ONTARIO INTERNATIONAL CANADIAN SCHOOL - Inspection Report 2016-2017 1

Contents

School information ............................................................................................................................................ 3

The DSIB inspection process ............................................................................................................................. 4
Summary of inspection findings 2016-2017 ................................................................................................... 6
Main inspection report .................................................................................................................................... 12
1. Students achievement .............................................................................................................................. 12
2. Students personal and social development, and their innovation skills ............................................... 15
3. Teaching and assessment ......................................................................................................................... 17
4. Curriculum .................................................................................................................................................. 18
5. The protection, care, guidance and support of students ......................................................................... 19
Inclusion ..................................................................................................................................................... 20
6. Leadership and management ................................................................................................................... 21
The views of parents, teachers and senior students ............................................................................... 24

ONTARIO INTERNATIONAL CANADIAN SCHOOL - Inspection Report 2016-2017 2

 School information

General information Students

Location Mirdif Gender of students Boys and girls

Type of school Private Age range 3-13 years
Opening year of Grades or year
2014 K 1-Grade 8
school groups
Number of students
Website www.oics.ae 238
on roll
Number of children
Telephone 00971-4-2559899 24
in pre-kindergarten
Number of Emirati
Address Algeria St. Mirdif 24
students
Number of students
Principal John Briggs 33
with SEND
Language of
English
instruction Largest nationality
Arab
group of students
Inspection dates 12 to 15 March 2017

Teachers / Support staff Curriculum

Educational permit /
Number of teachers 31 Canada
Licence
Largest nationality
Canadian Main curriculum Ontario
group of teachers
Number of teaching External tests and
7 CAT 4, ISA
assistants examinations
Teacher-student
1:8 Accreditation None
ratio
Number of guidance National Agenda
2 CAT 4
counsellors benchmark tests
Teacher turnover 47%

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 The DSIB inspection process

In order to judge the overall quality of education provided by schools, inspectors consider the six standards
of performance that form the basis of the UAE School Inspection Framework (the framework). They look
at childrens attainment and progress in key subjects, their learning skills and their personal and social
development. They judge how effective teaching and the assessment of learning are across the school.
Inspectors consider how well the schools curriculum, including activities inside and outside classrooms,
meet the educational needs of all students. They judge how well schools protect and support children. In
addition, inspectors judge the effectiveness of leadership, which incorporates governance, management,
staffing and facilities.
Inspection judgements are drawn from evidence gathered by the inspection team, including observation
of students learning in lessons, review of their work, discussions with students, meetings with the staff,
parents and governors, and review of surveys completed by parents, teachers and students.

Judgements are made on a six-point scale

DSIB inspection teams make judgements about different aspects, phases and subjects that form the work
of the school, using the scale below, which is consistent with the framework.

Outstanding Quality of performance substantially exceeds the expectation of the UAE

Very good Quality of performance exceeds the expectation of the UAE

Good Quality of performance meets the expectation of the UAE (This is the
expected level for every school in the UAE)

Acceptable Quality of performance meets the minimum level of quality required in the
UAE (This is the minimum level for every school in the UAE)

Weak Quality of performance is below the expectation of the UAE

Very weak Quality of performance is significantly below the expectation of the UAE

ONTARIO INTERNATIONAL CANADIAN SCHOOL - Inspection Report 2016-2017 4

 Inspection journey for ONTARIO INTERNATIONAL CANADIAN SCHOOL

This is the school's first full inspection. The school opened in 2014. It provides education for 230
students from Kindergarten (KG) to Grade 8. The majority of teachers are from Canada and teacher
turnover is high at 47 percent.

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 Summary of inspection findings 2016-2017

ONTARIO INTERNATIONAL CANADIAN SCHOOL was inspected by DSIB from 12 to 15 March 2017. The overall
quality of educa tion provided by the school is acceptable. The section below summarises the inspection
findings for each of the six performance indicators described in the framework.

