ADEC - Modern Private School 2015 2016
ADEC - Modern Private School 2015 2016
ADEC - Modern Private School 2015 2016
Inspection Report
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to
N/A
General Information
Students
School ID
263
Total number of
students
916
Opening year of
school
2015
Number of children
in KG
77
Principal
Emad Esbel
Number of students
in other phases
Primary:
Middle:
High:
School telephone
Age range
3 years 8 months to 18
years
School Address
Grades or Year
Groups
KG - Grade 12
privatemodern@adec.ac.ae
Gender
Mixed
School website
-----------------
% of Emirati
Students
31%
Low to Medium:
AED 14,000 AED 25,000
Largest nationality
groups (%)
1. Syrian:
18%
2. Egyptian: 14%
3. Jordanian: 14%
Licensed Curriculum
285
325
229
Staff
Main Curriculum
Ministry of Education
(MoE)
Number of teachers
50
Other Curriculum
----------
Number of teaching
assistants (TAs)
External Exams/
Standardised tests
Ministry of Education
(MoE)
Teacher-student
ratio
KG/ FS
1:19
Other phases
1:20
---------
Teacher turnover
0%
Accreditation
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Introduction
Inspection activities
Number of inspectors
deployed
99
Number of parents
questionnaires
Details of other inspection
activities
School
The school aims to focus on:
Developing the students role in learning through a
student centred learning approach.
School Aims
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Admission Policy
Leadership structure
(ownership, governance and
management)
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Intellectual disability
Visually impaired
Hearing impaired
Multiple disabilities
SEN Category
Number of students
identified
Intellectual ability
15
20
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Band B
Satisfactory (Acceptable)
Band C
(C)
Satisfactory
Weak
Band C
In need of significant
improvement
Weak
High Performing
Acceptable
Band B
Good
Band A
Very Good
Performance Standards
BAND
Outstanding
Performance Standard 1:
Students achievement
Performance Standard 2:
Students personal and
social development, and
their innovation skills
Performance Standard 3:
Teaching and assessment
Performance Standard 4:
Curriculum
Performance Standard 5:
The protection, care,
guidance and support of
students
Performance Standard 6:
Leadership and
management
Summary Evaluation:
The schools overall
performance
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Very Weak
Band A
learning opportunities. Too little time is given to learning from imaginative play and
other creative work in the younger classes. Students make limited use of computers
and other technology for independent research. The limited collaboration between
subject coordinators reduces opportunities for cross-curricular planning to
establish links between subjects and develop independent learning styles.
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KG
Attainment
Islamic
Education
Arabic
(as a First Language)
Arabic
(as a Second
Language)
Primary
Middle
High
Weak
Weak
Weak
Weak
Progress
Weak
Weak
Weak
Weak
Attainment
Weak
Weak
Weak
Weak
Progress
Weak
Weak
Weak
Weak
Attainment
N/A
N/A
N/A
N/A
Progress
N/A
N/A
N/A
N/A
Attainment
Weak
Weak
Weak
Weak
Progress
Weak
Weak
Weak
Weak
Attainment
Weak
Weak
Weak
Weak
Progress
Weak
Weak
Weak
Weak
Attainment
Weak
Weak
Weak
Acceptable
Progress
Weak
Weak
Weak
Acceptable
Attainment
Weak
Weak
Weak
Weak
Progress
Weak
Weak
Weak
Weak
Attainment
N/A
N/A
N/A
N/A
Progress
N/A
N/A
N/A
N/A
Attainment
Weak
Weak
Weak
Weak
Progress
Weak
Weak
Weak
Weak
Weak
Weak
Weak
Weak
Social Studies
English
Mathematics
Science
Language of
instruction (if other
than English and
Arabic as First
Language)
Other subjects
(Art, Music, PE)
Learning Skills
(including innovation, creativity, critical
thinking, communication, problemsolving and collaboration)
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students have only an uncertain grasp of the geographical features of the UAE and
the key events in its recent history. A few students in Grade 10 are able to discuss
different types of environmental pollution and cite relevant examples, but most
cannot. Progress at all phases is weak because teachers have very low expectations
of what students can achieve. Lessons provide few opportunities to develop detailed
knowledge and do independent research.
Achievement in English is weak. The majority of children in the KG are able to
recognise letters and common words. Their progress is weak because their work
involves continually repeating what they have already learnt. Students speaking skills
are weak at all phases. This is because of insufficient opportunities in most lessons for
students to express their views and opinions. Many teachers inaccurate
pronunciation of simple words provides incorrect models for students to follow.
