InspectionReport

Ambitions(AlTumooh)PrivateSchool

AcademicYear20142015

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Ambitions(AlTumooh)PrivateSchool

InspectionDate
SchoolID#

36May,2015
177

LicensedCurriculum

BritishandMinistryofEducation(MoE)

NumberofStudents

423

AgeRange
Gender
Principal
SchoolAddress
TelephoneNumber
FaxNumber
OfficialEmail(ADEC)
SchoolWebsite

4to18years
Mixed
AdelAkbal(VP)
MadinatZayedCity,AlGharbia
+971(0)28841500;+971(0)505729196
+971(0)28841600
ambitions.pvt@adec.ac.ae

Dateoflastinspection 2629May2013

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Theoveralleffectivenessoftheschool
Inspectorsconsideredtheschoolinrelationto3performancecategories
BandA Highperforming(overalleffectivenessgrade1,2or3)
BandB

Satisfactory(overalleffectivenessgrade4or5)

BandC

Inneedofsignificantimprovement(overalleffectivenessgrade6,70r8)

TheSchoolwasjudgedtobe:

BANDC;

GRADE7

Themainstrengthsoftheschoolare:

students behaviour in lessons and around the school and their generally
positiveattitudetotheirstudies
thesmoothfunctioningoftheschoolonadaytodaybasis
newlyestablishedsubjectspecificclubrooms.

Themainareasforimprovementare:

urgenthealthandsafetyissues
strategicleadershipanddirectionoftheschool
resourcing,planninganddeliveryoftheKGcurriculum
attainmentandprogressofstudentsinthecoresubjects
quality of teaching and learning, particularly in planning and delivering
lessonswhichcaterforthefullrangeofstudentsabilities
enrichment of the curriculum to widen the learning experiences for all
students
qualityandrangeofclassroomresources.

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Introduction
The school was evaluated by 3 inspectors. They observed 71 lessons, attended
assemblies and conducted meetings with senior staff, subject coordinators,
teachers, students and parents. They analysed test and assessment results,
scrutinized studentsworkacrosstheschool,reviewed the235responsestothe
parents questionnaire and considered many of the schools policies and other
documents. The senior leadership team (SLT), except for the principal who was
absentduringtheinspection,wasinvolvedthroughouttheinspectionprocessand
conducted3jointobservationsoflessonswithmembersoftheteam.

DescriptionoftheSchool
Ambitions (Al Tumooh) School opened in 2004 as a private school catering for
MuslimstudentsinMadinatZayedCity,AlGharbia.Theschoolserveschildreninthe
local area whose parents work in departments of the Municipality or run small
businesses. The schools vision is to go Hand in Hand towards distinguished
education. Its aim is Building up a leading, balanced, character searching for
knowledge,eagertoacquirescienceandlearning.
Ofthe423studentsonroll,215areboysand208girls.Theschoolisdividedintoa
BritishCurriculumsectionwith68studentsfromKindergarten(KG)toGrade4and
anArabicSectionwith355studentsfromKGtoGrade12,whichfollowstheMoE
Curriculum. The school reports that 130 students left this academic year to join
newlyopenedlocalgovernmentandmilitaryschools.Notallgradeshavestudents
andtherearejust3boysinGrade12.IntheBritishsection,59%areUAEnationals,
16%arefromEgypt,13%fromSyria,4%fromJordanandonestudentfromeachof
Algeria,Iraq,Tunisia,PalestineandLebanon.IntheArabicSection,29%ofstudents
arefromSyria,25%fromEgypt,14%fromJordanand14%areUAEnationals.Asmall
numberofstudentsarefromotherMiddleEasternandNorthAfricancountriesand
1 is from Germany. The school has not identified any students as having special
educationalneeds(SEN),althoughonestudenthasmobilityproblemsandrequires
assistance with her handwriting. No students have been identified as gifted and
talented.StudentstaketheMOEexaminationsfromGrade6toGrade12.
Theseniorleadershipteam(SLT)ismadeupoftheviceprincipal(VP)andacademic
supervisor. There was no principal in post at the time of the inspection. Staff
turnoverishighthisacademicyear,with10teachersleavingduetothedecreasein
theroll.Theschoolrecentlyacquiredanewowner.Thereisnogoverningbody.
Tuitionfeesareinthelowtomediumrange,atAED10,000toAED16,000,inthe
Britishsection.IntheArabicsection,thefeesrangefromveryaffordabletolow,at
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AED 4,600 to AED 13,225. There are additional charges for books, buses and
uniform.

