private school inspection report - aldar academies · 2017-04-24 · to their age group correctly,...

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Private School

Inspection Report

Academic Year 2016– 2017

W

West Yas School

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General Information Students

School ID 281 Total number of

students 270

Opening year of

school 2016

%of students per

curriculum

Main Curriculum 100%

Other Curriculum ----

Principal Currently, there is no

prinicpal

Number of students

in other phases

KG 114

Primary: 138

Middle: 18

High: ---

School telephone +971 (0)2 885 7001 Age range 3 to 11 years

School Address

West Yas Academy, Yas

Leisure Drive, Yas Island,

Abu Dhabi

Grades or Year

Groups KG to Grade 6

Official email (ADEC) West [email protected] Gender Boys and girls

School website

Aldaracademies.com/index.

php/en/our-schools/west-

Yas-school

% of Emirati

Students 57%

Fee ranges (per

annum)

Very high

(AED 51,000 to AED 61,500)

Largest nationality

groups (%)

1. American: 11%

2.Jordanian:4%

3. Korean:3%

Licensed Curriculum Staff

Main Curriculum American Number of teachers 29

Other Curriculum --- Number of teaching

assistants (TAs) 15

External Exams/

Standardised tests MAP Test GL assessments

Teacher-student

ratio

KG/ FS 1:13

Other phases 1:8

Accreditation Phase 1 NEASC Teacher turnover 8%

Inspection Date April 24, 2017 to April 27, 2017

Date of previous inspection N/A to N/A

West Yas School

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Introduction

Inspection activities

Number of inspectors

deployed 3

Number of inspection days 4

Number of lessons observed 74

Number of joint lesson

observations 10

Number of parents’

questionnaires

A parental questionnaire has not yet been carried out

in this new school.

Details of other inspection

activities

The inspection team held meetings with the senior

management team, heads of departments, other

teachers and governors. They reviewed school

documents, performance data, records and students’

work. Inspectors observed assemblies, school

activities, arrivals, departures and intervals. They

spoke to parents, students, and children in the KG.

School

School Aims

‘West Yas School aspires to be a world-class school

that challenges all of its students to achieve their

higher potential and inspires them to be the critical

thinkers, problem-solvers, artists and innovators of the

future who will make positive contributions to their

communities, nations and the world.’

School vision and mission

‘Our Purpose: Empowering our next generation to

shape the future. Our Promise: Delivering the highest

standards of education and inspiring a love of

learning.’

Admission Policy

The school has an inclusive and open admission policy.

KG children are invited to spend some time in provision

to become familiar with routines.

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Leadership structure

(ownership, governance and

management)

Leadership comprises a company Director who is

serving as acting senior manager/school leader, an

assistant principal, three team leaders and two heads

of departments. The governing body includes the

executive management team and representatives

from parents and the community.

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SEN Details (Refer to ADEC SEN Policy and Procedures)

SEN Category

Number of students

identified through external

assessments

Number of other students

identified by the school

internally

Intellectual disability 0 0

Specific Learning Disability 3 4

Emotional and Behaviour Disorders (ED/ BD)

5 20

Autism Spectrum Disorder (ASD)

3 4

Speech and Language Disorders

4 5

Physical and health related disabilities

3 1

Visually impaired 0 0

Hearing impaired 1 0

Multiple disabilities 2 0

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

G&T Category Number of students

identified

Intellectual ability 14

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

7

Social maturity and leadership 0

Mechanical/ technical/ technological ingenuity 0

Visual and performing arts (e.g. art, theatre, recitation) 1

Psychomotor ability (e.g. dance or sport) 0

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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)

The school was judged to be: Band A Good

Band A

High Performing

Band B

Satisfactory

Band C

In need of significant improvement

Performance Standards

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Performance Standard 1: Students’ achievement

Performance Standard 2:

Students’ personal and social development, and their innovation skills


Teaching and assessment


Curriculum


The protection, care, guidance and support of students


Leadership and management

Summary Evaluation: The school’s overall performance

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The Performance of the School

Evaluation of the school’s overall performance

The overall performance of the school is good. This follows an important

management intervention in recent months to stabilise the school following the

resignations of two principals since its opening in August 2016. Children enter KG

with knowledge and skills that are low for their age but they get off to a good

start and progress well, and this progress continues through the primary and

middle phases in most subjects. Students’ good personal development is based

on strong relationships between staff and students, positive behaviour and

attitudes and students’ good knowledge of UAE culture and Islamic values. The

school has developed strong partnerships with parents and the community.

