DSIB

ACTION PLAN
2019 – 2020
 TABLE OF CONTENTS

A. Vision and Mission …. 1

B. Statement by the Principal …. 2

C. Our Goals …. 3

D. Recommendations from DSIB …. 4

• Islamic: Improve the progress made by students learning about Islam so that their attainment is good
• Arabic: Improve the progress made by students learning Arabic so that their attainment is at least acceptable.
• Science: Improve the quality of teaching so that most lessons are good and there are no weak lessons.
• Teaching and Learning: Use the resources for teaching and learning very effectively, especially in science lessons, to enrich students learning
experiences.

E. Areas identified by school for improvement …. 10

• Reading
• English
• Mathematics
• Development plans for student of Determination
• Assessment
• Interventions in KG

F. External Reports and Information on School’s Work …. 16

G. Priorities from school’s characteristics. …. 20

• PSHE
• Health and Safety
 Page 1 of 23

A. MISSION AND VISION

OUR VISION

To mould, groom and transform each of our students through affective value based approach and unique learning experiences into a global citizen with all
round personality for an enriching and fulfilling life.

OUR MISSION

AMLED School is in the hands of visionary leaders who believe that the school has to facilitate comprehensive and integrated development of its students.
We are dedicated to the individual development of attitudes, skills, knowledge and responsibility that are essential for successful achievement in school
and society. Our responsibility is to provide a stimulating, safe and happy schooling where students enjoy learning.

The school will provide family centered educational endeavors. AMLED School will inculcate the rich and noble cultural traditions and achievements of
Dubai. ICT in AMLED School will be an essential tool of learning and teaching process to mould students with a creative and global outlook. The school will
follow an effective SEN inclusive policy.
 Page 2 of 23

B. MESSAGE BY THE PRINCIPAL

The school had planned meticulously towards achieving the targets laid down for the year 2018/19 considering the
recommendations given by KHDA and looking into every phase improving on the scale of learning. We were successful in
achieving the same and the GOOD rating was indeed the effort of all our dedicated work. For the year 2019, we are focusing
the energy of the entire teaching community on achieving these action plan set out for the recommendations. We have devised
a mechanism to deliver our Action Plan in the most effective manner. Our action plan articulates the ambition, values and goals
for our school, priority under pinning on the following areas:

1. Improve the progress made by students learning about Islam so that their attainment is good.
2. Improve the progress made by students learning Arabic so that their attainment is at least acceptable.
3. Improve the quality of teaching so that most lessons are good and there are no weak lessons.
4. Use the resources for teaching and learning very effectively, especially in science lessons, to enrich students learning experiences.

The heart of the action plan is to improve Teaching & Learning in the school community.

➢ The school has partnered with Edubrisk (Phase 1 & 2) and Quest (Phase 1) for continuous professional development of teachers.
➢ The Arabic Department will be enriched with various strategies like
• Free Workshop for parents.
• Tutoring for students during school hours.
• Library and conversation period for Arabic
• Periodic meeting with parents in order to understand the progress in delivering the curriculum.
• New HOD and training by experts from outside
➢ Encouraging students to actively engage in developing 21st century skills in technology like robotics and AI, which will be a part of the curriculum
delivered

To achieve our ambition, we will be working in consultation and partnership with all key stakeholders. We aim to improve learning experience, learning
outcomes and support our students with the best learning profile. We will benchmark our own school as the best providers of education ensuring all the
recommendations are fulfilled in the forthcoming year.
 Page 3 of 23

C. GOALS
 Page 4 of 23

D. Recommendations from DSIB

ISLAMIC STUDIES

Recommendations: Improve the progress made by students learning about Islam so that their attainment is good.

