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InspectionReport

TheIranianPrivateSchool

AcademicYear20142015

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TheIranianPrivateSchool

InspectionDate 1619February2015

SchoolID# 58

LicensedCurriculum IranianNationalCurriculum

NumberofStudents 368

AgeRange 4years5monthsto18years

Gender Mixed

Principal NasserHossienzadeh

SchoolAddress 4thStreetandAirportRoad,POBox893,AbuDhabi.

TelephoneNumber +971(0)26422183

FaxNumber +971(0)26417567

OfficialEmail(ADEC) iranianad.pvt@adec.ac.ae

SchoolWebsite

Dateoflastinspection 1215May2013

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Theoveralleffectivenessoftheschool
Inspectorsconsideredtheschoolinrelationto3performancecategories

BandA Highperforming(overalleffectivenessgrade1,2or3)

BandB Satisfactory(overalleffectivenessgrade4or5)

BandC Inneedofsignificantimprovement(overalleffectivenessgrade6,70r8)

TheSchoolwasjudgedtobe: BANDC; GRADE6

Themainstrengthsoftheschoolare

useofspokenEnglishandinvestigationalskillsinscience
thefriendly,caringandsafeschoolcommunity
studentspositiveattitudestolearning
aboveaverageattendanceandrespectforUAEcultureandheritage
principalswillingnessandcommitmenttoimprovestudentlearning
thepositivepartnershipbetweenhomeandschool.

Themainareasforimprovementare:

levels of attainment and progress in Islamic education, Arabic, social


studiesandmathematics
setting clearer learning objectives to better inform students about what
theyneedtolearn
useofquestioningthatchallengesstudentlearning
monitoring of teaching and learning by middle leaders and their use of
analysisofassessmenttobetterinformlessonplanning
provision of enrichment programmes to support more able and less able
students
involvement of all leaders in monitoring the quality of teaching and
learningandraisingstandardsfurther
the quality of teaching and learning in KG2 which is, supported by a well
plannedKGcurriculum.

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Introduction
The school was evaluated by 3 inspectors. They observed 52 lessons, conducted
meetingswithseniorstaff,subjectleaders,teachers,supportstaff,studentsand
parents. They analysed test and assessment results, scrutinised students work,
analysed responses to the parents questionnaire and considered the schools
documentation related to policies and procedures, including its process for self
evaluation. The principal and senior leadership team were involved throughout
theinspection.Theprincipalconducted4jointlessonobservationswithmembers
oftheinspectionteam.

DescriptionoftheSchool
The Iranian Private School opened in 1971 as an Iranian government school. In
2011, it changed its designation and is now licensed as a private school. It is a
member of an association of Iranian private schools in the UAE. The school is
governedbyaBoardbasedinDubaiandtheprincipalattendsregularassociation
meetingswiththeprincipalsofotherIranianschools.

Theschoolcomprisesof2separatebuildings:thefirstforboysGrade1to12;and
thesecondforKindergarten(KG)andgirlsGrades1to12.Theschoolsvisionisto
educatestudentsaccordingtothegeneralobjectivesandcultureoftheIranian
national system, providing for new needs, with the aim of meeting global
educationgoals.ItfollowstheIranianNationalCurriculumandGrade12students
undertakeexternalIranianNationalCurriculumexaminations.

Thereare368students,allareMuslimand51%areboys.Thevastmajority,88%of
thestudentsarefromIran,with10%fromPakistan,andasmallnumberarefrom
Austria,Afghanistan,CanadaandUzbekistan.TherearenoEmiratistudents.The
school has identified 6 students with special educational needs (SEN) and no
students with specific gifts and talents. The admission policy is to accept all
childrenfromIranianfamilies.

TheprincipalwasappointedinSeptember2014.Theseniorleadershipteam(SLT)
includes a viceprincipal responsible for each section. There are 36 fulltime
teaching staff recruited from Iran whose salaries are paid by the Iranian
government. There are 4 teaching support staff, 14 care staff, 6 administrative
staff,aqualifiednurseand3securitystaff.Iranianteacherturnoverishighwith27
newteachersjoiningsincethepreviousinspection.TheIraniangovernmenthasa
policyofchangingIranianteacherseverythreeyears.Retentionofstaffrecruited
locallyisstable.AnnualfeesrangefromAED2,350toAED3,050.Thisrangefalls
withintheveryaffordablecategory.

