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Inspection Report
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General Information
Students
School ID
271
Total number of
students
736
Opening year of
school
October 2015
Number of children
in KG
62
Principal
Lee Dabagia
Number of students
in other phases
Primary:
Middle:
High:
School telephone
Age range
4 to 19 years
School Address
Grades or Year
Groups
KG1 Grade 12
elite.pvt@adec.ac.ae
Gender
Mixed
School website
www.eliteprivateschool.ae
% of Emirati
Students
67%
Medium High:
AED 17,000 AED 31,000
Largest nationality
groups (%)
Licensed Curriculum
270
200
204
1. Jordanian: 10%
2. Egyptian: 7%
3. Syrian:
3%
Staff
Main Curriculum
American
Number of teachers
61
Other Curriculum
----------
Number of teaching
assistants (TAs)
External Exams/
Standardised tests
SAT, IELTs
Teacher-student
ratio
KG/ FS
1:15
Other phases
1:22
-----------
Teacher turnover
30%
Accreditation
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Introduction
Inspection activities
Number of inspectors
deployed
4
100
Number of parents
questionnaires
N/A
Inspectors held meetings with board, members of the
leadership team, parents, and groups of staff and
students. They observed assemblies, arrival and
departure procedures. They reviewed a wide range of
school documentation and students coursework.
School
School Aims
Admission Policy
Leadership structure
(ownership, governance and
management)
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Intellectual disability
Visually impaired
10
Hearing impaired
Multiple disabilities
SEN Category
Number of students
identified
Intellectual ability
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Band B
Satisfactory (Acceptable)
Band C
Weak
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
Satisfactory
Acceptable
High Performing
Good
Band B
Weak
(C)
Band A
Very Good
Performance Standards
BAND
Outstanding
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the clear vision and purposeful direction of the principal allied to significant
support from the Board
students improved attitudes to learning and the promotion of positive
relationships through the school
detailed procedures and systems to ensure the safety and security of
students
the enhancement of students learning and personal development in the KG
and primary phases.
an open door communication policy for students, staff and parents, which
encourages a sense of community and involvement.
attainment and progress in core subjects at middle and high phase levels
inconsistencies in the quality of teaching particularly in middle and high
school classes
the processes of school self-evaluation and school improvement planning
and the links between them
assessment practice and the monitoring of progress particularly in learning
skills
strategies for addressing the learning needs of different groups of students,
particularly those students with special educational needs
coherence and continuity in the curriculum and over-reliance on worksheets
behaviour management strategies and inconsistency in their application.
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Islamic
Education
Arabic
(as a First Language)
Arabic
(as a Second
Language)
KG
Primary
Middle
High
Attainment
Acceptable
Acceptable
Weak
Acceptable
Progress
Acceptable
Acceptable
Weak
Acceptable
Attainment
Acceptable
Acceptable
Weak
Weak
Progress
Acceptable
Acceptable
Weak
Weak
Attainment
Acceptable
Acceptable
Weak
Weak
Progress
Acceptable
Acceptable
Weak
Weak
Attainment
Acceptable
Acceptable
Weak
Weak
Progress
Acceptable
Acceptable
Weak
Weak
Attainment
Acceptable
Acceptable
Weak
Weak
Progress
Acceptable
Acceptable
Weak
Weak
Attainment
Acceptable
Acceptable
Weak
Weak
Progress
Acceptable
Acceptable
Weak
Weak
Attainment
Acceptable
Acceptable
Weak
Weak
Progress
Acceptable
Acceptable
Weak
Weak
Attainment
Acceptable
Acceptable
Weak
Weak
Progress
Acceptable
Acceptable
Weak
Weak
Attainment
Acceptable
Acceptable
Weak
Weak
Progress
Acceptable
Weak
Weak
Weak
Acceptable
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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The school does not have external standardised attainment data by which it can
benchmark itself against Common Core standards. Attainment and progress are
therefore evaluated from the standards seen in lessons and the progress seen in
students work. Attainment compared with the curriculum is in line with expectations
at KG and primary phases but below expectations in the middle and high school.
Progress also follows a similar pattern of variability.
