NewSchoolInspectionReport

MayoorPrivateSchool

AcademicYear20142015

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MayoorPrivateSchool

InspectionDate
SchoolID#

37May2015
247

LicensedCurriculum

IndianCentralBoardofSecondaryEducation(CBSE)

NumberofStudents

1033

AgeRange
Gender
Principal
SchoolAddress
TelephoneNumber
FaxNumber
OfficialEmail(ADEC)

3to15years
Mixed
AnnahitaPagdiwalla
AlWathbaSouth,StreetNo5,AbuDhabi
+971(0)25100800

mayoor.pvt@adec.ac.ae

SchoolWebsite

www.mayoorschoolabudhabi.com

Dateofopening

May2014

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Theoveralleffectivenessoftheschool
Inspectorsconsideredtheschoolinrelationto3performancecategories
BandA Highperforming(overalleffectivenessgrade1,2or3)
BandB

Satisfactory(overalleffectivenessgrade4or5)

BandC

Inneedofsignificantimprovement(overalleffectivenessgrade6,70r8)

TheSchoolwasjudgedtobe:

BANDB,

GRADE5

Themainstrengthsoftheschoolare:

the exceptional behaviour of the students, their commitment to learning

andthecaringschoolethos
studentsprogressinspeakingandlisteninginEnglish
studentsstrongmoralawarenessandtherespecttheyshowfortheirown
cultureandthatoftheUAE
verywelldesignedschoolbuildingswithawiderangeofspecialistfacilities
whichenhancestudentlearning
provision of high quality information, communication and technology
resourcestosupportthedevelopmentof21stcenturylearningskills
thewelldefinedvisionfortheschoolwhichissharedbythedirectorand
theprincipal.

Themainareasforimprovementare:

consistencyinthequalityofteachingandlearningstrategies
teachers planning to sufficiently target the needs of all students,
especiallythemoreable
useofassessmenttoaccuratelyidentifygapsinstudentsknowledgeand
understandingandusedtoplanlearning
provisionofregularopportunitiesforstudentsintheKindergartenclasses
toexplore,makechoicesandexpressthemselvescreatively
systemsforevaluatingtheschoolsperformance,identifyingkeypriorities
andtargetingimprovementstrategiesthatwillimpactonstudentlearning
rigorous monitoring of the impact of the vast array of new initiatives
introducedinthepastyear.
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Introduction
Theschool wasevaluatedby3inspectors.They observed 87lessons,conducted
several meetings with students, teachers, parents, subject leaders, senior staff,
support staff and the director. They analysed assessment results, scrutinised
students work across the school, analysed the 753 responses to the parents
questionnaireandconsideredmanyoftheschoolspoliciesandotherdocuments.
Theleadershipteamwasfullyinvolvedthroughouttheprocessandconducted3
jointlessonobservationswithinspectors.

DescriptionoftheSchool
MayoorPrivateSchoolisanewschool,locatedintheBaniyasareaofAbuDhabi.
Its mission is to provide a caring, friendly and confident learning environment,
wherein excellence will be achieved by creating ethical, proficient and high
performingglobalcitizens.ItopenedintemporarypremisesinMay2014whereit
cateredforchildrenfromKindergarten(KG)toGrade6.Itmovedtoitsspecially
designed premises in September 2014 and now caters for students from KG to
Grade9.Theprincipalhasoverseenthedevelopmentofthenewschoolandhas
been in post since September 2013. The school is part of the Mayoor Group of
schoolsofIndiaandthisisthefirstoverseasschoolforthegroup.Theschoolis
closelylinkedwiththeCollaborationoftheMayoCollege,GeneralCouncilofIndia.
ThenumberofstudentshasdoubledsinceSeptember2014.
There are 1033 students; 56% are boys, almost all are of Indian heritage and 30%
are Muslim. Thereare 373 children intheKG,517in theprimary(grades15)and
143 students in the secondary school, (Grades 69). Students fromKG Grade 4
aretaughtinmixedclassesandfromGrade5upwardstheyaretaughtinseparate
classes for boys and girls. The school has identified 7 students with special
education needs (SEN): 3 with severe learning difficulties, 2 with behavioural
needs, and 1 each with hearing impairment and specific learning difficulties. The
schoolhas notidentifiedanystudentsasbeing giftedand talented.Allstudents
speak English as an additional language (EAL); most are reasonably fluent on
entry. The admissions policy is inclusive and in line with ADEC guidelines. No
externaltestshaveyetbeentaken.
FeesrangefromAED17,500toAED25,000peryear,excludingbooks,uniformand
transportfees.Theseareinthemediumtohighcategory.

