Private School

Inspection Report

Al Hamdanya Grand Private School

Academic Year 2015 2016

Page 1 of 16

Al Hamdanya Grand Private School

Inspection Date

19 22 October 2015

Date of previous inspection

16 19 February 2014

General Information

Students

School ID

140

Total number of
students

729

Opening year of
school

1995

Number of children
in KG

38

Principal

Wadie Wasef Mustafa

Number of students
in other phases

Primary Grades 1-5 = 309

Middle Grades 6-9 = 247
Secondary Grades 10-12 = 135

School telephone

+971 (0)3 781 3114

Age range

4 to 18

School Address

Al Akabiya, Al Ain

Grades or Year
Groups

KG to G12

Official email (ADEC)

Alhamadanya.pvt@adec.ac.
ae

Gender

Mixed

School Website

www.alhamadanyaschool.a
e

% of Emirati
Students

10%

Fee range (per

annum)

AED 6,891 to AED 11,975

Largest nationality
groups (%)

1. Syria 39.2 %
2. Sudan 11.1 %
3. Egypt 10.4 %

Licensed Curriculum

Staff

Main Curriculum

Ministry of Education (MoE)

Number of teachers

40

Other Curriculum

--------

Number of Teaching
Assistants (TAs)

External Exams/
Standardised tests

MoE Secondary National

Exams for G12

Teacher-student
ratio

1:12 KG/FS,
1:15 Primary,
1:11 Middle,
1:7 High

Accreditation

--------

Teacher turnover

8 % (5 left, 10 joined)

Page 2 of 16

Introduction
Inspection activities
4

Number of inspectors deployed

Number of inspection days

66

Number of lessons observed

Number of joint lesson
observations

Number of parents
questionnaires

Details of other inspection

activities

437; (response rate: 60%)

Learning walks and observations of assemblies,
break times and other school activities. Meetings
with the principal, vice principal, subject coordinators, the proprietor and other staff. Formal
and informal meetings with students, analysis of
student performance data, scrutiny of students
work and review of school documents.
School

School Aims

The school aims to apply a broad educational

approach to leadership, to develop a generation
armed with high academic values, to encourage
students to be proud of their national identity. To
keep up with international standards, supported by a
family of teachers and workers who continuously
develop professionally through an effective
partnership with the community.

School vision and mission

N/A

Admission Policy

The school has an inclusive admissions policy,

admitting all who apply in KG, primary and middle
school. It operates a selective policy in the high school.
This is based on prior attainment.

Leadership structure
(ownership, governance and
management)

1. Principal (1)
2. Vice Principal (1)
3. Coordinators (6)
Page 3 of 16

SEN Details (Refer to ADEC SEN Policy and Procedures)

Number of students
identified through external
assessments

Number of other students

identified by the school

Intellectual disability

Specific Learning Disability

Emotional and Behaviour

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

Visually impaired

Hearing impaired

Multiple disabilities

SEN Category

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

G&T Category

Number of students
identified

Intellectual ability

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

languages)

10

Social maturity and leadership

Mechanical/ technical/ technological ingenuity

10

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

15

Psychomotor ability (e.g. dance or sport)

Page 4 of 16

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)

Acceptable
Band C
In need of significant
improvement

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

Page 5 of 16

Very Weak

Satisfactory

Acceptable

High Performing

Good

Band B

Weak

(B)

Band A

Very Good

Performance Standards

BAND

Outstandin
g

School was judged to be:

The Performance of the School

Evaluation of the schools overall performance
The quality of education provided by the school is acceptable. This is a significant
improvement since the last inspection. Senior leaders, the proprietors and
governors share a sincere commitment to raising standards. Leaders have a clear
understanding of the strengths and areas for development. As a result,
improvements are evident in all the performance standards since the previous
inspection.
Students are making acceptable progress in all subjects when compared to their
low starting points in Kindergarten (KG). This is because they are keen to learn
and are building their basic skills effectively in the primary and middle school
phases. Professional development is matched to individual teachers needs and
the learning needs of students identified in diagnostic tests. This is having a
positive impact on the engagement of students and increasing the knowledge
and understanding they gain in lessons.
Progress made since last inspection and capacity to improve
There has been significant improvement since the previous inspection. Most of
the areas for development have been addressed. The schools self-evaluation
form (SEF) for this academic year is a comprehensive document. The curriculum in
the KG is now acceptable. It covers a range of areas of learning in a balanced way.
Diagnostic tests are carried out for Arabic language, Islamic education, English
language, mathematics, biology and geology. Analysis of these is used to identify
targets which are linked to the teachers professional development. As a result,
the focus on learning is to establish a secure foundation in the basic skills.
Students gradually increase their competences in the primary and middle phases.
Teachers take account of students prior knowledge, which leads to most
students making acceptable progress. There is more to do to cater effectively for
the needs of individuals and groups of students. With the appointment of the new
vice principal, the leadership team has begun to implement effective strategies to
raise standards. It has the capacity to secure further improvement.
Development and promotion of innovation skills
Innovation skills are underdeveloped in KG, primary and middle schools. They are
at an acceptable level in the high school. Students collaborative skills are
acceptable in the KG, primary and middle phases and are good in the high school.
When teachers provide opportunities for students to work collaboratively, they
make rapid progress. Opportunities for students to develop skills in more openPage 6 of 16

ended problem solving, critical thinking and creativity are less well developed in
the primary and middle school phases. Nonetheless, some good examples were
seen in higher grades where students applied their knowledge of science to
develop a range of inventions. For example, cool storage boxes, use of wind
energy to create electricity, design of hydraulic lifts and models of the solar
system. Parents confirm their children are developing a range of skills in the high
school.

The inspection identified the following as key areas of strength:

the effectiveness of leadership

positive and mutually respectful relationships between staff and students
the attainment of students in Grade 12
well behaved students who are eager to learn.

The inspection identified the following as key areas for

improvement:

planning and use of strategies to meet the learning needs of individuals

and groups of students
students independent innovation, problem solving and critical thinking
skills in the KG, primary and middle school phases
the range of resources for effective teaching and learning
students community involvement, volunteering and social contribution.

Page 7 of 16

Performance Standard 1: Students Achievement

Students achievement Indicators

Islamic
Education

Arabic
(as a First
Language)
Arabic
(as a Second
Language)

KG

Primary

Middle

High

Attainment

Acceptable

Acceptable

Acceptable

Acceptable

Progress

Acceptable

Acceptable

Acceptable

Acceptable

Attainment

Acceptable

Acceptable

Acceptable

Acceptable

Progress

Acceptable

Acceptable

Acceptable

Acceptable

Attainment

N/A

N/A

N/A

N/A

Progress

N/A

Attainment

Acceptable

Acceptable

Acceptable

Acceptable

Progress

Acceptable

Acceptable

Acceptable

Acceptable

Attainment

Weak

Weak

Weak

Acceptable

Progress

Acceptable

Acceptable

Acceptable

Acceptable

Attainment

Weak

Weak

Weak

Acceptable

Progress

Acceptable

Acceptable

Acceptable

Acceptable

Attainment

Weak

Weak

Weak

Acceptable

Progress

Acceptable

Acceptable

Acceptable

Acceptable

Attainment

N/A

N/A

N/A

N/A

Progress

N/A

N/A

N/A

N/A

Attainment

Acceptable

Weak

Weak

Weak

Progress

Acceptable

Acceptable

Acceptable

Acceptable

Acceptable

Acceptable

Weak

Acceptable

N/A

N/A

N/A

Social Studies

English

Mathematics

Science
Language of
instruction (if
other than English
and Arabic as First
Language)
Other subjects
(Art, Music, PE)

