Teaching scores are high, but practice and participation vary by lesson.

Ms Nasser explained the conditions of wudu accurately, but the lesson was dominated by explanation and note-taking. Pupils had no time to practise arranging the steps, and there was no plenary or reflection before homework was dictated while the class was packing away. A short sequencing task and a supported way for Majid Al Hammadi to answer publicly would give the class more active practice.

Ms Fernandez taught accurate content and used source evaluation and an essay plan. A sharp exchange with Thomas Walker raised her voice and reduced his engagement; the rest of the lesson continued calmly. A calmer response to challenge would help keep him involved while the class continues its historical analysis.

Mr Abdelrahman taught simultaneous equations through worked examples, independent questions and an AED word problem. Mostafa Shaheen made a subtraction-line error and explained his work when asked. A brief sign check, with more sustained attention to quieter pupils, would address the main gap in this lesson.

Mr Al Shamsi used close reading, paired interpretation and paragraph writing to move pupils from identifying repeated thoughts to explaining changes in Macbeth's choices. Zain Sharma and Youssef Saleh improved the precision of their explanations, while Noura Al Zaabi gave a balanced judgement about responsibility.

Mr Al Mansouri modelled rhetorical appeals, corrected an over-simple label and gave pupils time for paired ranking and analytical writing. Lucy Foster compared the personal effect of pathos with statistics, and Majid Al Otaibi contributed twice despite being quiet.