InspectionReport

MerrylandInternationalPrivateSchool

AcademicYear201314

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MerrylandInternationalPrivateSchool

InspectionDate
SchoolID#

28April1May2014
201

LicensedCurriculum

British

NumberofStudents

2,598

AgeRange
Gender
Principal
SchoolAddress

3to17years
Mixed
ParimalaRajagopal
P.O.Box73340,Plot13,Me9,Mussaffah,AbuDhabi

TelephoneNumber

+971(02)5519626

FaxNumber

+971(02)5519627

OfficialEmail(ADEC)
SchoolWebsite

Merryland.pvt@adec.ac.ae
www.merrylandinternational.net

Dateoflastinspection 1922November2012

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Theoveralleffectivenessoftheschool
Inspectorsconsideredtheschoolinrelationto3performancecategories
BandA Highperforming(overalleffectivenessgrade1,2or3)
BandB

Satisfactory(overalleffectivenessgrade4or5)

BandC

Inneedofsignificantimprovement(overalleffectivenessgrade6,70r8)

TheSchoolwasjudgedtobe:

BANDA;

GRADE2

Themainstrengthsoftheschoolare:
students very good behaviour around the school and the respect shown
totheenvironment,fellowstudentsandadults
improvements to the quality of learning resources and the significant
impacttheyhaveuponstudentsengagementandacademicprogress
thesupportprovidedforthosewhoneedhelpinEnglishandArabic
the extent to which the leadership motivates staff and students and has
thesupportofparents
Themainareasforimprovementare:
the need for sharper focus on the purpose of some of the learning
activitiesforchildreninkindergarten(KG)
targetsettingforstudentsinGrades1to3
the use of effective questioning skills to fully probe and extend the
knowledgeandunderstandingofallstudents,especiallytheleastable.

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Introduction
Theschoolwasinspectedby6inspectors.Theyobserved85lessons,conducted
meetings with the owner, senior staff, heads of department, teachers, support
staff, students and parents. They analysed test and assessment results,
scrutinized students work across the school, analysed 2212 responses to the
parents questionnaire and considered many of the schools policies and other
documents.Theprincipalandtheleadershipteamwereinvolvedthroughoutthe
inspection.

DescriptionoftheSchool
Merryland International Private School was founded as a villa school in 1978 in
AbuDhabi.InSeptember2011,itmergedwithtwootherschoolsandmovedtoits
currentpurposebuiltpremises.
The school is located in the Musaffah area of Abu Dhabi. The curriculum in
Kindergarten(KG)istheBritishEarlyYearsFoundationStagecurriculum.Primary
and secondary students follow the Cambridge International curriculum. This is
supplementedbythestatutoryUAEcurriculumforArabic,Islamiceducationand
social studies. In Grade 10, students prepare for the International General
CertificateofSecondaryEducation(IGCSE).In2013,Grade11studentsundertook
the Advanced Subsidiary (AS) level Cambridge Board exams for the first time.
During the summer of 2014, they will go on to sit the full Advanced Level (A)
examinations.
TheschoolispartoftheSherwoodGroup.ABoardoverseesthedevelopmentof
the school and comprises the Principal, chairman and owner. The Principal has
beeninpostsince2009.Theschooldevelopmentpartnerhasbeenworkingwith
theschoolfor2years.Theschoolaimsincludetheintentiontodevelopstudents
who will become highly responsible, morally and ethically sound, academically,
professionallyandfinanciallysuccessfulandcontributetothedevelopmentofthe
humanraceinthe21stcentury.
Of the 2598 students enrolled, 79% are Muslim, 56% are boys, 20% are native
speakersofArabicandallstudentsspeakEnglishasanadditionallanguage.There
are542childreninKG,1056inGrades15,736inGrades69and264inGrades
10 12. Of the 44 nationalities represented at the school, 5% of students are
Emirati.ThemajorityoriginatesfromtheAsiansubcontinent:Pakistan36%,India
21% and Bangladesh 11%. No students are identified as having special educational
needs(SEN)orspecificgiftsortalents.

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KG children undergo baseline assessment prior to joining the school. Older

students are admitted subject to the successful completion of the schools own
tests in English and mathematics. Annual fees range from AED 12,000 in KG to
26,500 in Grade 12, exclusive of books and uniform. This is in the low to high
category.Theschooldoesnotprovidetransport.