Following an unsettled first term for the school, the current team of school

managers took an important decision early in 2017 to refocus learning and

teaching towards an enquiry-based approach. This initiative is having an

increasingly positive impact across much of the school but managers have yet to

ensure consistency in teaching and learning, including through the impact of

middle leaders on their subjects, particularly Arabic.

Progress made since last inspection and capacity to improve

This new school has not previously been inspected. It is presently moving in the

right direction because of the effective lead given by a Director of the company

who is running the school pending the arrival of the new principal. Due to the high

expectations and shared commitment of all staff, the school has become an

inclusive and supportive community where students and staff work together in

mutual respect. Leaders are in the process of devising questionnaires to gather

and analyse such views. The school’s capacity to improve is presently good. If

governors ensure a smooth handover to the new prospective principal and avoid

another significant change in the school’s improvement strategy, then the school

can maintain this capacity.

Development and promotion of innovation skills

The school promotes innovation skills effectively. It has embraced the UAE

national agenda to promote innovation. Science, technology and engineering

lessons foster students’ skills to create, test their ideas and develop the necessary

skills to solve problems. Teachers generally adapt the curriculum to provide

students with opportunities to be innovative in their work. Overall, the school is

making effective progress across the curriculum to develop and teach the skills

that underpin innovation.

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The inspection identified the following as key areas of strength:

the quality of education in the school’s Kindergarten (KG)

the strong relationships within the school as shown in students’ positive

attitudes to learning and good behaviour

students’ appreciation of the heritage, culture and future vision of the UAE

and their understanding of Islamic values

very strong partnerships with parents and the community

effective management of change in recent months, including the high

priority the school gives to students’ health and safety and maintaining

effective daily routines.

The inspection identified the following as key areas for

improvement:

the need to improve further the standards in Arabic, particularly in the

upper grade

inconsistency in the quality of teaching and learning in the minority of

lessons

the impact of middle leaders in monitoring the quality of their subjects and

bringing about improvement

the need to ensure the school’s prospective new leadership arrangements

are implemented effectively and with urgency.

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Performance Standard 1: Students’ Achievement

Students’ achievement Indicators KG Primary Middle High

Islamic

Education

Attainment Good Good Good

Progress Good Good Good

Arabic

(as a First Language)

Attainment Good Acceptable Weak

Progress Good Acceptable Acceptable

Arabic

(as a Second

Language)

Attainment Good Good N/A

Progress Good Good N/A

Social Studies



English

Attainment Good Acceptable Acceptable


Mathematics

Attainment Good Acceptable Acceptable


Science



Language of

instruction (if other

than English and

Arabic as First

Language)

Attainment N/A N/A N/A

Progress N/A N/A N/A

Other subjects

(Art, Music, PE)



Learning Skills (including innovation, creativity, critical

thinking, communication, problem-

solving and collaboration)

Good Good Good

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The overall quality of students’ achievement is good. As a new school there is no

historical data available to evaluate overall trends over the last three years.

However, the school’s assessment data, students’ learning in lessons and their

recent coursework indicate that, while most enter the school with knowledge and

skills that are well below where they are expected to be, they make good progress.

As a result, the majority of KG children are already attaining levels that are above

age-related expectations after just two terms. Students’ progress is improving and

attainment is rising. Leaders are beginning to take steps to compare their school’s

performance with other international schools to improve their practice. Different

groups of students make similar progress.

Students’ achievement in Islamic education is good. The majority of students are

achieving above age-related curriculum levels. In KG2, the majority of children can

recite respectfully short ‘Souras’ from the Holy Qur’an with confidence. In Grade 2,

the majority of students can talk about Prophet Mohammed’s (PBUH) life, how he

was a good role model showing tolerance to others, and making links with their own

lives. By Grade 6, the majority of students can recite “Hadeeth Shareef” correctly

and explain confidently how Muslims should be a role model for good behaviour in

the school and beyond. Most students recite verses of the Holy Qur’an appropriate

to their age group correctly, following appropriate ‘Tajweed’ rules.