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

Page 8 of 16

Students achievement is of an acceptable standard overall. Attainment in all

subjects has improved since the last inspection. Students in the primary and middle
grades perform below curriculum standards in mathematics, science and English. In
Arabic, Islamic education and social studies, students are now working broadly in
line with national expectations. The attainment of children in KG is below age
related expectations when compared to national and international standards.
In Arabic, students make sound progress. In Grade 8, they are developing
appropriate skills and the personal qualities needed for the next stage of education
as self-directed learners. They can analyse a story appropriately, breaking it down
into elements and identifying key points about the main characters. All students can
identify Islamic values from text and write a summary. Students in English are
developing basic competence in reading, writing and conversation. They apply their
skills in other subjects, for example in science, where Grade 1 to Grade 9 students
are taught in English.
Attainment of students in the high school is broadly in line with age-related
expectations in all subjects. School data shows that Grade 12 students performance
in external examinations is improving in mathematics, Arabic, English, physics,
biology and geology. The students gain higher scores in school examinations
because the internal tests are less challenging. In Grade 12 mathematics, students
attainment is in line with curriculum standards and above that of similar schools in
the region. Attainment in non-core subjects of physical education, music, art and
information and communication technology (ICT) is below age-appropriate
expectations.
As a result of the schools focus on developing basic skills, students in all grades,
including those with special educational needs (SEN) make mainly acceptable
progress when compared to their low starting points. The use of the external
Trends in International Mathematics and Science Study (TIMSS) as diagnostic tests
informs teachers about the skills the students need to develop. This approach is
beginning to impact positively on raising standards.
Lessons are often teacher directed and students do not yet take responsibility for
their own learning. As a result, their application of learning to the real world and
their own lives is less well developed in the primary and middle school grades. It is
stronger in the KG and high school where students are given more opportunity to
work independently and in groups. Innovation, enterprise, problem solving and
critical thinking skills are less well developed because teachers do not provide
enough planned opportunities for this in the primary and middle school grades.
Page 9 of 16

Performance Standard 2: Students personal and social development,

and their innovation skills
Students personal and social development,
and their innovation skills Indicators

KG

Primary

Middle

High

Good

Good

Good

Good

Understanding of Islamic values and

awareness of Emirati and world cultures

Acceptable

Good

Good

Good

Social responsibility and innovation skills

Acceptable

Acceptable

Acceptable

Acceptable

Personal development

Students behave well and are positive and courteous to adults and other students.
They follow school rules. Students relations with staff are positive, friendly and
respectful and as a result they demonstrate responsible and positive attitudes
towards learning. Students display self-reliance and make decisions for themselves,
needing little reassurance. A few students lack self-reliance and do not always
receive the support they need from teachers. The students are aware of the
importance of safe and healthy lifestyles and adopting them in their own lives.
Most of the students have a clear understanding of Islamic values and how they
influence contemporary UAE society. Verses from the Holy Quran are recited daily
during morning assemblies. Some students have also participated in a national
contest for memorising and reciting the Holy Quran. Students are knowledgeable
about Emirati heritage and they can confidently discuss the history, celebrations and
sports of the UAE. Students demonstrate a basic understanding of other world
cultures and are aware of the elements they share.
Students show a positive work ethic. They have creative ideas and enjoy developing
their own projects. Many examples of project work are displayed around the school
and in hallways. Creativity and innovation are beginning to be seen in the work of
older students. Across the school, students are aware of environmental issues and
take care of their surroundings. There are limited opportunities for them to take part
in voluntary and community projects beyond the school.