Reading and writing are weak. Almost all lessons are textbook-led with no further
enrichment activities; they do not provide students with sufficient opportunities to
read for meaning and write for a purpose. In the primary phase most students repeat
short sentences created by their teacher, with little opportunity to create their own.
In the middle and high school, activities focus on vocabulary and grammar. Students
are given few opportunities to write imaginative stories or to share their opinions.
Over-reliance on worksheets, which require only brief responses, result in weak
writing skills. Girls writing in the high school is better than the boys because they
have more opportunities to write in lessons.
Achievement in mathematics is weak, except in the high school, where it is
acceptable. Children in the KG are able to count confidently to 10 but have limited
opportunities to extend their mathematical understanding beyond that. In the
primary phase, students knowledge of number bonds develops inconsistently. Most
Grade 2 students are able to add two digit numbers. More able students, when given
the opportunity, are able to subtract two digit numbers. In Grade 7 many girls are able
to apply their knowledge of data displayed in a range of formats and analyse and
compare data. By contrast, much of the work done by Grade 7 boys is incomplete and
poorly presented with badly formed numerals. Students attainment and progress in
the high school are acceptable because the teachers deploy their secure subject
knowledge effectively. Most high school students demonstrate an acceptable
understanding of geometry, trigonometry and algebraic equations.
In science attainment is below curriculum expectations across all phases and progress
is weak. In KG 1 lessons, children are able to recognise different clothing worn by
emergency services. These concepts are reinforced in KG 2 science lessons. In the
primary phase, lessons are focused on textbooks which require students to answer
simple, factual questions. There are too few opportunities to apply their scientific
knowledge in lessons. As a result, only a few students at Grade 5 can, for example,
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apply scientific concepts to measure distance, speed and velocity. Middle and high
school students progress in science is weak because they have only limited
opportunities for practical experimentation and because the work is too easy in most
lessons. Resources for scientific experiments, including chemicals and equipment, are
very limited. Lessons do not allow sufficient opportunities to develop scientific skills
such as framing hypotheses, and devising and conducting experiments. As a result
only a few of the older students are able to describe, analyse and make
generalisations. For example, most students at Grade 12 can recall chemical equations
from memory but only a minority understand their practical application.
Students learning skills are weak. In many lessons, particularly in boys classes,
students do not demonstrate positive attitudes. Feedback from teachers in most
lessons is limited and does not encourage students to reflect on what they have learnt
and evaluate how well they are doing. In the few effective lessons, teachers provide
collaborative tasks, which motivate students to discuss and communicate
meaningfully with one another about their work. In most lessons, subjects and
concepts are taught rigidly and in isolation, leaving few opportunities for students to
make connections between different areas of learning. In almost all lessons, tasks are
too strictly controlled by the teacher and restricted to activities from textbooks and
worksheets. Consequently, students independent research, reflection, innovation
and critical thinking skills are not regularly promoted and are under-developed.
KG
Primary
Middle
High
Weak
Weak
Weak
Weak
Acceptable
Acceptable
Acceptable
Acceptable
Weak
Weak
Weak
Weak
Personal development
Many students of all ages are willing to learn. Most of them lack self-reliance and
rarely seek feedback on their work in lessons. The poor behaviour of many students,
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particularly boys, in lessons and around the school, is a cause for concern for other
students, staff and parents. In many lessons behaviour disrupts learning. Many
teachers plan low-level tasks for boys classes in order to control their behaviour. In
the boys sections, at break times and between lessons, many students poor
behaviour leads to disruption and a few incidents of bullying. Most girls behaviour is
acceptable. Relationships between many staff and students are courteous. Most
students want to please the adults around them. Many students have only limited
understanding of how to live safe and healthy lives. This is demonstrated by their
choice of food during breaks and the regular sharing of unhealthy items, such as
biscuits and sweets during lessons when they think they are not being seen. Students
average attendance at 92% is acceptable. Many students are routinely late to lessons.
Most students demonstrate a clear understanding of Islamic values. Students listen
respectfully to the recitation from the Holy Quran in the morning assemblies. Most
of these verses are read rather than recited by heart. Displays around the school
reflect students knowledge of their Emirati heritage and culture. Students are
encouraged to learn about other societies customs through food market days and
flag days. Their understanding and appreciation of world cultures is weak.
