InspectionReport

AbuDhabiInternationalPrivateSchool
Primary

AcademicYear201415

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AbuDhabiInternationalPrivateSchoolPrimary

InspectionDate
SchoolID#

2225September2014
60

LicensedCurriculum

American

NumberofStudents

2,495

AgeRange
Gender
Principal
SchoolAddress

3to11years
Mixed
ReemNasrKobrsi
POBox25898,AlKaramahStreet,AbuDhabi

TelephoneNumber

+971(02)4434433

FaxNumber

+971(02)4436052

OfficialEmail(ADEC)
SchoolWebsite

adinternational.pvt@adec.ac.ae
http://aisuae.com

Dateoflastinspection 29October1November2012

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Theoveralleffectivenessoftheschool
Inspectorsconsideredtheschoolinrelationto3performancecategories
BandA Highperforming(overalleffectivenessgrade1,2or3)
BandB

Satisfactory(overalleffectivenessgrade4or5)

BandC

Inneedofsignificantimprovement(overalleffectivenessgrade6,70r8)

TheSchoolwasjudgedtobe:

BANDB;

GRADE4

Themainstrengthsoftheschoolare:

studentswelldevelopedspeakingandlisteningskillsinEnglishandArabic
close attention to the wellbeing of all students that promotes students
veryhighqualitypersonalskills
strong classroom relationships supported by a range of highly effective
behaviourmanagementstrategies
successfulinclusionofstudentswithspecialeducationalneeds(SEN)
wellfocusedandsupportiveleadershipteamswho,togetherwithteachers
andparents,embracetheschoolsvision
commitment and drive towards continuous improvement and well
prioritisedprofessionaldevelopment.

Themainareasforimprovementare:

opportunities for students to develop English and Arabic writing skills

acrossthecurriculum
sufficient allocation and access to information and communications
technology
use of assessment and progress data to inform skillsoriented lesson
planningandtoidentifynextstepsinlearningforthefullrangeofability
levels
curriculum implementation in all subjects to sufficiently promote 21st
centuryandhigherorderthinkingskills,particularlyforhighachievers
Kindergarten curriculum to build independence and enable children to
makeguidedchoices.

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Introduction
Theschoolwasinspectedby6inspectors.Theyobserved89lessons,conducted
severalmeetingswithseniorstaff,coordinators,teachers,supportstaff,students
and parents. They analysed test and assessment results, scrutinised students
workacrosstheschool,analysedthe773responsestotheparentsquestionnaire
and considered many of the schools policies and other documents. The
leadershipteamwasfullyinvolvedthroughouttheinspectionprocess.

DescriptionoftheSchool
AbuDhabiInternationalPrivateSchoolwasfoundedin1992andislocatedinthe
Al Karamah District. The schools mission is to: support all students in attaining
theirfullpotentialinpersonaldevelopmentandactivecitizenshipbyprovidingthe
foundation for lifelong learning through quality education. The school aims to
recognise students individual needs and provide opportunities that match their
individual abilities, promote the welfare of students with special needs, foster
goodcitizenship,establishstronghomeschoolpartnerships,andnurturelifelong
learners.
Thereare2,495studentsintotal:1,095girlsand1,400boys.Thereare532children
in Kindergarten (KG), and 1963 students in Grades 1 to 6. Of the total numbers,
84%areMuslimand82%areofArabheritage.Ofthe74nationalitiesrepresented
at the school: 19% of students are Emirati, 17% Egyptian, 15% Jordanian 10%
Lebanese,9%Syrianand5%Palestinian,andsmallerpercentagesarefromeachof
68othercountries.Theschoolhasdesignated2%ofstudentsashavinglanguage
andliteracydifficultiesand7%areidentifiedwithspecialeducationalneeds(SEN)
that include learning difficulties, Downs Syndrome, cerebral palsy, autism and
sensoryimpairments.Theschoolhasidentified2studentswithgiftsandtalents.
Student admission procedures include an interview and written assessment of
skillsandabilityinEnglishandmathematics.
ThecurriculumfollowstheAmericanCommonCoreStateStandards(CCSS)andis
adaptedfromtheMassachusettscurriculumframework.Arabic,Islamiceducation
and UAE social studies are taught using the Ministry of Education (MoE)
curriculum.StudentsfromGrades1to6taketheIowaTestsofBasicSkills(ITBS).
The Board of Owners is the main governing body and includes the owner. The
superintendent is in her second year and the leadership team includes the
academicandfinancialcontroller,thequalityandimprovementcoordinatorand2
principals. There are 105 full time teachers and 61 teaching support staff. There
are43administrativestaff,7carestaff,4securitystaffand28technicalstaffwith
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responsibilities for KG to Grade 12. Staff turnover of 34% for the previous school
yearwasrelativelyhigh.
FeesrangefromAED13,200inKGtoAED20,200inGrade6.Additionalfeesare
levied for items including textbooks, transportation, and special education
dependent on needs. This places the school between the low and medium fee
categories.

