Private School

Inspection Report

Virginia International School

Academic Year 2015 2016

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 Virginia International School

Inspection Date May 30, 2016 To June 1, 2016

Date of previous inspection N/A To N/A
General Information Students

Total number of
School ID 262 191
students

Opening year of Number of children

2015 58
school in KG
Primary: 129
Number of students
Principal Paul Abraham Middle: 0
in other phases
High: 0

School telephone +971 (0)2 449 0334 Age range 4 to 12 years

Grades or Year
School Address Shakbout City, Abu Dhabi KG1 Grade 6
Groups

Official email (ADEC) Virginia.pvt@adec.ac.ae Gender Mixed

% of Emirati
School website www.virginiaschool.ae 71%
Students
1. Jordanian: 6%
Fee ranges (per Medium to High: Largest nationality
2. Egyptian: 4%
annum) AED 24,000 AED 36,000 groups (%)
3. Omani: 4%
Licensed Curriculum Staff

Main Curriculum American Number of teachers 16

Number of teaching
Other Curriculum ------- 10
assistants (TAs)
External Exams/ Teacher-student KG/ FS 1:21
--------
Standardised tests ratio Other phases 1:23

Accreditation ------- Teacher turnover -------

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 Introduction
Inspection activities
Number of inspectors 3
deployed

Number of inspection days 3

Number of lessons observed 63

Number of joint lesson 3

observations
Number of parents
N/A
questionnaires
The team conducted meetings with staff with specific
Details of other inspection responsibilities, parents and students. They completed
activities reviews of the schools policies, lesson planning,
students coursework and other documents.

School

The school aims to produce life-long learners who are

innovative and creative, highly competitive in the
School Aims modern economy and who are champions of UAE
culture and heritage.

To be seen as a lead school in the UAE, developing all

School vision and mission learners for successful participation in society and in
the global economy.

Students enter the school at different ages from a

Admission Policy wide range of backgrounds and abilities. Currently
there is no entrance examination or selection policy.

Board of Governors- Chair, 2 staff and 1 parent

Leadership structure appointed.
(ownership, governance and
management) The senior leadership team comprises Principal,
Director of Education and Head of Faculty.

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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

Specific Learning Disability 1 0

Emotional and Behaviour

1 0
Disorders (ED/ BD)
Autism Spectrum Disorder
0 0
(ASD)
Speech and Language
0 0
Disorders
Physical and health related
0 0
disabilities

Visually impaired 0 0

Hearing impaired 0 0

Multiple disabilities 0 0

G&T Details (Refer to ADEC SEN Policy and Procedures)

Number of students
G&T Category
identified

Intellectual ability 0

Subject-specific aptitude (e.g. in science, mathematics,

0
languages)

Social maturity and leadership 0

Mechanical/ technical/ technological ingenuity 0

Visual and performing arts (e.g. art, theatre, recitation) 1

Psychomotor ability (e.g. dance or sport) 0

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The overall performance of the school
Inspectors considered the school in relation to 3 performance categories

Band A High performing (Outstanding, Very Good or Good)

Band B Satisfactory (Acceptable)

Band C In need of significant improvement (Weak or Very Weak)

School was judged to be: BAND (B) Acceptable

Band C
Band A Band B
In need of significant
High Performing Satisfactory
improvement
Outstanding

