Private School

Inspection Report

Choueifat International Private School

Rowais

Academic Year 2015 2016

Page 1 of 17

Choueifat International Private School Rowais

Inspection Date
Date of previous inspection

January 25, 2016

to

January 28, 2016

March 3, 2014

to

March 6, 2014

General Information

Students

School ID

43

Total number of
students

2066

Opening year of
school

2001

Number of children
in KG

435

Principal

Mohamad Harake

Number of students
in other phases

Primary:
Middle:
High:

School telephone

+971 (0)2 876 2525

Age range

3years 8months 18years

School Address

Building GB 115, 2nd East

Street, Rowais Housing
Division, Rowais, Abu Dhabi

Grades or Year
Groups

KG G12

Official email (ADEC)

choueifatrowais.pvt@adec.
ac.ae

Gender

Co-educational

School website

www.ruwaisprivateschool.s
abis.net

% of Emirati
Students

12.8%

Fee ranges (per

annum)

Low to medium range:

AED 17,900 to AED 26,000

Largest nationality
groups (%)

1. Pakistan 17.7%
2. Indonesia 11%
3. Philipines 9%

Licensed Curriculum

1138
317
176

Staff

Main Curriculum

SABIS

Number of teachers

89

Other Curriculum

---------

Number of teaching
assistants (TAs)

26

External Exams/
Standardised tests

IGCSE, GCSE, GCE, AP, SAT,

TOEFL

Teacher-student
ratio

KG/ FS 1:21

P 1:23

M 1:23

H 1:19

Accreditation

Accreditation International
(Ai), MSA, NCPSA

Teacher turnover

29%

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Introduction
Inspection activities
Number of inspectors deployed

Number of inspection days

4
108

Number of lessons observed

Number of joint lesson
observations

Number of parents
questionnaires

Details of other inspection

activities

250; (return rate: 14%)

Inspectors conducted meetings with the principal,
vice principal, Academic Quality Controllers, subject
coordinators, teachers, students, parents and the
proprietor. They attended assemblies, analysed test
and assessment results, scrutinised students work,
and considered many of the schools policies and
other documents.
School

School Aims

School vision and mission

To provide an outstanding education at a reasonable

cost and help all students achieve their full potential.
Continually improving and never becoming
complacent, emphasising quality at all times.
Practising honesty and integrity

Admission Policy

Non-selective, based on taking children from ADNOC

employees.

Leadership structure
(ownership, governance and
management)

ADNOC ownership and Governing Body, Principal, Vice

Principal, Senior Administrator and 4 Academic Quality
Controllers (AQCs Managers of each campus)

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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

The school does not formally

identify SEN students

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

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
Band A

High performing (Outstanding, Very Good or Good)

Band B

Satisfactory (Acceptable)

Band C

In need of significant improvement (Weak or Very Weak)

Good

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

Page 5 of 17

Very Weak

Satisfactory

Band C

Weak

High Performing

Acceptable

Band B

Good

Band A

Very Good

Performance Standards

BAND A

Outstanding

School was judged to be:

The Performance of the School

Evaluation of the schools overall performance
The quality of the schools overall performance is good. The school delivers the
SABIS curriculum. The proprietor, governors and senior leaders have identified
the main strengths and areas for development and staff are focused on raising
students achievement across the school. Attainment is rising steadily in core
subjects. The curriculum is knowledge driven and students are frequently tested.
The schools extensive assessment system measures the progress of individual
students. Those who need additional support attend extra classes during break
and after school to help them prepare for retesting. As a result of planned
support lessons, these students are making acceptable progress across subjects
from their starting points. Provision and planning for the more able students is
less well developed. Committed teachers and students good attitudes help to
ensure positive progress is made in most subjects. The attention to students
specific learning needs and securing their motivation to learn about their own
cultures and others within the Arabic medium studies remains underdeveloped.
Progress made since last inspection and capacity to improve
The school has improved since the last inspection. The majority of issues identified
in the previous inspection report have been addressed. Teaching and assessment
is good and this has impacted positively on academic standards in English,
mathematics and science. Students develop a broad range of skills in music, art,
physical education and information communication technology. Improvement in
the Arabic medium subjects is not as strong.
Improvements in the Kindergarten (KG) curriculum show that students are now
working above their age-related expectations. More still needs to be done to
modify the curriculum in order to provide more opportunities for students to
engage in activity-based learning and development of 21st century skills.
Weaknesses in the resources and buildings identified in the previous report are
being addressed with a new school building which is nearing completion.
Overall, through making these improvements, the school has shown that it has
the capacity to continue to improve.
Development and promotion of innovation skills
The development of innovation skills is also improving through opportunities for
students to develop creative and innovative projects. For example, most students
show they can create a photo-story using Picture Story software. The
development of innovation is not yet consistent across all subjects. The school
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provides opportunities for students to enter the SABIS school network Star
competition with their innovation projects. Opportunities for students to apply
skills that promote innovation in the KG, primary and middle school phases remain
limited. These skills are more developed in the high scho0l where more openended problem solving and collaborative learning is included in the IGCSE and A
level courses.

The inspection identified the following as key areas of strength:

attainment in English, mathematics and science in Grade 12

the achievement of students from their starting points
students positive behaviour and attitudes to learning
the schools assessment procedures to identify students next steps in
learning
the commitment of staff to the aims and values of the school.

The inspection identified the following as key areas for

improvement:

student achievement in Arabic medium subjects

opportunities for students, particularly the higher achievers, to experience
more open-ended problem solving and innovation skills in lessons
the effectiveness of the Student Life Organisation period.

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Performance Standard 1: Students Achievement

Students achievement Indicators

Islamic
Education

Arabic
(as a First Language)

Arabic
(as a Second
Language)

