Private School

Inspection Report

Al Bahya Private School

Academic Year 2015 2016

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 Al Bayha Private School

Inspection Date 9 12 November, 2015

Date of previous inspection 13 16 January, 2014

General Information Students

Total number of
School ID 62 620
students

Opening year of 1997 (moved to new Number of children

150
school premises in 2009) in KG

Number of students
Principal Suhair Salah Hussain Primary: 470
in other phases

School telephone +971 (0)2 556 4666 Age range 3 to 12 years

Grades or Year
School Address Khalifa City A, Abu Dhabi KG1 Grade 6
Groups

Official email (ADEC) albahia.pvt@adec.ac.ae Gender Mixed

% of Emirati
School Website www.albahyasch.com 82.5%
Students
1. Yemen: 3%
Fee ranges (per Largest nationality
AED 14,000 AED 15,500 2. Jordan: 2.7%
annum) groups (%)
3.Syria: 2.4%

Licensed Curriculum Staff

Main Curriculum Ministry of Education Number of teachers 39

Number of teaching
Other Curriculum ------------ 16
assistants (TAs)
External Exams/ Teacher-student 1:8 KG/ FS
------------
Standardised tests ratio 1:16 Other phases

Accreditation ----------- Teacher turnover 16%

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 Introduction
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
School Aims
School vision and mission
Admission Policy
Leadership structure
(ownership, governance and
management)
Inspection activities
4
4
84
4
173; (response rate: 25%)
Lesson observations; meetings; work scrutiny; review
of documents; surveys; discussions with parents,
students, parents, teachers and owners.
School
----------
Vision: We aim to achieve quality and creativity in an
attractive educational environment and we aim to
produce a future generation characterised by creation
and belongingness
Mission: We aim to provide distinguished educational
services in order to build a leading generation who
believes in Allah and respects UAE traditions and
culture.
Entry into Kindergarten (KG) by interview. From Grade
1 through assessment test. From Grade 3 an additional
letter is required from the previous school to confirm
good behaviour of the applicant.
The school has no governing board and the owners deal
directly with the principal. School leadership team
consists of: principal, vice-principal, coordinators, social
worker and two administration staff.
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 SEN Details (Refer to ADEC SEN Policy and Procedures)
Number of students
Number of other students
SEN Category identified through
identified by the school
external assessments

Intellectual disability 0 0

Specific Learning Disability 0 0

Emotional and Behaviour 0 0

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

Hearing impaired 0 0

Multiple disabilities 0 0

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

Number of students
G&T Category
identified

Intellectual ability 0

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

3
languages)

Social maturity and leadership 0

Mechanical/ technical/ technological ingenuity 0

Visual and performing arts (e.g. art, theatre, recitation) 2

Psychomotor ability (e.g. dance or sport) 0

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

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

Band B Satisfactory (Acceptable)

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

School was judged to be: BAND (B) Acceptable

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

Acceptable

Very Weak
Very Good

Weak
Good

Performance Standards

Performance Standard 1:

Students achievement

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

Performance Standard 3:
Teaching and assessment

Performance Standard 4:
Curriculum

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

Performance Standard 6:
Leadership and
management

Summary Evaluation:
The schools overall
performance

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The Performance of the School
Evaluation of the schools overall performance
Al Bahya Private School provides acceptable education. School leaders provide
significant input and drive to improve the educational provision for all students.
With a dedicated leadership team and external advisory support, achievement has
improved to bring standards broadly into line with schools offering a similar
curriculum.
Children start school with little or no spoken English. They make good progress in
the Kindergarten (KG) in developing their social and communication skills,
particularly where subjects are taught in both English and Arabic. All students
benefit from an enriched curriculum and quality of teaching, particularly those in
the earlier years. Students behaviour is respectful and there is a strong awareness
and influence of UAE culture and Islamic values embedded within all actions.
Progress made since last inspection and capacity to improve
The recommendations from the last inspection have been successfully tackled and
have improved all aspects of school development. Teaching has been the main
focus of school improvement and has been supported well by external consultancy
and a determined drive by the principal to bring about change. Across all subjects,
improvements are evident and standard of achievement are now broadly in-line
with age-related curricular expectations. The design and implementation of the
curriculum are now good.
Attainment and progress are now acceptable in Arabic, this is a significant
improvement. Teachers now employ a wider range of engaging activities and
integrate learning skills into lessons more effectively. There are stronger
interconnections between different subjects, UAE customs and traditions and
learning is more contextualized. Extensive improvements have been made to the
curricular design and implementation. Leadership is more distributed and middle
and senior leaders have a clear set of roles and expectations.
Development and promotion of innovation skills
The explicit exposition of personal learning and thinking skills has been at the heart
of the redesigned and enriched MoE curriculum map. All teachers lesson plans are
expected to utilize and develop these skills. There is inconsistency in the quality of
their delivery. The majority of teachers integrate these well into the structure of
the lesson and others apply them in a checklist approach which weakens the
impact. Individual skill development is hampered by an over-emphasis on group
collaborative activities that result in fewer students actually being engaged in the
intended outcomes of the exercise. Opportunities are missed in lessons and across
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the school to provide students with the direction to work with initiative and
enterprise. The school is a lead school for the Students Competency Framework,
an ADEC initiative that will aid the schools drive to develop innovation, enterprise
and entrepreneurialism.