Acceptable

Very Weak
Very Good

Weak
Good

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
Virginia International School provides an acceptable quality of education. The
school opened in September 2015 with an anticipated expansion of its roll to 950
students, and growth to include students up to Grade 9 in September 2016.
Currently, all students in the primary phase have come from a wide range of
different schools, with different experiences and levels of attainment. The senior
leadership team (SLT) has worked collaboratively with teachers to establish a
school identity and to support students in this transition. Across the two phases
of the school, attainment and progress are acceptable in all subjects with the
exception of English in KG, where children are making good progress particularly
in their confidence to speak and to recognise the sounds that letters make.
Teaching is broadly acceptable and teachers have positive relationships with their
students. Behaviour and the attitudes of students are acceptable. Students
generally relate well to their teachers. In a majority of lessons, the pace of
learning is too slow for more able students to make the progress of which they
are capable. There are sound arrangements for students to develop an
appreciation of their heritage and culture. Since the opening of the school, the
principal and senior leadership team (SLT) have successfully introduced routines
and an administration structure ensuring the school functions smoothly on a day-
to-day basis. They have begun to develop systems to review the performance of
teachers, assess students progress and ensure students wellbeing.
Progress made since last inspection and capacity to improve
The school has not been inspected previously as this is a new school.
The current, founding SLT, has produced an accurate evaluation of the schools
present position. A new principal has recently been appointed with effect from
July 2016. Additionally over 50% of the staff will be leaving school at the end of the
current academic year. Owing to this significant change, as well as the anticipated
growth in student numbers by 80% approximately, it is not possible to judge the
schools capacity to manage the rapid expansion, which will occur from
September 2016, or its capacity to sustain the acceptable pace of development
achieved by the current SLT.
Development and promotion of innovation skills
The development and promotion of innovation skills are weak. In a small minority
of classes, teachers make good connections to real-life situations in mathematics
and science. In KG, teachers are particularly successful in developing childrens
understanding of the world through imaginative play. For example, in a very well
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organised and stimulating project on The Airport, children develop a very clear
understanding about booking a flight and procedures on the ground. Through an
aircraft simulation video shown on the interactive electronic white board, they
know what it feels like to be the pilot.
As a result of the school not making the development of innovation skills an area
of priority in the curriculum, it does not figure consistently in teachers planning
and teaching. It is identified as a priority for professional development in the
2016-2017 academic year. Currently, much emphasis is given to gaining knowledge
rather than to applying it in different contexts. Opportunities for students to use
technologies to research, discover and explore are not frequent in lessons. The
schools stated aim to produce life-long learners who are innovative and creative
is not sufficiently reflected in its curriculum and the ways in which students learn.

The inspection identified the following as key areas of strength:

appropriate administrative arrangements, which ensure that the school
operates smoothly on a day-to-day basis
positive and supportive relationships between the senior leadership team
and the teaching staff
arrangements to provide and encourage safe and healthy lifestyles
parents positive views of the school
progress children are making in English in the KG.

The inspection identified the following as key areas for improvement:

further improvement in students achievement in all subjects
the identification and support for gifted and talented and SEN students
students attendance levels
the role of the social worker
the quality of teaching, including teachers lesson planning and the
expectations they have of their students
teaching of innovation skills and use of resources including ICT
the use of assessment to improve teaching and learning.

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Performance Standard 1: Students Achievement

Students achievement Indicators KG Primary Middle High

Attainment Acceptable Acceptable

Islamic
Education
Progress Acceptable Acceptable

Attainment Acceptable Acceptable

Arabic
(as a First Language)
Progress Acceptable Acceptable

Arabic Attainment Acceptable Acceptable

(as a Second
Language) Progress Acceptable Acceptable

Attainment Acceptable Acceptable

Social Studies
Progress Acceptable Acceptable

Attainment Acceptable Acceptable

English
Progress Good Acceptable

Attainment Acceptable Acceptable

Mathematics
Progress Acceptable Acceptable

Attainment Acceptable Acceptable

Science
Progress Acceptable Acceptable

Language of
instruction (if other Attainment N/A N/A
than English and
Arabic as First Progress N/A N/A
Language)

Other subjects Attainment Acceptable Acceptable

(Art, Music, PE)

Progress Acceptable Acceptable

Learning Skills
(including innovation, creativity, critical
Acceptable Acceptable
thinking, communication, problem-
solving and collaboration)

