School Performance Report

Combined Internal and External Evaluations

Al Ain Juniors School

The overall performance of this school is Acceptable .

© 2022 Abu Dhabi Education & Knowledge

 Introduction
This report combines the previous school 'self-evaluation form' (SEF) and school inspection report. It provides all stakeholders
with an opportunity to compare the internal and external evaluations of school performance. Its purpose is to bring these two
perspectives together to foster greater accuracy of internal evaluations. Greater accuracy is a step towards the long term goal
of less dependence upon external evaluations to understand a school's effectiveness. Ongoing and accurate internal
evaluations are the key to school effectiveness that can withstand changes in leadership, staffing and student enrolment.

Basic information about inspections

Basic information about the school
The overall performance history of this school
Summary of inspection judgements - outcomes

Performance Standard 1: Students’ achievements

Performance Standard 2: Students’ personal and social development
Performance Standard 3: Teaching and assessment
Performance Standard 4: Curriculum
Performance Standard 5: Protection, care, guidance and support of students
Performance Standard 6: Leadership and management
 Basic information about school inspections
School inspections are structured around six Performance Standards:

1. Students’ achievement;
2. Students’ personal and social development, and their innovation skills;
3. Teaching and assessment;
4. Curriculum;
5. The protection, care, guidance and support of students; and
6. Leadership and management.

School Inspections support the development of schools across the Emirate of Abu Dhabi. The UAE School Inspection Framework
provides clear descriptions within these six Performance Standards. This framework allows school leaders and external
inspectors to make judgements based on internationally recognised best practice.

School inspectors make judgements using these six performance categories:

Definitions Performance Categories

Substantially exceeds expectations Outstanding
Exceeds expectations Very Good
Meets expectations Good
Minimum performance required Acceptable
Below expectations Weak
Significantly below expectations Very Weak
To see the full UAE School Inspection Framework, please click here: Framework Arabic Framework English
 Basic information about the school

Name: Al Ain Juniors School

I.D. number: 9134 Phases: Cycle 1;Cycle 2;Cycle 3;KG

Curriculum: Indian Fee category: Very Low

Location: 51, Al Rayhani St, Falaj Hazza', Al Ain

30064 Web address: http://www.alainjuniors.com

E-mail address: 9134@adek.gov.ae Telephone: 037810077

Number of teachers: 149 Teachers' assistants: 14

Teachers' nationalities: India Number of students: 1007

Teacher to student ratio: 1:6 Students' nationalities: India)

Proportion of Emirati students: 3.18 Proportion of students of determination: 0.60

Dates of inspection: 15-Nov-2021 to 18-Nov-2021

The overall performance history of this school:
2015-2016 2017-2018

Outstanding - 0% Outstanding - 0%
Very Good - 0% Very Good - 0%
Good - 18% Good - 35%
Acceptable - 82% Acceptable - 65%
Weak - 0% Weak - 0%
Very Weak - 0% Very Weak - 0%
NA - 0% NA - 0%

2021-2022

Outstanding - 0%
Very Good - 0%
Good - 24%
Acceptable - 47%
Weak - 0%
Very Weak - 0%
NA - 29%
 Summary of inspection judgements
PS1: Students' Achievements
Indicators Phase 1 (FS/KG) Phase 2 (P/E/C1) Phase 3 Phase 4 (P-
(S/M/C2) 16/HS/C3)

1.1 Students' attainment in Islamic Education Not Applicable * Good Good Good *

1.1 Students' attainment in Arabic First Not Applicable * Good Good Good
Language

1.1 Students' attainment in Arabic Second Not Applicable * Acceptable Acceptable Acceptable *
Language

1.1 Students' attainment in Social Studies Not Applicable * Good Good Not Applicable *

1.1 Students' attainment in Language Of Not Applicable Not Applicable Not Applicable Not Applicable
Instruction

1.1 Students' attainment in English Acceptable * Good Good Good *

1.1 Students' attainment in Mathematics Acceptable * Acceptable * Acceptable * Acceptable *

1.1 Students' attainment in Sciences Acceptable * Acceptable * Acceptable * Good

1.2 Students' progress in Islamic Education Not Applicable * Good Good Good *

1.2 Students' progress in Arabic First Not Applicable * Good Good Good
Language

1.2 Students' progress in Arabic Second Not Applicable * Acceptable Acceptable Acceptable *
Language

1.2 Students' progress in Social Studies Not Applicable * Good Good Not Applicable *

1.2 Students' progress in Language Of Not Applicable Not Applicable Not Applicable Not Applicable
Instruction

1.2 Students' progress in English Good Good Good Good *

1.2 Students' progress in Mathematics Acceptable * Acceptable * Acceptable * Acceptable *

1.2 Students' progress in Sciences Acceptable * Acceptable * Acceptable * Good

1.3 Students' Learning skills Acceptable * Acceptable * Acceptable * Good

 PS2: Students' personal and social development
Indicators Phase 1 (FS/KG) Phase 2 (P/E/C1) Phase 3 Phase 4 (P-
(S/M/C2) 16/HS/C3)

2.1 Personal development Not Applicable Not Applicable Not Applicable Not Applicable

2.2 Islamic values, Emirati & world cultures Not Applicable Not Applicable Not Applicable Not Applicable

2.3 Social responsibility & innovation Not Applicable Not Applicable Not Applicable Not Applicable

PS3: Teaching and assessment

Indicators Phase 1 (FS/KG) Phase 2 (P/E/C1) Phase 3 Phase 4 (P-
(S/M/C2) 16/HS/C3)

3.1 Teaching Acceptable * Acceptable * Acceptable * Good

3.2 Assessment Acceptable * Acceptable * Acceptable * Good

PS4: Curriculum
Indicators Phase 1 (FS/KG) Phase 2 (P/E/C1) Phase 3 Phase 4 (P-
(S/M/C2) 16/HS/C3)

4.1 Curriculum Not Applicable Not Applicable Not Applicable Not Applicable

4.2 Curriculum adaptation Not Applicable Not Applicable Not Applicable Not Applicable
 PS5: Protection, care, guidance and support of students
Indicators Phase 1 (FS/KG) Phase 2 (P/E/C1) Phase 3 Phase 4 (P-
(S/M/C2) 16/HS/C3)

5.1 Health & safety Good * Good * Good * Good *

5.2 Care & support Good * Good * Good * Very Good

PS6: Leadership and management

Indicators All Phases

6.1 Effectiveness of leadership Acceptable

6.2 Self evaluation & improvement Acceptable

6.3 Partnerships with parents Good

6.4 Governance Good

6.5 Management Acceptable

Overall Judgement Acceptable

Changes since the previous inspection
Achievement overall has improved and is now good in Arabic as a first language in the primary, middle and high
phases, and good in social studies in the primary and middle phases. Attainment has dipped in the early years in
English, mathematics and science and is now acceptable. Progress in the early years is now acceptable in
mathematics and science. Students' learning skills have improved in the high phase and are now good but are
now only acceptable in the early years. Students' reading skills in Arabic as a first language and English are
strong, especially in the high phase. The e ectiveness of the teaching and assessment in most subjects in the
high phase is now good. Targeted continuous professional development (CPD) and the sharing of best
practices in providing e ective hybrid lessons have meant that teachers have improved their skills and can
deliver e ective lessons that enable students to learn at home and at the same time within the classroom. This
is most noticeable in English in lessons seen in both the Indian and English curricula. Students are adept at using
online learning platforms and most can switch between di erent sites with ease. Students can discuss their
work in small groups in online breakout rooms. Lesson activities in most subjects are often linked to the real
world and use links to EXPO 2020 to provide contexts linked to the UAE. Assessment of students’ attainment is
consistent and provides appropriate measures of students’ progress. Teachers use this information adequately
to plan activities that challenge di erent groups of learners. The school has recently extended its
benchmarking assessments to include all grades using GL and ASSET tools. Overall, the school is improving and
has made acceptable progress since the last inspection. The capacity of school leaders and the school as a
whole to move forwards and improve further is acceptable.

Provision for reading

The school has a single library of over 3,000 books serving both the English and Indian National Curricula. It is
open as a study space, but students are unable currently to borrow books. It is adequately stocked with age-
appropriate fiction and non-fiction reading materials in both English, Arabic and Indian home languages. Most
classrooms from early years to Grade 12 had a reading corner prior to the pandemic. Currently, there are only
class libraries in the Early years. The library is functional as a study space with comfortable furniture held in
storage, so it is currently not fitted out to have learners sit and relax and read for pleasure. Reading for
comprehension takes place in all subject areas and is integral to the curriculum in all phases. In all lessons,
students are encouraged to read from online presentations and displays and other learning materials. This they
do with enthusiasm and a high level of age-related skill. There is a whole school reading program for the
promotion of reading. The school has an online reading library containing classic literature and books from
more contemporary authors. Students access the resource and produce their own reviews of the books they
have read. Students from the Indian curriculum have accessed the resources with greater frequency. The
school provides the app 'Clever tech' and 'Nahla wa Nahil' for Arabic to improve the levels of reading further.
Reading is taught by teachers in English and Arabic lessons. There has been limited training for other teachers
to support students when reading during DEAR (drop everything and read) time. The school holds reading
months in January and April where there is a whole school focus on literacy. Students enjoy competitions and
activities linked to reading including performing scenes from plays and meeting authors. Reading is assessed
during the term through termly internal assessment activities. It is then recorded, reported to parents and
tracked. There are no regular weekly timetabled reading lessons, but DEAR time is a timetabled activity.
Phonics is taught in the early years and in Grade 1 but the delivery in the lessons is not systematic or consistent
in approach.

What the school does to achieve its TIMSS and PISA targets
The school is very aware of the targets for the next TIMSS assessments and is already working with students in
grades 2 and 6 to prepare them for the assessment. The school has integrated PISA and TIMSS-style questions
into everyday teaching in the mathematics, science and English curricula. The school leaders are very aware of
the results from the last TIMSS assessment and that it put the school in the intermediate range in the TIMSS
International Benchmarks in mathematics and science in Grade 8, and below low in science and low in
mathematics in Grade 4. These results are below the targets the school had set. The school is looking to extend
its benchmarking assessments and has recently tested all grades in the English curriculum against GL
 assessments rather than just key grade groups. In the Indian curriculum, the school has made a similar move
against the ASSET assessments. Students who have sat GL and ASSET assessments have attained above the
expected standards.

Strengths of the school

Student achievement has improved in Arabic as a first language in the primary, middle and high phases, social
studies in the primary and middle phases. Students have developed better learning skills in the high phase
across both the English and Indian curricula. In English lessons in the Indian curriculum, hybrid lessons are much
more common. Teachers can deliver e ective lessons that engage students at home and in school at the
same time. As a result, students are making at least good progress in the primary, middle and high phases. The
care, protection and support the school provides are valued by both the parents and the students alike. Both
groups feel that the school has helped ensure the well-being of the students and well as maintaining their
positive learning attitudes during the lockdown period and subsequently in their return to school. The school
provides high-quality support to senior students in the guidance it provides for their next steps in education.
This is really valued by the students. The Governing Board rigorously holds senior leaders to account in all
aspects of the operation of the school.

