Dubai Arabian American Private School - Inspection Report 2016-2017 1

Contents

School information.............................................................................................................................. 3
The DSIB inspection process............................................................................................................... 4
Summary of inspection findings 2016-2017 ..................................................................................... 6
Main inspection report ..................................................................................................................... 12
1. Students achievement .............................................................................................................................. 12
2. Students personal and social development, and their innovation skills ............................................... 16
3. Teaching and assessment ......................................................................................................................... 18
4. Curriculum .................................................................................................................................................. 19
5. The protection, care, guidance and support of students ......................................................................... 20
Inclusion ..................................................................................................................................................... 22
6. Leadership and management ................................................................................................................... 22
The views of parents, teachers and senior students ................................................................ 26

Dubai Arabian American Private School - Inspection Report 2016-2017 2

 School information

General information Students

Location Al Muhaisnah Gender of students Boys and girls
Type of school Private Age range 4-18
Opening year of Grades or year
2006 KG 1-Grade 12
school groups
Number of students
Website www.daaschool.com 1177
on roll
Number of children
Telephone 00971-4-2882222 None
in pre-kindergarten
Al Muhaisnah 1, P.O. BOX Number of Emirati
Address 893
232212 students
Number of students
Principal Ismat Daou 62
with SEND
Language of
English, Arabic
instruction Largest nationality
Emirati
group of students
Inspection dates 20 to 23 March 2017

Teachers / Support staff Curriculum

Educational permit /
Number of teachers 89 US
License
Largest nationality
Egypt Main curriculum US
group of teachers
Number of teaching External tests and
14 SAT1, TOEFL, IELTS
assistants examinations
Teacher-student
1:14 Accreditation None
ratio
Number of guidance National Agenda
4 CAT4 and MAP
counsellors benchmark tests
Teacher turnover 64%

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 The DSIB inspection process

In order to judge the overall quality of education provided by schools, inspectors consider the six standards
of performance that form the basis of the UAE School Inspection Framework (the framework). They look
at childrens attainment and progress in key subjects, their learning skills and their personal and social
development. They judge how effective teaching and the assessment of learning are across the school.
Inspectors consider how well the schools curriculum, including activities inside and outside classrooms,
meet the educational needs of all students. They judge how well schools protect and support children. In
addition, inspectors judge the effectiveness of leadership, which incorporates governance, management,
staffing and facilities.
Inspection judgements are drawn from evidence gathered by the inspection team, including observation
of students learning in lessons, review of their work, discussions with students, meetings with the staff,
parents and governors, and review of surveys completed by parents, teachers and students.

Judgements are made on a six-point scale.

DSIB inspection teams make judgements about different aspects, phases and subjects that form the work
of the school, using the scale below, which is consistent with the framework.

Outstanding Quality of performance substantially exceeds the expectation of the UAE

Very good Quality of performance exceeds the expectation of the UAE

Good Quality of performance meets the expectation of the UAE (This is the
expected level for every school in the UAE)

Acceptable Quality of performance meets the minimum level of quality required in the
UAE (This is the minimum level for every school in the UAE)

Weak Quality of performance is below the expectation of the UAE

Very weak Quality of performance is significantly below the expectation of the UAE

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 Inspection journey for Dubai Arabian American Private School

The Dubai Arabian American Private School opened in 2006. A new principal, leadership team and
significant number of teachers were appointed following the previous inspection. Student numbers
have declined from 1,416 to 1,177 since the last inspection, as well as a reduction of teachers from
102 to 89. Since the last inspection 64% of students have changed.
Over recent inspections the school has been asked to improve student attainment and progress. It
was also asked to improve teaching as well as employ school leaders with suitable expertise in the
US curriculum. In addition, improvements in assessment, curriculum modification and the schools
ability to meet students needs were highlighted as being needed.
The previous inspection evaluated the school as being weak, identifying significant deficiencies in
most aspects of school life. Recommendations included improving leadership at all
levels, students behavior and teaching and learning. It was asked to ensure the curriculum was
compliant and that teachers apply these standards appropriately. The school was asked to improve
students' safety and security and to improve provision for students with special educational needs
and disabilities (SEND).

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 Summary of inspection findings 2016-2017

Dubai Arabian American Private School was inspected by DSIB from 20 to 23 March, 2017 . The overall quality
of education provided by the school is weak. The section below summarizes the inspection findings for each
of the six performance indicators described in the framework.

