Private School

Inspection Report

International Indian School

Academic Year 2016 2017

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 International Indian School

Inspection Date February 26, 2016 To February 27, 2016

Date of previous inspection N/A To N/A

General Information Students

Total number of
School ID 277 94
students

Opening year of %of students per Main Curriculum 100%

2016
school curriculum Other Curriculum --
KG 80
Number of students Primary: 14
Principal Sharafudeen Thanikatt
in other phases Middle: --
High: --

School telephone + 971 0(2)585 4499 Age range 4 to 8 years

Plot 18, Baniyas West, Abu Grades or Year

School Address KG to Grade 3
Dhabi Groups

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

Int.indian.pvt@adec.ac.ae % of Emirati
School website 0%
Students
Low 1. Indian: 70%
Fee ranges (per Largest nationality
(AED 10,500 to AED 12,500) 2. Pakistani: 14%
annum) groups (%)
3. Nepalese 4%
Licensed Curriculum Staff

Main Curriculum Indian Number of teachers 12

Other Curriculum Number of teaching

--- 4
(if applicable) assistants (TAs)
External Exams/ Teacher-student KG/ FS 1:20
---
Standardised tests ratio Other phases 1:4

Accreditation CBSE Teacher turnover 0%

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 Introduction
Number of inspectors
deployed
Number of inspection days
Number of lessons observed
Number of joint lesson
observations
Number of parents The parental survey has not yet been carried out in this
questionnaires
Details of other inspection
activities
School Aims
School vision and mission
Inspection activities
3
2
42
2
new school.
Inspectors held discussions with the owner and
governing body, principal, senior managers, teachers
and other members of staff, students and parents.
They reviewed a wide range of school documentation
and students coursework. They observed assemblies,
school activities, arrivals, departures and intervals.
School
Redefine education through innovations.
International Indian School,Abu Dhabi envisions
creating a challenging learning environment that
encourages high expectations for success and that
allows individual differences. Its mission is to motivate
young learners through academic competence and
holistic development for success in life. To provide a
stress-free learning environment that will develop
competent, confident and enterprising citizens who
will promote harmony and peace. Instil social and
moral values. Encourage students to embrace the new
pedagogies of independent learning. High quality
governance ensures students needs are fulfilled and
the school gains high reputation for fairness and
quality.
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 KG admission is inclusive. Grades 1 to 3 admission is
Admission Policy selective with a test in English and mathematics.

Leadership comprises the principal, vice principal and

Leadership structure administrative manager. Governance comprises the
(ownership, governance and owner, the Chairman who is also the partner, and two
management) parent representatives.

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 0

Emotional and Behaviour

0 1
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 1 0

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 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,

1
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)

The school was judged to be: Band A Good

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 quality of the schools performance is good. This new school, formed
in May 2016, has made a very good start in establishing a good quality of
educational provision. This is because of effective leadership and teachers
positive impact on students personal and academic achievement. Students
achieve well academically across the curriculum and the school recognises the
need to further strengthen their skills in English. The school celebrates the values
and heritage of the UAE and integrates these well with all aspects of learning
through a well-designed curriculum. The facilities and the stimulating building
provide a pleasant learning environment that contributes to students wellbeing
and enjoyment of school. High-quality learning resources ensure effective delivery
of the curriculum and have a positive impact on students achievement in all
subjects. Parents are appreciative and actively involved in the school. Senior
leaders, including the governors, the school principal and vice principal, are all
committed to school improvement and provide effective professional
development for teachers.

Progress made since last inspection and capacity to improve

This is the schools first inspection since its opening in May 2016. Since it opened,
the school has shown that it is capable of developing effective structures and
procedures that enable students to learn in a positive environment. Teachers have
already responded very well to the schools leadership and, as a result, have
effectively improved the learning outcomes of students in all subjects. The school
provides a safe and stimulating environment for the delivery of its curriculum.
Overall, school leaders capacity to improve the school further is good.

