Private School

Inspection Report

Al Yasat School

Academic Year 2016 2017

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 Al Yasat School

Inspection Date May 15, 2017 to May 18, 2017

Date of previous inspection May 4, 2015 to May 6, 2015

General Information Students

Total number of
School ID 244 841
students

Opening year of %of students per Main Curriculum 100%

2014
school curriculum Other Curriculum 0
KG 267
Number of students Primary: 418
Principal Jake Madden
in other phases Middle: 156
High: 0

School telephone +971 (0) 2 6412300 Age range 4 to 14 years

Grades or Year
School Address Al Shamkha, Abu Dhabi KG - Grade8
Groups

Official email (ADEC) [email protected] Gender Boys and Girls

% of Emirati
School website www.alyasat-school.com 86%
Students
1. Yemeni: 2%
Fee ranges (per High category: Largest nationality
2. Jordanian: 2%
annum) AED30,000- AED46,000 groups (%)
3. Egyptian: 2%
Licensed Curriculum Staff

Main Curriculum American Number of teachers 52

Other Curriculum Number of teaching

----- 10
(if applicable) assistants (TAs)
Measures of Academic KG/ FS 1:22
External Exams/ Performance (MAP) Teacher-student
Standardised tests ratio Other phases 1:21

Accreditation AdvancED Teacher turnover 14%

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 Introduction
Inspection activities
Number of inspectors 4
deployed

Number of inspection days 4

Number of lessons observed 101

Number of joint lesson 5

observations
Number of parents
49; (return rate: 6%)
questionnaires
The school was evaluated by 4 inspectors. They
observed lessons, conducted several meetings with
the chair of the school board, the school director,
senior staff, subject coordinators, teachers, support
staff, students and parents. They analysed test and
Details of other inspection assessment results, scrutinised students work,
activities analysed responses to the parents questionnaire and
considered many of the schools policies and other
documents. The leadership team was involved
throughout the process and leaders conducted joint
lesson observations with inspectors.

School

To provide a holistic approach to learning

within the structured curriculum that is
responsive to the educational and emotional
needs of the individual

To promote co-operation and teamwork in a

School Aims dynamic and supportive environment and to
provide access to continuous learning
opportunities

To promote fairness and equality.

To promote tolerance, understanding and

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 appreciation of the world and people of
different ethnic and cultural backgrounds.

Our mission at Al Yasat is to provide a safe, nurturing,

educational environment that will enable our students
to become lifelong learners.

Our Vision
School vision and mission
Inspirational, leading-edge international school
dedicated to nurturing outstanding role models,
responsible global citizens and informed leaders of the
future.

The school has an inclusive policy.

There is no testing for selection at KG

Admission Policy In Grades 1 and above, grade appropriate MAP tests

are administered to identify students starting points

Students also undertake Arabic written and oral

assessment

The senior leadership team comprises of the principal;

senior vice principal; vice principal middle/high school;
vice principal primary school, assistant principal
Leadership structure primary school and HOD for Music, STEAM.
(ownership, governance and
management) The governing body consists of six members including
the Chair; school director; a legal advisor and three
investors. There are no elected members on the
board.

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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 internally

Intellectual disability 2 0

Specific Learning Disability 4 4

Emotional and Behaviour

3 0
Disorders (ED/ BD)
Autism Spectrum Disorder
2 0
(ASD)
Speech and Language
2 6
Disorders
Physical and health related
6 3
disabilities

Visually impaired 0 0

Hearing impaired 1 0

Multiple disabilities 2 0

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

Number of students
G&T Category
identified

Intellectual ability 4

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

5
languages)

Social maturity and leadership 5

Mechanical/ technical/ technological ingenuity 0

Visual and performing arts (e.g. art, theatre, recitation) 3

Psychomotor ability (e.g. dance or sport) 4

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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)

