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Private School

Inspection Report

Academic Year 2015 – 2016

Al Yasmina School

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General Information

Students

School ID 96 Total number of students

1,732

Opening year of school

2008 Number of children in KG

257

Principal Timothy Hughes Number of students in other phases

Primary: 747 Middle: 601 High: 127

School telephone +971 (0)2 501 4700 Age range 3 to 18 years

School Address Al Raha Gardens, Khalifa City, Abu Dhabi

Grades or Year Groups

FS – Year 13

Official email (ADEC) alyasmina.pvt@adec.ac.ae Gender Mix

School Website www.alyasmina.sch.ae % of Emirati Students

30%

Fee ranges (per annum)

AED 41,580 – AED 57,330 Largest nationality groups (%)

1. British 23% 2. American 5% 3. Australian 5%

Licensed Curriculum Staff

Main Curriculum English National Curriculum

(ENC) Number of teachers 169

Other Curriculum --------- Number of teaching

assistants (TAs) 52

External Exams/

Standardised tests

UK Standardised

Assessment Tests (SATs)-

KS1 and KS2, IGCSE, AS/A

level

Teacher-student

ratio

1:25 FS

1:25 Primary 1:24 Middle 1:22 High

Accreditation ---------- Teacher turnover 20%

Inspection Date 9 – 12 November, 2015

Date of previous inspection 16 – 19 February, 2014

Al Yasmina School

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Introduction

Inspection activities

Number of inspectors deployed 5

Number of inspection days 4

Number of lessons observed 108

Number of joint lesson

observations

7

Number of parents’

questionnaires 102 (response rate: 6.5%)

Details of other inspection

activities

The team completed observations, conducted

several meetings with senior staff, leaders, teachers,

support staff, students and parents. They analysed

test and assessment results, scrutinised students’

work across the school, and considered many of the

school’s policies, surveys and other documents. The

leadership team was fully involved throughout the

process and leaders conducted joint lesson

observations with inspectors.

School

School Aims

‘To focus relentlessly on the pursuit of excellence in

relation to the quality of teaching so that all learners

are equipped with independent learning and critical

thinking skills.

To distribute leadership well and to ensure that

leaders create leaders through high quality

development programmes that build leadership

capacity.

To increase the number of colleagues involved in

action research projects in a community of enquiry

that helps Al Yasmina School contribute to

educational research on a global scale.’

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School vision and mission The school’s vision is to be ‘an inclusive learning

community inspiring leading citizens of the world.’

Admission Policy

The admission policy is non‐selective and fully

inclusive; in FS observations are conducted and in all

other years baseline assessments are used to

provide information on students’ starting points.

Leadership structure (ownership,

governance and management) The school is owned by Aldar Academies. Levels of

governance are provided by the parent company

board, the parent company executive management

team joined by the senior leadership team (SLT), and

by the school’s strategic governance group that

comprises parents, staff and community

representatives.

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

SEN Category

Number of students

identified through

external assessments

Number of other students

identified by the school

Intellectual disability 6 0

Specific Learning Disability

26 0

Emotional and Behaviour Disorders (ED/ BD)

5 0

Autism Spectrum Disorder (ASD)

7 0

Speech and Language Disorders

9 0

Physical and health related disabilities

2 0

Visually impaired 0 0

Hearing impaired 1 0

Multiple disabilities 0 0

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

G&T Category Number of students identified

Intellectual ability 108

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

28

Social maturity and leadership 0

Mechanical/ technical/ technological ingenuity 0

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

0

Psychomotor ability (e.g. dance or sport) 38

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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)

Band A

High Performing

Band B

Satisfactory

Band C

In need of significant improvement

Performance Standards

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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 school’s overall performance

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

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The Performance of the School

Evaluation of the school’s overall performance

Al Yasmina is a very good school with outstanding features. Key strengths of the

school are the students’ impressive personal development and the provision of

high quality care, protection, guidance and support. The large majority of students

attain levels that are above curriculum standards in English, mathematics and

science. Most students attain levels that are in line with curriculum standards in the

subjects taught in Arabic.

Teaching generally results in very effective learning; there are high levels of

consistency in the Foundation Stage (FS) and the subjects taught in English,

particularly in science throughout the school. Assessment processes and results are

used very effectively to influence teaching, curriculum and students’ progress. The

design, implementation and adaptation of the curriculum are outstanding;

opportunities for innovation are carefully planned in all curricular areas.

