ADEC - Philippine Emirates Private School 2016-2017
ADEC - Philippine Emirates Private School 2016-2017
ADEC - Philippine Emirates Private School 2016-2017
Inspection Report
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Philippine-Emirates Private School
Total number of
School ID 250 1457
students
Grades or Year
School Address Baniyas East 8, Abu Dhabi KG to Grade 11
Groups
PhilippineEmi.pvt@adec.ac.
Official email (ADEC) Gender Girls and boys
ae
http://www.philippineemira % of Emirati
School website 0%
tesprivateschool.ae Students
1. Filipino: 99%
Fee ranges (per Very low to low: Largest nationality
2. American: 0.5%
annum) AED 6,000 to AED 13,000 groups (%)
3. Pakistani: 0.4%
Licensed Curriculum Staff
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Introduction
Inspection activities
Number of inspectors 5
deployed
School
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The school is jointly owned by two proprietors. There
is a newly constituted governing body which includes
Leadership structure the two proprietors and three other members. The
(ownership, governance and daytoday running of the school is delegated to the
management) principal and vice principal. There are coordinators for
each subject who have responsibility for the subject
from KG through to Grade 12.
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SEN Details (Refer to ADEC SEN Policy and Procedures)
Number of students Number of other students
SEN Category identified through external identified by the school
assessments internally
Intellectual disability 3 3
Visually impaired 0 0
Hearing impaired 0 0
Multiple disabilities 0 0
Intellectual ability 0
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The overall performance of the school
Inspectors considered the school in relation to 3 performance categories
Band C
Band A Band B
In need of significant
High Performing Satisfactory
improvement
Outstanding
Acceptable
Very Weak
Very Good
Weak
Good
Performance Standards
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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The Performance of the School
Evaluation of the schools overall performance
The overall performance of the school is acceptable. The school provides a safe
and harmonious learning environment for students and is effectively led by a
caring and well-supported principal. Students reach acceptable levels of
achievement except in Arabic and Islamic education where they are weak.
Attainment in English and science is good in the middle phase. Older students are
developing as mature young adults and are good role models. Relationships
between students and teachers are always respectful. Most teaching is generally
effective in promoting students learning but does not always stimulate and
challenge all students. The curriculum is enhanced with a wide range of clubs and
activities which cater for students interests. The schools internal assessment
procedures do not always provide an accurate account of students attainment.
More could be done to identify and provide for students who are gifted and
talented (G&T). Students who are identified as requiring additional support for
their learning are identified well but not always supported effectively in lessons.
Progress made since last inspection and capacity to improve
The school has made acceptable progress since the last inspection. Students
progress and attainment in mathematics, science and social studies have
improved. The school now has an independent governing board to offer impartial
and critical advice. The owners have made significant investments in science and
information communication technology (ICT) laboratories and KG materials.
Teaching and library resources are still limited. However, all classrooms have a
data projector. Senior and middle leaders have clear responsibilities for students
academic and personal development. This has not yet had a significant impact
across all areas of the school. Overall, school leaders have acceptable capacity to
improve the school further.
Development and promotion of innovation skills
The school promotes innovation skills well in clubs and activities. A significant
minority of students are developing their innovation, enterprise and creativity
skills through project work and clubs outside of lessons. Corridors and reception
areas display artefacts made from recycled materials. Students have built robots
and made innovative use of recycled materials to manufacture models of
alternative sources of power. Innovation skills are not routinely planned for or
delivered in most lessons, however.
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The inspection identified the following as key areas of strength:
the respectful relationships between students, their peers and teachers that
promote a positive and harmonious learning environment at the school
the promotion and appreciation of UAE, Filipino and other world cultures
the wide range of clubs and activities that cater for students interests and
promote their personal development
older students development as mature, responsible young adults with a
secure appreciation of environmental and global issues.
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Performance Standard 1: Students Achievement
Language of
instruction (if other Attainment N/A N/A N/A N/A
than English and
Arabic as First Progress N/A N/A N/A N/A
Language)
Learning Skills
(including innovation, creativity, critical
Good Acceptable Acceptable Acceptable
thinking, communication, problem-
solving and collaboration)
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The overall quality of students achievement is broadly acceptable. The early
emphasis on respectful and cooperative class routines ensures children make at
least acceptable progress across most subjects in their first experiences at school.
Teachers internal assessments indicate that all students are reaching very good or
outstanding levels of attainment when matched to the curriculum standards.
However, students attainment in lessons and their ongoing coursework indicates
attainment below these levels. International Benchmark Tests (IBT) for English,
mathematics and science indicate that students generally performed less well
compared to international averages. The progress made by different groups of
students is similar.
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distinguish between literal, figurative and critical descriptions of objects. Older
students work productively as individuals or in groups and can write critically when
discussing texts.