TheEffectivenessoftheSchool

Studentsattainment&progress
Studentsattainmentandprogresshasimprovedsincethelastinspectionandis
nowverygood.ChildrenenterKGwithskillsandabilitiesthatarebroadlyinline
withthoseexpectedinternationally.TheirabilitytospeakandunderstandEnglish
varies widely and English and Arabic can often be their third, and sometimes
fourth,languages;veryfewspeakanyEnglishorArabicathome.Childrenmake
goodprogressthroughoutKG1andKG2inallareasoflearningandachieveabove
agerelatedexpectationsbythetimetheyleaveKG2.
StandardsinArabicandsocialstudieshaveimprovedsincethelastinspectionand
now exceed ADECs expectations. NonArabs quickly develop a good
understandingofspokenArabicandalldemonstraterespectforthecultureand
heritage of the UAE. Standards in Islamic education continue to meet ADECs
expectations. Students successfully apply their knowledge of Islam in their
everydaylives;theirabilitytoreadtheHolyQuranaccordingtoTajweedrulesis
lesswelldeveloped.
Students make very good progress in English, mathematics, science and
information and communication technology (ICT). Since the last inspection,
standards in the IGCSE examinations have risen to well above the international
averageinEnglish,mathematics,ICT,economicsandArabic,andaboveinbiology
and business studies. Evidence from this inspection suggests that this trend will
continue.Studentsalsomakeverygoodprogressinmusicandphysicaleducation.
Standards in AS courses were well above the international average in
mathematics, chemistry, biology and applied ICT; this represents very good
progress. Too few students entered courses for English language and business
studiestomakevalidcomparisonwithstudentselsewhere.
Studentspersonaldevelopment
Studentspersonaldevelopmentisverygood.Theyareveryproudoftheirschool
and express heartfelt gratitude to the founder and their teachers. They regard
themselvesasprivilegedtostudywithinsuchacalmandpurposefulenvironment.
Relationships are very good and students and adults regard themselves as
belonging to one large family. The school places a high importance on healthy
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eatingandstudentsrespondbyeatingnourishingfoodduringbreaktimes.They
have a strong work ethic and develop into proactive, confident and very polite
youngpeople.Theirverypositiveattitudesandstrongsenseofselfcontrolmake
a significant contribution to their very good progress. Attendance is above
averageat94%.
During lessons, the overwhelming majority work constructively, both in groups
and individually. Using ICT becomes second nature and this prepares them very
well for their future lives. Occasionally, some students lose interest because the
activities are too easy or of little interest. More typically, students are attentive
and share their ideas sensibly. For example, during a Grade 6 lesson, students
organized themselves into groups and debated the relative merits of abolishing
school uniform or homework. They are confident public speakers from an early
agedeliveringworldnewsandthoughtsforthedayduringthemorningassembly.
Studentswillinglyacceptresponsibility.Theyhelptowritetheschoolsnewspaper
The Merry Mustang and contribute to an Arabic language magazine. They also
actasclasshelpersandmonitors,HeadBoyorGirl,PresidentsorVicePresidents.
Thequalityofteachingandlearning
Thequalityofteachingandlearninghasimprovedsincethelastinspectionandis
now very good. Teachers enjoy good access to effective, well targeted
professional development. Teachers know their subjects very well and make
increasingly effective use of the outstanding range of learning resources. The
majorityprovideclearexplanationsregardingthenatureandpurposeoflessons.
Theyhavehighexpectationsofstudentsbehaviourandcommitmentandthisis
reflectedinstudentsrapidprogress.
In KG, teachers use ICT well to support childrens learning. They provide a wide
rangeofappealingactivitiesthatpromotelearning,aswellasexperiencessuchas
riding on the Merryland fire engine or using the fair ground equipment. The
purpose of the latter activities isnot always clear. In such cases, imprecise
learning outcomes and the lack of planned observation hinder learning and
prevent accurate and focused assessment regarding the development of
childrensindividualskills.
The system of providing individual students with specific guidance on how they
can improve their work varies across the school. In Grades 4 to 9, students
routinely use portable computers in all subjects, except in those subjects where
Arabic is the medium of teaching. The automatic uploading of students work
enables the teacher to monitor individual students, gauge their understanding
and provide specific targets for improvement. This system is very effective and
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acceleratesprogress.Elsewhereintheschool,provisionismorevariable.During
some lessons, specifically in the higher grades, teachers questions do not
challenge all students and probe their understanding, especially the least able.
Elsewhere,teachersdonotalwaysaccuratelyrecordthesmallstepsinstudents
progress,providecommentswhenmarkingworkorsettargetsforimprovement.
As a result, students do not always know exactly what they need to do to
improve.Thiswasespeciallyobservedingrades1to3.
Teachersareusingtestandexaminationresultsincreasinglyeffectively.Students
whofallbehindhaveinterventionplansandattendstaybackclasses.Theseare
veryeffectiveandthestudentsconcernedrapidlycatchupwiththeirclassmates.
Meetingstudentsneedsthroughthecurriculum
Theimplementationofthecurriculumhasimprovedsincethelastinspectionand
now meets students needs very well. The CIE programmes of study provide
clearly defined learning outcomes. The curriculum is becoming more hands on
andrelevanttostudentsinterestsandexperiences.KGchildrenknowtheyhave
totakemoneyoutoftheMickeyBankorautomatictellerbeforetheycangoto
theMerrylandsupermarkettobuyprovisionsandthenjointhequeuetopay.The