Attainment

KG
Acceptable

Primary

Middle

High

Acceptable

Acceptable

Acceptable

Progress

Acceptable

Acceptable

Weak

Weak

Attainment

Good

Good

Acceptable

Acceptable

Progress

Good

Good

Acceptable

Acceptable

Attainment

Acceptable

Acceptable

Acceptable

Acceptable

Progress

Acceptable

Acceptable

Acceptable

Acceptable

Attainment

N/A

Acceptable

Acceptable

Acceptable

Progress

N/A

Acceptable

Weak

Weak

Attainment

Good

Good

Very Good

Very Good

Progress

Good

Good

Good

Very Good

Attainment

Good

Good

Good

Very Good

Progress

Good

Good

Good

Good

Attainment

N/A

Good

Very Good

Outstanding

Progress

N/A

Good

Very Good

Very Good

Attainment

N/A

N/A

N/A

N/A

Progress

N/A

N/A

N/A

N/A

Attainment

Good

Good

Very Good

Outstanding

Progress

Good

Good

Very Good

Outstanding

Acceptable

Acceptable

Acceptable

Good

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 overall achievement of almost all students across all phases is good and very
good in the high school. Attainment in all subjects has improved since the previous
inspection. Students make good progress in relation to their broadly average
starting points.
Attainment in Arabic in both the KG and primary phase is above age-related
expectations. This is significant because the KG and primary phases form most (76%)
of the schools roll. Attainment is good in Arabic for most students in the school.
Students in the middle and high school perform less well in Arabic where their
attainment is broadly in line with age-related expectations. Attainment in Islamic
studies is acceptable overall but weaker in the middle and high school phases.
Attainment in the core subjects of English, mathematics and science is above
students age-related expectations and compared to international comparisons. This
improves further into the middle and high school phases where a few students
attain levels well above international expectations. This is evident in their Advance
Placement (AP) International GCSE and Cambridge Advanced level examinations.
Students enter their external examinations one year earlier than expected. The
attainment of students in these subjects is very good overall.
The majority of students in the school make good progress against their acceptable
starting points. Children rapidly build their skills when they enter KG 1 and KG2. The
progress of students in Arabic, English, mathematics is good and acceptable in
Islamic education. Progress in Islamic education in the middle and high school is only
satisfactory. Progress is weaker than expected because, in the large minority of
cases, lessons are overly teacher directed, using textbooks and worksheets.
Teachers use baseline tests to accurately assess students starting points and
provide appropriate support for them with extra lessons in order to move students
to their next steps in learning.
In Arabic lessons, students in the primary school rapidly build their vocabulary. In
effective lessons, teachers focus on developing basic reading and speaking skills in
an interesting and engaging way. For example, in a Grade 1, the teacher uses a range
of methods between sounding out letters, showing pictures and counting on fingers
to help students learn each new letter. Students work harmoniously and
collaboratively to consolidate their learning.
In mathematics, children in KG make significant gains in their learning. They quickly
gain basic knowledge of calculation, shape, space and measure. In the middle and
high schools, students build their subject knowledge and can work effectively
through a range of mathematical problems.
In English, students develop good competences in speaking and listening. In KG,
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primary and middle school phases, students increase their fluency in speaking and
focus on developing accuracy with their writing. They have a good understanding of
grammatical accuracy when they write. In the high school, students are challenged
to write in different contexts. Students consider a wide range of texts including, for
example, work on Martin Luther King, The Crucible and To kill a Mocking Bird.
Students engage fully in discussion and demonstrate well-developed mature views
and opinions as well as a broad reading list.
In science, students make good progress in the primary school and very good
progress in the middle and high school phases. In the middle school, students are
ahead of their age-related expectations. For example, in Grade 6, students
understand reflection, refraction and absorption and are able to describe thermal
energy.
All groups of students make acceptable progress in all phases and good progress in
the high school. In a large minority of lessons, higher-attaining students and a few
lower-attaining students do not make effective progress because they are used as
shadow teachers rather than being academically challenged in their own learning.
Students develop a range of creative skills through music, art and physical
education. This is particularly the case in music. Students sing enthusiastically in the
choir and enjoy a range of cultural and modern songs. In ICT, students work at levels
well above their age-related expectations. Skills in PE are less well developed.
Students are also encouraged to develop a strong awareness of the importance of
healthy lifestyles, diet and exercise.

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

Good

Good

Good

Good

Understanding of Islamic values and

awareness of Emirati and world cultures

Acceptable

Acceptable

Acceptable

Acceptable

Social responsibility and innovation skills

Acceptable

Acceptable

Acceptable

Acceptable

Personal development

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Students personal development is good. Further steps need to be taken to improve

students innovation skills and their awareness of Emirati and world cultures.
Students enjoy learning and demonstrate positive and responsible attitudes towards
their work across the school. During lessons and around the school, behaviour of
the large majority of students is good and they are respectful. They respond very
well to each other and to adults in the school. Students positive relationships
contribute well to a friendly and harmonious learning community where bullying is
rare. Students demonstrate good understanding of safe and healthy living through
active play on a range of equipment in the KG and primary phases. Middle and high
school students show healthy choices in the food they bring to school. Attendance is
very good at 98%. Students arrive punctually to lessons throughout the school day.
Students have a good appreciation and understanding of Islamic values and show
this through the use of the prayer room during the noon time break. Students have
asked the school to provide two prayer rooms: one for girls and one for boys. In
assemblies, students gather respectfully to attend the raising of the UAE Flag and
listen to the National Anthem. Students demonstrate acceptable respect of their
heritage and culture in the UAE and participate in the celebrati0ns of National Day
and Flag Day. Although students attend the celebrations, the limited range of events
does not enable students to apply their knowledge and understanding of the UAE
culture and heritage in an active way. Students demonstrate an acceptable level of
knowledge of other cultures.
During the Student Life Organisation period students are encouraged to support
others in the community. They are involved in projects focused on anti-bullying. For
example, older students support younger primary and KG students with their
learning through play. Students make links to the real word through planned
enrichment activities including a range of visits to, for example, the Civil Defence.

