The inspection report summarizes the evaluation of Al Manara Private School. It found the school to be in need of significant improvement (Band C, Grade 6). Students' attainment and progress are unsatisfactory overall due to inconsistent teaching. While some strengths were noted, including student behavior, key areas for improvement include student achievement, leadership responsibilities, teacher development, and support for special needs students.
The inspection report summarizes the evaluation of Al Manara Private School. It found the school to be in need of significant improvement (Band C, Grade 6). Students' attainment and progress are unsatisfactory overall due to inconsistent teaching. While some strengths were noted, including student behavior, key areas for improvement include student achievement, leadership responsibilities, teacher development, and support for special needs students.
The inspection report summarizes the evaluation of Al Manara Private School. It found the school to be in need of significant improvement (Band C, Grade 6). Students' attainment and progress are unsatisfactory overall due to inconsistent teaching. While some strengths were noted, including student behavior, key areas for improvement include student achievement, leadership responsibilities, teacher development, and support for special needs students.
The inspection report summarizes the evaluation of Al Manara Private School. It found the school to be in need of significant improvement (Band C, Grade 6). Students' attainment and progress are unsatisfactory overall due to inconsistent teaching. While some strengths were noted, including student behavior, key areas for improvement include student achievement, leadership responsibilities, teacher development, and support for special needs students.
Theoveralleffectivenessoftheschool Inspectorsconsideredtheschoolinrelationto3performancecategories BandA Highperforming(overalleffectivenessgrade1,2or3) BandB
thesafeandsecurelearningenvironment students behaviour, positive attitudes to learning and relationships with eachotherandadults Grade 12 students attainment in national examinations and high aspirationsforthefuture.
Themainareasforimprovementare:
students attainment and progress in core subjects, especially in grades 1
to9 distribution and delegation of senior leadership responsibilities, particularlyforacademicaffairsandteachingandlearning professionaldevelopmentofteacherstoensureconsistencyandqualityof teaching and learning, including appropriate expectations of student achievement provision of support and challenge for students with special educational needsorthosewhoaremoreable.
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Introduction Theschool wasevaluatedby5inspectors.They observed 92lessons,conducted severalmeetingswithseniorstaff,theheadsofsubjects,teachers,supportstaff, students, parents and the owner. They analysed test and assessment results, scrutinizedstudentsworkacrosstheschool,reviewedthe686responsestothe parents questionnaires and considered many of the schools policies and other documents. The principal was involved throughout the inspection process and 1 jointlessonobservationwasconductedwithaseniormemberofstaff.
DescriptionoftheSchool Al Manara School was opened in 1982 initially as a villa school in Abu Dhabi. It relocatedtoitscurrentsiteinWestBaniyasinAugust2012,inanexgovernment school building. It is planned to move to 2 new buildings in Shamkha and Mohammad Bin Zayed City in 201617. Al Manara School aims to create a pioneering educational foundation in thinking performance and outcome. Its missionistodevelopperformancethatguaranteesqualityinoutcomes,achieves partnership with local society for a qualifying generation, who owns knowledge andskillsandwhorespectvaluesanddeveloppatriotism. Thestudentpopulationis1759.Thereare1048boysand711girlsonroll.Thereare 124 children in KG, 562 students in Primary Grades 15, 547 students in Middle Grades69and526studentsinUpperGrades1012.Thelanguageofinstructionis Arabic.Ingrades1to5,studentsaretaughtmathematicsandscienceinEnglish. Students are assessed using internal school examinations and Ministry of Education (MoE) examinations and some are selected to be internationally assessed each year for the Programme for