Private School

Inspection Report

Repton Foundation School

Academic Year 2015 2016

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 Repton Foundation School

Inspection Date February 29, 2016 to March 3, 2016

Date of previous inspection May 5, 2014 to May 7, 2014
General Information Students

Total number of
School ID 236 503
students

Opening year of Number of children

2013 282
school in KG
Primary: 221
Number of students
Principal Robert Relton Middle: 0
in other phases
High: 0

School telephone +971 (0)2 507 4800 Age range 3 to 8 years

PO Box 45016, Reem Island, Grades or Year

School Address Foundation Stage Year 3
Abu Dhabi Groups

Official email (ADEC) [email protected] Gender Mixed

% of Emirati
School website www.reptonabudhabi.org 18%
Students
1. British 17%
Fee ranges (per Very High: Largest nationality
2. Indian 8%
annum) AED 55,000 AED 67,000 groups (%)
3. Pakistani 6%
Licensed Curriculum Staff
English National Curriculum
Main Curriculum Number of teachers 36
(ENC)
Number of teaching
Other Curriculum -------- 23
assistants (TAs)
Progress in English (PiE),
Progress in Mathematics FS 1:22
External Exams/ Teacher-student
(PiM), Single Word Reading
Standardised tests ratio
Test (SWRT), Single Word Primary 1:20
Spelling Test (SWST)
Independent Association of
Accreditation Teacher turnover 11%
Prep Schools (IAPS)

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 Introduction
Inspection activities
Number of inspectors 3
deployed

Number of inspection days 4

Number of lessons observed 68

Number of joint lesson 2

observations
Number of parents
85; (response rate: 42%)
questionnaires
The team completed observations, conducted several
meetings with senior staff, leaders, teachers, support
staff, students and parents. They analysed test and
assessment results, scrutinised students work across
Details of other inspection
the school, and considered many of the schools
activities
policies, surveys and other documents. The leadership
team was fully involved throughout the process and
leaders conducted joint lesson observations with
inspectors.

School
We aim to give all our pupils the educational tools to
succeed in whatever field they choose to further their
path of learning. Through our encouragement of
School Aims achievement and, equally important, independence of
thought as well as action, pupils will develop a sense of
personal responsibility and readiness for the demands
of a rapidly changing world.

To be the premier technology school in the UAE

ensuring that all our pupils are equipped and stimulated
School vision and mission to engage in our ever more technical world with
confidence and flair.

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 To ensure that Repton learners attain the highest levels
of digital literacy and academic achievement at school
and beyond.

To maintain a strong identity with the values and ethos

of Repton UK.

To establish a unified and continuous educational plan

for all children from 3 through to 18.

The admission policy is non-selective and fully inclusive;

Admission Policy on entry baseline assessments are used to provide
information on students starting points.

Governance is provided by the sponsor and governing

board. The governing board includes a parent
representative. The active parent committee provides
Leadership structure
feedback on developments and was involved in the
(ownership, governance and
schools development plan. The head teacher is
management)
supported by a senior leadership team comprising the
deputy head teacher, and heads of early years and key
stages.

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 SEN Details (Refer to ADEC SEN Policy and Procedures)
Number of students
Number of other students
SEN Category identified through external
identified by the school
assessments

Intellectual disability 0 0

Specific Learning Disability 0 19

Emotional and Behaviour

0 33
Disorders (ED/ BD)
Autism Spectrum Disorder
0 0
(ASD)
Speech and Language
0 0
Disorders
Physical and health related
0 0
disabilities

Visually impaired 0 0

Hearing impaired 1 0

Multiple disabilities 0 0

G&T Details (Refer to ADEC SEN Policy and Procedures)

Number of students
G&T Category
identified

Intellectual ability 0

Subject-specific aptitude (e.g. in science, mathematics,

12
languages)

