New World Private School - Inspection Report 2016-2017 1

Contents

School information.............................................................................................................................. 3
The DSIB inspection process............................................................................................................... 4
Summary of inspection findings 2016-2017 ..................................................................................... 6
Main inspection report ..................................................................................................................... 12
1. Students achievement .............................................................................................................................. 12
2. Students personal and social development, and their innovation skills ............................................... 16
3. Teaching and assessment ......................................................................................................................... 18
4. Curriculum .................................................................................................................................................. 19
5. The protection, care, guidance and support of students ......................................................................... 20
Inclusion ..................................................................................................................................................... 21
6. Leadership and management ................................................................................................................... 22
The views of parents, teachers and senior students...................................................................... 25

New World Private School - Inspection Report 2016-2017 2

 School information

General information Students

Location Al Twar 1 Gender of students Boys and girls
Type of school Private Age range 4 - 18
Opening year of Grades or year
2005 KG 1 - Grade 12
school groups
Number of students
Website www.nwps.ae 1,425
on roll
Number of children
Telephone 04-2610033 0
in pre-kindergarten
Damascus Street, Al Twar 1, Number of Emirati
Address 504
Dubai students
Number of students
Principal Mr. Moussa Ouarou 31
with SEND
Language of
Arabic, English
instruction Largest nationality Different Arab
group of students nationalities
Inspection dates 12 to 16 February, 2017

Teachers / Support staff Curriculum

Educational permit /
Number of teachers 124 MoE
Licence
Largest nationality
Egypt Main curriculum MoE
group of teachers
Number of teaching External tests and
9 MoE Grade 12
assistants examinations
Teacher-student
1:12 Accreditation n/a
ratio
Number of guidance National Agenda
2 ACER: IBT; GL: CAT 4
counsellors benchmark tests
Teacher turnover 30%

New World Private School - Inspection Report 2016-2017 3

 The DSIB inspection process

In order to judge the overall quality of education provided by schools, inspectors consider the six standards
of performance that form the basis of the UAE School Inspection Framework (the framework). They look
at childrens attainment and progress in key subjects, their learning skills and their personal and social
development. They judge how effective teaching and the assessment of learning are across the school.
Inspectors consider how well the schools curriculum, including activities inside and outside classrooms,
meet the educational needs of all students. They judge how well schools protect and support children. In
addition, inspectors judge the effectiveness of leadership, which incorporates governance, management,
staffing and facilities.
Inspection judgements are drawn from evidence gathered by the inspection team, including observation
of students learning in lessons, review of their work, discussions with students, meetings with the staff,
parents and governors, and review of surveys completed by parents, teachers and students.

Judgements are made on a six-point scale.

DSIB inspection teams make judgements about different aspects, phases and subjects that form the work
of the school, using the scale below, which is consistent with the framework.

Outstanding Quality of performance substantially exceeds the expectation of the UAE

Very good Quality of performance exceeds the expectation of the UAE

Good Quality of performance meets the expectation of the UAE (This is the
expected level for every school in the UAE)

Acceptable Quality of performance meets the minimum level of quality required in the
UAE (This is the minimum level for every school in the UAE)

Weak Quality of performance is below the expectation of the UAE

Very weak Quality of performance is significantly below the expectation of the UAE

New World Private School - Inspection Report 2016-2017 4

 Inspection journey for New World Private School

New World Private School was founded in 2005. The school was rated as weak between 2012 and
2015, but improved to an acceptable rating in the 2015-16 inspection after a change in ownership.
The principal was appointed in 2015 prior to the 2015-16 inspection. Student numbers have dropped
significantly from 1,824 last year to 1,425 this year. Teacher turnover this year is 30 percent, which
although still high, is lower than the 42 percent recorded in 2015-16.
Improvements noted during the past three inspections have included students good understanding
of Islamic values, and more recently, the commitment of leaders and their realistic self-evaluation.
Recommendations over the same period have focused on raising students attainment, improvement
in leadership capacity, monitoring the quality of teaching, learning, and assessment, and the
provision in the Kindergarten. Furthermore, provision for health and safety has been highlighted as
an area of concern.

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 Summary of inspection findings 2016-2017

New World Private School was inspected by DSIB from 12 to 16 February, 2017. The overall quality of
education provided by the school is acceptable. The section below summarises the inspection findings for
each of the six performance indicators described in the framework.

Students attainment and progress are mostly acceptable across all core subjects. However in all
these subjects, girls perform significantly better than boys. In English, mathematics and science,
students perform considerably better in assessments based on the UAE Ministry of Education (MoE)
curriculum than they do in international benchmark assessments, in which they achieve poorly. The
quality of students learning skills is acceptable.
Students have positive and responsible attitudes to learning and benefit from positive relationships.
Attendance, punctuality and behaviour have improved since the previous inspection. Students have
a good understanding of the role and values of Islam, and they enjoy participating in Emirati customs.
They are beginning to develop an awareness of environmental issues and their potential impact on
their lives.
The quality of teaching and assessment is acceptable across the school. Most teachers plan
adequately for their lessons, but they do not adapt their approaches and expectations to meet the
learning needs of different groups of students. Data are analysed to give a picture of outcomes and
trends in students attainment, but they are not used well to adapt teaching and the curriculum to
improve student outcomes.
The curriculum meets statutory requirements and is adequately broad and balanced. However, the
schools understanding of effective implementation strategies requires further development. Most
teachers do not modify the curriculum to meet the different needs of their students in their lessons.
As a result, the needs of some groups of students, including boys, those who have SEND and those
who need more challenging work, are not effectively met.
The provision for health and safety has improved across the school and is now good. Staff and
students have a good understanding of safeguarding procedures. Most risks are assessed and
addressed around the premises. The monitoring of attendance, punctuality and behaviour have
improved. Although identification of SEND has improved, the quality of support for students with
SEND in lessons is still variable.
Leaders have yet to articulate and share a clear understanding of what good quality provision looks
like. They know the schools strengths and weaknesses, but plans to address the weaknesses are not
yet effective. Communication with parents is good, but they are not yet engaged as partners in their
childrens learning. Governors have a well-informed understanding of the work of the school.
However not enough teachers have appropriate backgrounds or experience to model good or better
practice to others.

