Private School

Inspection Report

Bani Yas International Private School

Academic Year 2016 2017

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 Bani Yas International Private School

Inspection Date November 13, 2016 to November 16, 2016

Date of previous inspection February 16, 2014 to February 19, 2014

General Information Students

Total number of
School ID 98 1002
students

%of students per Main Curriculum 100%

Opening year of
2004 curriculum (if
school Other Curriculum ----
applicable)
KG 213
Khaleel Ali Ibrahim Abu Number of students Primary: 441
Principal
Afifeh in other phases Middle: 239
High: 109

School telephone +971 (0)2 582 7222 Age range 4 to 18 years

19th Street, Bani Yas East 1, Grades or Year

School Address KG1 to Grade 12
Abu Dhabi Groups

Baniyasnational.pvt@adec.
Official email (ADEC) Gender Boys and girls
ac.ae

% of Emirati
School website www.adbips.com 71%
Students
1. Egyptian 7%
Fee ranges (per Low to high: Largest nationality
2. Yemeni 6 %
annum) AED 18,015 to AED 33,915 groups (%)
3. Jordanian 4%
Licensed Curriculum Staff

Main Curriculum American Number of teachers 67

Other Curriculum Number of teaching

----- 7
(if applicable) assistants (TAs)
External Exams/ Teacher-student KG/ FS 1:20
SAT1; IELTS; MoE
Standardised tests ratio Other phases 1:14

Accreditation ------ Teacher turnover 5%

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 Introduction
Inspection activities
Number of inspectors 4
deployed

Number of inspection days 4

Number of lessons observed 102

Number of joint lesson 9

observations
Number of parents
102; return rate: 11%
questionnaires
Inspectors held discussions with the governing body,
principal, senior managers, teachers and other
members of staff, children/students and parents. They
Details of other inspection
reviewed a wide range of school documentation and
activities
students/childrens coursework. They observed
assemblies, school activities, arrivals, departures and
intervals.

School
To provide our students with the knowledge, skills,
values and attitudes necessary for higher education
and lifelong learning, in order to become eligible to
School Aims participate in building the country and compete on a
global scale, while maintaining the national and local
culture and traditions and identity.

Building a promising educational environment that

stimulates students to develop their abilities and
talents that lead them to rich horizons full of excellence
and innovation.
School vision and mission
Work on preparing a generation aware of its
responsibilities, loyal to its homeland, proud of its past
and present, possess modern tools of knowledge to
enhance its talents, abilities, and to build its future in an

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 attractive educational environment that depends on
effective student and distinguished teacher.

The school operates a selective admission policy.

Students are interviewed and tested on entry using the
Admission Policy
schools entrance exam. In the KG, children are
interviewed.

Governorship is through a Governing Board chaired by

the owner, and comprising seven other members: the
principal, school advisor, finance manager,
Leadership structure administration supervisor and three parent governors.
(ownership, governance and The leadership team comprises the principal, a vice
management) principal, an administration supervisor, three heads of
sections, three section supervisors, two social workers
and an administration safety officer. Middle leadership
comprises 11 subject and grade group leaders.

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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 internally

Intellectual disability 0 0

Specific Learning Disability 0 0

Emotional and Behaviour

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

Visually impaired 0 0

Hearing impaired 0 0

Multiple disabilities 0 0

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

Number of students
G&T Category
identified

Intellectual ability 2

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

3
languages)