The school was judged to be: Band A 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 school provides an education of good quality for students. The attainment
and progress of most students in most core subjects is good; in Islamic education
and Arabic, it is acceptable. Most students develop good investigative skills and
make good progress in developing critical thinking, innovation and creativity.
Almost all students have very good attitudes to learning; they behave well and
show respect for each other and their teachers. Students have a good
understanding of their rights and responsibilities as citizens of the UAE. They love
their country and their culture. Teaching is good in the majority of lessons.
Teachers plan for learning effectively and provide interesting and challenging
activities for their classes. Assessment is accurate and helpful in directing learning.
The curriculum offers students a rich menu of learning experiences. The
safeguarding of children is a priority and processes to enable students to lead a
healthy and safe life are well established. The school is successful in meeting the
needs of almost all its students. Leadership and management are strengths of the
school. The Board, the principal and the senior leadership team provide
aspirational and purposeful leadership; staff are fully committed to the schools
vision and direction. The school roll has increased by 600 students in the last two
years. The principal, senior vice principal and Head of Arabic took up post only at
the start of this academic year.
Progress made since last inspection and capacity to improve
The school has made good progress in addressing the recommendations of the
previous inspection report and in improving its overall performance. Students
who are more able are now appropriately challenged by activities. Curriculum
planning in core subjects now includes more awareness of their needs and this is
accounted for by most teachers when planning lessons. School leaders have
introduced very effective strategies for observing lessons. These have impacted
positively on the quality of teaching and learning. Almost all teachers set more
interesting learning activities and allow students more opportunities to direct
their own learning. A few teachers of Islamic education and Arabic still adopt a
more directive style. In the majority of lessons, students are now encouraged to
think at a deeper and more challenging level. Most students, in all grades now use
investigation as a key element in mathematics, science and other projects. The
school has increased most students use of digital technologies in their learning.
The continued capacity of the school to improve is good.

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Development and promotion of innovation skills
The schools development of innovation is effective. Curriculum design is
providing a secure platform for students to develop skills in innovation and
creativity. Teachers regularly plan as teams for design projects with technology,
science and English links. For example, in KG, a recycling project involved children
in melting wax crayons to make pencil pots; they used creative modelling to
develop a scientific understanding of solids, which change into liquid and then
back to solids. In the middle school, the design technology programme enables all
students to learn the life skills of cooking and sewing. The school has developed
an exciting online link for Grade 7 and 8 students as an after-school activity. They
have connected with students in other countries to talk about their experiences,
conduct projects together and also discuss a range of reading texts. The school
provides all students with opportunities to explore and develop skills in new and
exciting areas outside of lessons. For example, the Film and Media group have
produced films that have won national awards and have been selected as entrants
for a prestigious international competition. The development of a Peacemakers
group in the school has been effective in allowing students to learn skills in
negotiation and conflict resolution.

The inspection identified the following as key areas of strength:

the achievement of students in social studies, English, mathematics,
science and learning skills
the proficiency with which most students communicate in English, in all
sections of the school
students very positive attitudes to their studies
the ambitious and purposeful leadership shown by the school board and
senior leaders
provision made by the school to ensure the safety and welfare of students.

The inspection identified the following as key areas for

improvement:
attainment and progress in Islamic education and Arabic
the skills of middle managers to support senior leaders in school
improvement
consistent implementation of good classroom practice across the school.

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Performance Standard 1: Students Achievement

Students achievement Indicators KG Primary Middle High

Attainment Acceptable Acceptable Acceptable

Islamic
Education
Progress Acceptable Acceptable Acceptable

Attainment Acceptable Acceptable Acceptable

Arabic
(as a First Language)
Progress Acceptable Acceptable Acceptable

Arabic Attainment N/A N/A N/A

(as a Second
Language) Progress N/A N/A N/A

Attainment N/A Good Good

Social Studies
Progress N/A Good Good

Attainment Good Good Good

English
Progress Good Good Very Good

Attainment Good Good Good

Mathematics
Progress Good Good Good

Attainment Good Good Good

Science
Progress Good Good Good

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

Other subjects Attainment Good Good Good

(Art, Music, PE)