Recommendations for improvement

o Raise achievement in all subjects, and particularly in Arabic as a second language, science and mathematics
by: • providing more opportunities for students to improve their accuracy in speaking and writing skills in Arabic
as a second language inside and outside of the classroom. • providing more opportunities for students to carry
out investigative skills using the scientific method and to develop their practical skills through hands-on
activities. • employing a greater use of supplementary manipulatives and strategies to help understand abstract
mathematical concepts. o Raise attainment in the early years by: • developing a systematic approach to the
teaching of phonics that is consistently delivered across all Early years and Grade 1. • ensuring children can
blend correctly pronounced sounds when reading words. • using a greater range of practical activities and
resources to support children’s understanding of mathematical and scientific concepts. • provide more learning
experiences that enable children to explore and apply learning to real life. • establishing classroom routines for
children when answering questions. o Improve the quality of classroom teaching and learning to match the
best practice in the school by: • ensuring that most lessons in every grade consistently meet the requirements
of a good level of performance. • ensuring that in all lessons students are given time to think before they answer
questions and the opportunity to think critically about the answers of others. • ensuring teachers match
activities to the needs and abilities of individuals especially the Students of Determination and the higher
attaining and Gifted and Talented (G&T) students. • ensuring when classroom teaching is reviewed by senior
and middle leaders there is a greater focus on students’ learning. o Ensure expertise is shared between middle
leaders across the di erent curricula and subjects to share the best practices. o Improve leadership and
management by: • ensuring that self-evaluation statements and the analysis of assessment data is more
closely aligned closely to the school inspection framework. • ensuring when classroom teaching is reviewed by
senior and middle leaders there is a greater focus on students’ learning.
 PS1: Students' Achievements
Students' attainment and progress in Islamic Education
Internal Evaluations
HOW WE ARE DOING Most students
across all cycles attain levels that
are in line with curriculum standards.
Out of this, a large majority of
students attain levels that are above
curriculum standards. In external
exams almost all students attain
levels that are above
national(Unified exam for Grade
12)/Internal standards(IGCSE foreign
language Arabic) In lessons and in
their recent work, a large majority of
students demonstrate levels of
knowledge, skills and understanding
that are above curriculum
standards. A large majority of the
Emirati students demonstrate levels
of knowledge, skills and
understanding that are above
curriculum standards. Both girls and
boys attain levels of knowledge,
skills and understanding that are
above curriculum standards while a
large majority of the SEN students
demonstrate levels of knowledge,
skills and understanding that are
above curriculum standards Over
the last three years, the attainment
of a large majority of the students
has been above curriculum
standards. Gender-wise, the
attainment of most of the girls and
boys has been consistently above
curriculum standards. Over the last
three years, the attainment of
majority of the Emirati including the
SEN students has been consistently
above curriculum standards.
Elements External Evaluations
The majority of students attain
1.1.1 levels that are above the curriculum
Against curriculum standards standards in the primary, middle and
high phases. Students’ attainment
1.1.2 as measured in internal
assessments of Islamic education is
Against national and international outstanding in the primary, middle
standards and high phases in both the English
1.1.3 and Indian curricula. The results of
the term 3 Ministry of Education
Knowledge, skills & understanding (MOE) exam for Grade 12 students
indicate outstanding standards.
1.1.4 There is no external data for other
Trends in attainment over time grades. This is not supported in the
lessons observed and in students'
1.2.1 work, where attainment was good in
the primary, middle and high phases
Progress against starting points and where the majority of students
over time attain above curriculum standards.
1.2.2 In the primary phase, the majority of
students demonstrate recitation
Progress in lessons skills above the curriculum
expectations and are secure in their
1.2.3 memorization of verses from the
Progress of different groups
Holy Qur’an. However, a minority
make notable mistakes in applying
“Tajweed” rules correctly. In Grade
4 the majority of students can recite
and memorize simple Surahs
correctly and in Grade 5 the
majority of students can explain the
virtue of Jumuah and Salat ul
Jumuah. In the middle phase, Grade
8 students know the concept of the
eclipse and dropsy prayers and can
recognize different prayers are said
for different purposes. In the high
phase, Grade 10 students can
discuss the status of the human
soul in Islam and identify the
consequences of committing
suicide. Over the last three years,
the attainment of most of the
students in internal assessments
has been above curriculum
standards. This trend of outstanding
attainment is repeated in all phases.
A similar picture is seen in the
school’s own assessment of
students’ progress from their
individual starting points across the
phases. In work samples seen,
students across both curricula and
 across the different phases present
work that is neat and well laid out. In
the primary, middle and high
phases, a majority of students make
good progress from their starting
points and against the objectives of
the lesson. In the primary phase,
students demonstrate good
progress in their memorization and
recall of simple Surahs. In the middle
phase, the majority of students
show good progress in their
understanding of Islamic values and
the etiquette and reasons tied to
prayer. In the high phase, students
make good progress in their
understanding of how spirituality is
linked to their daily lives. Across all
the phases, all groups of students
make similar progress to their peers,
but activities do not accelerate the
progress of the most-able students,
so only a few higher attaining
students, including those who may
be Gifted and Talented, significantly
exceed the progress made by
others in relation to recitation and
the deeper meaning of what they
are reading. Students of
determination make progress in
relation to their individual goals.
There is little variation in the
attainment between boys and girls
in lessons. The school’s analysis of
its own data showing students’
attainment was good was
confirmed to be accurate in
observations and reviews of
students’ work in the primary,
middle phases and high phases.

Islamic Education - Next steps for students:

1. In the primary and middle phases, practice memorizing verses from the Holy Qur’an, particularly those studying
in the British curriculum part of the school. 2. In all the phases, improve understanding of the meaning of words
used in the Holy Qur'an by using Qur'anic dictionaries when completing activities. 3. In all the phases, listen to high-
quality Qur'anic recordings so phonic pronunciation is more accurate when reciting passages.
 PS1: Students' Achievements
Students' attainment and progress in Arabic First Language
Internal Evaluations
HOW WE ARE DOING Most students
across all cycles attain levels that
are in line with curriculum standards.
Out of this, a large majority of
students attain levels that are above
curriculum standards. In external
examinations(Unified exam for
Grade 12 students, IGCSE First
language) a large majority of
students attain levels that are above
national(M.O.E) and international
standards(IGCSE). In lessons and in
their recent work, a large majority of
students demonstrate levels of
knowledge, skills and understanding
that are above curriculum
standards. A large majority of the
Emirati students demonstrate levels
of knowledge, skills and
understanding that are above
curriculum standards. Both girls and
boys attain levels of knowledge,
skills and understanding that are
above curriculum standards while a
large majority of the SEN students
demonstrate levels of knowledge,
skills and understanding that are
above curriculum standards. Most
of the students acquired and
improved steadily their listening,
speaking ,reading and
comprehension skills. Over the last
three years, the attainment of a
large majority of the students has
been above curriculum standards.
Gender-wise, the attainment of
most of the girls and boys has been
consistently above curriculum
standards. Over the last three years,
the attainment of majority of the
Emirati including the SEN students
has been consistently above
curriculum standards.
Elements External Evaluations
The majority of students attain
1.1.1 levels which are above the
Against curriculum standards curriculum standards in the primary,
middle and high phases. The internal
1.1.2 assessment data at the end of the
2020/2021 academic year indicates
Against national and international outstanding standards in the
standards primary, the middle and the high
1.1.3 phases. The school's data shows
that in the MoE Grade 12
Knowledge, skills & understanding examinations and in IGSCE for
Grade 10 students, a large majority
1.1.4 of students attain levels that are
Trends in attainment over time above national and international
standards. This is not seen in lessons
1.2.1 and in students' work, where the
majority of students demonstrate
Progress against starting points and knowledge, skills and understanding
over time which are above curriculum
1.2.2 standards in all of the phases. In the
primary phase, most students from
Progress in lessons Grade 4 can read accurately and
the majority show a level of
1.2.3 understanding of how emotions and
Progress of different groups
feelings are described that is above
expected standards. The students
can then write their own ideas to link
with real-life situations. In the middle
phase, Grade 8 students can read
and analyze a poem. They can
identify poetic devices such as
imagery and how an author uses
personification. The students can
explain the words in the poem;
however, they find it challenging to
understand metaphorical language.
More able and more confident
students read fluently and
expressively, only making a few
mistakes. In the high phase, Grade
10 students can write a brief
paragraph about the writer
evaluating the writer’s style and
effectiveness in explaining their
point of view. In the primary phase,
students demonstrate secure and
confident reading and listening skills
and can extract specific information
from a text. In the middle phase,
students read accurately and
identify the main ideas but only a
few more able students can read
expressively. Students have better
listening and reading skills than
speaking and writing. Across all
 phases, students should develop
their writing skills, particularly,
extended writing. Trends of
attainment over the past three
years indicate outstanding results.
School internal data indicates the
progress of most groups of students
is outstanding in relation to their
starting points over a three-year
period. The school’s data was not
confirmed to be accurate in
observations. In lessons and in the
samples of students’ work seen, the
majority of students make above
expected levels of progress from
their own starting points in all of the
phases. In the primary phase, the
majority of students make good
progress in their literacy skills.
Students demonstrate secure and
confident reading and listening skills
and can extract specific information
from a text as they move through
the primary phase. In the middle
phase, students continue to make
above expected levels of progress
and continue to read accurately
and identify the main ideas in longer
and more complex texts but only a
few higher attaining students can
read expressively. In the high phase,
the progress of the majority of
students is good and their ability to
write for a purpose is secure.
Overall, students have better
listening and reading skills than
speaking and writing. Boys and girls
make similar progress with no
significant variation seen across all
phases. Higher attaining students
make much better progress due to
sufficient challenge, but the lower
attaining students and students of
determination do not make as rapid
progress to their own individual
learning goals due to activities in
lessons are not sufficiently tailored
to their needs. There were no
significant differences amongst all
groups of students. Internal
assessment information indicates
that most students make above the
expected progress in relation to
individual starting points.

Arabic First Language - Next steps for students:

1. In all the phases, always try to speak in standard Arabic when discussing ideas with others in lessons. 2. In all the
phases, improve speaking skills by holding longer conversations with friends or joining in with class discussions and
sharing ideas using standard Arabic. 3. In all the phases, try to write longer pieces of work or give more detail in
answers to improve writing skills.
 PS1: Students' Achievements
Students' attainment and progress in Arabic Second Language
Internal Evaluations
HOW WE ARE DOING Most students
across all cycles attain levels that
are in line with curriculum standards.
Out of this, a large majority of
students attain levels that are above
curriculum standards. In external
exams almost all students attain
levels that are above
national(Unified exam for Grade
12)/Internal standards(IGCSE foreign
language Arabic) In lessons and in
their recent work, a large majority of
students demonstrate levels of
knowledge, skills and understanding
that are above curriculum
standards. A large majority of the
Emirati students demonstrate levels
of knowledge, skills and
understanding that are above
curriculum standards. Both girls and
boys attain levels of knowledge,
skills and understanding that are
above curriculum standards while a
large majority of the SEN students
demonstrate levels of knowledge,
skills and understanding that are
above curriculum standards Over
the last three years, the attainment
of a large majority of the students
has been above curriculum
standards. Gender-wise, the
attainment of most of the girls and
boys has been consistently above
curriculum standards. Over the last
three years, the attainment of
majority of the Emirati including the
SEN students has been consistently
above curriculum standards.
Elements External Evaluations
Most students in the primary, middle
1.1.1 and high phases attain levels which
Against curriculum standards are in line with the curriculum
standards. The school internal
1.1.2 assessment data at the end of the
2020-21 academic year indicates
Against national and international very good standards in the primary,
standards middle and high phases. The
1.1.3 school's data shows that, in external
examinations, almost all students
Knowledge, skills & understanding attain levels that are above the
expected level for Grade 12 MoE
1.1.4 and IGCSE. In the primary phase,
Trends in attainment over time most students in Grade 4 can read
simple paragraphs, converse about
1.2.1 familiar topics, and write answers to
questions demonstrating sound
Progress against starting points and comprehension of the text they
over time read. In the middle phase, Grade 7
1.2.2 students can write simple
paragraphs and read level-
Progress in lessons appropriate texts, identify ideas, and
extract specific information about
1.2.3 inventions. In Grade 12 most
Progress of different groups
students have secure basic skills
and can recognize the new
vocabulary and use unfamiliar
words in full sentences. They can
also talk about the positive and
negative issues surrounding the use
of the internet and social media. In
all classes seen, the students’
pronunciation requires further
development along with their ability
to write longer pieces of work. This is
most noticeable in the efforts of
lower attaining students and
students of determination where
more personalized support is
needed to help them rapidly
improve their skills in speaking and
writing. Over time, students’
attainment as seen in internal data
in the primary phase, the middle
phase and in the high phase is very
good. By following individual cohorts
over the past three years, a large
majority of students consistently
attained above the curriculum
expectations in the internal
assessments carried out by the
school. Across the primary, middle
and the high phases, most students
however make progress in line with
curriculum expectations with no
 significant differences seen in the
progress made by boys and girls
lesson objectives and from their
starting points. There were no
significant differences amongst all
groups of students with the highest
attaining students and students of
determination making acceptable
progress from their own personal
starting points. The school’s data
was therefore not confirmed to be
accurate in observations and
reviews of students’ work.