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TheEffectivenessoftheSchool
Evaluationoftheschoolsoveralleffectiveness
The school provides an inadequate quality of education overall. Students
attainmentandprogressareunsatisfactory,particularlyinthesubjectstaughtin
Arabic,mathematicsandinformationandcommunicationstechnology(ICT).The
new leadership team has had a positive impact in some areas of the schools
performance, most notably the positive ethos, clean environment and improved
teaching and learning in English, science and other subjects including Farsi
Persian.Theschoolenjoysthesupportofmanyparents.

The curriculum implementation is unsatisfactory, particularly in the KG. The


curriculum implementation does not enable students of all ages and abilities to
develop the necessary 21st century skills to prepare them for next stages of
educationandlife.Thecurriculumisnotsufficientlyadaptedtomeettheneeds
of students with SENs and the less able. Teachers do not plan sufficient
differentiatedmaterialstosupportthesestudents.Theschooldoesnotmeetthe
needsofthemostablestudentssotheyareabletoworkatafasterpace.

Studentsattainment&progress
Attainment and progress are unsatisfactory overall. Academic progress is
satisfactoryandimprovinginEnglishandscience,butunsatisfactoryintheother
key subjects. Students make adequate progress in the other noncore subjects
andstandardsachievedinart,physicaleducation(PE)andFarsiareinlinewith
curriculum expectations. Childrens achievement in the KG and lower grades is
unsatisfactory and more able students make very unsatisfactory progress. Older
students make better progress because the majority are allowed to take more
ownershipoftheirlearning.Resultsfromgrade12assessmentsmarkedexternally
inIranshowthatstudentsperformancesareinlinewithcurriculumexpectations
forFarsi,Englishandscience,butbelowexpectationsinmathematics.
From their starting points in KG, children make unsatisfactory progress in
understandingspokenEnglish.InbothArabicandEnglish,knowledgeofphonics
is weak and writing is insufficiently developed. The majority are unable to
recogniseandwritesimplewords.Afewdeveloptheirunderstandingofnumbers
to 20 but progress for the majority, especially the more able, is very
unsatisfactory. In PE, opportunities for children to develop gross motor skills
throughactivitiessuchasrunning,jumpingandskippingareverylimited.
As they move through the school, the majority of students make better than
satisfactoryprogressinEnglishandscienceandachievestandardsbroadlyinline

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with international expectations. Students investigational skills in science have


improved since the last inspection and are better than satisfactory. In English,
olderstudentsspeaking,listeningandpresentationalskillsarewelldevelopedfor
secondlanguagelearnersandaboveinternationalexpectations;writingskillsare
weaker.
Inothersubjectsstudentsattainmentandprogressarebroadlysatisfactoryand
FarsispeakingandreadingskillsareageappropriatewhencomparedtoIranian
curriculum standards. Their use of vocabulary is improving and writing skills are
morevariedbutbetterinolderclassesandoverallinlinewithIranianstandards.
StudentsarestartingtomakebetterprogressinimprovingtheirICTskillsbecause
computersarenowmoreaccessible.Althoughstudentsattainmentisbeginning
toimproveinICT,itremainsbelowagerelatedexpectations.
InGrades16,studentsmakeunsatisfactoryprogressinIslamiceducation,Arabic
social studies and mathematics. Tasks and activities do not always provide
sufficient challenge, particularly for the more able. Progress in writing in both
ArabicandEnglishisimpededbytoofewopportunitiestowriteatlengthandfor
avarietyofpurposes.Inmathematics,thedevelopmentofnumberisastrength;
students problem solving skills are underdeveloped because teachers rely too
heavilyon the textbookand do not provide workthatis sufficientlymatched to
theirabilities.

Students with special educational needs (SEN) make unsatisfactory progress as


support and teaching is not always matched to their needs. All students make
satisfactoryprogressindevelopingbasicnumeracyandliteracyskillsbutthinking
and ICT skills are unsatisfactory. Students 21st century skills are not well
developed,especiallycriticalthinkingandindependentlearning.