Most students understand that they are part of a wider school community and the
majority of older students take this role seriously. The school has identified student
councillors but their roles are limited and they are rarely asked for their opinions or to
influence the schools development. Many girls show a positive work ethic but lack
the initiative to create and lead their own projects. In KG classes, children
demonstrate an acceptable understanding of their responsibility for keeping their
classroom tidy and participate actively in helping their teachers to tidy up. Across the
school, students do not take adequate responsibility for their environment. This is
reflected in the amount of litter around a new school building that has only been in
operation since the start of the academic year. Students participation and
understanding of wider conservation issues is very limited.
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KG
Primary
Middle
High
Weak
Weak
Weak
Weak
Assessment
Weak
Very Weak
Very Weak
Very Weak
The quality of teaching was deemed weak or very weak in a large majority of the
lessons observed and good in only a few. All the good teaching was observed in
mathematics lessons.
Teachers subject knowledge is variable. Teachers of mathematics in the high school
demonstrate strong subject expertise, set high expectations and teach lessons at a
more rapid pace. Many teachers of Arabic and English do not have sufficient language
proficiency to provide strong models with accurate pronunciation for students to
follow. Many teachers across all phases do not use their subject knowledge well
enough or understand how different students learn.
Lesson planning is weak and inconsistent. There is a wide variation in lesson
structures as not all teachers follow the schools agreed format for lesson planning.
A large minority of teachers do not use their lesson plans well enough to ensure
activities are purposeful and well timed. The use of resources, other than textbooks,
is limited in all subjects. The use of practical resources is too limited to encourage
learning.
The quality of questioning to deepen students understanding is weak. In most
lessons, teachers ask closed questions that do not require students to demonstrate
their thought processes. Students are routinely expected to give short answers and
are rarely asked to expand on them. Across the school, a few mathematics teachers
successfully match the level of their questions to individual students abilities. The
majority of lessons do not engage students interests or promote acceptable learning.
Only a few involve discussions or questions that challenge students thinking.
In only a few lessons students benefit from learning by collaborating and sharing
ideas with one another. For example, groups of students in a Grade 5 English lesson
re-told a story in their own words instead of repeating the language of the original
text. There is limited challenge in most lessons for more able students and little
support for those who find learning difficult. In almost all lessons, teachers provide
the same work for every student irrespective of their ability.
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Students seldom take the lead in lessons or take responsibility for their own progress.
In KG classes teachers direct the children to a very limited range of activities and they
have little choice of what to do and which resources to use. Opportunities for
students to think or research in lessons are extremely limited. In a few mathematics
lessons students are challenged to apply their knowledge and think through
solutions, for example for workplace uses of data applications. In most lessons there
are few problem solving or open-ended tasks where students work together to find
their own solutions. Greater challenge is needed in most lessons to ensure the large
majority of students are purposefully engaged. Practical skills and critical thinking are
under-developed.
The school does not have a consistent or reliable approach to the assessment of
students attainment and progress. In the KG, there is no measurement of what
children know about letters and numbers or how they work together and
communicate with others. In a few subjects, teachers have introduced diagnostic
tests at the start of the academic year. Results are restricted to the measurement of
knowledge alone. Consequently, the school does not have a clear understanding of
individual students starting points, especially in problem solving and investigative
skills and teachers are unable to track progress.
The results of MoE assessments are recorded but not analysed sufficiently well to
identify gaps in students knowledge, skills and understanding or to measure the
progress that students make each term. The data from internal tests and quizzes are
not used sufficiently well to inform and adapt teaching to support student learning.
In many lessons, more able students have to wait for others to finish a task before
they are set a task that is appropriately challenging for them, leading to a loss of
learning time. In the large majority of lessons students work is marked without asking
them to make corrections or to try a more difficult problem. Students do not know
how to improve their work because they rarely have written feedback. There is no
whole school marking policy that is consistently used by teachers or monitored by
leaders.
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KG
Primary
Middle
High
Weak
Weak
Weak
Weak
Curriculum adaptation
Weak
Weak
Weak
Weak
Curriculum design and implementation are weak. The school offers the MoE
curriculum. The KG curriculum does not take sufficient account of how young children
learn and gives children too few opportunities to learn through play. It focuses mainly
on knowledge of letters in both Arabic and English and does not ensure continuity
and progression in language learning. Textbooks dictate learning in almost all lessons.