Overall Dubai Arabian American School provided a weak quality of education for its students.
While a number of areas of the school have improved, some have declined. Overall, there remain
significant weaknesses in students attainment. Children achieve acceptable levels of attainment and
progress in the Kindergarten (KG) except in science where both are weak. Students' attainment
and progress are acceptable in Islamic education and in Arabic as an additional language. In Arabic
as a first language attainment is weak in middle and high school phases and progress is weak in the
high school phase. Both are weak in most areas of English, mathematics and science.
Students' personal development and knowledge of Islam and world cultures are acceptable across
the phases. The school has significantly improved students' attendance. The behavior of girl students
remains positive, as does their attitude to learning. Both have improved in the boys section, although
there remain incidents of unruly behavior from a few boys.
Teaching is very variable across the school. It is most consistent in the KG and high school phases.
While there are examples of high quality teaching, a significant proportion of lessons show weak
teaching and learning. This is particularly evident in the elementary and middle phases. Most aspects
of assessment are weak and require improvement.
The US curriculum has benefited from being more accurately matched to the Common Core
Standards (CCS) but lesson activities are not being sufficiently linked to CCS expected levels. As a
result, with the exception of the KG, curriculum design is weak. All areas of curriculum adaptation
are also weak.
All areas of health and safety have improved and are acceptable. This includes enhanced security,
child protection and anti-cyber bullying arrangements. Provision for SEND has been reorganized
and procedures have been improved. However, this has not yet resulted in consistent and
appropriate identification of students' needs, particularly those students with SEND.
Leadership is acceptable with transitional challenges being managed well. Self-evaluation is weak
because plans are not informed by accurate student assessments and contain insufficient impact
details. Parental involvement is acceptable but the parents do not have sufficient opportunities to
influence decision-making or learning. The governing body is taking a leading role in school
improvement and improving resources.

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 What the school does best

The improvement made to the leadership of the school.

The impact of the governor's and schools actions to improve students behavior and provision for
their health and safety.
The improving student attendance.

Recommendations

School leaders should improve students academic attainment and progress by:
o establishing accurate baseline information on students literacy and numeracy skills, and use
this information to set measurable targets for improvement
o comparing internal assessments to external benchmark data to ensure the accuracy of
teachers assessments
o sharing with students and parents areas of strength and weakness, along with strategies to
help students improve
o making the best possible use of all assessment data to track students attainment and
progress accurately.
Improve the quality of teaching by:
o addressing the significant variation in quality, particularly at the elementary and middle
stages of the school, and target professional development to raise standards
o focusing formal lesson observations on how well teachers use student attainment
information to modify their teaching approaches to meet students learning needs
o removing the barriers to learning caused by the lack of language acquisition in English
through providing extensive opportunities for students to hear and read literary English.
Improve the effectiveness of identification, provision and support for those students who have SEND,
gifts and talents, resulting in students progress accelerating.
School leaders and the board of governors should;
o bring the time allocated for the teaching of Arabic as an additional language into line with
statutory requirements
o ensure that students attend the school assemblies through registering student absences from
the start of the school day and not at the start of the first teaching period.

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National Agenda Parameter

In 2014, H.H. Sheikh Mohammed Bin Rashid Al Maktoum, Vice-President and Prime
Minister of UAE, and Ruler of Dubai, launched the UAE National Agenda 2021, with
education being a prime focus. The National Agenda includes two major objectives
developed with the intention of placing the UAE among the most successful countries
that provide world-class education. By 2021, it is expected that the UAE will feature in
the top twenty countries in the Programme for International Student Assessment
(PISA) test and in the top fifteen countries in the Trends in Mathematics and Science
Studies (TIMSS) test.

In response to this, each participating school was issued a report on their students performance in these
international assessments and, in addition, they were provided with clear targets for improving their
performance. In 2015, KHDA launched the National Agenda Parameter, which is a method for measuring and
monitoring schools progress towards achieving their individual National Agenda targets through the use of
external benchmarking assessments.

The following section focuses on the impact of the National Agenda Parameter in meeting their targets:

Attainment in English, mathematics and science is below expectations.

The school meets the registration requirements for the National Agenda Parameter
The school is beginning to align internal and external assessments. Action plans, based on data
analysis, have been produced but they are generalized and do not target specific subject weaknesses.
Training on data analysis has been given but there is still a limited understanding of its potential to
give detailed information about student performance. Therefore, it has had little impact in the
classroom.
There is no alignment of the curriculum so that students can access the TIMSS and PISA test type
questions in lessons. The school is in the early stages of adapting the curriculum to provide
opportunities for students to acquire a balance of skills and knowledge, and apply them.
There is no collective approach across subject departments towards providing a focused program of
language development which will support and help students to improve their application of skills.
Students are unaware of how they performed in National Agenda Tests. Opportunities to develop
research skills are very limited. There is little evidence of any effective use of technology in the
classroom in order to promote or support learning.
Overall, the schools improvement towards achieving its National Agenda targets is not secure.

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Innovation in Education
The UAE Vision 2021 sets the aspiration for the UAE to be among the most innovative nations
in the world. The National Innovation Strategy sets the context for innovation and
innovative leadership and provides a basis for evaluating schools in order to deliver a world-
class education for all children in the UAE.

Promoting a culture of innovation:

Teachers are at an early stage of providing opportunities for students to be innovative and to engage
them in consistent quality learning experiences that develop their creativity and promote
independent learning skills. The school's vision and mission statement identifies the aim to develop
the skills of innovation, creativity, research, reflection and problem solving of all of its students.
School leaders are at a very early stage of mapping the individual projects to assess their quality and
impact on students' learning.