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TheEffectivenessoftheSchool
TheoveralleffectivenessofMayoorPrivateSchoolissatisfactory.Studentsmake
secure progress in all core subjects. Students speaking and listening skills in
English are a strength of the school. They are very well behaved and their
commitmenttolearningisimpressive.Theschoolprovidesgoodcareandsupport
forallstudents,andthepremisescreateaverygoodenvironmentforlearning.
There is inconsistency in the quality of teaching and learning across the school.
This impacts on students attainment and progress. The curriculum is suitably
broadandbalanced,givingstudentstheopportunitytolearnnewlanguages.All
students have access to a personal computer in all lessons. This supports the
securedevelopmentoftheir21stcenturylearningskills.
The leadership team is relatively new and is dedicated to continuing
improvement.TheboardiscommittedtotheuseofICTineverylessontosupport
learning. It has invested in a wide range of ICT resources as well as a significant
amountofprofessionaldevelopmentforstafftosupportthedeliveryofthisaim.
Studentsattainment&progress
Students attainment and progress are satisfactory. Academic standards are
broadly in line with agerelated expectations, and students progress from their
startingpointsissatisfactoryinallsubjects;inICTachievementissatisfactoryand
improving. Across the school, speaking and listening skills in English are the
strongestaspect.StudentswithSENmakesatisfactoryprogress,themoreabledo
notconsistentlyreachthestandardstheyarecapableof.
InKGclasses,mostchildrenworkatanageappropriatelevelinbothliteracyand
numeracy.Theyknowletternamesandsoundsandrecognizecommonwordsby
sight. Most children are able to recognize and sequence numbers to 20. Their
social, gross and fine motor skills are less well developed. Primary students
developgoodinterpersonalandcommunicationskillsbothinlessonsandthrough
school activities such as assemblies. Many students from grades 3 to 9 develop
secure21st centuryskillssuchascriticalandcreativethinking,problemsolvingand
research.Thesearenotalwaysplannedtoensureprogressioninlearning.
StudentsdevelopadequatereadingandwritingskillsinEnglishacrosstheschool.
Bytheendoftheprimaryphase,moststudentsareabletoselectandreadshort
fiction books and discuss the plot and characters with empathy. There is an
emphasis on grammar; students are also encouraged to write about what is
happeningintheworldaswellascreatingshortstories.Studentsingrades69
confidently use complex planning rubrics to create extensive pieces of
imaginativewriting.
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In most Arabic lessons, students focus on vocabulary, letter formation, reading

