All Through
Now Reading
Emirates International School – Meadows THE REVIEW 2023
Academic
0
Review

Emirates International School – Meadows THE REVIEW 2023

by August 5, 2019

Background and location

Emirates International School is a KHDA rated “Very Good School with Outstanding features” offering an International Baccalaureate all-through education to children between the ages of 3 years and 18 years in EY1 to Year 13.

Meadows [EISM], together with its sister, Emirates International School – Jumeirah [EISJ], together comprise the Emirates International Schools [EIS], although to all intents and purposes, notwithstanding their shared ownership by the Al Habtoor Group, they are separate schools with independent leadership. Our review of the Jumeirah campus can be found here and prospective parents will find significant supplementary information here on the shared framework of both schools.

What is striking about both schools, however, is their broad similarity in both IB performance and Dubai school inspectorate evaluation. The similarity is highly suggestive of very well managed schools with systems and best practice shared between each.

To some degree this should not be surprising. The IB syllabus is expensive and complex to manage, and to manage it well, as the Emirates International schools do, stretching on resources and the demands of its leadership. The Emirates International school sister campus in Jumeirah, established in 1991, is the oldest (most experienced) IB world school in Dubai. It is also, in our view, the better school, despite its lower Good rating from the KHDA – more on why we believe this is the case below.

Parents historically have chosen between the two based on location and the Meadows being a newer school, although significant investment in EISJ (the primary school was demolished in December 2015 and new building now completed) means the balance is shifting and prospective parents set on an Emirates International education for their children will now probably find their decision motivated by only the ease with which they can reach each respective school alone.

A very high number of families live within a 20 minute commute to the school, and feedback to us suggest that location is a key driver for parents choosing the Meadows. The school is the closest to the Marina and was the second school to open in Emirates Hills.

There is, however, a fundamental difference for us between the schools – and that is the more restricted curriculum/qualification options offered at Meadows; more on this later in our review below.

Fees for both schools are broadly similar, but both share significant jumps in cost taking the initial value fee levels into Premium territory at Post-16 phases.

Kings_Interhigh_InArticle

Prospective parents must take account of the sharply increasing fees to protect themselves from the very different financial demands they place later on. This said, for full IB provision, there is a lot of value and return on investment on offer here.

Prospective parents should also note that provision for the English National Curriculum based (I)GCSE has now been completely phased out by both schools and concentration is now exclusively on the IB MYP programme.

Its sister school EISJ currently remains an EDEXCEL Centre, and it may still be possible for students to make a special request to sit GCSEs.

These are however, today, IB schools. Do not expect the British curriculum in any shape or form.

School Leadership

Ms Kathryn Dyche Nichols, Principal, Emirates International School Meadows meeting with Mr. Khalaf Al Habtoor, Founder, Emirates International Schools.

There have been a number of changes of leadership at the school. Principal, Phillip Burgess, a former lieutenant in the Royal Australian Navy and dual British and Australian national, was degree educated in business, specialising in HR.  He later took his teaching qualification specialising in Physical Education before securing his masters from Queensland in educational leadership and administration scoring a distinction. With experience subsequently drawn from schools both from the UK and Australia, Mr Burgess was Principal of Emirates International’s campus in Jumeirah for around three years before leaving to take up a prestige role in China, so in many ways his taking over the role of Principal at the Meadows was very much a coming home. Principal Kathryn Dyche Nichols was replaced in January 2023 by Ian Ward, best known in Dubai for his role as Primary Principal of Deira International, a role he held for nine years to 2020 prior to his co-heading up

 

Positives and views from Parents, Teachers and Students in 2022

Recent, independent and verified information directly from parents as part of the Which Media surveys and EDSTATICATM  includes praise for:

  • A very inclusive learning environment for all students
  • Outstanding distance learning learning programme – highly structured.
  • High expectations on individual children – driving their progress and attainment
  • Regular, meaningful, assessments on child progress
  • Highly responsive school leadership and teaching faculty that listen to parents and respond quickly to concerns
  • Children enjoy going to school – and two parents identified very strong levels of child progress
  • Children develop in confidence – and openly express praise for the school at home
  • Low, affordable fees relatively
  • A number of genuinely stand-out teachers who go above and beyond. At least one teacher was identified as having provided one-to-one help to children after hours and above and beyond that which any parent could legitimately expect. Some teachers are exceptionally committed to their children.
  • For many children, strong academic progress was noted by parents.
  • Strong levels of transparency by the school with parents. Promises are kept.
  • Outstanding sense of community within the school.
  • Strong praise was received for the Principal and Heads of Departments.
  • The location of the school was seen as a strength by a large  number of parents.

