NewSchoolInspectionReport

PhilippineEmiratesPrivateSchool

AcademicYear20142015

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PhilippineEmiratesPrivateSchool

InspectionDate
SchoolID#

14March2015
250

LicensedCurriculum

Filipino

NumberofStudents

961

AgeRange
Gender
Principal
Proprietor
Address
TelephoneNumber
FaxNumber
OfficialEmail(ADEC)

4to16years
Mixed
RosemarieT.Natividad
AliAlHamili&NeliaNapalCinco
BaniyasEast8,AbuDhabi

+971(0)25858041

PhilippineEmi.pvt@adec.ac.ae

SchoolWebsite

Dateofopening

1September2013

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Theoveralleffectivenessoftheschool
Inspectorsconsideredtheschoolinrelationto3performancecategories
BandA Highperforming(overalleffectivenessgrade1,2or3)
BandB

Satisfactory(overalleffectivenessgrade4or5)

BandC

Inneedofsignificantimprovement(overalleffectivenessgrade6,70r8)

TheSchoolwasjudgedtobe:

BANDC;

GRADE6

Themainstrengthsoftheschoolare:

more able students are working at or above agerelated international

expectationsinmathematics,English,andFilipino
a values driven and nurturing atmosphere results in mostly positive and
respectfulrelationshipsbetweenallmembersoftheschoolcommunity
a caring environment founded on respect contributes to the satisfactory
personaldevelopmentofstudents
schoolleadersarekeenlyawareoftheneedforsustainedimprovement.

Themainareasforimprovementare:

students progress and attainment in Islamic education, mathematics,

science,socialstudiesandArabic
development of an independent governing board to offer impartial and
criticaladviceandguidancetoschoolleaders
fulfilment of the schools obligations to both staff and students by
providingthenecessaryfinancialsupporttoenhancestudentperformance
andensurethatsalariesarealwayspaidontime
thedeliveryofinternationalexpectationsandageappropriateexperiences
toenhancethecognitive,socialandphysicaldevelopmentoftheyoungest
children
classroomresources to support effective learning and the delivery of the
curriculum,particularlyinscienceandKG
clearly defined roles and responsibilities for all leaders to enable them to
beaccountableforschoolimprovementandstudentoutcomes.

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Introduction
Theschoolwasevaluatedby4inspectors.Theyobserved69lessons,conducted
several meetings with the proprietors representative, senior staff, subject
coordinators,teachers,studentsandparents.Theyanalysedtestandassessment
results, scrutinized students work, analysed 351 responses to the parents
questionnaireandconsideredmanyoftheschoolspoliciesandotherdocuments
includingtheschooldevelopmentplan(SDP)andtheselfevaluationform(SEF).
Theprincipalandacademiccoordinatorwereinvolvedthroughouttheinspection
processandcompleted5jointlessonobservationswithinspectors.

DescriptionoftheSchool
Philippine Emirates Private School opened in a purpose built building in Baniyas
East8district.MostofthestaffandstudentshavetransitionedfromPISCO,avilla
school, which is now closed. The schools vision is, to prepare students to
become successful learners who are able to develop the skills and qualities
necessaryforlearning,lifeandworkinthe21stcentury.
Thereareatotalof961students;53%areboys,veryfewareMuslim(0.05%),none
are Emirati nationals. They are formed into 31 classes with 173 children in
Kindergarten(KG),515studentsingrades16,and273studentsingrades710.
TheschoolmainlyservestheFilipinocommunitywhorepresent96%ofstudents;
the remainder come from the United States, Indonesia, Pakistan, Nigeria and
Canada.
Theschoolhasanopenadmissionpolicy,subjecttovacancy.Adiagnostictestis
giventoallchildrenandstudentstoassesslearningneedsandaptitudesonentry.
Theschoolhasnotidentifiedanystudentswithspecialeducationalneeds(SEN)or
thosewhoaregiftedandtalented(G&T).Theschoolusesitsowninternaltesting
procedures and has very recently started using Australia Council for Educational
Research(ACER)testsasastandardisedassessmentprocess.
The school is jointly owned by 2 proprietors. There is no governing body or
managementcommittee.Thedaytodayrunningoftheschoolisdelegatedtothe
principal,whohasbeeninpostfor3years,andtheacademicstudiescoordinator.
There are no viceprincipals. There are 45 teaching staff and turnover is low.
Thereare9teachingassistantsand9administrativestaff.Annualfeesareinthe
affordabletolowrange:feesforstudentstransitioningfromthevillarangefrom
AED3,9608,712,andfeesfornewstudentsfromAED6,00013,200.