Achievement is good for children in Kindergarten (KG). In the elementary and middle phases,
students' attainment is acceptable in Islamic education, Arabic as an additional language and English.
Attainment is weak in Arabic as a first language, mathematics and science. Students' progress in the
Elementary and Middle phases is acceptable in Islamic education, Arabic as an additional language,
English and mathematics. It is weak in Arabic as a first language and science. Learning skills in KG
are good and acceptable in the Elementary and Middle phases.
Students' personal development is good in KG and acceptable in the other phases. Students
understanding of Islamic values and awareness of Emirati and world cultures, along with social
responsibility and innovation skills are acceptable.
Teaching for effective learning and assessment are good in KG and acceptable in the other phases.
Curriculum design and implementation, is good in KG, acceptable in the elementary and middle
phases. Curriculum adaptation to meet the needs of students is acceptable across all phases.
Health and safety, including the arrangements for safeguarding students are acceptable. The school
is a safe place for students. Care and support are good, particularly regarding the inclusion of students
with special educational needs. This is an improving feature.
Leadership is acceptable. Senior leaders are committed to implementing the schools vision.
Partnerships with parents are acceptable. Governance provides investment in professional leadership
and support for staff. The management, staffing, facilities and resources are good.

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 What the school does best
The commitment of leaders and teachers to the development of the school.
The purposeful play, assessment processes and the stimulating learning environment in KG.
Governors contribution to the development of the school.

Recommendations
Improve students progress in all subjects in the elementary and middle phases,
especially in Arabic as a first language, and science by:
- designing and implementing a programme which meets the needs of all groups
of students
- providing opportunities for students to develop their investigation skills
particularly in science
- identifying learning outcomes in all lessons and matching them to tasks which
enable students to achieve at a consistently good level.
Provide opportunities for students to develop independent learning skills through
collaborative planning by teachers and the systematic sharing of best practice.
Improve curriculum design, implementation and adaptation so provision is significantly
more closely aligned to students' needs, particularly those with special educational needs
and the gifted and talented.
Improve the reliability of self-evaluation processes through:
- the development of school wide systems to gather valid information
- more rigorous teacher appraisal and leadership accountability
- closer alignment of professional development programmes which enables teachers to
meet the needs of all groups of students
- identifying success criteria for actions outlined in the school improvement plan that
link to outcomes for students.

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National Agenda Parameter

In 2014, H.H. Sheikh Mohammed Bin Rashid Al Maktoum, Vice-President and Prime
Minister of UAE, and Ruler of Dubai, launched the UAE National Agenda 2021, with
education being a prime focus. The National Agenda includes two major objectives
developed with the intention of placing the UAE among the most successful countries
that provide world-class education. By 2021, it is expected that the UAE will feature in
the top twenty countries in the Programme for International Student Assessment
(PISA) test and in the top fifteen countries in the Trends in Mathematics and Science
Studies (TIMSS) test.

In response to this, each participating school was issued a report on their students performance in these
international assessments and, in addition, they were provided with clear targets for improving their
performance. In 2015, KHDA launched the National Agenda Parameter, which is a method for measuring and
monitoring schools progress towards achieving their individual National Agenda targets through the use of
external benchmarking assessments.

The following section focuses on the impact of the National Agenda Parameter in meeting their targets:
The school meets the registration requirements for the National Agenda Parameter.
Attainment based upon National Agenda Parameter (NAP) benchmarks is not secure in English,
mathematics and science.
The school is developing its expertise in the analysis of NAP data. It does not use the data analysis
to drive school improvement and staff have not been fully trained in its use.
The school has not modified the curriculum to match it to the requirements of TIMSS and PISA. It is
adapting the curriculum and providing opportunities that enable students to improve reading and
comprehension skills and has integrated problem solving into the mathematics curriculum. The
conceptual and skill development in science is not fully aligned to NAP or to Ontario requirements.
A majority of teachers are emphasising, real life problem solving and questioning skills but more in
response to curriculum requirements than as a result of NAP benchmark outcomes. Opportunities for
students to plan their own investigations are limited.
Students who took the NAP benchmark tests know their results but have not identified the next steps
required in their learning following them. Students effectively carry out focused research and design
activities in lessons but have insufficient opportunities for extended independent learning.
Overall, the schools improvement towards achieving its National Agenda targets is not secure.

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Innovation in Education

The UAE Vision 2021 sets the aspiration for the UAE to be among the most innovative nations
in the world. The National Innovation Strategy sets the context for innovation and
innovative leadership and provides a basis for evaluating schools in order to deliver a world-
class education for all children in the UAE.

Promoting a culture of innovation:

Curriculum and extra-curricular activities are increasingly informed by student choice, which supports
the development of the skills of innovation. Students work in groups regularly but opportunities for
them to extend themselves in innovative settings are underdeveloped. Learning technologies are not
consistently used to promote students innovative thinking and support independent learning.

