Private School

Inspection Report

Yas Academy School

Academic Year 2015 2016

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Yas Academy School

Inspection Date
Date of previous inspection

February 8, 2016

to

February 11, 2016

September 29, 2014

to

October 2, 2014

General Information

Students

School ID

220

Total number of
students

630

Opening year of
school

2012

Number of children
in KG

180

Principal

Rime Al Rhibani

Number of students
in other phases

Primary
Middle
High

School telephone

+971(0)2 667 8900

Age range

4 11 years

School Address

Al Najda Street
Abu Dhabi

Grades or Year
Groups

Grades 1 - 5

Official email
(ADEC)

Yasacademy.pvt@adec.ac.ae

Gender

Mixed

School website

-----------

% of Emirati
Students

0.6%

Fee ranges (per

annum)

Very low:
AED 4,000 to AED 8,600

Largest nationality
groups (%)

1. Syrian 38.4%
1. Jordanian 20.0%
3. Egyptian 16.0%

Licensed Curriculum

450

Staff

Main Curriculum

Ministry of Education
(MoE)

Number of teachers

41

Other Curriculum

--------

Number of teaching
assistants (TAs)

11

External Exams/
Standardised tests

--------

Teacher-student
ratio

KG/ FS

1:10

Other phases

1:13

Accreditation

--------

Teacher turnover

25%

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Introduction
Inspection activities
Number of inspectors
deployed

Number of inspection days

Number of lessons observed

93

Number of joint lesson

observations

Number of parents
questionnaires
Details of other inspection
activities

88; (return rate: 12.3%)

The inspection team held meetings with senior staff,
subject coordinators, teachers, students and parents.
They analysed school documents, data, records and
students work.

School

School Aims

The school aim is to utilise knowledge and create

students with a proud identity and develop future
leaders who will be able to contribute to the wider
community.

School vision and mission

The school aspires to promote values such as

cooperation, teamwork, justice, transparency, quality,
order, innovation and communication.

Admission Policy

The school has an open admissions policy.

Leadership structure
(ownership, governance and
management)

The senior leadership team consists of the principal, the

vice principal and the school supervisor. Middle leaders
consist of coordinators for English, Arabic subjects and
the Kindergarten. The school has a recently formed
Governing Body.

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SEN Details (Refer to ADEC SEN Policy and Procedures)

Number of students
identified through external
assessments

Number of other students

identified by the school

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

SEN Category

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

G&T Category

Number of students
identified

Intellectual ability

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

languages)

37

Social maturity and leadership

Mechanical/ technical/ technological ingenuity

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

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
High performing (Outstanding, Very Good or Good)

Band B

Satisfactory (Acceptable)

Band C

In need of significant improvement (Weak or Very Weak)

(B)

Satisfactory

Acceptable
Band C
In need of significant
improvement

Weak

High Performing

Acceptable

Band B

Good

Band A

Very Good

Performance Standards

BAND

Outstanding

School was judged to be:

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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Very Weak