The quality of educational leadership and management at all levels is outstanding.

Strategic planning is ambitious, with high expectations of an inclusive and

supportive community that ensures accountability for continuous improvement in

all aspects of the school’s performance. Students, parents and staff are extremely

supportive of the school’s aims and its achievements since the previous inspection.

Progress made since last inspection and capacity to improve

The school has made good progress on implementing the recommendation to

sustain improvements in the quality of teaching and learning in the subjects taught

in Arabic. Leadership restructuring has increased the capacity and number of

leaders in the Arabic department. Professional development opportunities for

teachers have led to more effective teaching, particularly for Arabic as a second

language speakers and in the Kindergarten (KG). A range of initiatives such as peer

observations, coaching by lead learners, joint learning walks and shared good

practice with other schools within the group have led to teachers more confidently

using different strategies in lessons. A school-wide Arabic week has raised the

profile of Arabic subjects. The increased budget has allowed the purchase of more

Arabic books for primary and secondary phases. A literacy focus, for example in

‘Word of the Week’, is implemented consistently and an Arabic reading system has

been introduced that is effectively supporting the development of reading skills.

The focus in FS has significantly improved the quality of teaching and learning.

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Development and promotion of innovation skills

The school has set an ambitious agenda to ensure innovation is embedded in a wide

range of developments focused securely on improving student learning. The

promotion of innovation is an expectation and is carefully planned at whole-school,

subject and year levels, and by class teachers and students. The changed leadership

structure has very effectively created a whole-school approach and moved the

focus away from distinct phases and subjects. This has raised the status of Arabic

subjects, empowered middle leaders and ensured the development of cross-school

initiatives.

Curriculum planning and adaptation, teaching, the development of students’

learning skills, and an emphasis on community responsibility all demonstrate highly

effective promotion of innovation skills. For example, action research by individual

teachers, in connection with a British university, has led to developments in the

curriculum across year levels. Students are keen to work well, and responsibly

support each other, as when an older student guides a younger student to improve

understanding in mathematics.

Throughout the school in all subjects, students show well developed problem-

solving and critical thinking skills. They are enterprising and confidently use enquiry

and research skills, as in the case of Year 11 students who modify and critique

designs. Students in all years make very effective use of digital technologies to

enhance research opportunities and add accuracy to their learning. At age-

appropriate levels they listen attentively, and confidently use probing questions

and express creative ideas in order to develop independent and collaborative

projects. This was evident when small groups of Year 10 sports leaders very skilfully

coached and officiated in a Year 4 physical education lesson to help develop

students’ basketball skills.

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The inspection identified the following as key areas of strength:

students’ high academic standards and rates of progress

the cohesive community working closely as a whole school

students’ impressive personal development nurtured by highly effective

procedures for protection, care, guidance and support

the use of assessment to inform the high quality of teaching

the high quality of curriculum planning, adaptation and implementation

the high quality educational leadership, and ambitious strategic guidance

committed to inclusion and innovation.

The inspection identified the following as key areas for improvement:

student attainment and progress in the subjects taught in Arabic, in order to

consistently match the achievement in other subjects.

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Performance Standard 1: Students’ Achievement

Students’ achievement Indicators KG Primary Middle High

Islamic

Education

Attainment Good Good Acceptable Acceptable

Progress Good Good Acceptable Acceptable

Arabic

(as a First

Language)

Attainment Very Good Acceptable Acceptable Acceptable

Progress Very Good Good Acceptable Acceptable

Arabic

(as a Second

Language)

Attainment Outstanding Good Good Good

Progress Outstanding Good Good Very Good

Social Studies

Attainment N/A Acceptable Acceptable N/A

Progress N/A Acceptable Acceptable N/A

English

Attainment Very Good Very Good Very Good Very Good

Progress Outstanding Very Good Very Good Outstanding

Mathematics

Attainment Very Good Very Good Very Good Good

Progress Outstanding Very Good Outstanding Very Good

Science

Attainment Outstanding Very Good Outstanding Outstanding

Progress Outstanding Outstanding Outstanding Outstanding

Language of

instruction (if

other than English

and Arabic as First

Language)

Attainment N/A N/A N/A N/A

Progress N/A N/A N/A N/A

Other subjects

(Art, Music, PE)

