Private School

Inspection Report

The Iranian School

Academic Year 2016 2017

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 The Iranian School

Inspection Date February 12, 2016 to February 15, 2016

Date of previous
February 16, 2015 to February 19, 2015
inspection

General Information Students

Total number of
School ID 58 310
students

Opening year of %of students per Main Curriculum 100%

1971
school curriculum Other Curriculum 0
KG 18
Number of students Primary: 172
Principal Nasser Hossin Zadeth
in other phases Middle: 67
High: 53

School telephone +971 (0) 2 6422183 Age range 4 to 18 years

Grades or Year
School Address Airport Road, Abu Dhabi KG - Grade 12
Groups

Official email (ADEC) Iranianadpvt@adec.ac.ae Gender Boys and Girls

% of Emirati
School website www.iranianschool.ae 0%
Students
1. Iranian 81%
Fee ranges (per Very Low category: AED Largest nationality
2. Pakistani 15%
annum) 2,500 t0 AED 3,800 groups (%)
3. Afghani 4%
Licensed Curriculum Staff

Main Curriculum Iranian Number of teachers 17

Other Curriculum Number of teaching

4
(if applicable) assistants (TAs)
External Exams/ Grade 11,12 External Teacher-student KG/ FS 1:18
Standardised tests Examinations (Iranian) ratio Other phases 1:17

Accreditation ---- Teacher turnover 47%

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 Introduction
Number of inspectors
deployed
Number of inspection days
Number of lessons observed
Number of joint lesson
observations
Number of parents
questionnaires
Details of other inspection
activities
School Aims
School vision and mission
Inspection activities
3
4
82
5
270; (return rate: 87%)
The team conducted several meetings with senior
leaders, subject leaders, teachers, parents and
students. They analysed test and assessment results,
scrutinised school policies, survey results and other
documents. The interim leadership team were
involved throughout the whole process and undertook
joint lesson observations with inspectors.
School
Developing successful students to meet the global
needs.
Our vision is to provide a successful model of
developed educational setting in which the latest
scientific achievements in IT, Educational Technology,
Psychology, and Management Quality systems are
utilised.
Our mission is to train students with up to date
educational and scientific capabilities as well as
creative, innovative and analytical ones which are
required for 21st century skills.
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Admission Policy
Leadership structure
(ownership, governance and
management)
SEN Details (Refer to ADEC SEN Policy and Procedures)
SEN Category
Intellectual disability
Specific Learning Disability
Emotional and Behaviour
Disorders (ED/ BD)
Autism Spectrum Disorder
(ASD)
Speech and Language
Disorders
Physical and health related
disabilities
Visually impaired
Hearing impaired
Multiple disabilities
The school has an inclusive admission policy.
School owner and partner, principal (absent), vice
principal, teacher representative, parent
representative and student representative.
The senior leadership at present is the vice principal,
teacher representative and the schools public
relations officer.
Number of students Number of other students
identified through external identified by the school
assessments internally
0
0
0 0
2 0
0 0
0 0
1 0
0 0
1 0
0 0
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 G&T Details (Refer to ADEC SEN Policy and Procedures)
Number of students
G&T Category
identified

Intellectual ability 3

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

2
languages)

Social maturity and leadership 1

Mechanical/ technical/ technological ingenuity 0

Visual and performing arts (e.g. art, theatre, recitation) 24

Psychomotor ability (e.g. dance or sport) 1

Page 5 of 22
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)