Progress Good Good Good

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

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The results from Measures of Academic Performance (MAP) testing and from the
schools internal assessment, show that across all grades attainment and progress
are good in all subjects except Arabic and Islamic education where they are
acceptable. Results of EMSA tests for students in Grades 5 and 7 in Arabic reading
and writing indicate that most students attainment is in line with curriculum
expectations.
The outcome of inspection activities including lesson observations and scrutiny of
students work shows that by the end of their first year in school, KG1 children have
made good progress and most are exceeding their expected literacy and numeracy
levels. During KG2 children make good progress and most are at, or exceeding, their
expected levels in all curriculum areas.
In the primary school, the attainment and progress of most students is good in all
subjects except Islamic education and Arabic, where it is acceptable. The increasing
ability of most students in English underpins their good progress in mathematics,
science and the other subjects taught in English.
Students in the middle school make good progress in all subjects except Islamic
education and Arabic. The schools internal benchmark testing shows that the
majority of students who join the school in Grade 6 are attaining below curriculum
expectations for their age. Most of them make very good progress. By the end of
the grade, most attain levels at, or close to, those expected. Most girls in the middle
school apply themselves to their studies more assiduously than most boys, so that
their progress is more marked. Students with special educational needs (SEN) and
those who are more able, make similar progress to that of their peers.
In Islamic education, almost all students attain in line with curriculum standards and
show reasonable knowledge about basic Islamic concepts and values. Progress
across school is acceptable. Most students possess knowledge in line with
curriculum standards, but rarely exceed them. In KG, most children know about the
prophet Mohammed (PBUH) and his relatives. Most children can describe the pillars
of Islam and can recite the required short verses from Quran. In the primary school,
most students can distinguish between good and bad deeds and how to deal with
their neighbours. In Grade 3, students can extract the main ideas in verses of the
Holy Quran. In middle school, most students possess a reasonable knowledge about
the importance of the scientific research in Islam and can provide examples from the
UAE.
In Arabic, the attainment of most students is in line with curriculum standards and
their progress is acceptable. In KG, most children are able to understand and follow
teachers instructions and are developing a basic sight vocabulary. Most can identify

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the required letters of the Arabic alphabet and attempt, with growing accuracy, to
write common words; a few are able to write very short sentences. In the primary
school, most students can identify the main ideas and the elements of a story
including the sequence of events and the parts played by the main characters. In
Grade 3, most can read with acceptable understanding and accuracy but the
majority do not use the rules of Tashkeel correctly. By Grade 8, most students read
using proper intonation and with reasonable understanding. Most can extract key
ideas and talk about the different elements of the story. The majority of students
throughout the school do not always use standard Arabic to express themselves. In
primary and middle schools there are limited opportunities for most students to
undertake extended writing. By Grade 6, most can produce short, simple texts with
a clear structure. By Grade 8, most students can write sentences of greater length
with fewer errors; most of them rarely use more complex sentences when
expressing their ideas.
Attainment and progress in English is good in all grades. On entry to school, most
KG1 children have weak skills in English. Most make good progress and by the end of
KG2 most are at, or close to, the expectations for their age. Most children are able to
identify the main events and appreciate the role of key characters in story settings.
In the primary school, most students make good progress in retrieving information
from short texts and interpreting the meaning in poetry. Most students writing
becomes increasingly neat and correctly formed and by the time they enter Grade 6,
most have developed an attractive, neat and easy to read script. Students in the
middle school make very good progress in English. By the end of Grade 8, most
students are confident, fluent speakers of English. Most develop reading skills very
effectively and make increasingly confident inferences about the underlying
meaning in narrative texts. In writing, their use of vocabulary increases at a good
pace, they organize their thoughts well and the majority of them can write with only
a few grammatical errors.
Attainment and progress in mathematics are good in all three phases of the school.
Most students demonstrate good knowledge, understanding and skills, for example
in using operations in basic number and a securely developing understanding of
geometry. KG 1 children are developing confidence in using technical language,
recognising and naming shapes such as triangle and hexagon. By Grade 4, most
students are creative in devising different ways to make 100 using multiplication,
division, addition and subtraction. More able students are particularly inventive in
their range of calculation. Most use arrays and traditional methods to solve
multiplication problems. The minority of more able students can use simple
algorithms. Most Grade 6 students solve single-step problems involving addition,
subtraction, multiplication and division of fractions. More able students confidently