Studentspersonaldevelopment

Students personal development is satisfactory and improving. Students are


proudoftheirschoolandenjoyschoollife.Theybehavewellinclassandaround
theschool.Theydemonstratepositiveattitudestowardslearningandtreattheir
teachers and each other with respect.There are no incidents of bullying and
studentssaytheyfeelsafeandwellprotected.Theschoolkeepsdetailedrecords
ofattendance,whichisaboveaverageat96%.

Insomelessons,studentstakeresponsibilitytosupportthelessablestudentsin
group work and often lead learning using presentations.The boys and girls
student councils believe the school listens to their views. Many students enjoy
participatinginthelimitedrangeofextracurricularactivities.
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Students have a good understanding of UAE values and Islamic culture. In


assemblies, they sing the national anthem, raise the UAE flag and listen
respectfully to students reciting from the Holy Quran. Many students are
passionateaboutUAEheritage,traditionsandculture.Studentsknowledgeand
awarenessofotherculturesismorelimitedduetotheschoolsnarrowlinkswith
thewidercommunitybothinthelocalareaandfurtherafield.

Studentshaveadequateunderstandingofthebenefitsofexerciseandleadinga
healthy lifestyle. High quality investigations in science in the middle school, for
exampleonsourcesofenergyandhowtheyaretransformedtobeusedindayto
dayliving,provideagoodopportunityforafewstudentstodevelopskillssuchas
persistence,adaptabilityandflexibility.Thesocialandinterpersonalskillsofthe
KG children are less well developed. This is because they are given few
opportunities in lessons to develop these skills through play and cooperation
withotherchildrenandadults.

Thequalityofteachingandlearning
The quality of teaching and learning is unsatisfactory. The quality of lessons
observedwasextremelyvariablerangingfromverygoodtopoor;alargemajority
were deemed unsatisfactory. Almost all of the most effective teaching was
observedinscience,theleasteffectiveinthesubjectstaughtinArabic.Inthebest
lessons, most students learn through listening, interacting with each other and
questioning. Thinking for themselves, collaboration and independence are often
notacommonfeatureoflearning.Teachingisbetter inthe upper gradesandis
oftenunsatisfactoryinthelowerones.
Most English and science teaching is better than satisfactory because learning
objectivesarewrittenprecisely,andteachersquestioningchallengesstudents.In
these lessons, activities and use of resources are better planned and encourage
students to learn cooperatively. In Grades 16, teaching in Arabic, Islamic
education,socialstudiesandICTisweakerthanothersubjects.Inmanylessons,
teachers do not provide sufficient challenge, particularly for the more able.
TeachinginartandPEenablesstudentstodeveloptheirskillssatisfactorily.
Studentsenjoyscienceandthemajorityareinquisitiveanduseinvestigativeskills
well. In Farsi and English, a few teachers use their time well to allow older
students to reflect on what they have learned. Most teachers do not use
questioning effectively to promote thinking and challenge students. In Islamic
education, Arabic and social studies lessons, some teachers speak too much,
givingstudentstoofewopportunitiestocontribute.

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Inthebestlessons,teachersplaneffectivelyandlinkpreviouslearningwellatthe
beginning of lessons. They assess the progress of students regularly. A few
teachers have a broad understanding of students individual strengths and
weaknesses but do not always share with individual students what steps they
needtotaketoimprove.InFarsiatgrade1,studentsarebeginningtocarryout
peer assessment, accurately and sensibly. Only a very few teachers provide
additional support for students who find learning difficult or for students with
SEN. Their progress is often unsatisfactory because learning targets are not
always referred to and shared with them. In KG, classroom assistants provide
passivesupportandaremostlydependentonteacherdirection.
Mostteachersestablishpositiveandrespectfulrelationshipswithstudents,which
enable them to develop confidence and enjoy learning. They have high
expectationsofbehaviourandmanageanylapsessupportively.
Meetingstudentsneedsthroughthecurriculum

The implementation of the curriculum is narrow and unsatisfactory. The KG


curriculumplanninganddeliveryarenotageappropriateandveryunsatisfactory.
Childrenhavelimitedopportunitiestodevelopsocialandemotionalskills,physical
skillsandcreativeexpressionwithintheirlearningtimes.Childrenarenotableto
move about, explore and learn independently. Use of the facilities such as the
outsideplayareaandactivitiesroomislimited.

