ensure that teaching strategies and learning activities reflect an appropriate level of challenge for students of all abilities.
- •Ensure that the quality of teaching is consistent across the school.
- •Raise attainment levels in Post-16, and throughout in Arabic.
- •Improve attendance and punctuality.
- •Strengthen the focus on reading literacy in order to have a greater impact on students’ progress.
- •Improve the analysis of wellbeing data for more targeted development.
- •Improve students' ability to apply Tajweed rules in reading from the Holy Qur’an and improve their fluency and accuracy.
- •Develop teaching approaches that engage students in more active and purposeful learning activities, and improve students’ skills in creative and guided writing across all phases, as well as their speaking skills using standard Arabic.
- •Extend opportunities for students in Secondary and Post-16 to write in a greater variety of styles, and increase the quality of writing and presentation of students’ written work in all phases.
- •Raise students' attainment levels in all external examinations and improve numeracy and mental mathematics skills in the primary phase.
- •Improve laboratory skills to help to deepen students’ understanding of scientific concepts and improve achievement levels in external examinations.
- •Enhance opportunities for students to make connections between their learning and everyday life, and provide more opportunities for students to engage in critical thinking and problem-solving activities in all lessons.
- •Ensure that curricular adaptations and interventions are successfully implemented in Post-16, and that curriculum reviews are focused on delivering very good provision in all subjects.
- •Ensure high levels of academic progress for students of determination by providing appropriate support in lessons, and review arrangements for circulation within the FS block.
- •Monitor the implementation of students’ IEPs to ensure that they are delivered consistently, and track individual targets for students of determination on a more regular basis.