Professional Documents
Culture Documents
Inspection Report
Page 1 of 17
02 05 November 2015
19 24 January 2014
General Information
Students
School ID
142
Total number of
students
644
Opening year of
school
1995
Number of children
in KG
77
Principal
Khaja Waheeduddin
Number of students
in other phases
Primary: 359
Middle: 208
High:
School telephone
Age range
4 16 years
School Address
Grades or Year
Groups
KG Grade 8
Alettehad.pvt@adec.ac.ae
Gender
Mixed
School Website
N/A
% of Emirati
Students
0%
Largest nationality
groups (%)
1. Pakistani 67%
2. Afghani 25%
3. Bangladeshi 5%
Licensed Curriculum
Staff
Main Curriculum
Pakistani
Number of teachers
33
Other Curriculum
N/A
Number of Teaching
Assistants (TAs)
External Exams/
Standardised tests
No external exams
Teacher-student
ratio
1:15 (KG/FS)
1:19 Phase 1
1:16 Phase 2
Accreditation
-------
Teacher turnover
28%
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Introduction
Inspection activities
4
95
Number of parents
questionnaires
School
School Aims
Admission Policy
Page 3 of 17
Leadership structure
(ownership, governance and
management)
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Intellectual disability
Specific Learning
Disability
Emotional and Behaviour
Disorders (ED/ BD)
Autism Spectrum
Disorder (ASD)
Speech and Language
Disorders
Physical and health
related disabilities
Visually impaired
Hearing impaired
Multiple disabilities
SEN Category
Number of students
identified
Intellectual ability
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Band B
Satisfactory (Acceptable)
Band C
Very Weak
Band C
In need of significant
improvement
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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Very Weak
Satisfactory
Acceptable
High Performing
Good
Band B
Weak
(C)
Band A
Very Good
Performance Standards
BAND
Outstanding
creative and critical thinking skills. The school provides limited extra-curricular
activities to enhance students innovation or wider learning.
students respect for the UAE national anthem and flag during morning
assemblies
girls show better attitudes towards learning than boys
adequate clinic facilities provided by the qualified nurse.
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KG
Attainment
Islamic
Education
Arabic
(as a First Language)
Arabic
(as a Second
Language)
Primary
Middle
Weak
Weak
Weak
Progress
Very weak
Very weak
Very weak
Attainment
N/A
N/A
N/A
Progress
N/A
N/A
N/A
Attainment
Weak
Weak
Weak
Progress
Very weak
Very weak
Very weak
Attainment
Weak
Weak
Weak
Progress
Weak
Weak
Weak
Attainment
Very weak
Very weak
Very weak
Progress
Very weak
Very weak
Very weak
Attainment
Weak
Weak
Weak
Progress
Weak
Weak
Weak
Attainment
Weak
Weak
Weak
Progress
Weak
Weak
Weak
Attainment
N/A
N/A
N/A
Progress
N/A
N/A
N/A
Attainment
Weak
Weak
Weak
Progress
Very weak
Very weak
Very weak
Very weak
Very weak
Very weak
High
Social Studies
English
Mathematics
Science
Language of
instruction (if other
than English and
Arabic as First
Language)
Other subjects
(Art, Music, PE)
Learning Skills
(including innovation, creativity, critical
thinking, communication, problemsolving and collaboration)
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KG
Primary
Middle
Personal development
Weak
Weak
Weak
Weak
Weak
Weak
Very weak
Very weak
Very weak
High
Students personal and social development are weak. Students, with the exception
of some girls, do not show positive attitudes to learning. Relationships between staff
and students are not always respectful. In some lessons, unruly behaviour by a few
students disrupts learning. Girls are more aware about healthy lifestyles than boys.
Despite this, most students do not attach sufficient importance to maintaining
healthy habits. Too many eat crisps and chocolate at break times. Only a minority of
students wash their hands after eating. Students throw litter in classrooms and the
courtyard and are not always challenged by adults about this behaviour. Attendance,
at 83%, is very weak and a minority of students are persistently late each morning.