Page 11 of 17

Performance Standard 3: Teaching and Assessment

Teaching and Assessment Indicators

Teaching for effective learning

Assessment

KG

Primary

Middle

High

Good

Good

Acceptable

Good

Very Good

Very Good

Very Good

Very Good

The quality of teaching in the school is good overall. Teachers demonstrate good
knowledge of their subjects and planning is well matched to the curriculum with the
support of the SABIS lesson plans and teaching resources. Teaching is driven by the
SABIS knowledge-based curriculum and this means the sequence of lessons is
rigorously adhered to. Lessons are not adjusted to suit the needs of individual
students. During the inspection week, a small minority of higher-achieving and a few
lower-achieving students did not always make the progress expected of them. In a
few lessons, teacher interactions with students can be limited with closed
questioning providing few opportunities for group discussion, especially in grades 6
to 9. In the middle school phase, teachers use only a limited range of strategies in
lessons. This approach limits students independent learning and the application of
problem-solving and innovation skills.
Teaching of Arabic medium subjects is not as strong as in other core subjects.
Teachers do not use a wide enough range of strategies to engage students
effectively in learning. The electronic resources are limited in these subjects and, as
a result, students are not sufficiently motivated by the teaching. As a result, their
knowledge and understanding of Islamic culture and heritage in lessons is weak.
Assessment procedures are very good. They are extremely thorough and formal
assessment is conducted on a weekly bases across all core subjects. Students are
tested on their retention of the knowledge they cover over a two weekly period.
Students who have not passed the test are prepared with additional lessons after
school and during break to retake the tests until they reach a pass grade. As part of
the regular testing, the school generates thorough benchmarking for individual
students across the grades. The data is accessed by teachers who plan the next
stage of learning for those who need to retake the test. The SABIS benchmarking
procedures, which are made against other SABIS schools, provide both national and
international comparisons and are used effectively to monitor student progress.
Teachers do not always mark students class workbooks and as a result they do not
receive effective formative feedback on how to improve further.
Page 12 of 17

Performance Standard 4: Curriculum

Curriculum Indicators

Curriculum design and implementation

Curriculum adaptation

KG

Primary

Middle

High

Good

Good

Good

Good

Acceptable

Acceptable

Acceptable

Acceptable

The curriculum is good overall. Curriculum design and implementation have

strengths throughout the school and most students do well as a result. It is not
always adjusted well enough to meet fully the learning needs of a few students with
differing abilities. Rather than adapt curriculum content to meet different learning
styles in classes, the school relies more on extra lessons and subsequent testing for
those students who require greater support.
The core subjects of English, mathematics and science are broad and balanced and
build knowledge in a systematic way through planning. This knowledge base has an
acceptable range of planned opportunities to develop students logic and thinking.
The Arabic medium subjects are not adapted well enough to different abilities.
Social studies has a lower priority in the school curriculum and is generally weak
from Grade 7 upwards. The curriculum does not fully challenge the academic
progress of higher-attaining students and a few lower-attaining students do not
gain the right level of support to move forward with their learning.
The curriculum for Arabic and Islamic education provides acceptable opportunities
for students to gain good grades by the time they leave school. Students,
particularly in Grades 10-12, have good opportunities to make suitable choices for
their later lives.
The school provides a few cross-curricular links mainly which use subject-specific
English language in speaking, reading and writing. Reviews of the curriculum are
agreed through the central management of the SABIS group of schools.
Engagement in problem-solving activity is limited. The curriculum does not provide
students with sufficient opportunities to develop skills in innovation through
collaborative projects, open-ended problem-solving tasks or critical thinking. It is
not yet a consistent feature in lessons and remains underdeveloped. Art, physical
education and music do not have a high profile within the curriculum.