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support their peers through collaborative activity. For example, they offer with
secure explanations and pose probing questions to test their understanding, such as
Why did you do that?.Most Grade 8 students accurately solve problems such as
determining percentage increase and decrease for a given situation.
Attainment and progress in science is good in all phases of the school in the
development of scientific knowledge and investigative skills. Most children in KG 1
are beginning to understand the process of grouping objects according to certain
characteristics. Most understand the key characteristics of animals and they
progress well through investigating and exploring the world around them. Most
Grade 4 students show a good understanding of scientific concepts appropriate to
their age. For example, when designing a boat, most understand it must float and is
powered by a source of energy, such as the wind. Most Grade 5 students can
formulate a hypothesis with a rationale; for example, when discussing how an
aeroplane can fly. The good progress of most students continues into middle school.
Grade 6 boys can ably demonstrate how the suns gravity affects the Earth and are
able to provide explanations as to why it tilts. They explain why areas of the planet
have four distinct seasons. Most Grade 7 girls can explain why light travels through
space in a straight line using electromagnetic waves.
In other subjects, the attainment and progress of most students is good in all
phases; most achieve well in information technology (IT), physical education (PE),
art and music. Most children in KG progress well and gain confidence in their
physical skills through balancing, throwing and catching. In the primary and middle
schools, most students make very good progress in French and design technology of
which almost all students have no prior experience. Most students make good
progress in developing skills and techniques in art and gain confidence to
experiment with different media. In physical education, most students acquire a
good range of strategies and skills for playing team games, such as dodging and
marking.
Students throughout the school are developing good learning skills. Most enter their
classrooms with positive attitudes, organise their own equipment efficiently and
settle to work quickly and calmly. Most students work consistently well in groups
and collaborate effectively with one another. In all grades students understand their
role with partners or when in a small group; they contribute equally and responsibly
to the group. In a majority of lessons, students make connections with the real
world and are able to apply their knowledge and skills in real life situations, such as
KG1 identifying lines of symmetry in their classroom. Students routinely engage in
activities that demonstrate their developing critical thinking and problem-solving
skills and enjoy devising creative responses, such as Grade 5 students when deciding
the steps they needed to take to help them solve word problems. Students
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confidently use learning technologies in lessons to support their learning. In English
classes, students enthusiastically use a computer programme to provide effective
checks on their learning at the end of lessons. The Science, Technology, Engineering,
Mathematics (STEM) curriculum design is well established. Questioning approaches
by teachers are allowing students to think together as well as independently to find
solutions to problems. Their use of rationale in constructing hypotheses is creating
opportunities to be innovative. The use of imaginative play in KG is supporting an
awareness of enterprise, such as when children use the classroom area set up as a
shop.

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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 Very Good

Understanding of Islamic values and

Good Good Good
awareness of Emirati and world cultures

Social responsibility and innovation skills Good Good Good

Students personal and social development is good overall. Almost all students
demonstrate very good attitudes to their learning. They arrive in school ready and
willing to learn. The behaviour of almost all students is very good in classes, at break-
times and as they move to different parts of the building. Students in all grades have
volunteered to be Peacekeepers. They have been trained in some basic conflict
resolution techniques and these they use to settle disagreements and resolve tense
situations between their peers. This has led to more community-aware students and
fewer incidents needing to be dealt with by staff. Relationships with their peers and
with staff are calm and friendly and mutually respectful. The majority of students
adopt healthy life style and follow a balanced and healthy diet. The school provides
many opportunities for physical exercise, which most student embrace
enthusiastically. Most students enjoy swimming, hockey, football and basketball.
Students demonstrate their love of school by rarely being absent. The attendance
rate is outstanding at nearly 98%.
Students have good understanding of Islamic values like tolerance, honesty,
cleanliness and the impact of good and bad deeds on society. Most students have a
good understanding of the UAEs culture and heritage. For example, most students
in the middle school can describe their pride in the vast developments in UAE
education, health, tourism and construction. Most students know the key features
of UAE history.. Most students show a developing understanding of other cultures
as they take part in activities that provide them with a global perspective. The
contacts they have built up with students from schools in other countries has had an
immediate impact on students understanding as they compare their lives with those

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of others.
Most students responsibly take on leadership roles, such as the student teachers in
Grade 6. The students who are members of the health and safety club ensure that
others move around the school in a responsible and safe manner. A large minority of
students take part in good range of activities through which they contribute to the
wider community. For example, they raise money for a range of charities including
the Red Crescent. Most students have a good awareness about their environment.
The have been active in the recent Clean up UAE campaign in their school and
within their local community. Students run an eco club that promotes environmental
awareness amongst their peers. Projects include waste management initiatives,
cafeteria litter bins, clean up groups, art made from recycled material and a can
collection drive.

