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Inspection Report
Page 1 of 17
to
March 3, 2016
to
General Information
Students
School ID
228
Total number of
students
913
Opening year of
school
2013
Number of children
in KG
209
Principal
Number of students
in other phases
Primary:
Middle:
High:
School telephone
Age range
3 to 18 years
School Address
Grades or Year
Groups
KG G12
alshohub.pvt@adec.ac.ae
Gender
KG Grade 4 Co-education
Grade 5 Grade 12 Girls
School website
www.alshohub.org
% of Emirati
Students
93%
Low to High:
AED 14,760 AED 49,980
Largest nationality
groups (%)
1. Yemeni 1.5%
2. Jordanian 1.4%
3. Omani
1%
Licensed Curriculum
448
214
42
Staff
Main Curriculum
Number of teachers
66
Other Curriculum
--------
Number of teaching
assistants (TAs)
17
External Exams/
Standardised tests
Teacher-student
ratio
KG/ FS
1:23
Other phases
1:24
Edexcel, CIE
Teacher turnover
15%
Accreditation
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Introduction
Inspection activities
Number of inspectors
deployed
Number of inspection
days
Number of lessons
observed
87
Number of joint
lesson observations
Number of parents
questionnaires
Details of other
inspection activities
School Aims
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
17
10
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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 7 of 17
KG
Attainment
Good
Acceptable
Good
Good
Progress
Good
Good
Good
Good
Attainment
Good
Good
Good
Acceptable
Progress
Good
Good
Good
Good
Attainment
N/A
N/A
N/A
N/A
Islamic
Education
Arabic
(as a First Language)
Arabic
(as a Second
Language)
Progress
N/A
Primary
N/A
Middle
N/A
High
N/A
Attainment
Acceptable
Acceptable
Acceptable
Acceptable
Progress
Good
Good
Good
Good
Attainment
Acceptable
Acceptable
Acceptable
Acceptable
Progress
Good
Good
Good
Acceptable
Attainment
Good
Good
Acceptable
Acceptable
Progress
Good
Good
Good
Acceptable
Attainment
Good
Acceptable
Acceptable
Acceptable
Progress
Good
Good
Good
Good
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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Page 9 of 17
progress in the high school is weak over time and as a result, students in previous
years achieved less well in external examinations.
Students in the KG, primary and middle school phases make good progress in science.
In Grade 4 they can make simple electrical circuits and work out why they dont work.
Grade 5 discuss why some plastic bags may be stronger than others, then test their
strength. Students enjoy doing experiments. In Grade 8, they look at the impact of
heat on making bread dough and on using food and chemicals to reproduce the
processes that operate in the digestive system. In a Grade 11 physics lesson, students
work together on a poster to illustrate the key concepts learned related to magnetism
to consolidate their understanding. The students are organised so that stronger
students support those whose understanding is weaker. Lessons in the higher grades
are often too teacher led, they copy work from the whiteboard which is not
sufficiently differentiated for students to take responsibility for their own learning.
Students develop a broad range of skills in art, physical education (PE) and in ICT and
they achieve above the English national curriculum expectations.
Most students in all phases develop good learning skills. They work collaboratively
when they are given the opportunity and increasingly take more responsibility for
their own learning. Students enjoy learning and teachers relate learning well to real
world situations. Students are attentive, keen to learn and participate effectively in
peer support as well as peer assessment. They engage fully in all tasks and respond
well to adults in lessons and around the school.
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KG
Primary
Middle
High
Personal development
Good
Good
Good
Good
Good
Good
Good
Good
Good
Good
Good
Good
The personal development of most students in the school is good. The large majority
of students show good attitudes to learning. Students positive behaviour and
relationships contribute well to a friendly and harmonious learning community. They
show care towards one another for example a teacher praised the consideration of
two boys when they shared their lunch with a friend who forgot to bring his. Most
students respond well to critical feedback, both when given by their classmates
during peer support, peer assessment and comments by teachers. The majority of
students make healthy choices in the food they bring to school and in their snack
choices from the canteen. A minority of students arrive late in the morning.
Attendance overall is good at 94%. Weaker behaviour of a few Grade 9 students are
affecting their performance in a few lessons.
Students appreciation of the role of Islamic values in UAE society is evident during
morning assembly, where they recite verses from the Quran and sing the national
anthem while raising the flag. Many displays celebrate the UAE culture and students
talk proudly about their heritage. Students are involved in their community and their
environment. They participate in food drives and in recycling programmes. They are
affiliated with Tadweer, the recycling company, and the Red Crescent. The school
environment is free of litter and classrooms are clean and well cared for.
Students participate in innovation projects linked to the schools Innovation Day
initiative. They experience innovation, problem-solving and critical-thinking skills
through imaginative projects such as the F1 racing theme. Students work
collaboratively to design racing cars and manage advertising and marketing based on
their work and visit to the Yas Marina Circuit.
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KG
Primary
Middle
High
Good
Good
Good
Acceptable
Assessment
Good
Good
Good
Acceptable
The quality of teaching and assessment is good. Most teachers demonstrate good
subject knowledge and activities that ensure students make good progress in lessons.
This is less strong in the high school where students need more effective support to
prepare for examination courses. In good lessons, teachers provide opportunities for
students to work collaboratively, apply critical thinking through questioning that
encourage deeper thinking and problem solving activities. This is seen to good effect
in a Grade 3 science lesson where students are asked the question; Are all metals
magnetic? the discussion that follows leave students unsure. They are then guided
to test a range of metals and they arrive at the correct answer, that not all metals are
magnetic. Teachers are starting to analyse the results of tests and examinations more
effectively to inform their planning. This means that teachers gain reasonable
knowledge of students strengths and weaknesses and plan for students learning
needs. This is not yet consistently applied by all teachers across the school. Teachers
therefore do not always provide sufficient challenge in their lessons for the higher
attaining students to achieve higher levels. Similarly, in a minority of lessons, teachers
do not intervene effectively to help those who are not making the expected progress.