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Students achievement is acceptable overall. The attainment of most students on
entry is in line with age related expectations. All students in the primary phase have
entered the school from a wide range of different schools and varying starting
points. Schools analysis of students progress since September, show that most
have made acceptable progress since that time. Children in KG make good progress
in English. Students with SEN and those who learn at a faster rate than their peers,
do not make sufficient progress. They do not receive the support and challenge
appropriate to their needs, either within their classes or in withdrawal groups.
In Islamic education, attainment and progress are acceptable and in line with
curriculum standards. In the KG, most children reflect on the behaviour of others
and are beginning to understand, for example, the concept of good manners. They
are aware that showing care and kindness are important values of Islam. In Grades 1
and 2, most students have developed a secure understanding of the nature of the
five different prayers expected from them as Muslims. Older students are able to
discuss the blessings that they receive from Allah and understand the roles and
attitudes they should show to others.
In social studies, most students attain levels that are in line with curriculum
standards and their progress is acceptable. KG1 children can memorise and
confidently repeat the UAE national anthem. By KG2, the majority of children can
speak confidently about UAE traditions and the expectations for welcoming guests.
In the primary phase, students are increasingly aware of their own and other Arab
cultures of expatriate residents in their country. The majority of students in the
primary phase can collaborate and discuss issues related to the environment.
In Arabic, achievement is acceptable. In KG classes, progress is steady; the majority
of children are able to conduct simple conversations using colloquial Arabic and are
beginning to develop as confident speakers with a secure range of vocabulary. In
the primary phase, students speaking skills steadily improve and by Grade 6, most
students have gained sufficient confidence to give opinions; for example, in
discussing the pros and cons of networking. In reading, attainment across the
grades is acceptable. In KG1, most children have made sufficient progress to
recognise single letters and their associated sounds. In Grade 5, the majority are
unable to read longer passages with fluency or accuracy; for example from passages
which apply the rules of Tashkeel. Attainment and progress in writing is acceptable
in KG but weak in the primary phase. Younger students do not form their letters
clearly in writing and as a result, what they have written in often illegible. Older
students in Grades 4 and 5 write short sentences, for example about healthy and
unhealthy habits, but overall in the primary phase, few write confidently or at
length.

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In English, attainment and progress are acceptable overall with the exception of
children in KG whose progress is good. The school does not have external
assessments for students to enable benchmarking against international standards.
The schools internal assessments indicate that most students make acceptable
progress from their different starting points on entry to the school. In KG, children
are building successfully on what they learn in lessons. Most make good progress in
developing early reading skills and writing skills. A minority read picture stories for
enjoyment and are beginning to write legibly. Throughout the primary phase,
progress in all aspects of English is less marked and not better than acceptable for
most students. Students speaking skills are varied with only a small minority in
Grades 5 and 6 being able to argue a case or present their work describing what they
have done with any confidence or fluency. Progress in reading is also acceptable.
Girls develop their reading fluency more securely than boys. In the primary phase,
progress in the development of writing skills is the weakest aspect. Most students in
the primary phase spend too much time copying text rather than composing and
then redrafting their work independently.
In mathematics, attainment and progress are acceptable overall and in line with
curriculum standards. For example in the KG, children recognise the numbers and
count up to 10 quickly and accurately. By Grade 2, most know the names of two
dimensional shapes and recognise some of their qualities. Older students know how
to collect simple data, manage, analyse it and produce coloured graphs and charts,
for example, when discussing favourite activities. The majority have little
understanding of the application of mathematics to the real world and their thinking
is not sufficiently broadened to enable them to apply their mathematical skills in a
wider context. Students do not have sufficient opportunities to use practical
resources in order to consolidate their understanding; for example, about how the
number system works.
In science, attainment and progress are acceptable and are in line with curriculum
standards. In KG, many children learn about the world around them through
practical experiences. For example, they can tell the difference between living and
non-living objects and they know that living things need food and water to help
them grow. Students knowledge of scientific facts increases steadily. By the end of
Grade 5, most students have a good recall of factual information and key scientific
concepts. They know, for example, about the solar system and the planets that
make it up. In almost all lessons, students demonstrate weak skills in
experimentation; they have a limited understanding of how to conduct a fair test
based on their hypothesis or how to record it. Few know how to make general
conclusions or how to express their findings factually.
Younger children and students in Grade 1, know how to clean up and put away their
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equipment independently. When working in groups, most students are happy to
share and work together but this falls short of productive collaboration. Most
students have positive attitudes to school and work conscientiously. In a minority of
lessons, teachers plan for innovation within the activities, for example to present
and evaluate projects and to discuss how well others have completed their work
about environmental issues. Students make simple connections when applying their
learning to the real world though lack of understanding to explain why science and
technology are important elements in their daily lives. Overall, students
understanding of innovation and entrepreneurship is less well developed.

