Professional Documents
Culture Documents
Inspection Report
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Al Hamdanya Grand Private School
Total number of
School ID 140 729
students
Grades or Year
School Address Al Akabiya, Al Ain KG to G12
Groups
Alhamadanya.pvt@adec.ac.
Official email (ADEC) Gender Mixed
ae
www.alhamadanyaschool.a % of Emirati
School Website 10%
e Students
Number of Teaching
Other Curriculum -------- 2
Assistants (TAs)
1:12 KG/FS,
External Exams/ MoE Secondary National Teacher-student 1:15 Primary,
Standardised tests Exams for G12 ratio 1:11 Middle,
1:7 High
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Introduction
Inspection activities
4
Number of inspectors deployed
4
Number of inspection days
66
Number of lessons observed
School
The school aims to apply a broad educational
approach to leadership, to develop a generation
armed with high academic values, to encourage
students to be proud of their national identity. To
School Aims keep up with international standards, supported by a
family of teachers and workers who continuously
develop professionally through an effective
partnership with the community.
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SEN Details (Refer to ADEC SEN Policy and Procedures)
Number of students
Number of other students
SEN Category identified through external
identified by the school
assessments
Intellectual disability 0 0
Hearing impaired 0 1
Multiple disabilities 0 0
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The overall performance of the school
Inspectors considered the school in relation to 3 performance categories
Band C
Band A Band B
In need of significant
High Performing Satisfactory
improvement
Acceptable
Outstandin
Very Weak
Very Good
Weak
Good
g
Performance Standards
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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The Performance of the School
Evaluation of the schools overall performance
The quality of education provided by the school is acceptable. This is a significant
improvement since the last inspection. Senior leaders, the proprietors and
governors share a sincere commitment to raising standards. Leaders have a clear
understanding of the strengths and areas for development. As a result,
improvements are evident in all the performance standards since the previous
inspection.
Students are making acceptable progress in all subjects when compared to their
low starting points in Kindergarten (KG). This is because they are keen to learn
and are building their basic skills effectively in the primary and middle school
phases. Professional development is matched to individual teachers needs and
the learning needs of students identified in diagnostic tests. This is having a
positive impact on the engagement of students and increasing the knowledge
and understanding they gain in lessons.
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Performance Standard 1: Students Achievement
Language of
Attainment N/A N/A N/A N/A
instruction (if
other than English
and Arabic as First Progress N/A N/A N/A N/A
Language)
Learning Skills
(including innovation, creativity,
Acceptable Acceptable Weak Acceptable
critical thinking, communication,
problem-solving and collaboration)
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Students achievement is of an acceptable standard overall. Attainment in all
subjects has improved since the last inspection. Students in the primary and middle
grades perform below curriculum standards in mathematics, science and English. In
Arabic, Islamic education and social studies, students are now working broadly in
line with national expectations. The attainment of children in KG is below age
related expectations when compared to national and international standards.
In Arabic, students make sound progress. In Grade 8, they are developing
appropriate skills and the personal qualities needed for the next stage of education
as self-directed learners. They can analyse a story appropriately, breaking it down
into elements and identifying key points about the main characters. All students can
identify Islamic values from text and write a summary. Students in English are
developing basic competence in reading, writing and conversation. They apply their
skills in other subjects, for example in science, where Grade 1 to Grade 9 students
are taught in English.
Lessons are often teacher directed and students do not yet take responsibility for
their own learning. As a result, their application of learning to the real world and
their own lives is less well developed in the primary and middle school grades. It is
stronger in the KG and high school where students are given more opportunity to
work independently and in groups. Innovation, enterprise, problem solving and
critical thinking skills are less well developed because teachers do not provide
enough planned opportunities for this in the primary and middle school grades.
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Performance Standard 2: Students personal and social development,
and their innovation skills
Students behave well and are positive and courteous to adults and other students.
They follow school rules. Students relations with staff are positive, friendly and
respectful and as a result they demonstrate responsible and positive attitudes
towards learning. Students display self-reliance and make decisions for themselves,
needing little reassurance. A few students lack self-reliance and do not always
receive the support they need from teachers. The students are aware of the
importance of safe and healthy lifestyles and adopting them in their own lives.
Most of the students have a clear understanding of Islamic values and how they
influence contemporary UAE society. Verses from the Holy Quran are recited daily
during morning assemblies. Some students have also participated in a national
contest for memorising and reciting the Holy Quran. Students are knowledgeable
about Emirati heritage and they can confidently discuss the history, celebrations and
sports of the UAE. Students demonstrate a basic understanding of other world
cultures and are aware of the elements they share.