TheEffectivenessoftheSchool

Evaluationoftheschoolsoveralleffectiveness
The overall effectiveness of Abu Dhabi International Private School Primary is
satisfactory and improving. Key strengths of the school are students very good
personaldevelopmentandthehighqualityprotection,caresupportandguidance
theyreceive.Thereissomeinconsistencyinthequalityofteachingandlearning,
and attainment and progress are satisfactory and improving when compared to
internationalstandards.
Theownerandseniorleadershipteamareawareofthelimitationsofthecurrent
buildingsandpremisesandanewpurposebuiltcampushasbeenapprovedandis
under construction. The school is taking appropriate actions to mitigate the
impactofthecurrentpremisesonstudentslearningandensuretheirsafetyand
wellbeing.
Therecentlyenlargedleadershipstructurehasaddedexperienceandskillsatall
levels. Staff members are held to account for developments; senior leaders and
coordinators now provide improved monitoring, targeted professional
development and support. The school community is committed to the schools
missionandstrategicdirection,andtotheenhancementoflearningandstudent
achievement.
Studentsattainment&progress
Evidence from lesson observations, scrutiny of student work and data analysis
indicatethatattainmentlevelsinalmostallsubjectsrangebetweenaverageand
above average agerelated expectations. Students make at least satisfactory
progressfromtheirstartingpoints.Standardscomparesatisfactorilywiththosein
other schools following the same curricula. There is an improving trend in
performancebystudentsinbothKGandinGrades5and 6inthecoresubjects,
especiallyincomputation,vocabularyandpunctuation.
InEnglish,studentsspeakingandlisteningskillsarewelldevelopedandgenerally
aboveinternationalexpectations.Theyexpressthemselvesconfidentlyandusea
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rangeofvocabularyandaccurategrammar.Studentsenjoyreadingforarangeof
purposes; their skills in reading with understanding and extended writing for
differentpurposesarelessdeveloped.KGchildrenmakeappropriateprogression
in word recognition, and awareness and use of phonics. In subjects taught in
Arabic, standards meet and sometimes exceed agerelated expectations;
studentsspeak,listenandreadconfidently,andtheyaccuratelyuseawiderange
ofvocabulary.Writingisnotaswelldeveloped,astherearefewopportunitiesto
practise in lessons. Students confidently relate and apply Islamic values to their
behaviouranddailylives;theydonotmemorizeorreciteQuranicversesatage
expected levels. Students factual knowledge and understanding of UAE social
studiesissatisfactory.
Students have a secure understanding of calculation and mathematical
proceduresandbyGrades5and6theyusemathematicalvocabularyconfidently
to access learning. Problemsolving and reasoning skills are still developing and
arenotattheexpectedlevels,forexampleinrelationtoidentifyingpatternsand
explaining the reasoning behind suggested solutions. Students understand and
can adequately explain scientific principles. They develop satisfactory practical
skillsandconductexperimentswithcare.
Studentscooperatewellandhavestrongcollaborativeskills.Theirabilitytowork
independently, use information and communications technology (ICT) and apply
research is less well developed. More able students do not make as much
progressastheycould.Thisismostlyasaresultofteacherslowexpectationsand
activitiesthatlacksufficientchallenge.Studentswhofindlearningdifficultmake
satisfactory and better progress. The progress of students with more complex
needsisgood,asaresultofcarefullydirectedandhighqualitySENsupport.
Studentspersonaldevelopment
Studentspersonaldevelopmentisverygood.Attendanceat94%isaboveaverage
andevenbetterinKG,andstudentsareverypunctualatthestartofthedayand
to all lessons. Students are verywell behaved, happy and enjoy school. Space is
limited and studentsmove around with energetic purpose, exercising goodself
control,independentofsupervision.Theyareselfconfidentandresponsible,and
keen to take on leadership roles in school. For example, they participate in
studentcouncilpreelectionactivitiesenthusiasticallyandenjoyleadershiprolesin
lessons.Theyhavemorelimitedopportunitiestodevelopleadershipinthewider
community.
Students show respect for the values of the UAE as well as the many cultures
representedintheschoolcommunity.Studentshaveahighsenseofmoralityand
treateachotherandadultswithrespectandconsideration.Theyengageeagerly
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in a wide range of social and extracurricular activities, especially in sport.

