Private School

Inspection Report

Al Ain American School

Academic Year 2015 2016

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Al Ain American School

Inspection Date

January 25, 2016

to

January 28, 2016

Date of previous inspection

February 24, 2014

to

February 27, 2014

General Information

Students

School ID

131

Total number of
students

824

Opening year of
school

2007

Number of children
in KG

225

Principal

Wilfred Carlo Bock

Number of students
in other phases

Primary:
Middle:
High:

School telephone

+ 971(0) 3 767 5030

Age range

4 to 14 years

School Address

Al-Ain, Al- Asharej District, Po

Box 20120

Grades or Year
Groups

KG Grade 7

Official email
(ADEC)

alainamerican.pvt@adec.ac.ae

Gender

Mixed

School website

www.alainamericanschool.co
m

% of Emirati
Students

76%

Fee ranges (per

annum)

Low to Medium range:

AED 14,000 AED 24,000

Largest nationality
groups (%)

1. Jordanian 5%
2. Palestinian 2%
3. Egyptian 2%

Licensed Curriculum

516
83
--

Staff

Main Curriculum

American

Number of teachers

56

Other Curriculum

---------

Number of teaching
assistants (TAs)

21

External Exams/
Standardised tests

---------

Teacher-student
ratio

KG/ FS

1_:_22

Other phases

1_:_23

Accreditation

--------

Teacher turnover

70%

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Introduction
Inspection activities
Number of inspectors
deployed

Number of inspection days

Number of lessons observed

92

Number of joint lesson

observations

Number of parents
questionnaires
Details of other inspection
activities

97; (response rate: 10%)

observations, meetings, work scrutiny, review of
documents, surveys
School

School Aims

----------

School vision and mission

Create a generation of educated and inspired

individuals who to make valuable contributions to a
global society.

Admission Policy

Inclusive/open

Leadership structure
(ownership, governance and
management)

One owner, Governing Body, four senior leaders,

including the principal, two vice-principals and a
curriculum coordinator.

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SEN Details (Refer to ADEC SEN Policy and Procedures)

SEN Category

Number of students
identified through external
assessments

Number of other students

identified by the school

10

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

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)

Social maturity and leadership

Mechanical/ technical/ technological ingenuity

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

Psychomotor ability (e.g. dance or sport)

Page 4 of 19

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)

Good
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 19

Very Weak

Satisfactory

Acceptable

High Performing

Good

Band B

Weak

(A)

Band A

Very Good

Performance Standards

BAND

Outstanding

School was judged to be:

The Performance of the School

Evaluation of the schools overall performance
The overall performance of the Al Ain American School is good. The key strengths
are the creation of a new learning culture and the very secure personal and social
development made by students. These developments are very effectively
promoted by the quality of protection, care, support and guidance.
Students demonstrate improving rates of progress: the majority of students
attain levels that are in line with curriculum expectations in English, mathematics
and science and above in the subjects taught in Arabic. This represents good
progress from students starting points. Attainment is weaker where Arabic is
taught as a second language. The quality of teaching and use of assessment are
generally good and have influenced the improving rates of progress in all subjects.
Curriculum planning, adaptation and implementation are effective and meet the
learning needs of most students, particularly those with special educational needs
(SEN).
Staff, parents and students are strongly supportive of the schools aims and the
clear strategic direction and educational leadership provided by the principal.
Accurate self-evaluation for leaders and staff teams leads to well-prioritised
school development planning. Professional development is continuous and has a
positive impact on learning.
Progress made since last inspection and capacity to improve
The transformation in a relatively short period, has been dramatic. The strong
commitment of the governing body allied to the vision and strategic direction
provided by the principal has enabled the creation of a totally different learning
environment since the previous inspection. The changes in the environment have
significantly addressed the resource issues identified. The kindergarten (KG) area
has been completely refurbished to enable an active approach to learning through
role-play and investigative activities. The layout of all classrooms has been
changed to conform to the same format so as to promote group work and
independent learning. A new, fully stocked library addresses the requirement to
provide research opportunities which is supplemented by increased information
and communications technology (ICT) access in refurbished computer suites.
Scientific enquiry is now promoted through refurbished laboratories.
The learning environment has changed to become calm, purposeful and ordered.
The behaviour issues of older boys have been tackled through the consistent
implementation of a positive reinforcement strategy. A focused weekly
professional development (PD) programme has supported this initiative. The PD
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programme also promotes teaching improvement through opportunities to

