STUDENTS' ACHIEVEMENT (PS1) (1.1 and 1.2 Attainment & Progress)

The
Winchester School – Jebel Ali, Dubai – Post Inspection Action Plan 2019‐2020
Science

STUDENTS’ ACHIEVEMENT (PS1) (1.1 and 1.2 Attainment & Progress)
Leader: Head of Science Department – Mr Nisar Mohamed
Maintain Outstanding Attainment and Progress in Secondary Science SLT in charge: Head of Secondary ‐ Ms Harpreet Kaur

Prioritized Actions Time Frame Resources Success Criteria Monitoring & Comments
Objectives Evaluation

 To maintain  Challenge: Book Look – ▪ Time for KS3: Science HODs, SIDS,
outstanding Facilitate challenge (extension every 3 PD/Modelling Year 8: HOS monitor and Extension Tasks added in all
attainment and tasks) for all groups of students, weeks by outstanding Attainment‐ PTS: review provision lessons of all year groups to
progress in with ample time for in‐depth (lesson observation, ensure consistency in high levels
practitioners ▪ Large Majority
secondary discussions and embedding Book look, SOW, of challenge
Science as needed by (72%) of the lesson plans, data) Laboratory lesson were
students’ mastery skills.
Ensure consistency in high levels the dept. students have termly with prompt consistently organized by
of challenge, enrichment, attained action providing ample time for planning,
Informal ▪ Reviewed evaluate and communicate their
extension and acceleration stanine 6 and

opportunities for G and T lesson SOW, Rubrics, above in finding. For Example in year 8

students in all lessons. observations Student IEPs, separate lessons for improving the
progress test
/learning scientific skill have been
ILP sheet, Data and most () EOY
 Support: Provide support and early walks with organized. Ongoing from term 3
specified Analysis in 2018‐19.
intervention to focused groups (ensure
consistent appropriate in‐class support focus – Progress: HOD, SIDS, HOS
to students of determination, G&T every ▪ CAT4 and PTS monitor and review
students, and students working in‐line fortnight data provision (lesson

observation, Book
with curriculum standards, to raise their Year 9:

attainment. ▪ Personalized look, SOW, lesson

Attainment: PTS plans, data) termly
lesson plans
▪ Most (84%) of with prompt action
 In‐depth concept development: Ensure
Evaluation of the students
consistency in organization of laboratory
attainment have attained PTS data analyzed strand wise in
tasks, provide ample time for scientific
analysis, evaluation, and and progress stanine 6 and order to identify and address the
consolidate/communicate their findings (from gaps for current year 8 and year 9
above in
baseline) next year.
in detail. Ongoing 13th oct 2019 progress test
every 6 For example reactivity series in

weeks and most () EOY year 9 Chemistry has been

in 2018‐19. revisited to bridge the gap

Progress: identifies in PTS
The Winchester School – Jebel Ali, Dubai – Post Inspection Action Plan 2019‐2020
Science

 To maintain To embed Scientific literacy skills: Termly KS4:
outstanding Effective Provision to engage evaluation Attainment &
attainment and students with science‐related of Progress Students have provided provision
progress in issues, and with the ideas of attainment Science HODs, SIDS, to engage and discuss science
▪ The majority
secondary science, as a reflective citizen. and HOS monitor and related issues, provide
Science progress. (year 10) and review provision opportunities to make written

Ensure provision to master skills viz. ▪ Personalized most (year 11) (lesson observation, explanation of their finding from
Applying phenomena scientifically, lesson plans of students Book look, SOW, different sources through Science
evaluate and design scientific achieve above lesson plans, data) Dialectics, SCI Ted, Future Scientist

inquiry, and interpret data and curriculum termly with prompt club etc. They also provided

evidence scientifically. standards in action opportunities to engage in project

based activities through hand on
Science and
Combine information from several experiments, Virtual Reality
make better sessions, Food talks etc
sources to solve problems and draw
conclusions, and they provide than expected
written explanations to progress from
communicate scientific knowledge. their baseline.
HOD, SIDS, HOS
KS5

Intervention: Attainment & monitor and review

Address gaps in topics and areas as provision (lesson
Progress
identified IN PTS observation, Book
▪ The majority look, SOW, lesson

Addressing Gaps (year 12) and plans, data) termly
large with prompt action
Year 8 Gaps Identified and revisited majority(year
PTS Gaps Identified the topics. SOW modified.
13) of students

Provision for more support achieve above

included
curriculum

standards in
Topics needs Reinforcement Ongoing
CHEMISTRY Science and
 (done) Reactivity Series make better
 Introduction to periodic than expected
table progress from

their baseline in
BIOLOGY
lessons
 Analysing and interpreting
food chains
Science