International Student Assessment (PISA).AlmostallstudentsareMuslim(99.4%)and96%areofArabicheritage.Of thetotalnumbers,4%ofstudentsareEmirati.Othernationalitiesrepresentedat the school include 26% Syrian, 25% Egyptian, 23% Jordanian, 6% Palestinian, 7% Sudanese,4%Yemeniand1%Iraqi.TherearefurthersmallnumbersfromLebanon, Somalia,Tunisia,Libya,Algeria,Ukraine,RomaniaandAustralia. The school identifies 47 students who have some degree of special educational need(SEN):12havespecificlearningdifficulties,19moderatelearningdifficulties, 1 severe learning difficulty, 3 speaking and communication difficulties, 3 hearing impairments, 2 visual impairments, 1 multisensory impairment and 6 physical disabilities. Theschoolhasidentified143 giftedortalentedstudents, particularly for artistic talent, handwriting, recitation, computing or sports. There are no conditionsforadmissiontotheschool.TheMoErequiresthatstudentswhohave studied a differentcurriculumtake atest todetermine their academic suitability Page4of13
foradmission.ChildreninKindergarten(KG)takeabaselinetesttoidentifytheir entrylevel. The school has 96 teachers, of whom 70 have been at the school more than 15 years.Staffturnoverislow;4leftattheendoflastacademicyearand12newstaff were appointed due to the increase in student numbers. There are 6 teaching assistants whosupport KG classesand13administrativestaff.Thereis 1 security guardand1maintenanceworker.Theprincipalhasbeeninpostfor7years.There is one vice principal. The school Board of Directors comprises 8 people: the owner, the principal, 4 parents, and 2 teachers. They meet each trimester or on request.SchoolfeesrangefromAED11,560inKGtoAED17,750inuppergrades. These include transportation, books and uniform and are within the low to mediumrange.
TheEffectivenessoftheSchool
Evaluationoftheschoolsoveralleffectiveness Al Manara Private School is in need of significant improvement. Students attainmentandprogressareunsatisfactoryoverall.Thisisduetoinconsistentand ineffectiveteaching.StudentsmakesatisfactoryprogressinEnglish,mathematics andsocialstudiesthroughouttheschool.Progressisalsosatisfactoryintheupper grades in all core subjects, except information and communication technology (ICT). There have been improvements since the last inspection, but mainly in health and safety and premises issues, resources and protection, care, guidance and support. The owner and school leaders are committed to school improvement. They are caring and proactive. The school leadership do not have thecapacitytoevaluatetheeffectivenessoftheschoolusingobjectivedata.They do not make accurate judgements about schools performance. There is not a clear and shared understanding about what constitutes effective teaching and learning. Leaders have not addressed the 3 key recommendations from the last inspection. Studentsattainment&progress ChildreninKGmakesatisfactoryprogressandtheirattainmentmeetsagerelated expectations. In grades 1 to 9, students attainment in all subjects is below internationalstandardsandagerelatedexpectations.Thisisduetounsatisfactory teaching. Their progress is unsatisfactory across all subjects, except English, mathematicsandsocialstudies,whereprogressissatisfactory. InArabic,studentslistenandanswerteachersquestions.Writingacrossprimary andmiddlegradesislimitedinlengthandstudentsdonotalwaysusepunctuation accurately. In Islamic education, while a majority of students understand Islamic Page5of13
concepts, many do not apply these consistently. In science, most students
understandbasicscientificfacts.Grade9studentscannamechemicalelements. They cannot write and balance chemical equations. Across the grades, many studentsareunabletoapplytheirlearningtosolvepracticalproblems.Theyalso lack skills in investigation and prediction. In ICT students skills, knowledge and understandingareinconsistent.Moststudentsareabletocarryoutsimpletasks, which are below age related expectations. Students do not use ICT across differentsubjects. Fromgrades10to12,studentsprogressacceleratesandismoreconsistentacross all subjects, except for ICT. By grade 12, students achieve high scores in MoE examinations.Alargepercentagegoontouniversity.Manystudentssuccessfully passtheInternationalEnglishLanguageTestingSystem(IELTS)examination. Throughout the school, students