Private School

Inspection Report

International Community School Branch 1

Academic Year 2016 2017

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 International Community School Branch 1

Inspection Date January 23, 2017 to January 26, 2017

Date of previous inspection March 1, 2015 to March 4, 2015

General Information Students

Total number of
School ID 238 854
students

Opening year of %of students per Main Curriculum 100%

2013
school curriculum Other Curriculum 0
KG 274
Number of students Primary: 580
Principal Sharon Davis
in other phases Middle: 0
High: 0

School telephone +971 (0)3 6444003 Age range 4 to 11 years

Al Najda Street, Grades or Year

School Address FS2 Year 6
Abu Dhabi Groups

Official email (ADEC) Int.Comm1@adec.ac.ae Gender Boys and Girls

www.icschool- % of Emirati
School website 4%
uae.com/alnajda Students
1. Egyptian 31%
Fee ranges (per Low Category: Largest nationality
2. Jordanian 23%
annum) AED 12,301 to AED 16,35 groups (%)
3. Syrian 12%
Licensed Curriculum Staff

Main Curriculum English National Curriculum Number of teachers 53

Other Curriculum Number of teaching

----- 15
(if applicable) assistants (TAs)
External Exams/ Teacher-student KG/ FS 1:25
-----
Standardised tests ratio Other phases 1:30

Accreditation ----- Teacher turnover 29%

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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 4

observations
Number of parents
201; (return rate 66%)
questionnaires
Inspectors conducted meetings with senior leaders, a
trustee, teachers and support staff, students and
parents. They analysed test and assessment results
and scrutinised students work. They reviewed many
Details of other inspection
of the schools policies and other documentation. The
activities
leadership team was involved throughout the
inspection and conducted joint observations with
inspectors.

School
To provide a safe, inclusive and nurturing learning
environment where all school community
stakeholders support the students to achieve their full
potential.

To deliver a personalised international curriculum

which promotes challenge, enjoyment and
School Aims achievement through strengthening knowledge and
skills.

To utilise the best teaching practices for delivering a

rounded education.

To teach, apply and develop key competences to

develop lifelong learners.

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 To embed core values to prepare pupils to overcome
lifes challenges.

To produce 21st century citizens with global

mindedness and aspirations for future leadership.

The school of choice inspiring, challenging and

empowering a 21st century learning community
through an ethical and innovative, education system.

To provide a safe, friendly learning environment where

School vision and mission
lifelong learners follow an international curriculum
which promotes academic excellence and nurtures key
values and competences in our global minded, future
leaders.

The school has an open-door admission policy. There is

no selection, but students and parents are
Admission Policy
interviewed.

The governing body includes: one owner, two

principals, four parents and three teacher
representatives.
Leadership structure
(ownership, governance and The school leadership includes: the principal
management) supported by one head of department (HoD) for the
English National Curriculum, one HoD for the MoE
Arabic subjects, 7 leaders of each year group and
leaders for core subjects in key stages 1 and 2.

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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 2 1

Specific Learning Disability 1 64

Emotional and Behaviour 0 5

Disorders (ED/ BD)
Autism Spectrum Disorder 0 2
(ASD)
Speech and Language 0 1
Disorders
Physical and health related 3 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 12

Subject-specific aptitude (e.g. in science, mathematics, 9

languages)

Social maturity and leadership 1

Mechanical/ technical/ technological ingenuity 2

Visual and performing arts (e.g. art, theatre, recitation) 2

Psychomotor ability (e.g. dance or sport) 2

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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)

