InspectionReport

AbuMousaAlAshaariPrivateSchool

AcademicYear201415

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AbuMousaAlAshaariPrivateSchool

InspectionDate
SchoolID#

2225September2014
88

LicensedCurriculum

MinistryofEducation

NumberofStudents

517

AgeRange
Gender
Principal

3to11years
Mixed
LamyaJameelAlMadfi

SchoolAddress

BaniYas,AbuDhabi

TelephoneNumber

+971(0)25833022

FaxNumber

+971(0)25832419

OfficialEmail(ADEC)
SchoolWebsite

Abumousa.pvt@adec.ac.ae
n/a

Dateoflastinspection 2528February2013

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Theoveralleffectivenessoftheschool
Inspectorsconsideredtheschoolinrelationto3performancecategories
BandA Highperforming(overalleffectivenessgrade1,2or3)
BandB

Satisfactory(overalleffectivenessgrade4or5)

BandC

Inneedofsignificantimprovement(overalleffectivenessgrade6,70r8)

TheSchoolwasjudgedtobe:

BANDC;

GRADE8

Themainstrengthsoftheschoolare:

theopendoorpolicyoperatedbytheschool,andtheapproachabilityof
theprincipal,whicharebothappreciatedbytheparents
opportunitiestolearnaboutthecultureandheritageoftheUAEwhichare
slowlyimproving.

Themainareasforimprovementare:

as a matter of the utmost urgency ensure the issues identified in this

reportregardingtheprotection,care,safetyandbehaviourofchildrenare
tackledandresolved
ensurethatbuildingsaresafeandfitforpurpose,particularlyinKG1where
childrenarekeptinparticularlypooraccommodation
strengthen leadership and management through improving self
evaluation,strategicplanninganddevelopmentprocesses
theexceptionallylowstandardsofattainmentandprogress
thequalityofteachingandassessmentprocessestomeettheneedsofall
students
the enrichment of the curriculum by increasing educational resources,
particularly in the Kindergarten, and through the provision of extra
curricularactivities.

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Introduction
The school was evaluated by a team of 4 inspectors. They observed 67 lessons,
conductedseveralmeetingswithseniorstaff,thesubjectandstagecoordinators,
students and parents. They analysed test and assessment results, scrutinised
students work across the school, analysed the 52 responses to the parents
questionnaireandconsideredmanyoftheschoolspoliciesandotherdocuments.
Theownersrepresentative,principalandviceprincipalwereinvolvedthroughout
theinspectionprocessandconducted6jointlessonobservations.

DescriptionoftheSchool
AbuMousaAlAshaariPrivateSchoolwasestablishedinBaniYasin1985bythe
presentproprietorasacentreforthelearningoftheHolyQuran.Theschoolwas
extendedin1990toofferaneducationalprogrammefromKindergarten(KG)to
Grade5andtheschoolaimstoprovideanattractivelearningenvironmentandan
excellent educational system to attract children facing the challenges of leading
the future. The current principal has been in post since2010 and a viceprincipal
was appointed in September 2013. During the past academic year, subject co
ordinatorsforthecoresubjectshavealsobeenappointedfromwithinthestaff.
Thereare517studentsintotal,ofwhich291areboys,and226aregirls.71students
are in the KG, and 446 are in Grades 1 to 5. All students are Muslim, have a
commonArabicheritageandrepresent19nationalities,ofwhich3.5%areEmirati.
Other students originate mainly from Yemen (35%), Syria (21%), Sudan (14%) and
Egypt (10%). Students families live and work mostly within the school locality.
Students are admitted after a meeting with the principal. No baseline or
diagnosticassessmentsarecarriedoutbeforeentryastheschoolisnonselective.
Diagnostic tests on the core subjects are administered during the school year
whenstudentsentertheschoolfromotherareas.Therearecurrently3students
identified as having special educational needs (SEN) and 20% are deemed to be
giftedandtalented.
SchoolfeesareintheaffordablecategoryandrangefromAED5,000intheKGto
Grade 4 and rising to AED 6,450 in Grade 5. Additional charges are made for
schooltransport.Inschoolresourcesanduniformsareincludedinthefees.The
schoolusestheMinistryofEducation(MoE)curriculum.