Social maturity and leadership 3

Mechanical/ technical/ technological ingenuity 0

Visual and performing arts (e.g. art, theatre, recitation) 10

Psychomotor ability (e.g. dance or sport) 7

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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 overall performance of the school is acceptable. Most students attainment is
in line with age-related curriculum expectations and they make at least acceptable
progress in all subjects. Attainment and progress are good in the high school. The
school is led purposefully and this is resulting in improvements to the quality of
teaching, particularly in the high school. Girls generally and most boys have positive
attitudes to learning and relationships. Older students apply Islamic values
maturely when they interact with others. Most students have a good knowledge of
Emirati culture and heritage. Parents are encouraged to be involved in their
childrens learning through regular and helpful reports and useful learning
resources on the schools website. Teachers and subject leaders are beginning to
make use of the data available to them to monitor progress, yet they do not always
use accurate data to adapt lessons to meet students individual needs. The school
recognises the need to provide more resources for students to use in classrooms,
to improve middle leadership, and to support a few younger boys in the primary
and middle schools to develop more positive attitudes towards learning.
Progress made since last inspection and capacity to improve
The school has made acceptable improvements towards all the recommendations
from the last inspection. The lesson observation programme now focuses more on
attainment and progress. Teachers are benefiting from training which is more
closely linked to their individual needs and impact is beginning to show in the high
school. Students now have access to an additional computer suite, teachers have
portable computers and each classroom has a data projector. Students still require
more access to information and communication technology (ICT) and other
resources in their classrooms to enable them to learn in different and more
individual ways. New middle leadership posts have been created and these leaders
are beginning to contribute to school improvement. School leaders have the
commitment and acceptable capacity to improve the school further.
Development and promotion of innovation skills
The school is promoting a few innovative methods in teaching and learning.
Teachers, particularly in the KG, use videos to encourage singing and counting in
English. Parents and students can use the schools website, which includes a well-
resourced E-Learning Centre, to prepare for lessons and examinations. An
innovation week provides the main opportunity for students to be entrepreneurial
and the school takes part in a national robotics competition. Overall, though, the

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school has yet to embed the skills that underpin innovation fully in lessons across
the curriculum.

The inspection identified the following as key areas of strength:

attainment and progress of students in the high school in all core subjects,
due to improvements in teaching
attitudes of girls and most boys to learning and their relationships with
teachers and each other
students understanding of Islamic values and their knowledge of UAE
culture and heritage, particularly older students
the quality of communication with parents and the support the schools
website provides them and their children.

The inspection identified the following as key areas for improvement:

the availability of resources, including ICT to promote students learning in
classrooms
consistent procedures to develop a few boys attitudes to learning,
especially in the primary and middle schools
the impact of middle leaders on improving teaching and raising attainment
in the KG, primary and middle schools
teachers use of assessment data to plan lessons that meet the needs of all
students
introduction of external, international standardised testing for younger
students, appropriate for the curriculum type, for example MAP

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Performance Standard 1: Students Achievement

Students achievement Indicators KG Primary Middle High

Attainment Acceptable Acceptable Acceptable Good

Islamic
Education
Progress Acceptable Acceptable Acceptable Good

Attainment Acceptable Acceptable Acceptable Good

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

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

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

Attainment N/A Acceptable Good N/A

Social Studies
Progress N/A Acceptable Good N/A

Attainment Acceptable Acceptable Acceptable Good

English
Progress Acceptable Acceptable Acceptable Good

Attainment Acceptable Acceptable Good Good

Mathematics
Progress Acceptable Acceptable Good Good

Attainment Acceptable Acceptable Acceptable Good

Science
Progress Acceptable Acceptable Acceptable Good

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

Other subjects Attainment Good Acceptable Acceptable Acceptable

(Art, Music, PE)

Progress Good Acceptable Acceptable Acceptable

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

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Students attainment and progress are acceptable overall and good at the high phase.
In the KG, primary and middle phases, where most of the students are enrolled,
attainment is in line with curriculum expectations and progress at least acceptable in
all subjects. The school lacks robust externally benchmarked attainment data for
almost all subjects and grades. Internal assessment data is insufficiently moderated
and often unreliable. Students present coursework and learning in lessons shows
that attainment is acceptable in the KG, primary and middle phases, and good in the
high phase. Most children join the KG with few Arabic and English skills. They make
acceptable progress and by the time they leave KG their attainment is broadly at
expected levels for their age. Overall, all groups of students, including those with
special educational needs (SEN) or who are gifted and talented (G&T) make similar
progress. More able students are often provided with work that does not accelerate
their progress sufficiently.

Attainment and progress are acceptable in Islamic education overall. In the KG, almost
all children know their religion is Islam and that the Quran is the Holy Book. In Grade
1, most students can recite Surat Al Falaq and the majority can recite short verses by
heart. By Grade 8, most can read verses from the Holy Quran following correct
tajweed rules appropriate for their age. Progress accelerates in the high school and,
by Grade 12, most students can recite and explain verses from Surat Al Noor, for
example. The majority can discuss in a mature way the teachings of Islam and their
practical implications to day-to-day life. Most students attainment is good in the MoE
examinations in Grade 12.

The quality of students achievement in Arabic is acceptable overall and good at the
high phase. Writing and reading skills are equally well developed. In Grade 1, most
students can read and write words containing the letter they are learning and
recognise its sound. By Grade 9, most can summarise age-appropriate Arabic text in
line with curriculum expectations. By Grade 12, most can read fluently with expression
and the majority can discuss and analyse texts into main and sub plots, demonstrating
good understanding and comprehension skills. This represents good progress and
attainment in the high school.

