Cedar School
Executive Summary
Cedar School provides an Acceptable quality of education, as rated for the 2023-2024 academic year. The school follows the UK curriculum, with overall performance deemed acceptable across key areas.
Students' achievement in Islamic Education, English, mathematics, and science is mostly acceptable, with Good progress observed in English and mathematics in Primary. However, achievement in Arabic as a first language is weak, and attainment in Arabic as an additional language is also weak, though progress is acceptable. The curriculum is aligned with the National Curriculum for England (NCfE) and the Early Years Foundation Stage (EYFS) framework.
The school maintains strong safeguarding policies and has effective systems for identifying Students of Determination. While teachers generally plan engaging lessons, inconsistencies in classroom management and assessment alignment require improvement. The newly appointed leadership has a clear vision, but improvement plans are still being embedded and are yet to fully impact school performance.
Overall School Performance
Outstanding
Very Good
Good
Acceptable
Weak
Very Weak
Cedar School Overall Rating
Acceptable
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.
The school demonstrates a positive commitment to an inclusive learning environment, supported by an appropriately qualified head of inclusion and resources matched to students’ needs. Effective systems are in place for identifying students of determination, and partnerships with parents are strong. However, curriculum modification to meet the needs of students of determination is inconsistent, and Individual Education Plans (IEPs) are not always followed by all teachers. Students of DeterminationIEPsgifted and talented
The overall quality of wellbeing provision and outcome is acceptable. School leaders promote wellbeing principles and foster a supportive community, with wellbeing ambassadors conveying student opinions. Referral systems are effective, leading to general wellbeing improvements, and staff benefit from considerate induction and mentoring. However, parents and students are unclear about the school’s wellbeing provision, and curriculum modifications to include wellbeing themes are only partially established. wellbeing principleswellbeing ambassadorscurriculum enrichment
Overall school standards in the National Agenda Parameter (NAP) are acceptable. Progression in English, mathematics, and science in NAP benchmark tests is acceptable, but the progression of the Emirati cohort is weak. Leaders understand the alignment with international benchmarks and identified gaps, and the school has a good reading development plan to promote a culture of reading and support improvement. National Agenda Parameter (NAP)Emirati cohortreading literacy
Key Highlights
Standout achievements identified by the inspection team that distinguish this school.
Primary Academic Progress
Primary students demonstrate good progress in English and mathematics, indicating effective teaching strategies and learning activities in these core subjects at this phase.
Health & Safety
The school maintains strong health and safety arrangements, including robust child protection and safeguarding policies, ensuring a secure and well-maintained environment for all students.
Academic Performance Breakdown
Students' learning skills are acceptable across all phases. However, children in FS are overly reliant on teachers, and older students, particularly in upper Primary and Secondary, are sometimes passively engaged, limiting critical thinking and problem-solving.
Leadership & Management
Effectiveness of school governance, strategic planning, and leadership capacity to drive continuous improvement.
Leadership Approach
The leadership, under a recently appointed principal, has a clear vision for the school and is committed to inclusion, wellbeing, and the National Agenda. While self-evaluation processes are in place and governors are supportive of improvement plans, these plans are still in their early stages and have not yet fully impacted student outcomes. There is a need to stabilize staffing and enhance leaders' knowledge of the curriculum and effective teaching practices.
Inspection Findings
Students' Outcomes
Students' achievement is mostly acceptable in Islamic Education, English, mathematics, and science across all phases, with good progress in English and mathematics in Primary. However, achievement in Arabic as a first and additional language is weak. Students' learning skills are generally acceptable, though engagement can be passive in older years, limiting critical thinking and problem-solving.
Personal Development
Most students exhibit responsible attitudes, positive relationships, and a basic understanding of Islamic values and Emirati culture. They willingly take on leadership roles and engage in projects. However, behavior in lessons is inconsistent, and students' knowledge of world cultures and participation in environmental sustainability initiatives are developing and need further enhancement.
Teaching Quality
Teachers generally create positive learning environments and possess secure subject knowledge, with effective strategies for independent learning in Primary. However, classroom management is inconsistent, leading to student disengagement, particularly in older phases. Assessment processes are not always accurately aligned to curriculum standards or effectively used to inform teaching and learning, impacting progress.
Protection & Care
The school has strong safeguarding policies, a well-maintained and secure environment, and effective systems for identifying students of determination. Relationships between staff and students are mostly positive, and wellbeing is monitored. However, the promotion of healthy lifestyles is limited, behavior management needs strengthening, and systems for improving attendance and punctuality are not fully effective.
Areas for Development
- •Improve progress and raise attainment in all subjects, especially in Arabic.
- •Stabilise staffing and ensure that leaders and teachers have experience of the NCfE.
- •Improve the quality and consistency of teaching in all phases.
- •Ensure that all assessments are accurately aligned to the curriculum standards.
- •Raise the attainment of Emirati students and improve students’ reading literacy skills.
- •Strengthen behaviour management systems and ensure they are applied consistently, alongside improving attendance and punctuality.