Base Line
Monitoring
Statement Target How Who Success criteria When Evaluation
Method
Where are we How will we
now? Time scale know what
Where do we want to What strategies need to be Lead What do we
we planned What we see
go? introduced? Person expect to see?
is
happening?
Teachers will engage students in active HoD, Increased level of April and on Classroom Provide appropriate
Students in phase 2 Improved application experiential learning. Teachers student’s going Observations and timely support
and 3 have started of critical thinking skills of involvement in and feedback to
applying critical inside classroom Teachers will be given opportunity to Islamic class. Tracking students during
thinking but this skill evidently seen. observe good lessons in other core Studies sheet to assessment for and
need to be subjects. Lessons will be monitor the of learning.
strengthened. Students will be able providing learning level of each
to establish connection Opportunities to be provided to beyond text. student. Classroom
Students of Phase 2 with real life. students in various activities like discussions
and 3 are able to interdisciplinary projects involving Marking and Ongoing
memorise and recite Students will be able higher order thinking, group discussion, feedback to assessment Rubric based
the Quranic verses. recite Qur’an peer work etc. students given at Assessments
effectively and as per every point of the Differentiate
More practice is Special training for the recitation of d reading Authentic Internet
required to hone the the rule of Tajweed, lesson.
Quran. assignments. Resources/ Library
skill of Qur’an Students will SLC books
recitation. participate in inter Developing listening skills by listening to (Student Led Written
house and inter school the recitation of Quran by different Conference) feedback on Online quizzing tools
Qur’an recitation reciters. ways to
improve. Self- grading
competitions. Certificates to be awarded to encourage worksheets
students to participate
 Page 5 of 23

Involve students in peer teaching Peer Lesson Observations

evaluation by MLT and SLT

Self-
evaluation
BYOD
Classroom
Observations Marking of
notebooks with
Learning diagnostic remarks.
Walks
Online Assessments
Feedback on
ways to Rubric based
improve. Evaluation.

Audio lessons Ongoing listening

of recitation recitation
of Qur’an Self- grading
with worksheets
correction
and
feedback.
 Page 6 of 23

ARABIC

Recommendations: Improve the progress made by students learning Arabic so that their attainment is at least acceptable.

Base Line
Monitoring
Statement Target How Who Success criteria When Evaluation
Method
Where are we How will we
now? Time scale know what
Where do we want to What strategies need to What do we expect to
Lead Person we planned What we see
go? be introduced? see?
is
happening?

Students’ attainment Improve students' New HOD Principal The students judge and April 2019 Checklist New starting points
across the two attainment and Vice Principal know their real level in to the children with
phases is below the progress in Arabic Modifying and adopting a Arabic, participate and Entry Level new topics challenge
curriculum across all phases: curriculum that suitable Supervisors, choose the start point Test their abilities, critical
standards. with the students’ ability: HOD and Arabic for them. thinking and suitable
Adopting a suitable and teachers Data analysis
Entry level tests will be of the with the
The large majority of rich curriculum Evaluate their requirements of the
the students are conducted to determine improvement and know students’
Improve the four skills, the level of children and to performance 21th century.
weak in four skills. the next step.
listening, speaking, set target Improvement in the
reading and writing. Teachers have a Teaching
Beginners will be taught in references. four skills of the
reference point to start students starting
High quality teaching separate Arabic Classes. filling gaps in the
and learning Worksheets from their individual
Use of new text and student’s attainment abilities.
exercises books which and progress. Students’
contains topics that notebooks Fast progress for
Concentration on the beginners with
improve the four skills of beginners and fast KHDA frame
the students. increased vocabulary
increasing in their work and reading ability.
Teachers adopt one lesson attainment.
Early and Well trained
per week for conversation. Students will be able to monthly plan students to
Arabic TPT in the zero speak about understand, solve
themselves and frame Question
period. papers different types of
sentences to describe Arabic questions,