Attainment and progress in social studies are acceptable in the primary school and
good in the middle school. By Grade 5, most students can explain what the UAE flag
colours represent and describe important social services available to the people who
live in the UAE. By Grade 9, the majority demonstrate good knowledge of
international economic systems and make links to the UAE, and they can explain with
great understanding the importance of environmental conservation programmes in
the UAE.

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Overall achievement in English is acceptable, and good at the high phase. Listening,
speaking, reading and writing skills are equally well developed. In KG, all children can
sing in English, follow simple instructions and name everyday objects such as animals.
By Grade 8, most can identify demonstrative pronouns and adjectives and write
appropriate paragraphs. Reading throughout the grades is broadly in line with age-
related expectations. IELTs external benchmarked data is only available for a very few
students in Grade 12 and this indicates that attainment was broadly in line with
international standards in 2016. Grade 12 students are now more articulate in speaking
and fluent in reading, with the majority attaining above expected levels. For example,
they can discuss marriage traditions in different cultures and their written work is
grammatically correct and increasingly well composed and presented. This represents
good progress and attainment in the high school.

The quality of students achievement in mathematics is acceptable at KG and primary

and good at middle and high phases. For example, at age-appropriate levels, most
children in KG can describe the properties of shapes such as squares, circles and
triangles. By Grade 3, most know age-appropriate multiplications up to 100. By Grade
7, at age-appropriate levels, most students can solve simple algebraic equations with
subtraction, and by Grade 11 can explain the differences between exponential and
logarithmic equations. Grade 12 SATs data is the only external benchmark available
and it shows that attainment is broadly in line with international standards.

Achievement is acceptable in science overall and it is good at the high phase. In KG,
for example, most children can name local animals and describe their features at
levels expected for their age. By Grade 6, most students know the causes of
earthquakes and can explain their effects on buildings. In Grade 8, most know that
diseases are spread by microbes and can describe how to avoid infection. Progress
accelerates in the high school and, by Grade 12, the majority of students can test and
categorise household products for their acidity and relate this to taste and function,
with competence that shows they are achieving above expected curriculum levels.

Students achievement in other subjects is acceptable overall. It is acceptable in ICT,

physical education (PE) and art, and good in music. Achievement in art is good in KG
where, for example, children draw posters celebrating National Day. In Grade 3,
students are motivated by playing instruments and singing. By Grade 8, most students
can accurately pass and trap a football. By Grade 11, most students can use word
processing and desktop publishing software to create professional looking restaurant
menus.

Students learning skills are acceptable in the primary and middle school. In the KG
and high school, students have better learning skills and collaborate well to complete

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tasks. For example, in the KG, children role play traditional cooking and serving coffee
with each other. In Grade 12, students collaborate when using ICT to complete
research and presentations including, for example, illustrating cultural differences in
weddings. A lack of ICT and other resources in classrooms for students to use results
in fewer opportunities for students to develop their creativity and innovation skills.

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 Good

Understanding of Islamic values and

Good Good Good Good
awareness of Emirati and world cultures

Social responsibility and innovation skills Acceptable Acceptable Acceptable Acceptable

The overall quality of students personal and social development is good. Girls
generally and most boys have positive relationships with each other and with adults.
Most students have good attitudes and behaviour in all phases of the school. Students
take increasing responsibility for their own learning as they get older. By the high
phase boys and girls are successful independent learners. A few younger boys in each
class require more structured support to help them develop positive attitudes
towards learning. Attendance at the time of the inspection was good at around 94%.
Punctuality to lessons is good overall, although a few students are regularly late to
school and miss assemblies.

Older students, especially, model Islamic values well by demonstrating, for example,
positive attitudes and respect for others. Almost all students have good knowledge
of the UAEs heritage and culture. This is well developed in social studies lessons,
regular celebrations of cultural events such as Flag Day and morning assemblies which
include recitations and videos of past and modern life in the UAE. Students know
about and respect the diverse cultural backgrounds of others at the school.

