Private School

Inspection Report

United School of Baniyas

Academic Year 2015 2016

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United School of Baniyas

Inspection Date

12 14 October, 2015

Date of previous inspection

5 7 November, 2013

General Information

Students

School ID

217

Total number of
students

159

Opening year of
school

2011

Number of children
in KG

39

Principal

Metin Comoglu

Number of students
in other phases

Primary 96
Middle 24

School telephone

+971 (02) 5845366

Age range

3 years 8 months to 13

School Address

PO Box 947 95 Baniyas

West, 4-9 Abu Dhabi

Grades or Year
Groups

KG to Grade 8

Official email (ADEC)

Unitedschbaniyas.pvt@ade
c.ac.ae

Gender

Mixed

School Website

--------

% of Emirati
Students

78.1%

Fee ranges (per

annum)

AED 21,000 AED 29,500

Largest nationality
groups (%)

1. Egyptian -5.8%
2. Yemen- 5.2%

Licensed Curriculum

Staff

Main Curriculum

American

Number of teachers

22

Other Curriculum

---

Number of Teaching
Assistants (TAs)

External Exams/
Standardised tests

N/A

Teacher-student
ratio

KG/ FS: 1:10

Other phases: 1:9

Accreditation

N/A

Teacher turnover

50%

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Introduction
Inspection activities
Number of inspectors
deployed

3
3

Number of inspection days

33

Number of lessons observed

Number of joint lesson
observations

Number of parents
questionnaires

19, (10.5% return rate)

Lesson observation, meetings with parent, students,

Details of other inspection

activities

staff, senior managers, and the owners

representative.
Work scrutiny, analysis of documentation

School

School Aims

To focus on the whole child by helping students to

progress educationally and achieve their maximum
potential,whilst developing strong personal and social
skills.

School vision and mission

Endeavour to prepare our students to become

responsible,well educated world citizens; providing a
sound educational programwhile promotingthe
UAE'snational identity and fostering the principles of
global citizenship.

Admission Policy

None, all admitted if there is a place.

Leadership structure
(ownership, governance and
management)

Owner,development manager, and senior leadership

team.

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SEN Details (Refer to ADEC SEN Policy and Procedures)

Number of students identified
through external assessments

Number of other students

identified by the school

Intellectual disability

Specific Learning
Disability

Emotional and Behaviour

Disorders (ED/ BD)

Autism Spectrum
Disorder (ASD)

Speech and Language

Disorders

Physical and health

related disabilities

Visually impaired

Hearing impaired

Multiple disabilities

SEN Category

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

G&T Category

Number of students identified

Intellectual ability

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

languages)

Social maturity and leadership

Mechanical/ technical/ technological ingenuity

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

Psychomotor ability (e.g. dance or sport)

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The overall performance of the school

Inspectors considered the school in relation to 3 performance categories

Band B

Satisfactory (acceptable)

Band C

In need of significant improvement ( weak or Very Weak)

(C)

High Performing

Satisfactory

Acceptable

Band B

Good

Band A

Very Good

Performance Standards

BAND

Outstanding

School was judged to be:

Very Weak
Band C
In need of significant
improvement

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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Very Weak

High performing (outstanding, very good or good)

Weak

Band A

The Performance of the School

Evaluation of the schools overall performance
The quality of education provided by the school is very weak. Senior leadership
and governance have not created an environment where the school can
effectively address the required improvements. The lack of a collective, shared
vision and strategic planning results in an uncoordinated approach to eradicating
the schools significant weaknesses.
The very low achievement levels of most students have not been adequately
supported through the provision of appropriate resources. This has been
compounded by staff shortages and lack of continuity in specialist teachers. A
stable environment for students learning has not been created. The quality of
teaching is very weak. The curriculum and its delivery are not appropriately
modified to meet the needs of students, particularly the less able and there are no
secure procedures in place to support the identification of students with either
special educational needs (SEN) or those that are gifted or talented. Most
teachers appear genuinely supportive and care for students well-being; their
professional subject and pedagogic expertise are often lacking. As a result, almost
all students do not make the progress they are capable of.
Progress made since last inspection and capacity to improve
The school has made negligible improvement since the last inspection. The last
monitoring visit emphasised this and indicated a similar agenda for change based
on the recommendations made by the previous full inspection. These issues have
not been tackled effectively and remain as key weaknesses. Academic standards
are low, the curriculum is insufficiently modified to take account of individual
needs, and governance is weak. The preconditions for improvement are still not in
place. Leadership is not sufficiently structured or competent. There are
insufficient subject specialists with an awareness of how students learn most
effectively. The leadership will require significant external support to raise
academic standards.
Development and promotion of innovation skill
The school faces significant challenges in its promotion and development of
innovation skills. The very low literacy skills of students affects their confidence,
and so collaboration and sharing of ideas are at a very rudimentary level. Teaching
style restricts opportunities for students to express their ideas in many classes.
Almost all students defer to the teacher for their knowledge content and do not
routinely show independent learning skills. The absence of effective middle
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management results in inadequate curriculum planning to establish crosscurricular links or an emphasis on developing independent learning styles.

