Private School

Inspection Report

Al Adhwa Private School

Academic Year 2015 2016

Page 1 of 15

Al Adhwa Private School

Inspection Date
Date of previous inspection

February 1, 2016

to

February 4, 2016

March 9, 2014

to

March 12, 2014

General Information

Students

School ID

130

Total number of
students

883

Opening year of
school

1994

Number of children
in KG

235

Principal

Makarim Mobarak

Number of students
in other phases

Primary:
Middle:
High:

School telephone

+971 (0)3 782 8870

Age range

3 to 18 years

School Address

Falaj Haza, PO Box 64997

Grades or Year
Groups

Kindergarten to Grade 12

Official email (ADEC)

Aladhwa.pvt@adec.ac.ae

Gender

Mixed

School website

www.aladhwa-sch-net

% of Emirati
Students

43%

Fee ranges (per

annum)

Very low to medium ranges:

7,200 AED to 26,708 AED

Largest nationality
groups (%)

1. 12% Omani
2. 11% Egyptian
3. 9% Jordanian

Licensed Curriculum

421
141
86

Staff

Main Curriculum

American

Number of teachers

77

Other Curriculum

--------

Number of teaching
assistants (TAs)

11

External Exams/
Standardised tests

MAP (grades 4 to 8)
EMSA (grades 5, 7,9 and 11)
SAT 1 & 2 (grades 11 and 12)

Teacher-student
ratio

KG/ FS

1:11

Other phases

1:11

AdvanceED Commission

Teacher turnover

10%

Accreditation

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Introduction
Inspection activities
Number of inspectors
deployed

Number of inspection days

Number of lessons observed

90

Number of joint lesson

observations

Number of parents
questionnaires

Details of other inspection

activities

272; (return rate: 29.3%)

Meetings were held with school leaders, students,
parents and governors. A range of school documents
and policies were examined including the schools own
judgements about its performance. Lessons were
observed and students work was scrutinised.
School

School Aims

To educate students to their highest potential and

prepare them to be effective members in their
societies. To respect and co-operate with others. To
share responsibilities and be more self-confident. To
prepare students to face life independently and to be
decision makers and be able to surmount difficulties.

School vision and mission

Serve to educate, educate to serve.

Admission Policy

Students take an entrance exam to be admitted to

Grades 1 to 12.

Leadership structure
(ownership, governance and
management)

1.
2.
3.
4.

Board of Governors.
Principal.
Two vice principals
Twelve middle leaders.

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SEN Details (Refer to ADEC SEN Policy and Procedures)

Number of students
identified through external
assessments

Number of other students

identified by the school

21

Visually impaired

Hearing impaired

Multiple disabilities

SEN Category

Intellectual disability
Specific Learning
Disability
Emotional and Behaviour
Disorders (ED/ BD)
Autism Spectrum Disorder
(ASD)
Speech and Language
Disorders
Physical and health
related disabilities

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

G&T Category

Number of students
identified

Intellectual ability

19

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

languages)

Social maturity and leadership

Mechanical/ technical/ technological ingenuity

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

Psychomotor ability (e.g. dance or sport)

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The overall performance of the school

Inspectors considered the school in relation to 3 performance categories
High performing (Outstanding, Very Good or Good)

Band B

Satisfactory (Acceptable)

Band C

In need of significant improvement (Weak or Very Weak)

(B)

Satisfactory

Acceptable
Band C
In need of significant
improvement

Weak

High Performing

Acceptable

Band B

Good

Band A

Very Good

Performance Standards

BAND

Outstanding

School was judged to be:

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

Band A

The Performance of the School

Evaluation of the schools overall performance
The overall performance of the school is acceptable. Most students, including those
with special educational needs, make acceptable progress. Older students in the
upper phase make good progress. Teaching is acceptable overall. Teachers
routinely plan different activities for different groups. Occasionally, activities do
not sufficiently challenge or are too hard for students across the primary phase.
Relationships are very positive and are one of the strengths of the school. The
principal and other leaders provide positive leadership, especially in ensuring all
groups of students are supported in school. The governing body is in the process
of change. Governance is weak in providing support and challenge to senior leaders
about the performance of the school.
Progress made since last inspection and capacity to improve
The school has improved overall since the last inspection. Middle leaders are now
beginning to assess students progress more consistently in different subjects and
observe teaching in lessons. They check that advice given to teachers is carried out
in lessons. Self-evaluation is now more accurate but does not yet involve governors
sufficiently. Teaching has improved overall with more consistency in planning and
better involvement of students in lessons. The school has improved behaviour in
corridors across the primary phase. A few examples of poor behaviour remain in
lessons and these constrain students learning. The curriculum is now based more
accurately on the California Common Core Standards. These improvements show
that the school has the capacity to improve itself further.
Development and promotion of innovation skills
The school curriculum has enrichment activities which promote students
innovation skills including, for example, through field trips, exhibitions and
competitions. A Young Entrepreneurs day is held to promote students innovation
skills. A wide variety of clubs, held at the end of the week, is having a positive impact
on students technological and creative skills. This is not always the case in class
lessons where opportunities to foster students creativity and critical thinking are
not consistently taken, especially in the primary phase.