Band A

The Performance of the School

Evaluation of the schools overall performance
The overall performance of the school is acceptable and it has many good features.
Standards have risen in all the core subjects since the last inspection. Children in the
Kindergarten are provided with stimulating activities, resources and child-centred
teaching which develops their basic skills well. All students have a positive attitude
to their studies and stay focused on lesson tasks and activities. They are well
behaved in lessons and around the school. Teaching has improved since the last
inspection but a majority of teachers do not provide enough opportunities in
lessons for students to demonstrate what they know, understand and can do.
Students collaborate well together and are developing as self-directed learners.
Opportunities to develop other learning skills are more limited. The curriculum is
meets requirements and provides an appropriate foundation for students moving
on to the next phase of their education. Students are well cared for in a safe and
secure learning environment. Procedures and support for students with special
educational needs (SEN) are developing effectively with the newly-appointed SEN
teacher. Arrangements for gifted and talented students are less well developed.
The principal and senior team provide calm and purposeful leadership with a clear
vision and the drive to improve all aspects of provision. The school is now well
supported by parents who appreciate the work of staff and the regular and
comprehensive information they receive on their childrens academic and social
development. The school functions efficiently on a day-to-day basis.
Progress made since last inspection and capacity to improve
The school has made significant progress in tackling the recommendations from
the last inspection report. Standards in Arabic, Islamic education, social studies,
English, mathematics and science have all improved. Students progress has shown
similar improvements. The schools focus on identifying, tracking and reporting on
individual students skills has proved to be successful. Students are given
appropriate opportunities to work collaboratively in lessons; opportunities to
develop higher-order thinking and other learning skills are inconsistent. Teachers
expectations of what students can achieve are generally acceptable although
teachers could still do more to stretch and challenge the more able. The school has
an effective senior and middle leadership team with a shared commitment to
improvement and it has the capacity to improve further.
Development and promotion of innovation skills
The school has not yet fully embedded the development of students innovation
skills in lessons and curriculum planning. It participated successfully in a recent
Innovation Week where many students produced interesting and innovative
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artefacts and proposals. These included a coloured, multi-light chandelier made

from recycled cups. Other artefacts included a balloon-powered model car and a
UAE-themed book rack. Students also wrote up many innovative ideas including a
multi-sensor wheelchair.

The inspection identified the following as key areas of strength:

the senior leaders clear and purposeful direction which creates a positive
learning environment for students and staff
students positive behaviour and attitude to learning
the harmonious relationships that exist among the different groups of
students at the school
the regular monitoring and reporting of students attainment and skills
acquisition
the improved adaptation of the KG curriculum to meet the needs of all
children.

The inspection identified the following as key areas for improvement:

further improvements in students achievement

student-centred activities in lessons which promote and showcase students
subject-specific knowledge, understanding and skills
teaching to develop students critical thinking, problem-solving and
innovation skills
the range of enrichment activities, particularly those that cater for gifted
and talented students
punctuality to school for a significant minority of students.

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Performance Standard 1: Students Achievement

Students achievement Indicators

Islamic
Education

Arabic
(as a First
Language)
Arabic
(as a Second
Language)

KG

Primary

Attainment

Acceptable

Good

Progress

Acceptable

Good

Attainment

Good

Good

Progress

Good

Good

Attainment

N/A

N/A

Progress

N/A

N/A

Attainment

Acceptable

Good

Progress

Acceptable

Good

Attainment

Acceptable

Acceptable

Progress

Acceptable

Acceptable

Attainment

Acceptable

Acceptable

Progress

Acceptable

Acceptable

Attainment

Acceptable

Acceptable

Progress

Acceptable

Acceptable

Attainment

N/A

N/A

Progress

N/A

N/A

Attainment

Acceptable

Acceptable

Progress

Acceptable

Acceptable

Good

Acceptable

Middle

High

Social Studies

English

Mathematics

Science
Language of
instruction (if other
than English and
Arabic as First
Language)
Other subjects
(Art, Music, PE)

