InspectionReport

RosaryPrivateSchoolPrimary

AcademicYear20142015

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RosaryPrivateSchoolPrimary

InspectionDate
SchoolID#

1619February2015
114

LicensedCurriculum

MinistryofEducation(MoE)

NumberofStudents

2,240

AgeRange
Gender
Principal
SchoolAddress

3to11years
Mixed
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

Themainstrengthsoftheschoolarethe:

studentswelldevelopedlisteningandspeakingskillsinArabicandEnglish
studentsselfconfidence,courtesyandenjoymentofschool
positive classroom relationships and highly effective behaviour
managementstrategies
varietyofmethodsandeffectiveuseofresourcestomotivateandengage
students
effective use of group work to promote discussion and cooperative
learning
calm,encouragingatmosphereandstaffcommitmenttostudentwelfare
effective use of classroom assistants and resources to support the
Kindergarten(KG)curriculum
principals strategic leadership, cohesive leadership teams and well
prioritisedprofessionaldevelopment.
Themainareasforimprovementare:

increased opportunities to develop independent learning and leadership

skills
the use of assessment to plan lessons that challenge all students,
particularlythemoreableandthosewhofindlearningdifficult
consistent use of learning objectives to review progress at the end of
lessons
opportunitiesinallKG1classesforchildrentomakeguidedchoiceswithin
structuredandpurposefullearningactivities
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
Theschoolwasevaluatedby6inspectors.Theyobserved105lessons,conducted
severalmeetingswithseniorstaff,coordinators,teachers,supportstaff,students
and parents. They analysed test and assessment results, scrutinised students
workacrosstheschool,analysedthe584responsestotheparentsquestionnaire
and considered many of the schools policies and other documents. The
leadership team was fully involved throughout the inspection process and
conducted6jointlessonobservations.

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
MinistryofEducation(MoE)curriculumforallsubjects.Theschoolhasdeveloped
itsownKGcurriculum,andFrenchisamandatorythirdlanguageforallstudents
fromgrades2to6.
Thereare2,238students;59%aregirls.Childrenareorganisedintomixedclasses
in KG, and separate boys and girls sections from Grades 1 to 6. There are 443
childreninKG,1,067girlsingrades1to6and728boysingrades1to6.Allboys
leavetheschoolattheendofGrade6;thiswillchangefromnextacademicyear
whentheywillleaveattheendofGrade5.AlmostallstudentsareMuslimandof
Arab heritage: 2% are Emirati, 28.5% Jordanian, 28% Syrian, 15% Egyptian, 11%
Palestinianand3%Sudanese,withsmallerpercentagesfromothercountries.The
school has identified 36 students with special educational needs (SEN) that
include learning difficulties, physical difficulties and emotional challenges. A
further 31 students are identified with language and literacy difficulties. No
students are identified with specific gifts and talents. Student admission
procedures include formal written assessments of ability in Arabic, English and
mathematics.InKG,admissionproceduresincludeaninterview.
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
principalandtheheadsofthe3sections:KG,girlsgrades1to6,andboysgrades
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1 to 6. There are 154 fulltime teaching staff. There are 24 administrative staff, 2
nursesand11securitystaff.Teacherturnoverislowat12%forthepreviousschool
year.
Fees range from AED 6,400 in KG to AED 8,500 in Grade 6. There are additional
feesforbooksandtransport.Thisplacestheschoolwithintheaffordableandlow
categories.

