Inspection Report
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Al Murooj Scientific School
Total number of
School ID 272 836
students
% of Emirati
School website http://almurooj.ae 13%
Students
1. Egyptian: 26%
Fee ranges (per Low to medium: Largest nationality
2. Jordanian: 14%
annum) AED 16,200 AED 25, 600 groups (%)
3. Syrian: 11%
Licensed Curriculum Staff
Number of teaching
Other Curriculum -------- 13
assistants (TAs)
External Exams/ Teacher-student KG/ FS 1:15
Cambridge Young Learners
Standardised tests ratio Other phases 1:29
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Introduction
Inspection activities
Number of inspectors 4
deployed
School
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SEN Details (Refer to ADEC SEN Policy and Procedures)
Number of students
Number of other students
SEN Category identified through external
identified by the school
assessments
Intellectual disability 3 0
Visually impaired 0 0
Hearing impaired 0 0
Multiple disabilities 5 0
Intellectual ability 0
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The overall performance of the school
Inspectors considered the school in relation to 3 performance categories
Band C
Band A Band B
In need of significant
High Performing Satisfactory
improvement
Outstanding
Acceptable
Very Weak
Very Good
Weak
Good
Performance Standards
Performance Standard 1:
Students achievement
Performance Standard 2:
Students personal and
social development, and
their innovation skills
Performance Standard 3:
Teaching and assessment
Performance Standard 4:
Curriculum
Performance Standard 5:
The protection, care,
guidance and support of
students
Performance Standard 6:
Leadership and
management
Summary Evaluation:
The schools overall
performance
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The Performance of the School
Evaluation of the schools overall performance
Al Murooj Scientific School provides an acceptable quality of education. It is a new
school, established in September 2015, transitioning from a villa school. The school
has made a promising start in creating new structures and procedures that provide
a solid foundation for its future development. Staff ensure that students learn in a
supportive environment based on caring relationships. Students have high levels of
attendance and punctuality. They make acceptable progress consistently across all
subjects at all phases. Students with special educational needs (SEN) and those
who are gifted and talented are identified effectively. SEN students receive helpful
support in class. Lessons are not always challenging for higher-achieving students.
Teachers are not yet promoting students critical-thinking, problem-solving and
innovation skills consistently in lessons. The schools commitment to promoting
health and safety is a strength. Students know how to stay safe and how to adopt
healthy lifestyles. Students have a good understanding and appreciation of UAE
culture and heritage.
Progress made since last inspection and capacity to improve
This is a new school and this is its first inspection.
The school is being led effectively by the principal and vice principal. They have a
sound grasp of how to create new structures and procedures and have set about
doing this in a systematic way. Governors are beginning to develop their
understanding of their accountability role and this will help the school to continue
to grow in strength. Overall, the school has shown already that it has the capacity
to improve successfully.
Development and promotion of innovation skills
The development of students innovation skills is improving. The school
participates in events such as a science fair, raising awareness of breast cancer and
supporting national causes such as the Emirati Red Crescent. Gifted and talented
students participate in robot making competitions and Abu Dhabis Ferrari World
project. The school has many committees including an active school council and Eco
Club. Opportunities for students to develop their innovation and learning skills in
lessons are not yet developed as well as they need to be.
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The inspection identified the following as key areas of strength:
the relationships between adults and students
students attendance and punctuality
students understanding and appreciation of Islamic values and UAE cultural
heritage
health and safety including the promotion of healthy lifestyles
the identification of students with SEN and those who are gifted and
talented.
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Performance Standard 1: Students Achievement
Language of
instruction (if other Attainment N/A N/A N/A
than English and
Arabic as First Progress N/A N/A N/A
Language)
Learning Skills
(including innovation, creativity, critical
Acceptable Acceptable Acceptable
thinking, communication, problem-
solving and collaboration)
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The overall quality of students achievement is acceptable. All groups of learners
progress at a similar rate, including students with SEN and those who are gifted and
talented. Boys and girls achieve equally well. By the time students reach Grade 8, most
attain at the expected standards in all subjects. The school assesses childrens skills
on entry. Most children start with skills that are typical for their age. Childrens English
skills are not as well developed when they begin. The school does not yet have any
standardised data to compare itself against national and international standards. This
is because it only opened this session. The school has recently completed EMSA tests
and has piloted standardised attainment tests (SATS) in English, mathematics and
science. The results have not been published yet.
