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Private School Inspection Report Al Sanawbar Private School Academic Year 2015 – 2016 Page 1

Private School Inspection Report

Private School Inspection Report Al Sanawbar Private School Academic Year 2015 – 2016 Page 1 of

Al Sanawbar Private School

Academic Year 2015 2016

Page 1 of 18

Al Sanawbar Private School Inspection Date May 22, 2016 to May 25, 2016   Date
Al Sanawbar Private School Inspection Date May 22, 2016 to May 25, 2016   Date
Al Sanawbar Private School

Al Sanawbar Private School

Al Sanawbar Private School

Inspection Date

May 22, 2016

to

May 25, 2016

 

Date of previous inspection

May 19, 2014

to

May 22, 2014

 

General Information

 

Students

 

School ID

147

Total number of students

 

1290

Opening year of school

1983

Number of children in KG

240

     

Primary:

686

 

Principal

Rima Sarieddine

Number of students in other phases

Middle:

190

 

High:

174

 

School telephone

+971 (0)3 767 9889

Age range

 

3 years 8 months to 18 years

School Address

New Manseer Area, PO Box 1781, Al Ain.

Grades or Year Groups

 

KG to Grade 12

 

Official email (ADEC)

Gender

Mixed

School website

Alsanawbarschool.com

% of Emirati Students

 

57%

Fee ranges (per annum)

Low to medium:

Largest nationality

1. Jordanian: 9%

 

2. Syrian:

8%

AED 12,500 AED 26,6000

groups (%)

 

3. Egyptian:

7%

Licensed Curriculum

 

Staff

Main Curriculum

American

Number of teachers

73

   

Number of teaching

 

Other Curriculum

------------

assistants (TAs)

 

27

External Exams/

MAP; PSAT; TOEFL; IELTS; CEPA; Ministry Of Education (MOE)

Teacher-student

 

KG/ FS

1:24

Standardised tests

ratio

Other phases

 

1:17

Accreditation

-------------

Teacher turnover

24%

Introduction

Introduction Number of inspectors deployed Number of inspection days Number of lessons observed Number of
Introduction Number of inspectors deployed Number of inspection days Number of lessons observed Number of
Number of inspectors deployed Number of inspection days Number of lessons observed Number of joint

Number of inspectors deployed

Number of inspection days

Number of lessons observed

Number of joint lesson observations

Number of parents’ questionnaires

Details of other inspection activities

Inspection activities

5

4

125

4

104; (response rate: 8.2%)

Inspectors held meetings with senior staff, teachers, parents and students. They attended assemblies, observed arrangements for arrival and departure, and scrutinised students’ coursework. They reviewed a range of school documentation including assessment data.

School

School Aims

---------------

School vision and mission

Vision: ‘Our vision is to provide our students with a quality education that allows them to achieve their fullest potential. We strive to develop in students a sense of responsibility towards the community, respect and tolerance for those who are different from themselves and a loyalty and respect for their heritage.’

Mission: Our mission is to educate students to be effective citizens of a global community. We endeavor to equip them with the necessary skills, information and virtues to make successful independent life choices.’

Admission Policy Admission arrangements are as per ADEC policy and regulations. The school building is
Admission Policy Admission arrangements are as per ADEC policy and regulations. The school building is

Admission Policy

Admission arrangements are as per ADEC policy and regulations. The school building is organised on several levels and so the school does not presently accept students with significant mobility disabilities.

Leadership structure (ownership, governance and management)

Leadership comprises an owner and a chairman of the Board of Trustees who oversee the school, the principal, two vice principals (one of whom was not present at the time of the inspection), a head of faculty for the secondary school, and a head of department for each subject.