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TheEffectivenessoftheSchool

Evaluationoftheschoolsoveralleffectiveness
AbuMousaAlAshaariPrivateSchoolisinneedofsignificantimprovement.This
judgment reflects theschools position against both international standards and
ADECsexpectations.Theattainmentandprogressofstudentsarepoorinalmost
allkeysubjectareas;particularlyinArabic,Islamiceducation,literacy,numeracy,
information and communications technology (ICT), and the skills required for
livinginthe21stCentury.Thisisduetothepoorqualityofteachingandalackof
theresourcesnecessarytoimplementorenrichthecurriculum.
Theaccommodationisnotfitforpurpose,especiallyinKG.Thepoorlymaintained
buildings limit the wellbeing of the students and impact on the quality of
teaching.Thecareandguidanceprovidedforstudentsisinadequateanddoesnot
support their personal development. Insufficient attention is given to the risks
associated with poor behaviour and the neglect of associated health and safety
issues.
Studentsattainment&progress
Theattainmentandprogressofstudentsinallgradesispoor;wellbelowthosein
similar schools following the same curriculum and international agerelated
expectations. The attainment and progress of children in the KG is particularly
poor due to the inadequate learning environment and a lack of expertise and
resources.
There are no baselineassessments undertaken of students when they enter the
school. Subsequent assessments are mainly based on short tests and these are
not moderated against any internal or external assessment frameworks.
Assessmentsarenotmoderatedwithinyeargroups.Consequently,thetrackingof
studentprogressisnotroutineandthereislittleassessmentdatatoinformlesson
planningorensurethatalllearningneedsaremet.
The majority of students have poor reading and writing skills in Arabic. For
example,studentsinGrade3couldnotdifferentiatebetweenaverbandanoun,
andGrade1studentscouldnotidentifythelettertinspokenwords.Progressis
slowduetorepetitivelearning,alackofchallengeandtheinadequatematchof
tasks to students abilities. Progress is also slow in Islamic education. Students
understanding of the Holy Quran is poor, and in Grade 4, students could not
contribute to a discussion on the application of Islamic values to real life
situations.PoorattainmentandprogressinIslamiceducationaredue,inpart,to
thelowexpectationsoftheteachers.
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Studentsprogressinsocialstudiesissatisfactoryduetotheirengagementinthe
learningandtheapplicationofdifferentiatedlearningactivities.Studentsremain
overreliantontheteacherfortheirknowledgeandunderstandingandthisslows
progressoverall.
Standardsofattainmentandprogressinmathematicsandsciencearewellbelow
international expectations. Students are not provided with sufficient
opportunities to undertake investigative or problem solving activities, either
individually, or in groups. In mathematics, students learn the four basic rules of
number and have a rudimentary knowledge of shapes. Learning in science is
limited to basic scientific principles with little practical understanding or
opportunities to explore and investigate the scientific process. Students are
reluctant to speak in English; in lessons they lack confidence and frequently
answerquestionsinArabic.Thelearningisoftenrepetitiousandprogressisslow.
StudentsskillsinEnglishareverypoor.
In ICT progress is slow; for example, Grade 5 students struggled to prepare and
send an email. Opportunities to demonstrate creativity in both ICT and art are
limitedbyalackofresources.
Studentspersonaldevelopment
Personal development is very unsatisfactory. Boys, in particular, do not
demonstrate positive attitudes to learning; many lack theinterest orconfidence
toworkindependently,askpertinentquestionsorexpressopinions.Manyofthe
girlsarepassivelearners,buttheyaremuchmorelikelytoengageinlearningand
develop selfcontrol than boys. In too many classes, no learning takes place
becausestudentsdonotlistenandaredisengagedfromthelearning.
AfewstudentsinGrade5takeresponsibilityforpatrollingtheplaygroundduring
breaktimesandwelcomingvisitors.Despitethis,therearetoofewopportunities
for students to take on leadership roles or develop independence and self
confidence.StudentsarebeginningtoappreciatelifeintheUAEandtheyreadily
expresshowfortunatetheyfeeltobelivinginthecountry.Theopportunitiesfor
themtolearnaboutthecultureandheritageoftheUAEareslowlyimproving.
Students are developing a theoretical understanding of how to lead safe and
healthy lives. For example, they can articulate what they know about healthy
eating, but many buy and consume sugar and starch rich foods during break
times. They do not sense the risks of leaping down stairs, charging through the
playgroundortamperingwithelectricalequipment.

