InspectionReport

AlSafwaPrivateSchool

AcademicYear201314

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AlSafwaPrivateSchool

InspectionDate
SchoolID#

1215May2014
146

LicensedCurriculum

MinistryofEducation(MoE)

NumberofStudents

1,427

AgeRange
Gender
Principal
SchoolAddress

3to17years
Mixed
KhalilIbrahimJawabreh
POBox19456,FalajHazzaa,AlAin

TelephoneNumber

+971(0)37811799

FaxNumber

+971(0)37811419

OfficialEmail(ADEC)
SchoolWebsite

alsafwa.pvt@adec.ac.ae

Dateoflastinspection 1922November2012

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Theoveralleffectivenessoftheschool
Inspectorsconsideredtheschoolinrelationto3performancecategories
BandA Highperforming(overalleffectivenessgrade1,2or3)
BandB

Satisfactory(overalleffectivenessgrade4or5)

BandC

Inneedofsignificantimprovement(overalleffectivenessgrade6,70r8)

TheSchoolwasjudgedtobe:

BANDB;

GRADE5

Themainstrengthsoftheschoolare:

mostteachersknowledgeandunderstandingoftheirsubjectissecure
positiverelationshipsbetweenstudentsandteachers
commitmentthroughouttheleadershipandmiddlemanagementteamto
raisingstandards
theprovisionofcontinuingprofessionaldevelopmentforteachers.

Themainareasforimprovementare:

attainment and progress in all subjects, especially social studies and

science
rigorousandaccurateevaluationofthequalityofteachingandlearningby
leadersandmanagers
assessmentforlearningtoenablestudentstomakebetterprogress
provisionofarangeoflearningresourcesacrosstheschool,particularlyin
science,informationandcommunicationstechnology,andthelibrary.

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Introduction
The schoolwas inspected by 5 inspectors. They observed 79 lessons, conducted
several meetings withsenior staff, subject coordinators, teachers, students and
parents. They analysed test and assessment results, scrutinised students work
across the school, analysed the responses to the parents questionnaire and
considered many of the schools policies and other documents. The leadership
team was involved throughout the inspection process, this included 2 joint
observationsoflessons.

DescriptionoftheSchool
AlSafwaPrivateSchoolwasfoundedin1994andrelocatedtoitspresentsitein
theSchoolszoneofAlAinin2005.TheschoolofferstheMinistryofEducation
(MoE) curriculum. English language is taught from Kindergarten (KG). Students
undertake the MoE tests and exams; they do not undertake any additional
externalassessments.
The students come from a wide area including central Al Ain and their socio
economic backgrounds are mixed. The schools aims include the provision of a
safe and secure environment through creating an educational atmosphere that
achieves comprehensive development; a high quality education; preparation for
studentstobegood,activecitizens;andanopportunityforstudentstogethigh
grades.

Thestudentrollhasincreasedbyapproximately7%sincethelastinspection;itis
madeupof742boysand685girls,classesaremixedgendertoGrade3.TheKG
phasecatersfor217children,with330studentsintheprimaryphase,Grades1to
3. In Grades 4 to 12, the girls section has 415 students, the boys section 465
students.AllstudentsareMuslimandspeakArabicasafirstlanguage.Thereare
29nationalitiesrepresentedincludingEgyptian(43%),Emirati(14%),Yemeni(8%),
Syrian(7%),Jordanian(6%)andSudanese(5%).Theremaining17%comefromother
Arabicnations,GulfStatesandasmallnumberofcountriesacrosstheworld.The
schoolhasformallyidentified2%ofstudentsashavingspecialeducationalneeds
(SEN).

AnnualfeesrangefromAED4,356inKGtoAED11,688forGrade12,exclusiveof
transport,booksanduniform.Thisplacestheschoolintheveryaffordabletolow
range.Theschoolhasanopenadmissionspolicy.Thereare108teachingstaff;3
areawaitingADECapprovals.Teachingstaffturnoverhasbeenapproximately40%
overthepasttwoyears.TheviceprincipalwasactingprincipalfromJanuary2013
to August 2013, following the departure in December 2012 of the then recently
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appointedPrincipal.ThepresentPrincipalhasbeeninpostsinceSeptember2013.
Alongwiththe4owners,hesitsontheAdministrativeCouncilthatoverseesthe
schoolsworkanddevelopment.

