InspectionReport

RosaryPrivateSchoolSecondary

AcademicYear20142015

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RosaryPrivateSchoolSecondary

InspectionDate
SchoolID#

2326February2015
114

LicensedCurriculum

MinistryofEducation(MoE)

NumberofStudents

1,051

AgeRange
Gender
Principal
SchoolAddress

12to18years
Girls
SisterLinaKhamis
POBox597,AbuDhabi

TelephoneNumber

+971(0)24452500

FaxNumber

+971(0)24459237

OfficialEmail(ADEC)
SchoolWebsite

rosary.pvt@adec.ac.ae
www.rosaryuae.com

Dateoflastinspection 1013March2013

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Theoveralleffectivenessoftheschool
Inspectorsconsideredtheschoolinrelationto3performancecategories
BandA Highperforming(overalleffectivenessgrade1,2or3)
BandB

Satisfactory(overalleffectivenessgrade4or5)

BandC

Inneedofsignificantimprovement(overalleffectivenessgrade6,70r8)

TheSchoolwasjudgedtobe:

BANDB;

GRADE4

Themainstrengthsoftheschoolare:

studentswelldevelopedlisteningandspeakingskillsinArabic,Englishand
French
studentssatisfactoryandimprovingprogressinallsubjects
studentscourtesy,considerationofothersandtheirkeennesstolearn
positive and encouraging classroom relationships leading to strong
collaborativelearningskills
rangeofmethodsthatengageandmotivatestudents
curriculumwhichhelpsstudentsmakeconnectionsbetweenlearningand
reallifeexperiences
calmandcaringethosandstaffcommitmenttostudentwelfare
principalsstrategicleadershipandwellfocusedprofessionaldevelopment
promotestaffcommitmenttotheschoolsaims.

Themainareasforimprovementare:
regular opportunities for students to develop independent learning and
leadershipskills
teachersuseofassessmentforlearninginordertosettargetsthatbetter
meettheneedsofindividualstudents
consistentuseofclearlydefinedlearningobjectivestoreviewprogressin
lessons
curriculumplanningandmodificationinordertochallengeallstudents
provision of library facilities with sufficient space, reading materials and
computeraccesstoenhanceliteracyandresearchskills
rigorous monitoring by senior and subject leaders of both teachers
planningandeffectiveuseofassessmentduringlessons.
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Introduction
Theschool wasevaluatedby5inspectors.Theyobserved 82lessons,conducted
severalmeetingswithseniorstaff,coordinators,teachers,supportstaff,students
and parents. They analysed test and assessment results, scrutinised students
workacrosstheschool,analysedthe273responsestotheparentsquestionnaire
and considered many of the schools policies and other documents. The
leadership team was fully involved throughout the inspection process and
conducted3jointlessonobservations.

DescriptionoftheSchool
Rosary Private School first opened in 1969 and moved to its present location in
1981.TheschoolisjointlyownedbytheproprietorandtheRosaryCongregation.
Theschoolaimstoprovideanoutstandingeducationthatpreparesstudentsfor
localandglobalchangeandtocrosssocialandreligiousbarriers.Ithasthevision
to build generations of students equipped with knowledge and skills to be role
models by adhering to local heritage, values and culture through teamwork,
surpassingreligiousandsocialdifferencestobuildbalancedpersons,byfostering
thescientificandpsychologicalatmosphereallowingeachstudenttodevelop21st
Century skills in collaboration with the local community. The school follows the
Ministry of Education (MoE) curriculum for all subjects. French is a mandatory
thirdlanguageforallstudents.
Thereare1,051students:546girlsinGrades7to9and505girlsingrades10to12.
AlmostallstudentsareMuslimandofArabheritage:1%areEmirati,28%Jordanian,
28% Syrian, 13% Egyptian, 13% Palestinian, 3% Sudanese, with smaller percentages
from other countries. The school has not identified any students with special
educationalneeds(SEN)orspecificgiftsandtalents.Ithasidentified18students
with language and literacy difficulties. Student admission procedures include
formalwrittenassessmentsofabilityinArabic,Englishandmathematics.
The school is governed by the Rosary Supreme Congregational Council and
MotherSuperiorvisitsregularly.Thereisanactiveparentcouncil.Theprincipalis
in her second year in the role. The senior leadership team (SLT) includes the
principalandtheheadofsectionforGrades7to12.Thereare97fulltimeteaching
staff. There are 24 administrative staff, 2 nurses and 11 security staff. Teacher
turnoverislowat12%forthepreviousschoolyear.
Fees range from AED 8,900 in Grade 7 to AED 14,100 in Grade 12. There are
additional fees for books and transport. This places the school in the low
category.
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TheEffectivenessoftheSchool