are given the opportunity to develop their Englishspeakingskills.Theresultisthatbygrade12,studentsspeakfluently.They haveawidevocabularyandcanarticulatepersonalopinions.Theycanwritefora rangeofpurposesandaudiences.Inmathematics,moststudentsfromgrade1to 10 skillfully use mental calculation. They are less skilled in investigating number. Acrosstheschoolstudentsareinsufficientlyskilledinapplyingtheirmathematical knowledge in real life contexts. In social studies by Grade 9, students have a soundunderstandingoftheeconomicsandgeographyoftheUAE. Attainment and progress in noncore subjects is also unsatisfactory. In physical education (PE), students sporting skills are not developed systematically. Artwork is limited to unchallenging craftbased activities and is well below international standards. Students are able to collaborate well when given the opportunity. Their abilities to work independently, be creative or apply critical thinking,investigationandresearchskillsarelimited. Thereisalackofrobustassessmentdatatomeasurestudentprogress.Inlessons andfromworkseen,studentswithspecialeducationalneeds(SEN)makeslower progress in most subjects. The school lacks appropriate resources to meet their needs.The schoolhasnotestablishedcriteriaforidentifyingstudentswholearn more slowly than others. Their small steps of progress are not measured from theirindividualstartingpoints.Moreablestudentsarenotsufficientlychallenged bytheworkprovidedandsomakeunsatisfactoryprogress. Studentspersonaldevelopment Students personal development is satisfactory. The school is a calm, orderly learning environment. Students behaviour in lessons and around the school is exemplary.Studentsarepolite,friendlyandrespectful.Theysupporteachother bothinclassroomsandaroundtheschool.Itisaharmoniousfriendlycommunity. Page6of13
Theyhavepositiveattitudestolearning.Theyareconfidentandenjoyschool.This is evidenced by a high average attendance of 98%. Students respect and are knowledgeable about UAE culture and traditions. A group of grade 12 Emirati students invited inspectors in the schools heritage tent for traditional refreshments.TheyspokefluentlyinEnglishandArabictoexplainalltheartefacts and costumes in the tent. In assembly, students of all ages enthusiastically sing thenationalanthem.Studentseagerlyassumeleadershiproles.Thereisanactive studentcouncil.Studentsmediaandnewscommitteeareproactiveinrecording and reporting on daily events. The students behaviour committee helps supervision around the school. There is an active ecology committee. There are limitedopportunitiesforstudentstotakeresponsibilityintheclassroom,ingroup work or for leading learning. They are developing the personal skills and confidence for the next stages of education and employment. Not all have the academicandtechnologicalskills. Thequalityofteachingandlearning The quality of teaching and learning is unsatisfactory. There is no consistency acrosstheschool.Teachersdonotplanlessonstoensurearangeofchallenging activitiesthatmeetstudentsneeds.Thepaceoflessonsisslowandexpectations are low. Teachers talk fortoolongand teachingisdidactic.The resultispassive and compliant learners. Teachers, particularly in grades 10 to 12, have strong subjectknowledge.Theirclassroommanagementskillsareeffective. Daily repetitive routines and practices, for example in KG classes, ensure that childrenlearnandfeelsecureandconfident.Familiarrefocusingactivitiesbythe teacher attracts their attentionandkeeps theirinterest. Theylearn to workand playtogether,sharingandtakingturns.InmostEnglishandsocialstudiesclasses throughouttheschool,andinsomeothersubjects,studentsworkcollaboratively in groups, brainstorming ideas, preparing debates and presentations. They supportandenhanceeachotherslearning.Thisisnotaconsistentfeatureacross theschool. Teachersdonotalwaysdifferentiatetheirmethodology,activitiesandmaterials. Theyrelyonthetextbookandworksheets.Consequently,moreablestudentsare not challenged. Students with special educational needs (SEN) are not given appropriate additional support. Assessment data is not used to plan activities in the classroom to meet individual students needs. Students work, especially in grade 1 to 9, is not marked regularly and is often just ticked. Marking does not showstudentshowtheycanimprovetheirwork.
