Private School

Inspection Report

Global English Private School

Academic Year 2016 2017

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 Global English Private School

Inspection Date October 17, 2016 to October 20, 2016

Date of previous inspection September 22, 2014 to September 25, 2014

General Information Students

Total number of
School ID 158 1511
students

%of students per Main Curriculum 100%

Opening year of
1982 curriculum (if
school Other Curriculum -----
applicable)
KG 379
Number of students Primary: 815
Principal Nicolaas Van Blerk
in other phases Middle: 240
High: 77

School telephone +971 (0)3 767 8844 Age range 3 to 18 years

Khaled Ibn Sultan Street, Al Grades or Year

School Address KG1 to Grade 12
Ain Groups

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

% of Emirati
School website www.geschooluae.ae 13%
Students
1. Egyptian 17%
Fee ranges (per Low to medium Largest nationality
2. Sudanese 15%
annum) (AED 11,000 to AED 21,500) groups (%)
3. Filipino 14%
Licensed Curriculum Staff
English National Curriculum
Main Curriculum Number of teachers 110
(ENC)
Other Curriculum Number of teaching
------- 20
(if applicable) assistants (TAs)
External Exams/ IGCSE, AS-level, A-level. Teacher-student KG/ FS 1:25
Standardised tests MoE examinations. ratio Other phases 1:30

Accreditation -------- Teacher turnover 10%

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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
questionnaires
Details of other inspection
activities
School Aims
School vision and mission
Inspection activities
5
4
129
12
170; return rate: 12.2%
The inspection team held meetings with the principal,
the Governing Board, senior staff, subject coordinators,
teachers, students and parents. They analysed school
documents, performance data, records and students
work. Inspectors also attended assemblies.
School
To provide our students with the education, skills and
experiences to be confident, global leaders of
tomorrow.
Our vision is to be a centre and model of excellence in
educating students to become global citizens and be
the best platform for their overall development by
redefining education through innovations. To inculcate
confidence through academic competence and holistic
development for success in life. Instil social and moral
values. Train to face the challenges of modern life. Play
crucial role in character formation and impart traits like
trust, dependability, honesty and decency. Instil
physical fitness to lead a healthy and happy life. Instil
development of integrated personality and provide
opportunities to discover, foster interests & talents in
arts and other co-curricular areas.
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 The school has an inclusive and non-selective admission
policy.
Admission Policy

The school leadership comprises the principal, two vice

principals, middle leaders for each grade group and ten
Leadership structure
subject heads of department. The Chair of the Board of
(ownership, governance and
Governors represents the owners on the Governing
management)
Board. The Board consists of the Chair, the principal,
the general manager and parents.

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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 1 54

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
2 1
disabilities

Visually impaired 2 0

Hearing impaired 1 0

Multiple disabilities 0 0

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

Number of students
G&T Category
identified

Intellectual ability 2

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

9
languages)

Social maturity and leadership 7

Mechanical/ technical/ technological ingenuity 4

Visual and performing arts (e.g. art, theatre, recitation) 14

Psychomotor ability (e.g. dance or sport) 10

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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 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 the school is weak. Although children have a secure
foundation in learning in the kindergarten (KG), student achievement is weakest in
the primary phase which comprises over half of the school. Achievement improves
in higher grades for the minority who remain and for the few students in Grades 10
to 12. Achievement is acceptable throughout the school in Arabic. Teaching does
not promote effective learning, particularly in the primary school. Systems of
assessment are inaccurate and unreliable. In the primary and middle phases, the
English curriculum uses textbooks which are intended for a year below the
students age.
Students attitudes are positive and they are respectful of each other. The school
provides acceptable levels of protection, care, guidance and support. At the time
of the inspection, the school was in the process of expanding the facilities,
including a new library and a multi-purpose hall. The current principal took up his
post in April 2016. Almost all other school leaders have been in post since the last
inspection. School leaders and governors have not had a significant impact on
school improvement.
Progress made since last inspection and capacity to improve
Progress since the last inspection has been weak. Governors have not provided
continuity of educational direction during changes in leadership. The new
principals strategies for improving teaching and learning, though sound, are too
recent to have had an impact. The schools systems of assessment in the primary
and middle phases are still based on un-moderated teachers assessment and are
unreliable. The new principal has had a positive impact on behaviour. Since the last
inspection, the school has improved the KG. It now provides a more effective start
to childrens education. The school building work of the library and new facilities
for physical education are still under progress. The building work does not include
the recommended additional classroom space. The school has not shown it has the
capacity to improve itself sufficiently.
Development and promotion of innovation skills
The school has not made innovation a priority. As a result, teachers are not
innovative in their teaching strategies. There are few examples of students
innovation in lessons. Innovation in information and communication technology
(ICT) is largely restricted to shared access to a few, desk-based resources. More
innovative approaches to critical thinking are emerging in Arabic lessons.