Students have a good practical understanding of healthy life styles and
confidentlyexplainthebenefitsofexerciseandhealthyfood.
Thequalityofteachingandlearning
Thequalityofteachingandlearningisinconsistentandrangesfromverygoodto
satisfactory.Examplesofeffectiveteachingpracticearefoundinallsubjectsand
grades.Teachershavesecuresubjectknowledgeandinthemosteffectivelessons
useofarangeoflearningstrategiesandmethods,suchasroleplayanddiscussion
in Islamic education. In many lessons, there is an overemphasis on textbooks.
Activitybased learning is emerging in most subjects and in effective lessons
available resources are employed well. There is limited integration of ICT across
thecurriculum
Classroom management is thoughtfully organized, routines are well established
and transitions are smooth. Students and teachers maintain strongly supportive
relationships; teachers use a range of highly effective behaviour management
strategies.Studentsinallsubjectsandgradesaremotivatedandeagertolearn.
They have very successful active listening skills and work enthusiastically in
groups.Therearemorelimitedopportunitiesforthemtodevelopcriticalthinking
skills and work independently. Students ask questions for clarification with
confidence. This is not a consistent feature of all teaching and in many lessons,
studentsarenotgivensufficientencouragementtoaskquestionstodeepentheir
thinkingandextendlearning.
Thequalityofplanningforlearningisinconsistent.Lessonplanshaveacommon
structure and clear expectations; in less effective lessons the plan is not always
followed.Studentsarenotalwaysclearaboutthelearningobjectivesatthestart
of the lesson, sometimes because the language is not easily understood and
objectives are not discussed. The results of marking and assessment do not
sufficiently inform skillsoriented planning in order to identify next steps in
learning for the full range of ability levels. Asa result, academic expectationsof
students are not high enough and learning activities often lack sufficient
challenge,particularlyforthemoreable.Studentswhofindlearningdifficultare
givenregularandappropriatesupport.Ineffectivelessons,studentsconfidently
use self and peer assessment such as thumbs up in KG. In the weaker lessons,
students are not aware of targets and correction of work does not ensure they
learnfrommistakes.
Teaching assistants are not consistently effective; their impact is largely
dependent on the quality of planning and preparation. Carefully targeted and
regular professional development is successfully developing understanding and
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teachingeffectiveness,forexample,intheincreasinglyactivitybasedlearningin
KG.
Meetingstudentsneedsthroughthecurriculum
The implementation of the curriculum is satisfactory and improving. There is a
clearvisionforthecurriculumandcoresubjectshaveawellstructuredframework
thatisusedfromKGtoGrade6.Significantprogresshasbeenmadeindeveloping
the science and KG curricula. The curriculum provides breadth and balance and
successfully develops students personal qualities. The school provides SEN
studentswithwellplannedsupportsothattheycanaccesstheregularcurriculum
successfully.Curriculumplanninganddeliveryinthefulltimeadaptiveclassesfor
SEN students is of high quality. In contrast, curriculum planning does not
sufficientlyaddresstheacademiclearningneedsofmoreablestudentsinregular
classes.
Training in CCSS supports consistent implementation, which motivates and
engages students. It satisfactorily promotes an understanding of the UAE
community, culture and values through relevant references in all subjects, and
celebration of special events. A wide range of extracurricular activities are
offered during and outside the school day; these opportunities enrich learning
and are well subscribed. Curriculumrelated field trips enhance learning and are
enjoyed by students. The school has established links with the local and wider
communitythatsupportthecurriculumandgivesitgreaterrelevance.
Theprotection,care,guidanceandsupportofstudents
Seniorleadershavesuccessfullycreatedastrongfamilyatmosphere.Membersof
staff greet students and parents at the gates at the start and end of day. Very
effective systems are in place for the protection, care, guidance and support of
students and these are particularly successful in promoting students personal
development. Child protection procedures are well established and interactions
between all members of the community demonstrate respect and a caring
attitude. Rewards and sanctions are applied consistently and fairly and
misbehaviourisveryrare.Studentsrecognizethatrareinstancesofinappropriate
behaviour are handled promptly and well and they feel safe and well cared for.
The school gives regular attention to raising awareness and understanding of
bullying to ensure students are confident with the procedures put in place to
protect them. Students are confident about approaching appropriate staff
membersiftheyhavepersonal,socialoracademicconcerns.
Prompt contact with parents maintains and encourages the high levels of
attendance.Boysandgirlshaveaccesstoseparateprayerfacilities.Theschools
clinic,itsstaffandprocedures,providehighqualityfirstaidprovision.
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Thequalityoftheschoolsbuildingsandpremises
Theschoolgivesprioritytothemaintenanceandcleanlinessofthebuildingsand
premises,particularlygiventhenumberofstudentswhousethem.Keystaffare
responsible for monitoring health and safety in relation to the premises and
procedures are rigorous and wellfollowed. Care is taken to make the
environmentbright,cheerfulandwelcoming,withstudentsworkandinformative
displays. Facilities for outdoor physical activity, breaktimes and some indoor
practicalactivitiesdonotappropriatelysupportthedeliveryofthecurriculumand
failtomeettheneedsofthenumberofstudents.
Theschoolbuildingsandpremisesdonotprovideenoughspaceforthenumber
of students and age range to adequately support a high quality education.
Movement in some corridors and stairwells is restricted. Some classrooms are
small and KG2 classes are located on the first floor. There is careful, close
supervisionandexplicitbehaviourexpectationstomaintainsafemovement.The
locationofKGclassesdoesnothaveanegativeimpactonchildrensaccesstoplay
areas,oroncurriculumdelivery.Facilitiescaterwelltotheneedsofstudentswith
morecomplexspecialneeds;thebuildingsarenotdesignedtocatertostudents
withphysicaldisabilities.
The school gives close attention to security procedures and security staff are
vigilant; parents have complete faith in the security of their children at school.
Evacuationproceduresarewellestablished.
Theschoolsresourcestosupportitsaims
The quality, quantity and range of most resources adequately support effective
delivery of the curriculum in all subjects. Teaching staff are well qualified and
sufficientinnumber,andstaffinglevelsforotherstaffaregood.Supportteachers
areusedtogoodeffectwithSENstudents.
The range and quantity of resources in classrooms is satisfactory; these are not
always used to best effect to support learning. For example, mathematical
materialsaresometimessharedforagroupactivityandappropriateopportunities
to develop and assess independent learning skills are missed. Resources in the
library and for science and physical education (PE) are satisfactory and support
the curriculum effectively. Allocation, access to and use of ICT resources are
limited.Inaddition,studentshaveverylimitedaccesstocomputers.
Procedures to maintain transport in a safe and reliable condition and to ensure
rigorous supervision are effective. Provision for storage, preparation and
consumptionoffoodishygienicandhealthyoptionsareprovided.

