Sheikh Rashid Bin Saeed Islamic Institute
Executive Summary
The Sheikh Rashid Bin Saeed Islamic Institute provides a Good quality of education, as affirmed by the 2023-2024 inspection. The school follows the Ministry of Education curriculum and is committed to promoting Islamic values and a harmonious learning environment.
Students demonstrate strong achievement in Islamic Education and Arabic in Cycle 3. They exhibit self-discipline, confidence, and enthusiasm for learning, maintaining excellent attendance and healthy lifestyles. The curriculum emphasizes Islamic Education and incorporates projects like 'World Future' to encourage creativity and innovation.
Leadership is effective in day-to-day management, with a strong focus on inclusion and student wellbeing. The school prioritizes health, safety, and security, with well-maintained premises and rigorous record-keeping. Strong partnerships with parents are a notable strength, contributing to the school's overall effectiveness.
Overall School Performance
Outstanding
Very Good
Good
Acceptable
Weak
Very Weak
Sheikh Rashid Bin Saeed Islamic Institute Overall Rating
Good for 9+ 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 successfully promotes a vision for inclusion, welcoming students of determination and providing good support. Assessment procedures identify needs, and individual education plans (IEPs) are used, though the application of interventions can be variable. Parents are very pleased with the support their children receive and delighted with their children's growing confidence. students of determinationIndividual Education Plans (IEPs)
Wellbeing is a guiding principle, evident in the school's ethos and culture, with support for students, staff, and parents provided by the wellbeing team. Communication channels are effective, and staff morale is positive. A wealth of wellbeing initiatives and enrichment classes promote positive behavior, though students could be more active in managing their wellbeing independently. wellbeing initiativesenrichment classes
The school's overall standards in the National Agenda Parameter are acceptable. While international assessment data show improved scores in TIMSS mathematics and science, targets were not met. PISA attainment was acceptable in reading, mathematics, and science, but progression targets were missed in reading and science. There is a need to improve reading literacy curriculum understanding and adapt the curriculum based on assessment analyses. International Benchmark Tests (IBT)Arabic Benchmark Tests (ABT)PISATIMSSreading literacy
Key Highlights
Standout achievements identified by the inspection team that distinguish this school.
Strong Islamic Education
Students demonstrate strong achievement in Islamic Education, supported by high-quality teaching and an enhanced curriculum development.
Personal & Social Development
Students show strong personal and social development, effectively implementing Islamic values in their daily lives.
Student Protection & Care
The school provides outstanding protection, care, guidance, and pastoral support, ensuring a safe and nurturing environment for students.
Parent Partnership & Management
The school maintains strong partnerships with parents and demonstrates effective day-to-day management, contributing to a well-run institution.
Academic Performance Breakdown
Leadership & Management
Effectiveness of school governance, strategic planning, and leadership capacity to drive continuous improvement.
Leadership Approach
The leadership team, led by the principal, effectively manages the school with a strong emphasis on inclusion and student wellbeing, aligning with UAE national priorities. They are dedicated to school development, fostering positive community relationships, and embracing inspection recommendations to improve educational standards. While senior leaders are effective, there is a recognized need to enhance middle leaders' skills in evaluating teaching quality and student progress.
Inspection Findings
Students' Outcomes
Students achieve best in Islamic Education and Arabic in Cycle 3, with good attainment and progress in other subjects, except acceptable in Cycle 2 mathematics. Students demonstrate good learning skills and perform well in international benchmark tests, though progress in lessons could be higher. They display self-discipline, confidence, and enthusiasm, contributing to a harmonious environment.
Personal Development
Students exhibit outstanding personal development, self-discipline, and enthusiasm for learning, with excellent attendance and healthy lifestyles. They show strong appreciation for Islamic values, Emirati culture, and social responsibility, actively engaging in environmental projects. Innovation skills are developing, with potential for further embedding across the curriculum.
Teaching Quality
Teachers demonstrate strong subject knowledge and diverse methodologies, maintaining positive interactions. While planning includes differentiated challenges, individual challenge levels are inconsistent, and some lessons lack time for independent skill development. Internal procedures for planning, marking, and analysis require refinement for consistency across subjects.
Protection & Care
The school prioritizes students' health, safety, and security with highly effective procedures and training. Premises are well-maintained, and record-keeping is rigorous. An effective pastoral support system, based on moral education and Islamic values, prepares students for future careers, though support for students of determination and those with gifts and talents needs to ensure full potential achievement.
Areas for Development
- •Implement best teaching strategies, particularly in Cycle 2 mathematics, so that all students achieve well.
- •Use external test results and develop a coherent and consistent internal assessment system to plan and deliver lessons effectively so that all students achieve their full potential.
- •Build middle leaders’ skills to enable them to evaluate the quality of teaching and analyse its impact on students' progress in lessons and over time more effectively.
- •Base school improvement plans on accurate self-evaluation and defined measurable targets to enhance students’ outcomes.
- •Improve students' knowledge of the Seerah in Cycle 2.
- •Ensure that all students improve their independent creative writing skills by providing them with clearer rules on how to do so.
- •Embed a specific focus on the quality of presentation and punctuation in all writing activities in order to enhance the quality of students’ writing.
- •Provide more opportunities for students to explore, investigate and problem-solve across all cycles.
- •In Cycle 2, improve students’ data handling and skills of prediction.
- •Ensure that all students secure their scientific thinking, enquiry and investigative skills by providing them with more opportunities for practice.
- •Use practical scientific skills in all lessons so that all students can apply the scientific skills securely.
- •Provide all students with increased opportunities to make connections between areas of learning and the world beyond school.
- •Ensure that the development of critical thinking and of problem-solving skills is consistently incorporated into all learning activities.
- •Encourage greater exposure and awareness of global cultural information in both cycles.
- •Embed even further students' creative and innovative skills across the curriculum.
- •Ensure that time is used more effectively to achieve the lesson objectives so that all students develop their independent learning skills.
- •Improve the quality of marking, feedback to students and use of assessment information, especially in lessons, to meet the learning needs of all students.
- •Explore options for different learning pathways to meet the needs of all students.
- •Ensure that more opportunities for innovation and creativity are provided in all subjects.
- •Ensure that support for students of determination and those with gifts and talents enables them to achieve their potential in all subjects and lessons.
- •Ensure that there is greater consistency in the quality of teaching and support for students of determination by planning, implementing and assessing the impact of interventions on their progress.
- •Improve the capacity of all leaders to monitor and support higher-quality teaching and learning, and students’ progress.
- •Enhance the self-evaluation process and improvement planning to establish sharper and clearer targets for improvement.
- •Widen the board's membership and enhance members’ roles in supporting the school’s performance.