Private School

Inspection Report

Al Ansar International School

Academic Year 2016 2017

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 Al Ansar International School

Inspection Date 25 April 2017 to 27 April 2017

Date of previous inspection N/A to N/A.

General Information Students

Total number of
School ID 280 234
students

%of students per Main Curriculum 100%

Opening year of
2016 curriculum (if
school Other Curriculum 0%
applicable)
KG 88
Number of students Primary: 124
Principal Kate OSullivan
in other phases Middle: 22
High: 0

School telephone +971 (0) 2 6664883 Age range 4 to 12 years

Grades or Year
School Address Al Shamkha City, Abu Dhabi KG to Grade 6
Groups

Official email (ADEC) Alansar.pvt@adec.ac.ae Gender Boys and girls

% of Emirati
School website www.alansar.school 76%
Students
1. Syrian: 5%
Average to high category:
Fee ranges (per Largest nationality 2. Yemeni: 5%
23,500 AED 30,500 AED
annum) groups (%) 3. Jordanian: 5%

Licensed Curriculum Staff

English National Curriculum
Main Curriculum Number of teachers 25
(ENC)
Other Curriculum Number of teaching
----- 15
(if applicable) assistants (TAs)
Interactive computerised KG/ FS 1:18
External Exams/ assessment system (InCAS) Teacher-student
Standardised tests Middle years information ratio Other phases 1:14
system (MidYIS)

Accreditation ----- Teacher turnover 8%

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 Introduction
Inspection activities
Number of inspectors 3
deployed

Number of inspection days 3

Number of lessons observed 60

Number of joint lesson 3

observations
Number of parents N/A
questionnaires
Inspectors conducted several meetings with senior
staff, teachers, support staff, students and parents.
They analysed assessment results, scrutinised
Details of other inspection students work across the school and considered many
activities of the schools policies, surveys and other documents.
The leadership team was involved throughout the
process and senior leaders conducted joint lesson
observations with inspectors.

School
In our commitment to achieve our vision and mission
we aim;

To provide a rich and exciting curriculum which

engages and motivates students and in which every
student can develop fully as an individual and achieve
their full potential.

School Aims To develop motivated, independent students who

have a love of learning and are curious to know more.

To provide opportunities for every student to feel part

of and be able to contribute to the school, local and
global community through the teaching of rights and
responsibilities.

To provide a secure supportive environment where

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 students can develop respect for themselves, others
and their surroundings. Who are equipped to meet
the changes and challenges in their life ahead.

Our Vision,

To work as a team of educators, students and

community members in providing the highest possible
quality of education for a diverse population of
students.
School vision and mission
Our Mission,

To enable students to achieve their maximum

potential in becoming ethical, conscientious, and
knowledgeable life- long learners, capable of critical
thinking and effective team work.

The admission policy is to accept all students and they

are admitted without an entrance test.
Admission Policy

The governance of the school is undertaken through a

Board of Governors comprised of: a chairman, a
Leadership structure member of the American International Development
(ownership, governance and Council (AIDC), 2 parent representatives, 2 teacher
management) representatives and the principal.

The school leadership team consists of the principal

and a senior teacher.

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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 internally

Intellectual disability 0 1

Specific Learning Disability 0 4

Emotional and Behaviour 1 2

Disorders (ED/ BD)
Autism Spectrum Disorder 0 0
(ASD)
Speech and Language 0 2
Disorders
Physical and health related 5 0
disabilities

Visually impaired 1 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 1

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

2
languages)

Social maturity and leadership 0

Mechanical/ technical/ technological ingenuity 1

Visual and performing arts (e.g. art, theatre, recitation) 2

Psychomotor ability (e.g. dance or sport) 2

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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)