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The inspection identified the following as key areas of strength:

the quality of relationships across the school

learning skills of students in the high phase of the school
promotion and celebration of UAE culture and heritage.

The inspection identified the following as key areas for improvement:

consistency of teaching and learning across the school

development of students learning skills across primary phase
quality and impact of governance on school development.

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Performance Standard 1: Students Achievement

Students achievement Indicators

Islamic
Education

Arabic
(as a First Language)

Arabic
(as a Second
Language)

KG

Primary

Middle

High

Attainment

Acceptable

Acceptable

Acceptable

Acceptable

Progress

Acceptable

Acceptable

Acceptable

Acceptable

Attainment

Acceptable

Acceptable

Acceptable

Acceptable

Progress

Acceptable

Acceptable

Acceptable

Acceptable

Attainment

Acceptable

Acceptable

Acceptable

Acceptable

Progress

Acceptable

Attainment

Acceptable

Acceptable

Good

Good

Progress

Acceptable

Acceptable

Good

Good

Attainment

Acceptable

Acceptable

Acceptable

Good

Progress

Acceptable

Acceptable

Acceptable

Good

Attainment

Acceptable

Acceptable

Acceptable

Good

Progress

Acceptable

Acceptable

Acceptable

Good

Attainment

Acceptable

Acceptable

Good

Good

Progress

Acceptable

Acceptable

Good

Good

Attainment

N/A

N/A

N/A

N/A

Progress

N/A

N/A

N/A

N/A

Attainment

Acceptable

Acceptable

Acceptable

Acceptable

Progress

Acceptable

Acceptable

Acceptable

Acceptable

Acceptable

Acceptable

Acceptable

Good

Acceptable

Acceptable

Acceptable

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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The large majority of children enter the school in the Kindergarten with skills and
abilities below that expected for their age and with little or no English. External
examinations and school assessments show that attainment in all subjects is broadly
in line with curriculum standards by the end of each phase in the school. For example,
by the end of Grade 6, most students can write grammatically accurate sentences in
English. A large minority of students are working at above age-related expectations
in the middle and upper phases, especially in Islamic education and social studies. By
Grade 9, most students can use laptops to undertake research projects. The school
has recently entered students for External Measurement of Student Achievement
(EMSA) tests. These indicate that students attainment at Grade 7 and Grade 11 in
Islamic education, Arabic and social studies is higher than other schools in the emirate.
Attainment in science and mathematics is generally higher than in English across the
school. Overall, girls attainment tends to be higher than boys by the end of the
primary and middle phases in different subjects. This gap closes by the end of the
upper phase. By Grade 12, almost all students have the self-confidence to research and
organise complex presentations about current moral and political issues.
Almost all students, including those identified by the school as having special
educational needs (SEN), make acceptable progress across the Kindergarten, primary
and middle phases. Progress for all groups increases as students work through grades
9 to 12 and it is good at this phase. Progress in subjects is strongest in Arabic, Islamic
education, Arabic and English social studies and science. School assessments show
progress in English reading and writing is not as strong across grades 5, 6 and 7 as it
is in mathematics and science. Progress is slower in a minority of classes in grades 1-5,
especially in mathematics and science lessons. This is due in part to staff not having a
consistent approach to managing students behaviour in lessons.
Students learning skills, across the primary phase are weak compared with other
phases, especially for the academically gifted and talented. This is because of
inconsistent teaching where students are not given enough opportunities to develop
their creative and practical skills. Able students are not given enough responsibility
for their own learning, for example through being provided with open-ended tasks to
develop their critical thinking. Students learning skills are good for both boys and girls
in the higher grades. In almost all lessons, students demonstrate collaborative
learning skills. In science, they work in small teams investigating, observing and
problem solving. In mathematics, they present and explain various concepts to their
peers and how they solve particular mathematical problems. In English, Arabic and
other lessons they are articulate and confident and able to express their opinions and
give class presentations. For example, students use their research and
entrepreneurial skills effectively in business studies.
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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
Indicators

