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Documente Cultură
Inspection Report
Al Yasmina School
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Al Yasmina School
Inspection Date
9 12 November, 2015
16 19 February, 2014
General Information
Students
School ID
96
Total number of
students
1,732
Opening year of
school
2008
Number of children
in KG
257
Principal
Timothy Hughes
Number of students
in other phases
Primary: 747
Middle: 601
High: 127
School telephone
Age range
3 to 18 years
School Address
Grades or Year
Groups
FS Year 13
alyasmina.pvt@adec.ac.ae
Gender
Mix
School Website
www.alyasmina.sch.ae
% of Emirati
Students
30%
Largest nationality
groups (%)
1. British 23%
2. American 5%
3. Australian 5%
Licensed Curriculum
Staff
Main Curriculum
Number of teachers
169
Other Curriculum
---------
Number of teaching
assistants (TAs)
52
External Exams/
Standardised tests
UK Standardised
Assessment Tests (SATs)KS1 and KS2, IGCSE, AS/A
level
Teacher-student
ratio
1:25 FS
1:25 Primary
1:24 Middle
1:22 High
Accreditation
----------
Teacher turnover
20%
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Introduction
Inspection activities
5
108
Number of parents
questionnaires
School
To focus relentlessly on the pursuit of excellence in
relation to the quality of teaching so that all learners
are equipped with independent learning and critical
thinking skills.
School Aims
Admission Policy
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SEN and G&T Details (Refer to ADEC SEN Policy and Procedures)
Number of students
identified through
external assessments
26
Visually impaired
Hearing impaired
Multiple disabilities
SEN Category
Intellectual disability
Specific Learning
Disability
Emotional and Behaviour
Disorders (ED/ BD)
Autism Spectrum
Disorder (ASD)
Speech and Language
Disorders
Physical and health
related disabilities
Intellectual ability
108
28
38
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Band B
Satisfactory (Acceptable)
Band C
(A)
Very Good
High Performing
Satisfactory
Acceptable
Band B
Good
Band A
Very Good
Performance Standards
BAND
Outstanding
Band C
In need of significant
improvement
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
Weak
Band A
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KG
Primary
Attainment
Good
Good
Acceptable
Acceptable
Progress
Good
Good
Acceptable
Acceptable
Arabic
(as a First
Language)
Attainment
Very Good
Acceptable
Acceptable
Acceptable
Progress
Very Good
Good
Acceptable
Acceptable
Arabic
(as a Second
Language)
Attainment
Outstanding
Good
Good
Good
Islamic
Education
Progress
Outstanding
Good
Middle
Good
High
Very Good
Attainment
N/A
Acceptable
Acceptable
N/A
Progress
N/A
Acceptable
Acceptable
N/A
Attainment
Very Good
Very Good
Very Good
Very Good
Progress
Outstanding
Very Good
Very Good
Outstanding
Attainment
Very Good
Very Good
Very Good
Good
Progress
Outstanding
Very Good
Outstanding
Very Good
Attainment
Outstanding
Very Good
Outstanding
Outstanding
Progress
Outstanding
Outstanding
Outstanding
Outstanding
Attainment
N/A
N/A
N/A
N/A
Progress
N/A
N/A
N/A
N/A
Attainment
Outstanding
Very Good
Outstanding
Very Good
Progress
Outstanding
Very Good
Outstanding
Very Good
Outstanding
Very Good
Outstanding
Outstanding
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,
problem-solving and collaboration)
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Student achievement overall is very good. From low starting points children in
Kindergarten (KG) make outstanding progress in all areas of learning. In the subjects
taught in English, a large majority of students attain levels that are above curriculum
standards and progress is very good; attainment and progress are outstanding in
science at all phases. In the subjects taught in Arabic, most students attain levels that
are in line with curriculum standards and a few are above; students make most
progress in KG and primary. A large minority of students speak Arabic as a second
language; the majority of these students attain standards that are above curriculum
expectations. Students with identified special educational needs (SEN) and gifts and
talents (G&T) make very good progress as a result of thorough planning and wellfocused support to meet their specific profiles.