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Theeffectivenessofleadershipandmanagement
Leadership and management are satisfactory and improving. Wellfocused and
supportive leadership and management promote cohesive senior and middle
leadershipteams.Theyeffectivelysupportallstaff,studentsandparents,whoare
extremelycommittedtothemission,ethosandstrategicdirectionoftheschool.
The experienced Board and founder have an objective view of the school and
provide highquality support for all aspects of the schools operation. The
separationofrolesbetweentheBoardandsuperintendentisclearlyunderstood.
Wellembeddedorganizationandstructuresatalllevelsarecloselymonitoredand
ensurethattheschoolrunsverysmoothlyonadaytodaybasis.
Senior and middle leaders have a wellarticulated understanding of the schools
strengths and key priorities for improvement. Judgements in the schools self
evaluation document (SEF) are mostly realistic and accurate. It includes input
fromtheprincipals,coordinatorsandsubjectteams.Thenurturingapproachand
commitment to distributive leadership by the senior team empowers the
principals and coordinators and supports continuing improvement. The school
developmentplan(SDP)iscloselylinkedtotherecommendationsoftheprevious
inspectionreportandtheSEF.Goalsandstrategiesareclearandachievable,and
focus on improving provision and outcomes within realistic time frames. The
school does not effectively use student performance data in all subjects to
influenceimprovementplanning.Evaluationoftheimpactofteachingonlearning
is thorough and supportive; there is not enough focus on evaluation of the
effectiveness of professional development in order to guide refinements in
provisionandhelpinthesharingofbestpractice.
There is a range of strategies to maintain links with parents and keep them
informedabouttheirchildrensprogress.Responsestotheparentquestionnaire
andmeetingsdemonstrateahighlevelofsatisfactionwiththeschoolsprovision
andstudentspersonalandacademicdevelopment.Theyconfirmthatallstaffare
welcomingandapproachable,andthatseniorleadersareresponsivetoparental
feedbackthroughthemothersandparentgroupsandregularsurveys.Aminority
ofparentsareconcernedthattheyarenotkeptwellenoughinformedabouttheir
childsprogress.Studentsarealsopositiveaboutthevaluetheschoolplaceson
theiropinions.

