Private School

Inspection Report

International Community School

Academic Year 2015 2016

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 International Community School

Inspection Date 19 - 22 October 2015

Date of previous inspection 26 - 29 January 2014

General Information Students

Total number of
School ID 10 1683
students

Opening year of Number of children

1990 236
school in KG

Number of students Primary 632

Principal Derek Griffin Middle 527
in other phases
High 304

School telephone +971 (0)2 6330444 Age range 4 18 years

Grades or Year
School Address Al Mushrif, Abu Dhabi KG Grade 12
Groups

intcommunity.pvt@adec.ac
Official email (ADEC) Gender Mixed
.ae

http://www.icschool- % of Emirati
School Website 20%
uae.com/ Students

Fee ranges (per Largest nationality 1. Jordanian 18%

AED 23,000 AED 44,000
annum) groups (%) 2. Egyptian 17%

Licensed Curriculum Staff

Main Curriculum American Number of teachers 109

Number of teaching
Other Curriculum British 10
assistants (TAs)
External Exams/ MoE, IGCSE, SAT, AS and A Teacher-student 1:29 KG/ FS
Standardised tests level ratio 1:30 other phases

Accreditation AdvancedED American Teacher turnover 20%

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 Introduction
Inspection activities
4
Number of inspectors deployed

4
Number of inspection days

121
Number of lessons observed

Number of joint lesson 3

observations
Number of parents 175 (response rate: 11%)
questionnaires
The inspection team held meetings with the
proprietor, the principal and senior team, subject
Details of other inspection coordinators, teachers, students, parents, the special
activities needs coordinator, student counsellor. They analysed
school documentation and students work and
performance data.

School
To cultivate an inspiring and vibrant learning
community that promotes personal and academic
School Aims excellence and prepares students to contribute
responsibly in a dynamic and interactive 21st century
world.

An exemplary culturally-diverse international school in

which every student is inspired to learn and is
School vision and mission empowered to become successful, confident, well-
rounded 21st century citizens.

The school admits all students who apply and uses

Admission Policy interviews and tests to determine their abilities on
entry.

Leadership structure The Senior Leadship Team is comprised of the principal

(ownership, governance and and two vice-principals who are new in post. The school
management) has a board of trustees and share holders.

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 SEN 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 0 0

Specific Learning Disability 0 3

Emotional and Behaviour 1 3

Disorders (ED/ BD)
Autism Spectrum Disorder 0 1
(ASD)
Speech and Language 0 0
Disorders
Physical and health related 0 5
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 50

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

0
languages)

Social maturity and leadership 0

Mechanical/ technical/ technological ingenuity 0

Visual and performing arts (e.g. art, theatre, recitation) 0

0
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 (B) Acceptable

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
The school provides an acceptable quality of education. The vision of the senior
management team and the procedures to effect change are understood by the
majority of school staff. At the beginning of this academic year, the principal and
the two new vice principals carried out an evaluation of all aspects of the school,
with a determination to move the school forward. The emphasis on teaching has
changed and now focuses more on students learning. Teachers are called
facilitators. In a relatively short time, many appropriate new policies are in place.
The majority of staff welcome the change and the new policies are beginning to be
embedded in day to day school life. Students are making acceptable academic
progress across all subjects. This is because they are keen to learn and enjoy school.
The students in the IGCSE classes make good progress. They are ambitious and
know the requirements for their university choices. Attainment and progress in
mathematics are good. The collaboration between students is a strength. They
treat each other and their teachers with respect. The new building and its resources
positively support teaching and learning. Provision and planning for the lower and
higher achievers is less well developed.
Progress made since last inspection and capacity to improve
There has been acceptable progress since the last inspection in all the
recommended areas. The two new vice principals have clearly defined roles. They
undertake staff performance management reviews together with the principal and
accurately evaluate the outcomes of classroom observations. All heads of
departments are trained in effective classroom observation techniques. At present,
there is inconsistency in putting the training into practice. All teachers have
received professional development training on classroom management and
organisation, which was well received and is beginning to impact positively on
teachers delivery. Targeted training to meet individual teacher need is less
developed.
The school recently aligned its American curriculum, which is studied by the
majority of students, to the Virginia Common Core State Standards. Collaborative
planning takes place. All teachers have weekly lesson plans aligned to the State
Standards, in addition to individual lesson plans. There is evidence of some
differentiation strategies in all grades and subjects. These have yet to make
sufficient impact on improving learning. Teaching strategies do not always meet
the needs of the more able or less able students. The new facility provides well-
resourced computer suites which are enabling students information and
communication technology (ICT) skills to improve. The progress of the students in
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the kindergarten (KG) has improved from a low base at the time of the last
inspection. The new coordinator and her team of teachers have the vision and
commitment to continue on this upward trajectory. The new senior leadership
team has the capacity to move the school forward. They understand the
importance of refining the school and department development plans. Formal
review and evaluation of the many new initiatives, with shorter, clearly defined
timescales, are now required for the school to move to the next stage of its
development.
Development and promotion of innovation skills
The school has not embedded the development of innovation skills in its curriculum
or lesson planning. Most teachers give students too little opportunity to put
forward their own ideas and debate issues with their peers. Students can solve
problems when following examples provided by the teacher. They rarely suggest
their own hypotheses. Students are not encouraged to think critically about, or
take responsibility for, their own learning. Most enjoy project work and cross-
curricular research directed by teachers is carried out at home by students in some
subjects. The majority of teachers use the interactive white boards effectively. This
resource is rarely used by students other than for PowerPoint presentations.
Students do not apply technology in lessons, which results in lost learning
opportunities.