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The inspection identified the following as key areas of strength:

the effective start that children make to their education in the KG

the better progress students make in the high phase of the school
the positive relationships amongst students and with staff.

The inspection identified the following as key areas for improvement:

the achievement of students, particularly in the primary school

the impact of all leaders on school improvement
the use of varied teaching strategies to meet the needs of all students
the use of assessment information to promote students progress
the influence of governors on the schools performance.

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Performance Standard 1: Students Achievement

Students achievement Indicators KG Primary Middle High

Attainment Acceptable Weak Weak Acceptable

Islamic
Education
Progress Acceptable Weak Weak Acceptable

Attainment Acceptable Acceptable Acceptable Acceptable

Arabic
(as a First Language)
Progress Acceptable Acceptable Acceptable Acceptable

Arabic Attainment Acceptable Acceptable Acceptable Acceptable

(as a Second
Language) Progress Acceptable Acceptable Acceptable Acceptable

Attainment N/A Weak Acceptable N/A

Social Studies
Progress N/A Weak Acceptable N/A

Attainment Weak Weak Weak Weak

English
Progress Acceptable Weak Weak Acceptable

Attainment Weak Weak Weak Weak

Mathematics
Progress Acceptable Weak Weak Acceptable

Attainment Weak Weak Acceptable Acceptable

Science
Progress Weak Weak Acceptable Good

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

Other subjects Attainment Acceptable Acceptable Acceptable Acceptable

(Art, Music, PE)

