Private School

Inspection Report

Al Yasmina School

Academic Year 2015 2016

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 Al Yasmina School

Inspection Date 9 12 November, 2015

Date of previous inspection 16 19 February, 2014

General Information Students

Total number of
School ID 96 1,732
students

Opening year of Number of children

2008 257
school in KG
Primary: 747
Number of students
Principal Timothy Hughes Middle: 601
in other phases
High: 127

School telephone +971 (0)2 501 4700 Age range 3 to 18 years

Al Raha Gardens, Khalifa Grades or Year

School Address FS Year 13
City, Abu Dhabi Groups

Official email (ADEC) alyasmina.pvt@adec.ac.ae Gender Mix

% of Emirati
School Website www.alyasmina.sch.ae 30%
Students
1. British 23%
Fee ranges (per Largest nationality
AED 41,580 AED 57,330 2. American 5%
annum) groups (%)
3. Australian 5%
Licensed Curriculum Staff
English National Curriculum
Main Curriculum Number of teachers 169
(ENC)

Number of teaching
Other Curriculum --------- 52
assistants (TAs)
UK Standardised 1:25 FS
External Exams/ Assessment Tests (SATs)- Teacher-student 1:25 Primary
Standardised tests KS1 and KS2, IGCSE, AS/A ratio 1:24 Middle
level 1:22 High

Accreditation ---------- Teacher turnover 20%

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 Introduction
Inspection activities
5
Number of inspectors deployed

4
Number of inspection days

108
Number of lessons observed

Number of joint lesson 7

observations
Number of parents 102 (response rate: 6.5%)
questionnaires
The team completed observations, conducted
several meetings with senior staff, leaders, teachers,
support staff, students and parents. They analysed
test and assessment results, scrutinised students
Details of other inspection work across the school, and considered many of the
activities schools policies, surveys and other documents. The
leadership team was fully involved throughout the
process and leaders conducted joint lesson
observations with inspectors.

School
To focus relentlessly on the pursuit of excellence in
relation to the quality of teaching so that all learners
are equipped with independent learning and critical
thinking skills.

To distribute leadership well and to ensure that

leaders create leaders through high quality
School Aims development programmes that build leadership
capacity.

To increase the number of colleagues involved in

action research projects in a community of enquiry
that helps Al Yasmina School contribute to
educational research on a global scale.

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School vision and mission
Admission Policy
Leadership structure (ownership, The school is owned by Aldar Academies. Levels of
governance and management)
The schools vision is to be an inclusive learning
community inspiring leading citizens of the world.
The admission policy is nonselective and fully
inclusive; in FS observations are conducted and in all
other years baseline assessments are used to
provide information on students starting points.
governance are provided by the parent company
board, the parent company executive management
team joined by the senior leadership team (SLT), and
by the schools strategic governance group that
comprises parents, staff and community
representatives.
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 SEN and G&T Details (Refer to ADEC SEN Policy and Procedures)
Number of students
Number of other students
SEN Category identified through
identified by the school
external assessments

Intellectual disability 6 0
Specific Learning
26 0
Disability
Emotional and Behaviour
5 0
Disorders (ED/ BD)
Autism Spectrum
7 0
Disorder (ASD)
Speech and Language
9 0
Disorders
Physical and health
2 0
related disabilities
Visually impaired 0 0

Hearing impaired 1 0

Multiple disabilities 0 0

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

G&T Category Number of students identified

Intellectual ability 108

Subject-specific aptitude (e.g. in science, mathematics,
28
languages)
Social maturity and leadership 0

Mechanical/ technical/ technological ingenuity 0

Visual and performing arts (e.g. art, theatre,
0
recitation)
38
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 A High performing (Outstanding, Very Good or Good)

Band B Satisfactory (Acceptable)

Band C In need of significant improvement (Weak or Very Weak)

School was judged to be: BAND (A) Very Good

Band C
Band A Band B
In need of significant
High Performing Satisfactory
improvement
Outstanding