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TheEffectivenessoftheSchool
Philippine Emirates Private School provides an unsatisfactory standard of
education. This judgement reflects the schools position against international
standards,theFilipinocurriculumandADECsexpectations.Theschoolhasquickly
established an ethos and culture that satisfactorily promotes students personal
development and nurtures their care and protection. Students attitudes to
learning are good and consequently their self confidence and respect for one
anotherisastrengthoftheschool.
Attainmentandprogressformoreablestudentsisinlinewithinternationalage
relatedexpectations.Forthemajorityofstudents,attainmentandprogressinall
subjectsapartfromEnglishandFilipinoareunsatisfactory.Theschoolsjourneyto
meetitsaimsissignificantlyhamperedbytheproprietorslackofunderstanding
of the schools needs. There is no independent and effective governance, and
there is a lack of investment in resourcing and support for staff. The continued
smooth running of the school and the implementation of school improvement
priorities are impractical with the small leadership team, who have a keen
awarenessoftheneedforimprovementandawillingnesstoundertakeit.
Studentsattainment&progress
Studentsattainmentandprogressareunsatisfactory.Attainmentandprogressin
Englisharesatisfactoryandfromgrades310areatinternationalstandardsacross
all aspects of English skills. In mathematics, social studies and ICT it is
unsatisfactoryandin Arabic,Islamiceducationandscienceisvery unsatisfactory
across all grades. Able students achieve in line with agerelated international
expectations in English, mathematics and Filipino, particularly when they reach
the higher grades. Information and communications technology (ICT) skills are
notadequatelydevelopedinlessonssoprogressisunsatisfactoryandstandards
are below agerelated expectations. The academic achievement of students
outsideofthesecoresubjectsisveryunsatisfactory.
AttainmentinEnglishisbetterthanothersubjectsbecausemoststudentsarrive
asbilingualEnglishspeakers.CommencinginGrade1,studentscanread,discuss
andanalysebooksandstories.Moststudentscandiscusselementsofliterature:
plot,theme,characterizationandsetting.EffectivewrittenEnglishisestablished
early in Grade 1 through a focused programme that develops students fluency
andenablesthemtowriteextensively.Studentsmakesatisfactoryprogressand
developbasicskillsinFilipino.Theyareveryselfdirectedandpaycloseattention
totheteacher;itisthisthatsupportsachievementdespitethevariablequalityof
teachingandinadequateresources.
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InArabic,studentsareabletocopywritelegibly,butdonotfullyunderstandwhat
theyarewritingandareunabletoreadwithanydegreeoffluency.Theirgeneral
Arabic skills in listening, speaking, reading and writing are underdeveloped and
well below agerelated standards. Lessons in Islamic education help students to
reflect upon their own behaviour as a reflection of Islamic values, particularly
whentheylinkthistoeverydayexperiences.Comparedtoschoolsfollowingthe
Ministry of Educations (MoE) curriculum for nonnative students, their
attainmentandprogressiswellbelowagerelatedexpectations.Thisisinpartdue
tononcompliancewiththeexpectedtimeallocation.
In mathematics, students acquire basic numeracy skills; they lack the correct
scaffolding of good learning sequences and practice to enable them to achieve
more.Progressisrestrictedfortoomanystudentsduetoalackofopportunityto
extend learning into problem solving, and insufficient time to practise new
concepts and skills. More able students rise to the opportunity and challenge
offered when asked to think deeply and apply knowledge to highlevel problem
solving.Thelackofbasicresourcesthroughouttheschool,andinparticularinthe
early years, has an adverse impact upon students mathematical development.
Attainment and progress in science is very unsatisfactory because there are no
specialistfacilitiesorbasicresourcesforstudentstoinvestigate,test,researchor
explore the full range of scientific themes. It is currently a theoretical and
superficial subject that is taught ineffectually with a lack of challenge and poor
questioningbyteachersthatdoesnotdeveloporextendideas.
Theschooldoesnotconductanappropriateassessmentofstudentsonentry,or
use ongoing standardized assessments effectively to benchmark against other
similar schools or international standards. Consequently, it is not able to
accuratelymonitorstudentprogressandensurelearningneedsaremet.
Studentspersonaldevelopment
Thepersonaldevelopmentofstudentsissatisfactory.Theschoolethoseffectively
inculcates respect, caring attitudes and a sense of responsibility. Many students
areconfident,articulateandhavepositiveattitudestolearning.Thisisreflectedin
generallygoodbehaviour,politenessandrespectforoneanotherandthosefrom
different backgrounds. Teachers have a warm and encouraging attitude toward
thestudentswhichimpactspositivelyupontheirfeelingsofsecurityandcomfort
intheclassroom.
There are not enough opportunities for leadership development or interaction
with others across the whole school; this limits further development of inter
personal skills. When provided with responsibility, students respond in a mature
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way.Manylessonsrelyheavilyuponprescribedactivitiesandthelackofchoiceor
opportunitiestoinvestigate,restrictsthepromotionofindependence.
Students are knowledgeable and respectful about the culture and values of the
UAE and retain a similar affiliation with their Filipino heritage. School leaders
ensurethatbothculturesarenurturedthroughparticipationinawidevarietyof
celebrationsandactivities.Theschooldoesnotfullyutilizetheseexperiencesto,
for example, provide attractive displays, make links to the development of 21st
centuryskillsorpreparestudentsfortheirnextphaseofeducationorcareer.
Thequalityofteachingandlearning
Teaching, and its impact upon learning, is unsatisfactory in most subjects. The
majority of lessons were graded as unsatisfactory or very unsatisfactory by
inspectors.Theleasteffectiveteachingwasseeninmathematicsandthesubjects
taught in Arabic; the most effective was generally in English and Filipino. The
quality of teaching in the early years does not actively promote cognitive,
emotional,physicalandsocialdevelopment.
In too many lessons, teachers do not make use of students prior knowledge or
data on their attainment. Strategies to make ongoing assessments are