Progress Acceptable Acceptable Acceptable Acceptable

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

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The overall quality of students achievement is weak. The school lacks reliable
information about students attainment and progress between Grades 1 and 9.
Students coursework shows that, overall, less than three quarters of students in the
school meet the minimum curriculum expectations for attainment. The large minority
of students in the primary phase attain levels that are below curriculum standards.
Progress and learning skills are weak in the majority of subjects in the primary phase,
which represents over half of the school. Achievement in Arabic and other subjects is
broadly acceptable. The minority of students who remain at the school for General
Certificate of Secondary Education (GCSE) examinations in Grade 10 make better
progress in the upper grades. The attainment of the few students who take A-level
examinations is broadly in line with national and international standards, particularly
in science and mathematics. There is no significant variation between the
achievement of boys and girls. The achievement of both higher- and lower-attaining
students who have additional learning needs is similar to other students. Children
have a secure foundation to their education in KG.
In Islamic education, only the majority of students work, as measured against
curriculum standards, is broadly in line with expectations for their age. In a Grade 1
class, for example, only the majority of students could list the main pillars of Islam.
Most groups of students, including the higher- and lower-attaining, make insufficient
progress at the primary and middle phases, but do better in KG and the high phase.
Students scores in external examinations over the last three years, at the end of
Grade 10 and Grade 12, are higher than the level of work seen in lessons.
Most students in Arabic, including children at the end of KG2, are attaining levels that
are in line with curriculum standards. First and second language Arabic is taught
together in KG. Attainment in Grade 10 and 12 external examinations has been at least
acceptable for the last three years. Students knowledge and understanding and their
progress is acceptable. For example, in Grade 8, most can identify relevant parts of
speech appropriate to their stage in learning and use them in sentences of their own.
Students attainment and progress are weak in social studies in the primary phase and
acceptable in the middle phase. In a Grade 1 lesson, for example, the large majority of
students were unable to recall basic knowledge related to Sheikh Zayeds early life,
or to name the seven emirates. By the time students are in Grade 8, only the large
majority are able to describe the climate of the Gulf region and explain the difference
between weather and climate.
Children enter KG1 with English skills that are below expectations for their age. They
make broadly acceptable progress in the KG but still enter the primary phase below
expected levels. Progress is slow in the primary and early middle phases because
teachers expectations are not high enough. For example, in a Grade 3 lesson, once
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students had put simple verbs into the past tense they had no additional work for the
rest of the lesson. The only valid external data is from GCSE and GCE A-level
examinations in which students show attainment below the minimum expectations.
Progress is acceptable in English in the high phase. The school accepts students with
low grades at GCSE and they go onto attain the lower A-level grades.
In mathematics, children make acceptable progress from their low starting points in
KG1. Weak teaching in the primary phase has resulted in weak progress and
attainment in this phase and in the middle phase. For example, students in primary
cannot yet add numbers to 20 confidently. Students in the middle phase struggle to
simplify algebraic formulae. The higher-attaining students who remain to Year 12
make better progress. Attainment in most current students coursework books is in
line with expectations. Attainment over time at GCSE and A-level remains weak.
Achievement in science is weak in the KG because it is rarely taught. In the primary
phase, achievement in science is weak and students attain below age-related
expectations. Students in Grade 5, for example, do not understand the concept of
reversible changes. Progress and attainment improve in the middle and high phases.
Most students attain broadly in line with curriculum standards in biology, chemistry
and physics at GCSE and A-level. Small teaching groups and regular tests help to bring
about good progress in the high phase.
In other subjects, attainment and progress is broadly acceptable throughout the
school. In physical education (PE), achievement is acceptable even though space is
limited due to building work. Students develop, for example, appropriate individual
and team skills in a variety of ball games such as dodgeball. In information and
communication technology (ICT), students learn useful study skills. For example, in a
Grade 5 lesson, students were able to create and save spreadsheets. Students
language skills in French are acceptable. Grade 6 students, for example, could
conjugate appropriate verbs and use them in sentences and to communicate.
Childrens learning skills develop acceptably well in the KG where they enjoy engaging
in their work, often collaboratively. In primary, more than half of the students on the
total school roll, have weak learning skills. Their learning often lacks connection to
real-life experiences and the skills they need to be successful learners. Students have
opportunities to practise critical thinking and enquiry skills in the higher grades where
learning skills are more acceptable.

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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 Good Acceptable Acceptable Acceptable

Understanding of Islamic values and

Acceptable Acceptable Acceptable Acceptable
awareness of Emirati and world cultures

Social responsibility and innovation skills Acceptable Acceptable Acceptable Acceptable

Students personal development is acceptable overall and is good in KG. Relationships

between almost all students and staff are respectful and friendly. Most students
demonstrate responsible attitudes towards learning and appreciate critical feedback.
Students tend to be passive learners and wait for teachers to direct them. The
behaviour in lessons of most students is acceptable. The poor behaviour of a few boys
disrupts their lessons and results in a slower pace of learning. Attendance at 92% is
acceptable.
Most students have an acceptable knowledge and understanding of Emirati heritage
and culture. This is evident during morning assembly, for example. Students recently
painted a martyrs mural to honour the soldiers of the UAE. There is an absence of
suitable displays representing the UAE culture and heritage around the rest of the
school. Students appreciation of their own culture is acknowledged. Students tend
to have limited understanding of each others cultures and do not demonstrate
interest in learning more about them. Most students have an adequate appreciation
of how Islamic values influence their society.
Students have a generally well-developed sense of civic responsibility and a few are
active in the wider community. Most students are well aware of environmental issues.
For example, students introduced a cooking oil recycling scheme that won a national
competition. Students show a generally good understanding of maintaining healthy
and active lifestyles, as promoted by the school through lessons and clubs. In lesson
plans, teachers mention activities to promote innovation, research, critical thinking
and use of learning technologies. These are seldom seen in action in class.