The school was judged to be: Band A Good

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 International Community School Branch1 is good. At
both phases, students attainment is acceptable and broadly in line with the age
related expectations of the English National Curriculum (ENC) and the Ministry of
Education (MoE) standards for Arabic, Islamic Education and social studies. In
science most students show good attainment throughout the school. Students
progress is good in most subjects; it is acceptable in Islamic Education and Arabic
in KG. Teaching is good in the large majority of lessons. There is a high turnover of
teachers with 29% having changed in the last year. The school has minimised the
impact of these changes through effective professional development and
training. Students behave very well. They treat adults and one another with
respect. They, in turn, are highly valued as individuals and looked after very well.
Staff, parents and students are supportive of the schools aims and education
vision. Leadership of the school is good and it is well managed. School self-
evaluation is accurate and guides appropriate priorities for improvement.
Progress made since last inspection and capacity to improve
The school has made good progress with most recommendations from the
previous inspection report. Effective systems have been introduced to regularly
track students attainment and progress in all core subjects. Key objectives from
the ENC curriculum are now embedded in teachers internal assessment processes
in both phases. Much of the teaching is now more engaging and has more variety.
It concentrates on the development of understanding and skills as well as building
knowledge. Lessons in science now include practical investigations. Teachers plan
collaboratively and lessons match learning experiences more effectively to
students needs. Leaders have created a robust approach to planning so that
teachers adapt the curriculum to meet the needs of high achieving students.
Implementation of these plans remains inconsistent. The relevance and range of
resources for effective teaching and learning in KG have improved significantly.
The environment for learning is now appropriate and children are engaged in
more practical activities, which promotes good progress for most of them.
Senior leaders have strengthened behaviour management systems. All teachers
receive induction training in managing behaviour in the classroom and it is
carefully monitored by school leaders. Elements of disruptive behaviour have
been successfully addressed and students are now well-behaved, engaged and
enthusiastic learners. The SLT now regularly evaluate teaching quality; lesson
observations are followed by developmental feedback and target setting for

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teachers. The in-depth knowledge of the schools performance and the recent
track record of improvement led by the senior leadership team (SLT) indicates a
good capacity to develop the school further.
Development and promotion of innovation skills
Leaders plan effectively for the promotion of innovation. There are whole school
initiatives as well as more routine chances for students to develop innovation
skills. These include opportunities for students to take on leadership roles, such as
class prefects and the school council. G&T students lead a design team who are
creating a Maker Room that provides hands-on construction activities for their
peers. KG children spend productive time in the external messy space where free
play, experimentation and discovery are promoted. The school has established a
dedicated, calming space for younger children who need access to a quieter
environment when classroom strategies are not working.
Students ability to undertake enquiry, research and solve problems
independently of teachers remains relatively underdeveloped, particularly in the
primary phase. Students have few practical opportunities to show inventiveness
and be enterprising in lessons or use learning technologies to research. At other
times they take the initiative to select their own board games and organise their
break time activities with great confidence, settling down to play in groups and
pairs.
Leaders demonstrate good capacity for innovation in their successful introduction
of key changes to the culture of the school over the last year. They promote an
ethos of shared educational purpose and teachers are rewarded for outstanding
contributions or initiatives. For example, teachers received innovation awards as a
result of introducing computer programs in maths, English and phonics. These
initiatives have resulted in improved literacy and numeracy skills for most
students.

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The inspection identified the following as key areas of strength:
the principals strong sense of purpose that motivates staff, students and
parents
the improvements that have been made to provision in KG
high standards of health, safety, care, support; a positive school ethos and
harmonious relationships between students and staff
attainment and progress over time in science
well-structured lesson planning and teaching that meets the needs of less
able students.

The inspection identified the following as key areas for

improvement:
attainment and progress in all subjects, particularly in Islamic education
and Arabic in KG
teaching to match students learning needs, particularly those who have
G&T and students of higher ability
teaching that develops students skills in independent learning, enquiry,
critical thinking and problem solving
continuity and progression of students learning within the curriculum
assessment of students attainment and progress against curriculum
expectations.

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Performance Standard 1: Students Achievement

Students achievement Indicators KG Primary Middle High

Attainment Acceptable Acceptable

Islamic
Education
Progress Acceptable Acceptable

Attainment Acceptable Acceptable

Arabic
(as a First Language)
Progress Acceptable Good

Arabic Attainment N/A Acceptable

(as a Second
Language) Progress N/A Good

Attainment N/A Acceptable

Social Studies
Progress N/A Good

Attainment Acceptable Acceptable

English
Progress Good Good

Attainment Acceptable Acceptable

Mathematics
Progress Good Good

Attainment Good Good

Science
Progress Good Good

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

Other subjects Attainment Acceptable Acceptable

(Art, Music, PE)