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 What the school does best
Governors support and commitment to improving the school has resulted in a steady improvement
over the past two years.
Students personal and social development has improved and their good levels of understanding of
Islamic values across the school has been maintained.
The provision for students health and safety has significantly improved in all phases.

Recommendations
Governors and school leaders should improve outcomes for students by:
- articulating and sharing with all staff a clear understanding of what very good quality teaching,
learning, assessment, and curriculum implementation and modification look like
- setting a unified, simplified and prioritised direction for improvement, which is underpinned by
high expectations, and effective improvement planning
- ensuring that capacity for improvement is further developed by appointing additional well-
qualified and appropriately experienced teaching staff and ensuring the provision of high-quality,
targeted professional development
- providing teachers, students and children with high-quality resources, including learning
technologies, to support independent learning.
School leaders and teachers should raise students attainment and accelerate their progress in all
subjects by:
- setting higher expectations of what all students can achieve in lessons
- reviewing and modifying the curriculum to ensure that all boys are motivated to achieve their
full potential
- using assessment information on an ongoing basis to set tasks that challenge students of
different abilities, including those with SEND, and the gifted and talented
- sharing examples of good practice that are evident in the school and beyond.

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National Agenda Parameter

In 2014, H.H. Sheikh Mohammed Bin Rashid Al Maktoum, Vice-President and Prime
Minister of UAE, and Ruler of Dubai, launched the UAE National Agenda 2021, with
education being a prime focus. The National Agenda includes two major objectives
developed with the intention of placing the UAE among the most successful countries
that provide world-class education. By 2021, it is expected that the UAE will feature in
the top twenty countries in the Programme for International Student Assessment
(PISA) test and in the top fifteen countries in the Trends in Mathematics and Science
Studies (TIMSS) test.

In response to this, each participating school was issued a report on their students performance in these
international assessments and, in addition, they were provided with clear targets for improving their
performance. In 2015, KHDA launched the National Agenda Parameter, which is a method for measuring and
monitoring schools progress towards achieving their individual National Agenda targets through the use of
external benchmarking assessments.

The following section focuses on the impact of the National Agenda Parameter in meeting their targets:
The school does not fully meet the registration requirements for the National Agenda Parameter
Attainment against international benchmarks in English, mathematics and science is significantly
below expectations.
The school is presently meeting expectations in the quality of its data analysis work linked to the
National Agenda Parameter. In-depth training has taken place for all relevant personnel and this has
resulted in an accurate interpretation of external international data. Improvement actions are starting
to be implemented from these activities, based on the perceived gaps in skills, knowledge and
understanding.
The school has made some progress in aligning its curriculum to TIMSS and PISA and other
international tests. They have planned targeted actions to raise the standards by bridging the gaps
in the teaching of skills.
Strategies to develop critical thinking, investigations, open-ended problems and inquiry are presently
irregular features of students' activities. However, leaders recognise this and point to examples of
the better teaching where these pedagogical skills are developing features.
Although students are familiar with international assessment individual reports, these findings
presently have insufficient impact on their learning. They sporadically use learning technologies and
other resources to develop their research skills as aligned to the National Agenda objectives.

Overall, the schools improvement towards achieving its National Agenda targets is not secure

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Innovation in Education
The UAE Vision 2021 sets the aspiration for the UAE to be among the most innovative nations
in the world. The National Innovation Strategy sets the context for innovation and
innovative leadership and provides a basis for evaluating schools in order to deliver a world-
class education for all children in the UAE.

Promoting a culture of innovation:

Students do not benefit sufficiently from opportunities to think creatively and innovatively in lessons.
However, some opportunities exist for them to develop their thinking skills in projects supported
through the schools links with organisations such as Mohammed Bin Rashid Space Centre and the Al
Noor Special Needs Centre. School leaders have not yet articulated a coherent understanding of what
innovation means and its potential impact on enhancing students learning skills. They have yet to
develop a plan for its integration into the curriculum.