TheEffectivenessoftheSchool

Evaluationoftheschoolsoveralleffectiveness
The overall effectiveness of Rosary Private School Primary is satisfactory and
improving. Key strengths of the school are the students good personal
developmentandtheimprovedqualityofprotection,care,supportandguidance.
Thereisinconsistencyinthequalityofteachingandlearning,andattainmentand
progress is satisfactory and improving when compared to agerelated expected
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 available resources, are generally of a
satisfactoryenoughleveltosupporttheeffectivedeliveryofthecurriculum.
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 work at age
appropriate standards, leading to attainment at expected and higher levels in
almostallsubjects.Studentsmakesatisfactoryandimprovingprogressfromtheir
startingpointsinallcoresubjects,particularlyboys.
InArabic,studentsaredevelopingtheirabilitytospeakstandardArabicandthey
readwithunderstanding.AllteachersusestandardArabicinlessonsandactively
encourage speaking and writing by students. Handwriting and copy writing are
neat and students write confidently for a range of purposes. Their spelling and
readingusingTashkeelisweaker.StudentsunderstandIslamicvaluesandreflect
theseintheirbehaviouraroundschool.StudentsappreciatethediversityofUAE
societyanditscultureandreadilylinklearningtotheirrealexperiences.Grade6
students understand the importance of the environment and, for example, are
abletodescribetheirownactionstoconservewater.
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AlmostallstudentsspeakEnglishasasecondlanguage.Acrossthegradelevels,
their listening comprehension is secure. KG children use basic phonic and word
recognition skills, and by Grades 5 and 6 students are articulate and employ a
range of vocabulary with accurate use of grammar at ageappropriate levels.
Studentsinoldergradeswritewithexpression,andaccuratestructures,spelling
and punctuation. In grades 1 and 2 they are not given enough opportunity to
developextendedandcreativewritingskills.
In mathematics, students confidently use mathematical language, for example
whenKGchildrendescribeandclassifyshapes.Theyaccuratelyperformnumber
operations. They are clearly able to relate mathematics to reallife matters, as
whenGrade5studentscalculatethepercentageofproteininbiscuits.Inscience,
students knowledge and understanding of concepts is secure and they
demonstrate safe practical skills when conducting investigations. By Grade 6,
studentsareabletoanalysedataanddrawconclusionsfromexperiments.
KG children have welldeveloped social, physical and communication skills. They
confidently use interactive whiteboards (IWB) to enhance learning. All students
work well in cooperative groups. Skills such as the use of information and
communicationtechnology(ICT),researchandtheabilitytoworkindependently
are less well developed, mainly because only in the most effective lessons are
students given opportunities to develop them. The attainment and progress of
more able students is no more than satisfactory because in many lessons
teachersexpectationsaretoolowandactivitieslacksufficientchallenge.
Studentspersonaldevelopment
Studentspersonaldevelopmentisgood.Attendanceat94%isaboveaverageand
studentsarepunctualatthestartofthedayandtolessons.Girlsandboysinall
gradesbehavewell,arehappyandenjoyschool.Theydemonstratehighlevelsof
selfconfidence and most students are respectful and courteous towards each
otherand adults. Good relationships arewell establishedandmoststudents are
enthusiastic and confident learners who demonstrate positive attitudes when
talkingaboutschool.Studentssuccessfullydevelopconfidentinterpersonalskills
that support them well as they move up through the grades. Members of the
primarystudentcouncilareenthusiasticabouttheirresponsibilitiesandconsider
that school leaders listen to their opinions. They are given opportunities to
presentinassemblies,butingeneralhavemorelimitedopportunitiestodevelop
leadershipskillsinlessons.
Students are respectful of the values of the UAE, for example when they salute
the flag and energetically sing the National Anthem. They enjoy participating in
the weekly sports activities and other regular cultural and social opportunities.
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Studentshaveasoundpracticalunderstandingofhowtoleadhealthylifestyles.
Theyexpressstrongfeelingsofsafetyandwellbeingwhileatschool.
Thequalityofteachingandlearning
The quality of teaching and learning is satisfactory and improving, and ranges
from unsatisfactory to outstanding. Examples of very effective learning and
teaching practices are found in all subjects and all grades. Teachers have secure
subject knowledge and their explanations are clear. In more effective lessons,
they use a variety of methods and resources to motivate and engage students.
This includes discussion, roleplay, creating recipes and real dishes, and using
informativevideoclips.Inparticular,groupworkisemployedwellthroughoutthe
school to stimulate discussion and cooperation among students. There is
insufficient emphasis on developing independent learning skills. Learning
outcomesareconsistentlydisplayedandsharedwithstudentsinallsubjects.Only
inthemosteffectivelessonsdoteachersrefertotheseduringandattheendof
lessons to help students recognise what they have learned and what they still
needtoachieve.
Teachers maintain productive relationships with students that promote their
engagement in lessons. In almost all lessons, routines are well developed,
transitionsaresmoothandteachersmanagebehaviourappropriately.Thisisthe
case even when the pace of learning is not sustained sufficiently well and
students become restless. They demonstrate strong listening skills. In lessons
where teachers model a range of questioning skills, for example in challenging
students to justify their responses in social studies and French, students
confidently ask their own questions. This is inconsistent and in many lessons,
questionsrequiremostlyfactualresponses,andstudentsarenotencouragedto
ask questions themselves in order to sharpen their thinking and extend their
learning.
TheSLThasclearexpectationsforlessonplanning;intheleasteffectivelessons,
lesson plans are not always adequately followed. In particular, teachers do not
makeconsistentuseofongoingassessmenttoensurethatplanningandteaching
meet the range of learning needs, especially those of the more able. Marking is
regular; it is not always sufficiently constructive in order to help students know
howtoimprovetheirwork.Inthemoreeffectivelessons,studentshavefrequent
opportunities to assess their own work and that of their peers, with teacher
guidance. In most lessons, students who find learning difficult are given helpful
supportbyteachersandpeers,andtheirprogressissteady.
ClassroomassistantsinKGareeffectiveinhelpingtoplanandprepareactivities,
especially in supporting childrens learning. Regular and carefully identified
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professional development helps to improve the effectiveness of teaching and