Acceptable

Very Weak
Very Good

Weak
Good

Performance Standards

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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The Performance of the School
Evaluation of the schools overall performance
Al Yasmina is a very good school with outstanding features. Key strengths of the
school are the students impressive personal development and the provision of
high quality care, protection, guidance and support. The large majority of students
attain levels that are above curriculum standards in English, mathematics and
science. Most students attain levels that are in line with curriculum standards in the
subjects taught in Arabic.
Teaching generally results in very effective learning; there are high levels of
consistency in the Foundation Stage (FS) and the subjects taught in English,
particularly in science throughout the school. Assessment processes and results are
used very effectively to influence teaching, curriculum and students progress. The
design, implementation and adaptation of the curriculum are outstanding;
opportunities for innovation are carefully planned in all curricular areas.
The quality of educational leadership and management at all levels is outstanding.
Strategic planning is ambitious, with high expectations of an inclusive and
supportive community that ensures accountability for continuous improvement in
all aspects of the schools performance. Students, parents and staff are extremely
supportive of the schools aims and its achievements since the previous inspection.
Progress made since last inspection and capacity to improve
The school has made good progress on implementing the recommendation to
sustain improvements in the quality of teaching and learning in the subjects taught
in Arabic. Leadership restructuring has increased the capacity and number of
leaders in the Arabic department. Professional development opportunities for
teachers have led to more effective teaching, particularly for Arabic as a second
language speakers and in the Kindergarten (KG). A range of initiatives such as peer
observations, coaching by lead learners, joint learning walks and shared good
practice with other schools within the group have led to teachers more confidently
using different strategies in lessons. A school-wide Arabic week has raised the
profile of Arabic subjects. The increased budget has allowed the purchase of more
Arabic books for primary and secondary phases. A literacy focus, for example in
Word of the Week, is implemented consistently and an Arabic reading system has
been introduced that is effectively supporting the development of reading skills.
The focus in FS has significantly improved the quality of teaching and learning.

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Development and promotion of innovation skills
The school has set an ambitious agenda to ensure innovation is embedded in a wide
range of developments focused securely on improving student learning. The
promotion of innovation is an expectation and is carefully planned at whole-school,
subject and year levels, and by class teachers and students. The changed leadership
structure has very effectively created a whole-school approach and moved the
focus away from distinct phases and subjects. This has raised the status of Arabic
subjects, empowered middle leaders and ensured the development of cross-school
initiatives.
Curriculum planning and adaptation, teaching, the development of students
learning skills, and an emphasis on community responsibility all demonstrate highly
effective promotion of innovation skills. For example, action research by individual
teachers, in connection with a British university, has led to developments in the
curriculum across year levels. Students are keen to work well, and responsibly
support each other, as when an older student guides a younger student to improve
understanding in mathematics.
Throughout the school in all subjects, students show well developed problem-
solving and critical thinking skills. They are enterprising and confidently use enquiry
and research skills, as in the case of Year 11 students who modify and critique
designs. Students in all years make very effective use of digital technologies to
enhance research opportunities and add accuracy to their learning. At age-
appropriate levels they listen attentively, and confidently use probing questions
and express creative ideas in order to develop independent and collaborative
projects. This was evident when small groups of Year 10 sports leaders very skilfully
coached and officiated in a Year 4 physical education lesson to help develop
students basketball skills.

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The inspection identified the following as key areas of strength:
students high academic standards and rates of progress
the cohesive community working closely as a whole school
students impressive personal development nurtured by highly effective
procedures for protection, care, guidance and support
the use of assessment to inform the high quality of teaching
the high quality of curriculum planning, adaptation and implementation
the high quality educational leadership, and ambitious strategic guidance
committed to inclusion and innovation.

The inspection identified the following as key areas for improvement:

student attainment and progress in the subjects taught in Arabic, in order to
consistently match the achievement in other subjects.

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Performance Standard 1: Students Achievement

Students achievement Indicators KG Primary Middle High

Attainment Good Good Acceptable Acceptable

Islamic
Education
Progress Good Good Acceptable Acceptable

Arabic Attainment Very Good Acceptable Acceptable Acceptable

(as a First
Language) Progress Very Good Good Acceptable Acceptable

Arabic Attainment Outstanding Good Good Good

(as a Second
Language) Progress Outstanding Good Good Very Good

Attainment N/A Acceptable Acceptable N/A

Social Studies
Progress N/A Acceptable Acceptable N/A

Attainment Very Good Very Good Very Good Very Good

English
Progress Outstanding Very Good Very Good Outstanding

Attainment Very Good Very Good Very Good Good

Mathematics
Progress Outstanding Very Good Outstanding Very Good

Attainment Outstanding Very Good Outstanding Outstanding

Science
Progress Outstanding Outstanding Outstanding Outstanding

Language of
instruction (if Attainment N/A N/A N/A N/A
other than English
and Arabic as First Progress N/A N/A N/A N/A
Language)