TheEffectivenessoftheSchool

Evaluationoftheschoolsoveralleffectiveness
Ambitions Private School is in need of very significant improvement. Students
attainmentinthecoresubjectsofArabic,IslamicEducation,socialstudies,English,
mathematics and science is well below international standards. The school has
madesomeimprovementssincethelastinspectioninstudentsbehaviourandtheir
attitudes to study. Despite this, improvement since the inspection is very
unsatisfactoryoverall.Theschoolhasverylimitedclassroomresourcestosupport
learningappropriatelyandspecialistfacilitiesbutnowhasasecondICTlaboratory
andsubjectspecificclubrooms.Teachingisveryunsatisfactoryanddoesnotfocus
effectively enough on students learning. The curriculum is not enriched with an
appropriaterangeofextracurricularactivities.Theschoolhashad3principalsin
the last 3 years and as a consequence lacks the necessary strategic direction to
improve the quality of education at the school. The planning, delivery and
resourcingoftheKindergarten(KG)sectioniswhollyinadequate.TheKGplayarea
isunsafeandthereareserioushealthandsafetyissueswiththebuses,includingan
absenceofseatbeltsonthefrontseat.
Studentsattainment&progress
Attainmentandprogressareveryunsatisfactory.Lessonobservationsandscrutiny
ofstudentsworkshowthatstudentsattainmentinEnglish,mathematics,science
andinformationandcommunicationtechnology(ICT)arewellbelowinternational
standards.Progressinallsubjectsisveryunsatisfactory.Girlsmakerelativelybetter
progressinEnglish,mathematicsandsciencebecausetheylistenattentivelytothe
teacher and tackle class tasks with enthusiasm. Lessons lack challenge and as a
resultstudentsdonotmaketheprogressexpectedofthem.Studentsacquisition
ofbasicskillsinnumeracy,literacyandICTareweak.Theschoolrecordsstudents'
test results but does not analyse the data, measure students' progress or set
targetsforthem.
StudentsattainmentandprogressinArabic,IslamicEducationandsocialstudies
areveryunsatisfactory.TheirunderstandingofIslamicandUAEvalues,cultureand
traditionsisdeveloping.InIslamiceducation,themajorityofstudentsinGrade3
cannamethepillarsofIslamandIman.Fewstudentscanreciteversesfromthe
HolyQuranusingproperrecitationrules.InSocialStudies,moststudentsinGrade
1cancorrectlylocatetheUAEonamap,identifytheflagandnamethecapitaland
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ruler.Olderstudentsdonotunderstandtheroleandfunctionsofastateandhow
Arab countries cooperate with each other. This represents weak levels of
attainmentandprogress.InArabic,grade1studentscanreadhighfrequencysight
wordsandwritetheirnamebutarenotabletowriteaccurate,extendedsentences.
Older students are not developing their Arabic reading and writing skills to
expected levels. In Grade 12, students cannot differentiate between biography,
novels and resumes. Teachers provide too few opportunities for students to
developtheirextendedwritingskills.
In English, most British curriculum students can construct simple sentences and
answer direct questions with reasonable accuracy. However, students have too
fewopportunitiestodeveloptheirextendedwritingandpresentationskills,orread
challenging texts. There is an overreliance on undemanding textbooks and
worksheet exercises. Writing is weak. Most students are inaccurate in letter
formationandspelling.Grade12studentsdonotspeakwithconfidenceandclarity.
Inmathematics,KGstudentscanrecitenumbers1to20inorder.Afewcanmatch
objects to a number without support but are not developing numeracy skills
appropriate to their age. By Grade 3, they can add and subtract 2 and 3 digit
numbersbutcannotapplythisknowledgetosolveproblems.Olderstudentscan
useandrecognisesimplemeasurementssuchascentimetresbuttheirmeasuring
skillsarenotalwaysaccurate.Grade9studentsarenotconfidenttoaddaseriesof
numberswithouttheuseofacalculator.Grade12studentsareunabletoprovide
connectionsbetweentheirlearningandreallifesituations.
Alackofadequateresourcesinscienceseverelycurtailstheprogressofstudents,
particularlyindevelopingtheirenquiryskills.Asaresult,theydonotknowhowto
conductafairtest,formahypothesisortestitthroughexperimentation.Bythe
timestudentsreachgrade3,theycanrecogniseandclassifyanimalsintogroups
suchasmammals,insectsandreptiles.Theycannotexplainwhycertainmaterials
are the right choice for different products. Grade 9 students are able to make
scientificcalculationsusingmass,speedanddistance.Ingrade12,studentshave
somelimitedunderstandingoftheperiodictableandthestructureofelements.
StudentsaregiventoofewopportunitiestouseICTintheirlessonstoproduceand
present work using relevant software. Science, mathematics and English
departments have made attempts to deliver coordinated lessons using ICT but
these are not well planned, they lack challenge and have unclear learning
outcomes.ICTlessonsprovidelimitedopportunitiestodevelopstudents'practical
computer skills as too much time is spent explaining theory. Students are not
developingtheirindividualandteamskillsinphysicaleducation(PE),mainlydueto
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a lack of specialist sports facilities. In music, a few students play instruments at