The inspection identified the following as key areas of strength:

leaders have a clear sense of direction and drive to achieve the schools
vision and aims
the curriculum design enhances the everyday learning experience and is
adapted to current educational best practice; it links subjects together with
purpose and meaning
UAE culture and Islamic values permeate curriculum delivery and positively
influence students lives and practices
there is a positive, welcoming and caring ethos, exemplified through
smooth and effective day to day routines and modelled by strong relational
leadership
the significant progress made on the recommendations from the previous
inspection; in particular improvements to teaching and learning.

The inspection identified the following as key areas for improvement:

the quality of teaching and its impact upon learning to ensure all students
make at least good progress, particularly for those with special educational
needs (SEN)
compliance with ADEC regulations for school governance
development of opportunities within lessons for students to be responsible
for their own learning, and develop skills to become innovative, enterprising
and entrepreneurial learners
increased opportunities for extra-curricular activities to develop leadership
qualities and to offer greater participation opportunities for all.

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Performance Standard 1: Students Achievement

Students achievement Indicators KG Primary Middle High

Attainment Acceptable Acceptable

Islamic
Education
Progress Acceptable Acceptable

Attainment Acceptable Acceptable

Arabic
(as a First Language)
Progress Acceptable Acceptable

Attainment N/A N/A

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

Attainment Acceptable Acceptable

Social Studies
Progress Acceptable Acceptable

Attainment Good Acceptable

English
Progress Good Acceptable

Attainment Acceptable Acceptable

Mathematics
Progress Acceptable Acceptable

Attainment Acceptable Acceptable

Science
Progress Acceptable Acceptable

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

Other subjects Attainment Acceptable Acceptable

(Art, Music, PE)

Progress Acceptable Acceptable

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

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All students start school speaking English as an additional language. In KG
the majority make better than expected progress in relation to their
starting points and curriculum expectations, particularly in developing their
speaking and listening skills. Primary grades continue to make acceptable
progress. Most students develop the skills, knowledge and understanding
in line with the MOE curriculum, and able students make good progress.
They are able to make connections with the real world and give examples
from their lives in most lessons. In KG, children learn to write simple
sentences in a story form. In Grade 6, students can differentiate between
the past, future and present tenses and change them in sentences. They
find it more difficult to articulate reasoned arguments or write in
paragraphs.

Attainment and progress in Arabic are acceptable in KG and the primary

phase. The focus upon reading has resulted in daily sessions that students
enjoy and impacts on their willingness to read freely in school and at home.
Attainment levels show improvement over time and are currently in line
with schools offering a similar curriculum. For example, able students in
Grade 5 can understand new grammatical rules such as, rules of Inna and
reflect it in their ongoing work.

In Islamic education, standards of achievement are acceptable. Teachers

apply good approaches to aid understanding and application of key Islamic
principles and values. In KG, children can make connections between Quran
verses and everyday practices by matching real photographs to the values
being taught. The steady improvements in attainment are mainly due to the
teachers making learning more interesting and relevant. Achievement in
social studies is similarly acceptable across the school and improving
because of the strong cross-curricular links made regarding UAE culture and
traditions. Older students are not confident enough to speak freely about
their ideas or develop comparisons and debate similarities and differences.

Attainment in mathematics across all classes is in line with schools using a

similar curriculum. Able students are achieving at least in line with
curriculum expectations. Students have good number bond fluency and can
apply their knowledge to different number problems. Progress within
lessons is acceptable as teachers differentiate well in their planning for this.
Students are working in three different books and this restricts the flow of
concept development and limits ongoing assessment.