These are balanced by the following insights with some parents identifying the following issues (it should be noted that some of the issues identified, particularly with regard to ECAs, are part of the fallout from Covid-19 that are faced by all schools):

  • A significant number of parents believe that the limited number and quality of ECAs provided by the school let it down. A significant number of parents argued that the lack of ECA provision impacted on child happiness and created a sense that the school was an exams factory.
  • The school needs significant new investment. Parents identified that very limited investment has been made in the school over more than a decade. A significant number of parents asked for much greater investment in inclusion. Many parents felt that the school was tired and lacking in investment, particularly in technology.
  • A number of teachers are unhappy at the school for reasons relating to resources and culture and this has impacts
  • Subject breadth of options are very limited for both the MYP and Diploma and a significant number of parents felt that the options presented to children constrained their development. For the subjects that are taught, however, the curriculum is rated highly.
  • Many parents believe that the uniform is of poor quality, impractical and expensive – and the lack of a uniform shop at the school causes very high levels of upset.
  • A limited number of parents believe that the school does not meet their child’s needs in Arabic subjects
  • Some parents felt that the teaching of second languages is introduced too late.
  • Some parents believe that during Covid the school showed a lack of compassion to parents facing financial hardship. Many parents felt that the school was run more like a business than a school.
  • Car parking facilities are not adequate.

Teachers, speak confidentially, provided the following feedback:

  • The school has a strongly supportive environment where teaching faculty help each other
  • Teachers believe that children at the school are very well behaved, and committed to learning
  • Teachers feel they are valued by school leadership
  • Teachers believe they are provided with many opportunities for professional development.
  • Teachers believe that the school invests significantly in the well-being of both children and teachers
  • Community is strong at the school
  • The school needs significant new investment, particularly in technology which at times does not function at all
  • One teacher reported being extremely moved by the welcome she was given on joining the school by peers and school Principal.
  • A significant number of teachers praised the school for its inclusion and happy school dynamics.
  • Poor salaries were raised by a number of teachers.

Students, speaking confidentially, reported:

  • Many students expressed concern about the lack of adequate parking
  • Many students felt that they were in an exam factory with very little investment in ECAs and school programmes to provide balance.
  • Many students praised the quality of teaching.
  • Many schools felt that the school was showing its age and needed investment
  • A number of students felt that the school lacked basic resources and had concerns over basic maintenance and cleanliness.
  • Extremely high numbers of students complained about technical failings in wi-fi and networking.
  • A significant number of students referred to the “compassion” of teachers.
  • A significant number of students felt that the learning environment was too pressurised.
  • A significant numbers of students praised the school for making them feel safe.
  •  A significant number of students felt that the school provided very limited sporting options for students.
  • A very significant number of students praised the school for its culture of kindness and welcome.
  • A number of students described the school as “perfect.”
  • Many students described the school as “very academic.”
  • One student praised the Performing Arts programme at the school.
  • One student believed that the school had helped him develop as a caring human being.
  • A number of students believed that the school prepared them well for entry to university.
  • A majority of older students felt that “Sixth Form” provision was inadequate with no dedicated facilities for older students.
  • A large minority of students felt that their mental well-being was not being addressed well.

Fees 2022

Photograph of young child at EY phase in Emirates International School Meadows engaged in messy play

Year Groups Annual Fees(AED) Term 1 (AED) Term 2 (AED) Term 3 (AED)
EY1 26,802 10,721 8,041 8,040
EY2, Y1 35,175 14,070 10,553 10,552
Year 2, 3 41,875 16,750 12,563 12,562
Year 4, 5, 6 46,906 18,762 14,072 14,072
Year 7, 8, 9 55,279 22,112 16,584 16,583
Year 10, 11 63,662 25,465 19,099 19,098
Year 12 74,538 29,815 22,362 22,361
Year 13 79,488 31,795 23,847 23,846

The most expensive premium Tier 1s have fees approaching a third more than those of Emirates International in some phases.  However, Year 12 and 13 fees are in premium territory and parents need to make allowances for this when joining the school. Worth noting that low joining fees in EY1 ratchet up very swiftly and parents do need to plan for relatively much higher fees as children progress through the school. As a general rule we do not like this approach to fees – but to be fair to the school, this will have been agreed at the launch of the school and it is extremely difficult to adjust a fee structure once it is in place. Parents do need to take care however.