morningassembly;practicallessonsfocusmainlyonsinging.Althoughtheschool
hasaroomfullofmodelsandartefacts,littleisdonetodevelopstudentsdrawing
andpaintingskills.

Giftedandtalentedstudentsarenotbeinggivenchallengingactivitiestoensure
that they make the progress of which they are capable. SEN students are not
identified and appropriately supported. Students 21st century skills are very
underdeveloped.Whilststudentsusuallysitingroups,collaborativetasksandroles
arerarelywellexplainedoreffective.Studentsaregivenfewopportunitiestobe
creative and develop their critical thinking skills. Neither do lessons encourage
studentsindependentlearningandproblemsolvingskills.
Studentspersonaldevelopment
Students personal development is unsatisfactory. Students 21st century skills of
creativityandcriticalthinkingareunderdeveloped,particularlyastheyapplytothe
next stage of their education and future careers. Many students lack the self
confidencetoexpressthemselvesandaskchallengingquestionsoftheirteachers.
Studentshavelimitedopportunitiesinclasstoexercisetheirleadershipskills.The
studentsarewellbehavedandhaveapositiveattitudetoschoolandtheirstudies.
Attendance is average at approximately 90%. Attendance is slightly lower in the
Britishsection.Punctualitytoschoolisunsatisfactory,usuallybecausethebusesdo
notarriveontime.StudentshaveasoundunderstandingofUAEcultureandvalues
and the multicultural nature of the country. They participate well in morning
assemblies, show respect for the flag and sing the National Anthem with
enthusiasm. They show respect for their teachers and peers and the school
environment.Opportunitiesforstudentstoparticipateinextracurricularactivities
andmakecontributionstothelocalcommunityarelimited.ThegirlsGreenTeam
ensuretheschoolenvironmentiskepttidyandfreeoflitter.There arenoother
environmental initiatives undertaken by students at the school. Students
understandingofhowtolivehealthylivesisunderdeveloped.
Thequalityofteachingandlearning
Thequalityofteachingandlearningisveryunsatisfactory.Lessonsaretooteacher
centredandthereisanoverrelianceontheuseofthetextbooksandshortanswer,
unchallenging worksheets. There are few openended, problem solving tasks.
Opportunitiestodevelopstudentscollaborativeskillsaresimilarlylimited.Some
teachinginthelowergradesengagesstudentswellandpromotesbetterprogress,
particularlyamongthegirls.Lessonsarenoteffectivelyadaptedtocaterforthefull
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rangeofstudentsabilities,includingthosewithSENandthosewhoaregiftedand
talented.Lessonobjectivesareusuallydisplayedfortheclassbutrarelyarethey
shared and explained effectively. They are not assessed during or at the end of
lessons to check students understanding and whether all have achieved the
objectives. Teachers rarely use targeted questioning to check students
understanding. An example of effective questioning was observed in a grade 4
boysclasstochecktheirunderstandingofthecharacteristics,andconsequences,
oflivinginthedesert.Toooftenteachersdonotallowsufficienttimeforstudents
toreflectontheirlearningeitherinrespondingtoquestionsormoregenerally.
Teachingdoesnotpromotethe21stcenturyskillsofcriticalthinking,collaboration
and creativity. Students enjoy working in groups when they are given the
opportunityandtimetodoso.Inabettergrade8Englishclassforexample,girls
workedcreativelyandcollaborativelytoproducearoleplayscenariodetailinghow
cooking methodshadchanged throughtheages.Assessmentinformationisnot
