Most lessons are strong; two lessons need closer follow-up

In History on 22 October in Year 12A, Ms Fernandez responded sharply to Mahmoud Mansour. The room became quieter during source work, although Mahmoud later produced a usable judgement. Check his written paragraph privately next lesson and keep corrections focused on the work.

In Islamic Studies on 26 October in Year 3C, the lesson scored 5.7 out of 10. Pace and timing, variety of activities, and differentiation and individual support were not met; 5 of 14 pupils spoke, and no written practice was completed before homework was set. Short written checks and a low-risk pair rehearsal would give Rania Fahmy and other quieter pupils more chances to show what they know.

In Islamic Studies on 9 October in Year 12A, pupils improved written explanations of Maqasid al-Shariah, but independent work was checked unevenly and there was no formal retrieval check for the whole class. A brief written retrieval task would help Reem Al Qahtani rehearse before speaking and give the class a clearer check of understanding.

In English on 30 October in Year 8D, Mr Al Shamsi scored 10 out of 10. He moved from modelling to paired challenge work and independent writing; 16 of 25 pupils spoke, and pupils used claim, evidence, reasoning and counterargument with increasing precision. Liam Campbell recognised the missing reasoning in his paragraph, while Zain Sharma gave a precise explanation of how a measured trial could support a school decision.

In English on 19 October in Year 9C, Mr Al Mansouri scored 10 out of 10, with 17 of 25 pupils speaking. Pupils evaluated persuasive choices, corrected a misconception about emotional language and adapted arguments for different audiences. Mostafa Shaheen identified the missing evidence in a weak paragraph and explained why a reader should be able to check a claim.