The International School of Choueifat - Inspection Report 2016-2017 1

Contents

School information ............................................................................................................................................ 3

The DSIB inspection process ............................................................................................................................. 4
Summary of inspection findings 2016-2017 ................................................................................................... 6
Main inspection report .................................................................................................................................... 12
1. Students achievement .............................................................................................................................. 12
2. Students personal and social development, and their innovation skills ............................................... 17
3. Teaching and assessment ......................................................................................................................... 18
4. Curriculum .................................................................................................................................................. 19
5. The protection, care, guidance and support of students ......................................................................... 21
Inclusion ..................................................................................................................................................... 22
6. Leadership and management ................................................................................................................... 23
The views of parents, teachers and senior students .................................................................................... 26

The International School of Choueifat - Inspection Report 2016-2017 2

 School information

General information Students

Location Al Sufouh Gender of students Boys and girls
Type of school Private Age range 3 - 19
Opening year of Grades or year
1993 KG1 - Grade 12
school groups
Number of students
Website www.iscdubai.sabis.net 3808
on roll
Number of children
Telephone 04-3999444 0
in pre-kindergarten
P.O. Box 21935 - Dubai Road Number of Emirati
Address 302
331 , Al Sufouh 2 students
Number of students
Principal Mr Hisham Hassan 0
with SEND
Language of
English
instruction Largest nationality
Arab
group of students
Inspection dates 13 to 16 February 2017

Teachers / Support staff Curriculum

Educational permit /
Number of teachers 156 SABIS
Licence
Largest nationality
Irish Main curriculum SABIS (UK/US)
group of teachers
Number of teaching External tests and AP, IGCSE,GCSE,AS
32
assistants examinations and A Level
Middle States
Teacher-student
1:24 Accreditation Association of
ratio
Colleges (MSAC)
Number of guidance National Agenda
26 ACER: ISA; GL: CAT4
counsellors benchmark tests
Teacher turnover 21%

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 The DSIB inspection process

In order to judge the overall quality of education provided by schools, inspectors consider the six standards
of performance that form the basis of the UAE School Inspection Framework (the framework). They look
at childrens attainment and progress in key subjects, their learning skills and their personal and social
development. They judge how effective teaching and the assessment of learning are across the school.
Inspectors consider how well the schools curriculum, including activities inside and outside classrooms,
meet the educational needs of all students. They judge how well schools protect and support children. In
addition, inspectors judge the effectiveness of leadership, which incorporates governance, management,
staffing and facilities.
Inspection judgements are drawn from evidence gathered by the inspection team, including observation
of students learning in lessons, review of their work, discussions with students, meetings with the staff,
parents and governors, and review of surveys completed by parents, teachers and students.

Judgements are made on a six-point scale.

DSIB inspection teams make judgements about different aspects, phases and subjects that form the work
of the school, using the scale below, which is consistent with the framework.

Outstanding Quality of performance substantially exceeds the expectation of the UAE

Very good Quality of performance exceeds the expectation of the UAE

Good Quality of performance meets the expectation of the UAE (This is the
expected level for every school in the UAE)

Acceptable Quality of performance meets the minimum level of quality required in the
UAE (This is the minimum level for every school in the UAE)

Weak Quality of performance is below the expectation of the UAE

Very weak Quality of performance is significantly below the expectation of the UAE

The International School of Choueifat - Inspection Report 2016-2017 4

 Inspection journey for The International School of Choueifat

The school opened in 1993 and offers the SABIS curriculum and approach to teaching for children in
Kindergarten to students in high school. The principal has been in post for four years. There are
currently 3808 students attending the school, a decrease of 157 from the previous year. Teacher
turnover is 21 per cent. This is a reduction from 42 per cent in the previous year.
The schools overall inspection rating has remained acceptable since 2010. Key strengths in recent
years highlighted high school students' attainment and progress in mathematics and science, and
their personal and social development.
Recommendations over the last three years have included the need to improve the curriculum at the
kindergarten stage, develop provision for students with special educational needs and disabilities
(SEND), and improve attainment and progress in Islamic education, Arabic as an additional
language, governance, self-evaluation and improvement planning.

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 Summary of inspection findings 2016-2017

The International School of Choueifat was inspected by DSIB from 13 to 16 February 2017 . The overall quality
of education provided by the school is acceptable. The section below summarises the inspection findings for
each of the six performance indicators described in the framework.