The inspection identified the following as key areas of strength:

relationships in the school are friendly and supportive, particularly in KG

the focused efforts to ensure the safety and care of students

the more open communication with parents.

The inspection identified the following as key areas for

improvement:

the standards of attainment in all core subjects

a system for tracking skills to assess and analyse students progress

the teaching styles and planning to meet the needs of different groups of
students

the adaptation of the curriculum, to support the needs of English as an

additional language learners, those with special educational needs and
high achievers

the need to ensure strategic support and effective communication

between governance and senior management affects staff retention and
the appropriate provision of resources for learning

the pace and rate of progress in meeting identified recommendations to

improve the schools performance.

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Performance Standard 1: Students Achievement

Students achievement Indicators

Islamic
Education

Arabic
(as a First Language)

KG

Primary

Middle

Attainment

Very Weak

Very Weak

Very Weak

Progress

Very Weak

Very Weak

Very Weak

Attainment

Weak

Very Weak

Very Weak

Progress

Weak

Very Weak

Very Weak

Attainment

N/A

N/A

N/A

Progress

N/A

Attainment

Very Weak

Very Weak

Very Weak

Progress

Very Weak

Very Weak

Very Weak

Attainment

Very Weak

Very Weak

Very Weak

Progress

Very Weak

Very Weak

Very Weak

Attainment

Weak

Weak

Weak

Progress

Weak

Weak

Weak

Attainment

Weak

Very Weak

Very Weak

Progress

Weak

Very Weak

Very Weak

Attainment

N/A

N/A

N/A

Progress

N/A

N/A

N/A

Attainment

Weak

Weak

Very Weak

Progress

Weak

Weak

Very Weak

Arabic
(as a Second
Language)

N/A

High

N/A

Social Studies

English

Mathematics

Science
Language of
instruction (if other
than English and
Arabic as First
Language)
Other subjects
(Art, Music, PE)
Learning Skills
(including innovation, creativity, critical
thinking, communication, problemsolving and collaboration)

Very Weak

Very Weak

Very Weak

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The school does not administer any external benchmarking tests. Attainment
cannot therefore be objectively measured against international or national
comparisons. The absence of any standardisation procedure means that the trend
data produced by the school lacks validity. There is no specialist provision for
students with SEN and gifted and talented students are not identified. Progress is
very weak for the most able and least able students. All students are English as an
additional language learners (EAL), so most have low skills in speaking, reading and
writing on entry to the school. This low competence affects their ability to access
other areas of the curriculum. Most students do not demonstrate levels of
knowledge, skills and understanding that are in line with curriculum expectations.
Attainment in all core subjects is well below international standards. Progress is very
weak particularly in the development of learning skills.
In Arabic, standards in reading and writing are particularly low. Students in Grade 3,
for example, were unable to read words correctly and showed limited
comprehension of their meaning. Grade 8 students find difficulty in extended
writing and need significant support to start the process of getting their ideas
down. In some lessons, students show an understanding of basic grammar. In Grade
5, the majority could identify regular and irregular verbs. Students in Grade 1 were
able to identify letters and name words correctly. In Islamic education, Grade 6
students were unable to answer questions about the Hadith correctly. Most
students cannot recite short verses of the Holy Quran accurately. This represents
very low levels of attainment and progress.
In English, standards in reading and writing are particularly low. Students
vocabulary is weak. Limitations in vocabulary mean that students struggle with their
comprehension of texts. In Grade 6, most students could not explain the meaning of
practice or use the word in a meaningful context related to their own experience.
Students do not have strategies for decoding words. Older students are unable to
recognise different forms of writing. In a Grade 8 lesson, no students were able to
begin a simple piece of descriptive writing about a holiday. They were unfamiliar
with the use of a basic graphic organizer so as to give some structure to their
responses. The quality of handwriting and spelling were significantly below
expectations. Standards have not risen since the previous inspection. Progress
remains very weak.
Basic numeracy skills are marginally higher than literacy skills. Most students can
recognise mathematical symbols. In Grade 4, the majority could understand the
relationship between multiplication and division at a basic level. In Grade 5, students
could multiply by a single digit. In both cases, standards and progress are still below
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age-related expectations. The heavy reliance on textbooks reduces opportunities