andwritingshortsentences.Therearelimitedopportunities tospeakortoread
forcomprehension.MoststudentsarekeentolearnArabicandmakesatisfactory
progressinwhatisoftentheirthirdorfourthlanguage.InIslamiceducation,most
students are able to recite age appropriate verses from the Holy Quran with
manyconfidentlyleadingrecitationsinlargeassemblies.ByGrade8,studentsare
abletoexplainthereasonfortheexistenceofangelsinIslam.
In mathematics, students develop calculation skills in line with curriculum
expectations. In many lessons, students are encouraged to make meaningful
connectionsofmathematicaloperationstoreallifeexperiences.Studentsinsome
classes are also skilled in using targeted ICT programs to solve increasingly
challengingmathematicalproblemswithspeedandaccuracy.Inscience,primary
studentshaveasecureunderstandingoftheimpactofjunkfoodontheirhealth.
Their understanding of the importance of conservation has led to a range of
recycling initiatives in school. By the end of Grade 9, students develop an
understandingofthearrangementofmoleculesinsolids,liquidsandgases.
Students ICT skills are satisfactory and improving as a result of the substantial
opportunitiestheyhavetousetechnologyforlearning.InKGandGrade1classes,
students use individual tablets to independently engage in activities such as
listeningtoastoryorsolvingsingledigitaddition.Intheprimaryclasses,students
routinelyworkindependentlyonprogramsontheirclasswebsitematchedtothe
lessons key objectives. In Grade 9, students work collaboratively with one
another, online, outside of school hours, to create presentations and devise
challenging tasks for other students. Many students use the class website to
submit work and participate in school projects; they also regularly update their
ePortfoliosindependently.
Teachers routinely assess students knowledge and understanding. Insufficient
use is made of external and standardised tests to accurately measure students
attainmentandprogressinrelationtoCBSEorinternationalstandards.
Studentspersonaldevelopment
Students personal development is good. Students are well motivated,
exceptionally well behaved and have very positive attitudes towards learning.
Moststudentsreporttheyfeelingsafe,wellcaredforandtrustedbytheadultsin
school. There are warm and mutually respectful relationships apparent
throughouttheschool.Studentsalsosupportoneanotherinlessonsandaround
theschool.Thisisevidentinlessonswheretheyshareresourcesandtaketurnsto
speakduringgrouptasks.Theirselfconfidencemanifestsitselfintheassemblies
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they take turns in leading. Children in the KG are able to deliver confident and
articulatepresentationsaboutthepeoplethatlovethem.
StudentsareproudtobepartofthediversesocietyoftheUAE.Mosthaveagood
understanding of their own familys moral values and those of their adopted
country. Older students are able to sensitively explore the reasons for their
familysmigrationtotheUAEforreasonsofsafetyandemployment.
Moststudentshaveamatureunderstandingaboutstayingsafeandhealthyand
lookingaftertheirbodies.Therearefewextracurricularactivitiesastheschoolis
awaiting checks for the new staff required to run the extensively planned
programmeofafterschoolactivities.Attendanceat94%isaboveaverage.
Thequalityofteachingandlearning
The quality of teaching and learning is satisfactory. Inspectors observed lessons
ranginginqualityfromgoodtounsatisfactory;mostweresatisfactoryorbetter.
Teaching is more effective in the higher grades; it is least effective in the KG. In
the better lessons, teachers challenge students to identify personal and group
questions, research solutions and present their findings in innovative ways. For
example,inanEnglishlessoninGrade7,studentswererequiredtorewriteapiece
offiction,enablingthemtodeveloptheiranalyticalskillsaswellastheircreative
thinking,planningandpresentationskills.
Teachers have a secure knowledge of their subject, enabling them to share
accurate information. In a few lessons, teachers do not use correct models of
EnglishorArabicforstudentstofollow.IntheKG,manyteachersdonothavean
accurate understanding of how young children learn best, leading to
inappropriateteachingmethods.Theschoolhasdecidednottousetextbooksin
theKGandprimaryclasses.Manyteachersintheseclassesstillrelyonuninspiring
worksheetsforstudentstorecordtheirlearning.
The quality of planning is variable. Many teachers have detailed long term plans
butthesearenotalwaystranslatedintoeffectivedailyplans.Mostteachersstate
thelearningobjectivesatthestartofeachlesson;fewreturntothemduringthe
plenarysostudentsarenotabletojudgewhattheyhavelearnt.
Classassessmentsarearegularfeature;theinformationgatheredisnotusedto
planappropriatefurthertasksforindividualsorgroups.Inmanylessonsthereare
few challenges for more able students. In a few lessons, these students are
encouragedtoworkonindividualonlineprogramsthatrecognizetheiraccuracy
andmovethemtothenextchallenge.
Mostteachersuseawiderangeofteachingstrategiesandmethodstomotivate
and engage students. Different ways of working have been given titles such as
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campfire, referring to group work and caveman, referring to working