In Arabic, attainment in the KG and primary school is acceptable. In KG2, most children
can identify a letter, name objects that begin with it and indicate where the letter
appears in the word. By Grade 4 students show increasing confidence when using
common grammatical structures. They are able to identify prepositions, differentiate
between them and use them in basic sentences. Most students correctly use adverbs
relating to time and place. Overall progress is acceptable. Attainment in the middle
and high school is weak. Comprehension skills are inadequately developed, for
example, Grade 7 and Grade 9 boys are unable to read and understand text at an ageappropriate level. Students do not consistently speak standard Arabic to express
views or reflect on text passages they have been reading. Overall, progress in Grades
6 to 12 is unsatisfactory.
In Islamic education, the majority of students in the primary grades, attain levels that
are in line with MoE curriculum standards. Most students can memorise, read and
recite the short sura (verses) of the Holy Quran. Students in Grade 2 are able to read
aloud Sura El Zalzala verses with respect and appropriate intonation. Older students
in the middle and high school find it difficult to explain the text they have been
studying. Most boys in Grade 7 were unable to discuss why Islam encourages taking
care of orphans. Grade 12 students are unable to read the Holy Quran adequately
using Tajweed rules. Overall boys progress is not as strong as that of girls. In social
studies, attainment is acceptable in KG and primary but weak in older classes.
Students in Grade 4 can accurately identify different regions of the UAE and the
relevant culture. Students in the middle school show noticeable gaps in their
knowledge so they are unable to make relevant comparisons in successive stages of
development in the UAE.
In English, given KG childrens low starting point in the subject, attainment is
acceptable. Childrens development of speaking and listening skills is good. The
structured lessons in phonics are promoting attainment gains in reading and writing.
At the primary stage, students skills in speaking, listening and reading continue to
develop. Writing is a weaker area due to the overreliance on undemanding and
unstimulating learning tasks. Students have limited opportunities for writing. This lack
of extended and creative writing practice hinders student progress. The absence of
creative writing is a similar weakness in the middle and high school. Overall
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attainment in the middle and high school is weak. There are however some signs of
improvement. For example, in Grade 8, students responded enthusiastically to a
writing task, which had a real life application, namely the lives of famous footballers.
In mathematics attainment and progress in KG is acceptable. Students enter school
with limited mathematical understanding. Throughout KG, children acquire skills in
number recognition, can count correctly from 1 to 20 and name basic shapes. For
example, in KG2, children could collate tally mark data using the five times table. As
students move out of the primary phase attainment and progress slow. Students use
correct mathematical notation and graphical skills to interpret problems. For
example, in Grade 10 students correctly plotted polynomial graphs and used them to
identify maximum and minimum points. Low confidence and limited mathematical
understanding results in standards being below grade level expectations. In a large
minority of lessons, progress is weak because teachers expectations are not high
enough.
In science, attainment in the KG and primary grades is in line with expected curriculum
levels. For example, in Grade 3, students talked confidently about the shape of the
Earth and gave examples of similar spherical objects. In Grade 5, students conducted
experiments about measuring of mass by displacement of water. They correctly used
scientific language to explain the process. Progress slows in the older grades. For
example in a Grade 10 biology lesson on photosynthesis students were unable to
explain the role of starch in our daily lives and what it meant if we ate too much.
Students weak English skills inhibit the acquisition of relevant scientific vocabulary.
Attainment and progress in the middle and high school is weak.
Attainment and progress in ICT skills meets curriculum expectations. Most students
have an appropriate incremental awareness of software applications and computer
vocabulary. Progress in physical education (PE) skills is constrained by the reluctance
of some students, particularly girls to engage in the planned activities. In art, students
lack experience of a variety of different mediums. In French, students take an active
interest and make acceptable rates of progress.
The development of innovative learning skills is variable. In KG, children make an
effective beginning. They concentrate well and are actively involved in their work.
They persevere until the task is completed. Children are keen to show what they
know, understand and can do. The majority of older students interact and cooperate
acceptably in group activities. In better lessons, teachers are encouraging and readily
provide corrective feedback to their students. Generally, there is too much teacher
control and domination of lessons to allow for students to develop skills as
independent learners and creative thinkers.