Performance Standard 2: Students personal and social development,

and their innovation skills

Students personal and social

development, and their innovation skills KG Primary Middle High
Indicators

Personal development Acceptable Acceptable

Understanding of Islamic values and

Acceptable Acceptable
awareness of Emirati and world cultures

Social responsibility and innovation skills Weak Weak

Students personal and social development is acceptable overall. Across the school,
the majority of students demonstrate positive attitudes, are enthusiastic and say
they enjoy school. Most students are well behaved and respond positively to the
system that recognises and rewards good behaviour. On the whole, students get on
well with each other and their teachers, as many settle quickly into their new
routines and the expectations teachers hold for them. Most students have a secure
understanding of the importance of living a healthy lifestyle. They respond positively
to the guidance they are given in their classes, in the canteen and from the school
nurse. They try hard to put this advice into effect and in Grade 4, for example, they
are able to discuss the effects of obesity sensibly. Attendance at 87% is very weak
and a minority of students are late at the start of each day.
Students show adequate awareness of Emirati culture and heritage. Displays and the
heritage areas in the school reinforce the messages students learn in their lessons
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about what the UAE stands for and what is expected of them as the generation of
the future. Older students discuss current issues facing Abu Dhabi. They know how
they should reflect their Islamic values in their everyday lives. Their understanding of
wider world cultures and traditions is less well developed.
Across the school, because of the limited opportunities available, students have only
a basic understanding of their social responsibilities. They know, for example, in
science that the climate and the environment need protecting. They recognise in
simplistic ways, that rubbish can enter the food chain and threaten fish stocks. They
undertake projects, which make suggestions about how the environment could be
better protected.

Performance Standard 3: Teaching and Assessment

Teaching and Assessment Indicators KG Primary Middle High

Teaching for effective learning Acceptable Acceptable

Assessment Acceptable Acceptable

Teaching is acceptable in most lessons with few lessons being good or better.
Systems for promoting effective teaching are new and they have had mixed success
in promoting high quality teaching. In a minority of lessons across the school,
teaching is weak. In nearly all lessons, teachers have an adequate knowledge about
their subjects and how to teach them. All teachers form positive relationships with
their students. In the best lessons, teachers have a very good awareness of how
young children learn best. They can provide innovative and vivid learning
experiences, which engage children and encourage a sense of awe and wonder; for
example in imaginative play in KG as they encourage children to take off on their
holiday adventure. Teachers provide positive encouragement to all of their
students.
Where lessons have shortcomings, it is because the planning lacks sufficient detail
to provide adequate guidance about what students are expected to learn.
Insufficient attention is given to developing innovation and promoting learning
through practical investigations. In a large minority of lessons, students are not
actively involved and as a result, a few lose interest in what is going on and work
without any sense of urgency or enthusiasm. In lessons where students are

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encouraged to make connections in what they are doing to their everyday life they
show curiosity and interest in finding out how things work. Often teachers do not
have high enough expectations of what students could and should achieve. They do
not routinely give students specific guidance so they know how to improve their
work.
The quality of teaching in art, music and physical education varies between
acceptable and weak. Where the teaching is weak, insufficient time or thought is
given to the development of specific skills, or in providing systematic guidance on
how to apply these skills in their learning. As a result, for example, in physical
education, students simply enjoy playing a game and do not develop the necessary
skills to be better players.
The quality of assessment is acceptable. In the KG, teachers regularly make informal
assessments of childrens reading and speaking skills. The school has devised
internal assessment procedures to evaluate individual progress over the short time
that children have attended. The results of these assessments do not effectively
influence teachers planning for groups or individual students; they have no impact,
on the management of the curriculum. In most lessons children are not made
sufficiently aware of the small steps they need to take in order to improve their
performance. Time is not well managed, so that in many lessons there is insufficient
opportunity to review learning and to promote students evaluation of their own
work and that of others. Because children with SEN and those with particular gifts
and talents are not identified and assessed early, their particular needs are not
effectively met. In most lessons, the task set is the same for all, whatever their
abilities. Additionally the school does not have external standardised exams for its
student to be able to measure how well they are performing against international
standards.

