Professional Documents
Culture Documents
Inspection Report
124@2@AlIttihadNationalPrivateSchool@1@2016@EN.docx1 of 17
16 19 November 2015
23 - 26 February 2014
General Information
Students
School ID
124
Total number of
students
1158
Opening year of
school
2004
Number of children in
KG
250
Principal
Najat Al Dhaheri
Number of students
in other phases
Primary 575
Middle 255
High
78
School telephone
Age range
3 years 7 months to 18
years.
School Address
Grades or Year
Groups
KG to Grade 12
alittihadaa.pvt@adec.ac.ae
Gender
School Website
www.inpsalain.com
% of Emirati Students
87.3%
Other largest
nationality groups (%)
1. Jordan 4.2%
2. Oman 2.5%
Licensed Curriculum
Staff
Main Curriculum
American
Number of teachers
97
Other Curriculum
------
Number of teaching
assistants (TAs)
19
External Exams/
Standardised tests
Teacher-student
ratio
Accreditation
------
Teacher turnover
20%
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Introduction
Inspection activities
5
109
Number of parents
questionnaires
School Aims
Leadership structure
(ownership, governance and
management)
Page 3 of 17
Number of other
students identified by
the school
Intellectual disability
Hearing impaired
Multiple disabilities
SEN Category
Number of students
identified
Intellectual ability
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Band B
Satisfactory (Acceptable)
Band C
Acceptable
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
(B)
Band A
Very Good
Performance Standards
BAND
Outstanding
Page 6 of 17
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KG
Primary
Attainment
Good
Acceptable
Acceptable
Acceptable
Progress
Good
Acceptable
Acceptable
Acceptable
Attainment
Good
Acceptable
Acceptable
Acceptable
Progress
Good
Acceptable
Acceptable
Acceptable
Attainment
N/A
N/A
N/A
N/A
Progress
N/A
N/A
N/A
N/A
Attainment
Good
Acceptable
Acceptable
Acceptable
Progress
Good
Acceptable
Acceptable
Acceptable
Attainment
Good
Acceptable
Acceptable
Acceptable
Progress
Good
Good
Acceptable
Acceptable
Attainment
Good
Acceptable
Acceptable
Acceptable
Progress
Good
Good
Acceptable
Acceptable
Attainment
Good
Acceptable
Acceptable
Acceptable
Progress
Good
Acceptable
Acceptable
Acceptable
Attainment
N/A
N/A
N/A
N/A
Progress
N/A
N/A
N/A
N/A
Attainment
Good
Acceptable
Acceptable
Acceptable
Progress
Good
Acceptable
Acceptable
Acceptable
Good
Acceptable
Acceptable
Acceptable
Islamic
Education
Arabic
(as a First Language)
Arabic
(as a Second
Language)
Middle
High
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, problem solving, communication
and collaboration skills)
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through food handling. Students in the primary and middle phases enjoy practical
science tasks. For example in Grade 6, where the majority of students know the basic
definition of mitosis and enjoy constructing a mitosis model successfully.
The progress of children in Arabic and Islamic education is good in KG due to their
positive attitudes and motivation to learn through the varied activities that support
their learning in lessons. Students writing skills in Arabic are weak. Critical thinking
and problem solving skills are underdeveloped in both Arabic and Islamic education.
Students in the middle and higher phases make only acceptable progress due to
lessons that are teacher led and lack adequate challenge.
In the lessons and activities seen during the inspection, the progress of students with
special educational needs (SEN) and those who may be gifted and talented is not
secure. Although they are identified, the support for SEN students is limited to English
lessons. There is some additional support when selected students are withdrawn
from their classes to work in the special needs room. Further support for individual
students is provided by the Zayed Foundation.
In physical education (PE), art and information and communication technology (ICT)
students make good progress in KG and acceptable progress in the rest of the school.
Some good application of ICT is being used in KG, primary, middle and high phases.
For example in KG and the primary phase, learners use ICT to enhance their learning
of language and number work in mathematics.
Students develop good learning skills in KG and in the primary phase. They benefit
from lessons where activities are structured well for them to take responsibility for
their own learning. They work collaboratively in groups to discuss and share their
learning. Students develop high levels of confidence to work independently of the
teacher. Their critical thinking is extended effectively when teachers ask probing
questions. In the middle and high phases, teachers provide fewer opportunities for
students in lessons to take responsibility for their learning and to work more
collaboratively. Group work to solve more open-ended problems was limited in the
lessons seen during the inspection. As a result, their application of learning to the real
world and making connections to their own lives is less well developed.