Social maturity and leadership 0

Mechanical/ technical/ technological ingenuity 0

Visual and performing arts (e.g. art, theatre, recitation) 1

Psychomotor ability (e.g. dance or sport) 8

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The overall performance of the school
Inspectors considered the school in relation to 3 performance categories

Band A High performing (Outstanding, Very Good or Good)

Band B Satisfactory (Acceptable)

Band C In need of significant improvement (Weak or Very Weak)

School was judged to be: BAND (A) Very Good

Band C
Band A Band B
In need of significant
High Performing Satisfactory
improvement
Outstanding

Acceptable

Very Weak
Very Good

Weak
Good

Performance Standards

Performance Standard 1:

Students achievement

Performance Standard 2:
Students personal and
social development, and
their innovation skills

Performance Standard 3:
Teaching and assessment

Performance Standard 4:
Curriculum

Performance Standard 5:
The protection, care,
guidance and support of
students

Performance Standard 6:
Leadership and
management

Summary Evaluation:
The schools overall
performance

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The Performance of the School
Evaluation of the schools overall performance
The overall performance of Repton Foundation School is very good. The school is
in its third year of operation and has responded most effectively to the challenges
of a quickly expanding student population from a range of nationalities and
cultures. Key strengths are the students strong personal and social development,
nurtured by the high quality of protection, care, support and guidance in this
inclusive community.
The large majority of students make better than expected progress and the
majority of students attain levels above curriculum standards. Achievement is
highest in English where most students demonstrate skills and understanding
above appropriate curriculum standards and their progress is better than expected.
In the subjects taught in Arabic, attainment levels are generally acceptable and
progress is good in relation to appropriate curriculum standards. Students
throughout the school demonstrate well-developed learning skills. The progress
made by Emiratis and by students with special educational needs (SEN) is very
good.
The quality of teaching is generally very good. The school uses comprehensive
assessment processes and thorough analysis at all levels to inform planning for
learning and effectively meet the needs of all students. The curriculum is well
planned, adapted and implemented to actively engage students in learning,
particularly in subjects taught in English. In all year levels, teachers and students
make highly effective use of technology as a tool to enhance teaching and learning.
The quality of leadership and management at all levels is very good. The head
teacher and deputy head teacher demonstrate skilled strategic leadership and a
strong commitment to distributive leadership and teamwork at all levels. This
results in staff and parents who are extremely supportive of the senior leaders, the
schools aims and vision, and who are committed to continuous school
improvement. Self-evaluation is accurate and leads to well-prioritised and regularly
reviewed school development planning. Professional development is continuous
and has a very positive impact on the quality of teaching and learning. Governance
provides very good accountability and supportive strategic guidance.
Progress made since last inspection and capacity to improve
The school has made good progress on the recommendations from the previous
inspection. Continuous professional development (CPD) involves all staff and is
tailored to address identified needs. Planning is well monitored to ensure the
careful planning of a range of activities to engage students interest and challenge
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all learning levels. In most lessons time is used effectively and activities are
balanced. The expanded senior leadership team (SLT) closely monitor the quality
of teaching and learning. Comprehensive performance management processes
include peer observations and regular walkthroughs in all subjects, in order to
support targeted improvement in the effectiveness of teaching and hold staff
accountable for continuous progress.
Self-evaluation is closely aligned to the inspection framework. Assessment
processes are consistent and analysis is rigorous. Assessment data is used
extremely well to track the progress of different groups of students in relation to
curriculum expectations and develop action plans for groups and individuals to
ensure that their learning needs are addressed. The timetable now ensures
appropriate teaching times for Arabic.
Development and promotion of innovation skills
Senior and middle leaders work to ensure that staff promote a culture of innovation
that is integrated throughout all aspects of school life and is focussed on
developing high quality teaching practices and improving students learning
opportunities and achievement. As part of the Journey of Discovery launched by
ADEC, staff purposefully plan for the development of innovation, and opportunities
for students to enhance their skills are evident in curriculum planning and its
modification at all levels. Students have been effectively supported in looking at
recycling as part of their enterprise activities, saving money for charity by re-using
materials. Initiatives such as creating photo books to sell for charity help develop
their entrepreneurial skills. They have creatively used recycled materials to make
bird-feeders in the eco-garden. The school holds events such as Appy Sunday to
encourage children to write programmes and design webpages. Despite their
young age, students have taken part in a careers day where they investigated the
various roles of parents in the world of work.
Learning technology is fully integrated as a tool for teaching and learning and even
the youngest children are confident in their independent use of iPads. The school
has initiated action research projects that involve students, as in the imaginative
use of an App in Year 2 by which children monitor their punctuality at the start of
the day.
Teaching focusses on promoting critical thinking, and how and why questions
are central to discussions. Almost all lessons have elements of meaningfully
independent and collaborative learning. As a result, students work confidently and
relevant skills are well developed. Children are frequently asked for their views and
invited to hypothesise and discover, for example in working out the similarities and
differences between plants and animals in Year 1.