Evaluationoftheschoolsoveralleffectiveness
TheoveralleffectivenessofRosaryPrivateSchoolSecondaryissatisfactoryand
improving.Keystrengthsoftheschoolarethestudentswelldevelopedlistening
and speaking skills in Arabic, English and French, their good personal
developmentandtheimprovedqualityofprotection,care,supportandguidance.
Thereisinconsistencyinthequalityofteachingandlearning,andattainmentand
progressaresatisfactoryandimprovingwhencomparedtoagerelatedexpected
levels. Curriculum implementation promotes good interpersonal skills and
successfully integrates UAE culture and values in all subjects. The buildings and
premises, and provision and use of resources, are generally of a satisfactory
enoughleveltosupporttheeffectivedeliveryofthecurriculum.
The school community is committed to continuing improvement and to
promotingtheschoolsaims;itsupportstheclearstrategicdirectionprovidedby
the principal and SLT. Regular professional development has supported staff in
improvingthequalityofteachingandacademicprogress.
Studentsattainment&progress
Attainment and progress are satisfactory and improving. Evidence from lessons,
scrutiny of written work and data analysis show that students make steady
progress from their starting points in all subjects and particularly in language
acquisition in Arabic, English and French. Students work at ageappropriate
standards, leading to attainment at expected and improving levels in almost all
subjects.Studentsperformanceincontinuousassessmentsandexaminationsare
abovethe expectedlevelsand aregenerally improving.Thosewhofindlearning
difficult make steady progress as a result of the support they receive. The
achievement of more able students in many lessons is restricted, largely as a
consequence of low teacher expectations and lack of sufficient challenge to
acceleratetheirprogress.
In Arabic, students listening, speaking and reading comprehension skills are
secure, and by Grade 12 they can confidently analyse and make a dramatic
interpretation of a popular story. Students speak standard Arabic with
confidence. All teachers use standard Arabic in lessons and encourage speaking
and writing by students. Handwriting and copywriting are neat and well
presented. Their reading and writing skills using Tashkeel are less well
developed.InIslamiceducation,studentsaccurately explainandunderstandthe
meaningofversesfromtheHolyQuran.TheydiscussissuesrelatedtoIslamand
expressviewsconfidentlyastheymakeconnectionswithdailylifeandbehaviour.
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Students sometimes lack confidence in reading the Holy Quran using recitation
rules. They demonstrate satisfactory knowledge and understanding in social
studies, and Grade 12 students are able to knowledgeably discuss the impact of
increasingpopulationsonlocalresources.
InEnglish,studentslanguageskillsareinlinewithinternationalstandards.They
generallydemonstratestronglisteningandspeakingskillsandmostexpresstheir
ideas clearly. They create roleplays to show their understanding of ideas, and
read with confidence and understanding at ageappropriate levels. Students
writingskillsgenerally,andinparticulartheaccurateuseofgrammar,arelesswell
developed.
In science, students acquisition of conceptual knowledge and understanding is
broadly in line with agerelated levels. They develop safe and accurate practical
skills as they conduct experiments. Skills such as analysis and establishing
hypotheses are less well developed. In mathematics, students apply basic
calculation skills with accuracy and use mathematical skills to solve problems,
particularly in older grades. Students in grades 7 and 8 make more limited
progress,largelyasaresultofthelackofchallengeinlessons.
Students demonstrate satisfactory progress in the use of information and
communications technology (ICT) skills. They make connections well between
theirlearningandrealsituationsinalmostallsubjects.Inmostsubjects,students
developconfident21stCenturyskills,suchascriticalthinking.
Studentspersonaldevelopment
Studentspersonaldevelopmentisgood.Attendanceat97%iswellaboveaverage
andstudentsarepunctualatthestartofthedayandtolessons.Studentsbehave
well;theyarekeentolearnandenjoybeinginschool.Theyshowsincererespect
for the values and culture of the UAE. Students demonstrate strong moral
viewpoints and are given regular opportunities to discuss issues and share
opinions.Theyarecourteous,considerateandsensitivetowardseachother,and
theirinteractionsareharmonious.
Students in all grades participate in the student council and enjoy presentations
duringassembliesandspecialevents.Therearelessregularopportunitiesforall
students to develop leadership skills. Some students achieve well in extra
curricular activities such as the choral, literacy and science clubs, and they are
eager to participatein cancerawarenessinitiatives. The fullrangeofactivitiesis
notavailabletoall,andthisrestrictstheabilityofsomestudentstoparticipatein
thecommunity.Theyshowamaturepracticalunderstandingofhowtolivesafe
and healthy lives. Students successfully develop the interpersonal skills and
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qualitiessuchascuriosityandtheabilitytoworktogetherthatwillsupportthem
inthenextstagesoftheireducation.
Thequalityofteachingandlearning
The quality of teaching and learning is satisfactory and improving. Inspectors
observedlessonsranginginqualityfromunsatisfactorytoverygood.Examplesof
more effective learning and teaching practices are found in all subjects and all
grades.Teachershavegoodsubjectknowledgeandtheirplanningprovidesafirm
structure for lessons. Where planning is weaker, expectations are not high
enough. This is because there is not enough attention given to students prior
attainmentlevelsinordertoprovidechallengeforalllevelsofability.
Provision for students different learning levels and needs is inconsistent. In the
most successful lessons, especially in English, Arabic and science, extension
activities and differentiated worksheets are provided. In many lessons, learning
activities do not provide sufficient challenge for the more able. Teachers
consistently display and share lesson outcomes. In the most effective lessons,
teachersrefertothelearningobjectivesduringandattheendoflessonstohelp
studentsrecognisewhattheyhaveachievedandwhattheystillneedtolearn.
Teachersmaintainverypositiveandencouragingrelationshipswithandbetween
students. Behaviour management strategies are consistently applied and
respected by students. They show selfdiscipline and good attitudes to learning,
even in the least effective lessons. Teachers develop a range of strategies that
involve and motivate students and in more effective lessons this leads to
improved rates of progress. Strategies include discussion, connections with
students own experiences, dramatic interpretations and presentations by
students. Teachers consistently use ICT to engage and promote understanding
and discussion; students have fewer opportunities to engage with technology
acrossallsubjects.Collaborativegroupworkiswellembeddedandstudentswork
welltogether,inparticularbysupportingpeerswhofindlearningdifficult.There
arefeweropportunitiesforstudentstodevelopindependentlearningskills.
Teachersaredevelopingtheuseofassessmentforlearning.Inthemoreeffective
lessons in most subjects, students use self and peerassessment. Questioning
techniques are frequently openended and encourage students to think, to
explain their reasoning, and to give articulate responses. As a result, many
studentsconfidentlyaskquestionstodeepentheirownunderstanding.
Marking is regular. In many subjects, written corrections in workbooks are not
consistently made and this gives insufficient constructive feedback to help
students know how they can improve. Regular and carefully identified
professional development helps to improve the effectiveness of teaching and
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learning, for example through opportunities for collaborative group work and
increasedattentiontodifferentiatedactivitiesinthemosteffectivelessons.
Meetingstudentsneedsthroughthecurriculum
Implementation of the curriculum is satisfactory and improving. The core
curriculum is sufficiently broad and balanced and is supplemented by other
subjects including French. Implementation successfully promotes students
fluencyin3languagesaswellastheeffectivedevelopmentof21stCenturyskillsin
most subjects. Curriculum planning and implementation successfully motivates
students and leads to better academic progress. Most subjects provide real
examples to ensure that students recognise the connections between the
learning and their personal experiences. In addition, the curriculum successfully
promotesstudentsunderstandingofUAEvaluesandcultureaswellasthoseof
other societies. The curriculum is not adapted and modified sufficiently well,
particularly in mathematics and science in the younger grades, in order to
appropriatelychallengemoreablestudents.
The school has developed some effective community partnerships, for example
with local universities. The school provides enrichment activities such as special
community events and it has initiated an annual university fair. Participation in
field trips and clubs is more limited as are the opportunities for students to
interact with the wider community. Curriculum implementation gives students a
firmfoundationforfurthereducationandfordevelopmentofinterpersonalskills.
Theprotection,care,guidanceandsupportofstudents
Provisionfortheprotection,care,supportandguidanceofstudentsisgood.The
schoolgiveshighprioritytowelfareandsafety;thepositiveethospromotedbyall
staff allows students to enjoy school life and makes them feel appreciated and
cared for. The school provides attentive pastoral care that promotes strong
personaldevelopment.Allstaffhavereceivedtrainingtoraisetheirawarenessof
the child protection policy. Social workers and other staff follow careful
proceduresandmaintainnurturingcontactthathelpsproduceconfidentstudents
whoarecomfortableinapproachingatrustedadultiftheyhaveconcerns.
The school does not sufficiently identify more able students in order to closely
monitor their academic development so as to increase rates of progress.
Behaviour management and related procedures are consistently applied. Close
monitoring by senior leaders has a very positive impact on the calm learning
environmentandbehaviourofstudentsbothinlessonsandaroundschool.