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 Overall school performance

Acceptable

1 Students achievement

KG Cycle 1 Cycle 2 Cycle 3

Islamic education
Attainment Acceptable Good Acceptable Acceptable

Progress Acceptable Good Acceptable Acceptable

Arabic as a first
language Attainment Acceptable Acceptable Acceptable Acceptable

Progress Acceptable Acceptable Acceptable Acceptable

Arabic as an
additional language Attainment Not applicable Not applicable Not applicable Not applicable

Progress Not applicable Not applicable Not applicable Not applicable

English
Attainment Acceptable Acceptable Acceptable Acceptable

Progress Acceptable Acceptable Acceptable Acceptable

Mathematics
Attainment Acceptable Acceptable Weak Acceptable

Progress Acceptable Acceptable Acceptable Acceptable

Science
Attainment Acceptable Acceptable Acceptable Acceptable

Progress Acceptable Acceptable Acceptable Good

KG Cycle 1 Cycle 2 Cycle 3

Learning skills Acceptable Acceptable Acceptable Acceptable

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 2. Students personal and social development, and their innovation skills

KG Cycle 1 Cycle 2 Cycle 3

Personal development Good Good Good Good
Understanding of Islamic values
and awareness of Emirati and Good Good Good Good
world cultures
Social responsibility and innovation
Acceptable Acceptable Acceptable Acceptable
skills

3. Teaching and assessment

KG Cycle 1 Cycle 2 Cycle 3

Teaching for effective learning Acceptable Acceptable Acceptable Acceptable

Assessment Acceptable Acceptable Acceptable Acceptable

4. Curriculum

KG Cycle 1 Cycle 2 Cycle 3

Curriculum design and
Acceptable Acceptable Acceptable Acceptable
implementation
Curriculum adaptation Acceptable Weak Weak Weak

5. The protection, care, guidance and support of students

KG Cycle 1 Cycle 2 Cycle 3

Health and safety, including
arrangements for child protection / Good Good Good Good
safeguarding
Care and support Acceptable Acceptable Acceptable Acceptable

6. Leadership and management

The effectiveness of leadership Acceptable
School self-evaluation and improvement planning Acceptable
Parents and the community Acceptable
Governance Good
Management, staffing, facilities and resources Acceptable

New World Private School - Inspection Report 2016-2017 11

 Main inspection report

1. Students achievement

KG
Subjects Attainment Progress
Islamic education Acceptable Acceptable
Arabic as a first language Acceptable Acceptable
Arabic as an additional language Not applicable Not applicable
English Acceptable Acceptable
Mathematics Acceptable Acceptable
Science Acceptable Acceptable

In Islamic education, most children demonstrate attainment levels that are in line with curriculum
expectations. Children are able to recite short verses from the Holy Quran, and they can talk about
basic information about the Prophet (PBUH). In lessons, childrens progress is broadly acceptable.
By KG 2, children acquire age-appropriate knowledge of values and manners. In a very few lessons,
childrens progress is slower than expected.
In Arabic, most children display attainment levels that are in line with curriculum standards. In
lessons, children gain a sufficient knowledge of Arabic letters, sounds and simple words. Their
listening skills are acceptable and they are making adequate progress in developing their
comprehension skills. Childrens progress in developing confidence to speak and communicate is
slower.
In English, most childrens attainment as second language learners is in line with curriculum
expectations. Almost all children listen carefully to stories and demonstrate acceptable
comprehension. They can listen to, and carry out, simple instructions. Progress in writing is
acceptable; by the end of KG2, most children are able to use their phonic skills to decode simple
three letter words and read and write simple sentences. Progress in reading is slower due to a lack
of opportunities to read from a range of differentiated reading materials.
In mathematics, most childrens attainment is in line with curriculum expectations. They make
acceptable progress and by the end of the phase, they can count reliably from one to 20. They can
order numbers, add and subtract two single-digit numbers with the support of concrete materials,
and some can solve simple equations using mathematical symbols such as + and =. Progress in the
development of mathematical concepts is sometimes hindered by their lack of familiarity with
appropriate mathematical language.
In science, most childrens scientific knowledge, skills and understanding are in line with curriculum
standards. By the end of kindergarten, children can talk about different objects and materials. They
can classify farm animals, sea creatures and zoo animals. Their progress in the development of their
investigative skills is slower due to lack of opportunities to engage in age-appropriate scientific
investigations.

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 Cycle 1
Subjects Attainment Progress
Islamic education Good Good
Arabic as a first language Acceptable Acceptable
Arabic as an additional language Not applicable Not applicable
English Acceptable Acceptable
Mathematics Acceptable Acceptable
Science Acceptable Acceptable

In Islamic education, the majority of students display attainment levels that are above MoE
curriculum standards. Students knowledge of the life of Prophet (PBUH), and Islamic values and
morals is good. Students ability to memorise the Holy Quran is only acceptable. In lessons and over
time, a majority of students make better than expected progress in communicating Islamic values
and relating them to their own lives.
In Arabic, most students attainment level is in line with MoE curriculum standards. Their listening
skills are well developed but their speaking and reading skills are only acceptable. Students in the
lower grades demonstrate better attainment levels than their peers at Grade 5. Students progress
is overall acceptable, but notably slower at Grade 5. Girls perform significantly better than the boys.
In English, most students attainment is in line with curriculum expectations. Internal data, lesson
observations and review of recent work indicate that most students listening, speaking, reading
and writing skills are acceptable. They can communicate adequately and regularly participate in
classroom discussions and presentations. Students make acceptable progress in lessons and over
time. By the end of Cycle 1, most students can read texts adequately and can short write paragraphs
on a variety of topics. They make slower progress in the development of their comprehension skills.
In mathematics, most students attainment is in line with curriculum expectations. Internal
assessment data indicates stronger attainment than is reflected in international benchmarked tests.
Students make acceptable progress in lessons and in their work. In the lower grades, they
demonstrate a secure understanding of place value. As they get older they use these skills to plan
strategies for division problems and to work with negative numbers. Independent problem solving,
enquiry and practical application in all areas of maths are underdeveloped. Girls generally perform
better than boys,
In science most students attainment is in line with curriculum expectations. Results of internally-
assessed tests indicate better than expected attainment for the majority of students. This is not
reflected in internationally-benchmarked data, which indicates significantly weaker attainment.
Lesson observations and scrutiny of students' work indicate that attainment is in line with curriculum
expectations. Students make acceptable progress overall. By the end of the cycle, most students
have a grasp of basic scientific concepts. Progress in the development of scientific research, critical
thinking and enquiry is significantly slower.