Learning activities are not effectively matched to the learning needs of higher and
lower attaining students in these lessons. In the high school, students need more
specific support with revision and preparation for external examinations.
Assessment procedures are effectively linked to curriculum requirements. Where
there are examples of good marking, teachers provide detailed corrections and
helpful feedback for students to improve. This is not always consistent across all
subjects. Students are encouraged to assess the work of other students and this helps
them to understand how the marks are distributed. Good marking and assessment is
not yet a consistent feature of teaching in all subjects and this does not support
students effectively enough to make the maximum progress.
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KG
Primary
Middle
High
Good
Good
Good
Good
Curriculum adaptation
Good
Good
Good
Good
The curriculum is good overall. It is broad and balanced and meets the requirements
of the MOE and the English National Curriculum in all subjects. The curriculum
provides a range of options for students in the high school including: Art, Business
Studies, French, Food and Nutrition and ICT. Students in the middle school take art,
French, food and nutrition from Grade 7 upwards. There are opportunities outside the
school day for students to learn German. The curriculum has a focus on developing
not just on the acquisition of knowledge but skills and understanding. For example,
Grade 6 students research and produce multi-media presentations on the UAE and
answer questions from classmates. In a Grade 2 lesson, students classify animals into
6 groups. In doing so, students show understanding of the characteristics of each
classification. In the majority of lessons, the curriculum builds on what students have
learnt previously.
Students in Grades 10-12, with mothers, are invited to a careers day to meet the
recruitment advisors from leading national and international universities. The school
provides transition support for students including those with SEN into Grade 7. This
support is not yet fully co-ordinated in specialist subjects across the curriculum
between all phases or between Arabic and English medium subjects. For example in
the library, students in Grade 8 cover basic skills in learning to use the library while
those in Grade 6 develop more advanced literacy skills.
The school reviews the curriculum to ensure it meets all curriculum requirements.
There have been changes to requirements for iGCSEs and the curriculum is adapted
to meet these needs. In most subjects, teachers consider the learning needs of higher
attaining and lower attaining students. This is not yet successfully transformed into
modified activities to suit the learning needs of students at different stages of
development. Curricular links to the heritage and culture of the UAE across subjects
is good. This is underdeveloped in other areas where there is limited planning
between the Arabic and English medium subjects.
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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 is good. The schools
procedures fully support a safe, secure environment for all students and staff. Parents
and staff are aware of the safeguarding procedures and all staff receive the relevant
training and security checks. Security guards are on regular duty to monitor visitors.
Teachers and parents attend workshops and there is good emphasis on cyber bullying
so that information is shared effectively.
The school has clear and appropriate procedures in place for managing weak
behaviour and to secure child protection. Incidents of poor behaviour are dealt with
effectively by staff and parents are consulted. The schools work with parents to
ensure students arrive punctually to school in the morning, has not yet had sufficient
impact and too many students arrive late in the morning. Attendance overall is
acceptable.
Students are encouraged to make healthy choices as part of the schools healthy
lifestyles programme. Students confirm that unhealthy food is not allowed in school.
Students participate effectively to adopt the advice they are given. The role of the
nurse in providing health education is underdeveloped. Staff and student
relationships are mutually respectful and students know where to go if they need
support. The clinic is well equipped and has appropriate arrangements for the safe
storage and dispensing of medicines. The school has a register of students for each
bus and students are supervised by adult bus monitors. The school provides academic
guidance for students about career choices as well as support for the boys before
they transfer to other schools for Grade 5. There is a careers day as part of a
universities fair to introduce different courses and options. Formal procedures to
identify SEN students or those who are gifted and talented are in place. They are fully
supported by the Special Needs Co-ordinator (SENCO). As a result, SEN students
make good progress with learning. support
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Good
Good
Good
Governance
Good
Good
Leadership and management of the school is good and they share a clear vision with
governors, staff, students and parents. The progress that students make has
improved since the previous inspection. Most students now make good progress in
core subjects. The acting principal is supported well by the leadership team. The selfevaluation form (SEF) is evaluative and shows that leaders know the school well.
Leaders, staff and parents are included appropriately in preparing the SEF and the
school development plan (SDP). Leaders regularly observe teaching as part of the
teacher-evaluation process. The role of middle leaders is underdeveloped and as a
result, there is limited specialist subject monitoring to ensure core subject teachers
particularly in the middle and high schools, provide effective and coordinated
continuity and progression. Monitoring does not ensure that higher attaining
students are making the expected progress.
The school communicates effectively with the wider community. There are good
relationships with parents. A recent initiative during the week of inspection, the
school invited parents to visit classrooms and to participate in the reading week. In
the main, parents have positive views of the school. Parents receive regular feedback
on students performance and they appreciate the effective communication of
progress from the school. However, parents would like to know more about how to
provide academic support for their children. A mothers council has been established
and meet on a regular basis. There are effective links with organisations to help
broaden students experiences with the wider community. These include, for
example, the UAE University and The Red Crescent, as well as local businesses such
as the Formula 1. Specific academic performance targets and development targets are
set each year and progress is monitored by the acting principal and governors.
Members of the governing body visit the school on a weekly basis to meet with the
acting principal and meet as a governing body each month.
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ii.
iii.
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