Development and promotion of innovation skills

The school recognises the need to promote innovation skills but as yet has been
unable to integrate their promotion in lessons. Opportunities for students to
develop the skills that underpin the capacity to innovate, such as investigation
and research, problem solving and critical thinking, are now just beginning to
develop. Students are not working independently enough to find things out for
themselves and research through the use of ICT. Overall, across the curriculum,
the school has yet to develop effectively the skills that underpin innovation.

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The inspection identified the following as key areas of strength:

students academic achievement across the curriculum

leaders commitment to students personal and academic development

the celebration of the culture of UAE

the safe and stimulating learning environment and the quality of learning
resources

the schools partnership with parents and their involvement in the school.

The inspection identified the following as key areas for

improvement:

to further strengthen students attainment in English

to further develop students use of innovation skills and higher order

learning skills

the quality of provision for the individual learning needs of students

the use of ICT to support learning in lessons.

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Performance Standard 1: Students Achievement

Students achievement Indicators KG Primary Middle High

Attainment Good Good

Islamic
Education
Progress Good Good

Attainment N/A N/A

Arabic
(as a First Language)
Progress N/A N/A

Arabic Attainment Good Good

(as a Second
Language) Progress Good Good

Attainment N/A N/A

Social Studies
Progress N/A N/A

Attainment Acceptable Acceptable

English
Progress Good Good

Attainment Good Good

Mathematics
Progress Very Good Good

Attainment Good Good

Science
Progress Good Good

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 Good Good

(Art, Music, PE)

Progress Good Good

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

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The overall quality of students achievement is good. Students coursework,
attainment in lessons and the schools internal assessment data show that the
majority of students are achieving above the expected Central Board of Secondary
Education (CBSE) curriculum standards and relevant international levels in most
subjects. Students make consistently good progress due to teachers expertise in KG
and primary pedagogy and their high expectations for what students can achieve.
The school has robust assessment and tracking systems and it assesses students
knowledge and understanding on entry and tracks these closely. As a result, the
school has an accurate view of childrens starting points and their progress in each
subject. Generally, the few students identified by the school as having special
education needs (SEN) make good progress because of the support they receive and
the tailored tasks they are given.
In Islamic education, the achievement of students is good overall. In lessons and in
their recent work, the majority of students across the school demonstrate levels of
knowledge, skills and understanding that are above curriculum standards. They
make good progress as they move up the school. Most KG 1 children recognise the
number and names of Eid that Muslims celebrate and the majority speak
enthusiastically about the festival including details above curriculum expectations.
By the end of Grade 3, the majority of students can recite Hadith about cleanliness
confidently and explain it accurately by giving examples from their own lives,
demonstrating deep knowledge of the values of Islam.
Students achievement in Arabic as a second language is good. The majority of
students achieve above age-related expectations in listening, reading and writing. By
the time they complete KG2, the majority of children can identify, read and write
most of the Arabic alphabet correctly. They recognise letters in different positions in
words and can come up with other words from their daily lives that start with the
same letter. By the end of Grade 3, the majority of students gain sufficient Arabic
vocabulary to form sentences in a level above expectations for their age group. They
can, for example, match animals pictures and the name of the animal. Speaking
skills are less developed because students are not given enough opportunities to
speak and communicate in Arabic.
Students attainment in English is acceptable overall. Most students are attaining
standards broadly in line with age-related expectations. They make good progress in
the development of their early reading, writing, listening and speaking skills in the
KG and primary phases. Students speak fluently and accurately and this helps them
to communicate effectively in other subjects where English is used. Students
develop a good foundation in literacy. For example, children in KG1 learn to relate
letters to sounds and this foundation supports their progress in the primary phase in