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 Overall school performance

Weak

1 Students achievement

KG Elementary Middle High

Islamic education
Attainment Not applicable Acceptable Acceptable Acceptable

Progress Not applicable Acceptable Acceptable Acceptable

Arabic as a first
language Attainment Not applicable Acceptable Weak Weak

Progress Not applicable Acceptable Acceptable Weak

Arabic as an
additional language Attainment Not applicable Acceptable Acceptable Not applicable

Progress Not applicable Acceptable Acceptable Not applicable

English
Attainment Acceptable Weak Weak Weak

Progress Acceptable Weak Weak Acceptable

Mathematics
Attainment Acceptable Weak Weak Weak

Progress Acceptable Weak Acceptable Weak

Science
Attainment Weak Weak Weak Acceptable

Progress Weak Weak Weak Acceptable

KG Elementary Middle High

Learning skills Acceptable Weak Weak Acceptable

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 2. Students personal and social development, and their innovation skills
KG Elementary Middle High
Personal development Acceptable Acceptable Acceptable Acceptable
Understanding of Islamic values
and awareness of Emirati and Acceptable Acceptable Acceptable Acceptable
world cultures
Social responsibility and innovation
Acceptable Acceptable Acceptable Acceptable
skills

3. Teaching and assessment

KG Elementary Middle High

Teaching for effective learning Acceptable Weak Weak Acceptable

Assessment Acceptable Weak Weak Weak

4. Curriculum

KG Elementary Middle High

Curriculum design and
Acceptable Weak Weak Weak
implementation
Curriculum adaptation Weak Weak Weak Weak

5. The protection, care, guidance and support of students

KG Elementary Middle High

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

6. Leadership and management

The effectiveness of leadership Acceptable
School self-evaluation and improvement planning Weak
Parents and the community Acceptable
Governance Acceptable
Management, staffing, facilities and resources Acceptable

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 Main inspection report

1. Students achievement

KG
Subjects Attainment Progress
Islamic education Not applicable Not applicable
Arabic as a first language Not applicable Not applicable
Arabic as an additional language Not applicable Not applicable
English Acceptable Acceptable
Mathematics Acceptable Acceptable
Science Weak Weak

Attainment and progress in English are acceptable with most children demonstrating age
appropriate understanding and use of English for additional language learners. Their abilities to
speak and listen are more developed than their reading and writing skills when compared to
expected levels in the curriculum framework. Most are also progressing in line with expectations
although not all students are able to make verbal responses that form accurate short sentences.
Math attainment and progress in KG are acceptable. A majority of children demonstrate developing
numeracy skills in line with curriculum expectations. Consequently most students have appropriate
number recognition and can repeat simple patterns and sequence objects in response to
demonstrations by their teachers. By KG2, most form numbers properly and can solve simple
addition and subtraction problems using single digits. Children are less skilled in using
manipulatives for counting as there are insufficient opportunities to carry out practical tasks which
increase their understanding of numbers.
Attainment and progress are weak in science. Children are enthusiastic when participating in
science activities but lack the practical skills required to help them to understand and learn about
the world. They are able to learn facts through the formal learning activities offered to them.
However, this often relies on repeating facts provided by their teacher. Consequently they do not
have the opportunity to explore and discover their world through learning or to experiment and to
form conclusions from simple practical tasks.

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 Elementary
Subjects Attainment Progress
Islamic education Acceptable Acceptable
Arabic as a first language Acceptable Acceptable
Arabic as an additional language Acceptable Acceptable
English Weak Weak
Mathematics Weak Weak
Science Weak Weak

In Islamic education most students attain age appropriate standards. Their high results in internal
tests is not reflected in their attainment and progress in classwork and workbooks. Most students
show appropriate understanding of Islamic concepts and values. As a result in Grade 2, they can
discuss the Hadeeth about the good neighbor and in Grade 5 they can relate the concept of mercy
to their daily lives. Most students make appropriate progress but they are less skilled in their
abilities to apply correct recitation and memorization of verses from Holy Quran and Hadeeth.
In Arabic as a first language, most students both attain and progress in line with national curriculum
expectations. Their high internal assessment results are not reflected in the lower standards seen
in lessons. Students have adequate listening and reading skills but many do not use classical Arabic
confidently or read expressively. Students skills in grammar are stronger than their abilities to write
accurately in responding to dictation. Students can write short letters and story reviews by Grade
5 but their abilities to redraft, extend their writing and carry out individual research are limited.
The small number of students who study Arabic as an additional language attain in line with
curriculum expectations and make expected progress. Internal assessment results are mainly
acceptable and reflect students actual standards. Students have adequate reading, grammar and
copying skills. However, they struggle when speaking and can only respond to basic questions.
Grade 5 students are improving their vocabulary. While they write to a basic level they are unable
to extend their writing beyond short responses.
Most elementary students do not attain curriculum standards in English. A majority have only basic
skill levels in listening and speaking. While they can apply phonics to decode simple words they are
not able to comprehend grade level texts to meet curriculum standards. Writing skills are also
below standard. Students do not read or write extensively, and their progress is weak. Overall,
student attainment is below the expected standards for their age. This is reflected in benchmark
tests. Progress is weak.
Students attainment and progress in mathematics are weak as shown in both MAP (Measures of
Academic Progress) benchmark tests and in their coursework which is assessed against the
Common Core Standards. They show insufficient understanding and ability to apply mathematical
concepts. Many lack sufficient linguistic skills in English to help them understand these concepts.
Consequently their ability to apply the correct mathematical operation to solving word problems is
limited. Levels of attainment, over time, are consistently low.

