Inspection Report

Western Private Model School

Academic Year 2013 14

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Western Private Model School

Inspection Date
School ID#

29 September 2 October 2013

179

Licensed Curriculum

Indian (Central Board of Secondary Education)

Number of Students

536

Age Range
Gender
Principal
School Address

3 to 17 years old
Mixed
Mrs. Rajalekshmi
Gayathi, P. O. Box 11821, Ruwais, Abu Dhabi, UAE

Telephone Number

+971 (0)2 874 2002

Fax Number

+971 (0)2 874 1505

Official Email (ADEC)

School Website
Date of last inspection

westernmodel.pvt@adec.ac.ae
www.wpmsgayathi.com
19 22 May 2013

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The overall effectiveness of the school

Inspectors considered the school in relation to 3 performance categories
Band A

High performing (overall effectiveness grade 1, 2 or 3)

Band B

Satisfactory (overall effectiveness grade 4 or 5)

Band C

In need of significant improvement (overall effectiveness grade 6, 7 0r 8)

The School was judged to be:

BAND C;

GRADE 7

The main strengths of the school are:

the majority of students, especially older ones and girls, want to learn and
are well-behaved
the majority of teachers acknowledge the need for professional
development and support, and have a genuine desire to improve their
teaching
the owner is determined to improve provision, facilities and resources. She
cares about the students.

The main areas for improvement are:

1. the very unsatisfactory levels of attainment and slow rates of progress;
2. The lack of clarity about the Principals, Vice Principals and owners roles
and responsibilities
3. the lack of a clear vision and strategic plan for school improvement, raising
standards and enhancing the learning experience
4. the lack of understanding about meeting the needs of all students so that
they experience success in their learning and enjoy school
5. the disaffection of some students, especially boys, and the need for
opportunities to take responsibility for their environment, for each other
and for the whole school community
6. the lack of attention given to parents opinions, concerns and suggestions.

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Introduction
The school was inspected by 4 inspectors who observed 58 lessons. They also met
with school leaders, teachers, students and parents. They observed school
assemblies, student arrivals, break time and school dispersals. They analysed
records and documents provided by the school and the data from the 171 parents
questionnaires responses.

Description of the School

The Western Private Model School is located in Gayathi in the western region of
Abu Dhabi. It was established in 1996. The school has classes from Kindergarten
(KG) to Grade 10. There are 145 students in KG, 299 from Grades 1 to 5 and 92 from
Grades 6 to 10. The total number of students is 536 with 330 boys and 206 girls.
90% are Muslim, and the remainder is of Hindu and other faiths. There are
approximately 28% Indian, 17% Emirati, 15% Egyptian, 12% Pakistani, 6% Jordanian, 6%
Sudanese, 5% Syrian and 4% Bangladeshi, with smaller numbers from other
nationalities. In total 54% are of Arab ethnicity.
The school aims to ensure total development of each child, moral, intellectual,
social, emotional and physical. It follows the Indian CBSE (Central Board of
Secondary Education) Board curriculum for Grades 1 to 10. The medium of
instruction is English. Admission is non-selective in the KG. Students seeking
admission to other year groups are required to pass entry tests in English,
mathematics and science. Most of the students come from the neighbouring
residential area of Gayathi and its surroundings.
Tuition fees are: AED 4,370 in KG and Primary, AED 5,160 in Grades 6 to 8, and AED
5,950 in Grades 9 to 10. Additional charges are made for other resources and
equipment. These fees are in the range of very affordable and affordable bands.

The Effectiveness of the School

Students attainment & progress
Attainment and progress are very unsatisfactory in most subjects. Almost all
children have English as an additional language and enter the KG with limited or
no knowledge of English. A few know several words but communication skills are
very weak. Progress is unsatisfactory in the basic skills, and by the end of KG
attainment is below expectations for children of a similar age and aptitude.
Learning is often limited to copy-writing and memorising spelling of varying
degrees of difficulty. In mathematics, children learn to count and recognize
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numbers by rote but have little or no understanding of the concept of number.