Students attainment and progress remains weak in Islamic education and Arabic as an additional
language. In English, mathematics and science from Kindergarten to middle school, achievement
varies from weak to acceptable. Better attainment and progress are achieved in the middle and high
school where it is mostly good or very good.
Most students persevere in lessons and are eager to learn. Their behaviour and social responsibility is
less well developed out of classrooms, and misbehaviour is particularly noticeable in the primary and
early secondary phases. In contrast, high school students collaborate and carry out their
responsibilities diligently.
Teaching is acceptable from kindergarten to middle school because it does not encourage critical
thinking, active learning and collaborative working. In the high school phase, these skills are well
supported and lead to better outcomes for students. Assessment of the set curriculum is systematic
and ensures that teachers can assess each students mastery of lesson content.
The school curriculum does not meet the age and developmental needs of children in Kindergarten
or Grades 1 and 2. It does not support science, active enquiry or experience-based approaches. The
activities which older students themselves provide extend and enhance extra-curricular options. In
the high school, the curriculum offers more scope for choice and individualised pathways, and better
connections across learning.
Students are kept safe in school and on buses. The medical team provides caring support for all
students. The school does not include or provide for students with SEND but does give help to those
with specific medical needs.
School leaders follow very closely the SABIS group vision of education and have a strong commitment
to deliver on it. School leaders have made a few improvements arising from previous inspection
recommendations. However, the governing body has taken no action on most of them, including
ensuring that the school is compliant with Ministry of Education (MoE) requirements for teaching time
in Islamic education and Arabic as an additional language.

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 What the school does best
The good or better achievement of high school students in English, mathematics and science.
Students desire to learn and their perseverance in their work.
The contribution students make to a wide range of additional activities in the school through their
student life organisation work.

Recommendations
Improve attainment and progress in Islamic education and Arabic as an additional language by raising
teachers expectations and setting work at the right level of challenge.
Overhaul provision in Kindergarten to balance the set curriculum with purposeful, activity-based
experiences to suit the age and stage of children's development, especially in mathematics and
science.
Accelerate leaders' and teachers' understanding of inclusion, and implement procedures to support
students with SEND.
Governors should:
o ensure that timetabling of Islamic education and Arabic is compliant with MoE regulatory
requirements
o act promptly on these and previous inspection report recommendations.

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National Agenda Parameter

In 2014, H.H. Sheikh Mohammed Bin Rashid Al Maktoum, Vice-President and Prime
Minister of UAE, and Ruler of Dubai, launched the UAE National Agenda 2021, with
education being a prime focus. The National Agenda includes two major objectives
developed with the intention of placing the UAE among the most successful countries
that provide world-class education. By 2021, it is expected that the UAE will feature in
the top twenty countries in the Programme for International Student Assessment
(PISA) test and in the top fifteen countries in the Trends in Mathematics and Science
Studies (TIMSS) test.

In response to this, each participating school was issued a report on their students performance in these
international assessments and, in addition, they were provided with clear targets for improving their
performance. In 2015, KHDA launched the National Agenda Parameter, which is a method for measuring and
monitoring schools progress towards achieving their individual National Agenda targets through the use of
external benchmarking assessments.

The following section focuses on the impact of the National Agenda Parameter in meeting the schools
targets:
The school does not fully meet the registration requirements for the National Agenda Parameter.
Attainment based on the National Agenda Parameter benchmarks is below expectations in English,
mathematics and science.
The school has analysed the National Agenda Parameter reports for 2015-16. School leaders have
identified gaps and inconsistencies. The school now gathers information about students potential
and cognitive ability. However, this has yet to be taken into account to influence teaching because
of inadequate training to interpret and analyse this information.
The school is realigning its curriculum to include opportunities for students to develop skills tested in
international assessments, and in TIMSS and PISA. Subject leaders are starting to ensure that these
skills and concepts are appropriately covered in English, mathematics and science.
The majority of teachers use some examples of application of learning to real-life. This helps students
to make meaningful connections. They do not provide planned learning activities or enough time for
extended enquiry and investigation, or for students to apply their conceptual understanding across
the subjects. Higher grade teaching is more effective in developing students critical thinking and
problem-solving skills.
Most students have a basic understanding of the National Agenda targets. Students research skills
are not well developed. In high school, learners take greater control over their learning and can
evaluate their findings. They determine the extent of information needed and analyse this
effectively. Consequently, this has a positive impact on their achievement.

Overall, the schools progress towards achieving its National Agenda targets is not secure.

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Innovation in Education

The UAE Vision 2021 sets the aspiration for the UAE to be among the most innovative nations
in the world. The National Innovation Strategy sets the context for innovation and
innovative leadership and provides a basis for evaluating schools in order to deliver a world-
class education for all children in the UAE.

Promoting a culture of innovation:

Learning technologies are increasingly used in class allowing students access to electronic learning
and, where it is more effective, independent or collaborative working. Students have positive
attitudes to study and are creative in club activities, but their creativity is not captured well in formal
classwork. Teaching is not sufficiently flexible for all students to problem-solve or be innovative.
Senior students benefit from some opportunities to develop their leadership skills when they organise
social activities. Some leaders understand the importance of encouraging enterprising activity,
especially at high school, but this is not consistently included in the school's vision.