The school was judged to be: Band C Weak

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
The overall performance of Al Ansar International Private School is weak. The
school opened in September 2016. In every phase of the school, students
achievement is weak in all subjects except social studies. The school promotes
acceptable personal development supported by an appreciation of UAE culture
and heritage. The schools arrangements for ensuring the health, safety and
safeguarding of students are secure and a caring ethos has already been
established. Attendance is good and students arrive on time for school. Teaching
and assessment are weak overall, especially in the strategies used to support
students learning English as an additional language (EAL). The partnership with
parents is acceptable and communication links enhanced with the schools open
door policy. A good level of team work has been established by the senior
leadership team and the vision for the schools development is shared effectively
with the whole staff.
Progress made since last inspection and capacity to improve
This is the schools first inspection since opening in September 2016.
The principal, senior teacher and board of governors spent the first few months in
the school setting standards for behaviour. This has led to a settled and
harmonious learning environment. There is effective care and management of the
students. As a result, the school is calm, well-organised and runs smoothly. The
leadership team is due to increase in the next academic year to meet the needs of
an expanding school population. There is sufficient capacity to undertake the
further development needed to fully establish the school and improve outcomes
for all students.
Development and promotion of innovation skills
Innovation is at an early stage and has yet to be embedded in everyday practice.
There are opportunities for artistic work and some of these allow students to
show imagination and creativity. The range of clubs during lunch breaks support
students in using their own ideas. These include science, Arabic drama and the
UAE heritage club. Few lessons include innovative practice or support for the
development of skills needed for enterprise and innovation. Training is planned to
support this aspect of the schools work and help staff provide opportunities for
students to develop their ideas

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The inspection identified the following as key areas of strength:
The promotion of UAE culture and heritage and the students appreciation
of these
Students personal development, behaviour and attitudes, attendance and
punctuality
Broad, balanced and relevant curriculum enhanced with trips, visits and
events
Care, welfare and well-being of students
Spacious accommodation and a well-organised learning environment which
runs smoothly on a daily basis

The inspection identified the following as key areas for

improvement:
students achievement in all subjects and phases of the school
the range of teaching strategies to support students acquisition of English
as an additional language
provision for KG children
the appointment of middle leaders, especially a SENCo as the school
population grows

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Performance Standard 1: Students Achievement

Students achievement Indicators KG Primary Middle High

Attainment Weak Weak Weak

Islamic
Education
Progress Weak Weak Weak

Attainment Weak Weak Weak

Arabic
(as a First Language)
Progress Weak Weak Weak

Arabic Attainment N/A N/A N/A

(as a Second
Language) Progress N/A N/A N/A

Attainment Acceptable Acceptable Acceptable

Social Studies
Progress Acceptable Acceptable Acceptable

Attainment Weak Weak Weak

English
Progress Weak Weak Weak

Attainment Weak Weak Weak

Mathematics
Progress Weak Weak Weak

Attainment Weak Weak Weak

Science
Progress Weak Weak Weak

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

Other subjects Attainment Weak Weak Weak

(Art, Music, PE)

Progress Weak Weak Weak

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

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Overall, achievement is weak in all phases of the school. Internal tests and
assessments for each phase show that only a minority of students are at the
expected level for their age in Islamic education, Arabic, English, mathematics and
science related to attainment against curriculum standards, with the majority not
meeting expectations. Results for social studies present a different picture with the
majority of students meeting expectations for their age as against curriculum
standards. In KG, childrens physical development is in line with expectations for the
age group, but weak in all the other areas of learning.
There is no performance data as yet from year to year. Inspection findings indicate
that in the two trimesters since the school opened there is insignificant difference in
attainment in Islamic education, Arabic, English, mathematics and science and only
limited improvement in trimester 2. Social studies shows a reversal of this picture
with secure improvements noted between the first two trimesters.
Progress has been slow in all phases, in all subjects except social studies, with little
improvement in trimester 1 and some static or declining progress indicators. In a few
instances, progress picked up pace in trimester 2; this was matched by equal
evidence of instances where progress either stalled or regressed. Progress in social
studies is acceptable as confirmed by tests and continuous assessments and shows
that students are steadily developing their awareness of social issues. The schools
internal assessments show that the majority of students have made acceptable
progress over the two trimesters since entry. Inspection outcomes indicate that in
lessons, this is not fast enough to address some of the gaps in their learning.
The progress made by different groups of students including special educational
needs (SEN) higher achievers and those identified as having specific talents or gifts
is weak and only a minority have moved forward in their skills acquisition.
In Islamic education, the majority of students do not achieve levels that are in line
with curriculum standards and progress is weak in all phases. Only a minority achieve
the standard they should because they have limited knowledge and understanding
of the required Islamic concepts.
In Arabic, only a minority of students achieve in line with curricular standards in
reading, writing, speaking and listening. Writing skills in particular are less well
developed because the students do not practice their writing enough. In KG, there
are too few opportunities for them to practice reading and writing through play or
more structured activities. The majority of students in primary are not able to read
expressively with accuracy and understanding. They do not use Tashkeel and so
make many mistakes. For the majority of students, listening skills are competent so
they can show general understanding of a text, but can only express themselves in

