Summary of KHDA Inspection
Iranian Salman Farsi Boys School was inspected by DSIB from 12 to 14 December 2016. The overall quality of education provided by the school is acceptable. The section below summarises the inspection findings for each of the six performance indicators described in the framework.
- Student’s attainment is generally acceptable in the primary and middle phases but good in the high school. Given their starting points, progress in English is good in the primary phase. Student’s enquiry, research, problem solving and critical thinking skills are developed effectively in social studies in the high school but less so elsewhere.
- Student’s personal and social development are good in the primary phase and very good in the middle phase and high school, where students have more opportunities to take on leadership roles and demonstrate positive attitudes and behaviour. Students show an acceptable understanding of Islamic values and cultures, as well as community and environmental awareness. Attendance is very good.
- The quality of teaching and learning is acceptable in the primary and middle phases and better in the high school, where lessons are well planned and teachers’ strong subject knowledge is used effectively. In too many lessons, teacher-talk dominates, limiting opportunities for students to be involved. The quality of learning is better than the quality of teaching.
- The school follows the curriculum of the Iranian Ministry of Education, with due regard offered to Arabic. However, Islamic education remains non-compliant. The curriculum is enhanced through a range of enrichment activities and links with other schools. There are effective modifications to the curriculum for students with special educational needs and/or disabilities (SEND). Students who are higher attaining are often unchallenged by the level of expectation.
- The protection, care and guidance of students is good. The school provides a safe, secure and supportive environment. The school takes its responsibilities for health and safety very seriously and procedures for child protection training are particularly strong. Respect and trust characterise interactions between staff and students.
- The leadership of the principal, capably supported by senior leaders and governors, is appreciated by students, staff and parents. The strengths and weaknesses of the school are known but not all rigorously pursued. Relationships with parents are very good. Management, facilities, staffing and resources are acceptable. There are too few opportunities for students to use technology within school.
- Student’s attainment and progress in English, mathematics and science in the high school; attainment and progress in English in the middle phase; and progress in English in the primary phase are all good.
- Student’s personal development is very good in the middle phase and the high school. Students demonstrate positive attitudes to their work, behave very well and have positive relationships with their teachers and each other. Attendance is very high.
- The quality of teaching and learning is good in the high school, and student’s enquiry and research skills in social studies in the high school are a particular strength.
- Health and safety are good across the school. The school’s arrangements for promoting healthy lifestyles and keeping children safe are much improved. All teachers have received training in child protection.
- The provision and outcomes for students with SEND are good.
- Partnerships with parents are very good across the school.
- Teachers, students and parents speak very highly of the leadership of the principal.