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 Overall school performance

Acceptable

1 Students achievement

KG Primary Middle High

Islamic education
Attainment Not applicable Weak Weak Weak

Progress Not applicable Weak Weak Weak

Arabic as a first
language Attainment Not applicable Acceptable Acceptable Acceptable

Progress Not applicable Acceptable Acceptable Acceptable

Arabic as an
additional language Attainment Not applicable Weak Weak Not applicable

Progress Not applicable Weak Weak Not applicable

English
Attainment Acceptable Acceptable Acceptable Good

Progress Acceptable Acceptable Acceptable Very good

Mathematics
Attainment Acceptable Acceptable Good Very good

Progress Acceptable Acceptable Good Very good

Science
Attainment Weak Acceptable Good Very good

Progress Weak Acceptable Good Very good

KG Primary Middle High

Learning skills Acceptable Acceptable Acceptable Good

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 2. Students personal and social development, and their innovation skills

KG Primary Middle High

Personal development Acceptable Acceptable Acceptable Very good
Understanding of Islamic values
and awareness of Emirati and Weak Acceptable Acceptable Good
world cultures
Social responsibility and innovation
Weak Acceptable Acceptable Good
skills

3. Teaching and assessment

KG Primary Middle High

Teaching for effective learning Acceptable Acceptable Acceptable Good

Assessment Acceptable Acceptable Acceptable Good

4. Curriculum

KG Primary Middle High

Curriculum design and
Weak Weak Acceptable Good
implementation
Curriculum adaptation Weak Weak Weak Weak

5. The protection, care, guidance and support of students

KG Primary Middle High

Health and safety, including
arrangements for child protection / Acceptable Acceptable Acceptable Acceptable
safeguarding
Care and support Acceptable Acceptable Acceptable Acceptable

6. Leadership and management

The effectiveness of leadership Acceptable

School self-evaluation and improvement planning Very weak
Parents and the community Weak
Governance Very weak
Management, staffing, facilities and resources Acceptable

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 Main inspection report

1. Students achievement

KG
Subjects Attainment Progress
Islamic education Not applicable Not applicable
Arabic as a first language Not applicable Not applicable
Arabic as an additional language Not applicable Not applicable
English Acceptable Acceptable
Mathematics Acceptable Acceptable
Science Weak Weak

In English, most children attain literacy skills in line with curriculum expectations. Older children
are able to use their knowledge of phonics to sound out words. They have appropriate speaking
skills and are confident in discussions with their teacher and each other. Childrens independent
writing is still developing but they are able to copy a full sentence with correct punctuation.
Children make acceptable progress over time in all literacy areas. From their starting points, most
children build on their vocabulary to describe their learning and understanding.
In mathematics, most children attain in line with expected curriculum standards. They are secure
in number fact and their knowledge of geometrical shapes. With teacher-directed support, they
are able to use their knowledge in operations such as ordering numbers, and simple addition and
subtraction. They lack deeper understanding of using mathematical concepts in real situations.
Over time and in lessons, children make acceptable progress due to the ongoing repetition of
number facts.
Science is not included as a subject in Kindergarten. There is no formal instruction in scientific
methods or development of enquiry and investigative skills. Daily class routines allow children to
engage in meaningful dialogue about their understanding of the world. For example, most gain
some knowledge of the weather and seasons by describing what they see each day. There is no
internal data to reflect children's level of achievement and they make very limited progress in their
development of scientific vocabulary.

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 Primary
Subjects Attainment Progress
Islamic education Weak Weak
Arabic as a first language Acceptable Acceptable
Arabic as an additional language Weak Weak
English Acceptable Acceptable
Mathematics Acceptable Acceptable
Science Acceptable Acceptable

In Islamic Education, less than three quarters of students attain levels that are in line with MoE
curriculum standards. The schools internal data indicates that students are achieving at a higher
level. However, in lessons and in their recent work, students demonstrate weak levels of
understanding of Hadeeh , Aqeedah (Faith), and Seerah. Holy Quran recitation is the weakest skill.
Students make slow progress over time. By the end of the phase, they demonstrate
limited knowledge of Islamic law.
In Arabic as a first language, most students attain levels that are in line with MoE curriculum
standards. They can write short stories using appropriate paragraph structure. Most students
writing contains grammatical inaccuracies. Their listening and speaking skills are limited to
answering direct questions from the teacher and in textbooks. Most students make expected
progress against curriculum standards in reading and writing.
In Arabic as an additional language, less than three quarters of students attain levels that are in
line with curriculum standards. Students understand lesson instructions if they are supported with
translation. Students can read single words and short sentences. Their hand writing is not clear and
writing tasks do not offer students sufficient challenge. Students speaking skills are limited to
answering direct questions. In lessons and exercise books, students make little progress in all the
language skills.
In English, most students attain in line with curriculum standards. Students results in internal
assessments are consistently high against the restricted range of work taught. Students accurately
structure and correctly punctuate sentences. By Grade 6, they read a range of texts, retrieving
relevant information to answer comprehension questions. Speaking skills are weaker with limited
opportunities to practise, either individually or in groups. Between Grades 1 and 4, students
progress is slow but accelerates towards Grade 6. Progress in writing and reading is more positive
within a narrow range of work.
In mathematics, attainment for most students is in line with curriculum standards. When
benchmarked against international expectations, students attainment does not reflect the high
standards indicated in the schools own internal assessments. Students knowledge related to key
mathematical facts is secure. In lessons, students conceptual understanding is underdeveloped
because there are too few resources to help them with deeper learning. In Grades 1 and 2, progress
is slower but accelerates between Grades 3 and 6 when students make the expected amount of
progress. As a result, achievement increases for many students.