Performance Standard 3: Teaching and Assessment

Teaching and Assessment Indicators KG Primary Middle High

Teaching for effective learning Good Good Good

Assessment Very Good Good Good

Overall the quality of teaching for effective learning is good. Teaching observed by
inspectors ranged from very good to weak; the large majority of lessons were good
and very good. Less effective teaching is in Arabic and Islamic education where most
lessons are acceptable. Teachers have good knowledge of their subjects. In subjects
taught in English and in UAE social studies, almost all have good teaching skills
enabling them to manage student behaviour, provide interesting teaching activities
and set challenging outcomes.
Most teachers plan meaningful activities for all learning levels, particularly in KG. In
most lessons across the school, teachers use time well to set a good pace that helps
maintain the interest of students. Classrooms are colourful and stimulating and
almost always contain good examples of students work. There is a very good range
of resources to support teaching and learning in all subjects. Learning technologies,
such as interactive white boards, are used effectively by teachers and students.
Teachers use the stimulating range of resources in KG in classrooms, outside and in
shared areas to interest and engage children.

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Most teachers develop encouraging and friendly relationships with students and
these promote confident attitudes. Students are willing to present their views and
ideas without fear or embarrassment. Teachers in most subjects use questioning
well to recall prior learning, check current learning and promote students thinking.
Most teachers make good use of an Essential Question in lessons as a focus for
learning and as a trigger for exploring concepts that are below the surface. In Arabic
and Islamic education where teaching is less successful, teachers frequently
dominate the lessons; as a result, students have too few opportunities to
contribute. Most teachers have effective methods for conducting plenary sessions
including the use of a computer programme that enables students to vote their
answers to review questions through their laptops and iPads.
Teachers mostly differentiate tasks so that the degrees of complexity is set at three
levels. Where appropriate, students with special educational needs are well-
supported and make similar progress to others in the class.
Assessment of learning is good across the school. The school makes effective use of
internal assessments and MAP standardised tests to benchmark students outcomes
against international levels. Internal assessment processes are coherent and aligned
well to the curriculum. Teachers use these consistently in each phase to track
students attainment and provide valid measures of their progress. These results are
analysed by curriculum coordinators and used to inform curriculum planning.
Students in Grades 5 and 7 participate in EMSA exams for Arabic reading and
writing. Assessment in KG is very good. The use of internal baseline testing
establishes children various starting points and continues to chart their progress
through KG1 and KG2. Throughout the school, teachers keep portfolios of students
work during the year. These become essential evidence when the school reports the
progress made by students to parents.
Most teachers make effective use of formative assessment during lessons to
provide prompt interventions as well as inform lesson planning. They provide
constructive feedback to students. Although marking in books is regular, the quality
is inconsistent. A minority of it has limited use of formative comments to help
students understand their targets for improvement. Most teachers planning,
interactions and levels of support and challenge in lessons demonstrate a good
understanding of students learning needs. In a majority of lessons, teachers give
students opportunities to assess their own work and that of their peers.