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 Cycle 2
Subjects Attainment Progress
Islamic education Acceptable Acceptable
Arabic as a first language Acceptable Acceptable
Arabic as an additional language Not applicable Not applicable
English Acceptable Acceptable
Mathematics Weak Acceptable
Science Acceptable Acceptable

In Islamic education, most students attainment levels are in line with MoE curriculum standards.
Students knowledge of worship is well-developed. Their understanding of Islamic concepts is
acceptable but their understanding of the verses of the Holy Quran is less strong. In lessons,
students make adequate progress in developing their knowledge of values and manners in Islam.
Overall, the progress of girls is notably better than that of the boys.
In Arabic, most students attainment levels are in line with MoE curriculum standards. Internal data
show that most students attain at expected levels, similarly to previous years. The majority of
students demonstrate well-developed speaking and reading skills. Overall, students make adequate
progress in reading and writing. However, their progress in literary analysis is slightly slower. Girls
make significantly better progress than boys, especially in their speaking and reading skills.
In English, most students' attainment is in line with curriculum standards. Listening, speaking and
reading skills are more developed than those for writing, where expectations are mostly focused
on report and recall. In Grade 8, students can extract and analyse information from audio recordings.
Reading skills are adequately developed through regular practice. Data show that most students
make acceptable progress. Girls make better progress than boys and are more engaged in their
learning. However most students are not challenged to make better than expected progress.
In mathematics, internal assessment data indicate that attainment is weak when compared to MoE
curriculum standards. This is confirmed by international benchmark test results which indicate that
attainment is very weak. In lessons, students often achieve the objectives set for them, and make
acceptable progress against the schools curriculum standards. The trend for girls to out-perform
boys further accelerates at this stage, with the gap widening significantly in the upper grades.
Attainment of most students in science is in line with curriculum standards. International benchmark
test results show weaker attainment than that indicated by internal assessments. Students make
better progress in the acquisition of concepts than in the development of skills. For example, Grade
7 students have a good understanding of the inter-relations between producers and consumers in
food chains, but have little grasp of scientific enquiry methods. As a result, most students do not
acquire the scientific skills necessary for this stage of their learning.

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 Cycle 3
Subjects Attainment Progress
Islamic education Acceptable Acceptable
Arabic as a first language Acceptable Acceptable
Arabic as an additional language Not applicable Not applicable
English Acceptable Acceptable
Mathematics Acceptable Acceptable
Science Acceptable Good

In Islamic education, most students attainment levels are in line with MoE curriculum standards.
Students knowledge of Islamic concepts, laws (Fiqh) and Hadeeth is acceptable. However, their
understanding of the Holy Quran, and ability to make reference to its verses are less well
developed, especially in the boys section. In lessons and over time, students make acceptable
progress in acquiring basic knowledge across most aspects of the subject. Boys progress is
significantly slower than that of girls.
In Arabic, MoE exams results show that the attainment level of most students is in line with
curriculum standards. Overall, students attainment is similar to the previous years. Students have
acceptable reading and writing skills. In lessons and their recent work, students make acceptable
progress in developing reading comprehension and grammar skills. However, they make slower
progress in developing their understanding of more complex literature and literary analysis. Girls
outperform boys significantly.
In English, most students attainment meets curriculum expectations. Their speaking, listening and
reading skills are stronger than their ability to write. Most students make expected progress. By the
end of the cycle, students can read increasingly difficult texts. However, progress in writing is
variable, with girls making significantly better progress than boys, writing at greater length, and
expressing more complex ideas by using a wider range of vocabulary. Both groups do not regularly
edit and revise their writing sufficiently. A lack of challenge in lessons limits attainment and progress
for all students.
In mathematics most students attainment is in line with curriculum expectations. Girls perform
significantly better than boys in the end-of-year MoE examinations. This is also reflected in lessons,
where girls show they are more able to apply their knowledge and skills in different mathematical
areas of learning, such as in solving of equations and quadratic formulae used to translate parabolas
onto graphs. In these lessons successful progress is linked to higher expectations for individuals and
groups and the prioritising of reasoning and problem solving skills.
In science, MoE exams results show that overall, most students attain in line with curriculum
expectations. Girls however achieve higher standards than boys in all three sciences. Lesson
observations and work sample reviews indicate that the majority of students make better than
expected progress, especially in the development of factual knowledge. Some progress is now
evident in the development of research skills, critical thinking and analysis from Grades 10 to 12.
However, students acquire limited experimental or other enquiry skills.