Students achievement in mathematics is acceptable in the primary, middle and high
school phases. Children make very good progress in KG and quickly develop their
number skills through a range of practical counting activities, thereby attaining very
well. In Grade 1, students achieve in line with age-appropriate expectations
including, for example, as they develop their understanding of fractions through
innovative use of everyday experiences. In Grade 4, they progress well and show
their understanding of fractions using geometric shapes. Most understand and can
explain the numerator and denominator of a fraction in age-appropriate ways.
Students in middle and high phases use scientific calculators effectively to solve
trigonometric functions.
Students achievement in science from KG to middle phase grade levels is
acceptable. Most attain in line with curriculum expectations. Achievement is good in
the middle phase, by when their scientific inquiry skills are more fully developed.
Most students in this phase can describe, measure, compare and predict scientific
outcomes. In the lower grades, students can describe and label the parts of a plant
or the internal organs of the body. By Grade 11, most students can explain how
geological formations have formed and what happens over time.
Students achievement in other subjects, including Filipino, is acceptable. Students
enter the school with a wide range of experiences in using Filipino. They acquire an
age-appropriate range of speaking, vocabulary and comprehension skills through
primary to high school phases. By the end of middle school, for example, most
students speak clearly and confidently when discussing literary works and current
national and global issues. Students achievement in Philippines social studies is
acceptable. Most students attain in line with curriculum expectations. For example,
most Grade 7 students understand the consequences of wars, in particular the
Japanese war in the Philippines. Most can also link their understanding of Philippines
and UAE social studies. For example, Grade 6 students make interesting
comparisons between the fishing industries of the Philippines and UAE. Students
participate enthusiastically in physical education (PE) lessons. Participation is
invariably 100 per cent and students are immaculately dressed in appropriate school
sports kit. Swimming is taught expertly and as a consequence most students are
confident swimmers. Students singing is impressive because of expert, enthusiastic
teaching. Students in primary and middle phases are developing a range of
competent artistic skills in several different media. High school students are
reaching at least acceptable levels of attainment in the optional subjects of
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philosophy, business mathematics and communication skills.
Students learning skills are acceptable overall but good at the KG where they work
diligently and productively as collaborative and independent learners. Older
students communicate their work clearly and confidently in class presentations.
They assess their own and each others work critically and with insight.
Opportunities to develop their higher order skills in areas such as creativity and
innovation are developing through regular club and home-based activities, but not
yet sufficiently in lessons.
Students personal and social development is good. Most students are well behaved
in lessons and around the school. A few students become boisterous when
unsupervised between classes and in lessons when teaching fails to hold their
interest. All students show respect for their peers, their teachers and other adults.
Students work productively as independent learners and collaborate well when
working on group tasks. Older students are developing as mature, responsible
young adults with a secure appreciation of environmental and global issues.
Students in high school phase are good role models for younger students. Most
have a secure understanding of healthy lifestyles and participate enthusiastically in
sports activities. Attendance is very good at 96% and students are punctual.
Most students have a secure appreciation and understanding of Islamic values and
UAE society and culture. Many have produced artefacts and drawings of UAE history
and traditions which are on display around the school. The Arabic dancing by boys at
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assembly is impressive. Students also demonstrate a clear understanding of their
own cultures. They perform traditional folk dances and practise Filipino sports with
enthusiasm. Their understanding of other world cultures is promoted well, for
example, through their participation in United Nations Day and Tolerance Day.
Most students are aware of their responsibilities in the school. The classroom
environment is kept clean and tidy. Students have a strong council through which
they demonstrate leadership skills. Most students are aware of important
environmental issues relating to sustainability and conservation. A few students
have participated in environmental activities that support sustainability such as
planting trees. Innovation skills are not yet strong enough because they are not
promoted in lessons.
The overall quality of teaching is acceptable and assessment is weak. Most teachers
have appropriate subject knowledge and are secure in their understanding of how
to deliver their subject. All teachers use a common lesson plan format but few
lessons have clearly defined learning outcomes which are explained and assessed.
Teaching is more effective and students make better progress when they are
presented with open-ended, stimulating activities and given opportunities to
present and share their work. In an effective Grade 5 mathematics lesson, for
example, students worked collaboratively in groups, sharing ideas and formulating
possible answers before presenting their work for peer evaluation. Students who
require additional help with their learning are not supported effectively enough in
lessons. Most lessons are dependent on textbooks and worksheets. The use of ICT
and high quality resources in lessons is limited. Teaching to develop collaboration
and independent learning skills is generally acceptable.
Internal assessment procedures are generally regular and focused on relevant
curriculum standards, but with inconsistent application in lessons. They are not
moderated in a way that ensures they are realistic and accurately reflect the range
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of students attainment and progress. The schools continuous assessment data is
not accurately benchmarked against national or international standards. Teachers
have an appropriate understanding of students strengths and weaknesses. A
minority of teachers use targeted questioning well in lessons to assess students
progress and understanding of the lessons intended outcomes. Students in the high
school are given more opportunities to critically explain and assess their own and
others work than those at other phases.