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The inspection identified the following as key areas of strength:
students outstanding achievement in English and their well-developed
learning skills
students very positive attitudes towards, and enjoyment of, school
students strong personal and social development, nurtured by all staff in
this caring and inclusive community
highly effective assessment processes and thorough analysis to inform
planning for learning to meet the needs of all students
highly effective use of technology to support teaching and learning
the commitment of all staff to continuous school improvement
the head teacher and deputy head teachers skilled strategic leadership, and
their commitment to distributive leadership and teamwork at all levels.

The inspection identified the following as key areas for improvement:

students attainment and progress in subjects taught in Arabic, in order to
consistently match achievement in other subjects
consistency in teaching for effective learning in all subjects and year levels
students punctuality at the start of the day.

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Performance Standard 1: Students Achievement

Students achievement Indicators KG Primary Middle High

Attainment N/A Good

Islamic
Education
Progress N/A Good

Attainment Acceptable Good

Arabic
(as a First
Language) Progress Acceptable Good

Arabic Attainment Acceptable Acceptable

(as a Second
Language) Progress Acceptable Acceptable

Attainment N/A Acceptable

Social Studies
Progress N/A Acceptable

Attainment Outstanding Outstanding

English
Progress Outstanding Outstanding

Attainment Acceptable Good

Mathematics
Progress Good Good

Attainment Outstanding Good

Science
Progress Outstanding Very Good

Language of
instruction (if other Attainment N/A N/A
than English and
Arabic as First Progress N/A N/A
Language)

Other subjects Attainment Very Good Very Good

(Art, Music, PE)

Progress Very Good Very Good

Learning Skills
(including innovation, creativity, critical
Very Good Very Good
thinking, communication, problem-
solving and collaboration)

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Students achievement is very good overall; attainment is good, levels of progress are
very good and learning skills are very well developed. Baseline assessment tracking
demonstrates that from relatively low starting points on entry children make very
good progress in all areas of learning. Attainment is very good in subjects taught in
English, where the large majority of students attain levels above expected curriculum
levels. The majority of students attain levels above curriculum standards in subjects
taught in Arabic, with higher attainment in Islamic education and Arabic as a first
language (FL) in Years 1-3.
Scrutiny of student work and observations in lessons demonstrate that overall the
large majority of students make better than expected progress in subjects taught in
English, including core and other subjects. Achievement is outstanding in English and
in Foundation Stage (FS) science. The majority of students make at least good
progress in mathematics. Achievement in other subjects is very good in relation to
expected curriculum levels. The majority of students make better than expected
progress in relation to expected curriculum levels in Islamic education and Arabic FL
in years 1-3. Most students make expected progress in Arabic in FS and in social studies
in years 1-3. Average performance levels overall in internally marked standardised
assessments are good compared to age-related expected levels. They are good in FS
and years 1-3 in English and mathematics. They are acceptable in FS in Arabic and good
in Years 1 and 2. Assessment data show that the number of students attaining at least
expected levels or above is higher than UK averages in English, mathematics and
science. Attainment data demonstrates that overall Emiratis and students with
identified special educational needs (SEN) make very good progress as a result of
thorough planning, additional support, and interventions designed to meet their
particular needs. Tracking of students who have been with the school for over two
years demonstrates very good progress.
Learning skills are well developed in most subjects and year levels. Students make
excellent use of learning technology as a tool to support and enhance learning, as in
the confident use of iPads in all year levels for research, self-assessment or creative
brain-storming. They work well in collaborative groups, sharing ideas and listening
attentively to others. They are able to persevere in learning activities, independently
of teacher direction, for sustained periods, for example during a creative Year 2
reading activity. Students in most lessons demonstrate well-developed creativity and
critical thinking skills that reflect secure modelling by teachers, as in the creative
addition of adjectives into sentences by Year 1 students.
In English, the large majority of students speak English as an additional language
(EAL). They make significant gains in relation to lesson-based learning objectives, and
use language skills confidently when listening, speaking, reading and writing. In FS2,