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Most students attain in line with curriculum standards in science as their basic
knowledge and understanding of scientific concepts are acceptable. In Grade 6,
students displayed good understanding of the impact of acid rain and the water cycle.
In Grade 2, students show an understanding and basic knowledge about food chains
and are able to use appropriate English scientific vocabulary. In Grade 1, students are
able to distinguish between living and non-living things with examples from their own
lives. Most students make expected progress because motivating teaching
encourages thinking, investigation, group and practical work. In grades 2 and 6, in
particular, students make good progress because teaching encourages inquiry and
experimental work and provides opportunities for students to assess their work to
see where they can improve their learning.

Across all subjects, SEN and the very able students require more support and
challenge. The development of independent learning skills is established well within
KG where children decide which areas of learning they wish to explore and also what
to do when they finish an activity. In almost all lessons, teachers make links to real
world applications that help students to contextualize their learning and understand
the personal responsibility they have in making these connections. Explicit references
are made to personal learning and thinking skills whenever they are being deliberately
explored. Most teachers present problem solving opportunities. Students
collaborate well together and are taught and practise specific techniques to make this
effective. Collaborative activities are overused in lessons and do not provide students
with enough sustained practice to enable them to securely understand new
knowledge and concepts. Independent learning skills are not supported sufficiently
by some teachers and children waste time waiting for more work. Students are not
provided with enough opportunities to verbalize their learning or to take
responsibility for making choices.

Tracking of attainment in the school is very thorough. School leaders

consistently check data to identify trends, patterns and areas for
improvement. This also involves test item analysis to identify particular
stands of knowledge or concepts that require additional focus by teachers
and subject coordinators. Internal assessments are now aligned to national
external benchmarks that provide a more accurate account of how each
students results compare to national comparisons. These are used to track
progress more effectively.

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

Students personal and social development, and

KG Primary Middle High
their innovation skills Indicators

Personal development Good Acceptable

Understanding of Islamic values and awareness of

Good Good
Emirati and world cultures

Social responsibility and innovation skills Acceptable Acceptable

Almost all students behave respectfully and have a positive attitude to learning. They
are keen to learn, happy, enthusiastic and enjoy school. School leaders model very
good inter-personal relationships and this is reflected by a good rapport between all
members of the school community that promotes the welcoming school ethos. In
some lessons, the poor behaviour of a few students can disrupt lessons particularly
where it is not effectively managed by the class teacher. Students say they feel safe,
valued and supported by their teachers, as do the parents. Attendance is acceptable
and has slowly improved to 92% over the past three years. Measures to reduce
absence are applied consistently and rigorously. Very little lesson time is wasted as
students and staff are punctual to lessons.
Students understanding of Islamic values and UAE culture and heritage is good
because it is very thoroughly planned into and across all subjects. Teachers
contextualize UAE culture and heritage very well into learning content. The
opportunity to explore the rich diversity of culture represented by different
nationalities within the school community is not utilized and students have a narrow
view of the broader world perspective. Displays around the school offer students
thoughtful experiences with some providing pictures to compare and contrast
between past and present UAE. The school supports local charities and is involved in
local initiatives as well as fully engaging in national celebrations and religious events.
Opportunity for students to be innovative and to take initiative are not well-
developed as too many lessons and activities are teacher directed. There is a limited
range of extra-curricular activities to promote student leadership and personal skills.
Participation in environmental awareness and other local community and national
initiatives is limited. Leadership skills and the fuller engagement of students are not
well developed during lessons and assemblies. Students take duties to help
movement around the school. There is a student council that offers suggestions and

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ideas to school leaders. Students adopt healthy life-styles in school with many
choosing to participate in physical education activities when given the option.
Displays around the school support healthy eating.

Performance Standard 3: Teaching and Assessment

Teaching and Assessment Indicators KG Primary Middle High

Teaching for effective learning Acceptable Acceptable

Assessment Acceptable Acceptable

The quality of teaching and its impact upon learning is acceptable. The quality of
teaching observed ranged from good to weak with most lessons being deemed good
or acceptable. Continued professional development (CPD) has had a very positive
impact upon teaching styles.
Most teachers have secure subject knowledge and are developing a growing
understanding of how students learn most effectively. They use different strategies
to suit the needs of most students. Students are encouraged to learn from their
mistakes and develop learning skills. Not all teachers understand the purpose of all
the strategies they use and consequently they are delivered in a checklist approach,
rather than when they are appropriate. Teaching strategies are not sufficiently
focused on increasing students independent learning and decision-making skills. The
majority of lessons are teacher led, where students wait for teachers to give
directions, removing responsibility for their own learning. Teachers are enthusiastic
and willing to improve. In the best lessons, teachers use effective questioning skills,
which keep students engaged and challenged; they are encouraging, there is a good
pace to the lesson and they make good links to everyday experiences providing
purpose and motivation to the lesson.
Teachers in KG ensure children have frequent opportunities to benefit from free-flow
activities. This allows teachers and teaching assistants (TA) to make ongoing
assessments, develop language skills, and concept related vocabulary. They work well
with focus groups of children and build linguistic skills and knowledge in an
environment that develops childrens interest and curiosity. Opportunities to fully
develop gross and fine motor skills and further exploratory opportunities, like water
and sand play, are limited because of the available space.

