ADEC - Al Mamoura School 2016-2017
ADEC - Al Mamoura School 2016-2017
ADEC - Al Mamoura School 2016-2017
Inspection Report
Al Mamoura School
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Al Mamoura School
Total number of
School ID 9282 905
students
www.aldaracademies.com % of Emirati
School website 63%
Students
High to very high 1. Jordanian: 5%
Fee ranges (per Largest nationality
(AED48,800 to AED70,400) 2. Indian: 4%
annum) groups (%)
3. Egyptian: 3%
Licensed Curriculum Staff
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Introduction
Inspection activities
Number of inspectors 4
deployed
School
Al Mamoura Academy strives to build on its heritage in
continuing to be outstanding in every way.
School Aims
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Admission is inclusive. The school uses cognitive ability
tests (CAT) to assess students ability before entry as a
Admission Policy guide, but also considers students potential for
learning. There is an interview with students and
parents prior to admission.
Intellectual disability 0 10
Visually impaired 0 0
Hearing impaired 0 0
Multiple disabilities 1 1
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G&T Details (Refer to ADEC SEN Policy and Procedures)
Number of students
G&T Category
identified
Intellectual ability 42
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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 good. Established in August 2016, around
half of the student roll and many members of staff transferred from an
outstanding primary school on its closure. This new school already has many very
good features. School leadership and management are very good. Leaders have
made an impressive start in establishing a new school with a strong momentum of
improvement and the active support of parents. Children benefit from a very
positive start in the foundation stage (FS) because of consistently high-quality
experiential learning. Students achievement in primary and middle phases is good
overall as is the quality of teaching and assessment. Students are mostly highly
motivated and they learn well in most lessons. More-able learners are not always
challenged to make the best possible progress, however. The culture of care and
support and the way in which the school premises and all resources have been
developed promotes a broad, balanced and positive experience for all students.
Progress made since last inspection and capacity to improve
This is the schools first inspection. It has adopted many of the features of the
previous outstanding primary school because of the transfer of the school
leaders, many teachers and students. Other teachers and almost half of the
student cohort, including most students now in the middle phase, joined from
other schools. In bringing these two very different groups together, the school
has needed to develop cohesive approaches that build on the different skills and
aptitudes new students and staff have brought with them. The school is
addressing this challenge well and most teachers are adapting lessons so that
students who may require closer supervision to develop independent learning
skills are supported to do so. The schools senior leadership team has quickly
gained the confidence and trust of parents and the wider community through the
very good partnerships they have established. Overall, school leaders capacity to
improve the school is very good.
Development and promotion of innovation skills
The school promotes innovation skills generally well. Students make good use of
opportunities for learning in innovative ways. For example, they used new
technologies to create web pages which described the life of a Roman gladiator.
Older students learn to write computer programs to support their learning in
mathematics. Building on their interests outside of school, a few students eagerly
take up opportunities to create their own computer-based games. Within lessons,
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the school is making steady progress across the curriculum to develop and teach
effectively the skills that underpin innovation.
the culture of care and support and the way in which the school premises
and all resources have been developed to promote a positive experience
for all students
challenge for gifted and talented and the highest achieving students to
make best possible progress in all subjects
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Performance Standard 1: Students Achievement
Language of
instruction (if other Attainment N/A N/A N/A
than English and
Arabic as First Progress N/A N/A N/A
Language)
Learning Skills
(including innovation, creativity, critical
Good Good Good
thinking, communication, problem-
solving and collaboration)
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The overall quality of students achievement is generally good. The schools mid-year
assessments indicate good attainment in FS in science, acceptable in Arabic, English
and mathematics. Assessments in the primary phase indicate good attainment in
science, acceptable in Islamic education, Arabic, social studies and mathematics, and
weak in English. In the middle phase, assessments suggest attainment is outstanding
in Islamic education and social studies, good in Arabic and science, acceptable in
mathematics and weak in English. While all of these assessments give the school an
early indication of how students are progressing, they do not always reflect
accurately the quality of students current coursework and achievement in lessons.