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single words and very short phrases if asked to explain any parts of it. Progress is
weak in all phases. In the middle phase, only a minority of students are sufficiently
motivated to take responsibility for their learning, work independently and apply
themselves to extend their conversation and writing.
In social studies, most students make acceptable progress and attain at the
expected level in all phases. From KG onwards most show that they understand the
heritage and culture of the UAE. Most students have age appropriate knowledge
and understanding of the customs and traditions of the UAE. The knowledge and
understanding of most students about the geographical features of the region
develops steadily and how its climate has evolved. For example, in Grade 3, most
students have reasonable understanding of the rotation of the earth and its effect
on seasons and climate. By Grade 5 most have progressed well enough to read maps
of the Gulf states and can explain how to use the map key to identify features on the
landscape. Grade 6 students are able to talk about UAE initiatives such as the year of
giving and the vision and leadership of the rulers of the UAE.
Progress in English has been weak over the last two trimesters, which has resulted in
little change in levels of attainment. In speaking and listening, children in KG have
made a reasonable start as they gain in confidence pronouncing unfamiliar
vocabulary correctly. The encouragement they need to extend their answers and ask
questions is not always provided for them and this slows their progress. Skills in
reading and handwriting are weak. Most students have a limited vocabulary in
English and make errors in spelling. Work scrutiny shows insufficient progress in
skills. Their handwriting remains below curriculum expectations, because they do
not practice what they have learned. Only a minority of students in the primary
phase understand how to use paragraphs and bullets to provide emphasis and
readability. The minority of students cannot read fluently or write neatly. The
minority have weak oracy skills, do not use expressive language or compound
sentences. Skills in comprehension are also weak as the majority of students do not
have enough secure vocabulary to gain information from reading texts. Only a
minority of students can identify the main events in a story and need many visual
prompts to do so. By Grade 6 girls are able to identify the main parts of non-fiction
text; boys find this too much of a challenge. This means only a small minority of
students achieve the expected standards for their age in reading.
Progress in mathematics is weak and has resulted in attainment, which has not risen
sufficiently. Only a minority of students are achieving what might be expected for
their age. Children in KG2 can use resources in practical activities to work out if
objects are heavy or light and make comparisons. This type of activity is not
undertaken often enough across the phase. In Grade 2 most students understand
the currency in the UAE and can identify different notes, but their mental
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calculations in adding and subtracting with money are weak. Those students in older
grades remain unsure of how to round numbers up and down to ten and five. In
Grade 4 this is because concepts are not explained to them and cause confusion,
which affects their progress. By Grade 5, students are working with numerators and
denominators; because they are told the method to use with no understanding they
do not make the progress they should. In Grade 6 the majority of students make
acceptable progress. For example, they make secure gains in understanding the
different methods to use for calculation and how to manipulate numbers.
Attainment and progress are weak overall in science. The majority of students do
not make sufficient gains in their knowledge of scientific facts or their skills in
investigation and experimentation. In Grade 6, most cannot make predictions and
think about how to explore and investigate problems. The progress of most
students in all phases is held back because they do not have sufficient language skills
to access the activities provided for them to develop their critical thinking, setting
up of hypotheses, fair testing or drawing conclusions. Most find it too difficult to
understand scientific concepts when they are presented in English and this limits the
progress they can make. KG2 children are aware of the world around them and the
similarities and differences within it. They undertake practical work in a few lessons
but their general lack of independence and opportunities to explore affects the
progress they make. The majority of Grade 5 students are making acceptable
progress because they are being given the opportunity to develop scientific skills;
for example in observing closely and finding things out for themselves.
The attainment and progress of most students is weak in other subjects. In physical
education (PE) students progress is inconsistent owing to variability in the quality of
lessons; overall, most are not acquiring skills and games techniques at a fast enough
pace. In music, only a minority of students perform or create music to an acceptable
standard for their age; most are enthusiastic in lessons but are not developing skills
at an acceptable rate. Weak teaching and too few opportunities to use learning
technologies means that most students do not make acceptable progress in learning
ICT skills or in using ICT to support their learning in other subjects. In art and
humanities, the majority of students are not sufficiently motivated to develop their
own ideas and this undermines their progress; for example, in art most students
produce limited creative ideas or are inspired to experiment with different
techniques in painting and drawing.
Learning skills are weak. Most students are keenly engaged in what they are given to
do, but they lack the motivation and understanding of how to take their learning
forward and use their initiative. The majority are passive learners, especially in lower
grades and girls classes. Most students do not routinely work together, discuss
ideas and share these to reach a collaborative conclusion or shared goal.
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Collaboration and engaging in shared, sustained thinking are still developing and this
applies particularly to children in KG. Their natural curiosity is not being fostered so
that they investigate for themselves and consider and predict outcomes. The
provision in KG does not have a continuous flow of activities for children to explore,
concentrate and persevere or engage in imaginative play. There are some
opportunities for students to reinforce their learning through connections made
between different subjects. For example, Grade 5 students learned about the use of
Roman numerals in mathematics to consider place value linked to their study of a
topic on the Romans. There are limited opportunities for most students to apply
their learning or connect it with everyday life. The school is only in the very earliest
stages of developing formal planning for the development of students skills in
innovation and enterprise. Most students use of technology and to research and
investigate is limited; their skills in creative or critical thinking and problem solving
are under developed. In art lessons, there are some opportunities for students to
make their own choices of the types of media and materials they use, but the range
and variety are not wide and lessons tend to be overly directed by the teacher.