The overall quality of the curriculum is acceptable. The school implements the
Philippine curriculum for all of its students, with required provision of UAE social
studies, Islamic education and Arabic as a second language. The range of additional
subjects provides a broad and balanced experience for most students. Students in
high school phase can choose between a science and mathematics based curriculum
or a humanities based one. Most subjects build on learning from previous years.
Cross-curricular links are not methodically planned so that students do not often
apply their learning across subjects. The curriculum is reviewed annually to ensure
appropriate coverage. The school has yet to review the curriculum to ensure that it
meets the needs and aspirations of all students, particularly in providing sufficient
challenge and progression for all.
The curriculum has been appropriately modified to ensure it includes a range of
academic and practical subjects as well as the inclusion of topics which promote
students personal and social development. It has not yet been modified to ensure it
fully meets the needs of those who require additional support with their learning
and those who are gifted and talented. ICT is not fully embedded in the planning and
delivery of all subjects or for cross-curricular themes. Many students participate in
community activities arranged by the school. These include presenting cultural
songs and dances at malls and other schools. The school participates in a range of
sporting activities including the interschool competition between Philippine schools
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in which, commendably, they became overall champion in 2016. Links with the
Philippine Embassy provide opportunities for students to perform cultural
programmes for the expatriate community.
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Performance Standard 5: The protection, care, guidance and support
of students
The quality of protection, care, guidance and support for students is good overall.
Procedures for safeguarding, including child protection, are effective. All teachers
receive annual safeguarding training including safe use of the internet. Students are
supervised well when arriving at and leaving school. They are accompanied by
monitors on all bus journeys and registers are routinely checked. The school
promotes healthy lifestyles well. The nurses provide regular information to students
through assemblies and planned lectures on healthy living and eating. Regular
checks are made to ensure students bring healthy food to school. Students are
actively encouraged to participate in sporting activities during assemblies, PE
lessons and additional extra-curricular options. The lift was not working during
inspection week.
Care and support for students is acceptable. Relationships between students and
teachers are respectful. Students view teachers as their elders and second parents
at the school and this is reflected in their attitude in lessons and activities. All
students have confidential access to adults if needed. The school has very effective
procedures to monitor and promote student attendance. Students with additional
or specialist learning needs are identified well at the school but are not
systematically and routinely supported in lessons. Students with particular gifts and
talents are not yet routinely identified. The school provides appropriate careers
guidance to students, for example through careers events for the older ones.
General academic guidance is not as effective as it could be. The school does not yet
analyse its internal assessment data to track individual students progress and
provide an accurate assessment of their attainment against curriculum standards. t
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Performance Standard 6: Leadership and management
Governance Acceptable
The overall quality of leadership and management is acceptable. The schools vision
and mission are known and practised by everyone. All staff are involved in setting
and implementing the schools improvement agenda. UAE culture and heritage are
appropriately integrated into school priorities, planning and daily life. School leaders
have a secure knowledge of the curriculum but are yet to implement internal
assessment practices that accurately reflect students attainment levels. The school
provides a harmonious environment for students, teachers and other adults.
Relationships are respectful and professional among staff.
School leaders have an appropriate understanding of the schools general strengths
and areas for improvement. The school has made progress in addressing most of the
recommendations from the previous inspection report through its school
development plan (SDP). The self-evaluation form (SEF) is comprehensive but not
yet based on an accurate assessment of student performance. Teaching is
monitored and appropriate professional development offered to teachers. School
leaders have a generally accurate assessment of the relative effectiveness of
teachers but this is yet to have a significant impact on improving the consistency of
teaching.
Parents are kept informed regularly about their childs academic and personal
development. They have effective access to the principal and teachers. The recently
established Parents Council is yet to have a significant impact on the life of the
school. The school has established effective partnerships with local and Filipino
universities, the Red Crescent and the local Civil Defence.
The schools governing body ensures that the school delivers well for the local
Filipino community. The owners provide regular support and guidance to school
leaders through weekly meetings. The principal is effectively held to account for the
academic performance of the school.
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The school functions efficiently on a daily basis. Students are supervised effectively
during the day although teachers movement between lessons means that some
classes are left unsupervised. The school is fully staffed but not all staff have been
officially approved. KG premises are appropriate but the large numbers of children
stretch the resources available. Science and ICT laboratories are sufficient and used
well. Most teachers use a data projector in their lessons but these have yet to be
mounted as permanent fixtures. Students benefit from an indoor swimming pool
but other PE facilities are very limited.
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What the school should do to improve further:
1. As a priority, deal with the compliance issues involving staff appointments and
student enrolment.
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