large indoor activity area also provides a wide range of appropriate activities,
includingroleplay,constructionactivitiesandreading.
Therecentprovisionofstateoftheartfacilitiessuchasthemathematicsandtoy
laboratories is helping to make the curriculum more experiential and less
theoretical.Studentsundertakeanincreasingrangeofimaginativeandengaging
activities. For example, the recently commissioned 3D mathematics and science
animations are bringing the science curriculum alive. Crosscurricular links are
strong. For example, during an English lesson, Grade 9 students used ICT for
researchandtopreparepresentationsonissuessuchaswhethertheypersonally,
orfamousfigures,shouldbecloned.
ThecurriculumisenrichedbyadditionalEnglishorArabicclubsforstudentswho
require more support. The less formal curriculum very effectively promotes
students personal development. There is a wide range of extracurricular clubs
includingaswimmingclub,theBeethovenmusicclubandawritersclub.
Theprotection,care,guidanceandsupportofstudents
The schools nurturing ethos ensures that students receive very good personal
andacademicsupport.Theyfeelverysafeandwelllookedafter.Thishighquality
care makes a major contribution to students very positive attitudes to learning,
personal well being and academic development. Recruitment procedures are
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thoroughandchildprotectionproceduresareveryeffective.Firstaidfacilitiesand
arrangementsareoutstanding.
Studentsconfirmthattheschooladoptsaveryfirmstancewithregardtobullying
andsaythattheydonotknowofanysuchincidents.Proceduresformonitoring
and promoting attendance are effective. Students receive clear guidance when
making choices about the courses they would like to study and numerous
universitiesattendanannualopenday.Somestudentswhoareuncertainabout
whattodosaytheywouldlikemoreguidanceregardingtheoptionsavailable.
Thequalityoftheschoolsbuildingsandpremises
The premises are exceptionally clean and well maintained. The buildings are of
highqualityandsupportthecurriculumverywell.Classroomsarebrightandmeet
all safety requirements. There are ample science laboratories and ICT suites for
thenumberofstudents.Therecentinstallationofalanguagelaboratorysupports
the English curriculum very well. A lift to the first floor and the provision of
disabledtoiletsthroughouttheschoolensurethatanyvisitingstudentsoradults
withphysicaldifficultiesenjoyreadyaccesstoallareas.
Theplotisofadequateoverallsize.Itaccommodates4largebuildings;KG,boys
section,girlssectionandanadministrationblock.Teachersmakethoughtfuluse
ofthelimitedoutdoorspaceforwaterplayandphysicaleducation.TheindoorKG
activity area is outstanding, providing a large and very safe area for active
learning. The indoor swimming pool and a large indoor auditorium provide
suitablespacesforindoorphysicaleducation.Thereisnooutdoorspacesuitable
for active games for older students. The school compensates for this by using
severalexternalfacilitiesforsportssuchasfootballandcricket.
Theschoolsresourcestosupportitsaims
The school continues to be outstandingly well resourced. The school is fully
staffed with very well qualified and experienced teachers. Staff turnover is very
low. All science lessons and all KG1 classrooms have one teaching assistant
present to support learning; almost all KG2 classrooms have a second, trained
teacher. There are also numerous helpers within the activity area to support
childrenslearning.
All classrooms and other teaching areas are equipped with interactive white
boardsandteachersusethesemosteffectively.Thequality,quantityandappeal
of learning resources within practical subjects, such as ICT and science is
exceptional. Students progress increasingly quickly through direct, firsthand
experience.Thecommissioningofover300new3Danimationsisbreathingnew
lifeintothescienceandmathematicscurricula.
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Theschoollibraryhasbeenreorganisedandrefurbishedtoprovideaverygood
environment for learning. With the exception of Arabic reading and reference
books,resourcesaresufficienttomeetstudentsneedsinallareas.
Theeffectivenessofleadershipandmanagement
The role ofthe original founder and current coproprietor is fundamental to the
ethos of this school. Her vision shapes the schools ongoing development. She
providesacentralpointofreferenceandstabilityforstudents,staffandparents.
Inspired by her leadership, the Principal and senior leaders work as a very
cohesive team. In the 18 months since they received the last inspection report,
they have successfully addressed most of the recommendations and are
improving the quality of teaching and learning. The professional development
programme meets teachers needs well. The senior leadership manages it
effectivelyandcloselymonitorstheensuingimpactonteaching.Alladultssharea
strongteamspiritandwholeheartedcommitmenttotheaimsandvaluesofthe
school.
Since the last inspection, the leadership has commissioned several independent
consultantstoevaluateexistingprovision.Asaresult,theschoolhasreducedthe
workload of heads of department by appointing more middle managers. They
now have more time to monitor the work of each department. All senior and
middle managers are now involved in the selfevaluation process. The school
judgeditselftobeoutstandinginalmostallareas;thisviewisoverlypositive.The
schooldevelopmentplanissuccinctandappropriatelyfocusedondevelopingthe
curriculum and accelerating students progress. Teachers and senior leaders
performancereviewsarenotdocumented.Targetsforimprovementareprovided
andtheseformthefocusofsubsequentlessonobservations.
The owners provide exceptionally generous funding. This has been wisely and
effectivelyinvestedtobringaboutimprovementstothequalityofeducation.An
exceptionally high proportion of parents, 2212, returned the inspection
questionnaire. Almost all expressed their satisfaction with the quality of
educationprovided.