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 Students attainment and progress are below age expectations in science. While internally assessed
tests indicate very good attainment for the majority of students, this is not reflected in their
coursework or in external benchmark tests. Students understanding and ability to apply scientific
concepts are underdeveloped. Their abilities to speak about aspects of scientific facts is slightly
stronger. However, by the end of the phase scientific enquiry skills are limited for the majority of
students and they have little understanding of scientific investigation methods.

Middle
Subjects Attainment Progress
Islamic education Acceptable Acceptable
Arabic as a first language Weak Acceptable
Arabic as an additional language Acceptable Acceptable
English Weak Weak
Mathematics Weak Acceptable
Science Weak Weak

Most students attain and progress to an acceptable level in Islamic education. This is shown in
Grade 7 where students understand the negative impact of sin. In Grade 8, most show an
understanding of the positive influence of cohesive societies through Islam. Generally, students
understand the importance of Islamic values, Understanding is stronger in the girls
section. Students achieve expected levels in their knowledge and understanding of the prophets
biography (PBUH). A few of them can use research to extend their knowledge and understanding.
However, understanding of appropriate worship and recitation skills are less well developed.
Although most students in Arabic as a first language make acceptable progress when measured
from their starting points, they do not reach expected National Curriculum standards. In lessons,
students standards are weak but this is not reflected in their high results in internal assessments.
The majority of students have adequate listening and reading skills but many do not read fluently
and are not comfortable using classical Arabic. Grade 8 students acquire sufficient grammatical
knowledge and write appropriately in a range of genres. However, their formal writing is limited,
particularly when using persuasive text.
In Arabic as an additional language, most students achieve in line with curriculum expectations for
their age and make adequate progress. The high internal assessment results are not reflected in
students work in class. Students have appropriate reading and basic grammar skills. A minority of
students have limited listening and speaking skills. They do not respond well to basic instructions
or engage in conversations at length. Progress in handwriting, vocabulary and comprehension is
developing appropriately. However, their ability to write at length is underdeveloped.
In English, students do not achieve or progress to expected levels for their age. Their attainment
and progress are weak as measured by international standards. Their ability to read and
comprehend grade level texts shows limited proficiency in the English language. This includes their
listening and speaking skills. Their reading skills are also not well developed. Their skills in writing
show variable levels of spelling, punctuation and grammatical knowledge. Most students are not
proficient in organizing ideas and in writing paragraphs and essays.

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 In math, students attain below the expected levels as measured against CCS standards. However,
their rate of progress is in line for expectation and age. Data from external tests also indicate that
student performance is weak. In lessons, less than three quarters of the students are reaching the
expected curriculum standards. Students progress appropriately against the stated learning
objectives for number, shape, position and movement and in terms of problem-solving.
The attainment and progress of students in science is weak when measured against international
benchmark tests and in lessons and coursework. The lack of English language acquisition is often
an obstacle to students understanding of key scientific concepts resulting in barriers to
achievement. A majority of students can respond to the knowledge being taught by their teachers
but lack the ability to apply this in different contexts. Whilst students can understand simple
concepts, such as the layers of the Earth, they have not developed sufficient scientific enquiry
skills.

High
Subjects Attainment Progress
Islamic education Acceptable Acceptable
Arabic as a first language Weak Weak
Arabic as an additional language Not applicable Not applicable
English Weak Acceptable
Mathematics Weak Weak
Science Acceptable Acceptable

Most students attain and progress in Islamic education in line with expected levels for their age.
As a result, most students in Grade 9 show appropriate understanding of how a good Muslim
should apply his or her faith to business. In Grade 11, students understand the impact of honesty
on creating a peaceful society. Girls make consistently better progress than boys. Overall, students
skills in recitation and memorization are less well developed.
Students attain standards below national curriculum expectations in Arabic as a first language and
they make slow progress. Internal assessment results are not reflected in standards attained in
lessons. A minority of students have adequate listening and reading skills but most students do
not use classical Arabic confidently. A minority of students in Grade 12 develop their writing
appropriately. Overall, students do not write enough or write in a range of genres. Progress of
students is slow because of low expectations, slow pace and when work does not match students
learning needs.
In English, students attainment does not meet international standards. Students show variable
skills in listening and speaking and, overall, girls outperform boys. Students show limitations in
reading grade level texts and in writing at length or for different purposes. Most students make
acceptable levels of progress in their classwork in speaking, and in their abilities to write essays
and stories when supported by writing frames. They are making appropriate progress in
developing their oral language skills through expressing personal opinions in formal presentations
to others.

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 In math, a majority of the students are not achieving the expected levels when measured against
curriculum standards. They make insufficient progress. Girls outperform boys but, overall, students
are not sufficiently skilled in the key elements of the subject. In lessons, a majority of boy students
are disengaged and this has a significant impact on their progress. As a result, students are not
achieving expected levels in mathematics.
In science, almost all Grade 12 students attain at or above curriculum expectations in internal tests.
There are no external SATs or AP exams to provide a comparison with students performance in
other schools. Students abilities to apply scientific knowledge are generally in line with age
expectations as is their progress in lessons and coursework. Students in Grades 10 to 12 are
improving in their abilities to develop critical thinking and analytical skills. Most students can
complete scientific calculations well but show limited practical or enquiry skills.