PHYSICS
 Electromagnets
SCIENTIFIC ENQUIRY June 2019 https://animateds

cience.co.uk/283‐
(done) SOW already modified to
accommodate: scientific enquiry 2
skills / investigations from term 1.
▪ Personalized https://www.aqa.
lesson plans org.uk/subjects/sc Science HODs, SIDS,
(done) Revisit scientific enquiry , ience/gcse/combi HOS monitor and
and give more frequent ned‐science‐ review provision
opportunities for students to write trilogy‐ (lesson observation,

hypothesis , planning and execution 8464/assessment‐ Book look, SOW,
lesson plans, data)
followed by conclusion and resources
evaluation and develop their termly with prompt

scientific thinking relating to the action

https://revisionsci
concept
 Give students questions with data ence.com/gcse‐

to help enhance their data analysis Ongoing revision/science/s

skills cience‐gcse‐past‐

papers/edexcel‐
Year 9 Gaps Identified and gcse‐combined‐
revisited the topics. SOW modified. science‐past‐ HOD, SIDS, HOS
Provision for more support papers monitor and review
included provision (lesson
observation, Book
https://qualificati
Topics needs Reinforcement look, SOW, lesson
ons.pearson.com/
plans, data) termly
content/dam/pdf/
CHEMISTRY with prompt action
 (done) Earth Sciences International‐
BIOLOGY Lower‐Secondary‐
 Photosynthesis Curriculum/Scienc
e/2018/Specificati
SCIENTIFIC ENQUIRY onandSampleAsse
ssments/SAMs‐

(done) SOW already modified to PLSC‐Int‐Award‐

accommodate: scientific enquiry in‐Lower‐
skills / investigations from term 1.
Secondary‐
Science

Science‐2018‐
Sep.pdf
 (done) Revisit scientific enquiry ,
and give more frequent

opportunities for students to write

hypothesis , planning and execution
followed by conclusion and

evaluation and develop their
scientific thinking relating to the ▪ Personalized
concept lesson plans
June 2019 Science HODs, SIDS,
Addressing Internal Assessment Gaps HOS monitor and

• Gaps: Experimental Skills, Analysing review provision
data, Graphical Skill (lesson observation,
Book look, SOW,
 Consistently organize lab lesson to lesson plans, data)
increase the scientific skills termly with prompt
 Provide time for planning action
experiments and presenting their
laboratory finding in detail by
dividing lab lesson to two lessons.

Ongoing

HOD, SIDS, HOS
monitor and review
Internal provision (lesson
Assessment observation, Book
results: Personalization using CAT 4 data look, SOW, lesson
Address gaps Use CAT4 data to make personalize plans, data) termly
identified in strategies in lessons to support all ability with prompt action
internal students and to enrich, enhance and
assessments accelerate the progress of G&T students.

Science

Enhancing verbal skills
 CAT4 Inculcate reading in science lesson to https://www.cam Science HODs, SIDS,
 To analyse and enhance the verbal skill. Improve scientific Ongoing bridgeinternation HOS monitor and
continue using literacy skill al.org/programme review provision
CAT 4 data to Enhancing Spatial Skills s‐and‐ (lesson observation,
provide support, Use of Video/AR/VR/3D in lesson for Book look, SOW,
qualifications/cam
challenge effective learning lesson plans, data)

bridge‐lower‐ termly with prompt
through early
intervention. secondary/assess action
 To personalise ment/cambridge‐
lesson plans checkpoint/check
using student point‐support‐
implications and material/
plan next steps.
Enhance https://mathsmad
reasoning skills eeasy.co.uk/ks3‐ HOD, SIDS, HOS
and critical monitor and review
revision/key‐
thinking skills. provision (lesson

stage‐3‐science/ observation, Book
look, SOW, lesson
plans, data) termly
with prompt action

Science

STUDENTS’ ACHIEVEMENT (PS1) (1.3 Learning Skills) Leader: Head of Science Department
Developing in‐depth learning skills and use of learning technologies in secondary Science SLT in charge: Head of Secondary

To enhance ▪ Communication skills: Ensure frequent Ongoing ▪ Time for ▪ Most students will Science HODs, HOKS, Communication is enhanced in

communication opportunities for students to present PD/Modelling be able to HOS, LAB members lessons and beyond like students
skills in Science their learning through in‐depth by outstanding communicate their monitor and review participated in Dialectics in
consistently with understanding of provision (lesson Physics, Chemistry and Biology,
discussions with rigorous use of scientific practitioners
a greater focus on concepts in depth, observation, Book Science Ted talk
Students’ terminology, enhancing their as needed by as evidenced look, SOW, lesson Launch of Future Scientist club
interactions, communication skills. the through their work plans, data) termly enhancing their research and
collaboration, and department samples and lesson with prompt action critical thinking skills
communication (innovation) observations.
skills
Most students are
▪ Time for lesson
innovative,
▪ Learning technologies: Ensure regular, observations
enterprising and
consistent and innovative use of learning and feedback independent
Enhance technologies in lessons, evident through learners and they
innovation and lesson observations. can find things out
use of learning ▪ Team for themselves
technologies teaching/Peer using a variety of
observation different sources.
They use learning
technologies
independently
effectively,
evidenced through
regular monitoring.