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reading and writing. By Grade 1, students can write suitable words, read poems and
discuss the best ways of looking after animals. By Grade 3, students read stories and
answer questions such as the story of A Day at the Swamp where they can recall
the names of up to eight dinosaurs and answer questions about the dinosaurs in the
story to show their understanding. Generally, while broadly in line with age-
expectations, writing is the least strong of students literacy skills.
Students achievement in mathematics is good. Children make very good progress as
they learn to count in KG1 and recognise numbers at levels above age-related
expectations. By KG2, they can add single digit numbers and reliably match UAE
coins to the corresponding numerals. By the time they reach Grade 1, students are
able to make assumptions and predictions without using measurement scales. For
example, they can use a variety of measures such as hand spans, foot spans, blocks
and pins, to measure. In Grade 2 students demonstrate their good progress as they
work with multiples, and by Grade 3 the majority of students reach above age-
related expectations as they calculate time and relate it to their daily lives.
Students achievement in science is good overall. The majority of students attain
standards above age-related expectations. Children in the KG demonstrate their
understanding of the different weather conditions and link this to the type of
clothes they wear. Most students continue to make good progress through KG to
the primary phase. For example, Grade 1, students perform practical experiments to
explore the density of objects by sorting those that float and sink in water. Students
continue to build their science knowledge through their work on force and motion in
Grade 3, when they demonstrate that pressure can create motion in objects, the
majority with competence above the level expected for their age.
Students achievement in other subjects is good overall. In art, for example, Grade 2
students paint well with water colours. In ICT, students in Grade 1 learn how to use
paint and other software applications and can work independently to paint the flag
of UAE and India. In music, KG1 children practise their free-flowing movements with
the rhythm and flow of music. In languages, students achievement ranges from
good in Malayalam to acceptable in Hindi. In Malayalam, achievement of most
students is in line with curriculum expectations while in Hindi it is less strong.
The development of several learning skills is good across the school. Skills such as
collaboration and communication are particularly strong. All students work well
together, interact and communicate with their teachers and peers. Higher order
skills such as critical thinking and problem solving are developing well but not
consistently as strong across all classes. Innovation skills are not yet consistent for
most students because the school has yet to promote them across subjects.

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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 Very Good Very Good

Understanding of Islamic values and

Good Good
awareness of Emirati and world cultures

Social responsibility and innovation skills Good Good

Students personal and social development and their innovation skills are generally
good. In KG, childrens attitudes and behaviour are good in lessons. They respond
well to their teachers and form positive relationships with adults and other children.
They show respect to each other, share equipment and take turns in the classroom.
They show age-appropriate understanding of safe and healthy living, for example in
their choice of food for the Healthy Breakfast event, and their enthusiasm for
sports. Attendance is very good overall at 96%. Most students arrive punctually to
school.
Through the many units in the curriculum, assemblies and special events, most
children are developing an age-appropriate respect and understanding of the UAE
and its culture. They recite the holy Quran and celebrate the Holy month of
Ramadan. Observance of UAE Martyrs Day, celebration of National and Flag days
along with their celebration of international week enriches students cultural
understanding and importance of the UAE and the world. Students develop a clear
understanding of their own culture through activities in assemblies and lessons.
Children accept social responsibility willingly, for example in contributing confidently
in assemblies. They are developing resilience to enable them to complete tasks and
sustain progress in their learning. Each day, a volunteer is chosen to supervise
students during break time, and the volunteer reports to the vice principal. Students
contribute to the Red Crescent with parental support as a part of the year of the
giving. Students enjoy learning but do not always take the initiative when they
might. They take care of their environment and are involved in age-related activities
like taking care of saplings and cleanliness in school. Innovation skills remain

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underdeveloped.