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children use creative spellings and develop secure phonic understanding when they
write and build words. By Year 3, most students use a wide vocabulary in accurate and
well-developed sentences to explain their ideas, for example when students
confidently described the actions of protagonists and antagonists in a story setting.
Writing skills show significant progress as a result of focused interventions and
constructive feedback.
In mathematics, children in FS develop basic numeracy skills and in Years 1 and 2 know
number bonds very well. A minority of students lack the skills to apply these in new
situations, for example in bridging operations with higher numbers. In Year 3,
students show stronger understanding in data and shape than they do in number and
calculation. Almost all develop a very good knowledge of shape and measure. They
have good reasoning skills. A large majority competently use mathematical
vocabulary to explain their learning.
In science, FS children use focus vocabulary accurately, and their investigative and
observational skills are developing well, for example when they confidently
communicate with each other as they dig in the sandpit to discover pieces of a crashed
rocket. Students in Years 1-3 show practical understanding, secure investigative skills
and a facility with scientific language. They master difficult concepts, for example
through creative experiments to test shadow formation in Year 2.
In Islamic education, students demonstrate secure knowledge through
memorization. The majority demonstrate confident understanding in their application
of Islamic values to real-life scenarios. This is evident not only in students very good
behaviour, but also when Year 1 students model the actions of Salah, and Year 3
students explain their knowledge of fasting.
In Arabic, FS children memorise letters and words, and use them accurately. Their
listening, speaking and reading skills are more limited due to limited opportunities for
practice. In Years 1-3, first language speakers demonstrate secure listening
comprehension skills and respond accurately. Reading skills are developing well, for
example when Year 3 students read words and sentences, they lack fluency and do
not read short and long vowels accurately. Students predominantly speak in dialect
instead of standard Arabic. The large majority of additional language speakers
confidently memorise words but they do not yet have the skills to read words by
bringing sounds together.
Students demonstrate a curriculum-appropriate knowledge of social studies
concepts; their understanding and application of knowledge is more limited. Year 1
students know the traditional dress of the UAE and Year 2 students are able to name
the seven Emirates and identify the services the UAE government provides its citizens.

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Performance Standard 2: Students personal and social development,
and their innovation skills