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Lesson plans are developed from a well-designed curriculum map and offer suitably
differentiated work. There is not enough specific detail for SEN and very high
achieving students to provide stretch and challenge. Classroom displays show a good
variety of curricular subjects, exhibit students work and model how different
thinking strategies and techniques are explored. Corridors offer a similarly good
range of subjects and are interactive by posing questions to consider.

The school has been selected by ADEC as part of its pilot project, Student
Competence Framework. The project aims to develop innovation, enterprise and
entrepreneurial skills. The impact of this project is supporting teachers at Al Bahya to
develop these skills in lessons. The school has introduced Assessments Blueprints to
standardise internal assessments and align tests to external standards and the
curriculum. Although in its early stages, teachers are becoming more confident in
making accurate assessments for the progress of individual students and to assess
how different groups are performing. Subject coordinators are also using this
information to offer specific support to teachers and students and influence the
curriculum design and teacher training.
Teachers do not consistently assess students understanding of concepts and
knowledge delivered or check they are fully conversant with what is expected of
them. Consequently, progress is hampered and misconceptions not always
adequately dealt with. Students books are marked regularly and positive statements
made to encourage students. There are very few examples of teachers providing
specific comments on how to improve work.

Performance Standard 4: Curriculum

Curriculum Indicators KG Primary Middle High

Curriculum design and implementation Good Good

Curriculum adaptation Acceptable Acceptable

The school has made considerable strides in improving the quality of the curriculum.
It uses a range of sources of information to deliver and enhance the curriculum to
make it more interesting and relevant to students interests and needs. It has become
broad, balanced and flexible. Regular evaluation of curriculum performance,
informed through action plan reviews, lesson observations, teachers comments and
assessment outcomes, supports the need for an adaptive approach. For example, to

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improve reading and comprehension skills in Arabic, the school has introduced a ten
minute silent reading programme every morning. Teachers use many sources
including technology, library book, and CDs, to add variety to curriculum delivery. The
curriculum is adapted and enhanced to meet the needs of students with weak English
language skill by delivering science and mathematics lessons in both Arabic and
English.
A well designed curriculum map, supported by age-related standards, guides
teachers planning and ensure continuity and progression. Differentiated learning
outcomes are planned for. The delivery of the curriculum does not address some
specific needs of SEN students and those who are less-able learners. In the same way
students who are very able have limited opportunities to develop their full potential.
Aspects of enterprise and innovation are not adequately embedded within practice.
Lesson delivery does not ensure students have adequate time to individually practise
and rehearse new skills, facts and knowledge. This limits the opportunity to make
conceptual links, enquire and research concepts and subjects to become creative,
analytical and innovative learners. Extra-curricular activities are limited.
Consequently, students do not have the full range of activities that help develop
leadership qualities and personal development.
A strength of the curriculum delivery is in its cross-curricular planning and the thread
of UAE culture and Islamic values permeating it. This was clearly evident in most
lessons observed.

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

of students

The protection, care, guidance and support of

KG Primary Middle High
students Indicators

Health and safety, including arrangements for

Good Good
child protection/ safeguarding

Care and support Acceptable Acceptable

The school has adequate formal procedures for the safeguarding of students. A child
protection policy is in place and staff have had relevant training in respect of this. The
school runs very smoothly on a day-to-day basis. This allows students to feel safe and
secure and work within well-established routines. This has a positive influence upon
behaviour. Some teachers require more support with behaviour management
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strategies to reduce the minority of lessons that are disrupted by poor behaviour.
Parents say the school is very responsive to issues or complaints and teachers ready
to listen to concerns.
Arrangements to ensure health, safety and campus security are good and parents
speak positively about these aspects. The school is spotlessly clean and well
maintained with facilities for full access to all buildings and play areas. The school
clinic is effectively run and medical records are appropriate. Classroom size and space
for KG is inadequate and prevents delivery of some aspects of the curriculum. Other
classrooms are adequate for the number of students.
The improvement to attendance is due to the rigorous approach to addressing
absence by the principal. SMS messaging and first day calling are part of the everyday
procedures. Punctuality to lessons is good. The school has recently appointed a
qualified special educational needs coordinator (SENCO) who is implementing
individual education plans and supporting teachers to better meet the needs of SEN
students. Identification of students who may require additional support is through
teacher referrals, parental requests and school assessment data. These students are
not currently receiving the support they need, neither are those who are very able or
talented.re and support