Other subjects Attainment Outstanding Very Good Outstanding Very Good

(Art, Music, PE)

Progress Outstanding Very Good Outstanding Very Good

Learning Skills
(including innovation, creativity,
Outstanding Very Good Outstanding Outstanding
critical thinking, communication,
problem-solving and collaboration)

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Student achievement overall is very good. From low starting points children in
Kindergarten (KG) make outstanding progress in all areas of learning. In the subjects
taught in English, a large majority of students attain levels that are above curriculum
standards and progress is very good; attainment and progress are outstanding in
science at all phases. In the subjects taught in Arabic, most students attain levels that
are in line with curriculum standards and a few are above; students make most
progress in KG and primary. A large minority of students speak Arabic as a second
language; the majority of these students attain standards that are above curriculum
expectations. Students with identified special educational needs (SEN) and gifts and
talents (G&T) make very good progress as a result of thorough planning and well-
focused support to meet their specific profiles.
English National Curriculum (ENC) standard assessments tests (SATs) at the end of
Key Stage 1 (KS1) show that the number of students attaining at least expected levels
is higher than UK averages in reading and writing and well above in mathematics. At
the end of KS2, performance on SATs demonstrates that most students attain levels
that are higher than UK averages in mathematics and well above in reading and
writing. Attainment in IGCSEs is at least very good in English, mathematics and
sciences, and good in Arabic. For the small cohort of students who take GCE
Advanced Level, attainment is good in English, mathematics and sciences. In
examinations, in Islamic education, a large majority of students exceed expected
levels; in Arabic most students attain levels that are in line with curriculum standards.
Attainment data demonstrate that the school continues to maintain high standards
over time and show improvement in the standards achieved in the subjects taught in
Arabic.

In English, students have very well developed listening and speaking skills; they use
an extensive vocabulary to express creative ideas and explain their thinking, and
confidently use English in a variety of settings. Students benefit from a focus on the
development of phonic skills, and by Year 6 read fluently and with comprehension.
Progress in writing is steady and students use accurate language skills when they
write for a range of purposes, and they also present their work well.

In Arabic, children in FS enjoy the activities and make very good progress. In all other
phases, students listening skills are well developed. Their ability to read with
Tashkeel is less well developed. Students express ideas creatively when writing;
extended writing is more limited and they lack sufficient awareness of accurate
spelling. Students do not consistently speak standard Arabic to express views or retell
stories. In Islamic education, by Year 5 most students are able to memorise and repeat
short suras of the Holy Quran and show respect for Islamic values. In most lessons,

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students confidently link their learning to real life. In social studies, students also link
learning to their own experiences and show an understanding of environmental
concerns, for example when Year 2 students explain the impact of smoke in polluting
the environment. Students talk with secure understanding about the culture,
heritage and diversity of the UAE. In the middle years, there is a lack of confidence
when discussing the different issues affecting society.

Students demonstrate secure knowledge, understanding and skills in mathematics.

FS children make exceptional progress in counting skills and understanding of
number and shape. They recognise symmetrical patterns and can name 2D shapes.
Students in primary develop their calculation and problem-solving skills very well.
Year 4 students make exceptional progress in constructing graphs and interpreting
data. In the older year groups, progress is very good. Students confidently apply
problem-solving skills to see the relevance of mathematics to real-life situations, as in
their assured manipulation of statistics in KS5. Students knowledge and
understanding in science are extremely well developed. They confidently use
technical vocabulary and have a strong practical understanding of the scientific
method and its application. In non-core subjects such as information and
communication technology, physical education, creative arts and humanities,
attainment is high and progress is very good.

Students enjoy their work and are highly motivated to engage in most activities. In
FS, children develop a strong disposition to learn. They are confident learners and
persevere with tasks. They develop notable curiosity, thinking and problem-solving
skills through structured activities. In middle and secondary years, students show
maturity in taking responsibility for their own learning. They know their strengths and
take targeted actions to improve their performance. Students collaborate
purposefully to achieve learning objectives and discuss their ideas maturely. They
communicate their learning, for example when explaining how they will calculate the
area of a semi-circular prism in Year 9. Students make meaningful connections
between their learning and the real world, for example in a Year 5 discussion in Islamic
education and when students in Year 7 calculate the percentage loss in the sale of
their teachers guitar. Students throughout the school demonstrate well developed
critical thinking and problem solving skills.