The school was judged to be: Band C Weak

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 overall performance of the Iranian Private School is weak. The achievement of
children in KG is weak in English, mathematics and science. It is acceptable in all
other subjects. In the other phases, students attainment is acceptable or better in
all subjects except social studies. Progress is weak in all grades for Islamic
Education, social studies and in English at the primary phase. In Arabic it is very
weak. It is acceptable or better in all other subjects. Students in the high school
show at least good or better achievement in English, mathematics and science.
Most students have positive attitudes to learning. Their behaviour is good and
attendance is very good at 96%. The quality of teaching is weak in the majority of
lessons in KG and primary. In the middle and high school most teaching is
acceptable or better. The curriculum is weak. It is not modified to meet the needs
of all groups of students. There is limited choice for older students. Parents are
supportive and partnerships between home and school are good. Leadership and
management are weak. The interim senior leadership team is faced with a
significant challenge of teacher shortages. Health and safety procedures are
weak.
Progress made since last inspection and capacity to improve
Progress in meeting the recommendations from the previous inspection report is
weak. Attainment in Islamic Education and Arabic is now acceptable in all phases.
Teaching in high school has improved. Most of it is now good or better in English,
mathematics and science. Teaching in KG and primary classes remains weak.
Teaching in Arabic subjects also remains weak throughout the school except in
Islamic Education in KG. Support for students with SEN and challenge for higher
achievers in lessons shows insufficient improvement. Subject leaders monitoring
roles are still not developed well enough to support more effective learning in KG
and primary classes. Attendance has improved and there is a more positive
climate amongst the school community based on mutual trust and respect for
Islamic values. Older students show more self-reliance and there are more
opportunities for them to take leadership roles within the school community.
Learning technology resources have been increased. There are more smart boards
in lessons and most teachers now use these effectively. Staffing has been reduced
significantly since the last inspection and this has limited overall school
improvement. The schools capacity for further improvement is weak.

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Development and promotion of innovation skills
The promotion of innovation is weak. There are insufficient links between the
content of subjects to reinforce students learning. Most students do not have
sufficient opportunities to develop their own ideas other than in art where there
are many opportunities for most to use their skills to make pots, design collages,
prints and paintings. Opportunities for students to explore enterprise through
subjects other than in mathematics are limited. For example, KG children have few
chances to role play in shops, kitchens and other enterprises. Some new learning
resources have been introduced. For example, mathematical place value pots to
designate hundreds, tens and units were used innovatively to help Grade 4
students, understand the base 10 system more logically. High school students
have the opportunity of designing a wave machine, which they created to
simulate how sound waves travel. The school has some appropriate resources
with which to promote innovation and initiative; these are not used effectively.
For example, there is no robotics club, though the school has the resources to
offer one. Use of technology in the classroom by students is limited.

The inspection identified the following as key areas of strength:

high school students improved performance in English, mathematics and
science
students good behaviour and attitudes and respectful relationships; and
very good attendance
a welcoming school community
high school students maturity, work ethic and support for their school
improved teaching in the high school.

The inspection identified the following as key areas for

improvement:
attainment and progress in all subjects
a clear vision for KG practice and use of learning outcomes
the monitoring and coaching role of subject leaders to improve students
learning skills, planning for differentiation and assessment for learning in the
classroom
support for students with SEN and for those with gifts and talents in lessons
ensuring that Health and safety requirements are met
resolving the shortages in staffing.

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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 Weak Weak Weak

Attainment N/A N/A N/A N/A

Arabic
(as a First Language)
Progress N/A N/A N/A N/A

Arabic Attainment N/A Acceptable Weak Acceptable

(as a Second
Language) Progress N/A Very Weak Very Weak Very Weak

Attainment Acceptable Weak Weak Weak

Social Studies
Progress Acceptable Weak Weak Weak

Attainment Weak Acceptable Acceptable Good

English
Progress Weak Weak Acceptable Good

Attainment Weak Acceptable Acceptable Good

Mathematics
Progress Weak Acceptable Acceptable Very Good

Attainment Weak Acceptable Acceptable Very Good

Science
Progress Weak Acceptable Acceptable Very Good

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

Other subjects Attainment Acceptable Acceptable Acceptable Acceptable

(Art, Music, PE)

Progress Acceptable Acceptable Acceptable Acceptable

Learning Skills
(including innovation, creativity, critical
Weak Weak Acceptable Acceptable
thinking, communication, problem-
solving and collaboration)

