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SummaryInspectionReport

AsianInternationalPrivateSchool,ZayedCity

Publishedin2013

AsianInternationalPrivateSchool,ZayedCity

InspectionDate
SchoolID#

26th28thMay,2013
175

TypeofSchool

Private

Curriculum

Indian

NumberofStudents
AgeRange
Gender
Principal
SchoolAddress

649
317years
Mixed
MollyDcoutho
P.O.Box50251,MadinatZayed,WesternZone,AbuDhabi

TelephoneNumber

(+971)028847470

FaxNumber

(+971)028846680

Email(ADEC)

asianintzayed.pvt@adec.ac.ae

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Introduction
Theschoolwasinspectedbyateamoffourinspectorswhoobserved67lessons
along with other student activities. They scrutinised written work, analysed
studentandschoolperformancedata,analysisofparentsquestionnairereturns,
and held meetings with a member of the Board, students, parents and staff. In
addition,responsesfromparentstoaquestionnairewereanalysed.

DescriptionoftheSchool
The Asian International Private School was established in 1987 and moved to
newly refurbished premises in Zayed City in May 2012. It is one of three schools
belonging to a chain within the UAE. Its vision is to create an environment in
which children can foster retention and transfer their learning experience into
wider areas of life that await them and it aims to achieve this by having a
harmoniousblendofmoral,culturalandmodernsystemofeducationcreatinga
uniqueethosoftranscendingallkindsofnarrowandparochialbarriers.
The move to new premises facilitated a doubling of the school roll from 365 to
649withintwoyears.The349boysand300girlsareorganisedintofoursections:
Kindergarten(KG)with175children,Grades15with304students,Grades69
with123studentsandGrades1012with47students.87%ofstudentsareMuslim.
TheschoolhasnotidentifiedanystudentswithSpecialEducationalNeeds(SEN)
and currently none who are Gifted or Talented. Eighteen nationalities are
representedofwhom45%areIndian,28%Pakistani,10%Bangladeshi,5%Sudanese
and4%Egyptian.TherearenoEmiratistudents.SchoolfeesrangefromAED2,650
forKGstudents,toAED2,980inGrades69,andAED3,750inGrades1012.

TheEffectivenessoftheSchool

BandCGrade7

InspectorsjudgedtheAsianInternationalPrivateSchooltobeinBandC;thatisa
schoolinneedofsignificantimprovement.
Thelastinspectionjudgedtheschoolsoveralleffectivenessaspoorandinneed
of significant improvement. The report noted that significant improvements to
thequalityofteachingandlearningneededtobemade.Theschoolwasrequired
to improve this by increasing teachers subject knowledge and employing more
suitably qualified staff. More effective use of assessment data was also
recommended along with improvements to the quality of the curriculum and
betterresources.Theschoolwasjudgedtoneedmoreeffectiveleadershipanda
rangeofhealthandsafetyissueswerealsoidentified.Theseniorleadershiphave
made significant improvements with health and safety by moving to new
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premisesandaddressingmostoftherecommendationswithinthissection.There
hasbeenlittleimprovementinmostaspectsoftheotherrecommendations.
Students are not assessed on entry, and consequently the school does not
accurately identify their learning needs in order to provide the appropriate
supportandtoassessprogressfromkeytransitionalstartingpoints.Attainment
and progress in KG is well below expected levels and this, in part, is due to the
curriculum structure and delivery that neglects the cognitive, social, emotional
anddevelopmentalneedsofthisagegroup.
Standards in all subjects are well below those expected in schools offering a
similar curriculum and against international standards. This is particularly so in
science, Arabic, Islamic studies and social studies. Performance results, in
external standardised tests, show students in Grades 4 and 8 to be well below
internationalbenchmarks.Grade10resultsarelowerthanaverageintheCentral
Board of Secondary Education (CBSE) examinations, and only fifty per cent of
Grade 12 pass the All Indian Senior Secondary School Examination (AISSCE) in
commerce. Girls outperform boys in all tests and the school does not have any
planned action to address this directly. Regular monthly assessments give an
unrealistic evaluation of what students have learned and the external
examinations show their performance as significantly lower. School leaders do
not demonstrate the capacity to overcome this disparity and to provide the
correctchallengeandsupportfortheirstudents.
Students attainment in Arabic, Islamic studies and social studies is well below
expectations.StudentsmemoriseversesfromtheQuran,buttheirspeakingand
writing is poor. For example, Grade 10 students demonstrate limited fluency in
Arabic. In too many lessons, students are bored or have restricted recall of
information. Their progress in interpreting and exploring ideas to improve their
personallearningandthinkingskillsisveryunsatisfactory.
InEnglish,speakingskillsimproveasstudentsreachsecondarylevelsandtheyare
able to express themselves well. Expressive and creative writing and the
emotional and imaginative development through language is much weaker. In
mathematicsthereisaverystrongfocusonnumeracyskills;studentsinGrade4
deal with addition of seven or nine digit numbers, but too many follow a
technique without understanding the process that supports it. Consequently
manystudentscopy,anddonotcompleteorunderstandactivities.Inscience,the
lack of opportunity to explore, investigate, predict and hypothesise restricts
studentsunderstandingandapplicationofscientificknowledgeandtheyrelyon
memorisedfactsordefinitions.Thisresultsinveryunsatisfactoryattainmentand
progress. Students across all grades do not enjoy a rich and broad curriculum
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which allows debate, questioning, exploration and practical experiences that