KG

Primary

Middle

High

Personal development

Acceptable

Acceptable

Acceptable

Good

Understanding of Islamic values and

awareness of Emirati and world cultures

Acceptable

Acceptable

Acceptable

Acceptable

Social responsibility and innovation skills

Acceptable

Acceptable

Acceptable

Good

Students are generally welcoming and polite to their peers and to adults. Most
students have positive attitudes and are keen to learn. Boys and girls behave well in
the upper grades. Students behaviour is inconsistent in other parts of the school,
especially across the primary phase.
Students rely on their teachers too much in the Kindergarten and primary phase. As a
result, they do not develop fully their sense of personal independence or the learning
skills that are important as they grow older. In the upper phase, both boys and girls
show positive, mature and responsible attitudes. They take responsibility for their
own learning and show confidence in providing their views and ideas and in receiving
critical feedback from each other.
Bullying is rare in the school and, if it occurs, it is dealt with rapidly by the leadership
team and the social worker. Students have a clear understanding and appreciation of
their own culture and the values of Islam. They show sensitivity and respect in their
relationships with other students from different backgrounds.
The promotion of Emirati heritage and culture is strong across the school. Students
know about and appreciate UAE history, art and celebrations. For example, staff and
the student council include topical art, celebrations and history in projects and crosscurricular themes. Students, especially in the uppers grades, are aware of
environmental issues including projects which support sustainability. The school has
an Eco-team. Boys and girls plan innovation projects to improve their school
environment including, for example, in undertaking a green audit around the school.
Attendance is good at 95%
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Performance Standard 3: Teaching and Assessment

Teaching and Assessment Indicators

KG

Primary

Middle

High

Teaching for effective learning

Acceptable

Acceptable

Acceptable

Good

Assessment

Acceptable

Acceptable

Acceptable

Good

Most teachers have good subject knowledge and understand how to teach students
effectively according to their age, especially in the upper phase. In Kindergarten and
parts of primary, teachers do not always have the understanding of how children and
younger students learn. Consequently, they plan routine activities that do not allow
children and younger students to explore, investigate and learn for themselves.
Lesson planning is done consistently with activities designed to meet the needs of
different groups. Activities to stretch the academically gifted and talented students
are often simply harder examples of the concept being taught and, as a result,
opportunities to develop and consolidate new skills are being missed.
Across the high phase, teachers use questioning and discussion periods well to allow
all groups, including those the school has identified as having SEN, to develop their
speaking and communication skills effectively. In the Kindergarten and lower grades,
teachers occasionally ask closed questions and expect one word answers or phrases.
This approach does not promote students speaking and vocabulary skills consistently
or sufficiently.
Teaching generally involves students well in their learning. Particularly good
examples include the fostering of positive practice in which students are involved in
critical-thinking and problem-solving activities. For example, practical activities
stimulated students in a Grade 8 mathematics lesson where they measured objects in
the playground and then enjoyed the challenge of drawing them to scale.
Internal assessments are used to track students progress, for example in reading and
writing. Teachers analysis of internal assessments to plan lessons, so that learning
accurately matches different students abilities, is inconsistent. All too often teachers
set learning objectives and tasks that are really only suitable for students in the
middle-ability range and insufficiently stretching for the more-able learners, especially
across the primary phase. Overall, teachers generally know their students well. They
provide support in lessons for less-able students to help them in their work.

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Performance Standard 4: Curriculum

Curriculum Indicators

KG

Primary

Middle

High

Curriculum design and implementation

Acceptable

Acceptable

Acceptable

Acceptable

Curriculum adaptation

Acceptable

Acceptable

Acceptable

Acceptable

The curriculum is acceptable overall. It now follows and meets the requirements of
the California Common Core Standards and includes appropriate time allocations for
key subjects including Arabic, social studies and Islamic education. This is a recent
improvement and one which is likely to bring about better continuity and progression
in students learning over time as a result of improved teachers planning.
The curriculum is broad and balanced and provides for interesting and enjoyable
lessons for the majority of students, particularly when lessons are planned to include
practical activities. Teachers do not consistently adapt the curriculum to plan work
that is sufficiently challenging to meet the needs of academically gifted and talented
students. The curriculum promotes UAE culture and heritage and Islamic values
effectively through assemblies and a range of subjects. Cross-curricular links are
planned to make learning more relevant. Subjects are planned through appropriate
thematic contexts for younger students.
The range of subject choices meets the needs and aspirations of the older students
to enable them to succeed beyond school. Students receive effective career guidance
and are well prepared for the next stage of their education. Older students have good
opportunities to learn independently and to develop skills of enterprise, innovation,
research and critical thinking through a variety of interesting projects. For example,
the school represented the UAE at the Think Science Ambassadors project in Korea.
Problem-solving skills and those associated with innovation are less embedded across
most subjects, other than in science and mathematics, and in lessons in the primary
phase.
The curriculum is enriched through planned visits, visitors and special guests from the
local community. A range of sporting and performing arts extra-curricular activities is
provided by the school and students enjoy the enrichment these bring to their
learning experiences. The school takes part in a number of external competitions to
promote students personal development. The curriculum is regularly reviewed by
school leaders and modified to take account of students engagement and progress,
including for those with special educational needs.
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Performance Standard 5: The protection, care, guidance and support