underdeveloped leaving many students underperforming through a lack of
challenge or understanding. Scrutiny of workbooks showed a lack of pride and
organization with some work unmarked, leaving students with unresolved
misconceptions and teachers without a good understanding of individuals
learningneeds.Learningobjectivesaredisplayedinmostlessons.Teachersdonot
consistentlyexplaintheirpurposeorwhattheyhavetodotobesuccessful.Self
andpeerassessmentisrarelyused.
Wherethequalityofteachingismoresecure,itischaracterizedbyteachersgood
subjectknowledgewhichlinksnewfactsandknowledgetoreallifesituationsand
builds upon previous learning and students current understanding. In some
English lessons, plans are used as a guide, and adjusted to deliver effective
learning sequences. In these lessons, teachers use questions to deepen learning
and check understanding. In a few science lessons, differentiated materials are
deployedtosuitablychallengetherangeofstudentsabilities.
Inmanylessonsobserved,thecontentwasappropriatebutoftendeliveredinan
uninteresting way and with a severe lack of resources to build and reinforce
learning. The overuse of collaborative activities restricts individual learning and
studentsdonothaveenoughtimetopractisenewskillsandconcepts.Students
arenotgivenenoughopportunitytopractiseandrehearsethefullrangeofskills
requiredfortheirfutureina21stCenturysetting.
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Meetingstudentsneedsthroughthecurriculum
The implementation of the curriculum is unsatisfactory. It does not enable all
studentstomakesufficientprogress,asitisnotsufficientlyadjustedtoindividual
needs,particularlyforthosewhohavelearningdifficultiesorwhoaregiftedand
talented(G&T).CurriculumdeliveryintheKGisveryunsatisfactory,asitdoesnot
adequately support young childrens cognitive, physical or social development.
Often curriculum and lesson plans identify tasks and activities rather than the
outcomes that enable students to know what they are expected to learn. The
allocation of time to the delivery of Islamic education does not meet
requirements.
The school endeavours to build a broad curriculum to balance the Filipino
curriculumalongsideADECrequirements.Thisisnotfullysuccessfulasitdoesnot
providesufficienttimeandfocusforthedevelopmentofkeyskillsandknowledge
or effectively scaffold students independence and 21st century skills. There is a
goodunderstandingandappreciationoftheculture,heritageandvaluesofboth
theUAEandthePhilippinesdevelopedthroughdailyassembliesandparticipation
incelebrationsfrombothtraditions.
The integrated use of ICT across the curriculum is underdeveloped and requires
major investment. Students participate in a limited range of regular
extracurricularactivities;studentsdoengageinsomeexternalsports,musicaland
academiceventsandcompetitions.
Theprotection,care,guidanceandsupportofstudents
Theprotection,careguidanceandsupportofstudentsissatisfactory.Theschool
createsaverypositiveethosinwhichstudentssaytheyfeelsafe,happyandcared
for.Parentsreportthisasastrengthoftheschool,andthatteachersandleaders
areveryapproachableandkeentosupportthemandtheirchildren.Theschools
welldefinedbehaviourpolicyfocussesonsolvingproblemsandhelpingstudents
becomepositivemembersofthecommunity.Studentsknowwhatproceduresto
follow if they have concerns or worries and a newly appointed counsellor
supportsthisapproach.
Proceduresforchildprotectionareinplaceandstaffhavereceivedrecenttraining
onpolicyimplementation.Theschoolholdsacentralrecordofallpersonneland
appropriate checks are in place. There are good facilities and resources for first
aid with suitably qualified staff who play a very active role in ensuring the
wellbeing of students. The monitoring of attendance and follow through of
absences, results in above average attendance at 94% and good levels of
punctuality.Studentsarerestrictedtoclassroomsduringbreaksasoutsidespace
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islimitedandtherearenocoveredareas.Supervisionbystaffduringthesetimes
islax.
Thequalityoftheschoolsbuildingsandpremises
Thequalityofthebuildingsandpremisesareunsatisfactory.Theproprietorslease
anewbuildingthatisnotpurposebuiltandlackscertainkeyfeatures,particularly
specialistfacilitiesforscience,technologysport,KGandoutdoorplayareas.One
room has been adapted to house 25 computers and there is a prayer room and
clinic.Theswimmingpoolisnotsuitableforallagesorabilitiesandhasnotbeen
usedthisacademicyear.Classroomsareofagoodsizewithsuitablelightingand
ventilation, although classroom furniture is antiquated and inappropriate for
effectiveteachingandlearning.
There are 2 lifts and ramped access points to the school. Security is generally
adequate, but checks on visitors are insufficiently rigorous. Regular fire
evacuation procedures are followed and are effective; exit route signs are not
permanentandriskassessmentsarenotrecorded.Allsectionsofthebuildingare
keptverycleanandhygienic.
Theschoolsresourcestosupportitsaims
Resourcesareveryunsatisfactory;insomeinstancestheyarepoor,particularlyin
science. Teachers are adequate in number, suitably qualified and very willing to
improve their professional practice. Teachers and their assistants do not receive
regularhighqualityinservicetraining,asthereareinadequatefinancialresources
allocated. The significant lack of specialist resources and general classroom
equipment is one of the main factors contributing to the unsatisfactory overall
evaluationoftheschool.
Children in KG and grades 12 do not have adequate facilities and resources to
meettheircognitive,physical,socialandemotionaldevelopmentneeds,through
activeandexploratorylearning.Resourcesinclassroomsdonotsupporteffective
teaching or the delivery of the curriculum and have a detrimental impact upon
attainment and progress. The lack of resources in ICT, the library, physical
education(PE)andtheArtssubjectsdenystudentsopportunitiestodevelop21st
Centuryskillsand preparethemadequatelyfortheirnextphaseofeducationor
employment.
Theeffectivenessofleadershipandmanagement
Leadership and management are unsatisfactory. The proprietors have not
established an independent board of governors to provide a critical friend role.
The lack of investment and the time taken to make decisions on school policy,
staffing, resourcing and finance, has a detrimental effect upon the school and
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demotivates teachers who sometimes do not receive salaries on time. The