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As yet, the skills that underpin students confidence to be innovative, such as critical
thinking and evaluation, are not as well developed as they need to be. A few students,
such as those in the scouts, show their social responsibility by volunteering in the local
community to visit hospitals and elders homes. A few students help organise
assemblies, clear litter and keep the canteen tidy. Older students help to organise and
run parents meetings. Members of the Red Crescent, civil defence and local
transportation authority visit the school to provide helpful social education, for
example about personal responsibility and road safety. Students views about the
school are gathered through surveys and questionnaires. The student council is not
yet contributing effectively enough to improving the school.

Performance Standard 3: Teaching and Assessment

Teaching and Assessment Indicators KG Primary Middle High

Teaching for effective learning Acceptable Acceptable Acceptable Good

Assessment Acceptable Acceptable Acceptable Good

The overall quality of teaching and assessment is acceptable, and good at the high
phase. Teachers have good subject knowledge but require further training in how to
support younger students, particularly younger boys who require individual help.
Classrooms in KG, Grades 1 and 2 are colourful and well organised. Wall displays
support childrens learning and celebrate their work. A wide variety of resources, such
as educational games, artefacts, sand and paint allow teachers to plan exciting,
practical and enjoyable activities. KG children enjoy the twice weekly enrichment
clubs. For example, they make play-dough from flour and water and use it to create
and name geometric shapes. From Grades 3 to 12, classrooms are less stimulating
although recent investment in data projectors is now enabling teachers to use video
to support learning. For example, in Grade 4, students watched a clip showing them
how to make an electromagnet, before making their own in teams. Lessons in higher
grades enable students to develop problem-solving skills. For example, in
mathematics and science, effective use is made through technology, engineering and
mathematics materials to encourage cross-curricular learning. In the primary and
middle schools, teachers rely on workbooks and worksheets too much.

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Teachers now have access to attainment data and are in the early stages of using this
to influence lesson planning. Internal tests and exams are regular and used
throughout the school to link students attainment to American curriculum standards.
However, teachers analysis of levels of performance is inaccurate and leads to an
inaccurate view of students success. As a result, teachers are not yet making
effective use of data to accelerate learning and improve attainment. Students work
is regularly marked and frequent tests provide them with updates about their
progress. Younger students lack confidence about how to improve their own work.
Older students are more self-reliant and able to assess their own learning. For
example, they prepare for lessons at their own level using the learning resources on
the schools website.

Performance Standard 4: Curriculum

Curriculum Indicators KG Primary Middle High

Curriculum design and implementation Acceptable Acceptable Acceptable Acceptable

Curriculum adaptation Acceptable Acceptable Acceptable Good

The overall quality of the curriculum is acceptable. The school offers the California
state curriculum aligned to the Common Core Standards. The curriculum is now
reviewed three times per year to identify where improvements can be made. The
curriculum ensures continuity of learning between grades and across phases. In the
primary and middle phases, the curriculum is implemented less successfully because
it is mostly knowledge-based and relies too much on textbooks and worksheets. This
leads to only acceptable progress at these phases. In the high phase, students can
choose between sciences. A few cross-curricular links are developing, for example in
the science, technology, engineering and mathematics (STEM) programme in the
high phase. The school runs a variety of clubs and trips. These include visits to local
universities and sports clubs. Each Thursday is timetabled for co-curricular activities
such as arts and scouts.

Curriculum adaptations to meet the needs of students are most successful in the high
school. The curriculum accelerates learning here because teachers exploit students
natural enthusiasm to work together to apply learning to explore real-world

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problems. For example, in science, boys apply their learning about the ionisation of
water to devise alternative fuels for cars. The few students with additional needs
receive appropriate support in classrooms. The curriculum is not yet developed or
adapted well enough to ensure high achieving and gifted and talented students are
suitably stretched to achieve their potential. These students, for the most part, are
given similar work to do as those students who require less challenging tasks. The
curriculum now includes the national my language is my identity programme. This,
along with regular national celebrations and a well-developed social studies
curriculum, is contributing to students good knowledge of UAE culture and heritage.
The curriculum is supported well by the schools website. This gives students access
to wider on-line resources and activities to complete independently at home.

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/ Good Good Good Good
safeguarding

Care and support Acceptable Acceptable Acceptable Acceptable

Arrangements for protection, care, guidance and support are good. Parents, students
and school staff are aware of the child protection procedures. Bullying is infrequent
and dealt with well if it occurs. Health and safety policies are good including those
related to safety on school transport. The premises are well maintained, fit for
purpose and suitable for the needs of students. Specialist facilities are good, the clinic
is appropriately equipped and the nurse provides awareness sessions about healthy
lifestyles. In most classes, relationships between students and staff are positive. On a
few occasions, teachers do not always receive prompt support from social workers
and middle leaders to help them sustain successful behaviour routines in the primary
and middle phases. Presently, teachers use a variety of rewards and sanctions to
encourage students to do their best and to participate constructively in learning
experiences.