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Prompt contact with parents maintains and encourages the high levels of
attendance.Theprayerroomisefficientlyscheduledtoallowaseparateaccessby
boysandgirls.Theclinicanditsgeneralproceduresprovideeffectivefirstaid.
Thequalityoftheschoolsbuildingsandpremises
The quality of buildings and premises is satisfactory. Facilities are closely
monitored and maintained in a very clean condition, reflecting good health and
safety practices. Displays of student work in corridors and classrooms provide a
stimulatinglearningenvironment.Thelargeauditoriumprovidesaqualityfacility
for special events. Classrooms are generally well ventilated, bright and fit for
purpose; some classrooms are limited in space. Specialist facilities are efficiently
scheduled to enable use by different sections of the school. The physics and
chemistrylaboratoriesarefitforpurpose;thebiologylaboratoryislimitedinsize
for the number of students. There are clear procedures and carefully
implementedpracticesforstoringhazardousmaterials.
Students are proud of the school, keep classrooms clean and use facilities
responsibly.Corridorsarewideandrampsareinplaceonthegroundfloor.There
is no lift access; on the rare occasion that a student suffers from a temporary
physical handicap, the regular classroom is relocated to the ground floor. The
school gives close attention to security procedures and staff are vigilant
throughouttheday.
Theschoolsresourcestosupportitsaims
The schools resources are satisfactory. There are sufficient administrative staff
and teachers who are well qualified and competent. The range and quality of
resources available for use in classrooms adequately supports the curriculum.
Classrooms are equipped with data show and white boards and teachers use
these effectively to support learning in most subjects. Students have scheduled
accesstothelibrary;thisissmallanddoesnothaveenoughbooksorcomputer
access to support and enhance the development of literacy and research skills.
Allocation of and access to computers in the specialist laboratory have been
increased.ApilotschememakesprovisionforaGrade7classtospendonecore
subjectlessoneachweekinthecomputerlaboratory.Thereismorelimiteduseof
computers across curriculum areas for other students. Sports facilities and
resourcesprovidesufficientaccessforphysicaleducationandthedevelopmentof
relevantskills.
Procedures to maintain transport in a reliable condition, and for safe use by
students, are followed diligently. Provision for storage, preparation and
consumption of food is hygienic and healthy eating options are offered.
Evacuationproceduresarewellestablishedanddrillsregularlyconducted.
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Theeffectivenessofleadershipandmanagement
Leadershipandmanagementaresatisfactoryandimproving.Theschoolishighly
organized and procedures are closely followed to ensure smooth daytoday
running. Senior leaders, with strong guidance from the principal, maintain high
visibility throughout the day and help sustain the caring ethos and calm
atmosphere around the school. The principals strategic leadership has helped
developmiddleleaderswhofocuswellonimprovingthequalityofeducationand
provideeffectivesupportforteachers.Staffareloyalandsharetheschoolsvision
andaims.Theboardisfullysupportiveoftheschoolandhasclearlydefinedroles.
The parent council meets regularly with the principal and is actively engaged in
schoolactivities.Itsmembersaresupportiveandprovideadditionalaccountability
forthequalityoftheschoolseducationalprovision.
Judgments in the schools selfevaluation form (SEF) are mostly realistic and
accurate. The SEF has been completed by senior and middle leaders, with input
fromalldepartments.Theschoolhasgatheredconsiderableevidencetosupport
thejudgmentsrecorded.The schooldevelopmentplan (SDP)iscloselylinked to
the recommendations of the previous inspection report and the priorities
identified in the SEF. It includes input from the parent council. Goals and
strategies are focused on improving the quality of education overall and in
particulartheeffectivenessofteaching.
Senior and middle leaders demonstrate a secure understanding of the schools
strengths and priority areas for improvement, and use thorough procedures for
selfevaluation.Seniorleaders,supervisorsandcoordinatorsregularlyvisitlessons
and the supportive teacher evaluation structure effectively promotes
improvement to the quality of teaching. Regular targeted professional
development is linked to the priority needs identified by performance
management procedures, and is appreciated by staff members. Lesson
observations are not sufficiently rigorous in monitoring effective use of
assessment for learning in order to produce wellplanned activities that provide
enoughchallengeandmeetthelearningneedsofallstudents.
Studentperformancedataarecarefullyanalysedandusedeffectivelytoplanand
createwholegrouplearningtargets;theyarenotusedsufficientlywelltodevelop
differentiated targets for the full range of learning needs, particularly those of
more able students. Additionally, monitoring of teacher planning lacks sufficient
rigourtoensurethatlearningoutcomesarespecificandmeasurable,andprovide
challengeforallstudents.
Theschoolmaintainsproductiverelationshipswithparentsandhasdevelopeda
variety of effective communication strategies to keep them informed about
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schooldevelopmentsandtheirchildrensprogress.Parentshavereadyaccessto
leadersandteachersthroughtheschoolsopendoorpolicyandtheavailabilityof
teachers on one day each week for parent meetings. Responses to the parent
questionnaireandthe2meetingsheldbyinspectorswithparentsrevealedahigh
levelofsatisfactionwiththeschool.Aminorityofparentsareconcernedthatthey
are not kept well enough informed about their childs progress. There are
appropriate procedures to ensure prompt attention to parental concerns or
complaints. Parents recognise the improvements made by the school since the
previousinspection.