KG Elementary Middle High

Learning skills Acceptable Weak Weak Acceptable

Although most students demonstrate positive attitudes toward learning in the elementary and middle
phases most can only work for short periods without their teachers intervention. Overall, students
do not reflect enough on the quality of their learning although this is better in girls classes. Most
children in the KG sustain their interest and most high school students know how to improve their
work.
Many students work productively in groups but their abilities at the elementary and middle phases
to interact and discuss their learning is variable and is often not expressed during whole class lessons.
Most KG and high school students collaborate productively. Older students express their ideas clearly
with a few showing developed skills in presenting and sustaining their views in debates.
Students in all phases make limited connections to areas of learning and to the world. When
connections are made they are often superficial in depth. KG children and high school students make
more effective links with girls being more successful than boys. A minority of students, particularly
at the high school phase, show a well-developed understanding of how to apply their learning.
Students below the high school level rarely research independently or use learning technology
effectively. Across the phases, critical thinking and problem solving skills are underdeveloped.
Students rarely lead learning through presenting their views to the class or develop innovative
solutions to open ended problems.

2. Students personal and social development, and their innovation skills

KG Elementary Middle High

Personal development Acceptable Acceptable Acceptable Acceptable

Most students in elementary school and children in KG have positive attitudes towards learning and
a developing self-reliance, particularly the girls. They respond adequately to comments from their
teachers. However, a minority of boy students in the middle and high phases are often insecure, lack
self-reliance and show negative attitudes towards learning.

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 Students generally respect and follow school rules in lessons, particularly those in lower grades and
girls across the school. A minority of boys require supervision in the corridors to control their behavior.
In lessons, when class management is not so strong, they misbehave. Occasionally, their poor
behavior disrupts lessons and break times.
Relationships have improved between students and most of their teachers. As a result, most students
are friendly and cordial. Children in KG and students in elementary and middle schools interact
positively in class and are willing to respond to their teachers questions and when working with
others during group activities. High school students, particularly the girls, interact well together.
Students demonstrate a general understanding of safe and healthy living. They participate
enthusiastically in health awareness activities, such as breast cancer, diabetes and thalassemia
discussions. Students do not always choose healthy options in the schools cafeteria and levels of
obesity have increased.
Attendance has improved and was high in the most recent semester, having improved significantly
from the previous year. The school only registers students before the first teaching period starts. As
a result, many students miss the morning assembly by arriving late to school.

KG Elementary Middle High

Understanding of Islamic values and
awareness of Emirati and world Acceptable Acceptable Acceptable Acceptable
cultures

Most students are respectful and appreciative of Islamic culture. They are able to link their
understanding of Islamic values to UAE and other cultures. They understand the features and impact
of these values on their daily life in the UAE. Students show respect and are sensitive to the different
cultures in the school.
Most students have a well-developed understanding of Emirati heritage and talk positively about the
cultural features throughout the school. They appreciate the attractive displays and opportunities to
make these cultural links in learning. Students participate in national, international and Flag Day
celebrations. Emirati students are particularly proud of their heritage.
Students have appropriate understanding of Emirati traditions including food, music and dance. They
collaborated well with their parents and school staff in developing a wide range of cultural themes
during International Day. Most students are able to identify key features of some other countries.
Their understanding of global cultures is underdeveloped.

KG Elementary Middle High

Social responsibility and innovation
Acceptable Acceptable Acceptable Acceptable
skills

A student council was elected at the beginning of the session. It is beginning to contribute to school
decision making. KG children are responding well to the age-appropriate allocation of responsibilities.
Although students enthusiastically contribute to raising funds, for example for refugees and Dubai
cares, wider community links are underdeveloped.

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 Students show variable work ethic with the girls consistently more focused on their learning than
boys. Most students in the elementary and middle phases are starting to build confidence in working
independently but have insufficient opportunities to do so.
Many students understand aspects of conservation and are able to identify some world pollution
issues. Students participate in, but are not initiating environmental initiatives in the school, such as
in recycling and clean energy.

3. Teaching and assessment

KG Elementary Middle High

Teaching for effective learning Acceptable Weak Weak Acceptable

The majority of teachers have reasonable subject knowledge. However, they use a limited range of
strategies to support students for whom English is an additional language. Kindergarten teachers do
not sufficiently support childrens discovery learning. Teaching strategies are better in the high school
in most subjects. Even here, few teachers encourage students to take an active role in learning.
Lesson planning is improving. KG plans contain learning standards but offer limited opportunities for
creative activity. In Islamic education, Arabic and English planning is more consistent and includes
the use of IT to stimulate learning. Planning in science and mathematics is too generic. Across the
school, plans lack differentiation and do not identify students with SEND. Some lessons lack pace or
adequate expectation.
Most, but not all, teachers interact positively with students. In general, teachers ask too many closed
questions, which limits learning particularly in high school Arabic and elementary and middle school
science. Questioning is more effective in English and occasionally in mathematics in the elementary
school. In the best examples of high school science teaching, teachers develop students curiosity by
encouraging them to think critically.
Teaching strategies are limited in all phases of the school but particularly in elementary and middle.
Teachers rarely adapt their approaches to support students abilities or different types of learners. KG
teachers deliver knowledge to the whole group rather than assisting children to learn through
discovery. Teachers of Arabic as an additional language fail to make use of the small group sizes to
personalize learning. Worksheets are insufficiently challenging, particularly in science and
mathematics.
Most lessons are characterized by teacher-dominated knowledge based learning. As a result, critical
thinking and independent learning skills are not well developed. Across the school there are a few
examples of stimulating teaching. This is most consistent in Arabic as a first language in elementary
school, in science in the high school and in a few English lessons.