Students’ achievement in Arabic as a first language is acceptable overall. The

majority of children in KG achieve above age-related expectation. In primary, most

students achieve in line with curriculum standards. In the middle phase, attainment

for the few students is weak and progress is acceptable. In KG2, the majority of

children are confident about their learning and can recognise letters and sounds and

read and write simple words correctly. In Grade 1, most students develop acceptable

knowledge of grammar and can read and write short sentences correctly. In Grade

6, only the majority of students can differentiate between a fact and an opinion and

are beginning to use their language skills to write a simple paragraph. Overall,

students’ speaking skills in standard Arabic are underdeveloped.

Students’ achievement in Arabic as a second language is good. The majority of

students are achieving above curriculum expectations. In KG2, the majority of

children can recognise many letters and sounds and can write their names correctly

from right to left. By Grade 5, students are developing a good breadth of vocabulary

and the majority use it well to construct sentences correctly, above age-related

expectations.

Students’ achievement in social studies is good across the school. The majority of

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students achieve above age-related expectations and curriculum levels. In KG2, the

majority of children know the colours of the UAE flag and can compare UAE

traditional clothing with their own. In a Grade 5 lesson, the majority of students

were able to explain aspects of communication between the UAE and South Asia

now and in the past, demonstrating knowledge above curriculum standards. By

Grade 6, the majority of students show good knowledge of the UAE’s geography

and strategic location and feel confident to express their views about UAE’s plans

for sustainable energy.

In English, children’s achievement in the KG is good. The majority of children are

achieving above age-related expectations. For example, they can express their views

about similarities and differences in related stories using their well-developed

vocabulary confidently and clearly. In primary and middle phases, students’

attainment is acceptable and their progress is good. Most students are achieving in

line with curriculum expectations in reading, writing, listening and speaking. In

Grade 3, for example, students read with age-appropriate fluency and listen carefully

to identify different features of poetry, and they speak clearly to provide reasoned

explanations. By Grade 6, students initiate interesting discussions and can write

broadly with age-appropriate skills and with a clear purpose.

In mathematics, children’s achievement in the KG is good. The majority of children

are achieving above the levels expected for their age following strong progress in

lessons. In primary and middle phases, most students’ attainment is broadly in line

with curriculum expectations and their progress is good. In the KG, children can

create complex patterns using different resources, explaining the reasons for their

findings. In Grade 4, the majority of students can use partitioning to multiply two-

digit numbers and learn to solve problems. By Grade 6, students can use inverse

multiplication to find the quotient of a fraction.

Students’ achievement in science is good across the school. The majority of students

achieve above curriculum expectations. For example, in KG1, children can name

different parts of a plant, using scientific terms such as leaf, stem and root. By Grade

5, students are confident when they analyse an astronaut’s needs, suggesting ways

astronauts can handle resources safely in space under the pressure of gravity. By

Grade 6, students confidently create their own models of ‘Plate Tectonics’,

describing ‘Plate Boundaries’ and using scientific terms such as ‘divergent, transform

and convergent’ to share their findings.

Students’ achievement in other subjects is good. In physical education (PE), for

example, they make good progress during regular planned physical activities

including swimming and demonstrate good physical skills for their age. In art, music

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and drama, students make good progress in developing their understanding,

practical skills and talents, demonstrating enjoyment in their learning.

Students’ learning skills are good overall. Students engage well in learning, work

productively on their own and collaboratively in groups. They understand the

connections between subjects and can apply their learning to the world beyond

school. Students use information and communication technology (ICT) effectively.

For example, Grade 6 students used a mapping application to locate co-ordinates for

specific places. Students are becoming increasingly confident in taking an active part

in debates and they lead on research to discover, test their ideas and build the

confidence to share their findings with others.

Performance Standard 2: Students’ personal and social development,

and their innovation skills

Students’ personal and social

development, and their innovation skills

Indicators

KG Primary Middle High

Personal development Good Good Good

Understanding of Islamic values and

awareness of Emirati and world cultures Good Good Good

Social responsibility and innovation skills Good Good Good

The quality of students’ personal development is good. In KG, children share

resources fairly and take turns. Students make friends and enjoy working with each

other. They have positive attitudes to learning and behave well, although a few

students become restless and lose concentration when lessons become less

motivating. Students follow the school’s code of conduct and remind each other to

be kind to others. Students engage very well in various activities to promote their

healthy lifestyles. For example, they enjoy physical exercise and talk about the very

positive impact it has on their health and wellbeing. Attendance at 94% is good.