SEN Details (Refer to ADEC SEN Policy and Procedures)

SEN Details (Refer to ADEC SEN Policy and Procedures) SEN Category Number of students identified through
SEN Details (Refer to ADEC SEN Policy and Procedures) SEN Category Number of students identified through

SEN Category

Number of students identified through external assessments

Number of other students identified by the school

Intellectual disability

0

0

Specific Learning Disability

2

0

Emotional and Behaviour Disorders (ED/ BD)

4

0

Autism Spectrum Disorder (ASD)

0

0

Speech and Language Disorders

0

0

Physical and health related disabilities

0

0

Visually impaired

1

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

0

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

0

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)

0

The overall performance of the school

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

Inspectors considered the school in relation to 3 performance categories

Band A

High performing (Outstanding, Very Good or Good)

Band B

Satisfactory (Acceptable)

Band C

In need of significant improvement (Weak or Very Weak)

School was judged to be:

 

BAND

(A)

Good

   

Band A

Band B

Band C

High Performing

 

Satisfactory

In need of significant improvement

Performance Standards

Outstanding

Very Good

Good

Acceptable

Weak

Very Weak

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
Summary Evaluation:
The school’s overall
performance

The Performance of the School

The Performance of the School Evaluation of the school’s overall performance The overall performance of the
The Performance of the School Evaluation of the school’s overall performance The overall performance of the

Evaluation of the school’s overall performance

The overall performance of the school is good. Over an extended period, the principal has sustained and developed the quality of education provided through clear direction and vision for improvement. The quality of leadership has been strengthened through the appointment of an academic vice-principal to the senior leadership team. Children in the kindergarten (KG) flourish because of the care and support provided. This is particularly true for students with special educational needs (SEN). The school enjoys positive partnerships with parents. They are encouraged to be involved in their children’s education. Students entering the school from other countries are welcomed and made to feel part of the school community. Teaching and learning in Arabic-medium subjects is good overall. As a result, students display a pride in their nation and cultural heritage. Provision in English-medium subjects is acceptable, though not yet as strong as in Arabic subjects. Assessment is used generally well in most lessons to inform teaching. Information about studentsachievement across all phases when measured against external benchmarks is not consistently reliable.

Progress made since last inspection and capacity to improve

The school has addressed the recommendations from the last inspection. Individual students are now involved in setting and reviewing targets for their learning with their teachers. This helps them to make good progress in most subjects. Internal assessment procedures are now used to track progress more effectively in the Arabic-medium subjects, though less so elsewhere. Teachers now provide more opportunities for students to apply critical thinking and to learn in real-life contexts. The provision for different groups of students is now good, particularly for SEN. The school’s capacity to improve is good.

Development and promotion of innovation skills

The school is promoting innovation with many examples of innovative practice. The eco-club takes responsibility for recycling by collecting litter at break times. The house system encourages students to be leaders through initiating and leading competitions between houses. Children in the KG take part in free zoningactivities. These are innovative, thematically-based activities which develop learning skills in simulated real-world contexts. In Grade 11, students compete to design and plant a garden in their own homes. They bring photographic evidence to share their success and have raised money for charities through their initiatives.

The inspection identified the following as key areas of strength:

identified the following as key areas of strength:  vision and direction of the principal and
identified the following as key areas of strength:  vision and direction of the principal and

vision and direction of the principal and senior leadership team

the quality of the provision in KG

the identification and support of students with special educational needs

the quality of teaching and learning in Arabic-medium subjects

parental involvement

students’ respect for Islamic values and UAE culture and heritage

the welcoming, positive ethos which unites all groups and nationalities.

The inspection identified the following as key areas for improvement:

inconsistency in teaching and learning in English, mathematics and science subjects, particularly in primary and middle phases

further use of assessment to provide reliable information about students’ progress across all phases.