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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 Acceptable

Understanding of Islamic values and Acceptable Acceptable Acceptable

awareness of Emirati and world cultures

Social responsibility and innovation skills Acceptable Acceptable Acceptable

Students personal and social development is acceptable and they have positive
attitudes to school and to each other and are increasingly developing a positive and
more engaged work ethic; a large minority of students in primary and middle phases
lack motivation or initiative in lessons. Most students behave appropriately in
lessons. They are respectful most of the time, but at times there is some boisterous
and less than positive behaviour from a small minority of boys in the older primary
and middle phases. During assemblies and at arrival and departure times, students
know what is expected of them and know the routines well so they rise to the
challenge and show self-control. There is a supportive atmosphere in the school,
which is conducive to learning. Almost all students are friendly and welcoming,
including towards visitors. Relationships between students and adults are cordial.
Most students understand the principles of healthy living and can talk about what
they need to do to stay fit and healthy. Food supplied in the canteen is varied and
nutritious. Physical education (PE) features regularly on the school timetable and
students participate enthusiastically, showing gains in their confidence, self-esteem
and resilience. Attendance is good at 94% and students arrive at school on time.
Around the school the majority of students are given some opportunities to take
responsibility; for example, on the school council. Islamic values and those of the
school, which encompass care, honesty and respect are well-understood. The school
community is already cohesive and the students work and play well together in
harmony. Daily assemblies take place when the UAE national flag is acknowledged
and the anthem sung. Class assemblies also take place regularly and give the
students the opportunity to present their work and explain what they have learned.
For example, a performance by KG children reinforced the message of recycling. The
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students have some understanding of cultures other than their own. There are
regular events on traditions and celebrations of the UAE.
Students make a contribution to the school community, taking responsibility for
looking after the learning environment and keeping classrooms tidy. They say they
like coming to their new school, enjoy lessons, but their skills as critical thinkers and
innovators are still in the early stages of development.