Arabic Second Language - Next steps for students:

1. In all the phases, practice pronunciation of words to say them correctly by listening to recordings of standard
Arabic and repeating the contents back. 2. In all the phases, widen vocabulary by listening to more standard
Arabic by watching TV programs and listening to the radio or by talking to others in normal everyday activities. 3.
In all the phases, write longer pieces of text to improve skills in writing.
 PS1: Students' Achievements
Students' attainment and progress in Social Studies
Internal Evaluations
HOW WE ARE DOING The large
majority of students across the
cohorts attain levels that are above
curriculum standards. Majority of
the Emirati students attain levels
that are in line with the curriculum
standards. Both boys and girls attain
level that are above curriculum
standards. In internal examinations
and some external competitions,
most students including the Emiratis
attain levels that are above national
standards. Majority of the girls attain
levels that are above national
standards while their counterparts
attain levels that are in slightly
above national standards. A large
majority of the SEN students attain
levels that are in line with with the
curriculum standards. In lessons and
in their recent work, the majority of
students the Emiratis demonstrate
levels of knowledge, skills and
understanding that are above
curriculum standards. Gender-wise,
most of the girls attain levels of
knowledge, skills and understanding
that are above curriculum
standards while majority of the boys
make better than expected
progress. Over the last three years,
the attainment of the large majority
of students has been above national
and international standards.
Gender-wise, the attainment of
most of the girls has been
consistently above national and
international standards while that of
the majority of the boys has been
broadly in line with the national and
international standards. Over the
last three years, the attainment of a
majority of the Emirati students
above national and international
standards.
Elements External Evaluations
The majority of students attain
1.1.1 levels which are above the
Against curriculum standards curriculum standards in the primary
and middle phases. The school’s
1.1.2 own internal assessments indicate
that attainment in AY 2020 -2021 is
Against national and international outstanding in the primary and
standards middle phases in both the English
1.1.3 and the Indian curricula sections of
the school. The subject is not taught
Knowledge, skills & understanding in the early years or in the high
phase. There is no external data for
1.1.4 students in the primary and middle
Trends in attainment over time phases. In the primary phase, the
majority of students demonstrate
1.2.1 an understanding of subject-related
terms and concepts, such as those
Progress against starting points and relating to the history of the UAE. In
over time the primary phase, the majority of
1.2.2 students develop their knowledge
about how people lived at different
Progress in lessons times during the history of the UAE
but this is not at a deep level. The
1.2.3 majority of Grade 2 students can
Progress of different groups
recall the first martyr of the UAE and
the circumstances of his death. In
Grade 4 the majority of students
can recognize the story of the late
Shaikh Zayed Bin Khalifa and
identify the titles given to him.
However, a few students have
limited knowledge about the
formation of the federation. In the
middle phase, the majority of
students in Grade 8 have secure
knowledge about the different
global populations. The students
develop an understanding of how
populations are distributed but do
not yet have full knowledge of the
different factors that affect this,
particularly in relation to the UAE.
The school’s own assessments
indicate that attainment has been
very good in the primary and middle
phases, over time and the large
majority of students attain above
national and international
standards. The school’s data was
not confirmed to be accurate in
observations and reviews of
students’ work where it was
observed that students’ attainment
was good over time in the primary
and middle phases. The school,
 however, acknowledges in the
School Internal Evaluation Report
that the majority of students attain
above curriculum standards which
is in line with the lesson
observations. The school’s own
internal data indicates that
students’ progress, from their
starting points and over time has
been very good in the primary and
middle phases. By tracking individual
cohorts as they moved through the
school over a three-year period
students' progress in most grades is
at least very good from their
individual starting points. In lessons
and from the recent work seen in
books the progress of students in
the primary and middle phases is
good in relation to their starting
points. In lessons in the primary
phase, the majority of students
show above expected progress in
their understanding of local history.
In the middle phase, students make
good progress in understanding the
push-pull factors involved in
population movements and the
impact they have on natural and
economic resources. No groups
make significantly more progress
than others in lessons in either
phase. However, higher attaining
students do not make much better
progress because they are
insufficiently challenged. The lower
attaining students and students of
determination are insufficiently
supported to make progress above
expectations but still are making
appropriate progress to meet their
own individual learning goals.

Social Studies - Next steps for students:

1. In the primary phase, watch short online films and visit sites of historical interest or read about them to learn
more about how people lived at different times during the history of the UAE. 2. In the middle phase, find out more
about the factors affecting the population distribution and why people choose to move to different countries by
asking family friends and watching clips from the internet. 3. In both the primary and middle phase,s watch video
clips from the internet that explain how the modern UAE was formed and its position in the Middle East.
 PS1: Students' Achievements

Students' attainment and progress in Language Of Instruction

Internal Evaluations Elements External Evaluations
N/A
1.1.1
Against curriculum standards
1.1.2
Against national and international
standards
1.1.3
Knowledge, skills & understanding
1.1.4
Trends in attainment over time
1.2.1
Progress against starting points and
over time
1.2.2
Progress in lessons
1.2.3
Progress of different groups

Instructional Language - Next steps for students:

 PS1: Students' Achievements
Students' attainment and progress in English
Internal Evaluations
HOW WE ARE DOING Most of the
students attain levels that are in line
with the curriculum standards. Out
of this, a large majority of students
across the cohorts attain levels that
are above curriculum standards.
From the evidence of the end-of-
year cumulative marks, a large
majority of the students'
performance can be situated
between grades ranging from A*
and B. All the Emirati students attain
level of attainment slightly above
the curriculum standards. Most of
the girls attain level that are above
curriculum standards whereas, the
majority of the boys attain level
slightly above curriculum standards.
In external examinations (in the
recently concluded Progress Test
series), most students attain levels
that are in line with national and
international standards although the
overall SAS average is slightly lower
than the national average. In this
assessment, SAS average marks of
most of the girls are slightly above
their counterparts across the
cohort. For the Emirati students, the
overall SAS score is slightly lower
than the national average. This is so
because the curriculum of the
assessment is based on GCSE,
national curriculum of England,
whereas, at our school, our
curriculum is based on English as a
Second Language because almost
all the students are from
backgrounds where English is either
a second language or not spoken at
all. Hence, we could conclude that
the actual performance is in line
with national and international
standards. In lessons and in their
recent work which include writing,
reading, speaking and listening, the
majority of students demonstrate
levels of knowledge, skills and
understanding that are above
curriculum standards. Almost all the
Emirati students demonstrate levels
of knowledge, skills and
understanding that are above
curriculum standards. Gender-wise,
most of the girls attain levels of
Elements External Evaluations
Most children in the early years
1.1.1 attain levels in line with the
Against curriculum standards curriculum standards and the
majority of students attain levels
1.1.2 which are above curriculum
standards in the primary, middle and
Against national and international high phases. Students’ attainment in
standards 2020-2021 as measured in internal
1.1.3 assessments in the English
curriculum section at the end of the
Knowledge, skills & understanding early years phase was outstanding,
in the primary phase was
1.1.4 acceptable, very good in the middle
Trends in attainment over time phase and in the high phase it was
outstanding. Attainment in internal
1.2.1 assessments is outstanding all
phases are outstanding in the Indian
Progress against starting points and curriculum. Data from recognized
over time external IGCSE results show in 2020
1.2.2 - 2021 attainment to be outstanding
in Grade 10. There were no A-level
Progress in lessons or AS level entries. In CBSE
assessments from shows
1.2.3 attainment as being outstanding in
Progress of different groups
Grade 10 and in Grade 12
acceptable in 2020 - 2021. Results
for reading literacy, for the very
small proportion of students who
were involved in the PISA mock
examination in 2018, were below the
international benchmark average. In
external benchmarking tests in the
English curriculum using GL
assessments students’ attainment
in the primary and middle phase was
weak in nearly all grades. In similar
assessments using ASSET
assessments for students following
the Indian curriculum attainment
was at least good in the primary and
middle phases. The school has only
recently introduced these
assessments so there is no over
time data. In the lessons observed
and in their work, most children in
the early years demonstrate
knowledge, skills and understanding
which are in line with curriculum
standards and the majority
demonstrate these levels which are
above in the primary, middle and
high phases. Most children in the
early years enter with no or basic
spoken English skills and by the end
of KG2 and Grade 1 acquire secure
knowledge, skills and understanding
that are above curriculum
standards while majority of the boys
make better than expected
progress. Over the last three years,
the attainment of the large majority
of students has been above national
and international standards.
Gender-wise, the attainment of
most of the girls has been
consistently above national and
international standards while that of
the majority of the boys has been
broadly in line with the national and
international standards. Over the
last three years, the attainment of a
large majority of the Emirati
students has been consistently
above national and international
standards.
phonics skills which equip them in
primary to blend and read unfamiliar
words. Students in Grade 1
recognize different forms of poetry
and can compare three similar
pieces of writing and pick out a list,
non-sentences and poems. The
students can read words on board
and can identify punctuation in the
short sentences recognizing the
need for capital and full stops in a
sentence. In the middle phase, the
majority of Grade 6 students attain
above curriculum expectations and
can describe key devices used in
poster and video advertising and
the majority of Grade 9 students
attain above expected standards
and can extract key information
from an extended text and then
precis their ideas succinctly. In the
high phase in the Indian curriculum,
the large majority of students in
Grade 12 demonstrate
understanding of the origins of
language at a high level and can
formulate arguments to back up
ideas, They can then fluently
present their ideas without notes to
others and demonstrate they are
working well above the expected
level. The eloquence and
confidence older children from
Grade 8 upwards display in
discussions is high. In work samples
seen, students across both curricula
and across the different phases
present work that is neat and well
laid out. In the books of older
students, their command of written
English is secure with spelling
accurate, and sentences
punctuated correctly. In the Primary
and Middle phases, students
demonstrate an understanding of
literary devices but the language
they use is not as rich and the
sentences they write are simple. No
significant variation between any
student groups was seen in lessons.
Over the last three years, the
attainment of the large majority of
students has been above national
and international standards in the
English curriculum and for most
students in the CBSE curriculum.
Gender-wise, the attainment of
most of the girls has been
consistently above national and
international standards while that of
the majority of the boys has been
broadly in line with the national and
 international standards. Over the
last three years, the attainment of a
large majority of Emirati students
has been consistently above
national and international
standards. The school’s own internal
data indicates children in the early
years make outstanding progress.
When considering the cohorts of
students moving through from 2019,
2020 and 2021 internal data
indicates very good progress for
students in the English curriculum in
the primary, middle and high
phases. In the Indian curriculum,
progress is outstanding with little
evidence of any significant variation
between phases over time. In-class
observations do not reflect this
picture where progress is good in all
phases in both curricula. In the early
years classes, the majority of
children show good progress in
acquiring English as a spoken
language. In the primary phase,
students demonstrate good
progress in their reading and
understanding of the text. Students’
progress in understanding that
there are different styles of writing is
secure. In the middle phase
students again make good progress
in applying their understanding to
how language is used for different
purposes. In the high phase, the
majority of students make better
than expected progress and are
confident in debating abstract ideas
in class. The progress in lessons for
each group is broadly similar for
different groups but activities do not
accelerate the progress of the
higher attaining students or help the
lower attaining students and
students of determination to catch
up with their peers. The school’s
judgments on the data they hold
were partially confirmed to be
accurate. In observations of lessons
and reviews of students’ work
attainment is good in the primary,
middle and the high phase and
progress remained good. However,
in the early years children’s
attainment and progress have
declined from that seen in the last
inspection and is now acceptable.

English - Next steps for students:

1. In the early years and in the primary phase, learn the sounds linked to letters correctly; for example in phonics
sound out 'mmmm' rather than 'm-uh'. 2. In the early years and in the primary phase, learn to take turns answering
questions to practice speaking and listening to others’ ideas. 3. In the middle phase, try to link different ideas or
pieces of information together to write more complex sentences and use a dictionary to find more interesting
words to include in work.
 PS1: Students' Achievements
Students' attainment and progress in Mathematics
Internal Evaluations
Most of the students attain levels
that are in line with the curriculum
standards. Out of this, a large
majority of students across the
cohorts attain levels that are above
curriculum standards. Most of the
student’s attainments including
boys and girls are in line with
curriculum standards in grade 7-8,
as well as in grade 10, whereas a
large majority in grade 9 are above
curriculum standards. In grade AS
as well as in A-Level in British
Curriculum and In Grade 10 and 12 in
Indian Curriculum large majority of
them are above curriculum
standards. Most of the Emirati
students attained levels that are in
line with curriculum standards. Most
of the Gifted & Talented students
attained levels that are above
curriculum standards. In external
examinations (GL PTM Assessment
2021 result in British Curriculum and
ASSET in Indian Curriculum), a large
majority attained levels that are
above curriculum standards in
Grades 3 to 9. In cycle 2, (Gr 7 ,8 & 9),
the overall students' SAS average
score is above the National SAS. In
cycle 2, most of the students
including Emirati students and SEN
attained levels that are in line with
curriculum standards. In lessons and
in their recent work, the majority of
students demonstrate levels of
knowledge, skills and understanding
that are above curriculum
standards. A large majority of the
Emirati students demonstrate levels
of knowledge, skills and
understanding that are above
curriculum standards. Gender-wise,
most of the girls demonstrate levels
of knowledge, skills and
understanding that are above
curriculum standards while majority
of the boys demonstrate levels of
knowledge, skills and understanding
that are slightly above the
curriculum standards. SEN students
demonstrate levels of knowledge,
skills and understanding that are in
line with curriculum standards. In
Cycle 1 & 2 , students have
Elements External Evaluations
Most students attain levels which
1.1.1 are in line with curriculum standards
Against curriculum standards in the early years, primary, middle
and high phases of the school.
1.1.2 Students’ attainment in
mathematics as measured in
Against national and international internal assessments in most grades
standards is outstanding across the school.
1.1.3 Data from recognized external
CBSE assessments show
Knowledge, skills & understanding attainment as being very good in
Grade 10 and outstanding in Grade
1.1.4 12 in 2020 – 2021; concurrently, in
Trends in attainment over time the English section, IGCSE results of
Grade 10 is outstanding and results
1.2.1 of AS and A-Level exams indicate
weak attainment. Attainment in the
Progress against starting points and internal assessments conducted by
over time the school, attainment in
1.2.2 mathematics is marked overall as
outstanding in the Indian section. In
Progress in lessons the English section, attainment in
mathematics as marked in the
1.2.3 internal assessments reflects as
Progress of different groups good to outstanding in various
grades. This is not supported in
observed lessons where attainment
was acceptable across both
sections of the school except in the
middle and high phases of the
Indian section where it is good. The
school’s data was therefore not
confirmed to be accurate as
student’s attainment was
acceptable overall in the early
years, primary, middle and the high
phase. TIMSS 2019 scores in
mathematics indicate low
attainment in Grade 4 and
intermediate attainment in Grade 8.
School’s attainment in
mathematical Literacy in PISA 2018
is below its own target. In the
external GL PTM examinations for
the British section, the attainment of
grades 3 to 6 is weak. ASSET results
of the Indian Curriculum indicate
attainment in grades 3 and 4 is very
good and weak in grades 5 to 9. The
performance of boys and girls in
both sections of the school is almost
similar in the benchmarking tests. In
lessons and in their recent work,
most students demonstrate levels
of knowledge, skills and
developed the knowledge and skills
to calculate and solve problems and
they are able to critically think and
solve questions. In cycle 3, a large
majority of the students in As-level
and Grade 12 are able to find the
area and volume using integration
and also able to face application
level questions in connected rate in
differentiation. Whereas in A-level
students are well versed in solving
application level Differential
equation questions. In circle 2 and 3.
a large majority of students are able
to face real life example questions in
MS Forms, Nearpod, Math space.
Question A Day also has served to
enhance students to understand
the basic skill and motivates them
for critical thinking at this level. Over
the last three years, the attainment
of the large majority of students has
been above national and
international standards in Board
Exams. Gender-wise, the
attainment of most of the girls has
been consistently above national
and international standards while
that of the majority of the boys has
been above the national and
international standards. Over the
last three years, the attainment of a
large majority of the Emirati
students has been consistently
above national and international
standards while most of the SEN
students have been broadly in line
with curriculum standards.
understanding that are in line with
curriculum standards. In the Early
Years, most KG2 children can add
single-digit numbers and spell the
number names up to twelve. In the
primary phase, students have
developed the knowledge to work
with numbers and shapes. Grade 4
can use this knowledge to calculate
areas and perimeters of rectangles
and Grade 5 can apply their
knowledge of mathematical
operations to multiply and divide
fractions. Students of the Middle
phase gradually demonstrate an
increasing ability to understand
spatial relationships in geometry and
by Grade 8 can apply their
understanding of areas and
volumes of cuboids to real-life
requirements such as calculating
the surface area of a swimming pool
for tiling. By the High phase,
students demonstrate deeper
mathematical thinking and Grade 11
employ their understanding of
parabolas to derive equations of
parabolas in certain conditions.
Most students’ ability to
independently reason and enquire
into mathematical problems is
underdeveloped. A minority of
students across the school do not
have secure mental maths skills and
rely on calculators for simple
calculations. In work samples seen,
students present their
mathematical calculations neatly
and systematically. Students’ skills in
drawing and depicting geometrical
figures still require further
development. A minority of students
in Grade 8 do not have a secure
grasp of how to factorize by
regrouping or splitting the middle
term. Over the last three years, the
attainment of most students has
been above the expected
curriculum standards. Internal
assessment data analysis for three
years indicates that most students
make better than expected
progress in relation to the
curriculum standards. However, in
lessons, across all phases in both
sections of the school, most
learners make expected progress in
line with the planned learning
objectives and in relation to their
individual starting points. In the early
years classes, most children make
expected progress in linking
 integers to numerical values. In the
primary phase, most students make
progress in line with expectations in
their understanding of fractions and
decimal equivalents. Students in the
middle phase demonstrate
expected progress in applying
mathematical operations to
calculate areas and perimeters of
complex shapes. In the high phase,
students make expected progress
in solving more complex algebraic
functions. In the high phase of the
Indian section, a majority of
students make good progress in
lessons. Across all phases all groups
of students make similar progress to
their peers and activities do not
accelerate the progress of the
higher attaining students, including
those who are gifted and talented.
Most students of determination
make expected progress from their
individual starting points. There is
little variation in the progress made
by boys and girls across the school.

Mathematics - Next steps for students:

1. In the early years, and the primary and middle phases, use practical materials in lessons to help understanding
of abstract concepts especially. 2. In the primary and middle phases, try to formulate and employ more effective
strategies to extend mathematical thinking and skills in mental mathematics. 3. In the primary and middle phases,
attempt to solve the trickier higher-order thinking problems by using interpretation and reasoning skills.
 PS1: Students' Achievements
Students' attainment and progress in Sciences
Internal Evaluations
In cycle one, most students,
including all groups attain levels that
are above curriculum standards. . In
cycle 2, a large majority of students
attain levels that are above
curriculum standards. In cycle 3,
most students achieved levels that
were above the accepted
curriculum standards as evidenced
by their board examination results.
In external examinations (CBSE
&Cambridge Exams), a large
majority students attained levels
that are above curriculum
standards in cycle 3. In international
Benchmarking i.e. ASSET 2021 in
Indian Curriculum, GL_PTS 2021
Assessment in British Curriculum )
most students including Emirati &
SEN students attained above
curriculum standards In Cycle 1& 2 .
In lessons and in their recent work,
the majority of students across the
school demonstrate levels of
knowledge, skills and understanding
that are above curriculum
standards except few classes . Over
the last three years, the attainments
of most of the students have been
consistently above the national and
international standards. There are
no clear trends that emerge gender
wise; in some years the boys seem
to perform better than the girls and
vice versa. For Emirati students, a
large majority's attainment is above
the national and international
standards.
Elements External Evaluations
In the early years, most children
1.1.1 attain levels that are in line with
Against curriculum standards curriculum standards. Although the
school has separate sections
1.1.2 following CBSE and Cambridge
Boards, the early years model is built
Against national and international on the Early Years Foundation Stage
standards framework across both sections. In
1.1.3 the early years, internal
assessments indicate attainment is
Knowledge, skills & understanding acceptable, with most children
attaining in line with the curriculum
1.1.4 standards. In the primary, middle
Trends in attainment over time and the high phases, in the CBSE
section, most students attain levels
1.2.1 that are above curriculum
standards. In the English section,
Progress against starting points and attainment is good in the primary
over time phases and acceptable in the
1.2.2 middle phase. A large majority of
students attain above curriculum
Progress in lessons standards in the high phase in the
English section. Attainment, as
1.2.3 measured in internal assessments
Progress of different groups across both curricula, is very good
overall. In the external
examinations, conducted by CBSE
Board, attainment is outstanding in
Grade 12 Biology and very good in
Physics and Chemistry. In Grade 10
examinations, the majority of
students attain levels, that are
above international standards,
therefore the attainment is good. In
the Cambridge international
examinations, a large majority of
students attain levels that are
above the national standards.
Students of Advanced Subsidiary
(AS) levels have secured
outstanding results. Of the three
streams, students have secured
outstanding results in chemistry
from IGCSE through A levels, while
in Physics and Biology they scored
very good. In 2020-21, ASSET
examination, which was conducted
for Grades 3 to 9, scores are
outstanding in Grade 3, very good in
4 and 5, good in Grade 6 and weak
in Grades 7, 8 and 9. In TIMSS 2019,
Grade 4 students scored below the
international average whereas
Grade 8 fell into the intermediate
range compared to other schools
internationally. In the progressive
tests, in the British section, for
science, Grades 8 and 9 have
secured outstanding and very good
results, while Grade 7 scored
acceptable when compared against
national averages. The results of
Grade 5 in PTS are weak, indicating
the need for more scaffolding and
close monitoring. In both sections,
the recent work of students
demonstrates their understanding
of science concepts and processes.
Their responses to critical thinking
questions indicate their awareness
and understanding of the content
concepts such as natural
phenomenon and skeletal system of
humans. In lessons and recent work,
attainment is acceptable in all
phases. In the Early Years, students
can define weather and identify the
different seasons in a picture. They
can recall the colours of a light
spectrum and draw a rainbow,
identify the root and the shoot
system in a plant but their skills of
sorting and classifying objects are
yet to develop. The school strives to
ensure those attending online
classes get opportunities for
exploration and group work by
suggesting household materials with
which students can carry out 'home
science' experiments. In Grade 1,
students can define the
characteristics of wild and domestic
animals and can explain the
properties of air, however, they
cannot infer the results of an
experiment. Students in Grade 3
can explain how soil is formed.
Grade 5 students can identify the
different types of levers in simple
machines but cannot explain the
order to which they belong by
locating the position of a fulcrum,
and a load. Grade 8 students can
explain the process of gas
exchange in plants and Grade 12
students can talk about the process
of inheritance using examples. In
other grades, although students
participate in some practical work,
their opportunities to develop their
investigation skills are limited.
Pandemic restrictions and social
distancing are factors contributing
to a significant reduction in practical
and experiential learning in lessons.
Few practical activities were
observed during the inspection.
Over time in external examinations
linked to the English curriculum, the
attainment of most students in
Grade 12 has been acceptable
attaining in line with curriculum
standards in physics, in chemistry
most students have attained above
expected standards over the last
three years and in biology
improvements now have a large
majority of students have attained
above curriculum standards. Across
other grades, the school’s internal
data indicates that a majority of
students have exceeded the
curriculum expectations over the
last three years. In the Indian
section, the attainment of a majority
of students in Grade 12 has been
above expected in physics and
chemistry and in biology, most of
the students have exceeded
expectations over the last three
years. In the other phases and in
most grades, a majority of students
have exceeded curriculum
expectations over time in science.
The school’s judgments on the data
they hold were not confirmed to be
accurate from the observations in
lessons and reviews of students’
work where it was reviewed. Direct
observations indicate students’
attainment remained acceptable in
lessons in the primary, middle and in
the high phase. Students’ factual
understanding of the science
concepts is strong in all phases, and
by the time they move to higher
grades, there is an improvement in
their application skills, however, their
analytical skills are still developing.
An analysis of internal assessment
data for three years indicates that
most students make better than
expected progress in relation to the
curriculum standards. However, in
lessons, most students across all the
phases in both sections of the
school generally make expected
progress in line with the planned
learning objectives and in relation to
their individual starting points. In
both the sections, students’
strengths in science are almost the
same, they are strong in lower-order
thinking skills such as recalling,
identifying, classifying and less
strong in higher-order thinking such
as analyzing or evaluating. In the
early years classes, most children
make expected progress in
 acquiring the skills to classify and
record observations in practical
activities. In the primary phase,
students make expected progress
and can make observations and are
building their understanding of how
to draw conclusions. In the middle
phase, most students make
expected progress in understanding
key biological processes in both
plants and animals including
respiration and gaseous exchange.
In the high phase, the majority of
students make above expected
progress in their understanding of
more complex biological concepts
such as the movement of gases
through semipermeable
membranes and Mendelian
inheritance. Almost all groups made
expected progress in relation to
their learning objectives, in lessons
in both the Indian and the British
sections, there is little or no variation
in the progress made by boys and
girls or by different nationalities. In
lessons and in recent work, there is
no variation in the progress made by
students in the British and Indian
sections. Progress of students,
including those students of
determination, against their starting
points and personal learning goals
and over time is good in the class
tests and cohort analysis data,
however, in lessons, students in
both CBSE and English curricula,
made expected progress in relation
to their starting points.

Sciences - Next steps for students:

1. In the primary and middle phases, take part in discussions in lessons to develop confidence in using scientific
terms and vocabulary correctly. 2. In all the phases, improve investigation skills of planning and developing
hypotheses and evaluative skills when linking observations when drawing conclusions. 3. In the primary, middle
and the high phases, try to be involved in small paired groups when carrying out experiments in laboratories to
improve practical skills.