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Performance Standard 4: Curriculum

Curriculum Indicators KG Primary Middle High

Curriculum design and implementation Good Good Good

Curriculum adaptation Good Good Good

The curriculum is based on the American Common Core Curriculum Standards

(CCCS) aligned to the State of Virginia Standards of Learning. The KG curriculum has
been further aligned to the Core Knowledge Standards to assist in a smooth
transition from KG to the primary School. The Ministry of Education (MoE)
curriculum is followed for Islamic education, Arabic and UAE Social Studies. Almost
all teachers across the school are careful to support continuity and progression in
students learning within the curriculum; for example, through their consistent use
of specialist language appropriate to students age. The school has introduced a
wide range of curriculum activities that students experience on a three termly cycle.
Over the course of a year, students take courses in fashion design, food technology,
media and film. PE lessons may include swimming lessons and lessons in the dance
and yoga studio. Students in Grades 4 and 5 study French. IT is taught as part of a
project based approach in all grades. Creative arts are taught to all grades, either as
a discrete subject or as part of a wider theme spanning the content of several
subjects. Teachers regularly plan as teams to create links for learning, such as
projects which include technology, science, English. In KG and primary school much
of the curriculum is linked to a common theme.
The school conducts regular reviews of the curriculum to accommodate the rapid
growth of student numbers. The curriculum is adjusted to meet the needs of new
students as well as the range of subjects on offer. The schools aim to offer a
curriculum that offers a modern and challenging technological curriculum and in this
it is largely successful. As students have been admitted to the school, particularly in
Grade 6 with weak literacy and numeracy skills it has adapted the curriculum to
meet those needs. It has identified those students who currently struggle and for
these students provides extra tuition during and at the end of the school day. The
needs of students with special educational needs are met through the careful
construction of their individual education plans as well as the structured support
they receive during the school day. Those students identified as gifted and/or
talented have guided learning plans that ensure they are challenged in all curriculum

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areas relevant to their abilities.
The curriculum provides effectively for students to develop their ideas for design,
creativity and innovation. Students in all grades use design and technology room to
pursue projects that involve design and making. In a Grade 8 design technology
lesson, for example, boys were designing and sewing panels for a tent. The creative
arts programme successfully combines the study of selected artists with the
development of students practical skills and ideas. A visiting author has interacted
with students in all phases, leading to students creating their own short stories.
The school provides students with good links to Emirati culture and the wider
society. Through the use of the dedicated heritage room and the many large and
dramatic displays students are able to more fully appreciate the richness of their
heritage. For example, in art, Grade 7 boys, were building a giant, 3 dimensional, one
dirham coin by designing the structure and exploring how it might be displayed.

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 Very Good
safeguarding

Care and support Good Good Good

The protection, care, guidance and support of students is very good overall. The
school makes very good provision to ensure the safety and welfare of students.
There are very good procedures in place to ensure rigorous child protection
procedures with very good induction training and partnerships with parents.
Students know who to speak to if they have a problem or concern. The school is
very well maintained and is clean and hygienic. Records of regular maintenance are
well documented. There is a comprehensive incident report monitoring system.
The security of school is robust and parents report that this is very important to
them. The school has one entry point and all visitors are required to sign on entry
and provide their contact details. They update records for daily visitors. Security

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passes are used to access different parts of the school. The CCTV system is effective
in monitoring students and visitors during the school day. The school has a well-
resourced clinic staffed with a licensed nurse who supports the tracking of healthy
lifestyles together with the PE department. The canteen is a welcoming and airy
area. It is clean, hygienic and maintained to a high standard and is effectively
supervised. There is a lift and ramps for students, staff or visitors who may require
them. The buses are well maintained and punctual. There are very good systems in
place for arrival and departure. The drop off and pick up car areas are well managed.
The care and support of students is good. Relationships across the school are very
good and the school manages the behaviour of students very well. Students learn to
manage their own behaviour and those of their peers without the need for
confrontation. Rewards and sanctions are clearly understood and are consistently
applied by adults. The promotion and management of attendance and punctuality is
very good and well supported by students and parents. The school sets an inclusive
ethos. They welcome students with special educational needs (SEN) and make good
provision for them. The special needs coordinator (SENCo) is well qualified and has
set up effective procedures to identify and support students with SEN and early
intervention procedures are in place. Support for students with SEN in lessons is
good. Support teachers have a clear role and students regularly provide support for
each other. The effectiveness of support groups, such as those for reading, is
compromised by the overly large size of the groups. Parental involvement and
partnerships are good. Gifted and talented students are identified. Most of these
students do not have personalised programmes to support an even greater level of
achievement.

re and support

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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 Good