Performance Standard 3: Teaching and Assessment

Teaching and Assessment Indicators KG Primary Middle High

Teaching for effective learning Weak Weak Weak

Assessment Weak Weak Weak

Teaching and assessment are weak. During the inspection, the large majority of
teaching was deemed weak or very weak. In a minority of lessons, teaching was
acceptable. Only a few lessons were judged to be good. Teaching in social studies
was acceptable in most lessons. Teachers have secure knowledge of the subjects
they teach; most are not as secure in their understanding of how students learn
best. Children in KG do not have enough autonomy for their own learning and their
choices tends to be limited. Lessons in all phases are organised and planning of what
is to be achieved are consistent and identify appropriate age related outcomes.
Students work in groups at times, but the tasks they are given are not designed to
meet a range of abilities and needs in most subjects. Social studies lessons are linked
to students previous knowledge and based on firm foundations. The learning
environment has a range of displays, which show the coverage of the curriculum
topics, for example in history and science. Students written work is not a regular
feature of displays. Resources are used in some lessons, but not to the extent that
they promote learning through play in KG. They are not used effectively enough to
support a range and variety of activities for students in older grades to explore and
find things out for themselves. This means, for example in science, that prediction,
investigation and experimentation are frequently not part of the learning process.
Technology is not used very often by students and children to support their learning
and is used more as an aid to teaching. In some lessons, too much time is spent
listening to teachers, rather than students engaging in discussion and sharing their
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ideas. Teachers do not always give students the amount of support they need as
second language learners of English to understand new concepts and the use of
visual and other prompts. Children in KG have a mostly structured timetable of
activities; this means that there are times when childrens concentration,
independence and perseverance at tasks are interrupted as they have to move on to
a new activity before they are ready.
Teachers usually ask questions which are meaningful and relevant to the topic being
covered. These are not always open-ended and one word answers are often
accepted rather than seeking greater explanations. This means critical and shared
sustained thinking is not promoted effectively. Students are rarely encouraged to
pose questions themselves. There is not sufficient discussion and dialogue with
adults, especially for the higher achieving students.
The school has systems in place to assess attainment and progress. These align with
the curriculum standards used in KG and other grades in all subjects. Assessments
take place regularly either using tests or through continuous assessment.
Assessment outcomes are not used effectively to identify and address gaps in
learning. Interventions and support are not put in place quickly enough. The
weakness in systematic noting of what the students have learned is resulting in
lessons which do not meet students needs particularly in learning English as a
second language. In contrast, social studies assessments are effective and are being
used to plan the next steps in students learning. Students work is mostly checked
by teachers; only in a minority of cases does it give guidance on what they need to
do in the next steps in their learning. In some lessons, for example in Grade 6
mathematics, checks are made to ensure students method show they understand
new concepts and ideas.

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Performance Standard 4: Curriculum