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Most students achieve acceptable levels of attainment and progress in mathematics.
In KG 1, children learn to recognise numbers to 10. In KG2, they differentiate between
numbers to 20. Most students by the primary and middle phases are learning to
convert decimals into fractions, appropriately for their stage. By the time students
leave the school they can solve appropriate algebraic equations. Most students have
a secure understanding of shapes and can describe these using the correct
vocabulary.
Students wider learning skills are acceptable overall. Almost all students listen
appropriately in lessons and demonstrate that they can work together, take turns and
share ideas. Teachers have yet to provide sufficient opportunities to develop
students critical-thinking, problem-solving and innovation skills in lessons and, as a
result, these higher-order skills are generally weak.
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Performance Standard 2: Students personal and social development,
and their innovation skills
The overall quality of students personal and social development is good and their
innovation skills are acceptable. The majority of students are confident learners
because of the positive relationships developed between staff and students.
Students have positive attitudes in most lessons. They listen and follow the
instructions given. The behaviour of most students is at least acceptable. Teachers
and students report how behaviour has improved over the last few months, since the
school opened. Where behaviour is occasionally disruptive, this is due to a lack of
challenge or engagement in lessons. Owing in part to effective relationships and the
positive school environment, students attendance is very good and is currently 97%.
Few students arrive late to school.
Students have a good understanding of healthy living. The schools nurse promotes
this through Green Apple Day. Students engage in a range of activities which help
them to understand the importance of eating healthily. They regularly participate in
physical exercise.
The large majority of students have a good appreciation and understanding of Islamic
values and Emirati culture. During assembly, higher-achieving students recite from the
Holy Quran. Students celebrate different Islamic occasions such as the Prophet
Mohammads (PBUH) birthday. They understand the significance and importance of
their heritage. Students have a more limited understanding of other world cultures.
Students demonstrate good leadership skills and participate in events that support
national and global communities. The school has effective links with different
organisations such as the Environmental Friends Association. Students have helped
to tidy a local beach and they recycle in class. Innovation skills are not yet strong.
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Performance Standard 3: Teaching and Assessment
The overall quality of teaching and assessment is acceptable. Most students benefit
from lessons that are typically well pitched for them. Learning objectives are shared
effectively. This results in students knowing what they are learning. Teaching is good
in the minority of lessons. In these lessons teachers encourage students to
collaborate on tasks. They provide practical opportunities to support learning and
develop students critical-thinking skills. In a few lessons, activities lack challenge and
opportunities for students to work collaboratively are more limited, as are activities
to develop critical-thinking and problem-solving skills. In the minority of classes,
subjects are textbook driven and teachers talk too much. This slows the pace of
learning. Additional adults, employed by the school, are not always used effectively
to support learning.
Most teachers use a range of resources to support learning including information and
communication technology (ICT). Lessons are usually planned appropriately.
Teachers consider the needs of most groups of students. A specialist teacher often
supports students with SEN in class. Mothers take an active role in many lessons.
Although the needs of higher-achieving students are considered, activities are not
always challenging to promote good outcomes. This is because teachers do not ask
enough open-ended questions that deepen students understanding.
The schools assessment processes are generally well aligned to curriculum
outcomes. Internal assessments monitor progress at the end of each term. Teachers
and senior leaders have a general understanding of students strengths and needs.
They use this information to inform future planning in most subjects. Staff do not use
data to focus on different groups of students. As the school approaches the end of
its first year, standardised tests in the core subjects are being piloted in a few classes.
The school recognises the need to introduce a standardised system to benchmark
how well students achieve.
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Performance Standard 4: Curriculum
The overall quality of the curriculum is acceptable. In the core subjects, the school has
purchased different schemes to support learning. This has helped to ensure lessons
are pitched at the correct level and cover the requirements of the schools curriculum.