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 Attainment and progress in science are in line with international curriculum standards in most
primary grades. Most students learn science ideas and facts well. They develop an increased
confidence with scientific vocabulary and mathematical aspects of science. A minority of students
are able to provide extended explanations of some concepts, such as respiration. Investigative and
general practical skills are less well developed. Achievement has been similar to that in previous
years.

Middle
Subjects Attainment Progress
Islamic education Weak Weak
Arabic as a first language Acceptable Acceptable
Arabic as an additional language Weak Weak
English Acceptable Acceptable
Mathematics Good Good
Science Good Good

In Islamic education, less than three quarters of students are working at levels that are in line with
curriculum expectations. Students display insufficient knowledge of Islamic morals and values, and
insufficient understanding of Islamic laws. A few students achieve acceptable levels in their
knowledge and understanding of Seerah. In lessons and in their most recent learning, students
make weak progress against curriculum expectations. By the end of the phase, students
memorisation and recitation are significantly underdeveloped.
In Arabic as a first language, most students demonstrate levels of knowledge and skills that meet
the expected curriculum standards. In reading, they show understanding of the topic by responding
to open questions. The standard of their writing reflects gaps in their knowledge of grammar and
dictation. Students show improvement in speaking and listening skills when discussing topics and
expressing opinions. Most students make acceptable progress.
In Arabic as an additional language, only about half of the students attain in line with curriculum
standards. Students understand instructions that are provided in English. Their spoken and written
language skills contain grammatical errors and are limited to a few words. A few students can
respond appropriately to spoken greetings. Their reading is limited to repeating words, and spelling
is weak in their written texts. In lessons and in their work, students make weak progress.
In English, most students attainment is in line with curriculum expectations. International
benchmark assessment results are considerably lower than those generated by the school's own
internal assessment, particularly in Grades 7 and 8. By Grade 9, the large majority of students
achieve measurably higher standards. More varied work provides greater substance to students'
knowledge, understanding and use of language. Students write for a range of purposes and
audience because they understand how to structure their work.

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 In mathematics, the majority of students achieve above curriculum standards and they make better
than expected progress. This is evident in lessons where students mathematical knowledge and
understanding develops rapidly. Students attainment as benchmarked against international
expectations suggests that it is lower than that measured by the school internally. Students
develop problem-solving skills well. Regular monitoring ensures that gaps in students knowledge
are quickly identified and additional support is provided as needed. As a result, students make good
progress.
In science, attainment and progress for the majority of students are, as in previous years, above
international curriculum expectations in most middle school grades. Students sometimes apply their
learning to real-life, but typically their understanding is limited to core science information. The
development of practical and scientific investigative skills is underdeveloped, although students
develop stronger research skills in this phase. A minority of more able students make very strong
progress because they link different ideas in science to explain their understanding.

High
Subjects Attainment Progress
Islamic education Weak Weak
Arabic as a first language Acceptable Acceptable
Arabic as an additional language Not applicable Not applicable
English Good Very good
Mathematics Very good Very good
Science Very good Very good

In Islamic education, students knowledge, understanding and skills are below curriculum
expectations. Only a minority of students demonstrate basic knowledge and understanding of
Islamic beliefs and practices, or show adequate levels of understanding of the Prophet's (PBUH)
life and the values of Islam. Students knowledge of Seerah is underdeveloped, and their
memorisation and recitation skills are weak. Students make weak progress as measured against
lesson objectives.
In Arabic as a first language, most students attain levels in line with curriculum standards. Students
demonstrate appropriate levels of reading and speaking. They can discuss positive and negative
statements and expand their responses to include their personal views. Their grammatical
knowledge is improving but still not secure. In writing they express ideas, and they can edit and
redraft their work. In listening, students can summarise extracts of spoken text. Most students
make acceptable progress against lesson objectives.
In English, high school students demonstrate good attainment. The school's own data indicates
better attainment, but does not take account of all literacy skills. A few students attain high
standards. Most understand the purpose of linguistic devices, identify these and explain the effect
that language has on the reader. Students make very good progress particularly in reading and
understanding literature. Many students deepen their understanding of modern and historical
contexts from wider reading thereby enhancing their progress.

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 In mathematics, the large majority of students attain levels above curriculum standards. The
performance of students in external examinations and international benchmark tests reflects this
high level of achievement. In lessons, students are highly articulate and can apply their skills and
understanding to solve complex mathematical problems. Students make very good progress in
lessons and over time.
Attainment and progress in science are above curriculum standards for the large majority of
students. This is consistent with the standards demonstrated over previous years. Students
combine their mathematical and literacy skills to explain key ideas precisely and in considerable
detail. Almost all students are confident with the scientific method, although their experience of
practical enquiry is limited. Boys and girls, and most able students achieve to their capabilities.
Rates of progress in biology and chemistry are stronger than in physics, where they are uneven
across the range of physics courses students choose to study.