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Performance Standard 2: Students personal and social development,
and their innovation skills

Students personal and social

development, and their innovation skills KG Primary Middle High
Indicators

Personal development Outstanding Outstanding Outstanding Outstanding

Understanding of Islamic values and

Outstanding Outstanding Outstanding Outstanding
awareness of Emirati and world cultures

Social responsibility and innovation skills Outstanding Outstanding Outstanding Outstanding

Students personal and social development and innovation skills are outstanding.
They thoroughly enjoy school and demonstrate very positive attitudes towards
learning, and high levels of self-reliance and discipline that result in excellent
behaviour. Students appreciate the opportunity to interact with many nationalities
and cultures; they sustain harmonious relationships and are very respectful towards
all staff. They show high levels of consideration towards those who find learning more
difficult and are tolerant and supportive in lessons. Students demonstrate an
understanding of safe and healthy lifestyles; they make appropriate choices and are
enthusiastic participants in activities to promote healthy lives. Attendance has
improved and at 96% is very good. Students are punctual to almost all lessons.
Students have a strong understanding and sincere appreciation of Islamic values and
their influence in modern UAE society; this is reflected in their behaviour. Most
demonstrate an excellent knowledge about, and respect for, the heritage and culture
of the UAE. This is evident in assemblies, in the high respect shown during the National
Anthem and during cultural activities, as in preparations for a week of planned
celebrations of National Day. The many nationalities mix extremely well in and out of
lessons and demonstrate a high level of curiosity about and appreciation for other
world cultures. This is evident in enthusiastic discussions in a range of subjects at all
year levels.
Students are highly responsible: in FS they are quick to tidy up and are proud of the
work on display in their classrooms; in primary they are eager to take responsibility in
group and class activities; and the large group of Year 7 to 13 leaders show care and
consideration as they support all students throughout the day. Students are very keen
to do well, and this is especially evident in older years. The very strong work ethic and
well-developed enterprise skills lead to confident choices about activities. For

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example, when as a result of excellent questioning and support by the class teacher
Year 2 students confidently direct the learning to achieve the targets they have set
themselves. They discuss environmental issues and take meaningful actions to
protect the environment, both in their own behaviour and in activities away from
school.

Performance Standard 3: Teaching and Assessment

Teaching and Assessment Indicators KG Primary Middle High

Teaching for effective learning Outstanding Very Good Very Good Very Good

Assessment Outstanding Very Good Very Good Very Good

Teaching overall is very good. The quality of teaching observed by inspectors ranged
from outstanding to weak. The majority of lessons were deemed to be very good or
outstanding. Highly effective teaching was consistently observed in all subjects in FS,
in English, mathematics and particularly science.
Teachers have a thorough knowledge of their subjects and most understand how
students learn effectively. In FS, teachers plan a stimulating learning environment in
which children develop, exceptionally well, a broad range of skills, including
independent and collaborative learning. Teachers skilfully individualise the learning
and use questioning very effectively to promote thinking and problem solving. Lesson
planning is thorough and pays close attention to the needs of all students, including
those with specific needs. Most teachers use their strong subject knowledge to plan
high-quality tasks and activities that thoroughly engage students interest. They have
high expectations and provide challenge and support for all students. This is less true
of the subjects taught in Arabic, where strategies are not sufficiently planned to
match the age of students and meet their interests and ability levels, especially in KS3
to 5; this slows their progress. A key reason why students do not make more progress
in Islamic education is that too often students undertake the same task: there is little
differentiation.
Strategies are well focused on promoting very effective innovation, collaboration and
independent learning skills. Teachers maintain good pace and purposeful learning in
most lessons; they make effective use of time and the wide range of resources
available, as when Year 3 students work in small groups to practise estimation and

