Raffles International School - Umm Suqeim South
Executive Summary
Raffles International School L.L.C (Umm Suqeim South Br) provides a Very Good quality of education, maintaining its strong performance in the 2023-2024 inspection. The school is highly committed to inclusion, with effective self-evaluation processes leading to improved outcomes, particularly in Arabic. Resources and facilities are extensive and of very high quality, well-matched to student needs.
Students demonstrate excellent work ethic, behaviour, and a strong understanding of environmental protection. Academic achievement in Arabic, both as a first and additional language, has improved in Primary and Secondary phases. English, Mathematics, and Science show very good progress across all phases, with outstanding assessment processes in Secondary and Post-16.
The school prioritizes student safety and welfare, with regular staff training in child protection and high-quality medical care. Parents are highly involved and committed to governance, playing a significant role in supporting school improvement. The learning environment is safe and secure, fostering the wellbeing of students, staff, and parents.
Overall School Performance
Outstanding
Very Good
Good
Acceptable
Weak
Very Weak
Raffles International School L.L.C (Umm Suqeim South Br) Overall Rating
Very Good for 4+ 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.
The school provides a very good inclusive education, led by a well-qualified inclusion lead who trains staff. Highly effective identification procedures and adapted learning support students of determination, enabling better than expected progress. However, earlier parental involvement in IEP compilation could further enhance partnership. Students of DeterminationIEPsLearning support Assistants
Wellbeing provision and outcomes are very good, with senior leaders aspiring to place wellbeing at the heart of school life. Policies clearly define roles, and self-evaluation informs improvement priorities. Students' suggestions are responded to, and parents value the school's prompt support, though student leadership in wellbeing activities could be further developed. High 5 wellbeing indicatorscircle timeage-specific support
Overall school standards in the National Agenda Parameter are very good, with students exceeding PIRLS 2021 targets. GL assessments show improved scores in English and Mathematics, and very good outcomes in Science. While Emirati students' GL scores improved, their reading levels are lower than other students in some year groups, indicating a need for more targeted literacy opportunities. PIRLS 2021GL assessmentsEmirati studentsreading literacy skills
Key Highlights
Standout achievements identified by the inspection team that distinguish this school.
Improved Arabic Achievement
Student achievement in Arabic, both as a first and additional language, has significantly improved in Primary and Secondary phases.
Excellent Student Ethic
Students demonstrate an excellent work ethic, exemplary behaviour, and a strong understanding of environmental protection.
Outstanding Assessment
The school has outstanding assessment processes in Secondary and Post-16, providing reliable measures of student achievement.
Safe & Secure Environment
A safe and secure environment supports the wellbeing of students, staff, and parents, with rigorous safety measures and high-quality care.
Parental Involvement
Parents are highly involved and committed to governance, playing a crucial role in supporting school improvement initiatives.
Academic Performance Breakdown
Learning skills are Outstanding in Foundation Stage and Very Good in Primary, Secondary, and Post-16.
Leadership & Management
Effectiveness of school governance, strategic planning, and leadership capacity to drive continuous improvement.
Leadership Approach
The principal and senior leaders are highly committed to inclusion, driving effective self-evaluation processes that have led to improved outcomes. They ensure clear and timely communication with parents, fostering strong community engagement. Leadership effectively manages extensive, high-quality resources to meet student needs.
Inspection Findings
Students' Outcomes
Students demonstrate very good progress in English, Mathematics, and Science across all phases, with improved attainment in Arabic. They are enthusiastic, self-disciplined learners who understand UAE culture and heritage. Learning skills are outstanding in FS and very good elsewhere, though inquiry and research skills could be more systematically developed.
Personal Development
Students exhibit outstanding personal development, showing positive attitudes, self-discipline, and respect. They have a secure understanding of Islamic values and Emirati culture, appreciating the country's technological advancements. Students are caring, considerate, and actively involved in leadership roles, community initiatives, and environmental awareness projects.
Teaching Quality
Teaching for effective learning is very good across all phases, with teachers demonstrating secure subject knowledge and high expectations. High-quality questioning promotes critical thinking, especially in Secondary and Post-16. Assessment practices are outstanding in the upper phases, using data effectively to identify learning gaps, though challenge for higher-attaining students could be further extended.
Protection & Care
The school provides outstanding health and safety, with rigorous measures, regular staff training in child protection, and high-quality medical care. Students' exemplary behaviour is reinforced by reward strategies, and accurate procedures identify learning barriers and talents. Comprehensive wellbeing support ensures a nurturing environment, with senior students receiving timely guidance for their next steps.
Areas for Development
- •Improve students’ outcomes in Islamic Education by raising the expectations of what students know, understand and can do.
- •Improve attainment in Arabic, as an additional language, in Primary and Arabic, as a first language in Secondary and Post-16.
- •Ensure leaders take students’ progress into consideration when monitoring teaching and learning.
- •Ensure that all students, especially Emirati students, are provided with even more opportunities to develop their reading literacy skills.
- •Provide even more opportunities for students’ leadership of wellbeing activities as part of wider student wellbeing provision.
- •Provide more opportunities for discussions and dialogue with reference to the Holy Qur'an and Sunnah.
- •Bridge knowledge gaps in Secondary and Post-16 by strengthening language foundations and broadening students’ speaking and writing skills.
- •Ensure that earning objectives are tailored to meet the needs of students based on their years of studying Arabic.
- •Provide more opportunities for students to improve their speaking and writing skills.
- •Accelerate reading progress in Primary and lower secondary.
- •Ensure that students, especially the higher attaining, students move on to solve more complex problems as soon as they are ready to do so.
- •Provide students in the lower two phases with even more opportunities to complete investigative work independently.
- •Increase opportunities for students to work collaboratively.
- •Deepen secondary and post-16 students understanding of the influence of Islamic values on everyday life in the UAE.
- •Ensure higher achieving students are provided with sufficiently challenge learning activities.
- •Extend the best practices in assessment to all phases of the school.
- •Provide more opportunities for Primary students to develop enterprise, innovation and entrepreneurship skills.
- •Ensure that in lessons the higher attaining students and those with gifts and talents are provided with an appropriate level of support.
- •Ensure that training promotes more skilful questioning in lessons to support students of determination.
- •Improve the partnership with parents through their earlier involvement in planning provision to meet their children’s needs.