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In KG, childrens achievement is weak in English, mathematics and science. It is
acceptable in all other subjects. In the other phases, students attainment is
acceptable or better in all subjects except social studies.
Progress is weak in all grades for Islamic Education and social studies and in English
for primary students. In Arabic, it is very weak. It is acceptable or better in all other
subjects. Students in the high school show at least good or better achievement in
English, mathematics and science.
Grade 11 Iranian National external tests match the schools internal assessments and
show that attainment for most students is broadly in line with age related
curriculum expectations. Grade 11 English results are above Iranian standards, and
when compared with other Iranian schools in UAE. Most students with SEN make
weak progress because support in the classroom is weak. The progress made by
higher attaining students and those with gifts and talents is also mostly weak
because of the lack of challenge in most lessons.
In Islamic Education, attainment is acceptable and most students are working in line
with Ministry of Education (MoE) curriculum standards. Progress is acceptable in KG
and weak in all other phases. In KG, most students gain knowledge and understand
part of the prophets life. Most acquire an understanding of the Quran at an age
appropriate level and a few can say simple words and phrases correctly with
expression. In Grade 2, most understand the values of perseverance and taking
social responsibility. Most know about charity and cooperation, and the value of
giving to a community. In the middle phase, most students understand the
recitation rules they have learnt and can provide examples of verses from the Holy
Quran. They make weak progress because there is no Islamic teacher and they
teach themselves, unsupervised. In the high school phase, most students when
provided with opportunity, demonstrate acceptable knowledge and understanding
of Holy Quran.
Attainment in Arabic for second language speakers is acceptable in primary and high
school phases and weak in middle school grades. In Grade 1, most students
recognise, say and understand short statements. Most can identify and describe the
items they use in a school bag. A few can spell the names of each item. In middle
school grades, reading skills are below age related expectations. In Grade 12, most
students listening, speaking and reading skills are in line with age related curriculum
standards. Most students can read aloud well. They understand the meaning of
what they have read. They can explain the meaning of specific points but they are
not able to predict the meaning of unfamiliar vocabulary. Most students listen well
and respond to instructions, and a few can act out a short dialogue they have learnt.
In the older grades, most students ability to hold a short conversation is weak and
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often most students will use Farsi to end the conversation. There is very little
writing and it is mostly of very weak quality. Progress is very weak in all phases
because there is no teacher for Arabic.
In social studies, most students achievement is weak in primary, middle and high
school. In KG, where children are developing an awareness of UAE heritage and
culture, it is acceptabl. Most students in all grades have only a weak understanding
of Emirati culture and history. Only a minority of students in the primary, and middle
grades demonstrate knowledge about the special features of UAE. They know the
names of some cities, villages and oases. Most have gained a basic knowledge and
understanding of the characteristics of Arabian Gulf people, such as, their
hospitality, generosity, courage, and helping those in need. In the older grades,
most students are unable to discuss political features of the UAE, such as the
constitution of the country, and why it is important.
In English, attainment and progress are weak in KG. Attainment is acceptable in
primary and middle phases and good in high school. Only a few children in KG know
a few words of appropriate vocabulary. Most students in primary make acceptable
progress in speaking and reading. In Grade 4, the majority of students can read a
few words and higher achievers can read a few simple sentences. In Grade 5, the
majority of students are able to recognise and use simple verbs. They are not
challenged to learn more complex words. Progress in writing is too slow in the
primary grades, especially for higher achievers. Most students lack confidence to
express themselves in writing more than a few words. The majority of students in
the middle school make Acceptable progress in reading and in communicating ideas
in speech and writing. By Grade 9 a minority of higher achievers read and write with
good levels of fluency for their age. Most Grade 11 and Grade 12 students have good
speaking, listening and reading skills. Writing skills are developing well with older
students preparing confidently for IELTS (International English Language Tests).
In mathematics, achievement is weak in KG and acceptable in primary and middle
school. Grade 11 mathematics results have improved over the last two years and
progress has accelerated to very good in high school. Most KG children are working
with numbers to 6. This is a low expectation representing under achievement; most
children require more challenge. In numeracy, the proficiency of most students in
primary and middle school matches curriculum grade expectations. Most Grade 1
students can add ten and units using number bundles. Most Grade 3 can use these
bundles to identify 3 digit numbers, such as, 386,254, they do this with inquiry based
approaches and share their results with their group. In Grade 8, most students can
explain and solve algebraic expressions and attain age appropriate levels. Grade 10,
11 and 12 make very good progress because they work and share in depth their
understanding by rationalisation and explanation. The large majority can factorise
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quadratics, and solve quadratic equations using square roots. In the high school,
students routinely challenge each other and seek to learn and improve their skills.
This is less so in primary and middle phases where challenge is not as embedded in
lessons.
Achievement in science is weak in KG, where children have too few opportunities to
learn through discovery. Achievement is acceptable in primary and middle and very
good in high school. In Grade 11 Iranian national tests, most students attain well
above the age-related expectations. Chemistry is not taught as there is no chemistry
teacher. In primary, most students make acceptable gains in scientific knowledge
and skills, including experimentation. Grade 1 students, for example, were keen to
find the reason why a flame went out when a glass jar was put over it. This steady
progress continues through middle school grades where students develop
confidence in using their skills. In high school, most students make very good
progress by taking ownership of learning, researching and preparing experiments.
For example, in a Grade 10 physics lesson about Newtons Law of motion, two
students demonstrated how a plastic bottle acts like a rocket engine when the air is
trapped inside it and when pushed out the open end, causing the bottle to shoot
forward. Investigational and inquiry skills are a strong feature of very good progress
in high school lessons, with accurate recording and opportunities for students to
rationalise, predict outcomes and formulate hypotheses.
Achievement in Farsi is acceptable in KG, primary and middle school. It is good in
high school. KG children talk to their teachers and listen carefully to what they share;
their emergent literacy skills are acceptable for their age. Progress varies between
grades in primary and middle grades, but is acceptable overall. In Grade 4, for
example, too many learners are passive and they do not read, share ideas and write
enough. Learning for more able is not sufficiently challenging and the majority
underachieve. Good progress in lessons is more regular in middle school and high
school. Most students develop critical thinking and apply their knowledge and skills
to new learning contexts. In Grade 11, most students are interested and engaged
because they are given a free choice to choose a Persian classical poetry and
literature to interpret and translate into more modern everyday language. In Grade
12, most students compare the moral virtue of very old and complex historical and
mystical stories in the Persian Epic Poem the Shahname to more modern day events.
They make good progress and attain good standards of reading, analysis of text and
writing skills.
In other subjects, most KG childrens achievement is acceptable in art and physical
education (PE). In the other phases, most students in almost all grades enjoy PE and
make steady progress in developing skills and techniques in football, volleyball and
badminton. In art, they develop skills and techniques at an acceptable pace. Most
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students make acceptable progress in developing computer skills. For example, in a
Grade 9 ICT class, most students competently used a photography application. They
changed images, chose different colours and wrapped text around the new images
created. They made acceptable progress and a few recorded what they had
designed,
The development of learning skills is weak overall in KG and primary and acceptable
in middle and high school. Most students in all grades are attentive and keen to
learn; the large minority of students take on responsibility for their own equipment.
The application of students learning to the real world is weak throughout the
school. When given the opportunity, in good lessons, most students show they can
work independently or collaborate with others, listen to their ideas and contribute
their own. In some subjects, such as high school mathematics, discussion between
students is fuelled by high order questioning from students and by the teacher,
promoting critical thinking and opportunities to evaluate their contributions.
Collaboration is a strong feature of high school learning in mathematics and science.
The development of students; higher order thinking, problem solving and research
skills across the school is weak except in high school where it is good. Independent
learning skills are weak in KG classes, where children have few opportunities to
make independent choices about pursuing their own interests and ideas. Most
children are very reliant on their teachers to constantly help them with their
learning. There is limited use of learning technology by students in lessons to
support their learning.