It is also worth noting that EAL fees are not included in the above. The EAL course fee is AED 5000/ per student per year. For many parents this will be an important consideration in assessing the value of fees.

Between Years 4 and 11, CAT 4 testing is conducted as part of the Admissions process. The school is explicit that this is not used to academically select students, but rather used positively to ensure that teachers have an understanding of the gifts of each child and can adjust teaching and learning effectively to meet these.

 

Examination Results 

Photograph of the Main Building frontage of Emirates International School Meadows in Dubai

  2016-17 2018-19  2019-20 2020-21
Number of candidates n/a 51 69 56
IB Diplomas Awarded 44 44 66 54
 Average Score of Diploma Candidates 33 33 33 35
 World Wide Average Diploma Score 29.95 29.62 29.9 32.99
Percentage of students completing full Diploma 96% 86% 96% 96%
 Percentage of students scoring 24 points or higher 96% 86% 96% 96%
 Percentage of students scoring 30 points or above  67% 69% 70% 81%
Percentage of students scoring 35 points or above n/a 28% 36% 50%
 Percentage of students scoring 40 points or above 17% 5% 10% 28%
Top IB Diploma Score (Maximum 45) 45 42 43 44

Current IB Diploma results are strong with a 96% Diploma pass rate and a cohort average point score of 35 points.  A ‘highly respectable’ pass rate at IB that would be suitable for entrance into good red brick universities in the UK is around the 34 plus mark. Top-tier universities are officially looking for 38 plus. In reality a 40+ score is more likely to get a student into an Oxbridge.” 2020-21 results are out of kilter with previous years potentially due to grade inflation in the way that results were awarded during Covid 19. However, this is not a criticism of the school. We actively lobbied for schools to protect students by erring on the side of kindness in awarding results during Covid-19. What is does mean, however, is that these results may prove unreliable in the longer term as predictive of future performance.

Prospective parents should note too that universities will look at scoring in the round and decisions on entrance will be weighted to some degree for languages, this particularly where English is an Additional Language [EAL] as it is at Emirates International for a significant number of students. In this language context, results at IB are extremely impressive – and even more so when you consider that this is an unambiguously academically and SEND inclusive school.

 

IB Curriculum

The MYP, studied between years 7 and 11, includes courses in eight subject groups: Language & Literature; Language Acquisition; Mathematics; Sciences; Individuals and Societies; Design; Physical and Health Education; and Arts. Subjects include English language; English literature; Arabic language; Arabic literature; Arabic as a second language; Spanish; French culture; mathematics; extended mathematics; biology; chemistry; physics; visual art; drama; music; Islamic Studies; geography; history; business studies; ICT; food technology; and physical, social & health education [PHSE].

Prospective parents should note that language provision is prioritised at the school and integrated into the curriculum. All students are required to study at least one language other than English during each year they study at EIS-J. Impressively, all language teachers must be native speakers.

Post-16 IB DP study sees students selecting one subject from each of six subject groups; studies in language and literature; language acquisition; mathematics; the Arts; Sciences; and individuals and societies. All students study two languages, at least one humanities subject, at least one science and mathematics. To achieve the full IB Diploma, and graduate successfully from EIS-Jumeirah, it is necessary to meet three further requirements in addition to the six subjects: and Extended Essay; Theory of Knowledge (TOK); and Creative, Action and Service hours (CAS).

We have a significant concern with the breadth of school curriculum for some students. Unlike its sister school in Jumeirah, Emirates International School Meadows does not offer either the International Baccalaureate Career-related Programme or the lesser Courses only option. The International Baccalaureate Diploma Programme penalises heavily students who are not gifted in languages. It is also an academic programme – the International Baccalaureate deliberately created the Career-related Programme to ensure that schools were able to meet the needs of students talented in technical fields (very much as BTEC and T levels provide this route in British Education). We cannot comprehend why the school provides no technical stream alternative for students – something seen as increasingly important for employers – and one we think absolutely necessary in academically inclusive schools.