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 Overall school performance

Acceptable

1 Students achievement

Kindergarten Elementary Middle

Islamic education
Attainment Not applicable Acceptable Acceptable

Progress Not applicable Acceptable Acceptable

Arabic as a first
language Attainment Not applicable Weak Weak

Progress Not applicable Acceptable Weak

Arabic as an
additional language Attainment Not applicable Acceptable Acceptable

Progress Not applicable Acceptable Acceptable

English
Attainment Good Acceptable Acceptable

Progress Good Acceptable Acceptable

Mathematics
Attainment Good Weak Weak

Progress Good Acceptable Acceptable

Science
Attainment Good Weak Weak

Progress Good Weak Weak

Kindergarten Elementary Middle

Learning skills Good Acceptable Acceptable

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 2. Students personal and social development, and their innovation skills
Kindergarten Elementary Middle
Personal development Good Good Good
Understanding of Islamic values
and awareness of Emirati and Acceptable Acceptable Acceptable
world cultures
Social responsibility and innovation
Good Acceptable Acceptable
skills

3. Teaching and assessment

Kindergarten Elementary Middle

Teaching for effective learning Good Acceptable Acceptable

Assessment Good Acceptable Acceptable

4. Curriculum
Kindergarten Elementary Middle
Curriculum design and
Good Acceptable Acceptable
implementation
Curriculum adaptation Acceptable Acceptable Acceptable

5. The protection, care, guidance and support of students

Kindergarten Elementary Middle
Health and safety, including
arrangements for child protection / Acceptable Acceptable Acceptable
safeguarding
Care and support Good Good Good

6. Leadership and management

The effectiveness of leadership Acceptable

School self-evaluation and improvement planning Acceptable
Parents and the community Acceptable
Governance Acceptable
Management, staffing, facilities and resources Good

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 Main inspection report

1. Students achievement

Kindergarten
Subjects Attainment Progress
Islamic education Not applicable Not applicable
Arabic as a first
Not applicable Not applicable
language
Arabic as an additional
Not applicable Not applicable
language
English Good Good
Mathematics Good Good
Science Good Good

In English, the majority of children attain above the Ontario curriculum standards. Children readily
discuss and listen with interest to stories. They accurately describe main characters and events. By
the end of KG, most use their knowledge of letters and sounds to read simple sentences and are
reading at the appropriate level. Children respond to their reading by writing simple sentences about
the story.
In mathematics, the majority of children attain above curriculum expectations. They have a good
understanding of number patterns, measurement, sorting, classifying, and collecting data. Children
work skilfully with numbers to 20 and a few do mental calculations within 10 and can identify, name
and draw 2D and 3D shapes.
The majority of children achieve above the Ontario curriculum science standards. They can sort and
classify groups of living and non-living things, describe patterns and life cycles in the natural world.
They pose questions and make predictions and observations about the world around them. For
example, during investigations on local and natural habitats, children used various materials to plan
and carry out their own plan for building 3D houses out of recycled materials.

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 Elementary
Subjects Attainment Progress
Islamic education Acceptable Acceptable
Arabic as a first language Weak Acceptable
Arabic as an additional language Acceptable Acceptable
English Acceptable Acceptable
Mathematics Weak Acceptable
Science Weak Weak

In Islamic education, the school's internal assessment data shows that attainment is very good.
However, this is not reflected in lessons and students work which shows achievement only at an
acceptable level. Most students can recite short Surahs from the Holy Qur'an but not with fluency.
Most demonstrate appropriate understanding of expected Islamic etiquette and behaviour.
Students exhibit age-appropriate understanding of certain Islamic concepts and rules. Progress in
lessons and overtime is acceptable but it is slower in Holy Qur'an recitation and Hadeeth.
In Arabic as a first language, the attainment of students is below the MoE curriculum standards. A
significant number of students have gaps in their language skills. Listening skills are acceptable
and speaking, reading and writing skills are weaker. In relation to students low starting point,
over time, they make adequate progress. In lessons, students progress is acceptable but the pace
at which they acquire independent writing skills is slow.
In Arabic as an additional language, internal data reflects acceptable writing skills and weak
speaking and listening skills. However, lesson observations and work scrutiny show that students
attainment is acceptable overall. Most students are able to understand the Arabic instructions of
the teacher and the target language in the learnt topics. Most can pronounce with reasonable
accuracy an appropriate range of content-specific words and can speak in short sentences applying
a simple given pattern.
In English, classroom observations and work scrutiny indicate student progress in achieving
Ontario based learning standards is acceptable. Students demonstrate expected levels of speaking
and listening. They display an interest in reading unfamiliar texts but are not always reading
material at the appropriate level of challenge to extend them. Their writing skills are in line with
expectations.
In mathematics, students attainment is acceptable. External benchmark tests indicate, a majority
of students achieve age related levels. According to internal assessments, only a majority of
students show an understanding of numeracy that is in line with curriculum standards. Attainment
in lessons and in students books is below curriculum standards. Students progress is in line with
expectations. Grade 6 students have most difficulty with, word problems, reasoning and the
application of mathematical knowledge. Their skills in number work are stronger.
In science, only a minority of students achieve expected levels in internal assessments,
international benchmark tests and in lessons. Students are eager to explain their work but do not
develop an appropriate breadth of knowledge, depth of understanding or skills outlined in the
curriculum. Although Grade 5 students work enthusiastically, observing chemical changes in the
laboratory and Grade 6 students can suggest what variables need to be controlled in an
investigation they are not able to plan a full investigation and test a simple hypothesis.