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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 Good Good Good Very Good

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 development is good. Most students have positive attitudes

towards their school and staff; in high school attitudes are very good. Most students
are keen to learn especially when provided with opportunity to work in groups.
Opportunities to be self-reliant and independent are insufficient KG. In the other
phases, older students provide very good role models for younger students, as
leaders who take initiative and decisions. Most students in all phases respect and
follow school rules in and out of lessons. Overall behaviour is good, self-discipline is
good and very good with students in high school. Relationships are good, with
respect shown to one another and their teachers. There is a sense of community and
friendship. Most students, including those in KG, demonstrate understanding of
how to live a healthy life style in and out of school. They are aware of a balanced
diet, oral hygiene and the importance of exercise. Student attendance is very good
at 96%. Punctuality is very good.
Students have an acceptable understanding of Islamic values, most students are
well-mannered, respectful, help one another and enjoy friendships during break
times. They are courteous to each other and school visitors. During assembly, they
sing the national anthem and respect the UAE flag. Students lead assembly, and
share prayers from the Quran. There is an exhibition of UAE culture and heritage in
the school hall for students to see and investigate, they show a basic awareness of
the historical timeline of the UAE and appreciate the ambition and role of UAE
leaders in moving the country toward the future. Most students have a limited
awareness of other cultures and traditions.
Students can participate in different activities, such as, football, volleyball and

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badminton during the school day. The school council leaders have a strong
representation and help and support fellow students at the start of the day, at break
time and during school dispersal. They undertake their role in a sensible and
measured way, offering friendship and good advice to their fellow students. The
environmental group works throughout the school to ensure all areas are clean and
tidy, they check areas and fix problems. There are very limited opportunities for
students to initiate ideas or their own projects or enterprises.