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

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Students attainment in the Arabic medium subjects is good overall in both KG and
primary phase because teachers have a clear and targeted focus on developing
students literacy skills. Teachers monitor and evaluate students progress in aquiring
these skills effectively, as well as ensuring students have a positive attitude to their
studies. Attainment in English, mathematics and science is in line with age-related
expectations. Students enter the school with weak or no literacy skills in English and
Arabic. Their numeracy skills are also weak on entry. As a result of generally effective
teaching across the school, exemplary behaviour in lessons and comprehensive
monitoring of students academic development, students make good progress from
their starting points in Islamic education, Arabic and social studies. They make
acceptable progress in English, mathematics and science. Students with SEN and
those identified as gifted and talented make similar progress to their peers.
In Islamic education, students can recite verses of the Holy Quran clearly and
correctly. Students can recognise and explain short verses of the Holy Quran using
key words. KG children show appropriate knowledge of treating animals in a good
way. Older students understand truthful faith and they reflect thoughtfully on their
own experiences of ethics and manners in public places. In Arabic, students are
confident and articulate when they read and present their original written work. Most
students show secure writing skills with neat and clear handwriting and meaningful
sentences. KG children can recognise and pronounce sounds of many consonants and
vowels. They can read one-syllable words and explain their meanings. In social studies,
students can compare the UAE in the past with the present. Not all students can
recognise the essential role of Emirati women in the development of UAE.
In English, children in KG make appropriate progress in letter formation, the alphabet
and the recognition and speaking of high-frequency words. By Grade 3, they are able
to write simple but generally accurate sentences and extract information from simple
texts. By Grade 5, they are able to write and illustrate interesting short stories and the
majority speak clearly and with confidence when given opportunities to do so. In
mathematics, children in the KG develop a secure grasp of number. Students in grades
1,2 and 3 develop competence in performing basic number operations. In the higher
grades they work competently with fractions, decimals and percentages and have
knowledge of basic geometry and data handling. Students do not always apply
mathematical reasoning to solve problems in real contexts. In science, students have
a sound knowledge of scientific facts relative to their age. This includes knowledge
about for example, rocks, fossils, density and the solar system. Teachers use a range
of relevant resources and have a clear focus on developing students practical science
skills in the laboratory.

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Students are adept at using computer software to present their work in mathematics.
The use of ICT in other subjects is inconsistent. In art, students are making acceptable
progress in developing their drawing skills. Students participate enthusiastically in PE
but lessons do not have a clear focus on the development of specific skills. Students
develop their collaboration skills through working in groups when given the
opportunity to do so. They often help each other to complete the groupwork tasks.
Most are also developing as self-directed learners. Students innovation skills are not
well developed. In the KG, students act responsibly and organise themselves well, for
example when working on tasks or preparing the carpets for lunch.

Performance Standard 2: Students personal and social development,

and their innovation skills
Students personal and social
development, and their innovation skills
Indicators

KG

Primary

Personal development

Good

Good

Understanding of Islamic values and

awareness of Emirati and world cultures

Good

Good

Social responsibility and innovation skills

Acceptable

Acceptable

Middle

High

Students personal and social development is good overall. Students are very well
behaved in lessons and when moving around the school. They have a positive attitude
to their studies and most stay focused when listening to the teacher or working on
classroom tasks. Relations between staff and students and among the students
themselves are respectful. Students from a range of nationalities and backgrounds
get on very well with each other. This contributes effectively to students social,
emotional, moral and cultural development. Incidents of unacceptable behaviour are
very rare. Students respect the school environment and help to maintain the
cleanliness of the classrooms and buildings. Litter is rarely seen at the school.
Students work collaboratively when given opportunities to do so although teachers
do not always give groups sufficient time to complete the tasks or to present their
work. Attendance at just over 93% is acceptable. A significant minority of students
come late to school and miss all or part of the morning assembly.

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Students have a good understanding of Islamic values and the importance of respect
for others, particularly of their peers from different backgrounds. Their
understanding of UAE heritage and culture is acceptable. Most students know
something about the formation of the UAE and the importance of the late Sheikh
Zayed as leader of the nation. In assemblies, students sing the national anthem
enthusiastically and are respectful when listening to a reading from the Holy Quran
and during the raising of the UAE flag. They are not routinely developing their
innovation skills in lessons where opportunities to be innovative are limited. Most
students understand the positive effects of exercise and the benefits of eating
healthy food.