Their ability to investigate and explore is poor.
Attainment across the school is below international standards in mathematics and
science and well below in Arabic, Islamic studies, social studies and English.
Attainment and progress in Arabic, Islamic studies and social studies are very
unsatisfactory across the school. In Arabic, students speaking, listening, reading
and writing skills are very unsatisfactory and below age-related expectations. A
significant number of students are unable to answer simple questions. Standard
Arabic is underdeveloped and knowledge of grammar is limited. Most students
memorise and repeat knowledge without any real understanding of what they are
saying. Many students are unable to memorise and recite the required verses
from the Holy Quran and do not follow the recitation rules. Learning in Islamic
studies and social studies is limited to recall of facts and information with little
understanding of how these apply to the real world.
In English, students in most classes listen well but their skills in speaking, reading
and writing are very unsatisfactory. By Grade 5, almost all students can
communicate effectively although grammar and writing are still at an early stage
of development. Accurate pronunciation is very unsatisfactory because of the
limited opportunities to practise speaking. Reading is at the expected standard
for their age. In Grade 10, the level of spoken English is good. Students make far
fewer grammatical mistakes and they are reasonably fluent speakers. Their ability
to respond to more demanding texts, formulate argument and debate and
experience different genres is underdeveloped.
Attainment in mathematics by the end of Grade 5 is poor. Progress improves in
the higher grades and in Grade 10 it is unsatisfactory. Skills are mainly limited to
applying algorithms to calculate, with limited ability to investigate number, solve
problems and apply learning to the real world.
Attainment in science is limited to knowledge and recall of scientific laws and
facts. In many lessons students merely copy these from the board and commit
them to memory. They can draw neat, labeled diagrams which improves their
understanding to some extent. However, their ability to plan, hypothesise, carry
out investigations and evaluate their findings is lacking.
Students ability to collaborate and work independently and to use technology is
limited. Thinking skills in most cases are limited to recall, and very few students
are able to demonstrate creativity or thinking at a higher level. Students with
additional learning needs and those who are very able, make poor progress from
their starting points. In the majority of grades, girls make better progress than
boys. Emirati boys progress is slower than that of their peers.
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CBSE examination results for Grade 10 indicate that students attainment is better
than their work in school demonstrates. Furthermore, the results are unreliable
due to the small numbers who participate. Results in other grades give no
indication of the standards attained by subject because only aggregated scores
are provided. No standardized tests are used.
Students personal development
Students personal development is very unsatisfactory. The majority of students,
especially girls and older students are keen to learn and are well-behaved in
lessons. A significant number, however, are passive, and often disruptive in
lessons. They are demotivated and disrespectful to their teachers and each other.
They lack confidence in their ability. Most students appreciate the values of the
UAE and are respectful when the National Anthem is played. They have little
understanding, however, of other nationalities and find difficulty in
communicating with them. This sometimes leads to unacceptable behaviour and
aggression, often involving Emirati boys. There is no student council and there are
no opportunities to take responsibility or to develop leadership skills. Students
are not listened to and feel undervalued. Consequently, they do not take care of
their environment even when provided with new resources. They have limited
practical understanding of how to live healthy lives. A significant number are not
well-prepared for the next stage of their education because they have not
developed the necessary 21st Century skills. Attendance is improving.
The quality of teaching and learning
The quality of teaching and learning is very unsatisfactory. Most teachers know
their subjects well. However, they have little or no understanding of the learning
process. A few are beginning to use learning objectives at the start of a lesson so
that students know what they are about to learn. Professional development has
had little impact. Teachers are often disorganized and ill-prepared and have no
clear lesson structure or plan. All students are expected to perform at the same
low level regardless of ability. They learn facts and information as the text book
dictates, with no thought given to their interests or how they learn best. There are
very few resources to stimulate the senses and motivate students. Questioning
does not enable students to think deeply about topics and so learning is often
shallow. Most teachers have no clear idea of how to evaluate learning and
progress over time. A significant amount of valuable learning time is spent
revising and practising for examinations. Although they listen well, too many
students become disenchanted because they have virtually no opportunity to
share their ideas and practise their speaking and listening skills with classmates.
There are no opportunities to develop the skills of investigation and problemPage 6 of 11