increase teachers knowledge, enhance collaboration and share good practice.
Assessment has improved significantly and is now good. Students are now
baseline assessed on entry and their academic progress is tracked effectively.
Portfolios are used to systematically record and assess the quality of students
work. Feedback to students about the quality of their work has improved and is
now more consistent.
Senior leaders have demonstrated that they have good capacity to make further
improvements.
Development and promotion of innovation skills
The school has adopted positive strategies to implement innovative approaches
to learning and teaching, particularly in the KG. Professional development has
introduced strategies to promote higher order thinking skills. In Grade 6, students
take part in a national ICT challenge. Students deemed gifted or talented are each
given a personal mentor to encourage them. In the recently created exploration
media centre, students are encouraged to adopt the idea of a design cycle
approach to their thinking, for example in exploring the UAE exploration to Mars
programme.
The school is careful to develop a sense of social responsibility in their students.
Assemblies and displays reinforce aspects of the responsible behaviour expected
of a good learner and citizen. Students showed this in teaming with adults to raise
awareness of issues related to cancer. Through the innovation programme
students are invited to compete in scientific challenges. Authenticity was added
to this initiative by the invitation of a parent who is a scientist to adjudicate on the
outcomes of the project.
The curriculum is being suitably adapted to introduce more challenge and choice.
The KG curriculum is a very good example. Innovative approaches made in ICT,
with the use of increased space incorporating stations where different activities
are possible including the opportunity to build a computer. The senior leadership
team is developing a strong approach to encouraging the sharing of ideas at all
levels. They are promoting risk-taking in the development of the curriculum,
imaginative use of the school campus and broadening of the range of events and
experience on offer to students. The newly formed student council is taking a role
in working with adults to introduce programmes on ecology and the environment.

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The inspection identified the following as key areas of strength:

improving rates of progress, and the enjoyment students show in learning

inclusive school culture shown by very positive relationships
secure personal and social development nurtured by very effective
procedures for protection, care, guidance and support
commitment of teachers to professional development and innovation
the stimulating and imaginative learning programme and environment
created in the KG
the emphasis on curriculum planning, adaptation and implementation
including students with special educational needs (SEN)
educational leadership and self-evaluation leading to well-prioritised
school development.

The inspection identified the following as key areas for

improvement:

continued improvement to attainment levels in core subjects

attainment and progress in Arabic as a second language
consistency in the quality of teaching, particularly in subjects outside the
core provision
opportunities for creative expression through music, art and drama.

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Performance Standard 1: Students Achievement

Students achievement Indicators

Islamic
Education

Arabic
(as a First Language)

Arabic
(as a Second
Language)

KG

Primary

Middle

Attainment

Acceptable

Good

Acceptable

Progress

Acceptable

Good

Acceptable

Attainment

Very Good

Good

Good

Progress

Very Good

Good

Good

Attainment

N/A

Acceptable

Weak

Progress

N/A

Acceptable

Weak

Attainment

Good

Good

Good

Progress

Good

Good

Good

Attainment

Good

Acceptable

Acceptable

Progress

Good

Good

Good

Attainment

Good

Acceptable

Acceptable

Progress

Good

Good

Good

Attainment

Good

Acceptable

Acceptable

Progress

Good

Good

Good

Attainment

N/A

N/A

N/A

Progress

N/A

N/A

N/A

Attainment

Good

Acceptable

Acceptable

Progress

Good

Acceptable

Acceptable

Very Good

Good

Good

High

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, problemsolving and collaboration)