Students show appropriate respect for the UAE national anthem and flag during the
assembly. They also demonstrate respect for students from different cultures in
lessons and around the school. There is limited evidence of celebration of Islamic
values in classrooms other than respect shown to the Holy Quran.
Students social responsibility and innovation skills are very weak. They have few
opportunities to be creative or exercise initiative. Independent thinking and
innovation are rarely seen in lessons. For example, in a Grade 4 computing lesson,
students spent most of their time listening to the teacher rather than applying their
computing skills to meaningful tasks. Students rarely take the lead in organising
events or participating in activities outside the school. There are few links with
external organisations to enable them to gain practical experience of the world
around them. The student council is not active and students lack opportunities to be
involved in decision making. The only role they have is helping at break times but their
responsibilities are unclear and do not include a pertinent focus for example,
supporting the school in addressing the litter issue.
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KG
Primary
Middle
Very weak
Very weak
Very weak
Assessment
Very weak
Very weak
Very weak
High
Teaching and assessment are very weak. Teachers subject knowledge does not
promote students learning sufficiently as the teaching strategies are very limited.
Teaching is typically characterised by talking while students listen passively. There are
few quick question and answer sessions to activate thinking and test learning. In a
few lessons, teachers excessive talking leads to deep boredom and disengagement
of students, including falling asleep. Lesson planning is very weak and focuses mainly
on the knowledge to be conveyed. Worksheets are a mainstay of most lessons. Many
of them are inadequate because they do not provide tasks which require thinking and
time is often wasted. For example, in Grade 6 English, a poorly designed worksheet
resulted in only a few students being able to identify the antonyms and synonyms for
words they were given.
In a minority of lessons, where visual resources such as video or the projector are
used, the teaching is more engaging and captures the attention of students. Teachers
are unable to plan or use strategies to meet the needs of different groups of students,
such as the most and least able. Limited resources and lack of expertise contribute to
this inadequacy. Teachers planning for critical thinking, problem-solving and
innovative skills are also very weak. For example, in English lessons, students have
few opportunities to be inventive and make up their own stories. They rarely consider
different audiences or purposes in their writing. There are no cross-curricular links
across subjects or phases. This means learning is not re-enforced or enhanced.
Teachers lack consistent processes to manage behaviour. For example, in some
grades, poor class management results in boisterous behaviour by a few students
disrupting the learning of all.
Teachers assess students three times each term. The tests are not standardised and
their reliability is not secure. Often 100% of students pass the tests. As no external
examinations are taken, the results cannot be measured against national and
international benchmarks. Teachers do not analyse the test data to identify gaps in
learning or plan teaching to cater for the needs of different abilities. Students work
is usually marked with minimal ticks. Marking does not provide feedback to students
on how they can improve their work.
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KG
Primary
Middle
Very weak
Very weak
Very weak
Curriculum adaptation
Very weak
Very weak
Very weak
High
Curriculum implementation and adaptation are very weak. It is not broad and
balanced in the subjects offered as no art or music are provided and there is limited
extra-curricular provision. Nor does the curriculum cater for the needs of different
ability groups. There are basic plans in place for all ages and grades in most of the
core subjects. Plans for particular grades are missing in some subjects, for example,
Grade 4 mathematics and the Grade 6 social studies. The timetable complies with the
minimum number of teaching hours and the curriculum requirements for Arabic,
social studies and Islamic education and other core subjects. There are weaknesses in
transition arrangements. For example, the school does not prepare its Grade 8
students well for making subject choices in preparation for their move to Grade 9 in
another school. KG children lack the independent learning skills needed for
progression to Grade 1.
The review of the curriculum is inadequate. The school lacks any cross-curricular
provision as leaders are not aware of the significance of this in reinforcing learning.