Students personal and social

development, and their innovation skills KG Primary Middle High
Indicators

Personal development Very Good Very Good

Understanding of Islamic values and

Very Good Very Good
awareness of Emirati and world cultures

Social responsibility and innovation skills Good Good

Students personal and social development and their innovation skills are very good.
They have enthusiastic attitudes towards school and in most subjects are motivated
and very keen to participate in learning activities. They are curious and enjoy learning.
Students attendance levels are very good at 96%, and most students are punctual at
the start of the day. Lateness is largely as a result of difficulties with traffic congestion
related to building development outside the school. Students are well behaved in and
out of lessons and demonstrate high levels of self-reliance, for example when
managing their own group games during break-time. They are courteous with adults
and maintain friendly interactions, mixing in harmonious groups. Students
demonstrate a practical understanding of healthy foods. They enjoy physical exercise
and make safe choices, for example when moving into safe spaces in physical
education (PE) lessons.
Students have a secure age-appropriate appreciation of Islamic values; this is
reflected in their positive behaviour and harmonious interactions with each other and
adults. They show respect for each other and adults during the school day. one such
example was seen during the inspection week when after the student meeting when
a Year 3 student carefully leads FS children back to their classrooms. Their cohesive
and friendly interactions demonstrate the enjoyment students take in mixing with
others. Students demonstrate an age-appropriate appreciation of Emirati heritage
and culture, encouraged by the range of special events in school and related field
trips, as well as by the connections made during lessons. Students enjoy a variety of
opportunities to develop responsible leadership skills, as elected members on the
pupil council in Years 1-3 and as class leaders and monitors.

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Students throughout the year levels and subjects demonstrate very positive
approaches to work in school and obviously enjoy the activities. In more effective
lessons, they work purposefully and persevere to complete tasks. In FS they show
creativity in imaginative play and in the majority of lessons are creative when suitable
opportunities are given. In FS, children very responsibly tidy up before moving to a
new learning centre; throughout the school students take care of the facilities and
equipment. Students are proud of their achievements in looking after the school, as
when they encourage peers to take care of hula-hoops at break-time. The student
council has taken the initiative in raising awareness of recycling through a campaign
and a focus day involving re-using paper from the print room. The eco club also
initiates activities to raise awareness. Parents have been central in helping children to
actively support community action, as in raising money for the Yemen Appeal through
a non-uniform day.

Performance Standard 3: Teaching and Assessment

Teaching and Assessment Indicators KG Primary Middle High

Teaching for effective learning Very Good Very Good

Assessment Very Good Very Good

Teaching and assessment is very good. The quality of teaching observed by inspectors
ranged from outstanding to acceptable. The majority of lessons were deemed to be
very good or outstanding. Examples of effective teaching were seen in all subjects
and year levels, and there was particularly effective teaching in English, science and
other subjects.
Teachers knowledge of their subjects is secure in all year levels. Particularly in
subjects taught in English, they demonstrate a clear understanding of how students
learn most effectively. This is evident in the engaging range of strategies employed,
and the clear explanations given when students ask questions. In many classes, this
is further enhanced by very good use of learning technologies. As a result of well
focused professional development, teachers have developed very strong skills in the
teaching of English and make very effective use of a range of strategies so that
children as first and additional language learners develop very good language skills.
In subjects taught in Arabic, lessons are sometimes teacher-driven: the teacher does

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most of the talking and students are less well motivated. Throughout the school,
teachers have a clear awareness of the need for practical activity to support learning,
and particularly in FS they have a very sound understanding of the need for children
to see the links between areas of learning. Classroom assistants are knowledgeable:
they display the skills needed to provide effective support to individuals and groups
in most lessons. Their lack of Arabic language limits the range of support in subjects
taught in Arabic.
Throughout the school, teachers have created stimulating learning environments
that make effective use of a wide range of easily accessed resources. In subjects
taught in Arabic, resources, visuals and prompts are well used. Teachers make use of
technology for example in student reading on iPads. In more effective lessons, display
celebrates student achievement and provides useful prompts for future learning.
There are examples of exceptional classroom organisation and display. Lessons
predominantly move at a good pace to ensure purposeful learning and secure
progress.
Thorough planning by teachers takes good account of students prior learning and
the range of different learning needs. This includes differentiation by teaching,
planned activities and expected outcomes. Teachers purposefully plan to develop
skills in independent and collaborative learning and this leads to well-developed self-
reliance. Learning objectives help focus lessons, and students clearly understand and
refer to them.
Teachers maintain very positive and respectful relationships that encourage students
to present their ideas freely. In a Year 1 mathematics class the teacher enabled a lively
and productive dialogue whilst students were fully involved in a collaborative,
technology-based activity. Teachers use a range of effective questioning skills to
encourage students to develop and share ideas, and to stimulate deeper thinking and
understanding. In most lessons, including those with the youngest children, teachers
used open-ended questions. There are many examples of problem solving in all
subjects taught in English, including PE and swimming lessons, and in the application
of Islamic values to real life. In mathematics, problem-solving activities are more
frequently an extension activity for higher ability students or those who work most
quickly. In practical learning tasks, students are mostly given developmentally
appropriate activities. In the most effective lessons, students perform at an
exceptional level, for example in Year 3 English when they are able to debate the best
use of adjectives. In FS, there is effective use of play to support childrens learning,
and activities challenge them to investigate; children enjoy tackling problems such as
those involved in creating imaginative rocket models.