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Performance Standard 3: Teaching and Assessment

Teaching and Assessment Indicators KG Primary Middle High

Teaching for effective learning Acceptable Weak Weak Acceptable

Assessment Acceptable Weak Weak Acceptable

The quality of teaching is weak in the primary and middle schools, which represent
nearly three-quarters of the school. Teachers rely too much on text books and
worksheets. This is because their subject knowledge is not always strong. For
example, in social studies and science in the primary phase, their subject expertise is
insufficient for the demands of the curriculum. Teachers do not use resources or time
well to improve students achievements. For example, in English they spend too much
time explaining and not enough time challenging students to find out things for
themselves. Teachers do not build on students answers or challenge them to think
harder about problems. Teachers strategies for meeting the needs of all groups in
their classes is weak. Lesson plans nearly always contain information about the needs
of higher or lower attaining students, but these are rarely put into practice. The
quality of teaching to support students who have special educational needs (SEN) is
inconsistent. In a few lessons, such students have to wait far too long before receiving
support or targeted work. Teachers do not help students to develop critical-thinking
and problem-solving skills and tasks are repetitive and very often lack challenge.
In the KG, the quality of teaching is better because teachers use play and exploration
to stimulate and engage children in the learning. Teachers in the high phase have
better subject knowledge in mathematics and science. Teachers encourage students
to problem solve, to find things out for themselves and to share their ideas.
Internal assessment systems are weak generally, but better at KG and high phases.
Un-moderated teacher assessment is used to test how much students know. There is
no system for comparing students achievements against those of students in similar
schools, other than in for the subjects Grade 12 students sit in the MoE examinations.
Teachers do not make consistently effective use of assessment information to shape
their teaching or planning. Basic intervention programmes have been introduced in
recent terms to help individuals make more rapid progress in core subjects. Their
impact is very limited. Because teachers lack knowledge of students strengths and
weaknesses, students do not routinely receive effective support or feedback about
their work.

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Performance Standard 4: Curriculum
Curriculum Indicators KG Primary Middle High

Curriculum design and implementation Acceptable Weak Weak Weak

Curriculum adaptation Acceptable Weak Weak Acceptable

The curriculum implementation and adaptation is weak overall.

It is based on the English National Curriculum (ENC) and follows its essential
requirements with the omission of music as a subject. Additionally, the textbooks
used to support learning for the ENC are not age-appropriate, a year below, for
students in the primary and middle phases. The school has not acted on the
curriculum recommendation of the last inspection. It has no effective means of
assessing achievement in the curriculum from Grade 1 to Grade 9. Subject leaders do
not ensure continuity and progression of key skills and their subjects have limited
resources. Lessons are planned with activities matched to different needs and
abilities and with opportunities for developing learning skills. This planning is not
delivered effectively in most lessons in the primary and middle phases. Filipino
language lessons are on the timetable for the considerable number of Filipino
students. No staff are currently available to teach them.
The school promotes the multicultural society of the UAE, encouraging Emirati
students to share their heritage. The school house system uses the naming from the
UAE flag and national symbols, providing an opportunity for students to learn more
about the UAE and its culture. The students Eco Club project to convert used
cooking oil into biodiesel in collaboration with a fuel company in Dubai won the
national prize for community outreach. The curriculum is taught through topics and
includes theme days and educational trips. Grade 8 students and their parents attend
presentations which inform them of the limited subject choices available for Grade 9.
The school organises extracurricular clubs in football, basketball, ballet, aerobics and
visual arts although building works are impeding these.
A recent review of the curriculum by the new principal resulted in improved
adaptation which in time will help students who have particular needs more
effectively. Presently, the curriculum has not been adapted well enough for these
students. For example, the school has introduced a new English reading scheme and
a programme to promote values. These are used by teachers to promote positive
attitudes and improved behaviour. In Arabic, more emphasis has been placed on
using a range of learning techniques, such as drama and song to support language
acquisition, speaking, listening, reading and writing. Students participate in the
Quranic recitation competition and gain confidence in speaking skills.