KG Primary Middle High

Learning skills Acceptable Acceptable Acceptable Good

Students have positive attitudes toward their learning and persevere when completing their activities
during lessons. In the lower phases, children are passive learners but as they move through the
school they take increasing responsibility for their own learning and understand what they need to
do to improve.
Most students are able to communicate their learning to their teachers and peers. In the best lessons
and especially in high school, students apply and connect their understanding to other subject
areas. In most lessons in this phase, more able students support others in presenting their work.
When prompted, students are able to make links from subject learning to the real world. However,
opportunities are too few for students to apply learning consistently from lessons to their own
experiences outside of the school. Older students respond well to questioning that challenges their
thinking and are able to elaborate on ideas and express their views clearly in most subjects.
Teacher-directed lessons limit the opportunities for most students to learn independently, think
critically and extend thinking through problem solving. In the high school, students use technology
effectively to assess their own learning and find things out for themselves. In the lower phases,
chances to be innovative and enterprising are limited, leading to underdeveloped learning skills.

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 2. Students personal and social development, and their innovation skills

KG Primary Middle High

Personal development Acceptable Acceptable Acceptable Very good

Most Students across the school have responsible attitudes. In class, students do not have sufficient
opportunities to make decisions for themselves. In the high school, senior students demonstrate
strong self-reliance and thrive on critical feedback when provided.
A few students in the primary and middle phases show poor behaviour in lessons, which interrupts
the learning of others. A few cause difficulties around the school especially in the corridors while
moving from one class to another. They show a lack of self-discipline. High school students follow
school rules and resolve difficulties in mature ways.
Students appreciate the needs and differences of others but this is not always evident. Relationships
amongst high school students, and with staff, are respectful. Most students report that they feel safe
in the school.
Students demonstrate general understanding of safe and healthy living. High school students initiate
or participate in student-led activities that promote safe and healthy lifestyles such as happy
Monday events.
Attendance is very good. Most Students, especially those in the high school, arrive at school on time.
However, a significant number of students arrive late in the morning and are not ready for the start
of classes.

KG Primary Middle High

Understanding of Islamic values and
awareness of Emirati and world Weak Acceptable Acceptable Good
cultures

Students demonstrate an appropriate understanding of Islamic values and how these affect modern
UAE society. They understand and appreciate the values of cooperation, hospitality, and respecting
women and elders. Students in higher grades have a more mature view than those in lower grades.
Students respect and appreciate the culture of the United Arabic Emirates. Students in high school
can discuss in depth the developments that occurred in Dubai and can explain clearly how Dubai has
grown rapidly to become one of the most important cities of the world. However, children in
Kindergarten have limited knowledge and understanding of the historical and cultural heritage of the
UAE.
Students reflect an acceptable understanding, awareness and appreciation, of their own cultures.
Although students are familiar with the cultures of some other countries, their breadth of knowledge
is limited, particularly in the lower grades and kindergarten.

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 KG Primary Middle High
Social responsibility and innovation
Weak Acceptable Acceptable Good
skills

Students understand their responsibility as members of a school community and show this in their
contribution to the life of the school and wider community. Senior students know that their opinions
are appreciated by staff. In Kindergarten, children have a limited understanding of their social
responsibility.
In the high school, students have a good work ethic. Many of them speak confidently and
demonstrate good leadership skills. They appreciate the need for them to study industriously to
succeed in life. In other phases, students can be creative and enjoy taking part in projects but these
are limited.
Students in the upper grades demonstrate good levels of environmental awareness. They talk about
environmental challenges in the world, including the pollution resulting from cars and factories. In
lower grades, students have a limited understanding of environmental issues. Recycling projects are
still at the planning stage, and younger children and students have a limited awareness of the
environment.

3. Teaching and assessment

KG Primary Middle High

Teaching for effective learning Acceptable Acceptable Acceptable Good

Teachers have good subject knowledge in almost all subjects. In Islamic education and Arabic as an
additional language, opportunities are missed to inspire students and promote their learning
effectively. In mathematics, English and science, teachers have a sound understanding of how
students learn, especially in high school where independence and in-depth discussions make learning
more engaging.
Teachers follow a standard format for lessons which precludes modifications to reflect the needs of
different groups of students. Lessons have been enhanced by the use of tablets and students have
personal access to exercises and supportive subject material electronically.
In the high school, questioning is used well by teachers in most subjects to promote student
discussion and exploration of their ideas. In English, for example, a sensitive discussion on war poems
led to a comparison of historical and modern conflicts and its impact on humanity. Questioning is less
well used in other phases where formal knowledge-based teaching limits thoughtful exchanges
between students and teachers.
The school requires teachers to use an instructional approach to their teaching which does not permit
the consistent provision of either support or challenge for students. As a result, those of high ability
or slower learners do not always have their needs met in class. In the kindergarten, teaching is
similarly prescribed and strategies to excite and inspire children's learning are limited.
In the more successful lessons in high school, especially in English, mathematics and science,
opportunities are provided for students to develop learning skills, such as problem-solving, critical
thinking and real life comparisons. Such opportunities are rare in other phases, where lessons are
more routine and students interest in learning is restricted by the style of teaching.