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Thequalityofteachingandlearning
The quality of learning is poor as teaching strategies are limited. Lessons too
frequently focus on the use of a textbook and the teacher speaking. Prolonged
questioning sessions slow the pace of many lessons. These questions are often
closedratherthanopenendedanddonotprovideopportunitiesforstudentsto
think critically or independently. There is a lack of challenge due to low teacher
expectations.
Targeted professional development activities have been provided for teachers
duringthelastacademicyear,forexample,SmartSkillsforTeachingandsubject
coordination. Lesson planning remains limited in scope. Teachers do not plan
collaborativelyandasaresultlearningobjectivesandresourcesareinconsistently
appliedbetweenclassesinthesamegrade.Planningisnotinformedbytheuseof
assessment data. Teaching does not meet the needs of different groups of
students.Lessonsdonotprovidechallengefortheveryableorsupporttheneeds
ofthelessableorthosewithSEN.
Meetingstudentsneedsthroughthecurriculum
Theimplementationofthecurriculumisnotbroadandbalanced. Studentsdonot
have the opportunity to study the creative arts, music, drama, humanities or
develop technical skills. The application of the curriculum is constrained by
dependenceontextbooks.
Thecurriculumisnotadaptedforthosewithparticularneeds,especiallythemore
able.Moreablestudentscompletelearningactivitiesquicklyandthensitandwait
forotherstocatchup.Forthem,lessonslackpaceandchallenge.Thosewhofind
the learning more difficult often fail to complete, or even start, the learning
activities;theydisengageorsitquietly.
During lessons, opportunities are missed to make connections between the
students own experiences and the learning. There are few extracurricular
activities to enrich the curriculum except for a limited number of school trips.
There are no after school clubs or activities. Other community links to enhance
learningarealsolimited.
Theprotection,care,guidanceandsupportofstudents
Thesystemstoprotect,care,guideandsupportstudentsarepoor.Atthetimeof
this inspection, the management of the support and care of students was not
happening as there was no coordinator in post. The personal development of
students and their pastoral and academic needs are not being tracked or
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monitored. Attendance is below average at 85%, very variable throughout the

academicyearandtherearenostrategiestoimproveit.
Students are sometimes rewarded for goodwork, but sanctions are not applied
consistently. Behaviour management during lessons and in the playground is
poor.Fightingoccurswhenstudentsdisengagefromthelesson.Forexample,in
artlessons,studentswereseenfightingwithscissorsandputtingtheirfingersin
theairconditioningunit.Studentswerealsoobservedfightingandspittingduring
breaktimes.
Theschooldoesnottakesufficientcareofthesafetyandwellbeingofstudents.
For example, playground equipment is unsafe and an exit to the school is
frequently left unlocked and unmanned. These were mentioned in the previous
inspectionreport.KG1childrenarehousedinatinyroomwithfewresourcesand
somechildrendisplayobviousdistress.Studentshavetheopportunityforprayer
inthedesignatedprayerroom.

The school has a child protection policy and staff have an awareness and
understandingofthispolicy.Acentralregisterismaintained.Medicinesarestored
safely, and the school maintains a clean and suitably appointed clinic. School
transportisnotsufficientlysafe.Aregisterofstudentswhousethistransportis
nottaken.
Thequalityoftheschoolsbuildingsandpremises
Therehasbeennoimprovementtothequalityofbuildingsandpremisessincethe
previous inspection and they remain unfit for purpose. The classrooms and plot
sizearetoosmallforthenumberofstudentsand,consequently,thecurriculumis
notadequatelysupported.
Theschooldoesnotpaycloseattentiontohealthandsafetyissuesandclassroom
environmentsarefrequentlydark,uninvitingandunclean.Someclassroomdoors
lackhandles.Thereareanumberofsafetyhazards,someofwhichwerereported
inthepreviousinspection;forexample,unevenfloorsandinsufficientpaddingon
pillarsintheplayground,unsafeplayapparatusandleaksinairconditioningunits.
Therearetoofewtoiletsforthestudentsandsometoiletdoorscannotbelocked.
Theprincipalandateacherofmathematicsaretrainedtooverseefiredrillsand
theseoccurregularly.Thereisnoonetrainedtomanagethebroaderhealthand
safety issues. The owners representative is responsible for the upkeep of the
premises but does not conduct risk assessments, and as a result, there is little
preventative maintenance. The repair of electrical equipment is outsourced but
therearefewmaintenancerecords.
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Theschoolsresourcestosupportitsaims
Teachersaresufficientinnumber,andhavetherequiredqualifications.Theylack
the competency to meet the learning needs of their students. Students do not
have access to ICT facilities in the general classrooms. Five new data show
facilities have been installed, though these are not routinely used to effectively
supportlearning.Therearefewresourcesinanyclassroomandthisishavingan
impactonthestudentsenjoymentoflearning,particularlyintheKG.Classroom
displaysdonotreflectorcelebratestudentsworkorsupportthecurriculum.
There is insufficient access to physical education and sports resources. The
designatedsportsareaisinadequateandthefloorishardanduneven.TheLibrary
isinappropriatelysitedinaclassroom:booksarescarceandarenotsuitedtothe
agerelatedlearningneedsofthestudents.TheICTsuiteisovercrowdedwhenin
use and some of the hardware requires updating. The scarce science resources
are housed in the schools laboratory, which is actually a small cupboard. The
facilitiesforstorageandpreparationoffoodarecleanandhygienic.
Theeffectivenessofleadershipandmanagement
Theleadershipandmanagementoftheschoolarepoor.Ownership,governance
andmanagementroleslackclarity.Forexample,theownersrepresentativealso
managestheschoolbuildings,maintenance,finance,resources,healthandsafety.
Boththeownersrepresentativeandtheprincipalareinvestorsintheschooland
bothreceiveasalary.Therearenojobdescriptionsandthismayresultinaconflict
ofinterest.
School selfevaluation is inadequate; there are no procedures for conducting it,
and the principal is not fully conversant with the required processes. Staff,
parentsandstudentsarenotinvolvedineitherevaluationorschooldevelopment
planning.Schooldevelopmentplan(SDP)isnotcoherentanddoesnotprovidea
realisticoverviewbasedonselfevaluation.
Sincetheappointmentofthenewviceprincipal,thequalityofteachinghasbeen
regularly observed and evaluated by senior managers though the evaluation
remains largely inaccurate. Subject coordinators do not monitor the quality of
teaching,planningorassessmentundertakenbymembersoftheirsubjectareas.
Theydonotreceiveanenhancedsalaryorthefreetimenecessarytoundertake
theirroleseffectively.
AStudentsCouncilandGoverningBodyhavebeennewlycreatedbutthereisno
ParentsCouncil.Althoughparentsaresupportiveoftheschool,therearelimited
home/school links. Fee levels are low. The school roll has fallen slightly. These
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issues impact on the school budget and there is a substantial deficit. This will
impactontheprovisionoftheresourcesandfacilitiesthataresourgentlyneeded.