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Meetingstudentsneedsthroughthecurriculum Theimplementationofthecurriculumisunsatisfactory.Thecurriculumisnarrow andheavilyreliantontextbooks.Itisnotreviewedregularlyandisnotsufficiently coordinatedtoenablestudentstomaketheprogressofwhichtheyarecapable. MathematicsandsciencelessonstaughtinEnglisharenotlinkedwithlessonsof the same subjects taught in Arabic. There is limited cross curricular planning or delivery. The curriculum is not modified to support all students with additional needsandthosewhoneedspecifichelparenotadequatelysupported.Giftedand talented students are not challenged. The planned curriculum does not give all studentstheopportunitytodevelopthefullrangeof21stcenturyskills,especially criticalthinking,independentlearningandtheregularuseofICT.Thereisarange ofenrichmentactivities,suchasscientificandenvironmentaltrips,sportingteams and competitions. UAE heritage and culture is promoted in many areas of the curriculum and in heritage displays and artefacts around the school. The KG curriculumisappropriateforthechildrensage.Itprovidesopportunitiesforfree play, investigation, creativity and exploration. They learn through collaboration and a variety of structured practical and engaging activities. There are fewer opportunitiesforchildinitiatedactivities. Theprotection,care,guidanceandsupportofstudents Theprotection,care,guidanceandsupportofstudentsaresatisfactory.Students arewellcaredfor.Thereisapositiveethos.Itisasafeandsecureenvironmentin whichtolearn.Thesystemstoimprove,attendanceandpunctualityareeffective. Theschoolclinicisefficientlymanaged.Theschoolhasseparateprayerroomsfor boysandgirls.Studentstaketheopportunitytopray.Thereisachildprotection policyandstaffareawareoftheirresponsibilities.Studentsreportthatthereisno bullying.Theschoolisvigilantinitsdutyofcare.Forexample,atbreaktimes,the school provides seating and shaded tented activity tables for students in the centralcommonareas.Manystaffarepresent,talkingtostudentsandorganizing activities. The student discipline committee supervises the canteen queues. The ecology committee helps to pick up any litter. It all creates a calm, positive, purposefulatmosphere.Careersandacademicguidanceislimitedtotheprovision of basic information. Students say they want more help with university applications.SupportforSENstudentsisunsatisfactory.ThereisnofulltimeSEN coordinator. Thequalityoftheschoolsbuildingsandpremises Thequalityoftheschoolsbuildingsandpremisesisunsatisfactory.Theyareold and do not support the curriculum well. The school moved into the present buildings in September 2012. Since the last inspection, improvements have been Page8of13
to sporting facilities. There is now a large grass sports field, with 2 football pitches.Itisusedbystudentsandbythelocalcommunityafterschool.Theschool has created a small gymnasium. There are 2 science laboratories, and 2 lecture roomsforthegirlsandboyssections.Thesesciencefacilitiesareinadequatefor thenumberofstudentsonroll. The school has addressed the safety concerns reported in the last inspections. There are new entrances and exits for the buses for boys and girls sections. Thesearenowsafeandeffective.Thenumberoftoilets,washroomsandfacilities hasbeenincreased.Therearesufficientclassrooms.Afewaresmallandcramped and restrict student movement and group work. Display is adequate and stimulatesstudentsquestionsandlearning.Therearenolifts.Accessforstudents withphysicaldisabilitiestoallpartsofthebuildingsisnotpossible.Thecleanliness of the premises is satisfactory. The 2 central playgrounds are continually swept throughoutthedaytoremovethesand.Therearearrangementstoimproveand maintain the buildings. There is a resident maintenance officer in post. School recordsshowthatelectricalequipmentistestedregularly.Ventilationandcooling systems are not always working effectively. School security has improved. External security is effective. There is a resident security guard who checks all visitorsauthorisation.ThereisacomprehensivesystemofCCTVsecuritycameras throughouttheschool.Theschoolisnowasafeandsecurelearningenvironment. Theschoolsresourcestosupportitsaims Resources are satisfactory. The school is fully staffed and turnover is low. This results in staff stability and positive, established relationships between staff, students and their families. The school has recently appointed assistants to support KG classes. These, plus an additional adult helper in each classroom, effectively support childrens learning and development of personal and social skills.KGclassroomscontainawiderangeoflearningresourcesforactivehands on learning. In each classroom, there is a bilingual book corner. There is a well equippedplayarea.Grades1to9lackmanyclassroomlearningresources,suchas educationalgames,manipulatives,artefactsandadditionalreadingbooks. Theschoolrecentlyappointedafulltimelibrarian.Thelibraryisnowanattractive placetoenjoyreading.Itisregularlyusedbytimetabledclasses.Theschoolhasan electronic register of all staff, their qualifications, skills and personal details. Vettingproceduresarestringent.Allclassroomshaveprojectors,whichteachers usetoenhancetheirlessons.Thereare2ICTroomswith60computers.Thisisnot adequate.InICTlessonssomestudentshavetosharecomputers.Afewstudents use their own iPads in classrooms. Not all students have regular access to ICT equipment to support their learning. The school conducts regular fire Page9of13