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Performance Standard 3: Teaching and Assessment

Teaching and Assessment Indicators KG Primary Middle High

Teaching for effective learning Good Good

Assessment Good Good

The overall quality of teaching and assessment is good. Most teachers have good
subject knowledge and understanding of how students learn and they use this
expertise to plan effective lessons. Lessons have clear learning outcomes which are
shared effectively with students and linked to previous learning. Teachers use a
range of resources, such as data projection, manipulatives, toys, beads and blocks,
to motivate students well. In KG, most teachers take advantage of the resources
and activity room to promote childrens learning through experiential play. Teachers
have experience of an integrated KG curriculum and, as a result, they have high
expectations of what children are capable of achieving. In most lessons throughout
the school, teachers questioning and use of dialogue ensures students stay
engaged for most of the time. This is generally consistent across almost all lessons.
In the most effective lessons, teaching challenges students of different abilities well,
often through collaborative group work and skilful questioning. Less emphasis is
given to independent work and to requiring students to find things for themselves,
including through using ICT. Teachers have high expectations of childrens
behaviour and treat them fairly and respectfully.
The school uses assessments regularly to measure students attainment against
curriculum standards. Internal assessment systems are robust and provide a
consistently accurate view of students progress. Teachers have a good
understanding of students individual strengths and weaknesses. Assessments and
tracking of students progress is personalised so that teachers know how well each
student is doing. Teachers use questioning skilfully to assess students
understanding but not well enough to ensure all students have to think before
responding. Self- and peer-assessment are not common features of lessons.
Teachers at different grades have yet to ensure that the range of tasks they offer is
always well matched to the different abilities in their class and provides sufficient
challenge.

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Performance Standard 4: Curriculum

Curriculum Indicators KG Primary Middle High

Curriculum design and implementation Good Good

Curriculum adaptation Good Good

The overall quality of the curriculum is good. It follows the guidelines of the Central
Board of Secondary Education (CBSE) and has a clear rationale. Important strengths
in the curriculum include the provision of Hindi and Malayalam, in addition to Arabic
and English, and moral education as an alternative to Islamic education for non-
Muslim students. Additional English is offered for students of other nationalities
who do not take native Indian languages. The curriculum has very good continuity
and progression year on year. It provides meaningful and relevant opportunities to
children in KG to develop their learning well across all subjects. Subject plans have
clear objectives and systematic development of knowledge, skills and
understanding. Planning is detailed and enables all teachers to integrate values,
competencies, cross-curricula and real-life UAE links. The clear focus in KG on the
development of literacy skills in English enables children to access mathematics and
science. The curriculum is thematic and this exploits childrens natural curiosity and
enables them to make links between areas of learning and apply their learning to
the world. Arabic for second language speakers is mandatory from Grade 1, but the
school has also introduced a weekly period of Islamic education and Arabic in KG.
This enables children to develop proficiency later and progression is good. Most
teachers ensure that lessons are engaging because they use textbooks
appropriately to support the lesson, not to dominate it. Students from Grades 1 to 3
benefit from a timetabled library period, but as yet in the absence of a dedicated
librarian, students are unable to borrow books. The curriculum is reviewed regularly
to build its capacity to deliver skills progressively across grades. As yet, students do
not go on field trips to extend their learning.
The curriculum is sufficiently modified to meet the needs of most students to
accelerate learning. In most cases, teachers have activities planned for low, middle
and high achievers but these are not always challenging enough for the different
abilities. In a few lessons the more-able students are not stretched by activities
pitched appropriately to their needs. In most subjects, learning is effectively linked
to Emirati culture through activities. As yet, the curriculum does not integrate

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learning skills of research and innovation effectively enough.

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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/ Very Good Very Good
safeguarding