Internal Evaluations
In the Foundation Stage, Primary
and Secondary, observations have
shown that students have positive
attitudes to learning, and are keen
to learn. Where lessons are
interesting and imaginative,
students are engrossed in their work
and consistently make good
progress. Students know what they
need to do to improve through
individual targets and students with
SEN are supported to ensure
targets are met. This helps them to
know their strengths and areas of
improvement. An example of this
was in iGCSE English where rubrics
informed students of areas where
they needed to improve in extended
writing tasks. In follow-up work,
students made a conscious effort to
avoid making the same mistakes. In
other lessons, students are
encouraged to use exam marking
criteria to assess their peers. Emirati
students make good progress and
almost all are fully engaged and
taking full responsibility for their
learning. In few cases where there is
disengagement, parents are
involved and students have IEPs
that ensure they are monitored and
supported. Students interact well
within the school community,
collaborate well with fellow students
for better achievement. Students
take responsibility for their own
learning. However a majority of
students are very good as they are
keen to learn and act purposefully
to improve. In the lessons, students
work collaboratively in groups and
pairs to discuss their learning,
support each other and achieve
successful outcomes. Work scrutiny
and subject monitoring reports
found that across a number of
subjects most students are having
independent learning skills. Large
majority of students interact well
with their teachers and actively
participate in lessons. This has
improved since teachers have
undergone training in more
engaging teaching strategies and
tools like AFL, Socratic seminar are
PS1: Students' Achievements
1.3 Students' Learning skills
Elements
1.3.1
Engagement and responsibility
1.3.2
Interactions, collaboration,
communication
1.3.3
Application and connections
1.3.4
Innovation, enterprise, enquiry, research,
critical thinking, use of I.T.
External Evaluations
Students have positive attitudes
toward learning. They are eager to
learn and participate in classroom
activities by procuring resources
and being attentive in class. They
can complete their work, at times,
independently and occasionally
under the guidance of the teacher.
Students know what they are
learning and from the verbal
feedback they get from their
teacher and the points that are
discussed in the lesson are aware of
what they are doing well and what
they need to improve upon.
Consequently, when asked
students can summarize their
learning at the end of the lesson. In
the early years, students are smart,
active learners with full of energy
and inquisitiveness to learn.
Students interact and collaborate
with each other and in groups for
completing activities or discuss a
question in most lessons. Breakout
rooms are the platform of
collaboration, which is effectively
used by teachers and students. In
the early years too, students
collaborate for a short while for
sharing resources or completing
their tasks. Older students have the
confidence to express their views
and opinions freely, and they can
raise doubts and ask questions.
Younger students have less well-
developed skills to discuss and
review the ideas of others as
teachers tend to ratify their ideas in
question-and-answer activities.
However, opportunities that
promote and lead to rich
discussions or brainstorming ideas
for problem-solving were few and
confined to the high phase. The
model of collaboration and
communication that highlights
students’ confidence and
communication skills are seen in the
High phase in English and
mathematics lessons. Students can
connect concepts to make learning
more meaningful. In the high phase,
students quoted real-life examples,
showcasing their deep
consistently used in all the subjects.
Most students can interact with
content in a range of learning
situations to achieve common goals.
Most students can communicate
their learning effectively. KG
students make excellent links with
learning and the real world through
planning and application of learned
skills to day-to-day life such as
shopping, greeting people and
healthy eating. The majority of
lessons observed in Primary in both
systems saw teachers using
relevant and pertinent examples to
link learning to the real world,
everyday life and the culture of the
UAE. For example students have
learned about the seven emirates
and, in a History lesson, students
discussed Roman clothes and made
comparisons with those worn by
expatriates and locals in the UAE. In
a Social Studies lesson, Al Ain was
located on a map and its location
discussed in the context of the UAE,
the wider Middle East and the world.
Students are given opportunities to
explore and find things out for
themselves in the majority of
subjects. This independent thought
process ensures they are equipped
to lead their own learning. In every
subject students are given tasks
including listening to podcast, hands
on learning, channeling meaningful
discussions has provided student
voice and choice. Students have
access technology and they use it
well to support their learning.
Examples include research projects
in UAE Social Studies and learning
technol0gies on MS Teams platform.
understanding of the concepts.
Wide connections were made to
the UAE context in every lesson, in
addition to this, exploring
connections with other subjects as
Most students can interact with
content in a range of learning
situations to achieve common
goals. Most students can
communicate their learning
effectively. Early years students
make excellent links with learning
and the real world through planning
and application of learned skills to
day-to-day life such as shopping,
greeting people and healthy eating.
The majority of lessons observed in
primary in both systems saw
teachers using relevant and
pertinent examples to link learning
to the real world, everyday life and
the culture of the UAE. For example.
students have learned about the
seven Emirates and, in a history
lesson, students discussed Roman
clothes and made comparisons with
those worn by expatriates and
locals in the UAE. In a Social Studies
lesson, Al Ain was located on a map
and its location was discussed in the
context of the UAE, the wider Middle
East and the world. Students are
given opportunities to explore and
find things out for themselves in the
majority of subjects. This
independent thought process
ensures they are equipped to lead
their own learning. In every subject,
students are given tasks including
listening to podcast, hands-on
learning, channeling meaningful
discussions has provided student
voice and choice. Students have
access to technology and they use
it well to support their learning.
Examples include research projects
in UAE Social Studies and learning
technologies on MS Teams
platform. well, widens the scope of
learning. In the early years, this is an
emerging feature, where teachers
are striving to use interdisciplinary
approaches to develop learning
skills in students. In the primary and
the middle phases, lessons made
few cross-curricular links, with few
connections to the real world. In
better lessons, students are able to
review the work of others and offer
constructive feedback. Students
can do basic research in lessons.
Since the school moved to virtual
 learning, students are good at using
learning technologies. They can use
a range of applications such as
Nearpod, for teaching and learning,
submitting their work and for
assessment. In lessons, learners in
all phases are swift in their IT skills.
They can swap between various
online learning platforms such as MS
Teams and NearPod with ease.
Students in all phases access and
upload their work to MS Teams
when online. Students have limited
opportunities to tackle problem-
solving activities or to be innovative
in their approaches to learning.
Opportunities for students to
develop their own enterprise skills
are also limited.

Next steps for students:

1. Try to think carefully in debates and discussions on key ideas or contemporary issues to really consider what to
say before making a point. 2. Improve critical thinking skills to better evaluate the work of others to provide them
with constructive feedback. 3. Learn to link and apply knowledge from one subject to another.
 PS2: Students' personal and social development

2.1 Personal development

Internal Evaluations Elements External Evaluations

2.1.1
Attitudes
2.1.2
Behaviour
2.1.3
Relationships
2.1.4
Adoption of safe and healthy
lifestyles
2.1.5
Attendance and punctuality

Next steps for students:

 PS2: Students' personal and social development

2.2 Islamic values, Emirati & world cultures

Internal Evaluations Elements External Evaluations

2.2.1
Appreciation of the values of Islam
2.2.2
Respect for the heritage and
culture of the UAE
2.2.3
Understanding of their own and
other world cultures

Next steps for students:

 PS2: Students' personal and social development

2.3 Social responsibility & innovation

Internal Evaluations Elements External Evaluations

2.3.1
Community involvement,
volunteering and social contribution
2.3.2
Work ethic, innovation, enterprise,
entrepreneurship
2.3.3
Environmental awareness and
action

Next steps for students:

 PS3: Teaching and assessment
Internal Evaluations
Teachers thoroughly apply
knowledge tailoring to the student
needs and are well prepared in
terms of practical and written
planning for the delivery of the
curriculum through the lessons they
teach. Teachers thoroughly apply
knowledge tailoring to the student
needs and are well prepared in
terms of practical and written
planning for the delivery of the
curriculum through the lessons they
teach. Lessons are planned
carefully by use of learning tools like
breakout room, Edpuzzle etc. to
enable them to teach in distance
learning and hybrid modes. Care
has been taken to ensure that
learning gaps, if any, have been
identified and rooted out at the
earliest and that there has been
minimal effect on the teaching
learning process. Teachers used
strategies such as `flipped
classrooms' , 5E approach, Project
Based learning(PBL) etc. to fully
engage students. Lesson plans and
lesson observation feedback shows
that lessons are planned carefully
and with due consideration for the
needs of students. The lesson
planning format has also been
adapted to include reference to the
skill set required by the National
Agenda for the UAE including
Student Competencies and 'My
Identity'. Lesson Plans have been
modified to include the 5E method,
which has helped teachers deliver
lessons effectively. Scrutiny of
lesson plans by HOD/Subject
coordinator's informs that lesson
plans are designed to cater to the
needs of all learners, provides
opportunities for 21st century
learning skills. Expected learning
outcomes are clear, curriculum-
based and are differentiated as
necessary to cater for the learning
needs and abilities of all students in
the classroom. Strategies like K-W-
L, Socratic Seminar, HOTs,
Reflection tools, self and peer
evaluation has evolved teacher-
student and student-student
3.1 Teaching
Elements External Evaluations
Teachers have a deep
3.1.1 understanding of the subject
content. This is particularly strong in
Subject knowledge and how the high phase teaching in the
students learn them English and Indian sections where
3.1.2 teachers prepare their students for
final board examinations. In the
Lesson planning, the learning early years, primary and middle
environment, time and resources phases teachers show an
acceptable understanding of how
3.1.3 students learn but in the high phase
teachers in a large majority of
Interactions, questioning and subjects are more confident and
dialogue innovative in their approaches in
how they support students in their
3.1.4 learning. Teachers use
Strategies to meet the needs of all performance data analysis to
students understand students’ strengths and
weaknesses. Teachers personalize
3.1.5 their teaching strategies and the
activities they provide to some
Developing critical thinking, extent but do not match students'
problem-solving, innovation and abilities in all lessons. Worksheets
independent learning skills can be too simple and not offer
enough challenge for the high
achievers. Lesson objectives, at
times, are generic and vague in a
minority of classes in the primary
and middle phases but are better in
the high phase where students
have a clearer picture of what they
are working towards. The lesson
plan format is designed by the
central team; teachers adequately
adapt it to meet the broad needs of
the groups they teach. In the
written plans, teachers miss adding
the specific activities for students of
determination and the gifted and
talented students, who have
identified needs in the Individual
Education Plans (IEP) that are given
to staff. In the better lessons,
teachers manage their time
effectively and use the available
resources well. Learning
technologies are used effectively by
the teachers of the Indian and
English sections. In a few lessons in
the early years, the range of
learning resources available in core
subjects is limited which means
tasks are not very exciting or allow
for independent experiential
learning. In mathematics in the early
interactions across the phases an
almost all the subjects. Rubrics have
been provided to the students to
assess their own work as well as the
work of peers. Teachers are now
using constructive feedback to
inform the students of their own
learning. Data obtained at the
beginning of academic year through
MI Survey, Week Of Welcome
Activities is used in planning lessons
to support all the learners through
out the year. Teachers with the help
of SEN department establish IEPs
and ALPs for students with
differentiated needs. Learning
walks, lesson observation by SALT
and Middle leadership teams
ensures the implementation of need
based instructional practices to
support all learners.. Sharing of
Best Practices and Peer teaching
sessions were held as part of the
school's continuing quest for
professional development of
teachers to help them learn and
grow professionally. There has been
a comprehensive training
programmes focusing on teaching
strategies that actively engage
students with teachers gaining
greater understanding of the nature
of 21st Century learning in DL mode.
Teachers systematically developed
most of the students' critical
thinking, problem-solving, innovation
and independent learning skills
through differentiated tasks as it
was evident from students' work,
class observation report. Note book
audits have shown greater
consistency in planning and a focus
on differentiation. Entrepreneurship
activities designed and implemented
In cycle 3 and 4 to foster
collaboration, reasoning and
innovation. Referrals and resulting
intervention plans for students with
disabilities reviewed by SEND
Coordinator is clearly
communicated, and consistently
applied. The SENCO in conjunction
with the class teachers identifies
students with special educational
needs through various methods and
puts in place an effective individual
educational plan that is followed
rigorously by the teachers. The
SEND Coordinator communicates
effectively with parents and
teachers and has adopted learning
strategies like Discrete Trial
years and the primary phases
teachers try to provide practical
experiences that engage the
students. As many students in the
Indian section work from home
activities are organized to make use
of household materials to form
letters during literacy sessions in
KG1 classes and to build shapes
during KG2 lessons. In Grade 3
students at school and home were
given opportunities to measure
familiar items using centimeter
rulers. The teachers and students
share warm relationships this was
noticeable in the high phase classes
in English in both curricula. Student
engagement is ensured through
closed and open-ended
questioning, practical work and
simulated experiments in the high
and middle phases. Conversations
between students and teachers
revolve around question and
answer but the dialogue is often
missing or limited to clarification of
answers. The quality of dialogue
between students and teachers is
better in English and mathematics
than in other subjects. Activities
that require teamwork is more
prominent in Arabic (FL and SL) and
Islamic Education in the middle and
high phases, and in the high phase
in core subjects especially in Grade
12 English lessons. Less collaborative
work takes place in the early years.
Subject team meetings have a
common agenda and lesson plan
formats in both the English and
Indian sections so there are
consistent approaches used by all
teachers. Much of the teaching is
didactic and teacher-led in early
years, primary and the middle
phases but is more student-
centered in the high phase. Here,
there is a wider range of teaching
strategies deployed such as
demonstrations and investigative
work which better met the needs of
students and ensure students are
sufficiently engaged and challenged
in the lessons. Teachers use
questioning to check the progress
and understanding of the students.
Much of the questioning is though
closed with little that encourages
deeper thinking by the students.
When questions are posed teachers
provide little thinking time for the
students to consider their answers.
Teaching and Chaining Instructional Across all phases, teachers tend to
Strategy to ensure that the ratify the students’ answers rather
identified students' educational than opening them up for discussion
needs are catered to effectively. In and evaluation by others. The
KG an extensive provision of a free specific needs of students of
flow style learning environment determination and the gifted and
encourages independent learning. talented students are often
overlooked as the lessons lack
special inputs for addressing the
needs of these students. Students'
work reveals that teaching provided
them opportunities for critical
thinking and independent learning
through a variety of assignments,
projects and events as seen in
Grade 10 chemistry lessons. Self-
assessment charts are used in
mathematics in Grade 5 in the
middle school but with a focus more
on the presentation of work rather
than on accuracy, computational
skills or application of mathematical
reasoning. Generally, teaching
activities deliver content rather than
develop students' wider thinking
skills.