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Performance Standard 3: Teaching and Assessment

Teaching and Assessment Indicators KG Primary Middle High

Teaching for effective learning Weak Weak Acceptable Acceptable

Assessment Weak Weak Acceptable Acceptable

The overall quality of teaching during the inspection was deemed weak. The
majority of the school population is in primary and KG where the majority of
teaching was judged to be weak. Most teaching in middle and high school was
acceptable or better. The teaching of mathematics and science in high school was
very good and in a few science lessons, it was outstanding.
Most teachers have secure subject knowledge. It is weaker in social studies. The
understanding of how KG children learn most effectively is weak. Most teachers in
middle and high school, apply their knowledge well, with lessons that interest
students and learning methods that keep them actively involved and challenged.
This is mostly seen in English, mathematics and science teaching in high school. For
example, in a Grade 12 mathematics lesson, the teacher gave students the
opportunity to lead parts of the lesson whilst he assessed responses and led with
students detailed questioning about what they had been learning. In KG, teachers
are not qualified and have a weak understanding of how young children learn. In the
majority of lessons teachers speak too much and students learning time is
compromised.
The majority of teachers planning is weak, because planning does little to meet the
different needs of groups of students. In good and very good lessons learning
objectives are clear and precise and tasks are matched to students learning needs.
Most teachers use ICT well in lessons to introduce new topics, demonstrate
simulations to help understanding and allow a few students to short and focused
share power point presentations. Other resources are not used as well. For
example, in PE lessons, often just one football is used and this limits dribbling,
passing and shooting practice skills. There is no designated SENCO but the pastoral
team identify students with SEN. Support in the classroom is weak, because
teachers do not always plan for their needs in lessons. There is a lack of challenge
for more able students.
Overall, the interaction between teachers and students is very good in high school.
In English, mathematics and science lessons, most teachers encourage students
well, creating a positive work ethic and a learning platform to extend all abilities.
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Most middle and high school teachers use questions well to extend vocabulary and
engage learners. Most teachers in the primary phase do not always aim their
questions at individual students or use enough directed questions to challenge the
more able and monitor learning for all students.
Most teaching does not develop skills in critical thinking, problem solving, or
innovation. Science teaching in the high school is the exception, because students
are encouraged to re-think solutions and design alternative approaches, such as the
example of the wave machine design. Teaching, often does not refer closely
enough to the outside world, to engage students more actively in understanding
what and why they are learning.
Assessment procedures are weak overall. In middle and high school, they are
acceptable with good practice in high school English, mathematics and science. KG
teachers do not have a secure understanding of the expected curriculum outcomes
for young children and this compromises the planning for assessment. KG baseline
assessments are not tracked during the year. Internal assessments are used from
Grades 1 to 9 but are not clearly benchmarked against Iranian national standards.
There is too much reliance on internal moderation. Analysis of results by senior
leaders is beginning to take place, but is not embedded. Analysis by teachers is weak
and targets for improvement are not identified in the primary phase. In high school,
targets are shared with students in English, mathematics and science and most
students make good or better progress.