Attainment Outstanding Very Good Outstanding Very Good

Progress Outstanding Very Good Outstanding Very Good

Learning Skills (including innovation, creativity,

critical thinking, communication,

problem-solving and collaboration)

Outstanding Very Good Outstanding Outstanding

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Student achievement overall is very good. From low starting points children in

Kindergarten (KG) make outstanding progress in all areas of learning. In the subjects

taught in English, a large majority of students attain levels that are above curriculum

standards and progress is very good; attainment and progress are outstanding in

science at all phases. In the subjects taught in Arabic, most students attain levels that

are in line with curriculum standards and a few are above; students make most

progress in KG and primary. A large minority of students speak Arabic as a second

language; the majority of these students attain standards that are above curriculum

expectations. Students with identified special educational needs (SEN) and gifts and

talents (G&T) make very good progress as a result of thorough planning and well-

focused support to meet their specific profiles.

English National Curriculum (ENC) standard assessments tests (SATs) at the end of

Key Stage 1 (KS1) show that the number of students attaining at least expected levels

is higher than UK averages in reading and writing and well above in mathematics. At

the end of KS2, performance on SATs demonstrates that most students attain levels

that are higher than UK averages in mathematics and well above in reading and

writing. Attainment in IGCSEs is at least very good in English, mathematics and

sciences, and good in Arabic. For the small cohort of students who take GCE

Advanced Level, attainment is good in English, mathematics and sciences. In

examinations, in Islamic education, a large majority of students exceed expected

levels; in Arabic most students attain levels that are in line with curriculum standards.

Attainment data demonstrate that the school continues to maintain high standards

over time and show improvement in the standards achieved in the subjects taught in

Arabic.

In English, students have very well developed listening and speaking skills; they use

an extensive vocabulary to express creative ideas and explain their thinking, and

confidently use English in a variety of settings. Students benefit from a focus on the

development of phonic skills, and by Year 6 read fluently and with comprehension.

Progress in writing is steady and students use accurate language skills when they

write for a range of purposes, and they also present their work well.

In Arabic, children in FS enjoy the activities and make very good progress. In all other

phases, students’ listening skills are well developed. Their ability to read with

‘Tashkeel’ is less well developed. Students express ideas creatively when writing;

extended writing is more limited and they lack sufficient awareness of accurate

spelling. Students do not consistently speak standard Arabic to express views or retell

stories. In Islamic education, by Year 5 most students are able to memorise and repeat

short ‘suras’ of the Holy Qur’an and show respect for Islamic values. In most lessons,

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students confidently link their learning to real life. In social studies, students also link

learning to their own experiences and show an understanding of environmental

concerns, for example when Year 2 students explain the impact of smoke in polluting

the environment. Students talk with secure understanding about the culture,

heritage and diversity of the UAE. In the middle years, there is a lack of confidence

when discussing the different issues affecting society.

Students demonstrate secure knowledge, understanding and skills in mathematics.

FS children make exceptional progress in counting skills and understanding of

number and shape. They recognise symmetrical patterns and can name 2D shapes.

Students in primary develop their calculation and problem-solving skills very well.

Year 4 students make exceptional progress in constructing graphs and interpreting

data. In the older year groups, progress is very good. Students confidently apply

problem-solving skills to see the relevance of mathematics to real-life situations, as in

their assured manipulation of statistics in KS5. Students’ knowledge and

understanding in science are extremely well developed. They confidently use

technical vocabulary and have a strong practical understanding of the scientific

method and its application. In non-core subjects such as information and

communication technology, physical education, creative arts and humanities,

attainment is high and progress is very good.

Students enjoy their work and are highly motivated to engage in most activities. In

FS, children develop a strong disposition to learn. They are confident learners and

persevere with tasks. They develop notable curiosity, thinking and problem-solving

skills through structured activities. In middle and secondary years, students show

maturity in taking responsibility for their own learning. They know their strengths and

take targeted actions to improve their performance. Students collaborate

purposefully to achieve learning objectives and discuss their ideas maturely. They

communicate their learning, for example when explaining how they will calculate the

area of a semi-circular prism in Year 9. Students make meaningful connections

between their learning and the real world, for example in a Year 5 discussion in Islamic

education and when students in Year 7 calculate the percentage loss in the sale of

their teachers’ guitar. Students throughout the school demonstrate well developed

critical thinking and problem solving skills.