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 KG Cycle 1 Cycle 2 Cycle 3
Learning skills Acceptable Acceptable Acceptable Acceptable

Most students demonstrate enthusiasm and responsibility in their learning. However, some lessons
in the upper cycles do not actively engage boys, and as a result learning opportunities are
lost. Students can work independently when teachers provide appropriate opportunities, however
these are not regular enough.
Students are respectful to teachers and to each other. They can communicate well and most are
confident speakers. When provided with opportunities, they enjoy working in groups and pairs. The
extent of collaboration in group work is however variable.
Students have opportunities to make connections to real world in most subjects. For example;
children interact with live animals in the petting zoo brought to the kindergarten section and in the
science club, students explore topics such as solar energy and conserving water supplies. Links
between different subject areas in lessons are significantly less evident.
Opportunities for students to develop critical thinking, enterprise, enquiry and problem-solving skills
are not regularly included in lessons. The use of learning technologies is also limited in most
subjects. However, in science some students benefit from tasks which enable them to think critically
about what they are learning. For example, when they are learning about forces, impulse and
momentum in Grade 10.

2. Students personal and social development, and their innovation skills

KG Cycle 1 Cycle 2 Cycle 3

Personal development Good Good Good Good

Most students have positive and responsible attitudes towards learning and to wider school life. They
are proud of their school and appreciative of opportunities that they are provided. They are beginning
to take more responsibility for decision making.
As an outcome of the schools response to the previous inspection recommendation, behaviour is
much improved. Most students exercise self-discipline and have positive interactions with teachers
and their peers. Behaviour outside the classroom and in outdoor spaces is equally good and students
report that bullying is rare.
Students and children benefit from positive relationships. In both the boys and the girls sections,
relationships between teachers and students, and amongst the students themselves, are
underpinned by mutual trust and respect. Almost all are sensitive to the needs of others, including
those with SEND.
Most students show a good understanding of the need for healthy living. They are aware of risks
associated with obesity and many are seen to make healthier choices in the canteen. Most students
value the opportunity to engage in swimming and other sports within the curriculum. Those
interviewed expressed some understanding of the risks associated with their on-line life.

New World Private School - Inspection Report 2016-2017 16

 Attendance and punctuality are much improved since the previous inspection. The average is very
good at over 96 percent. In Cycle 3, average attendance is good at just over 94 percent, but it is
better in other cycles where it is generally up to 98 percent.

KG Cycle 1 Cycle 2 Cycle 3

Understanding of Islamic values and
awareness of Emirati and world Good Good Good Good
cultures

Students have a good understanding of the role and values of Islam and how they are embedded
into UAE society. They recognise the importance of dressing respectfully. Younger children recognise
mosques as places where people pray. Older students are knowledgeable about important Muslim
events such as Eid al Fitr, Ramadan, Eid Al Adha and the Hajj.
Examples of UAE culture and heritage are found throughout the school. A Bedouin majlis greets guests
and students when entering the school. Cultural artefacts and historical pictures decorate corridors,
classrooms and open spaces. They enjoy participating in, and are knowledgeable about, Emirati
customs, such falconry and camel racing.
Students appreciate their heritage and the variety of cultures they come from. They recognise Dubais
multicultural society and enjoy friendships with students from different parts of the world. Their
knowledge and understanding of wider world cultures is not as strong.

KG Cycle 1 Cycle 2 Cycle 3

Social responsibility and innovation
Acceptable Acceptable Acceptable Acceptable
skills

Students are becoming active members of the school and wider community. Students from several
grades visit homes for the elderly to spend time with senior citizens who have no families. They
support causes such as helping those affected by the crisis in Syria through Dubai Cares and the Red
Crescent. Students still do not benefit sufficiently from opportunities to develop their leadership skills.
Most students have a positive work ethic. Student-initiated activities such as the Martyrs Flower
Garden and the collection of money and food for the Food Bank show their awareness, commitment
and care for the greater world.
Students are beginning to develop an awareness of environmental issues and their potential impact
on their lives. They participate in school-based initiatives such as reuse, recycle and reduce. They
learn about climate change and the impact of daily living on the drain of world resources.

New World Private School - Inspection Report 2016-2017 17

 3. Teaching and assessment

KG Cycle 1 Cycle 2 Cycle 3

Teaching for effective learning Acceptable Acceptable Acceptable Acceptable

Most teachers' subject knowledge is secure across all cycles, but there is significant variance in
teachers understanding of how students learn best. For example, in the primary grades there is an
inconsistency in some teachers knowledge of how to teach science and how to help students
develop key mathematical skills through problem-solving activities.
Teachers at all levels plan adequately for their lessons. Most teachers structure their lessons well and
make good use of time. A few teachers make effective use of available resources and some develop
stimulating learning environments to support student learning. This was particularly evident in the
kindergarten, where the children used concrete materials to consolidate their learning in number.
The majority of teachers use closed questions to ensure students are able to recall and only develop
surface-level understanding of what is being taught. Only a few teachers ask more open-ended
questions that encourage students to think, and deepen their understanding of what is being taught.
There is insufficient use of group and pair-work to enhance the quality of collaborative learning in
most settings.
Most teachers do not use or match strategies to meet the learning needs of different groups of
students. In a few classes, teachers identify different levels of challenge for different groups of
students in their plans, but these are not always acted upon in class. Where teaching is more
effective, teachers ensure that most students can access challenging learning experiences during
lessons.
Teachers do not provide sufficient opportunities for students to develop their higher-order and critical
thinking skills. Use of learning technologies for students to conduct research and become more
independent in their learning are limited.