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solve problems involving the measurement of capacity, and in Arabic when Year 12
students research the meaning of new vocabulary using an online dictionary.
Teachers maintain very respectful relationships with students, and interactions
demonstrate a high level of rapport. Assessment is used well: throughout the years,
teachers ask predominantly probing questions that focus on individuals and groups
of students to challenge them to reflect carefully on their learning. In more effective
lessons, teachers give appropriate thinking time to encourage deeper understanding.
This was evident in a highly successful Year 12 media studies lesson where the teacher
asked the question, Do you think that will be possible practically? and generated a
high level of critical thinking by students. In more effective lessons, students are given
meaningful opportunities to assess their own and others work.
Assessment processes, internal and external, are consistent and comprehensive.
External benchmarking is integral to the self-evaluation by the school, and by
individual and focus groups of students. Assessment is used consistently to track
student progress and to support planning for learning. The setting of individualised
targets based on assessment information is very effective in meeting the needs of all
learners: it extends the high achievers and supports those who find learning a
challenge. The school exhaustively analyses the results of internal and external test
data in order to compare student achievement with that in similar schools nationally
and with expected levels internationally. It also carefully tracks performance by
different groups of students, such as boys, girls and Emiratis. Areas of concern are
identified promptly and responded to quickly with action plans. The marking of
student work is constructive. Teachers provide useful suggestions as to how students
might improve their work.

Performance Standard 4: Curriculum

Curriculum Indicators KG Primary Middle High

Curriculum design and implementation Outstanding Outstanding Outstanding Outstanding

Curriculum adaptation Outstanding Outstanding Outstanding Outstanding

The quality of curriculum design, implementation and adaptation is outstanding. The

curriculum has a very clear rationale and is aligned well to the schools values and
vision. It provides breadth and balance, with care taken to include creative, physical
and practical experiences in all phases. It is particularly successful in motivating

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students and developing their learning skills and personal development.
Implementation promotes interest and enjoyment in all phases. Individualisation,
choice and opportunities for innovation in all subjects are strong features.
The curriculum is very well planned to ensure that students develop their knowledge,
skills and understanding systematically, and that transitions between phases are
smooth. In FS there is a suitably strong emphasis on the systematic development of
communication and language skills. Curriculum implementation through setting is
very effective in upper primary and secondary in ensuring that programmes are
tailored to the specific needs of students. A wide range of subject options are
provided in secondary. Older students are very well prepared for the next stage of
their education and the world of work. The curriculum is planned so that students
skills are developed in meaningful and interesting contexts. There are excellent
opportunities for independent learning, research and critical thinking. Topics studied
in FS connect childrens areas of learning very well.
The school shows a strong commitment to the continuous development of the
curriculum to meet the needs of all students. Rigorous and regular reviews of the
curriculum have had a positive impact on academic achievement and personal
development, for example through the provision of an extensive range of enterprise
and entrepreneurial activities in all years.
The curriculum meets the full range of students needs exceptionally well, including
students with identified SEN and G&T. Curricular plans are suitably adapted and detail
support tailored to the specific needs of students. As a result, they make very good
progress in all aspects of their learning and personal development. The curriculum is
enriched by a very well planned programme of extra-curricular activities that make a
significant contribution to students academic and personal development. There are
high levels of student participation. Educational visits, special events, such as World
Challenge, and residential opportunities further enrich students learning. Coherent
learning experiences are embedded throughout the curriculum to ensure that all
students develop an excellent understanding of the UAEs culture and heritage.

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

The protection, care, guidance and

KG Primary Middle High
support of students Indicators

Health and safety, including

arrangements for child protection/ Outstanding Outstanding Outstanding Outstanding
safeguarding

Care and support Outstanding Outstanding Outstanding Outstanding

The school makes outstanding provision for the protection, care, guidance and
support of students. There are very effective policies in place to guide practice and
inform staff and parents. All staff have been trained in child protection and
understand their responsibilities. There are effective arrangements to protect
children from all forms of abuse including physical and verbal bullying. Staff are alert
to the need to care for students: supervision is close at all times and is made even
more effective by the excellent and professional relationships they maintain. There is
an accurate register of all staff, and admission of adults to the school is registered
centrally and closely monitored. New arrangements for arrival and departure from
the school ensure that students are as safe as possible whether on school transport
or in private cars. Students indicate that they feel very safe in school.

There is a rigorous system for the maintenance and safety of the building. The site
manager knows the school well and all machinery and equipment is appropriately
logged, maintained and tested. The school is very well maintained and hygienic. It
provides an attractive and inclusive environment to support the needs of all students.
The premises and resources are excellent and are constantly reviewed and updated
to better support curriculum implementation, for example in the recent acquisition
of film cameras to extend activities in the media studies course. Risk assessments are
regular and up-to-date records are kept of all incidents and routine checks. Evacuation
drills are regular and well organised. The medical facility and provision are of high
quality. The school successfully promotes safety and healthy lifestyles. Safe use of the
internet is carefully monitored and the local police officer is a regular visitor to the
school.