Performance Standard 1: Students’ Achievement

Performance Standard 1: Students’ Achievement Students’ achievement Indicators KG Primary Middle High
Performance Standard 1: Students’ Achievement Students’ achievement Indicators KG Primary Middle High

Students’ achievement Indicators

KG

Primary

Middle

High

Islamic

Attainment

Good

Good

Good

Good

Education

Progress

Good

Good

Good

Good

Arabic (as a First Language)

Attainment

Good

Good

Good

Good

Progress

Good

Good

Good

Good

Arabic (as a Second Language)

Attainment

Good

Good

Good

Good

Progress

Good

Good

Good

Good

 

Attainment

Good

Good

Good

Good

Social Studies

Progress

Good

Good

Good

Good

 

Attainment

Good

Acceptable

Acceptable

Good

English

Progress

Good

Good

Good

Good

 

Attainment

Acceptable

Acceptable

Acceptable

Acceptable

Mathematics

Progress

Good

Acceptable

Acceptable

Acceptable

 

Attainment

Good

Acceptable

Acceptable

Acceptable

Science

Progress

Good

Acceptable

Acceptable

Acceptable

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

Attainment

Good

Good

Good

Good

(Art, Music, PE)

Progress

Good

Good

Good

Good

Learning Skills

       

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

Good

Good

Good

Good

The overall quality of students’ achievement is good. Most students make good progress over time
The overall quality of students’ achievement is good. Most students make good progress over time

The overall quality of students’ achievement is good. Most students make good progress over time and in most lessons. Assessment data in all Arabic-medium subjects is rigorous and shows good standards are being achieved. This is confirmed by EMSA and MoE test results and by the good quality of students’ coursework. Data from Measures of Academic Progress (MAP) and Scholastic Assessment Test (SAT) assessments is more limited and does not provide a complete picture of attainment in most English-medium subjects. School’s internal continuous assessments are not standardised against curriculum standards and external benchmarks, for example MAP tests, and therefore at times, present an inflated view of the attainment.

The results of diagnostic assessments, on entry to the KG, show that children’s skills are below or well below expected levels, particularly in English, mathematics and science. They then make good progress in KG and by the time they reach primary, most are attaining in line with or above expected curriculum levels. Progress and attainment are less strong at Grades 4 to 8 in mathematics and science, particularly for a minority of boys. From Grades 9 to 12, most students make good progress and the majority attain levels in coursework that are above curriculum levels in English, and in line with in mathematics and science. In Grades 11 and 12, students are entered for TOEFL and IELTS tests to provide a measure of their attainment against international standards. These students perform well. Additionally, a range of assessments is used by the school, including Common Educational Proficiency Assessment (CEPA) and Preliminary Scholastic Assessment Test (PSAT), to enable students to access universities locally and internationally. SEN students make acceptable progress because of the effective support they receive.

The quality of achievement in Islamic education is good. Grade 12 MoE examination results and internal assessments over time indicate that the majority of students attain levels that are above average. For example, in Grade 3, the majority of students are able to answer questions about the story of the Prophet’s marriage to Khadija his first wife, and explain her role in Islam. They can give examples of Islamic values, for example, tolerance and patience, and make links to their own lives. By Grade 11, the majority of students who are non-natives of Arabic language, can recite verses of the Holy Qur’an following correct ‘Tajweedrules and explain the meaning of verses, thereby demonstrating deep knowledge and understanding.

Students’ achievement in Arabic is good. Attainment in Grade 12 MoE examination is good as a majority of students attain above curriculum standards. Majority of the children in KG achieve above curriculum expectations. In KG2, for example, almost all children can write their names. The majority can read and write short sentences correctly. By Grade 6, the majority of students can read text fluently with expression, discuss issues and express their opinions clearly using classic Arabic, thereby

demonstrating good reading, understanding and speaking skills. By the time they reach Grade 10, students
demonstrating good reading, understanding and speaking skills. By the time they reach Grade 10, students

demonstrating good reading, understanding and speaking skills. By the time they reach Grade 10, students can read classical poetry fluently with expression. They can explain and analyse poems and be critical. The overall achievement of students studying Arabic as a second language is also good. For example in Grade 9, the majority of students can write about different topics using appropriate vocabulary and correct language, then proof read their writing and produce a final, well-written copy.

Achievement in social studies is good. Children in KG can sing the national anthem and identify colours in the flag. The majority can make links between UAE culture and their own. By Grade 6, most students can explain and discuss the concept of the state. The majority can explain the meaning of democracy, compare between different types, and make links to the UAE and Arab world. By Grade 9, most students can compare the present and past of the UAE. They can discuss the reasons behind the significant change of life in the UAE, give examples, and reflect on their own personal experiences of change.