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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

Indicators

KG Primary Middle High

Personal development Outstanding Outstanding Outstanding Outstanding

Understanding of Islamic values and

awareness of Emirati and world cultures Outstanding Outstanding Outstanding Outstanding

Social responsibility and innovation skills Outstanding Outstanding Outstanding Outstanding

Students’ personal and social development and innovation skills are outstanding.

They thoroughly enjoy school and demonstrate very positive attitudes towards

learning, and high levels of self-reliance and discipline that result in excellent

behaviour. Students appreciate the opportunity to interact with many nationalities

and cultures; they sustain harmonious relationships and are very respectful towards

all staff. They show high levels of consideration towards those who find learning more

difficult and are tolerant and supportive in lessons. Students demonstrate an

understanding of safe and healthy lifestyles; they make appropriate choices and are

enthusiastic participants in activities to promote healthy lives. Attendance has

improved and at 96% is very good. Students are punctual to almost all lessons.

Students have a strong understanding and sincere appreciation of Islamic values and

their influence in modern UAE society; this is reflected in their behaviour. Most

demonstrate an excellent knowledge about, and respect for, the heritage and culture

of the UAE. This is evident in assemblies, in the high respect shown during the National

Anthem and during cultural activities, as in preparations for a week of planned

celebrations of National Day. The many nationalities mix extremely well in and out of

lessons and demonstrate a high level of curiosity about and appreciation for other

world cultures. This is evident in enthusiastic discussions in a range of subjects at all

year levels.

Students are highly responsible: in FS they are quick to tidy up and are proud of the

work on display in their classrooms; in primary they are eager to take responsibility in

group and class activities; and the large group of Year 7 to 13 leaders show care and

consideration as they support all students throughout the day. Students are very keen

to do well, and this is especially evident in older years. The very strong work ethic and

well-developed enterprise skills lead to confident choices about activities. For

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example, when as a result of excellent questioning and support by the class teacher

Year 2 students confidently direct the learning to achieve the targets they have set

themselves. They discuss environmental issues and take meaningful actions to

protect the environment, both in their own behaviour and in activities away from

school.

Performance Standard 3: Teaching and Assessment

Teaching and Assessment Indicators KG Primary Middle High

Teaching for effective learning Outstanding Very Good Very Good Very Good

Assessment Outstanding Very Good Very Good Very Good

Teaching overall is very good. The quality of teaching observed by inspectors ranged

from outstanding to weak. The majority of lessons were deemed to be very good or

outstanding. Highly effective teaching was consistently observed in all subjects in FS,

in English, mathematics and particularly science.

Teachers have a thorough knowledge of their subjects and most understand how

students learn effectively. In FS, teachers plan a stimulating learning environment in

which children develop, exceptionally well, a broad range of skills, including

independent and collaborative learning. Teachers skilfully individualise the learning

and use questioning very effectively to promote thinking and problem solving. Lesson

planning is thorough and pays close attention to the needs of all students, including

those with specific needs. Most teachers use their strong subject knowledge to plan

high-quality tasks and activities that thoroughly engage students’ interest. They have

high expectations and provide challenge and support for all students. This is less true

of the subjects taught in Arabic, where strategies are not sufficiently planned to

match the age of students and meet their interests and ability levels, especially in KS3

to 5; this slows their progress. A key reason why students do not make more progress

in Islamic education is that too often students undertake the same task: there is little

differentiation.

Strategies are well focused on promoting very effective innovation, collaboration and

independent learning skills. Teachers maintain good pace and purposeful learning in

most lessons; they make effective use of time and the wide range of resources

available, as when Year 3 students work in small groups to practise estimation and

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solve problems involving the measurement of capacity, and in Arabic when Year 12

students research the meaning of new vocabulary using an online dictionary.

Teachers maintain very respectful relationships with students, and interactions

demonstrate a high level of rapport. Assessment is used well: throughout the years,

teachers ask predominantly probing questions that focus on individuals and groups

of students to challenge them to reflect carefully on their learning. In more effective

lessons, teachers give appropriate thinking time to encourage deeper understanding.

This was evident in a highly successful Year 12 media studies lesson where the teacher

asked the question, ‘Do you think that will be possible practically?’ and generated a

high level of critical thinking by students. In more effective lessons, students are given

meaningful opportunities to assess their own and others’ work.

Assessment processes, internal and external, are consistent and comprehensive.