The school has established links with external specialists to accurately identify
students with additional learning needs. Social workers and subject leaders take
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responsibility to ensure these students are supported. Most teachers are aware of
students needs and support them in class. Support for higher attaining students is
less well developed. While teachers identify gifted and talented students through a
school-wide programme, learning experiences are not yet sufficiently challenging to
stretch their capabilities.

Parents receive regular updates about their childrens progress. This includes useful
information on the schools website to inform them of current and future learning
plans and resources to help them prepare their children for lessons. Older students
are helped during Grade 12 to make decisions about careers and further education
options. The school has developed a few links with local and international universities.

Performance Standard 6: Leadership and management

Leadership and management Indicators

The effectiveness of leadership Acceptable

Self-evaluation and improvement planning Acceptable

Partnerships with parents and the community Good

Governance Acceptable

Management, staffing, facilities and resources Acceptable

Senior leaders communicate high expectations and are visible around the school. The
recently started professional development programme is contributing to better
teaching and learning in the high phase. The schools vision is clear, appropriate and
being implemented increasingly well. Most middle leaders are new since the last
inspection and require further support to help them make fully effective
contributions. Relationships within school are supported by regular daily review
meetings which seek to identify where improvements could be made.

External examination data is not yet used well enough to ensure self-evaluation is
accurate. In part, this is because few benchmarked activities and exams are
completed by students other than in Grade 12. Leaders use only the analysis of internal
tests to contribute to self-evaluation. As a result, the self-evaluation form is
inaccurate. However, the schools development plan addresses the most pressing
needs because it is linked to the findings of the last school inspection.

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Parents indicate they are pleased with the quality and frequency of the
communications they receive. The schools website is a useful tool for sharing
information about school activities and weekly plans. Parents are increasingly able to
contribute to their childrens education by accessing resources on the schools
website to help prepare their children for classes. The views of parents are sought
through the governing body and surveys conducted by school leaders, however
parents are not yet involved in the schools self-evaluation and development planning
processes.

The governing body includes representatives from all stakeholders including parents,
school leaders and school administrators. It receives regular reports from the principal
and conducts other monitoring activities, such as school visits and data analysis. The
principal provides regular progress reports and these are used to hold him to account
appropriately. The lack of robust school performance data is limiting the impact
governors can have on the quality of its provision.

The school mostly functions well on a daily basis. There are sufficient qualified
teachers to deliver the curriculum. Occasionally they lack the skills needed to manage
the behaviour of younger students in the primary and middle phases.
Accommodation, facilities and resources are improving steadily but, as yet, the
provision of ICT for students to use in lessons remains insufficient.

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What the school should do to improve further:
Improve the standard of teaching to raise attainment in the KG, primary and middle
schools by ensuring that:
i. teachers make better use of accurate attainment data to compare
students attainment with external benchmarks
ii. teachers adapt lesson plans to accelerate progress and meet the
individual learning needs of students, especially younger boys and
higher attaining students
iii. middle leaders support teachers more effectively to improve
progress and attainment of students, and provide professional
support to improve teaching and learning
iv. the school introduces appropriate external assessment measures,
such as MAP, to provide suitable benchmarks against which to
evaluate students attainment.

1. Improve students learning and innovation skills by ensuring that:

i. all teachers understand and apply learning activities which promote
higher-order thinking skills and effective learning skills in all lessons
ii. students have access to a wider range of resources in their
classrooms to support their progress and actively involve them in
their learning
iii. ICT and other learning technologies are used regularly in all subjects
by students.
2. Help younger boys develop more positive attitudes towards learning by
ensuring that:
i. teachers and leaders communicate high expectations for boys to
aspire to
ii. a clear rewards and sanctions policy is established, communicated to
all students and applied consistently
iii. middle leaders and social workers intervene to support
improvement more promptly.
3. Improve the impact of leadership and governance on school improvement
by ensuring that:
i. parents and students are fully involved in school self-evaluation and
development planning
ii. governors make better use of accurate performance data, including
robust external assessments, to review the impact of teaching
iii. teachers professional development includes advice and guidance on
how to motivate younger students.

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