TheEffectivenessoftheSchool

Studentsattainment&progress
Standardsareabovethoseattainedinschoolsfollowingthesamecurriculum.In
the previous academic year, the MoE published results ranked the school in the
top third of similar private MoE curriculum schools in the Emirate. Levels of
attainment are inconsistent across the school; standards are stronger in the
primaryanduppersecondarygrades.ByGrade12,standardsareinlinewithMoE
curriculumexpectationsandaresimilartointernationalstandardsinthemajority
of subjects. Attainment in Arabic and Islamic education is in line with ADEC
expectations. Attainment in mathematics and information and communications
technology (ICT) is similar to international standards; they are below in English,
social studies and science. Given students low starting points this represents
satisfactoryprogressoverall.
InArabicandEnglish,speakingandlisteningskillsarestrongerwhilereadingand
writing skills are underdeveloped. In Islamic education, the majority of students
haveanacceptableknowledgeoftheHolyQuran,andcanexplainthemeaningof
verses well. Older students reach MoE expectations in mathematics; they
manipulatefunctions,inequalitiesandsystemsofequationsmentally,usealgebra
competently and give judgements regarding the reasonability of the results.
Limitedopportunitiestoengageinpracticalactivitiesinsciencecontributetothe
unsatisfactory levels of attainment throughout most of the school. Students in
mostgradesmemorisefactsandtheories;theirabilitytoapplythisknowledgeto
practical situations is underdeveloped. Almost all students fall below curricular
expectations in social studies; there were limited opportunities for them to
developtheirunderstandingofsocialconceptsandapplythistoreallifesettings.
In ICT, students make satisfactory progress, for example, Grade 9 students
develop their understanding of how to use technology safely, respectfully,
responsiblyandsecurely,includingprotectingtheironlineidentityandprivacy.
Progress has improved in Arabic, English, mathematics and ICT since the last
inspection.Theopportunitiesforstudentstoapplytheirlearninginthesesubjects
areakeyfactortoenhancingprogress.Inscienceandsocialstudies,inconsistent
levels of challenge, lack of pace in lessons and limited access to a range of
teachingandlearningstrategiesinhibitprogress.

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Studentspersonaldevelopment
Attitudes and behaviour throughout the school are satisfactory. Students enjoy
comingtoschoolandthisisreflectedintheiraboveaverageattendanceat94%;
punctuality on arrival remains unsatisfactory. Most members of staff encourage
students to demonstrate an appropriate agerelated level of maturity and sense
ofpersonalresponsibility;aminorityofboyslackselfdiscipline.Moststudentsare
considerate, and enjoy good relationships with each other and with staff.
Students are aware of what they need to do to enjoy a healthy lifestyle and
participate in activities to promote healthy living. Students demonstrate a good
understanding, appreciation of, and respect for Islam and its values. They
celebrate the local heritage and Emirati cultural identity through activities and
trips.TheycelebrateeventssuchastheNationalDaywhilstfullyappreciatingand
celebratingtheirownculturalroots.
Thequalityofteachingandlearning
Thequalityofteachingandlearningissatisfactory.Lessonsobservedduringthe
inspection ranged from unsatisfactory to good; the best lessons were seen in
mathematicsandEnglish.Mostteachershavesatisfactorysubjectknowledgeand
their understanding of how students learn has developed since the last
inspection. Relationships are good; KG lessons now provide more opportunities
for active learning and an element of choice. Students are keen to learn and
collaborate well when working in groups. When given the opportunity in
mathematicslessonstheywanttotakeresponsibilityfortheirlearning.
Lessonplanningdoesnotregularlydetailactivitiestosupportthosestudentswith
SEN or to extend the gifted and talented (G&T) students. Most teachers share
learning objectives at the start of lessons; these were often little more than
headings from the textbook. Teachers use questions to check understanding,
theydonotmakeenoughwrittendemandsofstudents.Somestudentsareover
reliant on teachers for information rather than thinking for themselves and
makinglinkswithreallifecontexts.Thisaspectofindependentlearninghasnot
been sufficiently embedded. In most classroombased lessons, research and
enquiryskillsareunderdeveloped,dueinparttothelimitedopportunitiestouse
ICT.
Meetingstudentsneedsthroughthecurriculum
Across all grades, the curriculum implementation is satisfactory; it is reasonably
broadandbalanced,andprovidessequencedprogression.TheKGcurriculumhas
improved and is undergoing further review. Investigative and enquiry skills are
underdevelopedthroughouttheschool.Arrangementsfortransitiontothenext
stages of education are adequately in place, and include planning for students
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personaldevelopmentandcareersguidance.Crosscurricularlinks,opportunities
for critical thinking and independent learning are limited. Modifications in
planning to meet students different needs and abilities lack consistency.
Students individual needs and talents are sometimes catered for through
enhancementactivitiesorextracurricularactivities.
Theprotection,care,guidanceandsupportofstudents
The relationships between students and adults underpin the satisfactory
protection, care, guidance and support of students. The school has a positive
ethos; the staff cultivate and nurture an active appreciation, knowledge and
understandingofIslamicvalues,andtheheritage,aspirationsofthepeopleofthe
United Arab Emirates. Senior staff and counsellors provide satisfactory careers
guidance: Students of all ages can seek out support for academic or pastoral
issues.Firstaidfacilitiesareappropriate.Theidentificationandclassroomsupport
for students with SEN and G&T is limited. The central register lists appropriate
information regarding the adults involved in the school. Child protection
guidelinesareadequatethoughstaffrequirefurthertrainingtofullyunderstand
what is required should any instances of concern be reported to them. The few
prayerroomfacilitiesavailabledonotmeettheneedsofallstudents,particularly
boys.
Thequalityoftheschoolsbuildingsandpremises
The schools buildings and premises provide the basics for delivering the
curriculum. The school leaders and owners acknowledge in longterm strategic
planning the need to enhance physical education provision, dining facilities and
providemoreappropriatelysizedclassroomsforsomeagegroups.Buildingsare
clean, well maintained, regularly checked by appropriate authorities. Younger
studentshaveaccesstowellequippedplayareas.Theirregularflooringinsome
areasneedsrepair.Thesiteissecurethroughouttheday.
Theschoolsresourcestosupportitsaims
Therangeofresourcesinclassrooms,thelibraryandmostsciencelaboratoriesis
unsatisfactory. Staffstudent ratios are acceptable and teachers are adequately
qualified. Staff participate in a wide range of inschool and externally provided
continuousprofessionaldevelopment(CPD)opportunities.Thistraininghasyetto
have a significant impact in improving the quality of teaching and a subsequent
improvement in standards. The retention of the more effective teachers is a
considerable challenge to the school. The school has procedures to ensure safe
storage of materials and undertakes the necessary safety drills. Buses are well
maintainedandadequatelysupervised.
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Theeffectivenessofleadershipandmanagement
Leadership and management of the school are satisfactory. The recently
appointedprincipalprovidescleardirectionandhasdrivendevelopmentatafast
pace. Most of the senior staff demonstrate the capacity to secure further
improvements.Rolesandresponsibilitiesareclearlydefined:theleadershipteam
shares the monitoring and supporting roles, which underpin the improving
opportunities for professional development. The CPD sessions are making
contributions to ongoing school review and improvement. These have not
resultedinestablishingconsistencyandembeddingbetterpracticeinclassrooms
yet.
Selfevaluation is underdeveloped: formal processes for selfevaluation involving
theleadershipteamandteachersareinplace;mostselfevaluationjudgmentsare
overgenerousanddonotsufficientlyfocusonthelearningofstudents.School
development planning is satisfactory. The school has identified development
priorities and adequate strategies to help the school improve have been
introduced.Therehasbeenwidespreadstaffengagementinthedevelopmentof
effective action plans. As a result, a growing shared ownership supports the
implementation of change and improvements. The leadership team and middle
managers monitor the quality of teaching and learning effectively and give
feedbacktoteachersabouttheirperformance.Regularmeetingsensurestaffare
keptapprisedof,andinvolvedwith,theimprovementagenda.Theimpactofsuch
activitieshasyettobereflectedinconsistentimprovementstolearningoutcomes
acrossallsubjectsinallgrades.
The school receives effective support from the School Board who holds the
leadership to account appropriately. Daytoday management of the school is
delegatedtotheschoolleadershipteam.Governorsreceivetimelyreviewsofthe
schools effectiveness and have significant input into prioritising and aligning
financestotheschooldevelopment.Theopendoorpolicyadoptedbytheschool
meansthatparentsareabletoconsultwithclassteachersorseniorleadersabout
any matters of concern at any time. Productive links with the local community,
businessesandotherschoolsareunderdeveloped.