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 Middle
Subjects Attainment Progress
Islamic education Acceptable Acceptable
Arabic as a first language Weak Weak
Arabic as an additional language Acceptable Acceptable
English Acceptable Acceptable
Mathematics Weak Acceptable
Science Weak Weak

In Islamic education, the internal data indicates students attainment is good. However, this
level of attainment is not reflected in lessons and in students work which show an
acceptable standard being achieved. Although students' recitation skills are
underdeveloped, they can interpret prescribed Surahs appropriately. Generally, non-Arab
students demonstrate deeper understanding of major Islamic concepts and events as
evidenced in their work. The application of Tajweed rules is the least developed of all subject
aspects.
In Arabic as a first language, the attainment of the majority of students is below the MoE
curriculum standards. A significant number of students have limited prior exposure to Arabic
in their previous studies. Consequently, there are noticeable gaps in their understanding
especially in their speaking, reading and writing skills. The lack of effective curriculum
planning and modifications which meet the needs of these students restricts their progress.
As a result, over time, their language acquisition skills develop slowly and in lessons,
progress is inconsistent.
In Arabic as an additional language, lesson observations and work scrutiny show that both
attainment and progress are acceptable taking into account the limited time that most
students have spent learning Arabic. Students exhibit developing listening and responding
skills. Most can understand simple instructions and high-frequency familiar words. Students
can write short paragraph about themselves with few mistakes. They can use content-
specific vocabulary related to their immediate environment and life, in speaking and
writing.
In English, students are engaged learners and are developing speaking and comprehension
skills at an acceptable rate. Their reading is at expected levels but too few can interpret
unfamiliar texts independently. They write functionally within expectations. However,
independent writing lacks fluency and detail, due to limited vocabulary and knowledge of
writing structure. There are insufficient opportunities for students to develop their speaking
and listening skills at a deeper level. Overall attainment and progress are in line with
curriculum standards for most students.
In mathematics, students attainment is weak. In external benchmark tests, the large
majority of students attain age related levels. Attainment levels in the schools internal
assessment data are not reflected in lessons and in students books, which are below age
related expectations. Students progress in lessons, for the most part, is acceptable when it
is measured from their starting points in learning. Computational skills are stronger in Grade
8, but problem solving is weaker as there are limited opportunities for students to develop
the necessary skills.

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 In science, students attainment and progress are weak. In lessons and written work only a
minority of students reaches expected standards. This is also reflected in internal
assessments and external benchmark tests. Students are not confident in planning simple
investigations. Some confuse the design process with that of scientific enquiry and plan over
ambitious and impractical investigations. Understanding of key concepts is not consistent,
which limits the ability of students to develop and apply key scientific skills.

Kindergarten Elementary Middle

Learning skills Good Acceptable Acceptable

In KG, children are eager to learn, they participate in discussions and share their thoughts with
teachers and peers. In elementary and middle schools, students participate and engage in most
lessons actively. However, opportunities for them to take responsibility for their own learning are
limited.
Students interaction with each other is positive. Whilst they cooperate to complete assigned tasks,
the tasks are not always suitable to consistently develop students collaborative learning skills. In
some lessons, students lack the confidence to clearly reflect on and articulate their understanding of
learning.
Students ability in making connections between areas of learning and their application to the real
world is more evident in English, but inconsistently demonstrated in other subjects.
Children in KG enjoy learning using their Chrome computers. However, fewer opportunities are
available for older students to use learning technology, conduct meaningful research or innovate.
Students competencies to question, compare and analyse are underdeveloped.