Progress Good Good

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

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Student achievement is good overall, with students developing good learning skills
and making good progress in most curriculum areas as they move through the
school. Attainment and progress for most students is at least acceptable throughout
the school in all subjects. Attainment in Arabic and Islamic Education is in line with
MoE curriculum expectations and progress in Arabic is good in primary phase of the
school. Attainment is acceptable overall compared to age related curriculum
expectations, though the school does not benchmark students performance
against international standards through external standardised tests. SEN students
make good progress from their starting points. The progress of the majority of
students of high ability or with G&T is less strong; it is never less than acceptable.
Attainment and progress in Islamic Education are acceptable. A large majority of KG
children are able to recite Al Fatiha verses. Internal test results show that most
primary students attain levels in line with national standards. Most students
understand the principles of Islam. In Year 2, for example, most students are able to
identify hygiene tools and discuss the importance of cleanliness as one of the Islamic
values and are confident in practising aspects such as ablution. In Year 5, students
show acceptable knowledge about significant events; for example, a majority know
and can describe the prophets migration journey to Al Madinah by narrating the
events of the story. Most students can communicate confidently when they speak
about Islamic manners and dress. In Year 6, most students are able to answer
comprehension questions about the Israa and Meraj Journey.
Attainment in Arabic is acceptable for most students in KG and primary who are first
language speakers. In KG, the majority of children are able to identify beginning
sounds of words; they are able to match letters to picture words and a minority can
write some letters accurately. Progress is acceptable in KG and good in the primary
phase in speaking and reading. In Year 2, most students are able to decode words
from the story without visual cues. In Year 6, most students are able to read a
paragraph fluently and with intonation and demonstrate understanding to its
content. Progress in writing is not as well developed in either phase. In primary, for
second language speakers, attainment is acceptable and progress is mostly good. In
Year 2, most students are able to articulate words properly and use them adequately
in context. In Year 6, most students understand a short conversation in standard
Arabic and respond to questions using short phrases. For all primary students,
attainment and progress in writing is never less than acceptable, but it is not as
strong as other areas of language.
In social studies, students attainment is acceptable and progress is good. A majority
of students in Years 2 and 3 have an acceptable knowledge of the different areas of
the UAE such as the desert and mountainous regions. By Year 5 they can compare