Page 10 of 16

Performance Standard 3: Teaching and Assessment

Teaching and Assessment Indicators

KG

Primary

Middle

High

Teaching for effective learning

Acceptable

Acceptable

Acceptable

Acceptable

Assessment

Acceptable

Acceptable

Acceptable

Acceptable

The school has raised teaching to an acceptable level overall by focusing on

developing students basic skills in all grades. External benchmarking using TIMSS,
and MoE test data is supporting the identification of learning needs. This data is not
used consistently across all grades to inform improved teaching. Teachers take
account of students prior knowledge, which leads to most students making
acceptable progress. In a minority of lessons, accurate marking gives clear
comments on how students can improve their work. Students make rapid progress
in their learning when they are given opportunities to work in groups to share their
ideas, solve problems, and present what they have learned. On occasions, high
quality resources such as video and interactive whiteboards are used to significantly
enhance learning. These strengths are mainly seen in lessons in the higher grades. In
a minority of good lessons, the strong subject knowledge of the teacher is used
effectively in challenging questioning which demands that students give accurate
and considered responses, for example when working on functions in Grade 12
mathematics.
Where teaching is less well developed, there is a lack of challenge, particularly for
higher ability students. Opportunities to develop problem solving, enterprise and
critical thinking skills are limited by the small classrooms or not planned for by the
teacher. Often the teacher dominates the lesson, resulting in the majority of
students being passive in their learning. Teaching strategies to meet the individual
learning needs for higher and lower attaining students are not well developed.
There are designated training teachers who are developing their skills repertoire;
the school does not make effective use of them in the classroom to support
teachers and to work with smaller groups.
Assessment of the progress of individuals or groups of students during most lessons
is not well developed. The new system of diagnostic assessment, involving baseline
assessment with regular collection and analysis of information on students
achievement is becoming a regular feature. Its impact is limited as yet and it needs
to be more rigorously applied by all teachers.
Page 11 of 16

Performance Standard 4: Curriculum

Curriculum Indicators

KG

Primary

Middle

High

Curriculum design and implementation

Acceptable

Acceptable

Acceptable

Weak

Curriculum adaptation

Acceptable

Acceptable

Acceptable

Acceptable

The school provides a broad and balanced curriculum, which meets MoE
requirements. It provides for the academic and personal needs of students in the
higher grades, particularly grade 12, and prepares them appropriately for the next
stage of their lives. The curriculum options for the older students are narrow.
Students in grades 10 to 12 have the option of joining the scientific/academic stream.
There is no alternative arts stream provided for students, to opt for and enable
them to continue their education in the school after Grade 9. Planning in KG
provides for adequate progression in childrens learning.
The curriculum provides opportunities for students to develop their understanding
of the heritage and culture of the UAE through lessons, morning assemblies,
celebrations of cultural occasions and participation in outside school competitions.
There is a range of opportunities for students to engage in extra-curricular activities.
In science subjects, students use their scientific knowledge when they attend clubs
where they design engineering products and do extended projects about Emirati
culture and heritage.
The curriculum is not sufficiently adapted to meet the learning needs of individual
students. In a minority of lessons, the curriculum is textbook driven, and lacks
sufficient enrichment or enhancement to promote innovation and creativity. There
is little practical learning: few research and independent tasks are implemented.
There isnt enough integrated use of ICT to support the development of these skills
across the curriculum. The schools timetable complies with the required number of
teaching hours per subject.
The curriculum provides few opportunities for students in the primary and middle
grades to develop the skills they need for the next phase of their education. There is
no system in place to review the curriculum. As a result there are limited
opportunities to plan links between subjects. The school is developing appropriate
external links with some organizations such as Abu Dhabi University, the civil
defence department, other private schools and Tawam hospital.