Science

TEACHING AND ASSESSMENT (PS3) (3.1 Teaching for effective learning) Leader: MLs and SLT
Line Manager: Principal
Achievement Governor: Parent, Student, and GEMS ‐ LAB
Improve teaching for effective learning in secondary Science members
External Evaluator: VP

▪ To ensure ▪ Time in lessons: Use time effectively in Ongoing Monitoring forms, ▪ Most teachers HOD, SID, HOS, LAB New teachers are buddied with
consistency in lessons to maximize learning. Ensure IPPs, modeling, deliver Very members monitor and outstanding and very good teachers. PD
lesson observations, Good or review provision (lesson on three part lesson, AFL and
outstanding appropriate lesson pace that allows peer observation, observation, Book look, personalisation done. Department
Outstanding
teaching sufficient time for concluding activities team teaching. SOW, lesson plans, data) workshops on moderation and marking
features. termly with prompt done.
practices in and assessing and consolidating student
PD sessions on the action.
secondary learning. ▪ Almost all
effective use of data All teachers will complete paired
Science for impactful teachers make SENDCo, HODs, HOK, observation with either senior or
▪ Effective Use of data: Book Look – personalization. and HOS monitor the middle leader by end of term1. Very
progress and
every 3 provision through lesson positive feedback on a deeper
achieve their
Secure the use and weeks Regular and rigorous observations, Book understanding of good or better
targets identified
implementation of data by all data analysis. looks, personalized lessons and how to look for and ensure
in IPP aided with
the teachers. lesson plans, IEPs ‐termly learning in the lesson.

rigorous support
Teachers to consistently PD and sharing best with prompt action
practices on effective in place.
personalize Science lesson
personalization and HODs, HOKS, DHOS and
plans by triangulation of data appropriate VP to accurately identify
(CAT4, PTS, internal data). Informal challenge and

The provisions made for lesson IEPs, TLPs, ILPs, monitor the provision for
students based on data analysis observation Minutes of meetings G&T through lesson
must be evident in notebooks. s/learning observations, Book
looks, personalized
walks with
 Setting Expectations: To ensure clarity lesson plans, ALPs, TLPs‐
specified
termly with prompt
in expectations and a clear focus – action
understanding of the high standards of every

Teaching & Learning among teachers: fortnight
(Ongoing)
 Sharing best practices: Embed

systems to share outstanding

teaching practices to build

Science

consistency in high standards of members monitor and
T&L through peer observations, review provision (lesson Understanding of all data is getting
All groups of observation, Book look, deeper, however, the use of data to
team teaching, modeling of SOW, lesson plans, data) personalize is variable and support is
students make
lessons. Strong practitioners to outstanding termly with prompt being put in place promptly.
share outstanding practices action. Ongoing monitoring and support.
progress in most

through videos, work samples, lessons due to SENDCo, HODs, HOK, SEND and G&T lists under review again
mentoring. Rigorous, regular personalized and HOS monitor the after CAT4 assessments and 6 weeks of
cross‐phase observations across support and provision through lesson induction for all students.
the school to ensure sharing of stretched observations, Book
challenge to looks, personalized
outstanding practices to raise lesson plans, IEPs ‐termly
maximize their
teacher performance and student with prompt action
potential across
learning. This is to be rigorously
all phases. HODs, HOKS, DHOS and
and regularly tracked by Science
VP to accurately identify
HODs and SID. and
 Paired observations: All teachers monitor the provision for
across the school to have at least G&T through lesson
observations, Book
one paired observation with a
looks, personalized
senior or middle leader to lesson plans, ALPs, TLPs‐
establish clarity on good or better termly with prompt
learning in lessons. action
 Support to teachers: All identified
acceptable and good teachers
have IPP and timetabled support
to raise T&L and effective
personalization based on data in
their lessons.
 Monitoring: Rigorous monitoring
of teacher performance and use of
data, through regularly tracked
lesson observations, learning
walks, and peer observations and
book looks.