The curriculum is generally broad and balanced and prepares students for the next
stage in learning. Curricular choices in lessons are often limited and, consequently,
teachers mostly dictate what students have to do. For example, in KG, students have
limited opportunities to choose their own activities and to learn through structured,
planned play. Lessons make some effective cross-curricular links. For example, in
science and PE, learning is linked to mathematics and the promotion of healthy
lifestyles. Teachers and leaders review curriculum planning regularly. Opportunities
to reflect on curriculum plans more regularly are needed to establish which topics
impact most positively on learning.
The curriculum is adapted suitably to meet the needs of most students. Work and
resources are often well matched to meet the needs of students who have SEN.
Classrooms are spacious and provide opportunities for all students to access the
curriculum. Opportunities to develop enterprise, innovation and creativity in lessons
are inconsistent.
The curriculum is enriched through a range of extracurricular activities and links with
the world of work to create awareness. For example, representatives from the local
police came into school to talk to Grade 8 students about cyber-bullying. Visits to the
local beach provide opportunities for students to learn about their environment and
how to care for it.
The curriculum makes good links with Emirati life and UAE culture and heritage.
Students participate in a range of activities such as National Day and Flag Day.
Younger students wear traditional dress on special occasions and can explain the
significance of these. Older students study ancient forms of communication through
hieroglyphics. They have visited ancient palaces to support class-based learning.
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Performance Standard 5: The protection, care, guidance and support
of students
Overall, the protection, care, guidance and support for students is good. The school
provides for a safe and secure environment. Staff and parents have received training
about child protection and know how to safeguard students. The quality of the
schools maintenance and record keeping is good. Concerns about students are
effectively logged and any actions taken are recorded. Leaders monitor these
regularly and take steps to improve their practice. The premises are well maintained
and accessible for all students and staff. Effective evacuation procedures have been
carefully considered in the event of a fire. The school has effective systems to ensure
safe supervision of students on school transport.
The school nurse helps students to learn about healthy living and lifestyles. Teachers
reinforce this learning in class. Students are reminded about the benefits of exercise
and the importance of eating a balanced diet. Younger students know that they must
wash their hands before eating and why this is important. Food served in the canteen
promotes healthy living.
Relationships between staff and students are good. A few teachers do not always
apply the schools procedures for managing behaviour and, on occasion, behaviour
can be weak in a few lessons as a result.
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Performance Standard 6: Leadership and management
Governance Acceptable
The overall quality of leadership and management is acceptable. The leadership team
has set up the new school effectively. It has established acceptable expectations for
the quality of teaching and learning through a shared vision and drive. Staff work
closely with an international education consultant to ensure that their provision is
effective.
The self-evaluation report and school development plan identify and highlight key
areas for improvement and show how these will be accomplished. Targets are not
always focused sharply enough on improving student outcomes. Senior leaders
monitor lessons and provide teachers with next steps to improve their practice.
Feedback targets set are not always specific enough to help individual teachers and
are sometimes too general.
The school has developed positive relationships with parents. Their views are
satisfactorily considered when shaping school improvement priorities.
Communication is good. Parents are kept informed about their childrens learning
through termly consultation meetings and social media. Parents of students with SEN
are regularly consulted. They help review their childrens progress and individual
education plans. No official complaints have been raised since the school opened.
Governors have been instrumental in helping to set up the school and shape its ethos
and vision. They meet regularly with senior leaders but do not yet hold the school
accountable for students outcomes. Training is needed for the governors to
understand school data so that they can ask challenging questions and develop their
accountability function.
The daily management of the school is acceptable. The schools new structures and
procedures are effective in creating a positive climate for learning. The premises and
learning environment are welcoming. Specialist facilities, including the IT suite and art
rooms, are used regularly and are well resourced.
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What the school should do to improve further:
1. To raise attainment and progress by:
i. using assessment data which is benchmarked against national and
international standards in all core subjects
ii. analysing internal data carefully to target support for groups of
students, particularly those who are higher achieving
iii. providing regular opportunities to develop higher-order thinking
skills in lessons, including critical thinking, problem-solving and
innovation.
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