Performance Standard 3: Teaching and Assessment

Teaching and Assessment Indicators

KG

Primary

Teaching for effective learning

Acceptable

Acceptable

Assessment

Acceptable

Acceptable

Middle

High

The overall quality of teaching and assessment is acceptable. In mathematics and

science, teaching engages students interest well. All teachers have appropriate
knowledge of their subject content but not necessarily of how all students learn.
Lesson plans are extensive but in a significant minority of lessons they have too much
content and not all the planned activities are completed. Lesson objectives are rarely
expressed as outcomes stating precisely which knowledge, understanding and skills
students are to learn in the lesson. Most teachers tend to talk too much to the whole
class at the expense of guiding students individually or in groups through studentcentred activities. Teaching is more effective when lessons focus on students
developing and presenting their knowledge, understanding and skills in the subject.
This was evident in a very good Grade 3 mathematics lesson on division techniques.
A minority of teachers provide leadership opportunities for students in class when
activities are delivered as groupwork. Students behaviour is managed effectively and
in a positive and encouraging way. Teaching assistants are deployed well in lessons
to support students learning. KG teachers provide a caring, stimulating and
productive learning environment in which all children make at least acceptable
progress across the subjects.
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Teachers tend to produce their own resources which are usually a set of abilityspecific worksheets. Most teachers make effective use of the data projector linked to
appropriate software on their laptop. The school is developing effective crosscurricular links. For example, in a compare and contrast Grade 5 English lesson,
students were using Venn Diagrams learned in mathematics. Teachers know
students abilities well. They plan for these different abilities but do not always deliver
sufficiently different, stimulating activities. Work is not always marked with
appropriate feedback for students on how to improve. The school collects an
impressive range of data on students attainment and tracks students progress by
comparing their baseline performance with their performance on completion of
topics. The majority of teachers do not yet provide sufficient opportunities to
promote students critical-thinking, problem-solving and innovation skills.

Performance Standard 4: Curriculum

Curriculum Indicators

KG

Primary

Curriculum design and implementation

Acceptable

Acceptable

Curriculum adaptation

Acceptable

Acceptable

Middle

High

The implementation and delivery of the curriculum is acceptable. The school follows
the MoE curriculum from grades 1 to 5 and a modified KG curriculum which has a
particular focus on developing students basic literacy skills in Arabic and English. The
school has not yet enriched the curriculum with a range of extra-curricular activities
that challenge and enthuse students. Teachers deliver the KG curriculum through play
and the use of a wide range of practical activities. The curriculum is appropriately
broad and balanced and meets the needs of the range of students abilities and
backgrounds. Parents are fully supportive of the curriculum provision at the school
and are kept well informed of what students are learning and their progress in skills
acquisition across the subjects. In English and Arabic, most teachers place too much
emphasis on developing an understanding of the topic content rather than
identifying the specific language skills students are to develop in a particular lesson.
The school is developing appropriate cross-curricular links so that students can apply
their learning from one subject in another. This was evident in a KG science lesson
where students were expanding their English vocabulary and matching words to
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pictures of animals. Teachers in Islamic education and social studies develop and
share themes such as appropriate manners and ethics associated with visiting a
Mosque. Teachers routinely modify their teaching and curriculum delivery content by
designing three different worksheets for students. This is not always effectively
linked to specific curriculum learning outcomes to maintain challenge and interest for
all students. Enrichment activities at the school are underdeveloped though gifted
and talented students are encouraged to enter Abu Dhabi competitions. The
knowledge, understanding and skills students are taught and acquire provide an
appropriate foundation for moving to the next phase of their education. Innovation
activities have not yet been embedded into the school curriculum although the school
participated fully in the recent Innovation Week and students produced an interesting
range of artefacts and proposals.