evacuations. There are now tight procedures for monitoring and supervising studentsuseofbuses. Theeffectivenessofleadershipandmanagement Theeffectivenessofleadershipandmanagementisunsatisfactory.Schoolleaders donothaveanaccurateviewoftheschoolsstrengthsandweaknesses.Theself evaluation form SEF is inaccurate. It is not supported by robust evidence. Consequently the school development plan (SDP) does not identify the key prioritiesfacingtheschool,namelytoraiseattainmentandimproveteachingand learning. Theownerandschoolleadersarecommittedtoschoolimprovement.Theschool runssmoothlyandefficientlyonadaytodaybasis.Thereisaboardofdirectors with representation of parents and teachers. It meets regularly each trimester. The principal is highly visible around the school. He is available to students, teachersandparents,andisrespected.Leadershipiscentralized.Thereisalackof distributed leadership and delegation of responsibilities. No one has overall responsibility for academic affairs and teaching and learning. Subject coordinators, section coordinators and middle leaders roles are unclear. Recent professional development programmes are not impacting on the quality of teachingandlearningandonachievement. Parents are supportiveoftheschool.Complaintsare addressedand appropriate action taken. Some parents feel that they are not given sufficient information abouttheirsonsordaughtersprogress.Schoolreportslackdetailandtargetsfor improvement. There are satisfactory links with external partners. There is no strategicplanforthemoveintothenewbuildingsin2016.Schoolleadershipdoes not demonstrate the capacity to improve the schools performance without substantialexternalsupport.
Progresssincethelastinspection Theschoolhasimprovedinsomewayssincethelastinspection.Allthehealthand safety issues have been addressed. Health, safety and protection are now satisfactory. The school has extended the sporting facilities, by building a large sports field and a small gymnasium. It has not made progress on the first three keyrecommendationsinthelastreport.Theschoolhasnotaccuratelyevaluated itseffectivenessusingobjectivedata.Allleadersandteachersdonothaveaclear view about what constitute effective teaching and learning. There is not high quality professional development for teachers. The principal and vice principal alonedonothavethecapacitytomakethenecessaryimprovements.
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Whattheschoolshoulddotoimprovefurther: 1. Raise students attainment and progress in core subjects, especially in grades1to9by: i. ensuringalllessonsareplannedconsistently,usingawholeschool lessonplanningproforma ii. using data to identify which subjects and students are underachieving iii. settingtargetsforstudentsinallgradesandinallsubjects iv. monitoringandtrackingofstudentsprogress v. improvingliteracy,numeracyandICTskillsacrossallsubjects.
2. Ensurethedistributionanddelegationofseniorleadershipresponsibilities, particularlyforacademicaffairsandteachingandlearningby: i. appointing asecondviceprincipalwith responsibilityforacademic affairs ii. distributinganddelegatingleadershipresponsibilitiesandtasks iii. clarifyingrolesandwritingjobdescriptionsforallseniorandmiddle leaders iv. providing time and support for all leaders to undertake their responsibilities v. evaluating rigorously the schools provision in order to know its strengthsandweaknesses.
3. Improve the professional development of teachers to ensure consistency
andqualityofteachingandlearning,includingappropriateexpectationsof studentachievementby: i. ensuring all school leaders and teachers have a clear and shared understanding about what constitutes effective teaching and learning ii. providingaregularprogrammeofprofessionaldevelopmentforall teachersthatisspecifictoindividualneeds iii. sharingandobservingtheeffectivepracticethatalreadyexists.
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4. Improve the provision of support and challenge for students with
additionalneedsby: i. appointing a fulltime special needs coordinator and creating a learningsupportteam ii. identifying students who are slow learners and need additional support iii. planningactivitiesinlessonsthatchallengethemoreablestudents, and by providing resources to support those who need additional help.