Next steps for teachers:

1. Present abstract concepts using different ways such as real-life examples, analogies and visuals, so that
teaching appeals to students' different learning styles. 2. Use effective questioning, review previous learning and
give adequate reflection time to students in their learning in everyday lessons. 3. Import best practices from
English and mathematics teaching from higher grades to enhance teaching and learning processes in other
phases that focus on improving critical thinking and innovation skills among students.
 PS3: Teaching and assessment
Internal Evaluations
Our internal assessment structure
is designed to track the student
attainment & progress and consists
of formative assessment during
each lesson, Formal
Assessment(afl)/Unit test/Periodic
Assessment after 6 to 8 weeks of
learning in each term , summative
assessment at the end of each
term. This structure is supporting
teachers to ensure success for all
learners. Students take the ASSET
international benchmarking test in
English, Math and science for
Grades 3 to 9 during Term 2 in AJI
which determines the level of
students and helps the teachers
and students to set targets .CAT4
for Grades 3 to 9 is administered in
the British system(AJB) bi-annually.
GL Assessments in Math, English,
science for Grades 3 to 9 is
administered during Term 3. These
international benchmarking
assessments establishes group and
individual abilities and provides
predicted grades for external
examinations GCSEs. In the British
system, students take Cambridge
board exams-IGCSE ( YEAR 10), AS
Level and A- Level (Year 12 )
examinations, while the Indian
system follows CBSE secondary and
higher secondary examinations in
Grades 10 and 12. Grade 12 students
take the MOE national examination
in Arabic and Islamic Studies.
Analysis over the past 3 years of
external examination results across
both curriculum has shown
improvement in some subjects like
Science, Math, English Second
Language Teachers use
assessment data well to plan
lessons that are engaging and help
students embed and use knowledge
fluently and flexibly, to evaluate the
application of skills, or to check
understanding. Students take the
responsibility for their learning by
tracking the progress and Parents
are also involved in student progress
meetings. Subject trackers are
used by teachers which helps
identify student proficiency and
3.2 Assessment
Elements External Evaluations
Internal assessment processes are
3.2.1 strong and are linked to the school’s
curriculum standards. The tests are
Internal assessment processes conducted throughout the year in
3.2.2 both sections to assess students'
achievement. Formative and
External, national and international summative assessments are a part
benchmarking of the CBSE and Cambridge
curricula. Entry level and diagnostic
3.2.3 testing are done in the Early Years,
in addition to the baseline, mid-term
Analysis of assessment data to and final term examination. The
monitor students' progress results from the assessment
activities are not reliable as student
3.2.4 attainment in these assessments is
Use of assessment information to often high which was not reflected
influence teaching and the in the work seen in students’ books
curriculum and in lessons observed. The early
years section has plans to
3.2.5 benchmark its results with sister
schools to reflect on the quality of
Teachers' knowledge of and its provision and care. Students’
support for students' learning outcomes are benchmarked
against national and international
standards such as CBSE,
Cambridge, ASSET, TIMSS, PISA and
PBT both in the Indian and English
sections. A benchmarking exercise
is done regularly to evaluate
students’ performance in
international standards. Data from
all tests are analyzed by the class
teachers which is further evaluated
by the middle-level leaders to check
for inconsistencies. The teachers
are aware of their responsibilities in
submitting students’ performance
data for further analysis, planning
and monitoring. Based on the
findings, a care program is designed
for the students who need
additional support in subjects.
Similarly, in early years, a section-
wise comparison is made of
assessment grades, the findings of
which are used by the school to
drive up the quality of teaching and
learning. Teachers use internal
assessment data and
benchmarking data when designing
lesson plans and preparing
resources. A progress tracker tool is
used in the Early Years, which is
being adapted and refined by the
new Early Years leader so it is more
strengths. Lesson observation and
learning walk records show that
most students are engaged and
take responsibility of their own
learning and the level of students
interest and participation is high.
They use lesson objectives and
plenaries to self-assess their
learning against curriculum
requirements. Students take
responsibility for their own learning,
and use the learning resources
provided to them to develop their
skills and extend their knowledge by
using KAHOOT, QUIZIZZ. The
system clearly indicates those
students who are making good,
expected and below expected
progress. The SEN classified
students are provided support by
the SEN coordinators and subject
teachers. Students use myriad
resources like text books, reference
texts and online resources to learn
effectively. Especially during the
past year, with the insistence on
distance learning, students have
had the opportunity to learn at their
own pace asynchronously with
deadlines that have been
increasingly flexible. Assessment
data shows that this mode of
learning has been largely effective,
with most students showing notable
progress in their performance and
with attainment levels being above
curriculum standards. Question
papers are set to test students over
the full range of skills including
critical thinking and problem solving.
Teachers also guide students into
critical thinking and problem solving
exercises in classes to inculcate
scientific temper and a spirit of
enquiry in students. Data shows that
most students are able to think
critically and are able to effectively
communicate their learning with
others. The Progressive tests in
Science in which students of grades
7, 8 and 9 have largely secured
scores above the national averages
show that students are not just
good with concepts in science, but
also in connecting these concepts
to solving problems in the real world.
The Progressive Tests in
Mathematics also indicate that
students are above national
averages indicating a strong
foundation in numeracy skills.
Students are able to apply the
fit for purpose. The assessment
information is used adequately to
inform teaching and curriculum
planning in order to meet the needs
of most groups of students. This has
been done successfully in the high
phase mathematics and in English
overall, which have better results
than science in all phases. In these
subjects, the teachers are more
effective in preparing resources and
activities for a wider range of
abilities including the lower attaining
students and students of
determination. Teachers have
reasonable knowledge of the
strengths and weaknesses of
individual students. This information
is the basis of the academic support
program for the majority of learners,
however, it does not match the
learning aspirations of the gifted
and talented students or the low
achievers where tasks are often
generic in nature. Students’ work is
marked but the quality of feedback
provided by the teachers is variable.
In Ministry of Education subjects,
teachers provide simple ticks with
little feedback to help students
improve their work. In mathematics,
in the primary and middle phases,
teachers will identify errors in
students’ work but the students
themselves make little effort to
make the necessary corrections. In
the high phase teachers in English
provide better guidance that
highlight what the students have
done well and what they should
think about improving. Across all
phases, teachers provide verbal
feedback to the students that is
effective in supporting the learning
of individuals to address
misconceptions on specific learning
points.
knowledge and skills associated with
the curriculum area independently
in a variety of contexts as evident
during lesson observations. A
broad range of activities is provided
to enhance the holistic
development of the students
Activities for the students include
HOTS, critical thinking questions,
WODB, TWO TRUTHS AND A LIE!,
Real Life application questions, Art
Integration. Teacher questioning is
clear, includes lower and higher-
order questions and stimulates
appropriate responses from
students. Teachers design and use
activities to help students to
remember long term the content
they have been taught to integrate
new knowledge into larger concepts
and to apply skills fluently and
independently. Students make
meaningful connections between
learning in different subjects and
areas of the curriculum which is
evident in samples of students' work
of cross curricular link and My
Identity. Teachers use
constructive feedback as an
effective means of communicating
objectives to students and help
them keep track of their progress.
Project based learning which
students self-assess using rubrics
provides an excellent opportunity
for students to be more involved in
assessment and the teaching-
learning process. SALT/Middle
Leaders use student progress data
to modify the curriculum to suit the
needs of learners and engage
teachers in collaborative planning
sessions to identify focus areas and
embed in lessons. Formative
assessments and lesson outcome
ensure teachers are able to tailor
teaching for their classes
TIMS,PIRLS,ASSET,GL Assessment,
CAT 4 is used to identify gaps and
inform subject priorities to meet
requirements of the national
agenda 2021. A class portfolio is
created by each teacher, which
includes a class Tabulation sheets,
Tracking sheets, class Learning
styles, Number of SEN, HA,MA ,LA
and gifted & Talented students and
Medical Alerts in the class. CPD
has focused sharply on the power of
feedback and this is reflected in85%
increase of teachers using
diagnostic feedback marking.
Each Term open house for Parents'
across all phases allow teachers to
update parents on their children's
progress using progress data. The
SENCo's Prepare the IEP”s and the
teachers handling the slow learners
meet parents to work on the gap.
The teachers monitor all phases use
a variety of phase specific methods
to track their students' progress
against targets. Teachers use
tracking sheets to record their
progress towards learning goals.
Targets & attainment levels are
frequently reviewed, allowing
students clear sight of what they
need to do to achieve the next
steps their learning goals. High
expectations and constructive
comments help students know what
they need to do next is evident in
books Class teachers provide
opportunity for students to evaluate
their own learning and identify next
steps Students to be routinely
involved in assessing their own
learning and identifying targets
Marking of books influences
adaptations of planning to ensure
lessons meet the Individual needs of
learners and groups of learners.

Next steps for assessing learning:

1. Ensure the assessment information is used effectively and consistently by all teachers in planning differentiated
tasks, activities and teaching strategies that help students in achieving their targets. 2. Incorporate goal-setting
that concentrates on academic targets, choices, and self-directed assessments to help students learn. 3. Ensure
the care program designed, based on the performance analysis, leads to desired student outcomes by carrying
out regular impact assessments.
 PS4: Curriculum

4.1 Curriculum
Internal Evaluations Elements External Evaluations

4.1.1
Rationale, balance and compliance
4.1.2
Continuity and progression
4.1.3
Curricular choices
4.1.4
Cross curricular links
4.1.5
Review and development
 PS4: Curriculum

4.2 Curriculum adaptation

Internal Evaluations Elements External Evaluations

4.2.1
Modification of curricula to meet
the needs of
all groups of students
4.2.2
Enhancement, enterprise and
innovation
4.2.3
Links with Emirati culture and UAE
society

Next steps for curriculum leaders:

 PS5: Protection, care, guidance and support of students
Internal Evaluations
The school gives high priority to
students' personal well-being, moral
values and academic development.
Students feel very safe and parents
trust in the support system of
school. Members of staff are fully
trained with regard to safeguarding
matters with specific provision for
child protection being carried out
during induction and at the
beginning of academic year Child
Protection: Comprehensive Staff
Duty Schedule, CCTV coverage and
security guard to ensure gates are
monitored during student arrivals,
transitions, break times and
dispersal. All the procedures are in
place and monitored effectively to
provide care, welfare and safeguard
all students. Fire drills are conducted
at regular intervals and an
evacuation record is maintained.
Students are briefed about what to
do in an emergency.
Medical/Health Facility: The school
has a well-equipped health clinic
with qualified nurses. The school
undertakes administering vaccines
to students of different phases at
appropriate points of time and
maintains the medical history of
every student. Awareness
campaigns in the form of charts and
posters are put up in the clinic,
washrooms and corridors. At the
time of admission, parents are
required to provide a medical history
of their child to notify the school of
any health issues their child may be
facing. During school hours almost
all medical problems are handled by
the trained clinic staff. Special
assemblies and awareness
programs are held to highlight
specific aspects of health including
physical and mental well-being. The
list of students requiring special
medical attention and the severity
of their ailment has been circulated
among teachers and other school
personnel. Site Maintenance for
Safety :The school site is secured by
guards on main exits. It is safe,
healthy and well-maintained.
Regular walk-troughs are
5.1 Health & safety
Elements External Evaluations
The school has in place
5.1.1 comprehensive policies and
measures which result in an overall
Care, welfare and safeguarding safe and healthy school community.
5.1.2 The school’s promotion of child
protection and safeguarding has a
Arrangements to ensure health, positive influence on all aspects of
safety, security school life. Incidents of bullying and
unkindness are rare. Should issues
5.1.3 arise these are dealt with promptly
consequently, with the engagement
Quality of maintenance and record of students and parents, resulting in
keeping students reporting that they feel
safe in school. Regular training
5.1.4 sessions for staff, students and
Suitability of premises for all parents keep all stakeholders
students updated on cyberbullying. Students
in the high phase felt the guidance
5.1.5 they were given was appropriate
and helpful. All new staff members
Provision for and promotion of safe read and sign the child protection
and healthy lifestyles policy of the school which ensures
that all members are aware of their
responsibilities. Although
implemented effectively not all
policies were dated and signed off.
The school is clean and well
maintained and hygienic. The
school complies with all health and
safety norms prescribed, including
those related to COVID. Almost all
on the campus observe social
distancing rules. No adult is allowed
on the school site unless they have
a very recent negative PCR result.
Supervision is effective with vigilant
staff active around the campus.
The school conducts timed fire drills
and liaises with the local civil
defense team to ensure evacuation
routes are correct. A qualified
female nurse is available in school
for all medical needs of the
students. She identifies students for
the routine vaccinations in Grade 1
and Grade 11 and organizes the
same through SEHA. Younger
students from the early years and
primary phases are escorted to the
buses to ensure they are safely
loaded at the end of the day.
Though the school building is quite
old, it is well maintained, and the
grounds are well kept. Sporting
facilities available to students are
conducted by the School
Operations Manager, Health and
safety officer and relevant staff.
The school compound is separated
with boundary wall and enough
space is allotted to all the
concerned areas for the easy
movement of the students. There is
a separate area for students of
determination, where they involve in
different activities. The art room and
different areas designed for various
sports cater to the needs of gifted
and talented students. As per the
guidelines from ADEK and other
authorities safety plans prepared,
evacuation plans are on display in
each class room and fire
extinguishers are kept in strategic
places across the school.
Designated and demarcated
areas, spaces ensures safety for all
students including the students for
determination, The premises,
equipment and resources are suited
to student needs and maintained by
effective support team KG
premises are adopted to the needs
of younger children providing safe ,
secure provision inside and out.
Covid 19 measures: The school
follows a daily compliance checklist
for Covid 19 safety measures. The
stake holders are not allowed to
cross any macro bubble. Cleaning
and disinfection is being conducted
regularly. There is an isolation room
with all PPE equipment.
Temperature check is done in all
entrance and exit points. The Covid
test is mandatory in every 14 days
for all staff and the students above
12 years old who have opted for
face-to-face classes. Students and
staff with high risk and medical
conditions have submitted health
declaration forms. First dose
vaccination drive was done inside
the campus and the second dose
was given in SEHA centres.
Notifications of positive cases are
sent to DOH and ADEK. Health and
fitness is promoted in PE lessons
through a fitness block of learning
which is also linked to healthy diets
and children's lunches. Topics and
events like
safe. Records related to health and
safety including risk assessments
are well maintained and are up to
date. Logs are kept relating to
attendance, late-coming, student
behavior are thorough. Plans for
student visits off-site for any event
or trip follow appropriate guidelines
and regulations and always include
detailed risk assessments. The
school has put in place a quick
response team to promptly act on in
case of any incident. Gaps noticed
in safety in the chemistry laboratory
were addressed promptly by the
school. The school campus has
ramps to allow access to all
students to the required areas of
learning. A few ramps between
buildings ease the load of students
from the Early Years and Primary
phases as they drag their trolley-
bags but are steep and would
require students in wheelchairs to
still need to seek assistance when
using them. The physical
environment supports learning and
corridor displays depict various
elements of UAE culture, healthy
lifestyles, COVID-19 precautions,
and other information. Classrooms
are equipped with technology but
not all students have their own
devices. The building in which the
early years children learn has safe
secluded areas for them to enjoy
free play and undertake some
exploratory learning. The school
promotes a safe and healthy
lifestyle through ongoing awareness
programs. Students and their
parents have been involved in such
initiatives during the period of
lockdown and online learning. The
school clinic undertakes to follow up
on dental, vision, and hearing
screening on referrals from
teachers. Workshops are organized
for students on a variety of topics
including personal hygiene and
menstruation, the importance of
healthy eating and exercise.
 PS5: Protection, care, guidance and support of students
Internal Evaluations
The student behaviour policy is well-
placed and implemented to
promote positive behaviour across
the school. Counsellors and Floor
Supervisors ensure the positive
behaviour of the students. Calls are
given to parents when students
consistently come late to school
and warning letters will be issued for
continuous late coming. Parents are
contacted on the third day of
absence to identify the reasons for
continued non-attendance. The
SEN and G&T students are identified
and supported by the SENCo and
the SEN teachers through wide
range of strategies. These students
are supported in a special class
room as per their needs and talents.
The students attend awareness
program to meet their social,
emotional and academic needs.
Teachers and parents are also
guided to support students. A wide
range of extra-curricular activities
are coordinated by Events
Committee and organised by
Personal Development Officer. The
PE Team supports students in their
physical well-being and discipline.
5.2 Care & support
Elements External Evaluations
Relationships in the school are
5.2.1 positive in all phases. There is
mutual respect and trust between
Staff and student relationships and members of staff and students and
behaviour management evidence of teamwork in the day-
5.2.2 to-day school operations. Teachers
know their students well and reach
Promotion and management of out to them in all circumstances.
attendance and punctuality Students’ behavior is managed well
with clear expectations shared with
5.2.3 the students and parents. If issues
arise they are effectively and
Identification of students with promptly dealt with. Parents are
special needs, gifted, talented involved and support the school on
the very rare occasions when
5.2.4 serious incidents occur. The Corona
Support for students with SEN and Response Team has supported
the gifted and talented teachers and their families during
the recent trying times. Students'
5.2.5 attendance of 96% to face-to-face
lessons and online learning sessions.
Guidance and support for all These high levels of attendance and
students the punctuality of students are
promoted in all phases by making
parents and students aware of the
benefits of regularity and good
timekeeping to school through
various means. Counselors record
absences and lateness as a part of
the school's plan to manage
attendance and punctuality and are
consistently followed up. The school
has an inclusive admission policy
and does not deny admission to any
student of determination. Systems
in school to identify students of
determination, as well as students
who are gifted and talented, are
effective. Thus, the school relies on
parental and teachers' inputs for
identifying students with special
educational needs. There is a
qualified special-needs coordinator
who prepares learning goals based
on each student of determination's
abilities and shares the individual
educational plans with teachers.
One-to-one sessions for students of
determination are also conducted
by the special educator. Within
lessons, the teachers' efforts to
provide support to the students of
determination and those less able is
evident but are not always effective
and do not always support the
 students' specific needs.
Intervention and support to the
lower attaining students are
provided through the CARE
program outside school hours. The
challenge to the higher attaining
students is inconsistent and not
personalized to meet their needs.
The school has effectively
addressed the personal well-being
of the school community, including
families of staff and students, during
the pandemic times. The school
counseling team updates teachers
on the changing social and
emotional needs of the students.
Academic guidance, particularly for
the senior students, is well
organized. Senior students in the
High phase receive extensive
support for the university and higher
education choices and applications.
Exposure to new emerging careers
in the Middle phase is supported
through career fairs and new
vocational courses from CBSE
which are offered through online
and Saturday morning activities.
These new certificated courses
include Artificial Intelligence, Travel
and Tourism, Mass Media and
Design Thinking.

Next steps for leaders:

1. Modify ramps so wheelchair users and those with physical disabilities can use them independently. 2. Undertake
more rigorous checks pertaining to safety to ensure that no lapse is overlooked and design alternate plans for
safer movement of students in the bus transport areas at the end of the day. 3. Ensure the support provided to
the students of determination and the higher attaining students helps them to make consistently more than the
expected levels of progress in lessons.
 PS6: Leadership and management
Internal Evaluations
Most senior leaders, led by the
Principal and FPMC team are
dedicated and effective. They
display strong professional
competence and demonstrate a
modern understanding of best
current educational practice
essential for Hybrid mode of learning
and set a clear strategic direction
and promote a vision that is shared
by the whole school community by
setting targets for teachers, line
managers and students. Senior
leaders share a clear sense of
purpose as a team and successfully
communicate the school’s aims with
the stake holders. Leaders and the
staff members are clear of their
responsibilities in achieving the
school’s vision. In many
departments and/or phases of the
school staff works together
effectively as a team and
demonstrates high success in
raising students’ achievements.
school rules and daily procedures
are strengthened by a desire to do
what is best for the students and
the staff. School leaders set clear
goals for staff for smooth operating
of all procedures by convening
regular meetings to hold staff to
account for planning decisions
made and the outcomes of those
decisions keeping ADEK 's DL mode
of expectations into
contemplations. This ensures a
persistence of purpose and moral
stamina to make all decisions
against the overarching priority of
student safety, well-being and
learning development in the present
scenario of deadly pandemic. All
leaders are committed to the
priorities of UAE nationals (Emiratis)
and all other nationalities (39) These
are evident within the school's vision
, school's strategic plans ,
department development plans and
plenitude of opportunities were
provided for the overall blossoming
of students and staff. All leaders
demonstrate a commitment to
inclusion by implementing the
STRIDE and CARE programmes and
6.1 Effectiveness of leadership
Elements External Evaluations
The principal, senior leadership
6.1.1 team and the governing body have
a clear vision to provide students
Vision and Direction with a high quality of education and
6.1.2 have identified the aspects of the
school’s work that require further
Educational Leadership development. Senior leaders have a
focus and a vision of the school
6.1.3 being in a process of continual
improvement. There is a clear and
Relationships and Communication evident commitment within the
school to the UAE national agenda
6.1.4 for education, and in ensuring
Capacity to Innovate and Improve inclusion for all. In lessons, tasks
linked to the UAE culture are
6.1.5 integrated into a majority of the
lessons with a particular focus on
Impact on and accountability for Expo 2020. During the inspection,
school performance several different groups visited the
event. Assemblies celebrate moral
values linked to the UAE’s initiatives
to develop tolerance. The school is
an inclusive institution with students
of determination fully integrated into
lessons. School leaders at a senior
level have a secure knowledge of
the best practice in teaching,
assessment and monitoring
learners’ progress. However, in the
middle leadership team, there are
differences in experience leading to
inconsistencies between
departments and between curricula
teams. This is seen in the
assessment of the effectiveness of
classroom teaching and in data
analysis. Relationships across the
school are professional and staff
work together well but have not
been able to secure improvements
in all grades and subjects.
Responsibilities are distributed to a
developing middle leadership team.
Communication within the school
enables ideas and views to be
shared within teams reviewing the
different aspects of the school’s
work. In this inclusive approach
morale in the school is generally
positive. Overall, the capacity of the
leadership team is acceptable with
the achievement of students
improving in Arabic as a first
language and in social studies.
Leaders ensure that the school is
by making a deliberate effort to
incorporate all national groups and
all level students (including SEN) into
the extra-curricular offer. As such,
the school allows students to take
responsibility and to bring their own
energy with their innovative ,
investigative and creative abilities
for the realization of the school's
and UAE mission. Opportunities for
brain storming are created through
individual, departmental, and phase
meetings by promoting and sharing
best practices. Staff was motivated
to attend webinars / seminars / CPD
sessions across the globe and UAE
to update their teaching and
learning skills in order to be
competent for Hybrid/Blended
teaching. Members of the Middle
and senior management took part in
a Middle Leaders' Course
conducted by the school's
consultants, Focal Point
Management Consultancy.
compliant with all regulatory
requirements. Most school leaders
are aware of what needs to be done
to move the school forwards but
there has been inconsistency in
their actions. Consequently,
improvements in learners’
achievement have not been seen in
all phases. The quality of online and
hybrid teaching has improved from
a very low base at the start of the
pandemic and is generally effective
but more so in English. Overall, the
school is showing signs of
improvement.
 PS6: Leadership and management
6.2 Self evaluation & improvement
Internal Evaluations
Systematic and rigorous self-
evaluation, using both internal and
external data, is embedded in the
school’s improvement planning and
in its practices at all levels. The
school knows its strengths and
areas for improvement
exceptionally well. All priorities are
accurately identified and analyzed.
The school has a robust reporting
system whereby Executive
Management is informed of
progress across all standards.
Students' progress and attainment
is analyzed frequently by gender,
SEN and nationality. The quality of
teaching is closely monitored across
the school in all phases and grade.
The school works actively with
consultants to address
performance of teachers rated
`satisfactory' or below. Teachers
requiring improvement are placed
on a Personal Support Plan(PSP) and
monitored closely. They are
mentored by the
HODs/Coordinators and, if
necessary, trained in workshops
held by the consultants. Significant
improvements have been made in
teaching and learning since the last
inspection. It is still an on-going
process. Senior leaders and Heads
of Departments meet weekly to
ensure necessary information is
passed on and to discuss
forthcoming plans. There is a
HODs/Coordinators portfolio in
MSTEAMS (SALT). This ensures on-
going accountability.
HODs/Coordinators meet weekly
with their teams and focus on
improvements in teaching and
learning and sharing of best
practices across the faculty. An
example of this is evident in all the
departments 'MOM where all
HODs/Coordinators focused on
sharing best practices in their
learning hubs. Leaders have set a
very high expectations of teaching
and learning and, to this end,
conduct daily `Learning walks' of
their subject, scrutinize teaching
and learning resources &
Elements
6.2.1
Processes for self evaluation
6.2.2
Monitoring and evaluation of
teaching and learning
6.2.3
Processes and impact of
improvement planning
6.2.4
Improvement over time
External Evaluations
The school uses its own tracking
data and information from external
benchmarking assessments
alongside results from IGCSE and
CBSE examinations as key
components to adequately assess
its own effectiveness. The school
has extended the scope of
international benchmarking tools it
uses by reviewing the performance
of students in all grades rather than
only checking key points in different
phases. Within the school, most
departments have an adequate
understanding of their own
strengths and areas for further
development. The school has
aligned its self-evaluation
documentation with the inspection
framework. Going forwards, the
school has accurately identified, in
its development planning, the key
aspects that require further
improvement. However, errors in
data analysis have resulted in some
inaccuracy in the judgments made
in the School Internal Evaluation
Report (SIER). Monitoring of
teaching and learning is regular and
identifies to individual teachers their
strengths and personal
development points. There is
inconsistency in the approaches to
lesson reviews in not focusing
sufficiently on students’ learning.
The best practice is shared
between teachers within curriculum
areas, but this is more limited
between the different curricula and
different subjects. The school has
addressed most of the points
identified in the last report and
continues to work on those aspects
that have stalled because of the
pandemic.
assignments and feedbacks are
collected from parents and students
to make sure lessons are meeting
the required standard. The Senior
Leadership Team has implemented
a series of improvements including
putting in place a comprehensive
CPD programme , rigorous training
sessions for middle leaders through
external educational consultants,
conducting performance
development reviews, revising the
curriculum across all phases to
include a focus on SEN students ,
G&T students and students of all
levels by incorporating critical
thinking, My Identity/MEP ,
independent learning
.HODs/Coordinators undertake daily
monitoring visits to classrooms.
Leaders meet regularly to discuss
elements of the school's operation,
evaluating the quality of education
and establishing where
improvements could strengthen the
school's day-to-day and longer term
management. School leaders are
intrinsically involved in determining
the budget for their respective area
prior to this being presented to
Executive Management.