used to plan work to ensure students of different abilities make appropriate
progress.Nordoteacherssetsubjectspecifictargetsforstudents.Relationships
aregoodinmostclassesbecausebehaviourismanagedeffectively.TeachinginKG
isveryunsatisfactorybecauseteachersdonotprovideactivitiesthatengagethe
childrenorchallengethemtodowell.Mostworksheetsprovidelittleornolearning
experienceandaremainlydevotedtofillingtimeoroccupyingthechildren.
Meetingstudentsneedsthroughthecurriculum
The implementation and delivery of the curriculum is very unsatisfactory. The
schooloffersparentsachoiceofBritishorMoEcurriculumwhenstudentsjoin.In
both cases, the school provides limited enrichment to motivate and enthuse
students,particularlytoprovidechallengeforthegiftedandtalentedandsupport
students with SEN. The science club, when it meets, does provide an enriching
learningexperienceinscienceforsomestudents.TheBritishcurriculumisbased
solely on English language textbooks and has only tenuous links with the UK
National Curriculum. The curriculum does not support the development of
students higher order thinking, their wider 21st century skills or independent
learning.Theplanning,deliveryandresourcingoftheKGcurriculumisinadequate.
The curriculum does meet the needs of young children. There are too few age
appropriate resources and curriculum planning does not provide broad
experiencestopromotechildrenssocial,personalandcognitivedevelopment.The
culture, heritage and values of the UAE are promoted satisfactorily, particularly
through morning assemblies and the social studies programme. The school is
developing crosscurricular lessons in English and Science using the ICT
laboratories;theseareunchallengingandlearningoutcomesarenotclearenough.
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TheschoolhassomeappropriateexternallinkswithorganisationssuchastheRed
CrescentandthelocalTechnicalInstitutewhichprovidesthemwithaninsightinto
vocational courses. The preparation of students for the next stage of their
educationandfuturecareersisunderdeveloped.
Theprotection,care,guidanceandsupportofstudents
Arrangementsfortheprotection,care,guidanceandsupportofstudentsarevery
unsatisfactory. Although the staff promote a caring ethos, there is insufficient
guidance and support for students on their academic progress. Students do not
have subjectspecific targets. The school does not have effective procedures to
identify and support students with SEN and the lower ability students. Little is
providedtochallengeandmotivatethosewhoaregiftedandtalented.Thesocial
workers make a positive contribution to the welfare of students and deal
appropriatelywithbehaviourissues.Staffareawareofsafeguardingexpectations
and the implementation of the Child Protection and behaviour management
policies is satisfactory. The school uses a range of appropriate communication
channelstoimpartinformationtoparents,particularlyifstudentshaveproblems
atschool.
Theschoolissafeandkeptsecureduringtheday.Sufficientstaffareondutyduring
breaktimestosupervisestudents.Proceduresforensuringgoodpunctualityare
inconsistentandineffective.Theschooldoesnothaveproceduresandsystemsin
placetoensurethatschoolbusesareadequatelycheckedtoensuretheymeetall
the relevant ADEC health and safety requirements. Students leaving by private
transportattheendofthedayarenotadequatelysupervised.TheKGplayareais
onaninappropriatehardsurfaceandthearrangementsforthesupervisionofKG
childrenattheendofthedayareinadequate.Theschoolnurseprovidesadequate
guidanceonhealthylifestyles.