Students generally arrive to school and to lessons on time.

Students’ appreciation of the heritage, culture and future vision of the UAE and their

understanding of Islamic values is good. Through the ‘My identity’ programme,

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students learn about the UAE in the past and present. For example, KG2 children talk

about how fishermen used traditional boats in the past for pearl diving, comparing

with modern boats. Overall, students are developing a good understanding of the

different cultures and traditions around them and, through International Days, they

are beginning to learn about a range of cultures further afield.

The quality of students’ social responsibility and innovation skills is good. Students

take an active part in environmental projects, such as recycling, to keep the school

free from litter. The school council leads on numerous activities, including raising

funds for the Red Crescent to support the local community and beyond. Students

enjoy various learning experiences to initiate ideas, develop their independent

innovation skills and learn to solve problems.

Performance Standard 3: Teaching and Assessment

Teaching and Assessment Indicators KG Primary Middle High

Teaching for effective learning Good Good Good

Assessment Good Good Good

The quality of teaching is good. Teachers have good subject knowledge. They have

respectful relationships with students and manage behaviour well. Displays provide

an appropriate balance between supporting learning and celebrating students’

success. Teachers share learning objectives clearly so that students understand

what is to be achieved. They generally use various resources and different strategies

to support students’ learning. Teachers use questions generally well to gauge

students’ understanding and deal with misconceptions when they occur. They do

not use questioning consistently to challenge students to think deeply enough or to

require sufficiently expansive responses. Most teachers plan and provide learning

experiences which motivate students to learn. Teachers know students well but

only in the large majority of lessons do they provide sufficient challenge and

support. Lower attaining students and those who require support generally receive

additional help when needed.

Assessment arrangements are broadly good, although teachers do not always use

assessment information to fully support and extend the learning of all groups of

students. Many teachers mark students’ work regularly and explain to students

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what they might do to improve the quality of their work. However, not all students

routinely use this feedback to improve their work. Continuous assessment

procedures are robust and linked to curriculum levels. Leaders are taking steps to

compare their data with international standards to improve their performance. Staff

have received training related to data analysis. Leaders and staff regularly meet and

analyse assessment data for individuals and groups of students to identify any gaps.

Teachers appreciate regular professional development and the dialogue they have

with school leaders and feel these have a positive impact on their teaching.

Performance Standard 4: Curriculum

Curriculum Indicators KG Primary Middle High

Curriculum design and implementation Good Good Good

Curriculum adaptation Good Good Good

The quality of curriculum design and implementation is good. The curriculum is

broad, balanced and relevant. The school’s Curriculum Compliance Committee

regularly checks the curriculum to ensure it follows the authorised licenced

curriculum and national statutory requirements. The curriculum has been reviewed

to ensure generally good continuity and progression. In the Arabic language,

particularly in the upper grades, students do not always have enough opportunities

to develop their reading and writing skills and to fully engage in learning, however.

Following a major recent change in curriculum implementation, the school has

introduced ‘The Enquiry Approach to Learning’ to allow students to transfer

knowledge and skills between different subjects. This is a promising initiative which

is already beginning to have a positive impact. The curriculum provides very good

choices for students to follow their interests, talents and aspirations. Such

opportunities include science, technology, engineering and sports.

The school’s approaches to curriculum adaptation are good. Teachers generally plan

well to meet the needs of almost all groups. For example, SEN and G&T students

access appropriate activities to help them progress well. The curriculum is very well

enhanced by a wide range of extra-curricular activities including art, design and

technology and the Young Thinkers club. There are good learning experiences to

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allow students to develop their social contribution including, for instance, the

competitions in sports and mathematics and leading on the Young Readers’

programme in the school’s KG. Links to UAE culture and society are good. Muslim

students speak proudly about the opportunity to pray in school and to reflect on

their lives and those of others around them. In addition, students say they enjoy

many opportunities to develop their creativity and imagination such as art, music

and drama. The curriculum has yet to provide more challenge for the more-able

students.

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

Very Good Very Good Very Good

Care and support Good Good Good

The quality of health and safety, including safeguarding, is very good. The school is

an orderly and calm learning environment that helps students feel safe and secure.