of students
The protection, care, guidance and
support of students Indicators

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

KG

Primary

Middle

High

Acceptable

Acceptable

Acceptable

Acceptable

Good

Acceptable

Acceptable

Good

The health and safety procedures in the school ensure it is a safe place for students
to learn. Staff and students understand the appropriate child protection procedures.
The school maintains a central register of staff that records their qualifications and
details.
The school has appropriate behaviour management procedures and students
typically behave well across most grades. The school has improved the behaviour of
younger students when moving around the school. A few inconsistencies in teacher
expectations and appropriate routines in classrooms remain. This means a few
younger students across the primary phase do not understand the boundaries
between acceptable and unacceptable behaviour. Relationships across the school are
very positive and one of the strengths of the school. Staff in the Kindergarten have a
strong sense of pastoral care for the children.
The school is secure. The premises are clean and broadly fit for purpose. A few
classrooms are cramped particularly in lower grades. The teaching area for non-Arab
students in Arabic and Islamic education lessons is small and has a lack of resources.
Equipment is suitably maintained. Records of maintenance by the health and safety
coordinator are kept and show follow-up actions are taken when necessary. Staff
apply appropriate arrangements to keep students safe when travelling on school
transport. The clinic has two nurses and suitable arrangements are made for the safe
storage and dispensation of medicines.
The school has identified gifted and talented students and those who may have SEN.
Appropriate support is given to these students. For example, students who have SEN
are supported through individual education plans. The school does not have a teacher
with expertise in SEN. As a result, class teachers are not always given sufficient

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support to deliver the individual education plans effectively. On occasion, gifted and
talented students are not sufficiently challenged in lessons. and support

Performance Standard 6: Leadership and management

Leadership and management Indicators
The effectiveness of leadership

Acceptable

Self-evaluation and improvement planning

Acceptable

Partnerships with parents and the community

Acceptable

Governance
Management, staffing, facilities and resources

Weak
Acceptable

The principal leads the school well and provides a positive vision for the school that is
supported by staff, parents and the local community. The school has improved the
educational leadership provided by middle leaders. Middle leaders now track and
assess students attainment and progress. This information is analysed and used to
identify the strengths and areas for improvement in different departments, for
example in English and science. Senior leaders involve external support to help them
monitor effectively and improve standards in the school. This involves senior and
middle leaders observing lessons with the help of an experienced educational
consultant. This is an important approach which has the potential to bring about
significant improvements in the quality of students achievements. Presently, the
impact of this approach on improving learning and teaching is inconsistent, because
feedback given to teachers does not focus sufficiently on the quality of students
learning. Relationships between staff are professional and based on clear roles and
responsibilities. Morale amongst teachers is generally positive.
Leaders have demonstrated the capacity to improve the school through the clear
progress they have made towards achieving aspects of the recommendations from
the last inspection. Good examples include the way the school has improved the
accuracy of self-evaluation, developed older students innovation skills, and provided
an appropriate system for managing students behaviour in corridors. A minority of
recommendations, especially in ensuring the consistency of teaching, have yet to be
fully addressed and embedded in practice although decisive steps are presently being
taken.
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The school development plan has appropriate targets that focus on improving
teaching and learning. The plan does not yet have sufficient analysis of the progress
being made towards achieving these targets or of the plans overall impact on school
improvement.
Governance is weak. The governing body is in a process of change. In the past, it has
not taken sufficient accountability for school performance and has had little influence
or impact on improving the school.
Parents generally are satisfied with the school. For example, they feel they receive
regular reporting about their childs progress in school.

What the school should do to improve further:

1. Improve teaching and learning by ensuring teachers:
i. use open-ended questioning and tasks consistently in lessons
ii. always give constructive feedback to students on what they do well
and need to improve, including through marking
iii. provide more opportunities for children in the KG to learn for
themselves.
2. Improve progress and the learning skills of all students and particularly
across the primary phase by ensuring:
i.
ii.
iii.

activities match the abilities of different groups and develop

students problem-solving and critical-thinking skills
practical and creative activities in lessons challenge students to think
and learn independently and collaboratively
all staff have the same high expectations and systematic routines
for managing students behaviour in lessons.

3. Strengthen leadership and management by:

i. improving the skills, impact and accountability functions of the
governing body
ii. increase staffs use of self-evaluation to focus on improving learning,
teaching and achievement, including through focused feedback
from lesson observations.

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