KG Cycle 1 Cycle 2 Cycle 3

Assessment Acceptable Acceptable Acceptable Acceptable

The school has responded to recommendations from the previous inspection, and internal assessment
procedures are now more embedded across the school than they were in the previous year. These
processes are providing increasingly reliable information regarding students attainment against the
schools curriculum standards. The school is still in the process of establishing effective ways to
measure students progress.
The school benchmarks students academic outcomes against external national and international
expectations. Leaders are developing processes to compare these benchmark test results with those
from internal tests, to develop a more accurate view of students attainment and progress in English,
science and mathematics.

New World Private School - Inspection Report 2016-2017 18

 Assessment data are analysed to give a picture of outcomes and trends in students attainment. The
accuracy and validity of these analyses varies from subject to subject. The use of assessment
information to measure and track students progress is presently underdeveloped.
Most teachers do not use assessment data well enough to help them set tasks of differing levels of
difficulty, to challenge students of all abilities. Neither is assessment data used sufficiently to adjust
teaching to improve student outcomes. Where better practice exists, for example in some science
lessons, teachers use assessment data to focus their teaching on the development of particular skills.
Most teachers know how well their students are performing, especially against MoE curriculum
standards. However, they do not provide individual feedback which enables immediate
improvement. Marking is generally regular, but in most cases, it does not identify the steps students
need to improve their learning. Test and exam outcomes are not used regularly enough to set long-
term goals and to track students progress.

4. Curriculum

KG Cycle 1 Cycle 2 Cycle 3

Curriculum design and
Acceptable Acceptable Acceptable Acceptable
implementation

The schools curriculum is based on the rationale and philosophy of the MoE. It meets all statutory
requirements. It is adequately broad and balanced. School leaders are increasingly trying to ensure
that a reasonable balance between knowledge and skills is provided. However, in too many lessons,
the delivered curriculum is excessively focused on knowledge rather than skills.
Curriculum progression and continuity between grades and cycles are smooth in most subjects. They
are less effective in mathematics, where too many students are inadequately prepared for the next
level, resulting in some gaps in their mathematical knowledge and skills.
The curricular choices offered to students are in line with the MoE curriculum requirements. Students
in Cycle 3 have the option to follow an advanced or general track of studies. In addition, the school
has a sufficient range of activities and clubs to meet students interests, such as in the science, space
and sports clubs.
The school offers cross-curricular links in only a few lessons, such as between Islamic education and
social studies. This is not consistent across other areas of the curriculum.
Senior leaders review the effectiveness of the delivered curriculum on a regular basis and seek to
enhance it. In the kindergarten, they are seeking to enhance the curriculum through the introduction
of a thematic approach and more emphasis on learning through play. As a result of a recent review
of the Arabic curriculum, more opportunities are now provided for students to read in Arabic.
The school meets all the requirements of the MoE social studies programme. It also provides adequate
enrichment opportunities through a range of activities and visits. The quality of teaching in the social
studies lessons is generally acceptable. The school formally assesses the attainment and progress of
students in social studies.

New World Private School - Inspection Report 2016-2017 19

 KG Cycle 1 Cycle 2 Cycle 3
Curriculum adaptation Acceptable Weak Weak Weak

Most teachers do not modify the curriculum to meet the different needs of their students in their
lessons. In many lessons, the needs of some groups of students, including boys, those who have SEND
and those who need more challenging work, are not effectively met. In the kindergarten,
modification of the learning activities to meet childrens different needs is more evident.
The school does not provide many opportunities for innovation, creativity or social responsibility in
lessons. There are some successful extra-curricular activities on offer during and after school, focused
on aspects such as swimming, the Holy Qur'an and basketball and science.
Students have a strong awareness of Emirati culture and the heritage of the UAE. The school has
displays to remind students of the history and features of the UAE and Dubai, in particular. Students
are made aware of these aspects in many lessons, and in particular, through the social studies
curriculum and Islamic education.

5. The protection, care, guidance and support of students

KG Cycle 1 Cycle 2 Cycle 3

Health and safety, including
arrangements for child protection / Good Good Good Good
safeguarding

All staff receive regular training in child protection. As a result, they have a clear understanding of
what their responsibilities are and what to be aware of in case of suspected abuse. Improved systems
ensure that challenged and challenging students are supported appropriately, so that their behaviour
causes minimal disruption to their own and others' learning.
Effective systems ensure the school site is hygienic, safe and secure. There are some trip hazards
associated with the age of the building, but steps have been taken to minimise these and
improvements have been made. Emergency procedures are robust. Bus management is good,
Buildings and equipment are well-maintained and an efficient system exists to report and respond
to any repair needs. Risks are assessed and addressed around the premises. Following the previous
inspection, a new soft surface has been installed in the kindergarten playground. However, there is
no system of routine risk assessments for educational visits beyond the school.
The premises and facilities are adapted to ensure all students are catered for, including the very
young or those with additional needs. The obstacles to fire evacuation noted in the previous
inspection report have been addressed. Further steps are being taken to ensure safer movement and
emergency evacuation of those with physical impairment.
The school promotes safe and healthy lifestyles, beginning with routine body mass index and
vaccination screening. Health education is integrated into different areas of the curriculum. For
example, nutrition is discussed in science, while safer internet use is explored in Information
Communication and Technology (ICT) lessons. The school acknowledges that more could be done to
support parents understanding of cyber risks and other important areas of their childrens lives.