Elocution competition
between classes.
Using audible resources
suitable with syllabus of
each grade.
Adopting two listening tests
per term.
More picture composition
practice in phase 2 and
creative writing in phase 3.
Writing competition
between classes
Adopt reading lesson one
time per week for all
classes.
Using the library and
reading links effectively to
improve the student’s
abilities.
Use online worksheets,
tests and rubrics to monitor
the student’s improvement.
More focused CPD will be
provided to increase the
variety of teaching, learning
and assessment strategies
used in the classrooms
Page 7 of 23
their feelings and their Tracker and apply what they
opinions. sheets learn.
Students will be able to Worksheets Improvement in
read fluently and speaking skill in all
connect the new phases with proper
expressions to improve pronunciation.
their writing skills.
Using Arabic
The students will be language to contact
familiar with Arabic and speak with other
sounds and in Arabian
expressions. community.
The students will be Students will apply
able to participate in their speaking skills
elocution and debates in their real life.
competitions.
More displayed
Teachers will develop written pieces and
their skill to deliver creative writing
good lessons by passages.
knowing the concepts
of good and Using devises to find
reading and
outstanding lessons.
translation web
sites.
More independent
as well as
collaborative
learning.
Challenge and
attractive lessons.
Adopting new
strategies to meet
the needs of the
students.
 Page 8 of 23

SCIENCE

Recommendations: Ensure that the older students get regular, time tabled access to the Science laboratories to develop their practical scientific skills.

Base Line
Monitoring
Statement Target How Who Success criteria When Evaluation
Method
Where are we How will we
now? Where do we want to What strategies need to be Lead What do we Time scale know what
What we see
go? introduced? Person expect to see? we planned is
happening?
Equipped library

Investigations are To improve Science Have staff meeting to discuss/ HOD and All children have an On going lesson Students
being conducted in lesson / unit planning plan science investigations. awareness of observations, demonstrate
the classrooms. across the school to Science investigative skills learning walk. stronger skills in
ensure an emphasis is Modification in time table for teachers and the components investigations
placed upon Scientific phase 3 to incorporate lab required to conduct Peer
Enquiry and access. a scientific observation Better
To make maximum opportunities for
utilization of the Investigation. Appoint lab assistant to assist investigation.
Students for
Science labs in the Encourage students to the students and the teachers. Majority of children developing
school. Lab Log book
use success criteria Investigation check list for self across school can scientific skills
when planning their and peer evaluation to enable relate scientific
learning strategies for explanations to real More
students to raise the level of opportunities for
Science investigations. their work. life situations and
discuss. collaborative
Organise school Science events learning.
and a school Science Investigations on a
Investigation week. regular basis.

All classrooms to have a

purposeful and relevant
Science display, showing
evidence of pupil’s work and
scientific enquiry /
investigation.
 Page 9 of 23

TEACHING AND LEARNING

Recommendations: Improve the quality of teaching so that most lessons are good and there are no weak lessons.

Base Line Monitoring

Target How Who Success criteria Evaluation
Statement When Method
Where are we How will we
now? Where do we want to What strategies need to be Lead What do we Time scale know what
What we see
go? introduced? Person expect to see? we planned is
happening?
Leaders establish where the best Teaching and Ongoing Rigorous Enhanced
teaching is taking place and share Learning committees monitoring and Triangulation of data,
Few weak lessons Eliminate weak this across the school. is established and evaluation by Lesson observations,
identified. teaching across school active. SLT and MLT marking/work scrutiny
That accurate assessment SLT
and student outcomes
information is used across all year MLT Accuracy of Observation used to identify best
Improve induction Ensure the internal and groups to enable teachers to plan assessments leads to sheet, teacher teaching.
of new teachers external data are work that fully meets the learning Governing more rapid Analytics,
analysed and used needs of different groups of body improvement of induction of Whole school
extensively. pupils so that outcomes improve. learning for all new teachers assessment
students information shared
Triangulation data Teachers check carefully on the and used in order to
to be extensively progress pupils are making so Teachers are fully drive individual
shared and used Pupils progress is that they are clear about any informed about Triangulation of
data, Base outcomes
measured, and weak pupils’ misconceptions and progress of all
learners are supported misunderstandings and improve students. sheets, target Expectations of
teaching setting. students is raised,
Lesson observations especially the most
All teachers have high and work scrutiny able students to make
Good teaching expectations for all pupils and cycles incorporated Learning levels, faster progress.
practices are shared only accept work that is into their checklist.
across and consistently target tracker,
presented to a high standard reflection School Leaders are
reviewed for ensuring learning is high priority. active participants in
improvement. sheets
Eliminate weak QA reviews to build
Continuous Professional their skills and improve
development aiming at upscaling lesson across school
the capacity to know
good teaching across school. Report sheets, the students learning.
appraisal
 Page 10 of 23