Since 2015 its sister school in Jumeirah has offered a full phase IB curriculum offering all four components of the International Baccalaureate. This includes the:

  • International Baccalaureate Primary Years Programme [IB PYP]
  • International Baccalaureate Middle Years Programme [IB MYP]
  • International Baccalaureate Diploma Programme [IB DP]
  • International Baccalaureate Career-related Programme [IB CP]

The launch of the IB CP, a tailored programme focused on delivering a hospitality-focused career based IB, was a pioneering move by its sister school – and one rejected by Meadows.

We have spoken with the school at length, and clarified that there is a very considered system in place to address our concerns with the lack of the International Baccalaureate Career-related Programme at Meadows. In practice, for students for whim the IB CrP would be a better fit, the school organises a transfer to its sister school, Emirates International School – Jumeirah. It also does provide a Courses option for students for whom the International Baccalaureate Diploma is not a good fit:

“EIS-Meadows takes the responsibility of ensuring the academic success of every child extremely seriously.

We do not put potential barriers in the place of students’ potential.

All students are given the opportunity to start the full DP Programme and are monitored and guided throughout. We have had tremendous success with students who would have been placed on the Courses Programme at other schools but go on to achieve the full Diploma at EISM.

Providing bespoke support and having an open and trusting relationship between school, student and parents is instrumental in maintaining high standards and outcomes.

Should a student be identified as at serious risk of underperforming at DP we do move them to the Courses Programme as appropriate. We have a small number of students who have an individual, tailored programme created for them from IB Subjects which will enable them to continue on their educational journey whether this be at University or employment. This is contained within the IB Courses Programme.

We signpost EIS-Meadows Year 11 Students who are looking for more vocational subjects to the BTEC offer at EIS-Jumeirah.

Our EISM DP results stand for themselves and are commensurate with other IB Schools in Dubai who instead of being inclusive are selective over which students can take the DP.

Our student numbers and retention figures also demonstrate student and parental satisfaction in our approach.”

Chanelle Hughes. Parent Relation Executive. Emirates International School. 

Key here is that the school does not discriminate, as is the case with many other IB schools, which only allow the most academically able students to sit for the International Baccalaureate Diploma. Other schools do this to protect their scoring in exam league tables.

 

Facilities

School facilities are of a good standard and offer significant breadth, though parents should not expect the “bells and whistles” of the latest premium Tier 1 schools. EISM facilities are segmented across Junior and Senior phases across its fully digital campus.

The junior school’s facilities consist of 65 classrooms with LCD projectors and interactive white boards; two IT suites; dedicated Junior library; a multi-purpose theatre/auditorium; an outdoor turf sports field; dedicated art, music, drama and language teaching rooms, prayer room as well as conference and meeting suites for faculty and parents.

The high school has 6 IT suites; a cafeteria; High School library; multi-purpose sports hall; a dedicated dance studio, 25 metre shared indoor swimming pool; indoor basketball stadium and gymnasium; dedicated weights room; two Astroturf sports fields; two art suites; two music suites; a prayer room; a drama room; clinic; language labs; and a senior lounge with ICT and meetings facilities.

Emirates International School – Meadows fields teams in football, netball, rugby tens, cricket and basketball.

 

Feedback – The View of Parents

EDSTATICATM  feedback, which collates evidence from across Which Media data sources including SchoolsCompared.com and our sister site, WhichSchoolAdvisor, is broadly positive.

An above average number of parents recommend the school to other parents and Meadows receives strong scoring for perceived academic performance of the school and the quality of its teaching.

 

KHDA Viewpoint

The KHDA highlights the school’s outstanding strengths in many areas but stand-out features are the school’s core success in driving standards in English, Mathematics and Science across all phases, outstanding Community engagement and performance in the IB Diploma. The general verdict, is however, confusing with drops in performance in later years in Mathematics and Science, balanced with improved performance in all core subjects in the Early Years. There are flashes of Outstanding in the report, but not enough – and the school presents a very unusual picture compared with equivalent schools we review. One area that does not fit is Governance which secures only a Good rating – something very unusual in a KHDA Very Good school. Our general summary view is that the school is in a period of continued flux and transition in which the broad splay of disjunctive judgements should be balanced by the reality of vast improvement, as a whole, in the majority of areas. On this basis, the prognosis is a positive. The reasons for this are hard to explain, except perhaps by the consolidation of, and commitment to, the IB over hybrid British-IB education.