There is adequate coverage and appropriate time allocation in the Iranian


curriculumandthecoreareasofArabic,Islamiceducation,English,mathematics
andscience.Theschoolhasincreaseditsacademicpathwaysingrades10,11and
12andnowincludesmathematics,scienceandhumanitiespathways.Theschoolis
successfulinequippingmoststudentswiththebasicskillsnecessarytomoveon
tothenextphaseoftheireducation.Thecurriculumpromotesanunderstanding
of UAE values and culture well. Art and PE are now a regular feature of the
curriculum for all grades, although lack of resources and a specialist PE teacher
putsalimitonthebreadthanddepthofwhatisonoffer.ICTisnowtimetabled
and delivered in the recently furnished workshops. The science curriculum
providessomeopportunitiesforstudentstoundertakepracticallaboratorywork
and this is reflected in their higher standards. The provision of extracurricular
clubsandenrichmentactivitiesisunderdevelopedandgivesfewopportunitiesfor
studentstoextendtheirskillsandinterests.

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Theprotection,care,guidanceandsupportofstudents

Theprotection,care,guidanceandsupportofstudentsaresatisfactory.Thisisa
caringandharmoniousschoolwherestudentsbehavewellandsaytheyfeelwell
caredfor.Theschoolhasapositiveethoscharacterisedbygoodrelationshipsand
studentsworkingtogetherconstructively.Alladultshavehighexpectationsthat
students should behave well at all times. Strong Islamic moral teaching in the
classrooms and in the daily assemblies effectively reinforces the school anti
bullyingpolicy.Rewardsareregularlygivenforgoodwork.

There is an effective child protection policy. The school has a robust vetting
process in place to carry out checks on all staff. Attendance is monitored
effectively. The school maintains an admission register which contains all the
required information about each student. There is an effective pastoral care
system to support students personal development. They are given adequate
advice on careers and become more aware of the steps they need to take to
achieve their ambitions. Parents receive regular reports about their childs
progress.

There are satisfactory arrangements for promotion of students health and


welfare.Thecliniciswellresourcedandstudentsbenefitfromtheattentionofa
schoolnurseandadoctorifnecessary.Studentshaveregularchecksanddetailed
records are kept. There are clear procedures for the storage and dispensing of
medicinesandforwhattodoifastudentbecomesillatschool.

Theschoolissecureandguardsensurethatnounauthorisedpersongainsaccess
or any student leave the site unauthorised. Procedures for registering students
on buses and their safe embarkation at the end of the day are beginning to
become a routine. Chemicals are stored safely in fireproof cupboards in both
sciencelaboratories.

Thequalityoftheschoolsbuildingsandpremises
Thepremisesarecleanandwellmaintainedandalltherequiredhealthandsafety
checks are undertaken. Since the last inspection, the school has provided
improved science facilities in the girls section and new ICT suites and air
conditioningunits.Thereare2librariesandnewshadedareas.
Classrooms are of an appropriate size and there are satisfactory facilities for
practical activities such as science, art and ICT. There are suitable displays of
students work including art work in classes and corridors especially in the girls
section. KG classrooms do not have direct access to outdoor areas. There is an
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adequateoutdoorspacefortheboyssectionthatincludesanewartificialgrass
area. Outdoor space is more limited in the girls section as it is shared with KG
children. There are no lift facilities or ramps to aid students with physical
disabilities.
Theschoolsresourcestosupportitsaims
Theschoolisadequatelyresourcedandtherearesufficientnumbersofteachers
and other staff. Teachers are qualified for their roles and most have relevant
experiencefortheagegroupstheyteach,exceptinKG,whereteachersarenot
secureabouthowyoungchildrenlearnbest.Effectiveprofessionaldevelopment
is beginning to successfully develop skills to improve teaching and learning in
somesubjects.
The range of nonfiction and research books in Farsi, English and Arabic is
unsatisfactory. There are now sufficient ICT resources to support adequate
student learning. Teachers regularly use interactive white boards and projectors
duringlessonsandthereisinternetaccessthroughouttheschool.
Day to day manipulative resources are variable in quality and quantity in most
classroomsandarebetterintheKG1activityclass,butareverylimitedintheKG2
classroom. Specialist areas, such as science and art are adequately resourced.
Sportsfacilitiesforgirlsareunsatisfactory.
Theeffectivenessofleadershipandmanagement
Leadership and management are unsatisfactory. Their work does not have
sufficient impact in securing higher academic achievement across the school,
particularly in KG and the subjects taught in Arabic and mathematics. The new
principalprovidesfocusedleadershipandisrespectedbystudents,teachersand
parents.Hehasstartedtoworkmorecloselywiththe5IranianschoolsinDubaito
benchmark attainment levels. Parents are active in their involvement in school
throughacommitteethatrepresentstheirviews.
All members of the leadership team contributed to the completion of the self
evaluation form (SEF) and the judgements are largely accurate, particularly for
teaching and learning and curriculum. The school development plan (SDP)
requiresmoredetail,amoredefinedsuccesscriteriasoevaluationscanbemore
accurate and informative to secure better teaching and learning. There is
insufficient continuity within the school regarding the leadership and
managementofphasesandkeysubjects.Forexample,thephaseleadersobserve
lessons as well as subject leaders. Evaluations are often not completed and
feedbacktoteachersiscompromised.Theexaminationofficerandphaseleaders
do not analyse the assessment data together and subject leaders roles and