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KG
Primary
Middle
High
Good
Good
Acceptable
acceptable
Acceptable
Acceptable
Acceptable
Acceptable
Acceptable
Acceptable
Acceptable
Acceptable
Personal development
Most students are compliant and show an improved willingness to learn. The
increasing confidence of the majority of students is reflected in their contributions to
lessons. This response to work in lessons is more positive in the KG and primary
phases. Senior students take an active leadership role in the work of the Student
Council. Behaviour is acceptable in most classes and good in KG. The behaviour of a
minority of boys in the middle school is unacceptable. Their mildly disruptive
behaviour is having and negative impact upon the quality of learning in those classes.
A majority of students fail to take personal responsibility for their actions. Most
students can exercise self-control when moving around the school and in
consequence the environment is safe and orderly.
Relationships are positive. Students are courteous to adults and usually show respect
for the views of other students. The majority of students are aware of the needs and
differences of others. Students realize the importance of healthy eating and follow
the schools advice on the selection of healthy choices for snacks and meals. The
canteen food supports this advice by providing appropriate healthy choices.
Attendance levels and punctuality for younger students are acceptable. Attendance
levels in the high school are significantly more variable. Attendance rates noted during
the inspection week were acceptable overall at 92%. The resultant lack of continuity
in their work is having a negative impact upon standards for older students. Where
weak attendance has been identified, follow-up procedures are insufficiently robust.
Students appreciation of the role and values of Islam in UAE society and their respect
for the heritage and culture of the UAE were evident across the school. Assemblies
appropriately acknowledge the national flag and anthem. Students actively
participate through readings from the Holy Quran. Hallways have meaningful displays
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KG
Primary
Middle
High
Acceptable
Acceptable
Weak
Weak
Assessment
Acceptable
Acceptable
Weak
Weak
The overall quality of teaching is weak. There are inconsistencies in teaching quality
in all phases. It is better in KG and the primary phases. Almost all teachers have secure
subject knowledge; a large majority at middle and high school phases do not have a
sufficiently good pedagogic knowledge to ensure that the learning needs of all
students are met. Planning for different abilities is not always implemented. For
example, asking all students to complete the same task which means that activities
are too easy for some groups or too hard for others. Most teachers have relevant
lesson plans but these are not followed in a consistent manner. In the middle and high
school grades there is a focus upon knowledge acquisition rather than providing for
skills progression. The over-emphasis given to worksheets is a limiting factor in
developing students learning skills.
In KG, the positive relationships produce good interactions so that children
confidently ask questions. They respond well to the teachers questioning. In lessons,
most teachers use a range of questions to gauge student understanding. Often these
questions focus upon knowledge rather than opening up opportunities for
discussion. Questioning does not sufficiently probe or extend student understanding
or foster critical thinking. Where questioning skills were good, students were noted
as being confident enough to talk about their understanding and give an opinion as
part of a presentation. In better lessons, teachers make timely interventions to review
progress or to recap on the learning objectives. Teaching strategies do not
consistently meet the needs of students. Low expectations by a minority of teachers
results in insufficient challenge for the more-able students.
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KG
Primary
Middle
High
Acceptable
Acceptable
Weak
Weak
Curriculum adaptation
Acceptable
Acceptable
Weak
Weak
The school has appropriately aligned its curriculum to the Common Core School
Standards (CCSS). It is yet not accredited by a US state curriculum and uses textbooks
to support planning and delivery. Curriculum planning at each grade and between
grades is not robust enough to ensure that students proceed smoothly between
grades; the continuity and progression of their learning is therefore insecure. The KG
curriculum has a more integrated approach and this provision supports the
development of skills in a variety of contexts. Most activities in KG are still
predominately teacher led so independent work is in its infancy. In the remainder of
the school, curriculum provision is predominantly dominated by textbooks and
worksheets. The textbook content outlines opportunities for links between subjects
so that students can reinforce learning in one subject through work in another: these
links are rarely referenced. The high school curriculum is narrow; it does not provide
any options for subject choice. The introduction of a robotics program in Grade 11 is
an innovative step.