External benchmarking is integral to the self-evaluation by the school, and by

individual and focus groups of students. Assessment is used consistently to track

student progress and to support planning for learning. The setting of individualised

targets based on assessment information is very effective in meeting the needs of all

learners: it extends the high achievers and supports those who find learning a

challenge. The school exhaustively analyses the results of internal and external test

data in order to compare student achievement with that in similar schools nationally

and with expected levels internationally. It also carefully tracks performance by

different groups of students, such as boys, girls and Emiratis. Areas of concern are

identified promptly and responded to quickly with action plans. The marking of

student work is constructive. Teachers provide useful suggestions as to how students

might improve their work.

Performance Standard 4: Curriculum

Curriculum Indicators KG Primary Middle High

Curriculum design and implementation Outstanding Outstanding Outstanding Outstanding

Curriculum adaptation Outstanding Outstanding Outstanding Outstanding

The quality of curriculum design, implementation and adaptation is outstanding. The

curriculum has a very clear rationale and is aligned well to the school’s values and

vision. It provides breadth and balance, with care taken to include creative, physical

and practical experiences in all phases. It is particularly successful in motivating

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students and developing their learning skills and personal development.

Implementation promotes interest and enjoyment in all phases. Individualisation,

choice and opportunities for innovation in all subjects are strong features.

The curriculum is very well planned to ensure that students develop their knowledge,

skills and understanding systematically, and that transitions between phases are

smooth. In FS there is a suitably strong emphasis on the systematic development of

communication and language skills. Curriculum implementation through setting is

very effective in upper primary and secondary in ensuring that programmes are

tailored to the specific needs of students. A wide range of subject options are

provided in secondary. Older students are very well prepared for the next stage of

their education and the world of work. The curriculum is planned so that students’

skills are developed in meaningful and interesting contexts. There are excellent

opportunities for independent learning, research and critical thinking. Topics studied

in FS connect children’s areas of learning very well.

The school shows a strong commitment to the continuous development of the

curriculum to meet the needs of all students. Rigorous and regular reviews of the

curriculum have had a positive impact on academic achievement and personal

development, for example through the provision of an extensive range of enterprise

and entrepreneurial activities in all years.

The curriculum meets the full range of students’ needs exceptionally well, including

students with identified SEN and G&T. Curricular plans are suitably adapted and detail

support tailored to the specific needs of students. As a result, they make very good

progress in all aspects of their learning and personal development. The curriculum is

enriched by a very well planned programme of extra-curricular activities that make a

significant contribution to students’ academic and personal development. There are

high levels of student participation. Educational visits, special events, such as ‘World

Challenge’, and residential opportunities further enrich students’ learning. Coherent

learning experiences are embedded throughout the curriculum to ensure that all

students develop an excellent understanding of the UAE’s culture and heritage.

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

The protection, care, guidance and

support of students Indicators KG Primary Middle High

Health and safety, including arrangements for child protection/ safeguarding

Outstanding Outstanding Outstanding Outstanding

Care and support Outstanding Outstanding Outstanding Outstanding

The school makes outstanding provision for the protection, care, guidance and

support of students. There are very effective policies in place to guide practice and

inform staff and parents. All staff have been trained in child protection and

understand their responsibilities. There are effective arrangements to protect

children from all forms of abuse including physical and verbal bullying. Staff are alert

to the need to care for students: supervision is close at all times and is made even

more effective by the excellent and professional relationships they maintain. There is

an accurate register of all staff, and admission of adults to the school is registered

centrally and closely monitored. New arrangements for arrival and departure from

the school ensure that students are as safe as possible whether on school transport

or in private cars. Students indicate that they feel very safe in school.

There is a rigorous system for the maintenance and safety of the building. The site

manager knows the school well and all machinery and equipment is appropriately

logged, maintained and tested. The school is very well maintained and hygienic. It

provides an attractive and inclusive environment to support the needs of all students.

The premises and resources are excellent and are constantly reviewed and updated

to better support curriculum implementation, for example in the recent acquisition

of film cameras to extend activities in the media studies course. Risk assessments are

regular and up-to-date records are kept of all incidents and routine checks. Evacuation

drills are regular and well organised. The medical facility and provision are of high

quality. The school successfully promotes safety and healthy lifestyles. Safe use of the

internet is carefully monitored and the local police officer is a regular visitor to the

school.