E. Areas Identified By School For Improvement

READING

Recommendations:

1. Enhance students’ access to books and online reading materials in the classroom and in the library.

2. Develop students’ ability to read aloud with a focus on pronunciation, intonation, emphasis and pause

Base Line Statement

Monitoring
Target How Who Success criteria When Evaluation
Method
Where are we now? How will we
What strategies
Where do we What do we expect to Time know what we
need to be Lead Person What we see
want to go? see? scale planned is
introduced?
happening?
Reading across the Equip the library Use of CommonLit.org Vice Principal Student’s progress to be On going Classroom NGRT Assessments that is
curriculum is rapidly with more books as additional support monitored regularly. Observations conducted twice a year.
and online where students are Supervisors
improving and has a
resources. given reading material Incorporate NGRT Previous years’ ASSET Exam
positive impact on English
base on their level. differentiated learning in Assessment feedback.
students’ achievement Teachers
Communicate the classroom.
clearly, Participate in more ASSET Exam Provide appropriate and
Use of a variety of Class Teachers Ongoing, NGRT and timely support and feedback
accurately and levelled reading Tracking sheet to
strategies to decode appropriately. programs. Librarian ASSET Assessments to students during
monitor the level assessment for/ of learning.
unfamiliar texts and
Employ suitable Share best practices in LES Teachers Monitoring of lesson of each student.
develop confidence.
pronunciation department meetings. Plans. Classroom and Library lessons
Differentiated and discussions.
Good use of library and stress Marking and feedback of reading
resources despite patterns comprehension assignments. Rubric based Assessments.
limited provisions of passages.
books and access to Written feedback Internet Resources/ Web links
online resources. BYOD on ways to
improve. Lesson Observations by MLT
being used to support
BYOD access in library and SLT
student learning.
 Page 11 of 23

ENGLISH

Recommendations:

1. Encourage students to use success criteria when planning their learning strategies for a theme or activity.

Base Line
Monitoring
Statement Target How Who Success criteria When Evaluation
Method
Where are we How will we
now? Where do we want to What strategies need What do we expect to Time know what we
Lead Person What we see
go? to be introduced? see? scale planned is
happening?

Reading across the Equip the library with Use of CommonLit.org Vice Principal Student’s progress to be On going Classroom NGRT Assessments that
curriculum is rapidly more books and online as additional support monitored regularly. observations is conducted twice a
improving and has a resources. where students are Supervisors year.
positive impact on given reading material Incorporate NGRT
Communicate clearly, English Teachers differentiated learning in Assessment Previous years’ ASSET
students’ base on their level.
achievement accurately and Class Teachers the classroom. Exam feedback.
appropriately. Participate in more ASSET Exam
Use of a variety of levelled reading Librarian Ongoing, NGRT and Provide appropriate
Employ suitable ASSET Assessments Tracking sheet to and timely support and
strategies to decode programs. monitor the level
unfamiliar texts and pronunciation and LES Teachers feedback to students
stress patterns Share best practices in Monitoring of lesson of each student. during assessment for/
develop confidence. Plans.
department meetings. Differentiated of learning.
Good use of library Marking and feedback of reading
resources despite Classroom and Library
comprehension assignments. lessons and
limited provisions of passages.
books and access to Written feedback discussions.
online resources. SLC on ways to Rubric based
BYOD being used to improve. assessments.
support student (Student Led
learning. Conference) Internet
Resources/Web links

Lesson Observations by
MLT and SLT
 Page 12 of 23

MATHEMATICS

Recommendations: Improve Math outcomes through consistent & effective strategies to enhance students understanding of the concepts

Base Line
Statement Target How Who Success criteria When Monitoring Method Evaluation

Where are we How will we know

Where do we What strategies need to be Lead
now? What do we expect to see? Time what we planned is What we see
want to go? introduced? Person
scale happening?