Curriculum Indicators KG Primary Middle High

Curriculum design and implementation Acceptable Acceptable Acceptable

Curriculum adaptation Weak Weak Weak

The curriculum is acceptable. It has breadth, balance and relevance with an

appropriate focus on literacy, numeracy, science and basic learning skills. Subjects
taught include Arabic, Islamic education and social studies, history and geography
and also art, music and physical education (PE) The curriculum is designed to offer
continuity and progression in learning within and between each year group. There is
consistency across the grades in terms of what is covered and teachers in parallel
classes work together to ensure this is maintained. In KG1 the children follow the
appropriate early years curriculum framework, which incorporates the seven areas
of learning normally expected for this age group. Opportunities for child initiated
activities are included; in practice these tend to be dominated by adults except in
outdoor sessions. In KG, enhancement and enrichment activities, including a range
of trips and visits take place. In primary and middle phases, there are some links
between subjects such as history and literacy and mathematics and science, but
these tend to be rather random and not well-embedded in the curricular content.
Literacy is being promoted through a range of reading and writing programmes
with a focus on skills acquisition. The curriculum has been reviewed since the school
opened. There is an appropriate recognition by the SLT that it needs to be adapted
with more strategies to support students learning English as an additional language.
The curriculum is not currently adapted well enough to meet the needs of students
with different abilities. In everyday practice, in most lessons, it is not reflecting
available assessment information to modify what is being taught. In the minority of
acceptable and better lessons, teachers adapt the curriculum with practical activities
and games to support learning.
A range of clubs are offered during the lunchtime breaks, which are well attended.
The school is still in its infancy in developing innovation within the curriculum.
Across the school links are made between subjects and UAE values and culture, this
is a strength of the curriculum, with topics reflecting the UAE context and heritage.
For example, Grade 4 students considered precipitation levels in the UAE in a
geography topic and the way in which this affected peoples social habits and leisure

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activities.

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 Good
safeguarding

Care and support Weak Weak Weak

The schools arrangements for ensuring the protection, care, guidance and support
of students are acceptable. The school provides good level of health and safety
arrangements. The students have settled into the new building. They say they like
coming to school feel safe and have made new friends since the school opened.
Policies and procedures for child protection are clear; staff are aware of these and
know what to do if they have any concerns. There are security staff who check the
identity of any arrivals to the school. The premises are in good condition as the
building is new and is being well-maintained. The maintenance team ensure any
defects are dealt with quickly and potential hazards are identified and risk assessed.
Equipment is checked regularly; substances and materials are stored safely and
records are kept up to date. The schools procedures for transportation are
appropriate and records are maintained. The school has conducted fire drills; the
evacuation procedures are clear and straightforward. The premises are kept clean
and are appropriate for the students needs including those identified as having
SEN. Health and safety are taken seriously, with a range of activities to keep the
students active, they enjoy these and participate energetically. The variety of food
supplied in the canteen is checked for nutritional value and offers a balanced diet.
The clinic is well-equipped, managed by the school nurse, who is vigilant in ensuring
medicines are stored safely and that records are maintained.
The schools arrangements for monitoring of attendance and punctuality are robust.
Systems were put in place when the school opened to manage behaviour. These
have worked well and the result is a calm and orderly learning environment where
students know what is expected of them and they respond appropriately. A
positive, well-established ethos has already developed. Students are friendly and
welcoming and the personal, social and health aspects of the curriculum support the
students development.

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The school faced a setback as the special needs coordinator (SENCo) who was
appointed left the school and so the systems put in place to support those students
identified as having SEN have not been implemented, which has adversely affected
their progress. As part of the admissions process students needs are considered to
ensure, their needs are identified. Suitable and timely support has not been given as
the interventions, which were planned have not taken place. Alternative
arrangements have not had an impact and this is to the detriment of the provision
for SEN. Communication links have been put in place and parents say these are
working well so far, but the school currently does not have a SENCo and some
support packages have been withdrawn. The social worker is now the main point of
contact. Parents, teachers and students are involved in the process of drawing up
IEPs (individual education plans). Guidance and support are provided to make
parents and their children aware of the next steps as they move into older grades
and also to support them when they first attend school.

are and support

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Performance Standard 6: Leadership and management