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historic times in the Gulf region to the modern Gulf and can identify the differences
when describing costumes and lifestyles. Most students make consistently good
progress throughout the primary school. In the older year groups, students have a
sound knowledge of world ecological issues such as deforestation. They also have a
good understanding of local environmental features in the UAE and can describe the
medicinal benefits of desert plants, such as Acacia, Juniper and Date Palms. Most
students make good progress from their starting points throughout the primary
phase.
Attainment in English throughout the school is acceptable. Progress is good for
most students. On entry to school, testing indicates that the majority of KG children
attain speaking, listening, reading and writing skills that are close to curriculum
expectations. In KG most children make good progress in speaking, reading and
writing. Their understanding of phonics develops particularly well. In Year 3 the
majority of students can speak, read and interpret information accurately. A
minority of higher ability students reach standards that are above age-related
expectations. Most students reading fluency shows good development and by year
6, they can read accurately and with intonation. The quality of writing and the range
of vocabulary that students use in sentences and stories improves consistently over
time. In Year 4 a minority of students write their opening sentences for stories
independently and confidently. Most students know how to use a range of starting
phrases such as long, long ago. In Year 6, the majority of students understand how
to construct a story, which has a dilemma as the climax. They steadily develop their
confidence and use of creative ideas.
Attainment in mathematics is acceptable at both phases and in line with curriculum
expectations. Progress is good. In the KG the majority of children learn counting
skills at a good pace. Most KG children can identify, say and count 9 objects through
practical work. For example, children designed different patterns using nine
windows. Most KG2 students can identify 2 D and 3 D shapes by colour and size, their
corners and the length of sides. They know that they have different numbers of
faces. Most primary students make good progress over time. In Year 3, students
learn about subtraction and addition, using number lines confidently to make their
calculations. Most can successfully undertake the subtraction of 2-digit number
using a number line. Most Year 5 students can identify and explain the properties of
different triangles. A few high ability students know scalene, isosceles and
equilateral triangles and can explain their differences. Most older students make
more limited progress in the development of problem solving skills.
Attainment in science is good and above curriculum expectations in both phases.
The majority of students make good progress in science lessons. KG children
understand the different properties of materials such as paper, leaves and steel.
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They ably apply their knowledge well and know which materials are best suited for
making robust buildings. Most older students understand and use scientific terms
with confidence; they demonstrate competent practical and investigative skills. For
example, Year 3 students investigated the impact of the sun as a light source on
their own shadows in a practical experiment in the school playground. The concept
of students as scientists is embedded in the majority of lessons. In Year 6, for
example, students predicted which electrical circuits would work or not and then
tested their predictions in a practical investigation. The emphasis on practical
activities and experiments which students conduct independently means that they
consistently develop a good level of skill, and knowledge and confidence over time.
Progress for the minority of higher ability students is unnecessarily limited, as they
do not explore or investigate ideas at their own pace.
In other subjects such as art, music and physical education (PE), most students
demonstrate acceptable attainment. In KG, most children gain confidence and
competence in expressing themselves through drawing, painting and making music.
They gain control and balance when running, jumping and gain ball skills, for
example, when catching in PE. Most progress well in handling equipment in art and
music. In Years 1 to 6, most students make good progress in acquiring knowledge
and skills in subjects such as French and history. In art, most students make
acceptable progress in drawing and painting. They steadily develop confidence in
experimenting with shading, perspective and use of colour. Limitations in the
specialised facilities for art and sport restrict students further progress in these
areas.
Students in both phases make good progress in developing their learning skills. In
KG most children are able to make choices about the equipment they use. They are
capable of working productively on their own and they use play equipment sensibly.
They learn to be resourceful and start to find things out for themselves. In primary,
almost all students are actively involved in lessons. They care about their work and
try to improve it when they are asked to reflect on its quality. Almost all have
positive attitudes and can communicate their learning. They cooperate readily in
pairs and small groups and frequently produce good work. For example, in a Year 6
history project, girls designed and built a Viking ship in collaborative groups; some were sail
makers others were painters and a few were the designers. They compared their ships with
UAE dhows and talked about the differences. Most KG children and primary students are
able to relate their work to the real world. For example, KG children investigated 2D and 3D
shapes and buildings in Abu Dhabi. In science, most primary students learn through
investigation and enquiry. This is not the same in all subjects and overall, their skills in
research, critical thinking and problem solving are too limited. Most children are confident
and competent users of learning technology, including its application in homework.

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Performance Standard 2: Students personal and social development,
and their innovation skills

Students personal and social

development, and their innovation skills KG Primary Middle High
Indicators

Personal development Good Good

Understanding of Islamic values and

Good Good
awareness of Emirati and world cultures

Social responsibility and innovation skills Acceptable Acceptable

Most students in both phases display good attitudes to learning. Children in KG are
enthusiastic about their work and engage keenly in all lessons. Most primary
students are confident, responsible, self-disciplined and have positive attitudes to
learning. Behaviour is good throughout the school in lessons and at break times. All
students are very respectful to their teachers and to each other. Most primary
students are able to describe several ways to stay healthy, such as receiving regular
vaccinations, drinking lots of water, having breakfast, exercising and eating
vegetables and fruit. KG children are knowledgeable about germs and the
importance of washing their hands. The majority of students exercise daily with the
PE teacher as a way to progressively develop healthy living. They engage in physical
activities after school clubs such as in the football club, gymnastics, tennis,
basketball, Zumba and dance clubs. Students attend school on regular basis because
they enjoy learning and are well cared for. The attendance rate at 95% is good and
most students are punctual.
Students have a good understanding of Islamic values and the impact of Islam on
their lives. They are very respectful of UAE culture and traditions and appreciate the
diverse range of opportunities and experiences that the UAE provides. Students
enthusiastically celebrate national occasions such as National day, Flag day and Eid;
most understand the symbolism and meaning of the events. Most primary students
are interested in learning about other cultures as well as their own. They can
confidently discuss other world cultures and can identify landmarks that they have
visited such as Burj Khalifa, Big Ben, Taj Mahal and the pyramids in Egypt.
Most primary students contribute well to their school community through the
elected school council and the activities of class prefects. The student council helps
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organise students movements in and out of buildings during breaks. They enjoy
doing surveys to discover other students views about school-related issues.
Students innovation skills are acceptable; their work ethic develops well in the
primary school. Year 4 students, for example, visited a local pizza restaurant to learn
about business. Younger students have fewer opportunities provided for them to
show initiative towards developing social responsibilities. A large minority of primary
students join the eco-club to improve their understanding of environmental issues.
Most students collect litter after breaks, leaving the playground clean and tidy for
the next year group. Students discuss the importance of recycling and identify
objects that can be recycled. Most are aware of procedures to take care of their
environment such as the impact of deforestation and avoiding throwing litter into
the sea.