Attainment & We want to Recruit an HOD HOD Progress in student’s On Going Meeting minutes showing Marking of
progress of ensure that there attainment. evidence of greater depth notebooks with
students overall is all students make To ensure consistency in good Supervisors in problem solving. diagnostic remarks.
good in steady progress. practices. Self- motivated & independent
Vice Principal Students CPD on how children can Rubric based
mathematics All Primary Homeroom
Use of innovative Math solve the problem. evaluation.
Results show that strategies to teachers to be trained & Strong mental mathematic
treated as math teachers. teachers skills Book monitoring, Formative and
Students perform meet the needs
well of in Non- of all learners. learning walks and summative
More opportunity for students Enhanced level of collaboration planning scrutiny Lesson assessments.
Verbal category to practice and participate in and cooperation within the
specially in Primary Make optimum observations
use of time and online quiz student community.
Special Skills of resources Peer teaching to be effectively Greater consistency in the
students are rapidly used. teaching across all year groups. Internal Assessment
improving after the Make effective
use of AFL’s results.
introduction of LES Creating a more challenging Greater depth in teaching with
classes. To develop a environment for the more able a focus on applied learning in Asset results
culture of applied students. all lessons
Critical thinking CAT 4 results
skills of students is problem solving Greater level of accountability
rapidly developing that is at the and feedback given to children
heart of teaching at more regular intervals to
and learning. help quick subject
development.

SLC
 Page 13 of 23

DEVELOPMENT PLAN FOR

STUDENT OF DETERMINATION

Recommendations: Ensure that all the teachers take consistent account of the needs of students of determination while planning and delivering lessons.

Base Line
Monitoring
Statement Target How Who Success criteria When Evaluation
Method
Where are we How will we
now? Where do we want to What strategies need to be Lead What do we Time scale know what
What we see
go? introduced? Person expect to see? we planned is
happening?

Most students make All teachers take Student Development Centre SDC and SLT Students of S: January E: Meeting Progress of
good progress consistent account of will conduct personal meetings determination will Ongoing records with majority of
towards their the needs of students with teachers to equip them receive need-based the teachers students of
personal goals. of determination when with information, advice, quality support in determination in
planning and delivering support and guidance, about almost all the Differential almost all the
In a few lessons, lessons. the needs of students of lessons lesson plans lessons.
progress is slower determination.
when the teacher Feedback from Teaching &
does not modify the Workshops will be conducted triangulation will be learning
curriculum enough to train the teachers to used for planning observation
to meet the needs of understand and apply and achieving records
students of differential learning techniques lessons. Workshop
determination. records
SDC will guide the teachers and
monitor the lesson plans and
classroom teaching & learning
to ensure that students of
determination are receiving
need-based quality support in
the classroom.
 Page 14 of 23

ASSESSMENT

Recommendations: Ensure progress tracking is done in all lessons to enable teachers to have a more robust knowledge of ongoing student’s achievement and
their next steps in learning.

Base Line
Monitoring
Statement Target How Who Success criteria Whe Evaluation
Method
n
Where are we How will we
now? Where do we want What strategies need to be Lead What do we expect to Time know what we
What we see
to go? introduced? Person see? scal planned is
e happening?