2. Students personal and social development, and their innovation skills

Kindergarten Elementary Middle

Personal development Good Good Good

Children and students enjoy coming to school and have positive attitudes to learning. They appreciate
their teachers' verbal and written feedback but some students lack confidence and do not use their
initiative.
Behaviour in lessons and around the school is good and bullying is rare. Students respond well to
praise and understand the consequences of their actions. Students devise their own code of conduct
for use in their classroom. They are respectful and courteous to adults and visitors.
There is an environment of mutual trust and respect between students and staff and this helps create
strong feelings of belonging to the school community. Most students are aware of the needs and
differences of others, including those with SEND and they work and play well together.
Students understand the importance of a healthy lifestyle. They take part in a range of physical
activities such as swimming and physical education and value the opportunities to participate in
extra-curricular sports clubs. Students have a good understanding of the range of healthy foods they
should have in their lunchbox.
Most students are punctual. However, a minority of parents do not bring their children to school on
time. Overall, attendance is acceptable, being 93 percent in the previous term.

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 Kindergarten Elementary Middle
Understanding of Islamic values and
awareness of Emirati and world Acceptable Acceptable Acceptable
cultures

Students across the school display an appropriate understanding and appreciation of Islamic values.
The school shares and promotes a different common value each week, such as kindness. Students
understand the impact of Islam on UAE society and are aware of how they influence and contribute
to the happiness of the community.
Although the promotion of the UAE context across the school is in its early stages, students are
knowledgeable about the UAE culture and history. They can explain, at a basic level, some of the
heritage features of the country.
Students enjoy the international dimension of the schools community. They are proud of their culture
and can talk about the background of their peers with some details. Their knowledge of the world
cultures is not as strong.

Kindergarten Elementary Middle

Social responsibility and innovation
Good Acceptable Acceptable
skills

Students are willing to volunteer in the school and participate in community activities, such as the
Terry Fox Run. However, their involvement as volunteers within their local community is beneficial
but infrequent.
Students have a good work ethic and are happy to take part in initiatives that help others but rarely
initiate them. Older students successfully led the "I Am Who I Am" project. However, other
enterprising activities such as the Peace Garden or the Shoe Box campaign were either teacher or
parent directed.
There are limited opportunities for older students to take part in environmental projects. Children in
the KG participate enthusiastically in schemes that promote sustainability such as collecting and using
recycled materials to create models of buildings in Dubai. Some students participate in the Clean Up
Dubai project and various recycling ventures.

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 3. Teaching and assessment

Kindergarten Elementary Middle

Teaching for effective learning Good Acceptable Acceptable

Teachers in the KG have a good understanding of how children learn. Elsewhere they have a secure
understanding of how students learn and the Ontario curriculum. In these phases, teaching does not
consistently sustain students interest, so that they are keen to learn the subject content and develop
investigative skills. This is especially the case in science where, the understanding of the processes
of scientific enquiry and the conceptual content of the science curriculum is not secure.
Most teachers plan lessons thoroughly often linking a variety of learning objectives. Planned activities
usually engage students. However, other than in KG, teachers do not always take account of the
abilities of different groups of students such as those with SEND and integrate their IEP goals and
strategies into the lesson.
Interactions are positive and mutually respectful and students are willing learners. The quality of
teachers questioning is inconsistent and whilst a majority of teachers engage students in meaningful
discussion probing for detailed responses, a minority of ask mainly closed questions. A few do not
provide sufficient time for reflection.
In the KG, there are effective opportunities for learning by all abilities. In other phases teaching
strategies often only target the middle group with little additional support for weaker students or
extra challenge for the more-able.
Teaching to develop critical thinking, problem solving and independent learning is limited. In KG,
children know how to share, take their turn and work collaboratively. Teachers focus on developing
reading skills and analysis of text, sometimes, as in some science lessons, at the expense of subject
specific skills.