Performance Standard 3: Teaching and Assessment

Teaching and Assessment Indicators KG Primary Middle High

Teaching for effective learning Good Good

Assessment Acceptable Acceptable

The overall quality of teaching is good. The quality of teaching observed by

inspectors ranged from very good to weak. Most lessons were deemed to be good
or better. KG teachers understand the needs of young children and how they learn
best. Almost all teachers use secure subject knowledge to help students
understand and to develop their skills. Most teachers lesson planning is detailed,
with activities that are intended to challenge students of different abilities. Most
teachers use time and resources well with particularly high quality presentations
through learning technology such as interactive whiteboards. Classroom routines
are well established and help to sustain a brisk pace in the large majority of lessons.
Teaching assistants are generally deployed well in KG. Learning objectives are
shared with students so that they understand what they are expected to achieve
during lessons. Learning environments are well organised with attractive displays
and childrens work. In all years, teacher-student interactions are good and are most
effective when students work in groups and share their learning with each other
and the teacher. Teachers questioning is generally good; in the best lessons
teachers pose questions at the beginning and throughout the lesson to assess

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understanding. The use of questioning to probe students understanding and
encourage them to think critically, does not challenge students of higher ability in a
large minority of lessons.
Most teachers use a good variety of strategies to meet students needs. Some of
these are imaginative. Pair and group work are routine features and students
respond well. Tasks, which match the needs of most groups of students, including
those with SEN, feature in the majority of lessons. The needs of less able students
are met very effectively when teachers give them dedicated support. In a minority
of lessons, particularly in Islamic education and Arabic in KG, all children are given
the same tasks, which limits their progress.
There is too much unnecessary teacher direction in a minority of lessons and too
little independent use of resources by students. This restricts students progress in
critical thinking, problem solving and independent learning. These skills are
insufficiently developed.
The assessment of students attainment and academic progress is acceptable.
Internal baseline tests are applied regularly to enable the detailed tracking of
students progress in key aspects of learning. These tests are referenced and
standardised against external benchmarks and learning outcomes within the
curriculum. The data from tests is not used to assess students attainment against
international benchmarks. The progress of Arabic first and second language
speakers is monitored through repeated diagnostic testing and internal
examinations. Moderation of standards is routine at year level internally. External
moderation is carried out by year leaders with teachers from two schools with a
similar student demographic, which are also following the ENC. The SLT use internal
assessment data effectively to identify strengths and weaknesses in teaching and
other aspects of provision; this contributes to plans for improvement. Middle
leaders and teams at year level are becoming adept in their analysis of assessment
data, which is used well when teachers plan lessons to meet students specific
learning needs. Subject leaders are not using assessment data effectively to
influence or adapt their curriculum planning.
Assessment for learning is carried out by most teachers who monitor students
progress and attainment carefully. Information enables teachers to develop good
knowledge of individual students. This is supplemented by details about students
with SEN supplied by specialist teachers. In the KG the use of teaching in small
groups, using curriculum goals, provides good assessment opportunities that build
teachers understanding of individual strengths and weaknesses.

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Performance Standard 4: Curriculum