allows for the development of personal learning and thinking skills, persistence,
andcreativity.TheuseofICTisnotintegratedintomostlessons.
Many students express a positive attitude to school and there are good
relationships with teachers in the higher grades. Little opportunity is given for
students to raise questions, articulate and develop ideas further; they largely
respond to a set of closed questions or offer group responses. The school does
little to raise the aspirations of its students and does not support, guide or
preparethemadequatelyfortheirfutureacademic,educationalorcareerchoices.
Opportunities to develop leadership roles and student voice are limited in the
maintodisciplinestructures.Theschooldoesnottaketheopportunitytodeepen
understandingofUAEcultureandvalues.Equally,itdoesnotutilisethewealthof
expression gained through celebrating the similarities and differences of the
manyculturesrepresentedintheschoolcommunity.Behaviouramongstboysin
Grades1to3ispoorandverydisruptiveforalllearners.
Teaching is very unsatisfactory. Few teachers use an appropriate range of
strategies that support effective learning in order to meet the needs of all
learners. Lessons are overly teacherled, unrelated to everyday experiences, and
with lesson objectives that are too broad and unclear. Teaching is mainly
restrictedtothedeliveryoffactsandknowledgefromtextbooks,andteachers
donotofferopportunitiesforstudentstodeepenlearningthroughquestioning,
practical application, problem solving and different forms of collaborative
experience. Teachers have undertaken some good quality professional
developmentbutitisnothavinganysignificantimpactapartfromimprovement
inlessonplanning.Teachersoftenhavelowexpectationsofstudentsandprovide
anarrow,ineffectiveapproachwithinalimitedrangeofactivities.Manyteachers
in the upper grades have good subject knowledge. In KG and Grades 12,
understanding of phonics teaching and ageappropriate pedagogy is inadequate
anddoesnotmatchbestinternationalstandards.Theturnoverofteachersislow.
The school does not comply with time allocations for teaching Arabic, Islamic
studiesandsocialstudies,andthecurriculumfollowedfromGrade8isthesame
for both Arab and nonArab students. Curriculum plans provide appropriate
guidelinesforprogressioninmanysubjectsbuttheydonottakeaccountofthe
need to develop independence, analytical skills, adaptability and creativity,
contextualising the learning within different subjects, personal learning and
thinking skills, or linking skills across a range of subjects. The school offers four
languages,butprovidesfewopportunitiesforstudentstoexpressandexperience
high quality physical education (PE), music, art and humanities. Only commerce
subjects are offered from Grade 11, and this results in fifty per cent of students
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leavingafterGrade10.Thecurriculumdoeslittletoaddressthecognitive,social
and developmental needs of low and high attaining students, and those with
different skills and talents. Effective links with the community are not in place.
While students are respectful of the UAE, the curriculum does not sufficiently
promoteanadequateunderstandingofitscultureandhistory.
Theschoolprovidedtrainingrelatedtoitschildprotectionpolicyatthebeginning
of the academic year, but not all staff are aware of it or fully understand its
purpose. Security is adequate, yet lacks vigilance, particularly at the main entry
and exit times; some students were allowed out of the school gates to wait for
parentsandotherstocrossaverybusyroadunsupervised.Themovetothenew
premisesaddressedmanyoftheissuesraisedinthepreviousreport,butthereare
still too many health and safety hazards. For example, there are loose electrical
sockets,noemergencyfireexitsforfirstfloorbuildings,manyunevenandbroken
pathandplaygroundsurfaces,andcleaningchemicalsarestoredineverystudent
bathroom. Evacuation procedures have been greatly improved, and these are
logged and rehearsed monthly. Effective rewards and sanctions policies are
limited in practice. Attendance is well monitored, but followup procedures are
notimpactingsufficiently,asattendanceremainsat8889%overthepresentand
past year. The school forbids corporal punishment but does not have good
procedures to ensure it never happens. Students are left unattended too often
during transition times and over break times and cover teachers are not
adequatelyprepared,particularlyfortheuppergrades.
Theschoolbuilding,althoughrefurbished,remainsbasicintermsoffacilities,best
use of available space and the quality of learning environment. There are not
enoughtoiletfacilitiesforthenumberofstudentsintheschoolandKGchildren
donothavetheirownwashrooms.TheschoolssciencelaboratoryandICTsuite
are under used. The library is unsuitable in size and layout, and contains very
limitedresourcesinordertopurposefullyencourageactiveresearchandfostera
loveofreading.Allclassroomsareofanacceptablesize.Thereisaprayerroom
locatedintheadministrationblockforusebystaffandstudents.
There are insufficient teachers to support the aims of the school, particularly in
Arabic and Islamic Studies. All are suitably qualified and checked but many lack
pedagogicalunderstandingandcompetencysoastodeliversuitableeducational
experiences for students. There are no computers in Grades 1 to 12 classrooms,
andtheITCsuiteisnotconnectedtotheinternet.ResourcesandfacilitiesforPE
are inadequate for the development of games skills, and fine and gross motor
skills. The monitoring of students using school buses at the end of the day is
unsatisfactory,includingnocheckingofregisterswhenstudentsgetonthebuses.
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Theprincipalandviceprincipalhavebeenattheschoolforanumberofyearsand
despite having new premises and a loyal and dedicated staff, standards and
learningoutcomesforstudentsremaintoolow.Goodrelationshipsexistbetween
parents and staff, and responses to the questionnaire show that parents are
happywithprovisionandtheleveloffees.Theywouldlikemoreextracurricular
activitiestobeoffered.Schoolleadersdonothaveaclearunderstandingofwhat
high quality teaching and learning look like, and consequently cannot articulate
thiswell.Theyarenotabletobringaboutsignificantimprovementtothequality
ofprovision,despiterecentsupportfromADECconsultants.Middleleadershave
hadnotrainingorsupporttoestablisheffectiverolesandresponsibilities.Thereis
a weak understanding amongst subject leaders of how to plan, monitor and
evaluatetheirrespectivesubjects.Thereisverylimitedcriticalanalysis,oruse,ofa
widerangeofdatatoimpacteffectivelyonthequalityofteaching.Theschooldid
notprovideacurrentschoolimprovementplan.The previousplanlackedrigour
anddetailaboutcostsandtimescales,andtherewasnoreferencetomonitoring
the impact of any action taken. The resulting action plans for the various
departmentswereofnopracticalorusefulvalue.Theprincipalandviceprincipal
have started the process of lesson observation and evaluation is based upon a
verycomprehensivesetofcriteria.Judgementsarepositiveandvaryconsiderably
from on the results of observations during the inspection. Information gained
from the observations is not used strategically to inform development plans or
targetedprofessionaldevelopment.Riskassessmentisnotsufficientlyrigorousor
proactivetoensurethehealth,safety,wellbeingandprotectionofstudentsand
staff.Thecapacityforleaderstobringaboutrapidandsustainedimprovementsis
unsatisfactory.Therefore,theschooldoesnotoffersatisfactoryvalueformoney.
The proprietors daughter has a paid position on the board of governors to
supportandadviseoncurriculumdevelopmentinconjunctionwiththeprincipal.
She provides useful and informed advice. This may compromise the integrity of
theboardtoensureschoolleadersareheldaccountableforoutcomes.