The quality of To create personalized Challenge students more in class by Teachers Baseline exam results Ongo Observations, Students demonstrate
teaching and schedule which exposing them to questions that , MLT tallied for comparison. ing Learning walk, stronger skills in
assessment are allocate SLT/MLT to require higher order thinking skills (all Departmental investigation.
good overall observe more lessons phases) and appropriate tasks. MLT & SLT deployed time Meetings
to improve teaching. to analyse data Classroom observations
Data is analysed Focus on developing students’ skills by Observations, show appropriately
and used to 75% of lessons revising the curriculum to target skill Students demonstrate Learning walk challenging activities
plan purposeful observed to show that rather than content focus. stronger skills during and Notebook assigned.
intervention most students have observation. scrutiny
made at least Provide students with challenges, Students are aware and
support and proper feedback on their Students to be aware and take responsibility for
expected progress in take responsibility for
lessons from their achievements and next steps in their own learning.
Work in learning their own learning.
students’ books starting point by Students are aware of
and the school’s achieving the lesson Students to be equipped to know their Notebooks to have next their particular
assessment objectives. levels and what they need to do next in steps of learning. Children weaknesses and
records across order to progress as expected. recognise and highlight strengths thus they plan
Create whole class their growing abilities.
all year groups summary sheets after accordingly.
is good. Each student’s progress, strengths and
every AFL which will needs to be regularly discussed They know the goals set Targets to be seen
help staff to analyse for them to meet in their evidently in notebooks.
teaching (details Frequent evaluations help pinpoint the lessons.
assessment by ASSET) areas in which students need more help
or additional instruction to achieve More clarity for teachers
success. on the individual need of
student.
 Page 15 of 23

INTERVENTIONS IN KG

Recommendations: 1. Raise further outcomes in the core areas of reading and writing

Base Line
Monitoring
Statement Target How Who Success criteria When Evaluation
Method
Where are we How will we
now? Where do we want to What strategies need to be Lead What do we expect to Time know what we
What we see
go? introduced? Person see? scale planned is
happening?

Students in Online E reading program
kindergarten in ICT classes through
actively online phonic program
participate in
independent Opportunities for reading
and writing to be provided
reading and
writing skills which will be seen across
the curriculum and also
seen in displays and
children’s work
independence and are engaged
Weekly phase meetings with Vice A strengthened culture of From SLT and MLT Targeted children
staff identify key pupils for Principal reading in classrooms and November observation to achieve the ELG
targeting in planning and independent reading is in reading and
teaching and introduce KG head seen across KG writing
sustained shared thinking to
Coordinators Effective feedback to Learning Walks Evidences of cross
support children and subject
students on reading and curricular learning
Work is appropriately heads lesson show greater seen in the
differentiated so that pupils emphasis on reading and Reading environment
who are working below writing across curriculum interventions
expectation develop Work samples of
Majority of children are Progress Analysis students across
in their learning able to read new words the department
through the phonic
Meaningful opportunities program
linking reading and writing
around a central theme to be Targeted children achieve
incorporated into continuous the ELG in reading and
provision writing.

Vocabulary is enhanced
through critical thinking
and imaginative writing in
class
 Page 16 of 23

F. External Reports and Information On School’s Work

1. Executive Summary

1.1. Edubrisk Scope of work as per Contract:

• Train and empower Teachers in Inclusive Teaching Methodologies.

• Implement the Teaching Digital Learning Platform in Classrooms and for School Admin
• Provide Platform Access to Subject Teachers as mentioned in the Technical Scope and to the School Admin.

Session Workshop Duration Workshop Mode

2 STEP Intermediate 6 hrs in the first 60 days of engagement Contact session
3 Follow up training To be jointly decided by AMLED and Edubrisk as per the To be jointly decided by AMLED and
needs of AMLED with a maximum of 16 visits in an Edubrisk.
academic year

Edubrisk will provide the following services to students/parents (those who would like to opt for it):

1. Score (Students Curriculum Oriented Empowerment) workshop for students & PALM (Parents as Life Mentors) workshop for Parents
2. Provide Platform for Students and Parents.
3. Train Students / Parents on usage of Edubrisk Digital Learning Platform