New World Private School - Inspection Report 2016-2017 20

 KG Cycle 1 Cycle 2 Cycle 3
Care and support Acceptable Acceptable Acceptable Acceptable

Students' relationships with staff are mostly positive. There are clear procedures in place to manage
behaviour and this has supported the significant improvements in boys' behaviour. The school keeps
a record of how many incidents of different types of negative behaviour occur each month and which
sanctions have been applied. This is regularly reviewed by senior leaders.
The monitoring of attendance and punctuality is now effective and has led to improvements in both
aspects. Leaders are now reviewing the attendance and punctuality of different groups of students
and comparing them to the previous year's data. This allows them to be proactive in tackling any
absence or late arrivals as early as possible.
A very small proportion of students have been identified as having SEND. Improved procedures are
being used to identify students who were not previously recognised. There is a
developing understanding of the different categories of SEND in the school. Some staff are starting to
refer students to the department. There are new procedures in place to identify students who are
gifted and talented.
Training is being provided to teachers in how to adapt their lessons to support students with SEND.
Impact is evident in a few lessons, but is not widespread. As a result, the quality of support in lessons
is still variable. In the few lessons where it is effective, students with SEND are fully involved in
activities. Due to identification being in its early stages, support for gifted and talented students is
underdeveloped
Students' well-being and personal development are monitored and personal support is provided
when necessary. Assessment systems do not currently provide enough information for the school
to tailor academic support to meet individual needs. Support is provided for students thinking about
their future careers, through university fairs and partnerships with local universities.

Inclusion

Provision and outcomes for students with SEND Weak

The well-qualified special educational needs co-ordinator (SENCo) has been in post for a very short
time. She has already started to establish a stronger system to identify students with SEND who had
previously been undiagnosed. An action plan is being developed to improve the provision. Leaders
have recently revised the admissions policy to ensure that that admission procedures for students
with identified SEND are appropriate.
Currently there is a very small proportion of students in the school who have been identified as
having SEND. The SENCo has revised the identification processes and has already started to identify
more students with SEND. There is a developing understanding of the different categories of SEND in
the school.

New World Private School - Inspection Report 2016-2017 21

 Parents are increasingly involved in the education of their children. They contribute to the writing of
individual education plans (IEPs), and the school listens to their views and advice about how to best
meet the needs of their children. Parents are advised about how they can support their children at
home.
The SENCo provides teachers with appropriate information regarding students needs to enable them
to support students more effectively in class. She has recently provided training to teachers in how
to modify the curriculum to meet the needs of the students. However, there is a large variance in
how well staff implement this advice Therefore, students engagement and learning are not
improving at an acceptable rate.
Assessments are not used consistently by teachers to support their planning of lessons. This is largely
due to the lack of effective systems to identify the needs of students with SEND. Information from
students work and teachers assessments are not used to track their academic progress. As a result,
students have gaps in their learning which impede their academic progress.

6. Leadership and management

The effectiveness of leadership Acceptable

Leaders at all levels are fully committed to the improvement of students outcomes. Nonetheless,
senior leaders have yet to articulate and share with all staff a clear understanding of what very good
quality teaching, learning, assessment, and curriculum implementation and modification look like.
Leaders are committed to aligning their vision to national priorities, such as the National Agenda and
improving the provision for students with SEND.
Most leaders have a reasonable knowledge of how students learn best. However, they have yet to
ensure that effective modifications are made to the curriculum and teaching to ensure that the needs
of most groups of students are met. They are working well together and with teachers to develop a
culture that is focused on improving practice.
Relationships and communication among school leaders, and with staff are positive and supportive.
Leadership is distributed effectively and leaders at all levels are clear about their roles and
responsibilities. This ensures that all leaders share accountability for the improvement of the school.
Senior and middle leaders have a developing understanding of the strengths and weaknesses of the
school, and potential barriers to improvement. They receive some professional development to
improve their capacity as educational leaders, but this not sufficiently rigorous and challenging to
ensure that they can effectively lead the school in its next stage of development.
Leaders across the school have improved the quality of aspects of the schools provision over the
past two years. As a result, some outcomes for students have improved. Leaders have ensured that
the school is compliant with statutory requirements and regulations.

New World Private School - Inspection Report 2016-2017 22

 School self-evaluation and improvement planning Acceptable

School leaders systematically gather and analyse information from a range of sources to review the
quality of educational provision and the resulting outcomes for students. As a result, they know the
schools strengths and weaknesses. School leaders use inspection reports to set priorities for school
improvement.
Senior and middle leaders monitor and evaluate the quality of teaching. However monitoring does
not take enough account of the progress that students make during lessons for leaders to make an
accurate evaluation. Teachers are given verbal and written feedback following lesson observations.
The quality of the written feedback shared with teachers is variable.
Governors and school leaders have developed a number improvement plans based on priorities
identified by the school and previous inspection teams. Most of these plans are not based on self-
evaluation information and do not contain targets that are based on measurable outcomes. As a
result school leaders are not always able to evaluate the impact of their actions.
School leaders have made some progress in addressing the recommendations from the previous
inspection report, such as in the improvement of behaviour management and accuracy of student
assessments. However, a number of recommendations, such as those to improve students learning
skills, the quality of teaching, and curriculum modification have not been addressed sufficiently.