for problem-solving and independent investigations. In science, the main emphasis
is on building knowledge content and scientific vocabulary. In a Grade 3 science
lesson, students were engaged in an appropriate classification exercise but the
criteria being used i.e. animals that swim or don't swim was below age-related
expectations. Attainment and progress in ICT skills has been very limited because of
the shortage of specialist staff. Progress in physical education (PE) skills is similarly
constrained by the lack of appropriate resources and facilities.
A large majority of students are passive in lessons and only work under their
teachers direction. In an Arabic KG lesson, children collaborated well in pasting
items together and actively listening to instructions. In older classes, students are
too reliant on their teachers and rarely reflect upon the quality of their learning. In a
Grade 3 English lesson, students showed weak communication skills, being unable
to develop the idea of admiration and share their understanding with others. In
lessons, there is often a lack of challenge that is shown when teachers do not pose
questions that require students to think rather than just repeat the factual content
they have been given. The style of teaching and the reticence of students to take
responsibility for their learning results in a very weak response to the development
of innovative thinking.

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

Acceptable

Acceptable

Acceptable

Understanding of Islamic values and awareness

of Emirati and world cultures

Weak

Weak

Weak

Social responsibility and innovation skills

Weak

Weak

Weak

Personal development

High

Most students are compliant and willing to learn, particularly in the younger grades.
The outward confidence of many students is not demonstrated in lessons where
many lack self-reliance. They rely too much on adults to help them and are not
confident in suggesting ideas and making decisions. Most students do not have the
skills to be innovative and take risks in their learning. Relationships are usually
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positive. Most students are aware of the needs and differences of others. Outside of
the classroom, the large majority of students generally display positive attitudes and
behaviour. In some lessons, the poor behaviour of a few students can disrupt
lessons particularly where it is not effectively managed by the class teacher. Most
students are aware of what constitutes a safe and healthy lifestyle.
A School Council and Scouts group provides opportunities for students,
particularly in the older grades, to be involved in supporting the school in day-to-day
life. Students report that they enjoy school; this is not reflected by their attendance
which is very weak at 86%. The poor punctuality of a few students affects the
continuity of their learning. The school is not sufficiently purposeful in developing
knowledge and appreciation of the heritage values of the UAE. It celebrates special
occasions such as National Flag Day, but there is a general lack of enthusiasm shown
during assemblies. In the hallways, there is an absence of meaningful displays
promoting an understanding of Islamic values and an awareness of Emirati and the
other diverse cultures of the UAE.

Performance Standard 3: Teaching and Assessment

Teaching and Assessment Indicators

Teaching for effective learning

Assessment

KG

Primary

Middle

Weak

Very Weak

Very Weak

Very weak

Very Weak

Very Weak

High

The quality of teaching is in a continuous state of flux. The majority of teachers, for
example, in Arabic and mathematics, have an appropriate subject knowledge; their
teaching styles do not meet the learning needs of students. In other contexts
because of the shortages in staff numbers, teachers are timetabled to take lessons
outside of their specialism; for example teachers specialising in science taking
English. In these situations, teaching is not sufficiently challenging for students and
expectations are too low. Because teachers lack confident subject knowledge they
are unable to ask probing questions and develop critical thinking. Most teachers use
a closed style of questioning so responses are single words giving limited
opportunities for students to promote their ideas. Innovative thinking is not being
developed.
In general, lesson plans provide a useful framework for structuring students
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learning. In practice, the lessons often do not follow the structure and are
interpreted as textbook or worksheet exercises. This style of teaching does not
meet the needs of different groups of students, particularly those who experience
learning difficulties. In English, there is insufficient expertise in using strategies
appropriate for EAL speakers. Teachers are not skilled in using questions to check
for understanding and then modify the lesson to ensure progress is made.
The assessment of students progress is entirely based upon internal tests that are
not moderated for consistency, so their validity is questionable. The summative
tests given in Arabic are not sufficiently challenging and represent a standard well
below grade level expectations. In English, Grade 4 reading texts were not levelled
appropriately which resulted in students struggling with books that did not match
their ability levels. Assessment information is solely based upon data and does not
identify learning skills and competences so teachers are unable to adequately track
the progress of students in the acquisition of the skills. In addition, the school does
not have valid data to inform their planning to meet the needs of students.

Performance Standard 4: Curriculum

Curriculum Indicators

KG

Primary

Middle

Curriculum design and implementation

Weak

Very Weak

Very Weak

Curriculum adaptation

Weak

Very Weak

Very Weak

High

The school uses the New York State curriculum standards as a framework for its
curriculum. The school does not hold a license to deliver this curriculum so does not
have access to support materials. In consequence, relevant materials relating to the
provision for EAL students, a major priority for the school, cannot be accessed. The
curriculum maps do not provide adequate continuity and progression. The
curriculum is mainly promoted through textbooks and worksheets and as such does
not promote creativity or innovation. The provision for students with SEN is
inadequate because the curriculum is not modified to meet their needs.
The recent appointment of a specialist teacher has enabled art and music to be
added to the curriculum. There is no programme of study for these subjects so skills
are not being adequately identified. The implementation of the core curriculum is
weak. The absence of a middle management structure to plan and evaluate the
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curriculum means there are missed opportunities to develop cross-curricular links.