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responsibilitiesarenotclear.Thisreducestheeffectivenessofbothmonitoringof
teaching and the analysis of data to better inform teaching and learning and
improvestudentprogressandpersonaldevelopment.

Progresssincethelastinspection
Overall progress to address the recommendations from the last inspection has
been unsatisfactory. There have been some improvements to both building and
resources:theprovisionofshadedareasand2newICT suites.The principaland
senior leaders have focused on establishing a clear policy of creating a whole
schoolethosbasedoncareandrespect.Thisisclearlyevidentfromspeakingwith
students, teachers and parents. The new principal has accurately identified the
areasthatrequirefurtherimprovement.
ProvisioninKGandforstudentswithSENremainsunsatisfactory.Theanalysisof
data remains a weakness: the tracking of individual progress does not identify
appropriateindividualcurriculartargetsforstudents.Thisweakensthequalityof
assessment and the understanding of what student need to know in order to
improvetheirlearning.
The new leadership team have a realistic view of the quality of education in the
school. They have not demonstrated the satisfactory capacity to improve the
quality of teaching and raise standards rapidly enough. They will continue to
requiresignificantexternalsupporttoachievetherecommendationsrequiredby
thisreport.

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Whattheschoolshoulddotoimprovefurther:
1. Raise standards and accelerate students progress in Islamic education,
Arabic,socialstudies,mathematicsandICTby:
i. improvingthequalityofteachersverbalfeedbackduringlessonsand
ensuringthatwrittenfeedbackisacteduponbystudentstoimprove
theirwork
ii. ensuring teachers have consistently high expectations of students
performance,especiallythemoreable
iii. providing more opportunities for developing students higher order
thinking,enquiryandresearchskillsandindependentwork.
2. Improvetheeffectivenessofleadershipatalllevelsby:
i. analysing student performance data to better inform both teachers
and students what they need to do to improve using curriculum
standarddescriptors
ii. provide high quality training in leadership and management skills to
improvethecapacityofthewholeleadershipteam
iii. monitoring teaching and learning using a whole school approach to
focusonthepriorities:preciselearningobjectives,betterquestioning
skillsandassessmentforlearning.
3. ToimprovethedeliveryoftheKGcurriculumby:
i. providingtrainingforKGstaffonhowyoungchildrenlearnbestand
tovisitotherKGswherethereisgoodorbetterpractice
ii. providing training and guidance to ensure more effective use of KG
supportstaff
iii. identify KG2 learning outcomes and developmental outcomes and
alignthemtobestinternationalrequirements.
4. Toprovidefurtherenrichmentprogrammestodevelopthecurriculumand
supportmoreableandlessablestudents.



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InspectionGrades
BandA BandB BandC
Highperforming Satisfactory Inneedofsignificant
improvement

Unsatisfactory

unsatisfactory
Satisfactory&
Outstanding

Satisfactory
VeryGood

Improving
Good

Poor
Very


Performance
Standard

1 2 3 4 5 6 7 8
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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