Professional Documents
Culture Documents
Inspection Report
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to
General Information
Students
School ID
147
Total number of
students
1290
Opening year of
school
1983
Number of children
in KG
240
Principal
Rima Sarieddine
Number of students
in other phases
Primary:
Middle:
High:
School telephone
Age range
3 years 8 months to 18
years
School Address
Grades or Year
Groups
KG to Grade 12
alsanawbar.pvt@adec.ac.ae
Gender
Mixed
School website
Alsanawbarschool.com
% of Emirati
Students
57%
Low to medium:
AED 12,500 AED 26,6000
Largest nationality
groups (%)
1. Jordanian: 9%
2. Syrian:
8%
3. Egyptian: 7%
Licensed Curriculum
686
190
174
Staff
Main Curriculum
American
Number of teachers
73
Other Curriculum
------------
Number of teaching
assistants (TAs)
27
External Exams/
Standardised tests
Teacher-student
ratio
KG/ FS
1:24
Other phases
1:17
-------------
Teacher turnover
24%
Accreditation
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Introduction
Inspection activities
Number of inspectors
deployed
4
125
Number of parents
questionnaires
School Aims
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Admission Policy
Leadership structure
(ownership, governance and
management)
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Intellectual disability
Visually impaired
Hearing impaired
Multiple disabilities
SEN Category
Number of students
identified
Intellectual ability
0
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Band B
Satisfactory (Acceptable)
Band C
(A)
Satisfactory
Good
Band C
In need of significant
improvement
Weak
High Performing
Acceptable
Band B
Good
Band A
Very Good
Performance Standards
BAND
Outstanding
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
Band A
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Page 8 of 18
KG
Attainment
Islamic
Education
Arabic
(as a First Language)
Arabic
(as a Second
Language)
Primary
Middle
High
Good
Good
Good
Good
Progress
Good
Good
Good
Good
Attainment
Good
Good
Good
Good
Progress
Good
Good
Good
Good
Attainment
Good
Good
Good
Good
Progress
Good
Good
Good
Good
Attainment
Good
Good
Good
Good
Progress
Good
Good
Good
Good
Attainment
Good
Acceptable
Acceptable
Good
Progress
Good
Good
Good
Good
Attainment
Acceptable
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
Good
Good
Good
Progress
Good
Good
Good
Good
Good
Good
Good
Good
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 overall quality of students achievement is good. Most students make good
progress over time and in most lessons. Assessment data in all Arabic-medium
subjects is rigorous and shows good standards are being achieved. This is confirmed
by EMSA and MoE test results and by the good quality of students coursework. Data
from Measures of Academic Progress (MAP) and Scholastic Assessment Test (SAT)
assessments is more limited and does not provide a complete picture of attainment
in most English-medium subjects. Schools internal continuous assessments are not
standardised against curriculum standards and external benchmarks, for example
MAP tests, and therefore at times, present an inflated view of the attainment.
The results of diagnostic assessments, on entry to the KG, show that childrens skills
are below or well below expected levels, particularly in English, mathematics and
science. They then make good progress in KG and by the time they reach primary,
most are attaining in line with or above expected curriculum levels. Progress and
attainment are less strong at Grades 4 to 8 in mathematics and science, particularly
for a minority of boys. From Grades 9 to 12, most students make good progress and
the majority attain levels in coursework that are above curriculum levels in English,
and in line with in mathematics and science. In Grades 11 and 12, students are entered
for TOEFL and IELTS tests to provide a measure of their attainment against
international standards. These students perform well. Additionally, a range of
assessments is used by the school, including Common Educational Proficiency
Assessment (CEPA) and Preliminary Scholastic Assessment Test (PSAT), to enable
students to access universities locally and internationally. SEN students make
acceptable progress because of the effective support they receive.
The quality of achievement in Islamic education is good. Grade 12 MoE examination
results and internal assessments over time indicate that the majority of students
attain levels that are above average. For example, in Grade 3, the majority of students
are able to answer questions about the story of the Prophets marriage to Khadija his
first wife, and explain her role in Islam. They can give examples of Islamic values, for
example, tolerance and patience, and make links to their own lives. By Grade 11, the
majority of students who are non-natives of Arabic language, can recite verses of the
Holy Quran following correct Tajweed rules and explain the meaning of verses,
thereby demonstrating deep knowledge and understanding.