Kindergarten Elementary Middle

Assessment Good Acceptable Acceptable

Internal documented assessment processes are, coherent and consistent. They are linked to the
schools curriculum standards. The school has adopted the Ontario Provincial Assessment process and
invested in professional development to support their effective use. In the KG, a wider and more
effective range of internal assessment strategies are in place.
Students participate in the International Schools Assessment (ISA) benchmarking tests and Cognitive
Ability Tests (CAT4). Some internal teacher assessments are in line with benchmarked student
performance. The school has shared the results from CAT4 tests with students and their parents. The
school has begun to use CAT4 to identify students with SEND, but as yet has not investigated its use
as a predictor or progress indicator.

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 Assessment data are analysed but information about students progress, as individuals and as groups
is, not sufficiently developed across all subject areas or phases to support tracking of students
achievements. Although school leaders moderate teachers assessment on a regular basis not all
teachers are secure in their assessment capability. This prevents accurate judgments both of students
attainment levels and their progress rates.
Both internal and external data are not used adequately to inform teaching or curriculum planning.
School leaders have identified the use of external international benchmarking data as area for both
development and improvement. Only a minority of teachers have adapted their plans to take account
of students learning needs.
Most teachers have knowledge of the strengths and weaknesses of students, particularly in the KG,
where observational techniques are highly evident. In most subjects, teachers generally do not
provide adequate challenge, support and feedback, and marking does not help to move students
forward. Meaningful involvement of students in their own assessment of progress is still
underdeveloped, as is the consistent use of rubrics.

4. Curriculum

Kindergarten Elementary Middle

Curriculum design and
Good Acceptable Acceptable
implementation

The school's curriculum is based on the provincial curriculum of Ontario, Canada. The integration of
UAE National Agenda requirements into the curriculum is in the early stages. However, the Ontario
curriculum is well-balanced, age-appropriate and compliant. There is an appropriate balance of
knowledge and skills
In the Ontario curriculum, learning standards build sequentially on previous student learning. The
school consistently applies the learning standards in the KG and English, but it is less consistent in
middle school science.
Science and mathematics lesson do not offer a full range of activities at each age and grade level.
The school has not developed a tracking strategy to make sure curriculum planning translates into
students progress in lessons. Curricular choices are prescribed by Ontario and appropriately followed
by the school.
There is a determined effort to help students transfer learning between different subjects. This is
particularly noticeable in building literary skills where reference to science and UAE culture are
embedded in daily lesson plans.
The school has a regular schedule of review and development of the curriculum. Teachers meet once
a week to collaborate, plan and revise lesson plans. The KG, and the English department are stronger
in following up reviews and implementing the outcomes. However, the priority is to develop science
provision where content knowledge is lacking and to deliver a wider range of learning activities in
Islamic education, Arabic and mathematics.
Weekly lesson planning includes activities for teaching UAE social studies within the Canadian
curriculum. Literary Integrated Long Range planning documents includes a UAE social studies section
in each literary strand. There is some inconsistency of integration across subject areas. Assessment
of social studies is integrated into the schools assessment systems.

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 Kindergarten Elementary Middle
Curriculum adaptation Acceptable Acceptable Acceptable

The school makes adequate modifications to the curriculum to support the needs of most groups of
students, including those with SEND and those for whom English is not their first language. However,
these adaptations are not applied consistently and some teachers do not identify students' different
starting points in learning and next steps required when planning lessons.
The curriculum generally interests and engages students. There are some opportunities for students
to develop their creativity and social contribution through events such as the design of the Peace
Garden. Students value the range of after-school activities such as clubs on healthy living and
storytelling.
The school is developing curriculum links with Emirati culture and society. Although there are learning
experiences based on topics such as buildings in Dubai and UAE values, there are not enough
opportunities throughout the curriculum for students to develop a broad understanding of the history
and context of the UAE.

5. The protection, care, guidance and support of students

Kindergarten Elementary Middle

Health and safety, including
arrangements for child protection / Acceptable Acceptable Acceptable
safeguarding

The school has a child protection policy, which has been circulated to all teaching and non-teaching
staff. The policy includes appropriate strategies and procedures to identify and report incidents of
concern. Training of staff in child protection is being revised. The school is aware of the need for
cyber safety and has some systems to protect students but these are not comprehensive or routinely
applied.
Support staff ensure a safe and clean environment. Security staff are vigilant and all visitors are asked
to sign in and wear the appropriate badge. On school transport staff effectively manage the students'
journeys. However, the drop off and pick up area for parents in cars is not safe. The routines for fire
drills are sufficient and effective.
Internal systems exist for frequent visual inspections, and routine maintenance is responsive to need.
The school responds quickly to concerns. Medical records and medicines are securely stored and the
monitoring and recording of student treatment are thorough.
The school premises and facilities provide a safe environment for all students. Access to the first floor
is suitable for any student with impaired mobility. The learning environment in the KG is appropriately
extended to include some outdoor learning provision.
Healthy lifestyles and nutrition are features of the school's curriculum. The school nurse is involved
in the health education programme. In addition, she monitors students' body mass index, involving
parents as necessary. The school has included in the curriculum, planned opportunities for students
to take part in physical activity and swimming to promote a healthy lifestyle.