There is no significant difference between the progress of different groups of
students, including those who have special educational needs (SEN).
Students attainment in Islamic education is acceptable and their progress is good.
Most students are attaining in line with age-related expectations and make good
progress in lessons. Most students have acquired the important concepts of Islamic
teachings and ethics, and recite verses from the Holy Quran following Tajweed
rules appropriate to their age group. For example, In Year 5, most talk
knowledgeably about the traits of good Muslims. By Year 9, students use their
understanding of Islamic teachings appropriately in class discussion about important
aspects of human life.
Students achievement in Arabic as a first language (AFL) is acceptable. Most
students are achieving in line with age-related curriculum expectations in reading,
writing, listening, speaking and understanding. For example, most children in FS2
can read Arabic letters and write them correctly. They make good progress and, by
Year 6, most can read fluently, summarise stories and find synonyms for key words.
By Grade 9, most students can read fluently and answer comprehension questions
correctly in line with curriculum expectations. Their speaking and writing skills are
not as well developed as other skills.
Students achievement in Arabic as a second language (ASL) is acceptable. In FS2,
children can identify and sound Arabic letters. By Year 5, students can hold short
conversation using appropriate vocabulary for their age group. Students continue to
improve their vocabulary, speaking and reading skills as they grow older in line with
curriculum expectations.
Students attainment in social studies is acceptable overall and their progress is
good in primary. In FS2, children become familiar with the UAE traditions and
heritage through the integration of UAE social studies with other subjects such as
world cultures. Most students are attaining in line with age-related expectations.
In Year 1 for example, students use their awareness of their surroundings to talk
animatedly about police work. They follow this up by carrying out their own research
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in the classroom using different resources. These good skills are promoting their
progress. By Year 9, students can research and talk about the contribution of Emirati
leaders to UAE society showing, generally acceptable knowledge overall.
Students attainment in English is acceptable and progress is good. Most students
are achieving broadly in line with curriculum expectations in reading, writing,
listening and speaking. Progress is good throughout the school following a strong
start in FS where childrens early language skills develop in a range of stimulating
experiential contexts. By Year 1, students can write appropriate phrases and short
sentences based on a familiar story. Vocabulary develops in line with age-
appropriate expectations through the primary and middle phases and students
become increasingly confident in using it including, for example, when speaking and
preparing their own writing and presentations. A few students use particularly
descriptive language in their writing. By Year 9, students research skills enable them
to find and interpret information in English to good effect. For example, they
prepared well-informed and thoughtful presentations on the lives of evacuees.
Students achievement in mathematics is good overall. The majority of students are
achieving above age-related curriculum expectations although in the middle phase
most are attaining in line with expectations. In FS2, the majority of children can
handle numbers with particular confidence for their age, with minimal help. By Year
2, the majority of students use their developing mental computational skills
independently to work flexibly with three-digit numbers and to organise numerical
information effectively. Year 6 students solve problems involving algebra and can
clearly explain their method. By Year 9, most students demonstrate skills in line with
curriculum expectations including, for example, in the way they solve number
inequalities and calculate angles.
Students achievement in science is good overall. The majority of students are
achieving above age-related expectations. Achievement is acceptable in the middle
phase where most students attain in line with curriculum expectations. In FS classes,
children develop good scientific classification skills by carefully watching materials
that float or sink or by observing insects. Students develop competence in using
aspects of the scientific method as they learn to carry out fair scientific tests, for
example when working out the function of food groups in Year 6. By Year 9, in line
with curriculum expectations, students can write a laboratory report independently,
explaining the method they have used to test a gas.
Students achievement in other subjects is broadly good. The majority of students
achieve above age-appropriate curriculum expectations. For example, in music
younger children are encouraged to learn through playful exploration. They explore
sounds and critically appraise what they hear. Students achievement in PE is very
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good. Year 2 students swim very confidently and Year 6 students create original,
complex gymnastic routines. Students develop good innovation skills in ICT so that
by Year 8 they can problem-solve and create on-line games.