principal does not have enough autonomy to make decisions independently or
sufficient,delegatedfinancestoimprovetheschoolrapidly.Middleleadersdonot
have clearly defined roles and responsibilities, and are not held accountable for
thequalityofteachinganditsimpactuponstudentsoutcomes.
Theprincipalhasestablishedagoodethosandculture,wherestudentshavevery
positiveattitudestolearningand displayhighlevelsofconfidenceandmaturity.
Staffarecommittedtothedevelopmentoftheschool.Thisyeartherehasbeena
verylowturnoverofstudentsandstaff.Theschoolrunssmoothlyonadaytoday
basis. The 3 year school development plan (SDP) is well structured and reflects
keyprioritiesforaction.Itdoesnotalwaysclearlyidentifywhyandhowtheseare
tobeachievedorwhatimpacttheyareintendedtohave;thismakesitdifficultto
evaluate impact. Selfevaluation is not fully understood or accurate and is in its
earlystagesofdevelopment.
Leadershave introducedlesson observationsandfeedbacktoteachers. Thereis
too much focus upon teachers competencies and not enough on the resultant
impactuponstudentlearning.Regular,focusedprofessionaldevelopmentisvery
limited; this hinders an enthusiastic teaching body from improving both their
professionalismandthequalityofteachingandlearning.
Parents are very supportive of the school. A small number replying to the
questionnaire wanted more information about how their child was progressing
andwereconcernedaboutthelongjourneytheirchildrentakeeachday.