learning, for example through the cooperative group work and increased
attentiontodifferentiatedactivitiesinthemosteffectivelessons.
Meetingstudentsneedsthroughthecurriculum
Implementation of the curriculum is satisfactory and improving. Planning and
collaboration between grade levels and across subjects provide coherence, and
the curricular structure leads to appropriate continuity and progression within
subjects.Significantprogresshasbeenmadeindevelopinglearningoutcomesin
allsubjects.Thecorecurriculumisbroadandbalancedandisenhancedbyother
subjects including French. In KG, an activitybased programme encourages
childrentomakechoicesandinvestigate.
Curriculum planning and implementation successfully motivates students and
promotesbetterprogress.Mostsubjectsprovidereallifeexamplestoensurethat
studentsrecognisetheconnectionsbetweentheirlearningandrealexperiences.
Inaddition,thecurriculumsuccessfullypromotesstudentsunderstandingofUAE
values and culture. The curriculum is not sufficiently modified to meet the
academicneedsofthemostableandthosewhofindlearningdifficult.
The school provides a range of cocurricular activities, field trips, visits by
specialists and special community events to extend and enhance students
learning. Opportunities for students to take part in competitions and represent
the school in external events are more limited. The curriculum, particularly in
respectofpersonalandsocialdevelopment,preparesstudentswellforthenext
stagesintheireducation.
Theprotection,care,guidanceandsupportofstudents
Provisionfortheprotection,care,supportandguidanceofstudentsisgood.The
school gives high priority to the welfare and safety of students and provides a
supportive and encouraging atmosphere that helps them feel secure. All staff
have received training to raise awareness of the child protection policy and
procedures. Rewards and consequences are consistently applied, and students
andparentsseetheseasreasonable.
Theschoolhasgivenprioritytodevelopingawarenessof,andresponsivenessto,
anyincidentsofbullyingorotherunacceptablebehaviour.Expectationsareclear,
and consistently followed procedures deal effectively with the rare incidents of
misbehaviour or boisterousness. Developments in behaviour management and
related procedures since the last inspection, and close monitoring by senior
leaders,havehadaverypositiveimpactonthebehaviourofstudentsinlessons
andaroundschool.
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Thepastoralsystemeffectivelymonitorsandsupportstheacademicandpersonal
developmentofmoststudents.Theschooldoesnotsufficientlyidentifythemore
ableorgiftedandtalentedstudentsinordertocloselymonitortheirdevelopment
and increase rates of progress. Prompt contact with parents maintains and
encouragesthehighlevelsofattendance.Theprayerroomisscheduledtoallow
separate access by boys and girls. The clinic and general procedures provide
effectivefirstaid.
Thequalityoftheschoolsbuildingsandpremises
The quality of buildings and premises is satisfactory. Facilities are closely
monitored and well maintained in a very clean condition, reflecting good health
and safety practices. Most rooms are well ventilated, bright and fit for purpose.
Students are proud of their school and use facilities responsibly. The welcoming
environment is enhanced by colourful displays of student work in corridors and
classrooms. Classrooms are for the most part sufficiently spacious and fit for
purpose. The size of some KG 1 classrooms restricts the variety of activities and
choice for children; teachers make use of outdoor and activity areas to
supplementregularclassrooms.Specialistfacilitiesarescheduledtoenableuseby
differentsectionsoftheschool.Corridorsarewideandrampsareinplaceonthe
groundfloor;thereisnoliftaccess.
The school gives close attention to security procedures and staff are vigilant
throughout the day. Evacuation procedures are well established and regularly
practised.
Theschoolsresourcestosupportitsaims
The schools resources are satisfactory. There are sufficient administrative staff
and teachers who are well qualified and competent, and the provision of
classroomassistantsinKGsupportstheeducational programme well.Therange
andqualityofresourcesavailableforuseinclassroomsissatisfactory.Classrooms
areequippedwithdatashowandwhiteboardsandteachersusetheseeffectively
to support learning in most subjects. KG resources are plentiful and successfully
usedtopromotelearning;teachersandchildrenmakeconfidentuseoftheIWBs
installedinallclassrooms.Primarystudentshaveweeklyscheduledaccesstothe
3sciencelaboratories;theyhavemorelimitedaccesstomaterialsandequipment
in classroombased science lessons. The 3 libraries are small and do not have
enough books or computer access to support and enhance development of
literacyandresearchskills.Additionally,therearenotenoughArabicandEnglish
readingmaterialsinclassrooms.
Allocation, access to and use of specialist ICT resources have been increased.
There is more limited use of computers across curriculum areas. Sports facilities
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and resources provide sufficient access for physical education and development
ofrelevantskills.Procedurestomaintaintransportinasafeandreliablecondition
and for safe use by students are followed diligently. Provision for storage,
preparation and consumption of food is hygienic and healthy options are
provided.
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
establish cohesive middle management teams that are committed to improving
thequalityofeducationandprovideeffectivesupportforteachers.Staffareloyal
andsharetheschoolsvisionandaims.Theboardisfullysupportiveoftheschool
andhasclearlydefinedroles.Theparentcouncilmeetsregularlywiththeprincipal
and is actively engaged in school activities. Its members are supportive and
provide additional accountability for the quality of the schools educational
provision.
Judgments in the schools selfevaluation form (SEF) are largely 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 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 particular the
effectivenessofteaching.
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 promotes improvement in the
quality of teaching. Regular targeted professional development is linked to the
priority needs identified by performance management procedures, and is
appreciatedbystaffmembers.Lessonobservationsarenotsufficientlyrigorousin
monitoring effective use of assessment for learning in order to promote well
plannedactivitiesthatprovideenoughchallengeandsupport.
Studentperformancedataarecarefullyanalysedandusedeffectivelytoplanand
createwholegrouplearningtargets;theyarenotusedsufficientlywelltodevelop
differentiated targets for the full range of learning needs, particularly those of
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more able students. Additionally, monitoring of teacher planning lacks sufficient