Staff-student relationships are outstanding and appreciated by students and parents.

Behaviour management is exemplary because staff have high expectations of
students: they work very hard to support them both socially and academically, and
students respect the staff and value what they provide. There are successful systems

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to manage and improve attendance and very good arrangements are in place to
ensure punctuality to lessons.

The school follows extremely successful procedures to identify students who have
SEN and G&T, through teacher referral, parent referral, and highly effective
screening. It is rigorous in its support of students with identified special needs. A great
strength of the provision is the outstanding partnership the school achieves with
parents. Liaison between staff to support these students is exemplary: very good
planning for learning leads to individual educational programmes with precise short
term goals that are reviewed regularly and ensure successful support. The most able
students are consistently challenged by the work set for them.
The school has systems to closely monitor students wellbeing and personal
development and to respond to any concerns. Staff give good support and guidance
to the students, for example in older years when advising them on how to improve
the quality of course work or when helping them make informed options choices.

Performance Standard 6: Leadership and management

Leadership and management Indicators

The effectiveness of leadership Outstanding

Self-evaluation and improvement planning Outstanding

Partnerships with parents and the community Outstanding

Governance Outstanding

Management, staffing, facilities and resources Outstanding

Leadership and management are outstanding. The principal provides extremely high
quality leadership and together with senior leaders sets an ambitious strategic
direction based on inclusion, high expectations and continuous improvement in all
aspects. Senior leaders, supported by staff, have established successful structures
that are inclusive and result in purposeful learning for all groups of students. The
principal has created a meaningful distributive leadership framework that ensures
well-focused attention on key aspects of the schools performance, targeted
professional development for middle leaders, collective responsibility, and builds
capacity. Innovation is embedded in school development planning and provision in all
year levels and subjects. Relationships among leaders and with staff are professional

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and extremely positive. Staff and parents are committed to the aims and vision of the
school; morale is exceptionally high throughout the community.
Comprehensive, systematic and rigorous self-evaluation processes that include
feedback from all stakeholders are firmly integrated in improvement planning: a
range of strategies ensure meaningful input from parents and students. The school
makes very effective use of detailed analysis of a wide range of student performance
data. Performance management procedures are comprehensive: they focus well on
student learning and include self-evaluation by teachers and the setting of
improvement goals. Development areas identified in teaching are linked to a wide
range of continuous professional development opportunities. Senior and middle
leaders provide focused support and closely monitor progress. The school has
addressed the recommendations of the previous inspection, resulting in steady
progress and improvement. Actions are regularly monitored for impact and further
development.
The school has created strong partnerships with parents, for example in successfully
involving them through the large and active parent council. Communication strategies
are highly effective, as in the appointment of committed parent liaisons for every
class. Reporting structures keep parents well informed about their childs academic
achievement and personal development. Strong partnerships, locally and
internationally, enhance student opportunities and learning through links with other
schools and business and community organisations.

All levels of governance ensure good accountability for the principal and school that
leads to high quality in all aspects of its performance. The strategic governance group
includes representation by parents who act as effective and constructive critics of the
school. This has resulted in mechanisms to better inform parents about the
curriculum. The board makes a considerable contribution to strategic direction and
planning and significantly impacts on the schools performance.

The school is very well organised and operations are highly efficient. Staffing
resources at all levels are appropriate to the aims of school and curriculum needs; staff
are well qualified and deployed to support high quality learning. The premises provide
excellent specialist facilities and learning areas are designed well to engage students
and promote student learning. The school provides a wide range of motivating
resources that effectively support curriculum delivery and teaching and learning
needs, particularly in FS.

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What the school should do to improve further:
1. Strengthen the effectiveness of teaching in the subjects taught in Arabic,
particularly in Arabic for first language speakers and social studies, so that
the majority of students make better than expected progress in relation to
their starting points and the curriculum standards by:
i. ensuring that successful teaching approaches in all year levels and
subjects are shared widely among staff
ii. continuing to enable teachers with highly effective skills to influence
and develop their colleagues practice through, for example,
modelling successful strategies and peer observations
iii. ensuring that teachers take account in their planning of students
prior learning, and their interests, and use age-appropriate methods
to deliver lessons that meet the learning needs of all students
iv. continuing to monitor and evaluate the impact of teaching so as to
recognize professional development and provide continuing
support.

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