Planning to meet the needs of different ability groups, including lower and higher
ability students, is very inadequate. Senior leaders believe that support for these
students is provided through individual worksheets or group work. In practice, these
are mostly limited and inappropriate. The school lacks processes and expertise to
identify students with special educational needs (SEN) or those who are gifted or
talented.
There are very few opportunities for students to broaden their knowledge through
enterprising project work or innovation. No group work or independent learning are
evident in the planning. Few practical experiments enrich learning in science.
Occasionally, some enhancement is provided by, for example, a visit to a date farm.
There are a few extra-curricular activities for boys, such as playing cricket and football
with other schools and inter-school competitions. Students do have acceptable
opportunities to develop their understanding of the UAE culture and society, in
lessons and, for example, by planning the assembly for the Flag Day celebrations.
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KG
Primary
Middle
Very weak
Very weak
Very weak
Very weak
Very weak
Very weak
High
The protection, care, guidance and support for students are very weak. The school
lacks a central register of staff and almost half of the teachers are not checked or
approved by the relevant authorities. The school is without a social worker at present.
This means that students have no one to approach if they have concerns or feel
unsafe. The school has a child protection policy. It is not fully tailored to the schools
context and staff, students and parents are unaware of its implications. Not enough
is done to promote safe and healthy living. There is a licensed clinic and nurse. The
nurse monitors students health but is not proactive in promoting healthy lifestyles.
There are insufficient first aid boxes around the building. The school canteen is clean,
hygienic and serves healthy food. Maintenance of records regarding the safety of the
building and premises is not stringent. For example, during fire evacuation
procedures, staff only take a head count of students rather than calling the registers.
The behaviour management policy states that teachers will use their own strategies
to manage behaviour. As a result, there is no consistent approach throughout the
school and some poor behaviour is not handled effectively. Absence is not adequately
addressed. The school does not record the names of students who are persistently
late and makes no attempt to improve their punctuality. Senior leaders are confused
about whether the school has students with SEN because they lack the expertise and
processes to identify them. There are no processes to identify gifted or talented
students.
No effective alternative arrangements have been put in place, following the recent
departure of the social worker, to provide students with personal and academic
support. The curriculum policy refers to personal and social education lessons to
support academic and personal development. The timetable has no such lessons
scheduled. Students receive no academic guidance from their teachers either verbally
or in their books.
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Very weak
Very weak
Weak
Governance
Very weak
Very weak
Leadership and management are very weak. The principal, vice principal and middle
leaders have very inadequate understanding of the schools performance. The leaders
lack understanding of how to provide a curriculum which meets national and
international expectations, including innovation and higher order thinking skills.
Leaders and teachers relationships are not sufficiently positive or productive. Morale
is low and staff do not feel valued by senior leaders. The schools capacity for
improvement is very weak as little progress has been made since the last inspection.
Senior leaders have limited expertise to draw on to provide the educational support
teachers need. The leaders do not seek external support in the form of professional
development or consultation to help them improve the school. As a result, the school
is not providing students with an acceptable standard of education. It is in breach of
regulations in regard to the significant proportion of teachers who have not been
vetted. Other aspects of staffing deployment do not meet requirements. For
example, three assistant teachers are teaching subjects and grades for which they are
not specifically qualified.
Senior leaders are unable to accurately evaluate the schools performance. They do
not observe lessons on a regular basis. When they do, they are unable to provide a
reliable evaluation of teaching and learning. The schools self-evaluation form (SEF) is
over optimistic and leaders insist the school is making good progress. The school
development plan (SDP) is inadequate to drive the school forward. Some priorities
and deadlines are not adhered to. For example, a priority to provide art and music by
June 2015 has not been implemented. The SDP is not used to check the impact of
improvement actions. Senior leaders do not distribute responsibilities to middle
leaders effectively and they are not sufficiently clear about their responsibilities in
regard to the SDP. This limits their ability to be effective. There is no evidence of target
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