Next steps for leaders:

1. Ensure there is a greater focus on students’ learning in lesson observations of the teaching. 2. Align the analysis
of school data to the UAE School Inspection Framework. 3. Further extend the sharing of best practices in
teaching and the use of student performance data between departments.
 PS6: Leadership and management
6.3 Partnerships with parents
Internal Evaluations
The school is successful in
effectively engaging parents as
partners in their children’s learning
and in school life. The views of
parents are fully considered when
shaping school improvement
priorities. Parents are involved in a
number of events in the school
including academics to curricular
activities as guest of honours in
various school events such ,
assemblies , investiture ceremonies ,
appreciation ceremonies ,
graduation ceremonies , thematic
months , career counseling , Cyber-
bullying , student led conference ,
open space and ignite your inner
fire. Parental involvement makes a
highly positive contribution to raising
standards. As a result of effective
communication parents are well
informed about their children’s
learning and development. They are
empowered as partners, particularly
when their children have special
educational needs. The school
communicates with parents through
circulars, SMS, emails , MS Teams
and via the website. Parents are
always welcome to school, with their
concerns and suggestions. Virtual
Open Houses are held throughout
the academic year and regular
remedial sessions are held for the
students who need support
academically as well as emotionally.
On-line surveys are conducted with
different cohorts throughout the
year. The results are analyzed and
concerns are responded very
promptly. The school is involved
with other local schools and external
organizations in academics , sports
and cultural events like Indian social
centre , Malyali Samajam , Blue star,
Hindi divas , Science India forum ,
ADNOC , YAS in schools , EXPO
2020 , Teams India , SOF , MAARS
spell bee , CBSE skills course division
, EEG , SSI , MAZDAR , Red crescent
and Reach foundation and other in
academic , In sports - Abudhai
sports council , Alain club , Our own
after school club activities and
cultural events . Staff has visited
Elements External Evaluations
The links between the school and
6.3.1 parents are strong although there
are limited avenues for parents to
Parental involvement directly influence school
6.3.2 development. The school and the
governing body seek the opinions of
Communication parents through surveys and
discussions about changes in the
6.3.3 school and the parents are happy
their voice is heard through this
Reporting to parents avenue. Parents are very
appreciative of the work the school
6.3.4 has put in over the last eighteen
Community partnerships months to enable learning to
continue and the well-being of their
children to be secured. Parents feel
the teaching staff are very
accessible deal with academic and
pastoral issues effectively. Regular
feedback on a formal and informal
basis continues between teachers
and the parents. The reports
provided are thorough and give a
clear picture of a student’s
academic and personal
development over a term. This has
enabled all parents to be kept up to
date with their child’s progress.
Parents of students of
determination continue to be
involved and feel engaged in the
review and planning of the support
for their child. A representative
parent body was in at the beginning
of the pandemic but folded and has
yet to be reconstituted. Plans are in
place to revive the parent-teacher
association. Many parents from the
Indian community remain reluctant
to send their children back to
school. The school is working hard
to address their concerns. Links with
businesses and the local community
have traditionally been strong. Prior
to the pandemic, themed
community days on health and
welfare were heavily attended by
the community the school serves,
with a highlight being a health
awareness day attended by over
5000 parents and family members.
The school is actively planning more
events within current government
guidance, so activities have yet to
be fully re-established. The school
high-performing schools virtually does provide an extensive range of
and nationally to gather ideas for virtual events that has continued
improving teaching and learning online to keep the sense of the
practices. Teachers of AJI have school community alive.
registered for mandatory CBSE
trainings to advance their teaching
and learning skills during Pandemic.
The school promotes Emirati
culture by inviting members of the
local community to share skills in
Arabic by conducting evening
sessions with the parents .

Next steps with parents and partners:

1. Re-establish the parental support body. 2. Re-establish links with community organizations. 3. Work together to
support families who have concerns about children returning to school.
 PS6: Leadership and management
Internal Evaluations
The school has had and Executive
Management Board since its
inception. Recently, this has been
extended to a Governing Body
inclusive of other stakeholders from
the school's community. The
School's Governing Body has
representatives from staff, local
business and industry and parents,
including representatives from the
Emirati community. The school is
fully aware of the expectations of
Executive Management through the
robust MIS reporting system
whereby Executive Management is
informed of progress across all
standards. There are frequent
meetings between school leaders
and the school's Executive
Management. This body also
receives reports from relevant
personnel to enable it to be
informed of the status of many
areas of the school. The school's
owners, along with individual
members of the leadership team,
often meet with parents to get
feedback on the various aspects of
school. HODs are made
accountable to ensure good and
strong learning and a pleasant
teaching environment. In rotation,
they make presentations to the
school's Executive Management on
the current status of their subject.
The Operations and Safety Officer
ensures compliance with regulations
on Health & Safety, meeting monthly
with Executive Management.
Governance of the school through
the Executive Management is good
and, with the extension of the wider
Governing Body, has the potential to
extend its role further.
Next steps for governors:
1. Build closer links with parents to provide them with a voice in the structure of governing body in order to be
more representative of the school community. 2. Set targets that are linked to a cohort’s academic ability rather
than simply incremental rises. 3. Widen the diversity within the governance structure to better reflect the school
community.
6.4 Governance
Elements External Evaluations
The Governing Board comprises a
6.4.1 permanent group and an Executive
Management team that oversees
Involvement of stakeholders the day-to-day running of the
6.4.2 school. Members are appointed and
although the Board has members
Ensuring accountability that are parents, none are elected
by the parents of the students
6.4.3 themselves. The is a range of
stakeholder representation on the
Influence on the school Governing Board. The Board meets
quarterly but the Executive group
has more regular meetings focused
on key aspects of the management
of the school. These included
academic standards, finance and
HR. Regular reports from the senior
leadership team on the running of
the school and the performance of
the students are fed into the
Executive group and on the
Governing Board itself. There is an
extremely high level of scrutiny of
the work of the school. Senior and
middle leaders are systematically
held to account for the academic
progress of students and the use of
departmental financial resources.
The governors are rigorous in their
roles of being critical friends. The
Governing Body sets challenging
academic targets for the school to
meet but these are based on
incremental improvements rather
than linked to the academic ability
of specific cohorts.
 PS6: Leadership and management
6.5 Management
Internal Evaluations
The school has sufficient
technologically erudite staff trained
in all aspects of Hybrid teaching and
learning. The ability of the school to
attract high quality short-term
replacements is a concern, so as
staff turnover generally. The latter
currently stands at X% annually. This
is underscored by the ability of the
school to pay enhanced salaries
within the low-fee structure. There is
robust and on-going professional
development taken up by the staff
across the school through various
external sources like ADEK , CBSE ,
Pearson , Cambridge, Microsoft ,
NOS and by consultants employed
by the school at FPMC. The latter
work with identified staff and
departments. The school provided
a wealth of physical and on-line
resources to enrich lessons and
explore the varied ways teachers
can support their students online, in
the wake of the school shutdowns
following the corona virus
pandemic. In addition, staff are
encouraged to visit high-performing
schools and adopt exciting new
resources to enhance their
practices. The school has provided
ADEK's 30 mobile laptops and 30
tablets for use by staff and
students. The school has a robust
WiFi to withstand the current
scenario of F2F and DL. Teachers
have access to range of resources
for better teaching and learning.
Teachers have attended a number
of professional development training
sessions over the last two years. The
school benefits from the expertise
provided by a Group Educational
consultancy. The premises are well
laid out to meet the demands of
teaching and learning with labs ,
library and play area keeping all
safety parameters in mind. All
classrooms have been equipped
with projectors, speakers and smart
boards for which staff have been
trained to teach in F2F and DL
mode. The school has provided an
air-conditioned `auditorium' to
facilitate events such as graduation
Elements External Evaluations
The school is providing an organized
6.5.1 and effective blend of hybrid and
face-to-face teaching during
Management current pandemic restrictions and
6.5.2 did so successfully during the
lockdown period. Daily routines and
Staffing procedures are effective. The
school employs knowledgeable staff
6.5.3 to deliver the full curriculum in all
phases. The talents of more
Facilities experienced and skilled staff are
used successfully to develop and
6.5.4 train new teachers. Effective
Resources internal training programs are
supported with inputs from the
Examination Board and other
external providers. This has meant
key staff move on and have to be
replaced by less-experienced
recruits. The buildings are sound
and clean. Although many
classrooms are small they are well
resourced with the necessary
equipment to teach online lessons.
Displays of students’ work samples,
projects and curriculum-related
learning material are not always
eye-catching. Classrooms are
equipped with technology but not all
students have their own devices.
The school has a range of good
quality sports facilities which are
used by students across the
different phases. Minor issues in the
review of policies and
understanding of aspects of health
and safety were addressed during
the inspection visit. Overall the
school has the resources and
facilities to deliver the two curricula
successfully.
ceremonies, Inter school
competitions , indoor sports and
MSMs. The school has a
comprehensive termly calendar
detailing activities across the
campus. This enables it to help plan
effectively and create a balance to
achieve success in various aspects
of teaching and learning.

Next steps for managers:

1.Ensure all policy documents are regularly reviewed and that all key staff are fully aware of their training. 2.
Provide attractive displays in classrooms and throughout the school to support teaching and learning. 3.Ensure
laboratory equipment is stored correctly to ensure students' and teachers' health and safety.
Next steps with ADEK:
The school has been asked to prepare and submit an action plan to ADEK within two months of receiving this
inspection report. The action plan should address:
recommendations from the ADEK inspection team;
areas identified by school leaders as requiring improvement;
other external reports that evaluate the outcomes of the school;
priorities arising from the school’s unique characteristics.
The next school inspection will report on changes made by the school.
If you have a question or wish to comment on any aspect of this report, please contact irtiqaa@adek.gov.ae