Curriculum Indicators KG Primary Middle High

Curriculum design and implementation Acceptable Acceptable

Curriculum adaptation Acceptable Acceptable

The curriculum has a clear rational based on the Early Years Foundation Stage (EYFS)
learning outcomes, the English National Curriculum (ENC) programmes of study and MoE
standards. These curricula meet the needs of students. Curriculum planning is based on
coverage of the knowledge, understanding and key skill to be developed through the
EYFS, the ENC programmes of study and the MoE curriculum. The continuity and
progression of learning between KG, lower primary and upper primary is not
sufficiently secure in all subjects.
The school offers an appropriate degree of choice for students in a primary school
context. Children in KG choose activities and select equipment to work on. In the
primary school French and History are provided. In KG, the curriculum content is
purposefully linked together through a series of themes, which helps to reinforce
childrens learning. In primary, there are effective links between the content of
different subjects across the curriculum; for example, in science and mathematics
where students numeracy skills are reinforced through use in science as they need
to calculate or measure during experiments.
The curriculum is reviewed regularly. The SLT oversee this process, which is
conducted by phase and year teams. Induction training for the high percentage of
new teachers at the start of the school year includes participation in the curriculum
review. The principal ensures that year teams regularly review the curriculum in their
weekly meetings.
The curriculum is adapted well to meet the needs of all groups of students. Children
with little or no English are well-supported in the KG by class teachers and SEN
specialists working together. Spelling, punctuation and phonics sessions boost early
language proficiency. The school offers a good range of extra-curricular activities.
The participation rate is high. Relatively few opportunities allow only a minority of
students to take the initiative and to lead. There are a few links developing with the
community through volunteering and charity work. Overall, these are more limited
aspects of the schools curriculum provision. A strong pride of being part of the UAE
is prominent in the schools educational philosophy and is well embedded in the
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curriculum. Work to develop cultural understanding is planned in all subjects. It
results in a good appreciation of UAE tradition and culture. Resources are selected
with cultural sensitivity and new staff from overseas receive careful induction and
orientation for this area of the schools work.

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
safeguarding

Care and support Good Good

The protection, care, guidance and support of students are good. The child
protection policy and procedures for safeguarding students are rigorous. These are
shared with students and parents and procedures are well known to all members of
the community. The well-resourced clinic and qualified nurse ensure that students
receive the appropriate medical care. The school building is well-maintained and
clean. Staff and students care for it well. Premises and facilities are safe and secure.
The school keeps comprehensive and secure records of all fire drills, safety checks
and incidents relating to the health and well-being of students. The building is not
well adapted to meet the needs of all students, including those with physical
disabilities, as there is no lift. The school promotes safe and healthy lifestyles very
well through lessons and activities. For example, the nurse provides health
awareness for all students on topics such as oral hygiene as well as simple
suggestions for what makes a healthy diet. KG children use a supermarket to take
part in role play shopping for healthy foods, such as bananas and apples.
Good relationships are evident throughout the school. Behaviour management
systems are embedded; teachers and students consistently apply rules and high
expectations. The pastoral care provided for students is clearly reflected in the
warm and friendly relationships between students and teachers, as well as school
staff, including bus supervisors and teaching assistants. Supervision of students
throughout the school in classes and during the break, as well as the arrival and
departure from school is robust. The school is active in promoting attendance,

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which has led to an improved attendance rate of 95%.
The identification of students with SEN and those with gifts and talents (G&T) is
good. There is early identification of needs and intervention to support children
from KG1. Specialist teachers and the SEN coordinator interview students when they
join the school. Class teachers also make referrals. The identification of G&T
students is equally thorough. The school has also developed a checklist for use by
teachers. This includes criteria reflecting multiple intelligences, excellence in
particular skills, social, emotional and personal development. Provision for SEN
consists of in-class support by teaching assistants; and withdrawal for intensive
work with specialist teachers for 1 to 3 periods per week. Students on the SEN
registers have individual education plans (IEP), which are shared with class teachers.
They provide good quality information about each students learning needs. Most
G&T students who are intellectually gifted are not offered sufficient opportunities
to work at their own pace and levels in lessons.
Students are monitored by class teachers and year leaders. Their progress is
carefully checked and termly reports to parents provide commentary on their care
and support. For KG children who experience behavioural difficulties, the school has
established a sensory-controlled room and a place of safety. It is a soothing
environment where dialogue between teachers and children focuses on social
interactions. This helps children to be calm and develop their own self-regulation
skills.