In English and Arabic, there are too few opportunities for students to develop
conversational or writing skills. In science and mathematics, students have too few
opportunities to develop problem solving, enquiry and investigational skills in a
systematic way. Choice for older students is confined to the selection of the arts or
science stream at Grade 11. Additionally, an advanced science stream is offered to
Grade 12 students. There are too few planned links between subjects. Consequently
students are rarely able to make links between different areas of learning. The review
and subsequent development of the curriculum are weak and do not ensure that the
academic needs of all students are met.
Curriculum adaptation is weak. Teachers make very few modifications to the
textbook-based curriculum to meet the needs of students. As a result, many,
particularly the more able, do not make the progress they are capable of. The
curriculum is focused on knowledge acquisition. There is insufficient focus on
developing students skills at the appropriate level. There are few opportunities for
students to develop enterprise or innovation skills. Older girls have the opportunity
to organise some events such as a marketplace for sharing food from different
countries. Such opportunities are not routinely provided for older boys.
Extracurricular subject-based activities are provided for one period each week for
around half of the schools population. Some educational trips are organised to help
students learn about the world outside of school. The school has developed an
acceptable range of learning activities and events to support students knowledge
and understanding of the culture of the UAE and Islamic values.
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KG
Primary
Middle
High
Health
and
safety,
including
arrangements for child protection/
safeguarding
Weak
Weak
Weak
Weak
Weak
Weak
Weak
Weak
The school has begun to develop procedures for safeguarding students; these are not
embedded into daily routines and practices. The child protection policy is prepared
but not fully understood by staff, students or parents. The school has insufficiently
robust procedures to ensure the safety of all students from bullying. This is due to the
inconsistent understanding and application of its behaviour policy by the staff and
limited monitoring of whole school practices by the SLT. Senior staff are over-reliant
on monitoring behaviour through surveillance cameras, which are plentiful but do not
provide effective alternatives to supervision. The new school building is suitable for
the needs of most students, including those with special educational needs (SEN).
There are several specialist facilities, including science laboratories. These are not
adequately resourced and are used as substitute classrooms. Arrangements for
security are adequate with staff available at all external exit doors. A number of locks
still await further checks to ensure that they work consistently and do not cause
delays during the school day. Maintenance and record keeping are appropriately
established and relevant certificates are in place. The school is not sufficiently active
in promoting safe and healthy lifestyles. The limited access to fresh drinking water at
break times is a key concern expressed by many students.
The quality of care and support is weak. Relationships between staff and students are
sometimes strained, especially in the middle school boys classes and in communal
areas around the boys section of the school. Policies for managing behaviour are
inconsistently applied, including rewards and punishments. This is a key concern for
many students, who feel that expectations are not clear. The schools policies for
monitoring and promoting good attendance and punctuality are not sufficiently
robust. There are no systems for checking trends in absence, particularly at the end
of the week. Systems for identifying students with SEN are subjective and
inadequate. There is very little support in lessons for the few students who are
identified as having SEN and their progress is not monitored. Teachers generally give
the same work to all students and ask more able students to help them in class.
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Consequently they make only weak progress. Very little additional provision is offered
to students identified as having gifts and talents. Personal and academic guidance are
weak and inconsistent. Only a few of the older students are helped in making further
education and career choices. are and
Weak
Weak
Acceptable
Governance
Acceptable
Weak
The schools leadership and management are weak. The SLT are committed to UAE
and Emirate priorities. However, the absence of a clear focus and direction and limited
educational vision undermines the ethos and morale of the school. Relationships
amongst adults around the school are cordial but many staff express concerns about
the lack of cohesion and strategic direction. An external consultant supports the SLT
and coordinators have been appointed for most subjects. Many of these roles are
unclear and not appropriately focused on student learning. The majority of the
schools leaders have only limited knowledge and understanding of good practices in
teaching, learning and assessment. The SLT react to issues rather than actively
planning for school improvement. They express a commitment to raising standards
but are unable to articulate clear plans for achieving this. Their capacity to improve
the school without support is weak.
The schools self-evaluation is uncoordinated and does not provide sufficient evidence
for its generous judgments. Leaders have an inaccurate understanding of the schools
strengths and weaknesses. The school does not have effective procedures for
analysing assessment information in order to identify areas in need of improvement
and to inform teaching strategies. The school development plan (SDP) is not widely
shared, resulting in teachers accepting limited responsibility and accountability for
improvement activities. The monitoring of teaching and learning is weak. Classrooms
observations lack rigour in associating the impact of teaching on student learning and
progress and do not identify meaningful next steps for either staff or students.
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