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Performance Standard 4: Curriculum

Curriculum Indicators KG Primary Middle High

Curriculum design and implementation Acceptable Acceptable

Curriculum adaptation Weak Weak

The quality of curriculum design and implementation is acceptable. The curriculum

has a clear rationale. It is relatively broad and meets the needs of most students.
The curriculum based on the Common Core State Standards (CCSS) for English,
mathematics, science and Arts, is yet not aligned to a State curriculum. The MoE
curriculum is followed for Arabic, Islamic education and social studies. The school
places heavy emphasis in its evolving curriculum on the importance of science,
technology, engineering, arts and mathematics (STEAM) to equip students with
relevant skills for the 21st Century. This is not reflected in the current curriculum,
where students have little opportunity for experimental work in science, or to make
full use of the extensive ICT facilities in their day-to-day learning. More emphasis is
placed on using textbooks as a major support for teaching and learning than the use
of practical equipment to develop enjoyment and effective learning. This has a
negative impact on students motivation and understanding. There is no evidence
yet of the school achieving its published aim of educating students who are
innovative, creative and highly competitive in the modern economy.
Currently, the taught curriculum is planned and sequenced to build systematically on
students previous learning. It meets the needs of most students, who are being
adequately prepared for the next stage of their education. In addition to the core
subjects, students benefit from the provision in art, music and physical education
(PE). Links between the content of different subjects are identified and developed
by individual teachers within the overall curriculum scheme. This is not consistent or
a formal requirement of teachers planning. Where this does occur, for example in
some subjects in the KG, it is effective in helping children to deepen their knowledge
and understanding or to reinforce their skills.
The school is currently beginning to review how well the curriculum functions. It is
at an early stage in deciding how it should be improved. The curriculum is not
modified to meet the needs learners with SEN and those who are gifted and
talented; there are no processes for accurate identification in place yet. They receive
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the same curriculum as other students. There is no positive adaptation or additional
challenge for them.
There are few opportunities for students to engage in activities to promote
enterprise, innovation and creativity. Learning in the curriculum is heavily weighted
towards the assimilation of knowledge at the expense of learning through doing.
Currently there is very limited provision for students to take part in extracurricular
activities such as school clubs or to have experience of working in the community
and the wider world.

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Performance Standard 5: The protection, care, guidance and support
of students

The protection, care, guidance and

KG Primary Middle High
support of students Indicators

Health and safety, including

arrangements for child protection/ Good Good
safeguarding

Care and support Weak Weak

Overall, the school makes acceptable provision for the care, guidance and support
of all students. Staff are conscious of their students welfare. The clinic is very new
with excellent facilities for those who need them. The school promotes the
importance of healthy lifestyles and a balanced diet. Students are well aware of the
benefits these bring. Appropriate training has been provided to staff in child
protection procedures. Staff demonstrate an awareness of their responsibility for
the care, welfare and safety of students. The school plans, but has yet to provide,
guidance to parents and students about child protection procedures. While many
students generally feel happy in school, a few express concerns about bullying. The
school deals with any incidents of this on an informal basis. It does not advise
students as to what they should do regarding bullying or how to avoid the potential
dangers of the unsafe us of internet.
The new school site offers facilities which are safe, hygienic and secure. The staff
with responsibilities in these areas are very conscientious and work hard to support
the school. There are well organised arrangements for the safe transport of
students at the beginning and end of the school day. There are detailed records of
maintenance issues and their outcomes. Arrangements to promote good behaviour
are generally effective and include a class dojo system, which is popular with
students as it recognises and rewards positive attitudes and efforts.
There are appropriate arrangements to record attendance accurately. There are no
effective strategies in place to raise attendance and improve punctuality. Class
teachers know their students well. They are invariably supportive and encouraging.
There is no provision for, or identification of, students with SEN or those who are
considered gifted and talented. The wide range of students backgrounds,
experiences and aptitudes on entry to the school are not recognised. The social
worker does not have a clear job description and the role is ill-defined.