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 KG Elementary Middle High
Assessment Acceptable Weak Weak Weak

Internal assessment procedures are not applied consistently across all subjects and they are not
linked closely to the KHDA curriculum standards. Therefore, the assessments for attainment and
progress are not always reliable or accurate. As a result, it is difficult for the school to compare
achievements with that of students in other schools nationally and internationally.
The school has identified the importance of benchmarking students outcomes against external
national and international expectations but this process is only just beginning and the school has not
embedded these processes and ensured they are understood by everybody.
The school uses assessment data to some effect, to monitor students' progress but it is mostly based
on performance in internal assessments and it does not provide sufficiently accurate information nor
is it used consistently and effectively.
Leaders and teachers are aware of the need to analyze assessment data to make adaptations to the
curriculum and modifications to teaching strategies. However, their understanding of how to use
assessment is limited so there is little impact in terms of meeting the needs of different groups of
students.
Teachers' knowledge of students strengths and weaknesses is limited. Lessons lack challenge and
this slows progress. Written feedback is limited and does not provide suitable comments to help
students improve. There is no effective setting of targets and students are rarely involved in assessing
their own learning.

4. Curriculum

KG Elementary Middle High

Curriculum design and
Acceptable Weak Weak Weak
implementation

The school's Arabic as an additional language curriculum is not compliant with MoE regulations.
Instruction in Arabic as a first language exceeds the required amount determined by the MoE and
is also taught in the KG. The school continues to implement the California Common Core Standards
(CCS) along with the Next Generation Science Standards in Grades KG1 to 12.
The Arabic, Islamic and CCS are planned and identify a balance and progression of skills and
knowledge. In KG, the amount of instructional time for English is inconsistent and varies by class.
Additionally, KG students, most of whom are second language learners, do not receive English
instruction every day. In Grades 9 and 10 the amount of instructional time in English is less than in
the preceding and following years.
The school is not meeting the requirements of a US curriculum school of offering students a choice
of electives, especially in the high school. The school has limited choice with students choosing
between a business or science stream. Students are not benefiting from expanded, high interest
curricular choices to enhance the curriculum.

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 Teachers across all grade levels incorporate cross-curricular links into their subject planning to help
students relate their learning to their lives. This planning is not implemented consistently across all
grades and subjects.
The school has aligned the CCS learning outcomes more accurately to match age related activities.
However, there are insufficiently skilled high quality teachers with the knowledge needed to provide
learning activities that fully reflect the requirements of the broad CCS descriptors. The school has not
fully evaluated the quality and time allocated to these learning activities to ensure that they meet
students needs.
The UAE social studies program is compliant with MoE requirements. It is taught in Grades 3 to 8 in
Arabic and Grades 9 and 10 in English as world history. Some lessons lack creativity and the material
is presented in a direct question and answer format. Assessments are not sufficiently formative and
students are not provided with accurate feedback on their progress and next steps in their learning.

KG Elementary Middle High

Curriculum adaptation Weak Weak Weak Weak

Modifications often rely on the use of worksheets but these are not differentiated to meet the needs
of all groups of students. The work with students with SEND shows little modification to the
curriculum. On occasion there is appropriate challenge in lessons for students, especially the more
able, but these are rare. Progress for most students is weak.
The school utilizes textbook systems followed up with videos with language, which are often too
challenging for students to understand. Students go on field trips to enhance the curriculum and there
are examples of innovation in the business studies department where students take initiative and
visit businesses to conduct research. There is physical education on the timetable but limited
competition with other schools.
The school provides social studies in Arabic from Grades 1 to 9 and there are appropriate opportunities
for students to learn about the Emirati culture and UAE society. However, other subjects do not
provide a consistent integrated curriculum appropriately linked to Emirati culture.

5. The protection, care, guidance and support of students

KG Elementary Middle High

Health and safety, including
arrangements for child protection / Acceptable Acceptable Acceptable Acceptable
safeguarding

The child safeguarding policy is clear. All teaching staff have received child protection training. They
understand their responsibilities and how to raise concerns. Nannies, drivers and other support staff
have not received that training. Safer recruitment procedures are supported by a new school policy,
but are not fully reflected in practice. Students have received police-led workshops on internet safety,
cyber-bullying and drug abuse.