Attainment in English is acceptable overall for most students, and strengthens by high school phase due to good progress throughout. Children make a strong start in KG and by the time they enter primary, students are taking more responsibility for their learning and can read simple books and write comprehensive sentences. They are encouraged to be critical thinkers and to make decisions through the weekly ‘free zoning’ cross-curricular activities. Most students make secure progress in lessons and over time, and by the time they leave the school, most have acquired good skills in speaking, reading and writing.

Achievement in mathematics is acceptable overall though more variable at times in primary and middle phases, and stronger consistently in KG and at high school phase. Girls maintain a positive attitude though a few boys in Grades 4 to 6 can lose interest. By the time they leave KG, children are using English language for mathematical concepts with growing confidence, counting and writing numbers accurately. Progress is acceptable for most students and they support each other using peer assessment. SAT external benchmarks for Grade 12, over 3 years, indicate that boysand girlsattainment is in line with international averages. This is a good performance overall when considering their low starting points.

The pattern is similar in science. Most students reach at least acceptable standards and progress is generally good at KG and acceptable thereafter. Children in KG enjoy investigating the world around them. They carry out simple investigations and use symbols to record their predictions. Through the primary, middle and high school phases, most students’ attainment is in line with curriculum expectations and leads to

generally secure attainment by Grade 12. Boys and girls progress equally well from their low
generally secure attainment by Grade 12. Boys and girls progress equally well from their low

generally secure attainment by Grade 12. Boys and girls progress equally well from their low starting points.

Attainment and progress for students in other subjects is good. In information and communication technology (ICT), students are challenged according to their abilities through well planned differentiated tasks. Competition is used effectively by teachers and it motivates almost all students to do their best and meet the set challenges. In music, art and drama, students are encouraged to be creative and apply their skills in interesting cross-curricular settings.

Learning skills are developing well overall. Most students have the opportunity to be challenged to think innovatively and critically. They collaborate on projects and are keen to research independently. Students practise their leadership and mentoring skills in innovative ways. For example, students in Grade 12 who take Calculus after school have volunteered to use some of their time to assist teachers in the lower grades by supporting the learning of younger students.

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

Good

Good

Good

Good

Understanding of Islamic values and awareness of Emirati and world cultures

Good

Good

Good

Good

Social responsibility and innovation skills

Good

Good

Good

Good

The overall quality of students’ personal and social development is good. Their relations with staff are positive in and out of lessons. Students have leadership roles keeping and supervising order during break times. Most students are aware of the need to stay healthy and they understand important ways of doing so. For example, they like playing different types of sports during break time. Students value the opportunities they are given to show responsibility, for example by helping to

supervise break times. Most students display positive attitudes to each other and to learning. A
supervise break times. Most students display positive attitudes to each other and to learning. A

supervise break times. Most students display positive attitudes to each other and to learning. A few boys in primary and middle phases show less interest in learning at times and become passive, especially when teaching becomes more contentdriven. Attendance is good at 94%. A few students arrive late for morning assembly.

Students show respect for the Holy Quran during assemblies. Students from different nationalities socialise well and see themselves as part of the same school community. Students in Grade 4 show good knowledge of Islamic celebrations, such as ‘Eid Al Adhaand ‘Eid Al Fitr, and the special events that take place during them. They compare Islamic Eidcelebrations in different Arabic countries. They have pride in their UAE identity and show this in the way they celebrate National Day and Flag Day. Students, especially in the higher grades, link with the local community well through, for example, arranging for senior citizens to receive gifts and by organising sports events for local SEN centres. Students participate in innovation opportunities such as making an air conditioning prototype. They show awareness of protecting nature by planting trees. Students use ICT to create leaflets promoting water conservation. These activities are building students’ awareness of their responsibility to sustain the environment for future generations.