independently to solve problems. These capture students imagination and
attention.ProfessionaldevelopmenthasfocusedmainlyontheuseofICTandthis
hashadapositiveimpactonlearning.TheuseofICTinalmosteverylessonleads
totheactiveengagementofstudents.
Meetingstudentsneedsthroughthecurriculum
Theimplementationofthecurriculumissatisfactory.TheschooldeliverstheCBSE
curriculum integrated with ICT and a focus on the development of creativity,
collaboration, communication and critical thinking skills. In addition, all students
have the opportunity to learn to swim and to speak French and Hindi. The KG
curriculum is limited, providing too few opportunities for children to learn
throughimaginativeplayorselfdirectedactivities.
Thecurriculumsuccessfullypromotesstudentsunderstandingandawarenessof
UAEcultureandvalues.Forexample,childreninKGclassesareabletotalkabout
howpeopleintheUAEliketoliveasafamily.Grade8studentsareabletodiscuss
howtheteachingsofShaikhZayedimpactontodayssociety.
TheprovisionofICTinthecurriculumisastrengthandsupportsthedevelopment
ofstudentsresearch,problemsolvingandindependentlearningskills.ICTlessons
provide students with discrete skills that are then consolidated when they use
individualtabletsorlaptops.Thecurriculumdoesnotgivesufficientattentionto
meetingtheneedsofmoreablestudentsinlessons,exceptthroughindependent
onlinetasks.
There is a detailed plan for the introduction of a wide range of extracurricular
activities,includingsportsandsocialactivities.Thesehavenotyetbegun;senior
leadersstatethisisduetotherecentopeningoftheschoolpremises.
Theprotection,care,guidanceandsupportofstudents
The school has good systems in place to ensure the care and support of all
students.Thereareanumberofseniorstaffwhotakeresponsibilityforensuring
thehealth,safetyandcareofthestudents.Goodrelationshipsprevailinlessons
and around the school. There are effective pastoral care systems to ensure that
studentsarewellcaredforintermsoftheirpersonaldevelopment.
Robust procedures ensure the safety of all students with security personnel
providingsupervisionateverydoor,bothinternalandexternal.Schoolbusesare
wellequippedandwellsupervised.Studentsreportfeelingsafeatschoolandare
aware which adult to go to if they are worried about any aspect of school life.
They confirm there is no corporal punishment. There are good first aid facilities
andcomprehensivehealthrecordsarekeptofstudentsmedicalneeds.
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ThecounsellorensuresthatstudentswithSENshavetheirphysicalandacademic
needscateredforby teachersandsupportstaff.Thereisinsufficient trackingof
otherstudentsacademicprogress,particularlythosewhoaremoreablelearners.
There are robust systems for monitoring attendance and punctuality with
immediatecontactwithparentswhenachildisabsent.
Thequalityoftheschoolsbuildingsandpremises
The quality of the buildings and premises is very good. The building is well
designed with a range of high quality specialist facilities, including 2 swimming
pools, tennis and basketball courts as well specialist laboratories and creative
roomswhichenablethedeliveryofabroadbasedcurriculum.KGstudentshave
accesstobothindoorandoutdoorplayspaces,butchildrenarenotabletoaccess
these independently. A number of areas of the school are not yet accessible
includingthecanteenandanumberofspecialistlaboratories.
Classrooms are large, well ventilated, well lit and have secure wireless Internet
access. The building is well maintained by a large group of support staff who
ensure that all areas are hygienic. There are good facilities for prayer. There are
goodsystemsforensuringthattimelyelectricalchecksarecarriedoutandthatall
chemicalsandhazardousmaterialsarekeptlocked.
Shared areas and corridors are light and spacious. There is very little students
workondisplayintheseareastocelebratestudentsachievements.
Theschoolsresourcestosupportitsaims
The schools resources are satisfactory and improving. Most teachers are highly
qualified.Therearealargenumberofteachingandsupportstaffprovidinggood
teacherstudent ratios. Not all KG teachers have an appropriate teaching
qualification or experience of teaching young children. Classroom assistants are
notdeployedeffectivelytosupportstudentlearning.
The allocation of personal computers and Google Classroom accounts enables
students to access their lessons both in and out of school. Classrooms are well
equippedwithinteractivewhiteboards.OthersubjectssuchasPE,artandmusic
arealsowellresourced.Thenewlibraryisbuildingupitsstockofawiderangeof
fictionandnonfictionbooksandresearchmaterials.
Theschoolsbuseswhicharesuppliedbyanexternalcompany,areprovidedwith
fireandfirstaidequipmentandarewellmaintained.