English National Curriculum (ENC) standard assessments tests (SATs) at the end of
Key Stage 1 (KS1) show that the number of students attaining at least expected levels
is higher than UK averages in reading and writing and well above in mathematics. At
the end of KS2, performance on SATs demonstrates that most students attain levels
that are higher than UK averages in mathematics and well above in reading and
writing. Attainment in IGCSEs is at least very good in English, mathematics and
sciences, and good in Arabic. For the small cohort of students who take GCE
Advanced Level, attainment is good in English, mathematics and sciences. In
examinations, in Islamic education, a large majority of students exceed expected
levels; in Arabic most students attain levels that are in line with curriculum standards.
Attainment data demonstrate that the school continues to maintain high standards
over time and show improvement in the standards achieved in the subjects taught in
Arabic.
In English, students have very well developed listening and speaking skills; they use
an extensive vocabulary to express creative ideas and explain their thinking, and
confidently use English in a variety of settings. Students benefit from a focus on the
development of phonic skills, and by Year 6 read fluently and with comprehension.
Progress in writing is steady and students use accurate language skills when they
write for a range of purposes, and they also present their work well.
In Arabic, children in FS enjoy the activities and make very good progress. In all other
phases, students listening skills are well developed. Their ability to read with
Tashkeel is less well developed. Students express ideas creatively when writing;
extended writing is more limited and they lack sufficient awareness of accurate
spelling. Students do not consistently speak standard Arabic to express views or retell
stories. In Islamic education, by Year 5 most students are able to memorise and repeat
short suras of the Holy Quran and show respect for Islamic values. In most lessons,
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students confidently link their learning to real life. In social studies, students also link
learning to their own experiences and show an understanding of environmental
concerns, for example when Year 2 students explain the impact of smoke in polluting
the environment. Students talk with secure understanding about the culture,
heritage and diversity of the UAE. In the middle years, there is a lack of confidence
when discussing the different issues affecting society.
Students demonstrate secure knowledge, understanding and skills in mathematics.
FS children make exceptional progress in counting skills and understanding of
number and shape. They recognise symmetrical patterns and can name 2D shapes.
Students in primary develop their calculation and problem-solving skills very well.
Year 4 students make exceptional progress in constructing graphs and interpreting
data. In the older year groups, progress is very good. Students confidently apply
problem-solving skills to see the relevance of mathematics to real-life situations, as in
their assured manipulation of statistics in KS5. Students knowledge and
understanding in science are extremely well developed. They confidently use
technical vocabulary and have a strong practical understanding of the scientific
method and its application. In non-core subjects such as information and
communication technology, physical education, creative arts and humanities,
attainment is high and progress is very good.
Students enjoy their work and are highly motivated to engage in most activities. In
FS, children develop a strong disposition to learn. They are confident learners and
persevere with tasks. They develop notable curiosity, thinking and problem-solving
skills through structured activities. In middle and secondary years, students show
maturity in taking responsibility for their own learning. They know their strengths and
take targeted actions to improve their performance. Students collaborate
purposefully to achieve learning objectives and discuss their ideas maturely. They
communicate their learning, for example when explaining how they will calculate the
area of a semi-circular prism in Year 9. Students make meaningful connections
between their learning and the real world, for example in a Year 5 discussion in Islamic
education and when students in Year 7 calculate the percentage loss in the sale of
their teachers guitar. Students throughout the school demonstrate well developed
critical thinking and problem solving skills.
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KG
Primary
Middle
High
Personal development
Outstanding
Outstanding
Outstanding
Outstanding
Outstanding
Outstanding
Outstanding
Outstanding
Outstanding
Outstanding
Outstanding
Outstanding
Students personal and social development and innovation skills are outstanding.
They thoroughly enjoy school and demonstrate very positive attitudes towards
learning, and high levels of self-reliance and discipline that result in excellent
behaviour. Students appreciate the opportunity to interact with many nationalities
and cultures; they sustain harmonious relationships and are very respectful towards
all staff. They show high levels of consideration towards those who find learning more
difficult and are tolerant and supportive in lessons. Students demonstrate an
understanding of safe and healthy lifestyles; they make appropriate choices and are
enthusiastic participants in activities to promote healthy lives. Attendance has
improved and at 96% is very good. Students are punctual to almost all lessons.
Students have a strong understanding and sincere appreciation of Islamic values and
their influence in modern UAE society; this is reflected in their behaviour. Most
demonstrate an excellent knowledge about, and respect for, the heritage and culture
of the UAE. This is evident in assemblies, in the high respect shown during the National
Anthem and during cultural activities, as in preparations for a week of planned
celebrations of National Day. The many nationalities mix extremely well in and out of
lessons and demonstrate a high level of curiosity about and appreciation for other
world cultures. This is evident in enthusiastic discussions in a range of subjects at all
year levels.