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Performance Standard 6: Leadership and management

Leadership and management Indicators

The effectiveness of leadership Good

Self-evaluation and improvement planning Good

Partnerships with parents and the community Good

Governance Good

Management, staffing, facilities and resources Good

The quality of leadership and management is good. The principal provides a clear
vision, decisive direction and support for the staff, based on her thorough
knowledge of curriculum development. The SLT is relatively small and shares a
resolute focus on improvement. Middle leadership has been established only
recently for subjects. The SLT are in the early stage of developing effective coaching
for subject leaders; particularly by increasing their capacity to monitor the
effectiveness of teaching and learning across key stages.
Relationships are good; communication is open and responsibilities shared. The SLT
have weekly meetings with year leaders who share their strong sense of purpose.
Year meetings are held weekly for teachers, during which collaborative lesson
planning takes place. Teachers feel challenged and held accountable for students
outcomes. The addition to the senior leadership team of the HoD for ENC has had a
very positive impact on leaders capacity to continue to drive improvements. The
pace of change has been good. Leaders demonstrate good levels of competence
and commitment to intervene quickly and drive improvement.
Self-evaluation and improvement planning are good. The schools self-evaluation
form (SEF) is accurate. The school development plan (SDP) is a working document,
which is used well to measure progress against the recommendations from the
previous report. Members of the SLT undertake a comprehensive schedule of termly
lesson observation, feedback and target setting. Their written commentary is
evaluative and covers an extensive range of key performance indicators. Year and
subject leaders conduct regular scrutiny of students written work. Leaders have
correctly identified areas for improvement.
The involvement of parents in their childrens learning is good and growing.
Communication with parents is good. An electronic communication system is used
to send parents information about curriculum, homework and school events. It is
used for daily communication between parents, teachers and leaders. Parent survey
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shows that parents are very supportive of the school overall and they highly value
the academic standards their children achieve. Report cards are sent to parents
three times a year. They provide detailed information about academic progress and
personal development. There are relatively few productive partnerships with other
organisations in the local, national or international context.
Governance arrangements are good. The board of Trustees operates efficiently in
providing oversight of financial, legal and human resource issues. It ensures that
sufficient funding is available for staffing, resources and improvement projects. Its
members are highly supportive of the principal and they are proactive in recruiting
high quality staff. There is parent and teacher representation on the board. The
owner holds the principal and senior leaders adequately to account for the
development and quality of the schools performance through weekly meetings. He
is regularly involved in school events.
The school is well-organised and its operations are efficient. Staffing, resources and
facilities are managed well. The school runs very smoothly day-to-day. The schools
efforts to manage the high turnover of staff includes rigorous programmes of
induction and staff training, the impact of which is evident in many classrooms.
Teachers are sufficient in number and appropriately qualified to deliver the
curriculum. The premises are adequate for the curriculum the school offers. There
are few specialised facilities for science or art and limited facilities for sport.

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What the school should do to improve further:
1. Raise attainment and progress in all subjects, particularly Islamic Education
and Arabic
i. enabling Arabic and Islamic education teachers to plan lessons with
other year team teachers
ii. checking that students respond to teachers marking and comments
by reviewing and correcting their work
iii. ensuring that teachers meet regularly to moderate and compare
assessments of students work.

2. Improve teaching to match students learning needs, particularly those

with G&T, and high ability by:
i. monitoring the effectiveness of differentiated lesson plans on the
progress of high achievers
ii. checking that teachers use effective time management skills in
enabling students to start learning activities quickly
iii. encouraging students of higher ability to work on individual learning
activities
iv. ensuring that teachers plan open-ended lesson tasks which provide
higher achievers sufficiently challenging extension activities.

3. Ensure all lessons are developing students skills in independent learning,

enquiry, critical thinking and problem solving with greater consistency, by:
i. raising teachers expectations of students through enquiry-based
learning that relates to real life
ii. allowing small groups of students to carry out research independently
iii. improving students access to learning technologies in order to
develop enquiry and research skills.

4. Improve the continuity and progression of learning in subjects by:

i. ensuring new teachers have a solid foundation in their understanding
of the curriculum
ii. reviewing curriculum continuity through classroom observations
iii. improving subject leaders monitoring and observation skills and
increasing their capacity to review curriculum deliver across phases
iv. enabling year leaders time to map curriculum objectives across key
stages.
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5. Improve leaders monitoring of assessment of student outcomes against
curriculum expectations by:
i. increasing the breadth and frequency of external moderation
ii. referencing external validation when benchmarking students
attainment and progress
iii. improving the accuracy of internal moderation when measuring
students attainment against national curriculum standards.

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