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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/ Acceptable Acceptable Acceptable Acceptable
safeguarding

Care and support Acceptable Weak Weak Acceptable

The schools work to protect, care, guide and support students is acceptable.
Teachers have a strong rapport with students and they have a mutual respect, trust
and confidence between them. The principals recent work to improve teachers
classroom management skills has reduced disruptive behaviour to a few students.
Students are clear that bullying is not tolerated and they say they do not see it or
experience it. They are aware of the dangers associated with the use of the internet.
The schools approach to attendance and punctuality is effective. Few students come
late to school. Teachers move to students rooms for most lessons and this reduces
issues of lesson timekeeping.
The schools child protection policy is in place and understood by staff. Not all
students are aware of the policy. The school is a safe environment and appropriate
risk assessments are in place, for example for dangerous chemicals. The schools
procedures to ensure safety on school transport are appropriate and maintenance
records are up to date.
A central register of staff is kept and updated by the school. At the time of the
inspection, 27 members of staff have yet to be approved. This results in the use of a
significant number of cover teachers and has a negative impact on students
progress.
The quality of support for students who have special educational needs (SEN) is
inconsistent. In a few lessons, these students have to wait far too long before
receiving support or targeted work. There is insufficient support for gifted and
talented students and they do not always have sufficient challenge. Students receive
limited guidance regarding the next step in their education, particularly in Grade 12.

Performance Standard 6: Leadership and management

Leadership and management Indicators

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The effectiveness of leadership
Weak

Self-evaluation and improvement planning Weak

Partnerships with parents and the community Acceptable
Governance Weak
Management, staffing, facilities and resources Weak

Leadership at all levels in the school has been ineffective in addressing most of the
recommendations from the last inspection. The Board of Governors has failed to
provide continuity of purpose or to show determination in tackling long-standing
concerns. Prior to the arrival of the new principal in April this year, the senior leaders
and subject leaders had not significantly improved the quality of teaching. The
schools system of assessment remains underdeveloped because the school lacks
expertise in the English National Curriculum.
School leaders do not have a realistic enough view of the challenges facing the school.
Consequently, their self-evaluation form (SEF) is inaccurate. The self-evaluation
process and the school development plan (SDP) have not been shared among all
stakeholders, including parents. Partnerships with parents and the community overall
are acceptable. Most parents are supportive of the school and its links with local
organisations. The school uses email and texting to communicate directly and swiftly
with parents. The school keeps parents well informed about any issues relating to
their children. The quality of reporting about their childrens progress is limited by the
schools lack of accurate information.
Governors lack the educational knowledge to make a positive contribution to school
improvement. The new principal, while not an expert in this curriculum, has correctly
diagnosed the key issues and has started to implement strategies to address them,
with an impact on behaviour. This demonstrates the principals capacity to improve
the school. There is a limited track record of capacity to improve among the wider
leadership team, with the exception of the leadership in the KG. Children now receive
a more active and appropriate start to their education than at the time of the last
inspection.
Most classrooms are too small for the numbers of students, making learning difficult
at times. There are too few resources to support effective learning. The school is not
adequately staffed and too many lessons have cover teachers. The day-to-day running
of the school is acceptable, however.

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What the school should do to improve further:
1. Take decisive steps to improve attainment and progress in all subjects by
ensuring that:
i. school leaders and all teachers expectations of appropriate
attainment and progress are increased
ii. teachers engage students in more challenging, targeted learning
iii. teachers promote the development of independent learning skills
such as research and problem solving
iv. leaders introduce accurate, measurable tests to establish students
starting points and to track their progress
v. teachers marking and feedback gives students a clear idea of what
they need to do to improve
vi. teachers use assessment to inform and adapt their planning of
lessons and implement these consistently.

2. Take immediate steps to improve the quality of teaching by ensuring that:

i. teachers broaden the range of lesson resources and match them to
varied tasks for students of different abilities
ii. the school identifies and shares best teaching practice across grades
and phases
iii. subject expertise and understanding of how students learn is
improved for all staff
iv. the school improves its strategic and detailed understanding of the
requirements and effective practice in teaching its curriculum.

3. Take immediate steps to improve school leadership and governance by

ensuring that:
i. the school acts swiftly and effectively to implement all pending
recommendations through effective planning and self-evaluation
ii. senior leaders provide regular and rigorous reviews of the quality of
teaching and learning in lessons and set targets for improvement
iii. governors exercise a positive and knowledgeable influence on the
schools performance.

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