The quality of students learning skills is good in all phases. Students concentrate
well in lessons and most take increasing responsibility for their learning as they get
older. Others are being supported as they learn to develop this capability. Students
make effective use of all resources, including new technologies, and they work
collaboratively in many lessons. Higher order skills such as creativity and critical
thinking are developing steadily in lessons, and problem solving is developing well in
subjects such as mathematics.
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Performance Standard 2: Students personal and social development,
and their innovation skills
The quality of students personal development is very good. Students and staff
quickly established respectful, considerate relationships based on a culture in which
everyone is expected to try her or his best. Children in FS have positive and
responsible attitudes as they learn to help each other to achieve tasks. Students are
keen to receive teachers praise and feedback about their work. In the middle phase,
students sensitively assess each others work. Older students work together to
resolve difficulties. For example, a few high-profile students who model good
behaviour help other students to improve behaviour on the very rare occasions
when bullying occurs. At 95%, students attendance is good. Almost all arrive on time
for lessons.
The quality of students understanding of Islamic values and awareness of Emirati
and world cultures is very good. Students put into practice what they learn about
helpfulness at the charity events which they organise. Students recognise and value
the contribution of art, music, poetry and dance, to UAE society and heritage.
Students have a very good understanding of cultural diversity. They learn about the
traditions of different nations in many lessons. Students enthusiastically celebrate
national days each year.
The quality of students social responsibility and innovation skills is good. Most take
on responsibilities, although the minority lack the initiative to work things out for
themselves. Most students show their awareness of the needs of others in the
community through organising shoe-box appeals to help local people. Younger
students develop good environmental awareness through, for example, playing
leading roles in clothes recycling projects.
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Performance Standard 3: Teaching and Assessment
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Performance Standard 4: Curriculum
The quality of the curriculum is good overall. The curriculum has a clear rationale, is
broad and balanced and offers students age-appropriate opportunities for learning..
The FS curriculum offers very good choices of a wide range of activities which
enable children to learn to carry out enquiry and to organise their own work. In all
subjects, planning builds on previous learning, although key progression steps need
to be further emphasised in Arabic-medium subjects. Planning is particularly
effective in PE and music. Students have a wide range of academic, cultural and
sporting extra-curricular options from which to choose and which enables them to
follow their own interests. Middle leaders have not yet established systems for
evaluating the overall contribution of extra-curricular activities to students skills
development. Good planning ensures meaningful cross-curricular links across
several subjects, but the way the curriculum is reviewed has yet to focus sufficiently
on ensuring the relevance of learning to students everyday lives is always apparent
to teachers and students.
In foundation stage, middle leaders and teachers modify the curriculum very well to
make sure that it meets the needs of every child. In other phases, the curriculum is
modified to meet the needs of most students. Middle leaders plan the curriculum
skilfully so that the specific needs of students who have special educational needs
are met effectively. This is achieved in languages, for example, by extending
planning to include carefully selected, specific resources. As a result, reading and
writing have improved for students with specific literacy difficulties because they
use different textures to track letter shapes and to build up short phrases.
Curriculum planning does not yet provide sufficient challenge for more-able or
gifted and talented students in every subject, however. Opportunities for enterprise
and innovation are provided in several subjects but not yet consistently in all or
throughout all phases. Students develop a broad understanding of the UAEs culture
and society in many subjects and in assemblies. Students from different
backgrounds learn about the importance of caring for others through, for example,
singing, reading and recitation in Arabic and English.