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Achievement is good overall. From relatively low starting points on entry children in
the KG make good progress in all areas of learning. In Arabic, Islamic education and
social studies, the majority of students attain levels that are above curriculum
expectations and progress is good. Attainment in English, mathematics and science
for the majority of students is acceptable and progress overall is good. The majority
of students who speak Arabic as a second language do not make the expected
progress. Attainment in other areas of the curriculum such as art, physical education
(PE) and information communication and technology (ICT) is variable. It is stronger
in the development of ICT skills. Students with special educational needs (SEN) make
good progress as a result of targeted planning and well focused support to meet
their specific profiles. The limited number of identified students with gifts and
talents (G&T) are provided with individual support so their progress is good.
In English, students gradually acquire greater confidence and fluency in speaking.
They demonstrate well-developed listening skills, especially in the KG. They quickly
grasp key ideas and follow instructions carefully. Skills in listening and speaking
exceed those in reading and writing. A recently introduced structured guided
reading programme is beginning to promote progress amongst many students.
Through the use of phonics, younger children are improving their spelling. Extended
writing in older students is not sufficiently developed. The range of texts used for
reading is not extensive but students show an increasing level of comprehension
and improving analytical skills.
Progress in most Arabic lessons is good. In Arabic, students listening and speaking
skills are well developed, reading and writing less so. In the KG, children make
letters, words and short sentences by using magnetic flashcards and pasta. Older
students increasingly use standard Arabic with fluency and appropriately apply the
grammar skills they have learned. Most students can read aloud clearly, applying
expression to the correct pronunciation. A few students are able to produce legible
handwriting.
Overall, progress in Islamic education and social studies is good. In Islamic
education, students are increasing their skills in memorising, reading and reciting
short verses from the Holy Quran. In a minority of lessons, students find it more
difficult to explain the meaning of the verses. In Grade 6, the majority of students
acquired sufficient information to help them understand the meaning of the Al
Takweer verses and the reasons for marking the day of resurrection. Students show
high levels of respect for Islamic values and reflect them in their daily life and
behaviour. In social studies, students similarly successfully relate their learning to
their own experiences. For example, a large majority of students acquire
appropriate knowledge about desertification and the governments attempt to
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reduce its impact on agriculture.

In mathematics, students in the younger grades develop good computational skills;
most understand basic mathematical processes and concepts. In the KG, the rich
exploratory programme supports their knowledge and understanding of
mathematical concepts; for example the relationship between size and weight of a
child on a stretcher during role-play. In other grades, mental mathematics and
numerical work are relative strengths. Work which requires greater sophistication in
language, such as word problems, is not as strong. Progress in most lessons is good.
Students progress is enhanced when they are provided with well chosen
manipulatives or are engaged in investigative activities.
In science, attainment is good in the KG and acceptable in other classes and progress
is good. In the KG, the emphasis on investigation promotes children's understanding
of the behaviour of liquids of different densities as they construct lava lamps. In
other grades, science focuses well on classifying, identifying and describing objects
and phenomena. Students acquire an appropriate body of vocabulary related to
scientific phenomena. In Grade 1 they can name various weather phenomena and
the parts of a seed as a section of the unit describing the life-cycle of a plant. All
students are having greater opportunities to develop practical and scientific skills in
the recent refurbished scientific laboratories. Students appropriately gain an
awareness of scientific method. Given students low starting point in investigative
approaches they make good progress.
In non-core subjects such as art, physical education (PE) and ICT, attainment and
progress is variable. In art students have limited experience of different mediums
and individual creativity is not sufficiently developed so progress overall is weak. In
PE students have the opportunity to develop all-round fitness and acquire basic skills
in ball handling in basketball and rugby. The development of ICT skills is good.
The development of learning skills are good and in the KG very good. In the KG,
children are encouraged to use their classrooms and outdoor spaces as learning
laboratories. Resources, teaching strategies and adequate time provide the freedom
for children to explore, make choices, discover new ideas and use technology.
Students enjoy their learning and are improving their ability to collaborate in a
variety of situations. They are increasingly able to take advantage of a growing
number of opportunities to be enterprising and innovative. The ranges of resources
which are now available successfully promote independent learning and research
opportunities.