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Performance Standard 5: The protection, care, guidance and support

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

KG

Primary

Middle

High

Health
and
safety,
including
arrangements for child protection/
safeguarding

Good

Good

Good

Good

Care and support

Good

Good

Good

Good

The schools procedures to provide effective safeguarding are in place and are good
overall. Students, parents and staff are aware of the safeguarding procedures. Staff
are trained and aware of the procedures. Security guards are on regular duty and
effectively monitor visitors to the school ensuring that students feel secure, happy
and well looked after.
The school has suitable child protection procedures and a central register recording
staff names, qualifications and details of their security checks. Occasional incidents
of bullying or any form of abuse are managed effectively by the staff. Corporal
punishment is prohibited.
The school promotes a safe and healthy lifestyles programme delivered by staff and
the school nurse. Staff and students work together to participate in maintaining the
good health sessions. As a result, there are good opportunities for staff and
students to share information resulting in a more consistent whole school approach.
Staff and student relationships are mutually respectful and purposeful. The clinic is
well equipped and there are arrangements for the safe storage and delivery of
medicines. Medical waste is handled professionally. First aid kits and fire
extinguishers are readily available on campus and on school buses. Students are
safely managed and supervised when they board the buses. Registers are kept of all
students who use the buses and they are supervised by adults.
The school has appropriate procedures, via the SABIS management tracking system,
to identify the lower-achieving and the higher-achieving students across the school.
Additional classes help the identified students to make effective progress both
academically and socially. Examples of support provided by the school vary between
special sessions and peer tutoring sessions.

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Performance Standard 6: Leadership and management

Leadership and management Indicators
The effectiveness of leadership
Self-evaluation and improvement planning

Good
Acceptable

Partnerships with parents and the community

Good

Governance

Good

Management, staffing, facilities and resources

Good

The good, overall leadership of the school has led to improvements in student
achievement across all phases since the previous inspection. The principal is ably
supported by the vice principal and four academic quality controllers to ensure the
school continues to make effective progress.
The school follows the SABIS group of schools vision which is that all students
should enter university. Teacher training is completed at the start of each year and is
based predominantly on following the SABIS teaching approach. Attainment and
progress of students is at least good across all phases of the school and for a few
students in Grade 12 it is very good. Leaders are accountable to the SABIS Group of
schools who monitor progress and visit the school regularly to meet with the
principal.
The school leadership has established a culture of good relationships and
communication at all levels within the school and with the wider community.
Parents have positive views of the school. Regular feedback is given to parents on
the performance of their children and they value this information. Parents are
invited to school to receive information from the academic quality controller but do
not meet with subject teachers to discuss their childrens progress. The day-to-day
management of the school by the leadership team, led by the principal and vice
principal, is effective overall.
The schools self-evaluation approach is effective overall and is leading to
improvement. The self-evaluation form (SEF) is informative and broad. On occasion,
the way evaluations have been graded suggests that the schools assessment of
aspects of its performance are more positive than those observed during the week
of the inspection. Parents are not yet sufficiently involved in preparing the SEF or
active in the school development planning process.
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Most classrooms in the current buildings are too small and restrict the movement of
students and teachers within them. The facilities are limited including the absence of
canteen facilities and a viable library. The library was moved to a smaller room in
order to make way for a better resourced student clinic. The new school buildings
are almost complete. The schools leadership is confident that the new school will
improve significantly the overall quality of students learning experiences as well as
the management and use of resources.

Page 16 of 17

What the school should do to improve further:

1. Improve students achievement and the quality of learning experiences,
particularly in Arabic medium subjects, by:
i. developing teachers understanding and delivery of effective
practice in learning and teaching and monitoring implementation
ii. increasing students engagement in learning about the UAE culture
and heritage
iii. increasing the range and quality of resources in Arabic medium
subjects.
2. Improve students innovation skills and scope to acquire problem-solving
and higher-order skills in lessons and out-of-class activities by:
i. reviewing the present scope for students to acquire these
important skills and taking steps to increase opportunities
ii. developing all teachers skills in promoting students higher-order
skills as part of daily learning experiences
iii. providing opportunities out of class for students to be creative and
innovative in different contexts.
3. Review and increase the effectiveness of the student life organisation
period by:
i. monitoring and evaluating the progress students make during
support lessons and the mid-day SLO
ii. developing staff awareness of the purpose and focus of these
sessions to focus on intended outcomes.
4. Improve the schools approach to driving improvement by:
i. involving all stakeholders in development planning
ii. discussing and agreeing with all stakeholders the schools
assessments of its performance and recording these in the SEF.

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