Performance Standard 6: Leadership and management

Leadership and management Indicators

The effectiveness of leadership Good

Self-evaluation and improvement planning Acceptable

Partnerships with parents and the community Acceptable

Governance Weak

Management, staffing, facilities and resources Acceptable

The principal and school leaders present a cohesive and strong vision for the school
and a determination for it to succeed. There has been a determined drive for
improvement following the last inspection. The principal models strong relational
leadership that develops effective and trusting relationships across all levels of the
school community. School leaders extend their influence through thorough
communication and clarity of purpose. The use of a management communication
system Paradigm offers instant contact between, parents, teachers, students and

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staff. The principal, vice-principal and subject coordinators have good pedagogical
understanding and provide regular targeted and effective CPD to enable teachers to
improve their teaching style and delivery that support the vision, aims and objectives
of the school. The school day runs in a very smooth, effective and orderly manner
because all those with responsibility are clear about expectations, including students.

The owners have invested in an extended period of school improvement consultancy.

This has enabled the school to enhance the curriculum, making it a better match to
external age related standards and enable consistent internal assessment of students
performance.

Regular parents open evenings are held in addition to bi-termly written reports that
present a realistic picture of the performance and personal characteristics of each
student. A recently formed parents committee offers help, support and guidance to
staff and students, particularly with the understanding of local culture and for
enrichment activities and national celebrations.

School leaders make extensive use of the data they collect. It is forensically analysed
for patterns, trends and implications; followed by incisive actions and responses. The
school is very responsive to helpful improvement approaches. Professional
development is regular, targeted and effective. Regular classroom observations
ensure in-service training is acted upon. Written feedback is direct and evaluative as
school leaders have a good understanding of how to improve weaker practice. This
is augmented by visits to other schools to observe good practice. All staff are involved
in the evaluation of school planning activities.

The school does not have a governing board to offer independent support and
challenge, and to ensure that the school is held to account for the quality of
education. The school development plan (SDP) is regularly evaluated. Key objectives
are precise and focus upon continuation and further improvements from the previous
SDP and inspection recommendations. External support and knowledgeable
leadership match performance standards that are commensurate with inspection
judgements. Joint lesson observations confirmed accurate judgements in the quality
of teaching. All staff are involved in the process of action planning and review. The
school has its full complement of suitably qualified teachers who say they are well
supported by school leaders and have access to good professional development.
Resources are generally adequate; there are insufficient up-to-date reading materials
in classrooms and the library, as well as a lack of modern technology in classrooms.

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What the school should do to improve further:
1. Further improve the quality of teaching and learning to ensure that the
majority of students make better than expected progress in relation to their
starting points and curriculum standards by:
i. ensuring lesson plans explicitly meet the needs of SEN and able and
talented students
ii. ensuring all students have the time and opportunity for sustained
individual rehearsal, practice and exploration of new concepts, facts
and knowledge to embed deep learning and make connections
between other subjects and concepts
iii. using ongoing assessments within lessons to ensure all students are
progressing, understand what is expected of them and all are being
stretched and challenged
iv. rigorously tracking individual progress through questioning, marking
of work with feedback, use of assessment data and student one to
one conferencing.

2. Develop a board of governors that is complaint with the Organising

Regulations of Private Schools in the Emirate of Abu Dhabi.

3. Strengthen leadership and management at all levels to ensure that:

i. teachers are given precise and accurate targets for improving their
practice and held to account rigorously
ii. new school external assessment data is accurately used to inform all
improvement plans and accurately track individual students
attainment and progress
iii. there is regular and rigorous monitoring of the impact of new
initiatives and changes to the curriculum on learning.

4. Improve the leadership, innovation and independence skills of students by:

i. offering more choice within differentiated activities
ii. providing resources that will extend concepts being taught through
independent or group enquiry
iii. encouraging more debate and discussion within lessons
iv. developing the impact of the Student Council and student voice
v. utilising local opportunities to contextualise learning and have
greater involvement in the life of the local, national and international
arena.
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