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Performance Standard 2: Students personal and social development,

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

KG

Primary

Middle

High

Personal development

Very Good

Very Good

Good

Understanding of Islamic values and

awareness of Emirati and world cultures

Very Good

Very Good

Very Good

Social responsibility and innovation skills

Good

Good

Good

Students personal and social development and learning skills are very good. They
have very positive attitudes to learning and enjoy the opportunities the school gives
them. They are developing high levels of responsibility and self-discipline. They are
well behaved inside classrooms and during break time. A significant improvement
has been seen in behaviour as compared with the previous inspection, particularly
amongst older boys. Levels of attendance have improved and are acceptable now at
92%. Students are also punctual to school and lessons, encouraged by a range of
successful strategies. Student-staff relationships are very positive and respectful.
Students are sensitive to others different learning and social needs during lessons
and around school. Their personal choices, demonstrate their secure awareness of
healthy eating habits and they participate enthusiastically in activities that promote
safe and healthy lifestyles.
Students have a sincere appreciation of Islamic values; this is reflected in their
general behaviour in lessons and around school. The school has instituted dedicated
areas, in addition to prayer rooms, in support of its commitment to making Emirati
and Islamic values a central part of school life. These include an outdoor Islamic
study area, a high quality heritage area which is equipped with many relevant
artefacts. This provision is much appreciated by students who take pride in
explaining their purpose and use. At assembly, all of students in grades 1-7 show
respect during reading from the Holy Quran and participate in singing the national
anthem.
A newly instituted student council is working in cooperation with school staff to lead
a number of initiatives, such as the anti-bullying campaign. This was extended to
include cyber-bullying at the students initiative. The cancer awareness campaign
was also extended using the ideas proposed by student council members.
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Prominent members of the local community, such as the Imam, a dentist and a
scientist, visit the school to provide additional learning experiences for students
such as.
Teachers make explicit links between values and learning skills, with an emphasis on
honesty, hard work, risk-taking and persistence so as to prepare students to be
innovators and make active social contributions. Students writing and their
comments on displays reflect their understanding of these ideas. Students learn to
understand environmental issues. They are encouraged to creatively re-use a range
of materials such as paper, card and plastic. In consequence, displays and projects
show the re-use of materials, appropriately reinforcing an awareness of the scarcity
world resources.

Performance Standard 3: Teaching and Assessment

Teaching and Assessment Indicators

KG

Primary

Middle

Teaching for effective learning

Very Good

Good

Good

Assessment

Very Good

Good

Good

High

Teaching and assessment is good. The quality of teaching observed by inspectors

ranged from outstanding to a few lessons that were weak. The majority of lessons
were deemed good or better. Greater consistency in effective teaching practices
was seen in the KG, and in the teaching of English, mathematics and Arabic.
Relationships in classes are very positive, and friendly. Teacher-student interactions
are good so that students are able to ask questions and respond well to teachers
questions. Most teachers are aware of the need to employ higher questioning
strategies to ensure students understand their lessons at a deeper level.
Teachers have good subject knowledge and most have secure pedagogical
understanding and classroom management skills. The school specifies a uniform
lesson planning format; teachers appropriately complete this. In the best
implementation of these plans, teachers take account of the needs of different
ability groups and individual students within the classroom. Learning intentions are
clearly shared with classes. In the more effective lessons, these are referred to
throughout and in the plenary sessions; this allows students to assess how fully they
are reaching their learning targets. In the less effective lessons, teachers do not
have sufficient awareness of different styles of learning to ensure that activities are
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relevant and challenging. For example, a minority of lessons requiring students who
speak English as an additional language to principally listen passively for too long. In
less successful lessons, tasks do not sustain an active learning approach so do not
sufficiently challenge or engage all students in the learning process.
Teachers in KG help to create a stimulating and imaginative learning environment. A
wide range of learning centres in classrooms and the shared area provide young
children with interesting choices that support the development of early learning
skills very effectively. Focused teaching sessions for small groups of children ensure
that they make very good progress in developing literacy and numeracy as well as in
their personal and social skills.
Teachers appropriately employ a three-tiered strategy based upon a brief
introduction, a starter, group activity, followed by a summary. In examples of
effective lessons seen, this approach produces sustained levels of engagement and
opportunities for collaborative independent learning. Most teachers are confident in
the use of interactive whiteboards (IWB) and other resources to motivate students
and engage their interest. The positive commitment to innovation provides
opportunities for research, investigation, and recording of information for students.
Students prior assessments are well known to teachers and most take good
account of this knowledge in their planning. The school uses the data available from
formative assessments to track the progress of individual students, cohorts and
different groups over time. This provides a wealth of comparative data that is
thoroughly analysed to ensure that dips in performance can be quickly remedied.
The improved data analysis now presents teachers, parents and students with a
more comprehensive picture of individual strengths and weaknesses. Teachers
routinely implement target setting to promote self-assessment and improve student
learning. Teachers know their children well. In lessons, they direct additional adults
carefully to those children where extra support would be needed. In the best
planned lessons, teachers use information from assessments to plan wellconstructed learning groups; this practice is variable. Teachers have informative
individual educational plans (IEP's) to support students with SEN.