Students achievement in Arabic is good. Attainment in Grade 12 MoE examination is
good as a majority of students attain above curriculum standards. Majority of the
children in KG achieve above curriculum expectations. In KG2, for example, almost all
children can write their names. The majority can read and write short sentences
correctly. By Grade 6, the majority of students can read text fluently with expression,
discuss issues and express their opinions clearly using classic Arabic, thereby
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demonstrating good reading, understanding and speaking skills. By the time they
reach Grade 10, students can read classical poetry fluently with expression. They can
explain and analyse poems and be critical. The overall achievement of students
studying Arabic as a second language is also good. For example in Grade 9, the
majority of students can write about different topics using appropriate vocabulary
and correct language, then proof read their writing and produce a final, well-written
copy.
Achievement in social studies is good. Children in KG can sing the national anthem and
identify colours in the flag. The majority can make links between UAE culture and their
own. By Grade 6, most students can explain and discuss the concept of the state. The
majority can explain the meaning of democracy, compare between different types,
and make links to the UAE and Arab world. By Grade 9, most students can compare
the present and past of the UAE. They can discuss the reasons behind the significant
change of life in the UAE, give examples, and reflect on their own personal
experiences of change.
Attainment in English is acceptable overall for most students, and strengthens by high
school phase due to good progress throughout. Children make a strong start in KG
and by the time they enter primary, students are taking more responsibility for their
learning and can read simple books and write comprehensive sentences. They are
encouraged to be critical thinkers and to make decisions through the weekly free
zoning cross-curricular activities. Most students make secure progress in lessons and
over time, and by the time they leave the school, most have acquired good skills in
speaking, reading and writing.
Achievement in mathematics is acceptable overall though more variable at times in
primary and middle phases, and stronger consistently in KG and at high school phase.
Girls maintain a positive attitude though a few boys in Grades 4 to 6 can lose interest.
By the time they leave KG, children are using English language for mathematical
concepts with growing confidence, counting and writing numbers accurately.
Progress is acceptable for most students and they support each other using peer
assessment. SAT external benchmarks for Grade 12, over 3 years, indicate that boys
and girls attainment is in line with international averages. This is a good performance
overall when considering their low starting points.
The pattern is similar in science. Most students reach at least acceptable standards
and progress is generally good at KG and acceptable thereafter. Children in KG enjoy
investigating the world around them. They carry out simple investigations and use
symbols to record their predictions. Through the primary, middle and high school
phases, most students attainment is in line with curriculum expectations and leads to
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generally secure attainment by Grade 12. Boys and girls progress equally well from
their low starting points.
Attainment and progress for students in other subjects is good. In information and
communication technology (ICT), students are challenged according to their abilities
through well planned differentiated tasks. Competition is used effectively by teachers
and it motivates almost all students to do their best and meet the set challenges. In
music, art and drama, students are encouraged to be creative and apply their skills in
interesting cross-curricular settings.
Learning skills are developing well overall. Most students have the opportunity to be
challenged to think innovatively and critically. They collaborate on projects and are
keen to research independently. Students practise their leadership and mentoring
skills in innovative ways. For example, students in Grade 12 who take Calculus after
school have volunteered to use some of their time to assist teachers in the lower
grades by supporting the learning of younger students.
KG
Primary
Middle
High
Personal development
Good
Good
Good
Good
Good
Good
Good
Good
Good
Good
Good
Good
The overall quality of students personal and social development is good. Their
relations with staff are positive in and out of lessons. Students have leadership roles
keeping and supervising order during break times. Most students are aware of the
need to stay healthy and they understand important ways of doing so. For example,
they like playing different types of sports during break time. Students value the
opportunities they are given to show responsibility, for example by helping to
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supervise break times. Most students display positive attitudes to each other and to
learning. A few boys in primary and middle phases show less interest in learning at
times and become passive, especially when teaching becomes more contentdriven.
Attendance is good at 94%. A few students arrive late for morning assembly.
Students show respect for the Holy Quran during assemblies. Students from different
nationalities socialise well and see themselves as part of the same school community.
Students in Grade 4 show good knowledge of Islamic celebrations, such as Eid Al
Adha and Eid Al Fitr, and the special events that take place during them. They
compare Islamic Eid celebrations in different Arabic countries. They have pride in
their UAE identity and show this in the way they celebrate National Day and Flag Day.
Students, especially in the higher grades, link with the local community well through,
for example, arranging for senior citizens to receive gifts and by organising sports
events for local SEN centres. Students participate in innovation opportunities such as
making an air conditioning prototype. They show awareness of protecting nature by
planting trees. Students use ICT to create leaflets promoting water conservation.
These activities are building students awareness of their responsibility to sustain the
environment for future generations.