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 Security of the site is much improved. New risk analyses relate to buildings, facilities and educational
visits. Evacuation drills are efficient and many staff are trained in first aid and use of fire equipment.
Student health needs are met well by the clinic staff. However, active supervision to manage
students behavior during breaks and in the cafeteria, is inadequate
The site, buildings and buses are well maintained. Significant improvements have been made to
sports facilities, classrooms, shaded play areas and eating areas. Excellent records are kept of repairs,
refurbishments, renovations and the range of regulatory checks that are required.
Plans exist to install a lift to access upper floors. There is emergency equipment to evacuate those
with impaired mobility down the stairs and ramps have been altered to improve access to the ground
floor. Classrooms are appropriately sized, furniture is in good condition and any trip hazards are clearly
marked.
The school promotes safe and healthy lifestyles, including routine body mass screening. Health
education is not integrated within the timetable but is supported by individual sessions delivered by
clinic staff. There is input by external speakers on lifestyle issues associated with the Internet. Some
students participate in sports but the refurbished swimming pool is not in use.

KG Elementary Middle High

Care and support Acceptable Acceptable Acceptable Acceptable

Supervision of students has improved, with resulting improvements in behavior. There are however
still inconsistencies in supervision, such as in the cafeteria. Many girls and lower grade students
form good relationships with staff and with fellow students. Supervision is being provided in the
corridors of the boys' section.
Attendance levels have improved significantly due to actions taken by the school. Students
understand the consequences of inconsistent attendance. Heads of department are quick to respond
to absence and make speedy contact with parents to resolve issues. Punctuality remains an issue
for the school with many arriving after the formal school start time, with resultant learning time
being lost.
The procedures for identifying students with SEND have developed under the new leadership but
remain weak. Leaders have set up procedures, which aim for identification to begin early in a
students school career. The work of identifying students with gifts and talents has not begun and
this means that many students capable of more challenging work are missed.
The systems to support students with SEND and modify their curriculum are weak. Staff respond to
guidance for working with students with SEND but their skills are generally underdeveloped. As a
result, there are many instances where modifications do not meet the needs of students with SEND,
gifts and talents.
Academic guidance is provided by the new counselor. She offers the older students, particularly
Grade 12, guidance in their academic choices. Together with other staff, she is also able to offer
guidance to students in the move towards higher education through activities such as visiting
university open information sessions.

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 Inclusion

Provision and outcomes for students with SEND Weak

In the short time she has been in the school the new special educational needs co-ordinator (SENCO)
has made a determined start to developing the work of SEND. This has resulted in a series of policies
and systems being put in place to address the lack of a previous structure. A solid foundation is
beginning to be formed but, at the time of the inspection, did not have the necessary capacity to
improve the provision for students with SEND.
Basic assessment procedures are in place to identify students with SEND. As a result, identification
procedures do not sufficiently inform modification to reduce students barriers to learning. Once a
student is identified with SEND, the leader determines the type of intervention needed and completes
an individual education plan (IEP) to direct support. However, the use of these IEPs by teaching staff
is inconsistent.
The school keeps parents informed of their childrens progress. However, some parents are critical of
the schools processes and feel the school does not fully understand the needs of their children.
Communication with parents is not strong enough to secure parents confidence and improve their
knowledge to help them support their children.
Very few effective educational modifications are in place. Too often the provision in the classroom
does not match need. The quality of the IEPs is improving but the advice they contain is frequently
not being followed in day-to-day teaching. As a result, there is very little acceleration of progress in
basic skills. Guidance for teachers, through training, is essential to further the work of students with
SEND.
Students work over time is weak, which is shown particularly in their limited reading skills in English.
Many students with learning or behavioral support needs are not making the progress they should.
A lack of teaching skills in the classroom means that, in many cases, students struggle with the
assigned work. There is no tracking of student progress over time although a recently introduced
reading support program should track progress.

6. Leadership and management

The effectiveness of leadership Acceptable

The school has made significant changes to senior and middle management since the beginning of
the session. The principal has established stability in the school through new leadership and teaching
appointments, and new organizational structures. He has worked very productively with staff, parents
and students to develop the schools values and to promote improvement across the school.
A considerable number of new school policies and procedures to enhance the curriculum, lesson
planning, teaching and learning have been introduced. Senior and middle leaders are beginning to
focus the school more effectively on targeting improvements to students learning. They are
increasingly applying more consistent approaches to managing the phases and departments within
the school.

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 New and established staff are committed to the school. The principal, working with the school
governors, is enhancing leadership by providing targets that help focus the school more clearly on
school improvement. Leaders regularly consult with teachers and increasingly with parents and
students to agree improvement objectives.
Leaders across the school are aware of the need for significant further improvement. In the relatively
short time that most have been in post they have established positive working relationships and are
starting to address the weaknesses in the school. As a result, they are increasing their capacity to
support continuous improvement.
The school has introduced a more regular and structured approach to reviewing and evaluating its
work. This includes an overhaul of the schools curriculum to bring this more in line with statutory
requirements. Teachers, including the significant numbers of those recently appointed, benefit from a
more coherent approach to evaluating and supporting their work.