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Performance Standard 4: Curriculum

Curriculum Indicators KG Primary Middle High

Curriculum design and implementation Weak Weak Weak Weak

Curriculum adaptation Weak Weak Weak Acceptable

The curriculum follows the Iranian national curriculum. Implementation of the

curriculum is weak in KG, primary, middle and high school. The curriculum choices
are too narrow. There is a limited range of subjects in the higher grades because of
the shortage of teachers in Arabic, Islamic and chemistry and a small number of
students in high school. For example, the full Iranian high school curriculum of four
academic pathways cannot be offered to Grades 11 and 12 students. There are two
curriculum pathways; humanities and science, these are available in Grade 11 but
only the science pathway in Grade 12. High school students are not offered the
opportunity to study ICT or robotics. The Arabic and Islamic education curriculum,
lacks sufficient breadth and balance. For example, Grade 12 students, do not have
the MoE stipulated hours for Arabic, because there is no teacher of Arabic. Science
is not delivered to the required hours as specified by the Iranian curriculum because
of teacher shortages. Chemistry is not an option this year. Science students are
required to self-teach, in Grades 11 and 12 and must study the chemistry curriculum
on-line. This has a significant impact, on the future success, of young peoples
application, to university. Arabic classes are unsupervised by teachers. Often, higher-
grade students cover for absence teachers and this compromises their access to the
curriculum, as well as creating unacceptable safeguarding risks.
Most lessons do not have planned curricular links and this limits innovation and
enterprise opportunities. The curriculum was reviewed at the start of the academic
year to address the shortage of staffing and design a curriculum that was as
appropriate as it could be with the significant shortage of teachers. Throughout the
school, textbooks outline the knowledge to be studied in each grade and help
support continuity of learning between each grade. The planning of the KG
curriculum is weak and is not clearly referenced to precise and age appropriate
learning outcomes for KG children. There is weak support for students with SEN in
lessons and stretch and challenge for more able students.
The schools adaptation of the curriculum to meet students needs is weak. It takes
insufficient account of the needs of and existing achievement of students on entry,

Page 18 of 22
especially those in KG to ensure clear identification of start points. Programmes
have been designed to support students with SEN, but these are not always
implemented in lessons. Planning to modify the curriculum to meet different groups
of students is weak. More able students are often underachieving, because the
curriculum that is planned for them, is not sufficiently challenging.
In Grades 11 and 12, students take ownership of their learning through project or
seminar based learning approach. Most high school students investigate, research,
study on-line tutorials, take on-line tests, prepare power point presentations, and
produce visual stimuli to present topics in science and maths in class. This approach
helps students to develop critical thinking, problem solving, IT and communication
skills in a meaningful and interesting context.
A range of extra-curricular activities, such as subject seminars, enrichment classes,
visits to universities and places of interest, such as Emirates Park Zoo in Abu Dhabi,
Abu Dhabi university, sporting clubs and Quran reading competitions enhance
students experience of curriculum. Enterprise opportunities to enhance
understanding and project based work is more limited.

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/ Acceptable Weak Weak Weak
safeguarding

Care and support Acceptable Acceptable Acceptable Acceptable

The care, welfare and safeguarding of students is weak. Older students teach Arabic
and Islamic education to other students without teacher supervision. Grades 1, 2 and
3 class sizes are above the ADEC requirement of 30 students. The child protection
policy is effective and the students are represented as part of the schools
leadership team. Toilets are well maintained and hygienic. Two large water tanks are
not sufficiently fenced and secured to prevent access by students from the adjacent
playground. Fire extinguishers are valid and fire drill and evacuations are practised
regularly. The security team is thorough and challenge all visitors to the school to
ensure everyone is safe and secure. Most buses are new and regularly maintained.

Page 19 of 22
There are no lifts and enough ramps to assist the disabled. The promotion of safe
and healthy lifestyles is good. The schools licensed nurse, promotes healthy living,
by providing guidance in the classroom. Medical records are diligently maintained in
lockable storage cabinets. Well-being programmes ensure that students have a
good understanding of what constitutes a healthy life style.
Staff student relationships are good and very good in high school. The counsellors
and leadership team ensure the pastoral needs of students are met. Older students
provide very good role models for younger students. There is mutual respect
between leaders, teachers, students and parents. This is built upon trust, care and a
sense of goodwill towards one another. There is a positive behaviour policy which is
supported by the whole school community and results on good behaviour in and out
of the classroom. The school sets high expectations of regular attendance and
punctuality. The identification of students with SEN and students with gifts and
talents is acceptable. Support programmes are in place for identified students, and
they are delivered by the pastoral team. Support in the classroom by most teachers
is weak. The majority lack confidence and knowledge in meeting the needs of
students with SEN. A few gifted and talented students have been identified; support
in football is good but for most it is limited.