Whattheschoolshoulddotoimprovefurther:
1.

Strengthenleadershipandmanagementby:
i.

clearly defining leadership roles and providing training so that all


leaders understand how to improve the quality of teaching and
learning;

ii.

rigorousselfevaluation,includingtheanalysisandstrategicuseof
studentperformancedata;and
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iii.
2.

3.

4.

thorough action planning which is closely linked to self evaluation


andhaswellprioritisedgoals.

Improvethequalityofteachingandlearningby:
i.

providing targeted professional development that is linked


identifiedteachingneedsasaresultoflessonobservations;

ii.

using a range of teaching strategies that motivate students and


develop21stcenturyskills;

iii.

using appropriate assessment strategies to provide a clear picture


ofstudentattainmenttoinformplanningandteaching;and

iv.

planning and implementing differentiated activities to cater for


studentsdifferentabilities,interestsandskills.

Improvethebreadth,balanceandqualityofthecurriculumby:
i.

addressingcomplianceissuestoministrystandards;

ii.

offeringawiderchoiceofsubjectsatGrades11and12;

iii.

providing more opportunity for students to engage in the


expressive arts, humanities and PE, through extracurricular
activities and a celebration of the rich cultural diversity present in
theschool;

iv.

planning enrichment through a wide range of activities, resources


and greater involvement of the local, national and international
community;and

v.

implementing a KG Grade 2 structure that best promotes


childrenscognitive,emotional,socialandintellectualdevelopment.

Urgentlyaddresshealthandsafetyissuesbyimplementing:
i.

procedures and monitoring to ensure no corporal punishment


occurs;

ii.

carefulmonitoringofthedepartureofstudentswhotravelbybus
andtheirsupervisionwhenleavingthepremises;

iii.

procedurestoensureallchemicalsarestoredandlockedawayand
accessdoorstovulnerableriskareasarelocked;and

iv.

aproactiveapproachtoriskassessment.

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