Capacityforfurtherdevelopment
The principal has secured some improvements to the school in its new building.
The smooth daytoday running of the school, the very positive attitudes of
students,enthusiasticstaffandtheoverwhelmingsupportofparentsreflectthis.
The school requires significant further investment in both classroom resources
and senior leaders if the school is to provide at least a satisfactory quality of
education.
Theschoolwillrequireexternalsupporttoestablishaccurateselfevaluation,to
bringaboutsignificantchangeinteachingandconceiveastrategicplantoenable
thistotakeplace.Theschoolwillneedtoappointadditional,highqualitysenior
leaderstobringaboutrapidimprovementandbetteraccountability.
Theschoolhasnotdemonstratedthatithasthesatisfactorycapacitytomakethe
necessaryimprovementswithoutsignificant,sustainedexternalsupport.

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Whattheschoolshoulddotoimprovefurther:
1. Asamatterofurgencytheschoolneedsto:
i. establishaboardofgovernorstoofferindependentandobjective
guidancetotheschool
ii. delegate a budget to the principal that will allow her to provide
classroom resources that effectively promote at least satisfactory
learning
iii. ensure compliance with all ADECs standards, applicable laws and
regulations,inparticulartheirdutytopaysalariesontime
iv. appointadditionalhighquality,experiencedseniorleaders.

2. Improvethequalityofleadershipatalllevelsby:
i. ensuring all leaders and managers are held to account for the
executionoftheirdutiestoahighstandard
ii. providing professional development to fully equip middle leaders
withtheskillsandknowledgetofulfilandbeaccountablefortheir
roles
iii. using effective classroom observation to monitor the quality of
teachinganditsimpactuponlearning
iv. producing a school development plan that has measurable impact
andsupportsrealisticselfevaluation
v. ensure curriculum delivery is broad and balanced, meets the
learningneedsofstudentsandiscompliantwithADECregulations
vi. provideparentswithmoreaccurateinformationabouttheirchilds
progress.

3. Improve the quality of teaching and learning, particularly in the KG, to

accelerateprogressandraisestandardsinallsubjectsby:
i. providing high quality professional development and setting
teacherscleartargetsforimprovement
ii. providing early years teachers with specific training and
pedagogicalunderstandingofhowyoungchildrenlearnbest
iii. makingsurelearningobjectivesarespecific,haveaclearfocusand
are adequately explained to students so they know exactly what
theywilllearnandwhatisexpectedofthem
iv. using a range of strategies to assess student learning and use the
information alongside other meaningful data to adjust lesson
contentandplanning

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v.

ensuring activities promote independence, resilience and self

directed learning through a range of opportunities that require
challenge,imaginationandadaptability.

4. Improve resources to support teaching and learning through major

financialinvestment,particularlyintheKG,sothat:
i. students have access to specialist resources in science, PE, ICT,
technologyandtheArts
ii. teachershavearangeofagerelatedandsubjectspecificresources
to aid their teaching practice and help students explore, develop
anddeepenlearningconcepts,particularlyintheearlyyears
iii. students can develop independent and selfdirected learning,
throughreadilyaccessibleresources,includingaccesstocomputers
andgreatlyimprovedlibraryresourcesandreadingbooks.

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InspectionGrades

Satisfactory

Inneedofsignificant
improvement

Satisfactory

Good

VeryGood

Performance
Standard

Very
unsatisfactory

Highperforming

Unsatisfactory

BandC

Satisfactory&
Improving

BandB

Outstanding

BandA

Poor

Standard1:
Students
attainmentand
progress

Standard2:
Studentspersonal
development

Standard3:The
qualityofteaching
andlearning

Standard4:The
meetingof
studentsneeds
throughthe
curriculum

Standard5:The
protection,care,
guidanceand
supportofstudents

Standard6:The
qualityofthe
schoolsbuildings
andpremises

Standard7:The
schoolsresources
tosupportitsaims

Standard8:The
effectivenessof
leadershipand
management

Summary
Evaluation:The
schoolsoverall
effectiveness

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