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Performance Standard 5: The protection, care, guidance and support
of students
The overall quality of protection, care, guidance and support is very good. The
school has already established robust procedures to ensure the protection and
wellbeing of students, including child protection. Staff, students and parents are
aware of these. The procedures include age-appropriate information to help
students understand the risks associated with the internet. As a result, the school
provides a safe and caring learning environment for students. Bullying is very rare
and addressed effectively if any issues occur. Supervision of students is highly
effective including at arrival and departure times. The schools comprehensive
record keeping, regular equipment checks and thorough risk assessments
contribute to everyones safety. The premises and facilities make a particularly
positive contribution to students learning. The healthy food policy is clearly
displayed in the canteen. Students respond well to advice on healthy eating and
exercise.
The schools approaches ensure that staff and students enjoy very positive,
purposeful relationships. Successful systems are in place for managing behaviour,
which students understand and apply. This is partly because student
representatives were involved in the design of the approaches through their work
on the school council. The schools approach to promoting good attendance and
punctuality is effective. The school has highly effective systems for identifying
students who have SEN or are gifted and talented. Well-organised support exists for
students who have SEN, alongside their peers in class and in specialist support
areas. Well-planned procedures ensure the wellbeing of students who have
additional needs. The school does not yet offer targeted provision for students who
are gifted and talented. The nurse and school counsellor ensure that students
personal development is very effectively monitored. The school is developing
effective arrangements for helping students transfer between phases.
Arrangements are in place to prepare 0lder students for GCSE study.
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Performance Standard 6: Leadership and management
Leadership and management Indicators
The effectiveness of leadership
Very Good
The overall quality of leadership and management is very good. The principal has
distributed leadership very effectively amongst senior and middle leaders, all of
whom share the schools drive towards excellence. Together with the head of
primary and other senior staff, the principal provides high-quality support for
teachers in promoting the academic and pastoral work of the school. Teamwork is
effective and staff morale is high because well-designed communication systems
ensure that everyones voice is heard.
The quality of self-evaluation and improvement planning is very good. The self-
evaluation form (SEF) uses a comprehensive range of evidence and, for the most
part, the schools judgements are realistic. Key priorities for improvement are
highlighted and provide the basis for the comprehensive school development plan
(SDP). Leaders regularly monitor the quality of teaching in lessons but do not
always evaluate the quality of students learning with sufficient focus.
The quality of partnerships with parents and the community is very good. Leaders
take account of parental opinion at the parents council and through surveys and
meetings. Parents are very well informed about their childs progress. The very
highly regarded family workshops help to convey messages about students
progress and their next steps, including for those with SEN.
The quality of governance is good. Governors hold the principal and school leaders
to account. Their regular monitoring is helping the school to improve and has
already helped the school to bring about good progress for students. At times,
governance arrangements do not use the rubrics in the self-evaluation form
sufficiently accurately when judging the schools performance.
The quality of management, staffing, facilities and resources is very good. The school
runs smoothly on a day-to-day basis. Staff are suitably qualified and training
programmes are closely linked to improvement priorities. Staff who are new to the
school are supported well. The premises and well-organised resources provide a
particularly stimulating environment for learning, with key strengths in the way
facilities are organised in the FS. The building is accessible to all.
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What the school should do to improve further:
1. Further improve achievement and teaching across the curriculum,
particularly in Arabic-medium subjects, by:
i. identifying the lowest performing elements in each subject,
implementing targeted interventions and monitoring impact
ii. ensuring all teachers provide activities which require students to
apply learning skills in all lessons, including critical thinking,
investigation, problem solving, creativity and innovation
iii. providing regular opportunities for students to link their learning in
lessons to their everyday life experiences and, where appropriate,
enterprising activities
iv. continuing to improve students positive dispositions towards
learning, particularly in the middle phase
v. increasing challenge in lessons for more-able students and for those
who are gifted and talented
vi. developing systems to share best practice in learning and teaching,
including by ensuring all teachers can visit each others lessons
vii. achieving greater consistency in the quality of teachers questioning
and assessment, particularly in the middle phase
viii. increasing the focus on students learning when senior managers
visit lessons and provide specific feedback on student progress to
teachers.
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