Leadership and management Indicators

The effectiveness of leadership Weak

Self-evaluation and improvement planning Weak

Partnerships with parents and the community Acceptable

Governance Acceptable

Management, staffing, facilities and resources Acceptable

Leadership and management are weak overall. The SLT comprises only two
members carrying too many responsibilities to have more than a limited impact.
Appropriate, well-developed plans are in place to increase the capacity of the
leadership teams as student numbers increase, including the appointment of a
SENCo as a top priority. The principal has a clear understanding of the schools
weaknesses and has established a clear direction, sense of purpose and a good level
of teamwork to bring about improvements. There are clear and sensible strategic
plans to take the school forward. These include a measured approach to admitting
new students in older grades, and the expansion of KG to ensure the school
population increases at a reasonable pace. The SLT have established the school as a
calm, orderly and well-functioning environment with a harmonious ethos and several
student behavioural issues have been effectively addressed as a matter of priority.
Students behaviour and attitudes are now at least acceptable and sometimes good.
The weakness in academic outcomes in most subjects, and the significant
underachievement of most students remain as the key areas for improvement.
Analysis of students attainment and progress is being undertaken. There is already
greater consistency of practice in teaching across the school and evidence of where
the delivery of lessons has been improved. Those teachers who need extra help are
being supported, but lack more rigorous and challenging targets to support
students who are learning English as an additional language. Despite the setbacks
the school has encountered since it first opened, there is the capacity and
commitment to take the school forward.
Selfevaluation has been undertaken by the input of all stakeholders. It is accurate in
terms of students attainment but lacks sufficient objectivity. It is not realistic about
the academic progress students have made since joining the school and is too
optimistic that recent improvements are enough to support overall better
achievement. There is not enough focus on evaluating the impact of recent action

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taken to address weaknesses in students learning and progress. The school
development plan (SDP) is centred on professional development rather than
monitoring learning outcomes. It therefore lacks the rigour needed to ensure all
teachers are regularly held accountable for students learning and interventions to
bring about improvement are timely and swift.
The partnership with parents is acceptable and parents are involved and welcomed
in the school. The mothers council, which meets twice a term has been pivotal in
developing the school community; for example, in organising the National Day
celebration. There are secure communication links, such as the schools website
where the parental portal allows access to school information and their childrens
progress reports. Parents say they feel well-informed with regular updates from
staff and welcome the receptiveness of staff, especially the principal, to engaging in
dialogue about any concerns and their childrens progress. The school has
established good links within the local community through the parents involvement
in the life of the school. There are other networks in place locally as part of the
moderation and monitoring process, sharing ideas and initiatives with other similar
schools. The school has recently become a champion school for a bilingual web
based source for resources and is building links at a national and international level.
The board of governors, including the owner, is supportive of the school. Updates
from the principal and senior staff keep the board members informed about
challenges the school is facing and there has been a proactive approach to dealing
with changes. The principal and staff are accountable to the board, with regular
checks on how things are developing and a strategic plan for the gradual growth of
the school population. The principal and senior staff monitor teaching and learning
in the school. Based on some of these observations the board alongside the
principal have already made decisions about dismissing staff due to under
performance. The board ensures that staffing and resourcing are in place and is
effective in developing both of these as the school expands.
The school is a well-organised and managed and runs smoothly on a day to day basis.
The school is staffed appropriately; staff are suitably qualified and there are
sufficient teaching assistants. There are weekly sessions allocated for staff development
on a variety of topics determined by the needs of the school from the performance
management review.The building is large and spacious enough for expansion as new
students arrive. It is suitable to deliver a range of subjects with a sports hall, library
and an auditorium. Resources are in good supply, including for ICT. There are various
outdoor spaces, with a designated area for KG.

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What the school should do to improve further:
1. Improve students attainment in all subjects and grades and accelerate
progress in all phases by:
i. more rigorous use of assessment for learning to build on what
the students already know, can do and understand
ii. providing more specific support and challenge to meet the
needs and abilities of students, particularly for students learning
English as an additional language
iii. monitoring learning and progress rigorously on a regular basis
to improve teaching and learning and positive outcomes for
students.

2. Improve the provision for SEN, higher achieving students and those
with gifts and talents by:
i. appointing a SENCo as a matter of urgency
ii. providing specific interventions supported by informed IEPs,
and monitoring the impact of these closely, taking action if any
gaps in achievement appear to be widening
iii. ensuring that higher achieving students are challenged in their
learning and make accelerated progress.

3. Improve the provision for children in KG and boost their progress by:
i. making more accurate assessments of what children have
achieved
ii. reviewing the provision to allow for more integration of areas of
learning and child initiated activities
iii. appointing a designated person with early years expertise to
guide the development of the provision.

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