KG
Primary
Middle
High
Good
Good
Good
Good
Assessment
Good
Acceptable
Acceptable
Acceptable
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Throughout the school, teachers are broadly effective in meeting the needs of
students. They offer challenge and support to all groups and individuals by planning
and organising lessons well in a way that enables almost all students to make
effective progress, particularly in Arabic, Islamic education and social studies subjects,
and for SEN students. Most teachers also provide opportunities for students to be
innovative, to think critically and to problem solve.
In KG, childrens academic and personal achievements are diagnosed effectively. In
particular for subjects taught in English, internal assessment procedures, are not
always consistent as they are not securely standardised and benchmarked against
external tests. In Arabic-medium subjects, assessment approaches provide accurate
measures of attainment and progress. The use of information from the outcomes of
MAP and SAT assessments for English, mathematics and science are less robust.
Information from students coursework gives teachers a broadly accurate view of
students progress to guide their lesson planning. This enables teaching to meet the
needs of all groups of students. In most subjects, teachers regularly involve students
in the assessment of their own learning.
KG
Primary
Middle
High
Good
Good
Good
Good
Curriculum adaptation
Good
Good
Good
Good
All aspects of the curriculum are good. It has a clear rational and meets the American
Californian Common Core Learning Standards and Ministry of Education
requirements. It prepares students well overall for their next educational stage. The
curriculum provides for the gradual acquisition of skills and knowledge in a wellsequenced way. This is promoted well by subject leaders who provide helpful
curriculum maps which show the steps that underpin continuity and progression, and
they monitor progress against these maps generally well, particularly at the middle
and high phases. At the KG and primary phases, the focus of monitoring tends to be
on the quality of curriculum activities and less so on progress against progression
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steps. In Grades 10 to 12, students choose from a wide range of electives. Teachers
support them effectively in their choices. The curriculum is reviewed annually.
The curriculum has been modified well to meet the needs of different learners. In KG,
for example, innovative learning zones promote childrens acquisition of a range of
important learning skills. The curriculum is adapted well to support SEN students, but
less so for those who may be gifted and talented because the school has yet to
identify them in a systematic way. Extracurricular and cross-curricular links are well
established and include, for example, science and innovation days. In Grade 12, the
school organises careers fairs and visits to and from international universities. The
house system is used well as part of the wider curriculum. The wider curriculum
enables students to lead writing competitions, and take part in debates and Arabicspeaking competitions. The eco club has planted sustainable trees around the school
and in the local community. Students raise funds for charities such as the Red
Crescent. Learning about Emirati culture and UAE society is promoted well in most
subjects.
KG
Primary
Middle
High
Health
and
safety,
including
arrangements for child protection/
safeguarding
Good
Good
Good
Good
Good
Good
Good
Good
The protection, care, guidance and support of students are good. Safeguarding
procedures are rigorous. Staff have been trained in child protection procedures.
Students are supervised well. Effective measures are taken to protect them from all
forms of abuse, including bullying. Provision for first aid is effective and the bus
supervision is organised safely. The clinic is adequately equipped with one male and
one female nurse. They run courses to raise students awareness of healthy living.
Physical education lessons and break time activities also support healthy living. The
storage and delivery of medicines and medical waste is effective. The school
environment is safe, hygienic and secure. Toilets are well maintained and clean. There
are three canteens that serve healthy choices.. The school does not have a lift to the
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first floor and this would limit access if the school was to enrol any students with
significant mobility difficulties. Maintenance records are kept up to date and there is
a safety committee. The school has regular fire drills and evacuations.
The welcoming, inclusive ethos unites all groups and nationalities and underpins the
care staff provide. The school encourages students to attend effectively and this is
reflected in attendance levels. Behaviour management approaches promote positive
and respectful relationships. The identification and support of students with special
educational needs is good. The school does not yet have a register of gifted and
talented students though staff have been trained in challenging high-achieving
students and they do this well in lessons. Support for non-native students in special
classes is good. Appropriate career guidance is given to older students.
Good
Good
Good
Governance
Good
Good
The leadership and management of the school are good. The principal and school
leaders promote a vision which aligns to UAE priorities. The vision is shared with all
stakeholders. Leaders are committed to inclusion and demonstrate an understanding
of best educational practice. The school is improving its systems to moderate
assessments and to benchmark its performance more effectively. School leaders
delegate responsibilities appropriately and the schools middle leaders play an
important role. The present absence of a senior member of staff has resulted in
aspects of academic leadership being more limited in the primary phase. This situation
is likely to be resolved shortly. Relationships within the school are positive,
professional and morale is high. Leaders show good capacity to improve and to
sustain improvement.
The schools approaches to monitoring and evaluating the quality of learning and
teaching have had a positive impact over time. Improvement planning is
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