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Progresssincethelastinspection
The school has taken effective action to mitigate the risks and impact of the
limitations of the current buildings and premises. Close supervision and clear
behaviour expectations reduce risks when KG2 children move between the
groundandfirstfloors,andwhenolderstudentsusenarrowstairways,corridors
and spaces which are small for the number of students. A new purposebuilt
campus is under construction that is planned to rehouse the school by
September2015. The new superintendent, in post for two years, has taken over
thedaytodayrunningoftheschoolfromtheprevioussuperintendent,whoisthe
founderandBoardmember.
Progress has been achieved in most of the recommendations from the previous
report.TheSDPgivespriorityattentiontoallrecommendations,actionsandgoals
arecostedandhavearegularandrealisticreviewdateandcleardatasourcesfor
progressevaluation.Theenlargedleadershipstructurehasaddedexperienceand
skills to the management team. Leadership systematically tracks and evaluates
studentprogressinmanysubjects.Strategicplanningismoresecurelybasedon
evaluationandhasafocusonimprovingthequalityofteachingandlearningand
raisingstandards.Strategiesareinplacetoprovideopportunitiesforstudentsto
develop reading comprehension and writing skills. Opportunities to use
computersinlessonsremainverylimited.Planningandteachingpayattentionto
activelearningandactivitybasedstrategiesinKG.Sciencelessonsincludesimple
investigations. The use of teacher and team portfolios and evaluation by
coordinators demonstrates progress. Development of higher order thinking,
problemsolving in mathematics, effective feedback to students to help them
improve their work, and the provision of sufficient support and challenge for
higherachieversarelesswelldeveloped.
Theseniorandmiddleleadershipteamsdemonstratesatisfactoryandimproving
capacityforsustainedimprovement.

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Whattheschoolshoulddotoimprovefurther:
1. Improve the consistency in the quality of teaching and learning so that
almostalllessonsareatleastgood,byensuringthat:
i. teachers use the results of formative assessment to inform lesson
planning and identify next steps in learning for the full range of
abilitylevels
ii. teachers promote students higher order thinking skills through
consistentuseofarangeofquestioningstrategies
iii. teachers and students have access to and use ICT throughout the
curriculum.

2. Strengthendeliveryofthecurriculumto:
i. providemoreopportunitiesforchildreninKGtoengageinguided
choicelearningactivitiesandtobuildindependence
ii. provide more opportunities for students to develop 21st Century
andhigherorderthinkingskillsinallsubjects
iii. ensure students have regular opportunities to develop extended
writingskillsinEnglishandArabic
iv. fullymeettheneedsofmoreablestudents.

3. Develop the leadership and management by ensuring more effective use

oftheresultsofstudentprogressandperformancedatainordertoinform
curriculumplanningandguidepriorityimprovementgoals.

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InspectionGrades

Inneedofsignificant
improvement

Poor

Very
unsatisfactory

Satisfactory&
Improving

Unsatisfactory

Satisfactory

Satisfactory

Highperforming

Good

BandC

VeryGood

BandB

Outstanding

Performance
Standard

BandA

Standard1:
Students
attainmentand
progress

Standard2:
Studentspersonal
development

Standard3:The
qualityofteaching
andlearning

Standard4:The
meetingof
studentsneeds
throughthe
curriculum

Standard5:The
protection,care,
guidanceand
supportofstudents

Standard6:The
qualityofthe
schoolsbuildings
andpremises

Standard7:The
schoolsresources
tosupportitsaims

Standard8:The
effectivenessof
leadershipand
management

Summary
Evaluation:The
schoolsoverall
effectiveness

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