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Theeffectivenessofleadershipandmanagement
Leadershipandmanagementaresatisfactory.Theprincipalandthedirectorhave
aclearvisionfortheschool,withaparticularfocusonenhancingstudentscritical
thinking and learning skills through the use of ICT. The schools management
boardmembersmeetregularlywiththeprincipalandparentstotakeintoaccount
theirviewsandneeds.Theleadershipteamhasintroducedseveralnewinitiatives
sincetheschoolopenedearlierthisyear.Thereisevidencethatanumberofthese
strategies are embedded into classroom practices, such as the use of ICT in
lessons.Manymoreneedtimeandfurthersupportiftheyaretohavethedesired
impact.Theschoolfunctionswellonadaytodaylevelwithseveraladministrative
staffprovidingoperationalsupport.
Theprincipalisawarefortheneedofgreaterrigourintheschoolselfevaluation
process (SEF). The SEF was complete but judgments were generous and not
supportedbydetailedanalysisandevidence.Theassociatedschooldevelopment
plan (SDP) is rudimentary, as it does not sufficiently well identify the schools
priorities. A number of aspects of evaluation are underdeveloped, for example,
the analysis of assessment data to identify and track students progress. The
principal has identified priorities for development but has not planned the key
activitiesthatwillensuresuccessfulimplementation.
Thereareinsufficientlyrobustmonitoringsystemsinplacetomeasureandtrack
theimpactofschoolimprovementstrategiesonstudentlearning.Seniorleaders
carry out regular lesson observations but the feedback given to teachers is not
sufficientlyfocusedonhowtoimproveteachingtosupportlearning.Targetsfor
improvement are not sufficiently precise and there is limited monitoring and
supportforteacherstomeetthesetargets.
Parentsareverysupportiveoftheschool.Thereareregularcommunicationswith
theparentsintheformofaweeklynewsletteraswellastermlyopportunitiesfor
parents to meet with teachers to discuss students progress. Parents also have
accesstoGoogleClassroomssitesandindividualclasswebsitessothattheycan
takeamoreactiveroleintheirchildslearning.

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Capacityforfurtherdevelopment
Theleadershipteamscommitmenttoimprovement,togetherwiththeaccessto
regular professional development for all staff, demonstrates a satisfactory and
improvingcapacitytodeveloptheschoolfurther.

Whattheschoolshoulddotoimprovefurther:
1. Increase consistency of the quality of teaching and learning so that a
greaterproportionoflessonsareatleastgood,byensuringthat:
i. teachers planning identifies clear learning outcomes which are
specificandmeasurable
ii. standardized assessments are used to identify attainment levels
andprogressmadebythestudents
iii. moreeffectiveuseismadeof assessments to set appropriate and
challengingtargetsforstudents,particularlymoreablelearners
iv. effective teaching models within the school are identified and
sharedwithotherteachers.

2. Developwholeschoolassessment,includingtheuseofstandardisedtests,
toaccuratelyanalysestudentperformanceineverysubjecttoensurethat
appropriatetargetsaresetforimprovedlearningoutcomes.
3. ImprovethequalityofeducationintheKGby:
i. providing planned opportunities for children to develop their
personal, social, and physical skills through selfdirected activities
andopportunitiesforimaginativeplay
ii. ensuringthatclassroomsassistantsareusedeffectivelytosupport
childrenslearning.

4. Strengthenleadershipandmanagementatalllevelstoensurethat:
i. teachersaregivenpreciseandaccuratetargetsforimprovingtheir
practicethroughmorefocusedlessonobservations
ii. school selfevaluation processes make robust and accurate use of
assessment information in all subjects to set clear priorities for
improvementplanning
iii. there is regular and rigorous monitoring of the impact of new
initiativesonstudentlearning.

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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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