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 KG Primary Middle High
Assessment Acceptable Acceptable Acceptable Good

The school has extensive and systematic internal assessment processes that provide up-to-
date information relating to students academic performance in most subjects. Internal assessments
are aligned to SABIS curriculum standards. Assessments precisely identify specific gaps in students
knowledge. There are internal assessments in Islamic education but these are not accurate enough.
External assessments in the high school measure outcomes against UK or US curriculum standards,
depending on students' individual pathways. All students academic achievements in English,
mathematics and science are benchmarked against international expectations in the primary and
middle school phases. Outcomes from international benchmarks reveal significant differences
compared to the schools own internal assessments. In Arabic and Islamic education, only internal
examinations are used.
The schools ongoing, detailed and refined analysis of assessment data is carefully monitored over
time. This analysis informs adjustments to planned teaching in order to maximise the progress
students make in lessons and improve test results. The needs of different groups of learners are not
considered carefully enough, especially in Kindergarten and Arabic.
The use of assessment information to influence teaching and the curriculum occurs only where test
results reveal gaps in students knowledge. Teachers are skilful in higher grades in systematically
checking students understanding in lessons and addressing misconceptions so that progress is
maximised. The recently introduced integrated learning system supports teachers systemic
monitoring in lessons.
Teachers have a detailed knowledge about students' strengths and weaknesses related to their
achievement in different subjects. Assessments focus upon the identified gaps in students
knowledge. Consequently, this informs the follow-up and additional support provided for students to
ensure their performance in routine tests meets the expected standard. In high school, students
aspirations and next phase of learning are carefully considered.

4. Curriculum

KG Primary Middle High

Curriculum design and
Weak Weak Acceptable Good
implementation

The SABIS curriculum does not fulfil the requirements of the MoE in Islamic education for non-Arabic
speakers and in Arabic as a second language. The Kindergarten provides limited enrichment in music
and art and lacks opportunities for scientific enquiry. Primary students have a compact syllabus that
includes music, art and physical education.
There is adequate progression for children from Kindergarten to the primary curriculum. Sequentially-
planned learning experiences meet the needs of most students in core subjects. The primary
curriculum builds knowledge, but investigational skills and critical thinking develop more slowly until
Grade 5. Students enter high school adequately prepared for more challenging courses that meet
entry requirements for prestigious universities.

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 Kindergarten and primary children's choices are restricted. Middle school students make choices in
Grade 9 based on ability, aptitude and guidance. Two curricular pathways exist; one for arts, that
includes biology and mathematics, and another for science. Some students can elect to retain a
broader selection of subjects in Grade 12 to suit their interests.
Cross-curricular links are not planned well in the kindergarten, but children use their language to
make connections to their home experiences in both English and mathematics. UAE social studies
provide opportunities for students to apply their knowledge to their learning of Arabic language,
literature and Islamic education. In the high school, students' knowledge is applied across a broad
range of subjects.
For most phases of the school, the curriculum is subject to periodic review. Teachers and subject
leaders inform the development office of changes that are needed to meet the requirements of
external examination boards. Recent reviews in mathematics contributed to additional topics in both
middle and high school. Recent reviews, however did not address the non-compliance in Islamic
education for non-Arabic speakers and in Arabic as a second language.
Students from Grades 1 to 9 are taught the UAE social studies curriculum in Arabic or English. This
benefits Arabic native speakers who are able to make more extensive links with the UAE history,
geography and culture. Students confidently discuss economic development and the upcoming Dubai
Expo 2020. The school's own 'National Identity Test' reinforces the important facts about rulers of the
Emirates, and building up to government innovation and environment protection initiatives.
Education, tourism and nuclear and solar energy are topics high school students find interesting. The
school has shown initiative in making its own assessment of points they think students should know.

KG Primary Middle High

Curriculum adaptation Weak Weak Weak Weak

There are very few specific adjustments to help students of different abilities and interests to make
the best progress possible. For example, students with SEND and those who are more able do not
usually make the progress of which they are capable.
The vast majority of lessons concentrate on understanding key facts and information to support
success in examinations. There are examples of students producing innovative work and
demonstrating creativity. This feature of learning is not widespread and established across the school.
Extra-curricular activities, partly led by the Student Life Organisation, provide useful support for the
wider personal development of students.
There is limited evidence of the students linking or developing their knowledge, understanding and
appreciation of UAE culture and values across subjects, especially in lower phases. This is due mainly
to the absence of a school-wide strategy to embed this aspect of the curriculum more fully and
beyond social studies classes.
One lesson of Arabic a day is offered to Arab students in the kindergarten.

The International School of Choueifat - Inspection Report 2016-2017 20

 5. The protection, care, guidance and support of students

KG Primary Middle High

Health and safety, including
arrangements for child protection / Acceptable Acceptable Acceptable Acceptable
safeguarding

Students understand how to keep themselves safe from everyday risks. Staff are committed to the
safety of all children and are quick to respond when necessary. Nevertheless, not all staff, including
non-teaching staff, have fully understood the training they have received about child protection.
The school has put adequate procedures in place to ensure a safe and secure environment for
students to learn and develop in. There is clear guidance on ensuring the health and safety of
students, but occasionally it is not followed rigorously enough. Supervision of students has improved
since the previous inspection. Student transport arrangements are effective.
Significant repairs and upgrades to the building have taken place since the previous inspection. The
school provides a well-maintained environment. Medicines in the clinics and chemicals in the
curriculum areas are stored securely and safely. Records of checks and changes are kept up to date.
The school provides a suitable environment for students to learn and enjoy school. Orders for the
installation of a lift to aid with the movement around the school for students with physical disabilities
or injuries have been confirmed.
The school provides healthy food and snacks for students, and most bring healthy food from home.
Healthy living is promoted through regular exercise for all students and learning in lessons about
general well-being. For example, students receive regular input about positive attitudes and respect
for each other through advice sessions. These sessions are weekly in middle and high school.