Currently there are no meaningful links with outside agencies to develop and
enhance student understanding of Emirati culture and the UAE society.
Extracurricular provision is limited and the numbers of students attending is
relatively low.

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

of students
The protection, care, guidance and support of
students Indicators

Health and safety, including arrangements for

child protection/ safeguarding
Care and support

KG

Primary

Middle

Acceptable

Acceptable

Acceptable

Weak

Weak

Weak

High

The school has adequate formal procedures for the safeguarding of students. An
appropriate child protection policy is in place and staff have had relevant training in
respect of this. Arrangements to ensure health, safety and campus security are
adequately established. Maintenance and record keeping are appropriately
maintained and relevant certificates are in place. The school clinic is effectively run
and medical records are appropriately maintained. The school premises are
adequately maintained. Assemblies are held in a hard-surface area; this area is also
used for physical education. This is potentially hazardous. The school does not have
a lift so access to the second floor would not be possible for a student with a
physical disability.
Staff are considerate of students and show appropriate levels of concern for their
safety. The KG has created a caring environment. Behaviour management systems
are in place; they are not used consistently to ensure that an acceptable level of
order is maintained. Although there is an adequate day-to-day routine to record
absence, the school is not active enough in promoting the importance of
attendance. The school does not have a staff with SEN specialism and provides very
limited support for students who require additional learning support and those who
are gifted or talented. These students do not make adequate progress because
there are no intervention strategies in place.sport
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Performance Standard 6: Leadership and management

Leadership and management Indicators
The effectiveness of leadership

Very Weak

Self-evaluation and improvement planning

Very Weak

Partnerships with parents and the community

Weak

Governance

Very Weak

Management, staffing, facilities and resources

Very Weak

The effectiveness of leadership at all levels is very weak. The absence of a clear focus
and direction is undermining the ethos and morale of the school. The areas for
development identified in previous evaluation visits have not been addressed
adequately. The school has stagnated. The attempts to improve standards of
achievement have been unsuccessful because of the absence of a united approach
by management. Communication is unproductive and focuses on basic resource
issues rather than on strategies for improvement.
School evaluation is limited in scope because of the absence of external
benchmarking and the lack of standardised assessment data. The quality of
information provided has limited value and validity so key areas for improvement
cannot be adequately prioritised. The absence of an effective middle management
means that no coherent action plans to initiate change are being used. The
combination of these factors has resulted in minimal progress in addressing the
recommendations from the previous inspection report. Review procedures are
inadequate and ineffective.
Communication with parents has become more open; their direct involvement in
their children's learning is very limited. The absence of a SEN specialist and
appropriate identification of students inhibits any productive engagement of those
parents who may need support. Routine reports are issued but lack detail in
providing information on how well students are developing learning skills in subject
areas. The overriding concern in coping with internal issues means that establishing
links with outside organisations have not been made. In consequence there is
minimal benefit for students in broadening their experience
The recommendation from previous reports to create a Board of Governors or
trustees has not been met so accountability is only addressed through a
representative of the owner. The senior leadership team is held accountable for the
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performance of the school but there is a very limited capacity to remove barriers
that limit the schools development.
Daily routines and procedures are appropriate; these have to be continuously
adapted because of recurrent staff changes or absences. This profoundly affects the
continuity of students educational provision. In addition, a significant minority of
staff lack subject expertise or relevant experience to meet the needs of students.
The deficiencies in specialist facilities for physical education, art and the library
diminish learning opportunities. The range of resources in the school are not
sufficient in quantity and quality to address emerging UAE initiatives such as the
development of innovation skills.

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What the school should do to improve further:

1. Improve standards by introducing:
i.
ii.

standardised benchmarking to measure attainment and progress more

accurately against national and international standards
an assessment process which focuses upon skills in order to track
progress and set targets for students.

2. Improve teaching and learning by:

i.
ii.
iii.

reducing staff turnover and employing subject specialists

providing focused professional development
broadening teaching styles to promote independent learning and
innovation skills.

3. Improve the curriculum by:

i.
ii.
iii.

adapting the curriculum to ensure that the specific needs of EAL

students are met effectively
modifying the curriculum to make provision for students with special
educational needs and those who are gifted and talented
providing resources for the development of independent learning and
innovation skills.

4. Improve leadership and management by:

i.
ii.
iii.

instituting a board of governors and focus their work on strategic

matters
developing a middle management team with clear accountability for
the Improvement of students academic performance
producing subject action plans which are monitored regularly.

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