Progresssincethelastinspection
Progress to address the recommendations made during the last inspection, and
monitoringvisit,hasbeenunsatisfactory.Selfevaluativeandschooldevelopment
processesremainunderdeveloped.Internalevaluationofthequalityofteaching
and learning is inaccurate and the current leadership will require significant
externalsupporttomakeprogressinthisarea.
Standards of attainment and progress remain unsatisfactory due to the poor
quality of teaching and assessment. Learning activities are not matched to the
needs of individual students and are impeded by the continued shortage of
educational resources. There are few opportunities for students to develop the
skillsnecessaryforlifeinthe21stcentury.
Thechildprotectionpolicyhasbeendraftedandisbroadlyunderstood,corporal
punishmentappearstohavebeeneradicated.Thecareandprotectionofchildren
on the school site and on school transport remains poor. Buildings and
accommodationremainunfitforpurpose.

Whattheschoolshoulddotoimprovefurther:
1. As a matter of the utmost urgency, improve the care and guidance
providedforstudentsby:
i.
ii.
iii.

developingarangeofstrategiestomonitorandimprovebehaviour
ensuring the wellbeing of all students by removing environmental
risksintheclassrooms,playgroundandonschooltransport.
developingastrategytoimprovetheattendanceofstudents.

2. Improvetheaccommodationsothatitisfitforpurpose,especiallyinthe
KG.
3. Strengthenleadershipandmanagementthrough:
i.
ii.

rigorous selfevaluation that is coherent, realistic and involves

governors,managers,parentsandstudentsintheprocess.
school development planning informed by selfevaluation that
detailsthepriorities,costs,successcriteriaandimpactassessment
andaddressesallperformancestandards.
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4. Raiseattainmentandprogressby:
i.
ii.

iii.

iv.

improving the quality of teaching through targeted professional

developmentandrealisticfeedback
providing more opportunities for the development of the
investigative, creativeand analytical skills required for living in the
21stCentury
developingtheuseofassessmentsothatindividualattainmentand
progressistracked,monitoredandusedtoinformplanningforthe
needsofallstudents
providing the resources necessary to support and enrich the
curriculum.

5. Improvethequalityandquantityofresources,especiallyintheKG,sothat
thecurriculumcanbeimplementedeffectively.

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InspectionGrades

Inneedofsignificant
improvement

Poor

Very
unsatisfactory

Satisfactory&
Improving

Unsatisfactory

Satisfactory

Satisfactory

Highperforming

Good

BandC

VeryGood

BandB

Outstanding

Performance
Standard

BandA

Standard1:
Students
attainmentand
progress

Standard2:
Studentspersonal
development

Standard3:The
qualityofteaching
andlearning

Standard4:The
meetingof
studentsneeds
throughthe
curriculum

Standard5:The
protection,care,
guidanceand
supportofstudents

Standard6:The
qualityofthe
schoolsbuildings
andpremises

Standard7:The
schoolsresources
tosupportitsaims

Standard8:The
effectivenessof
leadershipand
management

Summary
Evaluation:The
schoolsoverall
effectiveness

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