1.2. Edubrisk Services and Knowledge Support Provided from April to February 2019:

1.2.1. Teaching and learning support

a. Digital Inclusion and Innovation

Teacher training on using Edubrisk Digital Platform to provide an enhanced teaching and learning experience in the classroom.
 Page 17 of 23

b. Continuous Professional Development

Training on Differentiation: EB faculties with subject expertise delivered sessions on differentiated instructions and Critical thinking. (Annexure 1)

Data Analysis and Interpretation: An Interactive session was conducted by Mr. Saiju Aravind on the relevance of data analysis and interpreting
data to drive student performance in academics.

c. Teaching and Learning Audit:

• Comprehensive teaching and learning Audit Report were prepared for all the AMLED
• School Teacher based on KHDA inspection Parameter.
• Multiple levels of lesson observation and feedback session was provided for the core Subject teachers. (Annexure 2)

1.2.2. Parent Workshop

PALM (Parents as Life Mentors):

• Edubrisk Parent Empowerment and active collaboration programme to help them in becoming a Life mentor for their children
• PALM Programmes was conducted for parents of grade 5, 6, 7 on 5th May 2018 and 23rd June 2018.

1.2.3. Data Analytics and Triangulation:

Analytics and triangulation of data for the student from KG to Grade 7.

• A comprehensive analytic report was provided grade wise with analysis and interpretation based on Triangulation, performance trends,
comparison charts, etc. were provided.
• School Self Evaluation form data interpretation and analytics to fill the relevant data was provided.

1.2.4. Student Intervention Programme:

Learning Skill Development-Logic, Memory and Concentration (LCM)

Learning Skill Development Workshop was conducted for grades 5, 6, & 7 on 22nd and 23rd May 2018.
 Page 18 of 23

ASSET and TIMSS Training:

• Student from Grade 3 to 7 were given access to all the training material to equip them for the Bench Marking exam through EduBrisk Digital
Learning platform.
• Student of Grade 4 was provided training for TIMSS math and Science on 4th February and 7th February 2019, respectively.

1.2.5. Inclusive Education:

• Step down and Step up topics were enabled to address the broad spectrum of student with individualized needs through EB Digital
Learning platform.
• Recommendations for need based Intervention plan was provided.
• Recommendation and support to develop nominal role based on subject bias per grade per section.
• Guidance to prepare timeline, structure and organise all associated activities by Student Development Centre.
• Design and improvement of the learning environment of Student Development Centre based on ergonomics.

1.3 Action Plan 2019-2020

Sr. No Verticals Timeline

1. Data Triangulation & Analytics
a. Submission of data – Internal & External Exams 25th March
b. Pilot Report 1st May
c. Final Report 1st June
d. Data Interpretation and Intervention charting 15th June
2. Teaching & Learning Audit
a. Data Submission 25th June
b. Sample Report 5th September
3. Inclusive Education
a. Submission of Data with List of SD 15th April
b. Audit of the Inclusion dept. & documents
 Page 19 of 23

c. Pilot Report 15th May

d. Final Report 15th June
e. Data Interpretation, gap filling & Intervention charting 20th June
f. Sessions for Students, Teachers & Parents by the Inclusion governor June, Sep
g. Meeting of Governing body with the Inclusion Governor
h. Inclusive Education Promotion Week – Partnership & Collaboration with other schools to
share best practices in Inclusive education. Institute an Inter-school Competition/program
exclusively for SD.
 Page 20 of 23

G. Priorities From School’s Unique Characteristics

HEALTH & SAFETY

Recommendations:

• To assess our safeguarding practice and improve existing procedures

• To ensure that all key people in school are fully aware of safeguarding procedures

• To maintain and monitor our portfolio of evidence of safeguarding and procedures followed

Base Line
Monitoring
Statement Target How Who Success criteria When Evaluation
Method
Where are we How will we know
Where do we What strategies need to Lead
now? What do we expect to see? Time scale what we planned What we see
want to go? be introduced? Person
is happening?