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Performance Standard 4: Curriculum

Curriculum Indicators

KG

Primary

Middle

Curriculum design and implementation

Very Good

Good

Good

Curriculum adaptation

Very Good

Good

Good

High

The quality of curriculum design, implementation and adaptation is good. The school
has effectively implemented and appropriately adapted the American Common Core
Standards, based upon the California model. The core curriculum is broad and
balanced and enhanced by other subjects including art, PE and ICT. In the KG,
planning and implementation ensure very good attention to meeting the specific
developmental learning needs of young children. Planning takes care to meet the
range of learning needs and interests and as a result activities engage most
students.
The academic coordinator effectively oversees the long and medium-term planning
and produces weekly planning guides for all subjects. This procedure effectively
ensures continuity and progression. Students are mostly well prepared for
transitions between phases, although there are significant differences in curriculum
delivery between the KG and Grade 1. Cross-curricular links are carefully identified by
class-based teachers to add relevance to students learning.
Planning and intervention strategies are particularly effective for students with
identified SEN. The absence of a formal identification procedure for G&T students
means that there are currently no curriculum modifications for them. Meaningful
connections are made in and between subjects to promote a secure understanding
of Emirati traditions and culture.
The curriculum is regularly and systematically reviewed. The senior leadership team
(SLT) has effectively introduced a collaborative model to engage staff in the review
process. These form part of the self-evaluation process and feed in to development
plans that are monitored regularly. Initiatives such as the guided reading
programme, active learning and the use of technology, and student portfolios have
been successfully implemented. Recent reviews show that these initiatives are
having a positive impact on student progress.
The school provides an extensive choice of extra-curricular activities. Teachers,
students and parents often suggest activities. All activities have clear aims and
purposes, with links to the curriculum, and are monitored to ensure the quality of
provision.
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Performance Standard 5: The protection, care, guidance and support

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

KG

Primary

Middle

Health
and
safety,
including
arrangements for child protection/
safeguarding

Very Good

Very Good

Very Good

Care and support

Very Good

Very Good

Very Good

High

The school makes very good provision for both the health, safety and protection of
students, and provision for their support and guidance. Staff at all levels promote a
calm, orderly and inclusive approach in which students report they feel safe and
valued. Relationships between students and staff members are respectful and
positive. Students are able to refer to class-based teachers, counsellors, and senior
leaders of student well-being for pastoral support. Training and oversight by an
assigned staff member ensure that procedures for safeguarding students, including
the provision of child protection in case of suspected abuse, are followed by staff
and understood by students. Very effective management procedures reinforce
positive student behaviour. Students are well cared for and supported in their
academic, personal and social development.
The school provides a safe, secure and hygienic environment for all students. They
are proud of their school and use the facilities responsibly. Risk assessments and
evacuation drills are regular and well understood. A highly effective monitoring
system keeps comprehensive records of any issues and related actions taken. The
robust security system includes proactive supervisors and appropriate security at
the school gates. Efficient procedures are followed and carefully monitored to
ensure students safety during arrival and dismissal times. The clinic is well equipped
and staffed, and students receive prompt medical care. The school implements
systematic procedures to encourage student attendance and punctuality at all
levels. Informative newsletters supplemented by effective communication highlight
the importance of attendance in promoting student progress.
The school has a well documented SEN policy which has been made available to all
in the school community. Sensitive and supportive communication has been
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distributed to parents to explain these developments. This communication has