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The inspection identified the following as key areas of strength:
effective management and organization of the daily life of the school

the positive impact of the learning environment which supports teaching

and learning

care, welfare, safeguarding and support of students by teachers and

support staff

students collaboration in a variety of situations, enabling effective

communication of their learning

students respect for their peers and appreciation of the needs and
differences of others.

The inspection identified the following as key areas for improvement:

teaching strategies which fully support the less able students and challenge
those who are more able

further use of assessment information to influence teaching and students

progress

students skills in critical thinking, innovation, the application of technology

and independent learning

use of the school development plan and departmental plans to improve key
priorities, review outcomes and next steps.

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Performance Standard 1: Students Achievement

Students achievement Indicators KG Primary Middle High

Attainment Acceptable Acceptable Acceptable Acceptable

Islamic
Education
Progress Acceptable Acceptable Acceptable Acceptable

Attainment Acceptable Acceptable Acceptable Acceptable

Arabic
(as a First
Language) Progress Acceptable Acceptable Acceptable Acceptable

Attainment Acceptable Acceptable Acceptable Acceptable

Arabic
(as a Second Progress Acceptable Acceptable Acceptable Acceptable
Language)

Attainment Acceptable Acceptable Acceptable Acceptable

Social Studies
Progress Acceptable Acceptable Acceptable Acceptable

Attainment Acceptable Acceptable Acceptable Acceptable

English
Progress Acceptable Acceptable Acceptable Acceptable

Attainment Acceptable Good Good Good

Mathematics
Progress Acceptable Good Good Good

Attainment Acceptable Acceptable Acceptable Acceptable

Science
Progress Acceptable Acceptable Acceptable Acceptable

Language of
Attainment NA NA NA NA
instruction (if other
than English and
Arabic as First Progress NA NA NA NA
Language)

Other subjects Attainment Acceptable Acceptable Acceptable Acceptable

(Art, Music, PE)

Progress Acceptable Acceptable Acceptable Acceptable

Learning Skills
(including innovation, creativity, critical
Acceptable Acceptable Acceptable Acceptable
thinking, communication, problem-
solving and collaboration)
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Attainment in Islamic Education, social studies and Arabic is in line with Ministry of
Education (MoE) standards in all grades. Most students acquire appropriate
knowledge and understanding of Islamic practices, facts and customs. In Grade 4
Arabic, the majority of students can read fluently. In Grade 12, students performance
in the MoE examinations results in students gaining high marks and achieving
acceptable levels of attainment. In Islamic education, students attainment is above
the average for other Abu Dhabi schools. In the last twelve months, the attainment
of students in KG has moved from a low base to overall acceptable standards. This is
a consequence of a move from formal instruction to opportunities for students to
play and work cooperatively in a positive learning environment. The school has
produced baseline data for reading, phonics, shapes and number in KG 2 and is
beginning to track the childrens progress. Attainment in mathematics is good overall.
For students in Grades 6-12, attainment is at, and sometimes above, average
international standards. In mathematics, science and English, the results of students
in the International General Certificate of Secondary Education (IGCSE) in 2015 were
above international standards. The vast majority of students who take the American
(Virginia) High School Diploma gain grades which compare favourably with schools
offering the same curriculum. In primary and middle grade science, students make
acceptable progress overall with some examples of higher achievement. In English,
students make expected progress in relation to their starting points and respond
enthusiastically to personal challenge from teachers.
The school tracks results in external examinations. These show positive trends in
most curriculum areas. Results from internal examinations, tests and quizzes are
recorded systematically. These internal results are not analysed to track the ongoing
progress of individuals or groups of students, or when they move from grade to
grade. Specific categories of gifted and talented students are not identified formally
in all grades. As a result their progress is not tracked. Results in internal examinations
in the lower school are not benchmarked with other schools following the same
curriculum. Lesson objectives are displayed in most classrooms. In the best lessons,
they include intended learning outcomes. These are referred to during the lesson and
give the teacher a clear picture of students understanding. They are effectively
related to the curriculum and help the majority of students to make better than
expected progress. In the few lessons, where there is little interaction between the
teacher and the students, achievement and progress fall below expectations.
Students enjoy art and display of students artwork in the hallways is of a good
standard. There are clear links between science and physical education (PE) and
students are conscious of the importance of healthy eating. Most students are
engaged in all classes. They enjoy practical lessons. Collaboration is good and
students help each other. Many students are beginning to understand the relevance
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of their work to the outside world. In a practical biology lesson, students enjoyed
identifying the types of food they ate from a caf menu. At present too few
opportunities are provided for students to carry out their own research and there is
little use of learning technologies to encourage independent learning in classrooms.