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Internal assessment processes are consistent and well linked to curriculum standards.
The school performs comprehensive and thorough analysis of assessment data from
standardised and internal assessments in order to benchmark students performance
and to regularly track the progress of different groups. This is used well to identify
levels of attainment in relation to expected curriculum levels, cohort-based strengths
and weaknesses, and individual student progress. The wealth of assessment
information is used to inform and modify long-term curriculum planning, individual
lesson planning and individual target setting. Through this process most teachers
develop a good knowledge of their students and are therefore able to more fully
support student learning.
Assessment for learning is used very effectively in planning and to make well-focussed
interventions during lessons, particularly in challenging high achievers. Peer- and self-
assessment are effective strategies and used by students with confidence. Internal
assessment is regular and meaningful. It consists of the ongoing marking of students
work, in-class interactions, and in particular the use of iPads by students as individuals
and a whole class to give an overview of each response. In very effective lessons,
students are asked to look at and challenge their own responses, thereby taking
responsibility for their own learning. Feedback to students in lessons helps them to
improve their work. Marking of workbooks is regular and includes the making of
constructive comments.

Performance Standard 4: Curriculum

Curriculum Indicators KG Primary Middle High

Curriculum design and implementation Very Good Very Good

Curriculum adaptation Very Good Very Good

The quality of curriculum design, implementation and adaptation is very good. The
core curriculum is broad and balanced and enhanced by other subjects including
French, physical education, swimming, art, music, personal social and health
education (PSHE) and humanities. The curriculum complies with the requirements of
the authorised curriculum and is appropriately modified for the local context. For
example, design and implementation take account of the development of English
language skills for learners of all levels and of the use of technology to enhance
learning skills.

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The design of the English curriculum is particularly strong. The elements of phonics,
spelling and writing are scaffolded very effectively through detailed schemes of work
and have been the focus of staff professional development. In Arabic, in a few
lessons, curriculum expectations are not high enough, for example in FS when Arabic
first language and additional language learners are taught. Schemes of work underpin
planning and implementation and ensure activities engage students interest and
provide continuity and progression, as seen in science where both Year 1 and Year 3
were working on magnetism but at very different levels. In addition, the Year 3
teachers made an analysis of prior learning before beginning the project.
The school provides many opportunities for curricular choices, in particular through
the wide range of extra-curricular activities, which are very well attended by all year
levels. Additionally, in the FS, there are many opportunities for curricular choices
during the day as children are able to move around the interactive learning
environment to take advantage of the opportunities provided for both thinking and
enjoyment. Much of the teaching is delivered through thematic planning which
involves significant cross-curricular linkages between core and other subjects. Most
of the themes are connected to field trips, visitors in school or special events to
further enrich the curriculum, such as Heritage Day and Science Week. There is cross-
curricular planning across the languages. The curriculum is reviewed and updated
regularly as part of the development planning process. A thorough review of the Year
3 curriculum has been undertaken in order to prepare for the move to Year 4 in the
next school year.
Throughout the school the curriculum has been modified to provide significant focus
on the developing language skills of the majority of EAL students, as well as on
meeting the learning needs of all students. Documentation indicates that there is
significant modification of the curriculum to make it appropriate for all groups of
students. For example, staff are required to analyse the suitability of materials,
resources and their implementation with reference to their cultural sensitivity. The
timing of curriculum delivery is carefully considered so that students who need
additional help are allocated appropriate withdrawal sessions, and also gain from in-
class support. The development of themes adds interest to the curriculum and it
engages most students very successfully.
The curriculum provides opportunities for enterprise and creativity, for example in
science, where Year 3 students design their own reporting mechanism. During the
school year, planning ensures that meaningful links are made in most subjects in order
to promote students knowledge, understanding and appreciation of the culture and
heritage of the UAE. These are frequently reinforced by field trips, visits and special
events.