Progresssincethelastinspection
The school has made good progress on all the recommendations from the last
inspectionreport.
All staff have participated in training on the child protection policy and
procedures,andexpectationsareclear.Relationshipsbetweenstaffandstudents
arepositiveandencouraging.Studentsreporttheyfeelconfidentinapproaching
atrustedmemberofstaffiftheyhaveconcerns.Seniorleadersarehighlyvisible
andthemonitoringprocessesdemonstratethatstudentssafetyandwelfareare
a high priority for all staff. Behaviour management procedures are consistently
implementedthroughouttheschool.
Regular professional development and supportive performance management
proceduresthatholdteachersaccountablehaveresultedinimprovementsinthe
quality of teaching and learning and in student attainment. Most teachers use a
range of teaching strategies that increasingly promote active learning and use
available resources to motivate and engage students. Students are given many
opportunitiestoworkinproductive,cooperativegroups.
Continuousassessmentandexaminationdataarecarefullyanalysedandusedto
influence longterm planning. Senior and middle leaders have clear expectations
that assessment data must underpin all levels of planning. More effective
teachers are making use of ongoing assessments to inform lesson planning and
deliverysoastochallengeallstudents;thisisinconsistentandremainsanareafor
development.
The school and SLT demonstrate good capacity for sustained further
improvement.