solving. Access to technology to enhance learning and facilitate research and

independent learning is improving but still inadequate. Childrens learning in the
Kindergarten is almost entirely by rote, repetition and copy-writing.
Meeting students needs through the curriculum
The curriculum is poor. It is not broad and balanced as prescribed by the CBSE.
The school complies with the minimum amount of time for UAE history but not
for Arabic and Islamic studies. Curriculum planning is defined by text-books. There
is no review or adaptation to ensure it meets the needs, interests and aspirations
of all students. Instead it focuses on the acquisition and revision of knowledge to
enable students to pass tests. Students are rarely motivated and have almost no
opportunities for independent learning, except through homework. There are
virtually no enrichment activities, such as trips to places of interest, and no afterschool clubs to inspire and excite students. Consequently, learning is shallow and
progress in most subjects is unsatisfactory or worse. Opportunities for students
to develop the necessary skills for a modern society and future employment are
lacking and so they are ill-prepared for the future. Provision in the Kindergarten is
wholly inappropriate. Children are not effectively assessed on entry. There is no
curriculum plan or understanding of how to create an appropriate learning
environment to address the needs of children of all abilities. There are no
opportunities to develop and learn through play, practical activity, discovery and
investigation.
The protection, care, guidance and support of students
The protection, care, guidance and support of students are very unsatisfactory.
Most teachers care about their students but there are no effective systems in
place to support their academic development and to meet their physical, social,
emotional and spiritual needs. Checks are made on the suitability of staff and a
central register is kept. Visitors to the school are challenged but no check is made
on their suitability and no record is kept of their visits. Child protection
arrangements are not secure. A few students indicate that some teachers still use
corporal punishment although the Principal says it is forbidden and no incidents
were seen during the inspection. Behaviour management strategies are
ineffective. Rewards and sanctions are inconsistently applied. Prayer rooms are
available although the boys is located outside the school grounds. Arrangements
for first aid and for promoting and supporting healthy living are limited. Only male
supervisors are provided to supervise students on school buses. Medicines and
chemicals are not safely stored. Incidents of bullying are not effectively dealt with.
Attendance is monitored but absences and lateness are rarely investigated.

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The quality of the schools buildings and premises

The buildings and premises are very unsatisfactory. They are sufficient in size. The
majority of classrooms are well-lit and well-ventilated although air-conditioning in
some rooms is noisy and affects learning. Play areas are empty spaces with no
marked areas or courts for students to play organized games. Protection from the
sun is inadequate in some areas. Building maintenance is irregular and there is no
suitable person designated to ensure good maintenance, security and safety of
equipment. Science laboratories are often left open with chemicals not locked
away. Classrooms, corridors and toilets are not regularly cleaned and there are
often no washing facilities. Electrical equipment is not regularly tested. There
have been a few recent improvements and a new clinic is being built. The
perimeter is secure.
The schools resources to support its aims
The schools resources are poor. A new Vice Principal and technology teacher
have been appointed. The technology laboratory is being refurbished and
upgraded with new computers. Whiteboards have replaced chalkboards. Some
outdoor play equipment has been installed and there are a few new resources in
the Kindergarten. Otherwise, the quality and range of resources and equipment
to enhance learning are inadequate. A significant number of teachers are
ineffective. There are insufficient text-books. The library stock is sparse and does
not promote reading for pleasure or research. Resources and equipment for the
Kindergarten, science, the arts and physical education (PE) are inadequate. There
is no teacher for girls PE and no specialist support for students with additional
learning needs.
The effectiveness of leadership and management
Leadership and management are very unsatisfactory. There are still serious
weaknesses in the effectiveness of school leaders. There is no clear vision for
school improvement shared by the owner, the Principal, staff, parents and
students. There is no appropriate strategic plan. School leaders are not clear
about their roles and responsibilities and team-work is ineffective. They have not
effectively addressed all of the recommendations from the last report although
they have made a start. The new middle managers lack the skills to improve
teaching and learning and to raise standards. The effectiveness of professional
development is not evaluated to promote continuing improvement. Parents and
students are not consulted and as a result they have no say in the direction of the
school. Financial management is weak and resources are not aligned to raising
standards. There are no links with the wider community. However, the owner is
now aware of the schools past and current performance and has responded by
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quickly providing additional support and resources and improving the