Rigorous implementation of the child protection policy and safeguarding

procedures ensures students are very well cared for. Students know how to protect

themselves from the dangers of bullying, including cyber bullying. For example,

students spoke about the benefits of ‘Upstander’s Week’ to ‘Say No to Bullying’.

They are confident to ask for support should a welfare concern arise.

The school is hygienic and very well maintained, meeting the needs of students.

There are very good arrangements to ensure security, health and safety, including

supervision of students in school and on school transport. Administrative

procedures are efficient and records maintained appropriately. The school promotes

the importance of safe and healthy living very effectively.

The quality of care and support is good. Staff have good relationships with students

and manage behaviour well. Systems for managing attendance and punctuality are

effective. The school has very good procedures to identify SEN and G&T students.

Well-targeted support ensures that SEN students make good progress in relation to their

different starting points. Teachers monitor students’ academic progress and personal

development and regularly report to parents. Parents appreciate the good care and support

their children receive from staff.

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Performance Standard 6: Leadership and management

Leadership and management Indicators

The effectiveness of leadership Good

Self-evaluation and improvement planning Good

Partnerships with parents and the community Very Good

Governance Acceptable

Management, staffing, facilities and resources Very Good

The overall quality of leadership and management is broadly good following

significant recent change. The present team of school leaders has developed a

cohesive learning community in a short time, despite considerable disruption caused

by the resignation of two principals in the school’s first term of existence. Leaders

understand the need to ensure students make the best possible progress, although

they have not yet had time to have a decisive impact on improving learning and

teaching in a few areas. Staff morale is high and professional relationships are

positive.

The quality of self-evaluation and improvement planning is generally good. The

school’s self-evaluation (SEF) is mostly realistic and includes the views of parents,

students and stakeholders. The SEF informs the school development plan (SDP)

which accurately focuses on what the school needs to do to improve. Leaders

observe lessons regularly, give teachers specific feedback to help them improve and

hold them accountable for students’ achievement. They have yet to focus

sufficiently on the quality of all students’ learning experiences in lessons and to

develop the role of the middle leaders to monitor the quality of their subjects.

The quality of partnerships with parents and the community is very good. Parents

contribute very well to the life and the work of the school. This is evident in the way

they organise special events such as Arabic Reading, and Flag and National Days to

bring the community together. Parents say they are pleased with the effective

communication they receive from the school and appreciate the ‘open-door’ policy

to approach staff for support when needed. The school hosts events such as sports

activities and works very well with other national and international establishments

to enrich its curriculum.

The quality of governance is acceptable. Governors are supportive and know the

school well but have not been successful in ensuring the school’s stable leadership.

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The arrival of the prospective new principal can be an important step forward for

the school if school governors ensure it leads to continuity in the present

improvement strategies rather than disrupting them again. Governors have yet to

focus sufficiently on improving standards.

The quality of management, staffing, facilities and resources is very good. The day-

to-day management of the school and its procedures and routines is very efficient.

The school is appropriately staffed with suitably qualified teachers who benefit from

regular professional development. Premises and resources are of very high quality,

including a library, two swimming pools and other facilities for sports. These

resources are used regularly providing an exciting environment for learning.

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What the school should do to improve further:

1. Improve students’ achievement further in all subjects, particularly in Arabic

language, by:

i. ensuring all teachers provide more enthusing opportunities to help

students fully engage in learning

ii. requiring teachers to offer more effective and regular learning

experiences to help students develop their reading and writing skills

iii. ensuring teachers consistently check the progress students make and

offer them support so that they can achieve well.

2. Improve the consistency in teaching and learning in the primary and middle

phases by:

i. improving teachers’ questioning skills

ii. increasing the level of challenge in lessons to stretch all students

according to their abilities, particularly the more-able

iii. strengthening the quality of oral and written feedback to help students

know how to improve their work

iv. adapting the curriculum further to better meet the different needs of all

groups of students.

3. Increase the impact of school leadership on student outcomes by:

i. stepping up professional development for middle leaders so that they

know how to monitor and improve the quality of their subjects

ii. ensuring that governance arrangements manage the prospective change

in school leadership to cause minimal disruption to the improvement

agenda now underway.

private school inspection report - aldar academies · 2017-04-24 · to their age group correctly,...

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