School self-evaluation and improvement planning Weak

Leaders and governors have introduced new processes for self-evaluation that have not impacted on
school improvement sufficiently. Overall, the school has a realistic view of its main priorities. School
leaders have established better systems for analyzing student attainment and progress but have not
formed an accurate view of student achievement to target the work of the school.
School leaders regularly observe teaching and learning and provide useful comments to staff. This is
beginning to provide an overview of the quality of teaching. While the school is aware of the
considerable variability in this area, they are at an early stage of identifying specific actions required
to address areas of weakness though professional development and review. Formal observations do
not focus sufficiently on the quality of students learning.
Processes for school improvement planning have been revised and improved. The plan is
appropriately structured. However, it lacks information on the progress made against improvement
objectives. In addition, these are often ill-defined. There is also a lack of criteria to measure any
impact. The schools self-evaluation documents lack both consistency and information to provide
evidence of school improvement.
The last reports recommendations have been partially addressed. Leadership and student behavior
have improved. Teaching remains variable in quality. The curriculum is broadly compliant, although
class activities are not meeting students needs. The time for Arabic for additional language learners
is insufficient, as is the quality of provision for students with SEND.

Partnerships with parents and the community Acceptable

The school is increasingly encouraging parents to be involved in school life. A parents council has
been enhanced but does not consistently influence school decision-making. Parents are pleased with
the increased opportunities to discuss school plans and actions. Parents engage enthusiastically in
school celebrations and events but do not regularly support learning in the school to improve
students achievements.

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 The school has improved its communication with parents. It has increased the quality and regularity
of electronic and written communication. Parents are responding to the increased formal and informal
opportunities for parental meetings. Systems are in place to respond to parental concerns more
promptly and the principal and owner discuss with parents any issues that emerge.
Parents are informed about the curriculum and their childrens progress in school examinations
through accessing an enhanced electronic communication system. They understand the UAE National
Agenda as a result of recent workshops. However, parents would like more information reports on
their childrens progress indicating their childrens strengths and weaknesses as well as improvement
strategies.
The school makes occasional links with the local community, mainly to support a range of educational
competitions and local and national celebrations. Students are benefiting from work experience
activities such as a cross-curricular Young Entrepreneur initiative involving Grade 11 and 12 students
and a behind the scenes experience of the hotel industry, both led by the business studies
department.

Governance Acceptable

The governing body has expanded to include a balanced representation of members with educational
and business experience. The owner and other governors meet regularly with parents through open
door events and through questionnaires and participation in school meetings to help set school
priorities. However, there is no parental representative on the board.
The governors have taken a strong lead in improving the school. They have created a three-year
improvement plan and have implemented its first phase resulting in radical changes to leadership,
teaching and the curriculum. Regular meetings between the owner, other governors and school
leaders are informing governors of the impact of changes in the school and influencing decision-
making.
The governors hold the school accountable for student achievements through analyzing mainly
internal data. This is not providing an accurate overview of student performance. The school benefits
from the corporate links of the parent company to enhance resources, including a pilot program for
e-learning, as well as managing recruitment processes and linking staff performance to annual
review and development.

Management, staffing, facilities and resources Acceptable

Most aspects of the day-to-day management of the school are adequately organized. Timetabling
makes satisfactory use of available areas to meet the needs of students and staff. Recent
improvements to the organization of the school are ensuring a more effectively organized learning
environment for students and is enhancing parental access to the work of the school.
There is a sufficient number of qualified teachers deployed appropriately. The school provides
professional development programs to meet teachers needs. A minority of teachers who teach in
academic areas other than Arabic and Islamic education are scheduled to complete testing for English
proficiency.

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 The premises and environment are adequate for the learning activities and the needs of students
and staff. Access into and within the school is appropriate for students and staff, except for the
absence of a lift to provide access to upper levels for persons who may have limited mobility.
Resources are sufficient to support adequate teaching and learning, including projectors in every
classroom, laptops for teachers, two computer labs for students, and access to an online e-learning
library. The schools library has a relatively small number of books for students in English and Arabic.

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 The views of parents, teachers and senior students

The views of parents, teachers and senior students

Before the inspection, the views of the parents, teachers and senior secondary students were surveyed.
Key messages from each group were considered during the inspection and these helped to form inspection
judgements. A summary of the survey statistics and comments from those who responded to the survey
follows:

Responses to the surveys

Responses received Number
Parents* 2016-2017 98

2015-2016 76

Teachers
80

Students
153

*The number of responses from parents is based on the number of families.

Almost all of the small percentage of parents who responded to the survey think that their children
are safe at school. Almost all parents and teachers, and a large majority of students, are satisfied
overall with the quality of education.
Almost all teachers, most parents and a majority of students think that the school is well led.
Almost all teachers think that students have a good understanding of Islamic values, and most
parents and students agree with them.
Parental written comments included concerns over the impact of continuous staffing changes and
inconsistent quality of teaching. They would like to receive clearer reports on their childrens
progress, including their strengths and weaknesses.
Less than half of the students who responded think that school leaders listen to them, with just over
half believing that the school is a welcoming and friendly place and that teachers treat them fairly.

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What happens next?
The school has been asked to prepare and submit an action plan to DSIB within two months of receiving
the inspection report. This should address:
recommendations from DSIB
areas identified by the school as requiring improvement
other external reports or sources of information that comment on the work of the school
priorities arising from the schools unique characteristics.

The next school inspection will report on changes made by the school.

Dubai Schools Inspection Bureau

Knowledge and Human Development Authority

If you have a concern or wish to comment on any aspect of this report, you should contact
inspection@khda.gov.ae

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