Staff-student relationships are outstanding and appreciated by students and parents.

Behaviour management is exemplary because staff have high expectations of

students: they work very hard to support them both socially and academically, and

students respect the staff and value what they provide. There are successful systems

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to manage and improve attendance and very good arrangements are in place to

ensure punctuality to lessons.

The school follows extremely successful procedures to identify students who have

SEN and G&T, through teacher referral, parent referral, and highly effective

screening. It is rigorous in its support of students with identified special needs. A great

strength of the provision is the outstanding partnership the school achieves with

parents. Liaison between staff to support these students is exemplary: very good

planning for learning leads to individual educational programmes with precise short

term goals that are reviewed regularly and ensure successful support. The most able

students are consistently challenged by the work set for them.

The school has systems to closely monitor students’ wellbeing and personal

development and to respond to any concerns. Staff give good support and guidance

to the students, for example in older years when advising them on how to improve

the quality of course work or when helping them make informed options choices.

Performance Standard 6: Leadership and management

Leadership and management Indicators

The effectiveness of leadership Outstanding

Self-evaluation and improvement planning Outstanding

Partnerships with parents and the community Outstanding

Governance Outstanding

Management, staffing, facilities and resources Outstanding

Leadership and management are outstanding. The principal provides extremely high

quality leadership and together with senior leaders sets an ambitious strategic

direction based on inclusion, high expectations and continuous improvement in all

aspects. Senior leaders, supported by staff, have established successful structures

that are inclusive and result in purposeful learning for all groups of students. The

principal has created a meaningful distributive leadership framework that ensures

well-focused attention on key aspects of the school’s performance, targeted

professional development for middle leaders, collective responsibility, and builds

capacity. Innovation is embedded in school development planning and provision in all

year levels and subjects. Relationships among leaders and with staff are professional

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and extremely positive. Staff and parents are committed to the aims and vision of the

school; morale is exceptionally high throughout the community.

Comprehensive, systematic and rigorous self-evaluation processes that include

feedback from all stakeholders are firmly integrated in improvement planning: a

range of strategies ensure meaningful input from parents and students. The school

makes very effective use of detailed analysis of a wide range of student performance

data. Performance management procedures are comprehensive: they focus well on

student learning and include self-evaluation by teachers and the setting of

improvement goals. Development areas identified in teaching are linked to a wide

range of continuous professional development opportunities. Senior and middle

leaders provide focused support and closely monitor progress. The school has

addressed the recommendations of the previous inspection, resulting in steady

progress and improvement. Actions are regularly monitored for impact and further

development.

The school has created strong partnerships with parents, for example in successfully

involving them through the large and active parent council. Communication strategies

are highly effective, as in the appointment of committed parent liaisons for every

class. Reporting structures keep parents well informed about their child’s academic

achievement and personal development. Strong partnerships, locally and

internationally, enhance student opportunities and learning through links with other

schools and business and community organisations.

All levels of governance ensure good accountability for the principal and school that

leads to high quality in all aspects of its performance. The strategic governance group

includes representation by parents who act as effective and constructive critics of the

school. This has resulted in mechanisms to better inform parents about the

curriculum. The board makes a considerable contribution to strategic direction and

planning and significantly impacts on the school’s performance.

The school is very well organised and operations are highly efficient. Staffing

resources at all levels are appropriate to the aims of school and curriculum needs; staff

are well qualified and deployed to support high quality learning. The premises provide

excellent specialist facilities and learning areas are designed well to engage students

and promote student learning. The school provides a wide range of motivating

resources that effectively support curriculum delivery and teaching and learning

needs, particularly in FS.

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What the school should do to improve further:

1. Strengthen the effectiveness of teaching in the subjects taught in Arabic,

particularly in Arabic for first language speakers and social studies, so that

the majority of students make better than expected progress in relation to

their starting points and the curriculum standards by:

i. ensuring that successful teaching approaches in all year levels and

subjects are shared widely among staff

ii. continuing to enable teachers with highly effective skills to influence

and develop their colleagues’ practice through, for example,

modelling successful strategies and peer observations

iii. ensuring that teachers take account in their planning of students’

prior learning, and their interests, and use age-appropriate methods

to deliver lessons that meet the learning needs of all students

iv. continuing to monitor and evaluate the impact of teaching so as to

recognize professional development and provide continuing

support.