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Progresssincethelastinspection
There have been improvements to all standards since the last inspection. The
most significant advancements have concerned the standard of students work
and achievement, the quality of teaching and learning, curriculum, the provision
of additional learning resources and leadership and management. The more
widespread use of portable computers is enabling teachers to assess students
workandprovidesupport,ifneeded,especiallyinGrades4to9.Issuesraisedby
the last inspection have been largely addressed. There is still some way to go
regarding clarification of the educational purpose of some of the activities
undertakeninKGandtheprovisionofindividualguidanceandtargetsforsomeof
the older students. The school has demonstrated very good capacity to make
furtherimprovements.

Whattheschoolshoulddotoimprovefurther:
1. Tofurtherdevelopassessmentforlearningintheclassroomby:
i.
ensuring KG teachers accurately record childrens progress against
discrete,focusedlearningoutcomesforeachactivity
ii.
ensuring Grade 1 3 students are provided with clearer guidance
regardingwhattheyneedtodotoimproveandthattheirprogressis
accuratelyrecordedandmonitored
iii.
improving the consistency of teachers questioning to ensure all
studentsarechallengedandknowwhattheyneedtodotoimprove.

2. Pursue all the available options to secure additional space to provide on

siteoutdoorfacilitiesforphysicaleducation.

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InspectionGrades

Inneedofsignificant
improvement

Poor

Very
unsatisfactory

Satisfactory&
Improving

Unsatisfactory

Satisfactory

Satisfactory

Highperforming

Good

BandC

VeryGood

BandB

Outstanding

Performance
Standard

BandA

Standard1:
Students
attainmentand
progress

Standard2:
Studentspersonal
development

Standard3:The
qualityofteaching
andlearning

Standard4:The
meetingof
studentsneeds
throughthe
curriculum

Standard5:The
protection,care,
guidanceand
supportofstudents

Standard6:The
qualityofthe
schoolsbuildings
andpremises

Standard7:The
schoolsresources
tosupportitsaims

Standard8:The
effectivenessof
leadershipand
management

Summary
Evaluation:The
schoolsoverall
effectiveness

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