Star International School (Al Twar), a school where students are the first priority of the young, vibrant and forward looking staff. We offer the National Curriculum of England and we take pride in guiding our students to realize their potential in a realistic way. To us, every child is an individual with his/her unique needs. While we believe that academic success is essential, we also believe in the development of creative thinkers and problem solvers. Hence, students are empowered to enhance leadership qualities from the young age. At Star International School in Al Twar we take pride in the tradition of guiding our students, our star lights to learn in an environment of mutual respect, enthusiasm and compassion towards others.
Summary of KHDA Inspection
Star International School was inspected by DSIB from 14 to 16 November 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.
- Progress and attainment in English, mathematics and science are good overall, and Foundation Stage children are making very good progress in English. Students’ progress and attainment in Islamic education and Arabic are mainly acceptable. Students have well-developed learning skills in Foundation Stage and the primary and secondary phases.
- Student’s personal and social attributes are developing very well. At all phases, students show very good attitudes and behaviour. Their understanding of Islamic values and Emirati culture is well developed, particularly at the secondary phase. Students of all ages show age-appropriate understanding of environmental issues. Older ones take practical steps to help in the local and wider community, while children at Foundation Stage can work independently and help to keep their classrooms tidy.
- Teachers explain concepts and assess students’ understanding effectively. At times, the quality of lessons is very good or even outstanding, but this is not consistently the case. Written feedback to students to help them improve the quality of their work is a positive feature.
- The curriculum is well designed, offering continuity and progression in students’ learning. It is adapted effectively to meet the needs of most groups of students. The curriculum in Foundation Stage, and the way in which it is adapted to meet the learning needs of different groups, is of very good quality.
- The school’s attention to promoting healthy lifestyles and ensuring that all students, staff and visitors are safe is outstanding. Yoga and meditation sessions contribute to students’ wellbeing. Students benefit from good levels of care and support, and this aspect is very good at the Foundation Stage.
- The school is well led. It has a good supply of resources and staff, and the premises are well maintained. Governance is good. Improvement planning is done systematically, as is self-evaluation, although the school’s view of its own performance in a range of aspects is often too high. Partnerships with parents are of very good quality.
- The curriculum is well-planned and implemented, particularly at the Foundation Stage. Teaching and assessment feedback in English, mathematics and science, with some very good or outstanding practice, result in overall good attainment and progress in those subjects, and some very good outcomes.
- Student’s personal and social development is good or very good and, in some respects, outstanding.
- Staff implement the school’s high-quality arrangements for promoting healthy lifestyles and ensuring that all are safe and protected in the school very well.
- There is mutual benefit to parents and the school from the very good partnerships between them.