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 Kindergarten Elementary Middle
Care and support Good Good Good

Relationships between staff and students are strong. Teachers know children and students well and
are aware of their personal and academic needs. Positive behaviour management is effective and
sanctions are rarely used.
The school promotes the importance of regular attendance and punctuality and any unexplained
absences are swiftly followed up. The school is working to improve punctuality and liaise closely with
parents who are often late in bringing their children to school.
The school provides a welcoming and nurturing environment for students with SEND and has
developed effective systems to identify their needs. Staff ensure that any barriers to learning are
assessed at an early age or as soon as possible when students join the school. The school has not
formalised its procedures to identify students who are gifted and talented.
The school provides appropriate support for most students with SEND and their progress is tracked
against their goals. However, the quality of support is inconsistent as some teachers are not skilled
at planning personalised learning to enable students with SEND to work on their next steps. Support
for students who are gifted and talented is not fully embedded.
Staff show high levels of care and concern for the children and students and the school closely
monitors students' wellbeing and personal development. Staff provide valuable advice on a range of
personal and academic matters. However, counselling and careers guidance have not been formally
established.

Inclusion

Provision and outcomes for students with SEND Acceptable

This is an inclusive school which welcomes students with a range of difficulties. The school has
invested in an experienced SEND team and the staff are developing a range of policies and
procedures, but have not embedded strategic planning. Although the school provides training for
teachers and support assistants in how to support students with SEND, this does not always result in
effective provision.
Procedures are in place to enable the early identification of students' needs and the school makes
good use of information from parents, tests and referrals to help staff make accurate
assessments. Children entering the KG and students joining the school are screened for a range of
difficulties and the school makes good use of outside agencies for formal diagnoses.
The school keeps parents well informed about their children's progress and parents value the way in
which teachers and support staff make themselves available to talk with parents when they have
any concerns. Parents are involved in reviewing progress and setting goals. The school has not
established a parents support group or offered regular parents workshops.
Curriculum planning is often modified to meet the needs of the students with SEND. However, support
for students with SEND is too variable as not all teachers make use of information in IEPs to help
students achieve their next steps. Modifications such as horse riding and behaviour therapies are
providing valuable support for students with difficulties in communication and social interaction.

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 Overall students' progress is in line with expectations but varies from very good to weak. Students
with difficulties in communication and social interaction make the most progress through carefully
planned behaviour programmes which help remove their barriers to learning. Progress is tracked
against appropriate goals but the school does not evaluate the effectiveness of the range of
interventions in place.

6. Leadership and management

The effectiveness of leadership Acceptable

Senior leaders in the school are all committed to implementing the schools vision. The vision reflects
the key priorities for the Ontario curriculum and the UAE National Agenda requirements. It is still to
be shared with the whole school community and adapted to take account of the Dubai context.
Although most leaders have a secure knowledge of the curriculum and best practices, learning is not
consistently monitored to ensure the schools vision is fully implemented.
A senior leadership team is in place with clear roles and responsibilities. However, a middle
leadership team which takes responsibility for a subject area and is held to account for standards is
not established. This limits the effectiveness of communication and implementation of
improvements.
Leaders at all levels are committed to improving and strengthening provision. However, the systems
for monitoring and implementing strategies which address and prevent students underachievement
are not systematic or rigorous. Middle leaders have the capacity to improve and innovate but their
roles are insufficiently coordinated and they are not systematically held to account for students
learning outcomes.
Since the schools opening, leaders have secured improvements and developed a strong identity for
the school. However, good learning outcomes are not consistently achieved by all groups of students.
Processes and strategies to monitor progress made by students are in the early stages of
development and have not impacted sufficiently on classroom practice.