Performance Standard 6: Leadership and management

Leadership and management Indicators

The effectiveness of leadership Weak

Self-evaluation and improvement planning Weak

Partnerships with parents and the community Acceptable

Governance Weak

Management, staffing, facilities and resources Weak

The effectiveness of leadership is weak. The principal left the school at the end of
the last semester. The vice principal, senior teacher and the public relations officer
(PRO) are leading the school, in the interim. There is a weak strategic vision, with
leadership focusing on the day to day challenges of managing a school, with a
significant shortage of teachers. Relationships are good and the majority of teachers
know what is expected of them. There is a positive collective spirit. A commitment
to the UAE national and Emirate priorities has been diluted without sufficient

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teachers for Islamic Education and no teacher of Arabic. Weak progress has been
made to meet the requirements of the previous inspections recommendations.
Capacity to improve is weak.
Self-evaluation teams have been established since the last pre inspection visit and a
self-evaluation online form has been completed with judgments made for each
performance standard. These are inflated because not enough depth of analysis had
been undertaken to evaluate each element in each performance indicator by each
team. Moderation of assessment outcomes has started in association with Dubai
Iranian schools. School improvement planning is adequate and is based on simple
self-evaluation. The main areas for improvement are drawn from the previous
inspection report. Appropriate actions and achievable goals, which address the
schools and UAEs national priorities have been identified.
The role of subject leaders is underdeveloped because of the significant shortage in
staffing and leadership roles. This is impacting on the quality of monitoring of
learning and coaching of teachers in the classroom. In KG there has been little
change to support staff understand better how young children learn best.
The school is very well supported by well-informed parents. Most are aware of and
are very concerned about the shortage of teachers and the impact it is having on
their childrens education. They value the interim leaderships efforts to ensure the
school runs smoothly on a day to day basis. A good level of response to the parents
questionnaire fully supported the good partnership that exists between the school
and the home. Communication strategies used to keep parents informed about their
childs achievements, such as email, social media and phone contacts are acceptable.
Reporting is regular and informative and is acceptable. Links with the community are
acceptable with visits to the Emirates Park Zoo by KG children and links with the Al
Ain and Dubai family of schools.
Governance includes representation from parents and the Director of Academics for
Iranian schools in UAE and students. They meet monthly and discuss the priorities
for improvement. The Director holds leadership to account when evaluating present
performance. Health and safety learning walks are not regular and ability to evaluate
hazards and practice is very weak.
The school is satisfactorily managed daily and runs smoothly despite the difficulties
with staffing. Staff shortages have affected the health and safety of students in the
classroom and school grounds. KG play and activity is weakened by poor access to
readily available learning resources, such as large books, role play areas, such as
shops and kitchens, 3D shapes, water and sand trays.

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What the school should do to improve further:
1. Raise attainment and progress in all subjects by:
i. appointing an Islamic teacher for middle phase, Arabic and a chemistry
and mathematics teacher for high school
ii. improve planning for differentiated groups and clearly identifying
appropriate tasks

2. Develop a clear vision of KG practice and use of learning outcomes by:

i. training and supporting the KG leader and teachers in understanding
how young children learn best
ii. plan the classroom space to accommodate small group work, activity
based learning and access to more literacy, numeracy, role play, water
and sand play, jig saws, puzzles and construction resources
iii. planning of activities that are linked to KG outcomes to support more
accurate assessment and observations

3. Develop the monitoring and the coaching role of subject leaders to improve
students learning skills, and assessment for learning in the classroom by:
i. coaching teachers how to develop students critical thinking,
enterprise, innovation and application of learning to the real world
ii. focusing visits on what students are doing and how well teachers
interact and question students
iii. providing feedback which includes a balance of strength and an area of
improvement

4. Further improve support for students with SEN and for those with gifts and
talents in lessons by:
i. Planning tasks which are to be undertaken by SEN students or those
with gifts and talents
ii. Ensuring awareness by students and teachers of the individual
education plan and its targets
iii. providing professional development for teachers to support their
understanding of the different types of SEN strategies to support and
engage those with gifts and talent

5. Urgently, ensure Health and safety requirements are met and address risks
that include: lack of appropriate supervision for students in Islamic and Arabic
lessons; primary class sizes of more than 30; the access to two large water
tank areas adjacent to the KG and girls play area.

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