Students are highly responsible: in FS they are quick to tidy up and are proud of the
work on display in their classrooms; in primary they are eager to take responsibility in
group and class activities; and the large group of Year 7 to 13 leaders show care and
consideration as they support all students throughout the day. Students are very keen
to do well, and this is especially evident in older years. The very strong work ethic and
well-developed enterprise skills lead to confident choices about activities. For
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example, when as a result of excellent questioning and support by the class teacher
Year 2 students confidently direct the learning to achieve the targets they have set
themselves. They discuss environmental issues and take meaningful actions to
protect the environment, both in their own behaviour and in activities away from
school.
KG
Primary
Middle
High
Outstanding
Very Good
Very Good
Very Good
Assessment
Outstanding
Very Good
Very Good
Very Good
Teaching overall is very good. The quality of teaching observed by inspectors ranged
from outstanding to weak. The majority of lessons were deemed to be very good or
outstanding. Highly effective teaching was consistently observed in all subjects in FS,
in English, mathematics and particularly science.
Teachers have a thorough knowledge of their subjects and most understand how
students learn effectively. In FS, teachers plan a stimulating learning environment in
which children develop, exceptionally well, a broad range of skills, including
independent and collaborative learning. Teachers skilfully individualise the learning
and use questioning very effectively to promote thinking and problem solving. Lesson
planning is thorough and pays close attention to the needs of all students, including
those with specific needs. Most teachers use their strong subject knowledge to plan
high-quality tasks and activities that thoroughly engage students interest. They have
high expectations and provide challenge and support for all students. This is less true
of the subjects taught in Arabic, where strategies are not sufficiently planned to
match the age of students and meet their interests and ability levels, especially in KS3
to 5; this slows their progress. A key reason why students do not make more progress
in Islamic education is that too often students undertake the same task: there is little
differentiation.
Strategies are well focused on promoting very effective innovation, collaboration and
independent learning skills. Teachers maintain good pace and purposeful learning in
most lessons; they make effective use of time and the wide range of resources
available, as when Year 3 students work in small groups to practise estimation and
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solve problems involving the measurement of capacity, and in Arabic when Year 12
students research the meaning of new vocabulary using an online dictionary.
Teachers maintain very respectful relationships with students, and interactions
demonstrate a high level of rapport. Assessment is used well: throughout the years,
teachers ask predominantly probing questions that focus on individuals and groups
of students to challenge them to reflect carefully on their learning. In more effective
lessons, teachers give appropriate thinking time to encourage deeper understanding.
This was evident in a highly successful Year 12 media studies lesson where the teacher
asked the question, Do you think that will be possible practically? and generated a
high level of critical thinking by students. In more effective lessons, students are given
meaningful opportunities to assess their own and others work.
Assessment processes, internal and external, are consistent and comprehensive.
External benchmarking is integral to the self-evaluation by the school, and by
individual and focus groups of students. Assessment is used consistently to track
student progress and to support planning for learning. The setting of individualised
targets based on assessment information is very effective in meeting the needs of all
learners: it extends the high achievers and supports those who find learning a
challenge. The school exhaustively analyses the results of internal and external test
data in order to compare student achievement with that in similar schools nationally
and with expected levels internationally. It also carefully tracks performance by
different groups of students, such as boys, girls and Emiratis. Areas of concern are
identified promptly and responded to quickly with action plans. The marking of
student work is constructive. Teachers provide useful suggestions as to how students
might improve their work.
KG
Primary
Middle
High
Outstanding
Outstanding
Outstanding
Outstanding
Curriculum adaptation
Outstanding
Outstanding
Outstanding
Outstanding
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Health
and
safety,
arrangements for child
safeguarding
Care and support
including
protection/
KG
Primary
Middle
High
Outstanding
Outstanding
Outstanding
Outstanding
Outstanding
Outstanding
Outstanding
Outstanding
The school makes outstanding provision for the protection, care, guidance and
support of students. There are very effective policies in place to guide practice and
inform staff and parents. All staff have been trained in child protection and
understand their responsibilities. There are effective arrangements to protect
children from all forms of abuse including physical and verbal bullying. Staff are alert
to the need to care for students: supervision is close at all times and is made even
more effective by the excellent and professional relationships they maintain. There is
an accurate register of all staff, and admission of adults to the school is registered
centrally and closely monitored. New arrangements for arrival and departure from
the school ensure that students are as safe as possible whether on school transport
or in private cars. Students indicate that they feel very safe in school.