Students show a positive work ethic. They have creative ideas and enjoy developing
their own projects. Many examples of project work are displayed around the school
and in hallways. Creativity and innovation are beginning to be seen in the work of
older students. Across the school, students are aware of environmental issues and
take care of their surroundings. There are limited opportunities for them to take part
in voluntary and community projects beyond the school.
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Performance Standard 3: Teaching and Assessment
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Performance Standard 4: Curriculum
The school provides a broad and balanced curriculum, which meets MoE
requirements. It provides for the academic and personal needs of students in the
higher grades, particularly grade 12, and prepares them appropriately for the next
stage of their lives. The curriculum options for the older students are narrow.
Students in grades 10 to 12 have the option of joining the scientific/academic stream.
There is no alternative arts stream provided for students, to opt for and enable
them to continue their education in the school after Grade 9. Planning in KG
provides for adequate progression in childrens learning.
The curriculum is not sufficiently adapted to meet the learning needs of individual
students. In a minority of lessons, the curriculum is textbook driven, and lacks
sufficient enrichment or enhancement to promote innovation and creativity. There
is little practical learning: few research and independent tasks are implemented.
There isnt enough integrated use of ICT to support the development of these skills
across the curriculum. The schools timetable complies with the required number of
teaching hours per subject.
The curriculum provides few opportunities for students in the primary and middle
grades to develop the skills they need for the next phase of their education. There is
no system in place to review the curriculum. As a result there are limited
opportunities to plan links between subjects. The school is developing appropriate
external links with some organizations such as Abu Dhabi University, the civil
defence department, other private schools and Tawam hospital.
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Performance Standard 5: The protection, care, guidance and support
of students
The school has acceptable procedures for the protection care, guidance and support
of students. It has adequate formal procedures for the safeguarding of students.
There is a clear child protection policy of which all staff members are aware. The
school also has an appropriate behaviour policy and takes steps to protect students
from all forms of bullying and abuse. Corporal punishment is prohibited and not
used. Requirements for maintaining the health and safety of both students and staff
are fully in place. Safety checks are regular. Supervision is effective, including on
school transport. The school promotes safe and healthy living. Students are aware
of the importance of a healthy, balanced diet and choose food wisely. The clinic is
well equipped and there are arrangements for the safe storage and delivery of
medicines. First aid kits and fire extinguishers are readily available. The science
laboratory is well equipped, even though it is small in size. Hazardous chemicals are
kept in a locked cabinet and the lab has first aid kits and fire extinguishers.
The school is not sufficiently aware of the specific needs of students with SEN and
systems to support their needs are not effective enough. Despite this, some are
making largely acceptable progress. The school also makes inadequate provision for
students who are gifted and talented. They do not receive the necessary challenge
to help them make adequate personal and academic progress. Advice and guidance
given to older students about further education is adequate. Students attendance
during the inspection was good but the schools systems for recording and
monitoring attendance are not tight enough.
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Performance Standard 6: Leadership and management
Governance Acceptable
Leadership and management are acceptable overall. The principal and vice principal
set a positive vision for the school which is shared with parents, staff and students.
They provide clear direction which is now closely focused on raising achievement
and have the capacity to secure further improvements. The day-to-day management
of the school is good. The principal and vice principal are visible around the site and
ensure the smooth running of the school on a daily basis.
There are good relationships and communications at all levels within the school and
with the wider community. Positive links are established with parents who have a
clear view of the school. There is an effective parents council which is actively
involved in supporting the school. The council meets regularly and helps to organize
events and activities for students. Survey data show parents have positive views of
the leadership. The proprietor is fully involved with the work of the school and is the
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chair of the board of governors. Parents who have been nominated for election have
professional education backgrounds and experience.
The resources in the KG are lacking. There are few resources for the children to
experience play to develop their social skills. The buildings have many shortcomings
and this is impacting negatively on the progress of students in lessons. Almost all
classrooms are too small and restrict the movement of students and teachers. The
appropriateness of premises and the learning environment to promote achievement
is weak. The relevance and range of resources to ensure effective teaching is limited
and is having a negative impact on learning.
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What the school should do to improve further:
1. Plan and use strategies to meet the learning needs of individuals and
groups of students by:
i. improving the recording and monitoring of attendance
ii. using prior attainment data to plan work that meets the
learning needs of individual students, such as higher attaining
and lower attaining groups, and those with SEN
iii. ensuring that marking provides detailed feedback on how
students can improve their work
iv. developing questioning that enables students to apply deeper
thinking.
3. Increase the range of resources for effective teaching and learning by:
i. using resources that motivate students, including KG children,
to learn through the use of ICT, role play and independent
exploration and research
ii. share and celebrate examples of good work.
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