Performance Standard 2: Students personal and social development,

and their innovation skills

Students personal and social development,

KG Primary Middle High
and their innovation skills Indicators

Personal development Good Acceptable Acceptable Acceptable

Understanding of Islamic values and

Acceptable Acceptable Acceptable Acceptable
awareness of Emirati and world cultures

Social responsibility and innovation skills Acceptable Acceptable Acceptable Acceptable

Students personal and social development is acceptable. The school promotes a

positive ethos where staff and students are respectful and courteous to each other in
most lessons. This is also the case during lesson changes and lunchtimes with the
exception of the behaviour of a few middle school boys. Students are self-confident
and enjoy school. They show self-discipline in moving around the large learning space,
with little supervision required. They enjoy volunteering and making a social
contribution. For example, many relish the responsibility of becoming a prefect,
ensuring that students are in the correct places during break times. School Council
members show leadership qualities. The Environmental Conservation Organization
(ECO) team is well established. This group has responsibility for promoting
environmentally friendly activities. Recycling bins are found in each corridor and ECO
members inspect rooms at recess and breaks, making sure that computers and lights
are switched off. The efforts of the ECO team are not helped by the large quantity of
litter that is dropped by students in the outside space at breaks. The school is aware
of this and the space is quickly cleaned. Students continue to behave irresponsibly
with regard to litter. The KG area is vibrant, with displays of students work giving the
message that learning is celebrated. The girls section is well cared for and good
quality, innovative art work is displayed. In some parts of the boys section, the
learning environment is uninteresting. Display of students work is rare and some is of
poor quality, failing to promote high expectations.

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Students show great respect for different nationalities both in and outside lessons.
They enjoy having people from different cultures come to school to talk to them
about their background and traditions. Older students have opportunities to travel
abroad. International weeks are organised as part of the curriculum. Attendance is
acceptable, at 92%. Most students arrive punctually in the morning. A few buses arrive
late. This prevents the students concerned attending assembly. Registration does
not take place immediately on arrival. As a consequence, some students are late for
lessons.
In lessons, student innovation skills are underdeveloped. This is not the case in the
many exciting after school activities which students enjoy. They enter challenging
competitions, which involve them in activities such as calculating school energy and
water consumption, and involve themselves in community challenges. Students
respect for UAE cultures and traditions is good. They are aware of their
responsibilities as good citizens and participate in activities to help their local
communities.

Performance Standard 3: Teaching and Assessment

Teaching and Assessment Indicators KG Primary Middle High

Teaching for effective learning Acceptable Acceptable Acceptable Acceptable

Assessment Acceptable Acceptable Acceptable Acceptable

Experienced and qualified teachers ensure that students are well prepared for
external examinations in higher grades. This results in many students gaining college
and university places. Students make acceptable and sometimes good progress in all
subjects and sections of the school. In almost all lessons, learning objectives are
displayed. In the best lessons, teachers share the objectives with the students (using
WALT We Are Learning Today) and check individual students understanding of
these throughout the lesson. In these lessons, students enthuse about their work and
enjoy engaging in a variety of well-planned tasks. Occasionally, the students assess
their own work and compare results. Teachers plan collaboratively and in
departmental meetings consider what is working well and what can be improved.
Planning is detailed, providing weekly lesson progression and daily plans.
The school has a variety of assessment data. The use of it to inform planning is weak.
Appropriate, individual work is not often set for SEN students, or those who are more