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Personal development
Understanding of Islamic values and awareness
of Emirati and world cultures
Social responsibility and innovation skills
KG
Primary
Middle
High
Good
Good
Good
Acceptable
Very Good
Good
Good
Good
Good
Good
Good
Good
Students personal and social development and innovation skills are good overall.
Students demonstrate positive and responsible attitudes towards learning and enjoy
their work in KG, primary and middle phases. This is less positive with students in the
high phase where there are weaker attitudes to learning. The behaviour of the large
majority of students is respectful and they respond very well to each other and to
adults in the school. Positive relationships contribute well to a friendly and
harmonious learning community where bullying is rare. Students demonstrate good
understanding of safe and healthy living through active play on a range of equipment
and show healthy choices in the food they bring and choose in school. Attendance is
good at 95%. Students arrive punctually to lessons throughout the school day.
Students have a secure appreciation and understanding of Islamic values. In
assemblies, students address the gathering and dance and sing to recorded music.
Islamic values feature strongly in all assemblies. Students read from the Holy Quran,
salute the flag and sing the national anthem with enthusiasm and energy. Students
gain good knowledge and are respectful and proud of their heritage and the culture
of UAE. They involve themselves in a range of cultural traditions and participate
actively in assembly themes and performances. They eagerly take part in school
celebrations such as childrens day events. Students design and produce decorative
art in preparation for National Day.
Students do charitable work for the Red Crescent and participate in fundraising
events. They volunteer to maintain the environment through the Environmental
Cleanliness Campaign. Students are also working on an idea to reduce traffic at the
front of the school. Students support the labour force by collecting and donating
clothing, food and water. They support the Dubai Cares project by baking and selling
food products to raise funds. Participation in the Eco Club projects involve students
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in maintaining the environment. Students in the high school phase listen to younger
students read both in Arabic and in English. Students are involved in work to promote
breast cancer awareness and celebrate Multicultural Day when parents and other
members of the community join them to organise and present information and
prepare food.
Children engage in problem solving and critical thinking activities in the KG, which are
structured to reinforce their innovation skills. For example, matching words that
contain the phonogram an to pictures using string or building words using alphabet
cards based on a range of pictures such as a van and man. In the primary phase,
students work collaboratively and also independently of the teacher when they do
group activities. Students in the primary phase develop their communication skills
well when they discuss their work in groups. They make links to the real word through
planned cross-curricular topics such as the animal project. In the high school, students
are given fewer opportunities for more open-ended problem solving and critical
thinking and are less challenged to apply deeper questioning. For example in an
English lesson, where girls analysed their work to consider how to make
improvements, the teacher missed opportunities to challenge the girls to be more
evaluative through the use of assessment criteria.
KG
Primary
Middle
High
Good
Acceptable
Acceptable
Acceptable
Assessment
Good
Acceptable
Acceptable
Acceptable
Teaching and assessment are acceptable overall. Teaching in the KG is good, enabling
children to make good progress with learning. Teachers have good subject
knowledge and know the children well. Relationships are strong. All teachers share
learning objectives with children and as a result, children have clarity about the tasks
and learning in lessons. Teachers in the KG understand how young children learn and
plan an interesting range of activities that support this. Teachers use prior attainment
to plan a range of activities to meet the needs of individuals and groups of learners
with similar stages of learning. Most teachers use a mix of strategies that are
challenging and engaging. The lively, stimulating learning environment and wellresourced tasks provide challenge and collaboration to develop students critical
thinking, enquiry and research skills. ICT is integrated well to enhance learning and
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children are competent at using the range of software to support their reading,
writing and number skills.
Similar approaches are now developing in the primary school where students
communication and critical thinking are promoted when teachers ask probing
questions. Links are made between the real world and subjects in the KG and primary
phases, for example with the animal project. This approach is underdeveloped in the
high school and as a result, students do not take as much responsibility for their own
learning. Tasks are not effectively matched to the learning needs of students and
there is insufficient challenge in lessons for students to develop their skills of problem
solving and critical thinking.
In preparation for assessment, teachers in the KG provide guidance and communicate
the expectations of tasks to the children as simple written steps in their workbooks.