Partnerships with parents and the community Acceptable

Governors and school leaders have put a number of strategies in place to attract parents to school,
however they are yet to engage the majority of parents as partners in their childrens learning and
in school life. The views of parents and students are sought and considered when deciding upon
school improvement priorities. Parents acknowledge that the school has made improvements over
time.
A number of communication strategies, including the use of a smart phone app, ensure that parents
are informed about activities in the school that have an impact on their childrens learning and
development. Parents feel that school leaders and teachers are approachable and accessible, and
that the school deals with their concerns effectively.
Reporting on students academic progress is regular. Parents attend scheduled meetings to discuss
their childrens progress and feel welcome to meet teachers as and when needed to discuss any
concerns. School reports convey important messages on key aspects of students achievements, but
not on the next steps in their learning.
The school has developed links with a number of local organisations such as the Dubai Police, the
DEWA (Dubai Electricity and Water Authority), and the Mohammed Bin Rashid Space Centre. As a
result, students benefit from opportunities to participate in events and activities that help enrich their
learning. International partnerships that benefit significantly students learning are yet to be
developed.

New World Private School - Inspection Report 2016-2017 23

 Governance Good

The governing body consists of an advisory board which includes the owner and other non-executive
and executive members. Governors bring with them a wide range of skills, experiences and
competencies that they put to good use in the school. They regularly seek, and act upon, the views
of parents and students. The board is currently reviewing its role and structure to strengthen
accountability systems..
The school principal provides the board with regular updates on matters relating to the operation and
improvement of the school, including the achievements of all students. Some of the governors with
executive roles work alongside school leaders on a regular basis. This sometimes blurs the line
between governance and leadership, and presents challenges for the board when holding leaders,
to account.
Governors have been proactive in addressing the issues that the school has faced since they took
over the school. They have made good strategic resourcing and operational decisions based on their
well-informed understanding of the work of the school. As a result, they have significantly improved
fundamental aspects of provision, such as behaviour management, assessment and health and
safety.

Management, staffing, facilities and resources Acceptable

Most aspects of day-to-day management are effective. Timetabling makes efficient use of available
areas to meet the needs of students. The efficient organisation of lessons and improved behaviour
management activities does not allow much time to be lost during the school day. Communication
with staff and parents is effective.
Recent leadership appointments are beginning to impact positively on students outcomes although
these are not yet embedded. Most teachers have appropriate qualifications, however not enough
teachers have appropriate backgrounds or experience to model good or better practice to others.
Furthermore, the professional development programme in place does not adequately draw on
external expertise.
Classrooms are well-proportioned and students benefit from some good quality additional facilities;
including five laboratories, an indoor swimming pool, a gymnasium and a large auditorium. The
library is well used for Arabic lessons. In the kindergarten, communal areas are used well for group
work, but outdoor space is underused.
Outcomes in mathematics, Islamic education and the kindergarten are restricted by the range of
available resources. In science, good use is made of resources to extend the curriculum, including
astronomy and robotics. Learning technologies are limited in classrooms but some Grade 7 students
are trialling the use of electronic tablets.

New World Private School - Inspection Report 2016-2017 24

 The views of parents, teachers and senior students

The views of parents, teachers and senior students

Before the inspection, the views of the parents, teachers and senior secondary students were surveyed.
Key messages from each group were considered during the inspection and these helped to form inspection
judgements. A summary of the survey statistics and comments from those who responded to the survey
follows:

Responses to the surveys

Responses received Number
Parents* 2016-2017 57

2015-2016 94

Teachers
79

Students
258

*The number of responses from parents is based on the number of families.

Of the small percentage of parents who participated in the survey, most are satisfied with the quality
of education being offered at the school. They believe their children receive good teaching.
Parents opinions are less favourable about teachers support for their childrens learning, in particular
for use of learning technologies to support independent learning. They feel that the school needs to do
more to support their childrens emotional and academic concerns.
Students surveyed are appreciative about their teachers input and support. They feel safe at school
and are proud of their understanding and appreciation of Islamic values.
Students are less appreciative about the breadth of curriculum options, the range of activities available
to them and the lack of opportunities for them to develop leadership skills.
Most teachers who responded to the survey shared positive views about all aspects of the schools
provision.

New World Private School - Inspection Report 2016-2017 25

What happens next?

The school has been asked to prepare and submit an action plan to DSIB within two months of receiving the
inspection report. This should address:

recommendations from DSIB

areas identified by the school as requiring improvement
other external reports or sources of information that comment on the work of the school
priorities arising from the schools unique characteristics.

The next school inspection will report on changes made by the school.

Dubai Schools Inspection Bureau

Knowledge and Human Development Authority

If you have a concern or wish to comment on any aspect of this report, you should contact
inspection@khda.gov.ae

New World Private School - Inspection Report 2016-2017 26