Care and support Very Good Very Good

The overall quality of protection, care, guidance and support of students is very
good. Safeguarding is effective and the school has a robust child protection policy
that staff have read, signed and understood. It is effectively shared with parents and
they feel their children are safe. Students are safe and secure in the building and
know they have an adult to turn to for help, if needed. Health and safety procedures
are effective and the school undertakes regular checks. Supervision of students
during break-time and dismissal is carried out with good care and attention to
safety. Regular fire and earthquake drills are conducted to prepare the staff and
students for any emergency or natural disaster. The school nurses organise activities
for students that promote healthy eating. For example, eat right be active, involves
checking of snack boxes and rewarding those who make healthy food choices, in
the assembly. As yet, not all of the schools facilities and playgrounds are in use due
to the small number of students enrolled.
The quality of care and support for students is very good. Relationships between
staff and students are strong. The school manages students behaviour very well.
Rewards and sanctions are used well and are meaningful to students. The school has
effective systems and procedures which promote students very good attendance
and their punctuality to lessons. Parents are contacted immediately when a student
is absent. The annual reward to the Grade with 100% attendance is an added
incentive. There are effective procedures to identify students who have special
educational needs (SEN) and the counsellor monitors and evaluates their progress.
Well-deployed teaching assistants support the needs of KG children effectively. Staff
identify gifted and talented students but they are not always stretched in class. The
school nurse has individual files on every student and takes an interest in students
personal development and offers helpful guidance, along with the social worker.
The school motivates students by awarding prizes and certificates during assembly
and featuring those in the fortnightly newsletters.

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Performance Standard 6: Leadership and management

Leadership and management Indicators

The effectiveness of leadership Good

Self-evaluation and improvement planning Good

Partnerships with parents and the community Very Good

Governance Very Good

Management, staffing, facilities and resources Good

The overall quality of leadership and management is good. The principal and the vice
principal have a shared vision and commitment to improving the school, based on
effective teamwork. Under their leadership, the prospect of the schools growth and
future looks promising. Teamwork, communication and morale are positive and
teachers demonstrate commitment and hard work in enhancing the learning
opportunities of all students. Having established the school successfully, they are
now beginning to focus more decisively on areas the school needs to improve.
Self-evaluation and improvement planning are good. Preparation of the self-
evaluation form (SEF) involves representatives of all stakeholders and includes a
broad range of evidence. It has used the SEF indicators and other benchmarks
accurately to measure the schools actual performance. The school development
plan (SDP) is costed with responsibilities allocated. School leaders are making
increasingly effective use of a range of approaches to evaluate the quality of
learning and teaching, including through classroom visits. As they mature, these
systems will help the school to improve learning across all areas of the curriculum,
and particularly in English.
Partnerships with parents and the community are very good. A range of
communication channels including emails, phone calls and regular reports, support
good links with parents. Parents representatives contribute to the management
committee. There are strong community links with parents who contributed for the
Red Crescent.
The schools arrangements for governance are very good. The governing body
responds supportively to the schools resource needs, such as providing interactive
white boards, a computer laboratory, a playground and a wide range of resources.
The governing body holds the school leadership to account for the schools
performance, and visits the school regularly and has positive communication with

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parents.
The school runs smoothly on a day-to-day basis. It has a sufficient number of suitably
qualified staff. All teachers are monitored regularly, followed by feedback and self-
reflection. Accommodation, facilities and resources, including ICT laboratory are of a
high quality but are not used effectively enough.

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What the school should do to improve further:
1. Improve students attainment in English by:
i. reviewing students attainment in each class to identify the weakest
area of skill development
ii. providing actions for each class which focus on the weakest area,
along with targets for improvement
iii. initiating a whole-school, cross-curricula programme to increase the
use of writing in English, and a consistent marking policy for all
teachers
iv. focusing further on reading and writing by enabling students to
borrow books from the library and write reviews
v. introducing pronunciation activities.

2. Improve students higher order learning and innovation skills by:

i. creating opportunities to develop exploration, investigation,
problem solving and critical thinking
ii. monitoring and reviewing systematically teachers planning for
learning skills and the progress students make in lessons
iii. providing tasks that are suitably challenging to promote thinking
skills
iv. improving the scope of enterprise and innovation across all subjects
v. ensuring that students have regular access to ICT within lessons to
improve their independent learning and research skills.

3. Further develop the way teachers meet the needs of different abilities in
their classes by:

i. ensuring that lesson plans meet the abilities and interests of all
children
ii. providing differentiated tasks that stretch fully the more-able
students.

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