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Progresssincethelastinspection
The school has tackled the recommendations in the last inspection report with
reasonablesuccess.Theschoolwasaskedto:usedatamoreeffectively,improve
thequalityofteaching,raisestandardsandprovideaprayerroomforallstudents.
Thepreviousreportnotedthattheschoolhadimprovedandwasmuchcloserto
providingasatisfactorystandardofeducationthanithadbeen.Ithascontinued
this steady improvement and is now providing satisfactory education. The
introductionofawiderrangeofteachingstrategiesinsomelessonshasenabled
studentstodeveloptheirindependentlearningskillsandbecomemoreawareof
their strengths and weaknesses. This in turn supports better progress in some
subjects.Thetrainingforteachersispromotingamoreprofessionalcultureatthe
schoolandsupportingstepstodeliverthecurriculuminamorecreativemanner.
The school has not fully complied with the requirement regarding facilities for
prayer.
Senior leaders have demonstrated satisfactory capacity to make improvements.
They will need to act on the recommendations made in this report if recent
progress is to be maintained and improvements to teaching and learning are to
becomeembeddedacrosstheschool.

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Whattheschoolshoulddotoimprovefurther:
1. Makebetteruseofassessmentdataacrossallgradesto:
i.

ii.

raise the standards in all subject areas, particularly social studies

and science, by tracking attainment and progress, informing
teaching and benchmarking performance against the MoE
curriculumandinternationalstandards
identify students with SEN and improve the effectiveness of
specialistandinclassprovision.

2. Improve the quality of teaching and learning to meet the needs of all
studentsbyensuringthatteachers:
i.

ii.

iii.
iv.

plan clearer and more precise learning objectives and provide

students with rubrics to better inform targetsetting and self
assessment
provide more regular and effective learning opportunities for
students to develop research and enquiry skills across the
curriculum
make connections in lessons to previous learning and reallife
situations
provide opportunities for students to work collaboratively and
engage in a wider range of activities using resources beyond the
textbook.

3. Ensure the monitoring of classroom practice by senior leaders is more

accurate, more rigorous and linked closely to the quality of students
learningoutcomes.

4. Improve the range and use of resources for learning, particularly in

science,ICTandinthelibrary.

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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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