infrastructure. The owner appears determined to move the school forward.
Health and safety matters have been prioritized, although there are still some
outstanding issues. The new Vice Principal has brought a sense of urgency.
Communication between teachers and school leaders has improved. Fees are very
affordable. The owner is beginning to hold the Principal and staff to account.
Despite these few recent developments, there is a limited capacity to improve.

Progress since the last inspection

The school has recently responded to the last inspection report in a number of
ways:

a new Vice-Principal has been appointed

middle managers as subject leaders have been appointed from within the
school
some professional development has been provided and a few teachers are
using learning objectives at the start of lessons
the fire alarm system has been upgraded
CCTV cameras have been installed
the ICT suite has been upgraded and additional computers have been installed
some playground equipment has been installed.

The Principal confirms that corporal punishment has been eradicated and none
was witnessed, although a few students said that it still happens. The Child
Protection procedure is still not clearly understood by all members of staff.
However, teachers do care for their students and alert the Principal when they
have a concern about a child. Professional development has not been effective in
enabling teachers to plan for all abilities and for students to learn collaboratively.
Assessment data is wholly based on test and examination results and there is no
effective system for tracking progress over time. Although the middle managers
have started to monitor teaching, they are ineffective in providing advice and
support on how to improve provision for all abilities.

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What the school should do to improve further:

1. As a priority, address all health and safety concerns.
2. Establish an effective leadership and management team with clear roles
and responsibilities.
3. Create a vision for the school which focuses on students academic
achievement and their personal, social, emotional and spiritual
development.
4. Create a comprehensive strategic plan which identifies actions,
responsibilities, deadlines, costs, success criteria and evaluation in order to
implement the vision which prioritises:
i. learning and the quality of teaching
ii. developing a curriculum which meets the needs of all students and
complies with ADEC requirements and CBSE by-laws.
5. Appoint competent staff and provide high quality professional
development to enable them to improve learning for all students including
those with Special Educational Needs, those who are Gifted and Talented
and those who speak English as an additional language.
6. Provide sufficient high-quality resources and upgrade facilities to enhance
learning.
7. Ensure school leaders are trained to monitor the work of teachers and to
provide constructive feedback with targets for improvement.
8. Ensure the owner holds the school to account by receiving regular reports
on progress in the strategic plan and acting as a critical friend.

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Inspection Grades

Poor

Very
unsatisfactory

Unsatisfactory

In need of significant
improvement

Satisfactory

Satisfactory

Satisfactory &
Improving

High performing

Good

Band C

Very Good

Band B

Outstanding

Performance
Standard

Band A

Standard 1:
Students
attainment and
progress
Standard 2:
Students personal
development
Standard 3: The
quality of teaching
and learning
Standard 4: The
meeting of
students needs
through the
curriculum
Standard 5: The
protection, care,
guidance and
support of students
Standard 6: The
quality of the
schools
accommodation
and premises
Standard 7: The
schools resources
to support its aims
Standard 8: The
effectiveness of
leadership and
management

Summary
Evaluation: The
schools overall
effectiveness

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