Star International School
Executive Summary
The overall quality of education provided by Star International School is Good. Students' progress is Very Good in the Foundation Stage and Secondary English, mathematics, and science, with generally Good progress elsewhere. Personal and social development is consistently of a high standard across all phases.
Teaching quality is Good in FS, Primary, and Post-16, being most effective in Secondary where independent learning is fostered. The curriculum ensures continuity and progression, though choices in creative arts and humanities are limited. Child protection and safeguarding are high priorities, with well-documented policies and a caring environment.
Leaders demonstrate strong commitment to inclusion and UAE priorities, with effective self-evaluation procedures. Key recommendations include raising achievement in Islamic Education and Arabic, ensuring consistent teaching quality and assessment use, improving middle leadership skills, and providing appropriate support for gifted and talented students.
Overall School Performance
Outstanding
Very Good
Good
Acceptable
Weak
Very Weak
Star International School Overall Rating
Good for 3+ 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 good provision and outcomes for students of determination, with staff receiving ongoing training. Strong collaborative relationships with parents ensure they are informed and contribute to IEPs. However, IEP targets are not always precise, and curriculum modifications for all students of determination need to be more consistent. students of determinationIEPscurriculum modifications
Wellbeing provision is good, with leaders embedding a consistent positive approach, fostering a happy atmosphere, and developing wellbeing spaces. Students are proactive in raising awareness, though a structured approach for teaching and evaluating wellbeing messages is still developing. Staff feel valued and supported, receiving high-quality academic and pastoral care. positive approach to wellbeinghappy, vibrant atmospherehigh-quality academic and pastoral support
The school's overall standards in the National Agenda Parameter are good, exceeding PIRLS targets. International and benchmark achievement is Very Good for the whole school but Acceptable for the Emirati cohort. Leadership effectively uses data to adapt the curriculum, focusing on Emirati student achievement, though reading literacy improvements are Acceptable for both groups. National Agenda ParameterPIRLSEmirati cohortreading literacy
Key Highlights
Standout achievements identified by the inspection team that distinguish this school.
Strong Academic Progress
Students demonstrate very good progress in English, mathematics, and science, particularly in the Foundation Stage and Secondary phases.
Excellent Personal Development
Students consistently exhibit high standards in personal and social development across all age groups, fostering positive attitudes and responsibility.
Robust Protection & Care
The school maintains high-quality health and safety standards, alongside comprehensive pastoral care that ensures student wellbeing and support.
Engaged Parent Partnerships
The school fosters strong and collaborative partnerships with parents, actively involving them in their children's educational journey and progress.
Outstanding Secondary Facilities
The Secondary phase benefits from outstanding facilities that significantly enhance the teaching and learning environment for older students.
Academic Performance Breakdown
Students' learning skills are generally very strong across all phases, with particular strengths in FS, Secondary, and Post-16. Progress in English, mathematics, and science is very good in FS and Secondary, and good in Primary and Post-16. Attainment in English, mathematics, and science is good, with English in Secondary being very good. Attainment and progress in Islamic Education and Arabic are generally acceptable, with some progress rated as good.
Leadership & Management
Effectiveness of school governance, strategic planning, and leadership capacity to drive continuous improvement.
Leadership Approach
Leaders prioritize UAE National Agenda and Emirates' priorities, emphasizing care, wellbeing, and inclusion, which boosts staff morale. While self-evaluation is systematic, improvement plans lack detailed actions and quantifiable goals, and not all middle leaders have the necessary skills to drive measurable improvements, particularly in MoE subjects and Primary.
Inspection Findings
Students' Outcomes
Students demonstrate very good progress in English, mathematics, and science in FS and Secondary, and good progress in Primary and Post-16. Attainment is good in these subjects, with English in Secondary being very good. Personal and social development is consistently very good across all phases, supported by excellent attendance and punctuality. However, attainment in Islamic Education and Arabic is acceptable, and entrepreneurial skills are less developed.
Personal Development
Students exhibit very good personal development, including excellent behavior, self-discipline, and responsible attitudes. They make healthy lifestyle choices and show a strong understanding of Islamic values and Emirati culture. Social responsibility and innovation skills are very good in Secondary and Post-16, and good in FS and Primary, with active participation in voluntary activities and environmental initiatives.
Teaching Quality
Teaching for effective learning is very good in Secondary and good in FS, Primary, and Post-16, with strong subject knowledge and effective use of questioning. Assessment is very good in Secondary and Post-16, and good in FS and Primary, though its use to inform lesson planning and provide clear feedback is inconsistent across all phases. Differentiation for diverse needs, particularly for higher ability students and students of determination, is variable.
Protection & Care
The school prioritizes health and safety, with well-documented policies, well-maintained premises, and regular drills. Care and support for students are very good across all phases, fostering a caring environment with high-quality advice from counsellors. Provision for students of determination is good, with effective support from learning support assistants, though support for gifted and talented students is variable.
Areas for Development
- •Raise achievement in Islamic Education and Arabic to at least match that in other subjects.
- •Ensure greater consistency in the quality of teaching and the use of assessment to inform lesson planning in FS, Primary and Post-16.
- •Improve the effectiveness of middle leaders by ensuring that they have the skills needed to drive improvement in their areas of responsibility.
- •Ensure that appropriate support is provided for gifted and talented students, and for others with particular learning needs.
- •Refine and enhance core subject strategies and curriculum adaptations for Emirati students to close achievement gaps with other students.
- •Enhance opportunities for students to take ownership of wellbeing projects and initiatives.
- •Provide students with more extra-curricular wellbeing activities.
- •Enhance students’ ability to link Islamic concepts to the appropriate verses of the Hadith and their daily lives.
- •Improve students’ language skills, particularly their independent creative writing.
- •Ensure that teachers’ expectations of what students can achieve are high enough, and that lesson objectives are appropriately challenging.
- •Improve students’ vocabulary and their speaking and writing skills, in line with their years of study of Arabic.
- •Ensure that the rapid progress made by Year 1 students in writing is maintained throughout Primary.
- •Ensure that the learning outcomes of Emirati students align more closely with those of other students.
- •Enhance the integration of practical work in Primary to consolidate students' scientific thinking and investigative skills.
- •Improve students' scientific research skills.
- •Provide more opportunities for students to develop and apply their research and innovation skills.
- •Enhance students' knowledge and understanding of worldwide cultures.
- •Provide more opportunities for students in FS and Primary to initiate and implement their own ideas and projects.
- •Ensure that in all lessons, particularly in Primary, teachers plan learning activities that meet the diverse needs of all students, including students of determination and those of higher ability.
- •Ensure that teachers’ marking of students’ work provides clear guidance on the strengths and areas for improvement.
- •Ensure continuity and progression in students’ learning between Primary and Secondary, particularly in mathematics.
- •Broaden curriculum choices in Secondary and improve the provision of vocational pathways.
- •Ensure that curriculum modifications for higher ability students, the gifted and talented and students of determination are monitored for their impact on outcomes.
- •Use assessment information more precisely to provide an appropriate level of support for more able students.
- •Ensure that targets in students’ IEPs are precise and measurable, to allow for the effective tracking of progress over time.
- •Ensure that curriculum modifications meet the needs of all students of determination.
- •Ensure that leaders are held accountable for ensuring measurable improvements in their areas of responsibility.
- •Improve the monitoring skills of middle leaders, particularly in MoE subjects and Primary, to effectively identify and address areas for improvement.
- •Ensure improvement plans include detailed actions, quantifiable goals, and interim targets for regular review.