School self-evaluation and improvement planning Acceptable

Processes for self-evaluation are not fully established. Although data are analysed, actions required
following the analysis are not systematically implemented. Senior leaders have realistic view of the
schools priorities but responsibility for implementation are not routinely distributed and followed
up.
Monitoring of teaching quality is underdeveloped and inconsistent. Professional development is not
linked to the outcomes of the monitoring nor is there a process to systematically share best practice.
Teachers are not routinely involved in analysing outcomes of assessments and making the necessary
adjustments to teaching that result from them.

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 Improvement plans are detailed. However, their implementation is variable and the review of their
impact is ineffective. The quality of the success criteria in the plans is variable.
Leaders know the school well and are working to align more aspects of the Ontario programme within
the context of Dubai and the UAE. The school has secured some improvements since opening.
However, the absence of a cohesive middle leadership team who are held accountable for student
achievement is preventing more rapid improvements being made.

Partnerships with parents and the community Acceptable

Parental involvement in the life of the school is in place but is limited to individual classes. Parents
are eager to participate in the life of the school. A parents' association has not been established.
Parents in specific grades provide support for both the school and the wider community.
Regular and informative channels of communication exist for most parents. Parents of younger
students receive updates about specific activities through a variety of digital formats. The school is
very responsive to parental concerns.
Very regular formal and informal reporting formats are used to share students' achievement in many
aspects of their learning. Reports are detailed, comprehensive and informative for most parents.
A few parents have led charitable initiatives that offer the students insights into how they can
support less fortunate people. Partnership with parents is not formalised which restricts opportunities
for parents to initiate and provide more extensive support for the school and community.

Governance Acceptable

The inclusion of a broader representation among the stakeholders to inform specific aspects of the
school's work is strengthening governance. Governors are now in dialogue with the school
community to optimise student achievement and develop the school.
New structures are emerging that will support more effective accountability. Systems and structures
which hold leaders to account for student achievement are not in place. Strategic planning is not
monitored systematically.
Governance is now strongly committed to ensuring that the school's performance reflects the
ambitions and capacity of all leaders. Given the short time the new owners have been in place,
significant steps have been taken to influence positively how the school now moves forward.

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 Management, staffing, facilities and resources Good

Daily procedures around the school are managed effectively. Without undue fuss students and
teachers move about the campus easily. Regular announcements and national anthems are received
and observed respectfully.
Almost all homeroom teachers are qualified from Ontario. The deployment and development of
middle and senior leaders in roles where key responsibilities are defined clearly, is ongoing. Staff
receive appropriate induction
The premises and learning environment have capacity to accommodate much larger student
numbers. Classroom environments are attractive and stimulating with displays of students' ongoing
work. The campus, including the internal public space, is well-suited to the provision of student-led
learning. The laboratories are under-utilised.
There has been an upgrade of the quality and range of teaching and learning resources. Students and
teachers now have access to sufficient literacy material, learning technologies, practical and sensory-
based learning equipment for use in mathematics, and gym equipment.

ONTARIO INTERNATIONAL CANADIAN SCHOOL - Inspection Report 2016-2017 23

 The views of parents, teachers and senior students

The views of parents, teachers and senior students

Before the inspection, the views of the parents, teachers and senior secondary students were surveyed.
Key messages from each group were considered during the inspection and these helped to form inspection
judgements. A summary of the survey statistics and comments from those who responded to the survey
follows:

Responses to the surveys

Responses received Number

Parents* 2016-2017 105

2015-2016 0

Teachers
34

Students
0

*The number of responses from parents is based on the number of families.

51 percent of parents responded to the survey, with responses being overwhelmingly positive.
Parents who responded to the survey, identified the main areas for improvement required as more
extra-curricular choice, more promotion of the love of reading in Arabic, safety on school transport
and more involvement of parents in their children's education.
Parents comments suggested improvement in Arabic and Islamic education with some concern about
lack of recess during the school day and its early finish.
All teachers responded to the survey, and again, responses were positive.
Teachers agreed with parents that improvements are required for extra-curricular activities.
Some teachers thought that careers and academic guidance should be improved and a small minority
questioned whether the school was well-led.

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What happens next?
The school has been asked to prepare and submit an action plan to DSIB within two months of receiving
the inspection report. This should address:
recommendations from DSIB
areas identified by the school as requiring improvement
other external reports or sources of information that comment on the work of the school
priorities arising from the schools unique characteristics.

The next school inspection will report on changes made by the school.

Dubai Schools Inspection Bureau

Knowledge and Human Development Authority

If you have a concern or wish to comment on any aspect of this report, you should contact
inspection@khda.gov.ae

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