Science

TEACHING AND ASSESSMENT (PS3) (3.2 Assessment)
Leader: Head of Science Department
To accurately assess the depth of students’ learning with effective AFL and adjusting SLT in charge: Head of Secondary
pace of the lesson


▪ To ensure . Consolidating learning by: Informal Professional Most of the HODS and SIDS Effective AFL is a key feature in all
consistent use of lesson Developments students making HOS, through lesson lessons. Teachers establish their
▪ AFL in lessons: Ensure consistent and observation Programmes‐ outstanding observations, learning starting point . Students used
effective AFL walk, book look,
robust use of AFL strategies by teachers s/learning internal and External progress evident rubrics effectively to assess and
strategies to
using a wide range of effective AFL tools walks with through work set targets for themselves
accurately assess
(including online AFL resources, rubrics), specified samples and Teachers trackers
the depth of to assess their depth of understanding focus – Online AFL tools to formative

students’ monitor all students’ attainment and every measure progress assessment Data Analysis
understanding. progress in lessons, with emphasis on fortnight trackers
plenary to recognize lesson‐by‐lesson
learning gains. Monitoring forms, IPPs,
modelling, lesson Most lesson have
▪ Time in lessons: Ensure teachers adjust observations, peer
timed activities
teaching strategies and pace of lessons to observation, team
Ongoing and teacher
teaching.
skilfully elicit, conclude, assess, ensure that

consolidate and maximise learning for all PD sessions on consolidate the
groups of students within the appropriate effective use of data learning with
for impactful effective plenary
time frame in most lessons.
personalization.
Most of the
▪ Provision for all groups: Teachers to Regular and rigorous
Termly lessons have the
consistently personalize Science lesson evaluation data analysis. effective provision
plans by triangulation of data (CAT4, PTS,
and of a variety of AFL
PD and sharing best
internal data). Ensure consistency in discussions strategies evident
practices on effective
provision for all groups of students of effective personalization and through lesson
including SEND and G&T in lessons. AFL appropriate challenge observations.
strategies IEPs, TLPs, ILPs,
▪ Mastery skills: Embed students’ mastery used Minutes of meetings

skills through scaffolded reflection and
Science

discussion time in lessons with varied Student notebook Most of the
opportunities for students to effectively work samples, peer‐ students attaining
and self‐marked rubric grades which are Cross Phase moderation for
communicate their learning with samples.
above curriculum papers and books done in June
reasoned arguments.
Ongoing in all lessons,
▪ Professional Development: PD sessions
Lesson observations,
summative
to share outstanding AFL strategies learning walks
assessments and
followed by constructive feedback, to set EOY assessments.
clear targets for all group of students.
This will be followed up by HODs and SID
(lesson observations).

▪ Tracking and Intervention: Maintain
trackers to record students’ progress
fortnightly, monthly and termly followed
by data analysis for each student.
Teachers to track students’ attainment Ongoing
and progress regularly in the online
tracker system as a 6 week‐snapshot,
wherein they consolidate the formative
assessment entries in an online system.
Secure immediate interventions using
gap analysis (monthly) to address
students’ gaps in scientific concepts.

▪ Moderation: Build rigor in moderation of
assessments and establish clarity
amongst teams, within the same phase Ongoing
and cross phase.

Science

LEADERSHIP AND MANAGEMENT (PS6)
Leader: Head of Science Department
Improve the effectiveness of leadership through clear communication of expectations, monitoring, and SLT in charge: Head of Secondary
moderation in Science.
Monitoring: Ongoing Middle leaders’ ▪ Rigorous SLT and MLs (HOD, Strategic actions like paired
 To raise the  Observations: Ensure systematic and meetings with SLT Monitoring – HOKS) observations, Individual progress
profile of the rigorous monitoring of Science lessons involving school paired Plan are ongoing and rigor in
department. by HODs and SID (with support from improvement monitoring impact and prompt
observations and
HOYs and HOKs). discussions and support is enabled.
impact
 Ensure evaluation, sharing
leadership is  Tracker: Maintain an organized, outstanding samples evaluation by
implemented documented tracking system to of SEF and action leaders at all
effectively at all evaluate teacher performance, identify plans. levels enabling
levels within gaps and help raise the teachers’ improved
the profile and pedagogical practices. Ongoing Lesson observations, student
department. Online tracker, Book
outcomes across
 Support and empowerment: Provide looks
consistent support through IPPs, all phases.
modeling and facilitating peer ▪ Continued
observations, which are meticulously improvement in
tracked and followed up. attainment and
progress over
time and
 Moderation:
improving trends
▪ The internal teacher assessment
entries in the online tracker to be Moderation of PTS results.
moderated by Science HODs with of end of
evidence from lesson observations, term
book looks, formative and summative assessment
assessments. done June
2019

Moderation
of books
Ongoing

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Prioritized Actions Time Frame Resources Success Criteria Monitoring & Comments

To enhance ▪ Communication skills: Ensure frequent Ongoing ▪ Time for ▪ Most students will Science HODs, HOKS, Communication is enhanced in

Prioritized Actions Time Frame Resources Success Criteria Monitoring & Comments

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