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Performance Standard 5: The protection, care, guidance and support
of students

The protection, care, guidance and

KG Primary Middle High
support of students Indicators

Health and safety, including

arrangements for child protection/ Very Good Very Good
safeguarding

Care and support Very Good Very Good

The school makes very good provision for the protection, care, guidance and support
of students. Student wellbeing is a priority for all members of the staff community.
Staff at all levels display caring and encouraging interactions with students and
provide them with very effective guidance and support. The school has rigorous
procedures for the safeguarding of students and staff, including child protection, site
evacuation, student abduction prevention and lock down. The school ensures that it
provides a very safe and healthy environment, which is rigorously monitored by the
staff tasked with this responsibility. Risk assessments are ongoing for different safety
matters such as precautions during sports day, the delivery of hot food and the
inclusion of a falcon during National Day celebrations. Thorough processes ensure
that students are in a secure environment.
The school premises are high quality and buildings are very well maintained and
hygienic. The clinic is well equipped with appropriate medical equipment and the
qualified nurse provides prompt and caring medical attention. Audits are completed
regularly and thorough records are maintained by the facilities manager. The schools
effective promotion of safe and healthy living is reflected in the quality of lunches
provided for students and permeates various aspects of school life including science
lessons and the health and education awareness programme provided by the school
nurse.
The pastoral system thrives on the nurturing and constructive student-teacher
relationships. Behaviour management is through positive behaviour reinforcement
and a reward system that is consistently used by all staff. The school successfully
promotes high levels of attendance and keeps thorough records. A range of initiatives
targets improvement in punctuality at the start of the day.
The school is inclusive, and comprehensive procedures for the identification of
students with special needs (SEN) including emotional and behavioural difficulties
(EBD) and gifts and talents (G&T) are highly effective. Parents play an integral part in
the identification, support and monitoring of a students progress and development.
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They are trained by the special educational needs coordinator (SENCO) on how to
provide support for their child using the resources of the reinforcement programme.
The school also communicates regularly with parents on their childs progress and
addresses any issues that may require additional parent support. The school
counsellor provides well-focussed support, including parent workshops on topics
such as how to deal with tantrums, set limits and follow rules.
Interventions are very effective in achieving secure progress by students with SEN
students and G&T. The SENCO plans and works closely with classroom teachers to
provide a range of teaching strategies that can support individual students progress.
In a few diagnosed cases, for example a student with autism, a shadow teacher,
appointed by the parents, supports the student at all times. This additional support is
closely monitored by the SENCO. The counsellor works closely with students and the
classroom teacher to suggest behaviour strategies for students with EBD so that
there is a community of shared practice to ensure effective support. Support for
gifted and talented students is provided through invitation to the Hot Skills Club
which caters to ICT research and presentation skills, a Literacy Club for FS2 students,
and Math Problem Solving Club for Year 2. The SENCO works closely with the
classroom teacher to ensure that adequate support is provided for staff to meet the
differing needs of SEN and gifted and talented students.