Page 12 of 16

Performance Standard 5: The protection, care, guidance and support

of students
The protection, care, guidance and support
of students Indicators

KG

Primary

Middle

High

Health and safety, including arrangements

for child protection/ safeguarding

Acceptable

Acceptable

Acceptable

Acceptable

Care and support

Acceptable

Acceptable

Acceptable

Acceptable

The school has acceptable procedures for the protection care, guidance and support
of students. It has adequate formal procedures for the safeguarding of students.
There is a clear child protection policy of which all staff members are aware. The
school also has an appropriate behaviour policy and takes steps to protect students
from all forms of bullying and abuse. Corporal punishment is prohibited and not
used. Requirements for maintaining the health and safety of both students and staff
are fully in place. Safety checks are regular. Supervision is effective, including on
school transport. The school promotes safe and healthy living. Students are aware
of the importance of a healthy, balanced diet and choose food wisely. The clinic is
well equipped and there are arrangements for the safe storage and delivery of
medicines. First aid kits and fire extinguishers are readily available. The science
laboratory is well equipped, even though it is small in size. Hazardous chemicals are
kept in a locked cabinet and the lab has first aid kits and fire extinguishers.
The school is not sufficiently aware of the specific needs of students with SEN and
systems to support their needs are not effective enough. Despite this, some are
making largely acceptable progress. The school also makes inadequate provision for
students who are gifted and talented. They do not receive the necessary challenge
to help them make adequate personal and academic progress. Advice and guidance
given to older students about further education is adequate. Students attendance
during the inspection was good but the schools systems for recording and
monitoring attendance are not tight enough.

Page 13 of 16

Performance Standard 6: Leadership and management

Leadership and management Indicators
The effectiveness of leadership
Self-evaluation and improvement planning
Partnerships with parents and the community
Governance
Management, staffing, facilities and resources

Good
Acceptable
Good
Acceptable
Weak

Leadership and management are acceptable overall. The principal and vice principal
set a positive vision for the school which is shared with parents, staff and students.
They provide clear direction which is now closely focused on raising achievement
and have the capacity to secure further improvements. The day-to-day management
of the school is good. The principal and vice principal are visible around the site and
ensure the smooth running of the school on a daily basis.
The leadership team is committed to teachers professional development and has
appointed training teachers to raise the quality and impact of training sessions. A
school website is used to communicate with individual teachers about their training
needs. Information about training and performance management is shared
confidentially between teachers and the leadership. The appointment of the new
vice principal has brought a more rigorous focus on raising standards. The senior
team use and apply the schools data effectively for the most part. They manage the
process and ensure that the information is used appropriately to secure student
progress. The SEF is a comprehensive document on which the school development
plan (SDP) is based. It contains a full analysis of students progress and targeted
knowledge and skills to inform the teaching. Self-evaluation judgements are
somewhat generous compared to the observations made during the inspection. This
is because the evaluations do not focus sufficiently on the impact of the teaching
strategies on students learning.
There are good relationships and communications at all levels within the school and
with the wider community. Positive links are established with parents who have a
clear view of the school. There is an effective parents council which is actively
involved in supporting the school. The council meets regularly and helps to organize
events and activities for students. Survey data show parents have positive views of
the leadership. The proprietor is fully involved with the work of the school and is the
Page 14 of 16

chair of the board of governors. Parents who have been nominated for election have
professional education backgrounds and experience.
The resources in the KG are lacking. There are few resources for the children to
experience play to develop their social skills. The buildings have many shortcomings
and this is impacting negatively on the progress of students in lessons. Almost all
classrooms are too small and restrict the movement of students and teachers. The
appropriateness of premises and the learning environment to promote achievement
is weak. The relevance and range of resources to ensure effective teaching is limited
and is having a negative impact on learning.

Page 15 of 16

What the school should do to improve further:

1. Plan and use strategies to meet the learning needs of individuals and
groups of students by:
i. improving the recording and monitoring of attendance
ii. using prior attainment data to plan work that meets the
learning needs of individual students, such as higher attaining
and lower attaining groups, and those with SEN
iii. ensuring that marking provides detailed feedback on how
students can improve their work
iv.
developing questioning that enables students to apply deeper
thinking.

2. Develop students independent problem solving and critical thinking

skills in the KG, primary and middle school phases by:
i. planning activities that enable students to think creatively and
solve problems more independently
ii. planning activities that require collaboration and group work.
3. Increase the range of resources for effective teaching and learning by:
i. using resources that motivate students, including KG children,
to learn through the use of ICT, role play and independent
exploration and research
ii. share and celebrate examples of good work.

4. Develop students community involvement, volunteering and social

contribution by:
i. involving them in the organisation of school and community
events
ii. enabling them to participate in charitable fund raising, both in
school and within the community.

Page 16 of 16