Performance Standard 3: Teaching and Assessment

Teaching and Assessment Indicators

KG

Primary

Middle

High

Teaching for effective learning

Good

Good

Good

Good

Assessment

Good

Acceptable

Acceptable

Acceptable

The overall quality of teaching is good and assessment is broadly acceptable. Teachers have secure subject knowledge and understand how students learn. Lessons are mostly well paced and purposeful, and students find them relevant and interesting. Teaching is most effective in the KG and at Grades 9 to 12 where it is consistently at least good. It is generally good also in the primary and middle phases, but on occasion not as consistently strong in English, science and mathematics where there is more reliance upon textbooks and workbooks. Resources are used effectively to enhance the learning experience. Effective questioning, dialogue and positive interactions engage students in thoughtful discussions to meet learning objectives.

Throughout the school, teachers are broadly effective in meeting the needs of students. They offer
Throughout the school, teachers are broadly effective in meeting the needs of students. They offer

Throughout the school, teachers are broadly effective in meeting the needs of students. They offer challenge and support to all groups and individuals by planning and organising lessons well in a way that enables almost all students to make effective progress, particularly in Arabic, Islamic education and social studies subjects, and for SEN students. Most teachers also provide opportunities for students to be innovative, to think critically and to problem solve.

In KG, children’s academic and personal achievements are diagnosed effectively. In particular for subjects taught in English, internal assessment procedures, are not always consistent as they are not securely standardised and benchmarked against external tests. In Arabic-medium subjects, assessment approaches provide accurate measures of attainment and progress. The use of information from the outcomes of MAP and SAT assessments for English, mathematics and science are less robust. Information from students’ coursework gives teachers a broadly accurate view of students’ progress to guide their lesson planning. This enables teaching to meet the needs of all groups of students. In most subjects, teachers regularly involve students in the assessment of their own learning.

Performance Standard 4: Curriculum

Curriculum Indicators

KG

Primary

Middle

High

Curriculum design and implementation

Good

Good

Good

Good

Curriculum adaptation

Good

Good

Good

Good

All aspects of the curriculum are good. It has a clear rational and meets the American Californian Common Core Learning Standards and Ministry of Education requirements. It prepares students well overall for their next educational stage. The curriculum provides for the gradual acquisition of skills and knowledge in a well- sequenced way. This is promoted well by subject leaders who provide helpful curriculum maps which show the steps that underpin continuity and progression, and they monitor progress against these maps generally well, particularly at the middle and high phases. At the KG and primary phases, the focus of monitoring tends to be on the quality of curriculum activities and less so on progress against progression

steps. In Grades 10 to 12, students choose from a wide range of electives. Teachers
steps. In Grades 10 to 12, students choose from a wide range of electives. Teachers

steps. In Grades 10 to 12, students choose from a wide range of electives. Teachers support them effectively in their choices. The curriculum is reviewed annually.

The curriculum has been modified well to meet the needs of different learners. In KG, for example, innovative learning zones promote children’s acquisition of a range of important learning skills. The curriculum is adapted well to support SEN students, but less so for those who may be gifted and talented because the school has yet to identify them in a systematic way. Extracurricular and cross-curricular links are well established and include, for example, science and innovation days. In Grade 12, the school organises careers fairs and visits to and from international universities. The house system is used well as part of the wider curriculum. The wider curriculum enables students to lead writing competitions, and take part in debates and Arabic- speaking competitions. The eco club has planted sustainable trees around the school and in the local community. Students raise funds for charities such as the Red Crescent. Learning about Emirati culture and UAE society is promoted well in most subjects.