Performance Standard 6: Leadership and management

Leadership and management Indicators

The effectiveness of leadership Very Good

Self-evaluation and improvement planning Very Good

Partnerships with parents and the community Very Good

Governance Very Good

Management, staffing, facilities and resources Very Good

The quality of leadership and management is very good. Guided by the extremely
effective head teacher, senior leaders have been very successful in establishing and
developing a high-performing school that has grown considerably in size since it
opened. The head teacher and deputy head teacher demonstrate confident
educational leadership and they have created a strong team ethos in which all leaders
and staff are committed to the schools vision and strategic direction, with students

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firmly at the centre of all developments. Leaders at all levels demonstrate a thorough
understanding of curriculum and best practice in education. Together with staff they
have created an inclusive approach that successfully nurtures personal development
and ensures purposeful learning for all groups of students. Senior leaders encourage
innovative practice in all areas of the schools performance, for example in the Year 2
action research project. Relationships among all members of the community are
professional and encouraging, and leaders hold staff accountable for ongoing
improvement and high standards.
Self-evaluation processes are systematic and involve all staff. Comprehensive analysis
of student performance is used well to evaluate progress and inform development
planning. The school development planning documentation and process are
comprehensive, and very effective in driving improvement in all aspects of the
schools performance. Rigorous performance management procedures involve all
levels of leadership. They include formal observations as well as walkthroughs and
peer observations that focus on the quality of teaching and its impact on learning.
Professional development opportunities are well aligned to identified needs, and take
into account teachers suggestions. The school has successfully addressed the
recommendations from the previous inspection report.
In meetings and the parent questionnaire, parents show themselves to be very
supportive of the school. They participate in a variety of ways, for instance through
membership of the active parent council, as regular parent readers with students, and
in their enthusiastic support for assemblies and special events. The school uses a wide
range of effective communication methods to maintain close contact with parents.
These include the use of technology and teacher communication books. Parents
appreciate the ease of access to staff and their responsive communication. Reporting
is regular and detailed, providing information on both students academic and their
personal development. The school has developed a range of partnerships to enhance
student learning, including curriculum-related visits and links with other schools and
community organisations.
The governing board includes a parent representative. The board employs a range of
methods to seek and take note of parents views. The board closely monitors the
performance of the school and holds the head teacher firmly accountable for
achieving development targets and quality. The governing board is supportive and
provides strategic guidance.
The school is highly organised and runs efficiently on a day-to-day basis. The
movement of students around the school is well organised and supervised so that any
loss of learning time is minimised. There are sufficient well-qualified staff to deliver
the curriculum. Classroom assistants demonstrate secure understanding of good

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practice and provide effective support to student learning. Professional development
includes all staff and is well aligned with school priorities and identified needs. The
premises are of high quality and offer a range of specialist facilities, for example the
eco-garden and inside sports facilities, which are used effectively to enhance learning.
The school provides a wide range of resources that are matched well to the curriculum
and used successfully to motivate and engage students.

What the school should do to improve further:

1. Strengthen the effectiveness of teaching in the subjects taught in Arabic, so
that attainment and progress match those in other subjects by:
i. sharing more widely the effective practices already in place in other
core subjects, particularly in FS
ii. ensuring that teachers make more effective use of assessment for
learning to inform planning, and deliver lessons that take account of
students prior learning
iii. ensuring that teachers make effective use of a range of engaging
methods to provide appropriate challenge for all students
iv. closely monitoring the quality of teachers lesson planning
v. evaluating the impact of teaching so as to recognize priority
professional development needs and provide continuing support in
those areas.

2. Increase the consistency of highly effective teaching in the subjects taught

in English in order to raise student achievement still further by:
i. ensuring that successful teaching approaches are shared more
widely among staff
ii. enabling highly effective teachers to influence and help develop their
colleagues practice through modelling successful strategies, team
teaching and targeted peer observations
iii. continuing to monitor, evaluate and support the work of teachers
through a cycle of regular observation, developmental feedback and
target-setting.

3. As a priority, consolidate plans to resolve the problem of traffic congestion

at the start of the day to reduce students lateness.

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