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able. Some additional support for SEN only targets a minority of students in the lower
grades. In the majority of lessons, all students are given the same task. In the few
weaker lessons seen, students copied from textbooks with little interaction between
students and the teacher. In almost all lessons, students respect each other and are
willing to support each others learning. From KG to the higher grades, students are
encouraged to work in groups and help each other. In an interesting chemistry lesson,
students held meaningful discussions about complex chemical equations. Sharing is
caring is a philosophy espoused in many classrooms. Teachers marking of students
work is often minimal, giving ticks or marks out of twenty, for example. This does not
tell students how they can improve or provide ongoing improvement targets.
Students at all levels are not given sufficient opportunities to investigate and discover
solutions for themselves. Learning is often too structured and does not offer students
choice and opportunities for independence. In science, students rarely form
hypotheses or design experiments. In KG, students are not encouraged to explore
and investigate. Students in all grades are given insufficient opportunities to take
responsibility for their own learning.

Performance Standard 4: Curriculum

Curriculum Indicators KG Primary Middle High

Curriculum design and implementation Acceptable Acceptable Acceptable Acceptable

Curriculum adaptation Acceptable Acceptable Acceptable Acceptable

The school is licensed as an American curriculum school with an agreement to

continue with a British curriculum until 2018. The school has recently adopted the
Virginia Common Core State Standards curriculum. It is broad and balanced, meets
the needs of the majority of students and successfully develops their personal
qualities. Curriculum plans are detailed and align to the State Standards. Further
adaptation is needed to meet the needs of the high attaining and low attaining
students. There is adequate progression of learning in the core subjects. The older
students enjoy the life skills programme and feel well prepared for the next stage of
their education. The lower grade under-achievers, including SEN students, receive
additional reading and mathematics support. There is no similar support for the
higher grade students. Students following the British curriculum enjoy the challenge
it provides and have aspirations to attend good universities. The American curriculum

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is regularly reviewed by the school. There are a limited number of elective subjects in
the higher grades, far fewer than in American High schools. Students say they would
like a more varied options to choose from. The school intends to introduce more
electives in the next academic year. Cross-curricular links are developing, particularly
in environmental studies in the lower grades. In the higher grades, students carry out
research at home and present cross-curricular projects in class. French language is
provided for all in Grades 4 - 8 and is optional for Grades 9 - 12. Students take the
Diplme dEtude en Languee Franaise with acceptable results.
Emirati traditions and culture are clearly integrated into the curriculum. Students
have the opportunity to take part in a wide range of clubs which are held both
during and after school. Several of the opportunities are innovative. The science
club addresses many environmental issues; there are effective links to football
teams in other countries. As part of that, students learn about tactics and different
styles of play. The film club is also popular. All the activities are well coordinated.
They give extra breadth to the curriculum and benefit students academic and
personal development.

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

of students

The protection, care, guidance and support

KG Primary Middle High
of students Indicators

Health and safety, including arrangements

Good Good Good Good
for child protection/ safeguarding

Care and support Acceptable Acceptable Acceptable Acceptable

The protection, care, guidance and support of students are acceptable. The school is
a happy place where students respect each other and behave well. Staff-student
relationships are good and students speak positively of behaviour incentives.
Incidents of bullying are rare and are dealt with promptly. The identification of
students with SEN and gifts or talents is weak. The school is aware of this. Procedures
to address this issue formally are beginning to be introduced. Acceptable
arrangements are in place to give students support where they lack confidence to
attend lessons. Attention to health and safety is good throughout. The child
protection policy is in place and is understood by students, teachers and parents.

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School supervisors ensure that behaviour in the corridors is monitored. Students have
the confidence to approach staff if they have concerns. The building provides an
excellent learning facility with easy access for students with physical disabilities and
lifts are available to all floors. There are strong links between the science and physical
education departments and joint teaching takes place to promote student health.
There are some early indications that students who receive additional learning
support in the primary and middle grades are making acceptable progress.
Attendance record keeping is inconsistent and is not always collated. A few buses
arrive late to school resulting in a minority of students missing the morning assembly.
Boys and girls have separate prayer facilities and are provided with appropriate
opportunities for prayer and reflection during the day. The schools clinic provides
high quality care for the students. Older students receive adequate careers guidance
and universities visit the school to give students additional information on entry
requirements and course choices.