Thequalityoftheschoolsbuildingsandpremises
The quality of the schools buildings and premises is very unsatisfactory. The
groundsandnumberandsizeofclassroomsaremorethanadequatetosupport
thenumberofstudentsattheschool.Thesiteissecurewiththetwoentrances,
guardedbytwofulltimesecuritystaff.Thebuildingsarecleanbutinneedofmajor
decorating and refurbishment. Classrooms are uninspiring with old, dilapidated
furniture and a limited amount of students work on display. There are also few
artefactsondisplayaroundtheschooltopromoteengagementandwiderlearning.
A notable exception is the large model spacecraft built by the Science Club
students.SeveralattractivemuralsdepictingUAEheritageandculturebrightenthe
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buildingwalls.TheclubroomsforEnglish,mathematics,scienceandArabicare
moreengagingthantheclassrooms,withappropriatesubjectspecificdisplaysand
examplesofstudentswork.Thereare2poorlyequippedsciencelaboratoriesand
2 nonspecialist classrooms which are being used for art and music. The 2 ICT
laboratoriesareappropriatelyfurnishedwith20workstationsineach.Thereareno
specialistindoororoutdoorfacilitiesforPE.Asmall,inappropriateroomisusedfor
indoor sport and as a theatre. Classrooms have not been adapted to meet the
needsofthestudentswithSEN.Asmall,poorlystockedroomactsasalibrarybut
itonlycontainsbooksinArabicandisrarelyused.Theschoolhasasmallprayer
roombutnofacilitiesforwashing.The3canteensarecleanandhygienicproviding
fresh,healthyfoodeachday.Therearenofacilitiesforstudentstositandeattheir
food. The KG play area surface is unsafe and inappropriate. There are no toilet
facilitiesintheKGclassroomsandtheonesusedbythechildrenareinappropriate
fortheirage.

Theschoolsresourcestosupportitsaims
Theresourcestosupportthedeliveryofthecurriculumareveryunsatisfactory.The
limitedrangeandqualityofclassroomresourceshaveasignificantnegativeeffect
oncurriculumdeliveryandstudentsengagementandprogress.Theschoolisfully
staffed with appropriately qualified teachers. It offers an alternative British
curriculum but there are no staff to provide good modelling of spoken English.
Teachersreceiveprofessionaldevelopmenttrainingwhichisprovidedinternallyby
seniorstaffandselectedteachers.Itisnotmakingsufficientimpactinimproving
practice.Teachersfeeltheywouldbenefitfromtrainingbyexternalprovidersto
provide a fresh view and new ideas on teaching strategies. There are few high
quality resources in the classrooms apart from the computers in the ICT
laboratories.TherearenoclassroomICTresourcesandtheschooldoesnothave
accesstotheinternet.PE,artandmusicresourcesareminimal.Opportunitiesfor
students to engage in practical, handson experiments in science are limited
becauseoftheinadequaterangeofresources.TherearenodedicatedSENorgifted
andtalentedresourcesandlittletosupportthedevelopmentof21stcenturyskills.
ResourcestomotivateandengagechildrenintheKGsectionaresimilarlylimited.
Thereareseriousissuestoberesolvedasamatterofurgencyconcerninganumber
ofhealthandsafetyissuesontheschoolbuses.Theseincludetheabsenceofseat
beltsonthefrontseats,fireextinguisherswhichhavenotbeenservicedandoutof
datefirstaiditems.Thegeneralmaintenanceofthebusesissatisfactory.
Theeffectivenessofleadershipandmanagement
Leadershipandmanagementareveryunsatisfactory.Theseniorleadershipteam
(SLT)isnotprovidingthestrategicdirectionnecessarytoimprovethequalityof
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educationprovidedbytheschool.TheschooldoesnothaveaBoardofGovernors
toprovideessentialmonitoringofschoolperformanceandsupporttotheacting
principal and SLT. The Self Evaluation Form (SEF) is over generous in evaluating
quality. The previous principal, who had resigned before the inspection, was
supportedbythestaffinproducingaclearschooldevelopmentplan(SDP),which
is clear, relevant and wellstructured. The prioritized actions have not been
evaluatedsotheSLTisinsufficientlyawareofitsimpact.TheAcademicSupervisor
has begun making some strategic improvements particularly in improving the
planning and organization of teaching. However, lesson observations are not
rigorous enough to ensure that the classroom practice impacts positively on
studentslearningandprogress.
Performancedataisnotconsistentlyanalysedtotrackwholeschoolandindividual
progress, nor used to set subjectspecific targets for students. The standard of
education provided by the KG section is inadequate and is not being robustly
tackledasamajorissuebytheSLT.TheSLThavenotensuredthatthehealthand
safetyrequirementsrelatingtoschoolbuseshavebeenaddressed.Teachersdonot
have access to high quality external professional development courses and
training. Parents are generally supportive of the school and links with them are
effective.Asignificantminorityofparentsdonotfeeltheyarekeptwellinformed
abouttheirchildrensprogress.
Theschoolfunctionsfairlysmoothlyonadaytodaybasis.Theschoolleadership
promotesasoundappreciationofthevalues,cultureandheritageoftheUAE.The
newownerhasinvestedinasecondICTlaboratoryandrefurbishedseveralrooms
as the subject club rooms. The owner indicates that further planned
improvementstothebuilding,includingspecialistsportsfacilitiesandarefurbished
KG section, have been put on hold pending income from additional student
enrolments.Anewprincipalisbeingsoughtfortheforthcomingyear.Atpresent
theschooldoesnothaveadequatecapacitytoimprove.