Governance Good

Management, staffing, facilities and resources Very Good

Leadership of the school is very effective. In the last two years, during its period of
rapid growth and change, the school has continued to improve in all aspects of its
performance. The school director and principal set a clear direction for the school,
which is understood and accepted by all staff. Leaders have quickly established a
purposeful and creative learning environment through offering good role models.
Teachers show an enthusiasm for their work and are willing and to learn from each
other. They are encouraged to be creative in curriculum design and delivery and to
regularly reflect on how improvements can be made. For example, teachers have led
a series of case studies that feature aspects of evidence led research into teaching
and assessment strategies. This work is being peer reviewed in school and will be
published commercially. Communication between leaders and staff and between
departments is open and collaborative. Morale amongst the teaching staff is high.
Middle managers, including curriculum coordinators are highly enthusiastic but
mainly inexperienced in their management roles to be fully effective.
The principal and senior leaders ensured that all school staff played a full part in
drawing up the schools self-evaluation document (SEF). The school has drawn on a
wide range of evidence including a very effective analysis of the available data.
Judgements have been moderated between teams and this process has given rise to
the schools accurate self-analysis and accurate judgements. The School
Development Plan (SDP) skilfully weaves the recommendations from the last
inspection together with the areas for improvement reported in the SEF to create
priorities for improvement. The senior team regularly measure progress towards
these improvement targets.
The process of lesson observation is effective and innovative. Alongside the regular
formal and informal lesson observations, the principal has introduced a process for
self-observation to partner the formal observation. Lessons are filmed by smart
phone and viewed at a later time by the teacher. This is then used alongside the

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feedback from the observer to form the basis of their discussion about strengths
and weaknesses. This has had a positive impact in raising the quality of teaching and
learning in the last academic year.
Parents are successfully engaged and they report that the school takes their views
and suggestions for improvement seriously. Communication with them is effective.
Parents report the value in being connected to the school through the internet has
enabled them to have a closer involvement in their childs learning. Parents attend
school regularly to see their childrens work and to meet their teachers. Reports are
easily understood and parents value the printed guidance that the school provides
alongside the report. The school has established good links with the new and rapidly
growing local community. It also has good links with a range of national and
international organisations and these are used effectively to enhance students
learning. For example, the film and media group are establishing a reputation in the
UAE and Europe for their high-quality work in film production.
Relationships between school leaders and the board of governors is very good and
results in a shared vision for the character of the school and how it will be realised.
The Chair of the Board and the schools overall director has appointed staff who
possess the skills and educational experience to achieve their vision. The principal
provides termly reports on the schools performance that are closely scrutinised by
the board. Parents are not represented in the Board yet.
The school operates very smoothly on a day-to-day basis. There are sufficient staff
and all are very effectively deployed so that their contact with students is
maximised. The school provides extensive professional development within and
outside the school that is linked closely to the schools improvement priorities. The
premises are sufficient to allow students involvement in a wide range of practical,
creative and technological activities. The learning environment in KG provides
children with extensive facilities for explorative play, including an innovative water
play area. Provision for sports and physical education are good. Resources for
learning are good. There are sufficient digital learning resources to supplement
those brought by students to ensure this plays a valuable part in the learning
experience. A well-equipped sensory room has been created to provide a valuable
resource to those students with more acute special needs.

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What the school should do to improve further:
1. Further raise the attainment and progress of students in Islamic education
and Arabic by:
i. encouraging all teachers to plan lessons that provide interesting
activities and ensure students have regular opportunities to speak
and listen to each other
ii. providing opportunities for sharing of practice between teachers of
English and Arabic so that a greater consistency of approach is
adopted in language teaching
iii. providing more opportunities for students to undertake extended
pieces of writing
iv. planning greater challenges for more able students in lessons
v. offering more direction to students through the marking of work so
that they know what they must do to improve.

2. Extend the skills of middle managers to support senior leaders in school

improvement by pairing middle and senior managers during classroom
observations

3. Ensure greater consistency across the school in the level of good and very
good teaching and learning by:
i. using the case study approach already established in the school to
ensure all teachers are aware of the criteria for effective teaching
and learning
ii. using the results of classroom observations as a focus for
professional development sessions.

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