KG Primary Middle High

Care and support Acceptable Acceptable Acceptable Acceptable

Relationships at all levels are respectful. Academic quality supervisors play an important part in
managing behaviour and are assisted appropriately by students with leadership responsibilities.
Supervision of behaviour is less effective in the primary phase where students understanding of self-
discipline is underdeveloped. Incidents of unacceptable behaviour are discussed with students and in
some cases parents may also be involved.
Attendance and punctuality are monitored, with varying levels of success, by the quality assurance
supervisors. Late arrival is recorded and followed up appropriately and patterns of poor attendance
or punctuality are closely reviewed.
School policies do not include students with SEND. Regular class tests provide detailed assessment
information to identify those students who are underachieving in their lessons and also those who
show marked academic ability in their work. Specific learning difficulties are not a factor in the
planning of support for students underachieving but senior leaders are beginning to recognise
students whose medical needs present a barrier to learning.

The International School of Choueifat - Inspection Report 2016-2017 21

 No significant support is offered for students who might have SEND. A range of additional classes are
available to help accelerate the progress of students requiring support with their learning. From Grade
9 onwards, able students enjoy the challenge and independence of self-study courses knowing staff
support is available if needed. These students speak with enthusiasm about their work, the variety
of courses, and their enjoyment of independent learning.
A comprehensive network of academic and pastoral support, such as advice on subject choices at the
end of Grade 9, is available for students. A varied programme of visits and visitors is used well by
the school to guide students decisions about the next step in their education.

Inclusion

Provision and outcomes for students with SEND Weak

School leaders do not enrol students with SEND to the school but a few students with medical
conditions are supported in some aspects of their learning. The management of students who are
recognised as under achieving in their work and those who have shown marked ability and talent is
within the remit of the team of quality assurance supervisors.
Students identified as under-achieving in their regular class tests are provided with special and extra
classes. Regular school assessment data is also used to identify students of higher ability who are
encouraged to study for themselves a range of subjects at higher level.
Students identified as under-achieving in their regular class tests are provided with special and extra
classes. Regular school assessment data is also used to identify students of higher ability who are
encouraged to study for themselves a range of subjects at higher level.
Partnership with parents is underdeveloped, and unless a special meeting is requested with
supervising staff, parents receive only the regular reviews of progress that all parents collect from
the school three times each year. Where a meeting is requested by the school or parents, a range
of information about the student is available for reference.
The school does not provide specific support and guidance for students with SEND. Teachers in
additional support classes are helpful and supportive and work closely with students to help them
reach the schools required standards.
Students who receive additional support in extra classes, one-to-one work, special learning sessions
and re-teaching, make acceptable progress to re-join their normal class.

The International School of Choueifat - Inspection Report 2016-2017 22

 6. Leadership and management

The effectiveness of leadership Acceptable

The principal follows very closely the SABIS group vision of education for the school. Leaders at all
levels have a strong commitment to deliver this vision. They are closely directed by the global and
regional expectations of the group. The senior management team demonstrate their
acknowledgment of the UAE priorities. In line with their governing directive, leaders do not include
students with SEND.
Leaders have a very sound understanding of the set school curriculum and the methodologies
expected to deliver it across the school. They strive to pay close attention to their learning. The school
is successful in ensuring almost all students who complete high school have positive college and
university destinations. Leaders' knowledge of best practice in learning at the early stages of school
is limited.
School leaders communicate clearly and have positive professional relationships. The school has a
broad leadership model with responsibilities dispersed across phases and subjects. This is effective
in sharing accountability and helping to monitor teachers, and students achievements closely. It is
less effective in ensuring understanding and making links across subjects and vertically across the
school.
Leaders are compliant in following and delivering strategic expectations, including the curriculum,
teaching and learning. They are not innovative in adapting the curriculum within this strategic
framework. They are less open to a wider range of best practices to reach the corporate goal.
With support and approval of directors, the school has taken steps to make some improvements such
as aligning aspects of assessment with the National Agenda. However, significant priorities have not
been addressed, including inclusion of students with SEND and provision for Kindergarten.

School self-evaluation and improvement planning Very weak

The schools self-evaluation systems are influenced by the governing body's improvement plans. The
system does not allow all stakeholders in the school to be active participants in developing priorities.
There are no robust procedures for determining the schools strengths and weaknesses. As a result,
the self-evaluation does not represent a realistic view of the schools provision.
The school has a very systematic process of staff review to evaluate the quality of teaching. This is
closely focused on students outcomes, particularly through regular assessment results. Academic
quality supervisors and heads of department play important roles in sharing the SABIS approach with
colleagues. They provide coaching and identify high performance and when support is required. They
are less effective in the supervision and development of students' emotional, personal and social
skills.