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Whattheschoolshoulddotoimprovefurther:
1. Ensuregreaterconsistencyinthequalityofteachingandlearningsothat
mostlessonsareatleastgood,byensuringthat:
i. planningisdetailedandtakesaccountofstudentspriorattainment
levels
ii. the results of ongoing assessment are used effectively to set
targets that meet the needs of individual students, and to inform
planning
iii. teachingconsistentlyofferschallenge,especiallyforthemoreable
students,toensuretheymaketheexpectedrateofprogress
iv. teachers consistently use clearly defined learning objectives to
reviewprogresswithstudents
v. teachers provide constructive feedback, especially when marking
work,tohelpstudentsunderstandhowtoimprove.

2. Strengthencurriculumplanningandimplementationby:
i. providingregularopportunitiesforallstudentstodeveloptheskills
ofleadershipandindependentlearning
ii. developing modifications and enrichment activities that provide
challengeatalllearninglevels,particularlyformoreablestudents.

3. Improvelibraryfacilitiesandresourcesinordertoprovidesufficientspace,
reading materials and computer access to enhance the development of
literacyandresearchskills.

4. Improve the quality of professional leadership further, at all levels, by

ensuringmorerigorousmonitoringof:
i. thequalityofteachersplanningtoensurethatlearningoutcomes
aresmart,andprovidechallengeforallstudents
ii. the use of ongoing assessment, in order to provide wellplanned
activitiesthatmeetthelearningneedsofallstudentseffectively.

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InspectionGrades

Satisfactory

Inneedofsignificant
improvement

Satisfactory

Good

VeryGood

Performance
Standard

Very
unsatisfactory

Highperforming

Unsatisfactory

BandC

Satisfactory&
Improving

BandB

Outstanding

BandA

Poor

Standard1:
Students
attainmentand
progress

Standard2:
Studentspersonal
development

Standard3:The
qualityofteaching
andlearning

Standard4:The
meetingof
studentsneeds
throughthe
curriculum

Standard5:The
protection,care,
guidanceand
supportofstudents

Standard6:The
qualityofthe
schoolsbuildings
andpremises

Standard7:The
schoolsresources
tosupportitsaims

Standard8:The
effectivenessof
leadershipand
management

Summary
Evaluation:The
schoolsoverall
effectiveness

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