Performance Standard 6: Leadership and management

teachers are not approved and the school is in breach of regulations in this regard

The effectiveness of leadership Acceptable

Self-evaluation and improvement planning Weak

Partnerships with parents and the community Acceptable

Governance Acceptable

Management, staffing, facilities and resources Acceptable

The principal and the two new deputies form a cohesive team. Since the beginning of
this academic year, they have reviewed all aspects of school life with a desire to move
forward quickly. Senior leaders are committed to school improvement and their vision
aligns to UAE values. Many new policies are in place. These are understood by most
staff, who welcome the new approach. Appropriate professional development is
ongoing for all staff. It does not take sufficient account of individual teachers needs.
A minority of teachers feel they need extra support in order to embed new policies
effectively. Senior leaders carry out lesson observations. They make accurate
evaluations of quality and provide feedback. Individual teacher action plans with clear
targets and milestones are not in place. As a consequence, some teachers practice is
not adapted to the schools expectations.

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Subject co-ordinators have clear management responsibilities. They provide
inconsistent support, varying from good to weak, for their teams. Co-ordinators are
expected to carry out lesson observations to a common format and to work with
colleagues to improve the impact of teaching on students progress. Some co-
ordinators have taken this new initiative on board and speak positively about the
extra support they give to teachers and how improvement points are welcomed.
There is a lack of consistency of practice and accountability measures are not
formalised which reduces the effectiveness of the process. As a consequence, not all
co-ordinators operate in the same way and not all observe lessons as required.
Communication between staff and senior managers is improving. Teachers are
contacted on a daily basis and through the introduction of drop boxes they can see
all curriculum plans electronically for all subjects. This allows comparison of content
in order to develop cross-curricular links.
School self-evaluation and improvement planning are weak overall. The self-
evaluation form (SEF) provides helpful commentary and descriptions. It is not
sufficiently evaluative in all areas. The school development plan (SDP) includes key
actions and is closely linked to the recommendations of the previous inspection
report. The goals are not always quantified nor are the steps to achieve the goals time-
framed. All staff members are not fully involved in the self-evaluation process. As a
result, a number of staff are unable to articulate the schools key priorities. The school
has a new management information system which it uses to maintain a record of all
students performance. The system has the ability to track individual and group data.
In addition, the system enables parents to access their childrens results. The school
reports to parents twice a year on students personal and academic progress.
The school has a board of trustees and shareholders. The school owner is very
involved in school life and meets with the senior team on a regular basis. He has a
good understanding of educational concepts and welcomes the update reports from
the principal at board meetings. Shareholders meet three times a year.
The day today management of the school is well organised. The new premises provide
a good facility which supports students learning. Students speak positively about the
laboratory space and the improved information technology labs. The views of parents
and students are taken into account through questionnaires. The parents and
students take part in an internal and external survey. The school questionnaires show
largely positive responses.
The school has good partnerships with local, national and international partners. It is
an active member of Trans World Soccer. In addition, there are cultural visits to Italy,

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Spain and France. The positive partnerships extend students understanding of other
cultures and provide opportunities to share their own.

What the school should do to improve further:

1. Ensure teaching strategies fully support and challenge the needs of all
students by:
i. providing appropriate resources to enhance teaching strategies and
enable lessons to be better matched to the needs of individuals and
groups of students
ii. providing KG children with opportunities to explore and learn
through play.

2. Make further use of assessment information to influence teaching and

students progress by:
i. using the data to understand students levels of achievement and
plan appropriately challenging lessons
ii. differentiating tasks in every lesson to ensure they meet the needs
of SEN and able students in particular
iii. marking students books regularly, providing comments on how to
improve and increasing individual dialogue with students about their
work.

3. Further develop students skills in critical thinking, innovation, the

application of technology, and independent learning by:
i. consistently using a range of high level questioning strategies

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 ii. enabling students to use technology more regularly in lessons to
support and extend their learning
iii. providing more opportunities for students to take responsibility for
their own learning
iv. creating opportunities which link the curriculum to real life
situations.

4. Refine the school development plan (SDP) and the departmental plans to
improve key priorities, review outcomes and next steps by:
i. making the SEF evaluations more rigorous and aligning it more
closely to the SDP and department plans
ii. prioritising key actions
iii. setting realistic, evaluative and time-framed targets to achieve the
actions
iv. monitoring impact to recognise success and adapt next steps for
further improvement.

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