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/

Good

Good

Good

Good

safeguarding

Care and support

Good

Good

Good

Good

The protection, care, guidance and support of students are good. Safeguarding procedures are rigorous. Staff have been trained in child protection procedures. Students are supervised well. Effective measures are taken to protect them from all forms of abuse, including bullying. Provision for first aid is effective and the bus supervision is organised safely. The clinic is adequately equipped with one male and one female nurse. They run courses to raise students’ awareness of healthy living. Physical education lessons and break time activities also support healthy living. The

storage and delivery of medicines and medical waste is effective. The school environment is safe, hygienic and secure. Toilets are well maintained and clean. There

are three canteens that serve healthy choices

The school does not have a lift to the

first floor and this would limit access if the school was to enrol any students
first floor and this would limit access if the school was to enrol any students

first floor and this would limit access if the school was to enrol any students with significant mobility difficulties. Maintenance records are kept up to date and there is a safety committee. The school has regular fire drills and evacuations.

The welcoming, inclusive ethos unites all groups and nationalities and underpins the care staff provide. The school encourages students to attend effectively and this is reflected in attendance levels. Behaviour management approaches promote positive and respectful relationships. The identification and support of students with special educational needs is good. The school does not yet have a register of gifted and talented students though staff have been trained in challenging high-achieving students and they do this well in lessons. Support for non-native students in special classes is good. Appropriate career guidance is given to older students.

Performance Standard 6: Leadership and management

Leadership and management Indicators

The effectiveness of leadership

Good

Self-evaluation and improvement planning

Good

Partnerships with parents and the community

Good

Governance

Good

Management, staffing, facilities and resources

Good

The leadership and management of the school are good. The principal and school leaders promote a vision which aligns to UAE priorities. The vision is shared with all stakeholders. Leaders are committed to inclusion and demonstrate an understanding of best educational practice. The school is improving its systems to moderate assessments and to benchmark its performance more effectively. School leaders delegate responsibilities appropriately and the school’s middle leaders play an important role. The present absence of a senior member of staff has resulted in aspects of academic leadership being more limited in the primary phase. This situation is likely to be resolved shortly. Relationships within the school are positive, professional and morale is high. Leaders show good capacity to improve and to sustain improvement.

The school’s approaches to monitoring and evaluating the quality of learning and teaching have had a positive impact over time. Improvement planning is

comprehensive. The self-evaluation form is very detailed and cross references to action plans and the
comprehensive. The self-evaluation form is very detailed and cross references to action plans and the

comprehensive. The self-evaluation form is very detailed and cross references to action plans and the evidence of improvements made. The school development plan (SDP) has targets and timescales with success criteria against which outcomes are measured. These documents are regularly reviewed. Goals are aligned to UAE and positively affect students’ achievements.

The school seeks and values parents’ views. Members of the active parents’ council are knowledgeable and support the drive to raise standards. Parents are well informed about their children’s progress. Parents of SEN students make a valuable contribution to planning and reviewing their children’s progress. The school enjoys effective relationships with local, national and international organisations. It links with charities and community organisations such as Civil Defence, and has good links with universities. The Board of Trustees represents all stakeholders, meets regularly, has a detailed knowledge of the school and has a positive impact on performance. The school is well-organised and runs smoothly. Members of staff are suitably qualified and benefit from regular professional development.

What the school should do to improve further:

What the school should do to improve further: 1. Build on existing strengths to further improve
What the school should do to improve further: 1. Build on existing strengths to further improve

1. Build on existing strengths to further improve the consistency of teaching and learning, particularly in English-medium subjects at primary and middle, by:

i. identifying and sharing the most effective practice with all staff through arranging for them to make class visits and share mentoring approaches

ii. ensuring all teachers are given precise and accurate targets for improving practice, which are monitored through focused observations

iii. ensuring feedback to teachers has a stronger focus on the quality of student outcomes

iv. focusing training more directly on developing all teachers’ understanding of how to challenge and support students in learning.

2. Improve the current assessment systems, notably in the non-Arabic subjects, by:

i. ensuring they provide more robust information about students’ progress across all grades

ii. ensuring moderation is rigorous and realistic and judgements made are used to set clear priorities for raising standards in attainment against national and international benchmarks

iii. using the full set of available benchmarking measures systematically at all appropriate grades

iv. ensuring self-evaluation processes make robust and accurate use of assessment information in all subjects to set clear priorities for improvement planning.