 

Bottom Line? The SchoolsCompared Verdict 2022 – 23

Photograph of students at Emirates International School Meadows highlighting the creditable international school intake which tops 80 nationalities at the KHDA rated Very Good School

Bottom line? Emirates International School – Meadows is, like its sister, a difficult school to review because it performs well in almost every area, and in some areas outstandingly, but not so well as to stand-out in a school system increasingly driven to standards that compete, at its top tiers, with the finest school provision available anywhere in the world.

There is a real sense of a fundamentally very good school that could, with all its history behind it, be an “Outstanding” one. All the foundations are in place, leadership is very good and focused, and the school has facilities in place to deliver. We also really like its international inclusion and balanced nationality of international teacher intake to reflect this.

We did have some concerns in the phasing out of the English National Curriculum, and in particular the provision of GCSEs. The school could have travelled in the opposite direction and actually moved towards parallel IB and GCE A’ level post 16 provision as is the case with the premium Tier 1s. The school, however, we think has proved its point and metal – the MYP here is excellent.

We do have a continued refusal to provide what we believe is a required breadth of curriculum for older students. Today, students which are not linguistically able, or students who are technically outstanding, will not have, we think acceptable options in this school and will be forced to leave if they are to have their gifts fairly represented. To be fair, the school believes that these arguments are counteracted by its offering a transfer to its sister school to study for the IB CrP – and that its view – that all students should be able to study for the Diploma, rather than being blocked from doing so as is the case at other schools, is the correct approach. It argues passionately, as above, that it does moderate this approach to allow some children to only sit for courses. We think the latter is the correct approach. Some children will score very highly in individual papers – and this should be sufficient gain top tier university entry. Sitting the full Diploma, for some children, will result in low scoring that will almost certainly limit their graduating options.

This said, no parents, or schools, when children join a school, can possibly know or predict where the talents of their children will lie – and it therefor beholds outstanding schools, we think, to provide an adequate, if not outstanding, breadth of subject and qualification choices for its children and their parents. Emirates International School Meadows does not provide this inside the school – and for that reason, it is a school we find very difficult to recommend without qualification – albeit that for some students it provides an outstanding education.

In an educational inclusive Dubai Schools environment however, that is surely not enough. No child should be left behind – a clear risk here theoretically if not in practice. Surely it would be better id students did not have to transfer schools to study for a qualification that we think should be provided by all IB schools.

This is a genuinely good school, but one with the capacity, and we think absolute responsibility, to be more.

© SchoolsCompared.com. 2022. All rights reserved.

Are you looking for a place for your child, and want help from our school consultants? If so, click on the link below, and we will forward your request for information to the school or schools of the same type that we are confident have availability. This is a free service for our readers from schoolsCompared.com in conjunction with our sister site WhichSchoolAdvisor and EDSTATICATM.
Request School Information

Details to consider
2018/19 Overall ADEK / KHDA Rating

Good

2017/18 Overall ADEC / KHDA Rating

Good

2016/17 Overall ADEC / KHDA Rating

Good

2015/16 Overall KHDA / ADEC Rating

Good

Type of school

Private, for-profit

Full WSA Review
Average Cost Per Year

FS1: 26,802
FS2: 35,175
YEAR 1: 35,175
YEAR 2: 41,875
YEAR 3: 41,875
YEAR 4: 46,906
YEAR 5: 46,906
YEAR 6: 46,906
YEAR 7: 55,279
YEAR 8: 55,279
YEAR 9: 55,279
YEAR 10: 63,662
YEAR 11: 63,662
YEAR 12: 74,538
YEAR 13: 79,488

Curriculum

International Baccalaureate:
International Baccalaureate Primary Years Programme [IBPYP]
International Baccalaureate Middle Years Programme [IBMYP]
International Baccalaureate Diploma Programme [IBDP]
International Baccalaureate Career-related Programme [IBCP] - available at sister school
BTEC

External Exam Boards

International Baccalaureate Organisation [IBO]
Pearson (BTEC Hospitality)
EDEXCEL

IB DipM Pass Rate

92% [2015]

IB DipM Average Grade

Cohort average point score of 33 points [2015]
Note:
(1) Highest individual point score of 40 points
(2) No detailed breakdown of information beyond this is published by the school