There is a rigorous system for the maintenance and safety of the building. The site
manager knows the school well and all machinery and equipment is appropriately
logged, maintained and tested. The school is very well maintained and hygienic. It
provides an attractive and inclusive environment to support the needs of all students.
The premises and resources are excellent and are constantly reviewed and updated
to better support curriculum implementation, for example in the recent acquisition
of film cameras to extend activities in the media studies course. Risk assessments are
regular and up-to-date records are kept of all incidents and routine checks. Evacuation
drills are regular and well organised. The medical facility and provision are of high
quality. The school successfully promotes safety and healthy lifestyles. Safe use of the
internet is carefully monitored and the local police officer is a regular visitor to the
school.
Staff-student relationships are outstanding and appreciated by students and parents.
Behaviour management is exemplary because staff have high expectations of
students: they work very hard to support them both socially and academically, and
students respect the staff and value what they provide. There are successful systems
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to manage and improve attendance and very good arrangements are in place to
ensure punctuality to lessons.
The school follows extremely successful procedures to identify students who have
SEN and G&T, through teacher referral, parent referral, and highly effective
screening. It is rigorous in its support of students with identified special needs. A great
strength of the provision is the outstanding partnership the school achieves with
parents. Liaison between staff to support these students is exemplary: very good
planning for learning leads to individual educational programmes with precise short
term goals that are reviewed regularly and ensure successful support. The most able
students are consistently challenged by the work set for them.
The school has systems to closely monitor students wellbeing and personal
development and to respond to any concerns. Staff give good support and guidance
to the students, for example in older years when advising them on how to improve
the quality of course work or when helping them make informed options choices.
Outstanding
Outstanding
Outstanding
Governance
Outstanding
Outstanding
Leadership and management are outstanding. The principal provides extremely high
quality leadership and together with senior leaders sets an ambitious strategic
direction based on inclusion, high expectations and continuous improvement in all
aspects. Senior leaders, supported by staff, have established successful structures
that are inclusive and result in purposeful learning for all groups of students. The
principal has created a meaningful distributive leadership framework that ensures
well-focused attention on key aspects of the schools performance, targeted
professional development for middle leaders, collective responsibility, and builds
capacity. Innovation is embedded in school development planning and provision in all
year levels and subjects. Relationships among leaders and with staff are professional
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and extremely positive. Staff and parents are committed to the aims and vision of the
school; morale is exceptionally high throughout the community.
Comprehensive, systematic and rigorous self-evaluation processes that include
feedback from all stakeholders are firmly integrated in improvement planning: a
range of strategies ensure meaningful input from parents and students. The school
makes very effective use of detailed analysis of a wide range of student performance
data. Performance management procedures are comprehensive: they focus well on
student learning and include self-evaluation by teachers and the setting of
improvement goals. Development areas identified in teaching are linked to a wide
range of continuous professional development opportunities. Senior and middle
leaders provide focused support and closely monitor progress. The school has
addressed the recommendations of the previous inspection, resulting in steady
progress and improvement. Actions are regularly monitored for impact and further
development.
The school has created strong partnerships with parents, for example in successfully
involving them through the large and active parent council. Communication strategies
are highly effective, as in the appointment of committed parent liaisons for every
class. Reporting structures keep parents well informed about their childs academic
achievement and personal development. Strong partnerships, locally and
internationally, enhance student opportunities and learning through links with other
schools and business and community organisations.
All levels of governance ensure good accountability for the principal and school that
leads to high quality in all aspects of its performance. The strategic governance group
includes representation by parents who act as effective and constructive critics of the
school. This has resulted in mechanisms to better inform parents about the
curriculum. The board makes a considerable contribution to strategic direction and
planning and significantly impacts on the schools performance.
The school is very well organised and operations are highly efficient. Staffing
resources at all levels are appropriate to the aims of school and curriculum needs; staff
are well qualified and deployed to support high quality learning. The premises provide
excellent specialist facilities and learning areas are designed well to engage students
and promote student learning. The school provides a wide range of motivating
resources that effectively support curriculum delivery and teaching and learning
needs, particularly in FS.
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iii.
iv.
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