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

of students
The protection, care, guidance and
support of students Indicators

KG

Primary

Health
and
safety,
including
arrangements for child protection/
safeguarding

Good

Good

Care and support

Good

Good

Middle

High

The protection, care, guidance and support for students are good overall. The school
puts a high priority on the health, safety and welfare of its students. Parents no longer
enter the school without notice and permission. All staff are fully aware of the
schools child protection procedures and other relevant policies. Procedures for
students boarding and disembarking from the school buses are approprtiate. The
buildings are old and in need of renovation but they are clean and well maintained.
The school keeps accurate maintenance records. Ramps are in place for students who
require them but there are no lifts to the upper floor. Parents are kept informed of
any issues arising from students personal and social development or if they have
problems at school. Parents are contacted immediately if students are absent from
school. Attendance is effectively monitored by the school and students with 100 per
cent attendance are celebrated during school assemblies to promote improved
attendance to school. This has not had a significant impact yet. A significant minority
of students are late to school.
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Parents are kept fully informed of students personal and academic progress. They
appreciate the support and information they now receive from the school. Weekly
and monthly progress reports inform parents of the progress students are making.
The school provides comprehensive support for individual students who have
particular needs. The recently appointed SEN teacher has put robust procedures in
place for identifying and supporting current or potential SEN students. The school has
recently identified students who are gifted and talented. It has not yet put in place a
programme of enrichment activities to promote their particular gifts and talents. The
school nurse provides additional guidance to students on how to live healthy
lifestyles. The school collects an impressive amount of data on students attainment
and this is used to identify those students who need additional support. Students are
appropriately prepared for moving on to the next phase.

Performance Standard 6: Leadership and management

Leadership and management Indicators
The effectiveness of leadership

Acceptable

Self-evaluation and improvement planning

Good

Partnerships with parents and the community

Good

Governance

Acceptable

Management, staffing, facilities and resources

Acceptable

Leadership and management are acceptable overall. The principals calm and
purposeful leadership has created a culture of striving for the best in all the school
does. Together with senior and middle leaders, the principal has focused on students
acquisition of Arabic and English language skills in a detailed and targeted way to
ensure they are making the progress of which they are capable. This, and students
positive behaviour and attitudes to study, has driven through the necessary
improvements required from the previous inspection report including improvements
in attainment and progress in all the core subjects. The schools self-evaluation is
accurate. The school development plan addresses the recommendations from the
previous report appropriately. The school collects a comprehensive range of data on
student attainment, particularly on students acquisition of subject-specific skills.
Students with SEN are now identified and appropriate testing and support plans have
been put in place for them. Relationships at the school are harmonious. Students from
Page 14 of 16

a range of backgrounds get on well with each other. The school is managed efficiently
on a day-to-day basis.
Parental communications are frequent and this year have shown much better liaison
and support from them. Parents receive weekly and monthly communications from
the school which detail the skills students have been taught and what the next topics
are. Parents are very happy with the progress their children are making at the school.
The Board of Trustees has recently assumed the accountability role for the school but
has not yet met formally. The school is fully staffed with appropriately qualified
teachers.
All classrooms have a data projector. The library has a welcoming feel and is neat and
relatively well stocked with reading and text books. The computer and science
laboratories are used well for lessons and are appropriately equipped. The three
heads of faculty have comprehensive procedures in place for gathering and analysing
student attainment data and checking on their progress from baseline tests. The
monitoring of lessons has not yet moved classroom performance beyond being
acceptable overall, albeit with some effective teaching which is being shared as good
practice. The schools large indoor sports hall is in need of renovation. There is no
canteen or music and art rooms.

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What the school should do to improve further:

1. Further improve students achievement by:
i. setting individual quantitative and qualitative targets for all students and
supporting students to achieve them
ii. benchmarking students attainment against appropriate national and
international standards.
2. Ensure all lessons contain student-centred activities which promote and
showcase students subject-specific knowledge, understanding and skills by:
i. developing learning outcomes which have a clear focus on knowledge,
understanding and skills
ii. planning specific opportunities for students to present their work during
lessons
iii. planning groupwork activities which are clearly explained to students and
have specific measurable outcomes.
3. Ensure lessons have opportunities to develop students critical-thinking,
problem-solving and innovation skills by:
i. detailing these in teachers plans
ii. providing opportunities in lessons for students to develop these skills.
4. Provide more enrichment activities at the school, particularly those that cater
for gifted and talented students by:
i. developing an appropriate programme of after-school enrichment
activities
ii. developing specific programmes for individual students identified as gifted
and talented.
5. Improve the punctuality of those students who are late to school by:
i. liaising more effectively with parents to ensure they understand the
importance of students attending school on time
ii. monitoring the lateness of individual students more effectively
iii. developing a positive reward system which includes arriving on time for
school.

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