Lycee Francais International Dubai

Summary of KHDA Inspection

Lycee Francais International was inspected by DSIB from 5 to 8 December 2016 .The overall quality of education provided by the school is good. The section below summarises the inspection findings for each of the six performance indicators described in the framework.

• Children in Maternelle achieve particularly well in language and mathematics. Across the school, students achieve well in most subjects, especially in English, French and mathematics. Achievement in Arabic as an additional language is not as strong.
• Students are very self-disciplined. They moderate their behaviour and attitudes maturely and engage with peers and adults positively. They appreciate their lives within the context of the UAE and Dubai and understand many aspects of the local culture. However, they do not clearly demonstrate the skills needed to be innovative, entrepreneurial and creative.
• Teaching is an improving aspect of the school. Teachers know their students well and provide stimulating learning experiences in many areas. However, teachers do not consistently ensure that students have sufficient opportunities for higher order and critical thinking. There is an effective system of internal and external assessment, linked closely to the standards of the French curriculum. However, this does not measure students’ progress from individual starting points nor does it facilitate comparisons with other schools in Dubai and internationally.
• The French curriculum provides broad learning experiences through an internationally based academic programme that equips students effectively as global citizens. The adaptation of the curriculum to meet the needs of all groups of students has improved but is still inconsistent.
• Emergency evacuation procedures are not efficient enough and in need of review. Positive steps are being taken to provide appropriately for students with special educational needs. New SEND coordinators are beginning to establish systematic processes, including accurate identification, planning that includes parental and student input, and consistent implementation and assessment in lessons. These practices are not consistent across subjects and phases.
• Self-evaluation has improved as a result of strong communication and collegial relationships. School leaders are developing teachers’ understanding of how to improve students’ achievement but the implementation of this is inconsistent. Governors understand the capacity of the senior leadership team and hold leaders to account through a long-term strategy for positive and sustainable improvement.

School’s strengths

• School leaders know the school well and this has resulted in better self-evaluation. Teaching has improved as a consequence of direct intervention.
• Students attain very well in most subjects, especially in English. Students’ achievement in Arabic as a first language has improved significantly.
• Governors have responded very effectively to previous recommendations, in particular by ensuring smaller class sizes in Maternelle, hiring specialised teachers for students with SEND, and developing the campus.
• Students across the school display excellent behaviour and attitudes to their learning.