proved very effective with 20 families accepting support. An effective team which
was only established at the beginning of this term has made significant progress in
the identification procedures. They have done exceptional work to institute a wellorganised and well documented programme.re and support

Performance Standard 6: Leadership and management

Leadership and management Indicators
The effectiveness of leadership

Good

Self-evaluation and improvement planning

Good

Partnerships with parents and the community

Good

Governance

Good

Management, staffing, facilities and resources

Very Good

The quality of leadership and management is good. The principal has orchestrated
significant change and improvement at all levels of the school. He displays a high
level of professional competence and an excellent understanding of best
educational practice. Leadership structures have been created to ensure an inclusive
whole-school approach that is embraced by a very effective SLT. Relationships
among senior leaders, staff and parents are professional and positive, contributing
towards the purposeful learning environment. Staff are motivated and share a
commitment to improvement and high quality education. Leaders encourage and
support innovations such as guided reading programmes, the introduction of
robotics into the curriculum and an exploration media centre. Leaders at all levels
show a good level of accountability within a collegial approach, and an evident
capacity to sustain improvements.
The school has systematic and thorough self-evaluation processes; these ensure
effective use of internal and external data to inform school improvement planning.
Senior leaders know the school well and accurately identify and initiate actions on
key priorities for improvement. Self-evaluation includes input from staff and has
resulted in good quality development plans in all grades and subjects.
The school has effectively promoted positive relationships with parents, who are
now extremely supportive of the school and its ambitions. A range of strategies
have been introduced to keep them well informed about their childrens
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achievement and progress. These include an informative and professionally

produced newsletter, the creation of a new parents council, and access to
information about the curriculum. Parents have been kept well informed about the
significant changes that have been made at the school; they state that
communication by the school is excellent and feel that their opinions are valued.
Governance has been strengthened through the formalising of a governing body. At
its inaugural meeting last term, they ensured that the membership had appropriate
representation from the majority of its stakeholders. The chair of the governing
body, who is also the owner, has made a significant financial commitment to the
school. The owner has appropriately delegated authority to the principal and SLT.
The positive support given by the proprietor and the governing body has
contributed significantly to the changes which have taken place.
The school is very efficiently organised and management structures ensure that daily
routines are highly effective. Staff are well-qualified and experienced. There are
sufficient staff to deliver the curriculum, with the exception of music. Classroom and
support assistants are appropriately deployed. The premises and specialist facilities
provide a high quality-learning environment: they are spacious and support student
learning well. The school is well supplied with up-to-date resources including
practical materials and equipment, and ICT hardware and software. These are used
to good effect by teachers to support learning. The newly formed library is
beginning to very effectively promote improvement in reading skills.

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What the school should do to improve further:

1. Continue to improve attainment levels in core subjects by:
i. more consistently using student assessment information to plan
challenging lessons
ii. evaluating whether students meet their targets on a regular basis
iii. introducing external benchmarking so that staff and students can
understand achievement in terms of international expectations
iv. ensuring that curriculum levels are clearly understood by both staff
and students
2. Promote consistency in the quality of teaching in all subjects, particularly in
Arabic as a second language, by providing:
i.
ii.
iii.

bespoke professional development tailored to the specific needs of

staff
sharing good practices that are already in place in other subject areas
making more effective use of assessment information to plan lessons
and activities for different groups of ability

3. Develop opportunities for creative expression through music, art and

drama by providing appropriate staffing, resources and facilities.

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