rigourtoensurethatlearningoutcomesarespecificandmeasurable,andprovide
challengeforallstudents.
Theschoolmaintainsproductiverelationshipswithparentsandhasdevelopeda
variety of effective communication strategies to keep them informed about
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
Theschoolhasmadegoodprogressonalltheinspectionrecommendationsfrom
thelastreport.
All staff have participated in training on the child protection policy and
procedures,andexpectationsareclear.Relationshipsbetweenstaffandstudents
arepositiveandencouraginginboththeboysandgirlssections.Studentsreport
that they feel confident in approaching a trusted member of staff if they have
concerns. Senior leaders are highly visible, and the monitoring processes
demonstrate that students safety and welfare are a high priority for all staff.
Standardsofbehaviourintheboyssectionhaveimprovedconsiderably.
Regular professional development and supportive performance management
proceduresthatholdteachersaccountablehaveresultedinimprovementsinthe
quality of teaching and learning and in student attainment, particularly in the
boyssection.Mostteachersusearangeofteachingstrategiesthatincreasingly
promote active learning and fully employ resources to motivate and engage
students. Students are given many opportunities to work in productive,
cooperativegroups.Teacherexchangesbetweentheboysandgirlssectionhelp
sharesuccessfulteachingpractices.
Continuousassessmentandexaminationdataarecarefullyanalysedandusedto
influence longterm planning. Senior and middle leaders have clear expectations
that assessment data must underpin all levels of planning. More effective
teachersmakeuseofongoingassessmentstoinformlessonplanninganddelivery
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so as to challenge all students; this is inconsistent and remains an area for

development.
The school and SLT demonstrate good capacity for sustained further
improvement.

Whattheschoolshoulddotoimprovefurther:
1. Increase the consistency in the quality of teaching and learning so that
mostlessonsareatleastgood,byensuringthat:
i. planningisdetailedandtakesaccountofstudentspriorattainment
levels by using the results of ongoing assessment to more
effectivelychallengeandsupportallstudents
ii. teachersconsistentlyrefertolearningobjectivestoreviewprogress
withstudentsattheendoflessons
iii. teacherssharegoodpracticebetweensubjectsandgrades.

2. Strengthenplanninganddeliveryofthecurriculumto:
i. provide more opportunities to promote students ability to work
independentlyanddevelopleadershipskills
ii. fullymeetthelearningneedsofmoreablestudentsandthosewho
findlearningmoredifficult
iii. provideopportunitiesinallKG1classesforchildrentomakeguided
choiceswithinstructuredandpurposefullearningactivities.

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

4. Improve the range, quantity and use of science resources by providing

morematerialsandequipmentforlessonsconductedinclassrooms.

5. Strengthen leadership and management at all levels by ensuring more

rigorousmonitoringof:
i. teachers planning to ensure that learning outcomes are specific
andmeasurable,andprovidechallengeforallstudents
ii. the effective use of ongoing assessment, in order to provide well
plannedactivitiesthatmeetthelearningneedsofallstudents.

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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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