Progresssincethelastinspection
Theschoolhasmadesomeprogresssincethelastinspectionbuttheoverallquality
of education is inadequate. Students behaviour and attitudes to study have
improved.Firstaidprovisionisnowadequate.Theschoolstillhasserioushealth
and safety issues, concerning the buses and KG facilities. Teaching practice has
improved to the extent that teachers are now using a common lesson planning
templateandlessonobjectivesaredisplayedatthebeginningoflessons.Theseare
notsufficientinthemselvestobringmakerealimprovementstolessonqualityand
studentsprogress.Therearestilltoofewopportunitiesforstudentstodevelop
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theirindependentlearningandhigherorderskills.Theschoolstilllacksthestrategic
directiontoimprovethequalityofeducationitoffers.

Whattheschoolshoulddotoimprovefurther:
1. Asamatterofurgency,theschoolshouldaddressthecurrenthealthand
safetyissues,specifically:
i. thehealthandsafetyrequirementsoftheschoolbuses
ii. theabsenceoftoiletsintheKGclasses
iii. theinappropriate,unsafeKGplayarea.

2. Improvethestrategicleadershipanddirectionoftheschoolby:
i. providingstableandeffectiveseniorleadership
ii. settingexplicitdevelopmenttargetsforteachersandsubjects
iii. providingmorerobustlessonobservationsandspecificfeedbackto
teachersonhowtoimprove
iv. makingmoreextensiveuseofdatatoinformstrategicplanningand
targetsettingfortheschool.

3. Improvetheattainmentandprogressofstudentsinthecoresubjectsby:
i. analysingperformancedataandusingittotrackstudentsprogress
ii. providingextrasupportforthosewhofallbehindintheirlearning
iii. setting specific, measurable targets for students which are
effectivelyandregularlymonitoredbysubjectcoordinators.

4. ImprovetheKGprovisionby:
i. implementingaspecificKGdevelopmentplan
ii. monitoringcloselytheplanninganddeliveryoftheKGcurriculum
iii. improvingtherangeandqualityofresourcesintheKGsection.

5. Improvethequalityofteachingandlearningby:
i. increasing the quality and range of classroom resources to enable
moreactivelearningstyles
ii. planning and delivering lessons which cater for the full range of
studentsabilities
iii. ensuringthatlessonobjectivesaresharedwithstudentsandusedto
assesslearningbothduring,andattheendof,lessons.

6. Developstudents21stcenturyandhigherorderskillsinpreparationfortheir
nextstageofeducationandfuturecareersby:
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i.

ensuringthatlessonsareplannedtoincludedevelopmentofcritical
thinking,creativityandproblemsolvingskills
ii. providing more opportunities for students to enhance their
collaborativeandindependentlearningskills
iii. ensuringtheseskillsareplanned,assessedandreportedon
iv. enablingstudentstouseICTmoreregularlyacrossallsubjects.

7. Provideamoreextensiverangeofengagingextracurricularactivitiesby:
i. developingmoreclubsandactivitiesatbreaktimesandafterschool,
particularlyforgiftedandtalentedstudents
ii. arranging trips to places of interest and inviting speakers to the
school to provide experiences for students which enrich their
learningaboutthewiderworld.

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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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