The International School of Choueifat - Inspection Report 2016-2017 23

 School improvement plans are very limited in educational focus and scope. This is directly linked to
the inadequate approach to school self-evaluation. The lack of clearly identified priorities restricts the
development of planned action to make improvements which cover all areas of the school. The action
plan is set externally and reflects a limited range of aspects, such as building refurbishment, but
neglects important educational priorities.
The school has paid some attention to recommendations made in the previous inspection report. A
few aspects have been included such as aligning the school to UAE National Agenda priorities more
closely. Improvement is observed in the continuing development of educational technologies which,
in turn, impact on students learning experiences in class. Nevertheless, too many previous
recommendations still remain unaddressed.

Partnerships with parents and the community Weak

Parents support their childrens learning well, including their homework. When occasions arise, they
attend special events and make links with activities such as the football club. The school does not
have in place ways to gather parents views formally such as through a parent association or regular
surveys.
Parents appreciate the electronic communications with the school and find the development of the
website helpful in knowing about their children's progress, the curriculum and events. The school
ensures any enquiries from parents are dealt with. However, contact is through supervisors or heads
of department and not directly with their childrens class teacher.
The school provides regular reports that give parents information about their children's academic
achievement and test results. There are no individual parent-teacher conferences. A significant
minority of parents who responded to the KHDA questionnaire, expressed a wish to have these
opportunities to discuss their childrens development and progress.
There are few partnerships with the local community. However, the school has strong links with
universities across the world which students aspire to attend and where former students are studying.
Close ties are maintained with the community of SABIS schools.

Governance Very weak

The governing body does not include stakeholders from the school. The views of parents are
welcomed but they have no formal voice in the running of the school.
The governing body makes the major decisions about the school. The regional directorate has a close
knowledge of the school through scrutiny of performance. Students' results in school
examinations are one of the main measures of success. The board do not consider the quality and
appropriateness of experience for each student sufficiently.
Senior managers for the region, ensure all guidance related to the running of the school and delivery
of the curriculum, is provided. They do not ensure the inclusion of students with SEND or appropriate
provision in Kindergarten. Recommendations from previous reports have not been addressed
sufficiently. Statutory requirements are not met for the delivery of Islamic education and Arabic as
an additional language.

The International School of Choueifat - Inspection Report 2016-2017 24

 Management, staffing, facilities and resources Acceptable

Day-to-day management of the school is well-organised and ensures efficient timetables and
routines. However, allocated times are not effective in all subjects, especially Islamic education and
Arabic as an additional language. Regional support is effective in providing services and technical
facilities to the school.
There are enough teachers with appropriate qualifications to deliver the range of subjects offered.
Not all teachers have a recognised teaching qualification but are trained by the school in the
approaches and methods required to deliver the set curriculum.
The school buildings offer extensive facilities to accommodate the range of educational experiences
offered. The sports field, theatre and range of outdoor play areas help to enhance students
experiences and be active. However, the organisation of classrooms, limits students range and styles
of learning, especially in Kindergarten.
Resources vary across the school and departments. Most classes have generally appropriate materials
to match the needs of the subject area. However, resources in kindergarten and Grades 1 and 2 are
very limited and do not allow children to have opportunities to handle materials or develop skills
such as practical mathematical application or investigative learning.

The International School of Choueifat - Inspection Report 2016-2017 25

 The views of parents, teachers and senior students

The views of parents, teachers and senior students

Before the inspection, the views of the parents, teachers and senior secondary students were surveyed.
Key messages from each group were considered during the inspection and these helped to form inspection
judgements. A summary of the survey statistics and comments from those who responded to the survey
follows:

Responses to the surveys

Responses received Number

Parents* 2016-2017 401

2015-2016 796

Teachers
78

Students
39

*The number of responses from parents is based on the number of families.

Almost all parents who responded to the survey are satisfied with the quality of education at the
school. They feel their children are safe in the school and on school buses.
A significant minority of parents are less satisfied about the provision for Islamic education and Arabic.
They do not think the school develops their children's enjoyment in reading Arabic sufficiently.
Parents state that there is limited community involvement for their children and that parents do not
have opportunities for regular and formal discussion with teachers about their children's progress. A
minority of parents and teachers do not think the school supports and welcomes students with SEND.
Most students who responded express satisfaction with their school. A significant few do not think
they are always treated fairly or that they can make decisions about their class activities.

The International School of Choueifat - Inspection Report 2016-2017 26

What happens next?

The school has been asked to prepare and submit an action plan to DSIB within two months of receiving the
inspection report. This should address:
recommendations from DSIB
areas identified by the school as requiring improvement
other external reports or sources of information that comment on the work of the school
priorities arising from the schools unique characteristics.

The next school inspection will report on changes made by the school.

Dubai Schools Inspection Bureau

Knowledge and Human Development Authority

If you have a concern or wish to comment on any aspect of this report, you should contact
[email protected]

The International School of Choueifat - Inspection Report 2016-2017 27