The over-rigid adherence to textbooks limits the opportunity for innovation. A high
dependence on the use of worksheets is a feature of the majority of lessons
particularly in the middle and high school. Adaptations of the curriculum to meet the
needs of different groups of students are not made. Although there are references
to these different groups in lesson plans, these intentions are not always reflected in
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Health
and
safety,
including
arrangements for child protection/
safeguarding
Care and support
KG
Primary
Middle
High
Good
Good
Good
Good
Acceptable
Acceptable
Weak
Weak
The school has good procedures to ensure safety and security for students, staff and
visitors. The extensive safety procedures are well documented. Security measures are
enhanced by CCTV cameras at strategic locations both within and outside the schools
premises. Maintenance and transport procedures and records are appropriately
maintained and relevant certificates are in place. The school clinic is effectively run
and medical records are systematically maintained. Healthy lifestyles are regularly
promoted through appropriate canteen offerings, and supplemented by relevant
support materials provided by the School Nurse. The school premises are clean and
well maintained. A lift provides appropriate access to the second floor for students
with physical disabilities. An outline Child Protection Policy is in place and relevant
training has been given to supervisors. Most teachers have yet to receive professional
development training on child protection issues.
Staff are considerate of students and show a genuine level of concern for their safety
and well-being. The KG has created a positive, caring environment. The management
of student behaviour is variable in effectiveness. The lack of consistent practice
results from the absence a positive behaviour management strategy. Attendance
levels are acceptable at 92% but can often fall below this level in the middle and high
schools. The monitoring of attendance is insufficiently robust to identify internal
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Acceptable
Weak
Acceptable
Governance
Acceptable
Acceptable
The principal provides a clear vision for the schools development. He has an informed
awareness of the issues facing the school. This has been a vital component in the
challenge of creating a new and more challenging culture. In the few months the
school has been in operation, there are clear signs that the school has become more
cohesive. Students, staff and parents are beginning to relate to the new identity of
the school. Staff who have been assigned management responsibilities are
accountable for their delegated authority. Some of the early outcomes are shown in
the initiatives taken in KG and the increasing use of digital technologies in the school.
Given the engaged support of the board and evolving commitment of the staff, the
school has shown that it has the capacity to sustain further steady improvement.
A team approach to decision-making is in its early stage of development. The selfevaluation process is weak. An appropriate committee structure has been created for
the evaluation of performance standards but judgments are not substantiated with
sufficient rigour and relevant evidence. Currently there are no external benchmarking
procedures in place. The analysis of internal data is not robust enough to inform
planning. The link between self-evaluation and the school development plan (SDP) is
not firmly established. In consequence the stated priorities are related to routine
functional activities rather than providing a strategic direction
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Communication with parents has become more open and there are purposeful efforts
to encourage them to have a more direct involvement in their children's learning. A
Parent Council has been formed and parents report that they are encouraged by the
open door policy, which has been adopted by the new senior management team. They
are aware of the challenges of the new school and are appreciative of the care and
consideration given to their children. Initial reports contain appropriate information
about attainment but there is insufficient emphasis given to the reporting of learning
skills and the subsequent progress. At this early stage, the school has not yet been
focusing upon the development of external networks.
The Board of Directors effectively supports the development of the school. Significant
funding has been made available to create a secure and safe learning environment for
students. Communication with the school is regular and has an appropriate focus on
educational goals. Decision-making is swift when a suitable case for funding has been
made, for example in the development of the media centre. The Directors understand
the challenge of creating a new culture and increasing the pace of change within their
school.
Daily routines and procedures are becoming embedded. This is reflected in the orderly
transition of students around the school. The management of behaviour in lessons is
inconsistent. The subject expertise of most staff is appropriate but a minority lack
expertise in applying that knowledge to how students learn. The provision for
students with special educational needs is inadequate. Recent staffing appointments
have been made to address this issue.
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2. Ensure self- evaluation evidence informs the school development plan by:
i. requiring performance standard committees to record and summarize
evidence in relation to judgments about school performance
ii. a review of this evidence by the SLT to identify main priorities for
improvement
iii. creating a school development plan which addresses the identified
priorities through timelines, accountabilities and interim review to
identify progress towards completion.
3. Improve assessment processes by:
i. identifying skills and competences to track progress and set targets
for students
ii. using assessment data to plan for meeting the needs of different
groups of students particularly those with special educational needs
iii. analysing assessment data to identify the proportion students who are
meeting grade level expectations at the end of successive phases.
iv. comparing school performance data with external benchmarks to
identify themes for curriculum adaptation.
4. Improve quality of teaching by:
i. adopting teaching strategies which encourage more investigative,
independent learning by students and reduce the over-reliance on
worksheets
ii. sharing good practice
iii. providing professional development on questioning techniques and
the promotion of innovation skills.
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