Across all phases’ Rigorous risk Risk Assessment to be done PE HoD All the risk factors in the school is Ongoing Filing of risk Regular
health and safety assessment on all regularly reduced to the minimum level at assessment and the monitoring and
procedures are aspect of safety Dept. the earliest. completion of work to avoid all the
effective and Further develop the Heads to be monitored risk factors of
rigorous. Review of all health knowledge within school Students, staff, teachers and and filed for follow Amled school.
and safety policies and the procedures that parent’s full knowledge of all From April ups if needed.
Students and must be followed by all staff, policies and action taken. Fully aware of
teachers feel safe To plan effective students and parents Singed copy of policy and
and timely all mock To ensure that the child people attended. procedures.
Campus is well drill Audits on Safety and child protection policy is known to
maintained and protection policy for every child. Questionnaire to be Messages of the
protected. To provide timely students by internal and absentees to
information to the To ensure that the child circulated
external agents From March the parents at
Governing Body protection policy is known to 8.45AM
about their role in Audits on Safety and child every staff of Amled School. To access the
the health and protection policy for validity of the risk Total strength
teachers, administrative management policy of the school to
staff and support staff by
 Page 21 of 23

safety of students internal and external To ensure all the safety issues are Audit Template will be reported to
and staff agencies. rectified if any. be circulated to the SLT daily.
students.
Health Audit (Internal and Volunteers better informed of Regular
external) safeguarding Audit Template will monitoring of
Ongoing be circulated to late comers
Update classroom teachers.
volunteer’s guidance in line To take class attendance and
with keeping children safe in Constant
enter online by 8:00 AM monitoring and
education
Proper punching of bus identity report by the IT
Speakers invited for cards by all students using school Team on cyber
workshops to talk to transport. safety
children about raising
awareness of bullying, Cyber Yellow log book for staff out and Constant
Crime etc. entry monitoring and
report by RTA
Older children are made (School Transport
aware of sexual exploitation Contractor)
relationships issues Own transport students and
parents are given AMLED ID to go Rescue monitor by
Daily Bus attendance out of the campus Safety Officer

Bus Drill School Senate

engaged in audit
Policy giving importance of
visitors with special needs
during crisis.

Teachers Log, Contractors

log and exit pass for goods
taken out to be started

Display information within

school with regard to child
safety and safe guarding
 Page 22 of 23

PERSONAL, SOCIAL AND HEALTH EDUCATION

Recommendations:

1. Plan mutual visits with schools of different cultures.

2.Enable students to initiate school activities that promote social responsibility.

Base Line
Monitoring
Statement Target How Who Success criteria When Evaluation
Method
Where are we How will
now? Time we know
What strategies
Lead What do we expect to scale what we
Where do we want to go? need to be What we see
Person see? planned is
introduced?
happening
?

Students Provide students with an opportunity Organize a Cultural SLT Global awareness and Ongoing Reports Students show positive
demonstrate a to broaden, deepen, and enrich their Diversity Week. international through attitude towards cultural
clear understanding of different cultures. MLT collaboration are done the year Log books differences.
understanding and Visit Schools of to have more rounded
Children will be provided with the different cultures in Action plans Students are tolerant to
appreciation of individuals,
their own culture knowledge, understanding, skills and Dubai. encouraging our Exchange various cultural
and many other attitudes to enable them to make students to see things Program differences.
informed decisions about their lives. Encourage students
world cultures. to have Buddies from different Student initiated
To develop student’s ability to initiate from different perspectives. programs that cater to
Students
demonstrate a events. background in other the needs of the wider
good schools. community.
Continue to expand the work of the Students to initiate
understanding of School Council. Life skills workshop The quality of learning
the importance of activities which will
for students. take forward the and teaching in PSHE
social Increase parent’s knowledge and will be raised.
responsibility. understanding of issues through school’s involvement
support sessions and weekly updates. with the local and Improved children’s
Focus on Year of Tolerance wider community. understanding of issues
around emotions, health
and growth.