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Performance Standard 6: Leadership and management

Leadership and management Indicators

The effectiveness of leadership Acceptable

Self-evaluation and improvement planning Acceptable

Partnerships with parents and the community Acceptable

Governance Acceptable

Management, staffing, facilities and resources Acceptable

The SLT have successfully established the necessary administrative and day-to-day
routines to ensure that the school functions smoothly. They have a good
understanding of the needs of the school and have collaborated effectively to lay
the foundations for a successful first year. The principal provides a caring and well
informed lead. He has established positive, professional relationships between
teaching staff who are all working together for the first time. They have begun to
put in place procedures to evaluate the impact of teaching and to use assessment
data as a tool to drive up standards.
The plans laid for future action, particularly to address the needs of SEN and gifted
and talented students are appropriate. The schools self-evaluation is accurate and
based securely on the ADEC framework. It is closely linked to detailed planning for
future school improvement. These plans have been carefully assembled by the SLT
in consultation with the owner and are aimed at providing a firm basis for continued
growth, if put into effect. The impact and the schools capacity to ensure the
successful implementation of these plans cannot be determined at this stage given
the high staff turn-over at the end of the this academic year and the schools growth
to include additional 750 students next year.
There are acceptable partnerships with parents, many of whom have positive views
about their new school and wish to support it. Many feel that they made a sound
choice in selecting the school for their children. Parental responses to the schools
own questionnaire and in the parents meeting, say they feel valued and welcomed.
They appreciate that teachers and the school nurse are readily available to them.
They are satisfied with the information the school has been able to give them about
their childrens academic and personal development. These reports provide a
detailed review of individual progress. There are few productive partnerships with
other organisations in the local, national or international contexts.
At this early stage in the life of the school, arrangements for the development of
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governance are acceptable. The chair of governors is also the owner. Two serving
teachers have also agreed, with a parent, to join the board. Other appointments
have been made recently. The current staffing, facilities and resources are well
managed. Teachers are qualified and most have significant teaching experience. The
SLT has established regular professional development arrangements which reflect
the schools needs and priorities set out in the school development plan (SDP). The
impact of professional development has not yet led to improvement in students
academic performance.
The administrative, maintenance, cleaning and security staff share a pride in their
school and work hard to make it a success. The buildings are new and generally well
suited to the needs of the students. The KG classrooms have limited space, which
affects the provision of practical activities. Children in the KG do not have easy
access to the outdoors and to the extensive provision for physical development.
There is good provision for resources for teaching and learning, although in science
and ICT, these are particularly under used.

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What the school should do to improve further:
1. Raise standards of achievement in all subjects across the school by:
i. introducing external standardised assessments to help measure
student performance against international standards
ii. systematically reviewing assessment data to address areas of
under- performance by individual students and groups of students
iii. providing in all lessons, sufficient time to assess the progress
students make and encourage them to evaluate themselves how
well they have succeeded and what they need to do to improve
iv. promoting higher expectations of what all students should achieve,
including the gifted and talented.

2. Strengthen and improve the quality of teaching by:

i. monitoring the effectiveness of teaching and its impact on student
learning
ii. reviewing teachers short term planning to ensure the objectives of
each lesson are clear
iii. using ongoing, informal and formal assessment data rigorously to
identify under performance and to adapt the curriculum where
necessary to address specific needs.

3. Raise students understanding of innovation and the application of the

skills they will need to be successful learners by:
i. improving teachers awareness of how to plan for and develop
these skills in the taught curriculum
ii. monitoring teachers plans to teach and develop these skills
systematically
iii. developing long term plans to teach the skills of innovation and to
encourage students to be creative, think critically and to become
independent and co-operative learners
iv. utilising the schools resources particularly in science and ICT to
develop students abilities to investigate, enquire and make
connections

4. Improve provision for SEN students and those considered gifted and
talented by:

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 i. establishing systems to identify students who have SEN or show
high levels of ability or particular talents
ii. putting into effect plans to provide appropriate experienced and
qualified staff to support these students
iii. providing teaching staff and their assistants with detailed guidance
on how best to support these students individual needs
iv. monitoring the use of this information by teachers in their planning
and teaching for these students.

5. Improve attendance until it is as least acceptable by:

i. reviewing current arrangements to make parents aware of their
responsibilities in this area
ii. providing incentives to students to encourage high levels of
attendance
iii. following up rigorously those students who have patterns of
regular non-attendance
iv. making reports on attendance levels in classes and across grades a
feature of school life and in the information and newsletters sent to
parents
v. providing the social worker with a clear job description that
includes raising attendance levels and improving punctuality.

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