IGCSE A* to C

Not published

IGCSE A* to A

Not published

Number of I/GCSEs Offered

Not published

I/GCSEs offered

Note:
(1) Structured (I)GCSE provsion no longer advertised - IBMYP alternative is now standard
(2) Sister school is registered with EDEXCEL and may provide some subjects at (I)GCSE on special request

Selective

Yes
Notes:
(1) Entrance to the IBDP is by examination for new students and minimum 28+ MYDP scoring for existing
(2) On-going admissions policy will admit students throughout the year,subject to availability of a place
(3) FS/KG: assessment by a member of the Early Years Team
(4) Years 1 – 6: entrance assessment in Mathematics and English
(6) Previous reports and previous curriculum compatibility to IB programme are required according to age
(7) Formal interview may be required

Waiting list

No

Value Added

Not published (WSA projected LOW)

Number of Students

1735 plus
Notes:
(1) 80 plus different nationalities

Teacher to Student Ratio

1:12
Notes:
(1) More than 25 different nationalities of teachers to recognise the breadth of international role

Largest nationality teachers

British

Teacher turnover

23%

Year opened

2005

Location

Meadows, Emirates Hills, Dubai

Student composition

Arab (largest nationality)
Total nationalities: 80
FS1: 118
Emirati: 17
Special Educational Needs: 106

Gender

Mixed, co-educational

School canteen

Yes

Owner

Al Habtoor Group (Khalaf Ahmad Al Habtoor, Chairman)

Admissions Telephone

+971 (0) 4 362 9009

Web Address
Attainment Nur SEM

66.6%

Attainment Pri SEM

75%

Attainment Sec SEM

83.3%

Attainment Post-16 SEM

91.6%

Progress Nur SEM

66.6%

Progress Pri SEM

75%

Progress Sec SEM

83.3%

Progress Post-16 SEM

91.6%

Arabic Native Primary Results (Native)

50%

Arabic Secondary Results (Native)

62.5%

Arabic Post-16 Results (Native)

50%

Arabic Primary Results (Add.)

62.5%

Arabic Secondary Results (Add.)

50%

Arabic Post-16 Results (Add.)

NA

Islamic St. Primary Results

75%

Islamic St. Secondary Results

62.5%

Islamic St. Post-16 Results

62.5%

Leadership

75%

Community

93.75%

Facilities

75%

Quality of teaching

81.25%

Student personal responsibility

87.5%

Quality of curriculum

81.25%

School Governance

75%

SEN Provision

81.25%

Strengths

• Complete IB programme
• Affordable fee entry to an IB school
• Vocationally focused IB for students seeking a career in hospitality via the IB CP
• Pioneering school for IB provision in Dubai

Weaknesses

• No bursary or scholarships programmes
• IB Curriculum best suited to polymaths with no parallel stream provision for gifted children in either the Arts or Sciences
• The school is still some way from having sufficient KHDA scoring to reach the standards of an overall “Outstanding” school
• Fees stretch across value, mid-tier and premium segments with the risk that some parents will find fees unaffordable at later stages
• Limited transparency on examination performance of students

Rating
Our Rating
User Rating
Rate Here
Academic
A-
B
Value
A-
B
ExtraCurricula
B+
B
Languages
B+
B-
Sports
B+
B-
Arts & Drama
B+
B-
Teaching
A-
C+
Communications
C+
B
Warmth
A-
B+
Differentiation
B-
B
SEND Provision
B+
B
Scl Community
B+
A-
Scl Facilities
B+
B-
Opportunities

• Prospective parents will need to think carefully on the gamble of IB schooling for younger children not yet developed enough to be sure of its fit
• Significant opportunity for improving the school and building on its existing capacity

B+
Our Rating
B
User Rating
You have rated this
Is this school on your shortlist?
Top of shortlist
44%
In my Top 5
3%
Shortlisted
9%
A possibility
0%
Pass
0%
No way
44%
About The Author
Jon Westley
Jon Westley is the Editor of SchoolsCompared.com and WhichSchoolAdvisor.com UK. You can email him at jonathanwestley [at] schoolscompared.com

Leave a Response

Academic
Value
ExtraCurricula
Languages
Sports
Arts & Drama
Teaching
Communications
Warmth
Differentiation
SEND Provision
Scl Community
Scl Facilities