This is evident in all core subjects. Formative marking is a strength in the KG where it
is detailed and teachers give helpful comments to support children with their next
steps in learning. This approach is developing in the primary phase where better
practice is evident in a few classes. Marking in the middle and higher phases is
inconsistent and underdeveloped. Rubrics are used in these phases to provide
guidance for assessment which is not always fully understood by the students. In a
minority of books, work is unmarked. Teachers in the high phase do not use students
prior attainment information effectively to influence their teaching.
The school has introduced benchmarking tests that provide teachers with
information about students learning skills. This process is at the early stages of
implementation and the use of this information to inform teaching in the middle and
high schools is not yet fully developed.
KG
Primary
Middle
High
Good
Good
Acceptable
Acceptable
Curriculum adaptation
Good
Acceptable
Acceptable
Acceptable
The curriculum is acceptable overall. Curriculum design and implementation are good
in KG and primary. Cross curricular links are good in primary and very good in KG.
Curriculum adaptation is good in KG. The planning to ensure continuity and
progression is good in KG with a clear strength of making links across the curriculum.
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KG
Primary
Middle
High
Good
Good
Good
Good
Good
Good
Acceptable
Acceptable
The provision for students protection, care, guidance and support in the school is
good in most respects. There are effective procedures for the safeguarding of
students including arrangements for child protection.
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The staff, students and parents are aware of these safeguarding procedures. There
are effective arrangements to ensure students safety and security. The clinic is well
equipped and supports 40 students with health conditions for example, asthma and
diabetes. Incident records and details of students who have medical conditions are
up-to-date. First aid kits and fire extinguishers are readily available. The science
laboratories are well equipped. Hazardous chemicals are kept in a locked cabinet. The
school provides a very safe, caring and secure environment for all students. Buildings
and equipment are well maintained in good repair and the school keeps secure and
accurate records. The building is adapted with lifts and ramps for students with
physical disability.
Staff and students have positive and purposeful relationships with each other.
Systems and procedures for managing students behaviour are in place and this is
reflected in the punctuality and attendance rate which is good. Internet software is
used to reward student achievement and good behaviour in school points system.
This is reported to parents using a smartphone Application Programme (APP).
Equally, points are deducted for negative behaviour. Systems to identify students
with SEN and those who may be gifted and talented (G&T) are not fully secure. The
school makes use of teachers observations and base line tests to identify G&T
students. Lists are being developed but this is not yet fully implemented in lesson
plans or in the level of support and challenge teachers provide in lessons.
Academic guidance is provided for students to support them in making academic
choices. The school effectively tracks the progress and destinations of students. This
is reflected in the destination data available which indicates that most students are
successful in applying for local universities.
Acceptable
Acceptable
Acceptable
Governance
Acceptable
Good
The principal and owner set a clear vision and strategic direction for the school and
this is shared with stakeholders and well supported in the school development plan
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(SDP). The governing body of which the owner is the chair, holds the schools senior
leadership to account. Self-evaluation is analytical, accurate and feeds into the
priorities for the SDP. The process of strategic planning is good and is having a positive
impact on raising standards in the KG and the primary phases.
The principal and vice principal are clear about the schools strengths and areas for
improvement and demonstrate effective capacity to improve. The vice principal is
active in ensuring that strategies for improvement are put in place. Leaders at all
levels need to ensure that they understand the attainment data and use it to ensure
lesson planning meets the needs of all groups of students at different levels of ability
and stages of learning. Examples of good practice in the KG and primary phases are
not shared across the school. Measures to improve the schools diagnostic
assessment systems and the management of data is beginning to provide the school
with information of where students skills are weak. This information is not used
effectively by leaders and teachers to ensure better planning in lessons to raise
achievement in the middle and high phase grades. Systems to ensure rigorous
monitoring of marking, planning and progress in lessons across the school are in need
of further development.
The day-to-day running of the school is good in most aspects. Students are well looked
after and appreciate the values of Islam and their cultural heritage through the wide
range of activities, assemblies, national celebrations and educational opportunities
provided.
Parents are encouraged to become involved in the life of the school. They work with
students to enrich the curriculum and broaden students experiences. For example,
on Multicultural Day, mothers prepare food and are involved in the activities. Parents
are supportive of the school. Relationships and communication are effective. They
would like more frequent and detailed information about their childrens progress.
The school buildings are spacious, well maintained and managed to support the
curriculum and learning. All facilities are in place for ensuring students with physical
disabilities are able to access all learning areas.
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